Tamalpais union high school district



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TAMALPAIS UNION HIGH SCHOOL DISTRICT

Larkspur, California

Course of Study


SHELTERED ENGLISH, Levels I and II



I. INTRODUCTION
Sheltered English, Levels I and II are two-semester literature-based language arts courses designed for students whose native language is other than English and whose proficiency in English falls below fluent. The goals of these courses include developing English language proficiency, strengthening learning and literacy skills, and fostering the critical reading and composition skills that help the students pass the District’s Reading and Writing Outcomes. The students progress from beginning English literacy to literature and curriculum selected for freshman English.
The two courses are aligned with the CELDT: Sheltered English 1, Beginning through Intermediate and Sheltered English 2, Early Advanced through Advanced. Sheltered English Levels I and II cover the essential ELD/ELA Standards related to English literacy and complement and reinforce the language development competencies the students are acquiring in ELD. The students’ progress is monitored as they meet the benchmarks at each of the levels.
Tam 21st Century Goals
Sheltered English addresses the following parts of the Tam 21st Century Mission:
The mission of the Tamalpais Union High School District is to challenge students to broaden and deepen their learning experiences, to aspire to the passionate pursuit of excellence, and to develop as thinking and caring individuals who will leave our schools with the skills to be life long learners and to succeed in their personal, academic, and professional lives.


  • acquire, manage and use knowledge and skills

  • think critically and creatively

  • gain skills for success in the work place

  • pursue individual goals and aspirations


Student Learning Outcomes
These courses are designed to help student attain the following student learning outcomes:
#1. Communicate articulately, effectively and persuasively when

speaking and writing;


#2. Read and analyze material in a variety of disciplines;
#3. Use technology as a tool to access information, analyze and

and solve problems and communicate ideas;


#8. Communicate in a second language;

#11. Interpret, experience, create and/or perform artistic work.



II. STUDENT LEARNING OUTCOMES
The students need to master the following outcomes that include the essential ELD/ELA Standards in reading, writing and listening and speaking skills before transitioning to mainstream English.

The following outcomes are arranged to show those that are to be met in Sheltered English Level I before the student transitions to Level II. Outcomes for Level II are also provided.





A. READING OUTCOMES
The students will read short stories, poems, plays and works of non-fiction that center around certain themes, such as adapting to a new culture while maintaining one’s own traditions and values, overcoming discrimination and hardship and coming of age in a new culture. They will expand their range of receptive and expressive vocabulary, which will be derived from the literature they read.
Level I: (CELDT levels Beginning to Intermediate




  • Self-monitor and self-correct in oral reading.







  • Independently read and answer comprehension questions using detailed sentence.







  • Apply knowledge of common English morphemes, phonics and syntax to decode text.






  • Identify cognates and false cognates in literature.






  • Recognize that words may have multiple meanings




  • Read and summarize a literary passage or story.





  • Read and recall details from a reading passage.







  • Read and describe the sequence of events in literary texts.




  • Apply knowledge of characterization to describe a character.







  • Read and identify the main idea of a reading.







  • Read and explain the basic elements of literature (setting, character,

plot).





  • Read and identify ways in which poets use imagery and

figurative language.





  • Use a standard dictionary to derive the meanings of unknown

words.


Level II (CELDT levels Early Advanced to Advanced)





  • Read increasingly complex literary text aloud with appropriate

pacing, intonation and expression




  • Demonstrate the ability to read independently and construct

meaning from works of literature.







  • Apply knowledge of word relationships, such as roots and affixes to derive meaning from literature.






  • Distinguish between cognates and false cognates in literature.





  • Use words that have multiple meanings appropriately and apply this knowledge to literature.





  • Apply knowledge of word relationships, such as roots and affixes to derive meaning from literature.






  • Identify techniques which have specific rhetorical or aesthetic purposes

in literary texts (e.g., irony, tone, mood).





  • Identify and define literary devices (setting, character, plot, symbolism,

irony, etc.)





  • Read and analyze how clarity is affected by patterns of organization,

repetition of key ideas, syntax and word choice.





  • Identify the function of dialogue, scene design and asides in drama.




  • Analyze the interaction between main and subordinate characters

in literary texts.


  • Analyze and trace an author’s development of time and sequence,

including the use of literary devices (e.g. foreshadowing, flashbacks).






  • Read and compare and contrast a similar theme across different

literary works.





  • Read and identify ways in which poets use personification,

figurative language and symbolism.






  • Identify recognized works of American literature in order to contrast

major periods, themes and trends.

B. WRITING OUTCOMES
Fluency in writing is emphasized over form from the beginning level. To develop fluency in writing, the students will write often, incorporating the vocabulary and grammatical structures they know. They will begin with simple sentences, move on to short paragraphs, dialogues and letters and finally advance to essays, book reports, stories, autobiographies and plays. The following objectives, sequenced according to level of facility in English, focus on form and function in their writing.
Level I: (CELDT levels Beginning to Intermediate)





  • Recognize and use correct syntax in complex sentences.







  • Write sentences that tell a story or describe an object, person or place.





students’ own experiences.





  • Write an organized and coherent paragraph with a topic sentence and supporting details.






  • Write paragraphs for different purposes: to explain, inform, tell a story, persuade, describe and compare.




  • Recognize structured ideas and arguments and their supporting details

in persuasive writing.





  • Plan a composition using a pre-writing guide.







  • Write brief expository compositions that include a thesis and supporting detail .







  • Write narrative compositions that explore the significance of a central incident and include some reflection.






  • Use basic strategies of note-taking, outlining and the writing process to draft simple essays, with consistent use of grammatical forms.






  • Edit and revise writing for conventions (transitions, word choice, grammatical forms, spelling, punctuation, etc.).



  • Distinguish among various types of writing: narrative, biographical, autobiographical, descriptive, expository.






  • Use a word processing program to write and edit assignments.


Level II: (CELDT levels Early Advanced to Advanced)





  • rite responses to literature that develop interpretations citing text.



  • Identify various elements of discourse in writing (e.g., Identify various elements of discourse in writing (e.g., purpose, speaker, audience, form).




  • Use strategies of note-taking, outlining and summarizing to structure drafts of clear, coherent and focused essays.




  • Produce writing using various elements of discourse in narrative, expository, persuasive and descriptive styles.




  • Write narrative compositions that explore the significance of a central incident and include extensive reflection.




  • Write persuasive and expository compositions that include a clear thesis, describe organized points of support and address counter-arguments.




  • Integrate quotations and citations into a written text while maintaining the flow of ideas.




  • Develop an essay or report that balances information and original ideas and includes references and a bibliography.




  • Use precise language, action verbs, sensory details, appropriate modifiers.




  • Revise writing for word choice, organization, point of view, appropriate structures and standard grammatical forms.




  • Use appropriate conventions for documentation in the text, notes and bibliographies by adhering to those in a prescribed style manual.


C. LISTENING AND SPEAKING OUTCOMES
Level I: (CELDT levels Beginning to Intermediate)


  • Identify the main idea and some supporting details of oral presentations and familiar literature.




  • Listen attentively to stories and identify key details and concepts.




  • Participate in small group discussions by contributing ideas and listening attentively to those of others.




  • Engage in class discussions and express ideas clearly.




  • Prepare and deliver short presentations and reports on ideas related to literature.



Level II: (CELDT levels Early Advanced to Advanced)


  • Summarize literary pieces in greater detail including character, setting, plot and analysis




  • Participate; in small group discussions by contributing ideas and listening attentively.




  • Engage in class discussions and express ideas in detail.




  • Prepare and deliver presentations and report on ideas related to literature that include purpose, point of view, introduction, coherent transition and appropriate conclusion.



III. ASSESSMENT
A. Student Assessment
The teacher informs the students in writing of course grading procedures at the beginning of each semester. The students also receive rubrics throughout the year that clearly outline the expectations for oral presentations, writing assignments and group work. Teacher observation of the students' daily performance provides informal evaluation of their progress. The students are formally assessed through a variety of indicators that include homework, class participation, short writing assignments, compositions, projects, and reports. Structured written tests are given at appropriate intervals following units of instruction. A final examination is given at the end of the semester.
Examples of assessment tools and test questions might ask students to:


  • answer comprehension questions after reading a short story;

  • write a plot summary of a short story;

  • identify similes or metaphors in a poem;

  • describe a character from a story in detail using the elements of characterization;

  • compare and contrast a theme in two or more stories in a five-paragraph essay;

  • give an oral book report that follows the guidelines of a rubric;

  • define words using knowledge of roots and affixes;

  • write in a journal a variety of reflective responses that address a character’s actions, words, thoughts and motivations.


B. Course Assessment
At the yearly ELD Program evaluation, the ELD team evaluates the course objectives. One measure of the effectiveness of the curriculum and instruction is the progress the students have made on the CELDT, on which they are expected to advance at least one level per year. The team also examines the students’ grades and performance on standardized tests and the District’s Learning Outcomes. Sheltered English is also assessed through formal and informal surveys of the students.

IV. METHODS AND MATERIALS
A. Methods
Teaching content area material to ELL students requires a variety of techniques that allow every student to gain from comprehensible and meaningful instruction. The teacher addresses

the three learning modalities: visual, auditory, and kinesthetic to engage all the students in learning. Peer interaction and tutoring enable students to teach others what they know, thereby reinforcing their knowledge and self-confidence. An instructional aide may work with students individually or in small groups to teach prerequisite skills or to individualize the instruction.


Without simplifying the content, the teacher controls the vocabulary and sentences presented in the instruction and uses restatement, expansion and repetition to make ideas more comprehensible. Pictures, maps, films, diagrams, concrete objects, pantomime and anecdotes help convey the meaning of new words and concepts. The teacher presents unfamiliar vocabulary and appropriate historical and cultural information before assigning reading in the work.
When teaching literature in particular, the teacher makes such elements as setting, plot, characterization and theme as comprehensible as possible by building on the students' prior knowledge and experiences. Comparisons and references to the culture and literature of the students' native countries are made whenever possible. Frequent opportunities to hear excerpts of the literature read or dramatized either by the teacher or on tape reinforce comprehension and correct pronunciation of the new vocabulary. Students should also be given the chance to read aloud, uninterrupted by the frequent correction of their pronunciation.
The teacher presents academic language and reading and writing skills through direct instruction, and gives the students many opportunities to practice on-demand writing. The Language Experience Approach, in which text created from the students’ words becomes material for reading lessons, is also used.
The students keep a vocabulary notebook for adding words and their definitions as they are introduced and an interactive journal for their responses to what they read. Hands-on activities including projects that require combining visuals with text effectively reinforce learning and give students opportunities to communicate in their new language. Students demonstrate comprehension through gestures, role-playing, simulations, group and individual projects and discussion. The teacher regularly asks them to summarize or explain material that has been taught to check for understanding and uses questioning strategies that give them sufficient time to respond.


B. Materials
Whenever possible, the assigned literature, independent reading books and list of recommended reading include works by writers from the cultures represented in the class. The literature should appeal to a wide range of ages, from the freshman to the senior. And the reading and writing materials must span a wide range of abilities and skills, from beginning through advanced. Instructional materials include:

Writing textbooks: Level 1: Composition Practice, Books 1 and 2; Level 2: Composition Practice, Books 3-4, Fearon's English Composition, All Write



Short story and poetry anthologies: Level 1: Begin in English, volumes 1-3, Spotlight on Literature, Collections 1 and 2, Words on the Page, The World in Your Hands, Books 1-3; Level 2: Great American Short Stories, Spotlight on Literature, Collections 4 and 6, Voices in Literature, Cuentos Chicanos, America Street, English Through Poetry





Plays: Level 1: selected short plays in Begin in English, volumes 1-3: Level 2: The Miracle Worker, Romeo and Juliet (adapted version)


Autobiographies and Biographies: Level 1: selected short biographies and autobiographies in Begin in English, volumes 1-3; Level 2: The Diary of Anne Frank



Non-fiction works: Level 1: Stories from the Heart, Our Lives, True Stories in the News, series, Begin in English, volumes 1-3; Level 2: Farewell to Manzanar


Novels: Level 1: Sadako and the Thousand Cranes; Level 2: The House on Mango Street, The Pearl, Children of the River, Journey of the Sparrows, Dragonwings
Core Portfolio materials, speaking rubrics and Direct Writing models and guides
A variety of classroom reading books and a list of recommended library books are available for independent reading assignments. An English and or bilingual dictionary assists students with certain independent reading and writing assignments. The teacher should be eclectic in selecting materials that match the level, needs and interests of the students.

C. Technology
Technology will be infused into the instruction. Students will access Internet files in areas related to the authors and the historical and cultural settings of the literature they read. They will also use the computer lab to word process their compositions on a regular basis.

V. GENERAL INFORMATION
A. Prerequisites
There are no prerequisites for this course.
B. Graduation requirements satisfied
Sheltered English partially satisfies the District’s English graduation requirement. Five-unit units are awarded for each successfully completed semester. This course may be repeated for credit at the recommendation of the ELD coordinator and the counselor.
C. UC requirement
Sheltered English, Levels I and II can be used to partially satisfy UC/CSU entrance requirements, specifically the “b” requirement for UC.
Approved: 11/12/91 as Sheltered Subjects

Revised: 7/14/03


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