ESOL North Cobb ESOL Course Descriptions - Page 8

interpretation . The students will read across the curriculum to develop academic and personal interests in different subjects . While the focus is persuasive writing in tenth grade literature , the student will also demonstrate competency in a variety of writing genres : narrative , expository , and technical . The student will engage in research , timed writings , and the writing process . Instruction in language conventions will occur within the context of reading , writing , and speaking , rather than in isolation . The students demonstrate an understanding of listening , speaking , and viewing skills for a variety of purposes .
Core ESOL classes such as this one are taught via one of two models : 1 .) In a sheltered class model , the class ( size limited to a maximum set by the state ) is composed solely of ELLs and taught by a teacher who holds the content area certification as well as the ESOL Endorsement or ESOL ( P-12 ) certification . 2 .) In a Push-in model – students receive content instruction from a teacher certified in that content area with a collaborating ESOL certified teacher who provides language assistance for ELLs in the class . The curriculum follows the GPS of the general education content course but integrates the WIDA Standards and differentiates instruction and tasks to accommodate second language learners .
A Composite Proficiency Level of 3 or higher with a strong proficiency score in Reading , is suggested for ELLs taking content area classes . English Language Learners ( ELLs ) are likely to experience success on the End-of-Course-Tests if they have an ACCESS for ELLS Composite Proficiency Level ( CPL ) of 4.3 – 4.8 combined with a strong Reading proficiency score .
Pre-Requisite : typically 9 th Lit / Comp and 10 th grade standing but exceptions are made
Terms Offered : Fall and Spring but it depends upon the needs of ELL population based on English Language Proficiency levels balanced with other criteria including individual student age , graduation needs , motivation , work habits , and minimum class sizes .
Grade Levels : 9 – 12 , but mostly 10th Units of Credit : 1.0
Quality Points : 0.5 Course #: 23.05100
Course Title : ESOL American Literature and Composition
Course Description : Third in the series of the common path to meet English graduation requirements , this course focuses on the study of American literature , writing modes and genres , and essential conventions for reading , writing , and speaking . The student develops an understanding of chronological context and the relevance of period structures in American literature . The students develop an understanding of the ways the period of literature affects its structure and how the chronology of a work affects its meaning . The students read a variety of informational and literary texts in all genres and modes of discourse . Reading across the curriculum develops students ’ academic and personal interests in different subjects . While expository writing is the focus in American literature , the students will also demonstrate competency in a variety of writing genres : narrative , persuasive , and technical . The student will engage in research , timed writing , and the writing process . Instruction in language conventions will occur within the context of reading , writing , and speaking . The students demonstrate an understanding of listening , speaking , and viewing skills for a variety of purposes .
Core ESOL classes such as this one are taught via one of two models : 1 .) In a sheltered class model , the class ( size limited to a maximum set by the state ) is composed solely of ELLs and taught by a teacher who holds
Georgia Department of Education Kathy Cox , State Superintendent of Schools August 26 , 2008 • Page 8 All Rights Reserved
interpretation. The students will read across the curriculum to develop academic and personal interests in different subjects. While the focus is persuasive writing in tenth grade literature, the student will also demonstrate competency in a variety of writing genres: narrative, expository, and technical. The student will engage in research, timed writings, and the writing process. Instruction in language conventions will occur within the context of reading, writing, and speaking, rather than in isolation. The students demonstrate an understanding of listening, speaking, and viewing skills for a variety of purposes. Core ESOL classes such as this one are taught via one of two models: 1.) In a sheltered class model, the class (size limited to a maximum set by the state) is composed solely of ELLs and taught by a teacher who holds the content area certification as well as the ESOL Endorsement or ESOL (P-12) certification. 2.) In a Push-in model – students receive content instruction from a teacher certified in that content area with a collaborating ESOL certified teacher who provides language assistance for ELLs in the class. The curriculum follows the GPS of the general education content course but integrates the WIDA Standards and differentiates instruction and tasks to accommodate second language learners. A Composite Proficiency Level of 3 or higher with a strong proficiency score in Reading, is suggested for ELLs taking content area classes. English Language Learners (ELLs) are likely to experience success on the End-of-Course-Tests if they have an ACCESS for ELLS Composite Proficiency Level (CPL) of 4.3 – 4.8 combined with a strong Reading proficiency score. Pre-Requisite: typically 9 th Lit/Comp and 10 th grade standing but exceptions are made Terms Offered: Fall and Spring but it depends upon the needs of ELL population based on English Language Proficiency levels balanced with other criteria including individual student age, graduation needs, motivation, work habits, and minimum class sizes. Grade Levels: 9 – 12, but mostly 10th Units of Credit: 1.0 Quality Points: 0.5 Course #: 23.05100 Course Title: ESOL American Literature and Composition Third in the series of the common path to meet English graduation requirements, this course focuses on the study of American literature, writing modes and genres, and essential conventions for reading, writing, and speaking. The student develops an understanding of chronological context and the relevance of period structures in American literature. The students develop an understanding of the ways the period of literature affects its structure and how the chronology of a work affects its meaning. The students read a variety of informational and literary texts in all genres and modes of discourse. Reading across the curriculum develops students’ academic and personal interests in different subjects. While expository writing is the focus W&6ƗFW&GW&RFR7GVFVG2v6FV7G&FR6WFV7f&WGbw&FpvV&W3'&FfRW'7V6fRBFV66FR7GVFVBvVvvR&W6V&6FVBw&FrBFPw&Fr&6W727G'V7FwVvR6fVF2v67W"vFFR6FWBb&VFrw&Fr@7VrFR7GVFVG2FV7G&FRVFW'7FFrbƗ7FVr7VrBfWvr62f"f&WGbW'6W26W'6RFW67&F㠤6&RU4676W27V62F2R&RFVvBfRbGvFV36VFW&VB672FVFR6706RƖ֗FVBFV6WB'FR7FFR266VB6VǒbT2BFVvB'FV6W"vG0vV&vFW'FVBbVGV6FशF67FFR7WW&FVFVBb660VwW7B#b#( "vR&vG2&W6W'fV