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Copyright © 2010 Pearson Education, Inc. or its affiliate(s). All rights reserved. ELLIS is a registered trademark, in the U.S. and/or other countries, of Pearson Education, Inc. or its affiliate(s).

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Version 2.8 Part Number 606-001-456

Table of Contents1. ELLIS Essentials Overview ................................................................................................. 1

The ELLIS Essentials System................................................................................................ 1

The Design Behind an ELLIS Lesson ................................................................................... 1

The ELLIS Essentials Program Levels ................................................................................. 2

Sequential vs. Non-Sequential Learning .............................................................................. 2

Users within an ELLIS Implementation................................................................................. 3

2. Instructor Utilities (IU) .......................................................................................................... 4Logging In to Instructor Utilities.............................................................................................. 4

Navigating the Instructor Utilities ........................................................................................... 5

3. Setting up Students .............................................................................................................. 6Data Entry Tab.......................................................................................................................... 6

Creating a Class .......................................................................................................... 6Creating a Class .......................................................................................................... 7Adding a Student ......................................................................................................... 8Preferences Tab ....................................................................................................................... 9

Recommended Preferences ...................................................................................... 10Navigation Options .................................................................................................... 10Quiz and Test Preferences ........................................................................................ 11Global Sound and Display Options ............................................................................ 12Recommended Use ................................................................................................... 13My Preferences Charts .............................................................................................. 14Enrollment Recommendations ............................................................................................. 15

4. Taking a Session ................................................................................................................. 18Logging In as a Student ........................................................................................................ 18

Diagnostic Pre-Test ............................................................................................................... 19

Administering the Pre-Test ................................................................................................... 19

Taking the Pre-Test ............................................................................................................... 19

Sequence of Activities ........................................................................................................... 19

Lesson Quizzes ...................................................................................................................... 20

Theme Tests and Final Test................................................................................................. 21

Taking the Tests ..................................................................................................................... 21

Test Score ............................................................................................................................... 21

Basic Navigation Features.................................................................................................... 22

5. Supplemental Materials ..................................................................................................... 23ELLIS Essentials Student Workbooks ................................................................................ 23

Using the Student Workbooks ................................................................................... 23Printing Workbook Pages .......................................................................................... 23ELLIS Essentials Instructor Guide....................................................................................... 23

Community Connection Web Site........................................................................................ 23

Scope and Sequence Charts ..................................................................................... 24Parent Letter Templates (Translated) ........................................................................ 24Certificates of Completion.......................................................................................... 24Video Listening Masters ............................................................................................ 24Help-at-a-Glance Cards............................................................................................. 24Native Languages Supported .................................................................................... 24

6. Monitoring Progress ........................................................................................................... 25Viewing and Printing Reports ............................................................................................... 25

Viewing and Printing Graphs................................................................................................ 26

Viewing and Printing Charts ................................................................................................. 27

Saving Reports, Graphs, and Charts as PDFs Using Windows..................................... 28

Saving Reports, Graphs, and Charts as PDF Using Macintosh ..................................... 28

7. Student Orientation............................................................................................................. 29

8. Product Support................................................................................................................... 30Contacting Product Support ................................................................................................. 30

Appendix: Supplemental Materials ..................................................................................... 32

Copyright © Pearson Education. All Rights Reserved. Ellis Essentials 2.8 Training Guide 1

1. ELLIS Essentials OverviewThe ELLIS Essentials System The ELLIS Essentials System includes computer courseware, student workbooks, Instructor Guides, and supplementary material. The courseware includes student-driven programs as well as a management system.

The Design Behind an ELLIS Lesson ELLIS Essentials lessons follow a pattern of natural language acquisition called Watch-Learn-Practice-Play.

Figure 1-1. The Pattern of Language Acquisition

First, students WATCH a short conversation in English. Then, they LEARN concepts from the video they just observed. Next, they PRACTICE these concepts one by one with immediate and friendly feedback. Finally, students put all the pieces together by PLAYING in the form of games, role-playing, and taking tests and quizzes.

ELLIS Essentials offers clear instruction and a comfortable, private environment free from social frictions. The result is a student who goes from a passive observer to an active English user.


The ELLIS Essentials Program Levels

ELLIS Essentials is separated into three learner levels: Beginnings, Level I, and Level II. Each of these levels uses the Watch-Learn-Practice-Play learning model to teach lessons.

Figure 1-2. Course Structure

There is a Pre-Test for both Levels I and II. It is used for diagnostic assessment and can determine the student’s individual path through the course by presenting only those materials not mastered in the test.

Instructors manage their class rosters, run reports, and maintain path and preference information for their classes with the Instructor Utilities (the management system). There is an Instructor Utilities program for Levels I and II as well as a separate one for Beginnings.

Sequential vs. Non-Sequential Learning Lessons may be completed in order, and parts within each lesson may be completed in order. This is called sequential learning.

Non-sequential learning allows students to enter any lesson in any order. Learning objectives within a lesson can be studied and practiced in any order or skipped entirely.

ELLIS Essentials Level II Intermediate and upper intermediate

Grammar and Conversation

ELLIS Essentials Level I Foundational English, Vocabulary, Grammar, to Intermediate

ELLIS Essentials Beginnings Beginning Literacy, True Beginner, Alphabet, Phonics,

phonemic awareness, phonics based literacy

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Pre-Tests Level I & II


Users within an ELLIS Implementation There are usually three types of users in the ELLIS system: Instructor/Administrator, student, and Parent. Each of these users has certain capabilities and restrictions, which are outlined in Table 1-1. Table 1-1. Roles within an ELLIS Implementation

Access Capabilities RestrictionsInstructor/Administrator

Create and enroll students into class(es) Delete students Create and edit classes Delete classes View student information and run reports View and edit students’ personal information View and edit class information Create reports Edit course preferences Edit course paths

Student Launch courseware Take quizzes and tests

Edit personal information

Add/remove/edit assigned courses, paths, or preferences

Parent Read progress letters View courses

Access Instructor Utilities


2. Instructor Utilities (IU)Logging In to Instructor Utilities To log in to the ELLIS Essentials Instructor Utilities, follow the directions below.

1. Windows: Double-click the ELLIS Essentials Instructor Utilities icon on the desktop or find it in the Programs menu. Mac: Double-click the ELLIS Essentials Instructor Utilities icon in the Applications folder.

2. Select Beginnings or Level I & II. This will open the appropriate Preferences and Create Path pages once you log in.

3. Type your password or the default password in the password field. NOTE: THE DEFAULT PASSWORD IS LETMEIN. (NOT CASE SENSITIVE)

Figure 2-1. Log-In Screen

4. Click Login. The Data Entry screen will appear


Navigating the Instructor Utilities Both of the ELLIS Essentials Instructor Utilities are organized by tabs. These are located at the top of the screen (see Figure 2-2). The tabs access the different pages where classes and students are created, preferences are modified, and reports are generated. Table 2-1 describes the page under each tab.

NOTE: THE APPEARANCE VARIES SLIGHTLY BETWEEN THE WINDOWS AND MAC VERSIONS, BUT THE FUNCTIONALITY IS IDENTICAL. BECAUSE OF THIS, SCREENSHOTS FROM WINDOWS ARE USED THROUGHOUT THIS GUIDE.

Figure 2-2. Instructor Utilities Tabs

Table 2-1. Description of the Pages under each Tab of the Instructor Utilities

Tab Description

Data Entry Create and manage class and student information

Reports View and print test and quiz scores for individual students or entire classes, and view student lists

Test Graphs View and print graphs of test scores for individual students or entire classes

Create Path Create an individualized course by choosing specific lessons and features for individual students or entire classes

LessonCompletion Chart View the lessons that have been completed for individual students or entire classes

Preferences Set specific features that change how the student navigates through the program


3. Setting up StudentsData Entry Tab The Data Entry section is divided into two parts: Class Information (on the left) and Students(on the right). On this page, you can create a class or a student, delete a class or a student, set access, test passwords, and make changes to existing information. The fields Login ID, First Name, Last Name, Native Language, Gender, Grade and Ethnic Group are required and will appear in red on your computer. Figure 3-1. Data Entry Tab


Creating a Class Follow these steps to create a new class; use Figure 3-2 and Table 3-1 for guidance.

1. Click Create New Class.2. Enter relevant information. 3. Click Update to save the information.

Figure 3-2. Class Information

Table 3-1. Creating a Class

Field Description

School District The district name is entered during installation and is always the default for this field.

School Name The school name is entered during installation and is always the default for this field.

Class Name Enter the name of the class. It may be the homeroom class name or the English Language Development (ELD) class name.

Mainstream Teacher Enter the name of the classroom teacher.

ELD Instructor Enter the name of the ELD teacher. The classroom teacher is sometimes also the ELD teacher. If this is the case, enter his or her name in both fields.

Multiuser? Check this box if you want to allow up to three students to log in to one station.

AccessPassword?

Check this box and type a password in the field to the right if you wish for students to use a password to log in to the program. This password is universal (the same for all students).

Test Password? Check this box and type a password in the field to the right to require a password in order to enter each test (recommended). This password is universal (the same for all students).


Adding a Student When adding students, you will simultaneously be adding them to a class, therefore, make sure the correct class is highlighted on the left side of the form.

The information indicated in red is required, but any additional information provided also appears on the reports. Typing accurate information in all fields provides more complete reports.

1. Click Create New Student.2. Enter information in every field. Red fields are required. 3. Click Update to save the information.

Figure 3-3. Student Information


Table 3-2. Creating a Student

Field Description

Login ID Type a Login ID for the student. This can be letters, numbers, or a combination of the two.

First Name Type the student’s first name.

Last Name Type the student’s last name.

Native Language

From the drop-down menu, choose the student’s native language. If the student’s language does not appear, choose English.

NL Literate If the student is Native Language Literate, answer yes. If not, answer no.

Gender Choose the student’s gender from the drop-down menu.

Grade Choose the student’s demographic grade level from the drop-down menu.

Ethnicity Choose the student’s ethnic group from the drop-down menu.

NCLB Demographic information used for NCLB accountability. Check boxes that pertain to the student.

Enrollment Choose the month, date, and year of enrollment into ELLIS Essentials.

Birthdate Choose the month, date, and year of birth.

AccessPassword Type a password that will be unique to the student for access to the program.

Test Password Type a password that will be unique to the student for access to the tests.

Mainstream Teacher The teacher’s name from the class information appears here.

Delete Student This button deletes a student and all of the data for that student, including performance information.

Edit Comments Type notes that are pertinent to the student that should be shared with other teachers.

Change Class Click this button to move the student to another class. This is the only way to transfer a student from one class to another.

Preferences TabSetting preferences will determine how students navigate through the program. There are three categories of settings: Navigation Options, Quiz and Test Preferences, and Global Sound and Display Options. Changes in the first two settings (Navigation Options and Quiz and Test Preferences) can be made for individual students, selected classes, or all classes. Changes in the third setting (Global Sound and Display Options) will affect the way the program operates for all students. The Quiz and Test Preferences section is different in the Beginnings Instructor Utilities than in the Level I and II Instructor Utilities.


Recommended Preferences Figure 3-4 illustrates the recommendations described in Table 3-3. Figure 3-4. Recommended Preferences

Table 3-3. Recommended Preferences

Preference Description

Low Quiz Score Prevents Lesson Advancement

Check the box and insert a minimum quiz score of 70% or higher. This action ensures that students have mastered the current lesson before moving on to the next lesson (recommended).

Disable skills in Quiz… and Disable skills in Test…

If you check these boxes, students are not evaluated on skills that are not on their individual paths. The skills are removed from the path by the Pre-Test or by the teacher. Do not check these boxes if you want to check for retention of mastered skills.

Allow the Pre-Test(s) to affect student’s path

Check this box to ensure that students are not presented with skills they showed mastery of during the Pre-Test (recommended).

NOTE: IN BEGINNINGS, CHECKING “LOW QUIZ SCORE” MAKES THE BOOKMARK MALFUNCTION.

Navigation Options The Navigation Options section of the Preferences tab allows customization of the student’s navigation through the program.

Check this box so that students must finish

activities before moving forward.

If checked, students must pass a quiz to advance to the next lesson.

Keep minimum quiz score at default level, but know that

the score is customizable by typing a different score.

Check this box. The Pre-Test will save teachers’ time by assessing the students and determining the content students need to learn in

the lessons.

By not checking these two boxes, students will be tested on all skills. If checked, they will only be tested on items not mastered on the Pre-Test.


Figure 3-5. Navigation Options

Table 3-4. Navigation Options Description

Field Description Next is Disabled until the Current Page’s Exercise is completed

Check the box next to this option to make sure students finish an activity before advancing to the next activity.

Always enable next button within completed Sections

Check this to allow students who return to a previous section to be able to skip activities that they have already completed. If students need to return to a section because they need to repeat the activities, turn this feature off so that the Next button appears only when they have finished the activity again.

Navigation will be non-sequential

Check this box to allow a student or students to choose where they go in the program. It is recommended to leave this box unchecked to make the navigation in the program sequential.

Quiz and Test Preferences Use the Quiz and Test Preferences section of the Preferences tab to ensure that a student is learning the lesson material before advancing to the next lesson. Figure 3-6. Quiz and Test Preferences


Table 3-5. Quiz and Test Preferences

Preference Description

Low Quiz Score Prevents LessonAdvancement

Check this option to ensure that students achieve a minimum quiz score before moving on to the next lesson.

MinimumScore for LessonAdvancement

Type in a percentage to set a minimum quiz score that a student must attain before moving on to the next lesson.

Disable Skills in Quiz which are disabled in the Path

Check this option to assess students in the quizzes on only the material that was included in their instructional path.

Disable Skills in Test which are disabled in the Path

Check this option to assess students in the tests on only the material that was included in their instructional path.

Allow the Pre-Test(s) to affect the student’s path

Based on the student’s performance on the Pre-Test, lessons or skills will automatically be removed to match the student’s needs. Students should take the Pre-Test before beginning ELLIS Essentials Level I or Level II. The Pre-Test evaluates the student on some of the skills taught in ELLIS Essentials Beginnings. If this option is checked, the student’s performance on the test will alter his or her instructional path, removing skills or lessons that the student already understands. Some teachers choose not to use this option because they want to create an instructional path that meets classroom goals.

Global Sound and Display Options

Global Sound and Display Options are applied to all classes and students regardless of which class or student is highlighted in the Preferences fields. Figure 3-7. Global Sound and Display Options


Table 3-6. Global Sound and Display Preferences

Preference Description Hide all background applications

Check this option to hide other open computer programs and the desktop while ELLIS Essentials is running. With this option selected, students will see a black background behind the ELLIS Essentials screen.

Background Music?

Select this option to turn on the music that plays in the background while students are on menu screens. To turn off the music, deselect this option. There is never background music during the actual instruction.

Sound Effects when a button is pressed?

Check the box next to this option to enable sound effects when the student clicks on navigation buttons (e.g., Next, Back, Exit). To turn off all sound effects, de-select this option.

Recommended Use Frequent and repeated exposure to ELLIS Essentials is key to successful learning. Ideally, students should spend at least 30 minutes a day on ELLIS Essentials, four to five days per week.


My Preferences ChartsUsing the charts on this page, keep track of the preferences set for your class and individual students. Make multiple photocopies of this page for your records. Remember to set preferences for your class only, which is selectable at the top of the Preferences screen. ELLIS Essentials Beginnings Select the Class

Your class (select it from the drop-down menu)

Select the Student All Students (default option) Any individual student (select from the drop-down menu)

Select the Path Vocabulary only Reading only Both vocabulary and reading

Select the Path Type In a sequential order (default option) Non-sequential order

Remember: Click Save at the end to save your changes. ELLIS Essentials Level I and Level II Navigation Options

Next is Disabled until the Current Page’s Exercise is completed Always enable next button within completed Sections Navigation will be non-sequential

Quiz and Test Preferences Low Quiz Score Prevents Lesson Advancement Minimum Score for Lesson Advancement Disable Skills in Quiz which are disabled in the Path Disable Skills in Test which are disabled in the Path Allow the Pre-Test(s) to affect the student’s path

Global Sound and Display Options Hide all background applications Background Music? Sound Effects when a button is pressed?

Remember: Click Save at the end to save your changes.


Enrollment Recommendations

When enrolling students in ELLIS Essentials, there are three major questions to consider.

First, what is the student’s language level? Based on the national standards, there are five functional language levels. Compare the five levels to your local, district, or state standards to determine how to match up your students with the ELLIS program levels.

Second, what is the student’s age or grade level? There are some special considerations for students who are in Kindergarten, first, and second grades.

Finally, what is the literacy level of the student? If a student does not read at all in his or her native language, there are different approaches to consider.

Use Table 3.7 when enrolling students in the ELLIS Essentials program.

Table 3.7: Enrolling Students

Level 1 Beginning Level 2 Early Intermediate

Level 3 Intermediate

Level 4 Early Advanced

Level 5 Advanced

K–2nd

GradeBeginnings provides foundational language and literacy instruction.

In the Level I Template, students work in three skill areas: vocabulary, listening, and communication.

Beginnings provides foundational language and literacyinstruction.

In the Level I Template, students work in three skill areas: vocabulary, listening, and communication.

Beginnings provides literacy instruction when needed.



3rd–6th

GradeBeginnings provides foundational language and literacy instruction.

Level I students work in five skill areas: Vocabulary, Listening, Grammar, Pronunciation, and Communication.

Beginnings provides foundational language and literacyinstruction.

Level I or II students work in five skill areas.


Level II students work in five skill areas.




Enroll Kindergarten through 2nd-grade students in Beginnings for foundational language and literacy instruction as shown in Table 3.7. Some of the direct instruction that takes place is complex, so it is recommended that an instructor or instructional aide help the Kindergarten students with the first two or three lessons in Beginnings.

To assist in the language acquisition of Kindergarten through 2nd graders, it is recommended that they be assigned the templates in Level I as suggested in Table 3.7. To assign the templates, follow these steps:

1. Log in to the Instructor Utilities. 2. Go to the Create Path tab.3. Choose the class from the drop-down menu.4. Choose the individual student (see Figure 3-8).5. Click Load Template.6. Choose the Kindergarten template for Kindergarteners, the First Grade template for 1st

graders and the Second Grade template for 2nd graders.7. Click Save.

Kindergarten thru 2nd-grade students that are assigned these templates should not take the Pre-Test.

Figure 3-8: Level I Templates

Click here to enroll Kindergarten, first, and second grade students in Level I.

Click here to choose the grade level template.

Choose the appropriate template and click Load.


Enroll 3rd through 6th graders in Level I or Level II as shown in Table 3.7, depending on their language proficiency levels. Students should take the Pre-Test prior to starting the first lesson. This will automatically set up the course for the students and will give the instructor a baseline score so student gains in the program can be calculated later.

If any 3rd through 6th grader needs literacy training, they can be enrolled in Beginnings. If there is no literacy background at all—in the native language or English—the student needs to start in the Vocabulary unit. If there is some literacy already, he or she may only need the Reading unit.


4. Taking a Session

Logging In as a Student Before they can begin, each student must be added to a class in the Instructor Utilities (see "Adding a Student" on page 8) and assigned a Login ID. The Login ID is the same as the Learner ID on the student log-in page. For students to log in, follow these steps:

1. Double-click the Essentials Beginnings, Essentials Level I, or Essentials Level II icon on the desktop.

2. On the log-in page (as shown in Figure 4-1 below), type the Learner/Login ID and press Enter.

3. Click the OK button that appears at the bottom of the page. 4. The courseware will launch and take the student to the Main Menu.

Figure 4-1. Student Log-In Screen


Diagnostic Pre-Test

ELLIS Essentials Level I and Level II provide a diagnostic Pre-Test so teachers can assess the best starting place for each student. Students access the Pre-Test from the Main Menu. The Pre-Test contains 36 questions that are a mix of multiple-choice and matching formats. The questions cover vocabulary, listening, and grammar skills. Results of the Pre-Test are recorded in Instructor Utilities.

The Pre-Test will set an appropriate instructional path for the student when preferences are set as mentioned in the “Preferences Tab” section of this guide. If you do not want this option turned on, go into the Instructor Utilities and select the Preferences tab. Make sure the option Allow the Pre-Test(s) to affect the student’s path is unchecked. For further details, please see page 10.

Administering the Pre-Test 1. On the Main Menu, students should click the Pre-Test button. 2. When prompted, enter the test password. The default password is “letmein.”

Taking the Pre-Test To take the Pre-Test, students should follow these steps:

1. Read or listen to the instructions.NOTE: NATIVE LANGUAGE HELP IS AVAILABLE FOR THE INSTRUCTIONS ONLY.

2. Click the box next to the correct answer. 3. Click the ear button to hear the word, phrase, or sentence. 4. Click Exit at any time to exit the Pre-Test.

NOTE: NO RECORD OF THE SCORE WILL BE KEPT IF STUDENTS CLICK EXIT BEFORE THE PRE-TEST IS COMPLETED.

At the conclusion of the test, the student should log out and refrain from logging in again until the teacher has viewed the student’s results in Instructor Utilities. Check under the Create Path tab to assess whether the instructional path designated by the test results seems appropriate for the student. In most cases, the appropriate path will be set. If the path is not appropriate, the teacher can change it by selecting or deselecting the appropriate check boxes.

Sequence of Activities Students will usually begin working in Lesson 1 unless they mastered all the skills from Lesson 1 in the Pre-Test. They will work on each of the five skills in sequence and take the lesson quiz after all five skills are complete. The student workbook worksheet that corresponds to the lesson should be assigned during or after the lesson. When all lessons in the unit or theme are completed, the students will take the theme test. When all three themes are completed, they will take the Final Test.


The following is an example of the sequence:

1. Lesson 1 skill activities 2. Lesson 1 worksheets from student workbook 3. Lesson 1 Quiz 4. Repeat steps 1–3 for all lessons in a theme 5. Theme test 6. Repeat steps 1-5 for all themes in a level 7. Level Final Test

Figure 4-2 shows the Main Menu. The student can only click on Lesson 1 until he or she completes the lesson and passes the lesson quiz.

Figure 4-2. Main Menu

Lesson Quizzes There is a lesson quiz at the end of each lesson. The lesson quizzes contain 20 multiple-choice questions selected or adapted from the Let’s Practice activities. Students receive immediate feedback on their answers, but are not allowed to change them.

Students see their overall percentage of correct answers at the end of the quiz and are awarded one to five stars, depending on their scores.


Students are allowed to retake the quiz immediately and may take it as many times as necessary. Only the last quiz score is recorded in Instructor Utilities.

Theme Tests and Final Test At the end of each unit in ELLIS Essentials Level I and Level II, students take a theme test that covers the skills taught and practiced in that unit. Students should click the Test button on the Main Menu to begin the test. Each test consists of approximately 40 multiple-choice questions.

The theme tests and final test are password-protected to keep the students from taking the tests before they are ready. The default password is "letmein."

The Final Test is cumulative and comprehensive for either ELLIS Essentials Level I or Level II. Students access the test by clicking the Final Test button on the Main Menu. The test is password-protected. There are approximately 36 multiple-choice questions in the final test.

Taking the Tests For both the final test and theme tests, follow these instructions:

1. Click the Final Test button and enter the test password. 2. Listen to the question. 3. Click the box next to the correct answer. The next question will then appear. 4. Exit the test at any time by clicking the Exit button. Students should be careful to

complete the test before exiting because test results will not be calculated if the entire test is not completed.

NOTE: CLICK STUDY BUDDY TO HEAR THE INSTRUCTIONS REPEATED IN ENGLISH. THE FLAG BUTTON WILL APPEAR IF THE DESIRED NATIVE LANGUAGE IS AVAILABLE. CLICK THE FLAG BUTTON FOR NATIVE LANGUAGE TRANSLATION OF THE DIRECTIONS. CLICK ANY EAR BUTTON TO HEAR THE WORD OR PHRASE.

Test Score Students are given a general indication of how they did on the test and are awarded one to five stars and a simple explanation of the scores. Students may immediately retake the test once they have completed it. The scores are recorded in Instructor Utilities. Click OK to continue.


Basic Navigation Features The following buttons are the basic navigation features found on most pages of ELLIS Essentials:

Figure 4-3. Navigation Buttons


5. Supplemental Materials In addition to the computer-based instruction, a number of supplemental materials help reinforce language learning in ELLIS Essentials. The following materials can help students master the English language both in and away from the classroom.

ELLIS Essentials Student Workbooks A workbook is available for each level of ELLIS Essentials. These workbooks are full of activities that build on the computer instruction. Using these books, the students write, read, use diagrams, and participate in activities with other students. The lesson-by-lesson design always builds on what has been previously learned in the computer program. This provides students with opportunities for additional practice and take-home assignments.

Using the Student Workbooks ELLIS Essentials Level I and Level II student workbooks contain a wide variety of practice activities that can be done alone, with a tutor, or with peers in a small group. The activities provide practice in vocabulary, spelling, grammar, and communication skill areas.

There is an Answer Key at the back of the workbook to check the work. Detailed information on how best to use the student workbook can be found in Chapter 6 of the Instructor Guide.

Printing Workbook Pages ELLIS Essentials student workbooks are found on the Supplemental Resources CD that came with the program and on the Community Connection Web site. Adobe Reader is required to view the files. Print the entire workbook or individual pages as needed.

ELLIS Essentials Instructor Guide The Instructor Guide has several features:

a general introduction for using the ELLIS Essentials computer programs suggestions for offline activities suggestions for managing and assessing student progress

Community Connection Web Site Get up-to-date information about product upgrades and other important news by visiting the Pearson Community Connection Web site at: http://support.pearsonschool.com From the Web site, additional materials such as Scope and Sequence Charts, Activity Masters, Parent Letter templates, Certificates of Completion, Help-at-a-Glance Cards, and a current list of supported native languages are available.


Scope and Sequence Charts Scope and sequence charts provide a description of what is taught within each lesson and skill. Many teachers want to integrate ELLIS Essentials with lessons they are already using. The scope and sequence chart will help plan lessons accordingly. The scope and sequence charts can also be found in the Appendix of this guide.

Parent Letter Templates (Translated) Parent letter templates are provided for the teacher’s convenience. These letters range in purpose from introducing the program to reporting student progress. The letters are translated into various native languages to help you communicate with the students’ parents. Print the letters from the Pearson Community Connection Web site at http://support.pearsonschool.com. A sample letter can also be found in the Appendix of this guide.

Certificates of Completion Certificates of Completion can be downloaded from the Pearson Community Connection Web site at http://support.pearsonschool.com. These certificates can be printed and given to students when a lesson, theme, or level has been completed. Present the certificates at frequent intervals to help the student feel motivated and to cultivate a sense of progress. A sample certificate can also be found in the Appendix of this guide.

Video Listening Masters The video scripts from ELLIS Essentials Level I and Level II can be printed from the Pearson Community Connection Web site. These scripts can be used in a variety of classroom exercises.

Help-at-a-Glance Cards These useful, quick-reference cards are to be placed at each computer station. They contain program screen shots and instructions on using ELLIS Essentials buttons. Translations are available in a variety of languages.

Native Languages Supported Not all languages are supported by ELLIS Essentials. To see if students’ languages are supported, check the updated list of supported native languages at the Pearson Community Connection Web site at http://support.pearsonschool.com.


6. Monitoring Progress Viewing and Printing Reports Follow these steps to print or view reports for the students in a class to monitor how they did on tests or quizzes, as well as the total time spent in the course.

1. Log in to the Instructor Utilities by following the instructions in section 2 of this guide. 2. Click on the Reports Tab.3. Select your class from the Select the class field. 4. Select All Students in the Select the student field. 5. Leave the (Optional) Select a class for comparison field set to None.6. Select Class Quiz Results in the Select the report field. 7. Click Display to see the class list on the screen or Print to send the report to your printer.

Figure 7-1. Class Quiz Results Report


Viewing and Printing GraphsGraphs that show how well students performed on tests can be printed. Follow these steps to print or view a graph for all the students in a class.

1. Click on the Test Graphs Tab. 2. Select your class from the Select the class field. 3. Select All Students in the Select the student field. 4. Leave the (Optional) Select a class for comparison field set to None.5. Select Essentials I Pre-Test in the Graph Type field. 6. Click Graph to see the class list on the screen or Print to send the report to your printer.

Figure 7-2. Test Graphs Report


Viewing and Printing ChartsFollow these steps to print or view a chart for all the students in a class. This chart will show the sections students completed.

1. Click on the Lesson Completion Chart Tab. 2. Select your class from the Select the class field. 3. Select a student in the Select the student field. 4. Select Lesson Completion for Selected Student in the Select the report type field. 5. To see a chart for the whole class, choose Lesson Completion for All Students in

Selected Class for the Select the report type field and press Display.

Figure 7-3. Lesson Completion Chart


Saving Reports, Graphs, and Charts as PDFs Using WindowsThis process assumes a PDF writer application is installed. If not, please contact the school’s computer administrator.

1. With a report, graph, or chart open in Instructor Utilities, click the Print button.2. From the Print window that appears, select PDF as the printer and click OK.3. Sometimes a second Print window will appear to confirm the selected printer. Choose

Adobe PDF again and click OK.4. Name the PDF file and click Save.

Saving Reports, Graphs, and Charts as PDF Using MacintoshThis process assumes a PDF writer application is installed. If not, please contact the school’s computer administrator.

1. With a report, graph, or chart open in Instructor Utilities, click the Print button.2. From the Print window that appears, click Save as PDF.3. Name the PDF file and click Save.

Naming the PDF It is recommended that the name for the PDF file include the School Name, Teacher/ELL Specialist Name, Module, and the Date.

LAKE_CHANDLER_BEG_31JAN07.PDF

This appears to be a verbose file name, but remember that other instructors may be saving and e-mailing these documents as well. The details in these file names will allow a reviewer to sort through them quickly.

NOTE: FOR MORE DETAILS ON USING THE ELLIS ESSENTIALS PROGRAM, REFER TO THE MULTIMEDIA COURSEWARE INSTRUCTOR GUIDE, WHICH CAN BE FOUND ON THE COMMUNITY CONNECTION WEB SITE AT HTTP://SUPPORT.PEARSONSCHOOL.COM.


7. Student Orientation When you introduce ELLIS Essentials to your students, you can use the following key strategies to help orient the students on ELLIS.

1. Administer the Pre-Test. This is the front-end assessment that gives you a recommendation as to where each student should begin within ELLIS Essentials.

2. Print out a help-at-a-glance card in each native language your students read. These are available from the Pearson Community Connection Web site at http://support.pearsonschool.com

3. Demonstrate for your students how to navigate through the program. Follow the sequence in the “Taking a Session” chapter of this guide on page 15.

Give your students an opportunity to work in the program while this orientation is still fresh in their minds.


8. Product SupportContacting Product Support Phone: 1-888-977-7900 (toll-free domestic calls), Option 1

Online: http://support.pearsonschool.comE-mail: [email protected]

Please contact Product Support to receive answers to questions or report technical issues. Before calling Product Support, please verify or try the following:

Ensure all cables and power cords are plugged in. Ensure the computer is connected to the network. Restart the computer. Verify that your machine meets the Minimum System Requirements recommended by Pearson. These can be found on the support site.

When contacting Product Support, please have the following information ready: Whether the problem is with one station or several stations. Whether the problem is with one student or several students. Whether the problem exists with one activity or multiple activities. A description of the error message you are encountering.


Notes Page:


Appendix: Supplemental Materials Although ELLIS Essentials is designed as a self-standing curriculum, you can also correlate the computer-based instruction with your existing curriculum. The key to implementing ELLIS Essentials effectively in your classroom is the Scope and Sequence Chart, which can be found on the following pages. The Scope and Sequence Chart is a comprehensive list of the learning objectives and material taught in each ELLIS Essentials unit. It is designed to help you quickly correlate your school’s curriculum with the curriculum for ELLIS Essentials. The Scope and Sequence Chart can be a vital classroom companion because it:

Provides an overview of the ELLIS Essentials curriculum and shows what ELLIS Essentials aims to teach students in each unit. Assists with lesson planning by providing a quick guide to show which ELLIS Essentials lessons that supplement existing lesson plans.

This appendix also includes examples of the Certificates of Completion and Parent Letters. The Certificates of Completion are used to motivate and praise students who are succeeding in the program, and the Parent Letters are a great way to start the home/school connection with your ELL parents.

Lowercase: k, l, y, qCapital: L, B, D, J, K, T

Kids and Colors

Lowercase: b, t, w, f

Can You Hop Like a Rabbit? This is the Way We Go to School

rabbit, frog, duck, dog, bird, fish, kid,hop, jump, walk, fly, swim, be still

bed, face, food, teeth, bag, bus, school,morning, we, wash, eat, brush, pack,catch, go

Lowercase: s, d, r, j

Direction of Print, Word Boundaries, &Concept of Initial Sound

Concept of Vowel vs. Consonant

(1) Initial Sounds: d, h, f(2) Initial Sounds: s, r, j, k

(1) Initial Sounds: b, m, t, w(2) Initial (Short) Sounds: a, e, i, o, u

Focus Words, Set 1:dog, duck, dish, dance, Dan; fish, food,face, foot, frog, funny; hop, horse, head,he, hat, handFocus Words, Set 2:sing, see, say, sun; red, run, rabbit; kid,kick, Kent; jump, Jean

Focus Words, Set 1:bed, bag, bus, bone, books, bird; mouse,man, meat, money; teeth, Ted, taxi,town; we, wash, went, walk, womanFocus Words, Set 2:apple, bag, hat, pack, man, bank; elbow,bed, men, get, red; in, kid, pig, fish, dish;on, dog, hop, Holly; up, bus, duck, jump,run, sun

ANIMATEDSONG

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white, orange, purple, green,yellow, blue, red, black, queen, love, Jean, Dan, Nancy, Kent, Ben, Holly, Lisa, Ted

Concept of Short vs. Long Vowels; Concept of Vowel Spelling Clues & Long Vowel Digraphs

(1) Medial (Short vs. Long) Sounds: a, e, i, o, u(2) Vowel Rules: Silent E, 2-Vowels Together (ee, Long ea), Final vs. Lonely Vowels(3) Initial Sounds: I, n, y

Focus Words, Set 1: face, name, came; bag, man, cat, pack; green, we, eat, money; bed, red, get, men; white, night, lie; kid, fish, pig, kick; go, goat, nose, low; dog, hop, Holly; blue; bus, duck, sun, jump Focus Words, Set 2: face, white, came, name; green, eat, goat, blue; we, go; bag, get, kid, dog, busFocus Words, Set 3: Lisa, love, Nancy, name, yellow, yes

E L L I S ™ E s s e n t i a l s B e g i n n i n g s themat i c s c ope and s equence

Set 1: Mother Hubbard, cupboard, bone,bread, head, fish, dish, money, funny,books, hooks, hat, car, stewSet 2: bakery, store, bank, restaurant,mall, he, she, they, buy, get, came back,went, licking, hanging, feedingSet 3: apple, elbow, in, on, up

Old Mother Hubbard

Lowercase: a, e, i, o, uCapital: A, E, I, O, U

Concept of Hard vs. Soft Consonants;Concept of "Y" & "W" as Vowels; Concept ofSpecial Sounds (Diphthongs, etc.)

(1) Consonant Rules: Hard vs. Soft th, ng(2) Blended Sounds: st, ks, rd, nk, nt, mp(3) Vowel Rules: Y as Long I, Y as LongE, ey, oa, ie, Short ea, ew, Long ow,Diphthong ow/ou, Long vs. Short oo

Focus Words, Set 1:teeth, think; they, mother; sing, hanging,feeding, licking, morningFocus Words, Set 2:store, stop, stew, still; books, hooks;bird, cupboard, Hubbard; bank, think;went, Kent; jumpFocus Words, Set 3:yellow; funny, Holly; fly, why; money,goat, float; lie; eat, Jean; bread, head;stew; yellow, swallow; cow, how;mouse; food, school; books, hooks

There Was an Old Horse…

mouse, cat, (dog), pig, sheep, goat, cow,horse, swallow, (catch), dance, old, fat,back, why, how, float, lie, think

Lowercase: c, p, m, g, hCapital: C, P, M, G, H

Concept of Double Consonants,Consonant Digraphs, & ConsonantBlends

(1) Initial Sounds: c, g, p, qu(2) Consonant Rules: ll, bb, ck, wh, sh,ch/tch(3) Blended Sounds: bl, br, fl, fr, gr, sw,sch, qu

Focus Words, Set 1:cat, cow, car, came, catch; goat, go,goose, get, girl, green; pig, pack, purple,people, policeFocus Words, Set 2:rabbit; swallow, yellow, Holly; back,pack, duck, black, block; white, why;sheep, she, fish, wash, brush; cheap,catch, churchFocus Words, Set 3:blue, black, block, fly, float, brush, bread,frog, green, grocery, swallow, swim,school, queen, question mark

t hema t i c s c ope and s equence

Bingo!

Lowercase: n, z, v, xCapital: N, Z, V, X

Focus Words, Set 1:Nancy, name, nose, now, night; Vicky,volcano; X-rays, x-ray; Zippy, zebraFocus Words, Set 2:X-rays, his, beds, dogs, cars, cows,roses; Nancy, dance, face, circle, city,Cindy; swim, stew, sound, books, cats,mouse, goose; cat, car, catch, cow, duck,Vicky, circle Focus Words, Set 3:back, pack, black, snack; name, came,game; man, Dan, pan, van; bank, thank,blank; cat, fat, hat, sat; eat, meat; bed,red, Ted, sled; Ben, men, pen; sheep,sleep, deep; get, wet, pet; kick, lick,sick; kid, lid; pig, big, dig; think, sink,drink; fish, dish, wish; goat, float, coat,boat; dog, frog, fog; book, hook, look;hop, top, mop; nose, rose, close; duck,truck, luck; jump, dump, bump; run, sun;blue, glue; fly, why, cry; Vicky, funny,bunny, pretty; x-ray, say, today, tray;money, honey, key, monkey

Concept of Rhyme & Common WordFamilies

(1) Initial Sounds: n, v, x, z(2) Consonant Rules: S as Z, C as S(3) Vowel Rule: ay(4) Word Families: -ack, -ame, -an, -ank, -at; -eat, -ed, -en, -eep, -et; -ick, -id, -ig, -ink, -ish; -oat, -og, -ook, -op, -ose; -uck, -ump, -un, -ue; -y, -ay, -ey

old man, name, his, her, (dog), (cat),goose, (pig), (horse), a letter, letters,sound, Bingo, Boing, Zippy, Vicky, X-rays

ELLIS™ Essentials BeginningsLesson 4 Lesson 5 Lesson 6

alphabet, capital (letter), small(letter), and, now, I, know, myABCs, won't, you, sing, with me,period, question mark

!erehwyrevE ,sngiS ,sngiSgnoS drowyeK tebahplA ehTgnoS CBA ehT

(apple), airplane, boy, (cat), (dog),(elbow), ear, foot, girl, hand, (in),island, (jump), kick, leg, (man),nose, (on), open, people, quiet,(red), sun, (teeth), (up), (blue), vol-cano, woman, exit, (yellow), zebra

see, say, sign, high, low, town,block, church, pharmacy, grocerystore, hospital, library, around,taxi, ambulance, police, fire truck,street, stop, danger, slow, "Walk"(sign), "Don't Walk" (sign)

Capital: F, Q, R, S, W, YConcept of Alphabetical Order

Review of All 26 Lowercase LetterNames & Shapes

Review of All 26Capital Letter Names & Shapes

Concept of Punctuation, Conceptof Silent Letters & R-control ofVowels

Concept of Keywords, Concept ofSyllables & Syllable Stress; Conceptof Schwa Sound

Concept of Open vs. ClosedSyllables; Concept of IrregularWords

(1) Punctuation Marks: period,question mark, exclamation point,comma, & apostrophe(2) Consonant Rules: ph, wr, kn(3) Vowel Rules: ar, er/ir/ur, or/oor

1) Vowel Rules: ai, eo, Diphthongoy/oi(2) Syllable Rules: Schwa Vowel(3) Schwa Rule: -le Ending

(1) Syllable Rules: Open = LongVowel, Closed = Short Vowel(2) Consonant Rules: igh, ough, Gas J (ge)(3) Vowel Rules: aw, wa(4) Irregular Words

Focus Words, Set 1:period, question markFocus Words, Set 2:alphabet, pharmacy; know, knee;write, wrongFocus Words, Set 3:car, Hubbard, pharmacy, questionmark; her, letter, mother, bakery,grocery; bird, girl; purple, church;store, horse, orange, morning;door

Focus Words, Set 1:hand, elbow, ear, yellow, cowFocus Words, Set 2:airplane, hair, tail, mail, rain; peo-ple; boy, toys; Boing, boil, foilFocus Words, Set 3:zebra, open, capital, money, moth-er, love, alphabet, island, Lisa,honey, monkey, todayFocus Words, Set 4:people, purple, apple, table, turtle

Focus Words, Set 1:pharmacy, grocery, danger, hospi-tal, ambulance, libraryFocus Words, Set 2:high, light, night; rough, cough;goat, girl, go, get, game, goose;danger, orangeFocus Words, Set 3:draw, saw; wash, swallow, walkFocus Words, Set 4:you, buy, walk, sign, island, police,Lisa, women

ANIMATEDSONG

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E L L I S ™ E s s e n t i a l s B e g i n n i n g s thematic scope and sequence

Theme 1

My New SchoolTheme 2

Meet My FamilyTheme 3

School Days

• Alphabet Review (Spelling Aloud) [1.1]• Numbers 1-20 [1.1]• Common English Names & Nicknames [1.1]• Countries, Nationalities, & Languages [1.2]• Elementary School Places [1.3]• School & Art Supplies [1.4]• Classroom Objects [1.5]

• Family Relationships [2.1]• Houses & Apartments (Inside & Outside) [2.2]• Computers: Parts & Functions [2.3]• Rooms & Furniture [2.4]• Home Activities [2.5]

• Daily Routines [3.1]• School Personnel [3.2]• Shapes & Patterns [3.2]• Food & Cafeteria (Menu Items) [3.3]• Dollars & Cents [3.3]• Physical Actions & Feelings [3.4]• Emotions [3.4]• Mathematics: Add, Subtract, Multiply [3.5]• Mathematics: Divide (4th & 5th graders only) [3.5]

• Listening for Details (Alphabet Review) [1.1]• Listening for Key Words (Numbers 1-20) [1.1]• Listening for Key Words (Countries) [1.2]• Listening for Key Words (Recognizing Digital Time) [1.3]• Listening for Key Words (School Supplies) [1.4]• Listening for Key Words (Classroom Objects) [1.5]

• Listening for Key Words (Family Members) [2.1]• Listening for Details (Phone Numbers) [2.2]• Listening for Details (Distinguish CAN & CAN’T) [2.3]• Listening for Key Words (Household Objects) [2.4]• Listening for Details (Analog Time & AM/PM) [2.5]

• Listening for Key Words (Daily Routines) [3.1]• Listening for Key Words (Prepositions of Location) [3.2]• Listening for Details (Prices to 100, Bills & Coins) [3.3]• Listening for Details (FIFTY vs. FIFTEEN, etc.) [3.3]• Listening for Main Idea (Emotions from Non-verbal Cues) [3.4]• Listening for Details (Number Patterns) [3.5]

• Subject Pronouns [1.1]• BE: Affirmative & Contractions [1.1]• BE: WH-questions [1.2]• BE: Yes/No Questions & Short Answers [1.3]• THIS & THAT [1.4]• BE: Negative [1.5]

• HAVE: Affirmative, Negative, & Contractions [2.1]• HAVE: Yes/No Questions & Short Answers [2.2]• Possessive Adjectives [2.2]• Modals of Ability: CAN & CAN’T [2.3]• Possessive Pronouns [2.4]• Prepositions of Location [2.5]

• Regular Simple Present Tense: Affirmative & Negative [3.1]• Regular Simple Present Tense: Questions & Short Answers [3.1]• Articles: A & AN [3.2]• Nouns: Regular Plural [3.3]• THESE & THOSE [3.3]• Nouns: Count vs. Noncount [3.3]• Present Progressive Tense: Affirmative & Negative [3.4]• Present Progressive Tense: Questions & Answers [3.4]• Regular Simple Past Tense: Affirmative [3.5]

• Intonation: Statements vs. Questions [1.1]• Syllable Stress [1.2]• Contrasts: IT or EAT [1.3]• Reductions: YOUR & FROM [1.4]• Contrasts: LET or LATE [1.5]

• Intonation: Yes/No vs. WH-question [2.1]• Contrasts: RIGHT or LIGHT [2.2]• Reductions: CAN [2.3]• Contrasts: PAT or BAT [2.4]• Contrasts: COAT or GOAT [2.4]• Contrasts: TIME or DIME [2.4]• Contrasts: YET & JET [2.5]

• Final -S, -ES, & -IES [3.1]• Reductions: TO [3.2]• Contrasts: BAT or BUT [3.3]• The TH Sounds (THIS and THIN) [3.4]• Final -ED [3.5]

• Exchanging Greetings [1.1]• Introducing Yourself & Others [1.1]• Exchanging Personal Information [1.2]• Asking about Time [1.3]• Addressing Adults (Personal Titles) [1.4]• Giving Instructions & Making Suggestions [1.5]• Theme 1 Review Role Play [1.5]

• Describing Family Relationships [2.1]• Asking for & Giving Phone Numbers/Addresses [2.2]• Asking Permission, Requesting, & Offering [2.3]• Describing Ability [2.3]• Taking Telephone Messages [2.4]• Theme 2 Review Role Play [2.5]

• Strategy: Asking for Language Help [3.1] • Telling Time [3.2]• Asking About Prices [3.3]• Strategy: Saying You Don’t Understand [3.4]• Theme 3 Review Role Play [3.5]

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Theme 4

International WeekTheme 5

The AccidentTheme 6

Parent Night

• Classroom Activities & Instructions [4.1]• Library Use & Dewey Decimal Classification [4.2]• Musical Instruments & Types of Music [4.2]• Opposites [4.3]• Places in the Community [4.3]• Clothing & Colors [4.4]

• Weather, Temperature, & Seasons [5.1]• City Streets & Safety [5.2]• Sports, Dance, & Exercise [5.2]• Parts of the Body & The Five Senses [5.3]• Hospitals & Clinics [5.3]• Injuries & Treatments [5.4]

• Dates, Months, & The Calendar (Holidays) [6.1]• Illnesses & Treatments [6.2]• Fun Activities [6.3]• Physical Descriptions (of People) [6.4]

• Listening for Details (Numbers in Years) [4.1]• Listening for Key Words (Classroom Instructions) [4.1]• Listening for Details (Library Searches & DDC) [4.2]• Listening for Details (Places in the Community) [4.3]• Listening for Details (Clothing Descriptions) [4.4]• Listening for Details (Calculating Change) [4.4]

• Listening for Main Idea (Adverbs of Frequency) [5.1]• Listening for Main Idea (Identifying Sports) [5.2]• Listening for Details (Review of Numbers) [5.3]• Listening for Main Idea (Identifying Injuries) [5.4]

• Listening for Details (Dates & Famous People) [6.1]• Listening for Details (Review of Questions) [6.2]• Listening for Main Idea (Agreement) [6.3]• Listening for Key Words (Physical Characteristics) [6.4]

• SOME & ANY [4.1]• THERE IS & THERE ARE [4.1]• Irregular Verbs in Simple Past Tense [4.2]• Nouns: Irregular Plural [4.3]• Prepositions of Movement [4.3]• Simple Present vs. Present Progressive [4.4]• Comparative Adjectives [4.4]

• Adverbs of Frequency [5.1]• Superlative Adjectives [5.1]• More Irregular Simple Past Verbs [5.2]• Direct Object Pronouns & Review of Pronouns [5.3]• Modals: Necessity & Prohibition [5.4]

• Tag Questions [6.1]• Prepositions of Time [6.1]• Modals: Possibility vs. Advice [6.2]• Future Tense: WILL & BE GOING TO [6.3]• Simple Past: Questions & Negatives [6.4]

• More about Syllable Stress [4.1]• Reductions: WOULD YOU & DID YOU [4.2]• Contrasts: LUKE or LOOK [4.3]• Contrasts: SHEEP or CHEAP [4.4]• Contrasts: CHEAP or JEEP [4.4]

• Contrasts: BAD or BED [5.1]• Contrasts: HAT or HOT [5.1]• L- & R- Blends & Clusters [5.2]• Reductions: Schwa in Multi-syllable Words [5.3]• S- & T- Blends & Clusters [5.4]

• Contrasts: VAN or BAN [6.1]• Contrasts: VAN or FAN or BAN [6.1]• Contrasts: WET or VET [6.1]• Contrasts: SUE or SHOE [6.2]• Contrasts: SUE or ZOO [6.2]• Reductions: WANT TO, GOING TO, & GOT TO [6.3]• Contrasts: GREAT or GRADE [6.4]• Contrasts: BANG, BANK, BACK or BAG [6.4]• Contrasts: SOME or SUN [6.4]

• Asking for Help in the Classroom [4.1]• Common Reactions [4.2]• Asking for & Giving Directions [4.3]• Asking for Help with Clothing (Size & Fit) [4.4]• Theme 4 Review Role Play [4.4]

• Apologizing [5.1]• Saying Goodbye [5.2]• Asking for & Giving Background Information [5.3]• Describing Injuries [5.4]• Theme 5 Review Role Play [5.4]

• Common Idioms & Expressions [6.1]• Describing Symptoms [6.2]• Agreeing & Disagreeing [6.3]• Discussing Likes & Dislikes [6.3]• Describing People Physically [6.4]• Theme 6 Review Role Play [6.4]

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Welcome Letter [English]

We welcome your child to _____________________’s _____________________ class!

[teacher’s name] [grade or type of ELD class]

Date____________

Dear Parent(s) or Guardian(s) of ________________________ ,

The purpose of this letter is to inform you that your son or daughter has been enrolled in the class noted above. We’d also like to take this opportunity to give you some information about our school, the class your child will be in, and some of the expectations we have for him or her.

General School Information School begins at ____________ Monday through Friday, and ends at ______________.

Bus Service Your child has been assigned to ride bus number ______. The bus stop is located at _________________________, and will arrive at _________ in the morning, and return at ________ in the afternoon.

Car Riders or Walkers If your child lives close enough to walk to school, no bus will be assigned. You may also drive your child to and from school, but please be sure to fill out the necessary form in the school office. In either case, please make sure your child arrives to school at least 10 minutes before school begins.

MealsBreakfast is served in the cafeteria from _________ to _________ and costs $________. Your child’s lunch period will be from _________ to _________. Your child can bring a lunch or buy a lunch for $_______. An application for free or reduced meals is being sent with this letter in case you would like to apply. If you need help filling it out, please contact the school office at _____________.

Class Information Your child is enrolled in the class(es) checked below and part of his/her instruction will include using a state-of-the-art computer software program to learn English. The program is called ELLIS_____________™.____ Grade-level class: English instruction only ____ Grade-level class: Bilingual instruction ____ English as a Second Language class (ESL) for ____ minutes, ____ days per week ____ Other: ____________________________________________________________

We will keep you updated on his or her progress in learning English with this program. You are also welcome to visit the school and see the program yourself (please call in advance).

If you have any questions or concerns about your child’s class(es), please contact your child’s teacher by coming in to the school or calling _____________. The best time to reach this teacher is between ________ and ________.

Our Expectations We want our students to be prepared to learn each school day. We recommend that they go to bed early on school nights and eat a good breakfast each morning, whether at home or at school.

Your child will also need to bring the following supplies to school (if marked below). If your family cannot afford some or all of these supplies, please do not hesitate to contact the teacher. ____ three-ring binder(s) ____ package(s) of loose-leaf, lined paper ____ spiral notebook(s) ____ pocket folder(s) ____ pencils ____ pens ____ a large eraser

____ a small box of crayons ____ a small pair of scissors ____ glue stick(s) or a small bottle of glue ____ computer diskette(s) formatted for ______ computers ____ other: ______________________

We hope this information is helpful to you. We understand that a language barrier can make your efforts to participate in your child’s education quite difficult at times. If this is the case, we hope that you will do all that you reasonably can. Please also let us know how we might better assist you towards this end.

Sincerely,

____________________________

www.PearsonSchool.com/Digital

888.977.7900

Part Number 606-001-456

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