Syllabus

Schedule

Period                             Times                       Classes

1st Period                       8:30-9:00                      Leveled Services

2nd Period     9:02 - 9:55                    Coteach 6th

3rd Period                           9:57 - 10:50                  Coteach/Support 

6th/7th/8th

                                           10:55-11:41                   7th -Intro

4th Period                          11:51-12:41                   7th - Fund

5th Period                          12:30-1:28                     Lunch/Plan

6th Period                          1:31-2:21                       6th F1/F2

7th Period                          2:24-3:15                       Coplan  6th

Materials

Materials Needed:

•   charged chromebook every day

• pencil, pen, and composition notebook

•  willingness to work hard and put forth your best effort

Grading Scale

Major Assessment/Calculation of Grades: Evaluation of Student Progress

Tests will be given after each unit of study.  Quizzes and other class work assignments will be given throughout the units to monitor for understanding.  Homework will be assigned as a quarterly choice board.

Grading Scale

A   90-100

B   80-89

C   70-79

D   60-69

F   below 60

Codes found in PowerSchool grade book

NHI=Not Handed In

Your student has not turned in this assignment. 

Redo and Reassessment Policy   

Late Work Policy  

*Click on the blue links to get to the policies

Classroom Expectations

Hughes uses a behavior plan called ROCK.  This stands for Respect, Order, Communication, and Kindness.  Students are encouraged to keep these qualities in mind in all aspects of their day. Compliments for positive actions as well as consequences for negative actions are recorded on the ROCK card which is located in the student agenda.  Please review the ROCK card for further information.

Be Respectful

Be Responsible

Be Ready to Learn

Procedures and Consequences

Procedures:

1. Come into class and take your seat.

2. SILENTLY begin your bell-work and be ready to begin class within 5 minutes.

3. RAISE YOUR HAND to speak or if you have a question.

4. ACTIVELY LISTEN to others and don’t talk while others are talking.

5. Students that finish an assignment early will practice Lexia English.

Consequences:

Consequences for breaking school rules, classroom rules and procedures vary based on the severity of the students offense. Offenses are broken down by minors, middles and majors:

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Minors ( talking in class, non-compliance, assembly misbehavior, non-directed inappropriate language)

1. Warning - Verbal Warning 

2. Refocus - Conference with Teacher or Live School Points deducted

3. In-Class Solution

4. Notification to Parent 

5. Referral/Removal from Class- The Student will remain inside the classroom until someone arrives

Middles (directed inappropriate language, inappropriate use of electronic equipment, cheating on assignments, tests, or quizzes; disrespecting teachers, lying, use of cell phones, teasing, disrespecting teachers or peer’s personal space and property, horseplay)

1. Refocus -Conference with Teacher

2. In-Class Solution

3. Notification to Parent 

4. Referral and/or Removal from Class - Student will remain inside 

the classroom until someone arrives

Majors (fighting, weapons, sexual behavior, cheating on exams, skipping school or leaving class without permission, defacing school property, theft, defiance, verbal aggression (threats), physical aggression, smoking, vandalism, bullying)

1. Referral and/or Removal from Class - Student will remain inside 

the classroom until someone arrives

Course Description

Class Structure

The ESOL classes are designed to support students' acquisition of English to support social interaction and academic success. The ESOL teacher will collaborate with the classroom teacher to design lessons to support academic content goals and offer opportunities to practice language skills in a small group setting.  Students are grouped according to literacy proficiency level and/or grade level.

WIDA Standards

Greenville County School District is part of the WIDA (World-Class Instructional Design and Assessment) Consortium and adopted the WIDA English Language Development (ELD) Standards.  These standards represent the social, instructional, and academic language that students need to engage with peers, educators, and the curriculum in schools.

A summary of these standards are as follows:

WIDA -ELD - Standard 1

English language learners communicate for Social and Instructional purposes within the school setting.  

WIDA -ELD - Standard 2

English language learners  communicate information,  ideas, and concepts necessary for academic  success in the content area  of Language Arts.

WIDA -ELD - Standard 3

English language learners  communicate information,  ideas, and concepts necessary for academic  success in the content area  of Mathematics.  

WIDA -ELD - Standard 4

English language learners  communicate information,  ideas, and concepts necessary for academic  success in the content area  of Science.  

WIDA -ELD - Standard 5

English language learners  communicate information,  ideas, and concepts necessary for academic  success in the content area of Social 

Information from www.wida.us  

Assessments

WIDA Screener-Students who are new to Greenville County Schools will be screened to determine their level of language proficiency.  This enables the ESOL teacher to determine their need to enter the ESOL program for assistance. 

ACCESS for ELLs (Assessing Comprehension and Communication in English State-to-State for English Language Learners) is an annual English language proficiency assessment for K-5 through 12th graders.  This test shows growth in English language proficiency and serves as an exit exam for the ESOL program.  When students are able to score 4.4 in their composite score and at least 4.0 in the domains of speaking, listening, reading, and writing, they will exit the ESOL program.  Exited students will continue to be monitored for 4 years.

 Lift Intro

Textbooks:  Lift Intro  (National Geographic/Cengage 2023)

Course Description:  Lift Intro is an foundational English language acquisition and newcomer course. It builds basic literacy, academic vocabulary, and foundational communication skills for multilingual students beginning their English learning journeys.

General Learning Objectives:

By the end of the National Geographic Lift course, multilingual learners achieve foundational academic language proficiency, cross-curricular literacy, and critical thinking skills. The curriculum uses visual narratives and scaffolded instruction to prepare students for mainstream academic success. 

Quarter 1   

Course introduction

UNIT 1 MY LIFE

UNIT 2 LEARNING

UNIT 3 BRAVERY

UNIT 4 CONFLICT

UNIT 5 TEAMWORK

UNIT 6 SUCCESS

UNIT 7 MYSTERY

UNIT 8 NEW IDEAS

PHONICS

Lift Fundamentals 

Textbooks: Lift Fundamentals (National Geographic / Cengage 2023)

Course Description: “English learners will communicate for social and instructional purposes within the school setting.” - WIDA English Language Development Standard 1

This course follows Greenville County Schools’ curriculum for ESOL.

General Learning Objectives:

By the end of this course, you will develop language, expand vocabulary, and develop literacy. Students will read, write and speak daily in English.

Quarter 1   

Course introduction

UNIT 1 EMPATHY

• Monitor Understanding

• Paraphrase

• Simple present

• Tense and present

• Context Clues to understand meaning

• Writing and Presenting

UNIT 2 PROBLEM SOLVING

• Analyze the Structure of Drama

• Asking Questions

• Count and Noncount Nouns

• Understand Problem/Solutions

• Signal Words

• Writing and Presenting an Expository Text

Quarter 2  

UNIT 3 PERSPECTIVE

• Describe a Story Plot

• Identify the Central Idea of a Text

• Prepositions of Place and directions

• Prefixes that mean not

• Writing and Presenting an Argumentative Paragraph

UNIT 4 LANGUAGE

• Identify Theme

• Interpret Charts and Tables

• Relative Clauses

• Signal Words for Comparison and Contrast

• Writing and Presenting a Poem

Quarter 3  

ACCESS Preparation

ACCESS Testing

UNIT 5 DETERMINATION

• Analyze Character

• Visualize

• Understanding Similes and Onomatopoeia

• Simple Past Tense

• Writing and Presenting a Personal Narrative

UNIT 6 BECOMING ME

• Make a Text-to-Self Connections

• Analyze Events

• Possessive Nouns and Adjectives

• Use a dictionary

• Writing and Presenting a Biography

Quarter 4  

UNIT 7 NATURE

• Analyze the text Structure of a Poem

• Identify Claims in an Argument

• Analyze Word Choice

• Compound and Complex Sentences

• Developing and Presenting a Claims

UNIT 8 DESIGNING OUR WORLD

• Explain point of view

• Use Text Evidence to Make Inferences

• Use a Thesaurus

• Comparative and Superlative Adjectives

• Writing and Presenting an Introduction to a Story

*Parents please contact me at 864.355.6203 if you have any questions.