Evaluation for 5.3
Materials include supports for English Learners (EL) to meet grade-level learning expectations.
Materials include supports for English Learners (ELs) to meet grade-level learning expectations. Materials include accommodations commensurate with various levels of English language proficiency as defined by the English Language Proficiency Standards (ELPS). Materials provide scaffolds and encourage the strategic use of students’ first language as a means to development in English. Vocabulary is developed in the context of connected discourse.
Examples include but are not limited to:
Materials include resources for ELs within the “ELL” (English Language Learner) “Edition,” including EL “Leveled Reader Packs” that can be used as companions to the core leveled books. A “Language Proficiency Alignment” is included in the leveling system; materials note how it aligns to state levels. The reader packs are separated into five English proficiency levels that correlate with Texas’ proficiency levels in the following manner: Level 1, “Beginning”; Level 2, not applicable; Level 3, “Intermediate”; Level 4, “Advanced”; Level 5, “Advanced High.” Distinctions are made according to state proficiency levels, where Texas is indicated to have Beginning, Intermediate, Advanced, and Advanced High levels for language proficiency alignment. The “Teacher’s Corner” also includes a “Language Proficiency Standards” page, which teachers can use to search within the materials for resources that correlate to the ELPS established by the state of Texas.
The EL “Content Picture Packs” and accompanying digital resources, called “Interactivities,” are leveled 1–2, 3–4, and 5, commensurate with students’ level of English proficiency. For example, the objectives in the Content Picture Pack for Fables are to demonstrate comprehension of content vocabulary. The lesson plan includes leveled sentence stems: For Levels 1–2, “The word…is in the…group.” For Levels 3–4, “It belongs to….” For Level 5, “I classify…as…because….” The corresponding Interactivity requires students to label vocabulary using single words (Levels 1–3) and sentences (Levels 4–5).
Leveled texts are accompanied by lesson plans that include comprehension, vocabulary, and grammar objectives. For example, the book Changes is intended for use with students at Level 5 (Advanced). The five-day lesson plan focuses on comprehension and decoding on Day 1, guided reading on Days 2–3, buddy reading on Day 4, and independent reading on Day 5. The objectives focus on retelling events from the text and orally summarizing the text using targeted vocabulary, personally connecting to the story by describing a similar experience, writing a narrative using vocabulary from the text, using simple past and present perfect verbs to express actions, and using conjunctions.
The lesson plans that accompany texts provide language support throughout the lesson. For example, the lesson plan for the text Fire Safety (Level G/Advanced High) guides teachers to ask questions during shared reading to build students’ understanding of unknown vocabulary. Questions include: “Do you know this word or phrase?” “Do you think the pictures will help us figure out the word or phrase?” “Do you see a pattern in the pictures on each page?” On the third day of instruction with this text, students use cards with vocabulary words and associated pictures to group vocabulary terms by concept. Students are given the following sentence frames to discuss their grouping decisions: “I grouped…, …, and…together because…. And I think you grouped…, …, and…together because….”
The materials provide a variety of materials translated into Spanish, including, but not limited to, Spanish leveled books and Spanish graphic organizers. For example, there is a multi-leveled Grade 1 series called La Vida en Latinoamerica y España (Life in Latin America and Spain), which explores the Spanish-speaking world through the eyes of fictional characters. Some texts are available in other languages as well; for example, the text La Tormenta is a Spanish translated text that is also available in American English, British English, French, Polish, and Ukrainian.
The materials include additional supports to aid teachers in strategically using students’ first language as a means to development in English. For example, the lesson plan for the text I Can Be (Level C/Intermediate) includes a “Teacher Reference Vocabulary Chart” with Spanish translations for vocabulary such as cheetah, fast, loud, meek, peacock, proud, slug, compare, and explain. The chart also indicates words from the text that are cognates in English and Spanish.
Vocabulary is also addressed in additional resources called EL “Vocabulary Books.” In the Vocabulary Book Holidays, there are colored vocabulary cards, a matching activity sheet, a cloze activity, and vocabulary games. Students use the present simple verb tense in complete sentences to classify vocabulary into logical categories and use the vocabulary in discussion. For example, students use the vocabulary words celebrate and holiday along with dialogue frames to ask and answer questions about holidays with a partner. The dialogue frames included are “Where do people celebrate…? People celebrate…(holiday) in/around….” “How do people celebrate…? They celebrate by….”
The materials include EL “Comic Conversations” resources designed for Beginning to Intermediate ELs to build vocabulary and conversational fluency. Each comic introduces a basic language function that students can apply in their own lives at school and at home and provides guided instruction to students as they read the comic, learn new vocabulary, and practice a conversation. For example, Unit 4 uses the shared-reading text Statues in the Ice to introduce students to using boldface words. In the corresponding Comic Conversation book Marty and the Book, the main character uses text features (table of contents, captions, boldface words, and glossary). Using this resource, students make predictions, listen closely during their conversations, examine pictures, and answer questions with a partner. After the reading, students role-play the conversation from the book in their group.