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 speaking frames, sentence starters, paragraph frames, annotations, close reads, visual glossaries, and word banks. The materials encourage strategic use of the students’ 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:
A “Newcomer’s Support” manual is included, which provides lessons in basic English language acquisition, such as lessons on the alphabet, greetings, shapes, colors, and numbers. The lessons then move into more global topics, such as life at school, my family and me, my community, and the world. The lessons include a learning target, guiding questions for the teacher, vocabulary support, and “Newcomer” cards. Information about cognates and opportunities for real-world application of the content are also included.
Each lesson provides options to scaffold instruction for ELs who are “Beginning,” “Intermediate,” “Advanced,” and “Advanced High.” Scaffolds include speaking frames to allow students to engage in discussions. Teachers can also provide a visual glossary or word bank for students who need support to complete vocabulary tasks. When students are writing, sentence starters, sentence frames, and paragraph frames are available to support students in developing detailed written responses. The materials also include scaffolds for annotating and conducting a close read of texts based on a specific skill by asking differentiated questions, allowing small-group discussion or teacher-modeling opportunities.
Additionally, each unit of study within the materials includes a section titled “EL Resources,” which contains alternative instructional tasks, language-proficiency tasks, and extended oral-project opportunities.
In Unit 1, students read “I Have a Dream” by Martin Luther King, Jr.; each lesson within the instructional path includes guidance for various levels of English language proficiency as defined by the ELPS. The Beginning task includes sentence frames and a word bank; Intermediate includes sentence frames; and Advanced and Advanced High have a text-dependent question guide. Each of the accommodations is detailed in the lesson plan. Teachers provide instruction on selected vocabulary and use two songs, “America the Beautiful” and “Free At Last,” to communicate “the dream of equality to freedom from oppression.” Accommodations for the introduction include materials and videos. EL students pair with on-grade-level peers to read and discuss the introduction, using speaking frames. Beginning and Intermediate ELs are to read the included text synopsis and visual glossary instead of the text and use a dictionary or thesaurus, while Advanced and Advanced High EL students supplement their understanding of the full text with the visual glossary and a dictionary or thesaurus.
In Unit 2, students read “Stopping by Woods on a Snowy Evening.” EL students pair with on-grade-level students to read and discuss the introduction. Students use scaffold speaking frames to answer questions about the introduction. Beginning and Intermediate ELs read the synopsis instead of the text. Students use a dictionary, thesaurus, and the visual glossary in the “Scaffold” tab with a graphic organizer during reading. In their writer’s notebook, Beginner and Intermediate ELs read aloud and use the unit’s “Essential Questions.” Students can be encouraged to draw their response or write their response to the Essential Questions.
In Unit 3, within the preview of the close read of “Georgia O’Keeffe” by Joan Didion, a tab enables the student to choose a supplemental language designation [Cantonese, Haitian Creole, Mandarin, Spanish, Tagalog, Vietnamese, and Other] which adds a summary in that language before the text selection. For the “Writer’s Notebook” activity that is part of the “Georgia O’Keeffe” close read, the teacher reads the unit’s Essential Question, “How do you define intelligence?” to the Beginning and Intermediate ELs and has students use their native language to respond, prompting students to share their thoughts out loud or in pantomime. Advanced and Advanced High ELs work in pairs or small groups to orally share their thoughts before freewriting.
In the textbook materials, each unit includes alternate, EL-leveled texts with a similar genre and thematic focus. For example, Unit 4 uses the drama Love at First Sight for the excerpt from Romeo and Juliet and the drama Family Ties for the fiction piece “The Pose” as alternatives or supplements. Unit 5 includes the informational text “Food: Love or Addiction” as an alternative or extension for Love in a Headscarf and the poem “The Visitor” for “The Raven.” An extensive instructional path is provided for each EL-leveled text and provides differentiated instruction for new language learners; for example, Unit 4’s Love at First Sight includes “Sight Vocabulary and High-Frequency Words” and “Negatives and Contractions,” each of which have skill model followed by practice.
The instructional path for the Unit 5 EL-leveled text “Food: Love or Addiction” is extensive; it includes five skill lessons, each of which includes vocabulary instruction. The lesson plans include multiple speaking opportunities, such as “Turn and Talk,” supported by a visual glossary and speaking frames for all EL proficiency levels, to discuss the meaning of the academic word environmental print. The “Skill Model” guidance suggests Beginning and Intermediate ELs should have a group discussion using speaking frames and a word bank to describe what is seen in environmental print, while Advanced and Advanced High ELs use the speaking frames.
In Unit 6, students read To Kill a Mockingbird. Intermediate EL students use a visual glossary and read a synopsis of the text. Students are given a summary of the section in Spanish before they read the section. In the writing section, students use the scaffold to prepare for a writing prompt. Students have a prompt guide with questions to help analyze “What words and actions might show that Atticus is a good teacher? What words and actions might show that Scout is a good student? What do you think good teachers and good students say and do?” Students have a discussion guide and speaking frames for discussing the text with other students. For written responses, students are directed: “Use the paragraph frames to complete your response. You may choose to use words from the word bank as you write your first paragraph, but try to complete the second paragraph using your own words.” Advanced ELs use the scaffold with the prompt guide and discussion questions to help with answering the writing prompt.
In Unit 6’s “The Scarlet Ibis” by James Hearst, instructional paths include guidance for various levels of English language proficiency as defined by the ELPS. The Beginning and Intermediate scaffolds include a visual glossary. One of the speaking frame questions for Beginning and Intermediate ELs requires the student to use two words to describe the video while discussing it with an on-grade-level classmate. The “Think” task for Beginning ELs includes sentence frames and a word bank; Intermediate includes sentence frames; Advanced High has a text-dependent question guide. The “Scarlet Ibis” close read is paired with an annotation guide. The lesson plan specifies that teachers model annotation one on one with Beginning, Intermediate, and Advanced ELs before launching them into group work; Advanced High students work in pairs or small groups for support. For the “Write” task, students have access to a discussion guide with speaking frames, a prompt guide, and paragraph frames. The Beginning and Intermediate paragraph frames have a word bank, while Advanced and Advanced High materials do not include the paragraph frame. Advanced ELs focus on one out of four prompt questions, while Advanced High ELs expand to three out of four prompt questions and include sentence stems.