Aurora
East School District # 131
Kathleen
Richmond Margaret Fuentes Rosa
Moreno Denise
Meneses Steve
Harter Hilda
Rivera School Year 2002 - 2003 ESL III CURRICULUM
MIDDLE SCHOOL
Aurora Public Schools District 131
Middle Schools
|
STATE
GOAL 1 LEARNING
STANDARD A |
STATE
GOAL 1 LEARNING
STANDARD B & C |
STATE
GOAL 2 LEARNING
STANDARD A, B & C |
STATE
GOAL 3 LEARNING
STANDARD A, B, & C |
STATE
GOAL 4 LEARNING
STANDARD A & B |
|
§
Content §
Language
Skills §
Grammar Skills §
Application |
§
Content §
Comprehension
Skills and Strategies §
Grammar Skills §
Application |
§
Content §
Literary
Skills §
Literary
Concepts §
Application |
§
Content §
Writing Skills §
Grammar Skills §
Application |
§
Content §
Listening
Skills §
Speaking
Skills §
Application |
|
Part 1 – Page 1 |
Part 2 – Page 2
|
Part 3 – Page 3 |
Part 4 – Page 4 |
Part 5 – Page 5 |
APPENDIX
Instant
Words (1-100)
Instant
Words (101-200)
Instant
Words (201-300)
Taxonomy
of Thinking Levels
Content
Obligatory Language – Content Compatible Language
Textbook
Organizational Patterns and Signal Words
Graphic
Organizers for Reading & Writing
Supplemental
Materials
Aurora East School District 131
MIDDLE SCHOOL
ESL III CURRICULUM - Part 1
Course Description: The ESL III curriculum follows the same model as the ESL II curriculum
except for one simple difference: the difficulty of the material. Longer
reading passages and comprehension skills are used as the basis for complex
grammatical structures, for writing, for listening and speaking skills. By the
second year in the typical TBE ESL component, the student should have acquired
enough English to read at the 3rd grade to 5th grade
levels, but without the depths of idiomatic expression; this is, of course, an
ideal.
Applications/Connections: Students will acquire non-verbal,
and written English communication skills to enable them to function within the
school and real life situations.
State Goal 1: Read with understanding and fluency.
|
Learning
Standard A |
|||
|
Ø
Apply
word analysis and vocabulary skills to comprehend selections. |
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|
Content |
Language Skills |
Grammar Skills |
Application |
|
Family &
Home: More complex
description Meeting
personal needs: Greetings &
farewells (all occasions) Expressions of
courtesy Expression of likes
& dislikes Simple parts of the
body Simulate the exchange
of money for goods DescriptionTemporary states,
physical, people and things Travel &
transportation: Description of places Important cities and
their attractions Leisure
time: Hobbies (how to do/to
make /to collect, etc.) Sports (how to play…) |
The student will be able to ·
Continue concepts of
base words ·
Analyze the meaning
of words and phrases in their context ·
Apply word analysis
skills when reading and writing ·
Interpret meaning of
new words using context clues ·
Review the 1000 Dolch
words |
The student will be able to use
parts of speech: ü
Verbs, verb tenses ü
Adjectives ü
Adverbs ü
Prepositions ü
Pronouns ü
Subject-verb
agreement ü
Synonyms, antonyms,
homophones The student will be able to use language structure when reading: ü
Contractions and
singular possessives ü
Sentences structure ü
Story structure & sequence |
The student will be able to
o
Create visual
organizers o
State a main idea
with supporting details o
Ask, create and
answer questions about what is read o
Use meaningful clues
when reading o
Identify tense and
mood of a story. o
Identify parts of
speech within a story. o
Improve comprehension
skills through reading |
ESL III CURRICULUM – Part 2
State Goal 1: Read with understanding and fluency.
|
Learning
Standards B & C |
|||
|
Ø
Apply
reading strategies to improve understanding and fluency. Ø
Comprehend
a broad range of reading materials. |
|||
|
Content |
Comprehension Skills
& Strategies |
Grammar Skills |
Application |
|
Content area (Social Science, Science, Math & Geography) Poetry Biographies Analogies Narratives Reflective writing |
The student will be able to: ·
Make inferences ·
Identify point of view ·
State personal reactions ·
Main idea and supporting
details ·
Compare and contrast ·
Use of prior knowledge &
experience ·
Summarize ·
Interpret character thoughts,
feeling/actions ·
Sequence of events ·
Interpret character actions ·
Interpret Illustrations ·
Make judgments ·
Make connections ·
Visualize |
The student will be able to use: ü
knowledge of less
common vowel patterns. ü
knowledge of
homophones. ü
target language ü
cognates |
The student will be able too
apply Critical Thinking skills
o
make inferences by
using who, when, when, where, why o
classify parts of
speech o
identify author’s
point of view o
come to a conclusion
after reading a story. o
compare reading to
previously read material o
self correct when
necessary o
analyze how characters
deal with conflicts and solutions o
after reading a
selection, write questions and their answers that could be used for
discussion in a small group. o
use text chunking to
build fluency and comprehension o
complete diagrams o
use illustrations for
new vocabulary o
use Context clues
through reading |
ESL III CURRICULUM – Part 3
State Goal 2: Read and understand literature representative
of various societies, eras and ideas.
|
Learning
Standards A, B & C |
|||
|
Ø
Understand
literary elements & techniques that are used to convey meaning. Ø
Read
and interpret a variety of literary works. Ø
Comprehend
a broad range of reading materials |
|||
|
Content |
Literary skills |
Literacy concepts |
Application |
|
Chapter books Legends and historical accounts Novels Drama Fables/Myths Documentaries Science fiction / nonfiction Poetry Biographies Charts and Graphs Travel brochures Map symbols: Legend references to land, water, roads, and cities. |
The student will be able to: §
formulate questions
about the story/selection §
paraphrase content of
selections §
identify author’s
point of view §
apply information
from a variety of sources to other situations §
identify mood of
story §
describe how the
development of theme, character, plot, and setting contribute to the overall
impact of a piece of literature. §
relate a literary
piece to a personal experience or situation §
identify different genres |
ü
Characterization
ü
Point of view ü Figurative Language ü Allusion, ü Dialogue ü Description ü Word
choice ü Dialect ü Illustrations ü Realistic Fiction ü
Non- fiction |
The student will be
able to describe and identify: o
past events in
legends & historical account o
characteristics &
authors of various literary forms o
The students will be
able to locate areas referred to in historical based legends o
compare everyday life
in different places and times and what changes take places. o
use a variety of sources to other situations
such as; travel ,brochures, etc. o
read a variety of
texts o
interpret maps,
globes and other 3-D models |
|
|
|
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|
ESL III CURRICULUM – Part 4
State Goal 3: Write to communicate for a
variety of purposes.
|
Learning
Standards A, B & C |
|||
|
Ø
Use
correct grammar, spelling, punctuation, capitalization and structure. Ø
Compose
well-organized and coherent writing for specific purposes and audiences. Ø
Communicate ideas in writing to
accomplish a variety of purposes. |
|||
|
Content |
Writing skills |
Grammar skills |
Application |
|
Organize ideas and information in a meaningful manner Respond to literature through discussion and written activities. Application of new vocabulary in context writing Use diagrams, graphs, maps and charts to illustrate writing
assignments Use specific transitional words for q
Narrative
Writing q
Expository
Writing q
Persuasive
Writing q
Reflective
Writing Application of the writing process: A) Brainstorming B) Drafting C) Revising and Editing D) Publishing C) Illustrating |
The
student will be able to: §
use correct spelling
for frequently used words. §
use declarative,
interrogative, and exclamatory sentences. §
use dialogue §
use hyperbole §
use similes §
use figurative
language §
use metaphors §
write compositions that contain ü
focus ü
elaboration ü
support ü
integration ü
conventions |
The
student will be able to use ü
Dialogue ü
Verb tenses ü
Subject-verb agreement ü
English conventions |
The
student will be able to: o
brainstorm/generate
ideas before writing o
complete graphic
organizers o
write compositions
that contain complete sentences and effective paragraphs using English
conventions (to include but not
limited to spelling and grammar. o
organize
writing to include a beginning, middle, and end. o
use the complete
writing process o
write for a variety
of purposes o
build writing
fluency, creativity and elaborations through frequent practice |
ESL III CURRICULUM – Part 5
State Goal 4: Listen and speak effectively in a variety of
purposes.
|
Learning
Standards A & B |
|||
|
Ø
Listen effectively in formal and informal
situations. Ø
Speak effectively using language appropriate to
the situation and audience. |
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|
Content |
Listening Skills |
|
Application |
|
Respond to literature through discussions and group activities. Deliver an oral presentation by selecting and narrowing an appropriate topic after watching a movie, listening to a speaker or a story. Use oral language: q
To inform q
To entertain q
To persuasive Use Dramatization Use Debates Use
Paraphrasing |
The
student will be able to: §
listen
and speak in informal conversation to peers and adults. §
use
active listening §
use
“I” messages §
use
Impersonal pronouns §
emphasize
important words with increased stress, gestures, pauses, intonations, etc. |
The
student will be able to: ü
show
understanding of an oral message by asking higher thinking question, [What,
Who, Where, When, Why] ü
develop
idiomatic phrases ü
Make
inferences from spoken message ü
use
steps in framing an active listening response ü
paraphrase
information ü
initiate discussions ü
participate in
debates ü
eliminate fillers ex.
“er” and “ah” |
The
student will be able to: ü
ask probing questions ü
provide feedback to a
speaker ü
express feelings and
emotions ü
give a speech using
present, past progressive, and future tenses ü
prepare a debate ü
participate in group
discussion ü
defend and express
his/her points of view ü
listen effectively to
other speakers ü
summarize and
paraphrase simple spoken messages ü
listen and speak
effectively using language appropriate to the situation and audience |
Revised 11/20/02