Aurora
East School District # 131
Kathleen
Richmond Margaret Fuentes Rosa
Moreno Denise
Meneses Steve
Harter Hilda
Rivera School Year 2002 -
2003 ESL I 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 I
CURRICULUM - Part 1
Course Description: This course is designed to help beginning level E.S.L students who have
a very limited knowledge of the English language to develop listening,
speaking, reading and writing skills.
The content of the course is designed to give ESL students background
knowledge through the teaching of vocabulary and basic concepts within content
areas.
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 |
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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) Basic colors Immediate family Basic parts of a home School &
education: Basic educational words (i.e. test, teacher, to study) Basic items found in the classroom 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. Travel &
transportation: Simple places in a city (i.e. theater,
church) Basic directions (i.e. left & right) Leisure
time: Days of the week in expressions (i.e. next Monday) Months of year in expressions (i.e. last January) Telling time Past-times & sports |
The
student will be able to use and apply the following: §
Phonemic Awareness §
Contractions §
Inflectional endings
(i.e. er, ed, est, ing) §
Consonants §
Consonant blends
(i.e. bl, cr, cl, pl) §
Consonant clusters
(i.e. spr, str, scr §
Consonant digraphs
(i.e. th, sh, gh) §
Alphabet differences
(i.e. b, v, c, g, j, q, w, y) §
Vowel digraphs (i.e.
oo, aw, oi, oy, igh, eigh, ail, ain,
ay, ou) §
Vowels (long &
short vowels, -r controlled vowels) §
Final consonants
(i.e. ck, ng, kl) §
Initial sounds (i.e.
kn, gn, qu, wr) The
student will be able to recognize: §
Alphabet & sounds §
Numbers §
1st 500
Dolch Words |
The student will be able to use
parts of speech: ü
Verbs 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
Pronouns ü
Subjects/Nouns ü
Direct objects The
student will be able to use language structure when reading: ü
Prefixes and suffixes ü
Contractions & singular
possessives ü
Sentence structure 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
one sentence. o
use correct verb
tenses in oral communication. o
identify the
root/base word. o
ask & answer
questions about what is read. o
identify characters
& setting. o
identify the theme or
main ideas. o
use meaning clues
when reading. o
use information in
the story to read and comprehend new words. |
ESL I CURRICULUM - Part 2
State Goal 1: Read with understanding and fluency.
|
Learning
Standard B & C |
|||
|
Ø
Apply
reading strategies to improve understanding and fluency. Ø
Comprehend
a broad range of reading materials. |
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|
Content |
Comprehension
Skills & Strategies |
Grammar
Skills |
Application |
|
Content areas (Social Science, Science, Math) Short passages Rhymes Poetry Biographies Analogies Realia Sort tasks Model the academic vocabulary Emphasize important words with increased stress, gestures, pauses,
intonations, enunciations, etc. Interviews (Reading) Persuasive Essay (Reading) |
The
student will be able to: §
compare and contrast §
use prior knowledge & experience §
Infer §
sequence events §
interpret character actions §
interpret character thoughts
and feelings §
interpret Illustrations §
make judgment §
state personal reactions §
state main idea §
make connections §
draw conclusions §
summarize §
visualize §
apply vocabulary use §
make predictions §
paraphrase §
interpret figurative language §
relate goals and outcomes |
The
student will be able to use: ü
knowledge of less
common vowel patterns ü
knowledge of
homophones ü
target language ü
cognates |
o
Classify parts of
speech o
Categorize words o
Use and apply word
analysis when reading and writing o
Use Intonation and
rhythm rhymes & poems o
Listen for sounds
& meaningful vocabulary o
Locate information to
answer questions o
Apply meaning clues,
language structure, and phonetic strategies / basic skills 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
Identify characters
& setting o
Identify the theme
&/or the main idea o
Organize information
by using: Venn diagrams Word sorts Concept Webs Flow charts Diagrams ( KWL) Make a time
line |
ESL I CURRICULUM
- Part 3
State Goal 2: Read and understand literature representative
of various societies, eras and ideas.
|
Learning
Standard 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 |
|
Short stories Legends and historical accounts Novels Dramas Fables Documentaries Science fiction / nonfiction Rhymes Poetry Biographies
Community symbols:
[Traffic signs, traffic
lights, Street and highway markers, etc.] Map symbols: [Legend references to land, water, roads, and cities.] Songs |
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. §
Express
opinions/elaborate §
Give and carry out
commands |
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
characteristics and
authors of various literary forms o
history events and
people of other times and places o
people and events
honored in commemorative holidays o
Past events in
legends & historical accounts 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 |
ESL I CURRICULUM - Part 4
State Goal 3: Write to communicate for a
variety of purposes.
|
Learning
Standard 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. |
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|
Content |
Writing
skills |
Grammar skills |
Application |
|
Activate student prior knowledge Build background Develop new vocabulary Label diagrams, graphs, maps and charts Write paragraphs Organize ideas and information in a meaningful manner Respond to the literature through discussion and written activities Use Transitional words for: q
Narrative q
Expository Use 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 §
write complete
sentences §
generate ideas before
writing §
write simple
compositions that contain complete sentences and effective paragraphs using
English conventions §
Tell an original
story §
Persuasive writing |
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
possessive pronouns ü
possessive nouns ü
syllabication ü
parts of speech ü
punctuation Marks ü
capitalization ü
root words ü
adjective/noun
placement ü
basic irregular verbs ü
simple prefixes and
suffixes |
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
Use
descriptive words when writing about people, places, things and events o
Proofread and edit writing
[use correct grammar, capitalization, punctuation, and spelling] o
Narrative writing o
Persuasive essay |
ESL I CURRICULUM - Part 5
State Goal 4: Listen and speak effectively in a variety of
purposes.
|
Learning
Standard 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 |
|
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 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
how 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 thinking question [ Who,
What, Where, Why, When] ü
use
steps in framing an active listening response: ¨
identify
the content ¨
frame
in a sentence ü
paraphrase
information ü
initiate discussions |
The
student will be able to: ü
ask probing questions 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 |