Professional Documents
Culture Documents
TE 870
April 27, 2016
ELL Support Curriculum Development
Analysis of curriculum
The Reading Street English Language Learning (ELL) Handbooks are textbooks that
accompany.
Jim Cummins, Ph.D., Lily Wong Fillmore, Ph.D., Georgia Earnest Garcia, Ph.D.,
George A. Gonzlez, Ph.D., Elena Izquierdo, Ph.D., Reading Street, Grade 2, Scott Foresman,
ELL Handbook, Pearson, Upper Saddle River, New Jersey, 491 pages, isbn:
0328476382,$80.97
All four domains of language are taught in the reading street curriculum, but only
listening and reading is supported within the ELL handbook. The lessons focus on identifying
prior knowledge and using that as a base for developing literacy skills. Prior knowledge or
background knowledge is a key to comprehension for all learners but is particularly important for
ELL learners. This includes finding out what students already know about a new topic and
helping them to make connections between what they already know and what they are learning
(Levine and McCloskey, 2009, pg.8). The ELL handbook provides weekly lesson materials to
support ELL students with scaffolding and leveled comprehension and vocabulary instruction for
language development. These comprehension and vocabulary activities are aligned with the
The daily concept development activities activate prior knowledge and build background,
scaffold meaning, affirm identity, and develop and extend language. The concept development
advanced language proficiency levels. The ELL concept development is reflected on the ELL
poster which provides daily activities with an anchored talk question that relates to the core
lesson to help build concept attainment and encourage oral language development and
production. It helps make personal and cultural connections that validate identity and link
academic content with what children already know through questions about personal experience
and knowledge. I use this poster daily by using the question of the day for the topic of our
The listening comprehension section has an adapted read aloud in the listening
comprehension section of the ELL support pages which covers the same concept and information
as the read aloud in the core curriculum. There are two listening sections, first listening which is
for listening to understand. It gives children a purpose for listening. The second listening is for
checking for understanding. Once children understand the main idea they can listen on different
days to clarify understanding. I personally dont have access to this resource because only one
copy of the audio cd comes with every grade level package. An additional audio cd could be
purchased for the ELL teacher, but would also require extra weekly communication on if the
need including letters of the alphabet, familiarity with the sounds represented by letters, the
ability to decode words, and the rules and conventions of how words are formed. These skills are
addressed through the Lets Listen for Sounds illustrations that provides visual support and
scaffolds meaning for the core phonemic awareness lesson. Guofang Li and Patricia Edwards
(2009) say that a fundamental step in the development of understanding about the sounds within
words or phonemes begins with oral manipulation of sounds (Li &Edwards, 2009, pg.96). The
phonics and phonemic awareness support lessons work along with the core lessons to help
children learn these skills at the same time they are developing basic English vocabulary.
Language transfer notes throughout the book help activate prior knowledge about a phonics or
phonemic awareness skills and affirm childrens identity. While language transfer knowledge is
helpful for the teacher, all of the language transfer notes I have encountered are for speakers of
Spanish. Spanish speakers represent a vast amount of ELL students, I believe the book could
benefit teachers by providing transfer notes on multiple languages. The flexible bank of phonics
transitions lessons in the back of the handbook provides practice for developing and internalizing
The vocabulary section provides explicit and systematic instruction to acquire both social
and academic language for literacy attainment. The Reading Street curriculum acknowledges that
children need multiple exposures to new vocabulary through frequent listening, reading, writing,
and oral language activities. Research shows that second language readers rely heavily on
vocabulary knowledge, and that a lack of vocabulary knowledge is the largest obstacle for
second language readers to overcome (Levine & McCloskey, 2009, 145). Vocabulary in the ELL
support pages and in the core lessons provide areas for giving visual, contextual, and linguistic
support so children can access grade level lesson vocabulary. Vocabulary skill lessons from the
ELL support pages engage children in figuring out meanings of new words, thereby increasing
The reading comprehension section provides activities that reinforce the core lesson, the
ELL handbook, and the three comprehensions sections of the ELL support lessons activate prior
knowledge, build background, scaffold meaning, affirm identity, and develop and extend
language. Comprehension activities provide questions that encourage children to use oral
language during reading to demonstrate understanding of text and to employ inferential skills.
There are leveled notes for different activities that provide ideas for differentiating instruction at
The grammar and conventions lessons provide the systematic instruction that children
need at each language proficiency level to scaffold use of increasingly complex grammatical
structures in content area reading and writing. They do this through activities that are designed so
that children reuse the language related to each core convention using different modalities to
enhance understanding. There is also a flexible bank of grammar transition lessons that lead
children in transferring knowledge from their home languages to English and guide language
development. These grammar lessons are generic, tedious worksheets which make some question
their effectiveness. I often use them, but try to find meaningful and engaging activities to pair
them with.
The beginning of the textbook provides professional development articles by each of the
authors of the book that describe the significance and reasoning for each of the approaches,
practices, and materials in this book. The back of the book offers a section where the vocabulary
for each unit is provided in Spanish, Chinese, Vietnamese, Korean, and Hmong to help support
ELL students and aid their comprehension of the text. There is also a section of linguistic
contrastive analysis for the five languages already mentioned. This is a great tool for content
teachers to have a better understanding of the challenges that their ELL students might face with
pronunciation and grammar. However, the ELL population in many districts represents a much
an ELL teacher who only has her students for 30 minutes a day, 3 times a week, to decide which
supports to provide and materials to use. Having my ELL pull-out groups based on grade levels
requires extra planning and preparation due to the differentiated language proficiency of each
student. Therefore I have tried to implement tasks that I believe will benefit and support all of
Overall I think that this handbook is a great support for teachers in the content classroom,
but it fails to fully address all of the needs of ELL students in a pull-out program. I believe that
this textbook was intended to be a tool for the content classroom teacher to use for differentiation
and not for the ELL teacher to use for support and intervention with her ELL students. If ELL
teachers are using this textbook as a guide for ELL pull-out groups than the teachers, who have
not been trained in ELL best practices are less likely to provide students with the differentiated
support and scaffolding that they need in order to be successful in the content classroom.
The integration of this handbook in a pull-out situation is unrealistic because in order for
students it requires the content teacher and ELL specialists to plan every lesson and unit around
each other. This is quite impossible for an ELL teacher to communicate daily, or even weekly
with every content classroom teacher to parallel their lessons in order for the ELL handbook to
be effective. The sheer amount of material provided in the textbook can be extremely
overwhelming for ELL teachers and content classroom teachers alike, it is logistically impossible
The next question I have found myself encountering is the actual effectiveness of the
resource. While all the methods and practices are clearly supported with research, it fails to
account for the entire ELL population and the diverse environments in ELL classrooms. I have
continuously found myself at a loss when I am expected to teach the same content with students
representing such a diverse range of English language proficiency. With my limited amount of
time with students I try to decide what would be most effective to teach, vocabulary, phonics,
grammar, or comprehension. All of these skills are vital for the development of a students
language, but teaching each as a separate skill, in a bottom-up approach feels meaningless and
I believe that when this handbook is used as a tool and resource for content
classroom teachers to differentiate and better support their ELL students it is an adequate
resource. It incorporates best practice such as building on background knowledge, sheltering
instruction, scaffolding, as well as adapting literacy activities appropriate for ELL students
through shared reading, read-aloud, and paired reading. However, for an ELL pull-out situation,
the handbook is best used only as an informative tool for the ELL teacher to see what concepts
This unideal situation created a perfect opportunity for me to create a curriculum plan for
the ELL pull-out program in my school. The four basic tasks of a curriculum leader in Leading
Curriculum Development include defining the program, collaborating among all of the members
of the school community, providing a path or way of working for others to follow, and
coordinating activity leading to the attainment of the program desired (2009, pg.22). Since this
need for curriculum is not for an entire school plan, I believe the steps will look a little different
Jon Wiles says any curriculum always reflects the values of those who created it. This
curriculum will be headed by me and therefore will reflect my values pertaining to ELL
instructional support. Wiles suggests to not start with a philosophy statement, but instead to focus
and pinpoint the priorities and values of the community. The priorities I have for this curriculum
include: giving students the tools and skills they need to communicate socially and access the
content in the classroom, building on and making connections with the knowledge and
experiences students already have, maintaining their language and culture as well as providing
students with opportunities to share with others, and connecting students and families to the
community. These are the values that I believe would most effectively support the whole ELL
student.
The materials I used as a guide for curriculum change is Jon Wiles Leading Curriculum
Development, WIDA ELD Standards, WIDA Can Do Descriptions, my schools scope and
sequence for the English Language Arts Curriculum (Reading Street), and resources from
TESOL 2016 International Conference. The parts of the current ELL curriculum that I would like
to retain and integrate into the new ELL curriculum design is the ELL and ELD books, the ELL
posters, and the ELL vocabulary resources. The ELL and ELD books and vocabulary tie in with
the content that is being taught in their general education classrooms. The ELL posters offer a
visual of the key concepts being taught in the ELA curriculum and provide daily activities with
anchored talk questions that help build concept attainment and encourage oral language
The ELL handbooks do have great research based practices, but they are meant to be a
support for ELL students, not to be their entire curriculum. ELL students need more than what is
supplied in the handbook, such as are the activities that help develop their basic interpersonal
communication skills (BICS) as well as develop their cognitive academic language proficiency
(CALPS). Keeping these resources will be an additional support and integrated whenever
functional, but not focused on as the main content of the ELL pull-out classroom.
In my ELL curriculum design there are seven areas that will help me design the program:
WIDA standards, vocabulary, general education tie -ins, learning standards, assessments,
resources and materials and differentiation. These areas will help me lay out a scope and
I started out using the World Class Instruction and Design Assessment (WIDA), the
WIDA English Language Development (ELD) Standards and the WIDA example topics and
genres. These example topics and genres includes language needed across the curriculum, such
as the language of science, social studies, mathematics, and the language of social and
instructional language. The next steps is combining these themes together that would make a
comprehensible unit, which will allows you to condense these topics into units that are
The next step is choosing what vocabulary I want students to learn in the curriculum and
at the end of each unit. Academic vocabulary support is vital for the success of ELL students
which can take 5 to 7 years to develop. I developed vocabulary for each unit, as well as included
the vocabulary that was provided in the ELL handbook. This will allow for content classroom
tie-ins with the teaching of vocabulary, either through a pre-teach method or a reteach depending
While I have mentioned a few general education tie-ins with the ELL pull-out curriculum
already, I also plan to use the grade level scope and sequences that align with the Reading Street
Curriculum to correlate what students are leaning in ELL to support what they are leaning in the
general education classroom. Some things included in the scope and sequence is phonics,
the Common Core Standards which are essential to the grade levels I teach (K-5). Using these
standards with the WIDA standards allow me to prepare a curriculum that fully incorporates all
aspects of language that students will need access to in order to be successful in our education
system.
Some standardized areas of assessment I will be using is the WIDA Access Placement
Test (W-APT) and the WIDA Access Test. The W-APT is given to a student when they first enter
the districts school system and the W-APT is given to students each spring. These assessments
allow us to annually gauge student progress. Some on-going assessments I will be using in this
curriculum include pre and post assessments, summative, and exit tickets.
Assessments are vital for any student to monitor progress, but especially for ELL
students. In my relatively short experience as an ELL teacher I have had many teachers and
school psychologists express concern in ELL student progress in the mainstream classroom.
While the research says it takes up to 2 years for BICS to develop and up to 7 for CALPS, it is
comforting for general education teachers to obtain data that shows that their students are making
progress with their language and in the ELL classroom, even if it doesnt show in the general ed
classroom.
I will be keeping some resources and materials from the Pearson Reading Street ELL
Handbook, but will also be implementing resources collected from multiple websites and
resource books. I will be using some websites for theme based reading resources and vocabulary
packs. Many of the resources that I will be using for this curriculum are materials I created
My pull-out schedule is aligned with the RTI (Response to Intervention) good fit groups.
This means that ELL pull-out is based off of grade level groups and ELL is the good fit group for
those students. This however puts the ELL students into grade level groupings and not by their
language abilities. I have been able to add some differentiation by adjusting the frequency of
how often students come. I will differentiate teaching and expectations for students at different
Collaboration
Wiles plan for collaboration include: administration, staff, students, and community
members. Since the curriculum development that I will be leading is much smaller than the
curriculum this outline was planned for I believe it will look a little different. Some members in
the community I could contact about this curriculum development plan would be the parents of
the ELL student population and members of the TESOL community at MSU. The staff and
administration members that I will need to collaborate and coordinate with for this curriculum
plan change is the Data Coach at our school, my school principal, the two other ELL teachers in
Coordinating with the data coach will allow me to obtain the Language Arts Reading
Streets curriculum scope and sequence. This scope and sequence will provide me the grade-level
curriculum tie-ins I need to best support students within the ELL curriculum. These scope and
sequence maps include phonics, vocabulary, comprehension skills and strategies as well as
writing focuses.
I hope to fulfill Wiles task of providing a path for others to follow through creating a
scope and sequence plan for K-5 ELL pull-out. This can be used as a guide for future ELL
students at my school as well as a document for administrators and content teachers to see what
skills are being taught in ELL. This scope and sequence will be created through all the previous
steps discussed.
The last task is coordinating activity leading to the attainment of the program desired.
After communication and collaboration has been addressed it is up to me to create a draft of the
scope and sequence for ELL curriculum. After I have chosen the skills and themes to focus on, I
would need to either find the resources or create the resources for the ELL curriculum. After
creating a plan it will need to share with members of the curriculum team. I hope to implement
these steps in the next few months, so that I can be ready to implement this curriculum in the
Works Cited
Bascia, N., Carr-Harris, S., Fine-Meyer, R., & Zurzolo, C. (2014). Teachers, curriculum