Eagle County School System

Eagle County School System

English Language Acquisition

Syllabus: 2010-2011

Dear Students:

A syllabus is an outline of the course of study. This syllabus discusses the English Language Acquisition program at Berry Creek Middle School. It is important that you read, understand, and share this syllabus with your family. We expect a year full of challenge, learning, and fun!

COURSE TITLE:

English Language Acquisition (ELA) for Non-English and Limited-English Proficient Learners (ELL’s)

INSTRUCTORS

Name: Laurie Blickenstaff

Email:

Telephone: 970.328.7472

Office Hours:

Name: Kimberly Hetrick

Email:

eBoard: kimberlyhetrick.ECS.site.eboard.com

Telephone 970.328.7489

Office Hours: Before/After school and by appointment

Name: Claudia Quintana

Email:

Telephone:

Office Hours:

PRINCIPAL

Robert Cuevas

970.328.2960

COUNSELOR

Nita Kirwan

970.328.2960

Students should contact their instructor for any questions regarding this course.

INSTRUCTOR PHILOSOPHY

We are honored to be your language teachers and seek to contribute to your academic, personal and professional growth. By challenging you to better understand the world, what is important to you, who you are, and who you wish to become, we hope to give you valuable skills that will help make you successful. We define success as your desire, ability and commitment to give back to the world in your family, work, spiritual and community life. Most of all, we want you to work hard, learn, and grow so that you may enjoy a healthy sense of personal well-being. We promise to lead by example, share our passions, and teach with compassion. It is our privilege to have you in our classes.

COURSE DESCRIPTION: What is English Language Acquisition (ELA)?

Eagle County Schools uses the term “English Language Acquisition” (ELA) to refer to programming for students who are in the process of learning the English language.

Students in the ELA program are learning how to comprehend, speak, read, and write in English proficiently. This program has been created to meet the mandates of the Federal No Child Left Behind Act, specifically Title III, (NCLB, Title III) and the State of Colorado’s English Language Proficiency Act (ELPA) (Colorado, ELPA).

COURSE GOALS

Second language learners will:

­Have access to the same skills and content as native English speakers have.

­Reach the same academic standards that native English speakers are expected to reach.

­Learn English.

­Graduate from high school.

­Commit to lifelong learning and pursue higher education or technical certification after high school.

COURSE RATIONALE

The purpose of ELA is to help bridge your success in learning by increasing your English literacy. This program focuses on learning to read, write, listen, speak, and comprehend the English language. English is taught using Colorado State Standards for English Language Acquisition and English Language Arts. Understanding and becoming a part of American culture is also emphasized.

ELA classes help students learn to use English to communicate in social settings, to apply English language skills to achieve academically in all content areas and to use English in socially and culturally appropriate ways.

COURSE OBJECTIVES/LEARNING OUTCOMES:

Students will demonstrate the knowledge, skills, and ability to read, speak, write, read the English Language.

ELA classes focus on the following three core content areas.

Core Area I – English Language Instruction

Core Area II – Academic Language Instruction

Core Area III – Academic and Life Skills Preparation

ELA STANDARDS

For a detailed description of Colorado Standards for English Language Acquisition visit Eagle County Schools, ELA, Standards

“There are two types of standards: content and performance. Content standards specify what students should know and be able to do (knowledge and skills). Performance standards determine the degree to which the content standards have been attained. The ELA standards will be used with ELL students who have been identified as needing linguistic and academic support in English. These standards will support students until they demonstrate sufficient skills on the English language proficiency assessment called CELA (Colorado English Language Assessment).” (Colorado Department of Education)

Standard 1: English Language Learners listen for information and understanding using a variety of sources for academic and social purposes.

Standard 2: English Language learners speak to convey information and understanding using a variety of so

Standard 3: English Language Learners read information for understanding, using a variety of sources for academic and social purposes.

Standard 4: English Language Learners write to convey information and understanding, using a variety of sources for academic and social purposes.

WRITING ACROSS THE CURRICULUM

Students are strongly encouraged to write relating to all areas of study. In our academic and professional careers, we use writing every day for a variety of purposes:

·  to communicate information (reports, employee evaluations, letters of recommendation, e mail)

·  to clarify thinking (when we work through an idea or problem on paper)

·  to learn new concepts and information (taking notes on reading and research topics)

Students need practice to be able to use writing effectively to meet these same goals.

Like all language skills, writing skills decrease when they aren't used. Assigned writing in all courses helps students keep their writing skills sharp. Writing in classes helps students learn material and improve their thinking about ideas in the courses. Writing assigned across the curriculum also helps students prepare for the day-in and day-out communicative tasks they'll face on the job, no matter what the job is. Equally important, students need to learn about how writing is used within a discipline, and many kinds of assignments give students practice with disciplinary forms and conventions (i.e. Six Traits).

So why should students be assigned writing in classes? Students will learn more and will leave school better prepared to face communication challenges if they write consistently over the course of their middle school and high school years.

When we consider how Writing across the Curriculum (WAC) has been implemented at a range of schools, we see that writing assignments generally fall into one of two categories.

Writing to Learn Generally, writing-to-learn activities are short, impromptu or otherwise informal writing tasks that help students think through key concepts or ideas presented in a course. Often, these writing tasks are limited to less than five minutes of class time or are assigned as brief, out-of-class assignments.

Writing in the Disciplines The second category of WAC is often called Writing in the Disciplines (WID). Writing assignments of this sort are designed to introduce or give students practice with the language conventions of a discipline as well as with specific formats typical of a given discipline. For example, the science lab report includes much different information in a quite different format from the Language Arts book report.

Source: Writing Across Curriculum, Colorado State University

LANGUAGE REGISTERS

ELA students learn and apply appropriate language registers. There are five language registers or styles. Each level has an appropriate use that is determined by differing situations. It would certainly be inappropriate to use language and vocabulary reserve for a boyfriend or girlfriend when speaking in the classroom. Thus the appropriate language register depends upon the audience (who), the topic (what), purpose (why) and location (where).

You must control the use of language registers in order to enjoy success in every aspect and situation you encounter.

1. Static Register

This style of communications RARELY or NEVER changes. It is “frozen” in time and content. e.g. the Pledge of Allegiance, the Lord’s Prayer, the Preamble to the US Constitution, the Alma Mater, a bibliographic reference, laws .

2. Formal Register

This language is used in formal settings and is one-way in nature. This use of language usually follows a commonly accepted format. It is usually impersonal and formal. A common format for this register are speeches. e.g. sermons, rhetorical statements and questions, speeches, pronouncements made by judges, announcements.

3. Consultative Register

This is a standard form of communications. Users engage in a mutually accepted structure of communications. It is formal and societal expectations accompany the users of this speech. It is professional discourse. e.g. when strangers meet, communications between a superior and a subordinate, doctor & patient, lawyer & client, lawyer & judge, teacher & student, counselor & client,

4. Casual Register

This is informal language used by peers and friends. Slang, vulgarities and colloquialisms are normal. This is “group” language. One must be member to engage in this register. e.g. buddies, teammates, chats and emails, and blogs, and letters to friends.

5. Intimate Register

This communications is private. It is reserved for close family members or intimate people. e.g. husband & wife, boyfriend & girlfriend, siblings, parent & children.

Rule of Language Use:

One can usually transition from one language register to an adjacent one without encountering repercussions. However, skipping one or more levels is usually considered inappropriate and even offensive.

Source: Montano-Harmon, M. R. “Developing English for Academic Purposes” California State University, Fullerton.

LEARNING MATERIALS

Various textbooks and educational materials will be used in this class. Timely articles from periodicals will be shared. All resources will be made available during class time.

SUPPLIES

Each student needs:

-A 1.5” binder, 3- ring with dividing tabs, this notebook will be left in the classroom

-Notebook paper

-Pencil box with

-sharpened pencils and erasers

-pencil sharpener

-colored pencils and markers

-scissors

-ruler

-A bilingual dictionary in native language i.e. Spanish-English; English-Spanish

CLASS CULTURE

Golden Rule – Treat others as you wish to be treated.

Follow three R’s and be RESPECTFUL, RESOURCEFUL, and RESPONSIBLE

CLASS POLICIES and PROCEDURES

Class Requirements - Most work for this course will be done in class. Students will have the opportunity to work individually and in teams. Homework may be assigned to extend the lesson.

Timeliness of assignments.

You will be given seven (7) calendar days for each excused day absent to make up work. It is your responsibility to ask the teacher for any missed assignments and keep current of class notices on e-Board. BE RESPONSIBLE.

Attendance and participation.

Because the majority of course work is done in class, it is very important that you attend class and participate. Your best effort is expected. “I don’t know” and “I can’t” are not acceptable. Should you need to miss a class, it is your responsibility to coordinate make-up work with teachers.

Class Rules (a rule is WHAT you do and WHEN you do it)

In our class, we honor the school behavior code PRIDE. Berry Creek Wildcats are expected to demonstrate prideful behavior at all times – at school, home, and in the community.

Prepared

Respectful

Integrity

Dependable

Effort

Class Procedures (a procedure is an established method for HOW you complete a task)

Enter Class quietly, get your notebook, sharpen your pencils, go to your seat and begin warm up.

ðStart of Class

Be in your seat working, on time, quietly on warm up with all materials (if more than one minute late sign in on tardy sheet).

ðPencil Sharpening

Use loud pencil sharpener only before class begins. Do not ask to sharpen during teacher time. If need to sharpen a pencil during work time use a manual sharpener. BE RESPECTFUL

ðIf you forget a pencil

If you only need it for this class, borrow one from another student BEFORE class begins. Pencils may also be purchased before class for 25 cents.

ðIf you complete your assignment before others are done

Review your work, work on homework, or read.

ðIf you have a question

Raise your hand. Wait for teacher to make eye contact and then lower hand and wait for teacher. If you have a question during group work time ask your teammates. If no one can answer, then ask teacher. BE RESOURCEFUL.

ðIf you have to use the restroom or go to your locker

You may do so during work time (not teacher time) by bringing using your trip pass. Sign out on the clipboard and then sign back in when you return. Be careful with your pass as you will only get one per trimester.

ðIf you are tardy (more than one minute late to class)

Sign your name and the time you arrived on the in/out clipboard. You will be required to make up the time you are late before school, after school, or during lunch.

ðWhen the teacher needs your attention

The teacher will give you a two minute warning to finish your group work. When you see the teachers hand in the air stop everything and face teacher with your hand raised.

ðWhen you know you will be absent

Ask another student to make a copy of the notes and collect handouts for you. See E-Board for assignments and due dates.

ðWhen you arrive after unexpected absence

Look in your notebook for copy of notes and handouts. The student next to you will make carbon copy the warm up, notes and collect any handouts for you.

ðWhen someone knocks on the door, the phone rings, or there is a visitor in the room,

continue working.

ðAt the end of the period

Wait for teacher to tell you to put away all materials. Clean up your area around the desk. If it is not your trash, pick it up anyways. Stay at your desk until the teacher dismisses you.

Behavior Management

Every student has the right to a safe, stimulating learning environment. Disruption of the learning environment is not tolerated. Students who choose to act disrespectfully in class will be given consequences as follows:

1.  Asked respectfully, clearly, and consistently to change behavior.

2.  Moved to another location within the classroom.

3.  Assigned lunch detention and dean of students, principal and parents will be contacted.

4.  Given a behavior concern and dean of students, principal, and parents will be contacted.

5.  Should disruptive, disrespectful behavior continue, parents, students, teachers, dean of students and principal will meet to discuss behavior plan.

Plagiarism

Work that is submitted for credit must be the original work of the student. Any assignment that is not the original work of the student is considered plagiarism and in violation of the ethical learning conduct.

Plagiarism occurs when another person’s work, words, or ideas are represented as one’s own without the use of a school-recognized method of citation (e.g., copied from another source such as an author or another student without properly acknowledging the actual writer/author), or when another person’s work is copied or otherwise duplicated for academic credit.