Evaluation for 5.3
Materials include supports for English Learners (EL) to meet grade-level learning expectations.
The materials include supports for English Learners (ELs) to meet grade-level learning expectations. Accommodations for linguistics commensurate with various levels of English language proficiency as defined by the ELPS are included. Materials provide various scaffolds, such as Spanish translations of essential components of each unit, pictures and realia, and cognates for unit vocabulary. Students are encouraged to use their first language as a means to linguistic, affective, cognitive, and academic development in English. Vocabulary is developed in the context of connected discourse.
Examples include but are not limited to:
Each selection is preceded by a “Text X-Ray: ELPS Support” section. According to the description provided at the beginning of this section, the Text X-Ray “provides support for the four domains of English language development addressed in the English Language Proficiency Standards.” In this document, teachers are given pre-reading strategies, cultural resources, and instructional strategies that can be used to target the different domains of the English Language Proficiency Standards (ELPS), which include listening, speaking, writing, and reading. Each ELPS domain gets its own content box. Within each box are supports that are targeted toward a specific ELPS proficiency level.
The “Reading Studio,” has a Spanish translation for the “Essential Question,” reading response log, academic vocabulary, and summaries for each selection.
In Unit 1, for the lesson on the poem “Without Title” by Diane Glancy, the sidebar box for “Speaking” provides strategies that teachers can implement for the “Beginning,” “Intermediate,” “High,” and “Advanced High” EL students. An example of strategy for an EL student who is at the Beginning level for speaking is to use “a series of labeled pictures” to present their narrative inspired by the poem; then, students work on pronouncing the labels for their pictures. To prepare students for analyzing internal conflict by identifying tough questions, the EL support box in the “Teacher Wrap” for “What, of this Goldfish, Would You Wish?” by Etgar Keret suggests students should “identify signals used in their home languages to let listeners know that they are asking a tough question.” In the EL support box in the “Teacher Wrap” for Santha Rama Rau’s “By Any Other Name,” students practice articulating foreign words such as status quo, deja-vu, avant-garde, and coup d’etat in isolation, and then as part of the sentences in which they appear in the selection. Students then work with a partner or in a small group to create and share original sentences using these terms.
In Unit 2, for “Total Eclipse” by Annie Dillard, the “Text X-Ray: ELPS Support” for “Listening” suggests having Beginning ELs listen and sketch the scene as the teacher reads a highly descriptive paragraph from the selection. Intermediate ELs are asked to draw and label what they heard, using vocabulary from the passage. Advanced ELs quick-write about what they heard. Advanced High ELs take notes as they listen, then compare with a partner what they imagined as they listened. EL students also practice working with synonyms by looking at phrases in paragraph 15 that describe the shadow of the moon during an eclipse, including “a piece of sky” and “an abrupt black body out of nowhere.” Students describe these details in their primary language and then in English, using synonyms to clarify their understanding.
In Unit 3, the “Text X-Ray” instructs teachers on how to introduce the lesson, pre-teach vocabulary and cultural terms, and build background for the short story “Joyas Voladoras” by Brian Doyle. The Text X-Ray offers activities and instructional support in listening, speaking, reading, and writing for students at four levels of proficiency: Beginning, Intermediate, Advanced, and Advanced High. For reading “Joyas Voladoras,” the support suggests that students reread paragraph 4. For Beginning ELs, the support is: “Read aloud each sentence and pause after reading it to restate it in simplified language. Then, have students find, circle, and read aloud familiar words.” For Intermediate ELs, materials suggest echo reading, with pauses to paraphrase as necessary; then, partners take turns rereading the paragraph and stating the main idea and important details. For Advanced ELs, partners read the paragraph together and discuss main idea and key details; afterward, they write a short summary together. For Advanced High ELs, the text suggests that “partners read the paragraph silently, then discuss its meaning and work together to write a summary.” In Unit 3, in the EL support box in the “Teacher Wrap” for the “Find Your Park” public service announcement by the National Park Service, materials advise teachers to have students “look at maps, signs, or other environmental print in the classroom” and identify basic vocabulary and familiar features and images.
In Unit 4, students read an excerpt from Mohandas K. Gandhi’s “Letter to Viceroy, Lord Irwin.” During this lesson, in the “Teach” section of the teacher’s edition—a section that provides teachers with instructional strategies, differentiation strategies, and other resources to help teachers deliver instruction during the lesson—materials provide teachers with resources for EL students. For instance, during the part of the lesson that introduces the critical vocabulary for the readings, a sidebar section is devoted to “English Learner Support.” The materials provide teachers with cognates for the critical vocabulary words. Materials prompt teachers to share these with EL students. For the poem “Elsewhere” by Derek Walcott, the “Text X-Ray: ELPS Support” for “Writing” suggests supporting Beginning ELs by providing sentence stems, such as “I think this poem would make readers…. I believe this because…. The phrase…makes me feel….” Teachers can support Intermediate ELs in their use of grade-level vocabulary by providing them with academic terms to be used in their analysis, including theme, motif, stanza, and rhyme. Advanced ELs review a peer’s written analysis for clarity of ideas and grammar usage. Advanced High ELs review a peer’s written analysis for use of connecting words. Materials also provide Spanish translations of the essential components of a unit. For Unit 4, materials offer a PDF version of the unit’s essential components in Spanish. Materials provide, in Spanish, the unit’s “Essential Question,” the unit response log and directions, the unit’s academic vocabulary graphic organizer exemplar and directions, summaries of all the unit’s texts, and a glossary of academic vocabulary.
In Unit 5, in the “Text X-Ray: ELPS Support” section in the teacher’s edition for Sonia Shah’s The Fever, materials suggest that teachers support reading by showing Beginning ELs pictures of a barnacle and a crab prior to reading paragraph 5. In the EL support box in the “Teacher Wrap” for Ray Bradbury’s “A Sound of Thunder,” students look at the image of a sign embedded in the story and “state the meaning of the sign, first in their primary language and then in English.”
In Unit 6, in the EL support box in the “Teacher Wrap” for William Shakespeare’s The Tragedy of Macbeth, students develop vocabulary related to rank and power by referring to a chart that lists words for royalty and nobility and words for the military, as they take turns asking and answering questions like “Who leads an army?” or “Who would be higher in rank, an earl, or a prince?”