English as a Second Language
Spotswood High School English as a Second Language Course Syllabus
The English as a Second Language class is a student centered course designed to provide students an introduction to the target language and encourage the development of speaking, listening, reading, and writing skills. The purpose of this course is to support academic writing, by developing and refining the grammar and editing skills necessary to detect and remedy common ESL writing problems. While the focus will be on accuracy, this course will also include logical analysis of the components of a composition, and editing for improved clarity and effectiveness. The student will practice strategies for speaking clear and appropriate English in a variety of academic situations. Attention to fluency, pronunciation and intonation will also be emphasized. This course includes a wide range of fictional and nonfictional reading. Emphasis is on the analysis and evaluation of both form and content as well as on pre-reading strategies and vocabulary development. Study skills include note-taking, paraphrasing, and summarizing.
Upon exiting the ESL course, the Spotswood High School student will function at the Expanding level as dictated by WIDA in the domains of Listening, Speaking, Reading and Writing. The student at this level of English proficiency, will process, use, understand, and produce:
-specific and some technical language of the content areas
-a variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences, or paragraphs.
-oral or written language with minimal phonological, syntactic, or semantic errors that do not impede the overall meaning of the communication when presented with oral or written connected discourse with sensory graphic, or interactive support
Tests and Quizzes 50%
Most tests consist of multiple-choice questions. Some passages are from texts read and studied in class, but some passages are from new material that students analyze for the first time in order to apply their analytical skills and rhetorical knowledge. Some tests include definitions of terms used in class. Essays may also be counted as tests, due to their work-intensive nature. Most essays are first written as in-class essays and are graded as rough drafts. Rough drafts are self-edited and peer edited before students type final copies. Students must submit all drafts with final copies.
Quizzes are used primarily to check for reading and basic understanding of a text. Some quizzes are based on grammatical and mechanical concepts reviewed in class.
Alternative Assessments may consist of projects, presentations, open-ended assignments, and performance-based assignments. They can involve both individual and group work and are completed both in and out of class.
Class work 30%
Daily assignments consist of a variety of tasks. Some of these tasks involve individual steps leading to a larger product, such as plans, research, drafts, and edits for an essay. Other daily tasks consist of grammar reviews, vocabulary exercises, annotation of texts, and fluency writing.