Adv Eld 2B
Adv Eld 2B
Adv Eld 2B
This is the first semester of a two-semester course designed to accelerate English Language Development
through intensive instruction in advanced literacy skills for EL students who are currently reading at a 4th
grade level or higher. Emphasis will be on critical reading skills (including ability to respond appropriately
to a variety of genres using effective tone, language and argumentation/rhetoric), expository writing skills
and academic vocabulary acquisition. This course will prepare students to meet reclassification by
introducing grade level English Language Arts standards while building critical analytical skills and content
knowledge for success in the mainstream academic environment. To successfully complete this course,
students will need to devote an estimated 10 hours per week to their assignments.
CO-REQUISITE COURSE: grade-level Sheltered English course
Content
Material covered in this course is aligned with the California Department of Education English Language
Development Standards as well as the National TESOL Standards.
California Department of Education English Language Development Standards for Grades 9-10
Part 1: Interacting in Meaningful Ways present, describe, and explain ideas and
A. Collaborative information, using appropriate technology
1. Exchanging information and ideas with others 11. Justifying own arguments and evaluating others’
through oral collaborative discussions on a range arguments in writing
of social and academic topics 12. Selecting and applying varied and precise
2. Interacting with others in written English in vocabulary and other language resources to
various communicative forms (print, effectively convey ideas.
communicative technology, and multimedia)
3. Offering and justifying opinions, negotiating Part 2: Learning About How English Works
with and persuading others in communicative A. Structuring Cohesive Texts
exchanges 1. Understanding text structure
4. Adapting language choices to various contexts 2. Understanding cohesion
(based on task, purpose, audience, and text type) B. Expanding and enriching ideas
B. Interpretive 3. Using verbs and verb phrases
5. Listening actively to spoken English in a range 4. Using nouns and noun phrases
of social and academic contexts 5. Modifying to add details
6. Reading closely literary and informational texts C. Connecting and Condensing Ideas
and viewing multimedia to determine how 6. Connecting ideas
meaning is conveyed explicitly and implicitly 7. Condensing ideas
through language
7. Evaluating how well writers and speakers use Part 3: Using Foundational Literacy Skills
language to support ideas and arguments with The California English Language Development Standards
details or evidence depending on modality, text correspond to California’s Common Core State Standards
type, purpose, audience, topic, and content area for English Language Arts and, for grades 6-12, Literacy
8. Analyzing how writers and speakers use in History/Social Studies, Science, and Technical
vocabulary and other language resources for Subjects. English Learners should have full access to and
specific purposes (to explain, persuade, opportunities to learn ELA, mathematics, science,
entertain, etc.) depending on modality, text type, history/social studies, and other content at the same time
purpose, audience, topic, and content area they are progressing toward full proficiency in English.
C. Productive
Advanced ELD 2B INSTRUCTIONAL GUIDE City of Angels School LAUSD Independent Study
9. Expressing information and ideas in formal oral Source: California Department of Education website:
presentations on academic topics http://www.cde.ca.gov/sp/el/er/eldstandards.asp
10. Writing literary and informational texts to
Group Work:
Discuss with your Teacher and group the Unit 1 Quickwrite (TE page 2) “List two or three experiences
that each sense brings to your life?” Using a word web list as many words as you can think of.
Discuss page 30 in your textbook The Big Question and Build Background. “How do the senses shape our
experiences? When you look at a painting, what catches your attention?
Oral Reading and expression for Fluency: Activity Readers Theatre page 42 (partner up and read aloud)
DAY 1: Reading 3: “from Girl with a Pearl Earring” (Standards 1B6, 1B7, and 1B8)
1. Complete pages 15-18 in your workbook.
2. Before starting Reading 3, in your notebook, copy “Set a purpose for reading” at the top of page 34 and look
for the answer as you read the novel excerpt.
3. Complete Reading 3: “from Girl with a Pearl Earring” on pages 34-41. As you read, in your notebook,
complete all:
o “Before You Go On” questions
DAY 2: Review and Practice; Grammar and Writing (Standards 1A4, 1C10, 1C11, 1C12)
1. Complete pages 19-21 in your workbook.
2. Complete “Writing a Descriptive Paragraph” on page 45 in your textbook.
Prepare for Your Weekly Assessment (Standards 1A, 1B5, 1C9, 1C11)
At your weekly appointment with your teacher:
Complete the “Discussion” on page 43 with a fellow student or respond to previously written or video-
recorded responses from other students who have taken this course.
Present an oral summary of what you learned this week. Use at least five (5) of the academic words
introduced in the readings for this week. Be prepared to answer questions from your teacher.
Group Work:
Discuss with your Teacher and group the Unit 2 Quickwrite (TE page 68) “How are you similar to and
different from your parents and grandparents?” Using a compare/contrast graphic organizer list as
many similarities/differences as you can think of.
Discuss page 96 in your textbook The Big Question and Build Background. “How do generations differ
from one another? “Do you live with or near a grandparent or other aging relative?” “What age is the
oldest parent you know?”
Oral Reading Fluency Activity-Read for Fluency (TE page 105)
Review and Practice; Grammar and Writing (Standards 1A4, 1C10, 1C11, 1C12, 2A, 2C)
1. Complete pages 51-53 in your workbook.
2. Complete “Writing a Narrative Paragraph” on page 107 of your textbook.
Prepare for Your Weekly Assessment (Standards 1A3, 1B6, 1C9, 1C12)
At your weekly appointment with your teacher:
Complete the “Discussion” on page 105 with a fellow student or respond to previously written or video-recorded
responses from other students who have taken this course.
Group Work:
Discuss the question “What makes a community?” on page 188 (Standards 1A1, 1B5) with a fellow student
or your teacher.
Complete the “Critical Thinking” chart on page 188 (Standard 1B8).
Oral Reading Activity-Fluency Check (TE page 188)
Review and Practice; Grammar and Writing (Standards 1A4, 1C10, 1C11, 1C12)
1. Complete pages 154-157 in your workbook
2. Complete “Writing an Expository Paragraph” on page 315 of your textbook.
Prepare for Your Weekly Assessment (Standards 1A, 1B5, 1C9, 1C11)
At your weekly appointment with your teacher:
Complete the “Discussion” on page 316 with a fellow student or respond to previously written or video-
recorded responses from other students who have taken this course
Supplementary Assignment for Relearning and Differentiation
Share other fables with students and have them identify the moral of the story in a paragraph.
Reading 4: “We Are Each Other’s Business” (Standards 1B6, 1B7, and 1B8)
1. Complete pages 182-185 in your workbook.
2. Before starting Reading 4, in your notebook, copy “Set a purpose for reading” at the top of page 374 and
look for the answer as you read the article.
3. Complete Reading 4: “We Are Each Other’s Business” on pages 374-377. As you read, in your notebook,
complete all:
o Complete all “Literary Check” questions
o “Before You Go On” questions
Review and Practice; Grammar and Writing (Standards 1A4, 1C10, 1C11, 1C12, 2A, 2C)
Group Work:
Discuss with your Teacher and group the Unit 6 Quickwrite (TE page 327) “What does it mean to have
ideals?” “What are some of your ideals?” Using a word web explore your ideas about these topics.
Research for this topic may include:
o an important idea, issue or event on the topic.
Brainstorm ideas
Research Report: Prewrite and Draft (Standards 1C10, 1C11, 1C12, 2A, 2B, 2C)
1. Read page 386 and complete Item 1: Prewrite.
2. Complete Item 2: Draft.
Research Report: Publish (Standards 1C10, 1C11, 1C12, 2A, 2B, 2C)
1. Complete Item 5: Publish on page 391 in your textbook. Your final draft must be typed.
Poster Presentation: Create a poster that illustrates or diagrams a concept you learned in this
course. The poster should be at least 2x3 feet and use bold letters and colors. It should also include
at least five terms you learned in this course. Feel free to use illustrations in your textbook. You will
need to explain your poster in a two-minute speech/presentation to your teacher.
Video or Audio Presentation: Create, present, and record a 2-3 minute presentation explaining or
demonstrating a concept learned in this course. The presentation could be a straightforward delivery
of information or it could be a skit acted out by you and others (e.g. fictional scene, news report,
interview, mock debate, etc.). At least five terms learned in this course should be incorporated.
Pick a novel from the following list and follow the weekly instructional guide:
Title of Book:
Author:
A. Look at the front cover and read the back cover and inside sleeve, if there is one. List the facts
that you know, or think you know, about the book without having read it. (1/2 page written
response)
B. What was your first impression of the book? Why did you select this one to read? (1/2 page
written response.)
C. Author Biography:
Conduct brief research on the author. Choose two internet sources, or one internet source and one
printed source from the library. Learn some basic facts about his/ her life, including a brief account
of his/her life, when/why/how s/he started to write, and the major events in history, politics and/or
the writer’s personal experience that impact his/her works of literature. Write a one-page report.
1. What is the time and place of the book? What evidence in the book tells you this?
2. Name and describe the main character in the book. Describe him/her physically and describe
his/her personality and history, if known. Then give your impression of him/her.
3. Describe one important event in the book and explain why it is significant to the story (to the
plot, the characters, the ideas of the book).
4. Find one specific idea, event, or behavior in the book that relates to real life. Explain the
relationship you see.
Week 2
Word Study: As you read, find a minimum of 10 words that are new or unfamiliar to you. For each
word, write:
b) the context in which you find it (copy the sentence or phrase from the book and underline
the word)
c) your best guess of the word’s meaning based on the clues available
d) the dictionary definition of the word and any other common forms of the word
e) your own original sentence using the word (or form of) that demonstrates an understanding
of the meaning.
2. What is the general feeling or mood of the book? (cheerful, peaceful, anxious, angry,
disappointed, gloomy, warm, violent, suspenseful, fearful) Give specific examples of how the
author creates that feeling or mood.
Week 3
1. If there is any special language used (dialects, foreign words, slang, etc.) give examples and
explain its use and purpose. What is its effect?
2. Does the author use humor, irony, symbolism, or metaphors? Give at least two examples and
explain the effect.
3. Identify the peak event, or the climax, of the novel. What major conflicts lead up to it and what
is the resolution afterward?
4. What is the theme or themes in the novel? (acceptance, anger, betrayal, bravery, friendship, fear,
love, loyalty, racism, relationships, sacrifice, truth, war) How does the author show this idea? Give
evidence.
5. What did you learn from this novel? In answering this, you may comment on any aspect of the
novel, including how it is written.
Week 4
Be prepared for your final:
TEST: Be prepared for the oral/written final on the basic components of the novel:
Setting: Describe the details of place and time. What is the atmosphere and mood during the course
of action, including during the conflict and at the climax?
Plot: Tell what happens in the novel such by highlighting the main events and experiences of the
characters.
Theme: In your own words, explain the author's message for this book. What point about human
values or experiences is s/he trying to make? What are readers to come away having learned or to
still be thinking about as they close the book?
1. How is the main character of the novel similar to a person that you know? Discuss your answer in
an essay.
2. Have you had an experience similar to that of one of the characters in the novel? Write about this
experience.
3. Write a poem that describes the plot of the novel or a character from the novel.
4. Write an essay describing any changes that the main character underwent throughout the novel.
7. Describe the problems the main character encountered in the novel and tell how this character
solved these problems.
8. Interview one of the characters and ask him/her to explain some of the actions in the novel.
9. Create a list of 15 words from the story and illustrate them to show their meaning.
Plagiarism or cheating in any way will not be tolerated and will result
in a grade of -0- for the entire class.