English as a Second Language (ESL)

English as a Second Language Course Sequence

Our comprehensive ESL program offers a variety of ESL courses to nurture the further development of English speaking, reading, listening, and writing and to help students develop academic and conversational English. Our Internet-based Test of English as a Foreign Language (TOEFL) center is open to Shattuck-St. Mary’s students. ESL placement is determined via a myriad of measurements and assessments. ESL courses come with additional tuition fees.

In addition, a summertime extension, the Shattuck-St. Mary’s Summer English Institute, is required for selected students.

Middle School ESL Academic Reading and Writing I (year-long course)
This class is offered to Middle School students with low to intermediate English proficiency. The goal is twofold: to support all ESL students’ enrollment in mathematics, science, and history classes; and to further and foster the development of academic and conversational English. The course focuses on reading comprehension strategies, vocabulary, grammar, and various types of academic writing, beginning with the simple sentence.

Requirements: Selected core course readings; 5 formal Spring term writing exercises; 1 PowerPoint; 2 oral presentations; and a Spring term project or exam. A Spring term TOEFL itp test, overall academic progress, and a Spring Term writing assessment are used to determine placement into the next level of ESL or for ESL exit.

Middle School ESL Academic Reading and Writing II (year-long course)
This class is offered to Middle School students with intermediate English proficiency. The course focuses on reading comprehension strategies, vocabulary, grammar, and various types of academic writing, beginning with the simple sentence and ending with the academic essay. The academic paragraph and content-response to instructional prompts is stressed.

Requirements: Selected readings; 5-7 formal writing exercises per term; 1 power point presentation; 3 oral presentations; 1 major project; term exams and final exam. A Spring term TOEFL itp test, overall academic progress, and a Spring Term writing assessment are used to determine placement into the next level of ESL or for ESL exit.. Middle School ESL

Academic Reading and Writing III (year-long course)
This class is offered to intermediate and advanced ESL students to nurture proficiency in reading, writing, speaking and listening. The course focuses on reading comprehension strategies, vocabulary, grammar, and various types of academic writing. Further, academic, active, reasoned, rhetorical debate and discussion is nurtured and rewarded.

Requirements: Selected readings; 5-7 formal writing exercises per term; 1 power point presentation; 1 oral presentation; 1 short research paper; term exams; and a final exam. A Spring term TOEFL itp test, overall academic progress, and a Spring Term writing assessment are used to determine placement into the next level of ESL or for ESL exit.

Middle School Introduction to Historical Studies I (year-long course)
This survey class offers students a preview of American, ancient, and European history, using selected textbook readings. In addition, the class covers Minnesota history to give students an understanding of their new homes. Designed to offer low to intermediate English proficient students the opportunity to learn about history in a sheltered environment, this class is a full survey class and includes fostered development of note-taking, listening, reading, and academic discussion. MS Introduction to Historical Studies I is offered to 6th through 9th grade first-year students only. Entrance is not elective.

Requirements: Selected readings; 5-7 writing exercises per term; class presentations; map quizzes; reading assessments; 1 major project; term exams and a final exam.

Middle School Introduction to Historical Studies II (year-long course)
This survey class offers students a preview of American, ancient, and European history, using selected textbook readings, as well as primary source readings. Designed to offer intermediate English proficient students the opportunity to learn about history in a sheltered environment, this class is a full survey class and includes fostered development of note-taking, listening, reading, and academic discussion. Entrance is not elective.

Requirements: Selected readings; 5-7 writing exercises per term; map quizzes; 1 class presentation; reading assessments; 1 major project; term exams and a final exam.

ESL Academic English II (year-long course)

This core English class is designed to answer the needs of students whose academic English is actively developing and needs intensive and focused support at the low-intermediate to intermediate level. Sustained silent reading is a major component of this class. Fall term is dedicated to the immediate building of math, science, and history vocabulary and academic study skills.

Throughout the course, students will read a wide variety of texts, including fiction, non-fiction, and poetry. Reading strategies are explicitly taught and rehearsed to encourage deeper reading comprehension. Vocabulary and grammar instruction is integrated into reading and writing activities. The writing focus of ESL Academic English II is on the development of sentences, paragraphs, and the essay. Speaking and listening are practiced in large and small group discussions and through oral presentations.

Requirements: Selected readings; 5-7 written works per term; 1 oral presentation; term assessments; and a final exam. A Spring term TOEFL itp test, overall academic progress, and a Spring Term writing assessment are used to determine placement into the next level of ESL or for ESL exit.

ESL Academic English III (year-long course)
This class is offered to students at an advanced intermediate level of English proficiency in the areas of reading, writing, speaking, and listening. The course focuses on using academic English to understand, analyze, and evaluate ideas explored through reading, writing, class discussion, and other activities. Academic, active, reasoned, rhetorical debate and discussion are nurtured. Students receive significant individualized feedback to support the development of their language skills, with an emphasis on academic reading and writing.

Requirements: Selected readings; 5-7 formal writing exercises per term; 1 oral presentation; 1 research paper; term assessments; and a final exam. A spring term TOEFL test, overall academic progress, teacher recommendation, and a Spring Term writing assessment are used to determine placement, including exit from the program.

ESL Seminar I 3 English Credits (year-long course)
This full-year tutorial course focuses on each student’s weaknesses in order to best support him or her at SSM. ESL Seminar I is a companion class for students who have been given entrance to World Literature. Focus is on writing the well-developed essay, but also stresses mastery of grammar, syntax, diction, and semantics. Students who have exited ESL may not use this class as a substitute for an English class. At the discretion of the Director of Studies, an exited or previously exited student may be required to enroll.

Upper School Introduction to Historical Studies (year-long course)
This survey class offers students a preview of American, ancient, and European history, using selected textbook readings, as well as primary source readings. Designed to offer low to intermediate English proficient students the opportunity to learn about history in a sheltered environment, this class is a full survey class and includes fostered development of note-taking, listening, reading, and academic discussion. Entrance is not elective.

Requirements: Selected readings; 5-7 writing exercises per term; map quizzes; 1 class presentation; reading assessments; 1 major project; term exams and a final exam.

Public Speaking I (Spring Term Only)
This introductory public speaking course guides students into building a strong foundation in the art of public performance, oral presentation, and interviewing. Moreover, it helps students gain confidence and learn how to project the best possible public image. Students learn how to speak extemporaneously, create properly formatted speeches on current topics, as well as develop persuasive speeches on their own topics. Beginning with the foundation elements of appearance, voice and diction, as well as gesturing, students become well-grounded in the subtleties that elevate a simple presentation to an original oration. They learn how to harness the fear of public speaking into raw energy of performance that can ultimately captivate an audience. In addition, students are taught to tap into their “inner voice” and project an image of confidence and style.

Requirements: 1 oral presentation at least every two weeks; one minor and one major persuasive speech; performance and filming of a gesture video; participation in a “power lunch” mock interview; learning to speak extemporaneously; preparing a job résumé.