Objectives and expectations are identical to those of English I. Emphasis is placed on vocabulary expansion, written and oral communication, reading comprehension and attentive listening. This course is designed to accelerate the non-English speaking student's social and academic English language acquisition. Course content is adapted and scaffolded as appropriate for student language proficiency levels. End of Course (EOC) tested. This course is designed for beginning to intermediate English-speaking students.

The course will provide instructional opportunities for recent immigrant students with limited English proficiency. Through comprehensible input, students will accelerate second language acquisition and will be challenged to apply higher order thinking skills in all four language domains. Emphasis is placed on word recognition, vocabulary, comprehension strategies and fluency in order to provide students opportunities to listen, speak, read, and write with confidence. This course must be taken concurrently with a corequisite language arts course. This course is designed for beginning to intermediate English-speaking students with less than 3 years in the US.

Objectives and expectations are identical to those of English II. Emphasis is placed on vocabulary expansion, written and oral communication, reading comprehension and attentive listening. This course is designed to accelerate the non- English speaking student's social and academic English language acquisition. Course content is adapted and scaffolded as appropriate for student language proficiency levels. End of Course (EOC) tested. This ESOL course is designed for beginning to intermediate English-speaking students.

The course will provide instructional opportunities for recent immigrant students with limited English proficiency. Through comprehensible input, students will accelerate second language acquisition and will be challenged to apply higher order thinking skills in all four language domains. Emphasis is placed on word recognition, vocabulary, comprehension strategies and fluency in order to provide students opportunities to listen, speak, read, and write with confidence. This course must be taken concurrently with a co-requisite language arts course. This course is designed for beginning to intermediate English-speaking students with less than 3 years in the US.

This course requires students to read and deeply analyze a wide variety of genres including fiction, poetry, drama, and non-fiction texts including informational and argumentative as well as digital/multi-modal texts. Students will utilize their understanding of genres read and the best examples of the author's craft to generate written texts of their own in individual and group situations through a writing process that involves planning, drafting, revising, and editing. Students will work collaboratively and independently and use listening, speaking reading, writing, and thinking skills to answer text-dependent questions and master TEA grade-level ELAR (and ELPS) standards. STAAR End of Course (EOC) tested.

These courses are designed to help students become more skillful readers. Emphasis is placed on reading strategies which enhance reading skills and reading comprehension, vocabulary development, skills for standardized testing, and an appreciation for reading all types of texts. (A special section is set aside for students identified as dyslexic. Students can only be placed into this section at parent request and counselor approval.) Some instruction is individualized and students may enter either semester for a half-year or full-year program. A maximum of three credits in reading will apply toward graduation.

This one-semester course is an SAT preparation course that emphasizes vocabulary development, writing skills, and comprehension skills needed to excel on the SAT. The curriculum also provides practice in improving reading rate, reading flexibility, and study skills needed for college success.

Pre-AP English I focuses on reading, writing, and language skills that are relevant to students' current work and essential for students' future to future high school and college coursework. Texts take center stage, preparing students for close, critical reading and analytical writing. The course trains readers to observe small details in a text to arrive at a deeper understanding of the whole. It also trains writers to create complex sentences—building this foundational skill to navigate future sophisticated, longer-form analyses. The Pre-AP English areas of focus are vertically aligned to the practices embedded in high school and college English courses, including AP. This gives students multiple opportunities to prioritize and strengthen key literacy skills throughout their course of study with reading closely, valuing experience, and noticing language choices.

This course requires students to read and deeply analyze a wide variety of genres including fiction, poetry, drama, and non-fiction texts including informational and argumentative as well as digital/multi-modal texts. Students will utilize their understanding of genres read and the best examples of the author's craft to generate written texts of their own in individual and group situations through a writing process that involves planning, drafting, revising, and editing. Students will work collaboratively and independently and use listening, speaking reading, writing, and thinking skills to answer text-dependent questions and master TEA grade-level ELAR (and ELPS) standards. STAAR End of Course (EOC) tested.

Pre-AP English II builds on the foundations of Pre-AP English I. While English I introduces the fundamentals of close observation, critical analysis, and the appreciation of author's craft, English II requires students to apply those practices to a new array of nonfiction and literary texts. As readers, students become aware of how poets, playwrights, novelists, and writers of nonfiction manipulate language to serve their purposes. As writers, students compose more nuanced analytical essays while never losing sight of craft and cohesion. The Pre-AP English areas of focus are vertically aligned to the practices embedded in high school and college English courses, including AP. This gives students multiple opportunities to prioritize and strengthen key literacy skills throughout their course of study with reading closely, valuing experience, and noticing language choices.

This course requires students to read and deeply analyze a wide variety of genres including fiction, poetry, drama, and non-fiction texts including informational and argumentative as well as digital/multi-modal texts. Students will utilize their understanding of genres read and the best examples of the author's craft in a variety of genres to generate written texts of their own with a growing emphasis on critical text analysis. This will occur in individual and group situations through a writing process that involves planning, drafting, revising, and editing. Students will work collaboratively and independently and use listening, speaking reading, writing, and thinking skills to answer text-dependent questions and master TEA grade-level ELAR (and ELPS) standards.

This course, which focuses on rhetoric, challenges advanced students to complete college preparatory work by integrating units according to chronology, genre, and theme in American Literature and by utilizing those writing skills necessary to respond to literary and nonfiction works extemporaneously. The necessary components of grammar, persuasion, and argumentation needed for success in college are reviewed. Application of abstract and analytical thinking skills, advanced vocabulary, and research skills are stressed. After completing this course, students are encouraged to take the Advanced Placement English Language and Composition exam.