HIGH SCHOOL NEWCOMER A AND B COURSES
A. Purpose
Newcomer A and B is designed for limited English proficient students who are new to
the United States (Recent Immigrants and Recent Arrivals) and are at a preproduction/beginning level of English proficiency. Newcomer services give students
the English skills necessary to function in a new school, community and country.
 Provide a smaller, inclusive learning environment to support the affective
needs of immigrant students
 Acquire and develop English listening, speaking, reading and writing skills
 Develop academic language and core subject knowledge in native language or
through ESL methodology
 Mainstream into regular program
Program Description
Newcomer courses are designed to develop English proficiency in listening, speaking,
reading, writing and comprehension as well as develop academic proficiency via ESL
methodology.
Newcomer A
Newcomer A is designed for students who are new to the United States and are at a
beginning/preproduction level of English proficiency. Newcomer services give
students the English skills necessary to function in a new school, community and
country. The program offers a range of instructional activities for students that reflect
the goal of developing both language and academic skills so that students transition
into Newcomer B, enter into an ESOL I class or in some cases into the mainstream
classroom. ESL methodology, sheltered instruction and native language content
instruction are implemented as a means to facilitate and support student learning.
Newcomer A is an elective course.
Newcomer B
Newcomer B is designed for students who are new to the United States and are at a
beginning level of English proficiency. Newcomer services give students the English
skills necessary to function in a new school, community and country. The program
offers a range of instructional activities for students that reflect the goal of developing
both language and academic skills so that students transition into an ESOL I class or in
some cases into the mainstream classroom.
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ESL methodology, sheltered instruction and native language content instruction are
implemented as a means to facilitate and support student learning. Newcomer B is an
elective course.
B. Recent Immigrant 4 Year Plan
Each ESL student’s schedule will be designed to ensure graduation in four years
under the Recommended or Distinguished Graduation Plans. See 4 year plan on ESL
Program for LEP Students in High School
C. Progression of Language Arts courses
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Recent Immigrant Students- After completion of Newcomer A and B
courses, students will take ESOL I, ESOL II with teachers who are ESL
certified. Students will then take English III and English IV credit courses
with teachers who are certified or trained in ESL methodology and/or
sheltered instruction.
Recent Arrival Students- After completion of Newcomer A and B courses,
students will take regular English I, English II, English III and English IV
credit courses with teachers who are certified or trained in ESL methodology
and/or sheltered instruction.
Student progression will be monitored by LPAC. Appropriate placement
decision will be made by the committee
D. Recommended Class Size
The district pre-determines pupil/teacher ratios for all classes; however, Newcomer
A and B courses should be kept small to provide optimum language support. The
recommended class size is 20/1 per class period
E. Student Eligibility Criteria
Students in the Newcomer A and B courses need to meet the following criteria:
 Student is a Recent Immigrant or Recent Arrival (with or without previous
schooling)
 Student has been identified as LEP
 Score of 1 or 2 on OLPT
 Should not exceed the 1 ½ year limit in these courses
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F. Curriculum
The curriculum and instruction must reflect the appropriate grade level Texas
Essential Knowledge and Skills (TEKS) as specified in Chapter 74. Instructional
opportunities are organized to:
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Provide high quality instruction in the areas of reading/language arts, math,
writing, science and social studies
Meet the same state standards ( TEKS/TAKS) as expected from all students
Accelerate instruction
Include social/emotional, educational, career/vocational related themes and
ideas
Individualized-based on need
Note: See ESL Program for LEP Students in High School, Curriculum and Instruction
for ESL courses
G. Instructional Approach
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Use of sheltered instruction strategies
Use of first language
Use of direct teaching approaches
Use of TPR approach
Vocabulary instruction
Reading comprehension strategies
Oral language development
BICS and CALP
Language skill instruction with frequent writing
Phonemic instruction
Grouping
Lesson planning focusing on TEKS
Use of ESL textbooks and materials
Use of computer software
Academic teaming-ESL Team Concept
Interventions- as specified by LPAC
Linguistic Accommodations:
l. Spanish/English dictionaries
2. Reading assistance
3. Translations
4. Bilingual glossaries
5. Simpler language
6. Pictures and gestures
7. English dictionary
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H. Curricular Resources
 Recommended textbooks and materials written specifically for ESL
students and especially designed for Newcomers- Hampton Brown
High Point in Literature
 District’s ESL Curriculum Guides for Newcomer A and B
 Lexia Software
 Recommended supplementary materials
I. Assessment Instruments
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Oral language Proficiency Test- LAS Links
Norm Referenced Test
TELPAS
Teacher made tests
Portfolio Assessments
Reading and Writing Logs
J. Extra Curricular Activities
Students are provided the same opportunities as all other students to join clubs and
organizations, participate in UIL activities, and all athletic programs/events
K. Parent Outreach
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ESL Team Parent Night
Bi-Monthly meeting with parents and ESL Strategists
School PTA meetings
 Report Card Night
L. Extended Day/Year Program Options
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After-school and Saturday tutorials
Learning with Gusto- Summer School Enrichment Program
Summer school for acceleration and regaining of credits
Credit by Examination
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