Developmental Language Arts Through ESOL (Reading)   (#1002381)

Version for Academic Year:

Course Standards

General Course Information and Notes

Version Description

The purpose of this course is to provide students who are native speakers of languages other than English instruction that enables students to accelerate the development of reading and writing skills and to strengthen these skills so they are able to successfully read, write, and comprehend grade level text independently. Instruction emphasizes reading comprehension and vocabulary through the use of a variety of literary and informational texts encompassing a broad range of text structures, genres, and levels of complexity. Texts used for instruction focus on a wide range of topics, including content-area information, in order to support students in meeting the knowledge demands of increasingly complex text.

Important Note: Reading and writing courses should not be used in place of English language arts courses; reading and writing courses are intended to be used to supplement further study in English language arts.

General Notes

English Language Arts is not a discrete set of skills, but a rich discipline with meaningful, significant content, the knowledge of which helps all students actively and fully participate in our society. Standards should not stand alone as a separate focus for instruction, but should be combined purposefully.

The content should include, but not be limited to, the following:

  • reading of varied texts for what they say explicitly, as well as the logical inferences that can be drawn
  • analyzing literature and informational texts from varied literary periods to examine:
    • key elements and universal themes of literature
    • text structures and/or features convey a purpose and/or meaning in texts
    • figurative language and rhetoric use
    • influence of history, culture, and setting on language
  • writing for varied purposes
    • arguing a position using supporting claims
    • writing expository texts to explain and analyze information from multiple sources
    • responding to literature for personal and analytical purposes
    • writing narratives using narrative techniques, varied transitions, and a clearly established point of view
    • writing to sources using text- based evidence and reasoning
  • conducting research to answer questions, drawing on multiple reliable and valid sources
  • creating and collaborating presentation with coherant ideas with peers, including considering feedback

 

Additional Notes: Students entering the upper grades who are not reading on grade level have a variety of reading intervention needs. No single program or strategy can be successful in remediating the needs of all students. The reading intervention course should require that students increase the amount and complexity of text they read independently throughout the school year, as these students do not have enough exposure to various text structures and academic vocabulary to develop skills necessary for college and career readiness.

It is necessary to implement a combination of research-based programs and strategies that have been proven successful in accelerating the development of reading skills in older readers. The instructional approaches should meet the needs of each student based on results of individual diagnostic assessments and progress monitoring.

Instruction should be explicit and systematic. It should provide direct explanations (modeling) and systematic practice opportunities (guided instruction), as well as carefully managed cumulative review to ensure mastery.

English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Language Arts. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/la.pdf

Version Requirements

Approximately one-third of the titles from the 9th-12th Grade(s) Sample Book List(s) should be used in instruction, with grade-appropriate texts selected based on student need.

Qualifications

As well as any certification requirements listed on the course description, the following qualifications may also be acceptable for the course:

Any World Language certification plus English Speakers of Other Languages (ESOL) Endorsement plus Reading Endorsement.

General Information

Course Number: 1002381
Abbreviated Title: DEV LANG ARTS ESOL-R
Number of Credits: Multiple credits
Course Length: Multiple (M) - Course length can vary
Course Attributes:
  • Class Size Core Required
Course Type: Elective Course
Course Level: 2
Course Status: Course Approved

Student Resources

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Parent Resources

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