Evaluation for 5.3
Materials include supports for English Learners (EL) to meet grade-level learning expectations.
The curriculum provides some support for English Learners (EL) to meet grade-level learning expectations. The materials include an overarching framework for how to support EL students in achieving grade-level proficiency. Throughout each unit, the teacher is given insights on how to scaffold and accommodate lessons for their ELs in developing a student’s reading, writing, listening, and speaking in English while honoring the student’s home language. The materials do not include supports commensurate with the various levels of English language proficiency as defined by the ELPs (beginning, intermediate, advanced, and advanced high); however, accommodations provided could be used at various levels of proficiency. There is no evidence of adapted text, translations, summaries, realia, glossaries, bilingual dictionaries, and thesauri specifically geared toward language learners.
Examples include but are not limited to:
The Introduction section of each unit includes a section titled, “ARC CORE ELL Supports: Toward a Culturally and Linguistically Responsive Pedagogy.” This section highlights the resources offered by the program to support ELs including a responsive reading assessment, leveled libraries, responsive instructional delivery, and thematically organized learning. The page titled, “A Literacy Block Model Designed to Effectively Support ALL Learners”, shows the embedded structural supports for ELs. The materials also frequently suggest partnering students who can support one another in their own language.
Lesson plans contain Call-outs with Actionable ELL Supports. These are organized around six categories including identity affirmation, learning objectives, frontloading, comprehensible input, oracy and literacy development, and differentiated and formative assessment. Through the use of these predictable routines, ELs are provided practice in all four linguistic domains (speaking, listening, reading, and writing).
Within each unit, sidebars and insertions provide alternate discussions, assignments, and note taking for ELs. One example of a sidebar, from Unit 1, Week 1, Day 1, “Self-Leveling and Comprehensible Input”, guides the teacher to support readers new to English with reading pictures.
In Unit 1, the Teacher Guide provides one “Reading Survey”, “Levels Check Sheet”, and a “Reading Log” in several languages with the goal of supporting students’ first languages.
In Unit 2, a “Parents & Guardians” letter is provided in multiple languages.
In Unit 3, a “Home Connection” letter and “Dinner Table Conversation Starters” are provided in multiple languages.
In Unit 1, teachers can use a Multilingual Learners tracking sheet to take note and notice the behaviors of the students in the areas of speaking, listening, reading, and writing. This information is meant to provide initial guidance to the teacher in determining what the student can do. A sidebar within the unit prompts the teacher to ask questions and to frontload learning before the lesson to support ELs. Specifically, the sidebar suggests teachers create a list of question words and then use the text images to discuss the meaning of “when” vs. “where.” Additionally, the teacher is encouraged to match beginning ELs with partners who speak the same language or to partner them with others who are also ELs. An additional sidebar addresses how to support ELs in class discussions and oracy development. Suggestions include allowing the student to use their home language as needed to express more complex ideas.
In Unit 2, students create research questions that will serve as a scope and sequence of content inquiry across the unit. The teacher is directed to determine a sequence that builds content knowledge logically and sequentially. A sidebar discusses frontloading materials for students and allowing ELs to use whatever means or language they feel comfortable with to demonstrate their prior knowledge on the research topic. A separate sidebar notes how to support technical vocabulary and comprehensible input to support English language development. The materials suggest that the teacher “choose vocabulary terms for students to learn strategically and create a context for repeating them many times.”
In Unit 3, a side note asks teachers to reflect on the scaffolds used to accommodate ELs’ current language/literacy competencies while working with a writing rubric. Additionally, the teacher is encouraged in a side note to provide beginner ELs with sentence frames to scaffold their answers to the Constructed Responses prompt. Later in the unit, English Learners can craft a bilingual project using their home language in combination with their emerging skills in writing English. Specifically, they are encouraged to use English to label diagrams and paraphrase in simple terms.
In Unit 4, the materials provide a sidebar to reflect upon academic vocabulary and literacy development where pre-teaching vocabulary should be considered based on tiers (3-technical, 2-academic). An additional side note provides guidance with scaffolding argumentation skills to encourage oral participation. Later in the unit, a side note regarding writing and comprehensible input for the teacher offers guidance for checking for understanding with ELs. Suggestions within the unit for linguistic accommodations include providing structures and sentence stems, allowing ELs to express themselves through their home language, and being cognizant of cultural norms that might make this argument unit challenging. For comparing points of view, the teacher is guided to review learning goals with struggling ELs. The materials guide the teacher to provide additional practice and to reflect on scaffolds needed and no longer needed.