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English 9/10/11/12/ESOL
2021-2022
George Muentes
Room: A307
(941)575-5450
HYPERLINK "mailto:George.muentes@yourcharlotteschools.net" George.muentes@yourcharlotteschools.net
Course Description
1000410 Intensive Reading (Through ESOL) 9-12 1 credit
The purpose of ESOL courses is to provide instruction in the language arts skills of listening, speaking, reading, and writing to speakers of a language other than English. The content includes, but is not limited to, instruction and practice in the development of vocabulary, reading, and writing skills. Reading skills are learned through the study of literary works. Writing instruction includes analysis of sentence structure and practice in paragraph development.
1002380 Developmental Language Arts Through ESOL (MC) 1 credit
These one (1) credit courses are for ESOL students in grades 9-12 who have not yet received a passing score on the FSA Reading. These courses provide increased practice in speaking, listening, reading, and writing
Reading, writing, speaking, listening, and viewing competencies are integrated throughout students learning experiences.
Instruction and materials accommodate the individual needs of students, resulting in differentiated instruction based on reliable and valid assessment data.
Technology is available for students to support and enhance development of competencies in reading.
Wide independent-level reading practice is incorporated on a daily basis. Opportunities for practice with audio support are available. Teachers monitor students independent reading to ensure students are receiving successful practice. Students are held accountable for their independent reading through use of a reading log.
Given the relationship between reading fluency and reading comprehension, activities targeted at increasing both rate and accuracy will be included on a daily basis for those students showing deficiency in these areas. These activities might include: read-aloud, repeated reading, partner reading, readers theater, and timed readings. Additionally, fluency is monitored on a frequent basis, while keeping the focus of the monitoring on comprehension of the text being read through use of follow-up questions, as well as retell.
Course Prerequisites
Based on State mandate, all students in grade 9, 10, 11and 12 who have been identified and tested for ESOL services with a WIDA Screening test with a classification of LY or scored at Level 1 or Level 2 on FSA Reading in the previous year will be placed in ESOL courses. The intensity of this course is determined through assessment of individual students needs, as outlined in each districts ELL approved K-12 Learning Plan.
Course Objectives:
3.2. a. Organize learning around standards-based content and language learning objectives for students from diverse backgrounds and at varying English proficiency levels.
3.2.b. Develop ELLs listening skills for a variety of academic and social purposes.
3.2.c. Develop ELLs' speaking skills for a variety of academic and social purposes.
3.2.d. Provide standards-based instruction that builds upon ELLs oral English to support learning to read and write in English.
3.2.e. Provide standards-based reading instruction appropriate for ELLs from diverse backgrounds and at varying English proficiency levels.
3.2.f. Provide standards-based writing instruction appropriate for ELLs from diverse backgrounds and at varying English proficiency levels.
3.2. g. Develop ELLs writing through a range of activities, from sentence formation to expository writing.
3.2. h. Collaborate with stakeholders to advocate for ELLs equitable access to academic instruction (through traditional resources and instructional technology).
Students will also:
Learn to apply the eight Power Strategies
Content/Specialized Vocabulary
Text Features
Text Structures
Monitoring Understanding
Previewing Text
Activating Background Knowledge
Questioning
Noting, Organizing, and Retrieving Information
Use reading strategies to increase comprehension in the following FCAT tested areas.
Main idea and supporting details
Compare and Contrast
Vocabulary
Reference and Research
Course Outline
Major Concepts/Content
Major topics include argument, bias, supporting details, fact and opinion, inferences, main ideas, organizational patterns and relationships, purpose and tone, and vocabulary in context.
The content includes, but is not limited to, the following:
Locating or inferring the main idea
Critical thinking
Problem solving
Test taking skills
Integration of reading with student written responses to text
Instruction in high frequency vocabulary
Determining the meanings of words through vocabulary context clues
Finding specific details
Making or concluding appropriate inferences based on information given
Differentiating an authors tone and purpose based upon author work choice
Recognizing relationships and organizational patterns of ideas within sentences, and between sentences in single paragraphs and entire passages
Identifying statements of opinion or fact by author word choice
Discovering author bias from word choice or one sided viewpoints
Tracing the validity of arguments with relevant and adequate statements of support
for use; retrieve information to use for demonstrating learning and other writing purposes.
Course Outline
Each 9 week period will contain its own grade. This means that with a new 9 week grading period, everyone starts with a clean slate. This way, if a student does not earn the desired grade in one particular grading period, he or she can start fresh with the next marking without the prior grade affecting the new grading periods progress. Semester exams will be administered at the end of the 1st and 2nd semesters based on material from each of those semesters.
Texts
Savvas textbook 9, 10,11,12
Supplies
Writing utensils (highlighter, pen, #2 pencil)
Notebook paper/Binder
One set of headphones
One Pack 3x5 index cards (ruled)
Policies and Procedures
The tardy policy of Charlotte High School will be enforced, as well as all elements of the CCPS Code of Student Conduct. Electronic devices will not be permitted to be used in class unless given specific permission by the teacher. If it is determined that an electronic device is being used inappropriately, the device will be confiscated and turned in to the appropriate grade level dean.
Also, all tests and quizzes in this class will be kept in the students individual folder. The student can have access to that folder at any appropriate time, it will be used as study guides for end of the semester exams.
Grading.
1. The course will use the Charlotte County School District Standard Grading Scale:
90-100% A
80-89% B
70-79% C
60-69% D
0-59% F
2. The course is divided up into four (4) nine (9) Week Grading Periods.
3. Grades will be determined from a breakdown of the following criteria
Computer Software Grades
Whole Group Activities
Small group Activities
Small reading Group/English Group
Vocabulary, Test and Quizzes
Participation
Any unexcused late assignment will receive half the grade.
Late assignments are can be submitted within that week only.
4. Class Participation involves attendance and student investment in learning.
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