Curricular Investigation

#3By: Lindsey Porcello, Lauren Halverson, Maria Vaca,

Heidy Olivo, Joyce Lin

A framework for raising expectations and

instructional rigor for English language learners:Evaluating instructional materials● Once your school/district has decided the type of delivery model to

implement, the proper instructional materials must be chosen.● Instructional materials should be selected based on the your ELL population’s

specific needs. ● The following slide suggests three steps to follow when completing this

process.

Evaluating instructional materials

Step one:Overarching ConsiderationsConfirm that materials have been designed and validated for use with ELLs

• Which researchers were included in the design phase of materials, and what was/is their level of involvement (authors, reviewers of drafts, commissioned papers, research)?

• Who are the writers of the instructional materials, and what is their expertise on second language development?

• What is the evidence that the publisher’s materials have been validated for use with ELLs?

Confirm that the philosophy and pedagogy related to English language acquisition establish high expectations.

• Instructional materials must incorporate rich and complex text. This should promote the development of grade level language and content knowledge.

Confirm an explicit and substantive alignment of materials to the Common Core.

• Materials should align with CCSS in order to have rigor and expectations for the ELLs.

Step Two: Non-Negotiable Criteria/Considerations for ELLs

ELLs have to maintain a grade-level rigor, building knowledge while acquiring and building academic language and cultural relevance.

The ELL specific non-negotiable criteria seek to identify materials that:

• Provide ELLs with the necessary rigor in language development.

• Provide ELLs with full access to grade-level instructional content.

• Integrate scaffolding for ELLs without compromising rigor or content.

• Provide ELLs access to text that increases in complexity, with intentional connections between ESL and ELA instruction, all anchored in the CCSS.

Step Two: Non-Negotiable Criteria/Considerations for ELLsCriteria for CCSS-Aligned Instructional Materials for ELLs: In order to support rigorous instruction and learning through grade-level content aligned to the CCSS it is important to include the following sections that have been developed by the Instructional Materials Evaluation Tool. Their aim is to identify instructional materials that are designed to accelerate development of both academic and grade-level content for ELLs.

• Section I: Non-negotiable criteria. Only two criteria are classified as non-negotiable; both must be met in full for materials to be considered aligned to the shifts and major features of the CCSS.

• Section II: Alignment criteria. This section includes seven additional criteria that play a vital role in the successful implementation of the CCSS with all students. Recommendations for the adoption of instructional materials will primarily rely on total scores calculated from the metrics in Sections I and II.

• Section III: Indicators of superior quality. These are not criteria for alignment to the CCSS but have been included as examples of considerations that address the general quality of instructional materials.

Step 2- Section 1: Student Achievement Partners, Instructional Materials

Evaluation Tool for CCSS-ELA Alignment Grades 3-12

Complexity of texts: Texts are worthy of student time and attention; they have the appropriate level of complexity for the grade.

• Texts must be accompanied by specific evidence that they have been analyzed for quantitative and qualitative features indicating a specific grade-level placement.

• Text should support ESL standards and language progressions in a reciprocal manner without sacrificing content and rigor.

• The organization of the text should be aligned to grade appropriate content and are centered on history, science and technical subjects to allow for the development of content and language.

• Materials must provide extended time on themes and opportunities to reinforce specific academic language that frames those themes.

• Materials must include a range of grade-level and age-appropriate independent reading texts for reading and linguistic complexity.

Materials must include visual support in order to scaffold new topics to be able to build background knowledge on new themes that might be unfamiliar.

Step 2- Section 1: Student Achievement Partners, Instructional Materials Evaluation Tool for CCSS-

ELA Alignment Grades 3-12TEXT-DEPENDENT AND TEXT-SPECIFIC QUESTIONS:

• At least 80 percent of all questions and tasks should be text dependent to support valid inferences from the text.

• Questions and tasks accurately address the analytical thinking required by the standards at each grade level.

• Materials provide multiple opportunities for extended academic discourse through richly developed text-dependent and text-specific questions.

Step 2- Section 2: Alignment Criteria Range and Quality of Texts:Materials reflect the distribution of text types and genres required by the standards.

• Materials must build knowledge systematically through reading, writing, listening, and speaking about topics under study.

• Materials must have a sequence of texts that are selected for their quality as being worthy of especially careful reading.

• In grades 3-5, literacy programs shift the balance of texts and instructional time to 50 percent literature/50 percent informational high-quality text. In grades 6-12 ELA materials include substantial attention to high-quality nonfiction.

• Texts must reflect characteristics and genres that are specifically required by the standards at each grade level.

• Additional materials should increase the increase the opportunity for regular independent reading of texts that appeal to students’ interests to develop both knowledge and love of reading.

• Materials integrate culturally responsive, high quality texts that tap into student assets to deepen understanding and expand knowledge.

Step 2- Section 2: Alignment Criteria- continued Range and Quality of Texts: Materials reflect the distribution of text types and genres required by the standards.

Texts include sections where text complexity has specific emphasis on linguistic or structural complexity

Materials include linguistic complexity and the richness of the language with regard to syntax and use of literary devices across genres, registers, and content.

Step 2- Section 2: Alignment Criteria-foundational skillsIV. Foundational Skills

Materials are explicit and systematic instruction and diagnostic support for concepts of prints, phonics, vocabulary, syntax and fluency. As the named described these skills are fundamental to a child's development on the second language.

4a- explains, “Materials guide students to read with purpose and understanding and to make frequent connections between acquisition of foundation skills and making meaning from reading” (pg.17)

STEP 2- Section 2: Alignment Criteria-V. LanguageThe resources use in the classroom/school need to be use adequately to foster the language standards of the grade being taught.

5d. Professional development for teachers should include theory 18 Council of the Great City Schools 19 Council of the Great City Schools and practice related to language acquisition, in order that they may use grade-level expectations as a general guide and not a fixed rule.

STEP 2- Section 2: Alignment Criteria- V1. SPEAKING AND

LISTENINGThis section address that to be CCSS-aligned, speaking and listening are utilized into daily lessons, learning activities, and during questioning. These skills are necessary to career readiness.

6c) Materials develop active listening skills, such as taking notes on main ideas, asking relevant questions, and elaborating on remarks of others in a grade appropriate way.

Step 2- section 2- VII. Access to the Standards for All

StudentsThe CCSS are designed for all students, schools must align and decide thoughtfully on how to support all students are meeting these standards. Resources must and should provide support for ELLs and other special populations.

7g) Materials provide teachers with recommendations and/or links to access additional resources, materials, and texts for diverse student needs.

Step 2- section 3: Indicators of Superior Quality

I. Usefulness, Design, and FocusAppropriate Materials:• Do the student resources include ample review and practice resources, clear directions and explanations, and correct

labeling of reference aids (e.g., visuals, maps, etc.)? ·

• Are the materials easy to use?

• Are they clearly laid out for students and teachers?

• Does every page of the submission add to student learning rather than distract from it?

• Are reading selections centrally located within the materials and obviously the center of focus?

• Can the teacher and student reasonably complete the content within a regular school year and does the pacing of content

allow for maximum student understanding?

• Do the materials provide clear guidance to teachers about the amount of time the lesson might reasonably take?

• Do instructions allow for careful reading and rereading of content?

• Do the materials contain clear statements and explanation of purpose, goals, and expected outcomes?

ELL Metrics Scoring Sheet

ELL Metrics Scoring Sheet- Con’t.

Step 3: Additional Considerations and Grade-by-Grade RubricsAdditional Considerations: Cultural Relevance and Respect -- “The materials must pay special attention to cultural implications for ELL students, and must provide appropriate supports for teachers” (pg.22)

A. Materials should offer a wide variety of culturally relevant texts, organized in appropriate themes/ topics...Texts must take special care to address sensitive subjects with respect, including — where appropriate — carefully chosen images and videos to build background and context”( P.22)

B. ELL students’ backgrounds must be valued as assets in classrooms, as they bring rich experience to the learning environment... Texts free of negative misconceptions or stereotypes are better able to support conceptual development, as they encourage students to acknowledge multiple perspectives, rather than undermining individuals’ intellectual underpinnings”(p.22)

C. Teachers’ resources should include explicit guidance for identifying culturally distinct discourse patterns and linguistic features within texts, highlighting similarities and/or contrasting differences…”(pg.22)

New York City Department of educationDistrict 18: It Takes A Village Academy

Curriculum/Focus:

• The ESL teacher is mandated to follow the NYS Common Core Curriculum.

• Teacher-made modifications and differentiation of activities for each lesson is made appropriately.

Additionally, students utilize a computer program called Achieve 3000.

• Students take a baseline exam in order to determine their Lexile level.

• Based on Lexile Level, students complete nonfiction reading and writing activities.

New york city department of education- district 18 School: It Takes A Village Academy (ITAVA)

Instructional Strategies:

• The ESL teacher provides activities for low, middle, and high level students.

Modifications within these differentiated activities include:

• Chunking (reading)• Annotated text (bolding, underlining, side notes)• Vocabulary lists• Sentence starters• Visuals• Spanish/English and Haitian-Creole/English Dictionaries

Example of instructional strategies

Topic: The Ethics of De-ExtinctionChunking of the text with provided vocabulary

Example of instructional strategiesTopic: The Ethics of De-Extinction

Low Level Task WorkDomain 1 & 2 questioning with provided sentence starters

Example of instructional strategiesTopic: The Ethics of De-Extinction

High Level Task WorkDomain 5 & 6 questioning

Babylon School District● Every English Language Learner is given a chromebook to assist them in their classes.● Students have one period a day of ESL where they work on grammar and the basics of

English.● There is a section of a Co-Teaching English class for each grade level where there is a

general education teacher and a certified ENL teacher. ● Local lesson plans created.

Babylon School District• Students utilize Duolingo in the classroom and at home. • ENL teachers have a google classroom (online website) that has the assignments

translated in English and in Spanish.• Students utilize the iReady program (a program with differentiated lessons based on

their level) • Students utilize the program Achieve 3000 (a program with differentiated lessons based

on their level)• All lessons are differentiated/scaffolded in the co-teaching classroom based on the

student's learning level.

Gen-Ed Teacher Template

ENL Teacher Template

School: Meyer London Elementary School

School Wide-Curriculum Focus:• School purchased curriculum includes Math in Focus (Singapore Math), Fundations

(phonics program) Teacher’s College Reading and Writing.• Teachers supplement with materials that foster hands on experiences.• Social Studies Project Based Learning, following the NYS Social Studies Standards.• School wide focus on student discussions and teacher questioning.

Materials/Instruction for ELLs:• Program used: Separate ESL/ELD Classes, in addition to general education, ELA classes.• ENL teacher pushes in and pulls out for instruction.• Direct and repeated modeling of language skills.• Focus on functional use of English language, to foster academic and social language.

New York City department of education- district 2

New York City department of education- District 2School: Meyer London Elementary School

Instructional Strategies used to promote English Language Development: In the general education classroom, with collaboration between the ENL teacher and classroom teacher, strategies used are based off of students’ abilities and language proficiency level. Modifications and accommodations are made to instructional materials and lessons.

• Sentence Starters and talking prompts• Personal visual aids and charts• Lower Leveled Texts• Personal Word Walls with images• Vocabulary previewed with students• Books and CDs on tapes• Direct and repeated modelling of language and skills

NEw York City Public Schools- District 9 School in the South Bronx

Resources:

• MileStones curriculum• NEWSLA.com• Ipads/computers• Bilingual books sort out by interest• Edhelper.com• iready.com• Engaged New York• ColorinColorado.com• ReadWorks.org

NEw York City department of education- district 9How the school support ELLs to acquire L2

Instructional strategies for ELLs:• Model to students how I am thinking when reading a story or an informational text.• Uses of cognates• Gallery Walk• Turn and Talk• Sentence starters • Decoding• Academic language and vocabulary (root words, prefixes,and suffixes)• Communicating and using short phrases and simple sentences during class discussions

and in their writing.• Grouping based on language level• ESL Push-in and pull out• Transitional Bilingual Program

NEw York City Public Schools-South Bronx- District 9 -Cont..Creating a coherent curriculum that include ELLs and Sped. ELLs

• Units are written based on State Common Core and International Baccalaureate Standards.

• Content teachers follow the modules/lessons that are created using the units. • Each unit has a section that focus on developing skills that targeting ELLs and

Sped ELLs.• Each unit has a section on teaching methodologies that can be used to focus

differentiation for ELLs and Sped ELLs.• Each unit includes a modified text for complexity.

Discussion Questions1. What type of curriculum does your school/district utilize for ELLs? Do

you find it to be effective?

2. What types of resources and instructional strategies does your school/district utilize for ELLs in order to meet the New York State Common Core standards?

3. How do you incorporate students’ culture in your instruction?