English 1-2: Identity and Relationships is a one-period literacy course. The course content focuses on teaching the students skills and strategies for critical, independent reading and writing of increasingly complex expository and narrative texts. Instruction in each standards-based unit of study interrelates reading, writing, oral communication, and language study. Students are provided with multiple opportunities to articulate their own ideas as well as to question, interpret, and evaluate others’ ideas. The goal of instruction is to support students in becoming independent, strategic, critical readers, writers, listeners, and speakers who communicate effectively in various forms, for genuine purposes, and to authentic audiences. In addition, students will explore their own identity as well as the different identities of those around them in their diverse communities through the guiding principles of Ethnic Studies. They will critically examine systems of power that affect themselves and their communities. They do this while working towards mastery of the CA Common Core Standards. Every unit culminates with an opportunity for students to reflect on and then share their learning. This course also provides protected time for small group designated English Language Development (dELD) instruction for English learners at all proficiency levels. This small group instruction builds critical language skills into and from the English content and is focused on the CA ELD Standards.

This English course is integrated into the Public Services CTE industry sector and enables students to learn how their language skills intersect with the elements of public service. Students follow an authentic, rigorous pathway to learn about public service theories, skills, backgrounds, and professions that prepare them for further education and career opportunities in the field of public service. By analyzing the complex term “justice” students examine how society negotiates and explores human behavior and impulses and analyze modes of societal norms using various techniques and theories.

Students will develop an understanding and appreciation of literature and will grow in their abilities to respond to literature based on their own experiences. The writing process will be emphasized by the use of essay, research, and documentation as well as through creative writing. Students will proceed and move through all steps in the writing process. The following items will be refined and reinforced in their writing: research, spelling, grammar, and mechanics. Descriptive, evaluative, persuasive and informative essays will be developed by the students and creative and analytical thinking will be stressed.

This course emphasizes skills and strategies for independent reading of, analyzing, and writing about works of American literature, with a focus on how that literature reflects social, political, and moral issues in the United States. Instruction in each standards-based unit of study integrates reading, writing, speaking and listening, and language study. Students are provided with multiple opportunities to articulate their own ideas as well as to question, interpret, analyze, extend, and evaluate others’ ideas. The goal of instruction is to support students in becoming independent, strategic, critical readers, writers, listeners, and speakers who communicate effectively in various forms, for genuine purposes, and to authentic audiences. This course also provides protected time for small group designated English Language Development (dELD) instruction for English learners at all proficiency levels. This small group instruction builds critical language skills into and from the English content and is focused on the CA ELD Standards.

This course follows the curriculum for American Literature in greater depth, with more complexity and novelty, and at an accelerated pace. This course emphasizes skills and strategies for independent reading and analysis of, and writing about, American literature, with a focus on how that literature reflects social, political, and moral issues in the United States. Instruction in each standards-based unit of study integrates reading, writing, speaking and listening, and language study. Students are provided with multiple opportunities to articulate their own ideas as well as to question, interpret, analyze, extend, and evaluate others’ ideas. The goal of instruction is to support students in becoming independent, strategic, critical readers, writers, listeners, and speakers who communicate effectively in various forms, for genuine purposes, and to authentic audiences. All students enrolled in this class take a comprehensive written final examination or create a project-based learning experience required by the University of California in order to earn weighted credit. The purpose of the final exam is to allow students to exhibit depth of knowledge and sustained mastery of the subject material. This course also provides protected time for small group designated English Language Development (dELD) instruction for English learners at all proficiency levels. This small group instruction builds critical language skills into and from the English content and is focused on the CA ELD Standards.

This Advanced Placement English course is designed to help students become more skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts and to become skilled writers who can compose for a variety of purposes. By their writing and reading in this course, students should become aware of the interactions among a writer’s purposes, audience, expectations, and subjects, as well as the way genre conventions and the resources of language contribute to effective writing. This course (a) meets the district’s American literature graduation requirement, (b) meets the requirements for the Diploma with Academic Distinction, and (c) prepares students for the AP Examination in English Language and Composition.

This Advanced Placement English course engages students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. As they read, students consider a work’s structure, style, and themes, as well as such smaller-scale elements as the use of figurative language, imagery, symbolism, and tone. Writing assignments focus on the critical analysis of literature and include expository, analytical, and argumentative essays as well as possible creative writing. The course prepares students for the Advanced Placement Examination in Literature and Composition. It also meets the requirements for the Diploma with Academic Distinction. This course also provides protected time for small group designated English Language Development (dELD) instruction for English learners at all proficiency levels. This small group instruction builds critical language skills into and from the English content and is focused on the CA ELD Standards.

This course is for college-bound seniors with an EAP status of “conditionally ready” based on the results of their grade 11 SBA tests in English. The goal of the CSU Expository Reading and Writing (ERWC) course is to prepare college-bound students for the literacy demands of higher education. Students are expected to increase their awareness of rhetorical strategies employed by authors and to apply those strategies in their own writing. They will read closely to examine the relationship between an author’s argument or theme and his or her audience and purpose, to analyze the impact of structural and rhetorical strategies, and to examine the social, political, and philosophical assumptions that underlie the text. By the end of the course, students will be expected to use this process independently when reading unfamiliar texts and to provide lengthy, independently written responses. Students who earn a grade of C or better in this course and who have an EAP status of “conditionally ready” will be considered remediated and will no longer need to take the CSU English placement test (EPT) or remedial English courses once enrolled in the CSU system. This course also provides protected time for small group designated English Language Development (dELD) instruction for English learners at all proficiency levels. This small group instruction builds critical language skills into and from the English content and is focused on the CA ELD Standards. * * *

ELD 1-2 provides a balanced approach to English language development, using communication-based, content-based, and literature-based activities. Instruction focuses on oral/aural activities to ensure comprehension of concepts and vocabulary. Students learn to understand conversation on a variety of everyday subjects and to ask for clarification when needed. Reading and writing activities are designed to help students develop literacy skills using language already practiced orally. The emphasis at this level is on listening comprehension and oral production in English; students are introduced to reading and writing through a variety of strategies appropriate for the beginning level of proficiency. Strategies such as shared and modeled reading and writing frequently use the students’ own oral language to develop their literacy skills. Course content is based on the state-adopted ELD Standards 2012 at the emerging proficiency level in tandem with the ELA/ELD Framework 2014. Teachers of this course must hold a credential issued by the California Commission on Teacher Credentialing authorizing instruction of English learners.

This course continues the development of listening, speaking, reading, and writing skills in English with increased focus on reading and writing. In this course, students begin to understand and use language and information in a wide range of situations. Reading and writing activities reflect and extend the level of oral English development of students, and the content extends their English language experiences. The reading of content-area materials and literature is expanded. Students move from literal comprehension to interpretation of reading passages, develop critical and evaluative reading skills, and apply their reading ability to solve problems. Course content is based on state adopted ELD Standards 2012 at the emerging/expanding proficiency level in tandem with the ELA/ELD Framework 2014. Teachers of this course must hold a credential issued by the California Commission on Teacher Credentialing authorizing instruction of English learners.

This course continues the development of listening, speaking, reading, and writing skills in English with emphasis on the reading and writing processes. Students communicate ideas and information orally with increased confidence, demonstrating their understanding of idiomatic expressions, using different registers appropriately, and communicating comfortably in new and unfamiliar settings. Students read and write across a variety of genres, applying knowledge of language to derive meaning from text, and express themselves appropriately for different audiences and purposes. This course prepares students to succeed in the Mainstream English Cluster (grade-level English courses) by helping them develop appropriate academic language and learning strategies. Course content is based on state-adopted ELD Standards 2012 at the expanding proficiency level in tandem with the ELA/ELD Framework 2014. Teachers of this course must hold a credential issued by the California Commission on Teacher Credentialing authorizing instruction of English learners.

This is a two semester elective course that targets the linguistic and academic needs of English Learners, At Risk English Learners (ARELs) or Long Term English Learners (LTEL). Defined as students who enrolled in a U.S. school and have not attained the levels of English and academic proficiency necessary to succeed in standards-based coursework despite several years of academic instruction and meet the criteria towards reclassification. This course is designed to ensure proficiency in the language of the school - academic vocabulary, speaking, listening, and writing which are the core pillars necessary to success in school and life. This course addresses the CA English Language Development Standards in tandem with the Common Core English Language Arts Standards.