Course Title: Beginning ELD Date
Adopted:
Department: English UC/CSU Requirement: No
Pre-requisite: None Fulfills CSF Requirements: No
Length of Course: Two semesters Fulfills H/S Graduation Credit as:
Semester units/credits: 5 Required _____ Elective XX
Grade level: 9-12
Course Description:
The English Language Development (ELD) class is not grade specific. This class is designed to meet the needs of
students by developing their English oral/listening, reading, and writing
skills. In Beginning English Language
Development (ELD), students will work towards meeting the Beginning (B) and
Early Intermediate (EI) language proficiency standards. These standards are part of the Listening and
Speaking, Reading Word Analysis, Reading Fluency and Systematic Vocabulary
Development,
Rationale: The
English Language Development (ELD) standards adopted by the State Board of
Education (July, 1999) are pathways or benchmarks towards meeting the
California English Language-Arts (ELA) Content Standards. They delineate the sequence of skills second
language learners must master as they move into the ELA curriculum. In addition, the new California English Language
Development Test (CELDT) which is to be used for initial identification, annual
assessment, and redesignation effective
1. Listening & Speaking
1.1 Begin to speak with a few words or
sentences, using some English phonemes and rudimentary English grammatical
forms (e.g., single words or phrases). B
1.2
Begin to be understood when speaking, but may have
some inconsistent use of standard English grammatical
forms and sounds (e.g., plurals, simple past tense, pronouns he/she).
EI
1.3 Demonstrate comprehension of oral presentations and instructions through non-verbal responses. B
1.4 Restate and execute multi-step oral directions. EI
1.5 Respond with simple words or phrases to questions about simple written texts. B
1.6 Restate in simple sentences the main idea of oral presentations of subject matter content. EI
1.7 Orally identify types of media by name (e.g., magazine, documentary film, news report). B
1.8 Ask and answer questions using simple sentences or phrases. B
1.9 Ask and answer questions using phrases or simple sentences. EI
2. Reading Word Analysis
2.1
Recognize and correctly pronounce most English
phonemes when reading aloud. B
2.2 Recognize common English morphemes in phrases and simple sentences. B
2.3 Produce most English phonemes comprehensibly, while orally reading their own writing, simple sentences or texts. EI
2.4 Use common English morphemes in oral and silent reading. EI
2.5 Recognize obvious cognates in phrases, simple sentences, literature, and content area texts (e.g., education, educacion, actualmente, actually). EI
3.
3.1
Read own writing of narrative and expository text
aloud with appropriate pacing, intonation, and expression. EI
3.2
Use connectors to appropriately sequence written
text (e.g., "first, then, after that, finally"). EI
3.3 Recognize simple idioms, analogies, figures of speech, and metaphors in literature and texts in content areas (e.g., "the last word"). EI
3.4 Recognize simple affixes (educate, education), prefixes (dislike), synonyms (big, large), and antonyms (hot, cold). B
3.5 Begin to use knowledge of simple affixes, prefixes, synonyms, and antonyms to interpret the meaning of unknown words. EI
3.6 Read aloud simple words presented in literature and content area texts; demonstrate comprehension by using one or two words or simple sentence responses. B
3.7 Read simple paragraphs and passages independently. EI
3.8 Recognize that words sometimes have multiple meanings and apply this knowledge to written texts. EI
3.9 Use an English dictionary to derive meaning of simple known vocabulary. B
3.10 Use a standard dictionary to find the meaning of unknown vocabulary. EI
3.11 Produce simple vocabulary (single words or short phrases) to communicate basic needs in social and academic settings (e.g., locations, greetings, classroom objects). B
3.12 Respond with appropriate short phrases or sentences in a variety of social and academic settings (e.g., answer simple questions). B
3.13 Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting some errors when speaking or reading aloud. EI
4. Reading Comprehension
4.1
Point out text features such as title, table of
contents, and chapter headings. B
4.2
Orally identify the features of simple excerpts of
public documents using key words or phrases.
EI
4.3 Use pictures, lists, charts, and tables to identify the vocabulary, syntax, and grammar used in public and workplace documents (e.g., speeches, debates, manuals, and contracts). B
4.4 Use simple sentences to orally identify the structure and format of workplace documents (e.g., format, graphics, and headers). EI
4.5 Understand and follow simple multi-step directions of classroom or work-related activities. B
4.6 After a group activity, present a brief oral report demonstrating three or four simple steps necessary to achieve a specific goal or product from a consumer or workplace document. EI
4.7 Identify and follow some multi-step directions for simple mechanical devices and basic forms. EI
4.8 Orally identify main ideas and some details of familiar literature and informational materials/public documents (e.g., newspaper, brochures, etc.) using key words or phrases. B
4.9 Read and orally respond t simple literary text and text in content areas by answering factual comprehension questions using simple sentences. EI
4.10 Recognize a few specific facts in familiar expository texts such as consumer, and workplace documents and content area texts. B
4.11 Read and orally identify a few specific facts in simple expository text such as consumer and workplace documents and content area text. EI
5. Writing
Strategies & Applications
5.1 Write a brief narrative using a few
simple sentences that include setting
and some details. B
5.2 Use simple sentences to follow an outline and
create a draft of a short
essay. EI
5.3 Use simple sentences to write responses to selected literature that exhibit
factual understanding of the text and connect the student's
own
experience to specific parts of the texts. EI
5.4 Use the writing process to write brief narratives and stories with a few
standard grammatical forms. B
5.5 From a given topic, use the writing process to write sentences and short
paragraphs
with supporting details. There may be
some inconsistent use
of standard grammatical forms. EI
5.6 Organize and record expository information on pictures, lists, charts, and
tables for
literature and content areas. B
5.7 Collect information and take notes on a
given topic from a variety of
sources. EI
6. Writing
Strategies & Applications
6.1
Complete a job application form by providing basic
information such as
name, address, and education. B
6.2
Complete simple informational documents related to
career development
EI
7.
Writing
Conventions
7.1
Revise writing for proper use of final
punctuation, capitals, and correct
spelling. B
7.2
Revise writing with teacher assistance to clarify
meaning and improve
conventions and organization.
EI
7.3
Edit own work and correct punctuation. B
7.4
Edit writing for basic conventions (e.g.
punctuation, capitalization, and spelling).
EI
7.5 Identify basic vocabulary, mechanics, and structures in a piece of writing. B
7.6 Use clauses, phrases, and mechanics with consistent variations in grammatical forms. EI
8.
Literary
Response & Analysis
8.1
Distinguish the characteristics of different forms
of dramatic literature using simple sentences, pictures, lists, charts, and
tables (e.g., comedy and tragedy). EI
8.2 Orally identify literary elements of theme, plot, setting, and character using simple sentences. EI
8.3 Orally respond to factual comprehension questions taken from two forms of literature (brief excerpts from a comedy and tragedy) using simple sentences. EI
8.4 Role-play a character from a familiar piece of literature using phrases or simple sentences. B
8.5 Briefly describe what a character is like by what he/she does in a familiar narration, dialogue, or drama, using simple sentences. EI
8.6 Use expanded vocabulary and some descriptive words for oral responses to familiar literature. EI
8.7 Recite simple poems. B
8.8 Orally identify the beginning, middle, and end of a simple literary text. B
8.9 Use pictures, lists, charts, and tables to identify the sequence of events from simple literary texts. B
8.10 Read and orally identify the main events of the plot using simple sentences. EI
8.11 Read and orally identify the speaker or narrator in a simple selection. B
8.12 Recognize the difference between first and third person using phrases or simple sentences. B