k-2 materials analysis - e.l. achieve...navigating changing verb tenses, and using sophisticated...

K-2 Materials Analysis

Grades K-2 English Language Development Materials Analysis © 2014 E.L. Achieve

State English Language Development Standards highlight and amplify the language demands of the Common Core State Standards (CCSS) that English learners need in order to gain advanced knowledge of English and academic achievement.

They call out the necessity of providing robust English language instruction throughout the instructional day – through both a dedicated, targeted ELD block and integration into other content delivery.

The Blueprint for Serving English Learners (graphic at right) outlines both purposes for language instruction. The Systematic ELD Instructional Units were developed from E.L. Achieve’s comprehensive framework, and are specifically designed to teach English language as its own subject of study (highlighted in red box).

Critical research-based features of Systematic ELD instruction 1. Language learning and exploration are

squarely in the foreground.

2. Students are grouped by assessed proficiency level for this part of the instructional day. This is determined bymultiple sources, such as state language assessments, analysis of writing samples for vocabulary and grammaticalknowledge (using the E.L. Achieve ELD Matrix of Linguistic Knowledge or language-focused writing rubric), the ExpressPlacement Assessment, and recorded observations of oral production.

3. Instruction uses a functional language approach organized around essential purposes for communication. Languagetasks are highly applicable to real-world and academic interactions that students must adroitlynavigate. Instruction draws students’ attention to a variety of aspects of English (e.g., rhythm and cadence,pronunciation, colloquial expressions, formal and informal registers).

4. An organized method of language instruction is provided to prevent gaps and fill existing gaps in language knowledge that can hinder students’ achievement of full English proficiency. Instruction follows a developmental scope and sequence of language skills identified in ELD/ELP standards and the Systematic ELD Handbook.

5. Language is explicitly taught, and instruction emphasizes oral languagedevelopment through structured, purposeful interaction, withsubstantive written practice to ensure students develop in-depthunderstanding of how English works, and acquire fluency and anaccurate command of all modes of communication.

Systematic ELD Units employ a sound and well-articulated vision of instruction that clearly 1) builds background knowledge, 2) teaches high leverage language that is applicable to real life and grade-level work, 3) maps strategically with language objectives that build toward weekly and unit goals, 4) gradually releases responsibility to students (see graphic at right), and 5)consistently moves from abundant oral practice to authentic writing tasks.

Impact on students – information from teachers and coaches

“My students love the interactive practice activities and they are always excited for ELD time because they get to think and talk together. Their oral language production skills have improved.”

“Working on the Ecology unit, there is a lot of vocabulary to frontload at the beginning. Once the students have used the vocabulary, the sentence structures on pros and cons were a lot of fun. Students were very good at both the oral language and writing their thoughts using ‘One positive feature of the bike trails is that...’ or ‘Another advantage of the bike trails is that...’ The videos were so very helpful, so students could see them in action!”

English Language Arts, Mathematics, History/Social Studies, Science, Art, and Technical Subjects

Constructing Meaning is a process for teaching content that provides:� Explicit instruction to support English learners in

understanding and using the language necessary for grade-level work� Accelerated instruction that emphasizes critical literacy skills

and sophisticated academic language� Tools for analyzing the linguistic demands of complex text

and tasks� Ample opportunities for structured and purposeful interaction

and collaboration

Language Instruction for Content Learning

Systematic ELD Instruction

Systematic ELD is dedicated time and targeted instruction that provides:� A solid English language

foundation to fully engage in a range of academic and real life situations� Instruction organized by (QJOLVK�SUR¿FLHQF\�OHYHO� that follows a continuum of linguistic skills� An emphasis on oral and

written language in rigorous and relevant tasks� Ample opportunities for

structured and purposeful interaction and collaboration

“When I met Max he was a 6th grader in an intermediate group, struggling to participate in an activity generating sentences orally using present and future tense verbs. His sentences were stilted and vocabulary very limited. Several months later, the group was working on a culminating assessment task. Using graphic organizers, sentence frames, and charts from previous lessons as resources, students had to make decisions about how to formulate and respond to questions. Max wrote using various language patterns flexibly. He confidently conducted his interview for the class, navigating changing verb tenses, and using sophisticated vocabulary and various sentence structures as if he had known them all his life! He stood tall and proud, with a huge grin on his face.

When I asked him how he had learned so much, he explained that the graphic organizers, picture cards, and posters helped him think about what to say, and the sentence frames, verb cards, and language charts helped him think of how to say it. The teacher had given students lots of time to practice talking and writing together using games and fun activities. She showed them how to use the language during other subjects and encouraged them to try it out.

His teacher commented that Max came to life in ELD – participating and asking questions. As he had learned to use language more flexibly, he became interested in expanding his vocabulary to express himself more clearly. He knows how to use the language he’s learned in ELD to actively participate during other content instruction. He helps others and feels good about himself. This is a kid who hasn’t had many opportunities, at home or at school, to feel proud of himself – and now he does!”

Research-based approach to professional development E.L. Achieve distinguishes itself from other professional development and publishing organizations by taking a system-wide approach. We developed our instructional materials to ensure school systems have a high quality, well-designed ELD curriculum to successfully implement the framework we teach. Available research suggests that the quality of learning is bolstered when district and site administrators set a clear direction by prioritizing ELD and supporting implementation.

In order to purchase Systematic ELD Instructional Units, teachers participate in multiple days of institutes to gain a solid vision of instruction and ELD concepts. Site and district administrators are provided with specialized training and tools to deepen their understanding of quality ELD instruction and learn how to support effective implementation.

Impact on instruction – information from administrators and teachers

“It wasn’t until teachers implemented the E.L. Achieve units that we consistently saw ELD lessons that looked like the kind of effective instruction we wanted to see happening in the classrooms. The demonstration of the units really increased understanding of the components of a good ELD lesson. Teachers were grateful to have the lessons designed for them and gained a much clearer understanding of lesson components such as structured practice as they implemented the units.”

“I've been teaching for four years. And I always thought I was a great teacher. But after using Systematic ELD Unit lessons, it hit me that I could have been doing so much better. I finally understand what good teaching looks like. I love how you explain things for me and help me understand. Now, I feel like a great teacher.”

“The units have definitely been well received in our District. Teachers have been able to successfully synthesize the theoretical concepts presented in training sessions with the practical implementation of the Units in the classroom. Our teachers appreciate learning the methodology/approach of Systematic ELD instruction and then having the materials to match what they have been trained to implement. This is year one of District-wide implementation and as the school year is coming to an end, I am so impressed with the progress we have made!”

Data from three California districts implementing Systematic ELD Units for over two years

AMAO 1 AMAO 2 <5 years AMAO 2 >5 years Cohort size

Target Attaining Met? Target Attaining Met? Target Attaining Met?

District 1 1,565 57.5% 62.9% YES 21.4% 28.8% YES 47% 53.5% YES




1. Materials provide scaffolding for English Learners of varying English proficiency to construct meaning from gradeappropriate texts and oral presentations.

The Systematic ELD Instructional Units for K–2 are built on CCSS and content standards to ensure that topics and language taught are grade-level appropriate, high leverage, and portable. Unit assessments are cumulative and engage students in tasks that require them to use the words/phrases and grammatical structures taught throughout the weeks in meaningful ways.

There are four units that are built on informational text and topics (The Art of Getting Along, Virtual Field Trip, Ecology, and Healthy Living) and two units that are built on literary text and topics (How’s the Weather, Visual and Performing Arts). Various forms of media are used throughout the units (e.g., video and audio clips, print/books, and picture cards). Resources support teachers in discovering and connecting to students’ funds of knowledge and were created to appeal to the age group and diversity of K-2 students.

The units for K–2 scaffold the construction of meaning from identifying key words and phrases to identifying central ideas and themes in five ways:

1. The language build within a week oflessons and a unit

In the Ecology units, K–2 students study the ways in which animals are impacted by their environment and then learn words and phrases (brick and mortar) needed to express their understanding.

At right is an example of the language build within a week of lessons.

Together, the six units collectively teach the competencies of each English proficiency level as outlined in the Systematic ELD framework. The units are organized to teach and practice key patterns and functions in increasingly greater depth and complexity throughout the school year, and for this reason, they should be taught in sequence.

2. Teaching charts and handouts included in the lessons(Example: Sample charts ensure that students see how to use both grammatical forms and vocabulary to ask and answer questions in order to invite others to play.)

3. At the end of each lesson, students are asked to applythe language they have learned to express an idea about the content using scaffolds (e.g., charts, picture/word cards) with interaction routines such as: Whip Around; Ticket Out the Door; Give One, Get One.

4. At the end of each week and then at the end of each unit, students are asked to use all the language they have learnedto complete a performance task in order to discuss the central themes and topics more clearly. Examples of language learned and practiced (as captured on teacher charts) throughout one week of the 1-2 Ecology ADV Unit:

1-2 BEG

K BEG

At the end of the week, students use key words/phrases/ patterns to write a book about grassland animals.

1-2 ADV


2. Materials provide students with opportunities for frequent oral and written interactions for specific purposes.

The Systematic ELD Instructional Units provide K–2 students with opportunities for frequent oral and written interactions to:

! Exchange ideas and information using language that is proficiency-level appropriate

In Virtual Field Trip Units, K–2 students discuss a setting and tell about the activities they did:

! Critique, analyze, and respond to peers using language that is proficiency-level appropriate

One example is found in the Visual and Performing Arts Units. K–2 students respond to their peers’ performances (K) and artwork (1–2) and give each other specific feedback and compliments.

! Obtain information from the real world using language that is proficiency-level appropriate In the How’s the Weather Units, K–2 students discuss how weather conditions would influence their actions and the actions of others:

! Engage in complex, relevant, and authentic academic tasks

Daily, weekly, and unit assessment tasks are created with grade-level standards in mind to ensure students are given ample opportunities to apply the spoken and written language they will need to engage in grade-level content tasks. Unit Assessments (shown below) require students to complete written compositions and express their thinking using a range of media.

In addition to the supports provided in the curriculum itself, teachers reference their Systematic ELD Handbook and Support Kit for additional resources to design oral and written structured language practice routines that provide students ample opportunities to use the target language.

The materials support teachers in ensuring that students are provided with appropriate scaffolds in three ways: chart examples, lesson handouts, and student vocabulary cards. Examples from Healthy Living:

K INT A Where is the big red barn?B The big red barn is by the corral.

AAre there taxis where you live?

BYes, but there are a lot more in the

city.

K INT A If it’s snowing, what should the kids do?B If it’s snowing, they should play in the snow.

1–2 BEG She is pulling the wagon. They are riding skateboards.

K

1–2

1–2 ADV A What did you see in the big city?B I saw lots of taxis.A Are there taxis where you live?B Yes, but there are a lot more in the city.

K BEG chart

1–2 INT vocabulary cards


3. Materials provide opportunities for students to speak and write about complex literary and informational texts and topics.

The Systematic ELD Instructional Units for K–2 are built on CCSS and content standards to ensure that topics and language taught are grade-level appropriate, high leverage, and portable.

There are four units that are built on informational text and topics (The Art of Getting Along, Virtual Field Trip, Ecology, and Healthy Living) and two units that are built on literary text and topics (How’s the Weather? and Visual and Performing Arts). Each unit integrates structured, targeted oral language practice into every lesson, every day, and equips students to use language flexibly and fluently for a wide range of purposes.

The Systematic ELD Instructional Units provide English learners with opportunities to:

! Deliver oral presentations and have discussions about a variety of grade-appropriate texts, topics, and experiences

Within each lesson, students are required to discuss and share their thinking in structured language practice throughout the instructional sequence.

The example below, from the Grades 1–2 How’s the Weather? beginning unit, shows how language objectives in the lessons require that students discuss informational topics on a daily basis, and lists the structured language practice routines that teachers use to ensure students have ample opportunities to practice.

In Weekly and Unit Assessment Tasks, students use the language they have learned and practiced to complete performance tasks. For example, in the Kindergarten Visual and Performing Arts Unit, students deliver oral presentations on a range of literary texts/topics.

In the Kindergarten Healthy Living Unit, students deliver oral presentations on a range of informational texts/topics.

! Compose thoughts in writing

Student writing demands increase throughout the school year. To honor primary students’ developing literacy, the focus is on developing ELs’ oral proficiency with some practice moving from oral to print. Shown at right is an example of how writing is infused into some K–2 lessons.

! Interact with and express thinking using various media

The Weekly Assessment Task examples provided above show some of the ways in which students use various media to interact with others and express ideas: video, audio, use props, participate in performances, write and share stories, create plans.

K

K

My Turn, Your Turn; Think, Write, Pair, Share; Choral Response

My Turn, Your Turn; Give One, Get One; Language Pattern Song

Language Pattern Song; My Turn, Your Turn; Talking Stick; Give One, Get One

Language Pattern Song; My Turn, Your Turn; Talking Stick with Spinners

1–2 BEG

1–2 ADV


4. Materials provide activities that require students to create and support oral and written claims.

The Systematic ELD Instructional Units organizes language instruction around essential purposes for communication, including using evidence, supporting claims, and giving reasons. For example, the Kindergarten and Grades 1-2 Virtual Field Trip Units develop language needed to: Describe physical attributes of a place; Make and report observations; Describe location of objects in space; Compare and contrast characteristics; Describe actions; Discuss experiences; Explain sequence and duration.

Instruction includes explicit attention to the structures for the purpose at hand. This is partnered with plenty of scaffolds and well-structured, engaging opportunities for students to practice combining the vocabulary of the topic with phrases and structures oral and in writing. The activities are structured to ensure students have the opportunity to think about and use language in supported and organized ways for maximum engagement and accountability.

The example below illustrates how E.L. Achieve materials provide instruction and opportunities for students to create oral and written claims, and support their claims with reasoning and evidence, for a specific purpose.

1. First and second grade students use word cards and pictures to buildthe language needed to describe what they see in the city using topic-specific nouns and adjectives.

2. After explicit instruction in how the language works, students practice the language orally via a samll group Talking Stick activity.

3. To ensure students are able totransfer the language from oral practice to written application, they are asked to write one or two sentences to describe the city using the taught language on a Ticket Out the Door. Before students begin writing, the teacher models and provides a written sample of the language expected.

Using well-organized visuals, templates, and other explicit scaffolds, students learn essential vocabulary and language patterns so they can be in charge of how they communicate orally and in writing.


5. Materials guide students to communicate findings, to answer questions and to solve problems.

All of the Systematic ELD Instructional Units include well-organized visuals, templates, and other explicit scaffolds to teach essential vocabulary and language patterns. Engaging instruction leads students to use English to communicate for authentic purposes about relevant, grade-appropriate topics in both everyday and academic settings.

For example, the goal of the Grades 1– 2 Healthy Living Unit is to ensure that students gain the language necessary to discuss cause and effect relationships, explain observations, make classifications, give suggestions, and create plans.

Students build a bank of nouns and verbs that relate to different aspects of healthy living, and use a range of adverbs, conjunctions, and prepositions to add specificity to their statements. They classify food into food groups and tell which foods are healthy using adjectives.

In Week One, students perform various physical and non-physical activities. After performing each activity, they discuss the effects on their heartbeat, breathing, and muscles, and chart their findings. They analyze the findings to identify the causes of the effects. The four lessons culminate in an assessment task during which students write a short report about physical activity and how the body reacted to it.

In Week Three, students report how they have been injured and how they will fight germs and stay safe. They problem solve to respond to different situations.

Throughout the unit, students use print and media sources to conduct research and explore ways to be healthy. They ask and answer questions regarding eating right, getting exercise, staying safe, and fighting germs. They incorporate their research into writing and presentations to communicate their findings about making healthy choices and staying safe.


6. Materials provide resources and activities that require students to analyze and critique the arguments of others orally and inwriting.

The Systematic ELD Instructional Units for K–2 are built on CCSS and content standards to ensure that topics and language taught are grade-level appropriate, high leverage, and portable. Resources support teachers in discovering and connecting to students’ funds of knowledge and were created to appeal to the age group and diversity of K–2 students.

For example, the goal of the How’s the Weather? Unit is to ensure that students gain the language necessary to make observations, describe actions, and explain reasons for actions. The unit helps equip students with the language needed to talk about their environment and explain how it affects them.

The goal of the Ecology: Our Environment Unit is to ensure that students gain the language necessary to report observations in order to compare and classify places and animals. They build their bank of basic and specific nouns, adjectives, and present tense verbs. They use infinitive verb phrases to explain the purpose of animals’ actions and physical features. They use pronouns, demonstrative pronouns, conjunctions, and adjectives to discuss and classify groups. Students are given multiple opportunities to articulate their reasoning, both orally and in writing.

This unit helps equip students with language needed to express understanding about animals and their habitats as they strengthen their proficiency in verbal and written communication. Learning this language supports students in connecting fact-based knowledge with analysis and inquiry.

During Week Three in the Kindergarten Ecology: Our Environment Unit, students practice vocabulary and sentence patterns to describe what they see in a natural environment. They characterize two animals and an ecosystem using nouns, adjectives, and present tense verbs.

Students also learn verb phrases, prepositions, and imperatives to talk about the activities of animals and advise people on respecting the environment. Students have opportunities to observe/explain, discuss/analyze, and indicate/evaluate appropriate behaviors in the natural world.

The units use a functional language approach to equip students with skills to fulfill essential purposes for communication. Oral and written language tasks are highly applicable to real-world and academic interactions that students must adroitly navigate. The range of language skills that K–2 students develop – from articulating their observations to evaluating others’ actions – are foundations of learning to adeptly analyze and critique.

Interactive practice adds interest and meaning to the challenge of learning a new language. Using well-organized visuals, templates, and other explicit scaffolds, students learn essential vocabulary and language patterns so they can be in charge of how they communicate orally and in writing.

Lesson Objective: Students will tell what they did when it rained using the pronoun we and past tense verbs and verb phrases.

Lesson Objective: Students will use nouns, adjectives, and infinitive verb phrases to explain how grassland animals use physical features to eat.


7. Materials provide resources and activities that require students to adapt language choices to purpose, task, and audiencewhen speaking and writing.

The Systematic ELD Instructional Units engages students in language tasks are highly applicable to real-world and academic interactions that they must adroitly navigate. Each grade-specific unit emphasizes oral language development and includes is explicitly taught, emphasizes oral language development, and includes substantive oral and written practice to ensure students develop an in-depth understanding of how English works and acquire fluency and an accurate confident command of the language.

The units equip students to use language flexibly and accurately for a wide range of collaborative purposes and registers in both formal and informal communication. There is a focus on the demands of audience, task, and purpose. The units also include exploration of language choices and development of metacognitive awareness.

The goal of all three proficiency levels of the Grades 1–2 Healthy Living Units, for example, is to ensure students gain the language necessary to discuss cause and effect relationships, explain observations, make classifications, give suggestions, and create plans. They incorporate this language into writing and presentations to share their insights about several aspects of healthy living.

Response frames, including the samples shown below, are structured to scaffold multiple, accurate applications of vocabulary using fluent and natural-sounding language.

Students use a range of adjectives, adverbs, conjunctions, pronouns, and prepositions to add specificity to their statements. Specific target language taught in the advanced level Grades 1–2 Healthy Living Unit includes:

• Adjectives (comparisons using than, adjective before noun, descriptive)

• Adverbs (sometime plus verb phrases with can)

• Conjunctions (because, and)

• Demonstrative Pronouns (these, those)

• Prepositions (around, near, between, under, above, through, from)

Throughout the units, students are taught how to use language for a variety of academic and non-academic purposes. This broad scope of learning, infused with rigorous practice opportunities, allows them to build the knowledge and skill to make well-informed choices to successfully meet a wide range of language demands.

Sample Weekly Assessment Tasks:

• Students create a storyboard aboutwhat happens when they exercise, andthen invite classmates to do activities.

• Students create a drawing of a meal anddo a presentation to inform theirclassmates about food choices.

• Students create comic strips to informothers about how to stay healthy andsafe in various situations.

• Students work in pairs to write andshare a plan for healthy living.


Throughout the week, students have multiple opportunities to practice and deepen their understanding of the newly taught language as they apply it to various tasks. An example is the Weekly Assessment Tasks from the intermediate level of the Grades 1–2 Visual and Performing Arts Units.

• Students tell what happened in Stone Soup orally and in writing.

• Students present what they learned and share personal goals inspired by Stone Soup.

In the Grades 1–2 Intermediate Ecology: Our Environment Unit, students work with informational text to gain the language necessary to report observations in order to compare and classify places and animals. They expand their comprehension of both the meaning and practical application of the language as they are asked to:

• Work in pairs to do a poster presentation and share information about jungle/grassland habitats.

• Create a mini book that shares information about a group of animals in their habitat.

• Host a game show to describe what a group of animals needs to survive.

8. Materials provide resources and activities for students to determine the meaning of words/phrases in oralpresentations and in literary and informational text.

E.L. Achieve’s Systematic ELD Instructional Units are backward mapped from grade-level appropriate cognitive tasks and assessed language proficiency-level needs. The materials and activities support students as they develop an in-depth metalinguistic understanding of how English works. Students use that knowledge to comprehend text and accurately express their understanding in ways that are appropriate to the task in writing and oral presentations.

In order for students to successfully navigate through text – from basic to complex – they need to possess a rich and varied vocabulary. The words that are taught and practiced in the units become increasingly sophisticated, growing from vocabulary needed to discuss here-and-now, concrete, observable experiences at the beginning levels, to past and future experiences at more intermediate levels, to events not in students’ experience and abstractions at the advanced levels.

The taught vocabulary and concepts help to develop students’ comprehension and proficiency with language on a continuum from general to specific and technical to abstract.

The units use well-organized visuals, templates, and other explicit scaffolds to teach essential vocabulary and language patterns so students are able to use precise language and take charge of how they communicate.

The following examples from the intermediate level of the Grades 1–2 The Art of Getting Along Units illustrate the materials provided to help students determine the meanings of words and phrases as they build their knowledge of nouns as well as descriptive adjectives.


9. Materials provide resources/activities for students to create clear and coherent grade appropriate speech and text.

Throughout the span of K–2 Systematic ELD Instructional Units, a range of communication is addressed: from basic to elaborated and detailed communication about an event or topic, and from syntactically simple to expanded, and finally, complex sentences. The language learning is organized according to a research-based scope and sequence including the Matrix of Linguistic Knowledge, vocabulary, and cognitive functions mapped to grade-appropriate expectations.

For each cognitive task, language functions are indicated to focus and contextualize the language learning. Language functions are a foundational component of E.L. Achieve materials and are used to express the cognition described in content standards. These functions move along a continuum from simple to complex, both orally (express opinion, participate in a discussion) and in writing (persuasion, description), and can be applied to a range of topics.

The goal of explicit language instruction is for students to build toward the goal of internalizing the structures and vocabulary to communicate for a range of purposes appropriate for their proficiency level in order to use language flexibly. Each lesson is designed to build fluent and accurate use of English for a range of academic and other real-life purposes.

The examples below, from the first and second grade How’s the Weather Unit, illustrate how E.L. Achieve materials provide instruction and opportunities for students to make accurate use of English for oral communication and writing.

Students use word cards and pictures, such as the ones below, to build the language they need to describe how the seasons influence the weather, the landscape, and actions.

Students learn adjective placement, adverbs of frequency, contractions, and conjunctions to describe weather. The content and topic-vocabulary is grade-level, so learning is relevant and meaningful. The structures and forms are adapted by proficiency so each student has access to the same topic while learning increasingly specific and complex language with which to express meaning.

Students are also provided scaffolding for writing using sentence frames such as the one to the left. These frames support the oral and written practice of language and allow students to try various ways to describe weather using accurate English with increasing complexity.

Structured language practice routines are embedded into each lesson to ensure that students internalize new language patterns, grammatical forms, and topic vocabulary through practice in engaging and supportive settings. Using routines such as Talking

Stick, Lines of Communication, and My Turn, Your Turn, students are given multiple opportunities to organize their thinking and rehearse the language they will be called upon to apply in written tasks.

1–2 BEG

1–2 INT

1–2 ADV


10. Materials provide resources and activities for students to make accurate use of standard English to communicate in speechand writing.

The Systematic ELD Instructional Units present instruction that is backward mapped from weekly language goals and teaches high-leverage language students need to develop English language proficiency. Together, the six units collectively address the competencies of each English proficiency level as outlined in the Systematic ELD framework. The units are organized to teach and practice key patterns and functions in standard English with increasingly greater depth and complexity throughout the year. Each lesson includes clearly stated target language.

The goal of the Healthy Living Units, for example, is to build the foundational language necessary to discuss behaviors, benefits, and impacts of choices related to exercise, hygiene, and food consumption. At the Kindergarten level, this unit equips students with the language needed to express understanding about health and safety as they build their proficiency in oral and written communication. They learn and practice frequently occurring nouns such as the names of foods and body parts, as well as verbs related to movement and exercise.

Using the topic-specific vocabulary (nouns, verbs, adjectives, prepositions) as well as general conjunctions and language to formulate questions and invitations, students participate in meaningful oral and written communication using standard English. They also compare snack foods using adjectives and tell which are and are not healthy.

Specific target language structures taught in the Kindergarten Healthy Living Unit include:

- present tense verbs (touch, stretch, bend, move, hop, dance, tiptoe, flex, wiggle, brush, wash, floss)

- nouns (face, hair, teeth, brush, soap, arms, legs, breakfast, backpack, pajamas, homework, food, snack)

- prepositions (in front of, above, behind, down, out, to the side, over, in place, in a circle)

- adjectives (sweet, salty, crunchy, soft, one, both, other, healthy, not healthy)

- adverbs (backward, forward, first, now)

- phrases (as far as, as high as, as a snack)

The examples below demonstrate how Kindergarten students practice generating sentences from simple to complex using standard English, and show specific structures taught to communicate about the topic of instruction.

Each E.L. Achieve instructional unit provides frequent opportunities for focused language practice on a daily basis through routines such as My Turn, Your Turn. The units follow a Gradual Release of Responsibility model of instruction. Target language is demonstrated by the teacher, and this is followed by guided practice opportunities for students. Teachers then facilitate collaborative application of the learning in small groups and pairs. Student progress in applying standard English target structures is assessed through written and oral production tasks. In the Kindergarten unit, students are asked to perform a skit using specific structures and language taught in the lesson to suggest healthy snacks to their peers. They perform these skits using an A/B Partners language routine..

The Systematic ELD Support Kit and the Systematic ELD Instructional Units include virtually all materials needed to teach Systematic ELD lessons so that teachers focus on refining and adapting lessons rather than on preparing materials. Ongoing and Unit assessments are included in the units, along with visuals and sets of student cards to support large and small group instruction and practice.


11. Teacher and student materials include pre-assessments, formative assessments, and summative assessments.

Teachers using the K–2 Systematic ELD Instructional Units participate in professional development that emphasizes the necessity of assessment as an integral part of instruction. It is how they gather information to know whether:

! Their pacing and delivery are on track, ! They are losing students and need to slow down to build more background, re-teach a key point, and provide

additional examples, or ! Students already know most or all of what is being presented, so teachers need to increase the pace and rigor to

provide more of a challenge.

Teachers use ELD assessment to ensure that their instruction supports students in transferring what they can say to what they can write. E.L. Achieve units are based on the principle that instruction must lead must lead English learners to proficiency in all language domains: reading, writing, listening, speaking – and thinking.

Embedded in each K–2 Systematic ELD Instructional Unit are three levels of assessment: daily (formative), weekly (formative), and unit (summative). The following excerpt is included in the introduction of every unit.

Opportunities for pre-assessment are included in the Open section of each lesson. At the end of each week of lessons, a Re-Teaching Planner is included. The Re-Teaching Planner provides a structure for teachers to design the objectives and instructional sequence for two days of re-teaching. Teachers have access to E.L. Achieve webinars to continue to refine their understanding of when and how to re-teach critical language knowledge and concepts.

The formative and summative assessments, including the series of unit assessments, address all four domains – reading, writing, listening, and speaking. All levels of assessment are aligned with Oregon’s 2013 ELP standards. The examples below show the types of assessments K–2 students are asked to complete throughout the six instructional units.

K

1-2


12. Materials include developmentally and age-appropriate support for Newcomers across grade levels.

At every grade-level range and for every unit theme, there are units designed for beginning level English language learners. Each unit is backward designed from grade-level standards from the Common Core. Units at the beginning proficiency level address the needs of newcomers by teaching foundational language across a variety of developmentally appropriate topics. The beginning level units provide newcomers the opportunity to actively practice oral language in order to build fluency and confidence in English.

The graphic to the left illustrates the E.L. Achieve philosophy that language instruction includes much more than grammar and vocabulary. The units develop a solid English language foundation so that students can fully engage in a range of academic and real-life situations with ample opportunities for structured and purposeful interaction that supports native language literacy students bring.

Themes and grade-level topics for the units were carefully selected to build vocabulary and linguistic structures that are practiced orally and then applied to reading and writing. Young newcomers practice English pronunciation and build on their native language literacy skills as they are intentionally supported in applying skills they already posses to develop English grammar, phonology, syntax, language patterns, and reading comprehension.

Reading and writing are supported through labeling: modeling of sentence frames; practice completing sentences with words from banks, webs, and other resources; and predictable, patterned texts with basic vocabulary and sentence structures. Newcomers are taught to accomplish the following modes of communication in each of these domains:

Nonverbal – listen, point to, circle, show, act out, choose, categorize, match, respond to commandsOral – repeat, tell, say, list, identify, answer yes/no and who/what/where questionsReading – use sound/symbol relationships in known words and read high frequency wordsWriting – draw, circle, label, match, construct sentences using frames and word banks

The chart below demonstrates the specific topics and the purpose of the language taught within each unit theme.

Theme/ Grade Span

The Art of Getting Along

Virtual Field Trip

How’s the Weather?

Visual and Performing Arts

Ecology Healthy Living

Kindergarten Classroom & playground interactions

The farm: places, animals & work

Planning clothing and activities for weather

Traditional stories: performance

Animal behaviors & human impact on them

Exercise and choosing healthy foods

Grades 1–2 Creating a positive school community

The city: places, activities & community workers

Seasons: typical weather conditions & activities

Stone Soup: art criticism

Survival of jungle and grassland habitats

Effects of exercise on breathing & heart rate, healthy eating

The example below, from the Grades 1–2 Art of Getting Along Unit, taught in the fall, shows how newcomers learn social language to use on the playground. The activity calls for students to pantomime and use new vocabulary to invite friends to play. By the end of the unit, students talk about activities they want to do, and make and respond to invitations.


13. A clear research plan is provided that details how the efficacy of materials in teaching English to English Learners of differentlevels of English proficiency will be assessed and improved over time.

E.L. Achieve takes a system-wide approach and focuses on long-term collaborative planning and implementation. We establish partnerships with districts and employ a district capacity-building model that initially provides intensive services, support, and guidance, while preparing district, school, and teacher leaders to take charge of their improvement process.

Using the science of implementation, we support districts through the recursive phases of implementing professional development initiatives.

During the five-day institute (one session every two to three weeks), E.L. Achieve presenters incorporate reading, presentation, discussion, and collaborative practice to apply newly learned skills. This format offers a deep learning of essential skills while providing ample planning time for teacher application. Throughout the sessions, teachers share lesson artifacts and their deepening understanding of ELD instructional delivery and assessment with peers.

Infusing a Prepare/Plan, Teach, Reflect process, we model and provide guidance in facilitating: 1) review of lessons to internalize elements and delivery, and learn to adapt for student needs 2) focused lesson observation, and 3) purposeful debriefing to reflect on effectiveness of delivery, evidence of student learning, and the quality of student interaction.

Teachers use this process to reflect and on their daily, weekly, and unit assessments. At the end of each lesson, students are asked to apply the language they have learned to express an idea about the content using scaffolds (e.g., charts, picture/word/pattern cards) with interaction routines such as: Whip Around; Ticket Out the Door; Give One, Get One. As teachers listen to them practice and/or looks over their written work, they make decisions about how to adjust instruction in upcoming lessons.

At the end of each week and then at end-of-unit, students are asked to use all the language they have learned to complete a performance task. These tasks provide teachers the opportunities to assess students’ learning using both qualitative and quantitative measures. (Example performance tasks for the units are shown below.)

In the five-day Systematic ELD Institute teachers are trained to use a rubric-scoring protocol. Teachers review unit documents to understand the language students from each proficiency level should apply in their assessment tasks so that when they assess what students can actually do, they have a target in mind and plan next steps that will support students in growing their English proficiency.

Plan/

Prepare

Teach

Reflect

K

1-2

Grades K-2 English Language DevelopmentGrades K-2 English Language Development

Grades K-2 English Language DevelopmentGrades K-2 English Language Development

Grades K-2 English Language Development


14. An array of instructional supports are provided and appropriate to the intended tasks.

The Systematic ELD Support Kit is designed to streamline preparation for teachers by providing tools needed to structure engaging, purposeful student interactions. The tools are generic and can be used with any Systematic ELD lesson or instructional unit.

Along with the interactive language practice tools in the Systematic ELD Support Kit, each Systematic ELD Instructional Unit includes virtually all the materials needed for instruction. Possible other instructional supports to include materials listed in the green box to the right. The Curriculum Guide (CG) provide a structure of “Teach, Practice the Language, Take Language to Application” as well as a “script” for teachers to follow as they teach the language and lead students through practice activities. CGs also provide specific content to be taught and the tools to teach it (e.g., suggested sentence frames and charts). Electronic versions of instructional materials are available to partner districts teaching Systematic ELD units. These materials, along with additional resources to supplement instruction, can be downloaded from the Systematic ELD participant website at www.elachieve.org.

For example, the goal of the Grades 1–2 Virtual Field Trip: City Destination Unit is to ensure that students gain the language to describe and retell experiences, describe a physical setting, and talk about actions that are specific to a place. Sample materials from this unit are shown and labeled below.

Interactive and Sensory Support: Students manipulate picturecards, noun cards, and museum and parade poster cards. They also hear sounds that include Chicago traffic, crowds in Times Square, a subway train arrival, and parades by listening to the City Sounds CD. Students interact with each other in multiple ways to talk about what they visited and saw on their virtual field trip to the city.

Metacognitive Strategies: Teacher competencies and a rubric for teaching metacognitive awareness are included in the Systematic ELD Handbook. Students use different strategies such as Ticket Out the Door to share how they will use taught target language beyond the ELD classroom.

Graphic Supports: Students learn from and use books, posters, charts, picture cards, noun cards, and poster cards.


k-2 materials analysis - e.l. achieve...navigating changing verb tenses, and using sophisticated...

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