Syllabus for Advanced English Language Development (LTEL) Program

Ryan Hyatt

[email protected]

(818) 678-3400 x7076

Room F-39

Course Description: This course aims to raise the English language arts skills of students at a level comparable to those of students in the regular English 9 course for the purpose of getting reclassified as fluent English speakers by using grade-level informative and literary reading materials of various reading genres: informative, fiction, non-fiction, poetry, and drama. Students develop reading strategies such as note-taking, annotating, paraphrasing, and summarizing. Students also develop writing strategies as they generate ideas by brainstorming, researching, outlining, peer revising and editing. Students discuss and listen to various academic and current topics as they analyze and evaluate information. In addition, students read, analyze, and evaluate argumentative, persuasive, and expository materials as they write their own compositions. Students write literary analyses, a persuasive essay, and a research paper, focusing on providing factual and textual evidence as they support their ideas and opinions. Students go through the writing process of generating and organizing ideas, revising, editing, and publishing their writing. Grammar lessons are integrated into the reading and writing process as they analyze the sentence structure of the reading and their own writing.

Course Objectives: The primary objective is to prepare students to have the English skills necessary to reclassify as fluent English speakers and help them to be college and career ready. The focus is on academic skills, writing, time management and inter-personal communication skills. Small and large group discussions are part of classroom learning. All students are expected to participate in them. This course is reading and writing intensive. Participation will make up a majority of student grades.

By the end of this year, students will:

• Improve ability to read and analyze text
• Strengthen formal essays/research papers.
• Develop better note-taking skills.
• Compare/contrast/synthesize and analyze information.
• Exercise critical thinking and communication skills in formal and informal discussions.

Required Text: “Reader’s Handbook: A Student Guide for Reading and Learning” and “Student Applications Handbook”

Course Standards: Students will be striving to attain mastery of listening and speaking, reading and writing skills at the Early Advanced level of California’s English Language Development Standards, which include:

Listening and Speaking:

• Make one’s self under-stood when speaking by using consistent standard English grammatical forms, sounds, intonation, pitch, and modulation but may make random errors
• Participate in and initiate more ex-tended social conversations with peers and adults on unfamiliar topics by asking and answering questions and restating and soliciting information.

Reading:

• Apply knowledge of language to achieve comprehension of informational materials, literary texts, and texts in content areas.
• Prepare oral and written reports that evaluate the credibility of an author’s argument or defense of a claim.

Writing:

• Develop a clear thesis and support it by using, analogies, quotations, and facts appropriately.
• Write persuasive compositions that structure ideas and arguments in a logical way with consistent use of standard grammatical forms.

For a comprehensive list and explanation of the California English Language Development Standards to be used, visit: http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf.

In addition, this course will use the Framework for English Language Development Proficiency Standards corresponding to the California Common Core Standards. More information can be found at: http://www.ccsso.org/Documents/2012/ELPD%20Framework%20Booklet-Final%20for%20web.pdf

Finally, this class will be heavily based on the new California Common Core Standards for English Language Arts as they pertain to grade-level reading and writing, speaking and listening skills. For more information about the California Common Core Standards for English Language Arts, please visit: http://www.cde.ca.gov/be/st/ss/index.asp

Academic Vocabulary

In order to improve the learning and achievement of students in school and beyond, there will be a focus this year in the classroom on key words which students will become familiar with and use in an academic setting to further their English language development and critical thinking skills. These words are: analyze, cite, compare/contrast, elaborate, evaluate, illustrate, infer, justify, paraphrase, predict, summarize, synthesize. In addition, key terms to be learned and used related to grade-level rhetoric include claim, argument, opinion, main idea, topic, supporting idea/detail, example, essay, thesis, persuade.

Course Guidelines

1. Be prepared – Arrive on time ready to learn with books, paper and writing utensils.
2. Be professional – Practice “workplace suitable behavior” by showing respect for yourself and others.
3. Be engaged – The key to learning, in life and in my class, is through participation!

Grading System:

• Tests, quizzes, classwork, homework, and cooperation are based on points. Each student has the opportunity to earn points through student work and behavior in class. The points are inputted into a computer and are averaged on all assignments. The percentage value of the assignments are as follows: Classwork/Participation=60-70%; Tests and Quizzes=20-30%, Homework=0-20%
• Students who attend regularly, are respectful, take part in lessons, discussions and group and individual assignments will learn as much as possible, and it will reflect positively in their grade. Grades are also based on their individual academic ability or abilities according to their IEP goals and objectives as well as the teacher and staff’s observations, assessments, and knowledge of the student’s ability or skills.
• An important note on participation: Due to the numerous off-task behaviors which can impact a student’s learning, as well as class a whole, every student will have an automatic 25 participation points given to them at the beginning of each 5-week grading period that will be averaged into their cumulative grade, for a total of 100 points or approximately 10 class assignments, per semester. Points will be deducted from this grade, for example, when students are talking while the teacher is talking, using their phones or headphones at unauthorized times, failing to follow directions, etc. This participation system, combined with grades from other classwork and tests, can make a significant contribution or difference to a student’s overall grade for the semester, depending on the extent to which they maintain classroom guidelines.
• Homework is usually assigned when students neglect to finish work in class, and for special projects that require work outside of class. Major assignments are posted and updated regularly on the teacher’s web site: http://www.chatsworthhs.org/apps/pages/index.jsp?uREC_ID=379923&type=u

Classroom Preparation/Organization:

I have provided all students with a folder and notebook to use for classwork, the graded contents of which are to remain in my class until the end of each 5-week grading period. Please ensure your student is prepared for class with his or her own pens and & pencils.

Grading Scale in Percentages:

90-100%=A

89-80%=B

79-70%=C

69 or 55% = D

54 or below = F

Class Schedule

The fall and spring semester will be divided into two units of study for a year-long program that includes:

Unit I Hierarchy and Culminating Task – Students will study the social structures that promote and prohibit individual progress. The culminating task will involve providing a written sample and classroom presentation that demonstrates their knowledge of the unit.

Unit II Social Justice/Topic and Culminating Task -- Students will study the non-institutional obstacles that promote and prohibit individual progress. The culminating task will involve providing a written sample and classroom presentation that demonstrates their knowledge of the unit.

Unit III Values and Culminating Task – Students will study their own interests and values that they would like reflected in their later lives as adults. The culminating task will involve providing a written sample and classroom presentation that demonstrates their knowledge of the unit.

Unit IV Professional Aspirations and Culminating Task -- Students will study careers that tie their own interests and values to professions that maximize their fulfillment. The culminating task will involve providing a written sample and classroom presentation that demonstrates their knowledge of the unit.

Please note important testing windows for student progress assessments:

California Language Development Test (CELDT) -- August 17-October16

Language Acquisition Skills (LAS Links) -- December 1-17

Scholastic reading Inventory (SRI, Grade 9 only) – December 1-17

Smarter Balanced Assessment California (SBAC) – April 21-June 10

Contact Information:

The school district’s new grading system, MISIS, should make grades available for parents to view their students’ grades by November. Regardless, if there are any questions or concerns you have about grades, behavioral issues, class requirements or anything else, email is the best way to reach me at [email protected].

I look forward to working with your student this school year!

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Please sign and return to me acknowledging you have read and understood the syllabus, policies and expectations.

Parent Name (Print)                            Date                            Parent Signature

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Student Name (Print)                          Date                            Student Signature

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