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 Beginning, Intermediate, Advanced, and Advanced High EL students. 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 allowing 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 Am Offering This Poem” independently and annotate the text for vocabulary terms. The materials suggest that Beginning and Intermediate ELs can read the EL text synopsis instead of the text and use a visual glossary. The teacher lesson guides differentiating for English Learners. When students are required to write in their notebooks, making a connection between the text and the unit’s “Essential Question,” scaffolds are provided for all levels of ELs. Beginning and Intermediate EL students are encouraged to draw or write in their native language. During the discussion, teachers move about, prompting students to share their thoughts orally or through pantomime. Advanced and Advanced High ELs share their connections orally, in pairs or in small groups, before freewriting. During the collaborative conversation, the materials suggest the teacher work directly with Beginning and Intermediate ELs as a group; “Use the discussion guide and speaking frames to facilitate the discussion.” Advanced and Advanced High ELs are grouped in mixed-level groups of three or four students; “Prompt students to take turns using the discussion guide to facilitate their conversations.”
In Unit 1, the “EL Resources” lessons include high-frequency and vocabulary words, language structures, spelling patterns, conveying ideas, classroom vocabulary, summarizing, and retelling. Each unit also consists of an extended oral project to practice oral presentation skills, including developing a claim, reason, evidence, and counterargument.
In Unit 2, students read The Republic, and one of the lessons focuses on using context clues. The suggested differentiation for ELs includes allowing Beginning and Intermediate EL students to work in groups of “mixed-level pairs for peer support as they follow along.” Teachers are instructed: “Allow students to work together to highlight and annotate the text in English or their native language.” Students read “The Power of the Hero’s Journey.” Beginning and Intermediate ELs read the EL text synopsis instead of the text and use a dictionary, a thesaurus, or the visual glossary. Advanced and Advanced High ELs can use the visual glossary for support as they read.
In Unit 3, students have a self-selected reading text and response. The teacher lesson plan provides support for students in choosing a text and responding to it. The support for helping students read the text includes allowing Beginning ELs “to conduct a choral read of the lowest Lexile Blast”; then, teachers work directly with students as they annotate. For Intermediate and Advanced ELs, teachers may “have students read and annotate the lowest Lexile Blast in mixed-level pairs.” Advanced and Advanced High ELs can “read and annotate the lowest Lexile Blast independently.” All levels of ELs have the visual glossary as a potential scaffold. When preparing to respond to the text, the materials provide options for all levels of English Learners. For Beginning ELs, teachers work directly with students, reading aloud the word bank and paragraph frame; teachers pause as students select the correct word for each blank. For Intermediate ELs, materials suggest using the paragraph frame(s) and/or word bank independently. For Advanced and Advanced High ELs, materials suggest using sentence starters or allowing a differentiated response length.
In Unit 6, students read an excerpt from The Joy Luck Club and focus on using text evidence to respond to the text. The scaffolds provided for EL students include Beginning and Intermediate ELs: “Pair with on-grade-level peers to read the definition and use the available scaffolds of a visual glossary and speaking frames.” For Advanced and Advanced High ELs, the materials suggest introducing the skill with the visual glossary and speaking frames. Sample speaking frames are “I once made a conclusion/inference about...; I was able to support it with text evidence showing...; Citing text evidence is important because....”