English Language Development

• 9-12th grade
• 1 Elective Credit
• Prerequisite: English Language Proficiency Assessment (ELPA)

This class is intended for beginning students of English. It focuses on increasing students’ English skills in the areas of speaking, listening, reading, and writing to an early-advanced level. The thematic, integrated curriculum provides students with a balanced approach to learning English through authentic literature, informational texts, vocabulary development, and grammar instruction. The curriculum for ELD classes is based on the state’s English Language Proficiency Standards. Classes are organized by proficiency level as demonstrated on the ELPA screener conducted when a student enters PHS, so students are grouped according to their level of English skills. Class participation is essential in this class as we focus on developing students’ oral language ability before and while improving their literacy skills. Students will use oral English in various settings: to give instructions; to solicit information; to recite song lyrics; to present research; etc. Time is set aside in class to help students learn how to access online resources and to build technological skills.

ELD Content Addressed:

1. Use an emerging set of strategies to identify the main topic, and retell a few key details in oral communications and simple written texts.

2. Participate in short conversational and written exchanges on familiar topics and texts, presenting information and ideas and responding to simple questions and wh- questions.

3. Deliver short oral presentations about familiar texts, topics, experiences, or events.

4. Construct a claim about familiar topics and give a reason to support the claim.

5. Gather information from provided sources and record some data and information.

6. Identify the main argument and one reason an author or a speaker gives to support the argument.

7. Adapt language choices according to task and audience with emerging control, and begin to use frequently occurring general academic and content-specific words and phrases in conversations and discussions.

8. Determine the meaning of frequently occurring words, phrases and expressions in texts about familiar topics, experiences, or events, using context, visual aids, reference materials, and knowledge in their native language.

9. Recount a brief sequence of events in order, and introduce an informational topic, present one or two facts about it, and provide a concluding statement, with support (including sentences), using, with some commonly occurring linking words (e.g., next, because, &, also).

10. Use nouns, pronouns, verbs, prepositions, adjectives, adverbs, conjunctions, and prepositional phrases, and produce simple and compound sentences, with support (including visual aids and sentences).

• 9-12th grade
• 1 Elective Credit
• Prerequisite: English Language Proficiency Assessment (ELPA) Recommendation

This class is intended for intermediate-advanced students of English. It focuses on increasing students’ English skills in the areas of speaking, listening, reading, and writing to an advanced level. The thematic, integrated curriculum provides students with a balanced approach to learning English through authentic literature, informational texts, vocabulary development, and systematic skill and grammar instruction. The curriculum for ELD classes is based on the state’s English language proficiency standards. Students are grouped according to their level of English skills. Class participation is essential in this class as we focus on developing students’ oral language ability before and while improving their literacy skills. Students will use oral English in various settings: to give instructions; to solicit information; to recite song lyrics; to present research; etc.

ELD Content Addressed:

1. Use a wide range of strategies to determine central ideas or themes in oral presentations or written text, and explain how they are developed by supporting ideas or evidence, and summarize a text.

2. Participate in extended conversations, discussions, and written exchanges about a variety of topics, texts, and issues; build on the ideas of others and express his or her own clearly; posing and respond to relevant questions; add relevant and specific evidence; and summarizing and reflecting on the key ideas expressed.

3. Deliver oral presentations and compose written narratives or informational texts about a variety of texts, topics, and experiences, developed with relevant details, ideas, or information.

4. Construct a claim about a variety of topics: introduce the topic, provide compelling and logically ordered reasons or facts that effectively support the claim, and provide a concluding statement.

5. Gather information from multiple print and digital sources, using search terms effectively; and evaluate the credibility of each source; quote or paraphrase the data and conclusions of others, using charts, diagrams, or other graphics, as appropriate; and cite sources, using a standard format for citation.

6. Analyze and evaluate the argument and specific claims in texts or speech/presentations, determining whether the reasoning is sound and the evidence is relevant and sufficient to support the claims, and cite textual evidence to support the analysis.

7. Adapt language choices and style according to purpose, task, and audience, with ease; use a wide variety of complex general academic and content-specific academic words to express ideas precisely, and maintain an appropriate and consistent style and tone throughout an oral or written text.

8. Determine the meaning including the figurative and connotative meanings) of general academic and content-specific words and phrases, idiomatic expressions, and figurative language (e.g., metaphor, simile, personification) in texts about a variety of topics, experiences, or events, using context, reference materials.

9. Recount a complex sequence of events or steps in a process, with a beginning, middle, and an end, and introduce and effectively develop an informational topic with facts and details, and provide a concluding section or statement, using a wide variety of transitional words and phrases to show logical relationships between events and ideas.

10. Use intensive pronouns and verbs in the active and passive voices; place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers; and produce and expand simple, compound, and complex sentences.

• 9-12th grade
• 1 Elective Credit
• Prerequisite: English Language Proficiency Assessment (ELPA) Recommendation

ELD Support Center is a class period where the ELD students with the highest levels of academic or behavioral need can receive support to meet their educational goals. Grades are monitored on a daily basis and students are instructed in how to improve both specific and general academic skill as well as English language abilities.