High School ESL Program Design

Bilingual/ESL Program Mission Statement

The mission of the Bilingual/ESL Program of Sharyland ISD is to provide multiple opportunities for all students to become competent in listening, speaking, reading, writing and comprehending the English language through the development of literacy and academic skills in order for them to master the state curriculum, the Texas Essential Knowledge and Skills (TEKS) and participate equitably in school.

 
 
High School Program

Content-Based ESL Model 

Sharyland ISD implements the state mandated English as a Second Language Program through the Content-Based ESL Model as per TEC §89.1210.  This model provides supplementary instruction for all content areas by integrating ESL instruction with subject matter instruction that focuses on learning a second language using English as a medium to learn math, science, social studies, and other academic subjects.  Teachers are ESL Certified and/or have received professional development in Sheltered Instruction.
 
Content-Based ESL (CBESL) Newcomer Program
The goal of the High School Newcomer Program at Sharyland ISD is

·         To help students and their families fully understand the American educational system, as it relates to their rights and responsibilities.

·         To ensure the student’s graduation by personalizing each individual graduation plan. In the process of ‘crafting’ a rigorous but flexible individualized graduation plan, we honor the students’ academic accomplishments in their country of origin to the extent allowed by our educational system, add linguistic support courses based on initial assessments, and add required courses paying close attention to the instructional approach, duration, scope and sequence and appropriate materials used in each course.

·         To identify and foster special talents in our students in order to increase motivation, engagement, performance and academic achievement.

 
 
Components for Content-Based ESL and CBESL-Newcomer
 High School Course Descriptions

 

Sheltered Instruction Courses The Sheltered Instruction Observation Protocol© (SIOP©) is a framework for planning and delivering instruction in content areas such as science, history, and mathematics to limited-English proficient students. The goal of SIOP © is to help teachers integrate academic language development into their lessons, allowing students to learn and practice English as it is used in the context of school, including the vocabulary used in textbooks and lectures in each academic discipline. Using this planning framework, teachers modify the way they teach so that the language they use to explain concepts and information is comprehensible to these students.  

NELD (Newcomers English Language Development)

The Newcomers English Language Development courses are designed to provide instructional opportunities for secondary level recent immigrant students with little or no English proficiency. The development of communicative competence occurs through targeted lessons based on students’ needs.

 

 Reading I Reading I offers students instruction in word recognition, comprehension strategies, and vocabulary to ensure that high school students have an opportunity to read with competence, confidence, and understanding. Students are given opportunities to locate information in varied sources, to read critically, to evaluate sources, and to draw supportable conclusions. Students learn how various texts are organized and how authors choose language for effect. All of these strategies are applied in texts that cross the subject fields. For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

 
 Practical Writing Skills The study of writing allows high school students to earn one-half to one credit while developing skills necessary for composing business letters and requests for information, as well as for completing job applications and resumés. This course emphasizes skill in the use of conventions and mechanics of written English, the appropriate and effective application of English grammar, and the effective use of vocabulary. Students are expected to understand the recursive nature of the writing process. The student's evaluation of his/her own writing as well as the writing of others insures that students completing this course are able to analyze and evaluate their writing.

English I for Speakers of Other Languages Students enrolled in English I for Speakers of Other Languages continue to increase and refine their communication skills. High school students are expected to plan, draft, and complete written compositions on a regular basis. Students edit their papers for clarity, engaging language, and the correct use of the conventions and mechanics of written English and produce final, error-free drafts. In English I, students practice all forms of writing. An emphasis is placed on organizing logical arguments with clearly expressed related definitions, theses, and evidence. Students write to persuade and to report and describe. English I students read extensively in multiple genres from world literature such as reading selected stories, dramas, novels, and poetry originally written in English or translated to English from oriental, classical Greek, European, African, South American, and North American cultures. Students learn literary forms and terms associated with selections being read. Students interpret the possible influences of the historical context on a literary work. This course is also offered in the 'extended' version utilizing a different scope and sequence and using supplementary materials appropriate for students needing more foundational support. 

 English II for Speakers of Other Languages Students enrolled in English II for Speakers of Other Languages continue to increase and refine their communication skills. High school students are expected to plan, draft, and complete written compositions on a regular basis. Students edit their papers for clarity, engaging language, and the correct use of the conventions and mechanics of written English and produce final, error-free drafts. In English II, students practice all forms of writing. An emphasis is placed on persuasive forms of writing such as logical arguments, expressions of opinion, and personal forms of writing. These personal forms of writing may include a response to literature, a reflective essay, or an autobiographical narrative. English II students read extensively in multiple genres from world literature such as reading selected stories, dramas, novels, and poetry originally written in English or translated to English from oriental, classical Greek, European, African, South American, and North American cultures. Students learn literary forms and terms associated with selections being read. Students interpret the possible influences of the historical context on a literary work. This course is also offered in the 'extended' version utilizing a different scope and sequence and using supplementary materials appropriate for students needing more foundational support. 

Algebra I This course focuses on the foundation concepts for high school mathematics that include algebraic thinking and symbolic reasoning; function concepts; relationships between equations and functions; tools for algebraic thinking; and underlying mathematical processes. This course is also offered in the 'extended' version utilizing a different scope and sequence and using supplementary materials appropriate for students needing more foundational support.  

Geometry The subject content in this course will emphasize geometric thinking and spatial reasoning; geometric figures and their properties; the relationship between geometry, other mathematics, and other disciplines; tools for geometric thinking; and underlying mathematical processes.  Emphasis will be placed on area and volume as well as on identification and recognition of two and three-dimensional geometric figures and their properties. This course is also offered in the 'extended' version utilizing a different scope and sequence and using supplementary materials appropriate for students needing more foundational support. 

Integrated Physics and Chemistry (IPC) ESL The IPC-ESL course emphasizes the same concepts as IPC-CP but in a slightly slower pace due to language difficulties. The instructor uses SIOP-based methods including visuals strategies, and practical applications to teach students key content. Dictionaries and bi-lingual dictionaries are available for student use when necessary.

Biology ESL The Biology I ESL course emphasizes the same concepts as Biology-CP but in a slightly slower pace due to language difficulties. The instructor uses SIOP-based methods including visuals, strategy, practical applications, in order to teach students key content. Dictionaries and bi-lingual dictionaries are available for students’ use when necessary.

Additional Supports
Rosetta Stone

This program approaches language learning the same way that you first learned a language — using a natural method that teaches new language directly, without translation. That means no more confusing grammar explanations or mind-numbing vocabulary lists to memorize.

As the leading language-learning software in the world, Rosetta Stone makes learning a new language second nature. Millions of learners in more than 150 countries have already used our software to gain the confidence that comes with truly knowing a new language.

READ 180
 

READ 180 is an intensive reading intervention program. Students are enrolled in the class if

they are classified as ESL students, meet program qualifications, and must take the class for at least one full year. The program directly addresses individual needs through differentiated instruction, adaptive and instructional software, high-interest literature, and direct instruction in reading, writing, and vocabulary skills. The software analyzes, monitors, tracks, and reports on student accuracy, noting not only incorrect answers, but also the types of errors made and the

time of the response. According to how the student performs, the software continually adjusts

instruction offering students immediate feedback. Open to students with LAS Level 4 or 5,

RPTE (Adv) and have not passed TAKS. They must have a lexile of 400 or higher.

 

My Reading Coach

My Reading Coach is consistent with scientifically-based reading research. It offers consistency of instruction and modeling, along with the best scientific practices to provide the accountability required in Reading First classrooms. It addresses each of the five key components found important by the NRP. It provides a clear instructional design in the following ways:

 

1. Explicit, direct, individualized instruction and remediation,

2. Integrated instructional sequences,

3. Practice activities that are mastery based to ensure short and long term memory retention and application,

4. Pre-testing as well as review testing and placement to ensure each student receives

appropriately targeted instruction,

5. Professional development on effective reading instruction using an experienced co-teacher,

6. Supplemental teacher and student support materials.

 

My Reading Coach software offers schools a unique, cost-effective way to provide one-on-one reading

instruction and remediation through technology. It empowers by allowing each child the opportunity to interact with an experienced reading teacher and speech pathologist. The application of this technology allows all children equal access and equality of instruction. The embedded coach teaches phonemic awareness, phonics, fluency and vocabulary. The coach also teaches and models effective reading comprehension strategies. The simple, easy to use management system monitors and tracks student progress and provides teachers and administrators with both class performance and improvement statistics, as well as detailed information on each individual student.

 

Study Island

Study Island offers rigorous content built from the Texas Essential Knowledge and Skills (TEKS) to prepare for the TAKS and End-of-Course tests. Also, Study Island supports the learning process and builds off of your students’ enthusiasm for technology with engaging, interactive lessons and activities. Students can work through the web-based program at their own pace, or teachers can guide students through the program. And with dynamic content, students don’t memorize the answers, they learn the topics.