ENGLISH AS A SECOND LANGUAGE (ESL) A 9-12 Curriculum Guide

[Pages:422]ENGLISH AS A SECOND LANGUAGE (ESL) A 9-12 Curriculum Guide

Atlantic City Schools Atlantic City, NJ ?2014

Atlantic City Board of Education 2013-2014

Patricia Bailey, President Edward Cooper, Vice-President

Ruth Byard John Devlin Kirk Dooley Walter Johnson Nynell Langford Shay Steele Fariyd Holmes Kim Bassford Steve Bonanni

Donna L. Haye, Superintendent of Schools

Sherry Yahn, Assistant Superintendent, Curriculum and Instruction

Barry Caldwell, Assistant Superintendent, General Operations

ACKNOWLEDGEMENTS

A special task force representing the administrators and teachers of the Atlantic City Schools produced this guide. Their names and schools are listed below.

We wish to acknowledge our thanks to all of them for the excellent work they have done in producing a guide that represents the current pedagogy within the teaching of English as a Second Language and the special needs of the teachers and the students in the school system.

Donna L. Haye Superintendent of Schools

Sherry Yahn Assistant Superintendent, Curriculum and Instruction

Mark Deebold MaryAnn Mena

BILINGUAL/ENGLISH AS A SECOND LANGUAGE CURRICULUM TASK FORCE

Atlantic City High School-2014 Bilingual/ESL/World Languages-2014

Lourdes L. Vidal-Turner, Supervisor of Bilingual, ESL and World Languages-2002-2014

TABLE OF CONTENTS

Philosophy of the Curriculum

The 9-12 Program of Study

ESL Newcomer

* Curriculum Overview * Syllabus * Unit Plans *Writing Portfolio/Benchmarks * Ancillary Materials * PARCC Practice * Rosetta Stone Pacing Guide

ESL One

* Curriculum Overview * Syllabus * Unit Plans * Writing Portfolio/Benchmarks * PARCC Practice * Rosetta Stone Pacing Guide

ESL Two

* Curriculum Overview * Syllabus * Unit Plans * Writing Portfolio/Benchmarks * Lesson Plans * Ancillary Materials (World Literature) * Rosetta Stone Pacing Guide * PARCC Practice

ESL Three

* Curriculum Overview * Syllabus *Quarterly Benchmarks * Unit Plans * Sample Lessons * PARCC Practice

ESL Four

* Curriculum Overview * Syllabus * Quarterly Benchmarks * Unit Plans * Sample Lessons * PARCC Practice

Appendix A Appendix B Appendix C Appendix D Appendix E

The English Language Proficiency Standards Writing and Oral Presentation Rubrics Linguistic Expectations of ESL Students in Content Clases ACCESS for ELLSTM Sample Persuasive Writing Unit (HSPAT)

Section 1 Section 2

Section 3 Section 4 Section 5 Section 6 Section 7

Philosophy of the curriculum

The English as a Second Language curriculum is not a stand-alone document. It is an integrated curriculum that is aligned to prepare English language learners (ELLs) to meet the English language proficiency standards, the common core state standards (CCSS), and the World-Class Instructional Design and Assessment English Language Development (WIDA ELD) standards. In order to accomplish this, the ESL curriculum incorporates the development of language and literacy skills for use across all subject areas. Rigor and relevance is introduced in the form of discourse, technological applications, and sociocultural contexts for language use involving interaction between the student and the language environment.

Although the listening and speaking skills are stressed for students at the lowest levels of English language acquisition, reading and writing should be included from the beginning. Specifically, efforts are made at the start to connect listening and speaking at all levels. These skills should be taught together with reading assignments related to, or coming out of writing tasks whenever possible. ESL writing instruction begins early on to support the development of increased vocabulary and improved thinking skills. The writing is used as concrete evidence of individual achievement, and serves to enrich comprehension of both written and spoken language at all levels.

The instructional model used by sheltered and ESL staff is Sheltered Instruction Observation Protocol (SIOP). This is a research-based and validated instructional model that has proven effective in addressing the academic needs of English learners throughout the United States. The SIOP Model consists of eight interrelated components:

Lesson Preparation Building Background Comprehensible Input Strategies Interaction Practice/Application Lesson Delivery Review & Assessment

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