OAKLAND UNIFIED SCHOOL DISTRICT

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					  Middle School English
Language Development 1

    Course of Study


          Adopted
        Spring, 2008
                                         Preface
    The Oakland Unified School District is committed to providing a world-class
education for every student. To help ensure that language-minority students graduate
with high levels of academic English proficiency and the knowledge and skills they will
need for higher education and the world of work, the district provides a rigorous,
standards-based English language development (ELD) program that is designed to move
students rapidly and effectively into regular English language arts instruction.

Purposes

   This course of study is intended to help each middle school accomplish this ambitious
goal. The course of study has five purposes:

   1. To ensure that students receive an ELD curriculum that is both standards-based
      and developmentally appropriate;

   2. To ensure that ELD instruction provides systematic onramps to state English
      language arts standards;

   3. To provide teachers with a tool for both the long- and short-term planning of
      curriculum—including the mapping of standards onto district-approved
      instructional materials for high school;

   4. To support consistency of implementation across schools and classrooms;

   5. To provide the basis for the selection of core and supplementary instructional
      materials and the development of accompanying curriculum resources.

Course Sequence

    Oakland’s secondary English language development program provides systematic
pathways to the core English language arts curriculum. All English Learners, whether
they are enrolled in a comprehensive middle school or in a small-school setting, must
receive daily ELD appropriate to English proficiency level.

    ELD 1 is the first in a series of ELD courses leading to enrollment in core English,
as the chart on the following page shows:




                                             i
             English Language Development Requirement                            ELA

                 Placement            Description          Adopted
                  Criteria                                 Program

ELD 1         CELDT                Two periods of       High Point         Met by High
(semester)    beginning level      ELD daily            Basics             Point.

ELD 2         CELDT high           Two periods of       High Point         Met by High
(semester)    beginning level      ELD daily            Basics             Point.

ELD 3         CELDT low early      Two periods of       High Point A       Met by High
(semester)    intermediate level   ELD daily                               Point.

ELD 4         CELDT high           Two periods of       High Point B       Met by High
(semester)    early intermediate   ELD daily                               Point.
              to low
              intermediate level

ELD 5         CELDT                One period of        Middle school:     The ELA
(year)        intermediate level   ELD daily + one      High Point C       requirement is
                                   period of                               met by the core
              Note: If enrolled    transitional core    High school:       English class.
              in U.S. schools ≥    English              District
              6 years, the                              curriculum
              student may NOT                           (meets the “b”
              enroll in ELD                             requirement)

Core          CELDT early          Differentiated       Holt               One period of
English       advanced or          instruction within                      core English
(year)        advanced but not     a core English                          with
              yet meeting          course                                  differentiated
              reclassification                                             instruction + a
              criteria OR                                                  strategic or
              CELDT                                                        intensive
              intermediate or                                              English elective,
              above and in U.S.                                            as needed.
              schools ≥ 6 years


Developmentally-Appropriate Course Outcomes

    Oakland’s courses of study are designed to ensure that each student receives an ELD
program that is both age- and stage-appropriate. Each course makes increasingly
challenging demands on the student. The chart on the next page provides a simple
description of what the student will be able to do at the end of each course. The
standards in each level have been carefully selected to ensure that students will be able to
achieve these outcomes.



                                             ii
                                Oakland’s English Language Development Program at a Glance

                        ELD 1                    ELD 2                    ELD 3                    ELD 4                     ELD 5
                      (semester)               (semester)               (semester)               (semester)                  (year)

Listening and   Communicates in face-    Produces sentences       Communicates in a        Participates in           Engages in classroom
Speaking        to-face situations,      that are increasingly    variety of situations,   situations that require   activities that require
                using sentences that     longer, although         expressing a range of    the use of more           critical thinking and
                are short and often      grammatical errors are   wants, needs, and        cognitively demanding     sustained discussion.
                incomplete. Interacts    very frequent and        intentions. Errors       language to understand    Oral language shows
                with classmates in       vocabulary is limited.   remain frequent but do   and express ideas.        syntactic complexity
                carefully-structured                              not interfere with       Some grammatical          and elaborated use of
                activities.                                       communication.           errors may persist.       vocabulary. Errors are
                                                                  Abstract vocabulary                                infrequent.
                                                                  begins to appear.

Reading         Reads familiar words     Reads simple text with   Reads increasingly       Reads a growing range     Reads a full range of
                and short sentences      controlled language      longer narrative and     of more challenging       grade-level text
                with teacher guidance.   and vocabulary.          information text         literary works and text   materials fluently and
                                                                  selections. Begins to    materials, some           with understanding.
                                                                  read simple text         beginning to approach     Tackles literary works
                                                                  independently.           grade level.              and informational text
                                                                                                                     independently.

Writing         Responds in writing to   Writes connected         Writes well-formed       Writes across a range     Writes across genres,
                highly-structured        sentences to produce     sentences and            of academic genres,       showing the ability to
                prompts, producing       short paragraphs. Uses   paragraphs to            beginning to organize     organize and express
                words and simple         writing frames and       accomplish a growing     and craft text            ideas. Writing shows
                sentences.               models to produce        range of academic        according to purpose,     variety, elaboration,
                                         descriptions and short   tasks.                   audience, and topic.      distinct voice, and
                                         narrative.                                                                  consistent control of
                                                                                                                     conventions.




                                                                  iii
Organization of This Course of Study

   The course of study has five major sections.

   Section 1 provides a general course description and basic information on course
   requirements.

   Section 2 identifies the standards that are to be mastered in this course as well as
   essential teaching points the teacher is to address.

   Section 3 identifies reading selections that are accessible to students in ELD 1.

   Section 4 includes rubrics for both listening/speaking and writing.

How the courses of study were developed

    In the spring, 2007, a team of experienced middle school and high school English
language development teachers examined the need for new courses of study for ELD.
The team identified program needs and called for the development of courses of study
that would promote and support—

      Implementation of a well-articulated, standards-based sequence of courses that
       moves English Learners rapidly and effectively into the mainstream English
       language arts program;

      Consistency of implementation of instructional services across schools and
       classrooms;

      High levels of accountability at the classroom, school, and district levels.

    The focus group also generated “blueprints” for Oakland’s courses of study, agreeing
that courses of study should—

      Promote greater rigor in ELD courses;

      Be primarily standards-based, not materials-driven;

      Provide systematic onramps to state ELA standards;

      Provide a practical planning tool for teachers.

    The teacher team worked during the summer and fall to draft courses of study for
each ELD course. They examined state ELD and ELA standards, selecting and/or
identifying specific ELD standards that students should master at each level as well as
specific language or language-related skills that should be taught.




                                            iv
   Team members included—

   M-L Davidson – Teacher, Oakland Technical High School
   Paula Schiff – Teacher, Fremont Federation of Small Schools
   Vicki Silkiss – Teacher, Oakland Technical High School
   Vlada Teper – Teacher, Castlemont Business and Information Technology High School

   Sarah Breed – ELA Coach
   Cheryl Hayward – District Coach, Secondary EL Programs
   Jenn Lutzenberg – ELA Coach
   Lubia Sanchez – Middle School EL Programs Coach
   Heather Tugwell – High School EL Programs Coach

   Elizabeth Macias – Secondary EL Programs Coordinator

   Tom Bye - Consultant

How this course of study should be used

    Sections 1 – 5 of this course of study provide an array of planning tools for the
teacher.

   Section 1 provides a general course description and identifies materials that are to be
used in the course.

    Section 2 identifies the standards that are to be mastered in this course as well as
essential teaching points the teacher is to address. Section 2 provides a simple overall
description of what the students should be able to do by the end of ELD 1. Standards are
organized into six domains:

           Listening and speaking
           Reading: word analysis skills, fluency, and vocabulary
           Reading comprehension
           Literary response and analysis
           Writing strategies and applications
           Writing conventions

Within each domain, specific standards appropriate for mastery in ELD 1 are identified.
To the right of each set of standards, essential teaching points or expectations are
identified that the teacher is to present in order to help students master the standards.




                                             v
                    SECTION 1: COURSE DESCRIPTION

Name of course:        English Language          Course code:          First Hour:T0241A
                       Development 1                                   2nd Hour: T0251A

Department:            English                   Grade levels:         6-8

Course length:         One semester              Credits:              5

Prerequisites:         Beginning-level proficiency on the California English Language
                       Development Test

Teacher                ELD 1 teachers must hold state CLAD authorization or the
certification:         equivalent.


1. Course Description

    ELD 1 is a one-semester, two-period course for middle school English Learners that
develops beginning listening, speaking, reading, and writing skills. The course is the first
in a sequence of courses designed to move students who are new to English into regular
English language arts instruction within a three-year period. Successful completion of
the requirements of this course will enable the student to move on to ELD 2.

    Students who enroll mid-semester may not have the time or exposure needed to
master the course standards, and they may therefore repeat the course the next semester.
A student should not repeat this course more than once unless the site has determined that
the course represents an appropriate catch-up intervention.

2. Course Goals

    ELD 1 provides students with instruction in listening, speaking, reading, and writing.
Course content enables students to master beginning-level ELD standards. Students
develop basic interpersonal communication skills in this course as well as foundational
skills that promote the later development of academic language and literacy.

   By the end of ELD 1, students will be able to—

      communicate in everyday face-to-face situations, expressing a limited range of
       needs, wants, and intentions;

      understand teacher demonstrations and simple explanations and most language
       related to classroom procedures;

      interact with peers about familiar topics in highly structured situations, using
       words, phrases, and short sentences;


                                             1
      use basic decoding skills and knowledge of vocabulary to read familiar words,
       short sentences, and simple text with high levels of teacher guidance and support;

      write simple text, often using writing frames and relying on visual support.

3. Approved Instructional Materials

   CORE PROGRAM                    The following program is adopted for use in ELD 1:

                                     High Point Basics (Hampton-Brown)


   SUPPLEMENTAL                    Programs or materials approved for use in ELD 1 to
   MATERIALS                         address each standards domain include:

   Listening and speaking             To be determined for each domain


   Reading fluency: word
      analysis skills and
      vocabulary

   Reading comprehension


   Writing strategies and
      applications


   Writing conventions




                                            2
                    SECTION 2: STANDARDS AND ESSENTIAL TEACHING POINTS

By the end of this course—

In social situations, the student communicates in concrete, face-to-face situations, expressing a limited range of
needs, wants, and intentions. Sentences remain very short and often incomplete (e.g., Him happy. Go bathroom?)
Grammatical errors are common and often inhibit even simple communication. Vocabulary remains limited to
concrete language.

In the classroom, the student participates in concrete activities, following teacher demonstrations and explanations.
S/he understands most language related to classroom procedures and directions. S/he begins to interact with peers
in carefully structured classroom activities.

The student reads common familiar words and sentences with occasional teacher guidance.

The student organizes simple ideas, typically in response to highly-structured prompts, to produce words and very
simple sentences. Drawings, pictures, and other visuals often support writing.




                                                          3
LISTENING AND SPEAKING

                 Standards                                                         Essential Teaching Points

                                                         Structures                        Functions                 Vocabulary Domains


    Speak a few words, phrases, and short       Basic parts of speech (noun,      Communicative:                  Numbers 1 - 999
     sentences and be understood by others in      verb, adjective)                                                Places at school and
     everyday situations                         Regular plurals                   Asking for                       community
                                                 Subject and object pronouns        Permission/Making              Rooms in a home
                                                 Possessive adjectives              requests (may, could)          Numbers (1-100)
    Produce sentences using grammatical         Simple present tense (be,         Apologizing                     Clock time
     structures that have been taught              have, common regular            Asking and answering            Calendar (days, months,
                                                   verbs)                           questions                       weeks, seasons)
    Engage in classroom activities, asking      Present continuous tense          Greetings and introductions     Favorite activities
     and answering questions related to            (e.g., I am eating)             Giving personal information     Family members and pets
     classroom topics and using vocabulary       Basic questions (yes/no,          Identifying people and places   Location
     that has been taught                          either/or, WH)                  Describing people and places    Classroom objectives
                                                 There is/there are …              Expressing likes and dislikes   Food
    Demonstrate comprehension verbally and      Subject-verb agreement            Expressing basic needs          Money
     nonverbally of simple oral presentations    Prepositions of location          Giving and following            Holidays
     and classroom directions and instructions   Ability: can                       commands                       Body parts
                                                 Definite v. indefinite articles   Expressing feelings             Feelings
                                                   (the … a/an)                    Making excuses                  Shapes
    Prepare and deliver short oral              Negative sentences                Expressing social courtesies    Mathematical operations
     presentations (e.g., dialogues, poems,      Imperative                                                         (numbers and place value)
     etc.)                                                                         Academic:                       Adjectives (descriptive-
                                                                                                                    color, size, age, quantity)
                                                                                   Seeking information             Jobs
                                                                                   Informing                       Clothing
                                                                                   Identifying                     Transportation
                                                                                   Ordering or sequencing          Senses
                                                                                    information                    Common ailments (cold, flu)




                                                                    4
READING: WORD ANALYSIS, FLUENCY, AND VOCABULARY

                       Standards                                                    Essential Teaching Points

                                                                          Phonics                           Word Analysis

    Hear and say most common sounds and syllables of        Alphabet                              Common synonyms (big :large)
     English                                                 Letters and Sounds                    Common antonyms (big : small)
                                                             Initial and final consonants          Prefixes: un-, re-, pre-
    Recognize the parts of words, including common roots    Short vowels                          Grammatical Suffixes: plural –s, -es;
                                                             Long vowels                             possessive ’s, present participle -
     and simple affixes                                      Vowel digraphs                          ing
                                                             Consonant digraphs (ch, th, sh, wh)   Common obvious cognates
    Recognize common word relationships (e.g., hot :        Blends (bl, pl, cl, etc.)
     cold, up : down)                                        R-controlled vowels
                                                             Double consonants
    Read aloud familiar words and phrases presented in      Common sight words
     stories and in simple informational text                Verb suffix -ing
                                                             Words that rhyme
    Use an adapted English dictionary to find the meaning   Syllable boundaries
     of simple known vocabulary.

    Read aloud one’s own writing




                                                                5
READING: COMPREHENSION

                    Standards                                                    Essential Teaching Points

                                                      Recommended Reading Genres                         Reading Strategies


   Answer questions about simple text to show        Simple sequenced how-to instructions   Using visuals, headings, and titles to:
    comprehension                                     Language experience stories
                                                      Stories told through pictures and           Set purpose
   Tell who and what a story is about (character       simple captions                           Preview
                                                      Informational posters and signs             Predict
    and plot)                                         Environmental print                         Create questions
                                                      Advertisements                              Unlock meaning
   Identify the main idea and specific facts in      Simple poems and chants                     Check for understanding.
    familiar informational and everyday text.         Language pattern books
                                                      Big books                              Identifying sequence in text (e.g., the steps in
   Identify common text features, such as the        Labeled charts, diagrams, graphic        a recipe, events along a timeline)
    title, table of contents, and chapter headings.     organizers
                                                      Class schedules and menus              Making connections (to one’s own life or to
                                                      Word lists                              access prior knowledge)
                                                      Simple written dialogue (e.g.,
                                                        illustrations with speech bubbles)




                                                                6
READING: LITERARY RESPONSE AND ANALYSIS

                         Standards                                                       Essential Teaching Points

                                                                          Literary Genres                 Literary Analysis Skills


    Identify basic story elements.                               Chants                              Story elements: basic character traits,
    Read a simple selection aloud and identify the speaker       Poetry                                setting, plot
     or narrator.                                                 Songs                               Sequence of events in narrative (e.g.,
    Role-play a character from a familiar piece of               Picture-based short stories           the actions in a story)
                                                                  Skits                               Use of language: repetition of words
     literature by using phrases or simple sentences.                                                   that have the same ending sound
    Create pictures, lists, charts, and tables to identify the                                       Using graphic organizers to map
     sequence of events in simple literary texts.                                                       story elements
    Recite short forms of literature
    Recognize the sounds of language in literary text (e.g.,
     repetition of sounds or words, rhyme)




                                                                     7
WRITING STRATEGIES AND APPLICATIONS

                   Standards                                                  Essential Teaching Points

                                                               Writing Types                  Writing Skills and Strategies



     Record and organize information.              Personal information forms (school     Planning
                                                      forms, basic applications)
                                                                                           Brainstorming (Clustering, listing,
     Write words, phrases and simple sentences     Lists                                   webbing)
      with teacher guidance
                                                    Picture captions (e.g., story board)   Drafting
     Write brief narrative with support
                                                    Labeled drawings (e.g., flow chart)     Completing cloze sentences and cloze
     Use the writing process to produce simple                                               paragraphs
      writing to be shared with others              Simple charts and graphic organizers    Following a writing model
                                                      (e.g., family tree)                   Using knowledge of sentence patterns
                                                                                              to write simple complete sentences
     Write personal information needed to
      complete everyday tasks (e.g., enrolling in                                          Revision
      school, joining a club, etc.).
                                                                                            Revising for a specific point identified
                                                                                             by the teacher

                                                                                           Presentation

                                                                                            Presenting a simple written product in
                                                                                              a small group




                                                                8
WRITTEN CONVENTIONS

                   Standards                                                   Essential Teaching Points

                                                              Sentence-Level                                  Word-Level


   Edit one’s own writing for conventions that   Capitalizing the first word of sentences      Capitalizing proper nouns (countries,
    have been taught                                                                             cities, names, months, dates of week,
                                                  Using sentence punctuation: periods,           school)
   Spell familiar words and/or high frequency       question marks, and exclamation
                                                     points                                     Spelling common sight words.
    words correctly.
                                                  Using commas in a series                      Identifying nouns, verbs, and adjectives.

                                                  Identifying parts of speech (subject, verb,
                                                     object, and adjective) in sentences




                                                               9
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