Writing About Nature

Appendix: Implementing District Standards

Because all my students are those whose first language is not English, I will address some of the English Language Proficiency Standards or ELPS throughout this unit to meet district and state standards. 

The kind of Hearne I want has many public, shared green spaces for my students to interact and be a part of nature, as it is their inherent right to pursue happiness. Tim Barringer said two words that resonated with me in his seminar talk; elitist and pretentious, and remarked on how the rich are doing well, and the poor are doing horribly. I owe it to my students to teach them that enjoying nature is a right everyone can and should enjoy and benefit from, no matter their social standing. 

This curriculum unit with my emergent bilingual students will encompass all areas of the ELPS and provide instruction in listening, speaking, reading, and writing while diving into the shallow end of fine arts with beginner painting. When students listen to guest speakers, I will have them write about what resonated with them, encompassing two skills in one activity, listening and writing. As students discuss their artwork with the class, their speaking skills will be enhanced as they will have to speak in complete sentences. Students will peer review their work, which touches on the skill of reading. In Texas, they must score advanced high to exit the English as a second language course. This curriculum unit will hit all domains of TELPAS, getting them closer to reaching that goal. 

In the Texas Administrative Code, Chapter 74.4, the ELPS applies to all grade and subject levels. They are designed to outline language proficiency levels and student expectations for English Language Learners (ELLs).¹²  

(B) In fulfilling the requirements of this section, school districts shall: 

(1) identify the student's English language proficiency levels in the domains of listening, speaking, reading, and writing in accordance with the proficiency level descriptors for the beginning, intermediate, advanced, and advanced high levels delineated in subsection 

(2) provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum; 

(3) provide content-based instruction, including the cross-curricular second language acquisition essential knowledge and skills in subsection

These ELLs require focused, targeted, and systematic second language acquisition instruction to provide them with the foundation of English language vocabulary, grammar, syntax, and English mechanics necessary to support content-based instruction and accelerated learning of English.¹³

(1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency.¹⁴