guide to the pearson english learning...

PEARSON ENGLISH

LEARNING SYSTEM

GUIDE TO THE

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English Learning System

ISBN-13: 978-0-328-74903-4 ISBN-10: 0-328-74903-6

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Dear Educator,

Pearson builds brighter futures through education. We believe in the power of learning to transform lives and prepare this generation of students for new challenges, opportunities, and a world as promising as their potential. Nowhere is this more important than with English learners, who represent the fastest-growing student population in the United States. Their diverse backgrounds and varying levels of prior formal education have created unique challenges. In addition, the Common Core State Standards have raised the bar once again.

The true promise of personalized learning for every student can be achieved through the integration of powerful instructional resources, assessments, and student data that inform instruction, effective school and educator improvement services, and technology platforms.

The Pearson English Learning System is true to this promise. It is the first system that provides schools and districts with an integrated solution, specifically designed for English learners in grades K–12. This system includes:

Assessment tools that benchmark, monitor, and track student progress, including AIMSweb® and SELP 2

Professional Development, rooted in research and empirically validated, including SIOP® and A+RISE®

Instructional materials that focus on the development of language proficiency and academic knowledge, including Cornerstone, Keystone, and Language Central

The Pearson English Learning System is the only system that makes meaningful connections between assessment, instruction, and professional development to accelerate language proficiency and track academic progress. From school to college to careers and beyond, Pearson is focused on lifelong learning so that everyone can succeed, no matter the path they choose.

All together. Now.


Welcome iii

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Pearson English Learning System

The Guide to the Pearson English Learning System provides a comprehensive tool to help you successfully implement the Pearson English Learning System.

PEARSON ENGLISH

LEARNING SYSTEM

GUIDE TO THE

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In this Guide you will find background information and resources that include:

The Guide will serve as a one-stop reference and resource tool as you implement the Pearson English Learning System

in your district, schools, and classrooms.

Welcome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iiiAbout This Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

WHY A SYSTEM? 2A Need for an Integrated and Comprehensive Solution . . . . . . . . . . . . . . . . . .4

A Diverse and Growing Population of English Learners . . . . . . . . . . . . . . . . . . . . . . . . . 4Unique Challenges for English Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

The English Learner Landscape . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6A Growing Population . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Student Diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Unique Challenges for Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Challenges for Districts and Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Teacher Preparation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

The Pearson English Learning System at a Glance . . . . . . . . . . . . . . . . . . . . 10

IMPLEMENTING THE SYSTEM: ASSESSMENT 12District Profile and Student Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Defining the Vision for Your District . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Formulating the Vision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Working with Instructional Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

District Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Defining the Vision for Your School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Challenges Schools Face . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Overcoming Challenges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

School Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20District and School English Learner Improvement Plans . . . . . . . . . . . . . . . 22

EL Student Improvement Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Leadership Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Student Assessment: English Proficiency and Academic Achievement . . . . 24SELP 2 and AIMSweb® Form an Integrated EL Assessment Solution . . . . . . . . . . . . 25Other Academic Achievement Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Comparative Proficiency Levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28English Language Proficiency Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Stanford English Language Proficiency Test 2 (SELP 2) . . . . . . . . . . . . . . . . . . . . . . . . . 30SELP 2 Subtests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Scoring and Reporting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Explains how the Pearson English Learning System provides a comprehensive solution that meets the needs of English learners.

Only Pearson connects assessment for language proficiency (SELP 2) with assessment for academic achievement (AIMSweb®)

Contents

Guide to the English Learning System

Contents v

Academic Achievement Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37AIMSweb® . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

AIMSweb® Training Workbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Additional Pearson Assessments for English Learners . . . . . . . . . . . . . . . . . . 45

IMPLEMENTING THE SYSTEM: INSTRUCTION 46How to Teach English Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Challenges for English Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Language Acquisition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Developing Academic Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Strategies for Teaching English Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Vocabulary Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Common Core State Standards and English Learners . . . . . . . . . . . . . . . . . . 53Meeting the Language Challenges Presented by Text Complexity . . . . . . . . . . . . . . 53

English Language Instructional Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Commonly Used Instructional Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

Programs and Models at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64Pearson Longman Cornerstone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64Pearson Longman Cornerstone Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69Pearson Longman Keystone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70Pearson Longman Keystone Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75Pearson Language Central . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77Pearson Language Central Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81Support for Newcomers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

Technology Components of the Pearson English Learning System . . . . 88

IMPLEMENTING THE SYSTEM: PROFESSIONAL DEVELOPMENT 90Training and Supporting All Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

The SIOP® Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93SIOP® Features and Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93

SIOP® Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96SIOP® Training Implementation Paths. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96Individual SIOP® Training Sessions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98SIOP® RTI Training for English Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100

A+RISE® . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101A+RISE® Standards2Strategy™ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101

Additional Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .102A+RISE® Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .102Pearson English Learning System Training. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .102

Teacher CompassTM Suite . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .105Teacher CompassTM PD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .105

The core of the System is the rigorous instruction in these programs which address all of the EL instructional models.

SIOP ® is the hallmark of the System’s professional development support.

vi Guide to the Pearson English Learning System

PUTTING IT ALL TOGETHER 106The Pearson English Learning System—An Integrated and Comprehensive Solution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .108

How the System Works . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .108Instruction Informed by Assessment and Supported

by Professional Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .114

COMMUNITY OUTREACH AND SUPPORT 118Reaching Out to the English Learner Community . . . . . . . . . . . . . . . . . . . . . 120

Benefits of a Partnership Between District/School and Community . . . . . . . . . . .121Successful Outreach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .121

District-Community Partnerships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123Partners in Community Outreach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .123National Outreach Organizations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .124Addressing Community Attitudes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .125Surveying Community Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .125Community Survey: Needs for English Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .126Surveying Faculty Attitudes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .128Faculty Survey: English Learners and the Community . . . . . . . . . . . . . . . . . . . . . . . . .129

Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131Information to Facilitate Communication with the

English Learner Community. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .131Communication Methods for the District or School. . . . . . . . . . . . . . . . . . . . . . . . . .132Parent-Teacher Collaboration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .134

Specific Help for Parents/Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136Survival Guide for Parents/Families: Navigating the U.S. School System . . . . . . . .136

21st Century Media Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138

ADDITIONAL RESOURCES 140Appendix A: Glossary of Terms for Teaching English Learners . . . . . . 142

Appendix B: Websites and Organizations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145

Appendix C: Learning Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149

Appendix D: Research Base for the Pearson English Learning System . .153

Appendix E: Program Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156

Appendix F: 5 Principles for Teaching Content to English Learners . . 163

Appendix G: Professional Articles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .164

Appendix H: Teaching Academic Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . .180

Appendix I: Sample Letters Home . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .185

Appendix J: Classroom Management Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . .190

Appendix K: Blackline Masters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194

Guide to maximizing networking for EL community outreach and support.

Only Pearson provides a complete system that meets English learner needs.

Additional resources to help you meet the needs of your EL community.

Contents vii

PROFESSIONAL DEVELOPMENT

INSTRUCTION

ASSESSMENT


2 Guide to the Pearson English Learning System

In this section, you will be guided through . . .

The influx of English learners—ranging in proficiency from Newcomers to Long-Term English Learners—into the U.S. school system necessitates a shift in how school

districts approach instruction. A comprehensive and cohesive system that addresses assessment, instruction,

and professional development helps school districts meet the varied needs of their English learners.

WHY A SYSTEM?

✓ A Need for an Integrated and Comprehensive Solution . . . . . . . . . . . 4

✓ The English Learner Landscape . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

✓ The Pearson English Learning System at a Glance . . . . . . . . . . . . . . . 10

Why a System? 3 Why a System? 3

A Diverse and Growing Population of English LearnersIt will come as no surprise to educators of English learners that the population of ELs is growing exponentially in U.S. schools. It will also come as no surprise that the EL population is a diverse one. ELs range from Newcomers who have recently arrived in the United States to Long-Term English Learners who have attended U.S. schools for more than six or seven years without becoming proficient in English. ELs have a wide range of cultural as well as educational experiences; they also have a wide range of proficiencies in English and in their home languages.

Unique Challenges for English LearnersEnglish learners face many challenges in U.S. classrooms. Language and cultural differences are obvious challenges, but the U.S. system of education itself presents unique challenges for ELs.

The Elementary and Secondary Education Act (ESEA)—reauthorized as the No Child Left Behind Act (NCLB) in 2001—mandates that all ELs meet state standards in the core content areas, requiring students to learn content while acquiring language proficiency.

The Common Core State Standards (CCSS) present additional challenges by advocating the use of complex texts with all students, including ELs.

While the intentions of ESEA and CCSS are to ensure that all students receive a meaningful education, rising to the challenges of learning English and rigorous core content simultaneously may seem to be a daunting task for students and school districts alike. With appropriate planning and instruction, however, school districts can help ELs meet all of these challenges.

A Need for an Integrated and Comprehensive Solution


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WHY A SYSTEM?

School districts themselves face new challenges as a result of the dramatic increase in the English learner population. Educators not only have to meet the instructional needs of a diverse population of students, but Title III of NCLB now holds school districts accountable for both the academic achievement and English language acquisition of English learners. According to the U.S. Department of Education, officials from Title III districts report the following challenges in their attempts to meet the needs of English learners:

Inconsistency in the process of identifying ELs

Difficulties recruiting and retaining qualified ESL teachers

Lack of information about proven EL instructional programs

Concerns about the validity of content assessments and the loss of instructional time to testing

As school districts across the nation attempt to meet the needs of this varied population of students, the need for an integrated and comprehensive solution is evident.

How Can a System Help?A system with products that work in unison can help school districts meet the needs of their English learners. A system should help school districts perform the following functions:

School and District Level Evaluation Districts and schools need to be able to evaluate the validity of the plans and policies already in place to meet the needs of English learners, as well as to determine necessary revisions to those plans and policies.

Student Assessment Districts and schools need to be able to assess their English learners’ English proficiency and academic achievement in order to institute appropriate instruction.

Instruction English learners need instruction that focuses on both the development of language proficiency and content-area knowledge.

Professional Development Educators need access to professional development opportunities that will help them rise to these challenges.

A solution that provides assessment, instruction, and professional development in one unified system is the key to meeting the challenges presented by the varied and growing English learner population.

Why a System? 5


A Growing Population The following chart illustrates the growth in the English learner population.

The Issues

English learners are the fastest growing student population in U.S. K–12 public schools.

Over the past decade, enrollment of English learners in PK–12 schools nationwide has increased rapidly.

Many states are faced with educational challenges of how best to meet the needs of this growing population.

The Numbers

4.7 million 10 million 1 in 4The U.S. Department of Education reported that for the 2008–09 school year, there were approximately 4.7 million English learners in K–12 schools in the United States.

By 2015, there will be approximately 10 million English learners enrolled in K–12 schools in the United States. The total K–12 enrollment is projected to reach 58.1 million by 2015.

By 2025, one in four public school students nationwide will be an English learner.

The English Learner Landscape



WHY A SYSTEM?

Student DiversityEnglish learners enter school with a wide variety of educational and cultural experiences, as well as a wide range of language proficiencies in English and in their native languages. These factors contribute to students’ success. All students are individuals and may exhibit characteristics from varying ends of the spectrum.

English learners with no formal schooling or inconsistent formal schooling before coming to the United States

may have little or no literacy development in their native language (cannot read and write);

may have gaps in education;

may have little knowledge of content concepts and may be below grade level in math and science;

may have no experience taking standardized tests;

may have no experience with participation structures of U.S. classrooms, such as cooperative learning.

Most at risk to fail in school

English learners with strong academic backgrounds before coming to the United States

may be literate in their native language (can read and write);

may know languages other than their native language;

may have begun to study English;

may be on or above grade level in math and science;

may have critical thinking and study skills from previous school experiences.

Most likely to succeed in school

Eng

lish

Lear

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ide

Spec

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Why a System? 7


Unique Challenges for StudentsEnglish learners face unique challenges in today’s classrooms.

Challenges from Differences in Language and CultureThere are more than 400 different languages spoken in schools across the United States.

Many English learners live in households where English is not spoken at home.

Many English learners come from families that are economically disadvantaged.

Some English learners come from war-torn countries or refugee camps, where they or their families may have suffered significant trauma.

Challenges from the Elementary and Secondary Education Act (ESEA)

ESEA mandates that all English learners meet state standards in reading, math, and science.

ESEA mandates that states assess the English language proficiency of all English learners and that English learners meet challenging Annual Measurable Achievement Objectives (AMAO), including Adequate Yearly Progress (AYP).

ESEA mandates that parents/families be notified of their students’ progress in a language they can understand.

Socioeconomic and Sociocultural Factors That Play a Role in Students’ Academic Success

According to the 2000 U.S. Census, immigrant youth are more likely to be poorer than non-immigrant youth, and poorer students are less likely to be academically successful.

in 2000

Grades pre-K–Grade 5 68% of ELs came from low-income families

Grades 6–12 60% of ELs came from low-income families

68% 60%

These rates were almost twice as high as rates for native English-speaking students in comparable grades. Whether or not an immigrant is documented also affects postsecondary educational options, as well as socioeconomic status.



WHY A SYSTEM?

Challenges from the Common Core State Standards (CCSS)The CCSS advocate a rigorous course of study for ELs that applies knowledge through high-order skills.

The CCSS advocate the use of complex texts with appropriate scaffolding for ELs.

Challenges for Districts and SchoolsDistricts and schools are confronted with many challenges as they educate English learners. They are charged with creating

unique curriculum and assessments to meet the needs of ELs at a variety of proficiency levels;

opportunities for ongoing professional development for EL-certified teachers, as well as for all classroom teachers because all teachers need awareness, strategies, and understanding to meet the needs of ELs;

effective partnerships between the school and families;

plans for allocation of funds.

Teacher PreparationDistricts and schools also face challenges to adequately prepare teachers for instructing English learners.

The National Assessment of Educational Progress (NAEP) reported that between 2000 and 2009, only 27% of teachers instructing English learners received professional development related to the needs of English learners.

Other studies have indicated that less than 3% of teachers have earned a degree in ESL or bilingual education (National Study of Education Statistics).

In order to develop content-area language objectives, all content teachers need to understand the complexities of the English language and what is challenging to English learners. This will facilitate simultaneous language and content learning for ELs.

Why a System? 9



The Pearson English Learning System at a Glance


INSTRUCTION

ASSESSMENT


ELL13_ANC_GPELS1.indd 10 8/23/12 10:12 PM

WHY A SYSTEM?

The Pearson English Learning System provides an integrated and comprehensive solution to address the needs of English learners. In one integrated system, it provides solutions for assessment, instruction, and professional development.

AssessmentWhile many states and districts have procedures in place for identifying students who need EL services, each district or school should continue to evaluate its approach to English learner instruction and to formulate its vision for addressing the needs of English learners. Student assessments in the Pearson English Learning System include a combination of diagnostic and solutions-oriented approaches that allow educators to systematically benchmark, monitor, and track student progress in both English language proficiency and academic achievement. These assessments provide the foundation necessary to establish instructional best practices.

InstructionInstruction focuses on the development of both language proficiency and academic knowledge and makes use of assessment data and professional development support. Assessment, instruction, and professional development work throughout the instructional flow of each unit in Cornerstone, Keystone, and Language Central. Teachers are provided with assessment data and professional development support at the unit and the lesson level. The integration of these three components is what makes the Pearson English Learning System unique and what allows districts and schools to provide high-quality personalized instruction and support students as they increase their language proficiency and academic achievement.

Professional DevelopmentBased on research and numerous efficacy studies, professional development includes comprehensive training for teachers, administrators, and support staff, as well as ongoing teacher support in the form of in-text suggestions and lesson ideas that are aligned with instruction.

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Why a System? 11



INSTRUCTION

ASSESSMENT




✓ District Profile and Student Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

✓ Defining the Vision for Your District . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

✓ District Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

✓ Defining the Vision for Your School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

✓ School Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

✓ District and School English Learner Improvement Plans . . . . . . . . . . 22

✓ Student Assessment: English Proficiency and Academic Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

✓ Comparative Proficiency Levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

✓ English Language Proficiency Assessments . . . . . . . . . . . . . . . . . . . . . . . . . 30

✓ Academic Achievement Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

✓ AIMSweb® Training Workbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

✓ Additional Pearson Assessments for English Learners . . . . . . . . . . . . . 45

Evaluating a district’s policies and instruction and assessing students’ progress in language proficiency and academic

achievement lays the foundation necessary for high-quality instruction. The integral relationship between assessment and instruction demands a system that can bridge both.

IMPLEMENTING THE SYSTEM: ASSESSMENT

Implementing the System: Assessment 13 Implementing the System: Assessment 13

English learners represent the fastest growing student population in the United States. (Center for K–12 Assessment & Performance Management at ETS, 2012)

Almost 9.9 million students—or approximately one out of every five students—in U.S. public schools speak a language other than English at home. (Center for K–12 Assessment & Performance Management at ETS, 2012) Administrators at the state, district, and school levels have been confronting the challenges presented by the ever-growing population of English learners, and they continue to search for the best practices and strategies that will make the most positive impact in this segment of education. To make your search for best practices and strategies more effective,

evaluate your district’s profile by defining the vision of your district and school;

evaluate your ELs by using English proficiency and academic achievement assessment tools.

District Profile and Student Assessment



ASSESSMENT

The district’s role is to ensure the implementation of high-quality programs for English learners. A clearly defined district vision provides a solid foundation on which schools can build.

Formulating the VisionConsider the following factors when determining your district’s vision for addressing the needs of the English learners in your schools:

Composition of your district’s English learner population (e.g., refugees, immigrants, Long-Term English Learners)

English learner instructional models already in place

Expectations outlining quality instruction

Achievement expectations for English learners that are clearly defined by proficiency level and length of time in the program, including Annual Measurable Achievement Objectives (AMAO) established at the state level

Articulation between levels and criteria for transitioning students out of a language instruction program

Accountability at the district level

Including Long-Term English Learners in the VisionMany middle and high school students are Long-Term English Learners. The definition of long-term varies, but the label is often applied to students who have been in U.S. schools for more than six years without becoming proficient in English. In schools across the country, Long-Term English Learners often go unnoticed. They are sometimes placed in general education classrooms without access to services because high-functioning social skills give them the appearance of English proficiency. Other times, Long-Term ELs are mixed with Newcomers whose language needs are very different. To compound the problem, Long-Term ELs oftentimes have limited access to the full curriculum. It is important that Long-Term ELs are part of the vision for the future. (Californians Together, 2010)

Defining the Vision for Your District

Implementing the System: Assessment 15


Working with Instructional ModelsClear descriptions of instructional models for English learners are key to defining your district vision. Whether your district uses Sheltered Instruction (SI), Structured English Immersion (SEI), ESL Push-In, or a combination of models, it is important that your district develop distinct pathways. One factor to consider is the age groups best suited to each model.

Grades K–5 By the very nature of the classroom setup, many English learners will be involved in Sheltered Instruction in general education classrooms. In schools using the Push-In model, a Push-In specialist will be available in the classroom for English learners.

Grades 6–12 Again, the nature of classrooms and the fact that text complexity is much higher at these grades will indicate that many English learners will be in separate classes, especially those at lower proficiency levels.



ASSESSMENT

District Checklist

General District Information

❑ What is your district’s total student population?

❑ What is your district’s total EL population?

❑ What percentage of the total student population is represented by ELs?

❑ What are your district’s plans for placing ELs who

transfer from another school in the district?

transfer from another state?

transfer from another country?

have special needs?

❑ What are your district’s plans for Newcomers?

❑ What funding for ELs is available in your district? ❍ Title I ❍ Title III ❍ Other

❑ What services does your district offer ELs? ❍ Interventions for at-risk ELs ❍ Special education services for ELs

❍ Gifted education for ELs ❍ Other

❑ What support options does your district offer ELs? ❍ Primary language support ❍ Other appropriate services

❍ Before or after school programs ❍ Intervention programs

❍ Tutoring

Assessment

❑ What is your district’s kindergarten placement and assessment policy for ELs?

❑ Do assessments used in your district adequately measure expected growth in English language development and content?

❑ What progress monitoring systems are in place in your district that would benefit ELs?

(continued)



Instruction

❑ What instructional models have been implemented in schools in your district? ❍ Structured English Immersion (SEI) ❍ Sheltered Instruction (SI) ❍ Specially Designed Academic Instruction in English (SDAIE)

❍ ESL Push-In ❍ ESL Pull-Out ❍ Other

❑ What instructional models for ELs have been implemented in each grade span in your district?

Grades K–5

Grades 6–8

Grades 9–12

❑ How does your district evaluate instructional models for each of these grade spans?

❑ What standards does your district use? ❍ English Language Acquisition ❍ Common Core State Standards ❍ WIDA (World-Class Instructional Design and Assessment)

❍ Other

❑ How are the standards incorporated into curriculum and instruction? ❍ Programs align to standards. ❍ Students access the core curriculum in a given instructional model. ❍ Students make progress in English language development in a given instructional model.

Professional Development

❑ What training or professional development does your school offer teachers of ELs? ❍ In-services dedicated to ELs ❍ District-sponsored professional development ❍ Reimbursement for teachers who seek outside professional development ❍ Reimbursement for teachers who seek advanced degrees in English language development

❑ What training or professional development does your district offer staff and administrators on initial EL identification, EL placement, and parental rights?

❍ Training for administering and determining results from EL placement tests ❍ Professional development for understanding and addressing EL proficiency levels ❍ SIOP® training ❍ Training on rights for ELs under Title IV, Elementary and Secondary Education Act (ESEA), and No Child Left Behind (NCLB)

Community

❑ How does your district encourage parent and community participation? ❍ By using surveys about EL community needs ❍ By developing a communication plan for outreach to the EL community ❍ By scheduling informational meetings and providing interpreters ❍ By making translated resources available ❍ By inviting family members to volunteer in the classroom or school

For a reproducible blackline master of this checklist, see Appendix K on pages 194–195.



ASSESSMENT

Individual schools take their mandate for English learner instruction from the district level. Schools in turn implement the district mandate to meet the needs of their own EL population.

Challenges Schools FaceSchools may face any of the following challenges as they attempt to meet the many and varied needs of their English learner population. Schools need

teachers specifically trained to teach English learners;

a solid curriculum and instructional materials targeted for ELs that promote access to core content;

adequate data on student performance;

assessments and progress monitoring tools that provide the necessary data;

a way to communicate with parents and to involve them in the progress of their students.

Overcoming ChallengesWith a solid district vision in place, schools can overcome challenges and meet the needs of all of their English learners. A school with a clearly defined vision will have

professional development opportunities available to teachers and administrators so that they can further their understanding of the needs of English learners and develop strategies to meet those needs;

rigorous curriculum materials that support differentiated instruction at varying levels;

assessment tools that provide the data schools and teachers need to evaluate student performance and inform instruction;

a plan to communicate with parents/families so they can monitor their students’ progress and take an active role in their students’ education.

Defining the Vision for Your School



General School Information

❑ What is your school’s total student population?

❑ What is your school’s total EL population?


❑ What is your school’s total EL population for each grade?

❑ What is your school’s total EL population at each proficiency level in each grade?

❑ What is your school’s total Newcomer population in each grade?

❑ What languages are represented in your school’s student population?

Assessment

❑ What EL placement and proficiency level assessments are in place at your school?

❍ When are assessments taken?

❍ When are assessment results received by your school?

❍ How many months are between the assessment date and receipt of results?

❑ How many ELs in your school are still receiving EL services?

❍ Newcomers

❍ Beginners

❍ Intermediate

❍ Advanced

❑ What native language assessments are in place at your school?

❑ What progress monitoring systems are in place to assist with EL reclassification into general education classrooms?

❑ How is the information gained from progress monitoring assessments used to inform instruction?

(continued)

School Checklist



ASSESSMENT

For a reproducible blackline master of this checklist, see Appendix K on pages 196–197.

Instruction

❑ What materials and technology are in place at your school to facilitate teaching the various proficiency levels and to support language acquisition?

❑ Who are the certified or endorsed personnel at your school who are qualified to teach ELs?

❑ How do instructional programs provide appropriately scaffolded materials so that students gain language proficiency and academic knowledge?

❑ How do instructional materials relate to the district’s professional development?

❑ How do instructional materials incorporate information gained about each student’s progress based on assessment results?

❑ How do instructional materials demonstrably teach academic language that can be applied across the curriculum?


❑ What training or professional development does your school offer teachers of ELs?

❑ What changes in teaching have resulted from recent professional development sessions?

❑ Has professional development provided an overview of needs, prescribed a specific change to a portion of a lesson, or provided a protocol that supports every part of a lesson to ensure that ELs get the support they need?

❑ What observation instrument is used to evaluate teacher effectiveness using the professional development sessions?

Community

❑ What is your school’s plan for communication between home and school? For example: letters home, parent/teacher conferences, phone calls (with or without automated access), text messaging, emails, websites, regular group meetings

❑ How often are teachers and other school staff members expected to contact parents/families?

❑ In what languages is parent/family contact made?



District and School English Learner Improvement PlansEL Student Improvement PlanThe following reproducible chart can be used to begin an English learner improvement plan.

EL Student Improvement Plan Date

❑ Description of Current State

❑ Vision Statement

❑ Goals

General District or School Information

❑ Master Schedules

❑ EL Services Exit Strategy

Assessment

❑ Proficiency Level Determination

Instruction

❑ Instructional Models

❑ Study Supports

❑ Homework Supports

❑ Translation Services

❑ Guidance Counselor Support


❑ ESL Specialists

❑ General Education Teachers

❑ Job-Embedded Strategies and Tools

❑ Teacher Collaboration ❍ ESL Specialist Capacity Analysis ❍ Teacher Planning Time Analysis ❍ Integration of Language Goals and Academic Goals

CommunityParent Communication and Involvement

For a reproducible blackline master of this checklist, see Appendix K on page 198.



ASSESSMENT

Leadership ProgramA district or school leadership program might address the following topics:

Awareness of cultural and linguistic issues in the district

Review of state and local assessments and student performance

Action plan generated in conjunction with ESL coordinator and/or specialists

Common Core action plan that integrates language and content

Plan and schedule for classroom visits

Review of student work samples across subject areas and proficiency levels

Articulation of steps to create school-wide culture of achievement

Data management plan: student histories plus transfer protection plan

Development of teacher teams and collaborations



The Pearson English Learning System is the only program that provides formative and ongoing assessments that measure both English proficiency and academic achievement.

A student’s language proficiency is integrally related to his or her academic achievement. Students cannot excel academically without also acquiring language proficiency.

According to the U.S. Department of Education, in 2009–10 almost half of Title III officials reported using English language proficiency (ELP) test data to not only fulfill federal reporting requirements, but also to make decisions related to instruction and policy. Despite this, Title III officials also reported concerns about the validity of their test data.

The Pearson English Learning System addresses these assessment concerns by including powerful assessment tools that provide educators with reliable data to assess, benchmark, and monitor instruction for English learners. By providing progress monitoring, the Pearson English Learning System also facilitates student improvement.

The Pearson English Learning System Assessment Tools

Stanford English Language Proficiency Test 2 (SELP 2)

Assesses English proficiency

AIMSweb® Assesses academic achievement and provides progress monitoring

Student Assessment: English Proficiency and Academic Achievement



ASSESSMENT

SELP 2 and AIMSweb® Form an Integrated EL Assessment SolutionSELP 2 and AIMSweb® are key components of the Pearson English Learning System that address two different, but complementary, concerns. By covering both English proficiency and academic achievement, they combine to form an integrated and comprehensive assessment solution.

SELP 2 AIMSweb®

Type of Assessment Language Proficiency Academic Achievement

Administration Typically administered by EL specialist/teachers

Can be administered by the classroom teacher, a paraprofessional, or an EL specialist/teacher

Frequency Comprehensive but infrequent diagnostic, formative assessments

Brief assessments (from 1–8 minutes in length) administered frequently

Purpose Used for placement and to guide language instruction

Used to assess EL performance relative to other ELs

Data Gathered Detailed information about language proficiency in listening, reading, speaking, and writing

Information about reading and math skills that can be generalized to overall academic performance

Value Provides data, on a more frequent and timely basis, in addition to that of state proficiency testing. This data can be used during the course of the same school year to help plan instruction.

Helps determine if a student qualifies for EL services

Indicates if the student’s English language proficiency is improving

Note: Necessary to ensure the student becomes English language proficient, but cannot ensure the student will meet academic performance standards

Helps determine if the student’s poor academic performance is solely a function of low English language proficiency

Helps determine a reasonable academic goal for the student

Helps determine if the student’s academic performance is progressing at the expected rate given his/her language proficiency



The chart below provides a different at-a-glance look at the purposes and frequency of SELP 2 and AIMSweb®.

Assessment PurposeAssessment and Frequency

Fall Winter Spring

ELL Focus

Does the student qualify for ELL services?

SELP 2

What is the student’s level of English language proficiency?

SELP 2

Is the student’s English language proficiency improving?

SELP 2 SELP 2 SELP 2

AIMSweb® provides the link between language proficiency and academic performance.

General Education Classroom

Focus

What is the student’s reading and math performance relative to our target for all students?

AIMSweb® AIMSweb® AIMSweb®

Is the student’s poor academic performance solely a function of low English language proficiency?

What is a reasonable academic goal for this student?

Is the student’s academic performance progressing at the expected rate given his/her language proficiency?

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ASSESSMENT

SELP 2: Language Proficiency AssessmentSELP 2 is a reliable and valid assessment that assesses student language proficiency and mastery of skills included in the CCSS and WIDA standards and is a predictor of how well students will perform on high-stakes state assessments. If obtained during the school year, this data can be crucial in preparing students in advance of the standardized testing that is required by most states. Educators use SELP 2 for two important reasons:

1. To assess language proficiency in and of itself

2. To determine academic progress as it relates to language proficiency

For a more in-depth look at SELP 2, see pages 30–36. Also visit www.LearningAssessments.com/SELP2 for additional information about SELP 2.

Note: Correlations between SELP 2 and Pearson’s instructional programs can be found in Appendix B of the Teacher’s Editions and online at www.PearsonEnglishLearningSystem.com.

AIMSweb®: Academic Achievement AssessmentAIMSweb® allows teachers to set realistic instructional goals that are based on language proficiency as well as on achievement. Educators use AIMSweb®

for placement purposes;

to monitor progress of ELs;

to identify at-risk ELs.

For a more in-depth look at AIMSweb®, see pages 37–44. Also visit www.AIMSweb.com for additional information about AIMSweb®.

Other Academic Achievement AssessmentsPearson also offers other academic achievement assessments that help English learners.

Naglieri Nonverbal Ability Test® (NNAT®2), Second Edition

Aprenda®: La prueba de logros en español, Tercera edición

For more information about NNAT®2, see page 45 and visit tinyurl.com/8qphw4p.

For more information about Aprenda®, see page 45 and visit tinyurl.com/8buyckn.



Comparative Proficiency Levels

Levels of Proficiency

Beginning Early Intermediate

Level I Level II

Entering Beginning

Beginning Intermediate

Characteristics of the English

Learner

May be unfamiliar with sounds, rhythms, or patterns in English

Respond by pointing, gesturing, or drawing

Can use simple yes/no responses or one- to two-word answers

Read simple language that they have already heard

Write labels, patterned sentences, or short cloze sentences

May understand more details in spoken English

Use longer phrases and sentences with better grammar

Write for a variety of purposes using models

Can read independently after oral previews

What They Can Do:

Performance Indicators

Listen

Point

Illustrate

Match

Choose

Name

List and group

Categorize

Label

Demonstrate

Teaching Strategies

Provide opportunities for active listening and visuals

Model language with songs and chants

Pair students with more proficient speakers

Ask yes/no questions; require responses of one or two words

Use manipulatives and pictures

Provide writing frames

Allow students to make personal connections with the material

Structure group discussion time

Ask open-ended questions and then model, expand, restate, and enrich student language

Allow students opportunities to create language for a variety of purposes and audiences

The levels for identifying student proficiency described in the following chart include terminology used in the WIDA standards, as well as in various state standards.



ASSESSMENT

Intermediate Early Advanced Advanced

Level III Level IV Level V

Developing Expanding Bridging

Intermediate Advanced Advanced High

Participate in discussions about academic content

Can use higher-order language to describe or persuade

Write narratives and expository text

Use vocabulary with more accuracy and correctness

Have a deeper understanding of everyday language, including idioms

Use more extensive vocabulary and produce language with fewer grammatical errors

Use standard forms when writing

Produce writing about varied topics

Use more complex and varied grammatical structures and vocabulary

Read texts appropriate for grade level

Write about a variety of topics on grade level

Begin to self-monitor and correct while reading and writing

Compare and contrast

Recall and retell

Summarize

Explain

Analyze

Debate

Justify

All performance indicators

Use graphic organizers to prepare students for reading and to discuss selections

Promote academic concepts and vocabulary with nonfictional texts, magazines, newspapers, and so on

Conference with students about writing to point out areas of progress and areas for improvement

Structure discussion for the group

Provide reference materials for students and guide them with the research

Introduce a greater variety of literary forms

Provide opportunities for more variation in writing assignments

Provide opportunities for students to publish their writing for others to read

Increase students’ production of language through drama and music

Continue to make strong links between content-area materials and literacy activities

“The limits of my language are the limits of my world.”

– Ludwig Wittgenstein



ST

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ENGLISH LANGUAGEPROFICIENCY TEST

English Language Proficiency AssessmentsStanford English Language Proficiency Test 2 (SELP 2)The Stanford English Language Proficiency Test 2 (SELP 2) helps educators evaluate the listening, reading, writing, and speaking skills of English learners in K–12 classrooms and assess their English proficiency levels. SELP 2 is also a predictor of how well students will perform on high-stakes state assessments. Now with four forms, SELP 2 can be used at the beginning of the school year to establish a baseline and then can be administered periodically to obtain multiple data points that evaluate progress with immediate results.

SELP 2 can help

guide instruction (refer to the Comparative Proficiency Levels chart on pages 28–29 for a list of proficiency levels used in SELP 2);

distinguish students’ capabilities regarding social and academic language;

evaluate program effectiveness;

measure and document student progress in English language acquisition.

Kindergarten Through High School LevelsThis instrument helps teachers determine whether English learners speak and understand English well enough to succeed in school. SELP 2 can be used to assess the English language proficiency of any non-native English speaking students.

SELP 2 consists of seven subtests. The following chart lists the grade levels at which each subtest is administered.

Subtests Administered in Each Grade Band

Subtest PreliteracyK

PrimaryGrades 1–2

ElementaryGrades 3–5

Middle School

Grades 6–8

High School

Grades 9–12Listening X X X X X

Early Reading X

Reading X X X X

Writing Conventions X X X X

Early Writing X

Writing X X X X X

Speaking X X X X X


ASSESSMENT

SELP 2 Preliteracy Through High School Scope and SequenceThe following scope and sequence charts present the test levels, recommended grade ranges, number of items, and approximate administration times for the Full-Length and Abbreviated versions of SELP 2. There are two forms of each version.

SELP 2 Scope and Sequence: Full-Length Form

PreliteracyK

PrimaryGrades 1–2


Middle SchoolGrades 6–8

High School

Grades 9–12

SubtestNo. of Items

Approx. Time*

No. of Items

Approx. Time*

No. of Items

Approx. Time*

No. of Items

Approx. Time*

No. of Items

Approx. Time*

Listening 20 20 20 20 24 25 24 25 24 25

Early Reading 20 20

Reading 24 30 24 30 28 30 28 30

Writing Conventions 24 25 24 25 28 25 28 25

Early Writing 20 20

Writing 4 15 2 20 2 20 2 20 2 20

Speaking 20 20 20 20 20 20 20 20 20 20

Totals 84 95 90 115 94 120 102 120 102 120*in minutes

SELP 2 Scope and Sequence: Abbreviated Form

PreliteracyK

PrimaryGrades 1–2


Middle SchoolGrades 6–8

High School

Grades 9–12

SubtestNo. of Items

Approx. Time*

No. of Items

Approx. Time*

No. of Items

Approx. Time*

No. of Items

Approx. Time*

No. of Items

Approx. Time*

Listening 15 15 15 15 18 20 18 20 18 20

Early Reading 14 15

Reading 18 25 18 25 21 25 21 25

Writing Conventions 18 20 18 20 21 20 21 20

Early Writing 15 15

Writing 2 7 1 10 1 10 1 10 1 10

Speaking 13 15 13 15 13 15 13 15 13 15

Totals 59 67 65 85 68 90 74 90 74 90*in minutes

The times shown in the above charts are for planning purposes only. The time allotment indicated for each subtest in the above tables should be adequate for many students; however, SELP 2 should be administered in such a way that all students have sufficient time to complete it. If necessary, allow additional time for students to complete the test.



SELP 2 SubtestsSELP 2 consists of the following subtests: Listening, Early Reading, Reading, Writing Conventions, Early Writing, Writing, and Speaking.

ListeningThe goal of the Listening subtest is to assess student comprehension of authentic spoken English. Items employ spoken English to measure students’ proficiency of both social language and academic language. The listening focus begins at the sentence level and proceeds to longer pieces of discourse.

Preliteracy and Primary Levels

Elementary Level Higher Levels

Listening for Specific Information in Short Speeches

The Listening items move from assessing simple word/phrase comprehension to comprehension of short stories accompanied by visual prompts.

Students listen to a short speech and/or a question and then choose the picture that answers the question.

Students listen to longer speeches and answer oral and printed questions.

Responding to Authentic Task-Based Questions

Students are not assessed at this level.

For the Elementary–High School levels, students read and listen to a prompt related to a scenario represented by a large graphic. A number of items depict situations related to this scenario. For each item, students listen to a short speech and a question before choosing the correct response from among graphic options.

Early ReadingThe goal of the Early Reading subtest is to measure student skill in basic elements of reading and comprehension of short texts.

Administered only at the Preliteracy level, the Early Reading subtest measures beginning reading skills through different tasks that are appropriate for ELs in kindergarten and the beginning of first grade. Students are presented with high-frequency words and simple sentences in English.

This subtest presents items assessing basic reading skills of phonemic awareness and letter recognition and then proceeds to sight-word recognition and simple sentence comprehension.



ASSESSMENT

ReadingThe goal of the Reading subtest is to measure student skill in basic elements of reading and text comprehension.

Reading and Text Comprehension: Basic Elements

Balanced Reading SELP 2 offers a balanced reading assessment in which fluency and comprehension of connected text, as well as recognition of basic and high-frequency vocabulary at each grade span, are assessed.

Reading Passages Literary, informational, and functional reading passages in SELP 2 are written by published authors of children’s literature and are constructed to be accessible to English learners. SELP 2 reading selections closely resemble the kinds of materials that students read in school and everyday life. At each of the upper four levels is a variety of texts and item types appropriate for the different performance levels.

Graduated Difficulty Within each level there is a graduated difficulty of texts, starting with shorter passages with simpler vocabulary and structure and progressing to longer and more complex passages.

Number and Types of Reading Selections

Five reading selections are included in the Reading subtests at the Elementary–High School levels. All items in the Reading subtest are multiple choice.

The Reading subtest makes use of a variety of texts, including literary, informational, and functional selections. Research shows that good readers select and adjust their reading strategies according to the purpose for reading and the type of text being read. The SELP 2 Reading subtest aligns with the National Assessment of Educational Progress (NAEP) reading assessment and measures students’ reading skills within the framework of three types of text.

Types of Text Used to Measure Reading Skills

Literary This is material read for enjoyment and literary value. It includes contemporary fiction, folktales, and historical fiction.

Informational This is expository material read for information. It includes content from the natural, physical, and social sciences, as well as other nonfiction, general-information material.

Functional This is material encountered in everyday life, both in and outside of school, that is designed to help the reader perform a task. It includes directions, forms, advertisements, and labels.



Reading Standards

The questions in the Reading subtest are designed to mirror the developmental, process-oriented nature of good reading instruction and the kinds of materials used in core programs.

Modes of Comprehension Measured by SELP 2 Reading ItemsInitial Understanding This is the students’ ability to understand directly stated details or

relationships within the text.

Interpretation This is the students’ ability to extend meaning and infer relationships among the ideas suggested by the text.

Vocabulary/Idioms in Context

This is the students’ ability to predict meanings of unknown words or idioms from clues in surrounding text.

Writing ConventionsThe Writing Conventions subtest measures students’ understanding of the basic elements of writing and the principles that form effective writing. All items in this group-administered subtest are multiple choice.

Skills Measured by Writing Conventions Subtest

The Writing Conventions subtest measures

recognition of English language grammatical structures;

recognition of correctly spelled words;

recognition of conventional English punctuation and capitalization.

Early WritingAdministered only at the Preliteracy level, the Early Writing subtest measures students’ understanding of the basic elements of writing.

This group-administered subtest assesses concepts and skills, progressing from identifying letters in uppercase and lowercase to recognizing phonetic spelling principles to simple grammar usage in short sentences.

WritingThe Writing subtest goes beyond sentence-level skills and measures instructional standards that cannot be assessed with a selected-response item format. The Writing subtest is performance based and assesses students’ ability to write in response to written and picture prompts.

Standards Assessed by Writing Subtest

Standards assessed include

appropriateness and precision of word choice;

variety of sentence structure and length;

organization of paragraphs;

general degree of fluency.



ASSESSMENT

This subtest is hand-scored by the examiner or by trained scorers based on the Writing rubrics that can be found in the Directions for Administration.

SpeakingThe goal of the Speaking subtest is to assess student production of spoken English in a communicative interaction. Also measured is students’ comprehensibility to native English speakers.

Through a variety of speaking tasks scored with rubrics that can be found in the Directions for Administration, students are assessed on their ability to produce accurate English (including pronunciation, vocabulary, and syntax) and on their communicative performance.

Speaking prompts address communicative performance and language development. The Speaking subtest is administered to students individually. The Speaking stimuli are printed in the Directions for Administration. Although reading is not required to answer the prompt, students who are able to read can read along as they listen to it. Examiners enter scores on the Speaking Test Scoring Form while the student is speaking; the student’s actual response is not recorded.

At the Preliteracy through High School levels, the Speaking subtest has five sections in order to elicit as varied a speaking sample as possible, as well as a variety of discourse samples from each test taker.

Speaking Subtest Sections

Unscored Warm-Up Questions

The student becomes familiar with the format of the test by answering three warm-up questions.

Read/Repeat Aloud The student listens to and reads a word, phrase, or sentence and then repeats the stimulus. The purpose is to assess phonemic/phonetic and suprasegmental accuracy (fluency, naturalness of speech rate, and rhythm) and overall intelligibility.

Sentence Completion The examiner displays a picture and reads the beginning of a sentence. The student is asked to complete the sentence.

Storytelling The student looks at a set of three pictures arranged in sequence on a single page and receives written and oral instructions to look at the pictures and “use the pictures to tell a story.” The student has about 60 seconds to tell the story, including planning time, before beginning to speak. The focus of evaluation is linguistic accuracy (phonemic, suprasegmental, and grammatical) and informational appropriateness.

Social Interaction The student listens to and reads a conversational statement or question that requires a rejoinder and then makes a single-sentence oral response. Sociolinguistic competence is assessed in this section.



Scoring and ReportingSELP 2 helps educators document progress with accurate, actionable information. SELP 2

provides five performance levels—Pre-Emergent, Emergent, Basic, Intermediate, and Proficient—based on a total score. Refer to the Comparative Proficiency Levels chart on pages 28–29 for a list of proficiency level terminology and performance descriptions;

provides proficiency levels across the four language domains;

provides information about social language and academic language proficiency;

includes two full-length forms and two abbreviated forms;

can be locally scanned, scored, and reported.

Local Scanning, Scoring, and ReportingReady Results is a web-based tool that allows teachers to scan, score, and generate reports. Teachers key item responses and quickly obtain a variety of individual and/or group reports. Narrative reports that can be distributed to parents/families are available in English and Spanish.

Benefits for Administrators

Offers fast access to student information with web-based reporting

Enables administrators to create customized reports and generate optional group reports

Provides longitudinal reporting to track academic progress of individuals and student groups over multiple test administrations

Allows administrators to disaggregate data using optional online services

Benefits for Teachers

Allows teachers to quickly generate individual and class reports

Informs teaching and provides actionable data for differentiating instruction when used in conjunction with skills trace correlations available in Appendix B in the Teacher’s Editions of each level of Cornerstone, Keystone, and Language Central

Ensures appropriate placement and instruction for English learners with comprehensive information about students’ proficiency levels (Pre-Emergent, Emergent, Basic, Intermediate, and Proficient)

Using the Test DataTo receive access to your reports, please go to tinyurl.com/8bzlnz6.



ASSESSMENT

AIMSweb®

AIMSweb® is a web-based progress monitoring and reporting system that can be used for English learners. It is based on brief, direct, frequent, and continuous student assessment that acts as a bridge between language proficiency and academic achievement. This unique tool is designed to evaluate student progress on critical basic skills. AIMSweb® provides data and reports that inform educators so they can make valid, data-driven decisions to improve student achievement.

Intervening When Appropriate and NecessarySchools use AIMSweb® to tier students according to academic need, identify students at risk of academic failure, and track student progress—for example, for a Response to Intervention (RTI) or tiered instructional model. For the first time, AIMSweb® can be used effectively with English learners, who can be normed against other ELs so teachers can intervene with a student when needed.

Efficiently screens all students, identifying those at risk for academic failure and enabling early intervention

Uses General Outcome Measurement assessments (Curriculum Based Measurement, or CBM), based on over 30 years of scientific research:

Simple

Quick (most measures take 1–4 minutes to administer)

Accurate, valid, and reliable indicators of overall performance in reading and math

Curriculum- and standards-independent

For the first time, AIMSweb® can now be used effectively with English learners. In the past, all ELs appeared to be in need of intervention because they did not make the progress made by native English speakers. Now ELs are normed against other ELs of similar language profiles, so teachers can intervene when necessary and appropriate. Comparisons to other ELs take into account the student’s length of time in an EL program as well as the student’s English proficiency level.

Academic Achievement Assessments



Important BenefitsThe existing assessments provide EL comparison groups to give a more accurate view and prediction of the student’s performance relative to his or her EL peers.

AIMSweb® has these important benefits:

AIMSweb® received the highest possible rating for predicative validity and reliability from the National Center on RTI (NCRTI).

Convenient computer-based scoring for orally administered assessments provides instant reporting information and data management.

AIMSweb® gives accurate, actionable, and enduring data on all students.

AIMSweb® is the only RTI system that screens and monitors both behavior and academics.

AIMSweb® offers a full range of support, training, and professional development services.

Subscription OptionsThe following AIMSweb® subscription options are available:

AIMSweb® Pro Complete (all reading, language arts, and math assessments)

AIMSweb® Pro Language Arts (reading, spelling, and writing assessments)

AIMSweb® Pro Reading (early literacy, Spanish early literacy, and comprehension assessments)

AIMSweb® Pro Math (early numeracy and math assessments)

All AIMSweb® Pro subscriptions include assessment content, web-based scoring tools, data management, and reporting. All AIMSweb® Pro subscriptions can be upgraded to include AIMSweb® Behavior Upgrade (screening and progress monitoring for behavior and social skills).

Common Core State Standards and AIMSweb®

AIMSweb®’s CBM assesses basic, broad academic skills that are relevant to all curricula—making it compatible with any curriculum or standards, including the Common Core State Standards.

AIMSweb® ’s CBM assessment provides a method of measuring and monitoring the acquisition of basic reading and math skills regardless of the curriculum a school or district has implemented—allowing AIMSweb® to be compatible with the Common Core State Standards.



ASSESSMENT

AIMSweb® Benefits

Whether you have already implemented or are working toward the Common Core State Standards, the fact that AIMSweb®’s CBM assessment is curriculum- and standards-independent provides the following benefits:

Works with any curriculum or standards, including the Common Core State Standards

Predicts student success on standardized tests whether state- or Common Core–specific

Longitudinal data remains relevant and meaningful even when standards, curriculum, or state tests change.

AIMSweb® Browser-Based ScoringBrowser-based scoring enables electronic scoring and automatic upload of scores on almost any web-enabled device with a supported browser, including an iPad, PC, or laptop. Reports are instantly available as performance scores are loaded into the system.

How does it work?

As the student reads the test on paper and gives oral responses, simply click the student’s errors on your browser screen, and the system will score the test and upload the results automatically.

Benefits

Score directly on device screen—paperless for the administrator

Timer built in

Automatically calculates final score

Automatically uploads score data (no hot sync required)

Beyond the browser, no software required on the device

A more complete description of how AIMSweb® works follows in the AIMSweb® Training Workbook on pages 40–44.



Administrators and teachers can use the AIMSweb® Training Workbook to develop a more comprehensive understanding of how and when AIMSweb® can be used to meet the needs of ELs in their districts and classrooms.

Unique AIMSweb® Features That Support ELs

Comparisons to the General Student Population

Shows how an EL’s reading or math performance compares to that of the general student population (nationally, or for your school or district)

Comparisons to the EL Population

Shows how an EL’s reading or math performance compares to that of other English learners with a similar profile (that is, level of English language proficiency and amount of time receiving instruction in English)

Comparisons Between Students’ Proficiency and Academic Achievement

Helps teachers determine whether an EL’s low performance is solely a function of low English language proficiency

Performance and Growth Expectations

Helps teachers know what level of performance and growth to expect based on a student’s EL profile

Goals for Growth Helps EL teachers set realistic goals for growth

AIMSweb® AssessmentsAIMSweb® uses a specific type of assessment known as General Outcome Measures—also sometimes referred to as Curriculum Based Measurement, or CBM. These assessments are brief, standardized measures of basic skills that are valid and reliable indicators of overall performance in reading or math. They are also sensitive to small changes, which makes them very useful for monitoring student progress and determining the effectiveness of interventions.

AIMSweb® Training Workbook



ASSESSMENT

The table below shows the various assessments included with the AIMSweb® system.

Content Area Assessments Grades

Early Literacy

Initial Sounds Fluency K–1

Letter Naming Fluency K–1

Letter Sound Fluency K–1

Phonemic Segmentation Fluency K–1

Nonsense Word Fluency K–1

Spanish Early Literacy

Letter Naming Fluency K–1

Syllable Segmentation Fluency K–1

Letter Sound Fluency K–1

Syllable Reading Fluency K–1

Syllable/Word Spelling K–1

Reading

Reading CBM 1–8

MAZE–Comprehension 1–8

Reading–Spanish* 1–8

Spelling Spelling CBM 1–8

Writing Written Expression CBM 1–8

Early Numeracy

Oral Counting K–1

Number Identification K–1

Quantity Discrimination K–1

Missing Number K–1

Math Comprehension M-COMP 1–8

Math Concepts and Applications MCAP 2–8



Screening and Progress MonitoringAIMSweb® is closely aligned with the Response to Intervention (RTI) approach. With RTI, schools identify students at risk because of poor academic performance or learning outcomes, provide evidence-based interventions that can be adjusted based on the student’s responsiveness, and monitor student progress toward their academic goals. The process uses the screening and progress monitoring data to drive decision making about the student. RTI sorts students into multiple tiers that correspond to an increased intensity of instruction. A typical RTI model includes three tiers, as shown below.

In the past, all ELs would have fallen into Tier 3 due to language proficiency. Now that AIMSweb® norms ELs against their language proficiency peers, reports show an accurate view of EL academic performance, allowing teachers to intervene when necessary and appropriate.

RESPON

SE TO IN

TERVENTIO

N (RTI)

RESP

ON

SE T

O IN

TERV

ENTI

ON

(RTI

)

RESPONSE TO INTERVENTION (RTI)

TIER 3Diagnostic Testing & Intensive

Progress Monitoring

TIER 2Identifying Speci!c

Strengths & Weaknesses &Progress Monitoring

TIER 1Universal Screening &

Benchmarking of All Students

RTI Model



ASSESSMENT

Universal Screening Universal Screening assesses all students in the school at three points during the school year—fall, winter, and spring. Because the measures are very brief, Universal Screening is an efficient way to identify students who likely need additional instruction or different instruction to prevent academic failure. Schools set target performance goals for these assessments. Students who fall below these benchmark scores are flagged as needing extra help. Students identified as at risk are then monitored frequently with the AIMSweb® progress monitoring tools.

Progress MonitoringFor those students who need intensive instructional services, AIMSweb® progress monitoring allows educators to set goals and frequently monitor student progress toward those goals. The purpose of progress monitoring is to determine whether an intervention is effective relative to an outcome—not whether a specific skill has been mastered. Students are monitored monthly or weekly, and progress toward the goal is tracked and charted. When progress is not evident, interventions can be adjusted or modifications made in a timely manner until the right match is found.

English Learner Report OptionsThe AIMSweb® EL solution helps in the accurate evaluation of the academic performance and progress of students who are not proficient in English, taking into account their language background and their length of time in English language instruction. Educators can use the AIMSweb® EL report information to help set realistic goals for academic performance and monitor the EL student’s progress compared to what is expected for his or her profile.

On the basis of universal screening, educators can generate an individual student report that compares an EL student to the general population and to other EL students with a similar EL profile, with regard to both level of performance and rate of improvement across the school year.

For further details on the AIMSweb® EL profile types, please refer to the AIMSweb® EL Technical Report available in the AIMSweb® system.

For more information on the AIMSweb® system,

please visit the following website: www.aimsweb.com



180

0

18

2 SepR-CBM

2 OctR-CBM

2 NovR-CBM

2 DecR-CBM

2 JanR-CBM

2 FebR-CBM

Grade, Benchmark Period, Outcome Measure

Teacher: Mr. Turner Student: Brock RossBenchmark Scores for 2011–2012 School Year

Jensen School District (SAMPLE DATA) - Shepard Elementary SchoolBrock Ross (Grade 2)

Compared to: AIMSweb® National NormsReading - Curriculum Based Measurement

Uni

ts

2 MarR-CBM

2 AprR-CBM

Copyright © 2012 by NCS Pearson, Inc.

2 MayR-CBM

AboveAverage

BelowAverage

Target

Student

Average

36

54

72

90

108

126

144

162

Benchmark Comparison: AIMSweb® National NormsStrategic Monitor Comparison: AIMSweb® Training (SAMPLE DATA)ELL Performance Profile: Profile 2 – Beginning level of English proficiency and two or more years in English language instruction

PeriodPerformance Rate of Improvement

Score ELL Level Current Average ELL ROI

Fall 35 Below Average N/A N/A

Winter 63 Average 1.6 1.0

Spring 90 Above Average 1.5 .08



ASSESSMENT

Additional Pearson Assessments for English LearnersPearson has other assessments that are useful for English learners—NNAT®2 and Aprenda® 3. Both tests measure academic achievement.

Naglieri Nonverbal Ability Test®, Second Edition (NNAT®2)NNAT®2 is designed to provide a brief, nonverbal measure of general ability that is based on a testing method (e.g., figural matrices) supported by nearly a century of research.

Some key benefits of NNAT®2 include the following:

NNAT®2 items were developed to assess ability without requiring the student to read, write, or speak; students use reasoning rather than verbal skills.

NNAT®2 items were designed to ensure fairness across gender, race, and ethnicity.

NNAT®2 provides a reliable and valid evaluation of a student’s ability and can be administered across seven grade-based levels to a wide variety of students in group, paper, or online formats.

Aprenda®: La prueba de logros en español, Tercera ediciónAprenda® 3 helps you measure the academic achievement of K–12 Spanish-speaking students in their native language. Modeled after Stanford 10 and developed with Latino educators, Aprenda® 3 offers the highest-quality, most culturally inclusive Spanish language test of academic standards.

Some key benefits of Aprenda® 3:

A technically excellent measure designed to help educators meet NCLB requirements, with all items based on state and national content standards

Reading passages written by published authors of Spanish children’s literature

Questions that assess all core content areas: reading, mathematics, language, spelling, listening comprehension, science, and social science

Untimed testing, which gives all students the opportunity to show what they know

Grade-appropriate content

Emphasis on thinking skills

Materials to support interpretation and parent/family communication in English and Spanish




INSTRUCTION

ASSESSMENT




High-quality, integrated instruction is the culmination of reliable and accurate assessment and ongoing professional

development. Providing assessment, instruction, and professional development in a comprehensive system multiplies a district’s ability to deliver excellence and

closes the achievement gap for English learners.

✓ How to Teach English Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

✓ Common Core State Standards and English Learners . . . . . . . . . . . . . 53

✓ English Language Instructional Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

✓ Programs and Models at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

Pearson Longman Cornerstone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

Pearson Longman Cornerstone Components . . . . . . . . . . . . . . . . . . . . . 69

Pearson Longman Keystone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

Pearson Longman Keystone Components . . . . . . . . . . . . . . . . . . . . . . . . 75

Pearson Language Central . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

Pearson Language Central Components . . . . . . . . . . . . . . . . . . . . . . . . 81

Support for Newcomers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

✓ Technology Components of the Pearson English Learning System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

IMPLEMENTING THE SYSTEM: INSTRUCTION

Implementing the System: Instruction 47

How to Teach English LearnersChallenges for English LearnersEnglish learners make up a population of students who confront various and unique challenges. Administrators and teachers should be aware of these challenges so they can guide and support these students as they move through their schools.

Some English learners are new to the United States and may be experiencing emotional or physical trauma. All English learners face the challenge of learning the language while simultaneously mastering content in that language. An awareness of these factors assists educators in making decisions about instruction.

Language AcquisitionLanguage skills generally fall into two key areas:

Conversational Fluency refers to language skills needed to communicate in social contexts. This is the language people use to communicate socially in day-to-day situations. English learners use these skills to communicate with their friends on the playground, in the cafeteria, or at home. The language required is not specialized. Problems can occur when teachers and administrators think that a student is proficient in a language when they demonstrate strong social English skills. All students are different, but conversational fluency usually develops within six months to two years of coming to the United States. Conversational fluency is also referred to as Basic Interpersonal Communication Skills (BICS).

Academic Language Proficiency refers to language used for academic learning and includes listening, speaking, reading, and writing. Students need to develop academic language proficiency to read literature, understand textbooks, and write research reports. It is essential that students master academic language to be successful in school. All students are different, but it usually takes from five to seven years of diligent study to develop academic language proficiency. Academic language proficiency is also referred to as Cognitive Academic Language Proficiency (CALP).



INSTRUCTION

Developing Academic LiteracyAcademic literacy factors greatly into whether a student will experience academic success. If students do not achieve proficient oral and written English language skills, they will have an extremely difficult time expressing their understanding of mathematical reasoning, scientific concepts, social studies concepts, and so on. They will also find it difficult to master the rigorous content required by the Common Core State Standards.

As students advance through the grade levels, academic language becomes more demanding. New concepts are introduced at the same time as students are acquiring language. At the secondary level, students are expected to learn, comprehend, and apply new, complex concepts while simultaneously developing their academic English skills.

The National Literacy Panel on Language-Minority Children and Youth (August & Shanahan, 2006) analyzed the research on English learners with regard to English literacy attainment. The findings are summarized in the table below.

Research Findings from the National Panel on Language-Minority Children and Youth

1. English learners benefit from instruction in the key components of reading as defined by the National Reading Panel (NICHD, 2000) as phonemic awareness, phonics, fluency, vocabulary, and text comprehension.

2. Instruction in these five components is necessary but not sufficient to teach English learners to read and write proficiently in English. Oral language proficiency is needed also, so English learners need instruction in this area.

3. Oral proficiency and literacy in the student’s native language (L1) will facilitate development without proficiency in the second language (L2).

4. Individual student characteristics play a significant role in English literacy development.

5. Home language experiences can contribute to English literacy achievement, but on the whole, the research on the influence of sociocultural factors is limited.

(August & Shanahan, 2006)



Strategies for Teaching English LearnersDifferentiated Instruction and Leveled SupportSince students have varying background knowledge, language, academic preparation, learning styles, and interests, it is important to differentiate instruction to meet students at their particular proficiency levels. SELP 2 and AIMSweb® can be used for determining benchmarks and appropriate progress that can inform differentiated instruction. SIOP ® suggestions included in the Teacher’s Editions help teachers differentiate instruction. This strategy offers different options to make content comprehensible and to plan for multilevel responses from students based on their proficiency in English.

For more information about SELP 2, see pages 30–36. For more information about AIMSweb®, see pages 37–44. For more information about SIOP ®, see pages 93–100.

ScaffoldingScaffolds are strategies or aids that teachers use to help students comprehend subject-area content and accelerate language acquisition. A few examples of scaffolding techniques are included in the chart below.

Examples of Scaffolding Techniques

Modeling or demonstrating an activity or thought process

Paraphrasing

Metacognition activities

Explicitly teaching and encouraging students to apply Learning Strategies

Connecting prior knowledge to new information

Helping students understand the meaning of a word by studying it in context

Slowing speech and allowing students enough time to process information in English

Providing one-on-one instruction or small-group instruction

In the beginning stages of language proficiency when content is introduced, teachers may provide substantial assistance and support. The amount of support can be altered or decreased as students acquire language and experience and become independent learners.



INSTRUCTION

Graphic OrganizersGraphic organizers are visual diagrams that help students identify and organize key content, compare and contrast ideas, and make connections between ideas or facts. They are particularly helpful for ELs because of their visual nature. Several types of graphic organizers are listed in the chart below. These and other graphic organizers are available in the Teacher’s Resource Books in the Pearson instructional materials.

Examples of Types of Graphic Organizers

Venn diagram

T-chart

Timeline

Flow chart

Problem/solution chart

Word web



Vocabulary DevelopmentVocabulary development is essential for English learners. It’s the foundation of learning any language. In their review of research of vocabulary instruction, Blachowicz and Fisher (2000) have determined four main principles that should guide instruction:

1. Students should be active in developing their understanding of words and ways to learn them. Examples include the following:

Semantic mapping

Word sorts

Concept definition maps

Students and teachers sharing ideas on how they figured out the meaning of a word

2. Students should personalize word learning through such practices as Vocabulary Self-Collection Strategy (VSS) (Ruddell, 2005). Examples include the following:

Mnemonic strategies

Personal dictionaries

3. Students should be immersed in words in language-rich environments where language and word use are celebrated. Examples include the following:

Word walls

Comparing/contrasting words

Personal word study notebooks

Personal word study dictionaries

4. Students should build on multiple sources of information to learn words through repeated exposures. Showing students words in different contexts facilitates vocabulary development.

Using a dictionary designed specifically for English learners helps teachers prepare targeted vocabulary instruction efficiently and effectively. The Longman Dictionary of American English provides accessible definitions using accessible defining vocabulary and example sentences that are appropriate for English learners.



INSTRUCTION

Common Core State Standards and English LearnersThe primary goal of the Common Core State Standards Initiative is to prepare students for postsecondary education and the workforce. The Common Core State Standards (CCSS) are designed to ensure that all students graduate from high school with the knowledge and skills they need to be successful (National Governors Association Center for Best Practices and Council of Chief State School Officers, 2010).

Basic Tenets of the Common Core State Standards

Set high expectations for all students

Advocate rigorous content

Advocate the use of higher-order thinking skills

Meeting the Language Challenges Presented by Text ComplexityA Systematic ResponseDr. Kenji Hakuta, a professor of education at Stanford University, and Delia Pompa, an educator with experience with ELs and school reform, and other specialists in English language acquisition have been working to determine how ELs can be successful with the CCSS. They believe that many of the challenges in dealing with the language of complex texts are actually shared by all students (2012). Reaching this understanding of the role of language leads to an important question.

Pompa and Hakuta ask: How should the states address the way in which CCSS and ELP (English language proficiency) standards correspond?

Their answer: A systematic response that meaningfully aligns CCSS and ELP is required.

The next obvious question revolves around what a systematic response would look like. The following chart outlines Pompa and Hakuta’s recommendations to state policy makers.



Systematic Response to CCSS-ELP Correspondence

Teaching to higher expectations and appropriately assessing both language and content for ELs involves alignment of the following with CCSS:

Curriculum and instruction

Teacher preparation and professional development

Assessment

Valid and reliable assessments that address the language functions required to engage with the kinds of content outlined in the CCSS should be developed and implemented.

Assessment and accountability systems should address both language and content in order to have value for ELs as well as native English speakers.

All teachers should receive preservice and professional development to teach ELs effectively.

Strategies for engaging parents/families and the community should be developed and implemented.

Close Reading One Sentence at a TimeLily Wong Fillmore, Professor Emerita at the University of California, Berkeley, has been working to discover why so many language minority students struggle to advance beyond basic levels of reading proficiency. Fillmore and Charles J. Fillmore, Professor Emeritus of Linguistics at the University of California, Berkeley, support the idea that language is the key to comprehending the level of text complexity advocated by CCSS:

Given the language diversity in our schools and in our classrooms, any effort to make the CCSS attainable for these and many other students must go beyond vocabulary, and should begin with an examination of our beliefs about language, literacy and learning (2012).

Fillmore and Fillmore emphasize that complex texts differ from ordinary language. It is a type of language not often found in everyday conversation—even in the classroom. The only place that students are likely to encounter the type of language used in complex texts is in the complex texts themselves. As a result, the only way students can learn the academic language of complex texts is by studying complex texts.

ELs can understand the ideas presented in complex texts with instructional support that includes a close study of one sentence at a time (Fillmore & Fillmore, 2012). The goal is for students to break down the dense content in a given sentence into its component parts.



INSTRUCTION

Basis for Sentence Selection

Has a high level of complexity

Is grammatically interesting

Relates to focal point of passage

Establishing higher expectations and mandating that all students—including ELs—meet those expectations, may seem a daunting task; however, it’s not insurmountable. The clear, consistent understanding of educational expectations outlined in the CCSS provides a framework around which teachers can build lessons. When used in tandem with a systematic approach to assessment, instruction, and professional development, ELs can meet the challenges presented by the Common Core State Standards.



English Language Instructional ModelsSelecting the instructional model that is appropriate for a district and its students is an important undertaking. Achieving excellence in instruction is contingent on several factors. The results of district evaluations and student assessment weigh heavily in the decision-making process. Once a decision has been made and an instructional model has been selected, professional development supports instruction. When assessment, instruction, and professional development are provided in a unified system, instruction has the opportunity to flourish.

There are a variety of instructional models used in schools in the United States that support the language and academic needs of English learners. Although federal legislation requires that English learners be provided with the means to participate meaningfully in educational programs, there are no federal mandates on implementing a specific model for serving English learners (U.S. Department of Education, Office for Civil Rights, 1992). Therefore, states, districts, and schools make decisions about which model to implement based on the following factors:

Quantity of English learners

English learner characteristics and needs

Quantity of teachers with proper certification

State English language proficiency standards and assessments

District and school resources



INSTRUCTION

The following chart lists some of the more commonly used instructional models.

Overview of Commonly Used Instructional Models

Structured English Immersion (SEI)

English language instruction is the primary focus, with academic content playing a supporting role.

Students are most often grouped by language proficiency.

Timelines are often established for program exit.

Sheltered Instruction (SI)

Academic content is presented and supported by English language instruction.

Students are not grouped by language proficiency, resulting in a linguistically diverse classroom.

No set time for program exit

Specially Designed Academic Instruction in English (SDAIE)

Academic content presented along with English language development in a cognitively demanding environment

Students should have intermediate English language proficiency.


ESL Push-In Students remain in the general education classes and, working with the classroom teacher, the ESL teacher comes in to provide support.

Classrooms are linguistically diverse, but ESL teachers can form small groups of students with similar language proficiency levels.

ESL Pull-Out Students are pulled out of the general education classes for targeted language instruction to provide access to the ELA content.

Students are often grouped by language proficiency.


Newcomer Programs Provide intensive English instruction for a limited period of time

Develop students’ English language skills

Help students acculturate to U.S. schools and the community



Commonly Used Instructional ModelsThe following charts provide more-detailed information about each instructional model and offer a brief glimpse as to how each instructional model is supported by a Pearson program.


Goal Structured English Immersion (SEI) is an English-only approach that seeks to increase students’ English fluency rapidly by teaching in English.

Description It emphasizes English language development. The areas of English language development that are addressed include

Phonology (pronunciation—the sound system of a language)

Morphology (the internal structure and forms of words)

Syntax (English word order, rules)

Lexicon (vocabulary)

Semantics (how to use English in different contexts)

Content is taught but is subordinate to English language instruction.

Instruction is provided for a certain period of time each day and for a certain number of years.

Teacher Qualifications and Requirements

Certified teachers trained in ESL methodology, research, scaffolding, and differentiating instruction for language proficiency levels

Benefits Students are provided with many examples of English.

English lessons can be modified to address the appropriate levels of English language learners.

Teachers are trained in teaching English as a second language.

Students may feel more comfortable with students with similar experiences and may be willing to take more risks.

Implementation Challenges

Content teachers need to be trained to differentiate instruction based on linguistic and academic needs.

Use with Pearson Program

Cornerstone and Keystone are stand-alone programs that perform well in the Structured English Immersion classroom because both programs blend

Rigorous, research-based, integrated language instruction

Support by vocabulary and readings across the curriculum

As a result, Cornerstone and Keystone meet the goals of SEI to rapidly increase students’ English proficiency.



INSTRUCTION


Goal Sheltered Instruction (SI) is an approach for teaching grade-level content to English learners strategically to make concepts comprehensible while simultaneously increasing English language proficiency.

Description It focuses on the specific academic English of the subject area.

It uses small amounts of native language strictly to supplement the English-only curriculum.

ELs are taught by content-area teachers who have received training in Sheltered Instruction.

Sheltered Instruction Observation Protocol, or SIOP®, is a research-based model for Sheltered Instruction as well as a professional development model for training educators for content-based ESL courses and sheltered content courses.


Content teacher is trained in ESL acquisition research, methodology, and differentiated instruction strategies.

Benefits In an SI classroom, English learners do not compete academically with native English speakers.

SI instruction includes a variety of techniques to make content comprehensible.

Teachers are trained in teaching English as a second language.

Teachers provide more extralinguistic clues such as visual aids and realia, linguistic modifications, and interactive activities that focus on language development.


Teachers need to be trained to differentiate instruction based on linguistic and academic needs.


Cornerstone and Keystone are stand-alone programs that perform well in the Sheltered Instruction classroom because both programs provide explicit instruction in academic language and include content-area readings from ELA, science, and social studies, while supporting students, language acquisition. SIOP® notes in the Teacher’s Editions provide strategies for enhancing teaching and learning.

As a result, Cornerstone and Keystone meet the goals of SI to rapidly increase students’ English proficiency.




Goal Specially Designed Academic Instruction in English (SDAIE) is an approach for teaching content to English learners while simultaneously developing English language proficiency.

Description It focuses on increasing the comprehensibility of academic courses. Classes using the SDAIE model are taught in English.


Content teacher is trained in ESL acquisition research, methodology, and differentiated instruction strategies.

Benefits Content introduced in ways that engage students; error correction done in context through teacher modeling

Lessons can be modified to increase student access.

Student grouping and comprehensible input increase student motivation and success.

Because teachers modify their use of English, such as by avoiding idiomatic phrases, student comprehension increases.


Content teachers need to be trained to differentiate instruction based on linguistic and academic needs.


Cornerstone and Keystone are stand-alone programs that perform well in the Specially Designed Academic Instruction in English classroom because both programs have a balance of

Rigorous, research-based, integrated language instruction

Support by age-appropriate content instruction from across the curriculum

As a result, Cornerstone and Keystone meet the goals of SDAIE to teach academic content and increase English proficiency.



INSTRUCTION

ESL Push-In

Goal ESL Push-In is an approach that integrates language and content goals within the classroom instruction.

Description ESL teachers go into general education classrooms to help English learners learn content and language rather than pulling them out for specialized instruction.

ESL teachers work together with content-area teachers to meet the language and academic needs of their students.


Allocated ESL teachers are available in the building, and students can be clustered in general education classrooms.

Note: The ESL teacher and content-area teacher will need time to plan together, team-teach, and take full responsibility for the linguistic and academic welfare of the students.

Benefits Maximizes instruction

Students do not lose instructional time.

Instruction is streamlined to support understanding and learning.

Push-In teachers are trained in teaching English as a second language.


Teachers must be willing and able to work collaboratively.

Teachers must have sufficient planning time.

Student placement must allow for the grouping necessary for Push-In.


Language Central can be used as a stand-alone program or to supplement the core instruction in any reading or ELA program. It provides language acquisition support and increases student access to the core instructional materials. Frequent comprehension checks, speaking and listening activities, and leveled readings facilitate teaching and learning in the general education classroom.

As a result, Language Central performs well in the ESL Push-In program model.



ESL Pull-Out

Goal ESL Pull-Out is an approach that typically focuses on English vocabulary and grammar.

Description In an ESL Pull-Out program, students are “pulled out” of their regular classes to receive English language instruction. This model has become less popular for a variety of reasons, including the loss of valuable instruction time and content in students’ regular classes.

ESL teachers provide individualized instruction to English learners.

ESL teachers adapt English lessons to each student’s proficiency level.

The focus is typically on English oral conversation, grammar, and vocabulary.


ESL and content-area teachers will need time to plan language and academic instruction together on a regular basis.

Benefits Students receive individual attention.

English lessons can be easily adapted to the student’s level of proficiency.


Available space is necessary for teachers and students to work.

Students miss important content being taught in the general education classroom that they’ve been pulled out of.


Language Central can be used as a stand-alone program or to supplement the core instruction in any reading or ELA program. It provides language acquisition support and increases student access to the core instructional materials. In addition, Language Central provides teachers the opportunity to customize instruction in small, focused groups in preparation for instruction in the general education classroom.

As a result, Language Central performs well in the ESL Pull-Out program model.



INSTRUCTION

Newcomer Programs

Goal Newcomer programs are designed to develop English language skills, help students acculturate to U.S. schools, and make them aware of educational expectations and opportunities.

Description Newcomer programs are designed for students who are new to the United States and who are considered recent or new immigrants.

These programs have been designed to provide intensive English instruction for a limited period of time, usually 6–18 months.


Teachers need ESL certification and special training in effective pedagogy and research-based principles for teaching students with diverse cultural and linguistic backgrounds who speak very little or no English.

Benefits The program bridges the gap between Newcomers’ needs and regular language support programs.


The program requires a full-time trained staff in addition to the regular ESL and content teacher staff.


Keys to Learning and Building Bridges are stand-alone Newcomer programs that are designed specifically for students in middle school and high school with very little or no English proficiency. These programs teach basic social language and introduce students to academic language in all four language domains.

Language Central and Cornerstone also have supplemental Newcomer worktexts that serve to quickly build social language in reading, writing, listening, and speaking. These worktexts provide an on-ramp to the academic language taught in the Language Central and Cornerstone programs.



Programs and Models at a GlancePearson presents several different programs to meet the needs of English learners. Cornerstone, Keystone, and Language Central are all comprehensive solution frameworks integrating assessment, instruction, and professional development that, as a comprehensive system, will move all students to language proficiency and academic success. Each program also provides instructional solutions for Newcomers.

The following chart lists the grade level and possible instructional models for each of Pearson’s instructional programs.

Pearson Instructional Program

Levels

Instructional Models

Cornerstone K–5 SEI (See page 58.) SI (See page 59.) SDAIE (See page 60.)

Cornerstone Newcomer K–5 Newcomer (See page 63.)

Keystone 6–12 SEI (See page 58.) SI (See page 59.) SDAIE (See page 60.)

Keys to Learning 6–12 Newcomer (See page 63.)

Building Bridges 9–12 Newcomer (See page 63.)

Language Central K–10 ESL Push-In (See page 61.) ESL Pull-Out (See page 62.)

Language Central Newcomer K–2, 3–5, 6–10 Newcomer (See page 63.)

Pearson Longman Cornerstone is a proven, standards-based way for students in levels K–5 to focus on learning English and academic achievement simultaneously. Cornerstone accelerates academic vocabulary acquisition, develops transferable language skills, and provides an easy-to-use road map to academic success and language proficiency.


INSTRUCTION

Unit StructureEach of the six units in a level focuses on a theme and is organized around a Big Question that provides a starting point for building understanding of the key concepts and academic vocabulary. The following chart provides an overview of a Cornerstone unit in levels 1–5.

Cornerstone Unit Overview

Start-of-Unit Lessons

The Big Question, the three unit readings, the listening and speaking activity, and the writing assignment are introduced.

Vocabulary related to the unit theme is introduced in Build Unit Vocabulary.

High-interest activities in Build Unit Background teach students about other cultures, personalize the unit concepts, and provide a context for learning.

Common Core State Standard correlations appear on the Build Unit Background page of the Teacher’s Edition.

Readings 1–3 Each unit consists of three readings that develop academic skills logically and systematically in a clear and consistent sequence.

The readings across each level balance both informational text and literature.

Common Core State Standard correlations appear in the Teacher’s Edition for each Reading on the Key Words page, at the beginning of each Reading, and on the Learning Strategies page.

End-of-Unit Lessons

Put It All Together lessons provide extension and assessment opportunities in multiple modalities, including Listening and Speaking, Writing, Fluency, and Test Preparation.

Built-in Leveled Support in end-of-unit projects and workshops has been differentiated according to various levels of proficiency to allow learners to demonstrate their understanding of major concepts presented in the unit.

Common Core State Standard correlations appear on the Apply and Extend page of the Teacher’s Edition.



ReadingEach of the three readings per unit includes the following lessons: background building, vocabulary building, a reading strategy, and activities for comprehension, grammar, and writing. The following chart provides details about how reading is treated in Cornerstone.

Cornerstone Reading Lessons

Key Words, Academic Words, Phonics

Prepare to Read

Readings 1–3Big Question.

Before You Go On

Think It Over

Reading Skill

Learning Strategies, Grammar, Writing

After You Read

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Vocabulary DevelopmentEach of the three readings per unit includes lessons on Key Words, Academic Words, and Phonics. The following chart provides details about vocabulary development in Cornerstone.

Cornerstone Vocabulary Lessons

Key Words Taught explicitly before each reading

Theme-related words found in the reading that students need to know in order to comprehend the reading

Highlighted in yellow in the reading

Academic Words

Taught explicitly before each reading

From the Academic Word List

Shown in blue in questions about the reading

Each reading provides multiple opportunities for practice.

Glossed Words Shown in bold in the reading with the definition shown at the bottom of the same page

Definitions come from the Longman English learner’s dictionaries.

Phonics Lessons

Provide practice with phonemic awareness and distinguishing sounds in English

Help students distinguish sounds of English with increasing ease and learn relationships between sounds and letters

WritingWriting is taught after each reading and at the end of each unit. The following chart provides details about how writing is treated in Cornerstone.

Cornerstone Writing Lessons

Reading A writing lesson follows each reading.

Each unit focuses on one mode of writing.

Students learn Process Writing. They are guided through prewriting, drafting, revising, editing, and publishing.

The reading provides student models as examples.

Grammar concepts are explicitly taught with each reading, with extensive use of modeling and abundant opportunities for practice.

End-of-Unit Modeled writing activities in the Writing Workshop at the end of each unit give students guided practice in key writing skills in each of the writing domains.

Spelling tips help emergent writers recognize key spelling patterns.

Teaches Six Traits of Writing: ideas, organization, voice, word choice, sentence fluency, and conventions



Listening and SpeakingListening and speaking tips and activities are interspersed throughout each reading and in end-of-unit lessons. A Listening and Speaking Workshop is at the end of each unit. The following chart provides details about how listening and speaking are taught in Cornerstone.

Cornerstone Listening and Speaking Lessons

Readings 1–3 Students listen to the audio of each Reading.

Students participate in structured discussions.

Students are systematically guided through the process of preparing, practicing, presenting, and evaluating their speeches.

Oral Vocabulary Routines in the Teacher’s Editions provide a solid language base.

End-of-Unit Students answer questions and discuss all three readings in Link the Readings and Discussion.

In the Listening and Speaking Workshop, students practice listening and speaking skills by completing a variety of theme-related tasks, including multimedia presentations, speeches, panel discussions, and debates.

Students listen to classmates talk about a similar topic.

Students are systematically guided through the process of preparing, practicing, presenting, and evaluating their speeches.

Listening Skill boxes provide listening tips.

Speaking Skill boxes provide speaking tips.



INSTRUCTION

Pearson Longman Cornerstone ComponentsThe components of Pearson Longman Cornerstone provide students instruction and practice in language skills and focus on building academic language. These components offer a variety of opportunities for English learners to produce language and learn critical vocabulary, grammar, and comprehension skills.

The following chart lists Cornerstone’s program components and offers highlights of each.

Student Edition Six thematic units per level organized around a Big Question

Balance of informational texts and classic and contemporary literature

Critical academic vocabulary and Key Words explicitly taught before each reading

Connected learning opportunities allow students to demonstrate their mastery of skills.

Well-organized instructional support provides a clearly defined road map of instruction.

Teacher’s Edition Easy-to-use, step-by-step lesson-planning tools

Strategies for differentiated instruction and tools to accelerate language development

Leveled Support features to support multiple proficiency levels

Readings accompanied by summaries, suggestions for how to model the reading strategy, scaffolding suggestions, study skills activities, and answers to the Student Edition questions

Point-of-use suggestions for implementing the Pearson English Learning System

Teacher’s Resource Book

Resources to help with planning and instruction, including

Lesson plans

Reading Summaries in English, Spanish, Chinese, Cambodian, Hmong, and Vietnamese

Letters Home in English and Spanish

Graphic Organizer copy masters

Workbook answer keys

Practice Book Additional practice and extension activities for each skill taught

Includes a Reader’s Companion for the core readings in each unit

Includes practice in vocabulary, phonics, comprehension, graphic organizers, grammar, spelling, and writing

Transparencies Instructional support for skills and strategies


Assessment

Phonics and Word Analysis Kit

Leveled Reader Libraries Dorling Kindersley Leveled Reader Library,

Penguin Leveled Reader Library,

Cornerstone Components for Young Learners

Cornerstone Technology Resources

www.PearsonEnglishLearningSystem.com

Pearson Longman Keystone is a proven, standards-based way for students in levels A–F to focus on learning English and academic achievement simultaneously. Keystone accelerates academic vocabulary acquisition, develops transferable language skills, and provides an easy-to-use road map to academic success and language proficiency.

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Unit StructureEach of the six units in a level focuses on a theme and is organized around a Big Question that provides a starting point for building understanding of the key concept and academic vocabulary. The following chart provides an overview of a Keystone unit.

Keystone Unit Overview


The Big Question, the four to five unit readings (depending on level), the listening and speaking activity, and the writing assignment are introduced.

Readings 1–5 Each unit consists of four readings (levels A–C) or five readings (levels D–F) that develop academic skills logically and systematically in a clear and consistent sequence.

The readings across each level balance both informational text and literature.

Common Core State Standard correlations appear in the Teacher’s Edition for each Reading on the Prepare to Read page, at the beginning of each Reading, and on the Review and Practice page that follows each Reading.

Leveled Support boxes appear in the Teacher’s Edition at various points throughout each Reading, providing differentiation according to various levels of proficiency.

End-of-Unit Lessons

Media Literacy & Projects gives students opportunities for practice in media and collaboration skills.

Link the Readings provides an opportunity for students to offer evidence of understanding by comparing and contrasting the unit readings as they discuss the Big Question, demonstrating their understanding of key concepts and their ability to transfer and apply newly acquired skills to new academic tasks.

Put It All Together lessons provide extension and assessment opportunities in multiple modalities, including Listening and Speaking, Writing, Test Preparation, and Visual Literacy.

By special arrangement with the Smithsonian American Art Museum, Pearson Longman Keystone provides a unique opportunity for students to develop their visual and cultural literacy. These beautiful end-of-unit lessons provide a glimpse into the American experience as seen through the eyes of American artists.

Built-in Leveled Support in end-of-unit projects and workshops has been differentiated according to various levels of proficiency to allow learners to demonstrate their understanding of major concepts presented in the unit.

Common Core State Standard correlations appear on the Put It All Together page of the Teacher’s Edition.



ReadingEach of the four readings (levels A–C) or five readings (levels D–F) per unit includes the following lessons: build background, vocabulary, a reading strategy, and activities for comprehension, grammar, and writing. The following chart provides details about how reading is taught in Keystone.

Keystone Reading Lessons

Key Words,Academic Words,Word Study

Readings 1–3Big Question.

Before You Go On

Reading Skill

Literary Check

Grammar

Writing

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Vocabulary DevelopmentEach of the readings per unit includes lessons on Key Words, Academic Words, and Word Study. The following chart provides details about vocabulary development in Keystone.

Keystone Vocabulary Lessons

Key Words Taught explicitly before each reading

Theme-related words found in the reading that students need to know in order to comprehend the reading

Highlighted in yellow in the reading for informational texts

Academic Words Taught explicitly before each reading

From the Academic Word List

Shown in red in questions about the reading

Each reading provides multiple opportunities for practice.

Glossed Words Shown in bold in the reading with the definition shown at the bottom of the same page

Definitions come from the Longman English learner’s dictionaries.

Word Study Provide practice with words including prefixes, suffixes, and root words

WritingWriting is taught after each reading and at the end of each unit. The following chart provides details about how writing is treated in Keystone.

Keystone Writing Lessons

Readings 1–5 A writing lesson follows each reading.

Students learn Process Writing. They are guided through prewriting, drafting, revising, editing, and publishing.

The reading provides student models as examples.

Grammar concepts are explicitly taught with each reading, with extensive use of modeling and abundant opportunities for practice.

End-of-Unit All of the selection-level writing activities build upon one another and culminate in the end-of-unit Writing Workshop. These lessons take students through each step of the writing process and include instruction, practice, tips, and authentic student models that help students improve their writing skills.Modeled writing activities give students guided practice in key writing skills in each of the writing domains. Teaches Six Traits of Writing: ideas, organization, voice, word choice, sentence fluency, and conventions



Listening and SpeakingListening and speaking tips and activities are interspersed throughout each reading and in end-of-unit lessons. A Listening and Speaking Workshop is at the end of each unit. The following chart provides details about how listening and speaking are taught in Keystone.

Keystone Listening and Speaking Lessons

Reading Students listen to the audio of each reading.


End-of-Unit Students practice listening and speaking skills in structured discussion activities about topics that relate to the reading.

In the Listening and Speaking Workshop, students practice listening and speaking skills by completing a variety of theme-related tasks, including multimedia presentations, speeches, panel discussions, and debates.

Students listen to classmates talk about a similar topic.

Students are systematically guided through these steps: think about it, gather information, practice and present, and evaluate the presentation.

Listening Skill boxes provide listening tips.

Speaking Skill boxes provide speaking tips.



INSTRUCTION

Pearson Longman Keystone ComponentsThe components of Pearson Longman Keystone provide students instruction and practice in language skills and focus on building academic language. These components offer a variety of opportunities for English learners to produce language and learn critical vocabulary, grammar, and comprehension skills.

The following chart lists Keystone’s program components and offers highlights of each.

Student Edition Six thematic units per level organized around a Big Question

Balance of informational texts and classic and contemporary literature

Critical academic vocabulary and Key Words explicitly taught before each reading

Connected learning opportunities allow students to demonstrate their mastery of skills.

Well-organized instructional support provides a clearly defined road map of instruction.

Teacher’s Edition Easy-to-use, step-by-step lesson-planning tools

Strategies for differentiated instruction and tools to accelerate language development

Leveled Support features to support multiple proficiency levels

Readings accompanied by summaries, suggestions for how to model the reading strategy, scaffolding suggestions, study skills activities, and answers to the Student Edition questions

Point-of-use suggestions for implementing the Pearson English Learning System


Resources to help with planning and instruction, including

Lesson plans

Reading Summaries in English, Spanish, Chinese, Cambodian, Hmong, and Vietnamese

Letters Home in English and Spanish

Graphic Organizer copy masters

Newcomer copy masters

Workbook and Reader’s Companion answer keys

Reader’s Companion

Includes reprinted informational texts from the Student Edition

Promotes active reading as students interact with the text. Students also apply skills and strategies.


Workbook

Transparencies

Assessment

Phonics and Word Analysis

Kit

Leveled Reader Libraries Dorling Kindersley Leveled Reader Library,

Penguin Leveled Reader Library,

Keystone Technology Resources


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INSTRUCTION

Pearson Language Central is a proven, standards-based way for students in grades K–10 to focus on learning English and academic achievement simultaneously. Language Central offers a variety of opportunities for English learners to produce oral and written language and learn critical vocabulary and reading comprehension skills.

Unit Structure (Grades K–5)Each of the six units in a grade introduces a Key Concept to organize instruction. Grades K–1 vary slightly from the other elementary grades in the number of lessons per unit with six weekly lessons per unit rather than five. The following chart provides an overview of a Language Central unit in grades K–5.

Language Central Unit Overview


Every unit is organized thematically around a Big Question that provides a starting point for building understanding of the key concept and academic vocabulary.

Before the unit instruction, students discuss their thoughts on the Big Question.

Each unit begins with a Unit Table of Contents, where weekly questions related to the theme are introduced.

Suggestions are provided in the Teacher’s Edition for introducing the Unit Project based on the Big Question.

Weekly Lessons

Each unit consists of five weekly lessons with one reading passage per week.

Each passage builds on the Key Concept, language skills, comprehension strategies, grammar skills, and daily connections to writing.

Common Core State Standard correlations appear in the Teacher’s Edition for each Week on the Develop Concepts page.

Built-in Leveled Support in the Teacher’s Editions has been differentiated according to various levels of proficiency to allow learners to demonstrate their understanding of major concepts.

End-of-Unit Lessons (Grades 2–5)

The Teacher’s Edition includes a Weekly Review. For each day, find a summary of the day’s objectives and skills and suggestions for review activities with students.

The Unit Wrap-Up in the Teacher’s Edition reviews the Big Question for the week and the concepts and language goals related to it. The suggested discussion questions can be used with students to review the theme.


Weekly Lesson Structure (Grades K–5)Each unit in grades 2–5 consists of five weekly lessons that build upon each other to achieve an understanding of the Unit Key Concept. Grades K–1 consist of six weekly lessons. The following chart provides details about how weekly lessons are organized in Language Central.

Language Central Weekly Lessons

Develop Concepts Develop Concepts introduces the week’s theme question and key vocabulary and a brief reading passage.

Deeper levels of understanding are reached by students as they consider different aspects of the Big Question.

Vocabulary in Context and Academic Vocabulary accelerate academic vocabulary acquisition.

Challenge Words furthers students’ understanding of the week’s concept and Big Question.

The reading passage builds on the Key Concept and language skills for the week.

Talk About It and Your Turn activities give students speaking and listening and writing opportunities.


Build Language/Build Comprehension

Build Language provides instruction and practice with academic language and key skills.

Build Comprehension includes instruction and practice for key comprehension skills as well as an oral activity.

Form and Function icon highlights attention to the forms and functions of language and oral reading fluency.


Conventions Conventions includes instruction and practice for key grammar skills.


Concept Wrap-Up Concept Wrap-Up combines the week’s skills and concepts and guides students to express their understanding through speaking and writing.



INSTRUCTION

Unit Structure (Grades 6–10)Each of the six units in a grade introduces a Key Concept to organize instruction. Grades 9–10 vary slightly from the middle grades in the number of lessons per unit with four lessons per unit rather than six. The following chart provides an overview of a Language Central unit in grades 6–10.

Language Central Unit Overview

Start-of-Unit Lessons Every unit is organized thematically around a Big Question that provides a starting point for building understanding of the key concept and academic vocabulary.

Before the unit instruction, students discuss their thoughts on the Big Question.

Each unit begins with a Unit Table of Contents, where unit objectives are presented and discussed.

As an overview, a Vocabulary Workshop introduces Big Question words and key vocabulary skills.

Weekly Lessons Each unit consists of four lessons with one reading passage per week.

Each passage builds on the Key Concept, language skills, comprehension strategies, grammar skills, and daily connections to writing.

Common Core State Standard correlations appear in the Teacher’s Edition for each Week on the Develop Concepts page.

Built-in Leveled Support in the Teacher’s Editions has been differentiated according to various levels of proficiency to allow learners to demonstrate their understanding of major concepts.

End-of-Unit Lessons Unit Review covers vocabulary, comprehension, and grammar.

Unit Wrap-Up summarizes the unit objectives.



Weekly Lesson Structure (Grades 6–10)Each unit in grades 6–8 consists of four lessons that build upon each other to achieve an understanding of the Unit Key Concept. The following chart provides details about how weekly lessons are organized in Language Central.

Language Central Weekly Lessons

Dialogue Dialogue provides definitions and practice for new vocabulary.

Deeper levels of understanding are reached by students as they consider different aspects of the Big Question.

Important Words and Concept Words accelerate academic vocabulary acquisition.

Talk About It activities give students speaking and listening and writing opportunities.


Reading Reading includes a short informational text passage followed by a discussion activity.


Language Workshop/Comprehension Workshop

Language Workshop provides instruction and practice with academic language and key skills.

Comprehension Workshop provides instruction and practice for key comprehension skills. Each lesson includes charts or graphic organizers.


Grammar Grammar provides instruction and practice for key grammar skills.

Connect to Writing Connect to Writing provides instruction and practice in stages of the writing process, including writing outlines, sentences, and paragraphs.



INSTRUCTION

Pearson Language Central ComponentsThe components of Pearson Language Central provide students instruction and practice in concept understanding, academic vocabulary, and written and oral language practice. Language Central offers a variety of opportunities for English learners to produce language and learn critical vocabulary and comprehension skills.

The following charts list Language Central’s program components and offer highlights of each.

Grades K–5

Student Edition Organized by weekly concepts and academic vocabulary

Includes systematic instruction and practice in English language conventions, comprehension, and writing

Includes language form and function and numerous opportunities for speaking, writing, and fluency practice

Teacher’s Edition Provides clear direction for teaching

Includes Leveled Support, Corrective Feedback, and Progress Monitoring

Includes teacher scripts for direct teaching and modeling

Includes language transfer and misconceptions

Includes point-of-use suggestions for implementing the Pearson English Learning System

Practice Book Use for guided or independent practice of skills.

Monitor progress of weekly skills and concept mastery.

Use as homework or as part of in-class reteaching and review.

Posters Includes oral language production activities for speaking and listening

Preteach, reteach, and extend weekly concepts and vocabulary.

Check for understanding of weekly concepts.

Leveled Word Cards

Reinforce, reteach, and review weekly vocabulary.

Synonyms, antonyms, definitions, related words, word families, and example sentences support meaning.

Photos support picturable vocabulary.


Song Books

Progress Monitoring Assessment

Sound Spelling Cards

(Grades 1–3)

Language Central Technology Resources


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INSTRUCTION

Grades 6–10

Student Edition Big Questions.

Teacher’s Edition

Leveled Support

Pearson English Learning System

Review and Assess

Vocabulary Cards

Graphic Organizers

Language Central Technology Resources


Support for NewcomersNewcomer programs are designed for students who are new to the United States and who have little to no proficiency in English. The following chart outlines the objectives and primary focus of Newcomer programs.

Objectives The objectives of a Newcomer program are to develop students’ English language skills and help them acculturate to U.S. schools and the community.

Focus Newcomer programs focus on teaching conversational fluency (also referred to as BICS, Basic Interpersonal Communication Skills) with an introduction to academic language proficiency (also referred to as CALP, Cognitive Academic Language Proficiency).

Newcomers face some challenges that are similar to those faced by other English learners; however, they face other issues that are singular to students who are new to the United States. Even challenges that are faced by other ELs are intensified for Newcomers because of very low levels of English proficiency. Some of the challenges Newcomers face include the following:

Learning content and language despite having little or no English proficiency, especially at the secondary level

Acculturation challenges, including interactions with teachers and peers and a general lack of knowledge about the way things work in U.S. schools and communities

Some Newcomers lack literacy skills in their home languages.

Some Newcomers have gaps in their educational backgrounds (Short & Boyson, 2012).



INSTRUCTION

The following chart provides additional information about Newcomer programs.

Newcomer Program Information

Newcomer programs have primarily been established for English learners at the middle and high school levels. More recently, however, Newcomer programs are being used at the elementary school level.

These programs have been designed to provide intensive English instruction for a limited period of time, usually 6–18 months.

Teachers of Newcomer programs are certified to teach English learners.

Newcomer programs must implement strong transition strategies to support Newcomer students moving from middle school to high school and from high school to postsecondary options, such as employment or further academic studies.

Newcomer programs experience greater success if the Newcomer school program is linked to community social services programs that provide the following services to families of Newcomers:

Orientation to the United States

Orientation to U.S. schools

Native language literacy courses

Adult basic education

Adult ESL courses

GED

Health and refugee services



Cornerstone Supports NewcomersCornerstone Newcomer Worktext is a perfect stepping stone for young learners in levels 3–5 who have very limited or no English proficiency. The worktext provides literacy-building instruction and activities. The Cornerstone Newcomer program includes the following components:

Student Worktext

Audio CD

Teacher’s Guide

Keystone Supports NewcomersKeys to Learning is a research-based program for students in grades 6–12 who are in the beginning level of English proficiency and have limited literacy in their native language. The Keys to Learning program includes the following components:

Student Edition

Teacher’s Edition

Workbook

Assessment Book


Transparencies

Posters

Student eText

Teacher eText

Audio CD

Pearson SuccessNet with SuccessTracker


MyFlashCard Maker mobile apps


INSTRUCTION

Building Bridges is a research-based program for students in grades 9–12 who are in the beginning level of English proficiency. It’s the ideal on-ramp into Keystone. The Building Bridges program includes the following components:

Student Edition

Teacher’s Edition

Workbook

Assessment Book


Transparencies

Leveled Reader Libraries

Phonics and Word Analysis Kit

Student eText

Teacher eText

Audio CD

Pearson SuccessNet with SuccessTracker


MyFlashCard Maker mobile apps

Video DVD

Language Central Supports NewcomersLanguage Central Newcomer is for students in grades K–2, 3–5, and 6–10 in the beginning level of English proficiency. The program focuses on survival vocabulary and language. The Language Central Newcomer program includes the following components:

Student Worktext

Teacher’s Edition

Practice Book

Newcomer Audio Text

Newcomer Teacher Resource DVD-ROM

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Technology Components of the Pearson English Learning SystemThe following chart includes information about the various technology components that enhance the Pearson English Learning System.

Component Website Description

Cornerstone, Keystone, and Language Central

www.PearsonEnglishLearningSystem.com Online resources for both teachers and students. Resources for teachers include video scripts, bell-ringer activities, and other digital assets. Student resources include project links and links to the Smithsonian American Art Museum (Keystone). Access website using a smartphone.

eTexts eTexts are available in both student and teacher’s editions for all Pearson programs. eText capabilities include the following:

Highlighting

Notes

Bookmarks

Full-text search

Audio synched with text

Multiple-page view with zoom

Access to interactive media, documents, and web content



INSTRUCTION

Apps Flash card apps available to users of the Pearson English Learning System reinforce vocabulary development by providing flash cards for all the vocabulary taught in the program. The apps also allow students to add their own flash cards in order to build a personal vocabulary journal.

SuccessTracker http://tinyurl.com/8r7a8lo SuccessTracker is an online, formative assessment and remediation management system. It helps teachers provide personalized remediation for each student and provides powerful, disaggregated data analysis of student performance.

AIMSweb® http://tinyurl.com/8fwrk2y AIMSweb® is a benchmark and progress monitoring system based on direct, frequent, and continuous student assessment. The results are reported to students, parents/families, teachers, and administrators via a web-based data management and reporting system to determine response to intervention. (See pages 37–44 for more information on AIMSweb®.)

SELP 2 www.LearningAssessments.com/SELP2 Stanford English Language Proficiency Test 2 (SELP 2) helps educators evaluate the listening, reading, writing, and speaking skills of English learners in grades K–12. (See pages 30–36 for more information on SELP 2.)




INSTRUCTION

ASSESSMENT


90 Guide to the Pearson English Learning System90 Guide to the Pearson English Learning System


✓ Training and Supporting All Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

✓ The SIOP® Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93

✓ SIOP® Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

✓ A+RISE® . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

✓ Additional Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102

✓ Teacher Compass™ Suite . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105

Proven professional development that includes both teacher training and ongoing teacher support

is crucial to instruction delivery. A system that supports this relationship between professional

development and instruction is essential.

IMPLEMENTING THE SYSTEM: PROFESSIONAL DEVELOPMENT

Implementing the System: Professional Development 91 Implementing the System: Professional Development 91

Training and Supporting All TeachersDue to the increased number of English learners in U.S. classrooms, every teacher is potentially an EL teacher. Proven professional development that is available to all teachers provides an instructional framework that helps students succeed.

The Pearson English Learning System provides two professional development tools that help educators meet the needs of English learners.

SIOP®

Teacher professional development sessions that help educators get the most out of the Pearson English Learning System

An efficacy-based, widely respected model for delivering instruction to ELs

Useful suggestions included in Teacher’s Editions that encourage teachers to apply each component and feature of SIOP®

A+RISE®

Ongoing teacher support

Specific notes and strategies at point of use in the Teacher’s Editions that reinforce professional learning

A+RISE® strategies correlated to activities in the Student Edition and Teacher’s Edition



®ISOPOBSERVATION PROTOCOL

SHELTERED INSTRUCTION


The SIOP® ModelThe Sheltered Instruction Observation Protocol (SIOP ®) Model was developed to provide teachers with a practical model of sheltered instruction to facilitate high-quality instruction for English learners in content-area teaching.

The only empirically validated model of instruction for English learners, SIOP ® helps teachers systematically, consistently, and concurrently teach grade-level academic content and academic language to English learners.

The SIOP ® Model can be viewed as an umbrella under which other programs developed for improving instruction can reside. Administrators and teachers alike are bombarded with new approaches to instruction, reform efforts, and practices that sometimes seem to be in competition with one another. The SIOP ® Model is a framework that can bring together a school’s instruction by organizing methods and techniques and ensuring that effective practices are implemented—and that they can be quantified.

SIOP® Features and ComponentsThe SIOP ® Model is composed of thirty features organized into the following eight interrelated components:

SIOP® Components SIOP® Features

Lesson Preparation

Feature 1: Content Objectives

Feature 2: Language Objectives

Feature 3: Content Concepts Appropriate for Age and Educational Background

Feature 4: Supplementary Materials Used to a High Degree

Feature 5: Adaptation of Content to All Levels of Student Proficiency

Feature 6: Meaningful Activities That Integrate Lesson Concepts with Language Practice Opportunities

Building Background

Feature 7: Concepts Explicitly Linked to Students’ Background Experiences

Feature 8: Links Explicitly Made Between Past Learning and New Concepts

Feature 9: Key Vocabulary Emphasized

Comprehensible Input

Feature 10: Speech Appropriate for Students’ Proficiency Levels

Feature 11: Clear Explanation of Academic Tasks

Feature 12: A Variety of Techniques Used to Make Content Concepts Clear

Implementing the System: Professional Development 93


Strategies

Feature 13

Feature 14

Feature 15

Feature 16

Feature 17

Feature 18

Feature 19

Feature 20

Feature 21

Feature 22

Feature 23

Feature 24

Feature 25

Feature 26

Feature 27

Feature 28

Feature 29

Feature 30

Using these Components and Features, teachers design and deliver grade-level academic content and address the linguistic needs of English learners in all of their classes across the curriculum.

There are three ways Pearson Professional Development can help your district close the achievement gap for English learners.

1. Implements an empirically validated framework for teaching both academic content and language skills in ways that are proven to be more effective for ELs

2. Understands specific considerations for ELs in the RTI process and helps prepare all students—especially English learners—to become college and career ready

3. Makes the most of the research-based EL resources that are embedded in the Pearson English Learning System instructional materials



Closing the EL Achievement GapPearson’s certified SIOP ® trainers help educators learn the model, implement it in their classrooms, build capacity throughout the district, and improve academic results for English learners. Plus, the authors of the model are continually enhancing it—validating its use across grade levels, content areas, and geographic locations.

Results: SIOP® WorksUsing SIOP ® in content-area classrooms had a significant impact on Lawrence Public Schools. More than 80% of the district’s student population speaks a language other than English at home, so in 2006 Lawrence administrators implemented the SIOP ® Model in content-area classrooms to help improve student performance.

Results: Between 2006 and 2010, the percentage of students scoring proficient on the Massachusetts Comprehensive Assessment System for mathematics increased from 13% to 31%.

0

20 13% 20% 25% 24% 31%43%

52% 56% 58%66%

40

60

80

100

20102009200820072006

5-Year Analysis of Massachusetts Comprehensive Assessment System Mathematics Passing

and Pro!ciency Rates

PROFICIENTPASSING

“SIOP ® has a great balance in that it provides specific language goals and content goals for students in the same lesson. So, teachers are able to help students get content a lot quicker.”

—Former Superintendent,Lawrence Public Schools



SIOP® TrainingThe following two sections list Pearson’s proven training kits and the individual training sessions that make up the kits.

SIOP® Training Implementation PathsPearson’s proven training implementation paths include everything school districts need to implement the SIOP® Model and get results in alignment with district objectives and resources. Districts have the option of purchasing training in a kit or by individual modules.

SIOP® Starter KitFocus: Provides teachers and administrators with the training and support needed to learn the SIOP® Model and implement it successfully in the classroom.

Year 1 Semester 1

Year 1 Semester 2

Year 2 Semester 1

Year 2 Semester 2

Training for Administrators ✓Training for Teachers ✓Lesson Coaching & Modeling ✓ ✓ ✓ ✓A+RISE® Standards2Strategy™ ✓ ✓ ✓ ✓SIOP® Virtual Institute ✓Component Enrichment ✓ ✓

1

SIOP® KitsThere are three kits from which to choose.



Courses are described in detail on pages 98–99.

SIOP® Coaching KitFocus: Provides teachers, administrators, and in-district coaches with the training and support needed to learn the SIOP® Model and coach teachers on implementing it successfully in the classroom.

Year 1 Semester 1

Year 1 Semester 2

Year 2 Semester 1

Year 2 Semester 2

Training for Administrators ✓Training for Teachers ✓Coaching & Implementation ✓A+RISE® Standards2Strategy™ ✓ ✓ ✓ ✓Teacher Compass™ ✓ ✓ ✓SIOP® Virtual Institute ✓Component Enrichment ✓ ✓

2

SIOP® Capacity KitFocus: Provides school districts with the training and support needed to learn the SIOP® Model, implement it successfully in the classroom, and build sustainable capacity throughout the district.

Pre- Implementation

Year 1 Semester 1

Year 1 Semester 2

Year 2 Semester 1

Year 2 Semester 2

Consultation with Leaders ✓Diagnostic & Research Services ✓ ✓ ✓ ✓ ✓Training for Administrators ✓Training for Teachers ✓Coaching & Implementation ✓A+RISE® Standards2Strategy™ ✓ ✓ ✓ ✓Coaching & Observation ✓Inter-Rater Reliability Training ✓Teacher Compass™ ✓ ✓ ✓SIOP® Virtual Institute ✓Component Enrichment ✓ ✓

3



Individual SIOP® Training SessionsFor guidance on when to implement individual sessions, please refer to the charts on pages 96–97. More information can be found at www.PearsonEnglishLearningSystem.com.

Training for TeachersThis three-day training gives educators an in-depth understanding of the components of the SIOP ® Model and strategies to implement all eight components and thirty features in their schools and classrooms.

SIOP ® Training for Teachers Virtual InstituteIn this four-week virtual institute, participants learn the SIOP ® Model through live, expert-led sessions; access to the eText Making Content Comprehensible for English Learners: The SIOP ® Model; video of classroom lessons and SIOP ® author discussions; and a live author Q&A.

Training for AdministratorsIn this one-day program, school and district administrators learn about the SIOP ® Model, consider the roles that coaches and administrators can play, and understand how SIOP ® can improve instruction for all students, including English learners.

SIOP ® Training for Administrators Virtual InstituteThis cost-effective four-week institute consists of self-paced and live sessions in which administrators use the SIOP ® Model for Administrators and meet as a virtual group to collaborate and share information with colleagues.

SIOP ® Training for Mathematics TeachersIn this three-day training, mathematics educators gain an in-depth understanding of the components of the SIOP ® Model and strategies to implement it.

SIOP ® Online Workshop: OverviewThese ten models provide educators with a self-paced, in-depth understanding of the components of the SIOP ® Model and strategies to implement it.

Component EnrichmentEach one-day session helps educators deepen their understanding of the features of each component of the SIOP ® Model. Participants have opportunities for collaborative lesson planning and writing.




SIOP ® English Language Arts Component EnrichmentEach one-day session helps educators deepen their understanding of the features of each SIOP ® component and ways to implement the features into ELA lessons.

SIOP ® Mathematics Component EnrichmentEach one-day session helps educators deepen their understanding of the features of each SIOP ® component and ways to implement the features into mathematics lessons.

SIOP ® Online Component EnrichmentModeled after the face-to-face Component Enrichment days, each course consists of three self-paced, online sessions that take a total of three hours to complete and help educators sharpen their understanding of a feature of the SIOP ® Model.

Lesson Coaching & ModelingSIOP ® Lesson Coaching and Modeling is a job-embedded, collaborative approach to professional development. Teacher teams and a SIOP ® consultant meet to codevelop and then take turns teaching a lesson and reflecting on the outcomes.

Coaching & ImplementationThis two-day training helps coaches develop the capacity to effectively support their teachers’ implementation of the SIOP ® Model.

SIOP ® Observation & FeedbackDuring this two-day session, a SIOP ® Consultant observes teachers and completes the SIOP ® protocol. The teachers and service consultant then meet to debrief on the lesson.

SIOP ® Consultation with LeadersThis one-day consultation facilitates key discussions among school and district administrators regarding their SIOP ® implementation with the goal of identifying appropriate solutions for specific needs.

Diagnostic & Research ServicesMeasure the impact of your professional development implementations.

Coaching & ObservationThis two-day program promotes the development of coaching skills in new and experienced EL coaches to support a district’s SIOP ® implementation. The program provides hands-on experience for coaches and specific feedback on their work.



SIOP® RTI Training for English LearnersRTI for English LearnersThe two-day Response to Intervention (RTI) for English learners program was developed with original Sheltered Instruction Observation Protocol (SIOP ®) Model authors Dr. Jana Echevarría and Dr. MaryEllen Vogt to help educators

understand specific considerations for English learners in the RTI process;

identify research-based interventions that are appropriate for ELs;

learn how to compare language differences with language and learning disabilities.

RTI for English Learners Virtual InstituteIn the RTI for English learners four-week virtual institute, participants work to identify critical success factors and barriers to effective RTI implementation and learn how to use the SIOP ® Model to provide research-based instruction. SIOP ® notes are integrated into the Teacher’s Edition at point of use for every level. Participants complete a series of assignments and meet as a virtual group to collaborate, discuss, and share information with their colleagues. The four live sessions are led by an expert in the topic—including one of the SIOP ® authors.




A+RISE®

A+RISE ® consists of high-yield instructional strategies that help educators improve the academic and content achievement of English learners. A+RISE ® uses research-based instructional strategies aligned to state and language proficiency standards and is easily searchable by grade level, activity type, and student language proficiency level.

A+RISE® Standards2Strategy™A+RISE ® Standards2Strategy™ Cards provide quick and easy standards-aligned strategies for effective classroom instruction. Created by three-time Teacher of the Year and Administrator Evelyn Arroyo, these cards

include seventy-eight individual, research-based instructional strategies;

are color coded by teaching task;

are designed for on-demand use in the classroom.

With three simple steps, any teacher can use the A+RISE ® Standards2Strategy™ online resource to identify standards-aligned teaching strategies to differentiate instruction based on students’ proficiency levels.

A+RISE ® Standards2Strategy™ helps K–12 teachers quickly get to the “how” of improving the academic language of English learners and struggling students while meeting state and WIDA English learner proficiency standards across content areas and curricula.

A+RISE ® Standards2Strategy™ provides

videos that model strategies;

differentiated instruction strategies for Tier 2 and Tier 3 students (grades K–5);

content-specific examples for math, science, social studies, and language arts (grades 6–12);

Newcomer strategies (grades 6–12);

strategies aligned to Common Core State Standards and WIDA standards.

The Pearson English Learning System includes point-of-use references to A+RISE® throughout the Teacher’s Editions for Cornerstone, Keystone, and Language Central.



Additional TrainingPearson also makes other training sessions available, including A+RISE ® and Pearson English Learning System training. For more information about these and other sessions, visit www.PearsonEnglishLearningSystem.com.

A+RISE® TrainingA+RISE ® training opportunities include:

A+RISE ® Standards2Strategy™With three simple steps, any teacher can use the A+RISE ® Standards2Strategy™ online resource to identify standards-aligned teaching strategies to differentiate instruction based on students’ proficiency levels.

A+RISE® Training for Teachers: K–12 StrategiesThis one-day district training helps K–12 educators effectively implement the A+RISE ® Standards2Strategy™ online resource by modeling best practices and informal assessments for improving the achievement of English learners.

A+RISE®: Advanced Content Training for Secondary TeachersEach training session provides content-area teachers in grades 9–12 with the knowledge and skills they need to use the A+RISE ® high-yield, research-based instructional strategies to unlock academic content for English learners.

Pearson English Learning System TrainingImplementing the Pearson English Learning SystemThis one-day workshop shows how to implement a comprehensive solution for addressing the specific language development needs for English learners. The Pearson English Learning System Guide integrates how instruction, professional development, and assessment all work toward language proficiency development. This workshop also addresses how English Language Proficiency Standards support the Common Core State Standards.

Keystone Essentials Product Implementation EssentialsThis one-day workshop provides participants with an overview of the Keystone program, including the components and strategies needed for successful implementation. Participants learn the research behind Keystone and why students’ ability to learn, comprehend, and use academic vocabulary is greatly enhanced by the instructional strategies in the components. Participants plan explicit instruction that meets the needs of Newcomers and accelerates every student’s language acquisition, reading comprehension, vocabulary, and oral




and written communication skills. They leave the session with an assortment of activities, ideas, and instructional practices that lead to academic success.

Pearson English Learning System: Using Cornerstone Virtual CourseThis virtual course highlights how to implement a comprehensive solution for addressing the specific language development needs for English learners. Participants identify the key features and products in the Pearson English Learning System, using Cornerstone program materials. This workshop provides strategies for using SIOP ®, A+RISE ®, AIMSweb®, SELP 2, and Cornerstone together as a comprehensive EL system, working toward academic language development. This workshop also addresses how English Language Proficiency Standards support the Common Core State Standards.

Pearson English Learning System: Using Keystone Virtual CourseThis virtual course highlights how to implement a comprehensive solution for addressing the specific language development needs for English learners. Participants identify the key features and products in the Pearson English Learning System, using Keystone program materials. This workshop provides strategies for using SIOP®, A+RISE ®, AIMSweb®, SELP 2, and Keystone together as a comprehensive EL system, working toward academic language development. This workshop also addresses how English Language Proficiency Standards support the Common Core State Standards.

Pearson English Learning System: Using Language Central™ Virtual CourseThis virtual course highlights how to implement a comprehensive solution for addressing the specific language development needs for English learners. Participants identify the key features and products in the Pearson English Learning System, using Language Central program materials. This workshop provides strategies for using SIOP®, A+RISE ®, AIMSweb®, SELP 2, and Language Central together as a comprehensive EL system, working toward academic language development. This workshop also addresses how English Language Proficiency Standards support the Common Core State Standards.

Language Central for Science Language Central provides students with opportunities to build the language that they need to be successful in science. In this one-day workshop, participants learn strategies and solutions to help English learners develop fluency as readers, writers, listeners, and speakers of academic English while learning science concepts. Program activities help scaffold and support EL instruction to help students learn in meaningful ways that promote academic success and achievement. This workshop equips participants with the tools they need to help students build background and access prior knowledge, learn vocabulary using visual clues, practice writing and speaking, and learn essential science skills.



Academic Language Development and ProficiencyThis one-day workshop takes research about academic language and makes it applicable to participants. Participants will define academic language and the role it plays in academic success. Participants will learn ways to develop academic language, such as using the Longman Dictionaries, and measure student progress in their academic language proficiency.

NewcomersDuring this one-day workshop, participants define how to move students who are Newcomers to beginning-level status and what is essential for them to learn immediately. Strategies for integrating students who are Newcomers into the mainstream and activities that reinforce active participation will be discussed. A basic overview of how language is learned as well as progress monitoring tips and measurements for ongoing record keeping will also be addressed.

Language Central: Enhancing English Language DevelopmentThis one-day workshop supports teachers in the successful implementation of Language Central with an emphasis on instructional strategies, progress monitoring, and connection to core curriculum success. Participants examine the research behind the program’s focus on academic vocabulary, written and oral language, and comprehension skills.

Language Central for Math: Building Academic VocabularyThis one-day workshop addresses how academic vocabulary affects students’ focus on the math concepts they are learning. Participants explore how Language Central for Math uses a research-supported teaching framework developed in collaboration with Jim Cummins to help English learners and struggling students develop the academic vocabulary necessary to master math. They examine situations when the math vocabulary, not the mathematical concepts, hinders student mastery. Participants learn strategies that directly address this issue and reinforce the instruction given in the math classroom.

Language Acquisition and Linguistic UnderstandingIn this workshop, teachers learn how the English language is acquired and constructed. Language acquisition theory, basic syntax, semantics, morphology, and additional linguistic topics are discussed. Participants leave with an understanding of how students learn English, the linguistic needs of learning English, and how teachers can promote the language development of their English learners.




Teacher Compass™ SuiteTeacher Compass™ ObserveTeacher Compass™ Observe is a customizable, online teacher observation and coaching system that allows administrators and supervisors to do the following:

Access the SIOP® protocol online to measure teachers’ degree of SIOP® implementation

Save time by streamlining the classroom observation and feedback process

Create descriptive reports offering feedback based on the observation of SIOP® implementation

Improve feedback and coaching with differentiated professional development plans around SIOP®

Analyze and report trend data for individual teachers, groups, schools, or entire districts to enhance a SIOP® implementation

Teacher Compass™ PDEngage teachers in personalized and ongoing training, reflection, and collaboration. Teacher Compass™ PD includes selected SIOP® videos and resources to enhance an effective implementation of a district’s SIOP® Model. This online resource allows teachers and administrators to build capacity by increasing their effectiveness in using the SIOP® Model.

Teacher Compass PD™

Fits into planning periods

Aligns to local standards

Includes collaborative social features

Provides usage and effectiveness tracking




INSTRUCTION

ASSESSMENT




The many and varied needs of the English learner population call for a comprehensive system that combines

assessment, professional development, and instruction. The Pearson English Learning System is that system.

✓ The Pearson English Learning System—An Integrated and Comprehensive Solution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108

PUTTING IT ALL TOGETHER

Putting It All Together 107

How the System WorksInstruction alone is not enough. Educators need to evaluate students’ current instructional level in order to plan instruction that allows them to progress to the next level. Educators also need to know how to plan and deliver instruction that accomplishes this goal. By supporting and informing instruction with assessment and professional development, the Pearson English Learning System increases an educator’s level of success.

The Pearson English Learning System—An Integrated and Comprehensive Solution

The Pearson English Learning System—integrated into the Teacher’s Edition in each program—comes alive through instruction.




The following chart shows the components of the Pearson English Learning System and how the components relate to instruction.

Components of the Pearson English Learning SystemAssessment SELP 2 Assesses language proficiency

AIMSweb® Assesses academic achievement

ASSESSMENT SUPPORTS INSTRUCTION

Instruction Pearson Longman Cornerstone Proven, effective way for students to focus on learning English while simultaneously learning academic content

Pearson Longman KeystonePearson Language Central

PROFESSIONAL DEVELOPMENT SUPPORTS INSTRUCTION


SIOP® Professional development courses and point-of-use suggestions in Teacher’s Edition

A+RISE® Ongoing point-of-use suggestions and strategies in Teacher’s Edition

Appropriate Instruction at the Appropriate TimeThe Pearson English Learning System is an integral part of all three of Pearson’s instructional programs for English learners. The Teacher’s Editions of Cornerstone, Keystone, and Language Central contain notes in the bottom and side channels that provide teachers with valuable information about assessment and professional development that can be immediately implemented into daily instruction.

All three Pearson programs blend the following types of instruction in order to meet both language and content needs:

Rigorous, research-based reading and language skills instruction

Content-area reading instruction

Although all three programs meet both language and content needs, the manner in which those needs are met varies. These differences are important for districts and schools to consider when evaluating the needs of their English learners.

LC13_CC_TE_G4_1428435158_c1.indd 1



The following chart lists the specifications for each program.

Pearson Program Specifications

Cornerstone Keystone Language Central

Level K–5 6–12 K–10

Class Length 45–90 minutes 45–90 minutes 30–60 minutes

Primary Use Stand-alone program Stand-alone program Supplemental program that can be used with any core English language arts program

Can also be used as a stand-alone program for 30 minutes per day

Reading Treatment

Full-length reading passages organized by theme around a Big Question

Full-length reading passages organized by theme around a Big Question

Brief reading passages tied by theme and Big Question to Pearson’s Reading Street and Pearson’s Prentice Hall Literature

Lesson Focus Instruction focuses on helping students build skills in listening, speaking, reading, and writing. Explicit instruction in vocabulary and grammar helps students master academic content.

Instruction focuses on helping students build skills in listening, speaking, reading, and writing. Explicit instruction in vocabulary and grammar helps students master academic content.

Reading passages teach concepts and vocabulary and are used as an impetus for written and oral language.

Unit Organization

Three readings per unit with unit opener and end-of-unit lessons that build skills in listening, speaking, reading, and writing

Four readings per unit (levels A–C) or five readings (levels D–F) with unit opener and end-of-unit lessons that build skills in listening, speaking, reading, and writing

Five lessons per unit with a unit opener that builds skills in listening, speaking, reading, and writing in grades K–5

Four lessons per unit with unit opener and end-of-unit lessons that build skills in listening, speaking, reading, and writing in grades 6–10




Lesson Structure

Lessons organized around the reading and a question related to the unit Big Question

Lessons include before- and after-reading lessons on vocabulary, phonics, learning strategies, grammar, and writing.

Lessons organized around the reading, which relates to the unit Big Question

Lessons include Prepare to Read and Review and Practice lessons on vocabulary, word analysis, reading strategies and comprehension, grammar, and writing.

Lessons organized around weekly skills-based lessons and a question related to the unit Big Question

Weekly lessons are divided into daily lessons that are organized around a specific skill.

Lessons organized around weekly skills-based lessons and the unit Big Question

Weekly lessons are divided into daily lessons that are organized around a specific skill.



Formative Assessment and Progress Monitoring Integrated with Each ProgramThe Pearson English Learning System provides teachers with useful benchmarking, formative, and progress monitoring assessments. Assessment informs instruction by providing important information about both the students’ English language proficiency and academic achievement. Useful notes are provided at point of use in the Teacher’s Edition to help teachers implement and act on the information they get from these assessments.

SELP 2 provides benchmarking and helps teachers monitor growth in language proficiency. A complete set of correlations for skills tested and for skills taught can be found in Appendix B in each level of the Teacher’s Edition.

AIMSweb® provides teachers with useful information about students’ progress and academic achievement as compared to other English learners with similar backgrounds. Useful notes are located at strategic points in the Teacher’s Edition.

The SELP 2 note on this page shows that the Reading subtest correlates with the content on the page. The AIMSweb® note reminds teachers that they can assess students’ achievement at the end of a Reading or Weekly Lesson.

Progress Monitoring Continue to monitor your students’ progress in reading using the Reading Curriculum-Based Measurement (R-CBM). Consult the AIMSweb® Training Workbook in your Teacher Resources to help you analyze scores and set customized goals for each student.SELP2 Stanford English Language Proficiency Test

The Reading subtest assesses students’ proficiency in this area. See the correlation for clusters that support these skills in Appendix B in this Teacher’s Edition and in the Pearson English Learning System Guide.

ST

AN F O

R

D


For more information about SELP 2, see pages 30–36. For more information about AIMSweb®, see pages 37–44.

The AIMSweb ®

and SELP 2 notes are examples of the Pearson English Learning System support that is integrated at the lesson level



Point-of-Use Professional Development Integrated with Each ProgramThe Pearson English Learning System provides teachers with proven professional development. Teacher professional development sessions and ongoing teacher support provide an instructional framework that helps students succeed. Useful notes are provided at point of use in the Teacher’s Edition to help teachers systematically, consistently, and concurrently teach grade-level academic content and academic language to English learners.

SIOP® provides teachers with a practical model of Sheltered Instruction that allows them to facilitate high-quality instruction for English learners in content-area teaching and encourages them to apply each of the components and features of SIOP®. Useful notes are located at strategic points in the Teacher’s Edition.

A+RISE® consists of high-yield instructional strategies that help teachers improve their students’ academic achievement. Useful notes are located at strategic points in the Teacher’s Edition.

The SIOP® note on this page reinforces teacher training for Feature 18. The A+RISE® note on this page cites a Vocabulary card that teachers can use with the Grammar lesson on the page.

SIOP ® in Practice

INTERACTION Feature 18: Sufficient Wait Time for Student Responses

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Vocabulary Card V05 (p. 10) Model

The SIOP ® and A+RISE ® notes are examples of the Pearson English Learning System support that is integrated at the lesson level

For more information about SIOP®, see pages 93–100. For more information about A+RISE®, see page 100.


Instruction Informed by Assessment and Supported by Professional DevelopmentCornerstone and Keystone SnapshotThe many resources of the Pearson English Learning System have been carefully designed to make lesson planning, pacing, teaching, and assessment easier. Useful Unit Overview pages in the Teacher’s Edition for each level provide a snapshot of the instructional design of the unit, information about where the Common Core State Standards are taught and practiced, and information about each of the components of the Pearson English Learning System.

T2B

Read more about pacing online at www.LongmanCornerstone.com

Reading Reading Put It All TogetherThe Star Llamapp. 32–37 Pacing: 7–8 DaysSummary Connection to the Big Question A fable telling how animals can help someone who cares for them.

Mustangspp. 48–51 Pacing: 7–8 DaysSummary Connection to the Big Question A social studies article telling how people help and care for wild animals.

Pacing: 3–4 Days

Evidence of UnderstandingHow do animals and people show they care?

Common Core State StandardsTeaching Standards: L.4.1, L.4.2, L.4.2.d, L.4.3, RF.4.4, RF.4.4.a, RF.4.4.b, RF.4.4.c, RL.4.9, RI.4.9, SL.4.4, W.4.2, W.4.3, W.4.4, W.4.5, W.4.7, W.4.10Practicing Standards: L.4.1.f, SL.4.2, SL.4.6, RI.4.10, RL.4.10, W.4.8

Apply and Extend, p. 58

Projects / Further Readings, p. 59

Listening and Speaking Workshop: Play a Description Guessing Game, pp. 60–61

Writing Workshop: Write a Descriptive Essay, pp. 62–64

Fluency, p. 65

Test Preparation, pp. 66–67

Assessment Book, Unit 1 Test

Teaching Standards: L.4.1, L.4.2, L.4.3, L.4.4, L.4.4.a, L.4.6, RF.4.3, RF.4.3.a, RF.4.4.c, RL.4.1, RL.4.3, RL.4.4, RL.4.5, RL.4.10, SL.4.4, W.4.4, W.4.5, W.4.10Practicing Standards: L.4.1.f, L.4.4, L.4.4.a, L.4.6, RF.4.4.c, RL.4.4, RL.4.7, SL.4.1, SL.4.1.c, SL.4.1.d, SL.4.4

Teaching Standards: L.4.1, L.4.2, L.4.3, L.4.4, L.4.4.a, L.4.6, RF.4.3, RF.4.3.a, RF.4.4.c, RI.4.1, RI.4.2, RI.4.3, RI.4.4, RI.4.7, RI.4.10, W.4.4, W.4.5, W.4.10Practicing Standards: L.4.4, L.4.4.a, L.4.6, L.4.1.f, RF.4.4.c, RI.4.4, SL.4.1, SL.4.1.c, SL.4.1.d

More About the Big Question, p. 32 In what ways can animals help the people who care for them?

More About the Big Question, p. 48 How do people help and care for wild animals?

Key Words: shimmer, frisky, glowed, warm, breath, companion, pp. 28–29Academic Words: bond, encounter, occur, p. 30

Key Words: mustangs, feral, captured, breeders, banned, pp. 44–45Academic Words: establish, recover, strategy, p. 46

Word Study: Endings: -s, -es, -ed, p. 31 Phonics: Long Vowels with Silent e, p. 47

Reading Strategy: Identify Fantasy and Reality, pp. 32, 37Learning Strategy: Fantasy and Reality, p. 38Graphic Organizer: T-Chart, p. 39

Reading Strategy: Preview, pp. 48, 51Learning Strategy: Preview, p. 52Graphic Organizer: Details Chart, p. 53

Grammar: Simple Past: be verbs, pp. 40–41Writing: Describe Yourself, pp. 42–43

Grammar: Simple Past: Regular Verbs, pp. 54–55Writing: Describe a Place You Visit, pp. 56–57

Assessment Book, Reading 2 Test Assessment Book, Reading 3 Test

Students use the website, CD-ROM/e-book, and iPad apps to reinforce skills in this reading.


Students use the website, CD-ROM/ e-book, and iPad apps to reinforce skills in this reading.

2 3

Reading Reading Put It All TogetherLesson Preparation T29, Building Background T31, Lesson Preparation T33, Comprehensible Input T35, Interaction T37, Review and Assessment T39

Lesson Preparation T45, Building Background T47, Interaction T49, Lesson Delivery T51, Review and Assessment T53, Building Background T57

Comprehensible Input T59, Review and Assessment T61

Vocabulary Card V2; Language and Content Card La10 T30, Comprehension Card C5 T35, Vocabulary Card V9 T41

Vocabulary Card V4; Phonics Card P11 T47, Comprehension Card C8 T51, Language and Content Card La4 T55, Comprehension Card C10 T55

Oral Reading Checklist T51 Maze Curriculum-Based Measurement T67

Reading T30, Reading T17, Writing Conventions T41, Writing T43

Reading T46, Reading T49, Writing Conventions T55

Listening and Speaking T61, Writing T63

2 3

The Big Question

English Learning

Animals, People, and CaringUnit

1PLANNER

T2A

Unit Preview: pp. 2–7Pacing: 3–4 Days

Build Unit Vocabulary: What do you know about animals?, pp. 4–5

Build Unit Background: Kids Stories from around the World, p. 6–7

Teaching ResourcesUnit Resources

Unit 1 Unit 1

pp. 103–111

Selection Resources

pp. 3–40

pp. 29–40

ReadingTaking Care of the Youngpp. 12–19 Pacing: 7–8 DaysSummary Connection to the Big Question A science article focusing on the importance of taking care of the young.

Common Core State Standards

Teaching Standards: L.4.1, L.4.2, L.4.3, L.4.4, L.4.4.a, L.4.6, RF.4.3, RF.4.3.a, RF.4.4.c, RI.4.1, RI.4.2, RI.4.3, RI.4.7, RI.4.10, W.4.4, W.4.5, W.4.7, W.4.10Practicing Standards: L.4.1.f, L.4.4, L.4.4.a, L.4.6, RF.4.4.c, RI.4.4, RI.4.7, SL.4.1, SL.4.1.c, SL.4.1.d, SL.4.6, W.4.8

BUILDING BACKGROUND More About the Big Question, p. 12 Why is it important for animals to take care of their young?

VOCABULARY Key Words: young, protect, secure, communicates, pp. 8–9Academic Words: challenge, goal, involve, p. 10

PHONICS WORD STUDY Phonics: Short Vowels, p. 11

READING AND LEARNING STRATEGIES

Reading Strategy: Use Prior Knowledge, pp. 12, 19Learning Strategy: Reread for Details, p. 22Graphic Organizer: KWL Chart, p. 23

GRAMMAR AND WRITING Grammar: Simple Present, pp. 24–25Writing: Describe an Animal, pp. 26–27

ASSESSMENT Assessment Book, Diagnostic Preset, Reading 1 Test

TECHNOLOGY Students use the website, CD-ROM/e-book, and iPad apps to reinforce skills in this reading.

1

Reading

SIOP® in Practice PROFESSIONAL DEVELOPMENT

Lesson Preparation T9, Building Background T11, Comprehensible Input T13, Strategies T15, Lesson Delivery T19, Practice/Application T21, Review and Assessment T23

A+RISE StrategiesPROFESSIONAL DEVELOPMENT

Vocabulary Card V7 T10, Phonics Card P8 T10, Language and Content Card La2 T21, Writing Card W3 T27

AIMSweb® PROGRESS MONITORING

Reading Curriculum-Based Measurement T17

SELP2ASSESSMENT


1ISOP

®

OBSERVATION PROTOCOL


®

ST

AN F O

R

D


The Big QuestionHow do animals and people show they care?

Unit Overview for Cornerstone Level 4, Unit 1



Cornerstone and Keystone Tools for TeachersEvery component of the Pearson English Learning System is incorporated throughout the Teacher’s Edition. Point-of-use suggestions, always found on a blue background below the student pages, ensure that teachers have all the tools they need when they need them.

SIOP®

A+RISE®

AIMSweb®

SELP 2

Read more about pacing online at www.LongmanKeystone.com

Reading 3 Reading 4

“ Ali, Child of the Desert” by Jonathan London

Connection to the Big Question People living in the desert face many challenges.

“Blowing up a Storm” Connection to the Big Question Weather is one natural element that affects people.

Teaching Standards L.7.1, L.7.2, L.7.4.c, L.7.4.d, L.7.5.a, L.7.6, RL.7.1, RL.7.2, RL.7.3, RL.7.4, RL.7.10, SL.7.1, SL.7.6, W.7.2, W.7.2.a, W.7.4, W.7.5, W.7.10Practicing Standards L.7.4.a, RL.7.3, RL.7.5, RL.7.6, RL.7.7, RL.7.10, SL.7.1.a, SL.7.2

Teaching Standards L.7.1, L.7.2, L.7.4.c, L.7.4.d, L.7.6, RI.7.1, RI.7.2, RI.7.3, RI.7.4, RI.7.5, RST.6-8.1, RST.6-8.4, RST.6-8.7, RST.6-8.10, SL.7.1, SL.7.1.a, SL.7.6, W.7.2, W.7.2.a, W.7.4, W.7.5, W.7.7, W.7.8, W.7.10, WHST.6-8.7, WHST.6-8.8Practicing Standards L.7.4.a, RI.7.7, RI.7.10, RST.6-8.4, RST.6-8.10, SL.7.1.a, W.7.2.c

The Big Question Students discuss how the natural world affects them.

Build Background Students learn about the Kingdom of Morocco.

The Big Question Students discuss how the natural world affects them.

Build Background Students learn about hurricanes.

Learn Literary Words figurative language, personification, setting

Learn Academic Words adapt, capable, concluded, rely, route

Word Study Compound Nouns Reading Strategy Visualize

Learn Key Words evacuate, eye, heed, hurricane, technology

Learn Academic Words available, consist, create, process, reverse, source

Word Study Spelling Long a Reading Strategy Identify Main Idea and Details

Set a Purpose for Reading Students read to find out how people living in the desert are affected by the natural world.

Set a Purpose for Reading Students read to find how hurricanes form and what happens when they reach land.

Comprehension In Your Own Words Discussion Response to Literature

Comprehension In Your Own Words Discussion Read for Fluency Extension

Grammar Simple Sentences Writing Description of a Person

Grammar Subject-Verb Agreement Writing Description of an Event



Reading 3 Reading 4Lesson Preparation T35, Building Background T37, Lesson Delivery T39, Strategies T43, Practice/Application T45, Review and Assessment T47

Lesson Preparation T53, Building Background T55, Practice/Application T57, Interaction T59, Review and Assessment T61

Vocabulary Card V10 T37, Writing Card W2 T51 Writing Card W10 T65

Reading Curriculum-Based Measurement T43, Oral Reading Checklist T45

Oral Reading Checklist T58, Reading Curriculum-Based Measurement T63

Reading T41, Listening and Speaking T47, Writing Conventions T49, Writing T51


T2B

English Learning

Unit 1

Overview

The Big QuestionHow does the natural world affect us?

Reading 1 Reading 2

From Project Mulberry by Linda Sue ParkConnection to the Big Question There are harsh trade-offs of raising silkworms for their silk.

“ Ecosystems: The Systems of Nature”

Connection to the Big Question A science article about the relationship between living things and their environment.

Common CoreState Standards

Teaching Standards L.7.1, L.7.2, L.7.4.b, L.7.4.c, L.7.4.d, L.7.6, RL.7.1, RL.7.2, RL.7.3, RL.7.4, RL.7.10, SL.7.1, SL.7.6, W.7.2, W.7.2.d, W.7.4, W.7.5, W.7.10Practicing Standards L.7.4.a, RL.7.5, RL.7.7, RL.7.10, SL.7.1.a, SL.7.2

Teaching Standards L.7.1, L.7.2, L.7.4.c, L.7.4.d, L.7.6, RI.7.1, RI.7.2, RI.7.3, RI.7.4, RI.7.5, RST.6-8.1, RST.6-8.4, RST.6-8.7, RST.6-8.10, SL.7.1, SL.7.1.a, SL.7.6, W.7.2, W.7.2.a, W.7.4, W.7.5, W.7.10Practicing Standards L.7.4.a, RI.7.7, RI.7.10, RST.6-8.10, SL.7.1.a

PREPARE TO READ The Big Question Students use a graphic and discuss how the natural world affects them.

Build Background Students learn when and where caterpillar threads were first made into silk.

The Big Question Students use a graphic organizer and discuss their own experiences with nature.

Build Background Students learn what an ecosystem is and what it comprises.

VOCABULARY Learn Key Words imagery, sensory details Learn Academic Words cycle, dramatic,

percent, project Word Study prefixes Reading Strategy Predict

Learn Key Words nonliving, nutrients, organism, photosynthesis, reproduce, species

Learn Academic Words consume, environment, interact, similar, survive

Word Study Digraphs Reading Strategy Preview

READ Set a Purpose for Reading Students read to learn about the life cycle of silkworms and how to raise them for their silk.

Set a Purpose for Reading Students read to find out how living things are dependant on their environment.

REVIEW AND PRACTICE Comprehension In Your Own Words Discussion Response to Literature Learning Strategy

Comprehension In Your Own Words Discussion Read for Fluency Extension

GRAMMAR AND WRITING Grammar Adjective Order Writing Description of an Object

Grammar Appositives and Comparatives Writing Description of a Place

TECHNOLOGY Students use the website, CD-ROM/e-book, and iPad apps to reinforce skills in this reading.


Reading 1 Reading 2

SIOP® in Practice PROFESSIONAL DEVELOPMENT

Lesson Preparation T5, Building Background T7, Interaction T9, Comprehensible Input T11, Review and Assessment T13

Lesson Preparation T19, Building Background T21, Review and Assessment T29

A+RISE® Strategies PROFESSIONAL DEVELOPMENT

Vocabulary Card V10 T7, Writing Card W10 Vocabulary Card V9, Phonics Card P6 T21, Fluency Card F2 T29, Writing Card W2 T33

AIMSweb® PROGRESS MONITORING

Oral Reading Checklist T9 Oral Reading Checklist T24, Reading Curriculum-Based Measurement T26

SELP2ASSESSMENT



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Unit Overview for Keystone Level 4, Unit 1


Language Central SnapshotThe many resources of the program have been carefully designed to make lesson planning, pacing, teaching, and assessment easier. Useful unit overview pages—called Flexible Weekly Lesson Plans and Weekly Language Development—provide a snapshot of the full Pearson English Learning System in Language Central grades K–5. Unit overview pages in grades 6–10—called Weekly Planners—also provide a useful snapshot of the Pearson English Learning System.

KEY

= Core = Optional = Assessment

24b

Preteach 10 min Poster Day 3 Activity Song Book Vocabulary Routine

Teach 15–40 min Build Comprehension

Sequence Table Talk (see Leveled Support p. 24d)

Skill Check 5–10 min Practice Book Poster/Song Book Routine

Preteach 10 min Poster Day 4 Activity Song Book Grammar Routine

Teach 15–40 min Conventions of English

Interrogative and Declarative Sentences Table Talk (see Leveled Support p. 24d)


Preteach 10 min Poster Day 5 Activity Song Book Review Concept Routine

Teach 15–40 min Think, Talk, and Write

Diversity Table Talk (see Leveled Support p. 24d)


Audio CD, Student Edition eText, and Get Online: Envision It! Animation

Audio CD, Student Edition eText, and Get Online: Grammar Jammer

CCSS: RI.4.5, RI.4.7, SL.4.1, SL.4.1.c, SL.4.2, SL.4.6

CCSS: SL.4.1, SL.4.1.c, SL.4.6, L.4.1, L.4.2, L.4.1.f, L.4.3

CCSS: RI.4.4, RI.4.7, W.4.2, W.4.2.a, W.4.2.b, W.4.2.d, W.4.4, W.4.10, SL.4.1, SL.4.1.b, SL.4.1.d, SL.4.6

BUILD COMPREHENSIONDay 3

CONVENTIONSDay 4

CONCEPT WRAP UPDay 5

Your Turn Talk About It Produce Language

If . . . students have difficulty putting the events in sequence,

If . . . students have difficulty deciding whether a sentence is interrogative or declarative,

If . . . students have difficulty writing about an experience,

then . . . review clue words that indicate sequence.

then . . . remind them to use punctuation clues.

then . . . ask, Who do you know from a culture different from yours? When and where did you meet this person?

Phonics Transition Lessons Picture It! and Instruction

Sequence Practice Activities

Phonics Transition Lessons Grammar Transition Lessons Practice Activities

Phonics Transition Lessons Grammar Transition Lessons Transparency 2 Practice Activities

BUILD COMPREHENSIONDay 3

CONVENTIONSDay 4

CONCEPT WRAP UPDay 5

Day 3 Day 4 Day 5

Lesson Delivery Pacing of the Lesson Appropriate to Students’ Ability Levels

Practice/Application Hands-On Materials and/or Manipulatives Provided

A+RISE® Writing Card W02

1WEEK Flexible Weekly Lesson Plan

English Learning

24a

Instructional Plan and Materials

Preteach Poster Song Book Preview Concept Routine

Teach Concept Talk Oral Vocabulary Routine Build Concept Vocabulary Vocabulary in Context Table Talk

Skill Check Practice Book Poster/Song Book Routine

Preteach Poster Song Book Vocabulary Routine

Teach Language Workshop

Table Talk

Skill Check Practice Book Poster/Song Book Routine

Technology Resources Audio CD, Student Edition eText, and Get Online: Concept Talk Video

Audio CD, Student Edition eText, and Get Online: Envision It! Animation


CCSS:CCSS:

DEVELOP CONCEPTSDay 1

BUILD LANGUAGEDay 2

Daily Progress Monitoring Oral Vocabulary Routine Talk About It

If . . . If . . .

then . . . then . . .

Extend Your Time Phonics Transition Lessons Transparency 2 Hear It! See It! Say It! Use It! Routine Practice Activities

Phonics Transition Lessons Practice Activities

DEVELOP CONCEPTSDay 1

BUILD LANGUAGEDay 2

Day 1 Day 2

SIOP® in PracticePROFESSIONAL DEVELOPMENT

Lesson PreparationBuilding Background


A+RISE®

)!&*+



!

Transparency 2

Song Book, 1 Poster 1

Word Cards

culture

T

2IDEA MAP 22222222222222222222222222IDEA MAPCentral Concept Map

1

???????? What experiences bring diverse people together?

Concept Goals

Question of the Week

DiversityGrade 4, Unit 1, Week 1

ELD

Stephanie’s Solobanjo

parlor. gourd.

appreciatepraises

culture.

diverse

1DAY

Concept TalkWho is this? What is (s)he doing here?

RhondaRhonda watched her

friend Stephanie practice.

Why would a concert bring together such a diverse group of people?

2DAY

Reteach Vocabulary

appreciate, banjo, culture, diverse, gourd, parlor,praises

ListeningStephanie’s Solo.

3DAY

Language Check

(yesterday) (today)2.

(tomorrow)(Next week)

4DAY

Produce Oral Language

2.

5DAY

Think, Talk, and WriteListening Stephanie’s Solo.

WritingWhat experiences bring diverse people together?

????????????Question of the Week What experiences bring diverse people together? 1

ELD

DiversityGrade 4, Unit 1, Week 1

All Kinds of PeopleTune: “Down by the Station”

All kinds of peopleOften get together,Folks from different placesShare things as one.Each person comes fromA different kind of culture,But sharing togetherCan be a lot of fun!

Music is a thing thatPeople share together.

Crowds appreciate it,Though they are diverse.Music from a banjoBrings folks together,Enjoyed by many peopleAcross the universe!

Unit Overview for Language Central Grade 4, Unit 1, Week 1




Language Central Tools for TeachersEvery component of the Pearson English Learning System is incorporated throughout the Teacher’s Edition. Point-of-use suggestions, always found on a blue background below the student pages, ensure that teachers have all the tools they need when they need them.

SIOP®

A+RISE®

AIMSweb®

SELP 2

1LESSON

&Connect to Writing3DAY 4DAY 5DAYLanguage & Comprehension Grammar

Day 3 Day 4 Day 5

Building Background Key Vocabulary Emphasized

Practice/Application Hands-On Materials and/or Manipulatives Provided

A+RISE® Newcomers Card N12 A+RISE® Vocabulary Card V05

Comprehension The Reading subtest assesses Comprehension. See the correlation for clusters that support these skills in Appendix B in this Teacher’s Edition and in the Pearson English Learning Teacher’s Guide.

Grammar The Writing Conventions subtest assesses Grammar. See the correlation for clusters that support these skills in Appendix B in this Teacher’s Edition and in the Pearson English Learning Teacher’s Guide.

Fluency The Writing subtest assesses Fluency. See the correlation for clusters that support these skills in Appendix B in this Teacher’s Edition and in the Pearson English Learning Teacher’s Guide.

Use the AIMSweb® Maze Curriculum-Based Measurement to measure students’ general reading proficiency. The test should be administered three times a year. Use the reports from the AIMSweb® Maze Curriculum-Based Measurement to help you with assessment.

Preteach Model Skill/Strategy

Teach Language Workshop Comprehension Workshop

Skill Check Table Talk Review and Assess Context Clues, pp. 4–5, 18

Preteach Introduce Grammar

Teach Use Grammar

Skill Check Table Talk Review and Assess Common and Proper Nouns, pp. 8–9, 20

Preteach Connect to Writing/Model

Teach Talk About Writing Reality Central Selection: “How Animals Help People”

Skill Check Table Talk Graphic Organizer G15

Audio CD and Student Edition eText Audio CD and Student Edition eText Audio CD and Student Edition eText

CCSS: RI.7.4, SL.7.1, L.7.4, L.7.4.a, L.7.6 CCSS: L.7.1, L.7.2, L.7.2.b, L.7.3 CCSS: RI.7.4, W.7.4, W.7.10, L.7.4, L.7.4.a, L.7.6

KEY

= Core = Optional = Assessment

5b

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English Learning

What is the best way to fi nd the truth?

Day 1 Day 2

SIOP® in PracticePROFESSIONAL DEVELOPMENT

Lesson Preparation Content Objectives and Language Objectives; Building Background Key Vocabulary Emphasized


SELP2ASSESSMENT

Vocabulary The Reading, Listening, and Speaking subtests assess Vocabulary and Comprehension. See the correlation for clusters that support these skills in Appendix B in this Teacher’s Edition and in the Pearson English Learning Teacher’s Guide.

Comprehension The Reading subtest assesses Comprehension. See the correlation for clusters that support these skills in Appendix B in this Teacher’s Edition and in the Pearson English Learning Teacher’s Guide.

AIMSweb®

PROGRESS MONITORING

Progress Monitoring Reading Curriculum-Based Measurement (R-CBM) measures reading progress. Consult the AIMSweb® Training Workbook in your Teacher Resources to analyze scores and set customized goals.

ISOP®



!

ST

A NF O R

D


Weekly Planner

1DAY 2DAYDialogue Reading

Instructional Plan and Materials

Preteach Preview the Concept

Teach Dialogue/Concept Talk Vocabulary Routine Vocabulary Cards

Skill Check Table Talk

Preteach Vocabulary Review

Teach Reading Strategy Model and Read Graphic Organizer G10

Skill Check Table Talk

Technology Resources Audio CD and Student Edition eText Audio CD and Student Edition eText


CCSS: RL.7.4, RL.7.10, SL.7.1, SL.7.1.c, SL.7.6, L.7.4, L.7.4.a, L.7.4.d, L.7.6

CCSS: RI.7.1, RI.7.2, RI.7.10, SL.7.1, SL.7.1.c, SL.7.6

Unit 1, Lesson 1

Animal Companions

5a

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All

right

s re

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ed.

Graphic OrganizerG hi

Reality Central

Student Worktext

Language Central Graphic Organizers© Pearson Education Inc. All rights reserved.

G10

Detail

Main Idea

Detail

Detail Detail

Detail Detail

Main Idea and Details Web

Vocabulary Cards

fiction

Review and Assess

Unit Overview for Language Central Grade 7, Unit 1, Lesson 1




INSTRUCTION

ASSESSMENT




Reaching out to families and to the community by providing both resources and information about the

school and district helps educators meet challenges.

✓ Reaching Out to the English Learner Community . . . . . . . . . . . . . . . . 120

✓ District-Community Partnerships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123

✓ Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131

✓ Specific Help for Parents/Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136

✓ 21st Century Media Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138

COMMUNITY OUTREACH AND

SUPPORT

Community Outreach and Support 119

community

scho

ol

parents/f

amili

es

Administrators and leaders in districts with student populations of English learners are faced with many challenges. These challenges include supporting English learners in the community, shaping a positive attitude toward English learners in the school system, and managing the larger community’s perception of English learners in both the schools and the community. Administrators are also faced with the challenge of reassuring the community that adequate yearly progress will not be seriously affected by the performance of English learners.

Successful outreach with parents, families, and community groups helps administrators and school leaders meet these challenges by making sure that all students come to school ready to learn.

Reaching Out to the English Learner Community



COMMUNITY OUTREACH AND SUPPORT

Benefits of a Partnership Between District/School and CommunityWhile the district or school can meet the language and academic needs of English learners, these students have many other needs that sometimes go unmet. These unmet needs can create barriers to learning that if successfully removed or lessened will increase the potential for English learners’ achievement.

The community can provide many services, such as those below, to assist English learners and their families and to remove barriers to learning.

CommunityEnrichment

Immigration assistance

Social services

Cultural support

By working in tandem with community partners, the district or school can provide the greatest benefit to the families of English learners.

Successful OutreachConsider the following tips when building a successful outreach program:

Include community outreach and partnerships on the district’s master calendar to ensure they are an integrated part of district-wide planning.

Lead proactively. Observe and identify potential issues and solutions before problems arise.

Lead inclusively. All are welcome and all are represented.

Make sure all stakeholders are present for buy-in and decision-making meetings. Include orientations and follow-ups in the meeting schedule.

Provide diversity training emphasizing respect for all cultures.



The following chart provides a quick overview of activities involved in successful community outreach programs that support the needs of English learners and their families.

Overview of Successful Outreach for the English Learner Community

Activities Involved Tasks Involved

Assessing Community Needs

Communicate with faculty, parents/families, students, and other stakeholders to determine the needs of English learners in your community.

Compile research, survey results, interviews, and other data to document district-wide needs.

Use compiled information to generate ideas and leads for new outreach programs or for improvements to existing programs.

Building Partnerships in the

Community

Identify people and other resources within the community who are available to support the district’s efforts with regard to English learners.

Organize meetings with new partners in the community.

Evaluate existing partnerships to see if they still meet your district’s needs.

Seek out organizations that can support the school culturally.

Bridge cross-cultural gaps within the school and community.

Evaluate the success of outreach programs and activities, and look for ways to improve the process.

Create a roster of community groups and other organizations that will be willing to help in school activities requiring parental and community support.

Developing a Communication

Plan

Develop a strategic communication plan that informs community members and parents/families and elicits their input. This plan might include newsletters, a website, and other methods of communication.

Develop a plan to disseminate information to faculty and staff regarding outreach.

Ensure that the district website is inclusive of all outreach and partnership information and that current information is posted.

Planning and Facilitating

Meetings and Events

Schedule meetings at school or other convenient sites so that parents/families can attend. If necessary, arrange transportation.

Include interpreters at events regardless of the number of attendees.

Facilitate the translation of meeting agendas and notes and other important communications between the district and community.

Respect religious observances when scheduling school events, workshops, and meetings. Conduct a needs assessment or survey to determine appropriate days and times to schedule school-related activities.




Partners in Community OutreachThe needs of English learners vary tremendously. Within a given district, one might find Newcomers, refugees, students with limited schooling, students who have had privileged educations, and everything in between. There are many organizations available to support ELs and their families depending on their needs.

The following chart provides situations and experiences that may be of assistance in determining which organizations can best meet the needs of a given EL community.

Meeting the Needs of the EL Community

Cultural differences can make it difficult for students to be successful academically.

Organizations that assist ELs and their families with acculturating into a new school and community might help overcome these obstacles.

Recent immigrants may need assistance understanding the workings of life in the United States.

Look for organizations, such as local Newcomer groups, that have experience with these issues.

Refugees are not only facing language and cultural differences, but also may have emotional issues tied to violence or negative situations they have left behind.

Organizations or community groups familiar with the experiences of refugees may be able to offer support.

Students well educated in their home languages may still experience difficulties in U.S. schools. For example, students may encounter pedagogy, such as the social learning that takes place in groups, with which they are unfamiliar.

Community or student groups may be able to guide these students through uncharted territory.

District-Community Partnerships



The department of education for each state can be a valuable resource. State department of education websites often provide the names and telephone numbers of local organizations that may be able to provide assistance to English learners.

National Outreach OrganizationsIn addition to state and local organizations, there are national organizations that offer support to English learners.

Boys & Girls Clubs of Americawww.bgca.org

The Boys & Girls Clubs of America provide support for students and their families in local communities. There are several specific programs targeting the English learner community. The Latino Outreach Initiative works closely with clubs to promote high school education and advancement into higher education. The Family PLUS initiative cooperates with clubs to promote positive development of youth by training caregivers in a way that produces an education-conducive environment within the family.

The National Center for Family Literacywww.famlit.org

NCFL works with community partners to improve and advance family literacy programs. The organization also seeks to support family literacy on an emotional level by strengthening the relationships and mental health of individuals within the family. The website provides information on their programs as well as training events and online learning opportunities.

The United Waywww.yourunitedway.com

The Refugee and Immigrant Services of the United Way help immigrants and refugees with educational assistance and other services. In particular, the school liaison project acquaints new immigrant families with the U.S. educational system, assisting with school registration, tutor services, and extracurricular involvement. The project also facilitates parent-teacher and parent-child interactions.

United States Government Resourceswww.usa.gov

This website is the U.S. government’s official web portal. It provides information on local English classes, education, health care, immigration, citizenship, employment, and many other topics useful to immigrants.




Addressing Community AttitudesThe community at large may have questions or concerns regarding a changing population that includes an increasing number of English learners. Concerns may range from the district’s adequate yearly progress to the distribution of funds across district programs. Left unaddressed, these questions and concerns may contribute to a less-than-welcoming attitude toward the English learner population. Providing the community with facts—as well as open communication and a forum for discussion—can help foster greater understanding and positive attitudes.

How will English learners affect test scores?Districts are required by law to assess all students regardless of language proficiency; however, accommodations can be offered depending upon the circumstances. Each state determines how accommodations will be implemented for state-mandated assessments.

Possible Accommodations

Assessing students in their native language

Extended time

Alternative locations with fewer distractions

Readers or audio recordings of the assessment

Scribes

Word-to-Word glossaries

How will an increase in English learners affect the distribution of funding across the district?Programs for ELs can receive funding separate from other programs, such as art and music. School districts can also apply for grants geared specifically to EL programs and for other types of funding, such as Title III funding.

Surveying Community Needs Input from the English learner community may provide a useful perspective on their needs. Following is a sampling of survey questions that might be asked of community members. Translating the survey into a language that the EL community can understand will give the community greater opportunity to respond. Some families may need to complete the survey orally in their home language.



Community Survey: Needs for English Learners

Thank you for your time and input.

1. What resources would you like to see offered to English learners?

❑ Additional ESL instruction during the school day

❑ Additional content-area instruction during the school day

❑ Additional ESL and/or content-area instruction after school, on weekends, or during the summer

❑ Literacy instruction

❑ Group counseling

❑ Parental counseling

❑ Home visits by a person who speaks the home language that might help English learners and their families understand the school district and how it works

❑ Other:

2. What options should be available to parents/families in making determinations about EL programs? (Check all that apply.)

❑ Families should have the option to choose the type of ESL instruction the student receives when more than one instructional option is available.

❑ Families should have the option to decline ESL services.

❑ Families should have the option to decline ESL instruction.

❑ Not sure or not qualified to answer

3. Should a process be developed to identify preschool students as ELs and to determine language development services for such students?

❑ Yes

❑ No





4. Should the district/school develop a process to identify when ELs need additional instructional support?

❑ Yes

❑ No


5. What types of information should be translated? (Check all that apply.)

❑ Newsletters

❑ Classroom communications (e.g., letters home, field trip information)

❑ Websites

❑ Report card comments

❑ Information about extracurricular activities and sports

❑ Forms

❑ Other:

6. Into which language(s) should this information be translated? (Check all that apply.)

❑ Spanish

❑ Haitian Creole

❑ Chinese

❑ Vietnamese

❑ Cambodian

❑ Other:

7. What cultural activities or displays would you like to see in and around school?

❑ Live performances by members of the community

❑ Live performances by ELs

❑ Displays of art and other handiwork by members of the community

❑ Displays of art and other handiwork by ELs

❑ Demonstrations by community members of work-related skills

❑ Examples of student work

❑ Other:



Surveying Faculty Attitudes The sample survey on the next page will help the leadership team by

assessing the current level of community involvement at the school and district levels;

providing insight into faculty member perceptions regarding areas of concern and areas of strength.

Survey responses can be compiled to provide

an overview of the district’s current status with regard to the collective community and parent/family involvement strategies;

greater insight into the issues and possibilities for future growth.

Individual survey responses can

generate new ideas for specific community partners;

generate ways to involve previously uninvolved members of the community.




Faculty Survey: English Learners and the Community

The purpose of this survey is to gain insight into faculty perceptions and current practice with regard to the families of English learners and the community at large. Thank you for your time and input.

1. What does “community outreach,” especially for the English learner community, mean to you? (Check all that apply.)

❑ Maintaining an open-door policy with community members

❑ Making resources available to members of the community

❑ Interactive communication with students’ families

❑ Making sure families are informed of classroom work and activities

❑ Making sure students’ families have contact information and office hours

❑ Making sure classroom communications are translated into the languages represented by the families of students in the classroom

❑ Other:

2. How do you cultivate a partnership with families, especially with parents/families of English learners? (Check all that apply.)

❑ By contacting families at the start of the school year to introduce yourself

❑ By sending home a classroom newsletter on a regular basis throughout the school year

❑ By contacting families with news about their students

❑ By inviting families into the classroom for special events (such as classroom performances, speeches, etc.)

❑ By asking family members to volunteer in the classroom

❑ By making sure classroom communications are translated into the languages represented by the families of students in the classroom

❑ Other:

3. What is the hardest part about maintaining parental engagement in the classroom?

❑ Language barrier

❑ Work schedules of parents/families

❑ The perception of parents/families that they are not welcome in the classroom

❑ Other:



4. Describe parent/community member perceptions of the school and/or district.

❑ Perceptions are positive.

❑ Families believe that teachers and staff are team players whose primary goal is their students’ success.

❑ Families believe that teachers and staff work hard to help their students achieve.

❑ Other:

Comments:

❑ Perceptions are negative.

Comments:

❑ Families believe that teachers and staff are concerned about their students’ success but that their efforts are not successful.

❑ Families believe that teachers and staff are undermining their students’ chances for success.

❑ Other:

Comments:




Communication is a key factor in establishing a positive school environment. Extensive communication networks can build understanding and accepting attitudes toward English learners and can demonstrate to the families of English learners that they are a welcome addition to the community.

Information to Facilitate Communication with the English Learner CommunityThe families of English learners need the same general information that is disseminated to every other parent/family; however, the families of English learners may also need additional guidance and support. The following chart provides examples of the types of information that might be useful to the families of English learners.

District-Wide Information General Information Information Specific to the English Learner Community

Can be translated into the various languages represented by the student population so that all families have access to the same information

Can be translated into the various languages represented by the students in a given classroom so that all families have access to the same information

Can also be translated into the various languages represented by the student population in a given community

The following topics might be covered to establish or reinforce a positive attitude toward English learners within the community:

News about cultural or ethnic events in the community

Examples of outstanding student work

Assessment data—explained in a layperson’s terms—emphasizing that English learners have shown growth over time and what action the district is taking to increase that growth

Possible topics might include

Start-of-year welcome letter

Content to be covered in upcoming lessons

Grading procedures and policies

Expectations for students

Daily homework assignments

The following topics might be covered to provide information and support:

Information about social services in the community

Information about employment, training, citizenship classes, and other upcoming events that may be of interest to the families of English learners

Information about library literacy programs and adult continuing-education classes

Information about the transition from middle school to high school or from high school to college

Information about how to prepare for standardized exams, apply to colleges, obtain financial aid, and research colleges that might be of interest

Communication



Communication Methods for the District or SchoolThere are a variety of methods teachers can use to reach out to the English learners in their classrooms as well as to students’ families.

Electronic Communication Information can also be relayed to parents/families via electronic communication methods, including email and text messages. While a household may not have access to a computer or the Internet at home, many families now own smartphones that allow them to receive emails and text messages.

Benefits of Using Electronic Communication MethodsParents/families and teachers are immediately connected.Messages aren’t left in a backpack or “forgotten.”Messages can be sent out on a mass scale.Recipients can respond at their convenience.Links to the school or classroom websites—as well as other clickable links to information targeted to specific populations—can be embedded within the message.Parents/families will have all of the necessary resources literally right at their fingertips.

WebsitesSchool and classroom websites are a powerful method of distributing information not only to parents/families and students, but also to the entire community. Districts can use their websites as a means of distributing vital documents—in English as well as in the various languages represented by the student population. District and classroom websites can also devote a section of the site to English learners and their families. Some families do not have home computers but many have smartphones, so it is important that websites can be easily accessible on a smartphone.

Possible Website InformationDistrict-level documents such as parent/family handbooks or parents’/families’ rights documents, available in the languages represented in the school and community populationDaily or weekly homework assignments posted in the general section of the classroom websiteNewsletters, flyers, PTO meeting notes, or any other documents sent home to familiesSchool calendar and schedulesEmergency closing procedures or other emergency informationLinks to local social service or community organizations




TelephoneCommunicating by telephone can be difficult for parents/families who have limited English proficiency. While parents/families may use gestures or facial expressions to derive significant meaning from a conversation in person, all nonverbal communication is lost over the telephone. However, conference calls are a good way to include a translator.

Considerations Before Opting for Telephone CommunicationReach for the telephone after a relationship has been established and communication networks are already in place.If possible, the first phone call should be about something positive.

NewslettersNewsletters are effective tools for disseminating important, timely information to the families of English learners. Newsletters can be geared toward the district or class as a whole, a specific school within the district, or English learners specifically.

Newsletter InformationNews about cultural or ethnic events in the communityExamples of outstanding student workAssessment data—explained in a layperson’s termsInformation about social services in the communityInformation about employment, training, citizenship classes, and other upcoming events that may be of interest to the families of English learners

Community DisplaysCommunity displays allow schools to display student work. These displays can also celebrate the cultural and language diversity of the student population. Student work can be displayed in a variety of locations in the community where students and their families live and work. This is especially important for ELs because seeing their own work displayed outside of school validates their efforts.

Possible Locations for Community DisplaysThe local library or other public buildingsLocal community centersStores or businessesRestaurants, cafes, or other dining establishments



Parent-Teacher CollaborationParents/families play a vital role in running a smooth classroom. Having extra adults on hand—especially during special events—can really add to the educational experience and allow teachers to focus on teaching. In addition, parental participation shows students that they are valued by the family. There are plenty of opportunities for parents/families with limited English proficiency to collaborate with teachers.

❑ A Classroom Reading Challenge

Have a monthly or bi-monthly reading challenge. Provide parents with a chart so that children can keep track of their nightly reading minutes. Parents will sign off on it. Customize the requirements to fit the classroom. For example, students can read for a specific number of minutes each night or for a specific number of days each week. Students can read aloud to parents, or parents can read aloud to children. Books can be in English or another language. Find a local business or restaurant to donate items or have parents provide incentives.

❑ Student-Author Presentations

After a long-term project or assignment, invite parents into the classroom to share in the success. For example, invite families to hear students read what they have written. If there is a theme—such as a social studies unit—students can dress in costume and read their writing assignment as if they were from that time period. Invite parent volunteers to help plan the special event. To include parents who work during the school day, make a video of the presentations and share it with families.

❑ Video Portfolio Create video portfolios in the classroom and have parent volunteers record students using oral language. Students might read a story aloud, read their own writing, explain a math problem, or tell about something they’ve learned. Video documentation records past progress and allows parents to share in classroom activities.




❑ Multicultural Celebration

One way to celebrate diversity, include families of English learners, and provide opportunity for all students to learn about different cultures is to have a multicultural celebration. Some schools may have a PTO committee that specifically plans these events school-wide, but it can also be done within the classroom. Any aspect of culture can be highlighted, including food, traditions, dress, and music. A celebration can be large or small as fits the needs of the class. Parents can collaborate with the teacher to plan the event. Students can showcase their family traditions.

❑ Collaborate on Daily Routines for Student Success

It’s not necessary to wait for a special event to invite parents to participate in the classroom. Everyday opportunities exist for parents and teachers to communicate and collaborate both in and out of the classroom.

At home, parents can do the following:

Establish a homework routine

Read aloud in any language

Help students keep track of components of long-term assignments

Work on goals specific to the student

At school, parents can do the following:

Translate materials for other parents

Assist teachers with classroom special events, such as parties or performances

Drill students on math facts or spelling words

Organize groups of parents—especially those of Newcomers—to participate in the classroom



Specific Help for Parents/FamiliesSurvival Guide for Parents/Families: Navigating the U.S. School SystemParents/families of English learners have varying experiences with educational systems. Some families may be new to educational systems in general, while others may have extensive school experience. Regardless of past experiences, parents of English learners are guaranteed certain rights under federal law. The following chart lists some of the laws and court cases that affect English learners and their families.

Laws and Court Cases That Affect English Learners

Title IV of the Civil Rights Act of 1964

Prohibited discrimination based on race, color, or national origin

Required that educational programs for English learners

be based on sound educational theory

be adequately supported with effective staff and resources

be evaluated periodically and revised as necessary

Elementary and Secondary Education Act (ESEA) of 1965

Addressed the needs of poor urban and rural areas

U.S. Supreme Court decision: Lau v. Nichols, 1974

Affirmed the Department of Education memorandum of May 25, 1970, directing school districts to

help English learners overcome language barriers

ensure that English learners can participate meaningfully in educational programs provided by the district

No Child Left Behind Act (NCLB) of 2001

Reauthorized the Elementary and Secondary Education Act of 1965

Seeks to close the achievement gap between advantaged and disadvantaged students by mandating that all ELs meet state standards in the core content areas

Holds school districts accountable for both the academic achievement and English language acquisition of English learners

(Cornell University Law School, U.S. Department of Education Office for Civil Rights)

Under NCLB, it is the school’s responsibility to inform parents/families about the learning environment in a language that parents/families understand. Providing translations of important information on the district’s website gives access to parents/families with limited English proficiency. Since some families may not be able to access the Internet, it may also be helpful to send documents home with students. Having an interpreter or bilingual teacher available to review procedures, policies, and questions is also useful.




The following chart lists school-related information about which families of English learners may be unaware. Administrators may want to share this information with the families of English learners.

Helpful Information for EL Families

Routine Policies and Procedures

Some routine policies, procedures, and information that may need to be explained to parents/families of English learners include the following:

School calendar, schedule, and daily hours of attendanceGeneral attendance procedures, including what to do in case of illnessPolicies relating to health, including immunizations and medical and dental exams required for school attendanceInformation about lunch accounts and reduced/free breakfast and lunch programsEmergency closing and other proceduresPolicies regarding harassment, intimidation, and bullyingGrading and graduation policies, including graduation requirementsPolicies and procedures regarding sports and other extracurricular activitiesSchool supplies, books, and other necessary materials

EL Services Upon arrival at a new school, students whose first language is not English will be assessed to determine if they qualify for services. Each year, students are re-assessed to determine if they continue to be eligible for services.

Standardized Tests

In some countries, students need to pass exams that determine the student’s educational path and directly affect his or her future. Parents/families should understand

the results of state-mandated standardized testing in U.S. schools are used to monitor students’ progress over time; test results show areas of strength and areas that require improvement; test results are used by schools to judge the level of their own success and to evaluate programming.

English Proficiency Levels

The Pearson English Learning System uses five levels of proficiency to identify a student’s level. Students are assessed to determine their levels. Please refer to the Comparative Proficiency Levels chart on pages 28–29 for additional descriptions of proficiency levels.

Beginning Early AdvancedEarly Intermediate AdvancedIntermediate

Lexile Scores A Lexile score tells a student’s reading level. A student is usually given a Lexile score with the results of his or her standardized testing. Books are also given Lexile scores, and students can be matched with books at their reading level. For English learners, however, the Lexile score may not give a full picture of the student’s reading level. Idioms, for example, may be familiar to native English speakers but may pose difficulties for English learners.



21st Century Media LiteracyEnglish learners can benefit by integrating technology into their lives both in and out of school. Encouraging the use of technology to complete school assignments increases confidence and English proficiency.

Since some students may not have computers and/or Internet access in their homes, it may be helpful to suggest alternatives.

The following chart lists suggestions for helping students find alternative Internet access.

Accessing the InternetStudents can make use of school libraries or media centers during lunch or free periods.Most public libraries offer computer and Internet access to patrons.Community centers may offer computer and Internet access during after-school programs or in the evenings.

Students of the 21st century need to be informed consumers of media. This includes learning to recognize credible websites and learning when it is appropriate (and safe) to provide personal information.

Navigating the Internet may be particularly difficult for some ELs and their families. The ideas in the following chart may help facilitate the process.

Navigating the Internet

Provide a list of specific sites that are “safe” for students to use.

If your district has subscriptions to specific teaching tools or resources, provide the necessary login information.

Suggesting specific English learning websites, such as the Pearson English Learning System website, will ensure high-quality practice.

Give general guidelines for what constitutes a trustworthy website.

A .gov site is considered trustworthy because the site is created and maintained by a governmental institution.

A .edu site is generally considered trustworthy because it is usually created and maintained by an institution of higher learning.

Understanding the meaning of other web extensions may also help ELs and their families distinguish between trustworthy and untrustworthy sites.

.com: business or commercial entity

.biz: business or commercial entity

.org: usually an organization, not a commercial entity




Develop a 21st century media plan for your district that includes information on evaluating websites.

The Partnership for 21st Century Skills has information about frameworks and other resources at www.p21.org.

Pearson would like to help districts work with the families in their communities. We regard this as part of a successful effort and are ready to help.




INSTRUCTION

ASSESSMENT




✓ Appendix A: Glossary of Terms for Teaching English Learners. . . 142

✓ Appendix B: Websites and Organizations . . . . . . . . . . . . . . . . . . . . . . . . . 145

✓ Appendix C: Learning Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149

✓ Appendix D: Research Base for the Pearson English Learning System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153

✓ Appendix E: Program Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156

✓ Appendix F: 5 Principles for Teaching Content to English Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163

✓ Appendix G: Professional Articles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164

✓ Appendix H: Teaching Academic Vocabulary . . . . . . . . . . . . . . . . . . . . . 180

✓ Appendix I: Sample Letters Home . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185

✓ Appendix J: Classroom Management Issues . . . . . . . . . . . . . . . . . . . . . . 190

✓ Appendix K: Blackline Masters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194

A variety of additional resources are available to assist and inform educators. Resources include reproducible

letters and checklists, a glossary of terms, learning strategies, a list of useful websites and organizations,

and professional articles by the authors of Cornerstone, Keystone, Language Central, and Keys to Learning.

ADDITIONAL RESOURCES

Additional Resources 141

Glossary of Terms for Teaching English LearnersACADEMIC VOCABULARY words used in

schoolwork, including words used in each curriculum area and general academic terms such as theory or process

BICS Basic Interpersonal Communication Skills, language skills that people use in day-to-day social situations

CALLA Cognitive Academic Language Learning Approach, an instructional model that integrates content, academic language, and learning strategies; content subject matter includes language arts, math, science, and social studies (Chamot)

CALP Cognitive Academic Language Proficiency, language used for academic learning, including listening, speaking, reading, and writing

CLOZE a test or exercise in which every nth word is randomly replaced by a gap or blank for students to fill in

COGNATES words in different languages that come from the same origin and are related in meaning (e.g., manner and manera; second and segundo)

COMMUNICATIVE COMPETENCE the ability to recognize and produce language correctly, idiomatically, fluently, and appropriately in a variety of communicative settings. The term includes grammatical competence, sociolinguistic competence, discourse competence, and strategic competence, both oral and written.

COMPREHENSIBLE INPUT language input at the learner’s level of understanding. Krashen (1981) proposes that students acquire their second language as they are exposed to comprehensible input.

CONTENT OBJECTIVE the content/subject-area concepts and skills students must know and be able to do in specific content areas (usually related to state content standard/curriculum frameworks)

COOPERATIVE LEARNING the process of students working collaboratively in groups to accomplish a goal, with each student having an assigned role

CULTURAL APPROPRIACY when a topic, exercise, or methodology suits the culture or cultural background of the students and/or the teacher

DECODE read words based on sound-spelling relationships

DEDUCTIVE REASONING use a general or big idea to lead to a specific fact, idea, or decision

DEVELOPMENTAL ERRORS errors that occur naturally as learners gain more insight into the language systems; for example, saying I seed instead of I saw because students learned the -ed past-tense rule

DIFFERENTIATED INSTRUCTION a way to modify instruction to meet the needs of students at different language proficiency levels

DOLCH LIST a group of high-frequency words developed by educational researchers



APPENDIX A

EL (ENGLISH LEARNER) OR ELL (ENGLISH LANGUAGE LEARNER) an individual who is learning English as a second language

ENGLISH LANGUAGE PROFICIENCY the skill or ability to listen to and to speak, read, or write in English. English language proficiency levels are not grade specific. English learners may exhibit different proficiency levels within the language domains of listening, speaking, reading, and writing.

ENVIRONMENTAL PRINT written words seen in everyday life, such as words on street signs, billboards, websites, menus, and posters in the classroom

HERITAGE LANGUAGE language spoken at home; may be (but not always) synonymous with first, native, or primary language

HIGH-FREQUENCY WORDS the most commonly used words in speaking, listening, reading, and writing; examples are the, a, I, said, and and

HOME LANGUAGE the language spoken at home. May be (but not always) synonymous with first, native, or primary language.

I+1 (INPUT PLUS 1) language input that is just slightly above the learner’s current level of second language proficiency and functioning (Krashen 1981)

INTONATION when the level or pitch of voice changes to add meaning to what is said

L1 abbreviation for first language; usually interchangeable with mother tongue, primary, or native tongue

L2 abbreviation for second language, or any language added after the mother tongue

LANGUAGE OBJECTIVE what students need to know and what they must be able to do with the language of instruction (English or another language), e.g., vocabulary, language structures, procedural language, asking questions, expressing hypothesis, describing, identifying, etc.

LANGUAGE PROFICIENCY the ability to communicate effectively and comprehend through speech or written symbols. Language proficiency is composed of oral (listening and speaking) and written (reading and writing) components as well as academic and non-academic competence.

LEARNING MODALITIES styles in which different students learn most easily, including linguistic/language, logical/mathematical, musical, spatial, kinesthetic, interpersonal, intrapersonal, and naturalist

LIMITED ENGLISH PROFICIENT (LEP) a student who meets school-district criteria to receive language support services because his or her English is not sufficiently developed to access the school curriculum (see English learner)

LINGUISTICALLY ACCOMMODATED MATERIAL texts that give readers extra support, such as glossed words (highlighted text with definitions on the page), prereading aids, background information, and reading aids

LINGUISTICS the scientific study of languages and how they work

MULTILINGUALISM proficiency in or use of three or more languages

Appendix A: Glossary 143


NATIVE LANGUAGE the language a person acquires first in life, or the language an individual identifies with as a member of an ethnic group (Baker and Prys Jones 1998). (See also language, primary language, or L1.)

NATIVE LANGUAGE INSTRUCTION the use of a student’s native or home language (generally by a classroom teacher) to provide instruction in academic subjects or to teach reading and other language arts (Crawford 1999)

NATIVE LANGUAGE SUPPORT the use of a student’s first language to support understanding of instruction in English

PHONEMIC AWARENESS the ability to distinguish the sounds in a word

PRIMARY LANGUAGE a student’s first language; sometimes referred to as L1

PROFICIENCY the learner’s ability to speak, understand, read, and write in a language; ability to communicate through oral or written language. Sometimes considered synonymous with communicative competence. Second language proficiency is usually measured in relation to a native speaker’s proficiency.

SCAFFOLDING support for learning provided by a teacher, other adult, or more experienced peer; may consist of modeling, think-alouds, questioning, advanced organizers, or feedback. Like scaffolding on a building, instructional scaffolding is gradually removed as the student gains the ability to work independently (Echevarría, Vogt, and Short 2004).

SECOND LANGUAGE defined variously as 1) a language learned after the first language; 2) a language other than the native language; 3) the weaker language; or 4) the less frequently used language. Also referred to as L2. In the case of multilinguals, second language may be used to refer to any additional language acquired.

SHARED READING a method in which the teacher models reading a text and demonstrates reading strategies

SILENT PERIOD a language teaching practice that allows Newcomers and beginning students to be silent until they feel comfortable enough to speak

TARGET LANGUAGE the language that a child is learning as a second language. For English learners in the United States, English is the target language. For native English speakers in dual language programs, the target language can be any language other than English.

THINK-ALOUD when a teacher models his or her own thought processes, demonstrating how to do an activity

THINK-PAIR-SHARE ACTIVITY students think about a question or problem on their own, then work with a partner to exchange ideas, then share their ideas with the class



APPENDIX B

Pearson Resources

Pearson English Learning Systemwww.PearsonEnglishLearningSystem.com

Success Trackerwww.PearsonSuccessNet.com

AIMSweb®

www.AIMSweb.com

SELP 2www.LearningAssessments.com/SELP2

General

Stanford Universityell.stanford.edu

Center for Applied Linguisticswww.cal.orgOffers resources to improve communication through better understanding of language and culture

Common Core State Standards Initiativewww.corestandards.org

The Center for Research on Education, Diversity & Excellence (CREDE)

crede.berkeley.edu

Educational Testing Servicewww.ets.org/ellProvides an article on support for high-achieving EL students

Education Weekwww.edweek.org/ew/index.htmlA national e-newspaper that focuses on K–12 education policy and offers the latest education news and insight

EverythingESLwww.everythingesl.netOffers resources and strategies for teaching EL students in content areas

LD Onlinewww.ldonline.org/article/5622Shares strategies for teaching EL students with special needs

National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs (NCELA)

www.ncela.gwu.eduCollects, analyzes, synthesizes, and disseminates information about language instruction programs for EL students

National Education Associationwww.nea.org/ellOffers strategies and resources that address the achievement gaps between EL and non-EL students

New Horizons for Learningwww.newhorizons.orgIdentifies, communicates, and helps to implement successful educational strategies

Websites and Organizations

Useful WebsitesThe following chart contains a listing of websites that may be useful to the families of English learners.

Appendix B: Websites and Organizations 145


Office of English Language Acquisitionwww2.ed.gov/about/offices/list/oela/ index.htmlRecommends policies for EL programs and provides resources in support of EL education

Partnership for 21st Century Skillswww.p21.org

Project MOREcoedpages.uncc.edu/moreProvides training materials for teaching EL students with special needs

TESOLwww.tesol.orgA global education association that provides information for teachers of English to speakers of other languages

WIDA (World-Class Instructional Design and Assessment)

www.wida.usSupporters of educational opportunities for English learners, including the development of K–12 English language proficiency standards

Learning Modalities

Bloom’s Taxonomywww.nwlink.com/~Donclark/hrd/bloom.html

www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

www.eduscapes.com/tap/topic69.htmOffers information on Bloom’s three educational domains: cognitive, affective, and psychomotor

EverythingESLwww.everythingesl.net/inservices/learningstyle.phpShares strategies for teaching students with different modalities

PBS Teacherswww.pbs.org/teachers/earlychildhood/articles/learningmodalities.htmlProvides an overview of learning modalities, definitions, and teaching techniques

Vocabulary

Academic Languagewww.academiclanguage.wceruw.org/aboutUs.aspxMadison Academic Language Working Group

Academic Wordswww.victoria.ac.nz/lals/resources/academicwordlistProvides the Academic Word List

High-Frequency Wordswww.iseesam.com/teachall/text/reading/highfrequency.htmProvides links to high-frequency word lists, including Dolch and Fry

West’s General Service Listwww.jbauman.com/gsl.htmlA set of 2,000 words selected to be of the greatest “general service” to learners of English

Grammar and Usage

Purdue University Online Writing Labowl.english.purdue.eduOffers resources on writing and grammar for ESL and 7–12 teachers



APPENDIX B

The Center for Applied Linguisticswww.cal.org/The Center for Applied Linguistics (CAL) is devoted to “improving communication through better understanding of language and culture.” The site has resources for English learners and for professional development. There are resources for refugee integration, language assessment, and many other topics important to the English learning community. It also offers a database of online EL resources.

Center for Media Literacywww.medialit.org/The Center for Media Literacy (CML) is committed to promoting the development of media literacy in children and adults so that they may interact with and create the media content that composes 21st century mass media culture. CML offers consultation and training services as well as a framework that teaches educators how to construct a curriculum that can breed a generation of media literate students.

CYFERnet (Children, Youth, and Families Education and Research Network)

www.cyfernet.org/CYFERnet offers resources for educators and caregivers on the nurture and development of children from early childhood through the teen years. The site also features a wide range of materials for parents and community developers about building strong families and communities. All resources on this site have been thoroughly reviewed by college and university faculty.

Jumpstartwww.jstart.org/Jumpstart is a supplemental pre-K program that trains and pairs volunteers with pre-school students for a year in order to help them develop the language and literacy skills necessary for children to succeed in school. The program also encourages family involvement by offering activities and resources that can be used for learning at home. There are Jumpstart locations throughout the United States that hold events for parents and educators of young children.

National Association for Bilingual Educationwww.nabe.org/National Association for Bilingual Education (NABE) is exclusively dedicated to representing English learners and bilingual education professionals. The association offers free as well as member-only resources and research on bilingual education. Publications such as the Bilingual Research Journal are available for purchase on this site.

National Education Association (NEA)www.nea.org/The National Education Association (NEA) website offers materials for educators and families regarding almost every aspect of public education from classroom management to minority community outreach. The Issues and Action section addresses topics such as educational funding and bullying, while the Tools and Ideas section provides resources such as lesson plans and teaching strategies. The site also features discussion boards and links to other websites.

Useful Organizations

Appendix B: Websites and Organizations 147


Office for Civil Rightswww2.ed.gov/about/offices/list/ocr/ellresources.htmlThe site includes FAQs on the rights of limited-English proficient students and resources for developing EL programs. It also contains a glossary of terms used in EL education programs and links to other resources.

Parent Involvement Matterswww.parentnetassociation.org/Parent Involvement Matters aims to assist social, emotional, and intellectual development of children by promoting parental involvement. The website features ParentNet® Unplugged, which is a blog for parents to join the conversation. The organization also offers ParentNet®, a parent-led program that enables discussions about parenting and mutual support all while facilitating communication between students, parents, and schools.

The Partnership for 21st Century Skillswww.p21.orgThe Partnership for 21st Century Skills promotes readiness skills necessary for children to succeed in the 21st century. This includes frameworks that are typically not emphasized in schools today such as entrepreneurial or civic literacy. This site has resources for educators, parents, communities, and other policymakers.

National PTAwww.pta.org/4446.htmThe National PTA publishes Parents’ Guide to Student Success. The Parents’ Guide is also provided in Spanish.

U.S. Department of Educationwww.ed.govThe U.S. Department of Education endeavors to prepare students for global competitiveness by cultivating academic excellence and ensuring equal access to education. There are many resources specifically for ELs and their families, including information on funding, policy, and research and the latest news on education.



APPENDIX C

Learning StrategiesThe following chart describes key learning strategies that can be used to help English learners succeed academically. These learning strategies are explicitly taught in the instructional materials of the Pearson English Learning System.

Learning Strategies and How to Use Them

Purpose and Benefit

5Ws Chart

A graphic organizer that helps students organize their thoughts by asking these questions: who, what, where, when, why. Useful to prepare for a writing or speaking assignment.

To help students focus their ideas

Ask and Answer Questions

Asking and answering questions helps students understand what they read or hear, interpret ideas, and think more deeply about their learning.

Useful for giving students the opportunity to express their knowledge of a topic

Blog

An online diary or personal log of thoughts and opinions; short for web log

Useful for giving students the opportunity to express their ideas through writing

Cause-and-Effect Chart

Helps analyze a cause (tells about an event or an action) and an effect (tells what happens as a result of the event or action)

Useful for helping students identify cause and effect and make connections between them

Chant

Words or phrases with a rhythm and pattern that students repeat again and again

Useful for helping students learn letter sounds and new words

Cloze

An exercise in which every nth word is replaced with a blank to fill in, such as A synonym for the word war is .

Gives students a context sentence to apply their knowledge

Connect Learning to Life

Connecting what students are trying to learn to their own experiences or to practical applications will make learning more meaningful.

Allows students to make connections to their personal experiences

Appendix C: Learning Strategies 149



Purpose and Benefit

Cooperative Learning

Process in which students work collaboratively in groups to accomplish a goal; each student is assigned a role.

Gives students an opportunity to learn and share with their peers

Drawing

Students draw to help understand and remember new words, grammar, concepts, and other aspects of English.

Gives students opportunities to express themselves nonverbally

Environmental Print

Written words seen in everyday life, such as words on street signs, billboards, websites, menus, and posters in the classroom

Helps students develop an awareness of print

Graphic Organizer

Visual representation or diagram that helps students organize information and ideas

Helpful for supporting students as they construct meaning for reading, writing, listening, and speaking

Journal

A personal written record of events, observations, or thoughts

Journals help students write informally about what they learn and about their experiences. Some journals are shared or written interactively.

Log

A written record of learning experiences Helps students write about their learning experiences

Main Idea and Supporting Details: Summarize

The main idea is the most important idea about a text or story. Supporting details explain or give more information about the main idea.

Understanding the main idea and supporting details helps students summarize stories, information, and ideas.

Make Predictions

A prereading strategy in which students tell what they think will happen in a text and then confirm their predictions after they read

Helps students combine what they already know with story clues to predict what will happen



APPENDIX C


Purpose and Benefit

Outline

A list that shows the main parts of a report, essay, or other document

Helps students organize their thoughts to write

Prior Knowledge and Experience

Students use what they already know, have learned, or have experienced in the past to learn about something new.

Allows students to recognize and apply what they already know

Realia

Real-life objects; examples include receipts, bank deposit slips, and food labels

These kinds of objects enable students to make connections to their own lives.

Sensory Details

Descriptive words that communicate what students experience or learn through their five senses: see, hear, feel, smell, taste

Sensory details make descriptive writing more vivid.

Sequence

Organize ideas, actions, or events in a specific order or in a series of steps.

Helps students understand the order of events

T-Chart

A type of graphic organizer in which students can list two sides of a topic, issue, or situation

Useful for helping students organize information

Think-Pair-Share

A strategy in which a student thinks about a question or a problem on his or her own. Then he or she works with a partner to exchange ideas, and the pair shares ideas with the class.

Helpful for building collaboration skills

Venn Diagram

A type of graphic organizer using two intersecting circles that helps students compare and contrast two ideas, characters, or situations

Useful for helping students organize information

Appendix C: Learning Strategies 151



Purpose and Benefit

Visualize

Create mental images based on a reading. When students read a story with clearly described characters, they can picture in their minds how the characters may look, sound, and act.

Visualizing images helps students understand the text and stay interested.



APPENDIX D

Research Base for the Pearson English Learning SystemAugust, D., and T. Shanahan, eds. 2006. Executive summary. Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum. Available at http://www.cal.org/projects/archive/nlpreports/executive_summary.pdf

August, Diane, Catherine E. Snow, María S. Carlo, C. Patrick Proctor, Andrea Rolla De San Francisco, Elisabeth Duursma, and Anna Szuber. 2006. “Literacy Development in Elementary School Second-Language Learners.” Topics in Language Disorders 26, no. 4: 351–364. http://ovidsp.tx.ovid.com.ezproxy

Bartlett, F.C. Sir. 1995. Remembering: A Study in Experimental and Social Psychology. 1932; Reprint. New York: Cambridge University Press.

Berg, E.C. 1999. “Preparing ESL Students for Peer Response.” In TESOL Journal 8 (2).

Borau, Kerstin, Carsten Ullrich, Jinjin Feng, and Ruimin Shen. 2009. Microblogging for Language Learning: Using Twitter to Train Communicative and Cultural Competence. Ed. Marc Spaniol, Qing Li, Ralf

Breen, Michael P., ed. 2001. Learner Contributions to Language Learning: New Directions in Research. White Plains, NY: Longman.

Brinton, Donna M., and Peter Master, eds. 1997. New Ways in Content-Based Instruction. Alexandria, VA: Teachers of English to Speakers of Other Languages.

Chamot, A.U., and J.M. O’Malley. 2008. The CALLA Handbook: Implementing the Cognitive

Academic Language Learning Approach, 2nd. ed. White Plains, NY: Longman.

Chamot, A.U., et al. 1999. The Learning Strategies Handbook. White Plains, NY: Longman.

Chamot, A.U., and C. Keatley. 2004. Sailing the 5 Cs with Learning Strategies: A Resource Guide for Secondary Foreign Language Educators. Washington, DC: National Capital Language Resource Center. http://nclrc.org/sailing/

Cohen, Andrew D. 1998. Strategies in Learning and Using a Second Language. White Plains, NY: Longman.

Cummins, Jim. 1989. Empowering Minority Students. Sacramento, CA: California Association for Bilingual Education.

. 2005. “Technology, Literacy, and Young Second Language Learners: Designing Educational Futures.” Flora.

. 1979. “Linguistic Interdependence and the Educational Development of Bilingual Children.” In Review of Educational Research 49, 222–251.

. 1996. Negotiating Identities: Education for Empowerment in a Diverse Society. California Association for Bilingual Education.

De Jong, E.J., and C.A. Harper. 2005. “Preparing Mainstream Teachers for English Language Learners: Is Being a Good Teacher Good Enough? Teacher Education Quarterly 32(2): 101–124. Retrieved from http://teqjournal.org/backvols/2005/32_2/13dejong&harper.pdf

Appendix D: Research Base 153


Doughty, C., and J. Williams. 1998. Focus on Form in Classroom Second Language Acquisition. New York: Cambridge University Press.

Echevarría, J., M.E. Vogt, and D. Short. 2004. Making Content Comprehensible for English Language Learners: The SIOP® Model, 2nd ed. Boston: Pearson/Allyn & Bacon.

Echevarría, J., and A. Graves. 2007. Sheltered Content Instruction: Teaching English Language Learners with Diverse Abilities, 3rd ed. Boston: Pearson/Allyn & Bacon.

Echevarría, J., D. Short, and M.E. Vogt. 2008. Implementing the SIOP® Model Through Effective Professional Development Coaching. Boston: Pearson/Allyn & Bacon.

Francis, D.J., M. Rivera, N. Lesaux, M. Kieffer, and H. Rivera. 2006. Research-Based Recommendations for Instruction and Academic Interventions. Portsmouth, NH: Center on Instruction. Retrieved 6/17/07 from http://www.centeroninstruction.org/files/ELL1-Interventions.pdf

Freeman, David E., and Yvonne S. Freeman. 1994. Between Worlds: Access to Second Language Acquisition. Portsmouth, NH: Heinemann.

Garcia, G.E., and H. Godina. 2004. “Addressing the Literacy Needs of Adolescent English Language Learners.” In Adolescent Literacy: Research and Practice, edited by T. Jetton and J. Dole, 304–320. New York: The Guilford Press.

Kessler, Carolyn, ed. 1992. Cooperative Language Learning: A Teacher’s Resource Book. Englewood Cliffs, NJ: Prentice Hall Regents.

Klamma, and Rynson Lau. Advances in Web Based Learning–ICWL 2009 5686, no. 500: 78–87. http://dx.doi.org/10.1007/ 978-3-642-03426-8_10

Labov, William, S. Ash, and C. Boberg. 2006. Atlas of North American English: Phonetics, Phonology, and Sound Change. Berlin: Mouton de Gruyter.

Larsen-Freeman, Diane, and Michael H. Long. 1991. An Introduction to Second Language Acquisition Research. White Plains, NY: Longman.

Lightbown, Patsy, and Nina Spada. 1993. How Languages Are Learned, 2nd. ed. New York: Oxford University Press.

Mccaleb, Sudia P. 1994. Building Communities of Learners: A Collaboration Among Teachers, Students, Families, and Community. New York: St. Martin’s Press.

O’Malley, J.M., and A.U. Chamot. 1990. Learning Strategies in Second Language Acquisition. New York: Cambridge University Press.

O’Malley, J.M., and L. Valdez Pierce. 1996. Authentic Assessment for English Language Learners: Practical Approaches for Teachers. Reading, MA: Addison-Wesley.

Pawan, F. 2008. “Content-Area Teachers and Scaffolded Instruction for English Language Learners.” Teaching and Teacher Education 24, no. 6: 1450–1462. http://linkinghub.elsevier.com/retrieve/pii/S0742051X08000206

Pray, L., and R.T. Jimenez. 2009. “Developing Literacy in Second-Language Learners.” Educational Researcher 38, no. 5: 380–381. http://edr.sagepub.com/cgi/doi/10.3102/0013189X09339353

Reid, J.M., ed. 1995. Learning Styles in the ESL/EFL Classroom. Boston: Heinle & Heinle.

Rubenfeld, S., R. Clément, D. Lussier, M. Lebrun, and R. Auger. 2006. “Second Language Learning and Cultural



APPENDIX D

Representations: Beyond Competence and Identity.” Language Learning 56, no. 4: 609–631. http://www.blackwell-synergy.com/doi/abs/10.1111/j.1467-9922.2006.00390.x

Rubin, J. 1994. “A Review of Second Language Listening Comprehension Research.” Modern Language Journal 78, 199–221.

Scarcella, Robin C., Elaine S. Andersen, and Stephen D. Krashen. 1990. “Developing Communicative Competence in a Second Language.” Issues in Second Language Research xvii, 356.

Seedhouse, P., and S. Walsh. 2010. “Learning a Second Language Through Classroom Interaction.” In Conceptualising Learning in

Applied Linguistics, edited by P. Seedhouse, S. Walsh, and C. Jenks, 127–146. Palgrave Macmillan.

Short, D.J. 1999. New Ways of Teaching English at the Secondary Level. Alexandria, VA: Teachers of English to Speakers of Other Languages.

Tang, Yanfang, and Washington Hall. 2006. “Beyond Behavior: Goals of Cultural Learning in the Second Language Classroom.” The Modern Language Journal 90, no. 1: 86–99. http://doi.wiley.com/10.1111/ j.1540-4781.2006.00386.x

Appendix D: Research Base 155


Anna Uhl Chamot, Ph.D.Cornerstone, Keystone, and Keys to Learning Author

Anna Uhl Chamot is a Professor of Secondary Education and a faculty advisor for ESL in George Washington University’s Department of Teacher Preparation. She has been a researcher and teacher trainer in content-based second-language learning and language-learning strategies. She codesigned and has written extensively about the Cognitive Academic Language Learning Approach (CALLA) and spent seven years implementing the CALLA model in the Arlington Public Schools in Virginia.

The Cognitive Academic Language Learning Approach (CALLA)The Cognitive Academic Language Learning Approach (CALLA) is the instructional model, codeveloped by Anna Uhl Chamot, that serves as the instructional framework for Keystone, Cornerstone, and Keys to Learning. CALLA integrates content, academic language, and learning strategies. Content subject matter includes language arts as well as history, math, science, and social studies. Academic language development in CALLA focuses on literacy across the curriculum. CALLA provides explicit instruction in learning strategies that will help students meet national curriculum standards, learn both language and content, and become independent learners.

Jim Cummins, Ph.D.Cornerstone and Language Central (Grades K–5) Author

Jim Cummins is the Canada Research Chair in the Department of Curriculum, Teaching, and Learning of the Ontario Institute for Studies in Education at the University of Toronto. His research focuses on literacy development in multilingual school contexts, as well as on the potential roles of technology in promoting language and literacy development. His recent publications include: The International Handbook of English Language Teaching (coedited with Chris Davison), and Literacy, Technology, and Diversity: Teaching for Success in Changing Times (with Kristin Brown and Dennis Sayers).

Program Authors


APPENDIX E

Sharroky Hollie, Ph.D.Cornerstone, Keystone, and Language Central (Grades 6–10) Author

Sharroky Hollie is an Assistant Professor in Teacher Education at California State University, Dominguez Hills. His expertise is in the fields of professional development, African American education, and second language methodology. He is an Urban Literacy Visiting Professor at Webster University, St. Louis. Hollie is the executive director of the Center for Culturally Responsive Teaching and Learning (CCRTL) and the cofounding director of the nationally acclaimed Culture and Language Academy of Success (CLAS).

Culturally Responsive Instruction (CRI)According to Sharroky Hollie, culture—which encompasses language, family structures, rules for behavior, perceptions of time and space, traditions, food, health, and hygiene practices—may vary greatly among English learners, and adjusting to cultural differences may also present challenges.

Educators must be sensitive and responsive to many different cultures in the United States. In her seminal work, Culturally Responsive Teaching—Theory, Practice, and Pedagogy, Geneva Gay (2004) claims that culturally and linguistically responsive teaching validates English learners’ cultures and helps make learning more relevant and effective for them. Culturally and linguistically responsive teaching taps into students’ cultural knowledge, prior experience, and performance styles.

Teachers can get to know and understand the cultural backgrounds of their English learners in many ways. These efforts validate English learners and welcome them to their new surroundings.

Validating Students’ CulturesActions Teachers Can Take Activities for Students

Research students’ cultures. Validate students’ knowledge by asking them to share information about their home countries.

Make sure students know you value their cultures.

If your students excel at math, science, or art, allow them to share their expertise with the class.

Ask questions about students’ cultures, holidays, and languages.

Have students write about their lives in journals or create presentations for the class.

Appendix E: Program Authors 157

John De MadoKeystone Author

John De Mado has been an energetic force in the field of language acquisition for several years. He is founder and president of John De Mado Language Seminars, Inc., an educational consulting firm devoted exclusively to language acquisition and literacy issues. John, who speaks a variety of languages, has authored several textbook programs and produced a series of music CD/DVDs designed to help students acquire other languages. John is recognized nationally, as well as internationally, for his insightful workshops, motivating keynote addresses, and humor-filled delivery style.

Lily Wong Fillmore, Ph.D.Language Central (Grades K–5) Author

Since Lily Wong Fillmore retired from the faculty of the University of California, Berkeley, several years ago, she has investigated the question of why so many language minority students have difficulty getting beyond the most basic levels of reading proficiency. Her current research efforts focus on discovering how academic English is used in school texts and on how teachers can support their students’ development of such language. Her publications include “What Teachers Need to Know About Language,” published in What Teachers Need to Know About Language, “ELLs and High Stakes Testing: Enabling Students to Make the Grade” with Brian Bielenberg in Educational Leadership, and “Expectations and Diversity: Focus on English Learners and Their Instructional Needs,” in Expectations in Education: Readings on High Expectations, Effective Teaching, and Student Achievement.

Georgia García, Ph.D.Language Central (Grades K–5) Author

Georgia García is an Associate Professor of Curriculum and Instruction at the University of Illinois at Urbana-Champaign. She is a recipient of the Council of Graduate Students in Education Faculty Award for excellence in graduate teaching, advising, and research. She has held appointments in the Bureau of Educational Research and in the Department of Educational Policy Studies. Dr. García’s research focuses on literacy acquisition, instruction, and assessment to understand student reading performance, to investigate the influence of instructional and assessment factors, and to identify changes that could improve student performance. Her research takes into account linguistic and social factors, the perspective


of a particular group, and the sociocultural context in which the literacy event occurs. She has written numerous articles on literacy development, instruction, and assessment of students from diverse linguistic and cultural backgrounds, with a special interest in bilingual literacy.

Jill Kerper Mora, Ed.D.Language Central (Grades K–5) Author

Jill Kerper Mora is Associate Professor Emerita from the College of Education, San Diego State University. She learned Spanish when her family lived in Costa Rica, which inspired her to become a Spanish and bilingual education teacher. She has specialized in preparing teachers for culturally and linguistically diverse classrooms for over 30 years. Her research and publications focus on instructional methods for developing biliteracy, professional development for teachers of immigrant students, and education policy analysis. Her publications include Pearson’s Calle de la Lectura. Dr. Mora’s award-winning Cross-cultural Language and Academic Development website has been visited more than 3 million times since 1998. From 2003 to 2005, she was Resident Director of the California State University system’s International Program and Bilingual Teacher Credential Program in Querétaro, Mexico. In July 2009, Dr. Mora received the Promoting Biliteracy Award from the Two-way California Association for Bilingual Education for her strong advocacy for educational equity for language minority students.

Grant Wiggins, Ed.D.Language Central (Grades 6–10) Author

Grant Wiggins is the President of Authentic Education in Hopewell, New Jersey. He earned his Ed.D. from Harvard University. Dr. Wiggins consults with schools, districts, and state education departments on a variety of reform matters; organizes conferences and workshops; and develops print materials and Web resources on curricular change. He is the coauthor, with Jay McTighe, of Understanding by Design, and The Understanding by Design Handbook, the award-winning and highly successful materials on curriculum published by ASCD.

Arnetha F. Ball, Ph.D.Language Central (Grades 6–10) Author

Arnetha F. Ball is a professor at Stanford University. Her areas of expertise include language and literacy studies

APPENDIX E


of diverse student populations, research on writing instruction, and teacher preparation for working with diverse populations. She is the author of African American Literacies Unleashed, with Dr. Ted Lardner, and Multicultural Strategies for Education and Social Change.

Maria V. Balderrama, Ph.D.Language Central (Grades 6–10) Author

Maria V. Balderrama is a Professor at California State University, San Bernardino’s College of Education. She is a bilingual, multicultural educator and researcher with more than 25 years in public education. Professor Balderrama’s experiences include work with diverse youth, their families, teachers, and school administrators. Her research and writing addresses applied sociology of education, bilingual and multicultural education, and teacher preparation.

Danling Fu, Ph.D.Language Central (Grades 6–10) Author

Danling Fu is a Professor of Language and Culture in the College of Education at the University of Florida. She researches and provides in-service to public schools nationally, focusing on literacy instruction for new immigrant students. Fu’s books include My Trouble Is My English and An Island of English, addressing English learners in the secondary schools. She has authored chapters in the Handbook of Adolescent Literacy Research and in Adolescent Literacy: Turning Promise to Practice.

Julie MaravillaLanguage Central (Grades 6–10) Author

Julie Maravilla assisted in the development of curricular frameworks and the review of instructional materials, including the 2007 Reading Language Arts Framework for California Schools. Maravilla was chair of the Reading Language Arts/English Language Development Subject Matter Committee that developed criteria for instructional materials for the 2008 Language Arts adoption. She has served as a literacy coach and professional development provider for California teachers and administrators.


APPENDIX E

Catharine W. Keatley, Ph.D.Keys to Learning Author

Catharine W. Keatley is Associate Director of the National Capital Language Resource Center for The George Washington University, Georgetown University, and the Center for Applied Linguistics. She received her M.A. in remedial reading and learning disabilities from New York University, and her Ph.D. from the University of Hong Kong, where she studied cognitive psychology with a focus on bilingual memory.

Kristina Anstrom, Ed.D.Keys to Learning Author

Kristina Anstrom is the Assistant Director of the Center for Equity and Excellence in Education at The George Washington University. She has worked with teachers and teacher educators at the K–12 and university levels to help design more inclusive curricula and learning environments for English learners. She received her doctorate in education from The George Washington University.

MaryEllen Vogt, Ed.D.SIOP® Author

MaryEllen Vogt is Distinguished Professor Emerita of Education at California State University, Long Beach. Dr. Vogt has been a classroom teacher, reading and special education specialist, district reading resource teacher, and university teacher educator. She received her doctorate from the University of California, Berkeley. A coauthor of fourteen books, including the SIOP® series and Reading Specialists and Literacy Coaches in the Real World (2007), Dr. Vogt has provided professional development in all fifty U.S. states, and in eight other countries. She served as president of the International Reading Association in 2004–2005.

Jana Echevarría, Ph.D.SIOP® Author

Jana Echevarría is a Professor Emerita at California State University, Long Beach (CSULB). She has taught in elementary, middle, and high schools in general


education, special education, ESL, and bilingual programs. She has lived in Taiwan, Spain, and Mexico. An internationally known expert on second language learners, Dr. Echevarría is a Fulbright Specialist. Her research and publications focus on effective instruction for English learners, including those with learning disabilities. Currently, she is Co-Principal Investigator with the Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE) funded by the U.S. Department of Education Institute of Education Sciences (IES). In 2005, Dr. Echevarría was selected as Outstanding Professor at CSULB.

Deborah J. Short, Ph.D.SIOP® Author

Deborah J. Short is a Professional Development Consultant and a Senior Research Associate at the Center for Applied Linguistics in Washington, D.C. She codeveloped the SIOP® Model for Sheltered Instruction and has directed national research studies on English learners funded by the Carnegie Corporation, the Rockefeller Foundation, and the U.S. Department of Education. She recently chaired an expert panel on adolescent ELL literacy. As the Director of Academic Language Research & Training, Dr. Short provides professional development on Sheltered Instruction and academic literacy around the United States and abroad. She has numerous publications, including the SIOP® book series and five ESL textbook series for National Geographic/Hampton-Brown. She has taught English as a second/foreign language in New York, California, Virginia, and the Democratic Republic of Congo.


APPENDIX F

Using the research of numerous language experts, Pearson, led by Dr. Jim Cummins, has developed an instructional framework incorporating five essential principles for teaching content to English learners.

Identify and Communicate Content and Language ObjectivesPresent content objectives.

Simplify language, repeat, and paraphrase.Avoid idioms and check for understanding.

Present language objectives.Focus on key content vocabulary and academic vocabulary.Focus on language form and function (essential to lesson).

1

Provide Appropriate PreteachingPreteach the lesson’s elements.

Activate prior knowledge and build background.Preview the text and set a purpose for reading.

2

Provide Comprehensible InputMake oral content comprehensible by providing support.

Use visuals and graphic organizers.Model and demonstrate.

Use summaries.Use audio and audiovisual aids.

3

Enable Language ProductionCreate opportunities for oral practice.

Listening and Speaking Model language and allow wait time for responses.Reading and Writing Provide support and scaffolding.Increasing Interaction Assign collaborative tasks with peers.

4

Assess for Content and Language UnderstandingMonitor progress and reteach when necessary.

Diagnostic Assessment Determine placement.Formative Assessment Check comprehension on an ongoing basis.Summative Assessments Use alternative assessments, such as projects and portfolios.Accommodations Allow extra time; use bilingual dictionaries.

5

5 Principles for Teaching Content to English Learners

Appendix F: 5 Principles for Teaching Content to English Learners 163


Teaching Learning Strategies by Anna Uhl Chamot, Ph.D.

Many students face challenges to academic achievement. These include English learners (ELs), struggling readers (SRs), and standard English learners (SELs). Not only must these students learn standard academic English, but they must do so while also learning content subject matter and skills. In addition, all students are now expected to meet the same national and state standards and assessments as proficient speakers, readers, and writers of standard academic English. Cornerstone, Keystone, Language Central, and Keys to Learning provide challenging content-based language development and learning strategies that help students achieve academic goals.

Why teach learning strategies?Learning strategies accelerate standard academic language learning for all students more effectively and efficiently. Learning strategies are techniques for understanding, remembering, and using information and skills. They are particularly important for students seeking to master academic language and content simultaneously, as they do in Cornerstone, Keystone, Language Central, and Keys to Learning.

Learning strategy instruction can help students by

showing them techniques for “how to learn”;

developing their independence as learners;

increasing their academic motivation;

developing their awareness of their own thinking and learning processes.

Research has shown that when students develop metacognition, the awareness of the learning processes and strategies that lead to success, they are more likely to plan how to proceed with a learning task, monitor their own performance, find solutions to problems encountered, and evaluate themselves upon task completion.

All kinds of fiction, poetry, and informational texts provide students with models of academic and literary language. However, to make full use of these models, students need to comprehend what they read. Reading strategies presented in Cornerstone, Keystone, Language Central, and Keys to Learning provide detailed instructions on how to apply the strategy to the text they are about to read.

Professional Articles



Many of the reading strategies in Cornerstone, Keystone, Language Central, and Keys to Learning have broader applications and can be used as learning strategies for listening, speaking, writing, and remembering both vocabulary and content information.

Examples of Reading Strategies

Predict Anticipate what is coming next during a listening activity.

Visualize/Use Visuals Make a mental image of the events and characters in a story you are writing; use or draw a visual aid to learn vocabulary.

Make Inferences Use the context of a listening activity and what you know about the topic to figure out the meaning of new words or ideas.

Ask Questions Ask the teacher or others to explain what you do not understand; after speaking or writing, ask yourself or others how well you communicated your meaning.

Scan/Selective Attention

Focus on specific content information, academic words, or literary words as you read, listen, speak, and write.

Take Notes Write down important ideas as you listen and as you prepare to write.

Summarize Create a mental, oral, or written summary of information you learn.

Classify/Sequence Classify new words and ideas according to their similarities; sequence events, directions, and steps to solve a problem.

The following learning strategies are also especially helpful to ELs, SRs, and SELs in acquiring standard academic English and content.

Examples of Metacognitive Strategies

Plan Set goals and identify steps needed to accomplish a learning task.

Monitor/Identify Problems

While working on a learning task, check your comprehension or production and identify any problems you are having.

Evaluate After completing a learning task, assess how well you have done.

Example of Prior Knowledge Strategies

Use What You Know Use your own knowledge and experiences to understand and learn something new; brainstorm words and ideas; make associations and analogies; explain your prior knowledge about a topic.

APPENDIX G

Appendix G: Professional Articles 165


Guidelines for Teaching Learning StrategiesSince learning strategies are mental processes with few observable manifestations, it is difficult to tell whether a student is learning how to use them.

Cornerstone, Keystone, Language Central, and Keys to Learning offer these suggestions to help teachers make strategy instruction more explicit:

Model the strategy by “thinking aloud” as you perform a task similar to the one students will perform.

Use the strategy names and refer to them consistently by name.

Tell students why the strategy is important and how it can help them.

Remind students to use strategies as they read, listen, brainstorm, write, focus on grammar, learn vocabulary, and work on projects.

Provide opportunities for students to discuss strategies—how they use them, additional strategies they use, and which strategies they prefer.

Cognitive Academic Language Learning ApproachThe five-phase instructional sequence developed for the Cognitive Academic Language Learning Approach (CALLA) has provided a useful framework for teaching learning strategies. In this approach, highly explicit instruction in applying strategies to learning tasks is gradually faded so that the students can begin to assume greater responsibility in selecting and applying their own preferred learning strategies. An important feature of the CALLA instructional sequence is that the needs and thoughts of students are central to all instruction. The sequence guides students toward increasing levels of independence, thus fostering attitudes of academic self-efficacy.

The Five Phases of the CALLA Instructional Sequence

Preparation Students identify strategies they are already using and develop their metacognitive awareness of the relationship between their own mental processes and effective learning. Activities in the Preparation stage can include class discussions about strategies used for recent learning tasks, group or individual interviews about strategies used for particular tasks, think-aloud sessions in which students describe their thought processes while they work on a task, questionnaires or checklists about strategies used, and diary entries about individual approaches to language and content learning.

Presentation This phase focuses on explaining and modeling the new learning strategy. The teacher describes the characteristics, usefulness, and applications of the strategy. The most effective way to present the new strategy is for teachers to model their own use of the strategy by “thinking aloud” (see above). Teachers can then ask students to name the strategy and explain when and how to use it. Modeling helps students visualize themselves working successfully on a similar learning task.



APPENDIX G

Practice Students now practice the new learning strategy with an authentic learning task, such as those presented in Cornerstone, Keystone, Language Central, and Keys to Learning. For example, a group of students might read a story, then describe the images the story evoked, discuss unfamiliar words encountered and infer meanings through context clues, and take turns summarizing the main points of the story. In a content-based academic language program such as Cornerstone, Keystone, Language Central, or Keys to Learning, strategies can be used to understand and remember concepts and skills from curriculum areas such as science, social studies, and language arts.

Self-Evaluation Students evaluate their success in using learning strategies, thus developing metacognitive awareness of their own learning processes. Activities that develop students’ ability to evaluate themselves include debriefing discussions after strategy practice, learning logs in which students record the results of their learning strategies applications, checklists of strategies used, and open-ended questionnaires in which students express their opinions about the usefulness of particular strategies.

Expansion Finally, students make personal decisions about the strategies that they find most effective, apply these strategies to new contexts in other classes, and devise their own individual combinations and interpretations of learning strategies. By this stage, the goal of learning strategies instruction has been achieved. Ongoing monitoring of students’ use of both instructed and individually developed strategies is essential if teachers are to scaffold their instruction successfully. In scaffolded instruction, teachers begin with explicit instruction and gradually reduce prompts and cues to students. In this way, students begin to assume responsibility for the regulation of their own learning. Individual students may need greater or lesser amounts of explicit strategies instruction, depending on the degree to which they have already developed strategies independently. When students are able to use instructed strategies without prompting, they are ready to explore new strategies, new applications, and new opportunities for self-regulated learning.

Suggested Reading

Chamot, A.U. 2008. The CALLA Handbook: Implementing the Cognitive Academic Learning Language Approach, 2nd ed. White Plains, NY: Longman.

Chamot, A.U. 2007. “Accelerating Academic Achievement of English Language Learners: A Synthesis of Five Evaluations of the CALLA Model.” In The International Handbook of English Language Learning, Part I, edited by J. Cummins and C. Davison, 317–331. Norwell, MA: Springer Publications.

Chamot, A.U. 2005. “Language Learning Strategy Instruction: Current Issues and Research.” In Annual Review of Applied Linguistics. New York: Cambridge University Press.



The Challenge of Learning Academic English by Jim Cummins, Ph.D.

What is academic English?Children with normal language development come to school at age four or five fluent in their home language. We spend another 12 years attempting to expand this linguistic competence into the sphere of literacy. In the early grades, instruction focuses on teaching students how to decode. Early reading instruction focuses on how the sounds of the language map to written symbols and also encourages them to apply these skills in reading and writing extensively. These early years are crucial in helping students forge an affective connection to reading and writing.

However, the acquisition of fluent decoding skills in the primary grades is only the first step to becoming a strong reader. As students progress through the grades, they are required to read increasingly complex texts, and academic language becomes increasingly complex.

The complexity of academic language reflects

the difficulty of the concepts;

the vocabulary in content texts that include many low-frequency and technical words rarely used in conversation (many of these words come from Latin and Greek);

increasingly sophisticated grammatical constructions.

Students are not only required to read this language, but also to use it in an accurate and coherent way in their own writing.

We find academic language predominantly in books. Therefore, students who read extensively both inside and outside the school have far greater opportunities to acquire academic language.

Why is conversational English faster to acquire than academic English?Linguists estimate that knowledge of about 2,000 words is enough to get by in most conversational situations. There are many clues to meaning in face-to-face conversation—eye contact, gestures, facial expressions, intonation, etc. So we don’t need to know as much of the language to understand the meaning or make ourselves understood. By contrast, the language used in schools and formal situations lacks these supports and entails many more low-frequency words and difficult grammatical constructions.



What challenges do struggling readers face?The learning difficulties faced by struggling readers can derive from a variety of sources, regardless of whether their home language is English or a language other than English. Some students experience difficulties in acquiring decoding skills and fall behind from an early stage; other students acquire reasonably fluent decoding skills but experience difficulties around grades 3 or 4 when the conceptual and linguistic load of the curriculum becomes significantly more intense. If the problems lie in decoding, then provide support to help students acquire the sound-symbol relationships that characterize English written text. If the problems lie in reading comprehension, focus on building vocabulary and encouraging students to read extensively. In both cases, we should strive for a balanced approach—build awareness of how written language works while simultaneously encouraging reading and writing.

What strategies help develop academic language?Growth in reading and writing skills is strongly related to students’ level of literacy engagement. Reading researcher John Guthrie (2004) summarized this research by noting that students whose family background was characterized by low income and low education, but who were highly engaged readers, substantially outscored students who came from backgrounds with higher education and higher income, but who themselves were less engaged readers. This finding suggests the stunning conclusion that engaged reading can overcome traditional barriers to reading achievement.

We can promote literacy engagement by using scaffolds to make the input more comprehensible. It is also important to scaffold students’ use of language, particularly their written language. For example, Newcomer students can be encouraged to write initially in their first language (L1) and then work from L1 to English.

Effective instruction will also activate prior knowledge and build background. Learning can be defined as the integration of new knowledge or skills with the knowledge or skills we already possess. Therefore, it is crucial to activate preexisting knowledge so that students can relate new information to what they already know.

Identity affirmation is also crucial for literacy engagement. Students who feel their culture and identity validated in the classroom are much more likely to engage with literacy than those who perceive their culture and identity ignored or devalued. Writing for authentic purposes and for real audiences, together with creative project work that will be published (e.g., on a school website), are excellent ways of reinforcing students’ academic and cultural identities.

APPENDIX G



Finally, literacy engagement requires that teachers across the curriculum explain how language works and stimulate students’ curiosity about language. Students who gain a sense of control over language will want to use it for powerful purposes.

Reference

Guthrie, J.T. 2004. “Teaching for Literacy Engagement.“ Journal of Literacy Research 36, 1–30.



Where Language Flourishes by John De Mado

For students learning to read and for students learning English, the importance of vocabulary to general comprehension cannot be overstated. The breadth of a student’s vocabulary is an important component of understanding increasingly difficult texts. Without an ample lexicon, reading becomes drudgery; so much so that many students choose to avoid the activity altogether.

Of the five components of reading identified by the National Reading Panel, vocabulary is one that plays a role in all four language skills. Each of us has a Spoken Vocabulary, a Listening Vocabulary, a Reading Vocabulary, and a Writing Vocabulary.

Vocabulary is necessary to students’ understanding of what they read. As students begin to read, they recognize that the printed words correspond to words they have encountered in spoken English. While it is not necessary that students know every word they read, as their reading level increases, so does the need for a larger vocabulary.

Writing also enhances vocabulary and plays a role in the literacy process because of the reciprocal relationship it has with reading. When writing, students use the vocabulary they have acquired plus new vocabulary that they have researched in dictionaries and other resources to express their ideas.

Research has shown that vocabulary is learned both indirectly and directly. Direct instruction in vocabulary includes both instruction in the meaning of specific words and instruction in vocabulary learning strategies. Before students read a text, teaching specific difficult words that appear in the text can increase comprehension. Both extended instruction into word meaning and repeated exposure to the word help students “own” the word. Academic vocabulary, in particular, is learned through repeated exposure to a word in a context that explains the meaning. Vocabulary learning strategies include using dictionaries, understanding word roots and word families, and understanding affixes.

The vast majority of vocabulary, though, is learned indirectly. Students can learn vocabulary through everyday oral communication, from listening to others read to them, and by extensive reading on their own.

APPENDIX G



Research tells us that all output of language, i.e., speaking and writing, is a direct result of comprehensible input, i.e., what an individual actually understands. In oral discourse, an individual selects a word to acquire from what he or she understands. Meaning is built for this self-selected vocabulary with the help of extralinguistic cues, such as hand gestures and facial expressions. Therefore, the more oral discourse the student has, the more word meanings the student acquires and can use in speaking and writing.

The use of language is subject to the societies in which it evolves. Students bring with them a great deal of “culturally nuanced” language. Given the number of words that a student learns through oral discourse, one should consider the influences on this type of vocabulary acquisition.

Influences on Culturally Nuanced Language

Sociological Influences

Students interact with one another almost exclusively in an informal register. This register is different from the language of the classroom and textbooks. Our society is one that prefers sound bites and news capsules to a more expansive use of language. This is reflective of a society traveling at hyperspeed.

Technological Influences

Students spend much of their time in silence: headsets donned and wired to their personal music and video devices. Methods of communication such as email, instant messaging, and text messaging all invite a minimalist’s approach to discourse.

Educational Influences

Under the weight of high-stakes testing, classrooms have fallen silent, defaulting instead to the transmission of those facts destined for assessment. Budgetary concerns atrophy courses that enhance language acquisition, such as World Languages, Drama, Vocal Music, and Public Speaking.

The combined impact of these influences has a direct result on vocabulary acquisition. Students who spend much of their day in silence have little opportunity to garner new, varied, and substantive vocabulary. We, as educators, must encourage and foster not only explicit instruction in academic language, but also indirect instruction through enhanced opportunity for oral discourse.

In a “language-rich” schoolhouse, literacy thrives.

Reference

National Institute for Literacy. 2001. Put Reading First: The Research Building Blocks for Teaching Children to Read. National Reading Panel Report.



Using Culturally and Linguistically Responsive Teaching to Enhance Learning for All Students by Sharroky Hollie, Ph.D.

What is culturally and linguistically responsive teaching? Geneva Gay (2004), in Culturally Responsive Teaching—Theory, Practice, and Pedagogy, defines it as the use of cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them. It teaches to and through the strengths of these students. It is culturally validating and affirming. CLR validates and affirms the home language and culture of students through the use of responsive instructional strategies, which act as bridges to acceptance, achievement, and empowerment in academic settings and mainstream culture at large.

Who benefits from CLR? All students is the simple answer. The more precise question is which students benefit most from culturally and linguistically responsive teaching? A precise answer delves into who these students are most likely to be. A survey of any recent or past standardized data gives the answer of who is achieving and who is not. In this context, culturally and linguistically responsive teaching would most benefit those students who are termed underserved as opposed to underachieving.

What is a standard English learner (SEL)? A standard English learner is a student whose home language differs enough from standard English and academic English in these ways: phonologically, morphosyntactically, syntactically, semantically, pragmatically, and rhetorically. Commonly known as nonstandard languages, Chicano English, Hawaiian Pidgin English, and Native American dialects represent the languages of many underserved students. Superficially, these students have an apparent proficiency in standard English and academic English, but a deep examination of their reading and written skills coupled with the demand of school language posit a different picture. Unfortunately, the students are many times seen as language deficient, not language different, and are skipped over in terms of their linguistic needs.

APPENDIX G



What are the key strands for culturally and linguistically responsive teaching and learning?

Teaching Using Culturally Relevant Literature

Purposefully using texts that affirm and validate students’ backgrounds, cultures, languages, and experiences

Using effective literacy and language strategies made culturally responsive

Systematic Teaching of Situational Appropriateness

Addressing language variation among SELs (standard English learners) and ELs (English learners)

Using strategies to support standard English mastery

Cultural Behaviors for a Positive Classroom Community

Engaging the students in rigorous activities, which tap into the personal learning styles

Providing protocols for discussion and participation that validate and affirm cultural behaviors and teach situational appropriateness

Academic Vocabulary Through Conceptually Coded Words

Validating students’ knowledge and home vocabulary

Linking cultural concepts to academic words

Applying understanding of synonyms/antonyms

A Validating and Affirming Learning Environment

Accepting, affirmative, risk-free classroom environment

Including in the room environment images that are reflective of students’ cultures from the instructional texts and materials to the instructional activities and from the classroom walls to the classroom library



How do I become culturally responsive?

Some Steps to Becoming Culturally and Linguistically Responsive

Recognize your student population in terms of who is being underserved and who is not being responded to culturally and/or linguistically.

Assess if these students’ underachievement is related to their language proficiency and/or lack of responsiveness on the part of the instruction in relation to engagement, motivation, and/or skills development.

Using the instructional strands as an umbrella, identify key strategies (labeled like this ) that would be culturally and linguistically responsive and act as bridges to achievement.

Infuse the strategies into your teaching, creating consistent moments for students to connect to what is being taught culturally and linguistically.

Reference

Gay, G. 2004. Culturally Responsive Teaching—Theory, Research, and Practice. New York: Teachers College Press.

APPENDIX G


Word Analysis in Teaching Reading and Writing to English Learners, Struggling Readers, and Standard English Learners in Secondary Schoolby Catharine W. Keatley, Ph.D.

The role of word analysis skills in teaching reading and writing has been the subject of debate over many years. The National Reading Panel Report (2000) concluded that: “Systematic phonics instruction is a valuable and essential part of a successful classroom reading program . . . proven effective with children of different ages, abilities, and socioeconomic backgrounds.” However, the report cautioned that phonics should be integrated with other reading instruction to create a balanced reading program. Indeed, overemphasis on phonics without context has been shown to be limited.

Knowledge of phonics is not the end result of reading and writing instruction, but a useful building block toward the ultimate goals, reading comprehension and communicative writing. Research shows that analyses of letter-sound relationships are used by beginning readers to gain meaning from text independently. The application of phonics by beginning readers is a learning strategy and is part of the integrated approach to comprehension and writing provided by Keys to Learning.

Beginning readers use a range of learning strategies to comprehend and write text. A key strategy is using word analysis. When learners apply their knowledge of letter-sound relationships, they are using the learning strategy Sound Out. Often this is used at the same time as other strategies, such as using picture clues, using background information, or making inferences.

Research on literacy instruction for secondary students shows that the needs of this group are diverse. The students’ prior knowledge, abilities, and backgrounds necessitate different teaching strategies and content (Ivey & Broaddus, 2007). However, several points emerge that are germane to the classroom. The knowledge of letter-sound relationships helps students to read independently. It allows them to use the learning strategy Sound Out, and through matching letters to sounds to meaning, students gain meaning from text.

As student fluency increases, the need for focused attention on letters and sounds decreases. Sound Out is only one in a battery of reading comprehension strategies that teachers can teach and encourage students to use in reading. Different students will need different kinds and amounts of word study instruction, but word study should always be in the service of reading for comprehension in an interesting and meaningful context.



APPENDIX G

References

Cummins, J. 2007. “Pedagogies for the Poor? Realigning Reading Instruction for Low-Income Students with Scientifically Based Reading Research.” Educational Researcher 36, 9: 564–572.

Ivey, G., and K. Broaddus. 2007. “A Formative Experiment Investigating Literacy Engagement Among Adolescent Latina/Latino Students Just Beginning to Read, Write, and Speak English.” Reading Research Quarterly 42, 4: 512–545.

National Reading Panel. 2000. Report of the National Reading Panel: Teaching Children to Read. An Evidence-based Assessment of the Scientific Research on Reading and Its Implications for Reading Instruction. NIH Publication No. 00-4769. Washington, DC: U.S. Government Printing Office.

Roberts, T.A., and A. Meiring. 2000. “Teaching Phonics in the Context of Children’s Literature of Spelling: Influences on First-Grade Reading, Spelling, and Writing and Fifth-Grade Comprehension.” Journal of Educational Psychology, 98, 4: 690–713.



Preparing English Learners for Writing in the General Education Classroomby Kristina Anstrom, Ed.D.

When teaching writing to English learners (ELs), many EL teachers focus on grammatical correctness (Silva & Brice, 2004). Such instruction contrasts with the process approach used in most general education writing classes. General education teachers usually teach students to write in different genres and for different purposes. When evaluating writing, they look for organization, clarity, and critical thinking, as well as for grammatical correctness. In the general education classroom, EL writers may lack the skills to communicate ideas in an organized manner (Leki, 2000; Valdes, 1999).

For EL writers to succeed, the gap between EL and general education writing instruction must be bridged. Explicit EL instruction in process writing is required. This instruction is best introduced at beginning levels, along with instruction in grammar (Panofsky et al., 2005).

In the Cornerstone, Keystone, and Keys to Learning writing instruction, the five stages of process writing—prewriting, drafting, revising, editing and proofreading, and publishing—are modeled and explained for EL students. The text introduces several types of graphic organizers, with explicit instruction in their use. Teachers can guide students to use the graphic organizers in different contexts and for different writing purposes. Students then draft preliminary text using notes and diagrams from the prewriting phase.

The process writing approach also explicitly teaches the critical skill of revision. Students read examples of paragraphs similar to their own that need revision. Teachers can use these examples to demonstrate why the organization does not clearly communicate the writer’s ideas and how to revise the piece so that the ideas are clear and logical.

Other Revision Strategies

Comparing original writings with revised versions

Providing visual models, on the blackboard or with a word processing application, of how to move words and sentences for better organization

Helping students analyze and decide how to revise their own writing

Students then move on to editing and proofreading their work, focusing on salient grammatical errors, and publishing their work using multimedia sources.



With explicit instruction and practice in process writing, adolescent beginning writers can learn essential writing skills. Students learn that good writing results not only from correct grammar usage, but also from clarity in how ideas are organized and communicated.

References

Leki, I. 2000. “Writing, Literacy, and Applied Linguistics.” Annual Review of Applied Linguistics 20, 99–115.

Panofsky, C., et al. 2005. Approaches to Writing Instruction for Adolescent English Language Learners: A Discussion of Recent Research and Practice Literature in Relation to Nationwide Standards on Writing. Providence, RI: The Education Alliance at Brown University.

Valdes, G. 1999. “Incipient Bilingualism and the Development of English Language Writing Abilities in the Secondary School.” In So Much to Say: Adolescents, Bilingualism, and ESL in the Secondary School, edited by C.J. Faltis and P.M. Wolfe, 138–175. New York: Teachers College Press.

Silva, T., and C. Brice. 2004. “Research in Teaching Writing.” Annual Review of Applied Linguistics 24, 70–106.

APPENDIX G



Word FamiliesThere are 570 word families that comprise the Academic Word List (AWL), compiled by Averil Coxhead, Ph.D. These word families are organized by sublists numbered 1–10. Sublist 1 contains the most commonly used words in the AWL, and Sublist 10 contains the least commonly used words in the AWL. If the words are in the AWL, students should learn them.

What makes up word families?

Roots of words (approximate)

Inflections (approximates, approximated, approximating)

Derivatives (approximation, approximative)

Academic Word ListThe following chart offers suggestions for how to use the Academic Word List.

Choose words in Sublist 1 first. After students master these words, move to Sublist 2, and continue through Sublist 10.

Rather than working down the list, choose words that are not related in appearance or meaning.

Give students multiple exposures to words, in texts and in listening, speaking, and writing activities. It takes five to sixteen or more repetitions for words to be acquired.

Teach students strategies to memorize words. Have them use word cards or mnemonics, or have them play games with partners.

Guide students to connect new words with words they already know or with related events, situations, or prior experiences.

The following charts list the academic words included in sublists 1–8.

Teaching Academic Vocabulary



APPENDIX H

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Appendix H: Teaching Academic Vocabulary 181


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APPENDIX H

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Appendix H: Teaching Academic Vocabulary 183


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APPENDIX I

Communicating with Parents/Families About InstructionParents/families are better able to support their children at home if they know what is taking place in the classroom. The following pages contain a sample letter for each of the instructional programs that make up the Pearson English Learning System: Cornerstone, Keystone, Language Central, Keys to Learning, and Building Bridges. Teachers can modify and use the letters to inform parents/families what will be taking place in the classroom during a unit of instruction.

Each program is designed to be used with an instructional model. The following chart lists common instructional models. For more information about each program model, please refer to pages 56–63 in this Guide.


An English-only approach that seeks to increase students’ English fluency rapidly by teaching in English.


Teaches grade-level content to English learners strategically to make concepts comprehensible while simultaneously increasing the students’ English language proficiency


Teaches content to English learners while simultaneously developing English language proficiency. Its focus is to increase the comprehensibility of academic courses. Classes using the SDAIE model are taught in English.

ESL Push-In An approach that integrates language and content goals within the classroom instruction. ESL teachers go into general education classrooms to help English learners learn content and language rather than pulling them out for specialized instruction.

ESL Pull-Out Provides individualized instruction to English learners. ESL teachers adapt English lessons to each student’s proficiency level, typically focusing on English oral conversation, grammar, and vocabulary. Students are “pulled out” of their regular classes to receive English language instruction.

Newcomer Programs

Designed to develop English language skills, help students acculturate to U.S. schools, and make them aware of educational expectations and opportunities

Sample Letters Home

Appendix I: Sample Letters Home 185


Sample Letter Home When Using Cornerstone or KeystoneThe following sample letter can be used with Cornerstone or Keystone and either the SI or SEI instructional model to inform parents/families about what is taking place in the classroom. Send a letter at the beginning of each unit that includes the Big Question, the Readings, and information about the grammar, vocabulary, and writing lessons. Don’t forget to mention any upcoming assessments. Letters can be translated for families who are not proficient in English.

Dear Family,

For the next several weeks, our class will be studying a unit on change and how it can improve people’s lives. This week, we will be reading about the first Americans.

We will be learning about:

Vocabulary: New Key Words and Academic Vocabulary Vocabulary includes all of the new words students will learn while studying the unit. These are often words that students will use in other classes and words students need to learn to become more proficient in English.

Reading Strategy: Preview Reading strategies help students better understand what they read. Previewing a text helps students understand the content more quickly.

Review and Practice: Comprehension Students answer questions about the text to reinforce and expand understanding.

Fluency Students practice reading to improve their rate, speed, and accuracy.

Grammar: Order of Adjectives Adjectives describe people, places, or things. When more than one adjective is used to describe a noun, the adjectives should be listed in the proper order.

Writing: Describe a Group of People Students will learn how to write descriptively using adjectives to describe the characteristics of a group of people, such as their values and customs.

You can help your son or daughter by talking about changes in society or changes that have occurred in your life. Help him or her understand how these changes have improved life for those involved.

Visit our classroom website [insert url] to find out more about what we will be doing in class this week. Translations of online content are also available. Please let me know if you would prefer to receive printed copies.

Thank you! Your Classroom Teacher



Sample Letter Home When Using Language CentralThe following sample letter can be used with Language Central and the ESL Push-In instructional model to inform parents about what is taking place in the classroom. Send a letter at the beginning of each unit that includes the Big Question, the readings, and information about the grammar, vocabulary, and writing lessons. Don’t forget to mention any upcoming assessments. Letters can be translated for families who are not proficient in English.

Dear Family,

For the next several weeks, our class will be studying the kinds of challenges people face and how they meet them. This week, we will be reading about firefighters.

We will be learning:

Vocabulary in Context: firefighter, station, brave, courageously, emergency, inspired, suddenly Vocabulary includes all of the new words students will learn while studying the unit. These are often words that students will use in other classes and words students need to learn to become more proficient in English.

Language Workshop: Describing We use adjectives to tell about people and how they do things.

Comprehension Support: Character and Plot Most stories are about people or animals and what happens to them. The people or animals are called characters. What happens to the characters is called plot.

Grammar: Four Kinds of Sentences There are four kinds of sentences in English. Declarative sentences make a statement and end with a period. Interrogative sentences ask a question and end with a question mark. Exclamatory sentences make an emotional statement and end with an exclamation point. Imperative sentences tell someone what to do and end with a period.

Think, Talk, and Write: Courage This section encourages students to think about a topic and then to produce language related to the topic. In this unit, students will talk and write about courage.

You can help your son or daughter by talking about challenges that you or others you know have faced. Help him or her understand how facing these challenges has made a difference for those involved.

Visit our classroom website [insert URL] to find out more about what we will be doing in class this week. Translations of online content are also available on our classroom website. Please let me know if you would prefer to receive printed copies instead.


APPENDIX I



Sample Letter Home When Using Keys to Learning and Building BridgesThe following sample letter can be used with Keys to Learning and Newcomers to inform parents about what is taking place in the classroom. Send a letter at the beginning of each unit that includes the Big Question, the Readings, and information about the grammar, vocabulary, and writing lessons. Don’t forget to mention any upcoming assessments. Letters can be translated for families who are not proficient in English.

Dear Family,

For the next several weeks, our class will be learning about making new friends. This week, we will be reading about being in a new school.


Vocabulary: New Words and Expressions Vocabulary includes all of the new words students will learn while studying the unit. These are often words that students will use in other classes and words students need to learn to become more proficient in English.

Grammar: Subject Pronouns and Present Tense of be: Statements and Yes/No Questions Students will learn the subject pronouns I, you, he, she, it, we, and they and how they work in a sentence. Students will also learn about the present tense form of the verb to be.

Reading—Learning Strategy: Personalize Learning strategies help students better understand what they read. When students use the learning strategy Personalize, they think about how a story reminds them of something in their own lives.

Writing Workshop—Learning Strategy: Use a Graphic Organizer Graphic organizers help students organize their ideas, and make it easier for them to write their first drafts.

Listening and Speaking Workshop Introduce yourself to your classmates and listen as they introduce themselves.

You can help your son or daughter by talking about friendship. Ask him or her about other students and whether they might make good friends.





The following sample letter can be used with Building Bridges and Newcomers to inform parents about what is taking place in the classroom. Send a letter at the beginning of each unit that includes the Big Question, the Readings, and information about the grammar, vocabulary, and writing lessons. Don’t forget to mention any upcoming assessments. Letters can be translated for families who are not proficient in English.

Dear Family,

For the next several weeks, our class will be studying about journeys. This week, we will be reading about nomads.


Prepare to Read: Use Prior Knowledge Using prior knowledge helps students understand a new concept by connecting it with something they already know about.

Vocabulary: New Key Words Vocabulary includes all of the new words students will learn while studying the unit. These are often words that students will use in other classes and words students need to learn to become more proficient in English.

Reading Strategy: Preview Reading strategies help students better understand what they read. Previewing a text helps students understand the content more quickly.

Review and Practice: Comprehension Students answer questions about the text to reinforce and expand their understanding.

Extension: Speaking About Shelters Students expand their understanding by thinking about the concept in a new way.

You can help your son or daughter by talking about journeys. Help him or her understand how and why people move from place to place.



APPENDIX I



Often teachers strive to create a classroom environment based on mutual respect, order, creativity, productivity, and discipline. It is assumed that students know what appropriate classroom behavior is and that they must follow routines and rules. However, these assumptions can be very misguided when it comes to English learners, especially Newcomers. Therefore, it is important to take into consideration various factors that may influence the behavior of English learners.

Factors That May Influence EL Behavior

1. Newcomers may be going through a stage of culture shock and feel threatened, traumatized, alienated, or depressed.

2. They may be political refugees, immigrants, or U.S.-born with a variety of adjustments to make.

3. They may be living with relatives or friends rather than parents, who may have stayed behind.

4. They may not have had interactions with people from different cultures or religions before.

5. They may have lived in a rural environment and are now living in an urban one.

6. They may have experienced war and the loss of loved ones.

Cultural MisunderstandingEven if students have no experiences like the ones above, they may still be operating under their own cultural assumptions regarding appropriate classroom behavior. Their ideas may be very different from the expected behaviors in American classrooms.

The following chart lists behaviors that may be influenced by cultural assumptions.

Respect

Students may refuse to address the teacher by name after repeated requests and may continue to say “Teacher” instead. This is because this was a way of showing respect to a teacher in their home country.

They may also refuse direct eye contact with the teacher, or they may bow or stand up when addressed by the teacher for the same reason.

Classroom Management Issues



APPENDIX J

Authority

Students may resist pair or group work because they have no experience with this in their home country and because the teacher is supposed to be the only authority and repository of wisdom.

Students may never ask questions or disagree with a teacher because they don’t want to question a teacher’s authority and knowledge.

Students may support their reasoning with reference to religious sources as proof rather than accepted scientific proof because authority from religious sources surpasses all others in their home country.

Gender

Students may assume men are the only ones in a position to be obeyed. They may assume women who wear pants, show bare arms, or do not cover their hair are not to be respected.

Students may refuse to work with members of the opposite sex, as this is not the approved custom in their countries.

Many of the situations described above can be avoided if teachers can provide students with descriptions of expected behaviors.

Disruptive BehaviorSome English learners may have behavioral problems that do not result from misunderstandings. Their behaviors may be a defense mechanism of some kind or may be unacceptable in both the first and second cultures. Teachers may have to consider that, like all students, English learners may have unidentified learning disabilities, attention-deficit disorders, or other issues that cause their behaviors to be misinterpreted.

If it is evident that a student’s misbehavior is deliberate, it is important to bring in a translator.

How to Handle Deliberate Disruption

1. The teacher should make sure that the student knows that every time an expectation is not met, there will be a reaction—every time.

2. The reaction may be a reminder, a warning, or a consequence, such as handing in work before the close of school that day, staying after school to do work, or developing a behavior plan with the student and parents.

3. Whatever the consequence is, it should be logically related to the behavior rather than simply punitive. Punishment creates resentment, while a consequence related to the misbehavior is more like fair retribution for the unmet expectation.

Appendix J: Classroom Management Issues 191


Creating a Multicultural ClassroomCurrent research confirms that programs in which students’ native languages are valued and promoted as resources for learning are the most effective approach for supporting English learners’ social, cognitive, and academic growth in English. It is important to remind English learners that their native language is valuable and can be an advantage to learning a new language. A student’s native language can also be integrated into the curriculum to support standards and learning objectives. Depending on students’ current proficiency in each language, their knowledge about their own language and culture, and the teachers’ and students’ creativity, there are many ways to do this.

The following chart offers suggestions for getting started.

Suggestions for Creating a Multicultural Classroom

1. Invite all students to compare and contrast their native language to English.

2. Ask English learners to share native language literature, myths, poetry, proverbs, and idioms, in order to engage students in a discussion about the versions in English.

3. Discuss differences in social practices between the two languages.

4. Encourage and allow English learners to discuss meaning with peers in their first language.

5. Pair more advanced English learners with English learners at earlier stages.

6. Encourage family members to converse with their children and read to them in their native language to provide rich language input that children need to develop cognitively.

7. Encourage and allow English learners to keep bilingual journals and to create bilingual dictionaries.

8. Assign students at higher proficiency levels to gather information in their native language and explain it in English.

9. Assign students to interview a caregiver or relative in their native language and share the results with the class in English.



APPENDIX J

It is also extremely important that teachers create a supportive environment wherein students will feel comfortable experimenting and practicing a new language. Various techniques that facilitate students’ acquisition of English and help to make content comprehensible are important to creating this kind of environment.

The following chart contains a list of specific techniques that are greatly effective for English learners.

Techniques for Creating a Supportive Environment

1. Varying instructional grouping—by moving from whole group to small group, whole group to partners, small group to individual assignments—provides students different opportunities to learn new information and facilitates interaction.

2. Allow English learners to give nonverbal responses to show comprehension (e.g., thumbs-up/thumbs-down, pantomiming, or drawing diagrams).

3. Allow students to speak in their native languages.

4. Use manipulatives or realia when presenting information, and use hands-on activities.

5. Give supportive feedback and use discretion when correcting or clearing up misconceptions.

6. Create a positive and supportive classroom environment by showing appreciation and respect toward all students.

7. Use adapted texts or create audiotapes with adapted content in modified language.

8. Provide explicit instruction accompanied by visuals, models, and examples of expected outcomes.

Appendix J: Classroom Management Issues 193


District Checklist

General District Information

❑ What is your district’s total student population?

❑ What is your district’s total EL population?


❑ What are your district’s plans for placing ELs who

transfer from another school in the district?

transfer from another state?

transfer from another country?

have special needs?

❑ What are your district’s plans for Newcomers?

❑ What funding for ELs is available in your district? ❍ Title I ❍ Title III ❍ Other

❑ What services does your district offer ELs? ❍ Interventions for at-risk ELs ❍ Special education services for ELs

❍ Gifted education for ELs ❍ Other

❑ What support options does your district offer ELs? ❍ Primary language support ❍ Other appropriate services

❍ Before or after school programs ❍ Intervention programs

❍ Tutoring

Assessment

❑ What is your district’s kindergarten placement and assessment policy for ELs?

❑ Do assessments used in your district adequately measure expected growth in English language development and content?

❑ What progress monitoring systems are in place in your district that would benefit ELs?

(continued)



APPENDIX K

Instruction

❑ What instructional models have been implemented in schools in your district? ❍ Structured English Immersion (SEI) ❍ Sheltered Instruction (SI) ❍ Specially Designed Academic Instruction in English (SDAIE)

❍ ESL Push-In ❍ ESL Pull-Out ❍ Other

❑ What instructional models for ELs have been implemented in each grade span in your district?

Grades K–5

Grades 6–8

Grades 9–12

❑ How does your district evaluate instructional models for each of these grade spans?

❑ What standards does your district use? ❍ English Language Acquisition ❍ Common Core State Standards ❍ WIDA (World-Class Instructional Design and Assessment)

❍ Other

❑ How are the standards incorporated into curriculum and instruction? ❍ Programs align to standards. ❍ Students access the core curriculum in a given instructional model. ❍ Students make progress in English language development in a given instructional model.


❑ What training or professional development does your school offer teachers of ELs? ❍ In-services dedicated to ELs ❍ District-sponsored professional development ❍ Reimbursement for teachers who seek outside professional development ❍ Reimbursement for teachers who seek advanced degrees in English language development

❑ What training or professional development does your district offer staff and administrators on initial EL identification, EL placement, and parental rights?

❍ Training for administering and determining results from EL placement tests ❍ Professional development for understanding and addressing EL proficiency levels ❍ SIOP® training ❍ Training on rights for ELs under Title IV, Elementary and Secondary Education Act (ESEA), and No Child Left Behind (NCLB)

Community

❑ How does your district encourage parent and community participation? ❍ By using surveys about EL community needs ❍ By developing a communication plan for outreach to the EL community ❍ By scheduling informational meetings and providing interpreters ❍ By making translated resources available ❍ By inviting family members to volunteer in the classroom or school

Appendix K: Blackline Masters 195


General School Information

❑ What is your school’s total student population?

❑ What is your school’s total EL population?


❑ What is your school’s total EL population for each grade?

❑ What is your school’s total EL population at each proficiency level in each grade?

❑ What is your school’s total Newcomer population in each grade?

❑ What languages are represented in your school’s student population?

Assessment

❑ What EL placement and proficiency level assessments are in place at your school?

❍ When are assessments taken?

❍ When are assessment results received by your school?

❍ How many months are between the assessment date and receipt of results?

❑ How many ELs in your school are still receiving EL services?

❍ Newcomers

❍ Beginners

❍ Intermediate

❍ Advanced

❑ What native language assessments are in place at your school?

❑ What progress monitoring systems are in place to assist with EL reclassification into general education classrooms?

❑ How is the information gained from progress monitoring assessments used to inform instruction?

(continued)

School Checklist



APPENDIX K

Instruction

❑ What materials and technology are in place at your school to facilitate teaching the various proficiency levels and to support language acquisition?

❑ Who are the certified or endorsed personnel at your school who are qualified to teach ELs?

❑ How do instructional programs provide appropriately scaffolded materials so that students gain language proficiency and academic knowledge?

❑ How do instructional materials relate to the district’s professional development?

❑ How do instructional materials incorporate information gained about each student’s progress based on assessment results?

❑ How do instructional materials demonstrably teach academic language that can be applied across the curriculum?


❑ What training or professional development does your school offer teachers of ELs?

❑ What changes in teaching have resulted from recent professional development sessions?

❑ Has professional development provided an overview of needs, prescribed a specific change to a portion of a lesson, or provided a protocol that supports every part of a lesson to ensure that ELs get the support they need?

❑ What observation instrument is used to evaluate teacher effectiveness using the professional development sessions?

Community

❑ What is your school’s plan for communication between home and school? For example: letters home, parent/teacher conferences, phone calls (with or without automated access), text messaging, emails, websites, regular group meetings

❑ How often are teachers and other school staff members expected to contact parents/families?

❑ In what languages is parent/family contact made?

Appendix K: Blackline Masters 197


District and School English Learner Improvement PlansEL Student Improvement PlanThe following reproducible chart can be used to begin an English learner improvement plan.

EL Student Improvement Plan Date

❑ Description of Current State

❑ Vision Statement

❑ Goals

General District or School Information

❑ Master Schedules

❑ EL Services Exit Strategy

Assessment

❑ Proficiency Level Determination

Instruction

❑ Instructional Models

❑ Study Supports

❑ Homework Supports

❑ Translation Services

❑ Guidance Counselor Support


❑ ESL Specialists

❑ General Education Teachers

❑ Job-Embedded Strategies and Tools

❑ Teacher Collaboration ❍ ESL Specialist Capacity Analysis ❍ Teacher Planning Time Analysis ❍ Integration of Language Goals and Academic Goals

CommunityParent Communication and Involvement



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