freehold borough public schools esl/bilingual … · 2009. 11. 15. · 1. identification ofthe...

FREEHOLD BOROUGH PUBLIC SCHOOLS ESL/BILINGUAL CURRICULUM

GRADESK-8 COMMITTEE MEMBERSHIP

Darrell Jackson, FIS Principal, Chairman

Sharon Hennesey, Teacher, FLC

Rose Koerner, Teacher, PAE

Linda Maya, Teacher, FLC

Nancy Moran-Kiernan, Teacher, PAE

Luz Nieves, Teacher, FIS

Mayra Noesges, Teacher, PAE

Susan Richman, Teacher, FLC

FREEHOLD BOROUGH PUBLIC SCHOOLS ESL/BILINGUAL CURRICULUM GRADES K - 8

BOARD OF EDUCATION

Mrs. Lynn Coulson, President Mrs. Stella Mayes, Vice-President

Pete DeFonzo Theresa Hicks

Annette Jordan James Keelan

Ricardo Quinones, Jr. Ron Reich

Matthew Weismantel

ADMINISTRATORS

Dr. Janet Kalafat, Superintendent of Schools

Anthony Tonzini, Business Administrator

Mrs. Elizabeth O'Connell, Supervisor ofTechnology

Mr. James Cosulich, Director of Special Programs

Mr. Darrell A. Jackson, Principal, Freehold Intermediate School

Mrs. Marian Mazer, Principal, Park Avenue Elementary School

Mr. Dennis Levinson, Principal, Freehold Learning Center

I

FREEHOLD BOROUGH PUBLIC SCHOOLS ESL/llILINGUAL CURRICULUM GRADES K - 8

[ TABLE OF CONTENTS

SECTION PAGE NUMBER

1. Introduction

2. Program Rationale

3. Program Goal

4. Program Philosophy

5. ESUBilinguaI Program Description

6. Student Assessment

7. Idea Proficiency Test (lPT) Areas of Assessment and Designations

8. Kindergarten - Grade 3 ESL Curriculum

9. Grades 4 - 5 ESL Curriculum

10. Grades 6 - 8 ESL Curriculum

11. Beginner ESL Curriculum

12. Intermediate ESL Curriculum

13. Advanced ESL Curriculum

14. Appendix A - TESOL Standards

FRE}:HOLD BOROUGH PUBLIC SCHOOLS

ESL/81LINGUAL PROGRAM

Introduction

Contemporary education is issued the challenge of preparing all students for life in an expanding world, including those learners who enter school with a language other than English. These students may be immigrants, those seeking refuge from strife in their native countries, or nativeborn Americans. They may come to school with extensive formal education or they may be academically delayed or illiterate in the first language. Such students arrive at school with varying degrees of English proficiency. Some may not speak English at al1; others may speak English but need assistance in other communication skills.

Whatever the case, the Freehold Borough School District ESUBilingual Program seeks to provide the assistance needed for these students to meet National and New Jersey educational goals. The program provides Limited English Proficient students ful1 access to the learning environment, the curriculum, special services, and assessment in a meaningful way.

The purpose of the ESUBilingual curriculum is to provide a bridge to general education for students within the program. It is a means to an end: enabling the student to join the educational mainstream. In order to accomplish this challenge, the ESUBilingual curriculum must be companion to the regular education program. In addition, it must include peripheral subprograms and activities that supplement the curriculum by offering support to students and their families.

This curriculum provides a vision of effective education by:

• Including native-like levels of proficiency in English

• Including the respect for and sharing ofESL students' native cultures in the classroom

• Assuming the education of ESL students hy alt education personnel

• Cal1ing for first-rate services and full access to those services by al1 students

• Recognizing that knowledge of more than one language and culture is advantageous for al1 students

Program Rationale

The Freehold Borough ESLlBilingual Program is required by the New Jersey Department of Education and follows all regulations and procedures as outlined in applicable New Jersey Administrative Codes.

Program Goal

ESL Limited English Proficient (LEP) students will learn to speak, read, and write in English.

Bilingual Those students in the bilingual program will receive native-language instruction while receiving English language development.

Program Philosophy

The Freehold Borough ESL/Bilingual Program accelerates the acquisition of English through the use ofa thematic and topic-based ESL/Bilingual curriculum. The curriculum has been aligned to the New Jersey Core Curriculum Content Standards and the TESOL standards.

Themes are basic to learning language. Topic-related language and concepts are reinforced over a period of time to ensure their conceptualization and to provide an opportunity for students to increasingly be able to communicate their ideas on the topic. In this process, students develop all of the four language skills: listening, speaking, reading, and writing. Grade level topics from the major curriculum areas are reviewed and incorporated into the curriculum. The purpose is to help develop academic language skill and provide for explicit instruction in learning strategies for both content and language acquisition.

The ESL curriculum outlines the format in which teachers are to develop strategies to enhance language development and grasping of key concepts related to a particular area of the curriculum. As students gain control over the new material, it is vital that they understand how to transfer this knowledge and understanding to other areas of the curriculum and to life in general.

Teachers are encouraged to use cooperative learning strategies to give students opportunities to work in groups to share wi1M-they know, learn new information and skills, and develop healthy social skills. At the same time, the multi-level nature of the ESL classroom strongly suggests that teachers differentiate instruction in a manner that acknowledges students' differences in English language and content attainment.

ESL/Bilingual Program Description

Applicable New Jersey administrative codes provide that all identified students oflimited English proficiency be enrolled in an ESL program. In addition, the codes mandate a district's student population may warrant providing Bilingual education. Freehold Borough School District falls within the mandate of those codes and therefore provides ESL instruction for some students and ESUBilingual for others as required by law. The ESUBilingual program will consist of the following component parts: t

=:) Assessment

=:) Curriculum and Instruction

=:) Proposed Parent Education Component

The Freehold Borough ESL Program is a developmental second language program which teaches aural comprehension, speaking, reading, and writing in English using second language teaching techniques, and incorporates the cultural aspects of the students' experiences in their ESL instruction. ESL instruction will be provided to students whose test scores fall below proficiency levels. Those identified as Port ofEntry (nonEnglish speakers) will receive ESL instruction two periods each day. All others will receive one period ofESL instruction. The present curriculum is aligned to the ESL standards and the New Jersey State Core Curriculum Content Standards.

Bilingual education for qualified students will be received by way of the Bilingual Part-Time Component, which is a program in which students are assigned to mainstream English program ~Iasses, but are scheduled daily for their developmental reading and mathematics instruction with a certified bilingual teacher. Each student's schedule will include up to two periods of Bilingual instruction as determined by assessed need.

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I Cenain aspects of parental involvement are required by the codes. However, the component suggested by this program exceeds what is required by law and seeks to accelerate English language growth in LEP households. Similarly, an after care program seeks to accclerale English language communication skills in LEP sludents. The Adull ESL and Ihe After Care components are suggested peripherals to the ESUBilingual curriculum and arc not funded or managed by Ihe Freehold Borough School Districl.

Student Assessment

Student assessment in the ESUBilingual program serves three main purposes:

I. to determine initial placement in the program 2. to assess student progress 3. to determine readiness for exiting the program

Program Entry and Exit

All new students registering in the district whose native language is other than English must be assessed for appropriate placement in either the General or ESUBilingual Program. Freehold Borough Schools will use multiple indicators, as specified in code [NJ.A.C. 6A:15-1.3(c) and 6A: 15-1.IO(b)] to determine which students need English as a Second Language (ESL) and/or bilingual program support and which students can function independently in a monolingual English classroom. These indicators will be used for both identification of LEP students and for determining readiness to exit from ESU bilingual or ELS program services. As recommended by the New Jersey Department ofEducation (NJDOE), the following procedure will be followed:

1. Identification of the student's first language and the family's use of the language from parental or guardian input on the Home Language Survey that is completed during registration;

2. English language proficiency assessment by means ofa New Jersey Department ofEducation-approved test in English to detennine appropriate placement based on NJDOE-established norms (fall and spring) for each grade.

3. After a student has been identified as LEP, the parents or guardians are notified of the results and requested to sign a fonn letter indicating whether they wish their child to receive services from the Bilingual Program or the General Program.

Based on the above criteria. initial placement ofa student in the ESUBilingual Program will be detennined through administration of the Idea Proficiency Test (IPT, Ballard and Tighe Publishers). The ESUBilingual teacher will use test results as they relate to IPT designations to determine program placement.

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Language Proficiency Test Standards for Determining Limited English Proficiency Idea Proficiency Test (IPT) Ballard and Tighe Publishers

Use these WI designations to detennine program placement.

LPI (RW/O) CATEGORY DESCRIPTION

1/2 1/3

LEPa low-level Rand W skms mid-level (limited) Land S ski1ls

1/4 1/5

LEPb low-level Rand W skiHs high-level (proficient) Land S skills

2/2 2/3

LEPc mid-level Rand W skiJIs mid-level (limited) Land S skills

2/4 2/5

LEPd mid-level Rand W skiJIs high-level (proficient) Land S skills

3/2 3/3

LEPe high-level Rand W skills mid-level (limited) Land S skills

3/4 FEP high-level Rand W skills high-level (proficient) Land S skills

=m..

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FREEHOLD BOP--\:iH PUBLIC SCHOOLS ~ ESUI3ILlNL AL PROGRAM

F.nJili~h LanJll!age Prolici,enC]' Levels: F-SL Le,'ds·1

BEGINNER' Al this level, students have limited or no understanding of English, They rarely use English for communicntion. They respond non-verbally

to simple commands, statements, and questions. As their oral comprehension increases, they begin to imitate the verhalization ofolhers by using single words or simple phrases, and begin to use English spontaneously.

These learners constnJct meaning {i'om text primarily through non-print features (e.g., illustrations, graphs, maps, tables). They gradually constnlct more meaning from the words themselves, hut the constmction is ollen incomplete. They are able to generate simple texts that renect their knowledge level of syntax. These texts may include a significant amount ofunconventional features, such as invented spelling, some grammatical in:lccuracies, pictorinl representations, surlace features and rhetorical patterns of the native language (i.e., ways of expressing text from native culture and language). INTERMEDIATE

Students understand morc complex speech, but still may require some repetition. They acquire Cl vocabulary of stock words and phrases covering many daily situntions. They use English spontaneously, hur. mRy have difTIculty expressing all their thought due to a restricted vocabulary nnd a limited command of language structure. Students at this level srenk in Rimple sentences, which nre comprehensible :lnd appropriate, hut whir:h are frequently marked by grammatical errors. They may have some trouble comrrehending and producing complex stmclures and academic language.

Proficiency in reading may vary considernbly depending upon the learner's familiarity and prior experienee with themes~ concepts, genre~

characters, and so on. They are most successful constmcting meaning from texts for which they have background knowledge upon which to build. They IJre able to generate more complex texts, a wider variety of texts, and more texts than beginners. TexIs still have considerable numbers of nnr.nnventiona.1 features. ADVANCED

Students' language skills are adequate for most day-to-day communication needs. Occasional structural and lexical errors occur. Students may have difficulty understanding and using some idioms, figures of speech, and words with multiple meanings. They communicate in English in new or unfamiliar settings, but have occasional difficulty with complex. stntctures and abstract academic concept.s,

Students at this level may rel1d with considerable fluency and are able to locate and identify the specific f.'lctS within the text. However, they may not understond texts in which the concepts are presented in an out of context manner, the sentence structure is complex, or the vocabulary is abstract. They can read independently, but may have occasional comprehension problems. They produce texts independently for personal and academic purposes. Stmctures, vocnbulary, and overall organization i1-l appropriate and comparable to native speakers ofEnglis.h:,l-Towever, errors may 'persist in one or more of these domains.

:trrS1!...!2Il'.'.!~!;lr~.n~I'yrc.;:~:J.~Stnd.~!l!~. Tcachers of English to Speakcrs or 01 her Languages, lnc., 1997. 7

r') ("\ ( " r r r Standard

Any student that places below the FEP (Full-English Proficient) category and has at least one other indicator M perN.1.A.C. 6A1S-l.3 (c) is limited English proficient. Other indicators include the following:

~ Reading level ~ Previous academic performance ~ Achievement on standardized tests in English; and ~ Teacher judgment.

Assessment of Progress

District policy provides that all students should be assessed regularly in courses ofstudy to determine academic progress. The requirement is in addition to the state-required English language proficiency assessment each fall and spring for each grade. Test results should lead to prescriptions to c:orred identified weakness. This especially applies to LEP students given that their purpose in the program is to gain the speaking, reading. and writing skills needed for program exit.

Role of the Regular Edutation Teather

~ Communicate with the ESlJBilingual teacher in planning for instmction ofcommon ESL students; ~ Provide a curriculum map for ESlJBilingual teacher early in school year to facilitate panllelleaming; ~ Demonstrate proficiency in English commensunte with the role of language model; ~ Include the ESL student in all classroom activities; ~ Express interest, and seek an understanding ofthe native culture of students; ~ Provide experiences that encounge learning and assist the student in developing confidence; ~ Maintain lines ofcommunication with parents/guardians; ~ Speak to and acknowledge the presence ofLEP students.

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FREEHOLD BOROUGH PUBLIC SCHOOLS ESLIBILlNGUAL PROGRAM

nole of the bilinJ!nnl tencller;,

apply current research findings regarding the ellllcation of students from diverse cultural and linguistic backgrounds; develop language proficiency in the language of the students enrolled in the program and in English; 'have knowledge of techniques, strategies, and materials that aid teaching in two languages; structure the use of two languages to systematically make the transition ii'om the native language to the general program; select activities and materials for classroom lise, which indicate an understanding ofthe developmental level of the students; provide experiences that encourage positive student self-concept; and promote and understand the supportive role and responsibilities of parents/guardians and explain the bilingual program to them.

The goal of the ESL instruction is to provide developmental English language instruction, inclucting academic language skills and learning strategies, in order to prepare students to function successfully in the general program.

R,ole of the ESL teacher:

communicate with other teachers in planning for the teaching ofESL to students in the bilingual program; demonstrate awareness of current trends in ESL and bilingual edllcal ion; demonstrate proficiency in English commensurate with the role ofa language model; use English as the principal medium of instruction in the areas of pronunciation, listening comprehension, speaking, structure, reading, and writing; select activities and materials for ESL use that indicate an understanding oCthe language proficiency level of the students; express interest, and have an understanding for the native culture of the students, provide experiences that encourage positive student self-concept; and promote and understand the supportive role and responsibilities of parents/guardians and explain ESL as an integral part of the bilingual program to them. _...

5

-.... r" FREEHOLD BORG~ IN PUBLIC SCHOOLS ESUBlLlNGUAL PROGRAM

UMITEO ENGUSII PROFICIENT STIII)ENTS GENERAL J\fOm....CATIONS ,,'011 INSTIUICTrON,\J, ACTIVITIES

The following is a lis' ofsugges'ed modifica'ions. which can be implel11enled 10 suillhe needs ofa limiled English proticienl sludenl in Ihe llIainslrcnlll class. ARer con5u/lalion wi' II 'he OIlIESt leacher and idenlifica'ion oflhe chilli's proficiency level, Ihe c1n5SI'OOlllleacher can choose Ihllllppropliale s'raleBies

Teachers should:

lIee;"ni", ESI~ S.udrnts: .. Allow slllden's '0 i1Juslrll'e Inswers or YoclIbu/ary words. .. Allow sludenls 10 'ranslale vocabulary ;n'o nalive languise end use lIalive languige dicrionary. .. Speak slowly. .. Use geslures, flcilll ellpressions Ind visllals. .. Ask yeyno ques'ioll5. .. Model - lise concre'e delllonsiralioll of abslrlcl conceplS. .. Use manipulalives and props IS much IS possible. .. Assign a nalive Illngullge partner/peer 1\llor. .. Use silldy guides. .. Monilor use of I1Olebooks.

pec;"n;"&. and 1"'emJtd;I'e 1;51,5...den's: .. Simplify language. .. Use graphic organizers. .. Avoid idioms. .. Use CoolJeralive learnillg groups. .. Set up peer Moring pairs. ~ Use videos 10 reinforce COlllelll. .. Use compuler programs. ~ Ilighligh' key words. .. Allow for repdi'ion of mlllena' in verious modes (oral, wrillell, visual, Ind song). ~ Allow verbel response vs. wrillcn. .. Use manipuillives, picillres and concrele objecls. .. ..

Encourage verbal eXI,ression. Divide inlo smlll grollp work '0 encourage class l'lrlicipllion.

_...

~ lJuild blckground knowledge prior 10 lesson, shldenls may nol he awate of cullurlllly specific evenls or objccis. ~ Tlpe record lessons &. fellf readings. ~ Use sludenf 15 • resource whenever possible.

AdY,,"(rd~h.SlJ!.!Imb: ~ Scole wriling holiSlicllly (conlcnl of Ideu ralher Ihan gUlIumalically). ~ Usc coopernliYe lellrning groups. .. Set lip Ilr.er IlIloling pairs. ~ IIi8hlighi key words. ~ Encournge closs pnl1icipllion; OIlIke cllSS sire for sludenllo Illake miSlikes. ~ Define It use in coniext aline\\' vocnlnl13l'y. ~ Use grlphic orglnizers. ~ Modify and surpo't .n writins .ssisnments. .. nnild background knowledge through class discussions especially if lIIalerial is cullurilly speciric 10 U.S. ~ Use sindentll I resource whenever possihle.

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FREEHOLD BOROUGH PUBLIC SCHOOLS ESLIBILINGUAL CURRICULUM

Beginner {Speaking

Goal I: To use English to communicate in social settings Standard I: Students will use English to participate in social interactions

Objective State Standard Rrferences - ..

Technology A. Use listening, wntmg. reading, and vlewmg 3.1

to assist with speaking Scott Foresman ~anguage enrichment-Conter Software-Accelerating English I. Me, Myself& I Language Learning 2. Home. Sweet. Home

B. Adjust ,oral communications for different purposes and audiences

C. Use coral communication to influence the . behavior ofothers

D. Modify oral communication in response of others

E. Talk with others to identify, explore, and solve problems

F. Use the conventions of spoken English, such as grammar and appropriate forms ofaddress

G. Use clear, concise, organized language in speaking situations -"

H. Conduct an informational interview

FREEHOLD BOROUGH PUBLIC SCHOOLS ESLlBILlNGUAL CURRICULUM

Beginner/Speaking

Goal I: To use English to communicate in social settings Standard 1: Students will use English to participate in social interactions

Objec:tive Stllte Stllndllrd Referenc:" Tec:hnology

I. Speak before a group to express thoughts and ideas, covey an opinion, present information,

and tell a story

J. Receive and use constructive feedback to improve speaking ability

K. Use visual aids and nonverbal behaviOR to support spoken messages

L. Recognize when audiences do not understand the message, and make appropriate adjustments

M. Participate in discussion by alternating the Roles ofspeaker and listener

N. Demonstrate interview skills in real-life Situations, such as college admissions or Employment

3.1 Sc:ott Foresmlln Ac:c:elerating English Lllngullge Lellming

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FREEHOLD BOROUGH PUBLIC SCHOOLS ESUBILINGUAL CURRICULUM

BeginnerlListening

Goal t: To use English to communicate in social settings Standard t: Students will use English to participate in social

Objective State Standlnl References Techn~logy

A. Listen for a variety of purposes, such as enjoyment and obtaining information

B. Demonstrates comprehension of, and appropriate listener response to, ideas in a persuasive speech, an oral interpretation ofa literary selection, interviews, in a variety ofreal-life situations, and educational and scientific presentations

C. Develop listening strategies, such as asking relevant questions, taking notes, and making predictions, to understand what is heard

D. Listen attentively and critically to a variety ofspeaken

E. Follow oral directions

3.2 Scott Foresman Accelerating English Language Learning

~ ....


BeginnerlWriting

Goal t: To use English to communicate in social settings Standard t: Students will use English to participate in social interaction

Objective State Standard References Technology

A. Use speaking, listening, reading, and viewing to assist with writing

B. Write for a variety of purposes, such as to persuade, enjoy, entertain, learn, inform, record, respond to reading, and solve problems

C. Understand that written communication can affect the behavior ofothers

D. Write for real audiences and purposes, such as job applications, business letters, college applications, and memoranda


_... ....

FREEHOLD BOROUGH PUBLIC SCHOOLS ESllBlLINGUAL CURRICULUM

BeginnerlReading

Goal J: To use English to communicate in social settings Standard J: Students will use English to participate in social interactions

Obje<:tive State Standard Reference' Technology

A. Use speaking, listening, reading, and viewing To assist with reading

B. Use reading for different purposes, such as Enjoyment, learning and problem-solving

3.4

Scott Foresman Accelerating English Language Learning

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BeginnerNiewing



A. Use s peaking. listening, writing, and readina To assist with viewing

B. Demonstrate the ability to gain information From a variety of media


.

Rainbow- World of Hats, House I Live in

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FREEIIOLD nOROUGH punuc SCHOOLS ESLIBILINGUAL CURRICULUM

Begi nner/Speaking

Goal 1: To use English to communicate in social settings Standard 2: Students will interact in, through and with spoken English for personal expression and enjoyment

Objective State Standard Referrnces Technology

A. Modify oral communication in response to the reactions of others

B. Participate in discussion by alternating the roles of speaker and listener

C. Speak before a group to express thoughts and idea~ convey an opinion, present information, and tell a story

D. Tell, retell, summarize, and paraphrase ideas

E. Use clear, concise, organized language in Speaking situations

F. Speak before a group to defend an opinion and present an oral interpretation

G. Present an extemporaneous speech


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FREEHOLD BOROUGH PUBLIC SCHOOLS ESLl81L1NGUAL CURRICULUM

BeginnerlListening

Goal I: To use English to communicate in social settings Standard 2: Students wilt interact in, through and with spoken English for personal expression and enjoyment

Refer("nces TechnologyStRte StRndRrd Objective

A. Use speaking, writing, reading, and viewing 3.2 Get Ready for School Charlie Brown to assist with listening

Scott Foresman Acceleratin~ En~lishB. Listen for a variety of purposes, such as

enjoyment and obtaining information LRn~IIR~e Learnin~

c. Follow oral directions

D. Evaluate media techniques and messages

_... ....


Beginner/Writing

Goal I: To use English to communicate in social settings Standard 2: Students will interact in, through and with spoken English for personal expression and enjoyment


A. Write from experience, thoughts, and Feelings

B. Use writing to extend experience

C. Write for a variety of purposes, such as to persuade, enjoy, entertain, learn, inform, record, respond to reading, and solve problems

D. Publish writing in a variety of formats

3.3


Baily's Book House

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Beginner/Reading


Objective

A. Listen and respond to whole text

B. Use reading for different purposes, such as enjoyment, learning, and problem-solving

C. Read independently a variety of literature written by authors ofdifferent cultures, ethnicities, genders, and ages

D. Read with comprehension

E. Begin to identify common aspects of human existence

F. Understand that our literary heritage is marked by distinct literary movements and is part of a global literary tradition

ReferencesState Standard Technolo~


3-4

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Beginner/Viewing

Goal I: To use English to communicate in social settings Standard 2: Students will interact in. through and with spoken English for personal expression and enjoyment

Reference!Objective I State Standard Technology

A. Demonstrate the ability to gain information I 3.5 from a variety of media Language enrichment-Conter Soflware

Scott Foresman I. World of Numbers Accelerating English

fonns and how these contribute to B. Articulate awareness ofdifferent media

Language Learning communication

C. Recognize and use pictorial information that supplements text

D. Use symbols, drawings, and illustrations to represent information that supports and/or enhances their writing

E. Recognize and respond to visual messages Ofhumor, irony, and metaphor

F. Articulate the connection between visual and Vemal message

G. Compare and contrast media sources, such as _...Book and film versions ofa story

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Beginner/Speaking

Goal I: To use English to communicate in social settings Standard 3: Students will use learning strategies to extend their communicative competence

TechnologyObjective ReferencesState Standard

Scott Foresman to assist with speaking

3. )A. Use listening, writing, reading and viewing Accelerating English Language Learning

B. Modify oral communication in response to the reactions ofothers

C. Participate in coJlaborative speaking activities, such as choral reading, plays, and reciting poems

D. Participate in discussion by alternating the Role of the speaker and listener


F. Speak before a group to express thoughts and ideas, convey an opinion, present information, _... and/or tell a story

G. Use visual aids and nonverbal behaviors to support spoken messages

H. Read aloud with meaning

r'"\ 1'\ r-""


BeginnerlListening

Goal 1: To use English to communicate in social settings Standard 3: Students will use learning strategies to extend their communicative competence


A. Use speaking, writing, reading and viewing I 3.2 to assist with listening

B. Listen for a variety of purposes, such as enjoyment and obtaining information

Scott Foresman Acceleratin~ En~lish

Language Learning

Get Ready for School Charlie Brown

C. Interpret meaning through sounds, such as how speaking style reveals character in an oral interpretation

D. Listen attentively and critically to a variety of speakers

E. Develop listening strategies, such as asking Relevant questions, taking notes, and making Predictions, to understand what is heard

F. Give appropriate feedback to a variety of Speakers

G. Evaluate media techniques and messages --...~.

~ r-, 1--

FREEHOLD BOROUGH PUBLIC SCHOOLS ESUBILINGUA L CURRICULUM

BeginnerlWriting



A. Use speaking, writing, reading and viewing to assist with writing

B. Use a variety of strategies and activities, such As brainstorming, listening, discussion, drawing, role playing, note-taking and journal writing, for finding and developing ideas about which to write

C. Use figurative language, such as simile, metaphor, and analogies, to expand meaning

D. Revise content, organization and other aspects of writing, using self, peer, and teacher collaborative feedback (the shared responses ofothers)

E. Publish writing in a variety offormats

F. Develop a portfolio or collection of writings

3.3

Scott Fort>sman Acceleratin~ F:n~lish

Lan~ua~e Learning

Baily's Book House

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FREEUOLD BOROUGH PUBLIC SCHOOLS ESUBILlNGIJAL CURRICULUM

Beginner/Reading


Objective

A. Use list~ning, speaking, writing, and viewing to assist with reading

B. Expand vocabulary using appropriate !lItrate~ies and techniques, !lIuch as word analy!llis and conted clue!

C. Understand the effect of literary device!, such as alliteration and figurative language, on the readers' emotion!ll and interpretation

TechnologyReferencesState Standard

3.4 Creative Ideas Tighe & Ballard

Scott Foresman ESL

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o o o FREEHOLD BOROUGH PUBLIC SCHOOLS

ESUBILINGUAL CURRICULUM BeginnerNiewing


Objective I State Standard A.-Use speakmg~ listening, writing,-and-reading

to assist with viewing

References Technology

B. Demonstrate the ability to gain information from a variety of media

C. Recognize and respond to visual messages of humor, irony. and metaphor


D. Articulate the connection between visual and verbal message

E. Use simple charts, graphs, and diagrams to report data

F. Take notes on visual information from films, presentations, observations. and other visual media, and report that information through speaking, writing, or original visual representations

G. Evaluate media for credibility - ..~

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Beginner/Speaking

Goal 2: To use English to achieve academically in all content areas Standard I: Students will use English to interact in the classroom


A. Participate in discussion by alternating the roles of speaker and listener

3.1 Creative Ideas Tighe & Ballard

B. Talk with othen to identify, explore, and solve problems

Scott Foresman ESL

c. Speak before a group to e:lpress thought! and ideas, convey an opinion, present information, and/or tell a story

D. Give directions and/or instructions

E. Adjust oral communications for different audiences

F. Tell, retell, summarize, and paraphrase idea

G. Use clear, concise, organized language in speaking situations

_..


Beginner/Speaking

Goal 2: To use English to achieve academically in all content areas Standard]: Students will use English to interact in the classroom

Objective State Standard References Tech.

H. Recognize when audiences do not Understand the message, and make appropriate Adjustments

. _.

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FREEIIOLD BOROUGH PUBLIC SCHOOLS ESL/BILINGUA L CURRICULUM

BeginnerlListening

Goal 2: To use English to achieve academically in all content areas Standard 1: Students will use English to interact in the classroom


A. Use speaking, writing, reading, and viewing to assist with listening


C. Develop listening strategies, such as asking relevant questions, taking notes, and making notes, and making predictions, to understand what is heard

D. Follow oral directions

E. Demonstrate comprehension of, and appropriate listener response (e.g., listening attentively) to, an oral report, discussion, And lor interview

F. Listen attentively and critically to a variety of Speakers

G. Give appropriate feedback to a variety of speakers

3.2

Scott Foresman Accelerating En~lish

Langua~e Learning

Conter Softwear- Time Shop

,

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I

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BeginnerlWriting



A.

B.

Write from experiences, thoughts, and feelings

Use writing to extend experience


C. Write for a variety of purposes, such as to persuade, enjoy, entertain, learn, inform, record, respond to reading, and solve problems

D. Write on self-selected topics in a variety of literary forms

E. Write collaboratively and independently

F. Use a variety of purposes, such as to persuade, enjoy, entertain, learn, inform, record, respond to reading, and solve problems

G. Revise content, organization and other aspects ofwriting, using self, peer, and teacher collaborative feedback (the shared response of others)

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FREEHOLD BOROUGH PUBLIC SCHOOLS ESUOIUNGUAL CURRICULUM

BeginnerlReading


TechnologyState Standard ReferencesObjective

Reader Rabbit - 1,2 to assist with reading

A. Use listening, speaking. writing, and viewing 3.4


B. Read with comprehension

C. Demonstrate comprehension through retelling or summarizing ideas and following written directions

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BeginnerlViewing



A. Use speaking, listening, writing, and reading to assist with viewing

8. Use symbols, drawings, and illustrations to represent information that support and/or enhances their writing

C. Take notes on visual information from films Presentations, observations, and other visual Media, and report that information through speaking, writing, or the student's own visual representations

D. Choose and use multiple forms of media to convey what has been learned

3.5


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FREEHOLD BOROUGH PUBLIC SCHOOl,S ESLIBILINGUAL CURRICULUM

Beginner/Speaking

Goal 2: To use English to achieve academically in all content areas Standard 2: Students will use English to obtain, process, construct, and provide subject matter infl rmation in s oken and written form

Objedive IState Standard I References

A. Use listening, writing, and reading and Viewing to assist with speaking

B. Adjust oral communications for different Purposes and audiences

C. Use oral communication to influence the Behavior of others

D. Modify oral communications I response to the reactions ofothers

E. Talk with 0 thers to identify, explore, and solve problems

F. Speak before a group to express thoughts and Ideas, convey an opinion, represent information, and tell a story

G. Tell, retell, summarize and paraphrase ideas

3.1

Scott Foresman Acceleratin~ En~lish

Lan~uJl~e Learning

Technology

Learning English - Neighborhood Life

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Goal 2: To use English to achieve academically in all content areas --_. _. __ _ ___ ._ _______••~. ___ • _________, 1'- _ • - - -, - - -- -- - -., and provide subject matterinfarmation in spoken and written form

Objective References TechnologyState Standard

H. Use visual aids and nonverbal behaviors To support spoken messages

3.1 Scott Foresman I. Use clear, concise, organized language in Accelerating English

Concise language in speaking situations Language Learning

1. Prepare for and participate in structured Debates and panel discussions

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BeginnerlListening

Goal 2: To use English to achieve academically in all content areas Standard 2: Students will use English to obtain, process, construct, and provide subject matter information in spoken and written form

Objedive State Standard References Technology


B. Listen for a variety ofpurposes such as Enjoyment and obtaining information

C. Listen attentively and critically to a variety of speakers

D. Develop listening strategies, such as asking relevant questions, taking notes and making predictions, to understand what is heard

E. Demonstrate comprehension of, and appropriate listener response (e.g., listening attentively) to. an oral report, discussion, and interview


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FREElIOLD DOROUGII PUBLIC SCHOOLS ESUBILINGUAL CURRICULUM

BeginnerlWriting

Goal 2: To use English to achieve academically in all content areas Standard 2: Students will use English to obtain, process, construct, and provide subject matter info,rmation in spoken and written form

Objective IState Standard I References I Technology

A. Write from experiences, thoughts, and feeling~

B. Use writing to extend experiences

C. Write for a variety of purposes, such as to Persuade enjoy, entertain, learn, inform, record, Respond to reading, and solve problems

D. Write collaboratively and independently

E. Use a variety of strategies and activities, such As role playing, note taking, and journal writing, For finding and developing ideas about which to Write.

E. Write to synthesize infonnation from multipl€ Sources

F. Understand that written communication can Affect the behavior ofothers.

3.3


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BegginnerlReading

Goal 2: To use English to achieve academically in all content areas Standard 2: Students will use English to obtain, process, construct and provide subject matter information in spoken form


A. Distinguish penonal opinions and points of view from those of the author, and distinguish fad from opinion

3.4 Creative Ideas Tighe & BallArd

B. Read more than one work from a single author

c. Analyze text-using patterns of organization such IS cluse and effect, comparison, Ind contrlst

D. Use listening, spelking, writing Ind viewing to assist with reading

E. Reid literally, inferentially, and critiully

F. Reid with comprehension

G. Understand the role of chlracters, setting, And events in I given literary work - .....

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Beginner/Reading


TechnologyI Objective State Standard References I ;

H. Demonstrate comprehension through retelling or summarizing ideas and following written directions

I. Identify elements of a story, luch as charaden, setting, and sequence ofevents

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BeginnerNiewing

Goal 2: To use English to achieve academically in all content areas Standard 2: Students will use English to obtain, process, construct, and provide subject matter information in spoken and written form.


A. Use symbols, drawings, and illustrations to Represent information that supports and/or Enhances the student's writing

B. Use simple charts, graphs, and diagrams to Report data.

C. Distinguish between factual and fictional Representations.

D. Articulate the connection between visual and verbal messages.

E. Compare and contrast media sources, such as book and film versions ofa story.


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Goal 2: To use English to achieve academically in all content areas Standard 3: Students win use appropriate leamin~ strategies to construct and apply academic knowledge

Obj«tive I State Standard I References Technology

A 'Participate in discussions by alternating the Roles ofspeaker and listener

3.1 Get Ready for school Charlie Brown

B. Talk with others to identify, explore, and Problems

C. Give directions and orinstructions


D. Adjust oral communications for different Purposes and audiences.

E.' Modify oral communie&-tion in response to The reactions ofothers

F. Recognize when audiences do not understand And make appropriate adjustments

G. Tell, retell, summarize. and paraphrase ideas

H. Use listening, writing, reading, and viewing To assist with speaking

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Goal 2: To use English to achieve academicaJJy in att content areas Standard 3: Students witt use appropriate leamin ~ strategies to construct and apply academic knowledge

Objective Refcrenus TechnologyState Standard

3.1 S~ott Foresman Ideas, convey an opinion, present information, I. Speak before a group to express thoughts and

A~~elerating English And tell a story LAnguage Leaming

I. Use verbal aids and nonverbal behaviors to Support spoken message

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BeginnerlListening

Goal 2: To use English to achieve academically in all content areas Standard 3: Students will use appropriate learning strategies to construct and apply academic k,!o\VI~~e

Objec:tive I State Standard I Rereren~es Technology

A. Use speaking, writing, reading, and viewing To assist with listening

3.2 Language Master

B. Listen attentively and critically to a variety of Speakers

C. Follow oral directions

S~ott Foresman A~~elerating English Language Leaming

D. Interpret meaning through sounds, such as How speaking style reveals character in an oral Interpretation

E. Developing listening strategies, such as asking relevant questions, taking notes, and making predictions, to understand what is heard

F. Demonstrate comprehension ot: and Appropriate listener response to, an oral report Discussion, and interview

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BeginnerlWriting

Goal 2: To use English to achieve academically in all content areas Standard 3: Students will use appropriate leamin~ strate~ies to construct and applv academic knowledJle

Objective I State Standard I References Technology

A. Write for a variety of purposes, such as to Persuade, entertain, enjoy, learn inform, record, Respond to reading. and solve problems

B. Write on self-selected topics in a variety of Literary forms

3.3 Scott Foresman Accelerating English LAngUAge Learning

Animal Antics

C. Write to synthesize information from multiple Sources

D. Revise content, organization and other aspect Of writing using self, peer, and teacher Collaborative feedback (shared response of Others.

E. Edit writing for developmentally Appropriate syntax, spelling, grammar, usage, And punctuation.

F. Use a variety ofstrategies and activities, such As brainstorming, listening. discussion, drawing Role playing. note taking. and journal writing, fo Finding and developing ideas about which to Write.

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FREEHOLD BOROUGH PUBLIC SCHOOLS ESUBIUNGUAL CURRICULUM

BeginnerlWriting

Goal 2: To use English to achieve academically in al1 content areas Standard 3: Students will use appropriate leamin l strategies to construct and apply academic knowledRe

Objective Rfreren~n TechnologyState Standard H. Use writing to extend experience

3.3 S~ott Foresman Attelerating English Language Learning

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BeginnerlReading

Goal 2: To use English to achieve academically in all content areas Standard 3: Students will use appropriate leaming strategies to construct and apply academic knowledge

Objedive IState Standard I Rereren~es Tethnology

A. Read literally, inferentially, and critically

B. Read with comprehension/interviews, and Audiovisual media

C. Distinguish personal opinions and points of View from those of the author. and distinguish Fact from opinion

D. Identify elements ofa story, such as setting, Character, and sequence ofevents

E. Expand V0<:8bulary using appropriate Strategies and techniques, such as word analysis And content clues

F. Analyze main ideas and supportive details

G. Use listening, speaking, writing, and Reviewing to assist with reading

3.4

Stott Foresman At:telerating [n~lish

Language Learning

Reader Rabbit 1,2

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FREEHOLD BOROUGH PUBLIC SCHOOLS ESLlBILINGUAL CURRICULUM

BeginnerlReading

Goal 2: To use English to achieve academically in all content areas Standard 3: Students will use appropriate learning strategies to construct and applY.-a_c_a_de.:....m_ic_k_n_o_w_l_ed_.g.L.:.e --:-__:- _

Obj~tive I State Standard I References Technology

H. Read with comprehension

I. Use prior knowledge to extend reading abilit) And comprehension and to link aspects of the 3.4 Scott Foresman Text with experiences and people in the students' Acceleratin~ En~lish

Own lives Lan~lIa~e Learnin~

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FREEHOLD BOROUGH PlJRUC SCHOOLS [SUBILINGUAL CURRICULUM

BeginnerNiewing

Goal 2: To use English to achieve academically in all content areas Standard 3: Students will use appropriate learning strategies to construct and apply academic knowledg""'-e _

Objec:tive I State Standard I References Technology

A. Use speaking, listening. writing, and reading To assist with viewing

3.5


C. Respond to and evaluate the use of Illustrations to support text


D. Recognize and use pictorial information that Supplements text

E. Distinguish between factual and fictional Visual representations

F. Take notes on visual information from films, Presentations, observations. and other visual Media. and report that information through Speaking, writing, or the student's own visual Representations.

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BeginnerNiewing

GoalZ: To use English to achieve academically in all content areas Standard 3: Students will use appropriate learning strategies to construct and apply academic knowledge

Objective I State Standard I ReferenceJ Tethnology

G. Respond to and evaluate the use of Illustrations to support text.

3.5 Scott Foresman H. Use simple charts, graphs, and diagrams to Report data

Accelerating English Language Learning

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FREEHOLD BOROUGH PUBLIC SCHOOLS ESLlBlLlNGlJAL CURRICULUM

Beginner (Speaking

Goal 3: To use English in socially and culturally appropriate ways Standard I: Students will use appropriate language variety, register, and genre according to audience, purpose and setting

Objective State Standard Referenres Technology A. Adjust oral commumcatlons. for different

purposes and audiences

B. Use oral communication to influence the behavior ofothers

C. Modify oral communication in response to th( reactions ofothers

D. Use the conventions of spoken English, such as grammar and appropriate forms of address

E. Use clear, concise, organized language in speaking situations

H. Conduct an informational interview

3.1

Scott Fore~man

Arceleratin~ En~li5h

Lan~"ft~e Learning

Language Ennchment- Conter Software I. Me. Myself, and I

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ESUBILINGUAL CURRICULUM Beginner !Listening

Goal 3: To use English in socially and culturally appropriate ways Standard 1: Students will use appropriate language variety, register, and genre according to audience, purpose and setting

Objective State Standard Reference! Technology A. Demonstrate comprehension of, and

appropriate listener response (e.g. listening attentively) to, oral report, discussion, and interview

B. Listen for a variety ofpurposes, such as enjoy ment and obtaining information


3.2


Language master

- ..... -

FREEHOLD BOROUGH PUBUC SCHOOLS ESL/DILINGUAL CURRICULUM

Beginner !Writing


Objective State Standard Rrrerences Technology A. Wnte for a variety of purposes, such as to

persuade, entertain, enjoy, learn inform, record, respond to reading, and solve problems

B. Write from experiences, thoughts and feelings


E. Develop a portfolio or collection ofwritings

F. Edit writing for developmentally appropriate syntax and spelling, grammar, usage, and punctuation

G. Write on self-selected topics in a variety of literary forms

G. Use a variety ofstrategies and activities such As brainstorming, listening, discussion, draw ing, role playing, note taking, and journal

writing, for finding and developing ideas about which to write

3.3


Baily's Book House

--....

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FREEIIOLD BOROUGH PUBLIC SCHOOLS ESUBlLlNGUAL CURRICULUM

Beginner tReading


Objective State Standard Rtff'rence' Technology A. Understand that authors-write-fOr different

purposes, such as persuading, information, entertaining, and instruction

B. Analyze text for purpose, ideas, and style of the author

3.4

Scott Forf'sman Acceleratin~ En~lish

Lan~lIage Learning

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FRF.:EHOLD BOROlJGH PUBLIC SCHOOLS ESLlBlLlNGlJAL ClJRRICULUM

Beginner IViewing


Objec:tivf State Standard References Technology A. Recogntze and respond to visual messages

Of humor, irony, and metaphor


3.5

Scott Foresman Acceleratin~ En~'ish

Lan~tI.ge Learning

Rambow- World of Hats, House I LIve In

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Beginner /Speaking

Goal 3: To use English in socially and culturally appropriate ways Standard 2: Students will use nonverbal communication aEpropriate to audiences, p~ose, and ~e ting

Objective State Standard R..ferences Technology 7\. Usehstenrng, wntmg. readIng, and vlewmg

to assist with speaking

B. Modify oral communication in response to the reaction ofothers

C. Use visual aids and nonverbal behaviors to support spoken messages

D. Participate in collaborative speaking activitie~

such as choral reading, plays, and reciting of poems

I. Read aloud with meaning

J. Participate in discussion by alternating the roles of speaker and listener

3. t

Scott For..sman Acceleratin~ En~lish

Langlla~e Learning

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FREEHOLD BOROUGH PUBLIC SCHOOLS ESLIBIUNGUAL CURRICULUM

Beginner /Listening

Goal 3: To use English in socially and culturally appropriate ways Standard 2: Students will use nonverbal communication appropriate to audiences, purpL-=-os::....:e:.L,-=an:..:..d~se::....:\~ti-:..::cng'"'- _

Objective I State Standard I References Technology A. Use speaking, Writing, reading and viewmg,- - 3.2 -Language master

to assist with listening

B. Demonstrate comprehension of, and Appropriate listener response (e.g. listening Scott Foresman attentively) to, oral report, discussion, and Accelerating English interview Language Learning

C. Listen for a variety of purposes, such as enjoy ment and obtaining information



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FREEHOLD BOROUGH PUOLIC SCHOOLS ESURILINGUAL CURRICULUM

BeginnerlWriting Goal 3: To use English in socially and culturally appropriate ways Standard 2: Students will use nonverbal communication appropriate to audiences, purpose, and setting

I I I

Objective I State Standard I Rereren~es

AWrite from experiences, thoughts, and feeITngr 3.3


S~ott Foresman Attelerating English Language Learning

Te~hnology

Little planet Series - Ribbit CollectIon

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Beginner tReading

Goal 3: To use English in socially and culturally appropriate ways Standard 2: Students will use nonverbal communication appropriate to audiences, purpose, and se~ting

ObjKtive I State Standard I References Technology A. Use listening, speaking, writing, and viewing I 3.4 Reader Rabbit 1,2

to assist with reading Scott Foresman Accelerating English Language Leaming

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Beginner Niewing

Goal 3: To use English in socially and culturally appropriate ways Standard 2: Students will use nonverbal ., .

Objedive A. Use speaking, listen, wrltmg, and rea 109 to

assist with viewing

B. Recognize and respond to visual messages of humor, irony, and metaphor

C Articulate the connection between visual and Verbal message

State Standard 3.5

d' . d se Referentes


ting Technology

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Beginner ISpeaking

Goal 3: To use English in socially and culturally appropriate ways Standard 3: Students will use appropriate learning strategies to extend their sociolinguistic and SOliOCultural competence

Objective IState Standard I References Technology A. Use speaking, listening, writing, and reading t~

assist with speaking 3.1 I I Learning -English-=- ~eighborhood Life

B. Modify oral communication in response to the reaction ofothers

C Adjust oral communications for different purposes and audiences


D. Recognize when audiences do not understand the message and make appropriate adjustments

E. Use the conventions of spoken English, such as grammar and appropriate forms of address

F. Use clear concise. organized language in speaking situations

_.. ...

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Beginner !Listening

Goal 3: To use English in socially and culturally appropriate ways Standard 3: Students will use appropriate learning strategies to extend their sociolin~istic and sotocultural competence

Objective IState Standard A. Use speaking, speaking, writing, and reading tp 3.2

assist with listening

I I

ReferenrtS I

Terhnology Language master

B. Listen for a variety of purposes, such as enjoy ment and obtaining information

C Interpret meaning through sounds, such as Speaking style reveals character in an oral interpretation

Srott Foresman Attelerating English LangliRge Learning

D. Demonstrate comprehension of, and Appropriate listener response (e.g. listening attentively) to, oral report, discussion, and interview

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f PUBLIC SCHOOLS CURRICULUM g

~tandard J: ~tudents WIll use appropnate learnm~ strategies to extend their sociolin8!!istic and soc iocultural competence TechnologyObjedive State Standard Rderence~

Little Planet Senes - Ribbit collectIon to assist with writing

A. Use speaking, IIstemng, reading and vlewmg 3.3

B. Write for a variety of purposes, such as to persuade, enjoy, entertain, leave, inform, Scott Foresman record, respond to reading, and solve Accelerating English problems Language Learning

C. Edit writing for developmentally appropriate Syntax, grammar, spelling, and punctuation


.E. Develop a portfolio or collection

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Beginner /Reading

Goal 3: To use English in socially and culturally appropriate ways :stanaara j: :stuaents Will use appropnate learnmJ strategies to extena theIr SOCIOlingUIstiC ana so( locultural competence

Objective h

State Standard Rl"ferences Technology A. Use IIstenmg, speaking, wrltmg and vlewmg 3.4

to assist with reading

B. Understand that authors write for different purposes, such as persuading, informing, Scott Foresman entertaining, and instructing Acrelerating English

Language Leaming C. Use reading for different purposes, such as

Enjoyment, learning, and problem solving

D. Use prior knowledge to extend reading ability to link aspects of the text with experiences and people in their own lives

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FREEHOLD BOROUGH PUBLIC SCHOOLS ESlJBlLINGUAL CURRICULUM

Beginner Niewing

Goal 3: To use English in socially and culturally appropriate ways Standard 3: Students will use appropriate learning strategies to extend their sociolinguistic and soGiocultural competence

Objedive IState Standard I References I Technology A. Use speakIng, listening,-writIng, anareading



r 3.5

Scott Foresman Accelerating English Lan~nage Learning

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Intermediate/Speaking

Goal I: To use English to communicate in social settings ;ial interactions

Objedive StAte StAndArd Referenees Teehnology A. Use IJstemng. wntlng, reading. and vIewing 3.1

to assist with speaking Language enrichment-Conter Software-I. Me, Myself & I

Scott Foresman 2. Home. Sweet, Home B. Adjust coral communications for different Accelerating English

purposes and audiences Language Learning

C. Use coral communication to influence the behavior ofothers

D. Modify oral communication in response of others


F. Use the conventions ofspoken English, such as grammar and appropriate forms ofaddress


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FREEHOLD BOROUGH PUBLIC SCHOOLS ESUBtLtNGUAL CURRICULUM



!I

I

Objedive State Standard References T«hnology

I. Speak before a group to express thoughts and ideas, covey an opinion, present information, and tell a story

J. Receive and use constructive feedback to improve speaking ability

K. Use visual aids and nonverbal behaviors to support spoken messages

L. Recognize when audiences do not understand the message, and make appropriate adjustments

M. Participate in discussion by alternating the Roles ofspeaker and listener


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IntermediatelListening

Goal I: To use English to communicate in social settings Standard I: Students will use English to participate in social

Objective State Standard Reference! , IA. Listen for a variety ofpurposes, such as 3.2

Scott Foresmanenjoyment and obtaining information Accelerating English Language LearningB. Demonstrates comprehension of, and

appropriate listener response to, ideas in a persuasive speech, an oral interpretation ofa literary selection, interviews, in a variety of real-life situations, and educational and scie~tific presentations

C. Develop listening strategies, such as asking relevant questions, taking notes, and making predictions, to understand what is heard

D. Listen attentively and critically to a variety ofspeakers


Technology.

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Objective State Standanl References Technology

A. Use speaking, listening, reading, and viewing To assist with writing.


B. Write for a variety of purposes, such as to Persuade, enjoy, entertain, learn, inform, Record, respond to reading, and solve problems.

C. Understand that written communication can affect the behavior ofothers.

D. Write for real audiences and purposes, such a job application, business letters, college applications, and memoranda.

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IntermediatelReading

Goal t: To use English to communicate in social settings Standard 1: Students will use English to participate in social interactions

Objective State Standard Re(erente~ Technology

A Use speaking, listening, reading, and viewing To assist with reading

B. Use reading for different purposes, such as Enjoyment, learning and problem-solving

3.4


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FREEHOLD BOROUGH PUBLIC SCHOOLS ESUBIUNGUAL CURRICULUM

IntermediatelViewing

Goal J: To use English to communicate in social settings Standard J: Students will use English to participate in social interactions

Objective State Standard Rf'ferences Technology

A. Use s peaking, listening, writing, and readin~

To assist with viewing


3.5


Rainbow- World ofHats, House I Live in

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A. ModifY oral communication in response to the reactions ofothers

B. Participate in discussion by alternating the roles of speaker and listener

C. Use clear, concise, organized language in speaking situations.


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Objedive StAte Standard References Technology


'8. Listen for a variety ofpurposes, such as enjoyment and obtaining information

C. Follow oral directions

D. Evaluate media techniques and messages

3.2



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FREEHOLD BOROUGH PUBLIC SCHOOLS ESUOIUNGUAL CURRICULUM

Intermediate/Writing


Objective State Standard Rererences Technology

A. Write from experience, thoughts, and Feelings


C. Write for a variety of purposes, such as to persuade, enjoy, e!,tertain, learn, inform, record, respond to reading, and solve problems


3.3


Baily's Book House

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FREEIIOLD BOROUGH PUBLIC SCHOOLS ESUBILINGUAL CURRICULUM

IntennediateIReading

Goal I: To use English to communicate in social settings Standard 2: Students will interact in. through and with spoken English for personal expression and enjoyment

Objedive State Standard Rdenncn Technology

A. Listen and respond to whole texts reactions ofothers

B. Use reading for different purposes, such as Enjoyment, learning, and problem-solving

C. Read independently as variety of literature written by authors ofdiITerent cultures, ethnicities, genders, and ages.


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Intermediate/Viewing


Objective I State Standard References Technology

A. Demonstrate the ability to gain information I 3.5 from a variety of media

B. Articulate awareness ofdifferent media forms and how these contribute to communication


Language enrichment-Conter SoftwareI. World ofNumbers

C. Use symbols, drawings, and illustrations to represent information that supports and/or enhances their writing

D. Recognize and respond to visual messages Of humor. irony. and metaphor

E. Articulate the connection between visual and Verbal message

F. Compare and contrast media sources, such as Book and film versions of a story

--.....

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FREEHOLD BOROUGH PlJRLlC SCHOOLS ESL/BILINGUAL CURRICULUM

Intennediate/Speaking



A. Participate in discussion by alternating the role of speaker and listener.

B. Talk with others to identify, explore, and solve problems.

C. Receive and use constructive feedback to improve speaking ability.

3. J Scott Foresman Accelerating English Language Learning

--... ..




Objective State Standard Rt"ferences Technology

A. Use speaking, writing, reading and viewing to assist with listening

B. Listen for a variety ofpurposes, such as enjoyment and obtaining information

C. Interpret meaning through sounds, such as how speaking style reveals character in an oral interpretation


E. Develop listening strategies, such as asking Relevant questions, taking notes, and making Predictions, to understand what is heard

F. Give appropriate feedback to a variety of Speakers

G. Evaluate media techniques and messages

3.2


.


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FREEHOLD BOROUGH PUBLIC SCHOOLS ESUOILINGUAL CURRICULUM

IntennediateIWriting


Objedive State Standard Rererences Technology

A. Use speaking, writing, reading and viewing to assist with writing

B. Use a variety ofstrategies and activities, such As brainstorming, listening, discussion,. drawing, role playing, note-taking and journal writing, for finding and developing ideas about which to write

C. Use figurative language, such as simile, metaphor, and analogies, to expand meaning

D. Revise content, organization and other aspects ofwriting, using self, peer, and teacher collaborative feedback (the shared responses ofothers)

E. Publish writing in a variety of formats

F. Develop a portfolio or collection ofwritings

3.3


Baily's Book House

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IntennediatelReading



A. Use listening, speaking, writing, and viewing 3.4 Creative Ideas to .ssist with reading Tighe & Ballard

B. Espand votabulary using appropriate Scott Foresman strategies and tethniques, such as word analysis ESL and contest clues

C. Understand the elTett of literary devices, such as alliteration and figurative language, on the readers' emotions and interpretation

_..

FREEHOLD BOROUGIf PUBLIC SCHOOLS ESLIBILINGUAL CURRICULUM

IntennediatelViewing


Objective State Standard Rererences Technology A. Use speaking, listening, wntlng, ana reading


B. Demonstrate the ability to gain information from a variety of media

C. Recognize and respond to visual messages of humor, irony, and metaphor

D. Articulate the cOMection between visual and verbal message

E. Use simple charts, graphs, and diagrams to report data

F. Take notes on visual information from films, presentations, observations, and other visual media, and report that information through speaking, writing, or original visual representations

G. Evaluate media for credibility


--.....





A. Participate in distussion by alternating the 3.1 Creative Ideas roles of speaker and listener Tighe & Ballard

B. Talk with othen to identify, explore, and Scott Foresman ESL solve problems.

C. Speak before a group to express thoughts and ideas, convey an opinion, present infonnation, and/or tell a story

D. Give directions and/or instrudions

E. Adjust oral communiutions for difTerent audiences

F. Tell, retell, summarize, and paraphrase idea


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FREEHOLD BOROUGH PUBLIC SCHOOLS ESUBILINGUAL CURRICUL






C. Develop listening strategies, such as asking relevant questions, taking notes, and making notes, and making predictions, to understand what is heard

D. Follow oral directions

E. Demonstrate comprehension of, and appropriate listener response (e.g., listening attentively) to, an oral report, discussion, And lor interview

F. Listen attentively and critically to a variety of Speakers

G. Give appropriate feedback to a variety of speakers

3.2


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A. Write for a variety of purposes, such as to penu.de, enjoy, entertain, learn, inform, record respond to reading, and solve problems.

B. Use a variety of purposes, such as to Penuade. enjoy, entertain. learn, inform, Record, respond to reading, and solve problems.

C. Write for real audiences. such as job applications, business letten, (ollege applications. and memoranda.

D. Use writing to extend experience.

F. Write collabontively and independently

G. Use a variety of strategies and activities such as brainstorming, listening, discussion, drawing, roleplaying.note taking journal writing, for finding and developing ideas about which to write.

3.3

Scott Foresman Scott Foresman ESL

Little Phmet

(Ribbit Collection)

Student Writing Center

Rainbow-Curriculum Assoc.

--..... ~

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A. Use listening. speaking, writing, and viewing to assist with reading

B. Read with comprehension

C. Demonstrate comprehension through retelling or summarizing ideas and following written directions

3.4


Reader Rabbit 1,2

_..

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1ntermediatelViewing




B. Use symbols, drawings, and illustrations to represent information that support and/or enhances their writing


C. Take notes on visual information from tilms Presentations, observations, and other visual Media, and report that information through speaking, writing, or the student's own visual representations

D. Choose and use multiple forms of media to convey what has been learned

_.. ...

f". r--.



Goal 2: To use English to achieve academically in alt content areas Standard 2: Students will use En~lish to obtain, process, C()nstruct, and provide subiect matter infQrmation in spoken and written form

ObjKtive IState Standard I References I Technology

A. Use listening, writing. and reading and Viewing to assist with speaking

B. Adjust oral communications for ditTerent Purposes and audiences

C. Use oral communication to influence the Behavior ofothers

D. Modify oral communications I response to the reactions ofothers


F. Speak before a group to express thoughts and Ideas, convey an opinion, represent information, and tell a story

G. Tell, retell, summarize and paraphrase ideas

3.1


Learning English Neighborhood Life

- ...,.

.~ ,-"

FREEHOLD BOROUGH PUBLIC SCHOOLS ESLJBILINGUAL CURRICULUM


Goal 2: To use English to achieve academically in all content areas Standard 2: Students will use En~lish to obtain, process, construct, and provide subiect matter information in spoken and written form

Objedive IState Standard I Refennces I Technology

H. Use visual aids and nonverbal behaviors To support spoken messages

3.1 Scott Foresman I. Use clear, concise, organized language in Accelerating English

Concise language in speaking situations Language Learning

1. Prepare for and participate in structured Debates and panel discussions

--

r ",--...



Goal 2: To use English to achieve academically in all content areas Standard 2: Students will use English to obtain, process, construct, and provide subject matter information in spoken and written form

Objedive State Standard Referentes Tethnology


B. Listen for a variety of purposes such as Enjoyment and obtaining information


D. Develop listening strategies, such as asking relevant questions, taking notes and making predictions, to understand what is heard

E. Demonstrate comprehension of, and appropriatE listener response (e.g., listening attentively) to. an oral report, discussion, and intelView

3.2


_...

~ ~


IntermediateIWriting

Goal 2: To use English to achieve academically in all content areas Standard 2: Students will use En~lish to obtain, process, construct, and provide subject matter information in spoken and written form

Objective IState Standard I References I Technology

A. Write from experiences, thoughts, and feeling 3.3

Scott Foresman Accelerating English

G. Use writing to extend experiences

Language Learning Persuade enjoy, entertain, learn, inform, record, Respond to reading, and solve problems

H. Write for a variety of purposes, such as to

I. Write collaboratively and independently

E. Use a variety of strategies and activities, such As role playing, note taking, and journal writing, For finding and developing ideas about which to Write.

1. Write to synthesize information from multipit Sources

K. Understand that written communication can Affect the behavior of others. _..

~

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Goal 2: To use English to achieve academically in all content areas Standard 2: Students will use English to obtain, process, construct, and provide subject matter infqrmation in spoken and written form

Objective IState Standard I Reference~ I Technology

A. Use listening, speaking, writing, and viewing To assist with reading.

B. Listen and respond to whole text.

C. Understand that authors write for ditTerent Purposes such as persuading, informing, entertaining and instructing.

3.4


D. Use reading for different purposes, such as Enjoyment, learning, and problem solving.

E. Read independently a variety of literature.

F. Read Iitera1ly, inferentially, and critically.

G. Use print concepts in developmentally Appropriate ways.

_..

......... -... \

FREEHOLD BOROUGH PUBLIC SCHOOLS ESLJDILINGUAL CURRICULUM


Goal 2: To use English to achieve academically in all content areas Standard 2: Students will use English to obtain, process construct, and provide matter information in spoken and written form


H. Read with comprehension

I. Use prior knowledge to extend reading ability and comprehension and to link aspects ofthe text with experiences and people in their own lives

1. Identify passages in the text that support their point ofview

K. Distinguish personal opinions and points ofviev from those of the author, and distinguish fact fact from opinion

L. Demonstrate comprehension through retelling or summarizing ideas and following written directions

M. Identify elements ofa story, such as characters, setting, and sequence of events -...

,-.~ r-



Goal 2: To use English to achieve academically in all content areas Standard 2: Students will use English to obtain, process construct, and provide matter information in spoken and written form


N. Identify literary forms, such as fiction, poetry, drama and nonfiction

O. Expand vocabulary using appropriate stratagies and techniques, such as word analysis and context clues

P. Read and use printed materials and technical manuals from other disciplines, such as science, social studies, mathe~atics, and applied science

Q. Read more than one work by a single author

R. Recognize propaganda and bias in written text

S. Analyze main ideas and supportive details

T. Analyze text using patterns oforganization, such as cause and effect, comparison and

U. Analyze text for the purpose, ideas, and style ot the author --.....

~

"" .1"'\ f'"



Goal 2: To use English to achieve academically in all content areas Standard 2: Students will use English to obtain, process construct, and provide matter information in spoken and written fonn

Objedive State Standard Referenc:es Tec:hnology

V. Understand the role ofcharacters, setting, And events in a given literary work

W. Gather and synthesize data for research from a variety of sources, including print materials, technology resources, observation, Interviews, and audiovisual media

.............

.-, ~ .

FREEHOLD BOROUGH PUBLIC SCHOOLS ESLJBILINGUAL CURRICULUM



Objective State Standard Referen~es Tfthnology

A. Use symbols, dnwings and iIIustntions to represent information that supports and/enhan~es the student's writing

3.5

ESL S~ott Foreman Little Planet

B. Use simple rharts, gnphs, and diagnms to report data

C. Distinguish between fadual and fidional representations

D. Arti~ulate the ronnection between visual and verbal messages

E. Compare and ronmst media sourtes, surh as book and film venions of a story

F. Use speaking, writing and viewing to assist with listening

G. Demonstnte the ability to gain information from a variety of media

TndebookJ Language Enri~hment CDs Me, Myself & I

Time Shop Rome, Sweet Rome Neighborhood Life Animal Antin

-- ..

1--\

'" r-....

FREEHOLD BOROUGH PUBLIC SCHOOLS ESUBILJNGUAL CURRICULUM




H. Take notes on visual information from films observations, presentations and other visual 3.~

media and report that information through speaking, writing, or other visual representatioll

I.Choose multiple forms ofmedia to convey what has been learned Integnte multiple forms of media into finished product

J. Respond to and evaluate the use of illustntions to support test

K. Ruognize and mpond to visual messages of humor, irony and metaphor Integnte into finished product

1. Articulate information conveyed by symbols such as those found in pittorial gnphs, map kers,and icons on the computer

M. Respond to and evaluate the use of iIIustntions to support text

N Recognize and use pictorial information. that supports the text

ESL Scott Foreman Ribbit Collection

_...

I I

.-----, ,~~



Goal 2: To use English to achieve academically in all content areas Standard 3: Students will use appropriate leaminA strate~ies to construct and apply academic knowled~e

ObjKtive I State Standard I References Technology

A. Participate in discussions by alternating the Roles ofspeaker and listener

3.1 Get Ready for school Charlie Brown

B. Talk with others to identify, explore, and Problems

C. Give directions and or instructions


D. Adjust oral communications for different Purposes and audiences

E. Modify oral communication in response to The reactions ofothers

F. Recognize when audiences do not understand And make appropriate adjustments

G. Tell, retell, summarize, and paraphrase ideas

H. Use listening, writing, reading, and viewing To assist with speaking _.. ..

.-.~



Goal 2: To use English to achieve academically in all content areas Standard 3: Students will use appropriate learning strategies to construct and apply academic knowledge


K. Speak before a group to express thoughts and Ideas, convey an opinion. present information, Scott Foresman And tell a story

3.1 Accelerating English Language Learning

L. Use verbal aids and nonverbal behaviors to Support spoken message

_... ...

-.;:



Goal 2: To use English to achieve academically in all content areas Standard 3: Students will use appropriate leamin~ strategies to construct and apply academic knowledge

Objedive I State Standard I Reference!

A. Use speaking, writing. reading, and viewing To assist with listening

E. Listen attentively and critically to a variety of Speakers

F. Follow oral directions

G. Interpret meaning through sounds, such as How speaking style reveals character in an oral Interpretation

E. Developing listening strategies, such as asking relevant questions, taking notes, and making predictions, to understand what is heard

F. Demonstrate comprehension of, and Appropriate listener response to, an oral report Discussion, and interview

3.2


Technology

Language Master

_.. ..

......, \ ('-, (.


IntermediateIWriting

Goal 2: To use English to achieve academically in all content areas Standard 3: Students will use appropriate learning strategies to construct and apply academic knowledRe

Objective I State Standard I Rfferen~es Technology

A. Write for a variety of purposes, such as to Persuade, entertain, enjoy, learn inform, record, Respond to reading. and solve problems

C. Write on self-selected topics in a variety of Literary forms

C. Write to synthesize information from multiple Sources

D. Revise content, organization and other aspect Of writing using self, peer, and teacher Collaborative feedback (shared response of Others.

E. Edit writing for developmentally Appropriate syntax. spelling. grammar, usage, And punctuation.

F. Use a variety of strategies and activities, such As brainstorming. listening, discussion, drawing Role playing. note taking. and journal writing. fo Finding and developing ideas about which to Write.

3.3


Animal Antics

_.. ~.

---

1'\


Intermediate/Writing



G. Use writing to extend experience

3.3 I Scott Foresman Accelerating English Language Learning

~-

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FREEHOLD BOROUGH PUBLIC SCHOOLS ESLlBILINGUAL CURRICULUM



Objective I State Standard I References

A. Read literally, inferentially, and critically

B. Read with comprehension/interviews, and Audiovisual media

C. Distinguish personal opinions and points of View from those of the author, and distinguish Fact from opinion

D. Identify elements of a story, such as setting. Character, and sequence ofevents

E. Expand vocabulary using appropriate Strategies and techniques, such as word analysis And content clues

F. Analyze main ideas and supportive details

G. Use listening, speaking, writing, and Reviewing to assist with reading

3.4


Technology

Reader Rabbit - I,2

-"--

---- \ ~ ,-

FREEHOLD BOROUGH PUBLIC SCHOOLS ESLIBILINGUA L CURRICULUM

Intermediate/Reading


Objective I State Standard I Rrference! Technology N. Read withcomprehensIOn

I. Use prior knowledge to extend reading ability And comprehension and to link aspects of the 3.4 Scott Foresman

Text with experiences and people in the students' Accelerating English Own lives Language Learning

~ --

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Goal 2: To use English to achieve academically in all content areas Standard 3: Students will use appropriate leaminR strategies to construct and applv academic knowledRe

Objedive I State Standard I References

A. Use speaking, listening, writing, and reading To assist with viewing


c. Respond to and evaluate the use of Illustrations to support text

D. Recognize and use pictorial information that Supplements text

E. Distinguish between factual and fictional Visual representations

F. Take notes on visual information from films, Presentations, observations, and other visual Media, and report that information through Speaking, writing, or the student's own visual Representations.

3.5


Technology

- ..

---.. -"



Goal 2: To use English to achieve academically in all content areas Standard 3: Students will use appropriate leaminJl strategies to construct and apply academic knowledJle

Objective I State Standard I Reft"rences Technology

G. Respond to and evaluate the use of Illustrations to support text.

H. Use simple charts, graphs, and diagrams to Report data


_..

, _.,-.,.




Objective State Standard Rereren~e§ Te~hnology

A. Adjust oral communications for different purposes and audiences

B. Use oral communication to influence the behaviors ofothers

C. Modify oral communication in response to the reactions ofothers

D. Speak before a group to express thoughts and ideas, convey an opinion., present information, andlor tell a story

E. Use the conventions ofspoken English, such as grammar and appropriate forms of address

F. Use clear, concise, organized language in speaking situations

G. Speak before a group to defend an opinion and present an oral interpretation

3.1


. _... ...

--~

FREEHOLD BOROUGH PUBLIC SCHOOLS ESL/DlLlNGlJAL CURRICULUM

IntermediateIListening


TechnologyObjective State Standard I References A. Demonstnitecoinprehensionof, and 3.2 Language master

appropriate listener response (e.g. listening attentively) to, oral report, discussion, and Scott Foresman interview Accelerating English

Language Learning B. Listen for a variety of purposes, such as enjoy

ment and obtaining information


_.. ... ~

-.., ~


IntermediatelWriting

Goal 3: To use English in socially and culturally appropriate ways r, and genre according to audience, purpose and setting

Objective A. Wnte for 8 variety of purposes, such as to

persuade, entertain, enjoy, learn inform, record, respond to reading, and solve problems

B. Write from experiences, thoughts and feelings

State Standard 3.3

References


Technology Baily s Book House

H. Publish writing in a variety of formats

I. Develop a portfolio or collection ofwritings

1. Edit writing for developmentally appropriate syntax and spelling, grammar, usage, and punctuation

K. Write on self-selected topics in a variety of literary fonns

G. Use a variety ofstrategies and activities such As brainstorming, listening, discussion, draw ing, role playing. note taking, and journal

writing, for finding and developing ideas about which to write

:-"

~ ..--....

FREEHOLD BOROUGH PURLIC SCHOOLS ESUBILINGUAL CURRICULUM



Objective A. UnderSianathatauthors-write fordHTerent

purposes, such as persuading, information, entertaining, and instruction

B. Analyze ted for purpose, ideas, and style of the author

Stlte Standard 3.4

Referentes


Technology

~ ....

FREEHOLD BOROUGH PUBLIC SCHOOLS ESUBILINGUAL CURRICULUM ,

InterrnediatelViewing

Goal 3: To use English in socially and culturally appropriate ways Standard t: Students will use appropriate language variety, register, and genre according to audience, purpose and setting

I

I

Obj~tivf

A. Recogmze and respond to visual messages Ofhumor, irony, and metaphor


StAtf StAndArd 3.5

Referentf!


Technology Rambow- World ofHats, House I Live In

. :-- ....

" ""\ \ -!

! FREEHOLD BOROUGH PUBLIC SCHOOLS I

ESUBILINGUAL CURRICULUM Intermediate/Speaking

, I Goal 3: To use English in socially and culturally appropriate ways i I I

I I

Standard 2: Students will use nonverbal communication appropriate to audiences, purpose, and setting Objedive State Standard Referent" Technology

A. Use IIstenmg, wrltmg, readmg, and vlewmg 3.] to assist with speaking

B. Modify oral communication in response to the reaction ofothers Scott Foresman

Accelerating English C. Use visual aids and nonverbal behaviors to Language Learning

support spoken messages

D. Participate in collaborative speaking activitie! such as choral reading, plays, and reciting of poems

K. Read aloud with meaning

L. Participate in discussion by alternating the roles ofspeaker and listener

-"-~

.--, ~


Intennediate/Listening

Goal 3: To use English in socially and culturally appropriate ways Standard 2: Students will use nonverbal communication appropriate to audiences, purpose, and se~ting

Objective I State Standard I References

~.

Technology -X-Use speakin& wnting, reading-and viewing T - ~2

to assist with listening

B. Demonstrate comprehension of, and Appropriate listener response (e.g. listening attentively) to, oral report, discussion, and interview

C. Listen for a variety of purposes, such as enjoy.l ment and obtaining information



Scott Foresman Accelerating English Language Leaming

Language master

_.. _.

.-.-, r-

FREEHOLD BOROUGH PUBLIC SCHOOLS ESLlBILlNGUAL CURRICULUM

IntennediatelWriting

Goal 3: To use English in socially and culturally appropriate ways Standard 2: Students will use nonverbal communication appropriate to audiences, purpose, and settin~

Objettive I State Standard I Referentes A. Write from experiences, thoughts, and feeling~ 3.3

B. Use writing to extend experience Scott Foresman Accelerating English Language Learning

Tethnology LtttlePlanetSeries - Ribbit CollectIon

_... ...



Goal 3: To use English in socially and culturally appropriate ways Standard 2: Students wi1l use nonverbal communication appropriate to audiences, purpose, and se~tmg

Objedive I State Standard I Rrferrnce! Technology A.- Use listening, speaking, writing, and viewing I 3.4 Reader Rabbit - 1,2

to assist with reading


--.... ~

FREEHOLD BOROUGH PIJRUC SCHOOLS ESLIBILINGUAL CURRICULUM

Intermediate/Viewing

Goal 3: To use English in socially and culturally appropriate ways Standard 2: Students will use nonverbal communication appropriate to audiences,Q':~IJ>0se, and se~tmg _

Objectivt I State Standard I Rrrerences Technology -A~se speaking, listen, writing, and readingto 1- 1.5

assist with viewing

B. Recognize and respond to visual messages of humor, irony, and metaphor Scott Foresman

Accelerating English C Articulate the connection between visual and Language Learning

Verbal message

-"..

FREEHOLD BOROUGH PUBLIC SCHOOLS ESLfBlLINGUAL CURRICULUM


Goal 3: To use English in socially and culturally appropriate ways Standard 3: Students will use appropriate learning strategies to extend their sociolin~stic and sOliocultura) competence

Objective IState Standard I References Technolo'O' A. Use speal<ing, listening, Writing, ana rea~- --3.-) I - ----1- -Learning EngJlsh-=-Neighbornood LIfe

assist with speaking

B. Modify oral communication in response to the reaction ofothers Scott Foresman

Accelerating English C Adjust oral communications for different Language Learning

purposes and audiences

D. Recognize when audiences do not understand the message and make appropriate adjustments

E. Use the conventions of spoken English, such as grammar and appropriate forms of address

F. Use clear concise, organized language in speaking situations

-..

FREEHOLD DOROIJGH PIJDLIC SCHOOLS ESLIDILINGUAL CURRICULUM


Goal 3: To use English in socially and culturally appropriate ways . r .._ ·11 use aDDrooriate learnimz stratcl!ies to extend th

~~ d1 SO( locultural competence _ .._-- - -. --------...... -~

Rrfrrenl'es Technolo~State StandardObjective Language master

assist with listening A. Use speaking, speaking, wntmg, and reading tp 3.2

B. Listen for a variety of purposes, such as enjoy ment and obtaining information Scott Foresman

Accelerating English C Interpret meaning through sounds, such as Language Learning

Speaking style reveals character in an oral interpretation

D. Demonstrate comprehension of, and Appropriate listener response (e.g. listening attentively) to, oral report, discussion, and interview

-,,0 ....

FREEHOLD DOROlIGH PUDLIC SCHOOLS ESL/DlLlNGUAL CURRICULUM

lntermediatelWriting

Goal 3: To use English in socially and culturally appropriate ways Standard 3: Students will use appropriate learning str~~gies to extc_n_d_ thcir soci~l~ngui_stic and so~i05:ultu_ra_l_c_o_m...Lp_e_te_n_c_e _

Objective I State Standard I Rtrtrtn('r~ I Technolo~

A. Use s~eal{i.ng, li~t~rnng.reading andViewing I 3.3 I ILittle Planet Series - Ribbifconectlon to assIst wIth wnung ..

B. Write for a variety of purposes, such as to persuade, enjoy, entertain, leave, inform, Scott Foresman record, respond to reading, and solve Accelerating English problems Language Learning

C. Edit writing for developmentally appropriate Syntax, grammar, spelling, and punctuation


E. Develop a portfolio or collection

~ ... ~

FREEHOLD BOROUGH PUBLIC SCHOOLS ESLlDILlNGlJAL CURRICULUM


Goal 3: To use English in socially and culturally appropriate ways Standard J: Students will use appropriate learning str~legies to exteTld their socioli_ngu~c;tic and s<!~iocllitural competence

Objective I Statl" Standard I Rl"fl"rl"nces I Technolo~

f\:-DSc listening, speaJOng, Wilfingana viewIng ,- 14 to assist with reading

B. Understand that authors write for dilTerent purposes, such as persuading, informing, entertaining, and instructing

C. Use reading for different purposes, such as Enjoyment, learning, and problem solving

D. Use prior knowledge to extend reading ability to link aspects of the text with experiences and people in their own lives


-->' ...

~ /


IntermediateIVi~wing

Goal 3: To use English in socially and culturally appropriate ways ~tanc1arCl J: ~tuClents will use appropnate learnm~ strategies to extend their SOCIOlingUIstiC and so( locultural competence

Objective State Standard References Technology A. Use speakmg. Iistenmg. wrltmg. and reading



3.5


. -.. ... . ~


Advanced/Speaking

eoall: To nte English to communicate In social settings Standard I: Stadents will use English to participate In soclallnteradlon

Objective

A.. Use listening, writing, reading and viewing to assist with speaking

B. Adjast oral commanlcations for dlffernt parposes and aadlences

c. Use oral commanlcadon to InOaence the behavior of othen

D. Modify oral commanlcatlon ID response to tbe reacdons ofothen

E. Talk with othen to Ideadfy, explofty and solve problems

F. Use the coDWiltion. ofspoken English sac' altrammar and appropriate forms of address

G. Ute clear, condse, organized language In speaking sltaatlons

H. Condad an Informationallntenl",

State Standard References Technolo~

English Side by Side (Levels 1,2,3,4)

3.1

Addison-Wesley ESL ( Levels C,D,E )

English for the Spanish Speaker

...........

-- ;c::. ,,-

FREEHOLD BOROUGH PUBLIC SCHOOLS

ESLfBlLINGUAL CURRICULUM Advanced/Speaking

Goal I : To ose English to commonlcate In social settings Standard I: Studenb will ose English to participate In soclallntendlon

TechnologyObjective State Standard References

I. Speak before a groop to 3.1 express tho02hb and Ideas Engll~h Side By Side convey an opinloo, present ( Levels 1,2.],4 ) Information, and tell a story

Addison - Wesley ESL feedback to Improve sPeaking

J. Receive and ase constructive ( Levels C,D,E)

ability

K. Onelop listening strategies., socII as asking relevant qaestlons. taking notes., and making predictions. to andentand wllat 15 heard

L. Use vlsoa' .Idl ••d .onverb.1 beh."lon to apport lpokelllllfts.ges

M. Recognize whell .adlences do not --" ondentand the message, and make appropriate adjustments

N. Receive and use construdl"e feedback to Improve speakln2 ability


ESLIBILINGUAL CURRICULUM Advanced'Speakin~

Go.ll: To use EnRlls' to communlute In sod.1 !etttn~s

St.nd.rd I: Studenn will use En~lIs' to pntlclp.te In soclallnteradlon

Objedlve St.te St.nd.rd Reference! TechnoloC'

o. P.rticlp.te In dlscussloa by .ltern.dng the role! of spe.ker .ad IIsteaer

P. Use the conventions of spoken Engllsb, such .s gr.mmn .nd .pproprl.te forms of .ddre!s

Q. Demonstnte Interview skills In n.l-life sltu.doas, such .s college .dmisslons or employmeat

3.1 En~1I5h Side By Side ( Levels 1,2,3,4 )

Addlson-We!ley ESL ( Levels C,D, E )

--.. ..

--.


ESLIBILINGUAL CURRICUI__UM AdvancedfLlstenlng

eoall: To ase English to mmmanicate In sodal settings Standard I: Stadenu will ase English to participate In soclallnteradlon


A. Llstna for a "arlety of parposn, sach 3.1 as enjoyment and obtaining Infonnatlon

B. Follow onl dlredlons

c. Use speaking, writing, reading, and viewing to assist with listening

D. Listen attnatlYely and critically to a "arlety ofspeaken

E. E"alaate media tfthnlqaes and messages

F. Develop 1l1ten....t,wtegles, sach as asking relnaat qaestlons, taking notes, _.. and making predictions, to anderstand ~

"hat Is heard


ESUBILINGUAL CURRICULUM Advan~edlLlstenlng

eoal t: To .se English to ~omm.nl~ate In sMlalsdtlngs Standard t: Students will use English to participate In sMlallnteracUon

Objective State Standard

G. Demonstrate comprehension of, and appropriate listener response to, ideas in a penuasive speech, an oral Interpretation of a literary selection, Interviews, In a variety of real-life situations, a.d educational and IcientiDe presentations

I 3.2

References Technology

~ -...


ESUBILINGUAL CURRICULUM Adv.n~ed' Wrltin~

Go.l: To use English to commanlute In sod.1 settin" St.nd.nI I: Stadents will ase English to pntlclp.te In socl.1 Intendlon

Objective St.te St.nd.rd Rereren~es Te~hnoioc

A. Uses spe.klng, listening, n.dlng .nd 3.3 Write From the Start viewing to .sslst with writing

B. Write for. v.rlety of parposes, sa~h S~ott Foresm.n ESL .s pena.de, enjoy, eatert.ln, Ie.", ( Levels 6,7,8) Inform, record, respond to n.dlng, .nd solve problems

C. Undent.nd th.t written commanluflon ~.n .rrect the beh.vlor of othen

D. Write for relll .adlenres .nd parposes, Aathenfl~ Applluflons sa~h .s job .ppll~.tlons, baslness Aathentl~ Writing letten, college .ppllc.flons, .nd memonnd.

E. Use spealdBI, IhtN"l, n.dlng, .nd viewing to .nlst with writing ;:-:' ....

" "'"


ESLIBILINGUAL CURRICULUM Adv.n~ecIlRe.dlng

eo.1 t: To ale EDglls' to nmmanl~.te la sMI.1 settings Sm.d.rd t: SmdeDts will ase English to p.rtlclp.te In sMI.llnter.~tlon

Objedive St.te St.nd.reI RerereD~n TKhnology

A. Use IlstealDg, spnklDg, "rltlng .nd vIewIDg to .sslst "It' re.dlDg

B. Use re.dlDg for dllrerent parpM", sa~h

.s eDjoyment, le.mIDg, .nd problem lolvlng

3.4

S~ott Fornm.n ESL ( Levels 6,7,8 )

_.. . ,..

--g

.--. ,,


ESLIBILINGUAL CURRICULUM Adv.n~edlVlewlnR

Goal I : To .se EnRllsh to comm.nl~ate In sMlal settlnRS Standard I: StBdents will .se English to partl~lpate in sMlallnteradlon

Objedlve State Standard Referen~n TKhnology

--

A.. Use .peaklng, listenInC, "rltlnC and ftading to assist with viewing

B. Demonstnte the abOily to cain Information from a variety of media

3.5 Tea~her's Dls~overy Videos

I


ESLIBILINGUAL CURRICULUM

AdYan~ed' Speaking

Goal 1: To ase Engllsb to ~ommanl~ate In sMla' setting! Standard Z: Students will Intend in, throagh and with spoken En~lfsh for penonal expres!don and enjoyment

ObjedlYe State Standard Referenus T~hnology

A. Speak befon a groap to e~press

thougbts and Ideas, conyey an opinion, present Information, and tell a story

B. Tell, men, s.mmarlze, and panphnse Ideas

C. Present a. memponneo.llpefth

D. Speak before a gro.p to defend an opinion a.d pmeat.n oral Interpretation

E. Modify on' to.....lr.tIon In response to tbe rndlo•••f otben

F. P.rticlpate In disunion by.lternatlng tbe roles ortbe speaken and listener

G. Use dear, con~lse, o"lanlud '.ngu.ge In speaking sltaatlons

3.1 Children's Book Press Literature

Capstone Short Biographies

. En~lfsh Side By Side ( Levels 1,2,3,4 )

Children's Book Press Literature Audio Cassettes

--

..... /

FREEHOLD BOROUGH PUBLIC SCIIOOLS

ESI.JBILINGUAL CURRICULUM AdvancedfLisfenin~

Goal I : To ase English to ~mmanlcate In .000Iallettln~1

Standard 2: Students will Intend In, throogh and with Ipoken En~lI.h ror penonal expression and enjoyment

Objedlve State Standard References TechnolOR)'

It. Lllten ror a variety or parposes, 'Deh a. enjoymeat and obtaining Inrormatlon

B. Follow onl direction.

C. Use speaklnl, wrItIn" readln" and vIewInl to uslst with listening

D. Evalaate media techntqaes and mes....

3.2

Engllih Side By Side (Level. 1,2,3,4)

S~tt Foresman ESL ( Level. 6, 7, 8)

Carrent Even.. Newlpapen

Prentice nan Content Ba.ed Aadlotapes

-"...

....-..\r," r .....'.


ESIlBILINGUAL CURRICULtJM Advanudl Writina

Goal I : To use E_lIish to co.....k.te ia lOCial seUin" Sta.d..... 1: St.denb wiD intend ia, th....Rh .nd "ith spoken Enllish ror penonal espreuion and enjoyment

Objective State Staadanl Releftaces TechnoloKY

A. Write rrom esperieaces, thoughts, .nd Feelinp

B. Use writina to e.tend ezperifnce

C. Write lor a v.riety 01 purposes, sach .. to persu.de, enjoy, entertaia,leam, ialorm, record, respond to readinKt .nd solve problems

ID. Publish writina in a variety ollo....ats

J.J Write From the Start

Gnftlmar Write Away

Writer's Notebook Disk

--.. ..

.. _--

~ .../--'l-~ /


ESUBILINGUAL CURRICULUM Advaacedl Ruding

Goal t: TO.1e En~ish to ~....unkate i. t«ialldtinp Standard 1: Stadntl win intend in, th...u~h aad with .poken En~iI" ror penonal elprnlion and enjoylBent

Objedive

A. Listen and respond to whole testl

B. Use reading ror different p.rposn. sach a. enjoyment, leaming. and proble....lOlving

C. Read independently a variety of litentare written by aathon or difl'erent caltam, dhnicitia, pnden. and ages

D. Read with mmprehensioa

E. ~. to identify comlftOll ..peetl or h.man esistence

P. Undentaad that o.r litenq "erit.~ iI ..arked by diltilld litenryl80Vements .ad iI part or lie" &tenry tnditioll

State Standard

3.4

Rd'erences

Myths. ~nd5 and Nut Things

Childftn'. Book Press Biling.al Litenture

.

TK:hnololY

. -... ...

"-.

,'.- _. ,r--.(\


ESllBlLlNGUAL CURRICULUM Adv.D~edI Viewing

Go.. I: To ate English to ~...aniute in t«i.llettinp Sland.reI 2: Stadena "in intend in, throagh .nd with spoken English for penon.1 e_pression .nd enjoy.-ent

Objmive Slate St.nd.reI Ref'eren~n TKhnolottY

A. Ule symbols, dnwings, .nd illastntions to represent inform.tion th.t sapport••ndlor

enh.a~n their "ritinK

B. Onnon.....tn the .bility to g.in inform.tion from. v.ridy of mecli.

C. RKOInize .nd Ule pidori.1 infonn.tion th.t ••P....ewt. te.t

D. R«ognize.ad respond to vila" ..en.~es of •••or, iron" .ad lDetJlphor

t. Artic.bte the tonnKtioB between vila" .nd verb" IIHSUge

F. ArtK.bte aw.reDen .fdifl'ft"ftlt -.edia fo.....nd how tllae ~oDtributeto ~o.....nation

G. Comp.re .nd ~ntnst .edia IOUftfl, I.~h

•• book .nd rd. venion. of. story

3.5 Sc:ott Fores.....n ESL ( Levels ~ 7, 8 )

Euel

Powerpoint

Print Shop

_...

-"


ESLIBILINGUAL CURRICULUM AdvanudlSpeaklng

Goal I : To ase English to "mmanl~ate In sodal settln~

Standard J: Students will ase learning strategies to extend their ~ommanltatlve ~ompeten~e

Objedlve State Standard Rderen~es TKhnology

A. Use IIstenln~, wrltln~, reading and viewing to assist "lth speaking

J.t Addison-Wesley ESL ( Levels C,D,E )

Video - Aadlo Tapes

B. Modify oral "mmanl~atlon In response to the readlons of othen

C. Talk with othen to Ideatlfy, explore, and solve problems

English Side by Side ( Levels 1,2,3,4)

D. Use ~Iear, ftD~lse and o"lanlud language In speaking situations

Carrent E.entl Intenet News Websltes

Eo Rftelve and .Ie ftDstnctWe feedba~k to Impro.e speaklnl ability

F. Partl~lpate I. dhaalon by altenatlng the role of the .,eaker and listener

G. Talk with othen to identify, explore and solve problems

- ..~

H. Use vlsaa' aids and nonverbal behavlon to sopport spoken messages


ESUBILINGUAL CURRICULUM AdvancedlSpeaking

Goal 1: To .se Englls. to comm.nlcate In social settings Standard 3: Students will nse leamlng stratqles to e~tend their communicative competence

Objective State Standud References Technology

I. RftOIIIlu when a.dlences do not 3.1 English Side by Side CNN.Com undentand tbe message and make appropriate adjustments DDC.com

I

J. Participate In collabontlve speaking adll'lties, sucb as chonl reading, plays and reciting poems Addison-Wesley

K. Read alo.d wit. meaning

L. Eval.ate media tec.nlques and messages Cnrrent Events

. -... ...

Objedlve St.te St.ndard Rererences Technology

A.Use spe.klng, wrltln~, re.ding and vlewln~

to .sslst with listening

B. Listen for. variety of pUrpMn, sach as enjoyment .nd obt.lnlng Information

C. Interpret mnnlng throa~' soand!l, .atll as how speaking style me.ls chander In an onl Interpretation

D. Listen .ttentlftly and crltltally to a variety ofspnken

E. Develop listening strategies, sach as asklnR relev.nt questions, gklng note!, .nd m.klng predlctlo.s, to ••dentand what Is heard

F. Give approprllte 'eedback to a variety 01 spnken

G. Ev.laate media techniques and messa~es

3.2 Kids Discover M.~.zlne Inter.dlve Websltn

--


ESLIBILINGUAL CURRICULUM Adv.ntedlLlstenlng

Go.ll: To use En~lIs' to tommanlt.te In sMlal setttnp St.nd.rd 3: Students will ase learning str.tegln to extend their tommanlutlve tompetence

,

--." I


ESLIBILINGUAL CURRICULUM AdvlncedlWrlting

GOIII: to Dse English to commanlclte In sodll settings Staad.,d 3: Stadeats will ase lelmlng strategies to extend their communlcltlve competence

Objedlve State Stlndard References Technology

A. Use spelklng, listening, rndlng Ind viewing to Inlst with writing

B. Revise coatent, olliniution Ind other ISpects ofwriting aslng self, peer, Ind telcher colilborative feedblck(shlred responses)

C. Use I vlrlety ofstrategies Ind Ictlvltles, sach IS brllnstormlng, listenInc, dlscasslon, drlwlng, role pllylag, note-tlklng Ind joanll writing, for finding Ind d"eloplng Idels Ibout which to write

D. Publish writing" I Vlrlety or formlb

E. Onelop • portfolio orcollection orwritings

3.3 Steck-Vlaghn Spelling

Grammar Write AWIY

Write rrom the Stlrt

Steck-Vlaghn ReldlngfWrltlng


-,0 ...

,

I

-", r-. .J:::' /'


ESLIBILINGUAL CURRICULUM

Advan~edlReadlng

Goal I : To .se Englls' to ~mmunl~ate In sMlal settings Standard 3: Students will ase learning strategies to e](tend their ~ommnnlcatlve competence

ObJedlve State Standard Referen~es Technol~

A. Use listenlag, speaking, writing and viewing to assist with reading

3.4 Steck-Vau~hn ESL Reading Series Web Quests

B. E](pand vMabnlary .slng appropriate strategies and techniques, sach as word analysis and ~nte](t dues

S~ott Foresman ESL Levels 6, 7, 8,

c. Undentand the efl'ed of IItenry devkes, such as alliteration and Og.ntlve language, on the readen' emotions and Interpretation

D. Read and .se printed materials and manaals from other disciplines, sach as science, sMlal studies, mat'ematla, and applied technology

Kids Dls~ver Magazine Theme Based Study Units

--

-... _J"~


ESUBILINGUAL CURRICULUM

Advlnc=edI Vlewlne

Cull: To .se English to communlC=lte In soc:lll settings Stlndlrd 3: Studenls will use lelming strltegles to extend their rommunlC=ltlve c=ompetenc=e

Objedlve

A. Demonstnte the Ibility to glln Informltlon from I vlrfety of me~1I1

B. Rerognlze Ind rapond to vIs.I' messlges of humor, lro_y, Ind metlphor

c. Artkallte the connedlon betwftll vlsul' Ind messlge

D. Use spelkl-e, listening, writing, Ind reldlne to Isslst with Ylewtng

E. Demo••tnte tile Ibility to elln Informltlon from a varfety of media

F. Use simple C:'Ires, traPhs, and dllgnms to report dlta

Stlte Standlrd

3.5

Rderenc=es

Sc=ott Foresman ESL Levels 6, 7, 8

Tec=hnology

Power Point Enel

-.... ~

,~ ~


ESLIBILINGUAL CURRICULUM Advanced! Speaking



A. Participate in discussion by alternating the roles of speaker and listener

B. Talk with others to identify, explore, and solve problems

C. Speak before a group to express thoughts and ideas, convey an opinion, present information, and!or tell a story

D. Give directions and!or instructions

E. Adjust oral communications for different purposes and audiences

F. Prepare for and participate in structured debates and panel discussion

G. Use oral communication to influence the behavior of others

H. Use clear, concise, organized language in speaking situations

3.1 English Side By Side ( Levels 1,2,3,4 )

Oral Book reports

Current Events

Newspapers .

Magazines

-,....

~.


ESLIBILINGUAL CURRICULUM Adv.ncedl Listening

Goal 2: To ase Engllsb to .cbleve .cademlc.lly In .11 content arns Stand.rd I: Shadenb will use Englls. to Intend in the classroom

Objective State Standard Rderences Technology

A. Use spe.klng, ...nflng, reading .nd viewing to .sslst with listening

B. Follow 0 ...1directions

C. Listen for. v.rlety of purposes, such .s enjoyment and obt.lning Information

D. Develop lI.teelng strategies, sacb .s a~ldng

relevant questions, taking .otes, and making predictions, to andenund what Is be.rd

E. Give appropriate feedback to • variety or spetlken

E.DemoBstnlte comprehension of, .nd .pproprl.te listener response (e.g., listening attentively) to,.n onl report, dnnsslon, and/or Interview

3.2 English Side by Side Levels I, 2, 3, 4

.

Listening Center Prentice Hall Content Ba~ed

Videotapes

~ ...

F. Listen .ttentlvely .nd crltlc.lly to • v.rlety of speaken

~ r-


ESLIBILINGUAL CURRICULUM Advancedl Writing

Goal %: To .se English to achieve academically la all content areas Staadard I: Students will ase English to Interad In the classroom


A. Use spoking, listening, reading and viewing To assist with wrltlag

B. Revise conMt, orga.lutlon, a.d other aspedl of writing aslng self, peer, and teacher collabenta.e feedback( shared responses)

C. Establish and use criteria for selfand groap evaluation ofwrlttea products

D. Use a variety ofstrat~etand activities, such as brainstormlag, listening, dlscasslon, drawlag role playing, note-taking aad joarnal writing, for finding aad developing Ideas about which to write

E. Use nguntiYe laaguage, such as simile, metaphor, aad analogln to expaad meanlag

F. Publish writing In a variety of formats

G. Develop a portfolio or colledlon of writings

J.J Kids discover Magazine Theme - Based Study Units

Scott Foresman ESL Levels 6, 7, 8

Steck-Vaugha Study Skills

Write from the Start

Internet Research


- ... ~

,.-..... .~--.


ESLIBILINGUAL CURRICULUM Advancedl Reading

Goal 2: To UR En~Jlsh to achieve academically In all content areas Sta.danll: Students will use English tom Interad In the classroom

Objective I State Standard References Technol~

A. Use listening, speaking, writing, and viewing to I allist with reading

3.4 Steck-Vau~hn ESL Reading Series

B. Read with comprehension Welcome to the USA

c. ~monst ...te comprehension through retelling, summarizing Ideas and following written dlredlons

SfOtt Foresman ESL Levels 6, 7, 8

Writer's notebook Disk

~. - ...

..... -


ESlJBILINGUAL CURRICULUM Advanced! Viewin2

Goal 2: To .se English to achieve academically In all content areas Standard I: Stadents will ase English to Interact In the classroom


A. Demonstrate the ability to gain Information from a variety of media

B. Recognize and respond to vlsaal messages of hamor, Irony, and metaphor

C. Articulate the connection between visual and verbal menage

D. Use speaking, listening, writing and reading to assist with viewing

E. Use simple charts, I"phs, and diagrams to report data

F. Take notes .. vlsaallnfonnatlon from flIms, presentatlonl, observations, and other visual media, and report that Infonnatlon through speaking, writing, or orl21nal visual representations

G. Evaluate media for credibility

3.5 Kids Discovery Ma2azlne Theme-Based Study Units

Scott Foresman ESL

Steck-Vau~hn ESL Reading Series

Enel

Power Point

WebQuests

Teacher's Discovery Videotapes

Prentice Ran C_tent Based Videos - ..

.....\, --.. "


ESLIBILINGUAL CURRICULUM Advancedl Viewln~

eoal 2: To use EDRllsh to achieve academically In all content areas Standard I: Students will use English to Interact In the classroom

Objective State Standard References Technoloc

H. Compare and mntnst media sources, such as book and film venlons of a story

I. Solve problems USIDR multimedia technology and be able to browse, anDotate, link and elahonte on Information In multimedia data hank

3.5 Teacher's Discovery Videos

.

Multimedia

- ..~

r---, I -,


ESLIBILINGUAL CURRICULUM Advan~ed/Speaklng

Goal 2: To ase Engllsb to a~hleve a~ademkally I. all ~nteat areas . Standarel 2: Students will ase Engllsb to obt.in, process, ~onstrud, and provide labJed m.tter Information In spoken and written form

.

Objective State Standard Referen~es Tfthnology

A. Prep.re for and p.rtl~lpate In stnmred debata and panel dh~asslons

B. AdJast onl commanl~atlonsfor difFerent parposes and aadlences

C. Use onl commankatlon to Innaeace the behavior of otben

D. Modify onl commankatlon In response to tbe reactions of otben

E. Speak before a growp to defend an opinion and present an onllnterpretatlon

F. Prepare for a.d ptlrtldpate In Itn~tured

debates a.d poel dllcasslonl

G. Use listening, writing, reading, and viewing to assist witb speaking

Talk with othen to Identify, explore, and solve problems

3.1 English for the Spanish Speaker

Oral reports

Content-Based Intemet Resear~h

--.... ~

f' ".-'


ESLIBILINGUAL CURRICULUM Advan(ed! Speaking

Coal 2: To .se Engll!h to a(h'eve a(ademlully I. an (ontent area! Standard 2: Students will u!e Engll!h to obtain, prMfS!, (onstrad, and provide sUbject matter Information In !pokea and written form

ObJedlve State Standard Rereren(e!I Technology

H. Speak before a poap to express thoughts aad Idea~ COIIvey an oplaloa, repraent Information and tell a !tory

I. Tell, mell, s.mmartze and paraphrase Idea!

J. Use elear, eondie, organized language In speaking sltuatloas

K. Prepare for and partldpate la stnmred debates and paael dll(usslons

L Talk with othen to Ideatlly, explore, aad solve problems

M. Coad.d a. "'......atlon Interview

N. 'raeat a. ntfmponlleo.sspeech

O. Use visual aids a.d nonverbal behavlon to support !poken IMS!agfS

J.l Oral Reports

- ...

-, -.,\ ~


ESUBILINGUAL CURRICULUM Advanc=edl Speaking

Coal 2: To a. English to ac=hl"e ac=ademlc=ally In all c=ontent neas Standard 2: Stadents will use English to obtain, proc=ess, c=onstrad, and provide subJed matter Information In spoken and written form

ObJedlve State Standard Referenc=es Tec=hnology

P. Condnd an Informational Interview 3.1 English Side by Side prepare for and partfc=lpate In strad.red debates and panel dlJc=nsslons

Q. Demonstnte Interview Ikills In real-life Videotaped I ntervl"" litaaflonll, snc=h as c=ollege admissions or employment

--..

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FREEHOLD BOROUGH PUBLIC SCIIOOLS

ESLIBILINGUAL CURRICULUM Advancedl Listening

eoal 2: To ase Englhll to achieve academically In aU content areas Standard 2: Students will nse English to obtain, process, construct, and provide snbjed maUn Infonnatlon In spoken and wrlUen form


A. Llstn aUewtively and critically to a variety or speaken

3.2 Kids Discover Magazine

B. Ule speaking, writing, reading, and viewing to assht wltll Ihtenlng

Prentice Han Content Based AudloT8pes

c. Eval.ate media tec.nlqaes and messages Cnrrent Events

D.Demonstnte comprehension or, and appropriate listener response (e.g., listening attentively) to an oral report, dlscnsslon, and Interview

E. Lhtn for a variety or pnrposes sacll as enjoymnt and obtaining Infonnatlon

F. Develop 11tteII1811tntetles, snch as asking questions, taking notes and making ........

~predldlons, to nndentand wllat Is heard

--- . .~


ESL/BILINGUAL CURRICULUM Adv.n~edl WrltlnR

eo.1 2: To .se Eaglls' to .ehlne .e.demk.11y In .11 ~ntent ue.s St.ndnd 2: Students will .se English to obt.ln, process, ~n5trad, .nd provide labjed m.tter Inform.tlon I. spoken .nd written form

Objective St.te Standard Rderenc:es Technology

A. Write lor. v.rlety 01 parposes, sac:h .s to Pena.de, enjoy, entert.la, le.n, Inform, record, respoad to renlng, .nd solve problems

B. Write to JyDtheslu Inform.flon from maltlple soarces

C. Undent.nd th.t written commanle.flon e.n .trect the beh.vlor of othen

D. Write from experiences, thoaghts, .nd feelings

Eo Use writing to nteIId expertenft

F. Write coll.bontfvely .nd Independently

G.U,e. V8rtety orttntegles .nd .dlvltles, saeh., brainstorming, Illtealng, dll~asslon, drawing, role pl.ylng, note t.klng, .lId joam81 writing, for finding .nd developing Ide.s .boat which to write

3.3 EnRlIsh for the Sp.nlsh Spe.ker

Write From the St.rt

Sc:ott Foresm•• ESL

Levels 6, 7, 8

Steck-V.aghn Study Skills


- ...

,--..., ~, ..


ESLfBlLINGUAL CURRICULUM Advan~edl Writing

Goal 2: To .se ';nlll.1I to Hhleve academically In all content areas Standard 2: St1Iden" wlII1Ise Ellgllsh to obtain, process, constru~~ and provide subject matter Informatloll III spoken and "rltteD form

Objective Rereren~esState Standard Technology

R. Write to I)'IItheslze Information from m.ltlple 3.3 Internet Raeanh lo.nes

I. Write a resnnh paper that synthesizes and Library Rderence Materials dtesdata

,J. Cite 101lrftl of Informatlo.

K. Write technical materials, ••cll u Instndfons WebQaem for playlnla lame that Inclades speclDc details

_.. ~


[SlIBfLINGUAL CURRICULUM Adv.ntediReading

Goal 2: To a. E811iJh to .thieve M.de...ic.ny in .11 tonteat .re.. Stand.rd 2: Stllde." wiD Wle t:",ish to obtai... process, tonltrud, .nd provide '.hjed ...tter info....tion in spoke••nd wri«eII fona

Ohjedive

A. Demonst.te to...pfthen.ion through mening or .unll••rizinl ide.s .nd folowing written dil'fttions

B. Read literally. inferenti.lIy. alld tritk.1Iy

C. Read with to...prellea,ionlinte"iews. and .udiovisual atedi.

D. Diltinpilh penonaI opinions aad poiatl ofview from those of the .athor•••d distingaish r.d front opinion

E. Identity elflNn" of a story. lath u thanders. Idtinla.d seqWftIft .feven"

L [.pa.d voubulary ali••ppropriate stnteKiet and tKhniqaa. .wth as word analyllil and contest tlan

G. An"" .ain idOl .nd ••pportive details

St.te St.nd.rd

3.4

Refeftatet

Sto« Fora....n ESL (Leveh 6.7.8)

TethnolORY

~ ... ~

.

,


ESLIBILINGUAL CURRICULUM Advancedl Viewing

eoal 2: To ase English to aetlleve academl~ally In all ~ontent areas Standard 2: Shdenb will use English to obtain, procas, ~onstrud, and provide subject matter Information In spoken and written form

ObJedive I State Standard Referenca Technology

A .Use symbols, drawings, and lIIuslntlons to I 3.5 repraent Information that supports and/or enhanca the stadenb' writing

S~ott Foresman ESL Ex~1

Powerpolnt

B. Use simple ~harts, I"Iphs, aad diagrams to report data

C. Distinguish betweea ractaal Ind n~onal

repraentatlons

D. Articulate the coDaedioa bdweea vlsaal a.d verbal messaga

E.Compare aDd CODlnst medii sourca, su~h as book and DIm venlons of a story

F. Use symboll, dnnrlD~ and illustrations to represent Information that support andlor enhan~n a stadent's pmentation

-...,. ...

G. Use speaking, reading, and viewing to assist with listening

-, ,

FREEHOLD DOROUGH PUBLIC SCHOOLS

ESUBILINGUAL CURRICULUM Adv.nced! Viewing

Go.IZ: To .se English to .chleve .c.demlc.11y la .11 content .re.s St.nd.rd Z: Students will use English to obt.ln, process, construct, .nd provide subJed m.tter Inform.tlon In spoken .nd wrlttea form

Objective St.te St.ndud Reference! Tec=hnology

R. Ev.I••te medl. for credibility

I. T.ke notes oa vls••llnform.tlon from Dims, present.tlons, observ.tlons, .nd other visu.1 media, .nd report th.t Inform.tion through spe.king, writing, or their own vlsu.1 repnsent.tlons

J. Choose .nd use maltlple forms of medl. Into. Dnished produd

K. Articul.te the connectioa betweea vlsu.1 .nd verb.1 mess.ge

L. Rnpond to .Dd " ....te the use of lIIustr.tions to support tnt

M. Rec02Dlze .nd respond to vlsu.1 mess.ges of humor, Irony .nd met.phor

N. RecOlnize .nd .se pldori.llnformation that supplements text

3.5

Scott Foresm.n ESL

.

Kids Discover Magazine

Content B.sed Movie!

--,. ...

I


ESUBILINGUAL CURRICUI..UM Advan~edl Speakln~

Goal 2: To .se EnRilsh to a~hleve academically In all content areas Standard J: Students will use appropriate leamlng strate~ies to construd and apply audemlc kno"led~e

Objedive State Standard References T«hnolo~

A. Use IIstenlnR. writing. reading. and viewing to assist "lth speaking

J.I En~lIsh Side by Side

B. Participate la dlKusslon by altematlng the roln of the speaker and IIttener

C. Talk with othen to identify. esplore, and solve problems

English for the Spanish Speaker

D. Give directions and/or Intinctlons

Eo Prepare for and participate In stnd.red debatn and pa.el discussions

Coopentlve Leamlng Actlvltln InESL

F. Adjust onl romm••katlont for different pu~anda.d~~

G. Modify onl comm.nlcatlon In response to the readlons ofothen

--H. Recognize when audien«t do not undentand

the message, and make appropriate adjustments

......


ESLIBILINGUAL CURRICULUM Advln~edl Spelking

GoIII 2: To .se English to I~hleve Hldeml~llIy In III content lrels Stlndard 3: StlIdents will ase appropriate lelnlng stntegles to ~onstrad Ind apply 1~ldemlc knowledge

Objective State Stlndlrd Referen~es T~hnology

I. Tell, mell, ••mmlrlze, and paraphrise Ideas 3.1 English Side by Side

J. Speak before a groap to express tho.ghls and Ideas, convqo an opinion, present Informltlon, and tell a .tory

1(. Use visaal aids and nonverb.1 behavion to ••pport .poken IIIeSslge

Kids Dls~over Maglzlne

L. Speak before I gronp to express tho.ghfs and Idels, coavqo In opinion, present Informltlon, Ind tell. story

Indlvldull Book Reports

M. Speak before a groap to defend In opinion .nd present Information, orallnterpretltlon

-0..


ESLIBILINGUAL CURRICULUM Advancedl Listening

Goal 2: To .se English to achieve academically In all content areas Standard 3: Students will ase appropriate leamlng strategies to constrnft and apply academic knowledge

Objedlve State Standard References Technoioc

A. Use speaking, writing, reading and viewing to alslst with IIstealng

3.2

8. Listen attentively and critically to a variety or lpeaken

c. Follow onl directions English Side by Side I I

D. Interpret meaning throngh sonnds, sach as how speaking styles reveals chander In an onl Interpretatlo.

I Children' Book Press Audio Cassettes

E. Develop listening Ifntegles, sach as asking releva.t qaestlons, taking notes, and making predictlolll, to ••dentand what Is heard

F. Develop ~pftllftl.lon or, and appropriate listener response( e.g., listening attentively to an onl report, discussion, and Interview)

I I . I

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ESLIBILINGUAL CURRICULUM AdvantedIWritlnR

Goal 1: To .se EnRlhla to athleve atademkally In all rentent areas Standard 3: Students will ase appropriate learning strategies to renstnd and apply atademlt knowledRe

Objective State Standard Rderen~es T~hnolOJO'

A. Write for a variety of purposes, .a~h as to penaade, enjoy, eIItertaln, learn, Inform, I'KOrd, mpond to reading, and solve problem!

3.3 St~k-VaaRhn ESL Readlnc Series

Writer's Notebook Disk ,

B. Use a variety of purposes, sath as brainstorming, listening, dlstusslon, dnwlnR, role-playing, note taking, and joarnal writfnC for finding and deveiopinc Ideas abont whkh to write

S~ott Foresman ESL ( Levels 6, 7, 8 )

C. Write a meanla paper tlaat synthesizes and dtesdata

Llbnry Researth

O. Write o••elf-leleded topln In a variety of IItenry fOnDI

Kids Olstover Ma~azlne

E. Write to .,.tlaetlze Information from multiple SOUI'ftS

-.....

F. Revise rentent, oflanlutlon and other aspeds of writlnR using self, peer, and tea~her

tollaborative feedba~k ( the shared response of othen)

,'-'" ,r--- ,


ESUBILINGUAL CURRICULUM AdvancedlWriting

Goal 2: To use English to achieve academically in all content areas Standard 3: Students will use appropriate leaming strategies to construct and apply academic knowledge


G. Edit writing for developmentally appropriate syntax, spelling, grammar, usage and punctuation

H. Establish and use criteria for self and group evaluation of written products

. I. Use writing to extend experience

J. Cite soune! of information

3.3 Grammar Write Away

Write From the Start


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ESLIBILINGUAL CURRICULUM Advan~edlReadlng

Goa. 2: To ase En~'lsh to a~hleve ftademl~ally In all ~ontent Irels Stlndlrd 3: Students will use appropriate learning strltegin to ~onstruct and Ipply 1~ldeml~ knowled~e

Objective State Standard Referen~n Tethnoloc

A. Demonstnte ~mprehenslon tbrou~h retelling or sammarizlng Ideas Ind following wrlttea dlredlons

B. Reid IItenlly, lafereatlilly, aad ~rltI~ally

C. Read with ~mprehe.slo.llntervlews, and Aadlo-Visaal media

D. Distinguish peno.11 oplnloas I.d points of view from those oftbe author, and distinguish fut from opinion

E. Identify elemnts of a story, sath as thlrlden, letting a.d seqaence of events

F. Explnd yoctlba'ary 8slng appropriate strategln and t«halque!, sa~h as word analysis and ~ntextdun

G. Analyze main Idels and sapportlye details

3.4 Kids Dlstover MI~azlne

St~k-Vaa~ha ESL Reading Serln

St~k-Vaug~n Spellln~

StOtt Foresman ESL

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ESLI8ILINGUAL CURRICULUM Advan~edl Rudin~

Goal 1: To ase English to a~hleve a~ademl~allyIn all t:ontent areas Standard 3: St1Idents will ase appropriate learning strat~ies to ~onstrnd and apply a~ademl~ kno"led~e

Objective State Standard Referen~n Te~hnology

H. AnalYR test-aslDg patterns of o~anlzatlon,

such as cause and elTect, comparison, and ~ntnst

I. Analyze text for the purpose, Ideas, and style of the autbor

J. Catber and s)'IItbes" data for research from a variety ofsources, Int:ladlng print materials, tecbnologlcal resources, observation, Interviews aDd audiovisual media

K. Use IIstenlDg, .peaklng, writing, and rntewlnl to assist wltb radlnl

L. Undentaad die CWftpts of nguratlve language, symbolism, alla.loa, ~nnotation, and denotatloa

M. Undentand appropriate literary concepts, sat:h as rhetorical device, toglnl fallacy, and Jargon

3.4 Steck Vaa~hn ESL

Capstone Short Biographies

Media

S~ott Foresman ESL

Children's Book Pm!

•

Internet Research

~.. ...


ESLIBILINGUAL CURRICULUM Advancedl Readln~

Goal 2: To ase English to achieve academically In all content areas Standard 3: Stadents will ase appropriate learning stntegle! to construd and apply academic knowledge

Objedlve State Standard References Technology

N. UndentaDd the erred of IItenry devices, such as allltention and figantln langua~e, on the reader'. emotions and Interpretation

O. Read and use printed materials and tfthnlcal manuals from other. dlsdpllnes, sach as

science, social studies, mathematics, and applied tfthnoiou

3.4 Steck-Vaughn ESL Reading Series

Standard Distrid Curriculum Resource!

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ESLIBILINGUAL CURRICULUM Advanced/ Viewing




B. Demonstrate the ability to gain information that supplements text

C. Respond to and evaluate the use of illustration from a variety of media

D. Recognize and use pictorial information that supplements text

E. Distinguish between factual and fictional visual representations

F. Take notes on visual information from films, presentations, observations, and other visual media, and report that information through speaking, writing, or the student's own visual representations

3.5

Library Resources Internet Resources

WebQuests --,.~


ESL/BILINGUAL CURRICULUM Advancedl Viewing


Objective State Standard References Technology I

G. Use simple charts, graphs, and diagrams to report data

3.5

H. Recognize and respond to visual messages of humor, irony, and/or metaphor

I. Articulate the connection between visual and verbal message .

J. Choose and use multiple forms of media to convey what has been learned. Integrate multiple forms of media into a finished product

K. Solve problems using multimedia technology and be able to browse, annotate, link and elaborate on information in a multimedia database

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ESllBlLINGUAL CURRICULUM Advancedl Speakin~

Goal 3: To .se English la socially and calmnlly appropriate "ays Sta.dard I: Smdenb "III .se appropriate langaage variety, r~i5ter, and ~enre accordln~ to audience, purpose and setting

Objective State Standard References Technology I

A. Adjust onl comma.lcatlons for different 3.t En~1I5h Side by Side parposes and aadle.ces

B. Use onl commanlcatlon to I.naence the behavior ofothen

c. Modify onl comma.lcatlon In response to the reactloas of othen

D. Use the co.ve.tIoBs of .poken Englhh, such as English for Spanish Speaken gnmmar and appropriate forms of address

E. Speak before a gro.p to defend an oplnlo. and preseat a. onllnterpretatlon

F. Prepare for a.d participate In stncmred debates and pa.el dlKasslons

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G. Present an extemporaneoas speech

H. Use clear. concise. organized lan~uage In speaking situations


ESLIBILINGUAL CURRICULUM Advanced! Speaking

Goal 3: To use English I. socially and culfarally appropriate "ays Standard 1: Students "ill use appropriate language variety, r~lster, and genre according to audience, purpose and setting


I. Speak before a group to express thoughts and Ideas, convey an opinion, present Information, and/or tell a story

3.1 Current Events

.. -":' ...


ESLIBILINGUAL CURRICULUM AdvancedlListenlng

eoal J: To 85e Engll5" In socially and culturally appropriate "ay5 Standard I: Students "III use appropriate language variety, register, and genre according to audience, pUrpMe and setting

Objective State Standar4:1 Rderences Technology

A. Demon5trate comprehen51on of, and appropriate listener rnpoDse (e.g.,115tenlng attentively)to, onl repo~ dl5cussion, and Interview

B. Demonstnte comprehension of, and appropriate listener rnponse to, Ideas In a penuasive 5peech an onllnterpretatlon of a literary selection, Interviews in a variety or real-life 5ituaUons, and educational and Klentlnc prnentatlons

c. Listen ror a variety or pUrpMn, such al enjoyment and obtaining Information

D. Listen attntlftly ••d critically to a variety of Ipeaten

3.2 Capstone Short Biographies

Children's Book Press Literature

Myths, L~ends, and Neat Things

Children's Book Press Audio Cas5ettes

-.,. ..

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i I

,


ESUBILINGUAL CURRICULUM AdvancedlWriting

Goal 3: To use English in socially and culturally appropriate ways Standard J: Students will use appropriate language variety, regiJter, and genre according to audience, purpose and setting

Objective

A. Write for a variety of purposes, such as to persuade, enjoy, entertain, learn, inform, record, respond to reading, and solve problems

B. Undrntand that written communication can affect the behavior of others

C. Write technical materials, such as instmctions for playing a game, that include specific details

D. Write for real audiences and purposes, such as job applications, business letters, college applications, and memoranda

E. Write from experiences, thoughts, and feelings

F. Use figurative language, such as !limile, metaphor and analogies to expand meaning

G. Publish writing in a variety of formats

H. Develop 8 portfolio or collection ofwritings

TechnologyReferencesState Standard

Writer's Notebook Disk 3.3 Welcome to the USA

Write From the Start

~ ....


ESLIBILINGUAL CURRICULUM Advancedl Writing

Goal 3: To use English in socially and culturally appropriate ways Standard t: Students will use appropriate language variety. register. and genre according to audience, purpose and setting

,I Objective i I State Standard I References I Technology I,

I. Write' on self-selected topics in a variety of 3.3 Library Resources literary forms

J. Use a variety of strategies and activities, such as Scott Foresman ESL brainstorming, listening, discussion, drawing, ( Levels 6, 7, 8 ) role-playing, note taking, and journal writing, for finding and developing ideas about which to write

--..~ ....


ESLIBILINGUAL CURRICULUM Advancedl Rudlng

Goal 3: To ase English" sM'ally and nlttlrally appropriate ways Standard I: Shldents willase appropriate lanpage variety, r~i!lter, and genre according to audience, p.rpose and setting


A. Undentand tbat a.tbon write for dlf1'erent purposes, sucb as pen.adlng, 'nformlng, entertaining, and InstMlcting

B. Analyze tnt for parpose, 'deas, and style oftbe aatbor

c. Undentand tbe nnge of IItenry forms and ~ntent tbat elicit aesthetic response

3.4 Steck-Vaaghn ESL Reading Series

-".~

I


ESLIBILINGUAL CURRICULUM Adv.ncedlViewlng

Go.1 3: To ase English In s~I.lIy .nd nlta....1y .pproprl.te w.ys St.nd.nI I: Stadents will ase .pproprl.te I.nga.ge v.rlety, register, .nd genre .cconllng to .adlence, parpose .nd setting

TuhnologyReferencesSt.te St.nd.rdObJutive

Medl.A. Renplze .nd res,..d to Ylsa.1 mess.ges or 3.5 hamor, Irony .nd met.phor Politic.' C.rtoons

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ESUBILINGUAL CURRICULUM Advancedl Speaking

eoal J: To .se Engllsilin sodally and cultunlly appropriate ,.ay!J Standard 2: Students will use nonverbal communication appropriate to audlence9 purpo!Je9 and !Jettln2


A. UR IIstenlng9 wrltlng9 readlng9 and viewing to assht wltll speaking

B. Modify onl commllnlcatlon .. response to the readlons of othen

c. Use vls.al aids a.d nonverbal bellavlon to .upport spokeD lanpagn

D. Recognize wileD alldlellca do .ot andentaad tile message, and make appropriate adjustment

E. Adjust onl communications for dlfl'erent p.rposes and alldleDft!

F. Participate .. ronabontlve spellklnlactlvltl~

such as chonl mdl_c, plays, and recltinc of poems

G. Read aload with meanlnc

H. Receive and use construdlve feedback to Improve speaking ability

J.1 Engll!Jh Side by Side

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ESLIBILINGUAL CURRICULUM Advancedl SpeBklng

Goal 3: To .se En~lls" III sMlal1y and cDltaral1y appropriate "ays Standard Z: Smdents will D!le nonverbal and communication appropriate to andlence, purpose, and settlnR

ObJedive State Standard Rderences Technology

I. Participate In discussion by altemaflng the roln orspeaker and listener

3.1 English Side by Side

~..

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ESllBlLINGUAL CURRICULUM Advanc:edl Listening

Goal 3: To ase English .. soc:lally and cultwrally appropriate ways Standard %: Stwdents will use nonverbal c:ommnnlc:ation appropriate to audience, purpose, and setting

ObJedive State Standard Referenc:es Tfthnology I A. Use speaking, writing, reading, and viewing to

assist with listening 3.% English Side by Side Listening Center

B. Demonstnte compnhenslon of, and appropriate listener response (e.g., listening attentively) to an onl npo~ dlsc:nlllon, and Intemew

C. Evalaate media techalqnn .nd messagn

D. Lllten for a variety 01 parposes, suc:h n enJoymnat and obtaining Information

Content Based Videos

E. Listen atteatIYeIy .ad critically to a variety 01 speaken

Follow onl dlftdtoa. ~ .. ~

."" . -,


ESI.JBILINGUAL CURRICULUM Advan~ed1Writlng

Goal 3: To ule English I. locially and ~ulblrally appropriate ways Standard 2: Shldenb will use nonverbal ~ommunlutlon appropriate to audlen~e, PUrpMe, and setting

Objedlve State Standard Rereren~es T«hnology

A. Write from experleDftI, thoughb, and reellngs

B. Ule writing to extend experlen~e

3.3 Write From the Start

Grammar Write Away


~..

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ESLIBILINGUAL CURRICULUM Advan~edl Re.dln~

eoal 3: To ase Englls. In sMlally and caltarally appropriate ways Standard 2: Stadena "III ase nonverbal rommanl~atlon appropriate to audlen~e, purpose, and setting

Objective State Standard Rderen~es T~hnolOlO'

A. Use spellklnl, listening, writing, and viewing to assist with reading

3.4 Wel~ome to the USA

English Side by Side

--~~

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ESLIBILINGUAL CURRICULUM Advan~edl Viewing

Goal 3: To use English In sMlal1y and ~ultunlly appropriate "ays Standard 2: Students will nse nonverbal ~ommunl~atlon appropriate to audlen~e, purpose, and setting

T~hnologyReferen~Objedlve State Standard

3.5A. Use speaking, listening, "rltlng, and reading . to assist wltb viewing

Magazines and Media Advertisements B. ArtI~olate the ~nnedton between visual and verbal message

Editorial Cartoons c. Remgntze and respond to visual messages of humor, Irony, and metaphor

........

-.,- - ... r ,'.'.


ESLIBILINGUAL CURRICULUM Advancedl Speaking

Goal 3: To .se English In s~lally ••d caltanlly .pproprlate ways StaDdard 3: St1IdeDts will ase appropriate learning strategies to exte.d their s~lollngul!ttlc and sodocalbnl competence

TechnologyObjective State Standard References

A. Modify onl fOlII.....leation I. respoDse to the 3.1 Cooperative Leaning Activities I. ESL rnctloal ofotben

B. Recoplze nn ••d_eeI do aot .adentl.d Onl Reports I.d Preseatltloas the menale lad make .pproprlate IdJ.stmeBts

C. Recelft Ind .se fOIIltnctm leedblck to Improve speaklnl Ibillty

D. Use 11stN18I. wrltln. mdl.ll.d vlewhli to _slst with speakla.

E. Adjust onl colIIlII.alcatlolls lor dlff'ere.t pUrpoHIlad ndnca

F. Ule tbe ~ftlltleet 01IpOken Enlilsh, Reh I' 1"IIIIIIIIr I" Ipproprlate fo...... of address

G. Use clear, fOIIche, orpalzed la.pllt! In speakl·llicaatlo••

H. DellloDslnte I.tervlew skills ID re.l-llfe IltaltloDI, I.eh IS college admlssloDs or employment

_.. . ,.

I

,-..... ~, r


ESLIBILINGUAL CURRICULUM Adv.nced!Spe.klng

eo.1 3: To .Ie English .. IOClally aDd c.ltantlly appropriate ways St.ndard 3: Student! will .R approprl.te learning str.tegles to edend their loclolln".lltlc and soclocultur.1 fOmpetence

Objective State St.nd.rd References Technology

I. Prepare for .nd p.rtlclp.te In .tndared deb.tes and p.nel dlsnsslonl

3.1 CUrrellt Events

Media

Internet Research

_... ~.

--<.,... '.T', \'


ESIJDILINGUAL CURRICULUM Advancedl Listening

eoal 3: To Dse EnRlls. Ia serially and nlhlnlly appropriate ways Standard 3: SNdents will ase appropriate learning strategies to extend their serlollnplstlc and socleraltanl competence


A.. Use speaking, wrltlD" mdlng, and vlewln. to aulst wltll listening

B. Listen for a varldy of parposes, sacll as enjoymaat a.d obtaining Information

C. Interpret meanla. tllro8.11 "D.ds, ••cll .s how speaklDg style reveals cllancter la an onl Interpmatlo.

D. DelllOlllfrate comprellftlsloa of, and appropriate Iistner rapoaR(e.g., listenI•• attentively) to a. onl report, dlscuulons and Interview

3.2 English Side by Side

Coopentlve learning Activities

..

Listening Center

Content Based Videotapes

-..

~. ~ .......


ESL/BILINGUAL CURRICULUM Adv.nt:edI Writing

Goal 3: To ase English In sMlally .nd t:altunlly .pproprlate ".Y' Standard 3: Stadenu will ase approprl.te le.mlng strategies to ntend their sodolingulsflt: .nd sMIMaltural t:ompeten~

Objective State Standard Referent:es TfthnolOjO'

A.. Revise content, org.alutlo••nd other .SPftU of writing, aslng self, peer, .nd teat:her collabontive feedb.k (t.e I ••ftd response olot.en)

B. Edit writing lor dneloplHlltally .pproprl.te .yatax, .pelllnl, cnmm.r, ns.ge .nd paaeta.tloa

C. Establ'" .ad •• afterl. lor.ar .nd po.p no....doII 01 wrlttell prudads

D. hbllt. wrltl.C" • nrtety or form.ts

E. DeftIop • portfolio or coll«tlon 01 wrlflnll

F. Use lpealdalt ......C, mdlng, .nd viewing to .!lSlst wit. wrltlnC

G. Write lor. y.rIety 01 parposes, sat:••s penaade, enjoy, entertain, le.ve, Inform, rftOrd, respond to reading, and solve problems

3.3 Grammar Write A"ay

English lor t.e Sp.nlsh Spe.ker

Write From the St.rt


~ ....

.- ," ----- "


ESlJBILINGUAL CURRICULUM Advancedl Writing

eoal3: To DR Eallis' .. sodally aad calt1lnlly appropriate ways Staadard 3: St1IdeDts will Dse .pproprl.te leaning str.tegles to ex-tmd their loclolingDlstl~ .nd soclocultur.1 competen~e

Objective State Standard References Technology I I

R. Uadentllad t'at written commDDI~atlon ~a. 3.3 Write from the St.rt e-malls~rfpfs

ailed t.e be....or ofothen

:-...

,...--.

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ESIJDILINGUAL CURRICULUM Advanced! Reading

Goal 3: To .se lid nltanlly appropriate ways Standard 3: SflJprlate leamlng strategies to extend their soclollnphtlc and socloc.ltanl competence

( State Standard References Technology

A. Use Ihtenlnland reading to uslstwlt' .,

B. UndentanctOr different p.rposes, I~fonnlng,

entertalnlnl

c. Use readln,ses, sac' as eaJoymnt,tm-solvlng

D. Use prior IfUdlng abnlty and compr aspects of t'e test J people In dletr oWIIllYa

3.4 Scott Foresma. ESL ( Levels 6, 7,8,)

Steck and Vaughn Reading Series

Kids Discover Magazine

WebQaests

--~

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ESlJDlLINGUAL CURRICULUM AdvancedlVle,,'ng

COlli 3: To .se Engll.1I I. socially a.d ctllt1Inlly appropriate wa,. St..dard 3: Shldents will ase appropriate leaning .tntegles to extend tllelr loclollngalstlc Ind .oclocaltanl competence


A. Use speaking, Itstenlng, writing, and reading to assist with viewing

B. Demoastnte tile ability to pia Infonnatlon rrom a vlrlety or media

C. Artlnlate awalftt!ll ofdllreftllt medii fonns Ind lIow tileR coatrlbute to commanlcatlon

3.5 Ne".papen

Magazines

Kid. discover Magazine

CNN Leaning Resoarces

Schola.tlc. Com

BBC World Service

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freehold borough public schools esl/bilingual … · 2009. 11. 15. · 1. identification ofthe...

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