Middle 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 middle 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 middle school or in a small-school setting, must receive daily ELD appropriate to English proficiency level.

ELD 1 is the first 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

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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 1.

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 1. 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 1 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 1

Course code: First Hour:T0241A2nd Hour: T0251A

Department: English Grade levels: 6-8

Course length: One semester Credits: 5

Prerequisites: Beginning-level proficiency on the California English Language Development Test

Teacher certification:

ELD 1 teachers must hold state CLAD authorization or the equivalent.

1. Course Description

ELD 1 is a one-semester, two-period course for middle school English Learners that develops beginning listening, speaking, reading, and writing skills. The course is the first 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 2.

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 1 provides students with instruction in listening, speaking, reading, and writing. Course content enables students to master beginning-level ELD standards. Students develop basic interpersonal communication skills in this course as well as foundational skills that promote the later development of academic language and literacy.

By the end of ELD 1, students will be able to—

communicate in everyday face-to-face situations, expressing a limited range of needs, wants, and intentions;

understand teacher demonstrations and simple explanations and most language related to classroom procedures;

interact with peers about familiar topics in highly structured situations, using words, phrases, and short sentences;

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use basic decoding skills and knowledge of vocabulary to read familiar words, short sentences, and simple text with high levels of teacher guidance and support;

write simple text, often using writing frames and relying on visual support.

3. Approved Instructional Materials

CORE PROGRAM The following program is adopted for use in ELD 1:

High Point Basics (Hampton-Brown)

SUPPLEMENTAL MATERIALS

Programs or materials approved for use in ELD 1 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 this course—

In social situations, the student communicates in concrete, face-to-face situations, expressing a limited range of needs, wants, and intentions. Sentences remain very short and often incomplete (e.g., Him happy. Go bathroom?) Grammatical errors are common and often inhibit even simple communication. Vocabulary remains limited to concrete language.

In the classroom, the student participates in concrete activities, following teacher demonstrations and explanations. S/he understands most language related to classroom procedures and directions. S/he begins to interact with peers in carefully structured classroom activities.

The student reads common familiar words and sentences with occasional teacher guidance.

The student organizes simple ideas, typically in response to highly-structured prompts, to produce words and very simple sentences. Drawings, pictures, and other visuals often support writing.

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LISTENING AND SPEAKING

Standards Essential Teaching Points

Structures Functions Vocabulary Domains

Speak a few words, phrases, and short sentences and be understood by others in everyday situations

Produce sentences using grammatical structures that have been taught

Engage in classroom activities, asking and answering questions related to classroom topics and using vocabulary that has been taught

Demonstrate comprehension verbally and nonverbally of simple oral presentations and classroom directions and instructions

Prepare and deliver short oral presentations (e.g., dialogues, poems, etc.)

Basic parts of speech (noun, verb, adjective)

Regular plurals Subject and object pronounsPossessive adjectivesSimple present tense (be,

have, common regular verbs)

Present continuous tense (e.g., I am eating)

Basic questions (yes/no, either/or, WH)

There is/there are …Subject-verb agreementPrepositions of locationAbility: canDefinite v. indefinite articles

(the … a/an)Negative sentencesImperative

Communicative:

Asking for Permission/Making requests (may, could)

Apologizing Asking and answering questions

Greetings and introductions Giving personal information Identifying people and placesDescribing people and places Expressing likes and dislikes Expressing basic needsGiving and following commands

Expressing feelingsMaking excuses Expressing social courtesies

Academic:

Seeking informationInformingIdentifyingOrdering or sequencing information

Numbers 1 - 999Places at school and community

Rooms in a home Numbers (1-100)Clock timeCalendar (days, months, weeks, seasons)

Favorite activities Family members and petsLocation Classroom objectivesFood MoneyHolidaysBody partsFeelingsShapesMathematical operations (numbers and place value)

Adjectives (descriptive-color, size, age, quantity)

Jobs Clothing Transportation Senses Common ailments (cold, flu)

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READING: WORD ANALYSIS, FLUENCY, AND VOCABULARY

Standards Essential Teaching Points

Phonics Word Analysis

Hear and say most common sounds and syllables of English

Recognize the parts of words, including common roots and simple affixes

Recognize common word relationships (e.g., hot : cold, up : down)

Read aloud familiar words and phrases presented in stories and in simple informational text

Use an adapted English dictionary to find the meaning of simple known vocabulary.

Read aloud one’s own writing

Alphabet Letters and SoundsInitial and final consonantsShort vowels Long vowels Vowel digraphs Consonant digraphs (ch, th, sh, wh)Blends (bl, pl, cl, etc.) R-controlled vowels Double consonants Common sight words Verb suffix -ingWords that rhymeSyllable boundaries

Common synonyms (big :large) Common antonyms (big : small) Prefixes: un-, re-, pre-Grammatical Suffixes: plural –s, -es;

possessive ’s, present participle -ing

Common obvious cognates

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READING: COMPREHENSION

Standards Essential Teaching Points

Recommended Reading Genres Reading Strategies

Answer questions about simple text to show comprehension

Tell who and what a story is about (character and plot)

Identify the main idea and specific facts in familiar informational and everyday text.

Identify common text features, such as the title, table of contents, and chapter headings.

Simple sequenced how-to instructionsLanguage experience storiesStories told through pictures and

simple captions Informational posters and signsEnvironmental print Advertisements Simple poems and chantsLanguage pattern booksBig books Labeled charts, diagrams, graphic

organizers Class schedules and menusWord lists Simple written dialogue (e.g.,

illustrations with speech bubbles)

Using visuals, headings, and titles to:

Set purpose Preview Predict Create questions Unlock meaning Check for understanding.

Identifying sequence in text (e.g., the steps in a recipe, events along a timeline)

Making connections (to one’s own life or to access prior knowledge)

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READING: LITERARY RESPONSE AND ANALYSIS

Standards Essential Teaching Points

Literary Genres Literary Analysis Skills

Identify basic story elements. Read a simple selection aloud and

identify the speaker or narrator. Role-play a character from a familiar

piece of literature by using phrases or simple sentences.

Create pictures, lists, charts, and tables to identify the sequence of events in simple literary texts.

Recite short forms of literature Recognize the sounds of language in

literary text (e.g., repetition of sounds or words, rhyme)

ChantsPoetry SongsPicture-based short storiesSkits

Story elements: basic character traits, setting, plot

Sequence of events in narrative (e.g., the actions in a story)

Use of language: repetition of words that have the same ending sound

Using graphic organizers to map story elements

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WRITING STRATEGIES AND APPLICATIONS

Standards Essential Teaching Points

Writing Types Writing Skills and Strategies

Record and organize information.

Write words, phrases and simple sentences with teacher guidance

Write brief narrative with support

Use the writing process to produce simple writing to be shared with others

Write personal information needed to complete everyday tasks (e.g., enrolling in school, joining a club, etc.).

Personal information forms (school forms, basic applications)

Lists

Picture captions (e.g., story board) Labeled drawings (e.g., flow chart) Simple charts and graphic organizers

(e.g., family tree)

Planning

Brainstorming (Clustering, listing, webbing)

Drafting

Completing cloze sentences and cloze paragraphs

Following a writing model Using knowledge of sentence patterns

to write simple complete sentences

Revision

Revising for a specific point identified by the teacher

Presentation

Presenting a simple written product in a small group

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WRITTEN CONVENTIONS

Standards Essential Teaching Points

Sentence-Level Word-Level

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

Spell familiar words and/or high frequency words correctly.

Capitalizing the first word of sentences

Using sentence punctuation: periods, question marks, and exclamation points

Using commas in a series

Identifying parts of speech (subject, verb, object, and adjective) in sentences

Capitalizing proper nouns (countries, cities, names, months, dates of week, school)

Spelling common sight words.

Identifying nouns, verbs, and adjectives.

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