Aurora
East School District # 131
Kathleen
Richmond Margaret Fuentes Rosa
Moreno Denise
Meneses Steve
Harter Hilda
Rivera School Year 2002 - 2003 ESL II 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 Schools District 131
MIDDLE SCHOOL
ESL II CURRICULUM – Part 1
Course Description: This course is designed to
continue instruction for developing level ESL II students in order to
expand their knowledge of English and
increase their abilities in oral and written communication. Longer passages are
used with the continued emphasis on vocabulary development.
Applications/Connections: Students will acquire non-verbal
and written English communication skills to enable them to function within
school and real-life situations.
State Goal 1: Read with understanding and fluency.
|
Learning
Standard A |
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|
Ø
Apply
word analysis and vocabulary skills to comprehend selections. |
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|
Content |
Language Skills |
Grammar Skills |
Application |
|
Family &
Home: Simple description
(i.e. people & things) Extended family Immediate family Basic parts of the
house and basic furniture Meeting
personal needs: Greetings &
farewells Basic expressions of
courtesy Basic introductions Expression of likes
& dislikes Simple parts of the
body Simulate the exchange
of money for goods and services and will identify ways to save money. Description
Temporary states, physical, people and things Basic Geography
Nationalities Human Resources and Natural Resources |
The
student will be able to: §
review Phonemic
Awareness §
apply meaning clues
and phonetic strategies The
student will be able to recognize: §
2nd 500 Dolch Words |
The student will be able to use
parts of speech: ü
proper/common nouns ü
singular/plural nouns ü
possessive nouns ü
verbs ü
adverbs ü
negatives ü
uses of “to be” ü
helping verbs ü
present tense of
verbs ü
present progressive
tense of verbs ü
expressing the future ü
conjunctions ü
prepositions ü
prepositional phrases ü
pronouns ü
subjects/nouns ü
direct objects ü
synonyms, antonyms,
homophones ü
articles The
student will be able to use language structure when reading: ü
prefixes and suffixes ü
contractions & singular
possessives ü
sentences ü
story structure & sequence |
The
student will be able to: o
draw a graphic
organizer to create a visual representation for a reading selection o
state a main idea in
a paragraph with supporting details o
identify the
root/base word o
ask & answer
questions about what is read o
identify characters
& setting o
use context clues o
use information in
the story to read and comprehend new words o
identify events and
plot o
research/dictionary
skills |
ESL II CURRICULUM – Part 2
State Goal 1: Read with understanding and fluency.
|
Learning
Standard B & C |
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|
Ø
Apply
reading strategies to improve understanding and fluency. Comprehend a
broad range of reading materials. |
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|
Content |
Comprehension Skills
& Strategies |
Grammar Skills |
Application |
|
Content area (Social Science, Science, Math) Science fiction Short passages Rhymes Poetry Folktales Self-portraits Biographies Menus Diagrams Brochures Charts and Tables |
The
student will be able to: ·
compare and contrast ·
cause and effect ·
use prior knowledge to make connections ·
Identify and sequence events ·
Identify plot ·
interpret character ·
distinguish between facts and
opinions ·
interpret character actions, thoughts and feelings ·
interpret illustrations ·
make judgments ·
state personal reactions ·
state main idea ·
make connections ·
draw conclusions ·
summarize ·
visualize ·
apply vocabulary use · identify author’s point of view · preview and make predictions · self-monitor/self-correct · use SQ3R · personification · onomatopoeia |
The
student will be able to use: Ø
knowledge of less
common vowel patterns. Ø
knowledge of
homophones. Ø
target language Ø
words in context Ø
indefinite articles |
The student will be able to o
classify parts of
speech o
categorize words o
use and apply word
analysis when reading and writing o
intonation and sound
of rhymes & poems o
listening for sounds
& meaningful vocabulary o
locate information to
answer questions o
apply meaning clues,
language structure, and phonetic strategies o
identify author’s
point of view o
identify how author’s
choice of vocabulary and style contribute to the quality and enjoyment of
selections o
analyze how
characters in literature deal with conflict and solving problems o
demonstrate
comprehension of a variety of printed materials o
write about what is
read o
read & learn the
meaning of new words. o
read with accuracy
& self-correct when necessary o
organize information
by using: venn diagrams, word sorts, concept
webs, flow charts, story mapping o
express
likes/dislikes o
use of research
skills |
ESL II CURRICULUM – Part 3
State Goal 2: Read and understand literature representative
of various societies, eras and ideas.
|
Learning
Standard A, B & C |
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|
Ø
Understand
literary elements & techniques are used to convey meaning. Ø
Read
and interpret a variety of literary works. Ø
Comprehend
a broad range of reading materials |
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|
Content |
Literary skills |
Literacy concepts |
Application |
|
Short stories Legends and historical accounts Dramas Fables Folktales Documentaries Science fiction / nonfiction Realistic fiction Historical fiction Rhymes Poetry Diaries/Journals Biographies Autobiographies Community symbols [traffic signs, traffic lights, street & highway markers, etc.] Map symbols [legend references to land, water, roads, & cities] |
The
student will be able to: §
identify the theme or
main ideas §
ask & answer
questions about what is read §
locate information to
answer questions §
identify and then
give an example of classical & contemporary works §
describe how the
development of theme, character, plot, and setting contribute to the overall
impact of a piece of literature. §
identify and analyze
a variety of literary techniques within classical and contemporary
works representing a variety of genres. |
·
characterization ·
point of view ·
figurative Language ·
allusion ·
dialogue ·
description ·
word choice ·
dialect ·
illustrations ·
realistic fiction ·
non-fiction |
The student will be
able to describe and identify: o
characteristics and
authors of various literary forms o
historical events and
people of other times and places o
people and events
honored in commemorative holidays o
past events in
legends & historical account The student will be able to compare and contrast
the relative location of people, places, and things by… o
placing objects using
near/far, up/down, left/right, and behind/in front of o
locating land and water on a map using
North, East, South, & West, o
using simple maps,
globes, and other three-dimensional models o
becoming aware of the physical shape of our state
& nation o
locating areas referenced in historical based
legends & stories o
Identifying community symbols o
Use of research
skills |
ESL II CURRICULUM – Part 4
State Goal 3: Write to communicate for a
variety of purposes.
|
Learning
Standard A, B & C |
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|
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. |
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|
Content |
Writing skills |
Grammar skills |
Application |
|
Activate students’ prior
knowledge Build background knowledge Develop new vocabulary Label diagrams, graphs, maps and charts Write paragraphs Journal/diary writing Organize ideas and information in a meaningful manner Respond to the literature through discussion and written activities Use Transitional words for the following writing styles: q
Narrative q
Expository q
Persuasive Use writing process: A) Brainstorming B) Drafting C) Revising and Editing D) Publishing E) Illustrating |
The
student will be able to: §
use correct spelling
for frequently used words. §
use declarative,
interrogative, and exclamatory sentences. §
write complete
sentences. §
use elaboration §
paragraph layering §
generate ideas before
writing §
write compositions
that contain complete sentences and effective paragraphs using English
conventions. §
use dialogue §
expressive
writing/personal history §
descriptive
writing/character sketch §
note taking skills §
define and explain in
written forms |
The
student will be able to use: ü
present, past,
progressive, future and present perfect tense ü
correct subject-verb
agreement ü
verb “to be” ü
compound predicates
and subjects ü
possessive pronouns ü
pronoun agreement ü
possessive nouns ü
syllabication ü
parts of speech ü
punctuation Marks ü
capitalization ü
root/base words ü
adjective/noun
placement ü
basic irregular verbs ü
prefixes and suffixes ü
exposure to transitive/intransitive verbs ü
use negative sentences ü
exposure to complete sentences ü
indefinite articles |
The
student will be able to: o
brainstorm ideas
before writing o
complete graphic
organizers o
write simple
sentences o
write compositions
that contain complete sentences and effective paragraphs using English
conventions o
respond to literature o
organize
writing to include a beginning, middle, and end o
use
descriptive words when writing about people, places, things and events. o
elaborate
using paragraph layering o
use correct grammar,
capitalization, punctuation, and spelling o
apply the writing process o
take notes o
use metaphors o
use of similes o
research skills o
use onomatopoeia |
ESL II CURRICULUM – Part 5
State Goal 4: Listen and speak effectively in a variety of
purposes.
|
Learning
Standard A & B |
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|
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 |
|
Activate students’ prior knowledge: a)
Relate the new
concepts to the students’ experiences b)
Help students
to develop a frame of reference for cognitively challenging material c)
Make
connections with previously taught materials d)
Increase
motivation for speaking in public Respond to literature through discussions and group activities Deliver a brief oral presentation by selecting and narrowing an
appropriate topic after watching a movie, listening to a story, and/ or a
speaker Use oral language q
to inform q
to entertain q
to persuade Use dramatization Share personal stories or information Paraphrase information shared orally by others |
The
student will be able to: §
listen
and speak in informal conversation to peers and adults §
demonstrate
ways that listening attentively can improve comprehension §
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-order thinking question [Who,
What, Where, When, Why] ü
use
steps in framing an active listening response: ¨
identify
the content ¨
frame
in a sentence ü
paraphrase
information ü
initiate discussions ü
use English
expressions ü
make inferences from
the spoken message ü
use metaphors |
The
student will be able to: ü
ask probing questions
and clarify meaning ü
provide feedback to a
speaker ü
summarize and
paraphrase simple spoken messages ü
listen and speak
effectively using language appropriate to the situation and audience ü
tell a story |