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CURRICULUM GUIDE. Introduction to ELL LANGUAGE/GRAMMAR ESYX00

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Niles North and Niles West Skokie, Illinois CURRICULUM GUIDE Introduction to ELL LANGUAGE/GRAMMAR ESYX00 Intro to ELL is a beginning course for English learners with little or no English proficiency. Emphasis
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Niles North and Niles West Skokie, Illinois CURRICULUM GUIDE Introduction to ELL LANGUAGE/GRAMMAR ESYX00 Intro to ELL is a beginning course for English learners with little or no English proficiency. Emphasis is on fundamental literacy skills and communication in speaking, listening, reading and writing. Vocabulary development, sentence structure, listening comprehension, basic speaking and critical thinking skills will be emphasized. Time will also be devoted to understanding the American school day and the student s responsibilities in the system. Instructors Tricia Brown, Niles West Lesile Natzke, Niles North July 2013 Corrie Wallace Director of ELL Table of Contents Instructional Materials... 3 Agreed Upon Elements... 4 Standards Instruction and Standards Summative Assessment Description Instructional Materials 1. Course Textbook Word by Word Picture Dictionary, Mollinsky and Bliss. Pearson Longman, 2005, Second Edition. 2. Workbook Word by Word Beginning Vocabulary Workbook, Mollinsky and Bliss. Pearson Longman, Course Textbook Focus on Grammar, Schoenberg and Maurer. Longman, Workbook Focus on Grammar, Schoenberg and Maurer. Longman, Course Textbook Keys to Learning, Chamot, Keatley, and Anstrom. Longman. 6. Workbook Keys to Learning, Chamot, Keatley, and Anstrom. Longman. 7. Course Textbook Daily Language Review, Grades 1 & 2, Evan-Moor. 8. Handouts 9. Worksheets 10. Dolch List 11. Internet resources 12. Multi-media supplies 13. Assorted teacher videos 3 Agreed Upon Elements General Expectations Display a professional and ethical behavior Keep their coursework organized Report to class on time Technology Expectations Follow the District s AUP Be able to research Internet sources Types of Assessment Given Projects Activities Homework Presentations Exams Quizzes Types of Homework Assignments Given Reading Activities Workbook pages Projects Independent Work Expectations The students should complete all of their work to their best ability and on time. Grading Procedure A = 90% B = 80 % C = 70% D = 60% F = 59% and below Types of Instructional Strategies: Lecture Group work Hands-on Independent Work Cooperative Learning 4 Common Core Standards for English Language Arts & Literacy ENTERING EMERGING MEETS I. LANGUAGE STANDARDS Conventions of Standard English 1. demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. print many upper- and lowercase letters. b. use frequently occurring nouns and verbs. c. form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). d. understand and use question words (e.g., who, what, where, when, why, how). 2. demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. capitalize the first word in a sentence and the pronoun I. b. recognize and name end punctuation. c. write a letter or letters for most consonant and short-vowel sounds (phonemes). d. spell simple words phonetically, drawing on knowledge of sound-letter relationships. 3. demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. capitalize dates and names of people. b. use end punctuation for sentences. c. use commas in dates and to separate single words in a series. d. use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. e. spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. 4. demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. use collective nouns (e.g., group). b. form and use frequently occurring irregular plural nouns (e.g., feet, teeth). c. use singular and plural nouns with matching verbs in basic sentences (e.g. He hops; We hop). d. use personal, possessive, and indefinite pronouns (e.g., I, me, my). e. use verbs to convey a sense of past, present, and future. f. form and use the past tense of frequently occurring irregular verbs (e.g. sat, told). g. use the most frequently occurring adjectives. h. use frequently occurring conjunctions (e.g., and, but, so). i. use determiners (e.g., articles, demonstratives). j. use frequently occurring prepositions (e.g., to, from, in, out, on, off). k. produce and expand complete sentences in shared language activities. 5. demonstrate command of the conventions of standard English 5 Vocabulary Acquisition and Use 6. determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and context. a. identify new meanings for familiar words and apply them accurately b. use the most frequently occurring inflections and affixes as a clue to the meaning of an unknown word. 7. with guidance and support from adults, explore word relationships and nuances in word meanings. a. sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. 8. determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and context. a. use sentence-level context as a clue to the meaning of a word or phrase. b. use frequently occurring affixes as a clue to the meaning of a word. c. identify frequently occurring root words (e.g., look) and their forms (e.g., looks, looked, looking). capitalization, punctuation, and spelling when writing. a. capitalize holidays, product names, and geographic names. b. use commas in greetings and closings of letters. c. use and apostrophe to form contractions and frequently occurring possessives. d. generalize learned spelling patterns when writing words (e.g., boy boil). e. consult reference materials, including beginning dictionaries, as needed to check and correct spellings. 9. determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and context. a. demonstrate the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy). b. use a known root word as a clue to tell the meaning of an unknown word with the same root. c. use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., bookshelf, lighthouse). b. demonstrate understanding of frequently occurring verbs and 10. demonstrate understanding of word relationship and nuances in word 6 adjectives by relating them to their opposites (antonyms). Knowledge of Language meanings. a. define words by category and by one or more key attributes b. identify real-life connections between words and their use. c. distinguish shades of meaning among verbs describing the same general action (e.g., eat, bite). 11. use knowledge of language and its conventions when writing, speaking, reading, or listening. a. compare formal and informal uses of English. ENTERING EMERGING MEETS II. SPEAKING AND LISTENING STANDARDS 7 Comprehension and Collaboration 12. participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. follow agreed-upon rules for discussions (e.g., listening to others with care). b. build on other s talk in conversations by responding to the comments of others through multiple exchanges. c. ask questions to clear up any confusion about the topics and texts under discussion. Presentation of Knowledge and Ideas 15. add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. 16. produce complete sentences when appropriate to task and situation. 13. participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. a. follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways). b. build on other s talk in conversations by linking their comments to the remarks of others. c. ask for clarification and further explanation as needed about the topics and texts under discussion. 17. create audio recordings or stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. 18. produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. 14. engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on other s ideas and expressing their own clearly. a. come to discussions prepared. b. follow agreed-upon rules for discussions. c. ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d. explain my own ideas and understanding in light of the discussion. 19. create engaging audio recordings or stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize certain facts or details. 20. speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. ENTERING EMERGING MEETS 8 III. WRITING STANDARDS Text Types and Purposes 21. use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, ell about the events in the order in which they occurred, and provide a reaction to what happened. Production and Distribution of Writing 24. with guidance and support from adults, respond to questions and suggestions from peer and add details to strengthen writing as needed. 25. with guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. 22. write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. 26. with guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. 27. with guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. 23. write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. 28. with guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. 29. with guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Research to Build and Present Knowledge 30. with guidance and support from adults, 31. participate in shared research and recall information from experiences or writing projects (e.g., explore a number gather information from provided of how-to books on a given topic and sources to answer a question. use them to write a sequence of instructions). 32. with guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. 33. participate in shared research and writing projects (e.g., read books on a single topic). 34. recall information from experiences or gather information from provided sources to answer a question. 9 Words Nouns o articles o singular and plural o subjects o objects o possessive Verbs o past o present o future Adjectives o opposites o placement o possessive Pronouns o subject o object o possessive Prepositions Conjunctions Sentence Structure Capital letters Punctuation Subject-Verb agreement Word order Vocabulary Development Concrete vocabulary o school o family o adjectives o house o clothing o body parts o food o animals o occupations Compound words Units of Instruction 10 Summative Assessment 1. Student Assessment will be course based. 2. Summative student performance will be assessed continuously throughout the course by class projects, group work, presentations, quizzes, and unit exams. 3. Summative Assessments will be multiple choice, free response, or project based, graded with a common rubric. 11
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