ENGLISH LANGUAGE DEVELOPMENTold.sandi.net/board/reports/2002/br.010108/d50/11eld.doc · Web...

Course of StudyPart III: Curriculum AreasEnglish Language Development

ENGLISH LANGUAGE DEVELOPMENT

All English learners (ELs) enrolled in the district must receive a program of English language development (ELD), as well as access to the core curriculum. The district ELD program is a sequential program designed to promote high levels of English language proficiency in the domains of speaking, listening, reading, and writing , and to foster the development of both social communication and academic language skills. The ELD instructional program supports students as they progress through the levels of English language proficiency: beginning, early intermediate, intermediate, early advanced, and advanced.

GENERAL GOALS AND OUTCOMES

The ELD program has been designed to

• Provide students with a firm base in English through the development of listening, speaking, reading, and writing skills.

• Develop students’ competence in English to communicate in social settings.• Develop students’ competence in English to achieve academically in all content areas.• Promote understanding, respect, and appreciation for the traditions and values of the

United States.• Provide exposure to and affirmation of the multicultural nature of the United States.

APPROACHES TO ASSESSMENT

Assessment for articulation and placement of English learners is accomplished through the use of specific language assessment instruments for oral language, reading, and writing. (See Assessment of Student Achievement in Part I of this publication.)

K–6 COURSE OF STUDY

In the elementary grades, ELD is included in the instructional program for each EL student. ELD is embedded in all activities conducted in English and incorporated through differentiated instructional practices within the three-hour literacy block. In addition, for a portion of the day the focus of instruction is English language development geared to each student’s language proficiency level. This focused ELD time generally occurs as an extension of the literacy block and, whenever possible, is directly linked to the topics and content of the literacy lessons.

The program is designed to lead and guide students through the levels of English language proficiency: beginning, early intermediate, intermediate, early advanced, and advanced. Students will progress through one level in approximately one year, reaching full proficiency in English in approximately five years.

ENGLISH LANGUAGE DEVELOPMENT STANDARDS

In January 2001, the San Diego Unified School District Board of Education formally adopted the state academic standards for English language development for use in the San Diego City Schools. The Board made its decision to ensure clear links to the state assessment and accountability systems, the curriculum adoption process, and state-sponsored professional development. The state ELD standards are available at the following Web site:

www.cde.ca.gov/board/

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These district-adpoted ELD standards are the base on which instructional decisions are made.

Basic Texts, K–6 Into English, Hampton-Brown.Amazing English, Addison-Wesley.Scott Foresman ESL, Addison-Wesley/Scott Foresman.

Supplemental Resources, K–6

Literacy materials such as leveled books, predictable patterned books, poetry, etc., appropriate to students’ English proficiency levels.

Assessment Indicators, K–6

California English Language Development Test (CELDT): A criterion-referenced test of English language proficiency to assess listening, speaking, reading, and writing for all English learners, K–12.

Student Oral Language Observation Matrix (SOLOM): Informal tool may be used to indicate oral language development, K–6.

Developmental Reading Assessment (DRA): Assessment of reading development, K–4.

Writing Performance Index: May be used to assess writing development, 1–6.

Publisher-specific ESL assessment materials.

6–12 (SECONDARY) COURSE OF STUDY

In the secondary-level grades, English learners are placed in ELD courses designed to help them develop full proficiency in English. Students are placed in one of the following three categories of courses:

• Newcomer: For students who are new to English and new to schooling, or who have received extremely interrupted schooling and are functionally illiterate.

• English as a Second Language (ESL) Series: For students at the earlier stages of English proficiency (beginning, early intermediate, intermediate) with less than three years of district enrollment.

• English Language Development (ELD) Series: For students who are at higher levels of English proficiency (early advanced to advanced) and/or have been enrolled in the district for three or more years. (Courses in this series are ELD versions of grade-level English courses.)

COURSE SEQUENCE, GRADES 6–12

Middle School Sequence High School SequenceNewcomer Courses1

ESL SequenceESL BeginningESL Early Intermediate

ESL SequenceESL 1-2ESL 3-4

1 Newcomer courses are offered at select schools with students who are new to English and new to schooling, or who have received extremely interrupted schooling and are functionally illiterate. These courses precede the ESL sequence of instruction.

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ESL Intermediate ESL 5-6

(continued)

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COURSE SEQUENCE, GRADES 6–12 (CONT.)

Middle School Sequence High School SequenceELD Sequence

ELD Literacy Block 6th (1542L)

ELD Literacy Block 7th (1543L)

ELD Literacy Block 8th (1544L)–or–

EDL English 8th (1520L)

ELD SequenceGrade 9ELD English 1-2 Accelerated Core (1545L, 1546L)

–or–ELD English Block 1-2 (1552L, 1553L)

Grade 10ELD Literacy Block 3-4 (1554L, 1555L)

Grade 11ELD American Literature 1-2 (1583L, 1584L)

–or–ELD Literacy Block 5-6 (1615L, 1616L)

Grade 12ELD Contemporary Voices in Literature 1-2 (1612L, 1613L)

–or–ELD World Literature 1-2 (1705L, 1706L)

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Course of Study ESL Newcomer, Middle LevelPart III: Curriculum AreasEnglish Language Development

ESL NEWCOMER, MIDDLE LEVELESL NEWCOMER LITERACY CORE 5TH (1611: 3 periods)ESL NEWCOMER LITERACY CORE 6TH (1539: 3 periods)

ESL NEWCOMER LITERACY CORE 7TH–8TH (1660: 3 periods)ESL NEWCOMER LITERACY BLOCK 5TH (1610: 2 periods)ESL NEWCOMER LITERACY BLOCK 6TH (1538: 2 periods)

ESL NEWCOMER LITERACY BLOCK 7TH–8TH (1657: 2 periods)

COURSE DESCRIPTION

Semester courses—grades 5–8. Multiple credits allowed. Three-hour core recommended. Students placed in these courses must have district enrollment of one year or less or teacher recommendation if enrolled two years or less. Students enrolled in the district two years or more should not be placed in the Newcomer Literacy Core or Block.

These classes are designed for the recently arrived, non-English-proficient secondary student who has not previously attended school or whose education has been interrupted and who is functionally illiterate. The classes provide an introduction to and intensive practice in English and the development of basic literacy skills. They also serve to introduce the basics of other academic disciplines and to orient students to the United States’ school system and make them feel welcome in our multicultural society. Course content begins to address the district-adopted English language development standards at the beginning proficiency level, using Specially Designed Academic Instruction in English (SDAIE) methodologies. The two-hour block is designed for schools that are unable to fit three hours into their master schedules. The course standards, content, and strategies are the same as for the three-hour core. Teachers of this course must hold a credential issued by the California Commission on Teacher Credentialing authorizing instruction of English learners.

BASIC TEXTS AND TEACHING GUIDES

SUPPLEMENTAL RESOURCES

Instructional materials have not been centrally adopted for this course. Each site selects the materials deemed appropriate for its needs.

See AB 116 English Learner Recommended Materials.

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ESL BEGINNING, MIDDLE LEVELESL BEGINNING LITERACY BLOCK 5TH (1607: 2 periods)ESL BEGINNING LITERACY BLOCK 6TH (1643: 2 periods)ESL BEGINNING LITERACY BLOCK 7TH (1644: 2 periods)ESL BEGINNING LITERACY BLOCK 8TH (1645: 2 periods)

ESL BEGINNING LITERACY 7TH (1502: 1 period)ESL BEGINNING LITERACY 8TH (1516: 1 period)

COURSE DESCRIPTION

Semester courses—grades 5–8. Multiple credits allowed. Three-hour core recommended. Students must have district enrollment of less than three years and English language assessment scores indicating beginning level.ESL Beginning Literacy provides a balanced approach to English language development, using communication-based, content-based, and literature-based activities. Instruction focuses on oral/aural activities to ensure comprehension of concepts and vocabulary. Students learn to understand conversation on a variety of everyday subjects and to ask for clarification when needed. Reading and writing activities are designed to help students develop literacy skills using language already practiced orally. The emphasis at this level is on listening comprehension and oral production in English; students are introduced to reading and writing through a variety of strategies appropriate for the beginning level of proficiency. Strategies such as shared and modeled reading and writing frequently use the students’ own oral language to develop their literacy skills. The Language Experience approach is a key instructional strategy at this level. Course content is based on the district-adopted English language development standards for the beginning proficiency level. Teachers of this course must hold a credential issued by the California Commission on Teacher Credentialing authorizing instruction of English learners.



McCloskey, Voices in Literature (Bronze), Heinle and Heinle, 1997.McCloskey, Making Connections 1, Heinle and Heinle, 1996.Scott Foresman ESL Program, Scott Foresman • Addison Wesley, 1997.

English Yes! Literacy and Introductory Levels, Jamestown Publishers.Carousel of Ideas, Ballard and Tighe.CORE Literacy Training Notebook.Selected leveled readers.See AB 1116 English Learner Recommended Materials.

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ESL EARLY INTERMEDIATE, MIDDLE LEVELESL EARLY INTERMEDIATE LITERACY BLOCK 5TH (1608: 2 periods)ESL EARLY INTERMEDIATE LITERACY BLOCK 6TH (1646: 2 periods)ESL EARLY INTERMEDIATE LITERACY BLOCK 7TH (1647: 2 periods)ESL EARLY INTERMEDIATE LITERACY BLOCK 8TH (1648: 2 periods)

ESL EARLY INTERMEDIATE LITERACY 7TH (1617: 1 period)ESL EARLY INTERMEDIATE LITERACY 8TH (1618: 1 period)

COURSE DESCRIPTION

Semester courses—grades 5–8. Multiple credits allowed. Three-hour core recommended. Students must have district enrollment of less than three years and English language assessment scores indicating early intermediate (formerly referred to as intermediate) level.These courses continue the development of listening, speaking, reading, and writing skills in English, with increased focus on reading and writing. In these courses, students begin to understand information in a wide range of speech situations. Control of basic grammar is evident but may be inconsistent. Reading and writing activities reflect and extend the level of oral English development of students, and the content extends the English language experiences of the students. The reading of content area materials and literature is expanded. Students move from literal comprehension to interpretation of reading passages, develop critical and evaluative reading skills, and apply their reading ability to solve problems. Course content is based on the district-adopted English language development standards at the early intermediate proficiency level. Teachers of this course must hold a credential issued by the California Commission on Teacher Credentialing authorizing instruction of English learners.



McCloskey, Voices in Literature (Silver), Heinle and Heinle, 1997.McCloskey, Making Connections 2, Heinle and Heinle, 1996.Scott Foresman ESL Program, Scott Foresman • Addison Wesley, 1997.

CORE.Selected leveled readers.See AB 1116 English Learner Recommended Materials.

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ESL INTERMEDIATE, MIDDLE LEVELESL INTERMEDIATE LITERACY BLOCK 5TH (1609: 2 periods)ESL INTERMEDIATE LITERACY BLOCK 6TH (1649: 2 periods)ESL INTERMEDIATE LITERACY BLOCK 7TH (1650: 2 periods)ESL INTERMEDIATE LITERACY BLOCK 8TH (1651: 2 periods)

ESL INTERMEDIATE LITERACY 7TH (1619: 1 period)ESL INTERMEDIATE LITERACY 8TH (1620: 1 period)

COURSE DESCRIPTION

Semester courses—grades 5–8. Multiple credits allowed. Three-hour core recommended. Students must have district enrollment of less than three years and English language assessment scores indicating intermediate (formerly referred to as advanced) level.These courses continue the development of listening, speaking, reading, and writing skills in English, with emphasis on the reading and writing processes. Students communicate ideas and information orally with increased confidence, demonstrating their understanding of idiomatic expressions, using different registers appropriately, and communicating comfortably in new and unfamiliar settings. Students read and write across a variety of genres, applying knowledge of language to derive meaning from text, and express themselves appropriately for different audiences and purposes. These courses prepares students to succeed in the Mainstream English Cluster (grade-level English courses) by helping them develop appropriate academic language and learning strategies. Course content is based on the district-adopted English language development standards at the intermediate proficiency level. Teachers of this course must hold a credential issued by the California Commission on Teacher Credentialing authorizing instruction of English learners.



McCloskey, Voices in Literature (Gold), Heinle and Heinle, 1997.McCloskey, Making Connections 3, Heinle and Heinle, 1996.Scott Foresman ESL Program, Scott Foresman • Addison Wesley, 1997.

CORE.Selected leveled readers.See AB 1116 English Learner Recommended Materials.

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ELD LITERACY, MIDDLE LEVELELD LITERACY BLOCK 6TH (1542L: 2 periods)ELD LITERACY BLOCK 7TH (1543L: 2 periods)ELD LITERACY BLOCK 8TH (1544L: 2 periods)

ELD ENGLISH 8TH (1520L: 1 period)

COURSE DESCRIPTION

Year courses—grade 6 in middle-level schools, grade 7 in middle or junior high; 2-hour block recommended in grade 8. Students must have three years or more of district enrollment, or less than three years with early advanced or advanced proficiency (formerly referred to as “bridging” level) in English as determined by district assessments.The ELD Literacy Block is designed to help students develop high levels of academic proficiency in English. The course utilizes the same format as English 6th: Literacy Block 6th, English 7th: Literacy Block 7th, English 8th: Literacy Block 8th and is based on the same content. Teachers of this course must hold a credential issued by the California Commission on Teacher Credentialing authorizing instruction of English learners. Instruction is scaffolded to make the grade-level content comprehensible and accessible to students who have not yet achieved native-like proficiency in English. Specially Designed Academic Instruction in English (SDAIE) strategies are used to allow students to learn the grade-level material. Instruction is rigorous and is based on the district-adopted English language arts (ELA) standards, utilizing the district-adopted English language development standards to assist students in achieving proficiency in English and enable them to achieve the ELA standards. The classroom environment incorporates the Principles of Learning and Cambourne’s Conditions for Learning. Students read and write in a variety of genres such as memoirs, poetry, short stories, and historical fiction and continue high-level development of academic oral communication skills. A rich variety of literacy strategies are employed, including reader’s and writer’s workshop, guided reading, literature circles, and word study. Multicultural materials may be selected to address students’ individual reading levels.The one-hour course at grade 8 is designed for schools that are unable to fit two hours into their master schedules. The course standards, content, and strategies are the same as for the two-hour block. Instructional materials are selected from the same pool, but, due to the limited time, fewer selections from each genre are used.

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Course of Study ELD Literacy, Middle LevelPart III: Curriculum AreasEnglish Language Development



Grade 6Options include various combinations of the following:Applebee, The Language of Literature, Grade 6, McDougal Littell, 1997.Probst, Elements of Literature, Holt, Rinehart & Winston, 1997.A selection of State-approved reading materials.



See AB 1116 English Learner Recommended Materials.

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ESL NEWCOMER, 9–12ESL NEWCOMER LITERACY CORE 9TH (1661: 3 periods)

ESL NEWCOMER LITERACY BLOCK 10TH–12TH (1659: 2 periods)ESL NEWCOMER LITERACY CORE 10TH–12TH (1662: 3 periods)

COURSE DESCRIPTION

Semester courses—grades 9–12. Multiple credits allowed. Three-hour core recommended. Students placed in these courses must have district enrollment of one year or less or teacher recommendation if enrolled two years or less. Students enrolled in the district two years or more should not be placed in the Newcomer Literacy Core or Block.These classes are designed for the recently arrived, non-English-proficient secondary student who has not previously attended school or whose education has been interrupted and who is functionally illiterate. The classes provide an introduction to and intensive practice in English and the development of basic literacy skills. They also serve to introduce the basics of other academic disciplines and to orient students to the United States’ school system and make them feel welcome in our multicultural society. Course content begins to address the district-adopted English language development standards at the beginning proficiency level, using Specially Designed Academic Instruction in English (SDAIE) methodologies. The two-hour block, for grades 10–12, is designed for schools that are unable to fit three hours into their master schedules. The course standards, content, and strategies are the same as for the three-hour core. Teachers of these courses must hold a credential issued by the Commission in Teacher Credentialing authorizing instruction of English learners.


Instructional materials have not been centrally adopted for this course. Each site selects the materials deemed appropriate for its needs.

ELD–11


ESL 1-2ESL 1-2 LITERACY BLOCK 9TH (1621, 1622: 2 periods)

ESL 1-2 LITERACY BLOCK 10TH–12TH (1631, 1632: 2 periods)ESL 1-2 (1575, 1576: 1 period)

COURSE DESCRIPTION

Year courses—grades 9–12; 2-hour block required at grade 9, recommended at grades 10–12. Students must have district enrollment of less than three years and English language assessment scores indicating beginning level.ESL 1-2 provides a balanced approach to English language development, using communication-based, content-based, and literature-based activities. Instruction focuses on oral/aural activities to ensure comprehension of concepts and vocabulary. Students learn to understand conversation on a variety of everyday subjects and to ask for clarification when needed. Reading and writing activities are designed to help students develop literacy skills using language already practiced orally. The emphasis at this level is on listening comprehension and oral production in English; students are introduced to reading and writing through a variety of strategies appropriate for the beginning level of proficiency. Strategies such as shared and modeled reading and writing frequently use the students’ own oral language to develop their literacy skills. The Language Experience approach is a key instructional strategy at this level. Course content is based on the district-adopted English language development standards for the beginning proficiency level. Teachers of this course must hold a credential issued by the California Commission on Teacher Credentialing authorizing instruction of English learners.The two-period block is recommended for this course. The one-period course at grades 10–12 should be offered only when the two-period block is unavailable. Just as in the two-hour block, the focus is on the four communicative modes of listening, speaking, reading, and writing, with instructional strategies and materials appropriate for the beginning level of proficiency. The course standards, content, and strategies are the same as for the two-hour block. Instructional materials are selected from the same pool, but, due to the limited time, fewer materials are selected.



McCloskey, Voices in Literature (Bronze), Heinle and Heinle, 1997.McCloskey, Making Connections 1, Heinle and Heinle, 1996.Scott Foresman ESL Program, Scott Foresman • Addison Wesley, 1997.

English Yes! Literacy and Introductory Levels, Jamestown Publishers.Carousel of Ideas, Ballard and Tighe.CORE Literacy Training Notebook.

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Course of Study ESL 1-2Part III: Curriculum AreasEnglish Language Development

Selected leveled readers.

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COURSE DESCRIPTION

Year courses—grades 9–12; 2-hour block recommended. Students must have district enrollment of less than three years and English language assessment scores indicating early intermediate level.This course continues the development of listening, speaking, reading, and writing skills in English with increased focus on reading and writing. In this course, students begin to understand and use language and information in a wide range of situations. Control of basic grammar is evident but may be inconsistent. Reading and writing activities reflect and extend the level of oral English development of students, and the content extends their English language experiences. The reading of content-area materials and literature is expanded. Students move from literal comprehension to interpretation of reading passages, develop critical and evaluative reading skills, and apply their reading ability to solve problems. Course content is based on the district-adopted English language development standards for the early intermediate proficiency level. Teachers of this course must hold a credential issued by the California Commission on Teacher Credentialing authorizing instruction of English learners.The two-period block is recommended for this course. The one-period course at grades 10–12 should be offered only when the two-period block is unavailable. Just as in the two-hour block, the focus is on the four communicative modes of listening, speaking, reading, and writing, with instructional strategies and materials appropriate for the early intermediate level of proficiency. The course standards, content, and strategies are the same as for the two-hour block. Instructional materials are selected from the same pool, but, due to the limited time, fewer materials are selected.



McCloskey, Voices in Literature (Silver), Heinle and Heinle, 1997.McCloskey, Making Connections 2, Heinle and Heinle, 1996.Scott Foresman ESL Program, Scott Foresman • Addison Wesley, 1997.


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COURSE DESCRIPTION

Year courses—grades 9–12; 2-hour block recommended. Students must have district enrollment of less than three years and English language assessment scores indicating intermediate level.This course continues the development of listening, speaking, reading, and writing skills in English with emphasis on the reading and writing processes. Students communicate ideas and information orally with increased confidence, demonstrating their understanding of idiomatic expressions, using different registers appropriately, and communicating comfortably in new and unfamiliar settings. Students read and write across a variety of genres, applying knowledge of language to derive meaning from text, and express themselves appropriately for different audiences and purposes. This course prepares students to succeed in the Mainstream English Cluster (grade-level English courses) by helping them develop appropriate academic language and learning strategies. Course content is based on the district-adopted English language development standards for the intermediate proficiency level. Teachers of this course must hold a credential issued by the California Commission on Teacher Credentialing authorizing instruction of English learners.The two-period block is recommended for this course. The one-period course at grades 10–12 should be offered only when the two-period block is unavailable. Just as in the two-hour block, the focus is on the four communicative modes of listening, speaking, reading, and writing, with instructional strategies and materials appropriate for the intermediate level of proficiency. The course standards, content, and strategies are the same as for the two-hour block. Instructional materials are selected from the same pool, but, due to the limited time, fewer material are selected.



McCloskey, Voices in Literature (Gold), Heinle and Heinle, 1997.McCloskey, Making Connections 3, Heinle and Heinle, 1996.Scott Foresman ESL Program, Scott Foresman • Addison Wesley, 1997.


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ELD ENGLISH 1-2 ACCELERATED CORE (GRADE 9)ELD ACCELERATED LITERACY CORE 1-2 (1545L, 1546L: 3 periods)

COURSE DESCRIPTION

Year course—grade 9; 3-hour block. (This course is for students who scored significantly below district-designated assessments of English reading and expected levels of English language proficiency. Class size is 20:1.) Students must have three years or more of district enrollment.The ELD Accelerated Literacy Core is designed to help students who have not yet met the criteria for redesignation develop high levels of academic proficiency in English. Students in this course focus on developing literacy skills in a variety of genres. Diagnostic teaching provides the necessary support and scaffolds for each student to meet the English language arts standards. The course utilizes the same format as English 1-2 Accelerated Core and is based on the same content. Teachers of this course must hold a credential issued by the California Commission on Teacher Credentialing authorizing instruction of English learners. Instruction is scaffolded to make the grade-level content comprehensible to students who have not yet achieved native-like proficiency in English. Specially Designed Academic Instruction in English (SDAIE) strategies such as schema-building, metacognitive development, contextualization, graphic organizers, and collaborative learning are used to facilitate student access to the grade-level material. Instruction is rigorous and is based on the district-adopted English language arts (ELA) standards, utilizing the district-adopted English language development standards to assist students in achieving proficiency in English and enable them to achieve the ELA standards. The classroom environment incorporates the Principles of Learning and Cambourne’s Conditions for Learning. Students read and write in a variety of genres such as memoirs, poetry, short stories, and historical fiction and continue high-level development of academic oral communication skills. A rich variety of literacy strategies is employed, including reader’s and writer’s workshop, guided reading, literature circles, and word study. Multicultural materials are selected to address students’ individual reading levels.


Anderson, Elements of Literature, Third Course, Holt, Rinehart & Winston, 1993.

Applebee, Literature and Language (Orange Level), McDougal, Littell & Co., 1994.

Sebranek, Writer’s Inc., Write Source, 1992.English 1,2 (Literature), San Diego City Schools, 1997–1998, Stock No. 41-E-5945.

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ELD ENGLISH BLOCK 1-2 (GRADE 9)ELD ENGLISH 1-2 BLOCK (1552L, 1553L: 2 periods)

COURSE DESCRIPTION

Year course—grade 9; 2-hour block. Students must have three years or more of district enrollment, or less than three years with early advanced or advanced proficiency in English as determined by district assessments.The ELD English Block is designed to help students who have not yet met the criteria for redesignation develop high levels of academic proficiency in English. This course generally is composed of approximately 1/3 English learners and 2/3 fluent-English-proficient students. Students in this course focus on developing literacy skills in a variety of genres. Diagnostic teaching provides the necessary support and scaffolds for each student to meet the English language arts standards. The course utilizes the same format as English 1-2 Block and is based on the same content. Teachers of this course must hold a credential issued by the Commission on Teacher Credentialing authorizing instruction of English learners. Instruction is scaffolded to make the grade-level content comprehensible to students who have not yet achieved native-like proficiency in English. Specially Designed Academic Instruction in English (SDAIE) strategies are used to facilitate student access to the grade-level material. Instruction is rigorous and is based on the district-adopted English language arts (ELA) standards, utilizing the district-adopted English language development standards to assist students in achieving proficiency in English and enable them to achieve the ELA standards. The classroom environment incorporates the Principles of Learning and Cambourne’s Conditions for Learning. Students read and write in a variety of genres such as memoirs, poetry, short stories, and historical fiction and continue high-level development of academic oral communication skills. A rich variety of literacy strategies is employed, including reader’s and writer’s workshop, guided reading, literature circles, and word study. Multicultural materials may be selected to address students’ individual reading levels.


Anderson, Elements of Literature, Third Course, Holt, Rinehart & Winston, 1993.

Applebee, Literature and Language (Orange Level), McDougal, Littell & Co., 1994.

Sebranek, Writer’s Inc., Write Source, 1992.English 1,2 (Literature), San Diego City Schools, 1997–1998, Stock No. 41-E-5945.

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ELD LITERACY BLOCK 3-4 (GRADE 10)ELD LITERACY BLOCK 3-4: GENRE STUDIES 3-4 (1554L, 1555L: 2

periods)

COURSE DESCRIPTION

Year course—grade 10; 2-hour block. (Grade 11 students may be placed in this class with teacher recommendation on an “as needed” basis.) Students must have three years or more of district enrollment or score at the early advanced or advanced levels of English language proficiency.The ELD Literacy Block is designed to help students who have not yet met the criteria for redesignation develop high levels of academic proficiency in English. This course generally is composed of approximately 1/3 English learners and 2/3 fluent-English-proficient students. Students in this course focus on developing literacy skills in a variety of genres. Diagnostic teaching provides the necessary support and scaffolds for each student to meet the English language arts standards. The course utilizes the same format as Literacy Block 3,4: Genre Studies 3,4 and is based on the same content. Teachers of this course must hold a credential issued by the California Commission on Teacher Credentialing authorizing instruction of English learners. Instruction is scaffolded to make the grade-level content comprehensible to students who have not yet achieved native-like proficiency in English. Specially Designed Academic Instruction in English (SDAIE) strategies are used to facilitate student access to the grade-level material. Instruction is rigorous and is based on the district-adopted English language arts (ELA) standards, utilizing the district-adopted English language development standards to assist students in achieving proficiency in English and enable them to achieve the ELA standards. The classroom environment incorporates the Principles of Learning and Cambourne’s Conditions for Learning. Students read and write in a variety of genres such as memoirs, poetry, short stories, and historical fiction and continue high-level development of academic oral communication skills. A rich variety of literacy strategies is employed, including reader’s and writer’s workshop, guided reading, literature circles, and word study. Multicultural materials are selected to address students’ individual reading levels.


Anderson, Elements of Literature, Fourth Course, Holt, Rinehart & Winston, Inc., 1995.

Applebee, Literature and Language (Blue Level), McDougal, Littell & Co., 1994.

Sebranek, Writer’s Inc., D.C. Heath & Co., 1992.English 3,4 (Literature), San Diego City Schools, 1997–1998, Stock

No. 41-E-5946.

ELD–18

Course of Study ELD Literacy Block 3-4 (Grade 10)Part III: Curriculum AreasEnglish Language Development

ELD–19


ELD LITERACY BLOCK 5-6 (GRADE 11)ELD LITERACY BLOCK 5-6: GENRE STUDIES 5-6 (1615L, 1616L: 2

periods)

COURSE DESCRIPTION

Year course—grade 11; 2-hour block. (Grade 12 students may be placed in this class with teacher recommendation on an “as needed” basis.) Students must have three years or more of district enrollment or score at the early advanced or advanced levels of English language proficiency.The ELD Literacy Block is designed to help students who have not yet met the criteria for redesignation develop high levels of academic proficiency in English . This course generally is composed of approximately 1/3 English learners and 2/3 fluent-English-proficient students. Students in this course focus on developing literacy skills in a variety of genres. Diagnostic teaching provides the necessary support and scaffolds for each student to meet the English language arts standards. The course utilizes the same format as Literacy Block 5-6: Genre Studies 5-6 and is based on the same content. Teachers of this course must hold a credential issued by the California Commission on Teacher Credentialing authorizing instruction of English learners. Instruction is scaffolded to make the grade-level content comprehensible to students who have not yet achieved native-like proficiency in English. Specially Designed Academic Instruction in English (SDAIE) strategies are used to facilitate student access to the grade-level material. Instruction is rigorous and is based on the district-adopted English language arts (ELA) standards, utilizing the district-adopted English language development standards to assist students in achieving proficiency in English and enable them to achieve the ELA standards. The classroom environment incorporates the Principles of Learning and Cambourne’s Conditions for Learning. Students read and write in a variety of genres such as memoirs, poetry, short stories, and historical fiction and continue high-level development of academic oral communication skills. A rich variety of literacy strategies is employed, including reader’s and writer’s workshop, guided reading, literature circles, and word study. Multicultural materials are selected to address students’ individual reading levels.


Bernstein, Literature and Language: American Literature, McDougal, Littell & Co., 1992.

Anderson, Elements of Literature, 5th Course, Holt, Rinehart & Winston, Inc., 1993.

West, Developing Writing Skills, Prentice Hall, 1980.

ELD–20


ELD AMERICAN LITERATURE 1-2 (1583L, 1584L)

COURSE DESCRIPTION

Year course—grades 11 or 12; 1-hour course for English learners who have been enrolled in the district three years or more or score at the early advanced to advanced levels of English language proficiency.This course focuses on the same content as American Literature 1,2, utilizing Specially Designed Academic Instruction (SDAIE) strategies to facilitate comprehension and access for students who have not yet met the criteria for redesignation to fluent-English-proficient status. The teacher must hold a credential issued by the California Commission on Teacher Credentialing authorizing instruction of English learners. Instruction is rigorous and is based on the district-adopted English language arts (ELA) standards, utilizing the district-adopted English language development standards to assist students in achieving proficiency in English and enable them to achieve the ELA standards. Instruction and materials enable students to understand that American literature reflects social, political, and moral issues in the United States. In addition, students develop proficiencies in reading, writing, listening, and speaking; in expressing their ideas on significant problems of American life; and in studying the communication techniques used by writers and national leaders in describing the American scene of both the past and the present. The course may follow a chronological or a thematic approach.


Bernstein, Literature and Language: American Literature, McDougal, Littell & Co., 1992.

Anderson, Elements of Literature, 5th Course, Holt, Rinehart & Winston, Inc., 1993.

West, Developing Writing Skills, Prentice Hall, 1980.

ELD–21


ELD CONTEMPORARY VOICES IN LITERATURE 1-2 (1612L, 1613L)

COURSE DESCRIPTION

Year course—grades 11 or 12; 1-hour course for English learners who have been enrolled in the district three years or more or score at the early advanced to advanced levels of English language proficiency.This course focuses on the same content as Contemporary Voices in Literature 1,2, utilizing Specially Designed Academic Instruction (SDAIE) strategies to facilitate comprehension and access for students who have not yet met the criteria for redesignation to fluent-English-proficient status. The teacher must hold a credential issued by the Commission on Teacher Credentialing authorizing instruction of English learners. Instruction is rigorous and is based on the district-adopted English language arts (ELA) standards, utilizing the district-adopted English language development standards to assist students in achieving proficiency in English and enable them to achieve the ELA standards. Students explore issues presented by contemporary American and world writers from diverse cultural and ethnic backgrounds. Students write for various purposes and audiences, including workplace writing. They work to understand how changes in technology have affected the uses of language. The units of study integrate all elements of literacy: reading, writing, speaking, listening, and viewing. Students interpret and evaluate the media and graphic information.


Blau, Writer’s Craft, Purple Level, McDougal Littell, 1995.Dove, Multicultural Voices, Scott Foresman, 1995.Kincaid, World Writers Today, Scott Foresman, 1995.Sebranek, Writers, Inc: School to Work, D. C. Heath, 1996.

ELD–22


ELD WORLD LITERATURE 1-2 (1705L, 1706L)

COURSE DESCRIPTION

Year course—grades 11 or 12; 1-hour course for English learners who have been enrolled in the district three years or more and who have high levels of English language proficiency.This course focuses on the same content as World Literature 1,2, utilizing Specially Designed Academic Instruction in English (SDAIE) strategies to facilitate comprehension and access for students who have not yet met the criteria for redesignation to fluent-English-proficient status. The teacher must hold a credential issued by the California Commission on Teacher Credentialing authorizing instruction of English learners. Instruction is rigorous and is based on the district-adopted English language arts (ELA) standards, utilizing the district-adopted English language development standards to assist students in achieving proficiency in English and enable them to achieve the ELA standards. Instruction and materials are drawn from all genres, from early world literature to contemporary works by writers from diverse cultural and ethnic backgrounds. Students develop proficiencies in reading, writing, listening, and speaking; refine their use of language; and understand the effects that changes in technology have made on world literature and communication. The course may follow a chronological or a thematic approach.


Blau, Writer’s Craft, Purple Level, McDougal Littell, 1995.Holt, World Literature, Holt Rinehart, 1993.Camus, The Stranger, McGraw-Hill, Inc., 1954.Shakespeare (any Shakespearean play).

ELD–23

Course of Study ESL for CommunicationPart III: Curriculum AreasEnglish Language Development

ESL FOR COMMUNICATION(1521, 1522, 1547, 1980, 1981, 1982, 1983, 1984, 1985)

COURSE DESCRIPTION

Semester courses—grades 6–12. Multiple credits allowed. ESL for Communication course numbers designate an additional hour of ESL instruction:

Gr. 6–8 (Middle Level)

1521 supplements ESL Beginning Level1522supplments ESL Early Intermediate Level1547supplements ESL Intermediate Level

Gr. 9–12

1980, 1981 supplement ESL 1-21982, 1983 supplement ESL 3-41984, 1985 supplement ESL 5-6

Elective credit is granted for courses 1980, 1981, 1982, 1983, 1984, 1985.

These courses offer an extension of the listening, speaking, reading, and writing lessons, activities and outcomes that are level-appropriate; e.g., ESL 1-2 students will receive supplemental instruction that suits their needs. The same applies for the other levels.ESL for Communication is offered as a concurrent supplement to each level and course of ESL. The appropriate grade-level ESL content standards are addressed in a manner appropriate for each level of English language proficiency. This course may also be used for ESL classes offered through adult education.

ELD–24

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