ENL (English as a New Language) Course of Study Grades K 12

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "ENL (English as a New Language) Course of Study Grades K 12"

Transcription

1 ENL (English as a New Language) Course of Study Grades K 12 Learning to speak another s language means taking one s place in the human community. It means reaching out to others across cultural and linguistic boundaries. Language is far more than a system to be explained. It is our most important link to the world around us. Language is culture in motion. It is people interacting with people. --Sandra Savignon (1983)

2 ENL Curriculum Philosophy Every year, more and more students who speak languages other than English, and who come from homes and communities with diverse histories, traditions, world views, and educational experiences, populate our classrooms. All elementary and secondary school students will be living in and contributing to an increasingly diverse society and interdependent community of nations in the 21 st century. To realize their personal, social and long-term career goals, individuals will need to be able to communicate with others skillfully, appropriately, and effectively. The challenge of contemporary education is to prepare all students for life in this new world, including those learners who enter schools with a language other than English. Context of English as a New Language Instruction --Adapted from ESL Standards for Pre-K-12 Students, Teachers of English to Speakers of Other Languages 1. The teacher organizes instruction around grade-appropriate content, often theme based (e.g., literature, math, science, integrated themes, social studies). a. Instruction provides access to the core curriculum b. Content is academically demanding c. Language objectives are established according to students English language proficiency in relation to language demands of lesson d. Language and content learning are integrated e. Content is presented from multicultural perspectives 2. The teacher designs appropriate learning sequences. a. Assesses and builds upon student s interests and prior knowledge, including cultural knowledge b. Explains purpose of activity c. Helps students develop learning strategies for reading, writing, thinking, problem solving d. Provides multiple opportunities for students to process information verbally and nonverbally (draw, dramatize, discuss, review, question, rehearse, read, write about) 3. The teacher modifies language used during instruction. a. May use slightly slower speech rate b. Speaks clearly, repeating if needed c. Defines new words in meaningful context d. Paraphrases in simple terms when using more sophisticated forms of expression e. Limits use of idiomatic speech

3 4. The teacher supports verbal explanations with nonverbal cues. a. Gestures, facial expressions, action to dramatize meaning b. Props, concrete materials c. Graphs, pictures, visuals, maps d. Films, videotapes, overhead projector, bulletin board displays 5. The teacher plans ways to ensure participation of all students, keeping in mind English proficiency of each student. a. Monitors lesson comprehension and clarifies concepts as needed b. Reviews main ideas and key vocabulary c. Plans for students to actively participate in learning activities verbally and nonverbally according to functional English abilities d. Provides opportunities for students to contribute based on their modalities of strength: visual, auditory, kinesthetic, oral, written, pictorial 6. The teacher provides a variety of flexible grouping formats to provide opportunities for social, linguistic, and academic development. a. Heterogeneous groups b. Pair work c. Short-term skill groups d. Teacher-student conferencing 7. The teacher provides a variety of assessment methods that permit students to display learning through their modalities of strength (e.g., oral, written, visual, kinesthetic, auditory, pictorial). a. Performance-based assessment b. Portfolio assessment c. Learner self-assessment d. If used, standardized tests are modified to accommodate English learners (e.g., extra time to complete) Knowing how, when, and why to say what to whom All the linguistic and social knowledge required for effective human-to-human interaction is encompassed in those ten words. Formerly, most teaching in foreign language classrooms concentrated on the how (grammar) to say what (vocabulary). While these components of language are indeed crucial, the current organizing principle for foreign language study is communication, which also highlights the why, the whom, and the when. So, while grammar and vocabulary are essential tools for communication, it is the acquisition of the ability to communicate in meaningful and appropriate ways with users of other languages that is the ultimate goal of today s foreign language classroom. -- Standards for Foreign Language Learning: Preparing for the 21 st Century, the American Council on the Teaching of Foreign Languages

4 Content Standards of the English as a New Language Program: Social, Academic and Cultural Language Full proficiency in English is critical for the long-term personal, social and economic development of all students in the United States. ENL learners need to achieve proficiency in the social, academic and cultural aspects of the English language in order to be successful. Social Language Communication is at the heart of second language study, whether the communication takes place face-to-face, or in writing. ENL learners use language for personal expression and enjoyment and to meet their basic human needs both inside and outside of school. A student who completes the entire ENL program will be able to: express needs, feelings, and opinions. provide and obtain information. understand spoken and written language. function in authentic situations both orally and in written language use English in the classroom, the community and beyond. Academic Language Through study and personal experiences, students gain a knowledge and understanding of the world around them. ENL learners are expected to use English to achieve academically in all content areas and to compete academically with their native-english speaking peers. They need to obtain, process, construct, and provide subject matter information in spoken and written English. A student who completes the entire ENL program will be able to: explore math, science, music, art, history, and literature using English as the method of exploration use English to discuss interdisciplinary topics. use authentic resources to discuss current issues. explore careers in which proficiency in a second language is beneficial use English for life-long learning, enjoyment and enrichment.

5 Cultural Language Learning a language provides connections to the culture of those who speak that language. ENL learners will learn to use the English language in socially and culturally appropriate ways. They will develop appropriate language variety, register, and genre according to their audience, purpose and setting. A student who completes the entire ENL program will be able to: gain knowledge and understanding of the U.S. culture identify and forge personal connections between the home culture and the U.S. culture. develop sensitivity to cultural differences recognize regionalisms in American English recognize the major artistic contributions of the U.S. culture. examine and explain similarities and differences between the home and U.S. cultures Learning English as a New Language Language Acquisition is a Long-Term process --Adapted from ESL Standards for Pre-K-12 Students,Teachers of English to Speakers of Other Languages Language acquisition occurs over time with learners moving through developmental stages and gradually growing in proficiency. Individual learners however move through these stages at variable rates. Rates of acquisition are influenced by multiple factors including an individual s educational background, first language background, learning style, cognitive style, motivations and personality. In addition, socio-cultural factors, such as the influence of the English or native language community in the learner s life, may play a role in acquisition. In many instances learners pick up conversation skills related to social language more quickly than they acquire academic language skills. Educational programs must recognize the length of time it takes to acquire the English language skills necessary for success in school. This means that ENL learners must be given the time it takes to attain full academic proficiency in English often from 5 to 7 years or more. --Adapted from ESL Standards for Pre-K-12 Students, Teachers of English to Speakers of Other Languages

6 ENL Program Overview If a language other than English is spoken in the home, (This information is obtained at the time of enrollment) the student is given the Language Assessment Scale -Links (LAS) to determine his or her level of English proficiency. The ENL teacher uses the LAS Links to evaluate students in listening, speaking, reading, and writing. Elementary K 6: Pull Out Program Kindergarten through 6 th grade students who score 1-4 participate in a Pull-Out program. The student spends most of the school day with the mainstream teacher and is pulled out to receive instruction individually or in small groups to achieve English proficiency and academic mastery in subject content areas. The program is focused on the student s appropriate level of content standards. Middle School and High School ENL 1, ENL 2, ENL 3 and ENL 4 Classes Students in grades 7-12 who score 1-4 on the LAS assessment are placed into one of the corresponding levels of ENL classes listed below. These courses are based on need. Not all courses may be offered at any given time. The level and number of ENL middle and high school classes will depend on the number and level of students enrolled. ENL 1: Pre-Proficient Knowledge of English The ENL 1 course focuses on basic communication skills. Vocabulary topics and grammar are presented in context. Students will also explore the culture of the local community and the United States. Daily preparation, memorization, a willingness to participate orally, and consistent practice are essential for student success. ENL 2: Beginner Knowledge of English The ENL 2 course continues the development of the skills listed in ENL 1. Students will study more advanced vocabulary and grammar, and will further develop their conversational and reading abilities. The culture and history of the U.S. are further explored. At the end of ENL 1 students should have a basic knowledge of vocabulary and grammar. Students should be able to use present, present continuous, future and regular past tense verbs. They should be able to ask and answer basic personal questions, write simple sentences, and read and understand short passages in English.

7 ENL 3: Intermediate Knowledge of English Students will build fluency on the foundation of the basic language skills listed in ENL 1 and ENL 2. The course reinforces previously studied grammatical concepts and introduces advanced grammatical structures. Students will greatly expand their active vocabulary. Speaking and writing skills, as well as further cultural study, will be emphasized. ENL 4: Advanced Knowledge of English At this level, emphasis is placed on speaking English and on the development of all language skills. Students will be evaluated on their ability to answer questions and to express their opinions and ideas both in spoken and written language. An intensive grammar study is an integral part of the course. Students will read a variety of culturally authentic materials in English. ENL 5: Proficient Level of English Students who score at Level 5 on the LAS are mainstreamed. At this level, students should be able to be successful in their academic classes without direct support from an ENL instructor. Students who score at a proficiency Level 5 are not required to receive direct services but their progress is monitored quarterly by the ENL teacher. He/she reviews the students grades and communicates with the classroom teacher(s). If a student is having difficulty, the ENL teacher can do any or all of the following to ensure that the student is able to make sufficient progress: works with the mainstream teacher to help provide modifications provide direct services and/or pull out services. provide testing accommodations with extended time and the use of a dictionary meet with the counselor and/or mainstream teacher to discuss alternate class placement options etc. ENL 5: A Pre-College English Course This advanced course is comparable in content and difficulty to a full-year course in English as a Second Language at the college level. The course seeks to fine-tune reading and writing proficiency in English with emphasis on active communication for those who already have a good command of the grammar and considerable competence in listening, and speaking the language. Throughout the course, students will be working with newspapers, magazine articles, and works of modern literature. Students will also engage in a variety of listening, speaking, reading and writing activities reflecting material read and interests shared by the students and teacher. Students enrolled in this course may elect to take the TOEFL. The student must assume the cost of the test.

8 English as a New Language Proficiency Standards: ENL 1: Pre-Proficiency Knowledge of English Social Language Proficiency in this sequence reflects ability to: produce basic words and familiar phrases that can be understood respond to classroom commands. ask and answer basic questions. follow simple oral and written directions with support read, write and understand written or spoken basic high frequency vocabulary words. identify the main idea of a brief written or oral message supported with visuals Make simple predictions Topics may include: - daily routines and chores - describing house and household items - family members - feelings - foods - greetings - identifying places - likes and dislikes - places - school subjects - seasons - sports - using the telephone - dialogues and role play using vocabulary - likes/dislikes - shopping words and expressions - musical instruments - restaurant words and expressions

9 Academic Language In this sequence the student will: use English to identify words and concepts in other content areas. use English to manipulate the numbers learn songs of the U.S. culture. explore simple literature and nonfiction identify the main idea and details of simple fiction read aloud, supported by visuals Topics may include: - the alphabet - animals - body parts - classroom vocabulary - clothing - colors - computers - days and months - letters of the alphabet - modes of transportation - numbers zoo animals - weather and seasons - action verbs - adjectives - mathematical functions - maps and flags of the U.S.A and the 50 states - animal habitats - mathematical functions - meteorology Skills may include learning and/or reviewing (with extensive support): - the alphabet - letter-sound correspondence - developing and using background knowledge to gain meaning from texts - beginning to use a dictionary - recognizing patterns to make predictions - recognize synonyms and antonyms of high frequency words - begin to recognize common homonyms - using analogies to determine the meaning of new subject area vocabulary

10 Cultural Language In this sequence the student will: gain knowledge of everyday practices in the U.S. culture. gain knowledge of holidays and celebrations. begin to develop sensitivity to cultural differences. identify a speaker s obvious attitude, mood or emotion in simple oral messages by reading body language and/or tone and voice quality with support begin to identify and use appropriate language styles, gestures, and topics for different kinds of interactions, with support learn basic American symbols Topics may include: - every day practices in the U.S. culture such as mealtimes, daily routine, etc. - holidays and celebrations - families and extended families - school - food and table etiquette - flags and maps ENL 2: Beginner Knowledge of English Social Language Proficiency in this sequence reflects ability to: use previously acquired communication skills pronounce words and sentence patterns appropriately by imitating the teacher, taped materials, or native speakers respond to classroom commands ask and answer basic questions carry on a brief conversation read and write basic sentences and paragraphs in context listen and respond to sentences and brief passages read and respond to sentences and brief passages practice basic study skills begin to recognize similarities and differences between the U.S. and primary languages use English in and beyond the school setting

11 Topics may include: - all level 1 material - emotions - expressions of courtesy - expressing feelings and preferences - greetings and introductions - giving and following directions - likes and dislikes - making plans - professions - shopping in stores and markets - sports and games - telling time - transportation Academic Language In this sequence the student will: use English to label words and concepts in other subjects. learn songs of the U.S. culture. explore children s literature read and understand beginning level nonfiction gain knowledge of the geography of the U.S. learn about basic events in American history begin to explore careers in which proficiency in a second language is beneficial begin to apply techniques of literary analysis to reading selections. Topics may include: - expansion of previous vocabulary themes - colors - clothing - computers - numbers prepositions - city places - maps and flags of the U.S. - U.S. history - weather and climate - U.S. units of measurement

12 Demonstration of proficiency reflects student s knowledge of: - some subject pronouns and corresponding verb forms - number - gender - negatives Cultural Language In this sequence the student will: expand knowledge of everyday practices in the U.S. culture. expand knowledge of holidays and celebrations. Recognize and learn about popular people and events in the U.S. recognize regionalisms in English. continue to develop sensitivity to cultural differences. explain similarities and differences in everyday practices in the home and U.S. cultures. explain similarities and differences of holidays and celebrations in the home and U.S. cultures. use authentic community resources such as festivals, movies, restaurants, interviews with native speakers, etc. Topics may include: - shopping, stores and markets - currency - meals - telling time with the 24-hour system - selected geographical features - road signs - sports and games ENL 3: Intermediate Knowledge of English Social Language Proficiency in this sequence reflects ability to: use previously acquired communication skills talk about the past

13 give and follow commands express hopes, wishes and doubts expressing feelings, preferences and opinions talk about the future draw comparisons carry on a conversation of medium length read and write basic sentences and paragraphs listen and respond to oral sentences and passages practice study skills read short passages, stories and articles comprehend spoken passages or dialogues of medium length explore similarities and differences between the U.S. and primary languages. use English in and beyond the school setting Topics may include: - all Level 1 and Level 2 material - chores and leisure activities - describing a house and its contents - discussing childhood and describing people and situations in the past - health and fitness - making plans and issuing invitations - nature and the environment - ordering food in a restaurant - shopping for clothes - technology - telling a story in the past - travel plans Academic Language In this sequence the student will: explore the presence and influence of the U.S. culture in everyday life. explore musical and artistic selections from the U.S. culture. explore ecological issues in the world explore the contributions of indigenous civilizations continue to explore careers in which proficiency in a second language is beneficial

14 utilize a variety of technical resources to investigate and communicate with the global community apply techniques of literary analysis to reading selections. Topics may include: - numbers 1 to 1,000,000 - labeling the countries of the world on a map - weather and climate in the U.S. - Non-English speaking communities in the United States and their contributions to the culture at large - selected works of artists - music - ecological issues - identify selected monuments, works of art, and architecture in the U.S. - technology Demonstration of proficiency reflects student s knowledge of: - regular and irregular tense verbs - demonstrative adjectives and pronouns - possessive pronouns - comparatives and superlatives - direct and indirect object pronouns and double object pronouns - object pronoun position with respect to verb type - formal and informal commands - negative words and expressions - reflexive verbs - present progressive - past progressive Cultural Language In this sequence the student will: expand knowledge of everyday practices in the U.S. culture. expand knowledge of holidays and celebrations. explore selected cities and states explore contributions of indigenous civilizations. recognize regionalisms in English. continue to develop sensitivity to cultural differences.

15 explore similarities and differences in everyday practices in the home and U.S. cultures. explore similarities and differences of holidays and celebrations in the home and U.S. cultures. participate in authentic community resources such as festivals, movies, restaurants, interviews with native speakers, and so forth to further the study of selected topics. share an experience in the community that exposed the student to the U.S. culture or language describe and sample ethnic foods Topics may include: - etiquette - fine art and artists - extended family - social customs - ancient and modern monuments - ancient and modern cultures - travel (airports, security, hotels, transportation, etc.) - shopping and shopping etiquette ENL 4: Advanced Knowledge of English Social Language Proficiency in this sequence reflects ability to: use previously acquired communication skills. Describe people, things and situations in detailed and original waysnarrate events in multiple time frames. Express personal points of view Narrate events in multiple time frames discuss hypothetical carry on conversations of increasing length and complexity plan and perform skits and presentations read poetry, as well as passages, stories and articles of increasing length comprehend spoken passages and dialogues of increasing length and complexity narrate events in multiple time frames

16 Academic Language relate events in time. express personal points of view. carry on conversations of increasing length and complexity. plan and perform skits and presentations. Topics may include: - what will have happened and what would have happened - what people doubted, wanted or hoped in the past - what is or was done, by whom - life, death and the supernatural - world issues of today and tomorrow - personality and interpersonal relationships - the world of entertainment - food preferences and preparation - outdoor activities and sports - what has happened and what had happened - what will happen - what would happen - speculating about the present and the past - what people do to or for each other - stating general rules, needs, and services - telling a group of friends what to do - describing people or things that may or may not exist - what is happening or what was happening - fashions and fashionable people - responsibilities and rights of citizenship - opportunities for community service - environmental and social problems - animals and their habitats - patriotism and patriotic celebrations - college studies and the world of work In this sequence the student will: explore the presence and influence of culture in everyday life. explore musical and artistic selections. explore ecological issues. examine historical events. consider issues of citizenship and service in today s international community. apply techniques of literary analysis to reading selections. continue to explore careers in which proficiency in a second language is beneficial

17 discuss selected U.S. historical events explore and recognize the contributions of noted figures of American History and culture continue to explore careers in which proficiency in a second language is beneficial. Topics may include: - labeling the countries and naming the - selected artistic works - musical styles of the world - ecological issues - modern social problems and their possible solutions - satire, irony, hyperbole and other literary techniques in reading passages Demonstration of proficiency reflects student s knowledge of: - regular and irregular present perfect tense verbs - regular and irregular future tense verbs - regular and irregular conditional tense verbs - reciprocal reflexive constructions - appropriate command forms for all situations - regular and irregular present subjunctive - regular and irregular present and past progressive verbs - object pronoun position with respect to verb type - verb + preposition + infinitive Cultural Language In this sequence the student will: expand knowledge of everyday practices in the U.S. culture. expand knowledge of holidays and celebrations. explore selected U.S. cities and states recognize regionalisms in English. continue to develop sensitivity to cultural differences. explain similarities and differences in everyday practices in cultures around the world explain similarities and differences of holidays and celebrations in cultures around the world compare social problems in cultures around the world

18 explain similarities and differences between common languages. recognize the influences of cultures around the world use English in and beyond the school setting. use authentic community resources such as festivals, movies, restaurants, interviews with native speakers, and so forth to further the study of selected topics. recognize musical genres, artists, movies, foods, and so forth that are popular in the United States. consider the impact of the individual s contribution to the community. Topics may include: - etiquette - fine art and artists - writers, musicians, designers, athletes and historical figures - holidays and celebrations - ancient and modern monuments ENL 5: Pre-College Knowledge of English Social Language Proficiency in this sequence reflects ability to: use previously acquired communication skills. describe people, things and situations in detailed and original ways. express personal points of view. narrate events in multiple time frames. carry on complex conversations with native speakers. plan and perform skits and presentations. read poetry, passages, stories and articles intended for a native-speaking audience. comprehend lectures and dialogues delivered by native speakers. take notes from a lecture. excel on the TOEFL exam Topics may include: - refinement of previous vocabulary and grammar - expressing hopes, wishes and doubts in any situation - various artists and styles of art - various genres of literature - expressing opinions about contemporary issues

19 Demonstration of proficiency reflects student s knowledge of: - agreement, form, and position of adjectives - all subjunctive tenses and uses - all indicative tenses - relative pronouns, interrogatives and exclamations - possessive and demonstrative forms and uses - idiomatic expressions - vocabulary distinctions (to see vs. to look) Academic Language In this sequence the student will: explore the presence and influence of culture in everyday life explore musical and artistic explore international issues from multiple perspectives examine historical apply rudiments of literary analysis to reading selections Topics may include: Cultural Language - noted figures in fields such as sports, music, literature and cinema - selected works of art - musical styles - current events - satire, irony, hyperbole and other literary techniques In this sequence the student will: expand knowledge of everyday practices in the target culture explore selected cities and countries explain the contributions of noted figures further explore contributions of indigenous civilizations recognize regionalisms in English continue to develop sensitivity to cultural differences. explain similarities and differences in everyday practices in world cultures explain similarities and differences in how world cultures view and respond to international and economic issues compare artistic approaches and values in world cultures

20 explain similarities and differences between common languages recognize the influences of world cultures use English in and beyond the school setting. consider the U.S.A. s place in the international community. use authentic community resources such as festivals, movies, restaurants, interviews with native speakers, and so forth to further the study of selected topics recognize musical genres, artists, movies, foods, and so forth that are popular in the United States and around the world Topics may include: - etiquette - fine art and artists - ancient and modern monuments - writers, musicians, designers, athletes and historical figures - indigenous legends - contemporary issues - taking the TOEFL Demonstration of proficiency reflects student s knowledge of: - cognates - grammatical concepts in the target and primary languages - multi-cultural perspectives on international issues such as human rights, terrorism, and the economy - literary traditions in world cultures

21 Assessment-English as New Language Elementary Grades K-6 Students will be assessed through teacher checklists to determine student progress against the standards applicable to each student s level of achievement. Mainstream classroom teachers will be communicated with on a regular basis to determine instructional needs and general proficiency in the classroom setting. Secondary Grades 7-12 Students in grades 7-12 will receive ENL services by enrolling in ENL courses. Students will be assessed through informal teacher observations and classroom participation, and by letter grades. An end-of-level average of 70% or higher is required in order to advance to the next level. Rubrics will be used for many assignments to allow students to track progress and be responsible for their own learning and achieve higher levels of performance. Assessment may include, but is not limited to, the evaluation of achieving proficiency indicators through these means: class participation notebooks homework computer tutorials class work games skits writing assignments recorded assignments oral reports projects journals portfolio assignments multimedia presentations quizzes tests Annual State Mandated Assessment All ENL students are required to be assessed each year with both the Ohio Test of English Language Acquisition (OTELA) and either the Ohio Achievement Assessment (OAA) or the Ohio required high school level assessment.

22 Students must continue annual assessment with the OTELA until they meet required achievement levels established by the Ohio Department of Education for two years in a row. Passage of the high school assessment is required to qualify for high school graduation. Ohio Test of English Language Acquisition The Ohio Test of English Language Acquisition (OTELA) measures the English language skills of students whose first language is other than English. Students are rated in reading, listening, comprehension, writing, speaking and production and are given a composite score on the following 5 point scale. Explanation of Levels Level 1 Pre-functional indicates that the student who is limited English proficient is: Beginning to understand short utterances Beginning to use gestures and simple words to communicate Beginning to understand simple printed material Beginning to develop communicative writing skills Level 2 Beginning indicates that the student who is limited English proficient: Understands simple statements, directions and questions Uses appropriate strategies to initiate and respond to simple conversation Understands the general message of basic reading passages Composes short informative passages on familiar topics Level 3 Intermediate indicates that the student who is limited English proficient: Understand standard speech delivered in school and social settings Communicates orally with some hesitation Understands descriptive materials within familiar contexts and some complex narratives Writes simple texts and short reports Level 4 Advanced indicates that the student who is limited English proficient: Identifies the main ideas and relevant details of discussion or presentation on a wide range of topics Actively engages in most communicative situations familiar or unfamiliar Understands the context of most text in academic areas with support Writes multi-paragraph essays, journal entries, personal/business letters, and creative texts in an organized fashion with some errors Level 5 Full English Proficiency indicates that the student who is limited English proficient: Understands and identifies the main ideas and relevant details of extended discussion or presentations on familiar and unfamiliar topics Produces fluent and accurate language Uses reading strategies the same as their native English-speaking peers to drive meaning from a wide range of both social and academic texts Writes fluently using language structures, technical vocabulary and appropriate writing conventions with some circumlocutions

23 For chart entitled English Language Proficiency Standards for LEP Students, see separate document named: EngLangProfStanLEPStud

24 Standards for Limited English Proficient Students Excerpts from Ohio English Language Proficiency Standards for Limited English Proficient Students, Ohio Department of Education, Center for Curriculum and Assessment, Lau Resource Center ENL 1 LISTENING: LEP students will develop the English listening skills required both for academic achievement and for communication in socially and culturally appropriate ways Standard 1.1: Comprehend spoken instructions Standard 1.2: Identify main ideas and supporting details of spoken English Standard 1.3: Determine speaker attitude and point of view Standard 1.4: Comprehend the meaning of academic and/or specialized vocabulary when spoken Standard 1.5: Make inferences and predictions when listening to speakers SPEAKING: LEP Students will develop the English speaking skills required both for academic achievement and for communication in socially and culturally appropriate ways Standard 2.1: Speak fluently, using clear pronunciation and with appropriate intonation and stress Standard 2.2: Speak using appropriate grammar and vocabulary Standard 2.3: Speak for varied purposes, both informal and formal, with focus, relevance and cohesion READING: LEP students will develop the English reading skills required both for academic achievement and for communication in socially and culturally appropriate ways. Standard 3.1: Demonstrate reading strategies Standard 3.2: Identify the meaning of written vocabulary Standard 3.3: Read with comprehension

25 WRITING: LEP students will develop the English writing skills required both for academic achievement and for communication in socially and culturally appropriate ways Standard 4.1: Write using appropriate conventions and grammar Standard 4.2: Write for varied purposes and audiences, with appropriate tone and voice, using various media (Note: implicit in this standard is that students will use technology as a writing tool) Standard 4.3: Write using the writing process Standard 4.4: Write using a range of vocabulary, sentence structures and verb tenses ENL 2 LISTENING: LEP students will develop the English listening skills required both for academic achievement and for communication in socially and culturally appropriate ways Standard 1.1: Comprehend spoken instructions Standard 1.2: Identify main ideas and supporting details of spoken English Standard 1.3: Determine speaker attitude and point of view Standard 1.4: Comprehend the meaning of academic and/or specialized vocabulary when spoken Standard 1.5: Make inferences and predictions when listening to speakers SPEAKING: LEP Students will develop the English speaking skills required both for academic achievement and for communication in socially and culturally appropriate ways Standard 2.1: Speak fluently, using clear pronunciation and with appropriate intonation and stress Standard 2.2: Speak using appropriate grammar and vocabulary Standard 2.3: Speak for varied purposes, both informal and formal, with focus, relevance and cohesion READING: LEP students will develop the English reading skills required both for academic achievement and for communication in socially and culturally appropriate ways.

26 Standard 3.1: Demonstrate reading strategies Standard 3.2: Identify the meaning of written vocabulary Standard 3.3: Read with comprehension Standard 3.4: Read for varied purposes WRITING: LEP students will develop the English writing skills required both for academic achievement and for communication in socially and culturally appropriate ways Standard 4.1: Write using appropriate conventions and grammar Standard 4.2: Write for varied purposes and audiences, with appropriate tone and voice, using various media (Note: implicit in this standard is that students will use technology as a writing tool) Standard 4.3: Write using the writing process Standard 4.4: Write using a range of vocabulary, sentence structures and verb tenses ENL 3 LISTENING: LEP students will develop the English listening skills required both for academic achievement and for communication in socially and culturally appropriate ways Standard 1.1: Comprehend spoken instructions Standard 1.2: Identify main ideas and supporting details of spoken English Standard 1.3: Determine speaker attitude and point of view Standard 1.4: Comprehend the meaning of academic and/or specialized vocabulary when spoken Standard 1.5: Make inferences and predictions when listening to speakers

27 SPEAKING: LEP Students will develop the English speaking skills required both for academic achievement and for communication in socially and culturally appropriate ways Standard 2.1: Speak fluently, using clear pronunciation and with appropriate intonation and stress Standard 2.2: Speak using appropriate grammar and vocabulary Standard 2.3: Speak for varied purposes, both informal and formal, with focus, relevance and cohesion READING: LEP students will develop the English reading skills required both for academic achievement and for communication in socially and culturally appropriate ways. Standard 3.1: Demonstrate reading strategies Standard 3.2: Identify the meaning of written vocabulary Standard 3.3: Read with comprehension Standard 3.4: Read for varied purposes WRITING: LEP students will develop the English writing skills required both for academic achievement and for communication in socially and culturally appropriate ways Standard 4.1: Write using appropriate conventions and grammar Standard 4.2: Write for varied purposes and audiences, with appropriate tone and voice, using various media (Note: implicit in this standard is that students will use technology as a writing tool) Standard 4.3: Write using the writing process Standard 4.4: Write using a range of vocabulary, sentence structures and verb tenses

28 ENL 4 and ENL 5 LISTENING: LEP students will develop the English listening skills required both for academic achievement and for communication in socially and culturally appropriate ways Standard 1.1: Comprehend spoken instructions Standard 1.2: Identify main ideas and supporting details of spoken English Standard 1.3: Determine speaker attitude and point of view Standard 1.4: Comprehend the meaning of academic and/or specialized vocabulary when spoken Standard 1.5: Make inferences and predictions when listening to speakers SPEAKING: LEP Students will develop the English speaking skills required both for academic achievement and for communication in socially and culturally appropriate ways Standard 2.1: Speak fluently, using clear pronunciation and with appropriate intonation and stress Standard 2.2: Speak using appropriate grammar and vocabulary Standard 2.3: Speak for varied purposes, both informal and formal, with focus, relevance and cohesion READING: LEP students will develop the English reading skills required both for academic achievement and for communication in socially and culturally appropriate ways. Standard 3.1: Demonstrate reading strategies Standard 3.2: Identify the meaning of written vocabulary Standard 3.3: Read with comprehension Standard 3.4: Read for varied purposes

29 WRITING: LEP students will develop the English writing skills required both for academic achievement and for communication in socially and culturally appropriate ways Standard 4.1: Write using appropriate conventions and grammar Standard 4.2: Write for varied purposes and audiences, with appropriate tone and voice, using various media (Note: implicit in this standard is that students will use technology as a writing tool) Standard 4.3: Write using the writing process Standard 4.4: Write using a range of vocabulary, sentence structures and verb tenses

Dublin City Schools Graded Course of Study Grades 9-12 ESL 905/ English Beginner

Dublin City Schools Graded Course of Study Grades 9-12 ESL 905/ English Beginner Overall Secondary Philosophy for English Language Learners Many students who enroll in the Dublin City Schools arrive with diverse levels of English Proficiency. Our English Language Learning program exists

More information

GERMAN ESSENTIAL CURRICULUM LEVEL II. Unit 1: My Favorite Things

GERMAN ESSENTIAL CURRICULUM LEVEL II. Unit 1: My Favorite Things GERMAN ESSENTIAL CURRICULUM LEVEL II Unit 1: My Favorite Things Unit Overview In this unit, students will review topics and grammar covered in Level I German. After reviewing Level I structures, students

More information

PROGRESS MONITORING CHECKLIST FOR ENGLISH LANGUAGE LEARNERS (ELL)

PROGRESS MONITORING CHECKLIST FOR ENGLISH LANGUAGE LEARNERS (ELL) LISTENING Standard : Students demonstrate competence in listening as a tool for learning and comprehension. Proficiency Level I: Students at this level are beginning to understand short utterances. They

More information

English as A New Language Program

English as A New Language Program English as A New Language Program Bexley City School District English as a New Language (ENL) WELCOME District Mission A community of learners becoming global citizens and leaders. English as a New Language

More information

Subject: Spanish as a Foreign Language, Middle School Program

Subject: Spanish as a Foreign Language, Middle School Program Subject: Spanish as a Foreign Language, Middle School Program Overview: The Spanish as a Foreign Language Program at BNS focuses on the development of communication and comprehension skills. The Middle

More information

Guide to Understanding Scores on the English Language Development Assessment (ELDA)

Guide to Understanding Scores on the English Language Development Assessment (ELDA) Guide to Understanding Scores on the English Language Development Assessment (ELDA) In the spring of 2007, your students took the English Language Development Assessment (ELDA). The enclosed score reports

More information

Alignment of the National Standards for Learning Languages with the Common Core State Standards

Alignment of the National Standards for Learning Languages with the Common Core State Standards Alignment of the National with the Common Core State Standards Performance Expectations The Common Core State Standards for English Language Arts (ELA) and Literacy in History/Social Studies, Science,

More information

Acalanes Union High School District Adopted: 6/25/14 SUBJECT AREA WORLD LANGUAGE

Acalanes Union High School District Adopted: 6/25/14 SUBJECT AREA WORLD LANGUAGE Adopted: 6/25/14 SUBJECT AREA WORLD LANGUAGE COURSE TITLE: GRADE LEVEL: Grades 9-12 COURSE LENGTH: One Year PREREQUISITE: None CREDIT: 10 units UC/CSU CREDIT: Receives UC/CSU credit for World Language,

More information

Alberta Education ESL Proficiency Benchmarks Tracking Sheets: Grades 10 12

Alberta Education ESL Proficiency Benchmarks Tracking Sheets: Grades 10 12 Alberta Education ESL Proficiency Benchmarks Tracking Sheets: Grades 10 12 Student Name: Grade 10 Year: Teacher: Grade 11 Year: Teacher: Grade 12 Year: Teacher: LEVEL 1 LEVEL 2 LISTENING Grades 10 12 LEVEL

More information

Spanish curriculum Overview Page 1 of 12

Spanish curriculum Overview Page 1 of 12 Spanish Curriculum Overview: Kindergarten Spanish curriculum Overview Page 1 of 12 Course Description: The purpose of this course is to introduce students to commonly used vocabulary words and expressions

More information

TAMALPAIS UNION HIGH SCHOOL DISTRICT Larkspur, California. Course of Study SPANISH 5-6

TAMALPAIS UNION HIGH SCHOOL DISTRICT Larkspur, California. Course of Study SPANISH 5-6 I. INTRODUCTION TAMALPAIS UNION HIGH SCHOOL DISTRICT Larkspur, California Course of Study SPANISH 5-6 The primary goal of the Spanish program is to enable students to communicate effectively in Spanish

More information

Language Arts Through ESOL SUNSHINE STATE STANDARDS--FLORIDA for DynEd s LET S GO (Pre-K-3)

Language Arts Through ESOL SUNSHINE STATE STANDARDS--FLORIDA for DynEd s LET S GO (Pre-K-3) Language Arts Through ESOL SUNSHINE STATE STANDARDS--FLORIDA for DynEd s LET S GO (Pre-K-3) General Description: Winner of 13 awards for educational excellence, Let s Go is a multimedia program designed

More information

COMMUNICATION COMMUNITIES CULTURES COMPARISONS CONNECTIONS. STANDARDS FOR FOREIGN LANGUAGE LEARNING Preparing for the 21st Century

COMMUNICATION COMMUNITIES CULTURES COMPARISONS CONNECTIONS. STANDARDS FOR FOREIGN LANGUAGE LEARNING Preparing for the 21st Century COMMUNICATION COMMUNITIES CULTURES COMPARISONS CONNECTIONS STANDARDS FOR FOREIGN LANGUAGE LEARNING Preparing for the 21st Century Language and communication are at the heart of the human experience. The

More information

Seneca High School Curriculum Guide: SPANISH II

Seneca High School Curriculum Guide: SPANISH II For the study of Foreign Language, Seneca High School has developed overarching core standards. These standards are derived from the ISBE Illinois State Standards and the Standards for Foreign Language

More information

World Language Level 1 (novice-low to novice-mid) Spanish

World Language Level 1 (novice-low to novice-mid) Spanish Language Level 1 (novice-low to novice-mid) Level I introduces students to the four standards of communication, culture, connections and comparisons. Students acquire skills through oral repetition, dialogue,

More information

Listening Speaking Reading Writing

Listening Speaking Reading Writing Advanced CB 21 A One level Assess descriptions and narrations of factual and technical materials. Discriminate for accurate information while taking notes of a complex discourse. Assess the essential message

More information

Speaking and Listening

Speaking and Listening Speaking and Listening ESLA 0310 0340/ESL 1010-1040 Speaking/Listening Competencies Levels 1 4 Level Course Descriptions: Student Learning Outcomes 1 In this course students learn basic conversational

More information

French Language and Culture. Curriculum Framework 2011 2012

French Language and Culture. Curriculum Framework 2011 2012 AP French Language and Culture Curriculum Framework 2011 2012 Contents (click on a topic to jump to that page) Introduction... 3 Structure of the Curriculum Framework...4 Learning Objectives and Achievement

More information

Curriculum for Spanish in Grade 7

Curriculum for Spanish in Grade 7 Curriculum for Spanish in Grade 7 Mendham Township Middle School Preliminary Lesson-Avancemos! Summary: In this introductory lesson, students will review basic pronunciation techniques, the alphabet, greetings

More information

Adlai E. Stevenson High School Course Description

Adlai E. Stevenson High School Course Description Adlai E. Stevenson High School Course Description Division: Course Number: Course Title: World Languages SPA401 / SPA402 Spanish 4 (College Prep) Course Description: Reading, writing, speaking and listening

More information

WORLD LANGUAGES CHINESE IV 2 SEMESTERS

WORLD LANGUAGES CHINESE IV 2 SEMESTERS WORLD LANGUAGES The World Language program develops proficiency in understanding, speaking, reading, and writing languages other than English. The cultural aspects of the target language, customs, geography,

More information

Mooresville High School Curriculum Pacing Guide: SPANISH I

Mooresville High School Curriculum Pacing Guide: SPANISH I For the study of Foreign Language, Mooresville High School has developed overarching core strands. These strands derived from the North Carolina Standard Course of Study for Foreign Language. Each strand

More information

One Stop Shop For Educators

One Stop Shop For Educators Modern Languages Level I Course Description One Stop Shop For Educators The Level I language course focuses on the development of communicative competence in the target language and understanding of the

More information

Spanish I (First Quarter)

Spanish I (First Quarter) WORLD LANGUAGES CURRICULUM MAP Spanish I (First Quarter) Course Number: 0708340 1 Course Number: 0708340 Spanish 1 Language Level: Novice Low Novice High High School Spanish, Unit 1, Unit 2 PACING: 1 st

More information

Secondary Spanish Curriculum Framework

Secondary Spanish Curriculum Framework Arlington Public Schools Secondary Spanish Curriculum Framework Arlington Public Schools Department of Instruction World Languages Office 2010 World Languages Office 1 TABLE OF CONTENTS Preface -----------------------------------------------------------------------------------------------3

More information

World Languages Standards and Benchmarks

World Languages Standards and Benchmarks World Languages Standards and s Course Title Spanish 2 Power Standard 1: Communication: Communicate in Spanish Power 1: 1.1 Students engage in conversations, provide and obtain information, express feeling

More information

OKLAHOMA PRIORITY ACADEMIC STUDENT SKILLS FOR LANGUAGES, INTERMEDIATE LEVEL RANGE

OKLAHOMA PRIORITY ACADEMIC STUDENT SKILLS FOR LANGUAGES, INTERMEDIATE LEVEL RANGE Prentice Hall: Encuentros Maravillosos Gramática A Través De La Literatura 1998 (Foreign, Native American, and/or American Sign Language) Intermediate Level Range Students will exhibit these skills at

More information

SPANISH ESSENTIAL CURRICULUM

SPANISH ESSENTIAL CURRICULUM UNIT 1 UNIT OVERVIEW: Students will meet the curricular goals and objectives by: Responding to and initiating greetings and farewells Spelling and providing names Describing people and their personalities

More information

LANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5

LANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5 Page 1 of 57 Grade 3 Reading Literary Text Principles of Reading (P) Standard 1: Demonstrate understanding of the organization and basic features of print. Standard 2: Demonstrate understanding of spoken

More information

Essentials of Human Anatomy and Physiology Marieb 10 th Edition, 2012

Essentials of Human Anatomy and Physiology Marieb 10 th Edition, 2012 Essentials of Human Anatomy and Physiology Marieb 10 th Edition, 2012 To the Texas Science English Language Proficiency Standards Physiology 10e (Marieb) 2012 INTRODUCTION This document demonstrates how

More information

Learner Outcomes After completing TL2 Summer English Escape/Adventure 1, students will be able to:

Learner Outcomes After completing TL2 Summer English Escape/Adventure 1, students will be able to: Course: TL2 1 Level: Beginner The inlingua TL2 Summer English Escape and Adventure are short-term, intensive ESL courses for students who need to improve their English proficiency for general purposes.

More information

COMPUTER TECHNOLOGY IN TEACHING READING

COMPUTER TECHNOLOGY IN TEACHING READING Лю Пэн COMPUTER TECHNOLOGY IN TEACHING READING Effective Elementary Reading Program Effective approach must contain the following five components: 1. Phonemic awareness instruction to help children learn

More information

SPANISH B (for Survival) 2 nd YEAR SPANISH JULY 2003

SPANISH B (for Survival) 2 nd YEAR SPANISH JULY 2003 SPANISH B (for Survival) 2 nd YEAR SPANISH JULY 2003 COURSE DESCRIPTION The second year course is designed for students to acquire a novice-mid level of the language at the end of the year. Reading, Writing,

More information

One Stop Shop For Educators

One Stop Shop For Educators Modern Languages Level II Course Description One Stop Shop For Educators The Level II language course focuses on the continued development of communicative competence in the target language and understanding

More information

Area of Learning: CORE FRENCH Grade 5. Learning Standards. Curricular Competencies

Area of Learning: CORE FRENCH Grade 5. Learning Standards. Curricular Competencies Area of Learning: CORE FRENCH Grade 5 Listening and viewing with intent helps us acquire French. Both verbal and non-verbal cues contribute meaning in language. Reading helps us make connections to what

More information

Acalanes Union High School District Adopted: 6/25/14 SUBJECT AREA WORLD LANGUAGE

Acalanes Union High School District Adopted: 6/25/14 SUBJECT AREA WORLD LANGUAGE Adopted: 6/25/14 SUBJECT AREA WORLD LANGUAGE COURSE TITLE: GRADE LEVEL: Grades 9-12 COURSE LENGTH: One Year PREREQUISITE: Spanish 1 or equivalent experience CREDIT: 10 units UC/CSU CREDIT: Receives UC/CSU

More information

Spanish I (Second Quarter)

Spanish I (Second Quarter) WORLD LANGUAGES CURRICULUM MAP Spanish I (Second Quarter) Course Number: 0708340 Course Number: 0708340 UNIT/ORGANIZING PRINCIPLE ESSENTIAL QUESTION(S): Spanish 1 Unit 2, Unit 3 Language Level: Novice

More information

SPANISH 1 Approved for Course(s): 5310 Curriculum Approved by Board of Trustees on: 07/2004

SPANISH 1 Approved for Course(s): 5310 Curriculum Approved by Board of Trustees on: 07/2004 Objectives Time Materials Validation Propositions Cues LISTENING TLW understand and respond to Spanish when spoken at normal tempo on a subject within the range of pupil experience. Understand oral classroom

More information

SPANISH II CURRICULUM

SPANISH II CURRICULUM SPANISH II 2010-2011 CURRICULUM COURSE DESCRIPTION Spanish 2 provides opportunities for students to discuss the many reasons for learning languages and enables them to develop an understanding of the people

More information

Languages-Arabic-Foundation to Year 10 Sequence-Scope and Sequence

Languages-Arabic-Foundation to Year 10 Sequence-Scope and Sequence Communicating Strand Sub strand Description Thread Foundation to Year 2 Years 3 and 4 Years 5 and 6 Years 7 and 8 Years 9 and 10 Socialising Interacting orally and in writing to exchange ideas, opinions,

More information

SPANISH Kindergarten

SPANISH Kindergarten SPANISH Kindergarten Use Junior SYMTALK workbook Recognize 80+ Vocabulary words Recognize basic greetings and courtesies. Identify colors and numbers 1-10 Develop reading skills using pictures to identify

More information

California State University, Northridge Summer Academic Enrichment Program. Spanish IIAB

California State University, Northridge Summer Academic Enrichment Program. Spanish IIAB California State University, Northridge Summer Academic Enrichment Program Spanish IIAB A G Subject Area Fulfillment : Meets two semesters of the (E) Language Other Than English graduation requirement.

More information

Introduction to Spanish

Introduction to Spanish California State University, Northridge Summer Academic Enrichment Program Introduction to Spanish Course Overview : This class introduces active conversation and everyday aspects of the contemporary Spanish

More information

stress, intonation and pauses and pronounce English sounds correctly. (b) To speak accurately to the listener(s) about one s thoughts and feelings,

stress, intonation and pauses and pronounce English sounds correctly. (b) To speak accurately to the listener(s) about one s thoughts and feelings, Section 9 Foreign Languages I. OVERALL OBJECTIVE To develop students basic communication abilities such as listening, speaking, reading and writing, deepening their understanding of language and culture

More information

Language, Learning, and Content Instruction

Language, Learning, and Content Instruction CHAPTER 2 Language, Learning, and Content Instruction WHAT DO YOU KNOW WHEN YOU KNOW A LANGUAGE? Have you ever thought about what you know when you know a language? Most people s first reaction is to say,

More information

Elementary (A1) Group Course

Elementary (A1) Group Course COURSE DETAILS Elementary (A1) Group Course 45 hours Two 90-minute lessons per week Study Centre/homework 2 hours per week (recommended minimum) A1(Elementary) min 6 max 8 people Price per person 650,00

More information

Louisiana English Language Arts Content Standards BENCHMARKS FOR 5 8

Louisiana English Language Arts Content Standards BENCHMARKS FOR 5 8 Louisiana English Language Arts Content Standards BENCHMARKS FOR 5 8 BOOK TITLE: Houghton Mifflin Reading 2001, Level 5 Teacher s Books Grade 5 PUBLISHER: Houghton Mifflin Company STANDARD 1 ELA-1-M1 ELA-1-M2

More information

ENIN 020 Culture of American Classroom

ENIN 020 Culture of American Classroom The mission of the IELP is to offer innovative programs to international students. These programs are designed to increase English proficiency, to assist with acculturation of life in the United States,

More information

6 th Grade Spanish Curriculum

6 th Grade Spanish Curriculum 6 th Grade Spanish Curriculum Mendham Township Middle School Unit 1 Bienvenidos al Español! Summary: In Unit 1 the students will review greetings and farewells, days of the week, months of the year, weather,

More information

BURSTED WOOD PRIMARY SCHOOL

BURSTED WOOD PRIMARY SCHOOL BURSTED WOOD PRIMARY SCHOOL Year 6 English Medium Term Plans Reading Word Objectives apply their growing knowledge of root words prefixes and suffixes (morphology and etymology), as listed under the spelling

More information

Proficiency Level and Grade Level Performance Benchmark Novice-High

Proficiency Level and Grade Level Performance Benchmark Novice-High Content Area Strand Proficiency Level and Grade Level Performance Benchmark Novice-High Grades 5-6 for all students who continue to study the same language throughout elementary 8-9 for language in middle

More information

High School Spanish II Curriculum Guide. Course Description. Overall Course Objectives. Recurring Content

High School Spanish II Curriculum Guide. Course Description. Overall Course Objectives. Recurring Content High School Spanish II Curriculum Guide Course Description Students continue their study of Spanish by further expanding their knowledge of key vocabulary topics and grammar concepts. Students not only

More information

Spanish Curriculum. Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.

Spanish Curriculum. Standard 1.2: Students understand and interpret written and spoken language on a variety of topics. Spanish Curriculum Goals and Standards All Spanish classes will focus on several educational goals. Primary focus will be given to the five goals of language learning as are prescribed by the Nebraska

More information

Ohio K-12 Academic Content Standards Alignment. English/Language Arts

Ohio K-12 Academic Content Standards Alignment. English/Language Arts Ohio K-12 Academic Content Standards Alignment English/Language Arts OAC 3301-24-03 (C) Colleges and institutions are to align their teacher preparation programs with the K-12 Ohio Academic Content Standards

More information

French Curriculum Grades 4-8

French Curriculum Grades 4-8 French Curriculum Grades 4-8 French Grade Four: 1. Students will be introduced, recognize, and recite the French alphabet. 2. Students will recognize, recite and respond to simple French greetings. 3.

More information

Grade 1 Reading and Literature Objectives

Grade 1 Reading and Literature Objectives Grade 1 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.1a Apply word analysis skills

More information

2015.16 Spanish I, Quarter 4

2015.16 Spanish I, Quarter 4 2015.16 Spanish I, Quarter 4 Big Ideas/Key Concepts: Students will discuss and write about what is going on right now. Students will continue to improve their reading, writing, listening and speaking abilities

More information

PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) IDAHO ACHIEVEMENT STANDARDS FOR HUMANITIES, WORLD LANGUAGES

PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) IDAHO ACHIEVEMENT STANDARDS FOR HUMANITIES, WORLD LANGUAGES HUMANITIES: WORLD LANGUAGES LEVELS 3-4 The student is expected to know content and apply skills from Levels 1 2. Standard 1: Acquisition and use of language. Comprehend and communicate in the target language

More information

SPANISH 5 COLLEGE. Standard 1: Students will be able to use a language other than English for communication.

SPANISH 5 COLLEGE. Standard 1: Students will be able to use a language other than English for communication. LOTE STANDARDS SPANISH 5 COLLEGE http://www.emsc.nysed.gov/ciai/lote/lotestands/loteml1a.html Standard 1: Students will be able to use a language other than English for communication. Key Idea: LISTENING

More information

The skills-based curriculum for language learning

The skills-based curriculum for language learning 4 The National Strategies Primary The skills-based curriculum for language learning Summary: This section highlights the skills developed and consolidated in the process of learning a new language in speaking,

More information

D accord 1 3 Scope and Sequence Correlated to the AP Themes and Contexts. D'accord! 1

D accord 1 3 Scope and Sequence Correlated to the AP Themes and Contexts. D'accord! 1 D accord 1 3 Scope and Sequence Correlated to the AP Themes and Contexts D'accord! 1 Chapter Topic Vocabulary Functions Grammar THEME and CONTEXT(S) 1 Meeting Others Greetings and good-byes Introductions

More information

Spanish 2580 Beginning Level

Spanish 2580 Beginning Level Spanish 2580 Beginning Level Description Spanish I is an introduction to the Spanish language and the Spanish-speaking world. During the year you will learn to carry on a conversation with your friends

More information

English Unlimited 1 (A1) Starter/Beginner 1 Academic Quarter (13 weeks)

English Unlimited 1 (A1) Starter/Beginner 1 Academic Quarter (13 weeks) 1 (A1) Starter/Beginner reading and writing skills, and explore themes and topics in order to develop intercultural competence. In this starter course, you will learn essential English vocabulary and simple

More information

Grade 4 Reading and Literature Objectives

Grade 4 Reading and Literature Objectives Grade 4 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.2a Read and comprehend unfamiliar

More information

Grade 5 Reading and Literature Objectives

Grade 5 Reading and Literature Objectives Grade 5 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.2a Read and comprehend unfamiliar

More information

STANDARDS FOR FOREIGN LANGUAGE LEARNING

STANDARDS FOR FOREIGN LANGUAGE LEARNING Dr. Jorge Alvarez High School Spanish II Syllabus Instructor Name: Rosa Candida Rodriguez Time Frame: 2011 2012 Email: candida.rodriguez@ppsd.org Course Description: Spanish II A course designed for high

More information

Section 8 Foreign Languages. Article 1 OVERALL OBJECTIVE

Section 8 Foreign Languages. Article 1 OVERALL OBJECTIVE Section 8 Foreign Languages Article 1 OVERALL OBJECTIVE To develop students communication abilities such as accurately understanding and appropriately conveying information, ideas,, deepening their understanding

More information

Accelerated Professional Program (APP) Absolute Beginner Varies (Typically 50+ units)

Accelerated Professional Program (APP) Absolute Beginner Varies (Typically 50+ units) APP English 1A Absolute Beginner emphasizes the development of practical language skills with a focus on business-related themes, vocabulary, and grammatical structures. The instructor will tailor the

More information

Level 1-Beginning ESL Literacy Program (CASAS 180 AND below)

Level 1-Beginning ESL Literacy Program (CASAS 180 AND below) For WASHINGTON STATE Adult LEARNING STANDARDS Level 1-Beginning ESL Literacy Program (CASAS 180 AND below) STANDARD I: Read With Understanding To read with understanding, Washington ESL students should:

More information

Unit I: All About Me

Unit I: All About Me GERMAN I Unit I: All About Me Overview. This quarter introduces students to the German language. They acquire vocabulary and structures to exchange basic information about themselves, relating to name,

More information

Thai Language Self Assessment

Thai Language Self Assessment The following are can do statements in four skills: Listening, Speaking, Reading and Writing. Put a in front of each description that applies to your current Thai proficiency (.i.e. what you can do with

More information

Please see current textbook prices at

Please see current textbook prices at FRE101: ELEMENTARY FRENCH I SYLLABUS LECTURE HOURS/CREDITS: 3/3 CATALOG DESCRIPTION Prerequisite: RDG099 Introduction to College Reading III Introductory grammar and pronunciation form the basis of this

More information

Modern foreign languages

Modern foreign languages Modern foreign languages Programme of study for key stage 3 and attainment targets (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007

More information

Spanish 1 Upon completion of Spanish 1, successful students will:

Spanish 1 Upon completion of Spanish 1, successful students will: Spanish Student Learning Outcomes by Course 1 DONE 2 DONE Talavera 3 DONE Factor 4 DONE Sotolongo 5 DONE Moina 6 DONE Moina 21 DONE Moina 22 DONE Moina 52a DONE Class 52b DONE Class Spanish 1 Upon completion

More information

Grade 2 LA Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 42

Grade 2 LA Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 42 Grade 2 LA. 2. 1. 1. 1 Subject Grade Strand Standard Benchmark Florida K-12 Reading and Language Arts Standards 42 Grade 2: Reading Process Phonics/Word Analysis Standard: The student demonstrates knowledge

More information

Grade 2 Reading and Literature Objectives

Grade 2 Reading and Literature Objectives Grade 2 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.1a Apply word analysis skills

More information

LEVEL 5-1 - New Headway Intermediate

LEVEL 5-1 - New Headway Intermediate LEVEL 5-1 - New Headway Intermediate SKILLS-BASED SPEAKING Students should be able to GRAMMAR VOCABULARY PRONUNCIATION LISTENING WRITING TOPICS: Exploring the World Unit 1 PG 6-13 ask and answer questions

More information

English Language Arts and Reading Generalist EC 6 Standards. Final

English Language Arts and Reading Generalist EC 6 Standards. Final English Language Arts and Reading Generalist EC 6 Standards Final Texas State Board for Educator Certification Page i ENGLISH LANGUAGE ARTS AND READING GENERALIST EC 6 STANDARDS Standard I. Standard II.

More information

b a c a b c e a b

b a c a b c e a b LISTENING TLW understand French when spoken at normal tempo on a subject within the range of pupil experience. Understand oral classroom directions in French Comprehend oral questions and statements within

More information

Spanish Curriculum Grades 4-8

Spanish Curriculum Grades 4-8 Spanish Curriculum Grades 4-8 Spanish Grade Four 1. Students will be introduced, recognize, and recite the Spanish Alphabet. 2. Students will recognize, recite and respond to simple Spanish greetings.

More information

ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) COMPANION TO AusVELS

ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) COMPANION TO AusVELS ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) COMPANION TO AusVELS For implementation in 2013 Contents English as an Additional Language... 3 Introduction... 3 Structure of the EAL Companion... 4 A Stages Lower

More information

LATIN. The characteristics of the program include:

LATIN. The characteristics of the program include: LATIN This program is intended for beginning students of Latin at the senior high school level and consists of three sequential courses Latin 10, 20 and 30. The characteristics of the program include:

More information

English. Required Courses... Units The courses are listed in the suggested sequence. ENGL 002 Critical Thinking and Writing About Literature...

English. Required Courses... Units The courses are listed in the suggested sequence. ENGL 002 Critical Thinking and Writing About Literature... Program Description This program teaches writing, critical thinking, reading, and research skills as they apply to the areas of composition, creative writing, and the analysis of literature, the latter

More information

Standards for Certification in Early Childhood Education [26.110-26.270]

Standards for Certification in Early Childhood Education [26.110-26.270] I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central

More information

ESL 383 A/B Advanced Pronunciation. ESL 382 A-D Advanced Conversation. ESL 363 A/B Intermediate Pronunciation. ESL 362 A-D Intermediate Conversation

ESL 383 A/B Advanced Pronunciation. ESL 382 A-D Advanced Conversation. ESL 363 A/B Intermediate Pronunciation. ESL 362 A-D Intermediate Conversation CORRECTION English as a Second Language School of Humanities and Languages Dean: Dr. Karima Benremouga Academic Chair: Susan Fesler Faculty: Maddy Benson, Susan Fesler, Kathleen Ledbeter, Dr. Dan Rivas,

More information

Roanoke County Public Schools. Grade 4 English. Pacing Guide

Roanoke County Public Schools. Grade 4 English. Pacing Guide Roanoke County Public Schools Grade 4 English Pacing Guide 2012 Standards 2010 English Standards of Learning Grammar Skills Progression by Grade Capitalize all proper nouns and the word 1. Use singular

More information

CHARACTERISTICS FOR STUDENTS WITH: LIMITED ENGLISH PROFICIENCY (LEP)

CHARACTERISTICS FOR STUDENTS WITH: LIMITED ENGLISH PROFICIENCY (LEP) CHARACTERISTICS FOR STUDENTS WITH: LIMITED ENGLISH PROFICIENCY (LEP) Research has shown that students acquire a second language in the same way that they acquire the first language. It is an exploratory

More information

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

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

More information

LANGUAGE ARTS Grade 2 Standard: Phonemic Awareness, Word Recognition and Fluency

LANGUAGE ARTS Grade 2 Standard: Phonemic Awareness, Word Recognition and Fluency Standard: Phonemic Awareness, Word Recognition and Fluency Phonemic Awareness, Phonics, Word Recognition, and Fluency A. Use letter-sound correspondence knowledge and structural analysis to decode words.

More information

California. www.heinemann.com Phone: 800.225.5800

California. www.heinemann.com Phone: 800.225.5800 California Preschool Learning Foundations, Vol. 1 (Foundations in Language and Literacy) and The Continuum of Literacy Learning, Grades PreK 8: A Guide to Teaching by Gay Su Pinnell and Irene C. Fountas

More information

WITH THE EARLY CHILDHOOD INDICATORS OF PROGRESS: MINNESOTA S EARLY LEARNING STANDARDS AND THE HEAD START CHILD OUTCOMES FRAMEWORK

WITH THE EARLY CHILDHOOD INDICATORS OF PROGRESS: MINNESOTA S EARLY LEARNING STANDARDS AND THE HEAD START CHILD OUTCOMES FRAMEWORK ALIGNMENT OF MINNESOTA K-12 KINDERGARTEN ACADEMIC STANDARDS WITH THE EARLY CHILDHOOD INDICATORS OF PROGRESS: MINNESOTA S EARLY LEARNING STANDARDS AND THE HEAD START CHILD OUTCOMES FRAMEWORK March 2005

More information

Language Arts Curriculum South Atlantic District Wisconsin Evangelical Lutheran Synod

Language Arts Curriculum South Atlantic District Wisconsin Evangelical Lutheran Synod Language Arts Curriculum South Atlantic District Wisconsin Evangelical Lutheran Synod Language is a gift of God. Through the written and spoken word our gracious Lord imparts to us the saving message of

More information

Stamford Green Primary School Spanish Curriculum Map. September 2014

Stamford Green Primary School Spanish Curriculum Map. September 2014 Stamford Green Primary School Spanish Curriculum Map September 2014 Contents Page Essential characteristics of linguists Page 3 Aims of the National Curriculum Page 4 Early Years Page 5 Year 1 Expectation

More information

4th Grade Common Core Checklist

4th Grade Common Core Checklist Foundational Skills 1. Not applicable to 4 th grade 2. Not applicable to 4 th grade 3. Know and apply grade level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter

More information

TExES English Language Arts and Reading 4 8 (117) Test at a Glance

TExES English Language Arts and Reading 4 8 (117) Test at a Glance TExES English Language Arts and Reading 4 8 (117) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources.

More information

PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s)) Prentice Hall: Sendas Literarias 1, Español Completo Para Hispanohablantes with Guía del maestro 2001 Students will exhibit these skills at the end of a K 12 sequence. Communication: Communicate in Languages

More information

Spanish Level II Online Instructional Materials Correlation to the 2007 Spanish Level II Standards of Learning

Spanish Level II Online Instructional Materials Correlation to the 2007 Spanish Level II Standards of Learning Provider York County School Division Course Title Spanish II Last Updated 2010-11 Course Syllabus URL http://yorkcountyschools.org/virtuallearning/coursecatalog.aspx STANDARD Correlation: Content must

More information

Grade 1. Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand

Grade 1. Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand Grade 1 Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand Turtle Island Conservation Ontario Teacher Resource Bundle 1 The

More information

CURRICULUM GUIDE SPANISH FOUR HADDAM-KILLINGWORTH HIGH SCHOOL July 2005/revised April 2008

CURRICULUM GUIDE SPANISH FOUR HADDAM-KILLINGWORTH HIGH SCHOOL July 2005/revised April 2008 COURSE: Spanish 4 CURRICULUM GUIDE SPANISH FOUR HADDAM-KILLINGWORTH HIGH SCHOOL July 2005/revised April 2008 Prepared by: William Bartholomew Corey Borzain Consuelo Magleby LENGTH OF COURSE: One year,

More information

English as a Second Language Student Learning Outcomes by Course

English as a Second Language Student Learning Outcomes by Course English as a Second Language Student Learning Outcomes by Course ESL 2A Conversation and Grammar Level I 1. Demonstrate through face-to-face conversations comprehension of simple words and phrases used

More information