English as a Second Language (ESL)
Mr. Joe Weigel
English as a Second Language (ESL)
Level 2B
Welcome to ESL 2B
Course Description:
ESL 2B is a one semester course for intermediate ESL students to further develop the language skills of listening, speaking, reading and writing in English. The text that is used for the course is “High Point.” “High Point” offers standards-based instruction in reading and language arts. The program is carefully designed for English Learners to accelerate their growth in language and literacy. Carefully selected readings and specially designed lessons with multi level strategies ensure standards based instruction for English Language Learners. The students develop their language skills in the context of reading, writing, listening and speaking. Each unit follows a consistent lesson plan. The lessons build concepts, reading strategies, grammar and vocabulary to pave the way for success. The readings selections, both fiction and non fiction are divided into manageable selections for reading. An introduction gives the big picture of each section to support comprehension. The key vocabulary is high lighted and discussion questions follow each section of the reading allowing for frequent comprehension checks. Students apply and extend the reading strategies taught through various culminating activities at the end of each selection. Students are assessed at the end of each selection by selection test which assesses them on the vocabulary, reading strategy, comprehension of the selection, and grammar in context. Each unit contains a writing project which guides the English Learners through the steps of the writing process. The students are taught the different genres of writing such as narrative, expository, descriptive, expressive, persuasive, and biographical. At the end of each unit is a culminating task in the form of a writing assessment, unit comprehension test, self assessment, and Language Acquisition Assessments.
Objectives
1. Increase the students’ ability to read and write with understanding and fluency.
2. Develop vocabulary through a variety of methods.
3. Increase students’ ability to listen and speak effectively in a variety of situations.
4. Develop writing skills to communicate for a variety of purposes.
5. Build language skills and strategies for success and mastery of content classes.
6. Promote independent and self accountable learning.
Teaching and Learning Goals
IB learners strive to be:
1. Inquirers-They acquire skills necessary to conduct research and demonstrate independence in learning.
2. Knowledgeable-Students explore concepts, ideas, and issues that have local and global significance.
3. Thinkers-Students exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems and make reasoned, ethical decisions.
4. Communicators-Students understand and express ideas and information through interactive situations which incorporate reading, writing, listening, and speaking.
5. Principals-Students act with integrity and honesty, take responsibility for their own actions, and the consequences that accompany those actions. Each student will feel valued as a contributing member of the community.
6. Open-minded-Students understand and appreciate their own culture and personal history.
7. Caring-Students show empathy, compassion and respect towards the needs and feelings of others.
8. Risk-takers-Students are given the tools to approach unfamiliar situations with confidence and courage.
9. Balanced-Students understand the importance of intellectual, physical and emotional balance.
10. Reflective-Students give thoughtful considerations to their own learning and experiences.
Texts and Resources
High Point published by Hampton-Brown
Student workbook for Skills Practice and Reading Comprehension
Student workbook for Grammar
In-Zone Theme Related Literature books
Assessment Book
Tapes and CDs for Vocabulary and Language Development
Tapes and CDs for the selection readings
Transparencies
Movies and documentaries related to the themed readings
Intervention Materials developed by Hampton-Brown and LAUSD
Methodology
Rereading, During Reading and Postreading Activities
Thinking Maps and Graphic Organizers
Kagan Cooperative Learning
Anticipatory Sets
Brainstorming
Quickwrites
Group Discussion
Jane Schaefer Writing
Journal Writing
Posters and Word Walls
Oral Reports
Popcorn Reading
Reciprocal Reading
Reading Aloud
Methods of Assessment
High Point is mandated by LAUSD. Each student has an assessment portfolio which outlines the necessary assessments. These assessments are the two Language Acquisition Assessments from each unit; Unit Test for each unit assessing reading comprehension and grammar skills; Final Writing Project and corresponding writing assessment for each unit; two literary responses and analysis; student self assessment form.
Grading Policy
The grading policy has been established by the district:
Thirty percent (30%) of the grade is the Language Acquisition Assessment with an overall score of three on four tests
Thirty percent (30%) is the Unit Test with an overall score of 70%
Thirty percent (30%) is the writing project with an overall score of 3 on any two of the projects
Ten percent (10%) classroom activities, selection tests, journals.
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