OAKLAND UNIFIED SCHOOL DISTRICT
High School English Language Development 4
Course of Study
Adopted
Spring, 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:
|English Language Development Requirement |ELA |
| |Placement |Description |Adopted Program | |
| |Criteria | | | |
|ELD 1 |CELDT beginning level |Two periods of ELD daily |High Point Basics |Met by High Point. |
|(semester) | | | | |
|ELD 2 |CELDT high beginning level |Two periods of ELD daily |High Point Basics |Met by High Point. |
|(semester) | | | | |
|ELD 3 |CELDT low early intermediate |Two periods of ELD daily |High Point A |Met by High Point. |
|(semester) |level | | | |
|ELD 4 |CELDT high early intermediate|Two periods of ELD daily |High Point B |Met by High Point. |
|(semester) |to low intermediate level | | | |
|ELD 5 |CELDT intermediate level |One period of ELD daily + |Middle school: High Point|The ELA requirement is met|
|(year) | |one period of transitional |C |by the core English class.|
| |Note: If enrolled in U.S. |core English | | |
| |schools ≥ 6 years, the | |High school: District | |
| |student may NOT enroll in ELD| |curriculum (meets the “b” | |
| | | |requirement) | |
|Core English |CELDT early advanced or |Differentiated instruction |Holt |One period of core English|
|(year) |advanced but not yet meeting |within a core English course| |with differentiated |
| |reclassification criteria OR | | |instruction + a strategic |
| |CELDT intermediate or above | | |or intensive English |
| |and in U.S. schools ≥ 6 years| | |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.
Oakland’s English Language Development Program at a Glance
| |ELD 1 |ELD 2 |ELD 3 |ELD 4 |ELD 5 |
| |(semester) |(semester) |(semester) |(semester) |(year) |
|Listening and Speaking |Communicates in face-to-face |Produces sentences that are |Communicates in a variety of |Participates in situations that |Engages in classroom activities |
| |situations, using sentences that |increasingly longer, although |situations, expressing a range of|require the use of more |that require critical thinking |
| |are short and often incomplete. |grammatical errors are very |wants, needs, and intentions. |cognitively demanding language to|and sustained discussion. Oral |
| |Interacts with classmates in |frequent and vocabulary is |Errors remain frequent but do not|understand and express ideas. |language shows syntactic |
| |carefully-structured activities. |limited. |interfere with communication. |Some grammatical errors may |complexity and elaborated use of |
| | | |Abstract vocabulary begins to |persist. |vocabulary. Errors are |
| | | |appear. | |infrequent. |
|Reading |Reads familiar words and short |Reads simple text with controlled|Reads increasingly longer |Reads a growing range of more |Reads a full range of grade-level|
| |sentences with teacher guidance. |language and vocabulary. |narrative and information text |challenging literary works and |text materials fluently and with |
| | | |selections. Begins to read |text materials, some beginning to|understanding. Tackles literary |
| | | |simple text independently. |approach grade level. |works and informational text |
| | | | | |independently. |
|Writing |Responds in writing to |Writes connected sentences to |Writes well-formed sentences and |Writes across a range of academic|Writes across genres, showing the|
| |highly-structured prompts, |produce short paragraphs. Uses |paragraphs to accomplish a |genres, beginning to organize and|ability to organize and express |
| |producing words and simple |writing frames and models to |growing range of academic tasks. |craft text according to purpose, |ideas. Writing shows variety, |
| |sentences. |produce descriptions and short | |audience, and topic. |elaboration, distinct voice, and |
| | |narrative. | | |consistent control of |
| | | | | |conventions. |
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.
Team members included—
M-L Davidson – Teacher, Oakland Technical High School
Paula Schiff – Teacher, Fremont Federation of Small Schools
Vicki Silkiss – Teacher, Oakland Technical High School
Vlada Teper – Teacher, Castlemont Business and Information Technology High School
Sarah Breed – ELA Coach
Cheryl Hayward – District Coach, Secondary EL Programs
Jenn Lutzenberg – ELA Coach
Lubia Sanchez – Middle School EL Programs Coach
Heather 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 speaking
• Reading: word analysis skills, fluency, and vocabulary
• Reading comprehension
• Literary response and analysis
• Writing strategies and applications
• Writing 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.
SECTION 1: COURSE DESCRIPTION
|Name of course: |English Language Development 4 |Course code: |First Hour:T6151 |
| | | |Second 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 level |
| |California 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;
▪ 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 | |
| | |
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. |
LISTENING AND SPEAKING
|Standards |Essential Teaching Points |
| |Structures |Functions |Vocabulary and Concepts |
| | |Communicative: | |
| | | | |
|Produce sentences that show growing syntactic complexity, use of |Present perfect (e.g., Tran has been in |Expressing regret (e.g., I shouldn’t have|Use of specific terminology that |
|specific vocabulary, and control over correct grammatical structures |the U.S. for two years) |…) |approaches grade-level content-area |
|that have been taught. |Present perfect progressive (e.g., Tran |Expressing possibility in the past (e.g.,|instruction (e.g., formula, experiment, |
| |has been studying English for two years) |I could have …) |digestion, primary source, dissent) |
|Listen and respond to oral presentations by asking questions or by |Who and that clauses |Predicting (must have, will have) | |
|summarizing the content of the presentation. |Hypothetical conditions (If I wanted |Expressing probability (should, ought to)|Terminology related to the analysis of |
| |advice, I would ask …) |Expressing probability or certainty in |literary texts at grade level (e.g., |
|Participate in social conversations with peers and adults on new or |Negative conditions (Unless you stop |the past (e.g., Someone must have broken |character trait, first person, simile, |
|unfamiliar topics |doing that … If you don’t stop doing |into the house while we were out …) |symbol) |
| |that …) |Giving advise referring to the past | |
|Engage actively in a discussion of a topic that involves different |Passive sentences |(e.g., You shouldn’t have done that …) |Idioms and figures of speech |
|points of view. |Whenever clauses | | |
| |Clauses of contrast: although, even |Academic: | |
|Listen to and discuss messages conveyed through the media (e.g., on |though | | |
|radio and television), including the use of persuasive techniques. | |Summarizing | |
| | |Arguing or defending an idea | |
|Prepare and deliver more elaborated oral presentations on academic | |Justifying | |
|topics. | |Persuading | |
| | | | |
READING: WORD ANALYSIS, FLUENCY, AND VOCABULARY
|Standards |Essential Teaching Points |
| |Phonics and |Fluency |
| |Word Analysis | |
| | | |
|Use all of the cueing systems (phonological, morphological, |Homophones (e.g., principle/principal) |Signal words |
|syntactic, and semantic) to read teacher-guided selections | | |
|fluently. |Common Greek and Latin roots |Continuation: likewise, moreover, another, next |
|Use knowledge of words, word parts, and word relationships to | | |
|interpret the meaning of unknown words. |Morphemes |Change: but, although, despite, rather, instead of |
|Identify variations of the same word that are found in a text | | |
|and identify how affixes change the meaning of those words. |Prefixes (equi-, hemi-, homo-) |Cause/Condition: because, while, so that, whether, therefore, |
|Understand the meaning of common idioms, analogies, and | |thus |
|metaphors |Noun suffixes (-ity, -ness, -tion) | |
|Recognize that some words have multiple meanings and apply this| |Comparison/Contrast: but, although, rather |
|knowledge when reading texts. |Verb suffixes (-ate, -ize) | |
|Read instructional level text aloud with appropriate pacing, | |Emphasis: noteworthy, significant factor, major contributor |
|intonation, and expression | | |
|Use a standard dictionary to find the meaning of unknown | |Conclusion: as a result, consequently, finally, therefore |
|vocabulary. | | |
| | |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.) |
| | | |
READING: COMPREHENSION
|Standards |Essential Teaching Points |
| |Recommended Reading Genres |Reading Strategies |
| | | |
| | | |
|Read informational text, literary works, and content-area materials, |Multi-step instructions for more complex tasks (e.g., |Previewing text |
|identifying and discussing main ideas, important concepts, and details. |creating a document in Microsoft Word) | |
| | |Questioning |
|Make routine use of reading strategies (e.g., previewing, predicting, |Poetry that includes increasing use of figurative | |
|questioning) to unlock meaning in new or unfamiliar text. |language |Clarifying |
| | | |
|Understand and follow multiple-step directions for using a simple mechanical |Increasingly complex narrative |Predicting |
|device or for filling out simple applications. | | |
| |Informational, expository, and content area text that is |Summarizing |
|Read a political speech, then paraphrase, summarize, and critique the |adapted and/or scaffolded | |
|speaker’s points. | |Survey, Question, Read, Review & Respond (SQ3R) |
| |Workplace and consumer documents | |
|Verify and clarify ideas and facts in multiple expository text selections on | |Identifying cause and effect relationships |
|the same topic. |Excerpts from speeches (e.g., speeches of current | |
| |political leaders) |Identifying a controlling idea and examples of support |
|Use visual tools and organizers to support comprehension of academic text. | | |
| | |Sequencing |
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, |Poetry |Point of view |
|fiction, and nonfiction. |Science Fiction |The influence of setting on the plot |
| |Biography |Qualities of a character |
|Respond to narrative texts, analyzing the plot, characters, setting, and |Autobiography |The impact of characters’ motives and motivations on plot|
|theme. |Historical Fiction |Contrasting the actions of characters |
| |Letters |Conflict and resolution |
|Identify and analyze the structure of a plot. |Realistic Fiction |How events advance the plot |
| |Essay |How writers use figurative language |
|Identify and analyze how a recurring theme is developed in different literary |Short Story | |
|works. |Memoir |personification |
| |Myths |hyperbole |
|Identify and analyze how poets use literary elements (e.g., personification, |Drama |metaphor |
|mood) and use of language (e.g., alliteration) for effect. | |simile |
| | |symbolism |
WRITING STRATEGIES AND APPLICATIONS
|Standards |Essential Teaching Points |
| |Writing Types |Writing Skills and Strategies |
| | | |
|Write sentences that show syntactic complexity, variety, use of vocabulary |Expository |Planning |
|appropriate to purpose and topic, and control over basic grammatical | | |
|structures. |Report of information |Frames and visual tools |
| |Persuasive letter or composition |Outlining |
|Use the writing process to produce a range of types of academic writing. |Evaluation (e.g., of a movie, restaurant, video game) |Note-taking skills and strategies |
| | | |
|Write connected paragraphs that develop an idea, topic, or thesis. |Real World |Drafting |
| | | |
|Write different forms of narrative (e.g., memoir, story, autobiographical |How-to instructions (e.g., how to get to the next level |Using dialogue in narrative |
|sketch). |of a video game) |Including facts, quotations, and examples to support a |
| | |thesis |
|Write simple compositions and reports that include a proposition or thesis and|Narrative |Using transitions to sequence information and events |
|supporting details. | | |
| |Eyewitness account |Revision |
|Fill out job applications and prepare résumés that are clear and provide | | |
|requested information. | |Organization |
| | |Accuracy and relevance of content |
|Investigate a topic in a content area and develop a brief research report that| |Sentence structure |
|includes citations from primary sources. | |Word choice |
| | |Impact on the reader |
| | | |
| | |Presenting |
| | | |
| | |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. |Punctuating direct discourse in narrative writing |Spelling contractions |
| | | |
|Edit writing for correct sentence structure, grammar, and spelling. |Using underlining and italics correctly |Spelling words correctly when affixes are added (e.g., |
| | |put > putting; write > writing) |
| |Using colons to introduce a list | |
| | |Using hyphens |
| |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 | |
| | | |
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