Curriculum Guide ELL 2 Grammar (English Language Learners 2 Grammar) ESYX02 Department of English Language Learners Niles Township High School District 219 Skokie, Illinois 60077 Prepared by: L. Kolany, B. Wilson WEST S. Dobinsky, L. Fretzin, F. Wulfram NORTH Director of ELL North Corrie Wallace Director of ELL West Ricardo Aceves Niles Township District 219 7700 Gross Point Road Skokie, IL 60077 July 2015 TABLE OF CONTENTS
Course Description page 3 Course Materials page 3 Explanatory Notes page 4 Learning Targets pages 5-7 WIDA Standards pages 8-11 Outline of Instructions pages 12-13 Appendix I: Optional Units for study page 14 II: Irregular Verb Forms page 14 III: Gerunds page 14 COURSE DESCRIPTION
ESYX02 Length: 2 semesters Credit: 2 credits Open to Grades: 9-12 Grade Weight: III Prerequisite: Placement tests ELL 2 Grammar English Language Learners 2 is an intermediate course offered to non-native speakers who have some proficiency in English, but still have difficulty communicating and understanding. This course supports all aspects of students English language acquisition. Through vocabulary development and greater understanding of English grammatical structures, students everyday and academic reading comprehension will be improved. Students will work with both narrative and expository forms of composition as well as creative writing. It is expected that students will improve their listening comprehension and speaking skills through individual and group presentations as well as through language lab activities. COURSE MATERIALS Grammar Selections Focus on Grammar 3: An Integrated Skills Approach Text and Workbook by Fuchs, Bonner, and Westheimer Vocabulary Power 2 by Kate Dingle and Jennifer Recio Lebedev Introduction: EXPLANATORY NOTES ELL 2 Grammar
The populations of our ELL classes are not constant. Throughout the year, students enter our classes as they move to our school district. Thus, class assignments and activities must be cohesive yet be flexible enough to enable new students to integrate easily into the group throughout the year. At the same time, since our classes are comprised of students with varying educational, linguistic, and cultural backgrounds, our program must be able to meet the needs of many diverse learners. Thus, our curriculum constantly incorporates elements of on-going review integrated with all new material in order to support new students as they arrive. We also have an ELL resource center where all students can receive supplementary help in English and other subjects in English or their native languages. Finally, students move from our district, and transfer to other schools, as their families begin their new lives in the United States. The composition of our ELL classes change throughout the year. The process of acquiring a second language is neither swift nor simple. Concepts need to be introduced and then later reiterated in order to provide students with adequate opportunities to assimilate information. Structure: ELL 2 Grammar includes 42 minutes of class time per day. Grades reflect the students achievement on tests, quizzes, homework, and daily participation and preparation. Although not reflected in the curriculum guide, teachers frequently include information about various aspects of American culture and history to help students assimilate. Cultural diversity is valued in our ELL classes. Students are encouraged to share cultural approaches particular to their own ethnic heritage, to whatever concept is being presented. Projects involving various foods, holidays, beliefs and traditions give students a chance to express ethnic pride as well as learn about others in our school community. ELL 2 Grammar LEARNING TARGETS Note: Our usage learning targets below reflect WIDA standards devised by the WIDA consortium (Wisconsin, Delaware, and Arkansas) to determine student growth in English Language. The Access Test in Illinois is based on the WIDA Standards. In District 219, we devised a compendium of the standards to use for organizing our curricula, which we have included as an appendix.
Fall Semester I. Over-Arching Vocabulary Target: I can recognize and use vocabulary contained in Vocabulary Power 2. a. I can identify the part of speech of vocabulary words (noun, verb, adj., adv.) from chapters 1-6 b. I can use vocabulary words from chapters 1-6 appropriately in sentences. c. I can recognize the different meanings that may pertain to a single word from vocabulary in chapters 1-6. II. Over-Arching Writing Target: Students write for a variety of purposes and audiences, conveying their intended message and meaning.* a. I can produce written paragraphs with a clear topic sentence (focus). b. I can write supporting sentences with details. c. I can provide a concluding sentence for a paragraph. d. I can use capitalization correctly. III. Over-arching Usage Target: I can contrast simple present and present progressive tenses. a. I can recognize and use simple present and present progressive in affirmative sentences. b. I can recognize and use simple present and present progressive tenses in the negative. c. I can recognize and use simple present and present progressive in the interrogative. d. I can use subject-verb agreement with the verb be. e. I can use subject-verb agreement in the present tense with verbs other than be. IV: Over-Arching Usage Target: I can contrast simple past and past progressive. a. I can recognize and use simple past in the affirmative. b. I can recognize and use simple past in the negative. c. I can recognize and use simple past in the interrogative. d. I can recognize and use past progressive in the affirmative. e. I can recognize and use past progressive in the negative. f. I can recognize and use past progressive in the interrogative. g. I can understand the difference between simple past and past progressive and use them appropriately. h. I can recognize and use irregular past tense forms. V: Over-Arching Usage Target: I can recognize and use used to. a. I can recognize and use used to in the affirmative and negative. b. I can recognize and use used to in the interrogative. c. I can distinguish between habitual actions and one-time events in the past. VI: Over-Arching Usage Target: I can recognize and use the future tenses. a. I can recognize and use future tenses in the affirmative. b. I can recognize and use future tenses in the negative. c. I can recognize and use future tenses in the interrogative. d. I can understand the difference between be going to and will and use them
appropriately. e. I can recognize and use future tenses with time clauses. VII: Over-Arching Punctuation Target: I can punctuate sentences appropriately. a. I can use end punctuation correctly (periods, question marks, exclamation points). b. I can use commas with coordinating conjunctions. c. I can use commas with introductory phrases. ELL 2 LEARNING TARGETS Spring Semester I. Over-Arching Vocabulary Target: I can recognize and use vocabulary contained in Vocabulary Power 2. d. I can identify the part of speech of vocabulary words (noun, verb, adj., adv.) from chapters 7-12. e. I can use vocabulary words from chapters 7-12 appropriately in sentences. f.. I can recognize different meanings that may pertain to a single word in vocabulary from chapters 7-12 II. Over-Arching Writing Target: Students write for a variety of purposes and audiences, conveying their intended message and meaning.* a. I can produce an essay with an introduction. b. I can write body paragraphs with topic sentences in an essay. c. I can write a concluding paragraph for an essay. d. I can use correct capitalization. III. Over-Arching Usage Target: I can recognize and use present perfect tense. a. I can recognize and use present perfect in the affirmative. b. I can recognize and use present perfect in the negative. c. I can recognize and use present perfect in the interrogative. a. I can recognize and use present perfect progressive in the affirmative. b. I can recognize and use present perfect progressive in the negative. c. I can recognize and use present perfect in the interrogative. d. I can understand the difference between simple past and present perfect and use them appropriately. e. I can understand the multiple meanings of present perfect and use them appropriately. f. I can understand the difference between present perfect and present perfect progressive and use them appropriately. g. I can recognize and use irregular past participle forms. IV: Over-Arching Usage Target: I understand how to use adjectives and adverbs correctly. a. I understand how to use ing and ed participial adjectives. b. I can distinguish the difference between an adjective and an adverb and use them appropriately.
c. I can use as as correctly with adjectives or adverbs. d. I can recognize and use the comparative form of adjectives. e. I can recognize and use the superlative form of adjectives. V: Over-Arching Usage Target: I can understand how to use gerunds and infinitives correctly. a. I can use infinitives with the appropriate verbs. b. I can use gerunds with the appropriate verbs. c. I can use verb + preposition and adjective + preposition combinations with gerunds. VI: Over-Arching Usage Target: I can recognize and use definite and indefinite articles. a. I can distinguish between a count and non-count noun and use them appropriately. b. I can use the correct article (a, an, the) with singular and plural nouns, count and non-count. c. I can distinguish when to use a or an based on the initial sound of the noun. d. I can distinguish between proper and common nouns. VII: Over-Arching Punctuation Target: I can punctuate sentences appropriately. d. I can recognize and use semicolons, commas, and quotation marks. a. I can recognize and correct run-on and fragment problems. b. I can identify parts of sentences (subject, verb, direct object, prepositional phrases) WIDA Standards (compiled by District 219 for ELL Curriculum Guides) Listening (Standards L1 L8 generally correspond to ELL level 1) L1 Respond (non-verbally) to commands pertaining to classroom routines (e.g., Close your book. ) L2 Respond (non-verbally) to questions pertaining to multiple-step classroom instructions (e.g., what is the last word on page 45 of the dictionary? ) L3 Follow instructions or request from peers (e.g., Meet me at my locker after 9 th period. ) L4 Follow conversations (e.g., telephone), process and respond to announcements over the intercom or by teachers. L5 Identify and locate sources of information based on oral directions and visual
support. L6 Process information from speakers who use visual or graphic support (such as meteorologists). L7 Match information from TV, films, video, or DVDs to titles of segments. L8 Select or sort sources of information based on oral descriptions and visualsupport. L8a Be able to evaluate own speech sample for pronunciation & intonation (Standards L9 L14 generally correspond to ELL level 2) L9 Respond (non-verbally) to explicit language pertaining to classroom instructions. L10 Respond (non-verbally) to explicit language pertaining to classroom instructions. L11 Process and respond to discourse from unfamiliar speakers (such as at assemblies or on field trips). L12 Process and respond to discourse from indirect sources (such as Cassettes or CDs). L13 Compare and contrast sources of information based on oral discourse. L14 Form general ideas based on information from familiar speakers or media. L14a Be able to evaluate own speech sample for pronunciation & intonation (Standards L15 L19 generally correspond to ELL level 3) L15 Respond (non-verbally) to figurative language pertaining to classroom Instructions (such as the use of hyperboles or metaphors). L16 Evaluate the appropriateness of message or information from a variety of Sources. L17 Draw conclusions or infer from oral history. L18 Construct models based on oral discourse. L19 Make connections between ideas based on oral discourse. L20 Be able to evaluate own speech sample for pronunciation & intonation Speaking (Standards S1 S8 generally correspond to ELL level 1) S1 Answer questions that express likes and dislikes. S2 Answer a range of questions that express personal preferences. S3 State preferences for types of music, games, TV programs, or recreational activities. S4 Describe preferred movies, magazines, stories or authors. S5 State facts related to the news or information in visually supported magazines or newspapers read orally. S6 Differentiate opinions from facts related to information in visually supported magazines or newspapers read orally. S7 State facts about personal interests or those of friends or members of your family. S8 Do task analysis of familiar processes (such as recipes [how to make X] and games [how to play X]).
S8a Pronunciation and intonation sufficient to be understood (Standards S9 S14 generally correspond to ELL level 2) S9 Express personal preferences or points of view. S10 Express and defend personal preferences, opinions, or points of view. S11 Recommend games, songs, books, films, poems, or computer programs and give reasons for selection. S12 Discuss pros and cons of plays, films, stories, books, songs, poems, computer games, or magazine articles. S13 Give narrative speeches on personal topics of interest. S13a Pronunciation and intonation do not impede communication (Standards S15-S19 generally correspond to ELL level 3) S15 Express and defend points of view other than from a personal perspective. S16 Critique and evaluate plays, films, stories, books, poems, computer programs, or magazine articles. S17 Engage in debates on school-related topics or other issues with coherent arguments related to editorials, critiques. S18 Explain phenomena, give examples, and justify responses. S19 Express and defend points of view. S20 Pronunciation and intonation approximate native speaker ability Reading (Standards R1-R9 generally correspond to ELL level 1) R1 Identify text features or web resources used for assignments (such as titles or authors). R2 Match text features or web resources with their uses for assignments (such as table of contents to find topics). R3 Preview visually supported text to glean basic facts. R4 Connect information from visually supported text to self. (??) R5 Identify words and phrases related to author s purpose. R6 Match key vocabulary within graphic supported texts to visuals. R7 Identify ideas related to author s purpose to locate key facts in graphics and texts R8 Identify facts from pictures and sentences. R9 Use graphic organizers to compare/ contrast information between texts (Standards R10-R15 generally correspond to ELL level 2) R10 Match type of books or web resources with information needed for assignments.
R11 Use text features or web resources to confirm information for assignments (such as indexes or glossaries). R12 Scan material for relevant information. R13 Skim material for relevant information. R14 Identify ideas and supporting details related to author s purpose. R15 Summarize information in graphics and texts. (Standards R16-R22 generally correspond to ELL level 3) R16 Scan entries in books or web sites to locate information for assignments. R17 Revise thoughts and conclusions based on information from text. R18 Glean information from multiple sources. R19 Draw conclusions or infer from explicit and implicit text. R20 Interpret author s purpose and apply to other contexts. R21 Identify extended analogies, symbolism, or abstract ideas in literary texts. R22 Compare/ contrast information between and among texts using graphic organizers. Writing (Standards W1-W10 generally correspond to ELL level 1) W1 Complete forms read orally with identifying information or produce facts about self. W2 Complete real-life forms (such as leases, applications, licenses). W3 Jot down key points about language learning (such as use of capital letters for days of the week and months of the year. W4 Test appropriate use of newly acquired language (such as through spell or grammar check or dictionaries). W5 List key phrases or sentences from discussions. W6 Express opinions or reactions to current events or issues. W7 Extract key phrases or sentences from written texts. W8 Copy facts pertaining to current events or issues. W9 Produce key words or phrases from written texts. W10 Jot down key words or symbols from visuals pertaining to discussions. (Standards W11-W20 generally correspond to ELL level 2) W11 Create announcements, invitations, or form paragraphs stating who, what, when, and why. W12 Make requests, apologize, or compose or respond to e-mail or personal messages in extended paragraphs. W13 Reflect on use of newly acquired language or language patterns (such as self-assessment checklists). W14 Edit, revise, or rephrase written language based on feedback. W15 Produce editorial comments on current events or issues. W16 Take notes or produce outlines from written texts.
W17 Take notes and produce sentence outlines from discussions and lectures. W18 Produce outlines and summary paragraphs from lecture notes. W19 Rewrite stories on current events or issues in different time frames. W20 Summarize notes from written texts in paragraph form. (Standards W21-W26 generally correspond to ELL level 3) W21 Compose announcements, invitations, or form paragraphs stating who, what, when and why. W22 Expand and elaborate written language as directed. W23 React to multiple genres and discourses. W24 Author multiple forms of writing. W25 Produce essays based on notes from lectures or outlines and instructional materials (readings, film, etc.). W26 Rewrite stories on current events or issues from different perspectives or points of view. Units of Instruction / with writing activities included First Semester I. Present vs. Present Progressive tenses A. spelling changes when adding -s/es in the present tense B. spelling rules for adding - ing C. exercises about subject-verb agreement D. writing questions in the present tense Activities and Writing Assignments a) write a narrative paragraph about the daily routine of family members b) write a narrative paragraph in the present tense about a family tradition (holiday) II. III. Past Tense A. past tense irregular verbs B. spelling when adding -ed Past Tense vs. Past Progressive A. writing questions in the past tense a. using used to / didn t use to Activities and Writing Assignments summarizing using past tense.
Use video(s) for students to summarize using past tense write a narrative essay about an event in your life IV. Future with will / be going to, Present Progressive and Present Tense V. Future Time Clauses VI. WH questions, subject and predicate Activities and Writing Assignments expository paragraph about something you can t live without. write a narrative paragraph predicting your future students write questions to ask.example - counselor Vocabulary Power 2 Units 1-6 Second Semester I. Present Perfect using: A. since and for B. already and yet C. indefinite past D. simple past E. present progressive Activities and Writing Assignments create powerpoint presentations using present perfect and past tense about a celebrity, or family member write an autobiography using past tense, present tenses and present perfect II. III. IV. Adjectives and Adverbs A. spelling rules to change and adjective into an adverb B. participial adjectives and adverbs Adjectives: Comparisons with as...as and than A. spelling rules of comparative adjectives Adjectives: Superlatives A. spelling of superlatives adjectives Activities and Writing Assignments powerpoint project comparing native country to the United States using comparatives, superlatives and as...as read a contrast essay and write a contrast essay V. Gerunds: Subject and Object A. teach part of the sentences: subject, verb, direct object, indirect object, prepositional phrase B. give students lists of verbs that are followed by gerunds and infinitives
VI. Gerunds after Prepositions VII. Infinitives after Certain verbs VIII. Infinitives with too and enough IX. Nouns and Quantifiers X. Articles: Indefinite and Definite Vocabulary Power 2 Units 7-12 Appendix I: Optional Units for study Modal Verbs (Units 11, 13, 14, 35) Passive Voice (Fundamental of English Grammar, chapter 10) Phrasal Verbs (Unit 10) Reflexive and Reciprocal Pronouns (Unit 9) More Vocabulary Power 2 Units The following appendices are computer generated and have been linked to this curriculum. To open you must be on-line to view. Appendix II: Irregular verb forms and charts Irregular Verb Lists - 3 Forms ELL 2 Irregular Verb List A ELL 2 Irregular Verb List B ELL 2 Irregular Verb List C ELL 2 Irregular Verb List D ELL 2 Irregular Verb List E ELL 2 Irregular Verb List F Appendix III: Gerunds
Gerunds