Springbrook H.S. - ESOL Department
BASIC READING
SYLLABUS and EXPECTATIONS
Teacher: Ms. Rachelle Braun
301-989-6069 (ESOL Department phone number)
Cell phone: 202-760-5105
e-mail: [email protected]
This is a basic level English reading class. In this class we will practice reading and writing
strategies that will help us find out more about the world around us. We will:

Make connections with events that happen in the text and our own lives.

Define and use new vocabulary.

Develop our English grammar skills in reading, writing, speaking and listening..

Develop new strategies to help us understand what we read.

Use images and graphic organizers to help us understand the reading.

Organize events in order of how they happened.

Identify fact and express our opinions.

Summarize what we read and learn.

Identify which skills are needed to read different types texts, newspapers,
textbooks, stories, poetry, etc.

Learn how to develop questions about what we read.

Find the main idea in the reading.

Describe the cause and effect of events in story.
CURRICULUM
Unit 1: Letters, words and sentences
Use awareness of letters, words and sentences to help us understand the stories we read.
Unit 2: Strategies
Use strategies to help us understand the events in a story.
Unit 3: Telling Stories
Use our reading skills to help us describe, explain and express an opinion on what we read.
Unit 4: Informational Texts
Use our skills to read and write about important information outside of school.
REQUIRED TEXTS

Reading A-Z

RIGOR

Very Easy True Stories

Multiple readings
EXPLANATION OF EXPECTATIONS
Academics
 Homework must be turned in on due date for full credit.
 Classwork will need to be completed on time for full credit.
Student Handbook
 Students will use handbooks to write down their homework assignments.
 Student will use handbooks as a hall pass.
Class







Supplies / Materials:
3 ring binder
Lined paper
2 black pencils with erasers, 2 black pens
Spiral notebook
2 different color high-lighters
Bilingual Dictionary 1 eraser
Student Handbook
Absences / Tardiness
 You are expected to come to class on time and every day.
 It is the only way to be successful in school!!!!
Behavior
1. Be on time and in your seats when the bell rings.
2. Come to class prepared with pencils, pens, paper text books and student
handbook.
3. Use student handbooks to record assignments and as a hall pass.
4. Show respect to others, your classroom and yourselves.
5. Follow the school rules listed in the student handbook.
6. Come to class with a positive attitude and ready to learn.
GRADING POLICY
You need to be well prepared on a daily basis. A warm‐up activity, a quiz, classroom practice and homework assignments will be part of your ESOL 1 classes. Category Homework Formative Assessments Percentage 10% 50% Summative Assessments 40% Types of Assignments Homework for practice Classwork: quizzes, reading comprehension activities, paragraphs, presentations Classwork: tests, essays, projects, presentations Z’s and 0’s: When using points or percentages, a teacher assigns a grade no lower than 50% to the task/ assessment. If a student does no work on the task/assessment, the teacher will assign a zero. If a teacher determines that the student did not attempt to meet the basic requirements of the task/assessment, the teacher may assign a zero.(MCPS Policy) Due Dates/Deadlines: Teachers will establish due dates and deadlines. Teachers are expected to separate the due date from the deadline in order to increase opportunities for students to complete assignments; however, there may be some exceptions when the due date and deadline are the same. It is recognized that for daily homework assignments the due date and deadline may be the same to facilitate the teaching and learning process. Assignment/Make Up Policy: Students have a responsibility and are expected to make up missed work, regardless of the legal status of their absence. If the absence is excused or is a result of a suspension, the teacher will help a student make up work. If the absence is unexcused, the teacher does not have to help a student make up the work missed, give a retest, or give an extension on work that was due. Even though the teacher does not have to help a student make up missed work, the student still has to make up the work so the student can complete the rest of the course. For unexcused absences, teachers may deny credit for missed assignments or assessments, in accordance with the process approved by the principal and the leadership team. (MCPS Student handbook) Retake/Reassessment Policy: You are allowed to retake all formative assignments as long as you show up during lunch to correct and review misunderstandings and come back after you’ve studied. All retakes must be within one week of the original due date. NOTE: You may not make up an assignment if you did not make an attempt to work during class. WE WILL HAVE A GREAT YEAR TOGETHER!!!!!!
ESOL 5A Syllabus 2015 – 2016 Ms. Rachelle Braun [email protected] "You have within you more resources of energy than have ever been tapped, more talent than has ever been exploited, more strength than has ever been tested, and more to give than you have ever given.” ‐ from Fish!
Welcome to ESOL 5A – The objective of this course is to help you develop advanced proficiency in English by communicating fluently and accurately in social and academic settings. Essential Skills: 




Speaking English clearly in different contexts to communicate effectively Listening and evaluating a speaker’s point of view, using digital and other media Reading and interpreting a variety of texts Writing clearly for different purposes and audiences Researching and synthesizing information to build and share knowledge Anchor Textbook: Pearson Longman KEYSTONE Level F Unit 1 – How do the Senses Shape Our Experiences? Unit 2 – How Do Generations Differ From One Another? Unit 3 – What Makes a Community? Note: Students may be required to read other texts independently. These may include: entire books, adapted literature, photographs, movies, audio recordings and other media as assigned by the teacher. * * * Expectations: 




Be prepared: do your homework and come to class with appropriate materials Be responsible: write down your homework or check Edline regularly; if you are absent, it is your responsibility to make up the missing work Be willing: share your thoughts and ideas during class discussions Be respectful: treat yourself, classmates and teachers with respect Be Involved: Take ownership of your learning. Ask questions. Share opinions. The key to understanding literature is your interpretation of it. ESOL 5A – Braun – Fall 2015 Grades: Types of Assignments Category Percentage Homework 10% Homework for practice Formative Assessments 50% Classwork: quizzes, reading comprehension activities, paragraphs, presentations Summative Assessments 40% Classwork: tests, essays, projects, presentations Z’s and 0’s: When using points or percentages, a teacher assigns a grade no lower than 50% to the task/ assessment. If a student does no work on the task/assessment, the teacher will assign a zero. If a teacher determines that the student did not attempt to meet the basic requirements of the task/assessment, the teacher may assign a zero.(MCPS Policy) Due Dates/Deadlines: Teachers will establish due dates and deadlines. Teachers are expected to separate the due date from the deadline in order to increase opportunities for students to complete assignments; however, there may be some exceptions when the due date and deadline are the same. It is recognized that for daily homework assignments the due date and deadline may be the same to facilitate the teaching and learning process. Assignment/Make Up Policy: Students have a responsibility and are expected to make up missed work, regardless of the legal status of their absence. If the absence is excused or is a result of a suspension, the teacher will help a student make up work. If the absence is unexcused, the teacher does not have to help a student make up the work missed, give a retest, or give an extension on work that was due. Even though the teacher does not have to help a student make up missed work, the student still has to make up the work so the student can complete the rest of the course. For unexcused absences, teachers may deny credit for missed assignments or assessments, in accordance with the process approved by the principal and the leadership team. (MCPS Student handbook) Retakes: You are allowed to retake all formative assignments as long as you show up during lunch to correct and review misunderstandings and come back after you’ve studied. All retakes must be within one week of the original due date. NOTE: You may not make up an assignment if you did not make an attempt to work during class. NOTE: Students have a responsibility and are expected to make up missed work, regardless of the legal status of their absence. If the absence is excused or is a result of a suspension, the teacher will help a student make up work. If the absence is unexcused, the teacher does not have to help a student make up the work missed, give a retest, or give an extension on work that was due. Even though the teacher does not have to help a student make up missed work, the student still has to make up the work so the student can complete the rest of the course. (MCPS Student handbook) Cell Phone Policy: Cell phones should be silenced and kept out of sight. There will be no charging of cell phones in this class. You may use your cell phone or other device as a dictionary only after you receive permission from the teacher. If your phone is out during an inappropriate time, it will be confiscated for the full class period. If you are caught using your phone more than three times, security will take your phone for the day, and a phone call will be made home. Attendance: Regular class attendance significantly impacts academic success. YOU WILL SEE BETTER RESULTS IF YOU ARE HERE EVERYDAY. Students at Springbrook High School are expected to attend class each day. Students who miss class should bring in a note of excuse to the attendance secretary. Students have a responsibility and are expected to make up missed work, regardless of the legal status of their absence. If the absence is excused or is a result of a suspension, the teacher will help a student make up work. If the absence is unexcused, the teacher does not have to help a student make up the work missed, give a retest, or give an extension on work that was due. Even though the teacher does not have to help a student make up missed work, the student still has to make up the work so the student can complete the rest of the course. (MCPS Student handbook) If you arrive in class after the bell has rung without a pass, you must complete a “Detention Entrance Ticket” before taking your seat. You must serve a lunch detention for each unexcused tardy. Failure to show up for detention will result in a two‐day lunch detention. Failure to show for two‐day detention will result in a same‐day phone call home. Absences: You learn when you are present! It is your responsibility to make up work when you are absent. Check the Missing Work bin at the front of the room. Find the folder labeled “ESOL 5” and turn your missed work in within two days for full credit. See teacher at lunch, not before or during class for instructions or help. Homework: Homework is due at the start of class for full credit. No exceptions. However, homework is better late than never, and will be accepted for a lesser grade each day it is late. You are in charge of your own success! I have read and understood the rules and expectations outlined on this syllabus: ___________________________________________
______________________
Name Date
ESOL 5B Syllabus Spring 2016 Ms. Rachelle Braun [email protected] "You have within you more resources of energy than have ever been tapped, more talent than has ever been exploited, more strength than has ever been tested, and more to give than you have ever given.” ‐ from Fish!
Welcome to ESOL 5A – The objective of this course is to help you develop advanced proficiency in English by communicating fluently and accurately in social and academic settings. Essential Skills: 




Speaking English clearly in different contexts to communicate effectively Listening and evaluating a speaker’s point of view, using digital and other media Reading and interpreting a variety of texts Writing clearly for different purposes and audiences Researching and synthesizing information to build and share knowledge Anchor Textbook: Pearson Longman KEYSTONE Level F Unit 4 – How Does the Sea Affect Our Lives? Unit 5 – How Do Struggles Build Character? Unit 6 – Why Are Ideals Important? Note: Students may be required to read other texts independently. These may include: entire books, adapted literature, photographs, movies, audio recordings and other media as assigned by the teacher. * * * Expectations: 




Be prepared: do your homework and come to class with appropriate materials Be responsible: write down your homework or check Edline regularly; if you are absent, it is your responsibility to make up the missing work Be willing: share your thoughts and ideas during class discussions Be respectful: treat yourself, classmates and teachers with respect Be Involved: Take ownership of your learning. Ask questions. Share opinions. The key to understanding literature is your interpretation of it. ESOL 5A – Braun –Spring 2016 MYP Goals
The aims of the study of English are to acquire, firstly, the basis of a means of communication and an understanding of the
linguistic, cultural, and social elements of the communities where English is spoken. In addition, we aim to develop an appreciation
of a variety of literary and non-literary texts, thus giving access to multiple sources of information. Finally, it is hoped that this
activity will be life-long and enjoyable.
Objectives
Objective A: Comprehending spoken and visual text
As appropriate to the phase, the student is expected to be able to
i.
ii.
iii.
Listen for specific purposes and respond to show understanding
Interpret visual text that is presented with spoken text
Engage with the text by supporting opinion and personal response with evidence and examples from the text.
Objective B: Comprehending written and visual text
As appropriate to the phase, the student is expected to be able to
i.
ii.
iii.
Read for specific purposes and respond to show understanding
Interpret visual text that is presented with written text
Engage with the text by supporting opinion and personal response with evidence and examples from the text.
Objective C: Communicating in response to spoken, written and visual text
As appropriate to the phase, the student is expected to be able to
i.
ii.
iii.
Interact and communicate in various situations
Express thoughts, feelings, ideas, opinions and information in spoken and written form
Speak and write for specific purposes
Objective D: Using language in spoken and written form
As appropriate to the phase, the student is expected to be able to
i.
Organize thoughts, feelings, ideas, opinions and information in spoken and written form
Develop accuracy when speaking and writing in the target language.
Guidelines for Grading Category Percentage Types of Assignments Homework 10% Homework for practice Formative Assessments 50% Classwork: quizzes, reading comprehension activities, paragraphs, presentations Summative Assessments 40% Classwork: tests, essays, projects, presentations Z’s and 0’s: When using points or percentages, a teacher assigns a grade no lower than 50% to the task/ assessment. If a student does no work on the task/assessment, the teacher will assign a zero. If a teacher determines that the student did not attempt to meet the basic requirements of the task/assessment, the teacher may assign a zero.(MCPS Policy) Due Dates/Deadlines: Teachers will establish due dates and deadlines. Teachers are expected to separate the due date from the deadline in order to increase opportunities for students to complete assignments; however, there may be some exceptions when the due date and deadline are the same. It is recognized that for daily homework assignments the due date and deadline may be the same to facilitate the teaching and learning process. Assignment/Make Up Policy: Students have a responsibility and are expected to make up missed work, regardless of the legal status of their absence. If the absence is excused or is a result of a suspension, the teacher will help a student make up work. If the absence is unexcused, the teacher does not have to help a student make up the work missed, give a retest, or give an extension on work that was due. Even though the teacher does not have to help a student make up missed work, the student still has to make up the work so the student can complete the rest of the course. For unexcused absences, teachers may deny credit for missed assignments or assessments, in accordance with the process approved by the principal and the leadership team. (MCPS Student handbook) Retakes: You are allowed to retake all formative assignments as long as you show up during lunch to correct and review misunderstandings and come back after you’ve studied. All retakes must be within one week of the original due date. NOTE: You may not make up an assignment if you did not make an attempt to work during class. NOTE: Students have a responsibility and are expected to make up missed work, regardless of the legal status of their absence. If the absence is excused or is a result of a suspension, the teacher will help a student make up work. If the absence is unexcused, the teacher does not have to help a student make up the work missed, give a retest, or give an extension on work that was due. Even though the teacher does not have to help a student make up missed work, the student still has to make up the work so the student can complete the rest of the course. (MCPS Student handbook) Cell Phone Policy: Cell phones should be silenced and kept out of sight. There will be no charging of cell phones in this class. You may use your cell phone or other device as a dictionary only after you receive permission from the teacher. If your phone is out during an inappropriate time, it will be confiscated for the full class period. If you are caught using your phone more than three times, security will take your phone for the day, and a phone call will be made home. Attendance: Regular class attendance significantly impacts academic success. YOU WILL SEE BETTER RESULTS IF YOU ARE HERE EVERYDAY. Students at Springbrook High School are expected to attend class each day. Students who miss class should bring in a note of excuse to the attendance secretary. Students have a responsibility and are expected to make up missed work, regardless of the legal status of their absence. If the absence is excused or is a result of a suspension, the teacher will help a student make up work. If the absence is unexcused, the teacher does not have to help a student make up the work missed, give a retest, or give an extension on work that was due. Even though the teacher does not have to help a student make up missed work, the student still has to make up the work so the student can complete the rest of the course. (MCPS Student handbook) If you arrive in class after the bell has rung without a pass, you must complete a “Detention Entrance Ticket” before taking your seat. You must serve a lunch detention for each unexcused tardy. Failure to show up for detention will result in a two‐day lunch detention. Failure to show for two‐day detention will result in a same‐day phone call home. Absences: You learn when you are present! It is your responsibility to make up work when you are absent. Check the Missing Work bin at the front of the room. Find the folder labeled “ESOL 5” and turn your missed work in within two days for full credit. See teacher at lunch, not before or during class for instructions or help. Homework: Homework is due at the start of class for full credit. No exceptions. However, homework is better late than never, and will be accepted for a lesser grade each day it is late. You are in charge of your own success! I have read and understood the rules and expectations outlined on this syllabus: ___________________________________________
______________________ Name Date
Teacher: Ms. Rachelle Braun
301-989-6069 (ESOL Department phone number)
e-mail: [email protected]
ESOL 1
SYLLABUS AND EXPECTATIONS
CLASS DESCRIPTION. The curriculum of this class is specifically designed to
teach the four English language skills, listening, speaking, reading and writing at a
beginning level. Activities are organized around seven thematic units:
Unit 1 – About Me
Unit 2 - Relationships
Unit 3 – Weather and Activities
Unit 4 – At Home
Unit 5 – Important People
Unit 6 – Community
Unit 7 - Shopping
All activities are designed to provide you with the opportunity to practice the newly
acquired vocabulary and language structures.







Define and use new vocabulary in sentences and paragraphs of your own.
Learn and use correct English grammar when speaking and writing.
Learn new strategies to help you understand different text genres.
Make connections with facts or events in the text, the world around and your
own lives.
Speak and write on a variety of topics.
Use higher order thinking skills to analyze what you learn.
Justify and defend your ideas or opinions.
REQUIRED TEXTS
Textbooks, Workbooks and Grammar books





‘Milestones ‘ textbook and workbook
‘Side by Side’ textbook and workbook
Azar Grammar book
Dixson Grammar book
Multiple readers
ATTENDANCE
Daily class attendance is of major importance. Poor attendance and tardiness have a
negative impact on academic achievement. Upon return from a day out of school,
you are responsible for the missing work.
Students have a responsibility and are expected to make up missed work, regardless of the legal
status of their absence. If the absence is excused or is a result of a suspension, the teacher will
help a student make up work. If the absence is unexcused, the teacher does not have to help a
student make up the work missed, give a retest, or give an extension on work that was due. Even
though the teacher does not have to help a student make up missed work, the student still has to
make up the work so the student can complete the rest of the course. (MCPS Student handbook)
CLASSROOM EXPECTATIONS
1. Be on time and in your seats when the bell rings.
2. Come to class prepared with pencils, pens, paper, textbooks, workbooks, a
vocabulary log, a student handbook and a binder.
3. Turn in homework on due date for full credit.
4. Complete classwork on time for full credit.
5. Use your student handbook to record assignments.
6. Keep a neat and well-organized binder and a portfolio.
7. Work with your classmates.
8. Show respect to your classmates, your teacher and your classroom.
9. Follow the school rules listed in the student handbook and the class rules
as agreed upon together.
SUPPLIES
3 ring binder
2 black pencils with erasers
Student Agenda book
1 eraser
Lined paper
2 black pens
1 high-lighter
GRADING POLICY
You need to be well prepared on a daily basis. A warm‐up activity, a quiz, classroom practice and homework assignments will be part of your ESOL 1 classes. Category Homework Formative Assessments Percentage 10% 50% Summative Assessments 40% Types of Assignments Homework for practice Classwork: quizzes, reading comprehension activities, paragraphs, presentations Classwork: tests, essays, projects, presentations Z’s and 0’s: When using points or percentages, a teacher assigns a grade no lower than 50% to the task/ assessment. If a student does no work on the task/assessment, the teacher will assign a zero. If a teacher determines that the student did not attempt to meet the basic requirements of the task/assessment, the teacher may assign a zero.(MCPS Policy) Due Dates/Deadlines: Teachers will establish due dates and deadlines. Teachers are expected to separate the due date from the deadline in order to increase opportunities for students to complete assignments; however, there may be some exceptions when the due date and deadline are the same. It is recognized that for daily homework assignments the due date and deadline may be the same to facilitate the teaching and learning process. Assignment/Make Up Policy: Students have a responsibility and are expected to make up missed work, regardless of the legal status of their absence. If the absence is excused or is a result of a suspension, the teacher will help a student make up work. If the absence is unexcused, the teacher does not have to help a student make up the work missed, give a retest, or give an extension on work that was due. Even though the teacher does not have to help a student make up missed work, the student still has to make up the work so the student can complete the rest of the course. For unexcused absences, teachers may deny credit for missed assignments or assessments, in accordance with the process approved by the principal and the leadership team. (MCPS Student handbook) Retake/Reassessment Policy: You are allowed to retake all formative assignments as long as you show up during lunch to correct and review misunderstandings and come back after you’ve studied. All retakes must be within one week of the original due date. NOTE: You may not make up an assignment if you did not make an attempt to work during class. HOMEWORK
Homework will be assigned and graded most days. You are expected to complete all
assignments on time.
QUIZZES: any day, announced or not.
TESTS: at the end of each chapter or topic learnt.
Come to class with a positive attitude and ready to learn.
Be happy to be in school with your classmates, friends and teachers.
We will have a great year together!
SPRINGBROOK H.S. BASIC READING SYLLABUS and EXPECTATIONS Teacher: Ms. Ileana Enache 301‐989‐6069 (ESOL Department phone number) e‐mail: [email protected] Per. 4: Room G318 This is a basic level English reading class. In this class we will practice reading and writing strategies that will help us find out more about the world around us. We will: 
Make connections with events that happen in the text and our own lives. 
Define and use new vocabulary. 
Develop our English grammar skills in reading, writing, speaking and listening.. 
Develop new strategies to help us understand what we read. 
Use images and graphic organizers to help us understand the reading. 
Organize events in order of how they happened. 
Identify fact and express our opinions. 
Summarize what we read and learn. 
Identify which skills are needed to read different types texts, newspapers, textbooks, stories, poetry, etc. 
Learn how to develop questions about what we read. 
Find the main idea in the reading. 
Describe the cause and effect of events in story. CURRICULUM Unit 1: Letters, words and sentences Use awareness of letters, words and sentences to help us understand the stories we read. Unit 2: Strategies Use strategies to help us understand the events in a story. Unit 3: Telling Stories Use our reading skills to help us describe, explain and express an opinion on what we read. Unit 4: Informational Texts Use our skills to read and write about important information outside of school. REQUIRED TEXTS 
Reading A‐Z 
RIGOR 
Very Easy True Stories 
Multiple readings EXPLANATION OF EXPECTATIONS Academics  Homework must be turned in on due date for full credit.  Classwork will need to be completed on time for full credit. Student Agenda Book  Students will use agenda books to write down their homework assignments. Class Supplies / Materials:  3 ring binder  Lined paper  2 black pencils with erasers,  2 black pens  2 different color high‐lighters  1 eraser  Student agenda book CLASSROOM EXPECTATIONS 1. Be on time and in your seats when the bell rings. 2. Come to class prepared with pencils, pens, paper, textbooks, workbooks, a vocabulary log, a student handbook and a binder. 3. Turn in homework on due date for full credit. 4. Complete classwork on time for full credit. 5. Use your student handbook to record assignments. 6. Keep a neat and well‐organized binder and a portfolio. 7. Work with your classmates. 8. Show respect to your classmates, your teacher and your classroom. 9. Follow the school rules listed in the student agenda book and the class rules as agreed upon together. GUIDELINES FOR GRADING You need to be well prepared on a daily basis. A warm‐up activity, a quiz, classroom practice and homework assignments will be part of your ESOL 1 classes. Category Homework Formative Assessments Percentage 10% 50% Summative Assessments 40% Types of Assignments Homework for practice Classwork: quizzes, reading comprehension activities, paragraphs, presentations Classwork: tests, essays, projects, presentations Z’s and 0’s: When using points or percentages, a teacher assigns a grade no lower than 50% to the task/ assessment. If a student does no work on the task/assessment, the teacher will assign a zero. If a teacher determines that the student did not attempt to meet the basic requirements of the task/assessment, the teacher may assign a zero.(MCPS Policy) Due Dates/Deadlines: Teachers will establish due dates and deadlines. Teachers are expected to separate the due date from the deadline in order to increase opportunities for students to complete assignments; however, there may be some exceptions when the due date and deadline are the same. It is recognized that for daily homework assignments the due date and deadline may be the same to facilitate the teaching and learning process. Assignment/Make Up Policy: Students have a responsibility and are expected to make up missed work, regardless of the legal status of their absence. If the absence is excused or is a result of a suspension, the teacher will help a student make up work. If the absence is unexcused, the teacher does not have to help a student make up the work missed, give a retest, or give an extension on work that was due. Even though the teacher does not have to help a student make up missed work, the student still has to make up the work so the student can complete the rest of the course. For unexcused absences, teachers may deny credit for missed assignments or assessments, in accordance with the process approved by the principal and the leadership team. (MCPS Student handbook) Retake/Reassessment Policy: You are allowed to retake all formative assignments as long as you show up during lunch to correct and review misunderstandings and come back after you’ve studied. All retakes must be within one week of the original due date. NOTE: You may not make up an assignment if you did not make an attempt to work during class. Come to class with a positive attitude and ready to learn. Be happy to be in school with your classmates, friends and teachers. WE WILL HAVE A GREAT YEAR TOGETHER!!!!!!
Teacher: Ms. Ileana Enache 301‐989‐6069 (ESOL Department phone number) E‐mail: [email protected] Period 1 – room G317 Period 2 – room G323 ESOL 1 SYLLABUS AND EXPECTATIONS CLASS DESCRIPTION. The curriculum of this class is specifically designed to teach the four English language skills, listening, speaking, reading and writing at a beginning level. Activities are organized around seven thematic units: Unit 1 – About Me Unit 2 ‐ Relationships Unit 3 – Weather and Activities Unit 4 – At Home Unit 5 – Important People Unit 6 – Community Unit 7 ‐ Shopping All activities are designed to provide you with the opportunity to practice the newly acquired vocabulary and language structures. 











Define and use new vocabulary in sentences and paragraphs of your own. Learn and use correct English grammar when speaking and writing. Learn new strategies to help you understand different text genres. Make connections with facts or events in the text, the world around and your own lives. Speak and write on a variety of topics. Use higher order thinking skills to analyze what you learn. Justify and defend your ideas or opinions. REQUIRED TEXTS Textbooks, Workbooks and Grammar books ‘Milestones ‘ textbook and workbook ‘Side by Side’ textbook and workbook Azar Grammar book Dixson Grammar book Multiple readers SUPPLIES 3 ring binder Lined paper 2 black pencils with erasers 2 black pens Student agenda book 1 high‐lighter 1 eraser CLASSROOM EXPECTATIONS 1. Be on time and in your seats when the bell rings. 2. Come to class prepared with pencils, pens, paper, textbooks, workbooks, a vocabulary log, a student handbook and a binder. 3. Turn in homework on due date for full credit. 4. Complete classwork on time for full credit. 5. Use your student handbook to record assignments. 6. Keep a neat and well‐organized binder and a portfolio. 7. Work with your classmates. 8. Show respect to your classmates, your teacher and your classroom. 9. Follow the school rules listed in the student agenda book and the class rules as agreed upon together. GUIDELINES FOR GRADING You need to be well prepared on a daily basis. A warm‐up activity, a quiz, classroom practice and homework assignments will be part of your ESOL 1 classes. Category Percentage Types of Assignments Homework 10% Homework for practice Formative Assessments 50% Classwork: quizzes, reading comprehension activities, paragraphs, presentations Summative Assessments 40% Classwork: tests, essays, projects, presentations Z’s and 0’s: When using points or percentages, a teacher assigns a grade no lower than 50% to the task/ assessment. If a student does no work on the task/assessment, the teacher will assign a zero. If a teacher determines that the student did not attempt to meet the basic requirements of the task/assessment, the teacher may assign a zero.(MCPS Policy) Due Dates/Deadlines: Teachers will establish due dates and deadlines. Teachers are expected to separate the due date from the deadline in order to increase opportunities for students to complete assignments; however, there may be some exceptions when the due date and deadline are the same. It is recognized that for daily homework assignments the due date and deadline may be the same to facilitate the teaching and learning process. Assignment/Make Up Policy: Students have a responsibility and are expected to make up missed work, regardless of the legal status of their absence. If the absence is excused or is a result of a suspension, the teacher will help a student make up work. If the absence is unexcused, the teacher does not have to help a student make up the work missed, give a retest, or give an extension on work that was due. Even though the teacher does not have to help a student make up missed work, the student still has to make up the work so the student can com‐
plete the rest of the course. For unexcused absences, teachers may deny credit for missed assignments or assessments, in accordance with the process approved by the principal and the leadership team. (MCPS Student handbook) Retake/Reassessment Policy: You are allowed to retake all formative assignments as long as you show up during lunch to correct and review misunderstandings and come back after you’ve studied. All retakes must be within one week of the original due date. NOTE: You may not make up an assignment if you did not make an attempt to work during class. Come to class with a positive attitude and ready to learn. Be happy to be in school with your classmates, friends and teachers. We will have a great year together! ESOL 4 Syllabus 2015 – 2016 Mrs. Rachel Horwitz G‐318 [email protected] Welcome to ESOL 4A & 4B Instruction will be provided to improve your understanding of the English language through listening, speaking, reading, and writing activities and exercises. Most activities will be in a small group setting unless otherwise stated. Each week you are expected to read independently at home from an assigned novel. Vocabulary and grammar homework, exercises and quizzes are assigned to help reinforce your language skills. In addition, short readings and paragraph writing are assigned to specific units. Projects, essays, book reports or tests are assigned as summatives at the end of each of the six units. ESOL 4 Course Goals You will be able to practice speaking, listening, reading and writing in small groups. Students will be able to use specific academic and literary vocabulary when speaking and writing complete sentences, paragraphs, and essays. Your goal is to improve your language skills and show a full year of growth in each language domain. MYP Goals The aims of the study of English are to acquire, firstly, the basis of a means of communication and an understanding of the linguistic, cultural, and social elements of the communities where English is spoken. In addition, we aim to develop an appreciation of a variety of literary and non‐literary texts, thus giving access to multiple sources of information. Finally, it is hoped that this activity will be life‐long and enjoyable. Objectives Objective A: Comprehending spoken and visual text As appropriate to the phase, the student is expected to be able to i.
Listen for specific purposes and respond to show understanding ii.
Interpret visual text that is presented with spoken text iii.
Engage with the text by supporting opinion and personal response with evidence and examples from the text. Objective B: Comprehending written and visual text As appropriate to the phase, the student is expected to be able to i.
Read for specific purposes and respond to show understanding ii.
Interpret visual text that is presented with written text Engage with the text by supporting opinion and personal response with evidence and examples from the text. iii.
Objective C: Communicating in response to spoken, written and visual text As appropriate to the phase, the student is expected to be able to i.
Interact and communicate in various situations ii.
Express thoughts, feelings, ideas, opinions and information in spoken and written form iii.
Speak and write for specific purposes Objective D: Using language in spoken and written form As appropriate to the phase, the student is expected to be able to i.
Organize thoughts, feelings, ideas, opinions and information in spoken and written form ii.
Develop accuracy when speaking and writing in the target language. Expected Student Learning Outcomes You will show .5 or more in growth on the ACCESS Reading section given in January/February. In preparation for the exam, you will practice daily in the four language domains of listening, speaking, reading, and writing. Essential Skills: 



Speaking English clearly in different contexts to communicate effectively Listening and evaluating a speaker’s point of view Reading and interpreting a variety of texts Writing clearly for different purposes and audiences Anchor Textbook: Pearson Longman KEYSTONE Level E Unit 1 – Why should we reach out to others? Unit 2 – What shapes our identity? Unit 3 – When should you take a stand? Unit 4 – What does it take to beat the odds? Unit 5 – How do conflicts affect us? Unit 6 – Do things really change? Expectations: 




Be prepared: do your homework and come to class with appropriate materials Be responsible: write down your homework or check Edline regularly; if you are absent, it is your responsibility to make up the missing work Be willing: share your thoughts and ideas during class discussions Be respectful: treat yourself, classmates and teachers with respect Be Involved: Take ownership of your learning. Ask questions. Share opinions. The key to understanding literature is your interpretation of it. Materials: 

Students are required to have a binder or notebook pencils or pens Guidelines for Grading Category Percentage Types of Assignments Homework 10% Homework for practice Formative Assessments 50% Classwork: quizzes, reading comprehension activities, paragraphs, presentations Summative Assessments 40% Classwork: tests, essays, projects, presentations Z’s and 0’s: When using points or percentages, a teacher assigns a grade no lower than 50% to the task/ assessment. If a student does no work on the task/assessment, the teacher will assign a zero. If a teacher determines that the student did not attempt to meet the basic requirements of the task/assessment, the teacher may assign a zero. (MCPS Policy) Due Dates/Deadlines: Teachers will establish due dates and deadlines. Teachers are expected to separate the due date from the deadline in order to increase opportunities for students to complete assignments; however, there may be some exceptions when the due date and deadline are the same. It is recognized that for daily homework assignments the due date and deadline may be the same to facilitate the teaching and learning process. Assignment/Make Up Policy: Students have a responsibility and are expected to make up missed work, regardless of the legal status of their absence. If the absence is excused or is a result of a suspension, the teacher will help a student make up work. If the absence is unexcused, the teacher does not have to help a student make up the work missed, give a retest, or give an extension on work that was due. Even though the teacher does not have to help a student make up missed work, the student still has to make up the work so the student can complete the rest of the course. For unexcused absences, teachers may deny credit for missed assignments or assessments, in accordance with the process approved by the principal and the leadership team. (MCPS Student handbook) Retakes: You are allowed to retake all formative assignments as long as you show up during lunch to correct and review misunderstandings and come back after you’ve studied. All retakes must be within one week of the original due date. NOTE: You may not make up an assignment if you did not make an attempt to work during class. NOTE: Students have a responsibility and are expected to make up missed work, regardless of the legal status of their absence. If the absence is excused or is a result of a suspension, the teacher will help a student make up work. If the absence is unexcused, the teacher does not have to help a student make up the work missed, give a retest, or give an extension on work that was due. Even though the teacher does not have to help a student make up missed work, the student still has to make up the work so the student can complete the rest of the course. (MCPS Student handbook) Cell Phone Policy: Cell phones should be silenced and kept out of sight. There will be no charging of cell phones in this class. You may use your cell phone or other device as a dictionary only after you receive permission from the teacher. If your phone is out during an inappropriate time, it will be confiscated for the full class period. If you are caught using your phone more than three times, security will take your phone for the day, and a phone call will be made home. Attendance: Regular class attendance significantly impacts academic success. YOU WILL SEE BETTER RESULTS IF YOU ARE HERE EVERYDAY. Students at Springbrook High School are expected to attend class each day. Students who miss class should bring in a note of excuse to the attendance secretary. If you arrive in class after the bell has rung without a pass, you must complete a “Detention Entrance Ticket” before taking your seat. You must serve a lunch detention for each unexcused tardy. Failure to show up for detention will result in a two‐day lunch detention. Failure to show for two‐day detention will result in a same‐day phone call home. Absences: You learn when you are present! It is your responsibility to make up work when you are absent. Check the Mailbox at the back of the room for missing work. See teacher at lunch, not before or during class for instructions or help. Homework: Homework is due at the start of class for full credit. No exceptions. However, homework is better late than never, and will be accepted for a lesser grade each day it is late. You are in charge of your own success! I have read and understood the rules and expectations outlined on this syllabus: ________________________________________________ Name ______________________
Date ESOL 2A 2015 – 2016 Mrs. Rachel Horwitz G‐318 [email protected] Welcome to ESOL 2A & 2B Instruction will be provided to improve your understanding of the English language through listening, speaking, reading, and writing activities and exercises. Most activities will be in a small group setting unless otherwise stated. Vocabulary and grammar homework, exercises and quizzes are assigned to help reinforce your language skills. In addition, short readings and paragraph writing are assigned to specific units. Projects, essays, book reports or tests are assigned as summatives at the end of each of the six units. ESOL 2 Course Goals You will write essays, read plays, poetry, and informational texts, study grammar, punctuation, and sentence structure, learn academic vocabulary, and practice reading strategies. Your goal is to improve your language skills and show a full year of growth in each language domain. Expected Student Learning Outcomes You will show .5 or more in growth on the ACCESS Reading section given in January/February. In preparation for the exam, you will practice daily in the four language domains of listening, speaking, reading, and writing. Essential Skills: 



Speaking English clearly in different contexts to communicate effectively Listening and evaluating a speaker’s point of view Reading and interpreting a variety of texts Writing clearly for different purposes and audiences Required Texts: Milestones Level 2 o Unit 1 – Family Connections o Unit 2 – Discovery o Unit 3 – Dreams o Unit 4 – Conflict and Resolution o Unit 5 – Survival o Unit 6 ‐‐ Belonging Expectations: 




Be prepared: do your homework and come to class with appropriate materials Be responsible: write down your homework or check Edline regularly; if you are absent, it is your responsibility to make up the missing work Be willing: share your thoughts and ideas during class discussions Be respectful: treat yourself, classmates and teachers with respect Be Involved: Take ownership of your learning. Ask questions. Share opinions. The key to understanding literature is your interpretation of it. Materials: 

Students are required to have a binder or notebook pencils or pens Guidelines for Grading Category Percentage Types of Assignments Homework 10% Homework for practice Formative Assessments 50% Classwork: quizzes, reading comprehension activities, paragraphs, presentations Summative Assessments 40% Classwork: tests, essays, projects, presentations Z’s and 0’s: When using points or percentages, a teacher assigns a grade no lower than 50% to the task/ assessment. If a student does no work on the task/assessment, the teacher will assign a zero. If a teacher determines that the student did not attempt to meet the basic requirements of the task/assessment, the teacher may assign a zero.(MCPS Policy) Due Dates/Deadlines: Teachers will establish due dates and deadlines. Teachers are expected to separate the due date from the deadline in order to increase opportunities for students to complete assignments; however, there may be some exceptions when the due date and deadline are the same. It is recognized that for daily homework assignments the due date and deadline may be the same to facilitate the teaching and learning process. Assignment/Make Up Policy: Students have a responsibility and are expected to make up missed work, regardless of the legal status of their absence. If the absence is excused or is a result of a suspension, the teacher will help a student make up work. If the absence is unexcused, the teacher does not have to help a student make up the work missed, give a retest, or give an extension on work that was due. Even though the teacher does not have to help a student make up missed work, the student still has to make up the work so the student can complete the rest of the course. For unexcused absences, teachers may deny credit for missed assignments or assessments, in accordance with the process approved by the principal and the leadership team. (MCPS Student handbook) Retake/Reassessment Policy: You are allowed to retake all formative assignments as long as you show up during lunch to correct and review misunderstandings and come back after you’ve studied. All retakes must be within one week of the original due date. NOTE: You may not make up an assignment if you did not make an attempt to work during class. Cell Phone Policy: Cell phones should be silenced and kept out of sight. There will be no charging of cell phones in this class. You may use your cell phone or other device as a dictionary only after you receive permission from the teacher. If your phone is out during an inappropriate time, it will be confiscated for the full class period. If you are caught using your phone more than three times, security will take your phone for the day, and a phone call will be made home. Attendance: Regular class attendance significantly impacts academic success. YOU WILL SEE BETTER RESULTS IF YOU ARE HERE EVERYDAY. Students at Springbrook High School are expected to attend class each day. Students who miss class should bring in a note of excuse to the attendance secretary. If you arrive in class after the bell has rung without a pass, you must complete a “Detention Entrance Ticket” before taking your seat. You must serve a lunch detention for each unexcused tardy. Failure to show up for detention will result in a two‐day lunch detention. Failure to show for two‐day detention will result in a same‐day phone call home. Absences: You learn when you are present! It is your responsibility to make up work when you are absent. Check the Mailbox at the back of the room for missing work. See teacher at lunch, not before or during class for instructions or help. You are in charge of your own success! ___________________________________________
______________________
Name Date
I have read and understood the rules and expectations outlined on this syllabus: Springbrook High School
Ms. Lin
301-989-6069 (ESOL Department)
[email protected]
Academic Language
Welcome to Ms. Lin’s Academic Language class. Instruction will be provided to
improve your understanding of Academic Language through listening, speaking,
reading, and writing activities and projects. You will be able to use information in the
course to develop classroom talk that fosters critical thinking and content understanding
and help prepare you for other English courses.
Academic Languag Course Description
This is a single period class. Instruction will be provided to improve your understanding
of the English language through listening, speaking, reading, and writing activities and
exercises. Most activities will be in a small group setting unless otherwise stated. Each
day you are expected to read independently in class from an assigned text .Vocabulary
and reading comprehension practices are assigned to help reinforce your language
skills. In addition, short readings, paragraph writing, and quizzes, are also assigned
weekly. Projects, essays, and/or tests are assigned at the end of each of the four units.
Academic Language Course Goals
You will be able to practice speaking, listening, reading and writing in small groups.
Students will be able to use specific academic and literary vocabulary when speaking
and writing complete sentences. Your goal is to improve your language skills and show
a full year of growth in each language domain.
Expected Student Learning Outcomes
You will show .5 or more in growth on the ACCESS Reading section given in
January/February. In preparation for the exam, you will practice daily in the four
language domains of listening, speaking, reading, and writing.
Units to be covered:
Semester 1:
Footprint Reading Collection Level 1 Textbook and Video on DVD
Footprint Reading Collection Level 2 Textbook Incredible Animals, Fascinating Places
and Remarkable People
Semester 2:
Footprint Reading Collection Level 2 Textbook and Video on DVD Exciting Activities
and Amazing Science
Footprint Reading Collection Level 3 Textbook
Recommended Materials:
•
Pencils with erasers (you bring)
•
Loose leaf papers (you bring)
•
agenda book (you bring)
•
Footprint Reading Collection Level 1, 2 and 3 and supplemental texts (I
provide)
•
folder (I provide)
Grading
Grades are based on three weighted categories below. Letter grades (A= 100 to 90, B=
89 to 80, C= 79 to 70, D=69 to 60, E= 59 to 50) will appear on progress reports and
report cards.
50% quizzes, warm ups, worksheets, and classwork assignments
40% tests and projects
10% HW assignments
It is very important that you complete your class work and correct it when mistakes are
made.
Write down your homework in your agenda book before you leave the classroom.
Always complete and turn in your homework the following day. You will not get full credit
if you “forget” to bring your homework.
If you are absent, turn in missing assignments and homework when you return to
school. Make sure to contact me (by email or phone call) or a classroom buddy to get
any missed work.
Retakes
You are allowed to retake all assignments as long as you show up during lunch to
correct and review misunderstandings and come back after you’ve studied. All retakes
must be within one week of the original due date.
Work not turned in will receive a 0% and noted as “Z” on progress reports. You
and your parents can check your progress online also at
https://www.edline.net/Index.page . Please contact me if you need help to access
progress reports.
Z’sand0’s:Whenusingpointsorpercentages,ateacherassignsagradenolowerthan50%tothe
task/assessment.Ifastudentdoesnoworkonthetask/assessment,theteacherwillassignazero.
Ifateacherdeterminesthatthestudentdidnotattempttomeetthebasicrequirementsofthe
task/assessment,theteachermayassignazero.(MCPSPolicy)
DueDates/Deadlines:Teacherswillestablishduedatesanddeadlines.Teachersareexpectedto
separatetheduedatefromthedeadlineinordertoincreaseopportunitiesforstudentstocomplete
assignments;however,theremaybesomeexceptionswhentheduedateanddeadlinearethe
same.Itisrecognizedthatfordailyhomeworkassignmentstheduedateanddeadlinemaybethe
sametofacilitatetheteachingandlearningprocess.
Assignment/MakeUpPolicy:Studentshavearesponsibilityandareexpectedtomakeupmissed
work,regardlessofthelegalstatusoftheirabsence.Iftheabsenceisexcusedorisaresultofa
suspension,theteacherwillhelpastudentmakeupwork.Iftheabsenceisunexcused,theteacher
doesnothavetohelpastudentmakeuptheworkmissed,givearetest,orgiveanextensionon
workthatwasdue.Eventhoughtheteacherdoesnothavetohelpastudentmakeupmissedwork,
thestudentstillhastomakeuptheworksothestudentcancompletetherestofthecourse.For
unexcusedabsences,teachersmaydenycreditformissedassignmentsorassessments,in
accordancewiththeprocessapprovedbytheprincipalandtheleadershipteam.(MCPSStudent
handbook)
NOTE: Students have a responsibility and are expected to make up missed work, regardless of the legal status of their absence. If the absence is excused or is a result of a suspension, the teacher will help a student make up work. If the absence is unexcused, the teacher does not have to help a student make up the work missed, give a retest, or give an extension on work that was due. Even though the teacher does not have to help a student make up missed work, the student still has to make up the work so the student can complete the rest of the course. (MCPS Student handbook)
Springbrook High School
301-989-6069 (ESOL Department)
Ms. Lin
[email protected]
U. S. Culture and History Course Overview
Welcome to Ms. Lin’s U.S. Culture class. Instruction will be provided to improve your understanding
of U. S. Culture and History through listening, speaking, reading, and writing activities and projects.
You will be able to use information in the course to develop their knowledge of geography, culture,
and history and help prepare you for other social studies courses.
U.S. Culture and History Course Description
Welcome to Ms. Lin U.S./Culture class. This is a period class. Instruction will be provided to improve
your understanding of the U.S. Culture and History Course through listening, speaking, reading, and
writing activities and exercises. Most activities will be in a small group setting unless otherwise stated.
Each day you are expected to read independently at school from an assigned text. Vocabulary and
writing practices are assigned to help reinforce your language skills. In addition, short readings,
paragraph writing, and quizzes, are also assigned weekly. Projects,and/or tests are assigned at the
end of each of the three units..
U.S. Cutlture and History Course Goals
You will be able to practice speaking, listening, reading and writing in small groups. Students will be
able to use specific skills, e.g. understanding different points of view, drawing conclusions,
differentiate fact or opinion, using map skills, using primary source materials and historic materials
when speaking and writing complete sentences. Your goal is to improve your language skills and
show a full year of growth in each language domain.
Expected Student Learning Outcomes
You will show .5 or more in growth on the ACCESS Reading section given in January/February. In
preparation for the exam, you will practice daily in the four language domains of listening, speaking,
reading, and writing.
Units to be covered:
Semester 1:
Mapping Skills, The Settlers of America– Native Americans, Spanish Explorers, and English Colonists
Building a New Country, TheUnited States Grows, The Nation Grows and Divides, After the Civil War
Semester 2:
The United States Becomes a Modern Nation, Problems at Home and Across the Sea, Our Changing
Nation, Challenges in Today’s Word
Recommended Materials:





Pencils with erasers (you bring) also available for loan with a trade
Loose leaf papers (you bring)
agenda book (you bring)
America’s Story and supplemental texts (I provide)
folder (I provide)
Grading
Grades are based on three weighted categories below. Letter grades (A= 100 to 90, B= 89 to 80, C=
79 to 70, D=69 to 60, E= 59 to 50) will appear on progress reports and report cards.
50% quizzes, warm ups, worksheets, and classwork assignments
40% tests and projects
10% HW assignments
It is very important that you complete your class work and correct it when mistakes are made.
Write down your homework in your agenda book before you leave the classroom. Always complete
and turn in your homework the following day. You will not get full credit if you “forget” to bring your
homework.
If you are absent, turn in missing assignments and homework when you return to school. Make sure
to contact me (by email or phone call) or a classroom buddy to get any missed work.
Retakes
You are allowed to retake all assignments as long as you show up during lunch to correct and review
misunderstandings and come back after you’ve studied. All retakes must be within one week of the
original due date.
Work not turned in will receive a 0% and noted as “Z” on progress reports. You and your
parents can check your progress online also at https://www.edline.net/Index.page . Please
contact me if you need help to access progress reports.
Z’sand0’s:Whenusingpointsorpercentages,ateacherassignsagradenolowerthan50%tothetask/
assessment.Ifastudentdoesnoworkonthetask/assessment,theteacherwillassignazero.Ifateacher
determinesthatthestudentdidnotattempttomeetthebasicrequirementsofthetask/assessment,theteacher
mayassignazero.(MCPSPolicy)
DueDates/Deadlines:Teacherswillestablishduedatesanddeadlines.Teachersareexpectedtoseparatethedue
datefromthedeadlineinordertoincreaseopportunitiesforstudentstocompleteassignments;however,there
maybesomeexceptionswhentheduedateanddeadlinearethesame.Itisrecognizedthatfordailyhomework
assignmentstheduedateanddeadlinemaybethesametofacilitatetheteachingandlearningprocess.
Assignment/MakeUpPolicy:Studentshavearesponsibilityandareexpectedtomakeupmissedwork,
regardlessofthelegalstatusoftheirabsence.Iftheabsenceisexcusedorisaresultofasuspension,theteacher
willhelpastudentmakeupwork.Iftheabsenceisunexcused,theteacherdoesnothavetohelpastudentmakeup
theworkmissed,givearetest,orgiveanextensiononworkthatwasdue.Eventhoughtheteacherdoesnothave
tohelpastudentmakeupmissedwork,thestudentstillhastomakeuptheworksothestudentcancompletethe
restofthecourse.Forunexcusedabsences,teachersmaydenycreditformissedassignmentsorassessments,in
accordancewiththeprocessapprovedbytheprincipalandtheleadershipteam.(MCPSStudenthandbook)
NOTE: Students have a responsibility and are expected to make up missed work, regardless of the legal status of their absence. If the absence is excused or is a result of a suspension, the teacher will help a student make up work. If the absence is unexcused, the teacher does not have to help a student make up the work missed, give a retest, or give an extension on work that was due. Even though the teacher does not have to help a student make up missed work, the student still has to make up the work so the student can complete the rest of the course. (MCPS Student handbook)
ESOL 4 Syllabus 2015 – 2016 Ms. Sara Taba G‐319 [email protected] Welcome to ESOL 4A & 4B Instruction will be provided to improve your understanding of the English language through listening, speaking, reading, and writing activities and exercises. Most activities will be in a small group setting unless otherwise stated. Each week you are expected to read independently at home from an assigned novel. Vocabulary and grammar homework, exercises and quizzes are assigned to help reinforce your language skills. In addition, short readings and paragraph writing are assigned to specific units. Projects, essays, book reports or tests are assigned as summatives at the end of each of the six units. ESOL 4 Course Goals You will be able to practice speaking, listening, reading and writing in small groups. Students will be able to use specific academic and literary vocabulary when speaking and writing complete sentences, paragraphs, and essays. Your goal is to improve your language skills and show a full year of growth in each language domain. MYP Goals The aims of the study of English are to acquire, firstly, the basis of a means of communication and an understanding of the linguistic, cultural, and social elements of the communities where English is spoken. In addition, we aim to develop an appreciation of a variety of literary and non‐literary texts, thus giving access to multiple sources of information. Finally, it is hoped that this activity will be life‐long and enjoyable. Objectives Objective A: Comprehending spoken and visual text As appropriate to the phase, the student is expected to be able to i.
Listen for specific purposes and respond to show understanding ii.
Interpret visual text that is presented with spoken text iii.
Engage with the text by supporting opinion and personal response with evidence and examples from the text. Objective B: Comprehending written and visual text As appropriate to the phase, the student is expected to be able to i.
Read for specific purposes and respond to show understanding ii.
Interpret visual text that is presented with written text Engage with the text by supporting opinion and personal response with evidence and examples from the text. iii.
Objective C: Communicating in response to spoken, written and visual text As appropriate to the phase, the student is expected to be able to i.
Interact and communicate in various situations ii.
Express thoughts, feelings, ideas, opinions and information in spoken and written form iii.
Speak and write for specific purposes Objective D: Using language in spoken and written form As appropriate to the phase, the student is expected to be able to i.
Organize thoughts, feelings, ideas, opinions and information in spoken and written form ii.
Develop accuracy when speaking and writing in the target language. Expected Student Learning Outcomes You will show .5 or more in growth on the ACCESS Reading section given in January/February. In preparation for the exam, you will practice daily in the four language domains of listening, speaking, reading, and writing. Essential Skills: 



Speaking English clearly in different contexts to communicate effectively Listening and evaluating a speaker’s point of view Reading and interpreting a variety of texts Writing clearly for different purposes and audiences Anchor Textbook: Pearson Longman KEYSTONE Level E Unit 1 – Why should we reach out to others? Unit 2 – What shapes our identity? Unit 3 – When should you take a stand? Unit 4 – What does it take to beat the odds? Unit 5 – How do conflicts affect us? Unit 6 – Do things really change? Expectations: 




Be prepared: do your homework and come to class with appropriate materials Be responsible: write down your homework or check Edline regularly; if you are absent, it is your responsibility to make up the missing work Be willing: share your thoughts and ideas during class discussions Be respectful: treat yourself, classmates and teachers with respect Be Involved: Take ownership of your learning. Ask questions. Share opinions. The key to understanding literature is your interpretation of it. Materials: 

Students are required to have a binder or notebook pencils or pens Guidelines for Grading Category Percentage Types of Assignments Homework 10% Homework for practice Formative Assessments 50% Classwork: quizzes, reading comprehension activities, paragraphs, presentations Summative Assessments 40% Classwork: tests, essays, projects, presentations Z’s and 0’s: When using points or percentages, a teacher assigns a grade no lower than 50% to the task/ assessment. If a student does no work on the task/assessment, the teacher will assign a zero. If a teacher determines that the student did not attempt to meet the basic requirements of the task/assessment, the teacher may assign a zero. (MCPS Policy) Due Dates/Deadlines: Teachers will establish due dates and deadlines. Teachers are expected to separate the due date from the deadline in order to increase opportunities for students to complete assignments; however, there may be some exceptions when the due date and deadline are the same. It is recognized that for daily homework assignments the due date and deadline may be the same to facilitate the teaching and learning process. Assignment/Make Up Policy: Students have a responsibility and are expected to make up missed work, regardless of the legal status of their absence. If the absence is excused or is a result of a suspension, the teacher will help a student make up work. If the absence is unexcused, the teacher does not have to help a student make up the work missed, give a retest, or give an extension on work that was due. Even though the teacher does not have to help a student make up missed work, the student still has to make up the work so the student can complete the rest of the course. For unexcused absences, teachers may deny credit for missed assignments or assessments, in accordance with the process approved by the principal and the leadership team. (MCPS Student handbook) Retakes: You are allowed to retake all formative assignments as long as you show up during lunch to correct and review misunderstandings and come back after you’ve studied. All retakes must be within one week of the original due date. NOTE: You may not make up an assignment if you did not make an attempt to work during class. NOTE: Students have a responsibility and are expected to make up missed work, regardless of the legal status of their absence. If the absence is excused or is a result of a suspension, the teacher will help a student make up work. If the absence is unexcused, the teacher does not have to help a student make up the work missed, give a retest, or give an extension on work that was due. Even though the teacher does not have to help a student make up missed work, the student still has to make up the work so the student can complete the rest of the course. (MCPS Student handbook) Cell Phone Policy: Cell phones should be silenced and kept out of sight. There will be no charging of cell phones in this class. You may use your cell phone or other device as a dictionary only after you receive permission from the teacher. If your phone is out during an inappropriate time, it will be confiscated for the full class period. If you are caught using your phone more than three times, security will take your phone for the day, and a phone call will be made home. Attendance: Regular class attendance significantly impacts academic success. YOU WILL SEE BETTER RESULTS IF YOU ARE HERE EVERYDAY. Students at Springbrook High School are expected to attend class each day. Students who miss class should bring in a note of excuse to the attendance secretary. If you arrive in class after the bell has rung without a pass, you must complete a “Detention Entrance Ticket” before taking your seat. You must serve a lunch detention for each unexcused tardy. Failure to show up for detention will result in a two‐day lunch detention. Failure to show for two‐day detention will result in a same‐day phone call home. Absences: You learn when you are present! It is your responsibility to make up work when you are absent. Check the Mailbox at the back of the room for missing work. See teacher at lunch, not before or during class for instructions or help. Homework: Homework is due at the start of class for full credit. No exceptions. However, homework is better late than never, and will be accepted for a lesser grade each day it is late. You are in charge of your own success! I have read and understood the rules and expectations outlined on this syllabus: ________________________________________________ Name ______________________
Date ESOL 5 Syllabus 2015 – 2016 Ms. Sara Taba G‐208 [email protected] Welcome to ESOL 5A & 5B Instruction will be provided to improve your understanding of the English language through listening, speaking, reading, and writing activities and exercises. Most activities will be in a small group setting unless otherwise stated. Each week you are expected to read independently at home from an assigned novel. Vocabulary and grammar homework, exercises and quizzes are assigned to help reinforce your language skills. In addition, short readings and paragraph writing are assigned to specific units. Projects, essays, book reports or tests are assigned as summatives at the end of each of the six units. ESOL 5 Course Goals You will be able to practice speaking, listening, reading and writing in small groups. Students will be able to use specific academic and literary vocabulary when speaking and writing complete sentences, paragraphs, and essays. Your goal is to improve your language skills and show a full year of growth in each language domain. MYP Goals The aims of the study of English are to acquire, firstly, the basis of a means of communication and an understanding of the linguistic, cultural, and social elements of the communities where English is spoken. In addition, we aim to develop an appreciation of a variety of literary and non‐literary texts, thus giving access to multiple sources of information. Finally, it is hoped that this activity will be life‐long and enjoyable. Objectives Objective A: Comprehending spoken and visual text As appropriate to the phase, the student is expected to be able to i.
Listen for specific purposes and respond to show understanding ii.
Interpret visual text that is presented with spoken text iii.
Engage with the text by supporting opinion and personal response with evidence and examples from the text. Objective B: Comprehending written and visual text As appropriate to the phase, the student is expected to be able to i.
Read for specific purposes and respond to show understanding ii.
Interpret visual text that is presented with written text Engage with the text by supporting opinion and personal response with evidence and examples from the text. iii.
Objective C: Communicating in response to spoken, written and visual text As appropriate to the phase, the student is expected to be able to i.
Interact and communicate in various situations ii.
Express thoughts, feelings, ideas, opinions and information in spoken and written form iii.
Speak and write for specific purposes Objective D: Using language in spoken and written form As appropriate to the phase, the student is expected to be able to i.
Organize thoughts, feelings, ideas, opinions and information in spoken and written form ii.
Develop accuracy when speaking and writing in the target language. Expected Student Learning Outcomes You will show .5 or more in growth on the ACCESS Reading section given in January/February. In preparation for the exam, you will practice daily in the four language domains of listening, speaking, reading, and writing. Essential Skills: 



Speaking English clearly in different contexts to communicate effectively Listening and evaluating a speaker’s point of view Reading and interpreting a variety of texts Writing clearly for different purposes and audiences Anchor Textbook: Pearson Longman KEYSTONE Level F Unit 1 – How do the senses shape our experiences? Unit 2 – How do generations differ from one another? Unit 3 – What makes a community? Unit 4 – How does the sea affect our lives? Unit 5 – How do struggles build character? Unit 6 – Why are ideals important? Expectations: 




Be prepared: do your homework and come to class with appropriate materials Be responsible: write down your homework or check Edline regularly; if you are absent, it is your responsibility to make up the missing work Be willing: share your thoughts and ideas during class discussions Be respectful: treat yourself, classmates and teachers with respect Be Involved: Take ownership of your learning. Ask questions. Share opinions. The key to understanding literature is your interpretation of it. Materials: 

Students are required to have a binder or notebook pencils or pens Guidelines for Grading Category Percentage Types of Assignments Homework 10% Homework for practice Formative Assessments 50% Classwork: quizzes, reading comprehension activities, paragraphs, presentations Summative Assessments 40% Classwork: tests, essays, projects, presentations Z’s and 0’s: When using points or percentages, a teacher assigns a grade no lower than 50% to the task/ assessment. If a student does no work on the task/assessment, the teacher will assign a zero. If a teacher determines that the student did not attempt to meet the basic requirements of the task/assessment, the teacher may assign a zero. (MCPS Policy) Due Dates/Deadlines: Teachers will establish due dates and deadlines. Teachers are expected to separate the due date from the deadline in order to increase opportunities for students to complete assignments; however, there may be some exceptions when the due date and deadline are the same. It is recognized that for daily homework assignments the due date and deadline may be the same to facilitate the teaching and learning process. Assignment/Make Up Policy: Students have a responsibility and are expected to make up missed work, regardless of the legal status of their absence. If the absence is excused or is a result of a suspension, the teacher will help a student make up work. If the absence is unexcused, the teacher does not have to help a student make up the work missed, give a retest, or give an extension on work that was due. Even though the teacher does not have to help a student make up missed work, the student still has to make up the work so the student can complete the rest of the course. For unexcused absences, teachers may deny credit for missed assignments or assessments, in accordance with the process approved by the principal and the leadership team. (MCPS Student handbook) Retakes: You are allowed to retake all formative assignments as long as you show up during lunch to correct and review misunderstandings and come back after you’ve studied. All retakes must be within one week of the original due date. NOTE: You may not make up an assignment if you did not make an attempt to work during class. NOTE: Students have a responsibility and are expected to make up missed work, regardless of the legal status of their absence. If the absence is excused or is a result of a suspension, the teacher will help a student make up work. If the absence is unexcused, the teacher does not have to help a student make up the work missed, give a retest, or give an extension on work that was due. Even though the teacher does not have to help a student make up missed work, the student still has to make up the work so the student can complete the rest of the course. (MCPS Student handbook) Cell Phone Policy: Cell phones should be silenced and kept out of sight. There will be no charging of cell phones in this class. You may use your cell phone or other device as a dictionary only after you receive permission from the teacher. If your phone is out during an inappropriate time, it will be confiscated for the full class period. If you are caught using your phone more than three times, security will take your phone for the day, and a phone call will be made home. Attendance: Regular class attendance significantly impacts academic success. YOU WILL SEE BETTER RESULTS IF YOU ARE HERE EVERYDAY. Students at Springbrook High School are expected to attend class each day. Students who miss class should bring in a note of excuse to the attendance secretary. If you arrive in class after the bell has rung without a pass, you must complete a “Detention Entrance Ticket” before taking your seat. You must serve a lunch detention for each unexcused tardy. Failure to show up for detention will result in a two‐day lunch detention. Failure to show for two‐day detention will result in a same‐day phone call home. Absences: You learn when you are present! It is your responsibility to make up work when you are absent. Check the Mailbox at the back of the room for missing work. See teacher at lunch, not before or during class for instructions or help. Homework: Homework is due at the start of class for full credit. No exceptions. However, homework is better late than never, and will be accepted for a lesser grade each day it is late. You are in charge of your own success! I have read and understood the rules and expectations outlined on this syllabus: ________________________________________________ Name ______________________
Date ESOL 4A Syllabus 2015 – 2016 Mrs. Julie Tran [email protected] Welcome to ESOL 4A & 4B Instruction will be provided to improve your understanding of the English language through listening,
speaking, reading, and writing activities and exercises. Most activities will be in a small group setting
unless otherwise stated. Each week you are expected to read independently at home from an
assigned novel. Vocabulary and grammar homework, exercises and quizzes are assigned to help
reinforce your language skills. In addition, short readings and paragraph writing are assigned to
specific units. Projects, essays, book reports or tests are assigned as summatives at the end of each
of the six units.
ESOL 4 Course Goals
You will be able to practice speaking, listening, reading and writing in small groups. Students will be
able to use specific academic and literary vocabulary when speaking and writing complete sentences,
paragraphs, and essays. Your goal is to improve your language skills and show a full year of growth
in each language domain.
MYP Goals
The aims of the study of English are to acquire, firstly, the basis of a means of communication and an understanding of the
linguistic, cultural, and social elements of the communities where English is spoken. In addition, we aim to develop an appreciation
of a variety of literary and non-literary texts, thus giving access to multiple sources of information. Finally, it is hoped that this
activity will be life-long and enjoyable.
Objectives
Objective A: Comprehending spoken and visual text
As appropriate to the phase, the student is expected to be able to
i.
ii.
iii.
Listen for specific purposes and respond to show understanding
Interpret visual text that is presented with spoken text
Engage with the text by supporting opinion and personal response with evidence and examples from the text.
Objective B: Comprehending written and visual text
As appropriate to the phase, the student is expected to be able to
i.
ii.
iii.
Read for specific purposes and respond to show understanding
Interpret visual text that is presented with written text
Engage with the text by supporting opinion and personal response with evidence and examples from the text.
Objective C: Communicating in response to spoken, written and visual text
As appropriate to the phase, the student is expected to be able to
i.
ii.
iii.
Interact and communicate in various situations
Express thoughts, feelings, ideas, opinions and information in spoken and written form
Speak and write for specific purposes
Objective D: Using language in spoken and written form
As appropriate to the phase, the student is expected to be able to
i.
Organize thoughts, feelings, ideas, opinions and information in spoken and written form
Develop accuracy when speaking and writing in the target language.
Expected Student Learning Outcomes
You will show .5 or more in growth on the ACCESS Reading section given in January/February. In
preparation for the exam, you will practice daily in the four language domains of listening, speaking,
reading, and writing. Essential Skills: 



Speaking English clearly in different contexts to communicate effectively Listening and evaluating a speaker’s point of view Reading and interpreting a variety of texts Writing clearly for different purposes and audiences Anchor Textbook: Pearson Longman KEYSTONE Level E Unit 1 – Why should we reach out to others? Unit 2 – What shapes our identity? Unit 3 – When should you take a stand? Unit 4 – What does it take to beat the odds? Unit 5 – How do conflicts affect us? Unit 6 – Do things really change? Note: Students may be required to read other texts independently. These may include: entire books, adapted literature, photographs, recordings and other media as assigned by the teacher. movies, audio * * * Expectations: 




Be prepared: do your homework and come to class with appropriate materials Be responsible: write down your homework or check Edline regularly; if you are absent, it is your responsibility to make up the missing work Be willing: share your thoughts and ideas during class discussions Be respectful: treat yourself, classmates and teachers with respect Be Involved: Take ownership of your learning. Ask questions. Share opinions. The key to understanding literature is your interpretation of it. Materials: 

Students are required to have a binder or notebook pencils or pens Grades: Category Percentage Types of Assignments Homework 10% Homework for practice Formative Assessments 50% Classwork: quizzes, reading comprehension activities, paragraphs, presentations Summative Assessments 40% Classwork: tests, essays, projects, presentations This course has standardized tests and summative assessments. There will be Essays, Presentations, Unit Tests and a Final Exam. You will be tested on oral speaking and reading fluency, listening comprehension, reading comprehension and writing for different purposes (to inform, to entertain, to persuade). You may retake formative assessments to improve your grade within a week of returned work. Cell Phone Policy: Cell phones should be silenced and kept out of sight. There will be no charging of cell phones in this class. You may use your cell phone or other device as a dictionary only after you receive permission from the teacher. If your phone is out during an inappropriate time, it will be confiscated for the full class period. If you are caught using your phone more than three times, security will take your phone for the day, and a phone call will be made home. Attendance: Regular class attendance significantly impacts academic success. YOU WILL SEE BETTER RESULTS IF YOU ARE HERE EVERYDAY. Students at Springbrook High School are expected to attend class each day. Students who miss class should bring in a note of excuse to the attendance secretary. If you arrive in class after the bell has rung without a pass, you must complete a “Detention Entrance Ticket” before taking your seat. You must serve a lunch detention for each unexcused tardy. Failure to show up for detention will result in a two‐day lunch detention. Failure to show for two‐day detention will result in a same‐day phone call home. Absences: You learn when you are present! It is your responsibility to make up work when you are absent. Check the Mailbox at the back of the room for missing work. See teacher at lunch, not before or during class for instructions or help. Homework: Homework is due at the start of class for full credit. No exceptions. However, homework is better late than never, and will be accepted for a lesser grade each day it is late. Retakes
You are allowed to retake all formative assignments as long as you show up during lunch to correct
and review misunderstandings and come back after you’ve studied. All retakes must be within one
week of the original due date. NOTE: You may not make up an assignment if you did not make an attempt
to work during class.
Z’s and 0’s: When using points or percentages, a teacher assigns a grade no lower than 50% to the task/ assessment. If a student does no work on the task/assessment, the teacher will assign a zero. If a teacher determines that the student did not attempt to meet the basic requirements of the task/assessment, the teacher may assign a zero.(MCPS Policy) Due Dates/Deadlines: Teachers will establish due dates and deadlines. Teachers are expected to separate the due date from the deadline in order to increase opportunities for students to complete assignments; however, there may be some exceptions when the due date and deadline are the same. It is recognized that for daily homework assignments the due date and deadline may be the same to facilitate the teaching and learning process. Assignment/Make Up Policy: Students have a responsibility and are expected to make up missed work, regardless of the legal status of their absence. If the absence is excused or is a result of a suspension, the teacher will help a student make up work. If the absence is unexcused, the teacher does not have to help a student make up the work missed, give a retest, or give an extension on work that was due. Even though the teacher does not have to help a student make up missed work, the student still has to make up the work so the student can complete the rest of the course. For unexcused absences, teachers may deny credit for missed assignments or assessments, in accordance with the process approved by the principal and the leadership team. (MCPS Student handbook) NOTE: Students have a responsibility and are expected to make up missed work, regardless of the legal status of their absence. If the absence is excused or is a result of a suspension, the teacher will help a student make up work. If the absence is unexcused, the teacher does not have to help a student make up the work missed, give a retest, or give an extension on work that was due. Even though the teacher does not have to help a student make up missed work, the student still has to make up the work so the student can complete the rest of the course. (MCPS Student handbook) You are in charge of your own success! I have read and understood the rules and expectations outlined on this syllabus: ___________________________________________
______________________ Name Date
Springbrook High School
Ms. Tran, room E308
301-989-6069 (ESOL Department)
[email protected]
ESOL 3 Course Description
Welcome to Ms. Tran’s ESOL 3 class. This is a double period class. Instruction will be provided to
improve your understanding of the English language through listening, speaking, reading, and writing
activities and exercises. Most activities will be in a small group setting unless otherwise stated. Each
week you are expected to read independently at home from an assigned novel. Vocabulary and
grammar practices are assigned to help reinforce your language skills. In addition, short readings,
paragraph writing, and quizzes, are also assigned weekly. Projects, essays, and/or tests are assigned
at the end of each of the six units.
ESOL 3 Course Goals
You will be able to practice speaking, listening, reading and writing in small groups. Students will be
able to use specific academic and literary vocabulary when speaking and writing complete sentences.
Your goal is to improve your language skills and show a full year of growth in each language domain.
MYP Goals
The aims of the study of English are to acquire, firstly, the basis of a means of communication and an understanding of the
linguistic, cultural, and social elements of the communities where English is spoken. In addition, we aim to develop an appreciation
of a variety of literary and non-literary texts, thus giving access to multiple sources of information. Finally, it is hoped that this
activity will be life-long and enjoyable.
Objectives
Objective A: Comprehending spoken and visual text
As appropriate to the phase, the student is expected to be able to
i.
ii.
iii.
Listen for specific purposes and respond to show understanding
Interpret visual text that is presented with spoken text
Engage with the text by supporting opinion and personal response with evidence and examples from the text.
Objective B: Comprehending written and visual text
As appropriate to the phase, the student is expected to be able to
i.
ii.
iii.
Read for specific purposes and respond to show understanding
Interpret visual text that is presented with written text
Engage with the text by supporting opinion and personal response with evidence and examples from the text.
Objective C: Communicating in response to spoken, written and visual text
As appropriate to the phase, the student is expected to be able to
i.
ii.
iii.
Interact and communicate in various situations
Express thoughts, feelings, ideas, opinions and information in spoken and written form
Speak and write for specific purposes
Objective D: Using language in spoken and written form
As appropriate to the phase, the student is expected to be able to
i.
Organize thoughts, feelings, ideas, opinions and information in spoken and written form
Develop accuracy when speaking and writing in the target language.
Expected Student Learning Outcomes
You will show .5 or more in growth on the ACCESS Reading section given in January/February. In
preparation for the exam, you will practice daily in the four language domains of listening, speaking,
reading, and writing.
Recommended Materials:





Pens and pencils with erasers (you bring) also available for loan with a trade
Loose leaf papers, notebook or binder (you bring)
agenda book (you bring)
Pearson Longman Keystone D Textbook and supplemental texts (I provide)
folder (I provide)
Grading
Grades are based on three weighted categories below. Letter grades (A= 100 to 90, B= 89 to 80, C=
79 to 70, D=69 to 60, E= 59 to 50) will appear on progress reports and report cards.
50% quizzes, warm ups, worksheets, and classwork assignments
40% tests and projects
10% HW assignments
It is very important that you complete your class work and correct it when mistakes are made.
Write down your homework in your agenda book before you leave the classroom. Always complete
and turn in your homework the following day. You will not get full credit if you “forget” to bring your
homework.
If you are absent, turn in missing assignments and homework when you return to school. Make sure
to contact me (by email or phone call) or a classroom buddy to get any missed work.
Retakes
You are allowed to retake all formative assignments as long as you show up during lunch to correct
and review misunderstandings and come back after you’ve studied. All retakes must be within one
week of the original due date. NOTE: You may not make up an assignment if you did not make an attempt
to work during class.
Work not turned in after a week will receive a 0%. A “Z” means that you still have time to turn
it in. You can check your progress online also at https://www.edline.net/Index.page . Please
contact me if you need help to access progress reports.
Z’sand0’s:Whenusingpointsorpercentages,ateacherassignsagradenolowerthan50%tothetask/
assessment.Ifastudentdoesnoworkonthetask/assessment,theteacherwillassignazero.Ifateacher
determinesthatthestudentdidnotattempttomeetthebasicrequirementsofthetask/assessment,theteacher
mayassignazero.(MCPSPolicy)
DueDates/Deadlines:Teacherswillestablishduedatesanddeadlines.Teachersareexpectedtoseparatethedue
datefromthedeadlineinordertoincreaseopportunitiesforstudentstocompleteassignments;however,there
maybesomeexceptionswhentheduedateanddeadlinearethesame.Itisrecognizedthatfordailyhomework
assignmentstheduedateanddeadlinemaybethesametofacilitatetheteachingandlearningprocess.
Assignment/MakeUpPolicy:Studentshavearesponsibilityandareexpectedtomakeupmissedwork,
regardlessofthelegalstatusoftheirabsence.Iftheabsenceisexcusedorisaresultofasuspension,theteacher
willhelpastudentmakeupwork.Iftheabsenceisunexcused,theteacherdoesnothavetohelpastudentmakeup
theworkmissed,givearetest,orgiveanextensiononworkthatwasdue.Eventhoughtheteacherdoesnothave
tohelpastudentmakeupmissedwork,thestudentstillhastomakeuptheworksothestudentcancompletethe
restofthecourse.Forunexcusedabsences,teachersmaydenycreditformissedassignmentsorassessments,in
accordancewiththeprocessapprovedbytheprincipalandtheleadershipteam.(MCPSStudenthandbook)
NOTE: Students have a responsibility and are expected to make up missed work, regardless of the legal status of their absence. If the absence is excused or is a result of a suspension, the teacher will help a student make up work. If the absence is unexcused, the teacher does not have to help a student make up the work missed, give a retest, or give an extension on work that was due. Even though the teacher does not have to help a student make up missed work, the student still has to make up the work so the student can complete the rest of the course. (MCPS Student handbook) ESOL 3
Reading 1: Myth ( Grandmother
Spider Brings the Sun)
Vocabulary- Literary,
Academic Words
Reading Focus- Predict
Grammar- Order of
Adjectives
Writing: Describe a
Character
Formatives-Vocabulary,
Listening/ Reading
Comprehension, and Writing
Unit 1- What is light?
Reading 2: Informational
Text/Science (Light)
Vocabulary- Key,
Academic Words
Reading Focus- Skim
Grammar- Adverb clauses
of Time
Writing: Describe an
Object
Formatives-Vocabulary,
Listening/ Reading
Comprehension, and Writing
Reading 3: Short Story (A Game
of Light and Shade)
Vocabulary- Literary,
Academic Words
Reading Focus- Visualize
Grammar- Prepositions of
Place: in, at, and on
Writing: Describe a Place
Formatives-Vocabulary,
Listening/ Reading
Comprehension, and Writing
Reading 4: Informational Text/Social Studies
(The Eye of Conscience)
Vocabulary- Key, Academic Words
Reading Focus- Use Visuals
Grammar- Restrictive/ Nonrestrictive
Relative Clauses
Writing: Describe an Experience
Formatives-Vocabulary, Listening/ Reading
Comprehension, and Writing
UNIT 2
Reading 5: Informational Text / Social Studies
(Visiting the Edison Musuem)
Text Analysis: Expository
Writing: Write a Procedural Document
Link the Readings
UNIT Writing Summative
How are growth and change related?
Reading 1: Informational
Text/Science (How Seeds and
Plants Grow) and Folktale (Two
Brothers and the Pumpkin
Seeds)
Vocabulary- Key,
Academic Words
Reading Focus- Recognize
Sequence
Grammar- Sequence
Writing: Write a Story
Formatives-Vocabulary,
Listening/ Reading
Comprehension, and Writing
Reading 2: Novel (Roll of
Thunder, Hear My Cry)
Vocabulary- Literary,
Academic Words
Reading Focus- Compare
and Contrast
Grammar- Conditional
Writing: Rewrite a Familiar
Story
Formatives-Vocabulary,
Listening/ Reading
Comprehension, and Writing
Reading 4: Short Story (Abuelo Invents the Zero)
Vocabulary- Literary, Academic Words
Reading Focus- Make Inferences
Grammar- Have to + Verb
Writing: Write a Personal Narrative
Formatives-Vocabulary, Listening/ Reading
Comprehension, and Writing
UNIT 3
Reading 1: Fable (The Golden
Serpent)
Vocabulary- Literary,
Academic Words
Reading Focus- Identify
Problems and Solutions
Grammar- The Modal must
Writing: Write a Review
Formatives-Vocabulary,
Listening/ Reading
Comprehension, and Writing
Reading 3: Informational Text /
Social Studies (Migration
Patterns)
Vocabulary- Key,
Academic Words
Reading Focus- Scan
Grammar- Simple Past
and Present Perfect
Writing: Write a Personal
Letter
Formatives-Vocabulary,
Listening/ Reading
Comprehension, and Writing
Reading 5: Short Story (Horses and Eagles)
Literary Analysis: Fiction
Grammar: Punctuation Writing: Write a Story;
Produce a Multimedia Presentation
Link the Readings
UNIT Summatives for listening, writing, and
speaking
How can we tell what’s right?
Reading 2: Informational
Text/Science (I Love Pluto)
Vocabulary- Key,
Academic Words
Reading FocusDistinguish Fact from Fiction
Grammar- Some and
Indefinite Pronouns
Writing: Write a Letter to
the Editor
Formatives-Vocabulary,
Listening/ Reading
Comprehension, and Writing
Reading 3: Novel (A Single
Shard)
Vocabulary- Literary,
Academic Words
Reading Focus- Identify
Author’s Purpose
Grammar- Would
Writing: Write a Persuasive
Paragraph
Formatives-Vocabulary,
Listening/ Reading
Comprehension, and Writing
Reading 4: Informational Text / Social Studies
(Marian Anderson: A Voice for Change)
Vocabulary- Key, Academic Words
Reading Focus- Summarize
Grammar- Superlatives Adjectives
Writing: Write an Advertisement
Formatives-Vocabulary, Listening/ Reading
Comprehension, and Writing
UNIT 4
Reading 1: Informational Text /
Social Studies (The Story of My
Life)
Vocabulary- Key,
Academic Words
Reading Focus- Main Idea
and Details
Grammar- Possessive
Adjectives
Writing: Write a Critique
Formatives-Vocabulary,
Listening/ Reading
Comprehension, and Writing
Can we think with the heart?
Reading 2: Play Excerpt (The
Little Prince)
Vocabulary- Literary,
Academic Words
Reading Focus- Analyze
Text Structure
Grammar- Present and
Past Progressive
Writing: Write a Summary
Formatives-Vocabulary,
Listening/ Reading
Comprehension, and Writing
Reading 4: Short Story (Ginger for the Heart)
Vocabulary- Literary, Academic Words
Reading Focus- Analyze Cultural Context
Grammar- Compound vs. Complex
Writing: Write a Critical Analysis
Formatives-Vocabulary, Listening/ Reading
Comprehension, and Writing
UNIT 5
Reading 1: Informational Text /
Social Studies (World War 1)
Vocabulary- Key,
Academic Words
Reading Focus- Identify
Cause and Effect
Grammar- Appositives
Writing: Write a Causeand-Effect Paragraph
Formatives-Vocabulary,
Listening/ Reading
Comprehension, and Writing
Reading 5: Informational Text / Social Studies
(Helmut Laws, High School Student Uniforms)
Vocabulary Focus: Analogies
Text Analysis: Persuasive Text
Grammar: Reciprocal Pronouns; Subjunctive
Mood
Writing: Write a Persuasive
Link the Readings
UNIT Summative for listening, writing, and speaking
Reading 3: Informational
Text/Science (Our Heart: Our
Circulatory System, HeartHealthy Recipe)
Vocabulary- Key,
Academic Words
Reading Focus- Monitor
Comprehension
Grammar- Imperatives
Writing: Write Instructions
Formatives-Vocabulary,
Listening/ Reading
Comprehension, and Writing
Reading 5: Play (To Capture a Wild Horse)
Vocabulary Focus: Root Words
Literary Analysis: Elements of Drama
Grammar: Nominative, Objective, and
Possessive Pronouns
Writing: Write a Script
Link the Readings
UNIT Summative for listening, writing, and speaking
What can we learn from times of war?
Reading 2: Poetry, Song, and
Prose (In Flanders Field,
Anthem for Doomed Youth, etc.)
Vocabulary- Literary,
Academic Words
Reading Focus- Analyze
Historical Context
Grammar- Contrast and
Opposition
Writing: Write a Compare
and Contrast Paragraph
Formatives-Vocabulary,
Listening/ Reading
Comprehension, and Writing
Reading 3: Informational
Text/Social Studies (In the
Name of His Father)
Vocabulary- Key,
Academic Words
Reading Focus- Draw
Conclusions
Grammar- Passive Voice
in Present Perfect
Writing: Write a News
Article
Formatives-Vocabulary,
Listening/ Reading
Comprehension, and Writing
Reading 4: Literary Nonfiction (Farewell to
Manzanar)
Vocabulary- Literary, Academic Words
Reading Focus- Ask Questions
Grammar- Using Infinitives
Writing: Write a Problem-and-Solution
Paragraph
Formatives-Vocabulary, Listening/ Reading
Comprehension, and Writing
UNIT 6
Reading 1: Short Story (The
Parrot Who Wouldn’t Say
“Cantaῆo”)
Vocabulary- Literary,
Academic Words
Reading Focus- Connect
Ideas
Grammar- Reduction of
Adjective Clauses to Adjective
Phrases
Writing: Write an
Introductory Paragraph
Formatives-Vocabulary,
Listening/ Reading
Comprehension, and Writing
Reading 5: Poetry (Sonnet to My Brother; He
Died at His Post)
Vocabulary Focus: Etymology; Concept Maps
Literary Analysis: Poetry
Grammar: Capitalization
Writing: Write a Poem
Link the Readings
UNIT Summative for listening, writing, and
speaking
What makes animals so amazing?
Reading 2: Informational
Text/Science (Getting to Know
Real Bats)
Vocabulary- Key,
Academic Words
Reading Focus- Evaluate
New Information
Grammar- Relative
Pronouns as Subjects
Writing: Write Classifying
Paragraphs
Formatives-Vocabulary,
Listening/ Reading
Comprehension, and Writing
Reading 4: Informational Text/Science (The
Chimpanzees I Love)
Vocabulary- Key, Academic Words
Reading Focus- Make Generalizations
Grammar- Gerunds and Infinitives
Writing: Include Quotations and Citations
Formatives-Vocabulary, Listening/ Reading
Comprehension, and Writing
Reading 3: Poetry (The Bat; A
Narrow Fellow in the Grass,
Daybreak, Birdfoot’s Grandpa)
Vocabulary- Literary,
Academic Words
Reading Focus- Read
Aloud
Grammar- Word Order
Writing: Support the Main
Idea
Formatives-Vocabulary,
Listening/ Reading
Comprehension, and Writing
Reading 5: Literary Biography (Caesar Kleberg)
Vocabulary Focus: Foreign Words and Phrases
Literary Analysis: Literary Biography
Grammar: Negatives and Contradictions
Writing: Write an Interpretative Response
Link the Readings
UNIT Summative for listening, writing, and
speaking