Evaluation for 5.3
Materials include supports for English Learners (EL) to meet grade-level learning expectations.
The materials provide support for English Learners (ELs) to meet grade-level learning expectations. The supports are commensurate with the various levels of English language proficiency as defined by the ELPS (Beginning, Intermediate, Advanced, and Advanced High). The materials include sentence frames, graphic organizers, a Spanish glossary, and a Spanish literary terms handbook but do not provide scaffolds for cognates. The materials do include Spanish summaries and Spanish translations for some text selections.
Examples include but are not limited to:
The materials include accommodations for English Learners, aligned with the ELPS, in the margins of the teacher’s edition, both before each text selection and throughout the reading of the text selections. The accommodations correspond with the ELPS levels (Beginning, Intermediate, Advanced, and Advanced High). In addition, a Spanish academic/concept vocabulary glossary and a Spanish literary terms handbook are provided in the “Glossary” section of the materials.
In Unit 1, a Spanish summary is provided with all text selections. The following texts also include a Spanish translation: “Where Is Here?” by Joyce Carol Oats, “Why Do Some Brains Enjoy Fear?” by Allegra Ringo, “How Maurice Sendak’s ‘Wild Things’ Moved Children’s Books Towards Realism” by Gloria Goodale, “Sleep Paralysis: A Walking Nightmare” by Lexi Tucker, “The Feather Pillow” by Horacio Quiroga, “Stone Age Man’s Terrors Still Stalk Modern Nightmares” by Robin McKie, and “Mrs. Vargas and the Dead Naturalist” by Kathleen Alcala.
In Unit 1, while reading “House Taken Over” by Julio Cortazar, accommodations are provided for ELs to “enhance and confirm understanding of increasingly complex and elaborated spoken language.” Beginning ELs listen to the teacher as the teacher reads the text aloud and gestures to illustrate phrases. Teachers then read the definitions to the students and provide further explanation, if needed. Intermediate ELs identify unfamiliar words as the teacher reads the text aloud. Students then find definitions for those words by using the definitions in the book or in a dictionary. Then, students have a discussion about the terms’ meanings. Advanced and Advanced High ELs divide into pairs and take turns reading the text aloud. Students pause when reading a challenging word or phrase and use the definitions in the margins or dictionaries to help them understand meanings. Students then explain the terms. Before students read “The Fall of the House of Usher” by Edgar Allen Poe, accommodations are provided for ELs to “develop the vocabulary needed to comprehend the story.” Using a “Word Map” graphic organizer, teachers select words from the story based on students’ English proficiency. Examples of words given are dark and day (Beginning ELs), dull and imagination (Intermediate ELs), melancholy and desolate (Advanced ELs), and sublime and grapple (Advanced High ELs). Beginning and Intermediate ELs repeat the words aloud; then, the teacher helps them complete their “Word Map.” Advanced and Advanced High ELs are divided into pairs as they work on their Word Maps together; teachers provide support to the pairs as needed.
In Unit 3, a Spanish summary is provided for all text selections. The following texts also include a Spanish translation: “In La Rinconada, Peru, Searching for Beauty in Ugliness” by Marie Arana, “The Golden Touch” by Nathaniel Hawthorne, “The Thrill of the Chase” by Margie Goldsmith, “My Possessions, Myself” by Russell W. Belk, “Ads May Spur Unhappy Kids to Embrace Materialism” by Amy Norton, “A Dose of What the Doctor Never Orders” by Ihara Saikaku, “Heirlooms’ Value Shifts From Sentiment to Cash” by Rosa Salter, and “The Three-Piece Suit” by Ali Deb.
In Unit 3, after students read “The Golden Touch” by Nathaniel Hawthorne, accommodations are provided for ELs to “ask for information using high-frequency and content-based vocabulary,” for an “Analysis and Discussion” question under the heading “Build Insight.” Depending on a student’s English language proficiency level, teachers are to display different content-based words for students to use to verbally describe a treasure room from the story. Content area words include dark, dreary, and dungeon (Beginning ELs); dark, dreary, dismal, obscure, and dungeon (Intermediate, Advanced, and Advanced High ELs). Peer and teacher support is scaffolded based on English language proficiency level. For example, Beginning ELs are in a whole-group situation with the teacher; Intermediate ELs are in groups with teacher support; Advanced and Advanced High ELs are working in pairs. Before students read “My Possessions, Myself” by Russell W. Belk, accommodations are provided for ELs to “read and comprehend sentences with two or more clauses and challenging vocabulary.” Teachers are instructed to point out when sentences have two or more independent clauses. Mentor sentences are taken from the text and used to show that sentences with two or more independent clauses can be separated into two sentences. This activity is scaffolded based on the student’s English language proficiency level by the complexity of the vocabulary in the mentor sentences and by the amount of support given by the teacher and peers.
In Unit 5, a Spanish summary is provided for all text selections. The following texts also include a Spanish translation: “View From the Empire State Building” by Helen Keller, “The Country of the Blind” by H. G. Wells, “The Neglected Senses” by Rosemary Mahoney, “Blindness” by Jose Saramago, “Blind, Yet Seeing: The Brain’s Subconscious Visual Sense” by Benedict Carey, “Experience: I First Saw My Wife Ten Years After We Married” by Shander Herian, and “Visual Neuroscience: Look and Learn” by Apoorva Mandavilli.
In Unit 5, before students read “The Neglected Senses” by Rosemary Mahoney, accommodations are provided for ELs to “understand English language structures used in written classroom materials.” Teachers are instructed to point out the use of past-tense verbs and time-signal words by memoir writers. A “Series of Events” flowchart is provided in the “Texas ELPS Toolkit.” The activity is scaffolded based on the student’s English language proficiency level by the amount of teacher and peer support students receive when they identify past-tense verbs and complete the “Series of Events” flowchart. While reading “The Country of the Blind” by H. G. Wells, accommodations are given to ELs who may experience difficulty with the domain-specific vocabulary in the story. Teachers are instructed to review paragraph 3 and the following terms within it: isolated, basin, civilization, generation, and heredity. Students locate these terms, read each term in the context of its sentence, and then paraphrase the sentences by replacing each term with its definition.