High School English Language Development

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Course of Study

AdoptedSpring, 2008

Preface

The Oakland Unified School District is committed to providing a world-class education for every student. To help ensure that language-minority students graduate with high levels of academic English proficiency and the knowledge and skills they will need for higher education and the world of work, the district provides a rigorous, standards-based English language development (ELD) program that is designed to move students rapidly and effectively into regular English language arts instruction.

Purposes

This course of study is intended to help each high school accomplish this ambitious goal. The course of study has five purposes:

1. To ensure that students receive an ELD curriculum that is both standards-based and developmentally appropriate;

2. To ensure that ELD instruction provides systematic onramps to state English language arts standards;

3. To provide teachers with a tool for both the long- and short-term planning of curriculum—including the mapping of standards onto district-approved instructional materials for high school;

4. To support consistency of implementation across schools and classrooms;

5. To provide the basis for the selection of core and supplementary instructional materials and the development of accompanying curriculum resources.

Course Sequence

Oakland’s secondary English language development program provides systematic pathways to the core English language arts curriculum. All English Learners, whether they are enrolled in a comprehensive secondary school or in a small-school setting, must receive daily ELD appropriate to English proficiency level.

ELD 4 is the fourth course in a series of ELD courses leading to enrollment in core English, as the chart on the following page shows:

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English Language Development Requirement ELA

PlacementCriteria

Description Adopted Program

ELD 1(semester)

CELDT beginning level

Two periods of ELD daily

High Point Basics

Met by High Point.

ELD 2(semester)

CELDT high beginning level

Two periods of ELD daily

High Point Basics

Met by High Point.

ELD 3(semester)

CELDT low early intermediate level

Two periods of ELD daily

High Point A Met by High Point.

ELD 4(semester)

CELDT high early intermediate to low intermediate level

Two periods of ELD daily

High Point B Met by High Point.

ELD 5(year)

CELDT intermediate level

Note: If enrolled in U.S. schools ≥ 6 years, the student may NOT enroll in ELD

One period of ELD daily + one period of transitional core English

Middle school: High Point C

High school: District curriculum (meets the “b” requirement)

The ELA requirement is met by the core English class.

Core English(year)

CELDT early advanced or advanced but not yet meeting reclassification criteria OR CELDT intermediate or above and in U.S. schools ≥ 6 years

Differentiated instruction within a core English course

Holt One period of core English with differentiated instruction + a strategic or intensive English elective, as needed.

Developmentally-Appropriate Course Outcomes

Oakland’s courses of study are designed to ensure that each student receives an ELD program that is both age- and stage-appropriate. Each course makes increasingly challenging demands on the student. The chart on the next page provides a simple description of what the student will be able to do at the end of each course. The standards in each level have been carefully selected to ensure that students will be able to achieve these outcomes.

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Oakland’s English Language Development Program at a Glance

ELD 1(semester)

ELD 2(semester)

ELD 3(semester)

ELD 4(semester)

ELD 5(year)

Listening and Speaking

Communicates in face-to-face situations, using sentences that are short and often incomplete. Interacts with classmates in carefully-structured activities.

Produces sentences that are increasingly longer, although grammatical errors are very frequent and vocabulary is limited.

Communicates in a variety of situations, expressing a range of wants, needs, and intentions. Errors remain frequent but do not interfere with communication. Abstract vocabulary begins to appear.

Participates in situations that require the use of more cognitively demanding language to understand and express ideas. Some grammatical errors may persist.

Engages in classroom activities that require critical thinking and sustained discussion. Oral language shows syntactic complexity and elaborated use of vocabulary. Errors are infrequent.

Reading Reads familiar words and short sentences with teacher guidance.

Reads simple text with controlled language and vocabulary.

Reads increasingly longer narrative and information text selections. Begins to read simple text independently.

Reads a growing range of more challenging literary works and text materials, some beginning to approach grade level.

Reads a full range of grade-level text materials fluently and with understanding. Tackles literary works and informational text independently.

Writing Responds in writing to highly-structured prompts, producing words and simple sentences.

Writes connected sentences to produce short paragraphs. Uses writing frames and models to produce descriptions and short narrative.

Writes well-formed sentences and paragraphs to accomplish a growing range of academic tasks.

Writes across a range of academic genres, beginning to organize and craft text according to purpose, audience, and topic.

Writes across genres, showing the ability to organize and express ideas. Writing shows variety, elaboration, distinct voice, and consistent control of conventions.

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Organization of This Course of Study

The course of study has five major sections.

Section 1 provides a general course description and basic information on course requirements.

Section 2 identifies the standards that are to be mastered in this course as well as essential teaching points the teacher is to address.

Section 3 identifies reading selections that are accessible to students in ELD 4.

Section 4 includes rubrics for both listening/speaking and writing.

How the courses of study were developed

In the spring, 2007, a team of experienced middle school and high school English language development teachers examined the need for new courses of study for ELD. The team identified program needs and called for the development of courses of study that would promote and support—

Implementation of a well-articulated, standards-based sequence of courses that moves English Learners rapidly and effectively into the mainstream English language arts program;

Consistency of implementation of instructional services across schools and classrooms;

High levels of accountability at the classroom, school, and district levels.

The focus group also generated “blueprints” for Oakland’s courses of study, agreeing that courses of study should—

Promote greater rigor in ELD courses;

Be primarily standards-based, not materials-driven;

Provide systematic onramps to state ELA standards;

Provide a practical planning tool for teachers.

The teacher team worked during the summer and fall to draft courses of study for each ELD course. They examined state ELD and ELA standards, selecting and/or identifying specific ELD standards that students should master at each level as well as specific language or language-related skills that should be taught.

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Team members included—

M-L Davidson – Teacher, Oakland Technical High SchoolPaula Schiff – Teacher, Fremont Federation of Small SchoolsVicki Silkiss – Teacher, Oakland Technical High SchoolVlada Teper – Teacher, Castlemont Business and Information Technology High School

Sarah Breed – ELA CoachCheryl Hayward – District Coach, Secondary EL Programs Jenn Lutzenberg – ELA CoachLubia Sanchez – Middle School EL Programs CoachHeather Tugwell – High School EL Programs Coach

Elizabeth Macias – Secondary EL Programs Coordinator

Tom Bye - Consultant

How this course of study should be used

Sections 1 – 5 of this course of study provide an array of planning tools for the teacher.

Section 1 provides a general course description and identifies materials that are to be used in the course.

Section 2 identifies the standards that are to be mastered in this course as well as essential teaching points the teacher is to address. Section 2 provides a simple overall description of what the students should be able to do by the end of ELD 4. Standards are organized into six domains:

Listening and speakingReading: word analysis skills, fluency, and vocabularyReading comprehensionLiterary response and analysisWriting strategies and applicationsWriting conventions

Within each domain, specific standards appropriate for mastery in ELD 4 are identified. To the right of each set of standards, essential teaching points or expectations are identified that the teacher is to present in order to help students master the standards.

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SECTION 1: COURSE DESCRIPTION

Name of course: English Language Development 4

Course code: First Hour:T6151Second Hour:T6161

Department: English Grade levels: 9 - 12

Course length: One semester Credits: 5

Meets HS graduation requirement:

Yes Meets UC “b” requirement:

No

Prerequisites: High early intermediate to low intermediate levelCalifornia English Language Development Test

Teacher certification:

ELD 4 teachers must hold state CLAD authorization or the equivalent.

1. Course Description

ELD 4 is a one-semester, two-period course for high school English Learners that develops listening, speaking, reading, and writing skills. The course is the fourth course in a sequence of courses designed to move students who are new to English into regular English language arts instruction within a three-year period. Successful completion of the requirements of this course will enable the student to move on to ELD 5.

Students who enroll mid-semester may not have the time or exposure needed to master the course standards, and they may therefore repeat the course the next semester. A student should not repeat this course more than once unless the site has determined that the course represents an appropriate catch-up intervention.

2. Course Goals

ELD 4 provides students with instruction in listening, speaking, reading, and writing. Course content enables students to master intermediate-level ELD standards. Students fine tune basic interpersonal communication skills in this course and develop academic language and literacy skills.

By the end of ELD 4, students will be able to—

communicate with peers and adults for a variety of purposes, using sentences that show some complexity and are typically well-formed;

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Participate in classroom activities that require the use of cognitively-demanding language;

Use vocabulary in both oral and written work that shows both growing breadth and depth;

Read a growing range of more challenging literary works and text materials, many approaching upper-elementary grade level;

Write across most academic genres;

Show independence and persistence as a reader and writer.

3. Approved Instructional Materials

CORE PROGRAM The following program is adopted for use in ELD 4:

High Point Basics (Hampton-Brown) – Level B

SUPPLEMENTAL MATERIALS

Programs or materials approved for use in ELD 4 to address each standards domain include:

Listening and speaking To be determined for each domain

Reading fluency: word analysis skills and vocabulary

Reading comprehension

Writing strategies and applications

Writing conventions

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SECTION 2: STANDARDS AND ESSENTIAL TEACHING POINTS

By the end of ELD 4—

In social situations, the student communicates easily in situations with peers and adults for a variety of purposes. S/he is understood by others. Sentences are lengthier and more complex. Grammatical errors persist and may be frequent but do not interfere with meaning. The student uses a growing range of words.

The student participates in lessons and classroom activities that require the use of more cognitively demanding language to understand and express ideas.

The student uses vocabulary in oral and written work that reflects both breadth (number of words) and depth (war battle skirmish)

The student begins to read a growing range of more challenging literary works and text materials, many approaching middle-school grade level. The student shows understanding of familiar text by summarizing and responding to literature orally and in writing.

The student writes across a growing range of academic genres. The student selects words and crafts text according to purpose and audience. The student's writing shows some variety but is often limited to formulaic approaches. Writing shows growing control over basic conventions. The student begins to show persistence as a reader and writer in English.

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LISTENING AND SPEAKING

Standards Essential Teaching Points

Structures Functions Vocabulary and Concepts

Produce sentences that show growing syntactic complexity, use of specific vocabulary, and control over correct grammatical structures that have been taught.

Listen and respond to oral presentations by asking questions or by summarizing the content of the presentation.

Participate in social conversations with peers and adults on new or unfamiliar topics

Engage actively in a discussion of a topic that involves different points of view.

Listen to and discuss messages conveyed through the media (e.g., on radio and television), including the use of persuasive techniques.

Present perfect (e.g., Tran has been in the U.S. for two years)

Present perfect progressive (e.g., Tran has been studying English for two years)

Who and that clausesHypothetical conditions (If I

wanted advice, I would ask …)

Negative conditions (Unless you stop doing that … If you don’t stop doing that …)

Passive sentencesWhenever clausesClauses of contrast:

although, even though

Communicative:

Expressing regret (e.g., I shouldn’t have …)

Expressing possibility in the past (e.g., I could have …)

Predicting (must have, will have)

Expressing probability (should, ought to)

Expressing probability or certainty in the past (e.g., Someone must have broken into the house while we were out …)

Giving advise referring to the past (e.g., You shouldn’t have done that …)

Academic:

SummarizingArguing or defending an

ideaJustifying Persuading

Use of specific terminology that approaches grade-level content-area instruction (e.g., formula, experiment, digestion, primary source, dissent)

Terminology related to the analysis of literary texts at grade level (e.g., character trait, first person, simile, symbol)

Idioms and figures of speech

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Prepare and deliver more elaborated oral presentations on academic topics.

READING: WORD ANALYSIS, FLUENCY, AND VOCABULARY

Standards Essential Teaching Points

Phonics andWord Analysis

Fluency

Use all of the cueing systems (phonological, morphological, syntactic, and semantic) to read teacher-guided selections fluently.

Use knowledge of words, word parts, and word relationships to interpret the meaning of unknown words.

Identify variations of the same word that are found in a text and identify how affixes change the meaning of those words.

Understand the meaning of common idioms, analogies, and metaphors

Recognize that some words have multiple meanings and apply this knowledge when reading texts.

Homophones (e.g., principle/principal)

Common Greek and Latin roots

Morphemes

Prefixes (equi-, hemi-, homo-)

Noun suffixes (-ity, -ness, -tion)

Verb suffixes (-ate, -ize)

Signal words

Continuation: likewise, moreover, another, next

Change: but, although, despite, rather, instead of

Cause/Condition: because, while, so that, whether, therefore, thus

Comparison/Contrast: but, although, rather

Emphasis: noteworthy, significant factor, major contributor

Conclusion: as a result, consequently, finally, therefore

Words whose meaning is made clear in context (e.g., Put the horse in the stable. He will leave the hospital when his condition is stable.)

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Read instructional level text aloud with appropriate pacing, intonation, and expression

Use a standard dictionary to find the meaning of unknown vocabulary.

READING: COMPREHENSION

Standards Essential Teaching Points

Recommended Reading Genres Reading Strategies

Read informational text, literary works, and content-area materials, identifying and discussing main ideas, important concepts, and details.

Make routine use of reading strategies (e.g., previewing, predicting, questioning) to unlock meaning in new or unfamiliar text.

Understand and follow multiple-step directions for using a simple mechanical device or for filling out simple applications.

Read a political speech, then paraphrase, summarize, and critique the speaker’s points.

Multi-step instructions for more complex tasks (e.g., creating a document in Microsoft Word)

Poetry that includes increasing use of

figurative language Increasingly complex narrative

Informational, expository, and content area text that is adapted and/or scaffolded

Workplace and consumer documents

Excerpts from speeches (e.g., speeches of current political leaders)

Previewing text

Questioning

Clarifying

Predicting

Summarizing

Survey, Question, Read, Review & Respond (SQ3R)

Identifying cause and effect relationships

Identifying a controlling idea and examples of support

Sequencing

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Verify and clarify ideas and facts in multiple expository text selections on the same topic.

Use visual tools and organizers to support comprehension of academic text.

READING: LITERARY RESPONSE AND ANALYSIS

Standards Essential Teaching Points

Literary Genres Literary Analysis Skills

Identify and analyze the characteristics of various forms of poetry, drama, fiction, and nonfiction.

Respond to narrative texts, analyzing the plot, characters, setting, and theme.

Identify and analyze the structure of a plot.

Identify and analyze how a recurring theme is developed in different literary works.

Identify and analyze how poets

Poetry

Science Fiction

Biography

Autobiography

Historical Fiction

Letters

Realistic Fiction

Essay

Short Story

Memoir

Myths

Drama

Point of view

The influence of setting on the plot

Qualities of a character

The impact of characters’ motives and motivations on plot

Contrasting the actions of characters

Conflict and resolution

How events advance the plot

How writers use figurative language

personification hyperbole metaphor simile

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use literary elements (e.g., personification, mood) and use of language (e.g., alliteration) for effect.

symbolism

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WRITING STRATEGIES AND APPLICATIONS

Standards Essential Teaching Points

Writing Types Writing Skills and Strategies

Write sentences that show syntactic complexity, variety, use of vocabulary appropriate to purpose and topic, and control over basic grammatical structures.

Use the writing process to produce a range of types of academic writing.

Write connected paragraphs that develop an idea, topic, or thesis.

Write different forms of narrative (e.g., memoir, story, autobiographical sketch).

Write simple compositions and reports that include a proposition or thesis and supporting details.

Fill out job applications and prepare résumés that are clear and provide requested information.

Investigate a topic in a content area and develop a brief research report that includes citations from primary sources.

Expository

Report of informationPersuasive letter or compositionEvaluation (e.g., of a movie,

restaurant, video game)

Real World

How-to instructions (e.g., how to get to the next level of a video game)

Narrative

Eyewitness account

Planning

Frames and visual tools

Outlining Note-taking skills

and strategies

Drafting

Using dialogue in narrative

Including facts, quotations, and examples to support a thesis

Using transitions to sequence information and events

Revision

Organization Accuracy and relevance

of content Sentence structure Word choice Impact on the reader

Presenting

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Including a polished piece of writing in a class publication

Presenting writing to classmates, using an oral presentation rubric

WRITTEN CONVENTIONS

Standards Essential Teaching Skills

Sentence-Level Word-Level

Edit one’s own writing for conventions that have been taught and practiced.

Edit writing for correct sentence structure, grammar, and spelling.

Punctuating direct discourse in narrative writing

Using underlining and italics correctly

Using colons to introduce a list

Using semi-colons to connect clauses in a series and to join sentences, where appropriate

Writing complete sentences

Editing for subject-verb agreement

Editing for correct and consistent use of tense throughout a composition

Spelling contractions

Spelling words correctly when affixes are added (e.g., put > putting; write > writing)

Using hyphens

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