Paterson Public Schools Bilingual /ESL Department 133 Ellison Street Paterson, NJ 07505

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1 ELEMENTARY BILINGUAL INSTRUCTIONAL SETTING English Language Learners (ELLs) participate in the following programs depending on school population and staffing. These programs, inclusive of the 90 minute literacy block as mandated by the state, supports the academic progress of ELLs so that they graduate on par with the general education students. Bilingual/ESL Self-Contained (BSC) This is a full time instructional program taught by a Bilingual/ESL teacher using the native language of the student and English. Students also receive specific ESL instruction. Bilingual Self-Contained/Regular (BSR) This is the same as Bilingual Self-Contained except that some students in the class are general education students. Bilingual/ESL Push-In (BPI) This is an alternate program in which bilingual students are assigned to general education classes but receive their developmental reading, mathematics, and ESL instruction from Bilingual/ESL teachers collaborating with mainstream teachers. 1

2 ELEMENTARY BILINGUAL INSTRUCTIONAL SETTING English as a Second Language (ESL only) ESL is any of various approaches to teaching the English language to non-native speakers. As broadly defined in the 1997 Teachers of English to Speakers of Other Languages (TESOL) Standards, instruction aims to teach students to communicate in social settings, engage in academic tasks, and use language in socially and culturally appropriate ways. ESL develops listening, speaking, reading, and writing skills and, as such, is a component of the language arts program for all limited English proficient students in bilingual education programs. Bilingual Program Proficiency Levels 1,2 & 3 Instruction will be provided in English and Spanish with a focus on the development of English language Proficiency. Structured English Immersion Program Proficiency Level 4 This model provides instruction primarily in English. Students will be taught English language skills. Students will be taught subjects using strategies in English with primary language instructional support, as needed. 2

3 ELEMENTARY BILINGUAL INSTRUCTIONAL SETTING Transitional Program with English Language Development Proficiency Level 5 Students receive all instruction in English with English Language Development. Academic, Community, and English Skills Program (ACES) The ACES program is designed for overage Spanish-speaking students (15 years or older) who have not graduated from elementary school. Students are taught by a bilingual teacher, an ESL teacher, and an Instructional Assistant in a self-contained high school setting. Port-of-Entry Program (POE) Port-of Entry programs are locally developed for newcomers with limited skills in both the native language and English, who enter Paterson schools. Students are taught by Bilingual and ESL teachers with an Instructional Assistant. 3

4 Eastside High School Developmental/Supplemental English as a Second Language I English as a Second Language I or ESL I is a course for students who have recently arrived I the United States from other countries where English is not the predominant language. Students acquire the skills of listening, speaking, reading and writing in basic form. Stress is placed on aural comprehension and oral articulation. Developmental/Supplemental English as a Second Language II English as a Second Language II or ESL II is a course designed for students who have successfully completed ESL I and demonstrated the ability to converse in English and recognize simple grammatical structures. Students receive extensive practice in oral expression and reading comprehension. Developmental/Supplemental English as a Second Language III, IV English as a Second Language III and IV, or ESL III and IV, develop and refine each student s knowledge of English. The goal of each course is to provide an atmosphere where English is the medium or oral and written expression. Stress is placed on correct usage of complex grammatical structures and reading comprehension. 4

5 Eastside High School Transitional English Transitional English is the last course in the sequence for English Language Learners (ELL). It serves as a bridge to full immersion in English, while emphasizing reading comprehension, aural comprehension and articulation, and writing mastery. Introduction to literary themes and research topics are integral to full fluency and the ability to express oneself in English. This course may be taken in sequence after intermediate or high Developmental ESL III or IV. Application of ESL This course is offered in place of SESL for those juniors or seniors who are preparing for the HSPA exam or undergoing the Special Review Assessment process. It focuses on written expression in English, offering intense instruction in writing and reading comprehension. 5

6 Kennedy High School Developmental ESL I This is an introductory course designed to teach students the basic structures of the English language. The course focuses on introducing fundamental grammar, reading, writing, oral communication and viewing skills in English. Acquiring the basic understanding of the language and being able to use learned English are the aims of the course. Developmental ESL II (Prerequisite: Developmental ESL I or Teacher Recommendation) In Developmental ESL II, the skills learned in Developmental ESL I are reinforced. This course expands further vocabulary and skills in all of the five areas of listening, reading, speaking, writing, and viewing. There is a greater emphasis on oral expression and emergence of writing style. The students will be able to distinguish phonetic and structural elements of spoken and written words. They will be able to examine main ideas and supporting details of an oral and written presentation. Finally, they will be able to analyze elements of literary forms. 6

7 Kennedy High School Developmental ESLIII (Prerequisite: Developmental ESL II or Teacher Recommendation) This course offers the student an opportunity to learn complex grammatical structures which they will use in oral presentations and written assignments and to improve research skills by becoming more computer literate. They are exposed to appreciation of literature and advanced vocabulary. Emphasis is placed on the ability to summarize, categorize, and classify information. Developmental ESL IV (Prerequisite: Developmental ESL III or Teacher Recommendation) Students in the is course apply inferential reading skills, analyze literary works, and continue to expand word knowledge. The students present a larger variety of oral reports and research skills are emphasized, including use of computer resources. Workplace text and career exploration are studied in Level IV. Supplemental ESL I (3400) This course is designed for students who have virtually little knowledge of the English language. The students develop a repertoire of basic vocabulary of everyday objects which enables them to build a foundation in English grammar. Basic sentence structure consisting of the present, present continuous and command forms are taught and the students are able to respond both orally and in writing. Listening, speaking and viewing skills are also acquired through lessons in American culture. 7

8 Kennedy High School Supplemental ESL II (Prerequisite: Supplemental ESL I or Teacher Recommendation) (3500) This course reinforces all of the skills taught in ESL I. Emphasis is placed on listening and speaking as well as reading and writing. Oral fluency and vocabulary are stressed in order to bring the student to an intermediate level in English. Supplemental ESL III (Prerequisite: Supplemental ESL II or Teacher Recommendation) (3600) Supplemental ESL III continues to emphasize correct American English pronunciation and speech patterns. Oral comprehension and listening skills are further developed through role-playing, reading skits, plays and original conversations. Students will be able to make inferences from more advanced reading materials of both fiction and non-fiction writings. Students will be exposed to the computer as source of information (ENCARTA, the internet), as well as other resource materials to improve research and study skills. Career awareness, filling out forms and applications, and preparing resumes and letters of application will expand survival skills. 8

9 Kennedy High School Supplemental ESL IV (Prerequisite: Supplementary ESL III or Teacher Recommendation) (3700) More emphasis will be placed on reading informational and workplace texts. Students will conduct research on a variety of issues of importance to high school upperclassmen, including social issues and job opportunities. Students will write business letters dealing with consumer and employment issues. They will research career choices and conduct job interviews. Students will prepare household budgets, schedules and graphic organizers (charts, graphs, time lines) to explain statistical information. They will be able to express and support their opinions both orally and in writing. 9