This course may be substituted for English I for students with a home language other than English. The course incorporates both second language acquisition essential knowledge and skills and English language arts essential knowledge and skills.

This course may be substituted for English II for students with a home language other than English. The course incorporates both second language acquisition essential knowledge and skills and English language arts essential knowledge and skills.

English Language Development and Acquisition (ELDA) is designed to provide instructional opportunities for secondary recent immigrant students with little or no English proficiency. These students have scored at the negligible/very limited academic language level of the state-approved English oral language proficiency tests. This course enables students to become increasingly more proficient in English in all four language domains. The English Language Development and Acquisition (ELDA) course will validate a student's native language and culture as a valuable resource and as a foundation to attain the English language. It will develop social language, survival vocabulary, and the basic building blocks of literacy for newly arrived and preliterate students. This course must be taken concurrently with a corequisite language arts course.

English Language Development and Acquisition (ELDA) Year 2 is designed to provide a second year of instructional opportunities for secondary recent immigrant students with little or no English proficiency. These students have scored at the negligible/very limited academic language level of the state-approved English oral language proficiency tests. This course enables students to become increasingly more proficient in English in all four language domains. The English Language Development and Acquisition (ELDA) course will validate a student's native language and culture as a valuable resource and as a foundation to attain the English language. It will develop social language, survival vocabulary, and the basic building blocks of literacy for newly arrived and preliterate students. This course must be taken concurrently with a corequisite language arts course.

This class focuses on building language skills in a more structured, simplified, and supportive environment compared to a standard English III class. Students receive instruction that is adjusted to their language proficiency level. Teachers use visuals, simplified language, and other CBLI strategies to help students understand the content. The class emphasizes academic English skills, such as reading comprehension, vocabulary development, and writing, to help students succeed in high school and future academic settings. English III Sheltered will cover the same content as a regular English III class (American literature, writing compositions, developing research skills, analyzing texts, and preparing for college entrance) but is taught in a way that is more accessible for EBs. The focus is not only on mastering English grammar but also on developing the skills needed to participate fully in academic discussions and assignments, helping students build fluency over time. English III Sheltered is tailored to help students bridge the gap between their current English proficiency and the academic demands of the high school English curriculum.

In English IV Sheltered, students study literature, grammar, vocabulary, and composition, but with additional scaffolding to help them succeed. The goal is to help students build the language skills necessary for academic success while still exploring the themes and topics typical of an English IV class (compositions, research skills, and reading of works by world masters from all periods). Teachers use visuals, simplified language, and other CBLI strategies to help students understand the content. The focus is not only on mastering English grammar but also on developing the skills needed to participate fully in academic discussions and assignments, helping students build fluency over time. English IV Sheltered is tailored to help students bridge the gap between their current English proficiency and the academic demands of the high school English curriculum.

Reading I and II SOL offer students reading instruction to successfully navigate academic demands and learn lifelong literacy skills. These courses are designed for emergent bilingual students who are having considerable difficulty in reading and also need language acquisition support. Students will learn study strategies, test-taking skills, the literacy processes necessary for handling a wide variety of texts, including school materials, work-related reading, and self-selected pleasure reading. Students eligible for this class include those who meet the following criteria: students who are classified as an emergent bilingual student, students are at beginner or intermediate level of English proficiency, and fail to pass the English I or English II EOC tests.

Reading I and II SOL offer students reading instruction to successfully navigate academic demands and learn lifelong literacy skills. These courses are designed for emergent bilingual students who are having considerable difficulty in reading and also need language acquisition support. Students will learn study strategies, test-taking skills, the literacy processes necessary for handling a wide variety of texts, including school materials, work-related reading, and self-selected pleasure reading. Students eligible for this class include those who meet the following criteria: students who are classified as an emergent bilingual student, students are at beginner or intermediate level of English proficiency, and fail to pass the English I or English II EOC tests.

These Humanities courses are designed to prepare students for the Academic Decathlon Contest. The purposes are to develop a greater respect for knowledge, to develop lifetime skills in speech and interview, to gain a better appreciation for music and art, and to promote wholesome competition in academic areas of study. The contest includes seven tests of academic strength, speech, essay, and interview. Team members will receive honors credit for this course.

These Humanities courses are designed to prepare students for the Academic Decathlon Contest. The purposes are to develop a greater respect for knowledge, to develop lifetime skills in speech and interview, to gain a better appreciation for music and art, and to promote wholesome competition in academic areas of study. The contest includes seven tests of academic strength, speech, essay, and interview. Team members will receive honors credit for this course.

These Humanities courses are designed to prepare students for the Academic Decathlon Contest. The purposes are to develop a greater respect for knowledge, to develop lifetime skills in speech and interview, to gain a better appreciation for music and art, and to promote wholesome competition in academic areas of study. The contest includes seven tests of academic strength, speech, essay, and interview. Team members will receive honors credit for this course.

These Humanities courses are designed to prepare students for the Academic Decathlon Contest. The purposes are to develop a greater respect for knowledge, to develop lifetime skills in speech and interview, to gain a better appreciation for music and art, and to promote wholesome competition in academic areas of study. The contest includes seven tests of academic strength, speech, essay, and interview. Team members will receive honors credit for this course.