ELL Students study Reading & Literature, Academic Vocabulary, Listening & Speaking, Grammar & Writing, and other primary subject courses, with the inclusion of TOEFL Jr test preparation.
All courses are designed to prepare students for the rigorous coursework of college preparatory classes they will encounter after graduating from the Pioneer Academy IELL Program.
While in the IELL program, students are expected to learn and embrace the North American style school system as well as the language and culture of the English-speaking United States. Students will be held to high standards in both behavior and academia, and as always are expected to perform at a level of excellence.
While in the IELL program, students are expected to learn and embrace the North American style school system as well as the language and culture of the English-speaking United States. Students will be held to high standards in both behavior and academia, and as always are expected to perform at a level of excellence.
International students wishing to enter Pioneer Academy must take a TOEFL Junior placement test to determine their English proficiency level. Students who score below the required English proficiency level for regular college-preparatory classes are recommended for ELL classes.
Frequently Asked Questions
What if I have had little or no exposure to English?
All prospective students with a native or first language other than English are required to take the placement test. Students who score below the predetermined range for the IELL Program are not recommended for the program, as it is unlikely that one-year duration of the IELL Program will provide the necessary amount of time to reach the required proficiency level.
Prospective students wishing to enter the program against the recommendations of the ELL Department may be admitted into a two-year IELL Program if possible.
Prospective students wishing to enter the program against the recommendations of the ELL Department may be admitted into a two-year IELL Program if possible.
What makes Pioneer ELL Program different from others?
All prospective students with a native or first language other than English are required to take the placement test. Students who score below the predetermined range for the IELL Program are not recommended for the program, as it is unlikely that one-year duration of the IELL Program will provide the necessary amount of time to reach the required proficiency level.
Prospective students wishing to enter the program against the recommendations of the ELL Department may be admitted into a two-year IELL Program if possible.
Prospective students wishing to enter the program against the recommendations of the ELL Department may be admitted into a two-year IELL Program if possible.
Can I really succeed in a US college-prep high school program?
The Pioneer Academy Intensive ELL Department is dedicated to providing ELL students with the knowledge, resources, techniques, and confidence to enter regular college-preparatory classes with the full potential to succeed.
We believe that anyone can master a language and our ELL/ESL staff has decades of experience helping thousands of students achieve mastery. Graduating from the Intensive ELL Program at Pioneer Academy means that the ELL Department is confident in the students ability to succeed in our college–preparatory program; nevertheless, it will be the students’ duty to apply what they have learned and persist in their pursuit of excellence to graduate from Pioneer Academy ready to enter the college or university of their choice.
If students are willing to invest in hard work along with the motivation and discipline to consistently do their very best, then they have the potential to succeed at Pioneer Academy!
We believe that anyone can master a language and our ELL/ESL staff has decades of experience helping thousands of students achieve mastery. Graduating from the Intensive ELL Program at Pioneer Academy means that the ELL Department is confident in the students ability to succeed in our college–preparatory program; nevertheless, it will be the students’ duty to apply what they have learned and persist in their pursuit of excellence to graduate from Pioneer Academy ready to enter the college or university of their choice.
If students are willing to invest in hard work along with the motivation and discipline to consistently do their very best, then they have the potential to succeed at Pioneer Academy!
Courses
This course will be taught by a certified ELL Instructor.
ELL Foundations
Full Year - 5 Credits
English I is a course designed for the expansion of reading, writing, and speaking and listening skills. Formal lessons are designed to increase the students’ working vocabulary, both oral and written, as a life skill. A broad range of language skills will be stressed. An emphasis will be placed on mechanics and style in an effort to enable students to write in a clear expository style.
Course Learning Objectives
Course Learning Objectives
- Compose short essays containing an introduction, body and conclusion
- Develop vocabulary through a systematic program of study
- Read books on his/her independent reading level
- Employ test-taking strategies to improve scores on standardized tests
- Make proper use of print and non-print sources, including online
- Read and discuss assigned works of fiction and nonfiction
- Write structured reactions to the studied works
- Prepare and present brief oral reports and speeches
- Engage in structured listening, speaking, and viewing activities
- Maintain an informal journal related to class readings and personal experience
- Ascertain topics and main ideas in various readings
- Employ an organized, systematic method for taking notes
- Explore career opportunities
- Collaborate by sharing ideas, examples and insights productively and respectfully in informal discussion/conversation
- Utilize appropriate multimedia technology to present an oral project
ELL Listening & Speaking
Full Year - 5 Credits
English II or World Literature undertakes to send students on a literary journey of reading and writing through a variety of texts taken from non-English speaking origins.
Students will read and analyze a diverse set of literary and nonfiction texts by comparing and contrasting the techniques authors use in literature of varying cultures and eras. Students will grasp a thorough understanding of grammar, punctuation, spelling, and paragraph structure throughout the course.
There will be a heavy emphasis on using clear, concise writing through writing as a process in expository and analytic frameworks. With an emphasis on expository and analytical writing, students will expand their understanding of writing as a process and develop their skills in revising to address a specific audience and purpose.
Students will complete vocabulary assessments in anticipation of preparing for the SAT/ACT. In addition to shorter papers, students will draft one research paper and will have a full working knowledge of the research process including citations and use of MLA format.
Collaborative learning will be stressed throughout the duration of the course.
Course Learning Objectives
Students will read and analyze a diverse set of literary and nonfiction texts by comparing and contrasting the techniques authors use in literature of varying cultures and eras. Students will grasp a thorough understanding of grammar, punctuation, spelling, and paragraph structure throughout the course.
There will be a heavy emphasis on using clear, concise writing through writing as a process in expository and analytic frameworks. With an emphasis on expository and analytical writing, students will expand their understanding of writing as a process and develop their skills in revising to address a specific audience and purpose.
Students will complete vocabulary assessments in anticipation of preparing for the SAT/ACT. In addition to shorter papers, students will draft one research paper and will have a full working knowledge of the research process including citations and use of MLA format.
Collaborative learning will be stressed throughout the duration of the course.
Course Learning Objectives
- Develop vocabulary through a systematic program of study
- Read books on his/her independent reading level
- Employ test-taking strategies to improve scores on standardized tests (SAT/ACT)
- Make proper use of print and non-print sources, including online
- Read and discuss assigned works of fiction and nonfiction
- Write structured reactions to the studied works
- Prepare and present brief oral reports and speeches
- Engage in structured listening, speaking, and viewing activities
- Ascertain topics and main ideas in various readings
- Employ an organized, systematic method for taking notes
- Collaborate by sharing ideas, examples and insights productively and respectfully in informal discussion/conversation
- Utilize appropriate multimedia technology to present an oral project
- Compose a research paper using MLA format
ELL Reading & Literature
Full Year - 5 Credits
English III is the study of the form, content, and analysis of literary genres is continued through a chronological study of the writings of American authors finally concentrating on modern American writers. Cultural changes in the United States are observed through writings, which reflect the various philosophies of a growing and expanding country.
Students in the honors section of American Literature engage in a more expanded study of each author than the study in the regular sections. They are expected to produce essays with an emphasis on analysis and divergent thinking culminating in the writing of a research paper.
Course Learning Objectives
Students in the honors section of American Literature engage in a more expanded study of each author than the study in the regular sections. They are expected to produce essays with an emphasis on analysis and divergent thinking culminating in the writing of a research paper.
Course Learning Objectives
- Read and analyze literary selections representative of diverse cultural backgrounds
- Trace the development of drama, poetry, nonfiction and fiction
- Define and offer examples of a variety of literary terms and techniques found in literature
- Read in-depth selections considered the master works of major writers
- Identify universal themes in literature
- Compare and contrast the treatments of similar themes in different works and time periods
- Relate ideas presented in all literary works studied to present day situations
- Explore the arts as a reflection of enduring values and essential human nature
- Practice critical reading skills with emphasis on understanding an author’s style and tone
- Identify and explain the motivations of characters
- Discuss and analyze the criteria which determine why certain works have survived over time
- Evaluate the literary works studied as reflections of the society producing them
- Prepare written and oral presentations using research skills
- Write in a variety of styles: expository, narrative and persuasive
- Develop and review vocabulary in preparation for the Scholastic Aptitude Test
- Develop strategies for responding to comprehension, vocabulary and writing on the SATs
- Integrate the disciplines of music, art, literature, history and philosophy
- Incorporate multimedia projects into one or more of the units of study
Course Texts
Glencoe-McGraw Hill American Literature
Sadlier Oxford Vocabulary Level F
The Scarlet Letter by Nathaniel Hawthorne
The Adventures of Huckleberry Finn by Mark Twain
To Kill a Mockingbird by Harper Lee
The Awakening (selections) by Kate Chopin
The Great Gatsby by F. Scott Fitzgerald
Glencoe-McGraw Hill American Literature
Sadlier Oxford Vocabulary Level F
The Scarlet Letter by Nathaniel Hawthorne
The Adventures of Huckleberry Finn by Mark Twain
To Kill a Mockingbird by Harper Lee
The Awakening (selections) by Kate Chopin
The Great Gatsby by F. Scott Fitzgerald
ELL Academic Vocabulary
Full Year - 5 Credits
This course introduces students to the major authors, literature, and thoughts of British literature.
Students will consider how British literature has affected and been affected by the world. Identifying and examining the central themes and ideas of British literature is at the core of the course. Students will critically read, examine, interpret, and discuss a variety of British literature from several eras using different lenses from aesthetic to analytical.
Students will perfect their writing by composing analytical essays, creative works, and in-class writing assignments.
Course Learning Objectives
Students will consider how British literature has affected and been affected by the world. Identifying and examining the central themes and ideas of British literature is at the core of the course. Students will critically read, examine, interpret, and discuss a variety of British literature from several eras using different lenses from aesthetic to analytical.
Students will perfect their writing by composing analytical essays, creative works, and in-class writing assignments.
Course Learning Objectives
- Read and analyze literary selections representative of diverse cultural backgrounds
- Trace the development of drama, poetry, nonfiction and fiction
- Define and offer examples of a variety of literary terms and techniques found in literature
- Read in-depth selections considered the master works of major writers
- Identify universal themes in literature
- Compare and contrast the treatments of similar themes in different works and time periods
- Relate ideas presented in all literary works studied to present day situations
- Explore the arts as a reflection of enduring values and essential human nature
- Practice critical reading skills with emphasis on understanding an author’s style and tone
- Identify and explain the motivations of characters
- Discuss and analyze the criteria which determine why certain works have survived over time
- Evaluate the literary works studied as reflections of the society producing them
- Prepare written and oral presentations using research skills
- Write in a variety of styles: expository, narrative and persuasive
- Develop and review vocabulary in preparation for the Scholastic Aptitude Test
- Develop strategies for responding to comprehension, vocabulary and writing on the SATs
- Integrate the disciplines of music, art, literature, history and philosophy
- Incorporate multimedia projects into one or more of the units of study
ELL Grammar & Writing
Full Year - 5 Credits
The AP English Language and Composition course is designed to mold students into skilled readers of prose written in a variety of rhetorical modes who can proficiently compose in a variety of contexts. Both their writing and their reading should make students aware of the interactions among a writer’s purposes, audience expectations, and subjects as well as the way generic conventions and the resources of language contribute to effective writing.
We will discuss how to read primary and secondary sources carefully, to synthesize materials from these texts into one’s own writing, and to cite sources using conventions recommended by the Modern Language Association (MLA).
Students will absorb and analyze material from primarily non fiction pieces, as the majority of the AP exam asks students to examine nonfiction works. Students will review and practice all essay types including rhetorical analysis, argumentative, and synthesis as well as practice multiple choice questions through periodic quizzes.
The goal of the course is to push students toward receiving a “5” on the AP examination administered by the College Board. The course will both introduce students to a variety of texts as well as spend ample time preparing for the AP examination.
Course Learning Objectives
Students are evaluated on the basis of major papers, homework, quality and character of class participation and involvement, and AP-style writing prompts.
Major papers are a significant portion of each quarter’s grade.
Students earn both numbered scores and grades on AP prompts they take during the year. The grade associated with particular AP essay scores varies according to the time of year that is, a very good essay written in November earns a higher grade than a similar essay written in April. That’s because students are at work building the skills needed to succeed as the year proceeds.
Student performance in connection with important course components contributes to each student’s final grade for the course in the following manner:
In this course, student thinking, writing, reading, listening, and speaking are at the center of class activity. Grading is viewed in this context. Teachers continually assess student performance and progress, as evidenced by papers, in-class task commitment, homework, and daily preparation. Course products are regularly reviewed. One goal of our evaluation is to enable students to become more comfortable with self-assessment.
The usual A–B–C–D–F system is used to grade student work each quarter. Teachers discuss grades with students in conferences during the marking periods. In addition to the usual grades, an unsatisfactory finished piece of writing may, at the teacher’s discretion, receive a grade of R, indicating that it may be revised or reworked, then resubmitted for a grade, without penalty.
Teachers regularly observe and assess student knowledge and ability. They collect and assess student products, such as finished written pieces, on-demand writing, homework, tests and quizzes, response journals, and class notes.
Texts
The Language of Composition: Reading, Writing, Rhetoric by Renee H. Shea, Lawrence Scanlon, Robin Dissin Aufses
A Tale of Two Cities by Charles Dickens (selections)
The Strange Case of Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson (selections)
The Art of the Personal Essay: An Anthology from the Classical Era to the Present by Phillip Lopate:
Consolation to His Wife by Plutarch, Of Books by Michel de Montaigne and others
Sadlier Oxford Vocabulary Level F & AP Language-ready vocabulary lists
The Bedford Handbook. Hacker, Diana. Boston: Bedford/St. Martin’s.
The Elements of Style (Selections) by William Strunk, Jr.
Walden by Henry David Thoreau
Various political speeches
We will discuss how to read primary and secondary sources carefully, to synthesize materials from these texts into one’s own writing, and to cite sources using conventions recommended by the Modern Language Association (MLA).
Students will absorb and analyze material from primarily non fiction pieces, as the majority of the AP exam asks students to examine nonfiction works. Students will review and practice all essay types including rhetorical analysis, argumentative, and synthesis as well as practice multiple choice questions through periodic quizzes.
The goal of the course is to push students toward receiving a “5” on the AP examination administered by the College Board. The course will both introduce students to a variety of texts as well as spend ample time preparing for the AP examination.
Course Learning Objectives
Students are evaluated on the basis of major papers, homework, quality and character of class participation and involvement, and AP-style writing prompts.
Major papers are a significant portion of each quarter’s grade.
Students earn both numbered scores and grades on AP prompts they take during the year. The grade associated with particular AP essay scores varies according to the time of year that is, a very good essay written in November earns a higher grade than a similar essay written in April. That’s because students are at work building the skills needed to succeed as the year proceeds.
Student performance in connection with important course components contributes to each student’s final grade for the course in the following manner:
In this course, student thinking, writing, reading, listening, and speaking are at the center of class activity. Grading is viewed in this context. Teachers continually assess student performance and progress, as evidenced by papers, in-class task commitment, homework, and daily preparation. Course products are regularly reviewed. One goal of our evaluation is to enable students to become more comfortable with self-assessment.
The usual A–B–C–D–F system is used to grade student work each quarter. Teachers discuss grades with students in conferences during the marking periods. In addition to the usual grades, an unsatisfactory finished piece of writing may, at the teacher’s discretion, receive a grade of R, indicating that it may be revised or reworked, then resubmitted for a grade, without penalty.
Teachers regularly observe and assess student knowledge and ability. They collect and assess student products, such as finished written pieces, on-demand writing, homework, tests and quizzes, response journals, and class notes.
Texts
The Language of Composition: Reading, Writing, Rhetoric by Renee H. Shea, Lawrence Scanlon, Robin Dissin Aufses
A Tale of Two Cities by Charles Dickens (selections)
The Strange Case of Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson (selections)
The Art of the Personal Essay: An Anthology from the Classical Era to the Present by Phillip Lopate:
Consolation to His Wife by Plutarch, Of Books by Michel de Montaigne and others
Sadlier Oxford Vocabulary Level F & AP Language-ready vocabulary lists
The Bedford Handbook. Hacker, Diana. Boston: Bedford/St. Martin’s.
The Elements of Style (Selections) by William Strunk, Jr.
Walden by Henry David Thoreau
Various political speeches
ELL US History
Full Year - 5 Credits
This course introduces students to the major authors, literature, and thoughts of British literature.
Students will consider how British literature has affected and been affected by the world. Identifying and examining the central themes and ideas of British literature is at the core of the course. Students will critically read, examine, interpret, and discuss a variety of British literature from several eras using different lenses from aesthetic to analytical.
Students will perfect their writing by composing analytical essays, creative works, and in-class writing assignments.
Course Learning Objectives
Students will consider how British literature has affected and been affected by the world. Identifying and examining the central themes and ideas of British literature is at the core of the course. Students will critically read, examine, interpret, and discuss a variety of British literature from several eras using different lenses from aesthetic to analytical.
Students will perfect their writing by composing analytical essays, creative works, and in-class writing assignments.
Course Learning Objectives
- Read and analyze literary selections representative of diverse cultural backgrounds
- Trace the development of drama, poetry, nonfiction and fiction
- Define and offer examples of a variety of literary terms and techniques found in literature
- Read in-depth selections considered the master works of major writers
- Identify universal themes in literature
- Compare and contrast the treatments of similar themes in different works and time periods
- Relate ideas presented in all literary works studied to present day situations
- Explore the arts as a reflection of enduring values and essential human nature
- Practice critical reading skills with emphasis on understanding an author’s style and tone
- Identify and explain the motivations of characters
- Discuss and analyze the criteria which determine why certain works have survived over time
- Evaluate the literary works studied as reflections of the society producing them
- Prepare written and oral presentations using research skills
- Write in a variety of styles: expository, narrative and persuasive
- Develop and review vocabulary in preparation for the Scholastic Aptitude Test
- Develop strategies for responding to comprehension, vocabulary and writing on the SATs
- Integrate the disciplines of music, art, literature, history and philosophy
- Incorporate multimedia projects into one or more of the units of study