english language development (eld) level 1, level 2, level 3, level 4 . cbeds assignment . code:...

Acalanes Union High School District Adopted: 6/6/07 SUBJECT AREA - ENGLISH

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COURSE TITLE:

ENGLISH LANGUAGE DEVELOPMENT (ELD) LEVEL 1, LEVEL 2, LEVEL 3, LEVEL 4

CBEDS ASSIGNMENT CODE:

2110

COURSE CODE:

ELD 1 – E0001i ELD 2 – E0005i ELD 3 – E0010i ELD 4 – E0020i

GRADE LEVEL:

9-12

COURSE LENGTH:

ELD 1 – (Beginners/Level 1) 3 periods a day – one year/semester as needed (may be repeated for

elective credit) ELD 2 – 3 periods a day – one year/semester as needed (may be repeated for elective credit) ELD 3 – 2 periods a day – one year/semester as needed (English credit elective) ELD 4 – 1 to 2 periods a day – one year/semester as needed (SDAIE English 1 credit)

PREREQUISITE:

Meets English Language Learner Program placement criteria

CREDIT:

5 units per semester; up to 20 units of English credit (Levels 3, 4); units beyond 20 are elective

UC/CSU CREDIT:

Level 4 only

GRADUATION REQUIREMENT:

Meets up to 20 units of 40-unit English requirement for graduation

Acalanes Union High School District Adopted: 6/6/07 SUBJECT AREA - ENGLISH

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STANDARDS AND BENCHMARKS:

ELD-ELA Standards Map, Grades 9-12 (© 2006 WestEd)

COURSE DESCRIPTION:

The English Language Development (ELD) program is for non- or limited English proficient students. The district-wide program is to help students close gaps in their English language proficiency so they can be successful in English Language Arts and other academic courses. The students are taught in concentrated, extended blocks of time: 3 periods a day for ELD 1 and 2, and 2 periods a day for ELD 3 and 4. Students move between levels during the school year, based on progress they make in English Language Arts proficiency. Instruction is focused to hone students’ skills in the following areas: Listening, speaking, reading word analysis, reading fluency, systematic vocabulary development, reading comprehension, literary response and analysis, writing strategies and applications, and writing conventions.

COURSE GOALS:

Upon completion of the course, students will:

1. Develop basic literacy skills in listening, speaking, vocabulary development, reading, and writing. 2. Develop skills for success in other English Language Arts and content area classes. 3. Develop an understanding of the culture of the community and the school environment.

TEXTBOOK MATERIALS:

High Point – The Basics, Schifini, Short, Tinajero, Hampton-Brown, 2003 Edge – Reading, Writing, & Language (levels A, B, C), Moore, Short, Smith, Tatum, Hampton-Brown/National Geographic, 2007

TEACHER RESOURCES:

Longman’s Study Dictionary, Edge Classroom library set of books at various reading levels (9-12 grade interest levels), language and grammar practice books, decodable stories, writing workbooks, and computer software to support language development

Acalanes Union High School District Course Content and Performance Objectives ELD LEVELS 1, 2, 3, 4

CAHSEEStandards & Benchmarks

Standards Based Test

(CST) Assessment Timeline

ELA Proficiency Levels B = Beginning EI= Early Intermediate I = Intermediate

EA = Early Advanced A = Advanced ES = Essential ELA and matching ELD standards (those emphasized in ELA CST) CELDT = ELD standards on CELDT

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LISTENING AND SPEAKING 1.0 LISTENS WITH UNDERSTANDING

B Demonstrates comprehension of oral presentations and instructions through nonverbal responses.

N/A

9/10th ELA 7.0

11/12th ELA 6.0

N/A

Teacher Observation

Oral & Written Test Presentation

CELDT End of Unit

Tests

Ongoing

EI Restates and executes multiple-step oral directions. (CELDT)

I Listens attentively to stories and information and identifies important details and concepts by using both verbal and nonverbal responses. (CELDT)

2.0 IDENTIFIES MEDIA MESSAGES

B Orally identifies types of media, (e.g., magazine, documentary film, news report).

I Identifies a variety of media messages (e.g., radio, television, movies) and gives some details supporting the messages.







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A Identifies strategies used by the media to present information for various purposes (e.g., to inform, entertain, or persuade).

3.0 SPEAKS TO BE UNDERSTOOD

B Begins to speak a few words or sentences by using some English phonemes and rudimentary English grammatical forms (e.g., single words or phrases). (CELDT)

EI Begins to be understood when speaking, but may have some inconsistent use of standard English grammatical forms and sounds (e.g., plurals, simple past tense, pronouns such as he or she).

I Makes oneself be understood when speaking by using consistent standard English grammatical forms and sounds; however, some rules may not be followed (e.g., third-person singular, male and female pronouns).

EA Makes oneself be understood when speaking by using consistent standard English grammatical forms, sounds, intonation, pitch, and modulation, but may make random errors.







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A Speaks clearly and comprehensibly by using standard English grammatical forms, sounds, intonation, pitch, and modulation.

4.0 VARIES WAYS OF SPEAKING

EA Recognizes appropriate ways of speaking that vary according to the purpose, audience, and subject matter.

A Consistently uses appropriate ways of speaking and writing that vary according to the purpose, audience, and subject matter.

5.0 PARTICIPATES IN SOCIAL CONVERSATIONS

B Orally communicates basic needs using gestures, words, and simple phrases. [addition by WestEd]

EI Orally communicates basic needs (e.g. “Do we have to __?”). (CELDT)

I Participates in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information.







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EA Participates in and initiates more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions and restating and soliciting information.

A Negotiates and initiates social conversations by questioning, restating, soliciting information, and paraphrasing the communication of others.

6.0 USES FIGURATIVE LANGUAGE

EA Uses simple figurative language and idiomatic expressions (e.g. “heavy as a ton of bricks”) to communicate ideas to a variety of audiences.

I Prepares and asks basic interview questions and responds to them.

A Demonstrates an understanding of figurative language and idiomatic expressions by responding to such expressions and using them appropriately. (CELDT)

7.0 ASKS AND ANSWERS QUESTIONS

B Asks and answers questions by using simple sentences or phrases.







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EI Asks and answers questions by using phrases or simple sentences. (CELDT)

I Responds to messages by asking simple questions or by briefly restating the message.

EA Responds to messages by asking questions challenging statements, or offering examples that affirm the message.

8.0 SUMMARIZES MAIN IDEA

B Responds with simple words or phrases to questions about simple written texts.

EI Restates in simple sentences the main idea of oral presentations in subject-matter content.

I Identifies the main idea and some supporting details of oral presentations, familiar literature, and key concepts of subject-matter content.







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EA Summarizes literary pieces in greater detail by including the characters, setting, and plot, and analyzing them in greater detail. (CELDT)

9.0 DELIVERS ORAL PRESENTATIONS

EI Prepares and delivers short oral presentations.

I Prepares and delivers short presentations on ideas, premises, or images obtained from various common sources.

EA Prepares and delivers brief oral presentations and/or reports on historical investigations, a problem and solution, or a cause and effect.

EA Prepares and delivers presentations that follow a process of organization and uses various sources.

A Prepares and delivers presentations and reports in various content areas, including a purpose, point or view, introduction, coherent transition, and appropriate conclusions.







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READING WORD ANALYSIS 1.0 RECOGNIZES AND PRODUCES PHONEMES

B Recognizes and correctly pronounces most English phonemes while reading aloud. (CELDT)

N/A

N/A

N/A

Teacher Observation

Oral & Written Test

CELDT End of Unit

Tests

Ongoing

EI Produces most English phonemes comprehensibly while reading aloud one's own writing, simple sentences, or simple texts.

2.0 APPLIES KNOWLEDGE OF WORD PARTS

B Recognizes the most common English morphemes in phrases and simple sentences (e.g. basic syllabication rules, phonics, regular and irregular plurals.) (CELDT)

EI Uses common English morphemes in oral and silent reading. (CELDT)







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I Applies knowledge of common English morphemes in oral and silent reading to derive meaning from literature and texts in content areas.

EA/A Applies knowledge of word relationships, such as roots and affixes, to derive meaning from literature and texts in content areas (e.g., remove, extend). (CELDT)

3.0 APPLIES KNOWLEDGE OF COGNATES

EI Recognizes obvious cognates (e.g., education, educación, actually, actualmente) in phrases, simple sentences, literature, and content area texts.

I Identifies cognates (e.g., agonía, agony) and false cognates (e.g., éxito, exit) in literature and texts in content areas.

EA Distinguishes between cognates and false cognates in literature and texts in content areas.

A Applies knowledge of cognates and false cognates to derive meaning from literature and texts in content areas.







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READING FLUENCY AND SYSTEMATIC VOCABULARY DEVELOPMENT 1.0 READS ALOUD

B Reads aloud simple words presented in literature and subject-matter texts; demonstrates comprehension by using one to two words or simple-sentence responses.

N/A

N/A

N/A

Teacher Observation

Oral & Written Test

CELDT End of Unit

Tests

Ongoing

EI Reads aloud with appropriate pacing, intonation, and expression one's own writing of narrative and expository texts.

EI Demonstrates internalization of English grammar, usage, and word choice by recognizing and correcting some errors when speaking or reading aloud.

I Demonstrates internalization of English grammar, usage, and word choice by recognizing and correcting errors when speaking or reading aloud.

EA Reads aloud with appropriate pacing, intonation, and expression increasingly complex narrative and expository texts.







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2.0 USES SOCIAL AND ACADEMIC VOCABULARY

B Produces simple vocabulary (single words or short phrases) to communicate basic needs in social and academic settings (e.g., locations, greetings, classroom objects).

B Responds with appropriate short phrases or sentences in various social and academic settings (e.g., answers simple questions).

EI Reads simple paragraphs and passages independently.

EI Use appropriate connectors (e.g., first, then, after that, finally) to sequence written text.

I Applies knowledge of text connectors to make inferences.

I Uses decoding skills and knowledge of both academic and social vocabulary to read independently. (CELDT)

EA Uses decoding skills and knowledge of academic and social vocabulary to achieve independent reading.







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A Applies knowledge of academic and social vocabulary to achieve independent reading.

3.0 INTERPRET NEW WORDS

B Recognizes simple affixes (e.g., educate, education), prefixes (e.g., dislike), synonyms (e.g., big, large), and antonyms (e.g., hot, cold). (CELDT)

N/A 9/10th 1.3

11/12th 1.2

X

EI Begins to use knowledge of simple affixes, prefixes, synonyms, and antonyms to interpret the meaning of unknown words. (CELDT)

I Identifies variations of the same word that are found in a text and know with some accuracy how affixes change the meaning of those words.

EA Uses knowledge of affixes, root words, and increased vocabulary to interpret the meaning of words in literature and content area texts. (CELDT)

EA Uses knowledge of English morphemes, phonics, and syntax to decode and interpret the meaning of unfamiliar words. (CELDT)







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4.0 RECOGNIZES WORDS WITH MULTIPLE MEANINGS

EI Recognizes that some words have

multiple meanings and applies this knowledge to texts. (CELDT)

X

N/A

9/10th 1.2

11/12th 1.4

X

N/A

I Recognizes that words sometimes have multiple meanings and applies this knowledge to texts.

EA Recognizes that some words have multiple meanings and applies this knowledge to understanding texts.

A Recognizes that some words have multiple meanings and applies this knowledge consistently in reading literature and texts in content areas.

5.0 ES USES ANALOGIES AND METAPHORS

EI Recognizes simple idioms, analogies, and figures of speech (e.g., "the last word") in literature and subject-matter texts. (CELDT)

X

N/A

9/10th 1.1

11/12th 1.3

X

X

I Demonstrates sufficient knowledge of English syntax to interpret the meaning of idioms, analogies, and metaphors.







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EA Recognizes idioms, analogies, and metaphors used In literature and texts in content areas.

A Uses common idioms and some analogies (e.g., "shine like a star," and "let the cat out of the bag") and metaphors.

6.0 USES A DICTIONARY

B Uses an English dictionary to find the meaning of simple known vocabulary.

EI Uses a standard dictionary to find the meaning of unknown vocabulary.

I Uses a standard dictionary to derive the meaning of unknown vocabulary.

EA Uses a standard dictionary to determine the meaning of unknown words (e.g., idioms and words with multiple meanings).

A Uses a standard dictionary to determine the meaning of unknown words.







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READING COMPREHENSION 1.0 FOLLOWS DIRECTIONS

B Understands and follows simple multiple-step oral directions for classroom or work-related activities.

N/A N/A N/A Teacher Observation


CELDT End of Unit

Tests

Ongoing

E Reads a consumer or workplace document in a group activity and presents a brief oral report, demonstrating three or four simple steps necessary to achieve a specific goal or obtain a product.

EI Identifies and follows some multiple-step directions for using simple mechanical devices and filling out basic forms.

I Understands and orally explains most multiple-step directions for using a simple mechanical device and filling out simple applications.

2.0 ES ANALYZES TEXT FEATURES

B Points out text features such as the title, table of contents, and chapter headings.

X

N/A

9/10th 2.1, 2.2 11/12th

2.1

X

X







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B Identifies the vocabulary, syntax, and grammar used in public and workplace documents (e.g., speeches, debates, manuals, and contracts).

EI In simple sentences orally identifies the structure and format of workplace documents (e.g., format, graphics, and headers).

EI Orally identifies the features of simple excerpts of public documents by using key words or phrases.

I Reads and uses simple sentences to identify orally the features and the rhetorical devices of simple excerpts of public and workplace documents and content area texts.

I Reads workplace documents and orally identifies the structure and format (e.g., graphics and headers) and gives one brief example of how the author uses the feature to achieve his or her purpose.

EA Analyzes the structure and format of workplace documents and the way in which authors use structure and format to achieve their purposes.







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EA Analyzes the features and rhetorical devices of at least two types of documents intended for the general public (e.g., warranties, contracts, manuals, magazines, and textbooks).

A Analyzes the features and rhetorical devices of different types of public documents and the way authors use those features and devices.

3.0 SYNTHESIZES IDEAS

B Orally identifies the main ideas and some details of familiar literature and informational materials/public documents (e.g., newspaper, brochures) by using key words or phrases. (CELDT)

X X X

9/10th 2.3 2.4 2.5

X X

EI Reads and orally responds to simple literary texts and texts in content areas by using simple sentences to answer factual comprehension questions. (CELDT)

I Reads text and uses detailed sentences to identify orally the main ideas and uses them to make predictions about informational text, literary text, and text In content areas. (CELDT)







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EA Applies knowledge of language to achieve comprehension of informational materials, literary texts, and texts in content areas.

A Applies knowledge of language to achieve comprehension of informational materials, literary text, and text in content areas.

A Prepares a brief research or synthesizing paper in a content area and analyzes ideas from several sources to present a coherent argument or conclusion arranged in the proper format, including a bibliography.

4.0 ES ANALYZES EVIDENCE IN INFORMATIONAL MATERIALS

B Recognizes a few specific facts in familiar

expository texts, such as consumer publications, workplace documents, and content area texts. (CELDT)

X

N/A

9/10th 2.6

11/12th 2.2, 2.3

X

X

EI Reads and orally identifies a few specific facts in simple expository text, such as consumer and workplace documents and content area text.

I In detailed sentences, identifies orally two to three examples of how clarity of text is affected by the repetition of important ideas and by syntax.







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I Presents a brief report that verifies and clarifies facts in two to three forms of expository text.

EA Reads material and analyzes how clarity is affected by patterns of organization, repetition of key ideas, syntax, and word choice.

A Analyzes how clarity is affected by patterns of organization, hierarchical structures, repetition of key ideas, syntax, and word choice in texts across content areas.

5.0 ES EVALUATES AUTHOR’S CREDIBILITY

I Listens to an excerpt from a brief political speech and gives an oral critique of the author's evidence by using simple sentences.

X

X N/A

9/10th 2.7

11/12th 2.4, 2.5

2.6

X

X N/A

EA Prepares oral and written reports that evaluate the credibility of an author's argument or defense of a claim (include a bibliography).







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A Prepares oral and written reports that evaluate the credibility of an author's argument or defense of a claim by critiquing the relationship between generalizations and evidence. Prepares a bibliography for the report.

LITERARY RESPONSE & ANALYSIS 1.0 IDENTIFIES POINT OF VIEW

B Reads a simple selection and orally identifies the speaker or narrator.

X

9/10th 3.9

X

Teacher Observation


CELDT End of Unit

Tests

Ongoing

B Recognizes the difference In points of view between first person and third person by using phrases or simple sentences.

2.0 DESCRIBES CHARACTERISTICS OF LITERARY TEXTS

EI Distinguish the characteristics of different

forms of dramatic literature (e.g., comedy and tragedy) by using simple sentences, pictures, lists, charts, and tables.

X

9/10th 3.1, 3.10

X

EI Responds orally in simple sentences to factual comprehension questions about two forms of literature (brief excerpts from a comedy and tragedy).







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I Reads text and uses detailed sentences to respond orally to factual comprehension questions about three forms of literature.

I Applies knowledge of language to analyze and derives meaning from literary texts and comprehend them.

EA Identifies the characteristics of sub genres (e.g., satire, pastoral, allegory) that are used in various genres.

EA Identifies the function of dialogue, scene design, and asides in dramatic literature.

A Describes the functions of dialogue, scene design, asides, and soliloquies in drama.

3.0 DESCRIBES LITERARY ELEMENTS

B Recites simple poems.

X

N/A

9/10th 3.7, 3.8, 3.11

11/12th 3.3, 3.4

X

X

EI Uses simple sentences to orally identify basic symbolism and imagery in poetry. [addition by WestEd]







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I Uses detailed sentences to orally identify at least two ways in which poets use personification, figures of speech, and sound.

EA Identifies techniques that have specific rhetorical or aesthetic purposes in literary texts (e.g.., irony, tone, mood, "sound" of language).

EA Identifies several literary elements and techniques (e.g., figurative language, imagery, and symbolism).

EA Reads and identifies ways in which poets use personification, figures of speech, imagery, and the "sound" of language.

A Explains the significance of several literary elements and techniques (e.g., figurative language, imagery, allegory, and symbolism). (CELDT)

4.0 ANALYZES CHARACTERS

B Role-plays a character from a familiar piece of literature by using phrases or simple sentences.

X

N/A

9/10th 3.3, 3.4 11/12th

3.6

X

X







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EI Describes briefly in simple sentences a character according to what he or she does in a familiar narration, dialogue, or drama.

I Reads a literary selection and uses detailed sentences to describe orally a character according to what he or she does in a narration, dialogue, or dramatic monologue.

EA Describes the interaction between characters and subordinate characters in literary texts (e.g., motivations and reactions). [addition by WestEd]

A Analyzes the interaction between characters and subordinate characters in literary texts (e.g., motivations and reactions). (CELDT)

5.0 DESCRIBES PLOTS

B Identifies orally the beginning, middle, and end of a simple literary text.

X

9/10th 3.6

X

B Creates pictures, lists, charts, and tables to identify the sequence of events in simple literary texts.







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EI Reads literary texts and orally identifies the main events of the plot by using simple sentences. (CELDT)

I Reads literary texts and uses detailed sentences to describe orally the sequence of events.

6.0 ES ANALYZES THEMES

EI Uses expanded vocabulary and some descriptive words in oral responses to familiar literature.

X

N/A

9/10th 3.2, 3.5 11/12th

3.2, 3.7, 3.8

X

X

EI Identifies orally the theme, plot, setting, and characters of a literary selection by using simple sentences.

I Reads a literary selection and uses detailed sentences to explain orally the elements of theme, plot, setting, and characters.

I Uses expanded vocabulary and descriptive words in paraphrasing oral and written responses to texts.







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I Uses detailed sentences to compare and contrast orally a similar theme or topic across three genres.

EA Compares and contrasts orally and in writing a similar theme or topic across several genres by using detailed sentences.

A Compares and contrasts a similar theme or topic across genres and explains how the genre shapes the theme or topic.

7.0 ANALYZES LITERATURE BY PERIODS AND THEMES

EA Identifies recognized works of American

literature and the genre to which they belong to contrast major periods, themes, and trends.

X

N/A

9/10th 3.12

11/12th 3.1

X

X

EA Identifies recognized works of world literature and contrasts the major literary forms and techniques.

A Relates the literary works or authors to the major themes and issues of their eras.







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A Analyzes recognized works of American literature and identifies their genre to contrast major periods and trends.

WRITING STRATEGIES AND APPLICATIONS 1.0 ES USES ELEMENTS OF DISCOURSE

B Creates simple sentences or phrases with some assistance.

X

N/A

9/10th 4.1, 4.2 11/12th 4.1, 4.3

X

X

Teacher Observation

Oral & Written Test

Writing Prompts CELDT

End of Unit Tests

Ongoing

EI Uses common verbs, nouns, and high-frequency modifiers in writing simple sentences.

EI Writes an increasing number of words and simple sentences appropriate for language arts and other content areas (e.g., math, science, history-social science). (CELDT)

I Recognizes elements of characterization in a piece of writing and applies the same techniques when writing.







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EA Uses appropriate language variations and genres in writing for language arts and other content areas.

EA Identifies in writing the various elements of discourse (e.g., purpose, speaker, audience, form).

A Produces writing by using various elements of discourse (e.g., purpose, speaker, audience, form) in narrative, expository, persuasive, and/or descriptive writing.

2.0 WRITES NARRATIVES AND BIOGRAPHIES

B Writes a brief narrative by using a few simple sentences that include the setting and some details.

X

9/10th 5.1

N/A

EI Proceeds through the writing process to write short paragraphs that contain supporting details about a given topic. There may be some inconsistent use of standard grammatical forms.

I Narrates a sequence of events and communicates their significance to the audience.







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I Uses complex sentences in writing brief fictional biographies and short stories that include a sequence of events and supporting details.

EA Writes detailed fictional biographies or autobiographies.

A Structures ideas and arguments in a given context by giving supporting and relevant examples.

3.0 WRITES BUSINESS LETTERS AND DOCUMENTS

B Completes a job application form by

providing basic information, such as ones name, age, address, and education.

N/A

9/10th 5.5

N/A

EI Completes simple informational documents related to career development (e.g., bank forms and job applications).

I Fills out job applications and prepares resumes that are clear and provides all needed information.







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EA Fills out job applications and prepares resumes that are clear and purposeful and addresses the intended audience appropriately.

A Completes job applications and writes resumes that fit the purpose and audience and follows the conventional format for the type of document.

4.0 WRITES PERSUASIVE COMPOSITIONS

I Recognizes structured ideas and arguments and supports examples in persuasive writing.

X X

N/A N/A

9/10th 4.5 5.4

11/12th 4.2 5.2

X

N/A

X N/A

EA Writes persuasive compositions that structure ideas and arguments in a logical way with consistent use of standard grammatical forms.

A Writes persuasive and expository compositions that include a clear thesis, describe organized points of support, and address counterarguments.

A Uses various rhetorical devices (e.g., appeal to logic through reasoning, case study, and analogy) to support assertions.







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A Clarifies and defends positions with relevant evidence, including facts, expert opinions, quotations, and/or expressions of commonly accepted beliefs and logical reasoning.

5.0 WRITES EXPOSITORY COMPOSITIONS AND RESEARCH REPORTS

B Writes simple compositions, such as

descriptions and comparison and contrast, that have a main idea and some detail.

X X

N/A

N/A

9/10th 4.4, 4.7, 4.8

5.3 8.0

11/12th 4.5, 4.6

X

N/A N/A

X

EI Writes expository compositions such as descriptions, comparison and contrast, and problem and solution, which include a main idea and some details in simple sentences. (CELDT)

I Investigates and researches a topic in a content area and develops a brief essay or report that includes source citations.

I Writes brief expository compositions and reports that (a) include a thesis and some supporting details; (b) provide information (from primary sources; and (c) include charts and graphs.





ELA ProficiencyB = Beginning EI= Early Intermediate I = Intermediate


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Levels

EA Writes reflective compositions that explore the significance of events.

EA Develops a clear thesis and supports it by using analogies, quotations, and facts appropriately.

EA Writes expository compositions and reports that convey information from primary and secondary sources and uses some technical terms, and uses appropriate tone and voice for the purpose, audience and subject matter.

A Writes expository composition, including analytical essays and research reports, for the language arts and other content areas and provides evidence in support of a thesis and related claims.

A Produces writing that establishes a controlling impression or thesis.

6.0 WRITES RESPONSES TO LITERATURE

B Organizes and records information from selected literature and content areas by displaying it on pictures, lists, charts, and tables.

X

N/A

9/10th 5.2

11/12th 5.1

N/A

N/A







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EI Writes simple sentences to respond to selected literature, exhibits factual understanding of the text, and connects ones own experience to specific parts of the text.

I Writes responses to selected literature that exhibit understanding of the text, using detailed sentences and transitions.

7.0 ES USES THE WRITING PROCESS

B Uses the writing process to write brief narratives with a few standard grammatical forms.

X

N/A

9/10th 4.6, 4.10 11/12th 4.3, 4.8

X

X

EI Collects information from various sources (e.g., dictionary, library books, and research materials) and takes notes on a given topic.

EI Uses simple sentences to create a draft of a short essay that follows an outline.

I Uses basic strategies of notetaking, outlining, and the writing process to structure drafts of simple essays, with consistent use of standard grammatical forms. (Some rules may not be followed.)







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EA Uses strategies of notetaking, outlining, and summarizing to structure drafts of clear, coherent, and focused essays, with consistent use of standard grammatical forms.

A Uses strategies of notetaking, outlining, summarizing to structure drafts of clear, coherent, and focused essays, by using standard grammatical forms.

WRITING CONVENTIONS 1.0 ES CREATES COHERENT PARAGRAPHS

B Identifies basic vocabulary, mechanics, and sentence structures in a piece of writing.

X

9/10th 6.1, 6.2, 6.3

11/12th

4.4

X

X

Oral & Written Test

Writing Prompts CELDT

End of Unit Tests

Ongoing

EI Uses clauses, phrases, and mechanics of writing with consistent variations in grammatical forms.

I Uses sentences with consistent variations in grammatical form. [addition by WestEd]

EA Creates coherent paragraphs through effective transitions.







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A Creates coherent paragraphs through effective transitions and parallel constructions.

2.0 EDITS WRITING

B Edit one's own work and correct the punctuation.

EI Edit writing for basic conventions (e.g., punctuation, capitalization, and spelling).

I Edit and correct basic grammatical .structures and usage of the conventions of writing.

EA Edit writing for grammatical structures and the mechanics of writing.

A Edit writing for the mechanics to approximate standard grammatical forms. (CELDT)

3.0 REVISES WRITING

B Revises one's writing for proper use of final punctuation, capitalization, and correct spelling.

X

N/A

9/10th 6.4, 6.5 11/12th

4.11, 4.12

X

X







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EI Revises writing, with teacher's assistance, to clarify meaning and improve the mechanics and organization.

I Revises writing for appropriate word choice and organization with variation in grammatical forms and spelling.

EA Revises writing for appropriate word choice, organization, consistent point of view, and transitions, with some variation in grammatical forms and spelling. (CELDT)

A Revises writing for appropriate word choice and organization, consistent point of view, and transitions, using approximate standard grammatical forms and spelling.




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TEACHING STRATEGIES AND PROCEDURES Structured and scaffolded English Language acquisition; SDAIE and SIOP modeling; use of structured High Point and Edge programs for honing reading skills and comprehension; use of themed and grade leveled high interest library of supplemental reading materials; moving students among ELD levels as English language learning progresses; use of multiple blocks of time for each ELD level; use of diagnostic and end of unit assessments to track student progress GRADING GUIDELINES See AUHSD Grade Guidelines: Final Mark Rubric and Final Course Mark Determination Components.

english language development (eld) level 1, level 2, level 3, level 4 . cbeds assignment . code:...

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