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Seventh Grade Beginner ESL
This course introduces students with little or no English proficiency to the English language. The major emphasis is on speaking, listening, reading, and writing skills. Thematic units are designed to help students develop and expand vocabulary and move towards a higher English proficiency level. The primary goal of the Basic ESL course is to provide multilingual learners with the social and academic language needed to be successful in various social and content areas. It is expected that students will improve in their English language proficiency and move up the continuum, as defined in the WIDA Performance Definitions for the Levels of English Language Proficiency document.
At the Entering Level, students will be able to process, understand, produce, or use:
pictorial or graphic representation of the language of the content areas
words, phrases, or chunks of language when presented with one-step commands, directions, WH-, choice, or yes/no questions, or statements with sensory, graphic, or interactive support
oral language with phonological, syntactic, or semantic errors that often impede meaning when presented with basic oral commands, direct questions, or simple statements with sensory, graphic, or interactive support
Seventh Grade Intermediate ESL
This course is designed for multilingual learners at an intermediate level of proficiency and provides a more in-depth study of the English language. The major emphasis is on speaking, listening, reading, and writing skills. Thematic units are designed to help students develop and expand their vocabulary. The primary goal of the Intermediate ESL course is to provide multilingual learners with the academic language needed to be successful in various content areas. It is expected that students will improve in their English language proficiency and move up the continuum, as defined in the WIDA Performance Definitions for the Levels of English Language Proficiency document.
At the Beginning/Developing levels, students will be able to process, understand, produce, or use:
general language related to the content areas
phrases or short sentences
oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the communication when presented with one-to-multiple-step commands, directions, questions, or a series of statements with sensory, graphic, or interactive support
Seventh Grade Advanced ESL
This course is designed for multilingual learners at an advanced level of proficiency and provides a more in-depth study of the English language. The major emphasis is on speaking, listening, reading, and writing skills. Novel studies are designed to help students develop and expand their academic vocabulary and reading proficiency. The primary goal of the Advanced ESL course is to provide multilingual learners with the academic language needed to be successful in various content areas. It is expected that students will improve in their English language proficiency and move up the continuum, as defined in the WIDA Performance Definitions for the Levels of English Language Proficiency document.
At the Expanding/Bridging level, students will be able to process, understand, produce, or use:
some specific and technical language of the content areas
a variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences, or paragraphs
oral or written language with minimal phonological, syntactic, or semantic errors that do not impede the overall meaning of the communication when presented with oral or written connected discourse with sensory, graphic, or interactive support
This course includes a study of the three novels approved by the Dover Public Schools and is dedicated to using a variety of works by various authors.
I Funny by James Patterson
A Christmas Carol by Charles Dickens
Various short stories pertaining to holidays, special dedicated months, and influential people throughout the world.
Eighth Grade Beginner ESL
This course introduces students with little or no English proficiency to the English language. The major emphasis is on speaking, listening, reading, and writing skills. Thematic units are designed to help students develop and expand vocabulary and move towards a higher English proficiency level. The primary goal of the Basic ESL course is to provide multilingual learners with the social and academic language needed to be successful in various social and content areas. It is expected that students will improve in their English language proficiency and move up the continuum, as defined in the WIDA Performance Definitions for the Levels of English Language Proficiency document.
At the Entering Level, students will be able to process, understand, produce, or use:
pictorial or graphic representation of the language of the content areas
words, phrases, or chunks of language when presented with one-step commands, directions, WH-, choice, or yes/no questions, or statements with sensory, graphic, or interactive support
oral language with phonological, syntactic, or semantic errors that often impede meaning when presented with basic oral commands, direct questions, or simple statements with sensory, graphic, or interactive support
Eighth Grade Intermediate ESL
This course is designed for multilingual learners at an intermediate level of proficiency and provides a more in-depth study of the English language. The major emphasis is on speaking, listening, reading, and writing skills. Thematic units are designed to help students develop and expand their vocabulary. The primary goal of the Intermediate ESL course is to provide multilingual learners with the academic language needed to be successful in various content areas. It is expected that students will improve in their English language proficiency and move up the continuum, as defined in the WIDA Performance Definitions for the Levels of English Language Proficiency document.
At the Beginning/Developing levels, students will be able to process, understand, produce, or use:
general language related to the content areas
phrases or short sentences
oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the communication when presented with one-to-multiple-step commands, directions, questions, or a series of statements with sensory, graphic, or interactive support
Eighth Grade Advanced ESL
This course is designed for multilingual learners at an advanced level of proficiency and provides a more in-depth study of the English language. The major emphasis is on speaking, listening, reading, and writing skills. Novel studies are designed to help students develop and expand their academic vocabulary and reading proficiency. The primary goal of the Advanced ESL course is to provide multilingual learners with the academic language needed to be successful in various content areas. It is expected that students will improve in their English language proficiency and move up the continuum, as defined in the attached WIDA Performance Definitions for the Levels of English Language Proficiency document.
At the Expanding/Bridging level, students will be able to process, understand, produce, or use:
some specific and technical language of the content areas
a variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences, or paragraphs
oral or written language with minimal phonological, syntactic, or semantic errors that do not impede the overall meaning of the communication when presented with oral or written connected discourse with sensory, graphic, or interactive support
This course includes a study of the three novels approved by the Dover Public Schools and is dedicated to using a variety of works by various authors.
I Funny by James Patterson
The Giver by Lois Lowry
A Christmas Carol by Charles Dickens
The House on Mango Street by Sandra Cisneros
Various short stories pertaining to holidays, special dedicated months, and influential people throughout the world.
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