English as a Second Language (ESL) at EHS

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    Mission: Provide our students with culturally and linguistically responsive learning experiences that are
    grounded in equity and rigor.

    Vision: Our students will demonstrate cultural competence and develop high levels of academic and language
    proficiency.

    EL students in grades 9 through 12 are required to take 1 period of English as a Second Language class each year, which will count towards English Language Arts graduation credits. EL students in 12th grade are required to take two periods of ESL Language Arts.

    English as a Second Language (ESL)Scope and Sequence

    ESL courses in the MME Program parallel grade-level curriculum and are taught using sheltered English instruction according to the students’ English language proficiency. These courses are aligned with English Language Development Standards for English Learners (ELDS for ELs).

    There are five standards and four language domains:

    English Language Proficiency Standard 1: English language learners communicate in English for SOCIAL AND INSTRUCTIONAL purposes within the school setting.


    English Language Proficiency Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS.


    English Language Proficiency Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS.


    English Language Proficiency Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.


    English Language Proficiency Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES.

    Language Domains
    • Listening: process, understand, interpret, and evaluate spoken language in a variety of situations.
    • Speaking: engage in oral communications in a variety of situations for a variety of purposes and audiences.
    • Reading: process, interpret, and evaluate written language, symbols, and text with understanding and fluency.
    • Writing: engage in written communication in a variety of form for a variety of purposes and audience.