Syllabus for Advanced English Language Development (LTEL) Program
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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:
Required Text: Inside the Text; additional texts may be required; if so, they will be provided.
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:
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
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.
Grading System: Tests, quizzes, classwork, homework, and cooperation are based on points. Each student has the opportunity to earn points through work productivity and participation. The points are inputted into a computer and are averaged across all assignments. The percentage value of the assignments is as follows:
Classwork/Participation=50% Tests and Quizzes=30% Homework=20%
Students who attend regularly, are respectful, and take part in lessons, discussions and group and individual assignments and turn them in on time will learn as much as possible, and it will reflect positively in their grade. Grades are also based on academic abilities according to IEP goals, teacher and staff’s observations, assessments, and student skills.
* Due to the numerous off-task behaviors which can impact individual and student class learning, 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 participation grade, for example, when students are talking out of turn, not following directions, using their phones or headphones at unauthorized times, defiant or disrespectful toward teachers and classmates, etc.
Major assignments are posted online either through Google classroom, Schoology or on the teacher’s CCHS website: http://www.chatsworthhs.org/apps/staff/
Go to www.chatsworthhs.org view the ‘staff list’, look for ‘Ryan Hyatt’, then click on your class subject and period.
The best way for parents or students to contact me for any reason is by e-mail at email@example.com. You can also go to Mr. Hyatt’s CCHS web page and click ‘send e-mail’.
Information about how parents will be able to access their student grades through the new Schoology system should be forthcoming.
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:
69 or 55% = D
54 or below = F
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
For any questions or concerns, email is the best way to reach me at firstname.lastname@example.org.
Please sign and return to me acknowledging you have read and understood the syllabus, policies and expectations.
Parent Name (Print) Date Parent Signature
Student Name (Print) Date Student Signature
Email: _______________________________ Phone: ______________________________