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Randolph Public Schools
English Language Development
Curriculum Frameworks
For teachers who are working with students learning
English as a Second Language
5th-6th Grades
Office of English Language Learners Education
70 Memorial Parkway
Randolph, Massachusetts
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Randolph Public Schools
English Language Development (ELD)
Curriculum Frameworks
ACKNOWLEDGEMENTS
The ELD Curriculum Frameworks has been written, organized and compiled by:
ELEMENTARY SCHOOL TEACHERS
Ling Albrecht, ESL Teacher, Lyons Elementary School
Lil Hertzel, SEI/ESL Teacher, Young Elementary School
Charles Marram, SEI/ESL Teacher, Young Elementary School
Rebecca Nye, SEI/ESL Teacher, Young Elementary School
Ebru Ozdener, ESL Teacher, John F. Kennedy Elementary School
Ed Wiederer, ESL Teacher, Donovan Elementary School
MIDDLE SCHOOL TEACHERS
Grainne Coen, ESL Teacher & Curriculum Writer (outside consultant)
Nita Desai, ESL Teacher & Curriculum Writer (outside consultant)
Leah Palmer, ESL Coordinator (outside consultant)
HIGH SCHOOL TEACHERS
Lois Barbour, SPED Teacher, Randolph High
Christine Freitas, ESL Teacher, Randolph High
Johanna Guerra, Social Studies & ESL Teacher, Randolph High
Tamara Oborsky, ESL Teacher, Randolph High
ADMINISTRATOR
Kathy Frye, Director, Office of English Language Learners Education
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Randolph’s ELD Curriculum Frameworks is aligned with the Massachusetts English Language Proficiency Benchmarks and Outcomes
(ELPBO), the World Class Instructional Design and Assessment (WIDA) and the Common Core.
Randolph Public Schools
English Language Development (ELD)
Curriculum Frameworks
Randolph School Committee
Marybeth Nearen, Chairperson
Emmanuel Mecha, Vice‐Chairperson
Andrew Azer
Larry Azer
Ida Gordon
Sharon E. Swain
Keith Wortzman
Randolph Public Schools
Dr. Oscar Santos, Superintendent
August 2011
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The Office of English Language Learners Education
Central Office
70 Memorial Drive
Room # 120
Randolph, MA
Our mission is to honor the culture, diversity, knowledge and experiences English Language Learners bring to the
classroom, and expand their opportunities to learn by providing them with enriched instruction taught by highly qualified
teachers, quality time to develop and use language, hands-on experiences to learn more about their interests and ongoing
support that connects both the student and the family to the school community.
Administrative Secretary
Marie Owens
owensm@randolph.k12.ma.us
Director of English Language Learners Education
Kathy Frye
fryek@randolph.k12.ma.us
ELL liaisons
Pierre Fontaine
Le Vu,
Taylor Huynh
To be announced
ELL Staff
(781) 961-6220, ext. # 535
(781) 961-6220, ext. # 588
(781) 961-6220
Haitian-Creole liaison
fontainep@randolph.k12.ma.us, ext. #
Vietnamese liaison
vul@randolph.k12.ma.us, ext. #
Vietnamese liaison
huynht@randolph.k12.ma.us, ext. #
Cape Verdean Creole, Portuguese and Spanish speaking, ext. #
Teachers & Para-Professionals by School
Young Elementary School
Lyons Elementary School
(TBD) Lil Hertzel, Rebecca Nye, Jaymee Mannix, Anne &
Ling Yook Albrecht
Francesca Dominique
Donovan Elementary School
Randolph Community Middle School
Ed Wiederer & Anna Bashmakova
Meg Ladd, Judi Flaherty & Juanita Rivera
JF Kennedy
Randolph High School
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Ebru Ozdener & Amy Chin
Christine Freitas, Johanna Guerra, Hui Ning Marsigliano, Tamara
Oborsky & Patricia Ridge
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ELD CURRICULUM TABLE OF CONTENTS
1.
2.
3.
4.
5.
Introduction
Organization of the ELD Curriculum
Central Themes
Instructional Principles for ESL instruction
Instructional Guidelines for English Language
Learners
6. Components of instruction for ELLs
7. English Language Development
8. ELD Domains and General Outcomes
10. Appendices
Frequently Asked Questions about curriculum
Educational Programs and Services for Randolph
Public Schools
Lesson Plan Checklist for Sheltered English (SIOP)
SEI Instructional Requirements
Qualifications for Teachers in SEI Classrooms
9. Benchmarks and Outcomes
Listening and Speaking
 S.1 Vocabulary
 S.2 Social Interaction
 S.3 Academic Interaction
 S.4 Presentation
ESL Observation Checklist
RPS ESL Texts & Supplementary Resources
Definition of Language Objectives
Reading
 R.1 Vocabulary and Syntax in Print
 R.2 Beginning to Read in English
 R.3 Comprehension
 R.4 Literary Elements and Techniques
 R.5 Informational/Expository Text
 R.6 Research
Assessments for English Language Learners
MELA-O Matrix
Monitoring ELL Students Language and Academic
Progress (Language Assessment Teams)
Writing
 W.1 Prewriting
 W.2 Writing
 W.3 Revising
 W.4 Editing
 W.5 Media
Strategies for Promoting English Language
Development
Waivers & Opting-out
ELL Acronyms & what they represent
Glossary
Online Resources
Laws & Rules Governing Instruction and Support
Services for English Language Learners
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Randolph’s ELD Curriculum Frameworks
Introduction
Randolph’s ELD Curriculum Frameworks
The ELD Curriculum Frameworks is a document to be used for instructional guidance and as a resource for ESL teachers and (K-12)
SEI teachers in both self-contained and general education classrooms working with English Language Learners. It is a tool to guide
lesson planning, instruction and assessment for students at different English language development (ELD) or language proficiency
and grade levels. Each section of the benchmarks and outcomes section of this document is connected to one of the four language
domains (listening, speaking, reading and writing). It is aligned with the Massachusetts English Language Proficiency Benchmarks
and Outcomes (ELPBO), the World Class Instructional Design and Assessment (WIDA) and the English Language Arts Common Core.
It is to be used as a supplement to the ELA Common Core Standards.
ELPBO: (English Language Proficiency Benchmarks and Outcomes) This document is intended to assist educators in the
instruction of limited English proficient (LEP) students. Specifically, the purpose of the document is to:
a.) define for all teachers of LEP students the English Language Proficiency Outcomes that indicate an LEP student has made
progress in learning English and/or has moved to a level of performance in English that permits the student’s participation and
achievement in academic classroom activities that are not tailored to limited English proficient students; and
b.) serve as the basis for defining the Benchmarks and Outcomes that will be annually assessed by the Department of
Education’s future English Proficiency Assessment for LEP Students as now required by state and federal law (Massachusetts
Chapter 71A and No Child Left Behind, respectively).
WIDA: (World Instructional Design Assessment): The WIDA Consortium has created a comprehensive set of English language
proficiency (ELP) standards. These standards are designed to help U.S. schools and teachers of English language learners (ELLs)
provide high quality instruction and equitable educational opportunities for all K-12 English as a second language (ESL) students. The
WIDA standards address the acquisition of social/instructional and academic English across all content areas.
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Organization of the ELD Curriculum Frameworks
The ELD Curriculum Frameworks contains specific benchmarks and outcomes, which are divided into six booklets.
1.) Kindergarten-2nd grade;
2.) 3rd& 4th grade
3.) 5th & 6th grades
4.) ;6th-8th grades(for transitioning purposes);
5.) 7th & 8th grades
6.) 9th-12th).
Each grade span is divided into five language proficiency levels with specific benchmarks and outcomes expected of the learner.
1. Level 1 (Entering Newcomer)
2. Level 2 (Beginning)
3. Level 3 (Developing)
4. Level 4 (Expanding)
5. Level 5 (Bridging)
Descriptions of what students are able to do at each proficiency level are highlighted. The Listening and Speaking section
(though divided by grade spans is similar from one grade span to the next because it relates to language proficiency and not
grade level work.)
The Reading and Writing is specific to grade span and language proficiency level. Each grade span refers to specific ELA anchor
standards for the common core.
Each proficiency level includes activities and assessments to promote language development.
As many sections as is appropriate include WIDA performance standards.
Definitions of key terms (language objective, English Language Development levels, etc.) at the front of the document can
assist teachers and administrators in understanding core elements of ESL instruction.
Explanations of instructional guidelines and principles are referenced.
Instructional practices for working with English Language Learners in Randolph Public Schools are shared.
A comprehensive appendix provides teachers with numerous resources (including links to online web-sites, suggestions for
working with parents, a glossary of ELL terms) and much more.
The ELD Curriculum Frameworks is a living document. Over time, it will continue to be developed, revised and enhanced
to meet the needs of our ELL students and their teachers.
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Central Themes (adapted version from the Massachusetts Department of Elementary and Secondary Education’s ELPBO document)
There are three central themes found throughout this document that are critical to the development of language: (1) the critical role of
vocabulary in language development; (2) the critical role that oral language plays in the development of academic English language
proficiency, including vocabulary, reading, and writing skills; and (3) the critical relationship between English language acquisition and
instruction in other academic subjects.
1.) Vocabulary is Integral to Language Development
Vocabulary is an essential element in the development of each of the language domains: listening, speaking, reading, and writing. The
development of vocabulary and related skills is therefore emphasized throughout this document. Whether an LEP student is just beginning to
learn English, or is moving toward competency, vocabulary is fundamental to accessing English, as well as to gaining knowledge and
understanding in the other academic content areas.
2.) Essential Role of Oral Language in the Development of Academic English Proficiency
Activities that include oral interaction can be used to promote acquisition of academic English and provide critical opportunities for
comprehension of academic content. Whenever possible, oral language activities (listening and speaking) should precede reading and writing
activities.
3.) English Language Acquisition and Other Academic Subjects
Educators charged with the instruction of limited English proficient students face a number of unique challenges. Foremost among these is
that of teaching students to understand, speak, read, and write English while ensuring that they also receive rich and rigorous instruction in
mathematics, science and technology/engineering, history and social science, and other content areas. Academic content learning need not be
delayed or weakened while limited English proficient students acquire English since language acquisition is enhanced when integrated into
academic instruction and activities.
Planning Instruction
 Using these curriculum frameworks along with effective, research based instructional materials, educators are also encouraged to use
this document to design and develop school and classroom assessments that evaluate school and classroom effectiveness in promoting
student English language acquisition. In planning curriculum, instruction, and assessment, educators may consider using this
document to ask and answer the following questions:
 Are our current teaching activities and instructional materials well-aligned with the learning objectives identified in these Benchmarks
and Outcomes?
 What products of student activities can be used as evidence of students’ attainment of targeted Benchmarks and Outcomes?
 How can we evaluate student performance so that strengths in student performance can be supported and weaknesses can be addressed?
 How can our expectations for students’ listening, speaking, reading, and writing skills in English be communicated through our
instructional materials, and directly to students in the form of feedback on their performance?
 Which aspects of these Benchmarks and Outcomes require special attention by our faculty?
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 What kinds of professional development is needed for teachers who have no prior training for or experience with the challenges of
students who are limited English proficient?
 How can teachers of ELLs work together to support LEP students’ acquisition of both academic and social vocabulary in English?
Instructional Principles (adapted from Boston Public Schools BPS ESL Curriculum Frameworks & Dr. Raynel Shepard)
English as a Second Language instruction is designed to help students whose first language is not English to acquire native-like levels
of proficiency in both social and academic English. This proficiency is acquired through a systematic and developmentally
appropriate approach to teaching the four language domains (listening, speaking, reading and writing). ESL instruction involves
explicit teaching of social and academic English through the use of specific language learning techniques. In addition, ESL instruction
gives learners the tools to apply their newly acquired language in a culturally appropriate way. Because English language learners
need to be successful in school, and ultimately in the world outside school, they must be able to use English to accomplish their
personal, social, academic and career goals with the same proficiency as their native English speaking peers. Comprehensive ESL
instruction addresses these needs by providing classroom activities in which students learn to use and understand English in a wide
variety of academic and social settings.
The ELD Curriculum assumes curriculum features will be implemented in formal ESL instruction based on several principles
listed below.
1. Classroom instruction should integrate effective ESL instructional approaches such as:
Language Experience Approach, Cooperative Learning, the Natural Approach, Cognitive Academic Language Learning
Approach (CALLA), integrated thematic instruction, Content based ESL and Language across the Curriculum. These methods
reflect valid theoretical assumptions of how ELLs acquire and learn a second language. They are also appropriate teaching
strategies for accelerating the language learning process.
2. The curriculum assumes that all lessons and units follow the instructional pattern of introducing, developing, practicing and
applying linguistic features, communication strategies
3. Language is best learned through interaction in meaningful contexts and intellectually challenging activities. Emphasis upon
the learning of grammatical rules, the overcorrection of linguistic errors, and the drilling of linguistic patterns to develop
automatic responses aren’t effective in accelerating communicative competence or academic cognitive competence (Walter,
2003).
4. Focus on understanding and using grammatical rules accurately should be taught within the context of teaching, writing,
where students have the time to monitor and correct their input.
5. The curriculum assumes that features from the four language domains are clustered naturally and appropriately. The aim is to
introduce an develop language forms and skills in a manner that duplicates, as closely as possible, th natural language
experience of the social and academic setting.
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INSTRUCTIONAL GUIDELINES FOR ELL SERVICES (Kindergarten-12th Grades)
English Language Development (ELD) LEVEL
Level 1, Entering: A student at this performance level has not yet
developed simple written and spoken communication in English.
Errors (lexical, phonological, syntactic, semantic)1 consistently
interfere with communication, and comprehension is mostly
demonstrated either non-verbally, through a few basic words, or in
a language other than English.
Level 2, Beginning: A student at this performance level has
developed simple written and spoken communication in English,
appropriate to grade level expectations. Errors often interfere with
basic comprehension and communication, although the meaning is
sometimes retained. Limited lexical, syntactic, phonological, and
discourse features of English are emerging in output.
Level 3, Developing: A student at this level is able to
communicate in English in the school context. Errors may still
impede communication and comprehension; however, the overall
meaning is usually retained. A limited range of lexical, syntactic,
phonological, and discourse features of English are used. Oral and
written communications, although somewhat inconsistent, are
usually accurate and understandable.
Level 4, Expanding: A student at this performance level is nearly
fluent in English and uses the language in the school context with
few or minor errors. The student usually demonstrates control of
many lexical, syntactic, phonological, and discourse features, with
continued support and assistance as needed; and oral and written
communication is mostly accurate and usually understandable.
Level 5, Bridging: A student at this performance level
RECOMMENDED SERVICES
ESL: 2.5 hours per day to full day of direct ESL, delivered by a licensed ESL teacher
ELA or Reading: ESL = ELA at this level
Content: Subject area hours available outside of ESL, delivered by a teacher qualified
to teach ELL1
Specials and/or electives: same schedule as other students in the grade level
ESL: 2.5 hours per day to full day of direct ESL, delivered by a licensed ESL teacher
ELA or Reading: ESL = ELA at this level
Content: Subject area hours available outside of ESL, delivered by a teacher qualified
to teach ELL2
Specials and/or electives: Same schedule as other students in the grade level
ESL: 1-2 hours per day of direct ESL, delivered by a licensed ESL teacher
ELA or Reading: 1-2 hours per day, delivered by a teacher qualified to teach ELLs4
Content: Subject area hours available outside of ESL, delivered by a teacher qualified
to teach ELL3
Specials and/or electives: Same schedule as other students at grade level
ESL: a minimum of 2.5 hours per week of direct ESL, delivered by a licensed ESL
teacher
ELA or Reading: 1-2 hours per day,
Content: Subject area hours available outside of ESL, delivered by a teacher qualified
to teach ELL4
Specials and/or electives: same schedule as other students at grade level
ESL: a minimum of 2 hours per week of direct ESL, delivered by a licensed ESL
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communicates effectively in English in the school context with
few errors. The student demonstrates control of lexical, syntactic,
phonological, and discourse features, and oral and written
communication is primarily accurate and understandable.
teacher
ELA or Reading: 1-2 hours per day, delivered by a teacher qualified to teach ELLs
Content: hours available outside of ESL, by a teacher qualified to teach Specials
and/or electives: same schedule as other students at grade level
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Two Components of Instruction for English Language Learners
Chapter 71A of the Massachusetts General Laws (G.L. c. 71A) requires that limited English proficient (LEP) students be educated in a sheltered
English immersion (SEI) program, unless a program waiver is sought for another program model, such as Transitional Bilingual Education (TBE).
This requirement applies to all districts that enroll LEP students, regardless of the number.
Districts use the following guidelines to plan instructional programs for LEP/ELL students enrolled in an SEI program.
There are two components to the instructional program which all LEP/ELL students must receive:
•
1.) Sheltered content instruction
Sheltered content instruction is instruction in the content areas using strategies to scaffold instruction Sheltered English instruction is
intended to make instruction in academic content areas, delivered in English, more comprehensible to LEP students. Accordingly,
students at higher levels of English proficiency (i.e., Levels 3, 4, and 5 on MEPA) will find this instruction more beneficial and less
challenging than those at Levels 1 and 2.
It is important to note that: A classroom becomes an SEI classroom where there is even one ELL student in that class.
•
2.) English as a second language (ESL), also called English language development (ELD) instruction
ESL instruction addresses the listening, speaking, reading and writing standards contained in the Massachusetts English Language
Proficiency Benchmarks and Outcomes. ELL students are studying English to be able to access the meaning of the academic content so that
they can “catch up to their classmates” as quickly as possible. It should be noted that once a English Language Learner has mastered
English, if sufficient support is in place, they will often excel in their academics and have been known to outperform their native English
speaking peers.
Pursuant to G.L. c. 71A, districts must promote and support the rapid acquisition of English language proficiency by LEP students. Thus, districts
must ensure that all LEP students receive ESL instruction corresponding to their needs. For example, students with MEPA scores of Levels 1, 2,
and 3 should receive proportionally more English language instruction than those at higher performance levels. The following guidelines for
instructional planning reflect the importance of ESL instruction for all LEP students.
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ENGLISH LANGUAGE DEVELOPMENT (ELD)
English Language Development (ELD) is a systematic instructional model designed to develop the English language
proficiency of English language learners (i.e., students who speak English as a second language). ELD instruction emphasizes
the development of all language domains: reading, writing, listening, and speaking.
Effective ELD programs include the following components:
• Phonology: the sound system of English
• Morphology: the forms and formation of words, including prefixes, affixes, suffixes, root words, inflections, etc.
• Syntax: the structure of language, including the rules that govern phrases and sentences
• Semantics: the meaning of language, including vocabulary and academic language
• Language functions: the purposes of languages
• Language forms and structures: grammar and language structures
• Pragmatics: situational appropriateness of language use
During the English language development (ELD) instructional block, instruction is differentiated in order to meet the needs of
students who are at various levels of English language development. There are five different English proficiency levels within the
second language development continuum: beginning, early intermediate, intermediate, early advanced, and advanced. Instructional
techniques and language development expectations will vary depending upon each student's particular needs as well as their
respective English proficiency levels.
ELD can be taught during a separate ELD instructional block that focuses exclusively on language, or can be integrated with Science
and Social Studies during a separate content-based ELD block. Content-based ELD is an instructional model of ELD that integrates
both content objectives (i.e., Science, Social Studies) with ELD language objectives (i.e., ELD standards, English Language Arts
standards). Content-based ELD promotes language development through the medium of content, with a focus on such language
features as phonology, morphology, syntax, language structures and forms, academic language, language functions and other features.
Content-based ELD is only considered to be English Language Development if ELD language objectives are integrated with content
objectives.
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Frequently Asked Questions about how ELD levels are assigned
How are English Language Development levels assigned to LEP/ELL students?
All parents must complete a home language survey when registering their child for school. On this survey, parents are asked about
language/s spoken in the home and the proficiency of the student from the parent’s point of view. The ELL Director reviews all
registration files to determine whether or not information provided indicates a need for language testing. If the ELL director finds
evidence implying that the student should be tested, the student and parent are interviewed and the student is tested.
Newly enrolled LEP/ELL students are tested when registering for school by bilingual ELL liaisons. The Woodcock Muñoz (a test in
listening, speaking, reading and writing), designed especially for measuring language proficiency is used to make this determination.
When schools receive information on their Ell students, they should also receive a file with information about the student. The ELD
level is reported as part of the intake information.
Teachers have 30 days to amend the preliminary ELD level based on the student’s performance.
Referrals: There are times when the information received in the registration file does not indicate a need for language proficiency
testing or services. Yet in working with the student, a teacher may recognize a possible need for ESL services. At this point, teachers
must complete a referral sheet and send it to the Office of English Language Learners Education.
Upon receipt of this referral, the liaison who speaks the language of the student will come to the school to administer the testing and
follow up with a report on the test results.
Language Assessment Team Spring Review: A language assessment team is present in each school building. One of the primary
purposes for this team is to monitor students’ language development and academic progress. In the spring, the Language Assessment
Team facilitator and her/his team makes decisions to update the ELD level. (Please see the section on Language Assessment team and
monitoring to learn more about this process).
How does a school determine an ELD level when the student has special needs?
LEP/ELL students are not eligible for Special Education services if the only determinant factor for the eligibility is limited English
proficiency. However, LEP/ELL students with special needs have access to the full range of special education services. The ELL
Department and the SPED Department will work closely with each other to make the best decisions about English language
development, needs and services.
ESL Domains and General Outcomes
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Listening and Speaking (S)
S.1 Vocabulary: Students will comprehend and communicate orally, using English vocabulary for personal, social and academic
purposes.
(FL 1,2,3,4,5,6,7, ELA 4)
S.2 Social Interaction: Students will comprehend and communicate orally, using spoken English for personal and social purposes.
(FL 1,2,4,5,6,8: ELA 5,6)
S.3 Academic Interaction: Students will comprehend and communicate orally, using spoken English to participate in academic
settings (FL 2, 3,5,6,7: ELA 1,2,5)
S4 Presentation: Students will present information orally and participate in performances in English that demonstrate appropriate
consideration of audience, purpose, and the information to be conveyed (ELA 3,18; FL 3,6,7)
Reading (R)
R.1 Vocabulary and Syntax in Print: Students will acquire English vocabulary and apply knowledge of correct syntax to
comprehend written text (ELA 4,5; FL 5,6)
R.2 Beginning to Read in English: Using the foundations of oral language and previous reading experience, students will understand
the nature of written English and the relationships of letters to the sounds of English speech. (ELA 7; FL 5)
R.3 Comprehension: Students will read English fluently and identify facts and evidence in order to interpret and analyze text. (ELA
8,11)
R.4 Literary Elements and Techniques: Students will identify and analyze text elements and techniques of written English as used
in various literary genres (ELA 9, 10, 11, 12, 14, 15, 16, 17, 18)
R.5 Informational/Expository Text: Students will identify and analyze purposes, structures, and elements of nonfiction English
texts. (FL. 4,7; ELA 8, 10, 13)
R.6 Research: Students will gather information in English from a variety of sources, analyze and evaluate the quality of the
information obtained, and use it to answer their own and others’ questions. (ELA 24)
ESL Domains and General Outcomes
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Writing (W)
W.1 Prewriting: Students will plan for writing in English by building on prior knowledge, generating words, and organizing ideas for
a particular audience and purpose. (ELA 4, 20, 23; FL 7)
W.2 Writing: Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient detail.
(ELA 19; FL 1)
W.3 Revising: Students will evaluate and revise word choice, sentence variety, and organization of ideas when writing in English for
a particular audience and purpose. (ELA 20, 21, 25)
W.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling and conventions to improve
writing.
W.5 Media: Students will use, analyze, and produce a variety of media in English including audio, television, Internet and emerging
technologies (ELA 26, 27; FL 6,7)
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Randolph Public Schools
ELD Curriculum Frameworks
Grade 5-6
Listening and Speaking
August 2011
Randolph Public Schools – Grades 5-6 ELD Listening and Speaking Curriculum Frameworks (Aug. 2011)
General Outcome: Listening and Speaking
S.1 Vocabulary ~ Students will comprehend and communicate orally, using English vocabulary for personal, social, and academic purposes.
Alignment with Common Core College and Career Readiness Anchor Standards for Language
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and
consulting general and specialized reference materials, as appropriate.
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening
at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
Topic Cluster: Comprehension
Level 1 – Entering
Listening
a) Demonstrate comprehension of words that express basic personal needs (such
as transportation, housing); personal likes and dislikes; personal information
(such as age, address, family); and school-related information (such as
teacher’s name, schedule, routines). (S.1.2)
Speaking
a) Express basic personal needs and information (such as health, food, clothing,
weather, recreation) and school-related information, using spoken words and
phrases. (S.1.4)
Level 2 – Beginning (address previous outcomes as needed)
Listening
a) Demonstrate comprehension of vocabulary essential for grade-level content
learning, using pictures, actions, and/or objects. (S.1.3)
Speaking
a) Employ vocabulary essential for grade-level content learning. (S.1.5)
Level 3 – Developing (address previous outcomes as needed)
Listening
a) Demonstrate comprehension of frequently used synonyms and antonyms.
(S.1.14)
Speaking
a) Classify previously learned words by content themes or topics (such as Gr. 3–
5 science plant structures: roots, leaves, stem, bark; Gr. 9–12 math patterns:
Examples of Instructional Activities and Assessments:





LEVEL 2: (S) Clarify meanings of words, using beginning and
bilingual dictionaries. (S.1.11)
LEVEL 3: Apply knowledge of terms for textual features of
textbooks (such as chapter, review, essay, table of contents) and
tests (such as open-ended, multiple-choice). (S.1.23)
LEVEL 3: Clarify meanings of words, using dictionaries,
glossaries, and other resources. (S.1.24)
LEVEL 4:Identify orally the meaning of phrasal verbs (such as
look into, get over, be through). (S.1.30)
LEVEL 5: Identify meanings in the context of familiar sayings
and phrases used in English (such as rule of thumb, make a
mountain out of a molehill, count your blessings, forty winks,
all’s well that ends well, don’t look a gift horse in the mouth).
(S.1.31)
WIDA Can Do Descriptors: 3-5
LEVEL 1:
Listening



Point to stated pictures, words, or phrases
Identify objects, figures, people from oral statements or questions
(e.g., “Which one is a rock?”)
Match classroom oral language to daily routines
Speaking


Name pre-taught objects, people, diagrams, or pictures
Recite words or phrases from pictures of everyday objects and
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Randolph Public Schools – Grades 5-6 ELD Listening and Speaking Curriculum Frameworks (Aug. 2011)
General Outcome: Listening and Speaking
S.1 Vocabulary ~ Students will comprehend and communicate orally, using English vocabulary for personal, social, and academic purposes.
iterative, linear, recursive; Gr. 6–8 history/social science geography terms:
region, tropics, rain forest, tundra). (S.1.6)
Level 4 – Expanding (address previous outcomes as needed)
Listening
a) Demonstrate understanding of academic content words and phrases in selected
concept-based categories. (S.1.13)
b) Demonstrate comprehension of common words with multiple meanings (such
as saw, can, sentence). (S.1.12)
c) Demonstrate comprehension of frequently used idioms. (S.1.15)
Speaking
a) Express personal intent using spoken words and phrases (such as requesting
information, agreeing, giving permission). (S.1.16)
b) Classify previously learned academic content words and phrases into conceptbased categories. (S.1.17) (for specific examples in each grade span, please
refer to the ELPBO)
c) Participate in limited discussions using appropriate and adequate words and
phrases. (S.1.18)
oral modeling
LEVEL 2:
Listening


Categorize content-based pictures or objects from oral
descriptions
Arrange pictures or objects per oral information
Speaking

Describe pictures, events, objects, or people using phrases or
short sentences
LEVEL 3
Listening

Match literal meanings of oral descriptions or oral reading to
illustrations
LEVEL 5
Listening

Carry out oral instructions containing grade-level, content-based
language
Speaking
 Give content-based presentations using technical vocabulary
Level 5 – Bridging (address previous outcomes as needed)
Listening
a) Demonstrate comprehension in a variety of settings of specific, technical,
and/or abstract words and phrases of grade-level, academic content in various
Massachusetts Curriculum Frameworks. (S.1.25)
b) Identify jargon as language used by members of particular groups (such as
peer groups, athletes, musicians). (S.1.26)
Speaking
a) Rephrase ideas and thoughts to express meaning. (S.1.27)
b) Communicate academic language orally, using specific, technical, and abstract
vocabulary of grade-level, academic content in various Massachusetts
Curriculum Frameworks. (S.1.28)
20
Randolph Public Schools – Grades 5-6 ELD Listening and Speaking Curriculum Frameworks (Aug. 2011)
General Outcome: S.1 Vocabulary ~ Students will comprehend and communicate orally, using English vocabulary for personal, social, and
academic purposes.
Alignment with Common Core College and Career Readiness Anchor Standards for Language
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and
consulting general and specialized reference materials, as appropriate.
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening
at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
Topic Cluster: Increasing word Knowledge
Level 1 – Entering
Listening
a) Identify words in English that are frequently used in the student’s first
language. (S.1.8)
Level 2 – Beginning (address previous outcomes as needed)
Listening
a) Determine meanings of words with inflections (such as looks, looked, looking)
by using knowledge of base words (look) and inflections. (S.1.7)
b) Predict the meanings of unknown compound words (such as daydream,
snowman), using knowledge of individual words. (S.1.9)
Speaking
a) Employ vocabulary essential for grade-level content learning. (S.1.5)
b) Classify previously learned words by content themes or topics (such as Gr. 3–
5 science plant structures: roots, leaves, stem, bark; Gr. 9–12 math patterns:
iterative, linear, recursive; Gr. 6–8 history/social science geography terms:
region, tropics, rain forest, tundra). (S.1.6)
Level 3 – Developing (address previous outcomes as needed)
Listening
a) Determine the word meaning or the effect on meaning of selected prefixes and
suffixes (such as re-, un-, dis-, -tion, -less, -ly). (S.1.19)
b) Express personal intent using spoken words and phrases (such as requesting
information, agreeing, giving permission). (S.1.16)
c) Classify previously learned academic content words and phrases into concept-
Examples of Instructional Activities and Assessment:







LEVEL 2: Clarify meanings of words, using beginning and
bilingual dictionaries. (S.1.11)
LEVEL 3: Apply knowledge of terms for textual features of
textbooks (such as chapter, review, essay, table of contents) and
tests (such as open-ended, multiple-choice). (S.1.23)
LEVEL 3: Clarify meanings of words, using dictionaries,
glossaries, and other resources. (S.1.24)
LEVEL 3/4: Identify linguistic characteristics of English words
and compare and contrast them with words from the student’s
first language.
LEVEL 4:Identify orally the meaning of phrasal verbs (such as
look into, get over, be through). (S.1.30)
LEVEL 5: Demonstrate how idiomatic expressions are used in
English and in the student’s first language.
LEVEL 5: Identify meanings in the context of familiar sayings
and phrases used in English (such as rule of thumb, make a
mountain out of a molehill, count your blessings, forty winks,
all’s well that ends well, don’t look a gift horse in the mouth).
(S.1.31)
WIDA Can Do Descriptors: 3-5
LEVEL 1:
Listening


Point to stated pictures, words, or phrases
Identify objects, figures, people from oral statements or questions
21
Randolph Public Schools – Grades 5-6 ELD Listening and Speaking Curriculum Frameworks (Aug. 2011)
General Outcome: S.1 Vocabulary ~ Students will comprehend and communicate orally, using English vocabulary for personal, social, and
academic purposes.
based categories. (S.1.17) (for specific examples in each grade span, please
refer to the ELPBO)
d) Participate in limited discussions using appropriate and adequate words and
phrases. (S.1.18)
Speaking
a) Employ synonyms (such as big/huge/gigantic/enormous) for word variety in
speaking. (S.1.20)
Level 4 – Expanding (address previous outcomes as needed)
Listening
a) Identify orally the meaning of phrasal verbs (such as look into, get over, be
through).(S.1.30)
Speaking
a) Demonstrate knowledge of spoken vocabulary, using specific, technical,
and/or abstract vocabulary or grade-level, academic content. (S.1.29)
Level 5 – Bridging (address previous outcomes as needed)
Listening
a) Identify meanings in the context of familiar sayings and phrases used in
English (such as rule of thumb, make a mountain out of a molehill, count your
blessings, forty winks, all’s well that ends well, don’t look a gift horse in the
mouth). (S.1.31)
Speaking
a) Use selected idiomatic expressions in speaking. (S.1.21)

(e.g., “Which one is a rock?”)
Match classroom oral language to daily routines
Speaking


Name pre-taught objects, people, diagrams, or pictures
Recite words or phrases from pictures of everyday objects and
oral modeling
LEVEL 2:
Listening


Categorize content-based pictures or objects from oral
descriptions
Arrange pictures or objects per oral information
Speaking

Describe pictures, events, objects, or people using phrases or
short sentences
LEVEL 3
Listening

Match literal meanings of oral descriptions or oral reading to
illustrations
LEVEL 5
Listening

Carry out oral instructions containing grade-level, content-based
language
Speaking


Give content-based presentations using
technical vocabulary
22
Randolph Public Schools – Grades 5-6 ELD Listening and Speaking Curriculum Frameworks (Aug. 2011)
General Outcome:
S.2 Social Interaction ~ Students will comprehend and communicate orally, using spoken English for personal and social purposes.
Alignment with Common Core College and Career Readiness Anchor Standards for Language
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
Topic Cluster: Comprehension, Communication, and Grammar
Level 1 – Entering
Listening
a) Demonstrate comprehension of everyday expressions used in interpersonal
interactions (such as “Hi, how are you?,” “See you later”). (S.2.1)
b) Demonstrate comprehension of words, phrases, and sentences used in social
interactions related to everyday topics (such as family, social, school). (S.2.2)
Speaking
a) a. Ask and answer concrete questions about familiar content. (S.2.5)
b) Describe people, places, and things, using some detail. (S.2.6)
c) Make simple oral requests and grant permission. (S.2.7)
d) Express confusion (such as “I don’t get it”). (S.2.8)
Level 2 – Beginning (address previous outcomes as needed)
Listening
a) Demonstrate comprehension of simple oral requests. (S.2.3)
b) Demonstrate comprehension of interpersonal conversations when spoken to
slowly and with frequent repetitions. (S.2.4)
c) Demonstrate comprehension of basic differences in meaning produced by
intonation patterns in English (such as rising or falling intonation in tag
questions: “You’re from Concord, aren’t you?”). (S.2.34)
Speaking
a) Recount prior experiences and events of interest, suing familiar sentences.
(S.2.9)
b) Employ words, phrases, and sentences in social interactions related to
everyday topics. (S.2.10)
c) Express agreement/disagreement. (S.2.25)
d) Request opinions, preferences, and wishes orally from peers. (S.2.26)
Examples of Instructional Activities and Assessment:



LEVEL 2/3: Request help, feedback, and clarification. (S.2.20)
LEVEL 3/4: Request, Clarify, and restate information to enhance
understanding in social interactions. (S.2.42)
LEVEL 3/4: Rehearse wars of speaking (such as formal/informal)
that are appropriate to audience and purpose. (S.2.43)
WIDA Can Do Descriptors: 3-5
LEVEL 1:
Speaking


Express basic needs or Conditions
Answer yes/no and choice questions.
LEVEL 2:
Listening

Evaluate oral information (e.g., about lunch options)
Speaking


Ask simple, everyday questions (e.g., “Who is absent?)
Share basic social information with peers.
LEVEL 3:
Speaking


Offer solutions to social conflict
Engage in problem-solving
LEVEL 4:
Speaking

Offer creative solutions to issues/problems
LEVEL 5:
23
Randolph Public Schools – Grades 5-6 ELD Listening and Speaking Curriculum Frameworks (Aug. 2011)
General Outcome:
S.2 Social Interaction ~ Students will comprehend and communicate orally, using spoken English for personal and social purposes.
e) Demonstrate understanding of differences in English intonation patterns (such
as rising intonation in “yes-no” questions). (S.2.14)
f) Demonstrate understanding of word stress patterns in spoken English. (S.2.15)
Listening

Form opinions of people, places, or ideas from oral scenarios
Level 3 – Developing (address previous outcomes as needed)
Listening
a) Demonstrate comprehension of explanations or instructions, when clarification
is given. (S.2.21)
Speaking
a) Ask and answer questions (such as Who? When? Why?). (S.2.23)
b) Express one’s own opinions, preferences, and wishes related to familiar topics.
(S.2.24)
c) Express and respond to compliments, gratitude, and apologies. (S.2.27)
d) Demonstrate understanding of differences in English intonation patterns (such
as rising intonation in “yes-no” questions). (S.2.14)
e) Demonstrate understanding of word stress patterns in spoken English. (S.2.15)
f) Use basic grammar patterns in speaking to produce familiar statements,
questions, and commands. (S.2.16)
g) Narrate stories with a beginning, middle, and end. (S.2.37)
Level 4 – Expanding (address previous outcomes as needed)
Listening
a) Demonstrate comprehension during most interpersonal interactions, when
clarification is given. (S.2.22)
b) Demonstrate comprehension of the basic differences in meaning produced by
varying word stress within a statement (such as “I won’t do that!” and “I
won’t do that!”). (S.2.35)
Speaking
a) Express imagination and creativity through activities such as storytelling and
games. (S.2.28)
b) Respond during interpersonal discussions and interactions. (S.2.29)
c) Express uncertainty. (S.2.51)
d) Communicate intended meanings utilizing English intonation patterns (such as
in questions, statements, exclamations). (S.2.36)
e) Construct original oral statements, using basic and complex sentence
structures. (S.2.38)
24
Randolph Public Schools – Grades 5-6 ELD Listening and Speaking Curriculum Frameworks (Aug. 2011)
General Outcome:
S.2 Social Interaction ~ Students will comprehend and communicate orally, using spoken English for personal and social purposes.
Level 5 – Bridging (address previous outcomes as needed)
Listening
a) Demonstrate comprehension of extended explanations and multi-step
instructions. (S.2.44)
b) Demonstrate comprehension of varied forms of humor. (S.2.45)
c) Demonstrate comprehension of extended speech (such as news reports on
television or radio). (S.2.46)
d) Demonstrate comprehension of popular or historical cultural referents from the
community culture, appropriate to age and context. (S.2.47)
e) Demonstrate comprehension of sustained, interpersonal interaction. (S.2.48)
Speaking
a) State and orally defend an opinion. (S.2.49)
b) Propose solutions to problems or misunderstandings. (S.2.50)
c) Employ popular or historical cultural referents from the community culture,
appropriate to age and context. (S.2.52)
d) Participate in the community linguistic culture, using a variety of expressions
(such as music, jokes, anecdotes). (S.2.53)
e) Elaborate on personal stories. (S.2.54)
f) Participate in sustained, interpersonal conversations. (S.2.55)
g) Adjust meaning by varying pace, rhythm, and pauses in speech. (S.2.62)
h) Employ pronunciation, word stress, and intonation appropriate to
communicative intent. (S.2.63)
i) Employ varied sentence structures when speaking, as appropriate to audience,
purpose, and effect desired. (S.2.64)
j) Employ a range of oral responses, using single words, phrases, statements, and
monologues. (S.2.65)
k) Use basic and complex sentence structures when participating in interpersonal
conversations. (S.2.66)
25
Randolph Public Schools – Grades 5-6 ELD Listening and Speaking Curriculum Frameworks (Aug. 2011)
General Outcome: S.2 Social Interaction ~ Students will comprehend and communicate orally, using spoken English for personal and social
purposes.
Alignment with Common Core College and Career Readiness Anchor Standards for Language
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
Topic Cluster: Culturally Appropriate Language
Level 1 – Entering
Listening
a) Identify nonverbal cues (such as gestures, facial expressions, body postures)
that connote different meanings depending on their cultural or social context.
(S.2.12)
Speaking
a) Employ appropriate volume of voice in each of various contexts. (S.2.13)
Level 2 – Beginning (address previous outcome as needed)
Speaking
a) Gain the attention of others by speaking in culturally and age appropriate
ways. (S.2.11)
b) Initiate conversations, attend to speakers, take turns, and close conversations
in culturally appropriate ways. (S.2.30)
c) Use culturally acceptable gestures, distances, and body language in familiar
settings (7-8). (S.2.31)
Level 3 – Developing (address previous outcomes as needed)
Listening
a) Identify formal and informal oral language, including slang. (S.2.32)
Speaking
a) Use culturally acceptable gestures, distances, and body language in familiar
settings (6). (S.2.31)
b) Communicate intended meaning utilizing English intonation patterns (such as
questions, statements, exclamations). (S.2.36)
Level 4 – Expanding (address previous outcomes as needed)
Listening
a) Identify formal and informal oral language, including slang. (S.2.32)
Examples of Instructional Activities and Assessment:


LEVEL 1: Observe and imitate how others speak and behave in
various settings. (2.19)
LEVEL 5:Rephrase ideas and thoughts orally to clarify meaning
in social interactions. (S.2.70)
WIDA Can Do Descriptors: 3-5
LEVEL 1:
Speaking


Express basic needs or Conditions
Answer yes/no and choice questions.
LEVEL 2:
Listening

Evaluate oral information (e.g., about lunch options)
Speaking


Ask simple, everyday questions (e.g., “Who is absent?)
Share basic social information with peers.
LEVEL 3:
Speaking


Offer solutions to social conflict
Engage in problem-solving
LEVEL 4:
Speaking

Offer creative solutions to issues/problems
LEVEL 5:
Listening

Form opinions of people, places, or ideas from oral scenarios
26
Randolph Public Schools – Grades 5-6 ELD Listening and Speaking Curriculum Frameworks (Aug. 2011)
General Outcome: S.2 Social Interaction ~ Students will comprehend and communicate orally, using spoken English for personal and social
purposes.
Speaking
a) a. Compare personal experiences and perspectives with those of other
cultures. (S.2.17)
b)
Compare aspects of cultures, appropriate to age(6). (S.2.18)
c) Describe patterns of social behavior that represent community norms(6).
(S.2.39)
d) Identify and describe differing behavior norms of various communities (such
as peers, family, neighborhood, region)(6). (S.2.40)
e) Compare aspects or features of various cultural communities (as presented in
print, visual arts, films, and videos)(6). (S.2.41)
Level 5 – Bridging (address previous outcomes as needed)
Listening
a) Distinguish formal oral language from slang. (S.2.59)
Speaking
a) Rephrase an utterance when a culturally based misunderstanding occurs.
(S.2.56)
b) Identify topics for interaction that are appropriate to audience and setting.
(S.2.57)
c) Respond to and use humor appropriate to an audience and setting. (S.2.58)
d) Respond to and use idioms appropriate to audience and setting. (S.2.60)
e) Compare and contrast major aspects (such as pragmatics, body language) of
English and other languages. (S.2.61)
f) Compare, contrast, and exchange opinions in discussions on issues that are of
contemporary or historical interest and represent a variety of cultural
perspectives. (S.2.67)
g) Identify and analyze cultural perspectives in literature, popular periodicals,
music, theater, visual arts, commercials, films, and videos. (S.2.68)
h) Describe and discuss how conflicts in points of view and proposed resolutions
reflect cultural and individual perspectives. (S.2.69)
WIDA, ELP Standard 1, Formative/Activities
LEVEL 1:
Listening

Ex. Character Development: Point out school behavior from
gestures or illustrations and oral statements with a partner (e.g., in
class, on the playground, in gym class, on the bus.
Speaking

Ex. Social Interaction: Respond to and offer greetings,
compliments introductions or farewells with teachers or peers in
L1 and L2.
LEVEL 2:
Listening

Ex. Character Development: Identify examples of school etiquette
based on gestures or illustrations and oral descriptions with a
partner (e.g., turn-taking)
Speaking

Ex. Social Interaction: Ask questions or exchange information
with teachers or peers in L1 and L2
LEVEL 3:
Listening


Ex. Character Development
Interact in social and cultural school situations to depict character
development based on oral descriptions in small groups (e.g., in
the lunchroom)
Speaking

Ex. Social Interaction: Initiate or engage in conversation with
peers or in small groups
LEVEL 4:
Listening

Ex. Character Development: Role play school situations involving
character development based on oral descriptions in small groups
(e.g., succumbing to peer pressure)
Speaking

Ex. Social Interaction: Initiate, respond to or clarify meaning of
27
Randolph Public Schools – Grades 5-6 ELD Listening and Speaking Curriculum Frameworks (Aug. 2011)
General Outcome: S.2 Social Interaction ~ Students will comprehend and communicate orally, using spoken English for personal and social
purposes.
idiomatic expressions, slang or nuances in conversation with peer
LEVEL 5:
Listening

Ex. Character Development: Interpret oral scenarios or readings
on character development through role play or dramatization
Speaking

Ex. Social Interaction: Express or respond to humor or sarcasm in
conversation
WIDA, ELP Standard 1, Summative/ASSESSMENT
LEVEL 1:
Listening

Ex. RESOURCES & SUPPLIES: Identify needed resources or
supplies for activities from pictures and oral statements (e.g.,
“pencils,” “paper,” “computers”).
Speaking

Ex. INSTRUCTION/ ASSIGNMENTS: Respond to WH
questions or commands based on oral instructions or visually
supported assignments.
LEVEL 2:
Listening

Ex. RESOURCES & SUPPLIES: Match needed resources or
supplies with types of activities from pictures and oral statements
(e.g., calculators and math books)
Speaking

Ex. INSTRUCTION/ASSIGNMENTS: Paraphrase or retell oral
instructions or visually supported assignments (e.g., recap of
homework)
LEVEL 3:
Listening

Ex. RESOURCES & SUPPLIES: Categorize needed resources or
supplies with types of activities from pictures and oral
descriptions
Speaking

Ex. INSTRUCTION/ ASSIGNMENTS: Recount steps for
28
Randolph Public Schools – Grades 5-6 ELD Listening and Speaking Curriculum Frameworks (Aug. 2011)
General Outcome: S.2 Social Interaction ~ Students will comprehend and communicate orally, using spoken English for personal and social
purposes.
following oral instructions or visually supported assignments
(e.g., through think-alouds)
LEVEL 4:
Listening

Ex. RESOURCES & SUPPLIES: Analyze tasks or projects by
activities and match with needed resources based on pictures and
oral discourse.
Speaking

Ex. INSTRUCTION/ASSIGNMENTS: Summarize oral
instructions or visually supported assignments
LEVEL 5:
Listening

Ex. RESOURCES & SUPPLIES: Evaluate and select needed
resources for tasks or projects based on oral discourse.
Speaking

Ex. INSTRUCTION/ ASSIGNMENTS: Explain, with details,
reasons for instructions or assignments appropriate for grade level
29
Randolph Public Schools – Grades 5-6 ELD Listening and Speaking Curriculum Frameworks (Aug. 2011)
General Outcome: S.3 Academic Interaction ~ Students will comprehend and communicate orally, using spoken English to participate in
academic settings.
Alignment with Common Core College and Career Readiness Anchor Standards for Speaking and Listening
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing
their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and
style are appropriate to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Topic Cluster: Comprehension, Communication, and Grammar
Level 1 – Entering
Listening
a) Demonstrate comprehension of oral directions that include visual cues.
(S.3.1)
b) Demonstrate comprehension of one-step oral directions. (S.3.2)
c) Demonstrate understanding when simple information is given. (S.3.3)
d) Demonstrate comprehension of simple sentences, including statements,
questions, and commands, when spoken slowly, and with repetitions as
needed. (S.3.10)
Speaking
a) Give one-step directions. (S.3.11)
b) Make and respond to oral requests. (S.3.12)
c) Express confusion. (S.3.13)
d) Ask and respond to questions to clarify information. (S.3.14)
Level 2 – Beginning
Listening
a) Demonstrate comprehension of a simple story or poem that is heard using
prior knowledge or visual cues. (S.3.4)
b) Identify the beginning, middle, and end of a story that is heard. (S.3.6)
c) Identify the characters and setting of a story that is heard. (S.3.7)
Examples of Instructional Activities and Assessment:

















Picture card games
Rate the Word
Define the Word
Elaborate the Meaning
Post the Words on a Wall
4-Corner VocabularyWord Map
Vocabulary games
Matching picture with word
Matching definition with word
Categorizing vocabulary words
Word Journal/Personal or Thematic Dictionaries
Acrostic Poems based on Vocabulary
Make picture dictionaries
Word Bank
Describe the object
Categories
Word poems: shape poems, diamante poems, cinquain poem
30
Randolph Public Schools – Grades 5-6 ELD Listening and Speaking Curriculum Frameworks (Aug. 2011)
General Outcome: S.3 Academic Interaction ~ Students will comprehend and communicate orally, using spoken English to participate in
academic settings.
Speaking
a) Ask and respond to questions (who? what? where? when?) based on a text
that is heard. (S.3.15)
b) Retell events in a simple or familiar story using relevant words and phrases.
(S.3.16)
Level 3 – Developing
Listening
a) Identify a main event from a story that is heard. (S.3.5)
b) Demonstrate comprehension of oral questions on academic content that
require short answers. (S.3.8)
c) Identify important information about academic content, using prior
knowledge and/or visual cues as needed. (S.3.9)
d) Demonstrate comprehension of oral questions that are based on academic
content. (S.3.30)
Speaking
a) Restate a main event from a story that is heard. (S.3.17)
b) Respond briefly to questions on academic content. (S.3.18)
c) Retell steps of a process in logical order. (S.3.19)
d) Retell the beginning, middle, and end of a story that is heard. (S.3.20)
e) Make predictions or inferences based on a story or information that has been
heard. (S.3.22)
f) Use familiar phrases and statements when speaking with basic grammar
patterns. (S.3.25)
Level 4 – Expanding
Listening
a) Demonstrate comprehension of oral, multiple-step directions. (S.3.29)
b) Demonstrate comprehension of oral word problems on math content.
(S.3.31)
c) Demonstrate comprehension of the main points of classroom discussions.
(S.3.32)
d) Identify details that support a main idea in a literary or informational text that
is heard. (S.3.33)
e) Identify facts that answer the listeners’ questions in a literary or
informational text that is heard. (S.3.34)
31
Randolph Public Schools – Grades 5-6 ELD Listening and Speaking Curriculum Frameworks (Aug. 2011)
General Outcome: S.3 Academic Interaction ~ Students will comprehend and communicate orally, using spoken English to participate in
academic settings.
f) Identify the topics and organization structures of lecture-style presentations.
(S.3.35)
g) Demonstrate comprehension of specific information heard in an academic
context. (S.3.36)
h) Demonstrate comprehension of classroom discussions and interactions when
clarification is given. (S.3.37)
i) Demonstrate comprehension of the use of referents (such as pronouns,
demonstrative adjectives) in academic discourse. (S.3.53)
Speaking
a) Compare and contrast information orally. (S.3.21)
b) Participate in reaching consensus in groups. (S.3.38)
c) Respond to factual and inferential questions that are based on academic
content. (S.3.39)
d) Describe how two things within a given academic content are alike or
different. (S.3.40)
e) Summarize a story orally. (S.3.41)
f) State a position and support/justify it. (S.3.42)
g) Participate in classroom discussions and activities, when frequent
clarification is given. (S.3.43)
h) Express original statements in classroom discussions, using basic and
complex sentence structures related to academic topics. (S.3.47)
Level 5 – Bridging (address previous outcomes as needed)
Listening
a) Demonstrate comprehension of inferential or abstract questions that are
based on academic content. (S.3.52)
b) Demonstrate comprehension of content explanation without concrete
referents. (S.3.54)
c) Demonstrate comprehension of transition words and phrases (such as
furthermore, otherwise, likewise, instead, in any case) that connect ideas in
extended academic discourse. (S.3.55)
d) Distinguish irrelevant information (such as jokes, asides, anecdotes) from
important information in lecture-style presentations. (S.3.56)
e) Demonstrate comprehension of the attitude of a speaker toward subject
matter. (S.3.57)
32
Randolph Public Schools – Grades 5-6 ELD Listening and Speaking Curriculum Frameworks (Aug. 2011)
General Outcome: S.3 Academic Interaction ~ Students will comprehend and communicate orally, using spoken English to participate in
academic settings.
f) Demonstrate comprehension of specialized language structures from varied
academic content (such as frequent use of the passive voice in science;
frequent use of specialized vocabulary to refer to abstract concepts and
frequent use of pronouns in history/social science). (S.3.58)
g) Demonstrate comprehension of classroom discussions, extended classroom
discourse, and other academic interactions that include basic and complex
sentence structures. (S.3.59)
Speaking
a) Elaborate on and extend other people’s ideas using extended discourse.
(S.3.60)
b) Use extended discourse to report information heard in lecture-style
presentations. (S.3.61)
c) Summarize information that is heard during a class or lesson. (S.3.62)
d) Critique information that is heard in extended discourse (such as television,
radio, lecture-type presentation). (S.3.63)
e) Support a conclusion or finding by stating facts or logical reasons. (S.3.64)
f) Participate in classroom discussions and other academic interactions, using
basic and complex sentence structures and addressing abstract topics.
(S.3.65)
g) Employ specialized language structures from varied academic areas (such as
use of the passive voice in science). (S.3.67) Give examples of how the
English language has developed and been influenced by other languages.
(S.3.68)
33
Randolph Public Schools – Grades 5-6 ELD Listening and Speaking Curriculum Frameworks (Aug. 2011)
General Outcome:
S.3 Academic Interaction ~ Students will comprehend and communicate orally, using spoken English to participate in academic settings.
Alignment with Common Core College and Career Readiness Anchor Standards for Speaking and Listening
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing
their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and
style are appropriate to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Topic Cluster: Culturally Appropriate Language
Level 1 – Entering
a) Listening
b) Identify and follow classroom expectations and conventions (such as raising
hand, taking turns). (S.3.23)
Level 2 – Beginning (address previous outcomes as needed)
Listening
a) Demonstrate comprehension of agreed-upon rules (such as taking turns) for
small-group decision making. (S.3.45)
Speaking
a) Use appropriate words, phrases, and expressions to interact with peers and
adults. (S.3.24)
b) Participate in small-group activities, playing a specified role. (S.3.44)
c) Participate orally in class activities, using appropriate words, phrases, and
expressions. (S.3.46)
Level 3 – Developing (address previous outcomes as needed)
Level 4 – Expanding (address previous outcomes as needed)
Examples of Instructional Activities and Assessments:


LEVEL 1: Identify verbal and nonverbal cues to determine when
to focus attention. (s.3.26)
LEVEL 1: Identify whom to consult for assistance. (S.3.27)
WIDA Can Do Descriptors, 3-5
LEVEL 1
Listening
 Follow one-step oral directions (e.g., physically or through
drawings)
LEVEL 2
Listening


Follow two-step oral directions
Draw in response to oral descriptions
LEVEL 3
Listening



Follow multi-step oral directions
Identify illustrated main ideas from paragraph-level oral
discourse
Sequence pictures from oral stories, processes, or procedures
Speaking
Level 5 –Bridging (address previous outcomes as needed)


Answer simple content-based questions
Re/tell short stories or events
34
Randolph Public Schools – Grades 5-6 ELD Listening and Speaking Curriculum Frameworks (Aug. 2011)
General Outcome:
S.3 Academic Interaction ~ Students will comprehend and communicate orally, using spoken English to participate in academic settings.
Speaking
a) Employ varying degrees of formality in language as appropriate to audience
and purpose. (S.3.66)

Make predictions or hypotheses from discourse
LEVEL 4
Listening



Interpret oral information and apply to new situations
Identify illustrated main ideas and supporting details from oral
discourse
Infer from and act on oral information
Speaking



Answer opinion questions with supporting details
Discuss stories, issues, and concepts
Compare/contrast content-based functions and relationships
LEVEL 5
Listening


Construct models or use manipulatives to problem solve based
on oral Discourse
Form opinions of people, places, or ideas from oral scenarios
Speaking



Justify/defend opinions or explanations with evidence
Sequence steps in grade level problem-solving
Explain in detail results of inquiry (e.g., scientific experiments)
35
Randolph Public Schools – Grades 5-6 ELD Listening and Speaking Curriculum Frameworks (Aug. 2011)
General Outcome:
Listening and Speaking
S.4 Presentation- Students will present information orally and participate in performances in English that demonstrate appropriate
consideration of audience, purpose, and the information to be conveyed.
**This standard only has Speaking benchmarks and outcomes**
Alignment with Common Core College and Career Readiness Anchor Standards for Speaking and Listening
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing
their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and
style are appropriate to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Topic Cluster: Presentation
Level 1 – Entering
No Outcomes for Presentation at this level
Level 2 – Beginning (address previous outcomes as needed)
Speaking
a) Plan, rehearse, and orally present information about personal experiences or
interests, using visual cues as needed. (S.4.1)
b) Plan, rehearse, and orally present information in a brief report, using visual
cues. (S.4.2)
c) Plan, rehearse, and orally present information on planned activities or cultural
topics. (S.4.3)
d) Maintain focus on a topic during an oral presentation. (S.4.4)
e) Make informal oral presentations that have recognizable organization (such as
sequence, summary). (S.4.6)
Level 3 – Developing (address previous outcomes as needed)
Speaking
a) Use teacher-developed assessment criteria to prepare oral presentations. (S.4.5)
b) Give formal oral presentations that focus on specified academic content, using
appropriate vocabulary and syntax, recognizable organization, clear
Examples of Instructional Activities and Assessment:
Activity

LEVEL 3: Students design class generated rubric to assess class
presentations.
Assessment:

LEVEL 4 –5: Students design and use rubric to practice and
assess presentation.
WIDA Can DO Descriptors, 3-5
LEVEL 3
Speaking

Present content-based information
LEVEL 4
Listening

Role play the work of authors, mathematicians, scientists,
historians from oral readings, videos, or multi-media
Speaking

Give content-based oral reports
LEVEL 5
36
Randolph Public Schools – Grades 5-6 ELD Listening and Speaking Curriculum Frameworks (Aug. 2011)
General Outcome:
Listening and Speaking
S.4 Presentation- Students will present information orally and participate in performances in English that demonstrate appropriate
consideration of audience, purpose, and the information to be conveyed.
**This standard only has Speaking benchmarks and outcomes**
pronunciation, eye contact, and appropriate volume and intonation. (S.4.7)
c) Rehearse and dramatize stories, plays, and poems, using eye contact and voice
volume appropriate for an identified audience. (S.4.8)
d) Participate in creating scoring guides based on designated categories and use
them to prepare, assess, and revise oral presentations. (S.4.9)
Speaking

Give content-based presentations using technical vocabulary
Level 4 – Expanding (address previous outcomes as needed)
Speaking
a) Express an opinion on a literary text or film in an organized way, using
supporting details. (S.4.10)
b) Comprehend and answer questions following a presentation. (S.4.13)
c) Plan and revise oral presentations, considering the audience, purpose, and
information to be conveyed. (S.4.11)
d) Present information orally, using an appropriate degree of formality for the
audience and setting. (S.4.12)
e) Plan delivery of an oral presentation, using pace, visual aids, and gestures.
(S.4.14)
f) Participate in performances, following agreed-upon criteria for audience,
purpose, and information to be conveyed. (S.4.15)
Level 5 – Bridging (address previous outcomes as needed)
Speaking
a) Present an organized oral interpretation of a literary text, film, or dramatic
production. (S.4.16)
b) Employ appropriate techniques (such as dramatic opening statement) for oral
persuasion. (S.4.17)
c) Create a scoring guide and use it to prepare, improve, and assess oral
presentations. (S.4.18)
37
Randolph Public Schools
ELD Curriculum Frameworks
Grade 5-6
Reading
August 2011
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R. 1 Vocabulary and Syntax in Print: Students will acquire English vocabulary and apply knowledge of correct syntax to
comprehend written text.
Alignment with Common Core College and Career Readiness Anchor Standards for Language
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening
at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term
important to comprehension or expression.
Topic Cluster: Essential Vocabulary
Individual learning outcome:
Read and understand previously learned sight words and phrases (link to FL 2; ELA 7.4)
Level 1 – Entering
a) Read frequently used sight words (such as those from word lists)
Level 2 – Beginning
a) Read frequently used sight phrases (such as prepositional phrases)
Level 3 – Developing
a) Spell previously learned sight words and phrases
Level 4 – Expanding
a) Read frequently used idioms as phrases
Examples of Instructional Activities and
Assessments:








Picture card games
Rate the Word
Define the Word
Elaborate the Meaning
Post the Words on a Wall
4-Corner VocabularyWord Map
Vocabulary games
Matching picture with word
39
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R. 1 Vocabulary and Syntax in Print: Students will acquire English vocabulary and apply knowledge of correct syntax to
comprehend written text.
Level 5 – Bridging
a) Demonstrate effective use of frequently used sight words and phrases








Matching definition with word
Categorizing vocabulary words
Word Journal/Personal or Thematic Dictionaries
Acrostic Poems based on Vocabulary
Make picture dictionaries
Word Bank
Describe the object
Categories
WIDA, ELP Standard 1, Summative





LEVEL 1: Find sight words using illustrations, clues,
and phrases.
LEVEL 2: Use sight words in sentences with
illustrations. (if applicable)
LEVEL 3: Match general and specific sight words with
illustrations.
LEVEL 4: Relate when to use idiom as phrases.
LEVEL 5: Produce grade l evel sight words sight
words and idioms.
40
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R. 1 Vocabulary and Syntax in Print: Students will acquire English vocabulary and apply knowledge of correct syntax to
comprehend written text.
Alignment with Common Core College and Career Readiness Anchor Standards for Language
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and
consulting general and specialized reference materials, as appropriate.
6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening
at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term
important to comprehension or expression.
Topic Cluster: Word Analysis
Individual learning outcome:
Apply knowledge of word analysis to expand comprehension of vocabulary found in text.
Level 1 – Entering
a) Use a bilingual or intermediate dictionary to determine word meaning (link to ELA
4.22)
Examples of Instructional Activities and
Assessments:
Level 2 – Beginning (address previous outcomes as needed)
a) Demonstrate effective use of bilingual or intermediate dictionary to determine word
meaning (link to ELA 4.22)





Level 3 – Developing (address previous outcomes as needed)
a) Use knowledge of prefixes and suffixes to determine word meaning (link to ELA 4.21)
b) Identify use of apostrophes to indicate possessive form (i.e. Mike’s Book)
c) Identify words from other languages (such as gure, maestro, baton, aloha, pronto) that
have been adopted in English (ELA 5.8; FL 5.10)





Level 4 – Expanding (address previous outcomes as needed)
a) Identify selected Latin or Greek roots (such as chronos, auto, hyper, super, trans,
circum) to help determine meanings of unfamiliar words. (ELA 4.21)
Use dictionary to find meaning/root word
Explain the use of dictionary.
Practice sheets on prefixes and suffixes.
Compare and contrast English and native language
Vocabulary semantic web or word map graphic
organizer
Highlight parts of words: roots, prefixes, suffixes
Predict meaning of words in context
Vocabulary four square
Charts for word roots, prefixes or suffixes
Prefix/suffix matching game with root word to create
words.
WIDA, ELP Standard 1, Summative

LEVEL 1: Find word meaning in dictionary
Level 5 – Bridging (address previous outcomes as needed)
a) Expand use of prefixes, suffixes and roots to determine word meaning.
41
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R. 1 Vocabulary and Syntax in Print: Students will acquire English vocabulary and apply knowledge of correct syntax to
comprehend written text.
Alignment with Common Core College and Career Readiness Anchor Standards
Language
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and
consulting general and specialized reference materials, as appropriate.
Reading
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific
word choices shape meaning or tone.
Topic Cluster: Word Context
Individual learning outcome:
Apply knowledge of context clues to determine the meanings of unfamiliar words.
Level 1 – Entering
a) Use labeled text illustrations, charts, and other graphics to increase comprehension of
vocabulary. (link to ELA 13.2)
Level 2 – Beginning (address previous outcomes as needed)
a) Identify synonyms and antonyms for frequently used words. (link to ELA 4.6)
Examples of Instructional Activities and
Assessments:



Cloze
Matching antonyms, synonyms or homophone game
Highlight important words in passages
Semantic gradients
Level 3 – Developing (address previous outcomes as needed)
a) Identify signal words in context clues that indicate word meaning by example or
definition link (link to ELA 4.17)
b) Identify and use example and definition context clues to determine meanings of
unfamiliar words (link to ELA 4.17)





Level 4 – Expanding (address previous outcomes as needed)
a) Identify signal words in contrast and cause/effect clues to determine the meanings of
unfamiliar words (link to ELA 4.20)


Highlight context clues
Context clues
Locate restatements
Thesaurus/dictionary
connotations
WIDA, ELP Standard 1, Summative

LEVEL 1: Draw, label or list words on topic.
LEVEL 2: Differentiate synonyms from antonyms with
diagrams.
LEVEL 3: Identify context clues and use visual
42
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R. 1 Vocabulary and Syntax in Print: Students will acquire English vocabulary and apply knowledge of correct syntax to
comprehend written text.
Level 5 – Bridging (address previous outcomes as needed)
a) Identify and use contrast and cause/effect context clues in text to determine the
meanings of unfamiliar words (link to ELA 4.20)


support.
LEVEL 4: Identify signal words and use them to
determine meaning of new words.
LEVEL 5: Compare/contrast clues in text.
43
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R. 1 Vocabulary and Syntax in Print: Students will acquire English vocabulary and apply knowledge of correct syntax to
comprehend written text.
Alignment with Common Core College and Career Readiness Anchor Standards for Reading
Craft and Structure
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza)
relate to each other and the whole.
Topic Cluster: Sentence Structure
Individual learning outcome:
Apply knowledge of parts of speech and sentence structures to determine the meaning of text (link to ELA 5.15).
Level 1 – Entering
a) Identify ways in which orthographic conventions (such as punctuation, capitalization)
signal meaning in various kinds of sentences. (link to ELA 5.7)
Level 2 – Beginning (address previous outcome as needed)
a) Demonstrate a clear understanding in which orthographic conventions (such as
punctuation, capitalization) signal meaning in various kinds of sentences. (link to ELA
5.7)
Level 3 – Developing (address previous outcomes as needed)
a) Identify verb phrases and verb tenses in sentences (ELA 5.11)
Level 4 – Expanding (address previous outcomes as needed)
a) Identify the eight basic parts of speech in the context of a sentence. (Link to ELA 5.9)
b) Identify words that function according to their position in a sentence (such as produce
in “They will produce results.” or “They will buy the produce.” (link to ELA 5.12)
Level 5 – Bridging (address previous outcomes as needed)
a) Recognize types of pronouns (such as reflexive, possessive) and their functions in
context.
b) Compare differences between oral and language patterns (such as use of contractions
or slang in oral language, not in formal written forms). (link to ELA 6.6)
Examples of Instructional Activities and
Assessments:






Parts of speech word sort
Parts of Speech Go Fish game (Verb Go Fish)
Manipulating sentences to examine changes in meaning
and parts of speech.
Using parts of speech to write descriptive sentences
Parts of Speech Go Fish game (Verb Go Fish)
Manipulating sentences to examine changes in meaning
and parts of speech.
Use parts of speech to write descriptive sentences
WIDA, ELP Standard 1, Summative





LEVEL 1: Identify basic conventions or mechanics in
text (e.g., use of capital letters)
LEVEL 2: Differentiate uses of conventions or
mechanics in illustrated sentences (e.g., those that end
in periods or question marks)
LEVEL 3: Identify conventions and structures with
teacher feedback.
LEVEL 4: Identify the use of specific conventions.
LEVEL 5: Provide examples and reasons for use of
specified conventions or mechanics (e.g., "Why do we
need commas?")
44
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R. 1 Vocabulary and Syntax in Print: Students will acquire English vocabulary and apply knowledge of correct syntax to
comprehend written text.
Alignment with Common Core College and Career Readiness Anchor Standards
Language
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
5. Demonstrate understanding of word relationships and nuances in word meanings.
6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening
at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term
important to comprehension or expression.
Reading
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific
word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza)
relate to each other and the whole.
Topic Cluster: Paragraph Structure
Individual learning outcome:
Identify words, phrases, and sentences that determine meaning in expository paragraphs. (link to ELA 13.13)
Level 1 – Entering
a) Identify words and phrases that introduce ideas in a paragraph (such as to begin with,
for example).
Level 2 – Beginning (address previous outcome as needed)
a) Identify words and phrases that add ideas in a paragraph (such as in addition, second).
b) Locate topic and supporting sentences in an expository paragraph (link to ELA 13.13)
Level 3 – Developing (address previous outcomes as needed)
a) Identify words and phrases that indicate a contrast of ideas in a paragraph (such as but,
however, although).
Examples of Instructional Activities and
Assessments:




Model and enumerate
Jon Colins write up
GO
Paragraph G O templates
WIDA, ELP Standard 1, Summative


LEVEL 1: Produce word/phrase lists from labeled
pictures and check with partner for edits and revision
LEVEL 2: Create phrases/short sentences from models
45
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R. 1 Vocabulary and Syntax in Print: Students will acquire English vocabulary and apply knowledge of correct syntax to
comprehend written text.
Level 4 – Expanding (address previous outcomes as needed)
a) Identify words and phrases that indicate a conclusion in a paragraph (such as finally, in
short).
b) Identify a concluding sentence(s) in an expository paragraph (link to ELA 13.13)
Level 5 – Bridging
a) Demonstrate a clear understanding of the elements required to appropriately structure
an expository paragraph.



and check with a partner for edits and revision.
LEVEL 3: Edit and revise guided writing (e.g., for
conventions and structures) based on teacher feedback.
LEVEL 4: Edit and revise writing (e.g., using word
processing or rubrics) based on class or peer review.
LEVEL 5: Self-assess to edit and revise writing to
produce final drafts.
46
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R. 1 Vocabulary and Syntax in Print: Students will acquire English vocabulary and apply knowledge of correct syntax to
comprehend written text.
Alignment with Common Core College and Career Readiness Anchor Standards
Language
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
5. Demonstrate understanding of word relationships and nuances in word meanings.
6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening
at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term
important to comprehension or expression.
Reading
Craft and Structure
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza)
relate to each other and the whole.
Topic Cluster: Text Structure
Individual learning outcome:
Identify words, phrases, and sentences that determine meaning in extended texts. (link to ELA 13.13)
Level 1 – Entering
a) Recognize orthographic conventions for dialogue (such as capital letters, quotation
marks) in text.
b) Preview reading material using title, illustrations, and text patterns.
Level 2 – Beginning (address previous outcome as needed)
a) Predict the purpose and meaning of text by reading its title. (link to ELA 8.1)
b) Predict the purpose and meaning of text by interpreting accompanying illustrations.
(link to ELA 8.1, 8.4)
Level 3 – Developing (address previous outcome as needed)
a) Locate topic words by scanning a text (link to ELA 13.13)
Level 4 – Expanding (address previous outcome as needed)
a) Identify topic sentence (s) by scanning a text. (link to ELA 13.13)
b) Identify pronouns and their referents in text (link to ELA 5.9)
Examples of Instructional Activities and
Assessments:





Highlight structures of text including heading,
subheadings, topic sentence etc.
Predict main idea of reading selection based on title,
illustrations, headings and subheadings.
Write specific questions before reading based on
headings, subheadings, illustrations.
Do picture walk
Analyze and discuss text structure
WIDA, ELP Standard 1, Summative


LEVEL 1: Point to letter combination, words, parts of
books or illustrations in response to teacher's reading of
illustated books to show comprehension..
LEVEL 2: Describe story elements supported by
47
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R. 1 Vocabulary and Syntax in Print: Students will acquire English vocabulary and apply knowledge of correct syntax to
comprehend written text.
Level 5 – Bridging (address previous outcome as needed)
a) Demonstrate a clear understanding of vocabulary, phrases, and conventions found in
text that determine meaning.



illustrations.
LEVEL 3: Identify topic words with aid of illustrations.
LEVEL 4: Identify topic sentences and conventions in
text.
LEVEL 5: Provide information /explanation on
conventions and text structure.
48
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.1 Vocabulary and Syntax in Print: Students will acquire English vocabulary and apply knowledge of correct
syntax to comprehend written text.
Alignment with Common Core College and Career Readiness Anchor Standards for Language
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
Topic Cluster: Linguistic Comparisons
Individual learning outcomes:
1. Recognize similarities and differences in orthographic conventions and structures between and among languages (FL 5.2)
2. Provide examples of how English vocabulary has developed from and been influenced by other languages (link to ELA 5.33)
Level 1 – Entering – for learning outcome 1
a) Compare orthographic conventions between and among languages.
Examples of Instructional Activities and
Assessments:
Level 2 – Beginning – for learning outcome 1 (address previous outcomes as needed)
a) Compare structures of sentences between and among languages.
Level 3 – Developing – for learning outcomes 1 and 2 (address previous outcomes as
needed)
a) Compare structures of paragraphs and texts between and among languages.
b) Identify words or word parts from other languages that have been adopted in English.
(FL5.10; link to ELA 5.29)
Level 4 – Expanding – for learning outcome 2 (address previous outcomes as needed)
a) Compare and contrast English words that come from other languages. (link to FL5.15)
Level 5 – Bridging – for learning outcome 2 (address previous outcomes as needed)
a) Demonstrate a clear understanding of how English orthography and vocabulary has
been influenced from other languages
49
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome:
R.2 Beginning to Read in English: Using the foundations of oral language and previous reading experience, students will understand the nature
of written English and the relationships of letters to the sounds of English speech.
Alignment with Common Core College and Career Readiness Anchor Standards for Language
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
Topic Cluster: Reading Readiness
Individual learning outcome: Demonstrate readiness for reading in English.
Level 1 – Entering
a) Listen to stories read aloud.
b) Repeat words and phrases from text that is read.
Examples of Instructional Activities and
Assessments:
Level 2 – Beginning (address previous outcomes as needed)
a) Participate in choral reading.
b) Use text as well as illustrations to gain meaning of text.
Level 3 – Developing (address previous outcomes as needed)
a) Recite memorized parts of chants, pattern books, and familiar books
Level 4 – Expanding (address previous outcomes as needed)
b) Respond to stories and informational texts that are heard.
Level 5 – Bridging (address previous outcomes as needed)
c) Compare first-language reading experiences with learning to read in English. (link to
FL 5.5)
50
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.2 Beginning to Read in English: Using the foundations of oral language and previous reading experience, students will
understand the nature of written English and the relationships of letters to the sounds of English speech.
Alignment with Common Core College and Career Readiness Anchor Standards
Language
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
Reading
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific
word choices shape meaning or tone.
Topic Cluster: Sight Vocabulary
Individual learning outcome: Read and understand high-frequency and familiar words and phrases.
Level 1 – Entering
a) Begin to match previously learned spoken words to written words (link to ELA 7.4)
b) Identify labels and signs in the school environment. (link to FL 2.4)
Examples of Instructional Activities and
Assessments:
Level 2 – Beginning (address previous outcomes as needed)
a) Match previously learned spoken words to written words. (link to ELA 7.4)
b) Read familiar high-frequency, irregularly spelled words by sight (such as have, said,
where). (link to ELA 7.6)
Level 3 – Developing (address previous outcomes as needed)
a) Read phrases containing previously learned words (noun phrases such as my house;
prepositional phrases such as on the bus) as units of meaning.(FL 2)
b) Spell previously learned words and phrases. (link to ELA 7.4)
c) Read printed words and phrases with personal meaning (names on a class list, key
words in a story or journal). (link to ELA 7.4)
Level 4 – Expanding (address previous outcomes as needed)
a) Identify cognates in printed grade-level, academic content vocabulary terms.
(link FL 4)
b) Use correct spelling of high frequency words, whether regularly or irregularly spelled.
(link to ELA 7.4)
51
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.2 Beginning to Read in English: Using the foundations of oral language and previous reading experience, students will
understand the nature of written English and the relationships of letters to the sounds of English speech.
Level 5 – Bridging (address previous outcomes as needed)
a) Demonstrate effective reading and understanding of high frequency and familiar words
and phrases.
52
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.2 Beginning to Read in English: Using the foundations of oral language and previous reading experience, students will
understand the nature of written English and the relationships of letters to the sounds of English speech.
Alignment with Common Core College and Career Readiness Anchor Standards for Language
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
Topic Cluster: Phonemic Awareness
Individual learning outcome: Demonstrate that phonemes exist and can be isolated and manipulated. (ELA 7.2)
Level 1 – Entering
a) Recognize that a phoneme is one distinct sound. (link to ELA 7.2) –
b) Recognize differences between and among English language sounds that are heard.
Level 2 – Beginning (address previous outcomes as needed)
a) Recognize and produce English phonemes that are like phonemes heard and spoken in
the student’s first language. (link to FL 5.1) – B
b) Recognize rhyming words in English. (link to ELA 7.2)
c) Produce rhyming words in English using activities such as word games. (link to ELA
7.2)
Level 3 – Developing (address previous outcomes as needed)
a) Demonstrate understanding that words are made up of syllables. (link to ELA 7.2)
Examples of Instructional Activities and
Assessments:








Building words/Making words
Phonemic bingo
Word Sort
Venn Diagram sort by phonological attributes
Beach Ball Phonics
Concentration with word card pairs with same
phonemic rule
Rhyme lists
Clothesline-start with target phonemic rule, students
write words on cards that follow same rule and hang on
the clothesline
Level 4 – Expanding (address previous outcomes as needed)
a) Consistently demonstrates ability to isolate and manipulate phonemes.
Level 5 – Bridging (address previous outcomes as needed)
a) Demonstrate ability to read with phonetic and syllabic accuracy.
53
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.2 Beginning to Read in English: Using the foundations of oral language and previous reading experience, students will
understand the nature of written English and the relationships of letters to the sounds of English speech.
Alignment with Common Core College and Career Readiness Anchor Standards for Language
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and
consulting general and specialized reference materials, as appropriate.
Topic Cluster: Phonics/Letter-Sound Knowledge
Individual learning outcome: Use letter-sound knowledge to decode written English. (link to ELA 7.7)
Level 1 – Entering
a) Recognize letter-sound matches by identifying and naming each letter of the alphabet.
(ELA 7.3)
b) Demonstrate knowledge that written words are composed of letters that represent
sounds. (ELA 7.3)
Level 2 – Beginning (address previous outcomes as needed)
a) Begin to match letters to sounds to decode simple unknown words. (link to ELA 7.7)
b) Demonstrate knowledge of vowel digraphs, vowel diphthongs, and r-controlled lettersound associations by reading. (link to ELA 7.5)
c) Identify familiar English morphemes, the smallest grammatical units (such as -ed in
waited) in phrases and simple sentences. (link to ELA 7.7)
Level 3 – Developing (address previous outcomes as needed)
a) Decode familiar words in text. (link to ELA 7.7)
b) Apply knowledge of letter patterns to identify syllables. (link to ELA 7.7)
Examples of Instructional Activities and
Assessments:









Building words/Making words
Phonemic bingo
Word Sort
Venn Diagram sort by phonological attributes
Beach Ball Phonics
Concentration with word card pairs with same
phonemic rule
Rhyme lists
Clothesline-start with target phonemic rule, students
write words on cards that follow same rule and hang on
the clothesline
Word chains-start with a word, think of word that
begins with the final sound of the previous word,
continue making a word chain.
Level 4 – Expanding (address previous outcomes as needed)
a) Identify phonetically regular one-syllable and multi-syllable words. (ELA 7.7)
b) Read words with several syllables. (ELA 7.7)
Level 5 – Bridging (address previous outcomes as needed)
a) Apply knowledge of known words and of more difficult word families (ought) to
decode unknown words. (ELA 7.7)
54
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.2 Beginning to Read in English: Using the foundations of oral language and previous reading experience, students will
understand the nature of written English and the relationships of letters to the sounds of English speech.
Alignment with Common Core College and Career Readiness Anchor Standards for Language
Conventions of Standard English
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
Topic Cluster: Features of Written English
Individual learning outcome: Demonstrate and apply knowledge of various features of written English to gain meaning from text. (ELA 7.4)
Level 1 – Entering
a) Identify orthographic features of English words (such as sizes and shapes of letters).
b) Recognize capitalization in a sentence. (link to ELA 5.3, 7.4)
c) Recognize punctuation (such as end mark) in a sentence. (ELA 5.4)
Level 2 – Beginning (address previous outcomes as needed)
a) Recognize indentation in a paragraph. (link to ELA 7.4) – B
Examples of Instructional Activities and
Assessments:



Edit and correct sentences and passages using correct
capitalization, punctuation.
Match abbreviations to their corresponding words
Identify where in a passage a new paragraph should
begin and indent.
Level 3 – Developing (address previous outcomes as needed)
a) Recognize common abbreviations (such as Jan., Ms., St., Tues., lb.).
Level 4 – Expanding (address previous outcomes as needed)
a) Identify and apply unique spelling patterns for English words (such as dropping -e for
-ing verbs, as in take/taking; doubling the final consonant for –ing verbs, as in
run/running).
Level 5 – Bridging (address previous outcomes as needed)
a) Consistently gain meaning of text by demonstrating a clear understanding of the roles
of capitalization, punctuation, abbreviations, and unique spelling patterns for English
words.
55
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.2 Beginning to Read in English: Using the foundations of oral language and previous reading experience, students will
understand the nature of written English and the relationships of letters to the sounds of English speech.
Alignment with Common Core College and Career Readiness Anchor Standards for Language
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
Topic Cluster: Linguistic Comparisons
Individual learning outcome: Demonstrate understanding of the nature of language through comparisons between English and the student’s first
language (FL5)
Level 1 – Entering
a) Begin to identify examples of the linguistic features (such as orthography, and words)
of English and other languages in print. (link to FL 5.4)
Examples of Instructional Activities and
Assessments:

Level 2 – Beginning (address previous outcomes as needed)

a) Recognize and identify examples of the linguistic features (such as orthography, words
and word parts, sounds related to print) of English and other languages in print. (link to
FL 5.4)
Spelling activities and games such as tic tac toe by
linguistic features
Word list of cognates
Level 3 – Developing (address previous outcomes as needed)
a) Describe similarities and differences in the phonetic systems of English and the
students first language (link to FL 5.11)
Level 4 – Expanding (address previous outcomes as needed)
a) Describe similarities and differences in the writing systems of English and the students
first language (link to FL 5.11)
Level 5 – Bridging (address previous outcomes as needed)
a) Effectively compare and contrast the phonetic and writing systems of English and the
student’s first language (link to FL 5)
56
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.3 Comprehension: Students will read English fluently and identify facts and evidence in order to interpret and analyze
text.
Alignment with Common Core College and Career Readiness Anchor Standards for Reading
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking
to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Topic Cluster: Main Ideas and Details
Individual learning outcome: Identify main idea(s) and relay important details and other information in a literary or an informational text.(link to FL
2.8, 2.12; ELA 8.2, 8.10, 18.18)
Level 1 – Entering
a) Make predictions about main ideas before reading a story, using prior knowledge and
visual cues (link to ELA 8.1)
Examples of Instructional Activities and
Assessments:
Level 2 – Beginning – or for more difficult texts (address previous outcomes as needed)
a) Identify and make predictions about important information before reading an
informational text, using prior knowledge, text features, and visual cues. (link to ELA
8.4, 13)



Level 3 – Developing – or for more difficult texts (address previous outcomes as needed)
a) Identify a main event from a story. (link to ELA 8.2)
b) Identify the characters and setting of a story.
c) Identify the beginning, middle, and end of a story. (link to ELA 8.7)
d) Retell a main event from a story. (link to ELA 8.2)
Level 4 – Expanding – or for more difficult texts (address previous outcomes as needed)
a) Retell a main event from a story. (link to ELA 8.2)
b) Restate important information, using prior knowledge and/or visual cues from an
informational text. (link to ELA 8.10) ex

Graphic organizer identifying main idea and supporting
details
Summarizing
3-2-1 Technique
Fishbone graphic organizer
WIDA, ELP Standard 1, Summative





LEVEL 1: Find identifying information illustrative of
main ideas from illustrations.\, words, or phrases.
LEVEL 2: Sort main ideas and details from sentences
using visual support and graphic organizers.
LEVEL 3: Match main ideas with their details from
paragraphs using visual support and graphic organizers.
LEVEL 4: Interpret text to identify main ideas and
details from multiple paragraphs using visual or graphic
support.
LEVEL 5: Form or infer main ideas from details using
grade- level materials.
Level 5 – Bridging – or for more difficult texts (address previous outcomes as needed)
a) Retell and restate the beginning, middle, and end of a story
b) Include important information and details to demonstrate comprehension
c) Identify details that support main ideas in a text
d) Identify facts that answer the reader's questions in a text (link to ELA 8.15)
57
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.3 Comprehension: Students will read English fluently and identify facts and evidence in order to interpret and analyze
text.
Alignment with Common Core College and Career Readiness Anchor Standards for Reading
Key Ideas and Details
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Topic Cluster: MAIN IDEAS AND DETAILS (cont.)
Individual learning outcome: Summarize information from a literary or an informational text that is read. (link to ELA 8.18)
Level 1 – Entering
a) Identify and use key summary words (such as first, next, then, finally)
Level 2 – Beginning – or for more difficult texts (address previous outcomes as needed)
a) Use visual organizers (such as cycle of events, story map, character web) to
demonstrate comprehension of facts that support main ideas in a text.
Level 3 – Developing – or for more difficult texts (address previous outcomes as needed)
a) Identify and select main ideas and important facts in a text.
Examples of Instructional Activities and
Assessments:






Level 4 – Expanding – or for more difficult texts (address previous outcomes as needed)
a) Rephrase main idea(s) and important facts in a text that is read. (link to ELA 8.10

Level 5 – Bridging – or for more difficult texts (address previous outcomes as needed)
a) Identify differences between retelling and summarizing a text

Retell
Draw picture to illustrate main idea and detail
Role play or dramatize
Oral or written summary
Main Idea/supporting detail graphic organizer
Describe key details orally or in writing-or in shared
group techniques such as Think, Pair, Share
Write a headline/design a magazine cover to summarize
text
WIDA:




LEVEL 1: Find identifying information illustrative of
main ideas from illustrations, words or phrases.
LEVEL 2: Sort main ideas and details from sentences
using visual support and graphic organizers.
LEVEL 3: Match main ideas with their details from
paragraphs using visual support and graphic organizers.
LEVEL 4: Interpret text to identify main ideas and
details from multiple paragraphs using visual or graphic
support.
LEVEL 5: Form or infer main ideas from details using
grade level materials.
58
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.3 Comprehension: Students will read English fluently and identify facts and evidence in order to interpret and analyze
text.
Alignment with Common Core College and Career Readiness Anchor Standards
Language
Vocabulary Acquisition and Use
6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening
at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term
important to comprehension or expression.
Reading
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking
to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific
word choices shape meaning or tone.
Topic Cluster: Main Ideas and Details (cont.)
Individual learning outcome: Analyze main ideas and supporting details and evidence in texts. (link to ELA 8.22)
Level 1 – Entering
a) Recognize basic vocabulary that provides sensory information (such as hot, cold, hard,
soft, loud, delicious)
Level 2 – Beginning (address previous outcomes as needed)
a) Identify descriptive language in a text. (link to ELA 8.20)
Examples of Instructional Activities and
Assessments:



Create semantic web, word bank of sensory words
Draw and Write
Double Entry journals
Level 3 – Developing (address previous outcomes as needed)
a) Identify sensory details that support main ideas in a variety of texts. (link to ELA 8.19)
WIDA, ELP Standard 2, Summative
Level 4 – Expanding (address previous outcomes as needed)
a) Identify evidence that supports main idea(s) in a text. (link to ELA 8.27)


LEVEL 1: Find identifying information illustrative of
main ideas from illustrations, words or phrases.
LEVEL 2: Sort main ideas and details from sentences
using visual support and graphic organizers.
59
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.3 Comprehension: Students will read English fluently and identify facts and evidence in order to interpret and analyze
text.
Level 5 – Bridging (address previous outcomes as needed)
a) Analyze the effect of sensory detail in a text. (link to ELA 8.19)
b) Analyze the effect of descriptive language in a text. (link to ELA 8.20)



LEVEL 3: Match main ideas with their details from
paragraphs using visual support and graphic organizers.
LEVEL 4: Interpret text to identify main ideas and
details from multiple paragraphs using visual or graphic
support.
LEVEL 5: Form or infer main ideas from details using
grade level materials.
60
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.3 Comprehension: Students will read English fluently and identify facts and evidence in order to interpret and analyze
text.
Alignment with Common Core College and Career Readiness Anchor Standards for Reading
Key Ideas and Details
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza)
relate to each other and the whole.
Topic Cluster: Main Ideas and Details (cont.)
Individual learning outcome: Summarize important ideas from a text and represent the relationships between or among them. (link to ELA 8.22
Level 1 – Entering
a) Recognize that information can be separated into groups and categories via myriad
characteristics (such as color, size, age, fruits, vegetables)
Examples of Instructional Activities and
Assessments:
Level 2 – Beginning (address previous outcomes as needed)
a) Categorize information, using graphic organizers (such as outlines, comparison charts,
two-column notes).

Level 3 – Developing (address previous outcomes as needed)
a) Use visual organizers (such as cycle of events, story map, character web) to
demonstrate comprehension of facts that support main ideas in a text.

Level 4 – Expanding (address previous outcomes as needed)
a) Annotate (such as with a highlighter, color coding, sticky notes) important information
in a text to include in a summary.

Level 5 – Bridging (address previous outcomes as needed)
a) Distinguish between summarizing main ideas and retelling all of a text.

Use graphic organizer to identify main idea and
supporting details.
Use one sentence to tell what the story is about.
WIDA, ELP Standard 2, Summative



LEVEL 1: Find identifying information illustrative of
main ideas from illustrations, words or phrases.
LEVEL 2: Sort main ideas and details from sentences
using visual support and graphic organizers.
LEVEL 3: Match main ideas with their details from
paragraphs using visual support and graphic organizers.
LEVEL 4: Interpret text to identify main ideas and
details from multiple paragraphs using visual or graphic
support.
LEVEL 5: Form or infer main ideas from details using
grade level materials.
61
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.3 Comprehension: Students will read English fluently and identify facts and evidence in order to interpret and analyze
text.
Alignment with Common Core College and Career Readiness Anchor Standards for Reading
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking
to support conclusions drawn from the text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific
word choices shape meaning or tone.
6. Assess how point of view or purpose shapes the content and style of a text.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
Topic Cluster: Text Interpretation
Individual learning outcome: Support individual interpretations and conclusions, using evidence from a literary or an informational text.
(link to ELA 8)
Level 1 – Entering
a) Begin to recognize words and phrases that signal chronology and process in a text
(such as first, second, last, earlier, then, after, finally)
Examples of Instructional Activities and
Assessments:

Level 2 – Beginning (address previous outcomes as needed)

a) Identify words and phrases that signal chronology in a text (such as after, finally).

b) Identify words/phrases signaling steps of a process in a text (such as first, second, last). 
Level 3 – Developing (address previous outcomes as needed)
a) Identify the speaker of a poem or story. (ELA 8.13)
b) Draw a conclusion from a text. (link to ELA 13.13)
c) Distinguish fact from opinion in a text. (ELA 8.17)
Level 4 – Expanding (address previous outcomes as needed)
a) Describe setting, characters, and/or events in a text, and support opinions about them
with evidence from the text. (link to ELA 8.14)
b) Identify an author’s purpose in writing a literary text.




Double sided journal entry with personal interpretation
on one side and supporting text on other side.
Literature circles
Reading conference with teacher
Graphic organizers
Underline or highlight words that indicate chronology in
a passage.
Use a selected meaningful passage from text and
illustrate that passage using visualization.
Identify favorite characters and use text to explain why
this character is a favorite.
Crayon box/report card activities to identify important
character traits
62
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.3 Comprehension: Students will read English fluently and identify facts and evidence in order to interpret and analyze
text.
Level 5 – Bridging (address previous outcomes as needed)
a) Identify a character’s traits, emotions, and/or motivation and include supporting details
from a text. (ELA 8.25)
b) Interpret a text’s mood and tone and support that interpretation with details from the
text (link to ELA 8.24)
c) Provide examples of a dialect in a text as a source of stereotypes among social groups
(link to ELA 6)
d) Identify an argument that supports an argument in a text (link to ELA 8.27)
63
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.3 Comprehension: Students will read English fluently and identify facts and evidence in order to interpret and analyze
text.
Alignment with Common Core College and Career Readiness Anchor Standards for Reading
Key Ideas and Details
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Topic Cluster: Theme
Individual learning outcome: Recognize, analyze and provide evidence from a text to support understanding of theme (link to ELA 11)
Level 1 – Entering
a) Recognize that texts contain themes.
Level 2 – Beginning (address previous outcomes as needed)
a) Relate fiction and nonfiction texts to personal experience and background knowledge.
(link to ELA 11.1; FL 2.10)
Level 3 – Developing (address previous outcomes as needed)
a) Identify a theme as a lesson in folktales, fables, and myths. (link to ELA 11.2)
Examples of Instructional Activities and
Assessments:





Level 4 – Expanding (address previous outcomes as needed)
a) Compare examples of familiar themes and topics (link to ELA 11.4)
b) Explain how a theme differs from a topic.

Level 5 – Bridging (address previous outcomes as needed)
a) Explain how a stated theme refers to the main idea of a text (link to ELA 11.3)
b) Provide evidence that an implied theme refers to the main idea of a text (link to
ELA 11.3)
c) Provide evidence that a theme is present in more than one text (link to ELA 11.4)

Double sided journal entry with personal interpretation
on one side and supporting text on other side.
Literature circles
Identify theme of book, students find supporting
evidence from the text.
Connect theme to personal experiences:
So What? What does this theme mean to me? How does
it relate to my life?
Write a tea bag message or Tshirt message of the theme
of the book. For example, Thank You Mr. Falker by
Patricia Polacco’s theme is Important people in our
lives influence who we are in both postive and negative
ways.
Genre study- comparing books with similar themeschart similarities and differences.
64
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.3 Comprehension: Students will read English fluently and identify facts and evidence in order to interpret and analyze
text.
Alignment with Common Core College and Career Readiness Anchor Standards for Reading
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
Topic Cluster: Learner Strategies
Individual learning outcome: Identify and apply strategies to enhance comprehension of texts and demonstrate fluency using different reading rates
and approaches for different purposes.
Level 1 – Entering
Examples of Instructional Activities and
a) Identify text features (such as title, illustrations, headings, captions, graphics, bold-face Assessments:
 Visualization-draw what you see when reading or being
type). (link to ELA 13.3)
Level 2 – Beginning (address previous outcomes as needed)
a) Preview text features to predict meaning. (link to ELA 13.3)

Level 3 – Developing (address previous outcomes as needed)
a) Identify the reader’s purpose for reading a text.
b) Pause while reading silently to check that information makes sense.

Level 4 – Expanding (address previous outcomes as needed)
a) Scan to locate specific information in a text.

Level 5 – Bridging (address previous outcomes as needed)
a) Identify and apply reading rate to match the reader’s purpose in reading a given text.
b) Paraphrase periodically in order to check comprehension of a text.
c) Scan to locate specific information in a text.
read to
Make connections to world, to self, to other text-write
or talk about these connections
Use post it notes to write thoughts or questions while
reading and stick on passage in book
WIDA, ELP Standard 2, Formative




LEVEL 1: Use cues for sounding out unfamiliar words
with accompanying visuals.
LEVEL 2: Match visually supported context cues with
statements to find meaning and facilitate fluency.
LEVEL 3: Show how to use punctuation cues to
facilitate expression and fluency with visually supported
text.
LEVEL 4: Identify self-monitoring and self-correcting
strategies to increase fluency with visually supported
text.
LEVEL 5: Apply strategies to adjust pace and
expression while reading orally.
65
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.4 Literary Elements and Techniques: Students will identify and analyze text elements and techniques of written English as
used in various literary genres.
Alignment with Common Core College and Career Readiness Anchor Standards for Reading
Key Ideas and Details
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Craft and Structure
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Topic Cluster: Characteristics of Genre
Individual learning outcome: Apply knowledge of general characteristics of a literary genre as a strategy for reading. (link to ELA 10.2)
Level 1 – Entering
a) Begin to identify characteristics specific to common genres of literature (such as
poetry, prose, fiction, nonfiction, dramatic literature).
Examples of Instructional Activities and
Assessments:
Level 2 – Beginning (address previous outcomes as needed)
a) Effectively identify characteristics specific to common genres of literature (such as
poetry, prose, fiction, nonfiction, dramatic literature).

Level 3 – Developing (address previous outcomes as needed)
a) Identify differences in characteristics among genres of literature. (link to ELA 10.1)
WIDA, ELP Standard 1, Summative


Level 4 – Expanding (address previous outcomes as needed)
a) Compare characteristics of various literary genre (such as biography, poetry, dramatic
literature, fiction) (link to ELA 10.3, FL 2.14

Level 5 – Bridging (address previous outcomes as needed)
a) Demonstrate effective application of knowledge that reflects a thorough understanding
of literary genres as an effective strategy for reading comprehension.



Use Venn diagram or attribute graphic organizer
comparing different genres
Keep an independent reading list or class reading list of
books read categorized by genre
LEVEL 1: Name story elements of various genres (e.g.,
non-fiction works, fairy tales, myths, fables, or legends)
depicted visually.
LEVEL 2: Describe story elements of various genres
supported by illustrations.
LEVEL 3: Compare literary genres using graphic
organizers or technology.
LEVEL 4: Discuss relationships among ideas or offer
opinions on issues in various genres supported by
illustrations.
LEVEL 5: Propose options or solutions to issues in
various genres and support responses with details.
66
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.4 Literary Elements and Techniques: Students will identify and analyze text elements and techniques of written English as
used in various literary genres.
Alignment with Common Core College and Career Readiness Anchor Standards for Reading
Craft and Structure
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Topic Cluster: Characteristics of Genre (cont.)
Individual learning outcome: Compare and contrast various literary genres as forms selected by authors to accomplish their purposes. (link to ELA
10.4)
Level 1 – Entering
a) Recognize that texts can be categorized by genre.
Level 2 – Beginning (address previous outcomes as needed)
a) Identify and express the characteristics of genres in literature (link to ELA 10.1)
Level 3 – Developing (address previous outcomes as needed)
a) Identify the purpose(s) of various literary genres. (link to ELA 10.4)
Level 4 – Expanding (address previous outcomes as needed)
a) Compare basic characteristics of various literary genres (such as novel, biography,
poetry, short story, dramatic literature, fiction). (link to ELA 10.3; FL 2.14)
Level 5 – Bridging (address previous outcomes as needed)
a) Effectively compare complex characteristics of various literary genres (such as novel,
biography, poetry, short story, dramatic literature, fiction). (link to ELA 10.3; FL 2.14)
Examples of Instructional Activities and
Assessments:


Use Venn diagram or attribute graphic organizer
comparing different genres
Keep an independent reading list or class reading list of
books read categorized by genre
WIDA, ELP Standard 1, Summative





LEVEL 1: Name story elements of various genres (e.g.,
non-fiction works, fairy tales, myths, fables, or legends)
depicted visually.
LEVEL 2: Describe story elements of various genres
supported by illustrations.
LEVEL 3: Compare literary genres using graphic
organizers or technology.
LEVEL 4: Discuss relationships among ideas or offer
opinions on issues in various genres supported by
illustrations.
LEVEL 5: Propose options or solutions to issues in
various genres and support responses with details.
67
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.4 Literary Elements and Techniques: Students will identify and analyze text elements and techniques of written English as
used in various literary genres.
Alignment with Common Core College and Career Readiness Anchor Standards for Reading
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific
word choices shape meaning or tone.
Topic Cluster: Elements of Style and Language
Individual learning outcome: Classify spoken or written words as belonging to sense categories (such as visual, auditory, tactile) when found in
literary texts. (link to ELA15.1)
Level 1 – Entering
a) Recognize that text includes words that appeal to the senses in language and literature
that is heard. (link to ELA 15.1)
Level 2 – Beginning (address previous outcomes as needed)
a) Identify words that appeal to the senses in language and literature that is heard (link to
ELA 15.1)
Examples of Instructional Activities and
Assessments:




Highlight sense words in reading passage
Word lists of words related to the senses.
Explain how author’s use of sense words created
imagery in reading passage.
Visualization using passage with strong sense words.
Level 3 – Developing (address previous outcomes as needed)
a) Identify words that appeal to the senses in language and literature that is written
language. (link to ELA 15.1)
Level 4 – Expanding (address previous outcomes as needed)
a) Identify synonyms that could act as substitutes for words that appeal to senses in
language and literature that is heard and written
Level 5 – Bridging (address previous outcomes as needed)
a) Restate words that appeal to the senses in written and heard language and literature
using synonyms and antonyms
68
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.4 Literary Elements and Techniques: Students will identify and analyze text elements and techniques of written English as
used in various literary genres.
Alignment with Common Core College and Career Readiness Anchor Standards for Reading
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific
word choices shape meaning or tone.
Topic Cluster: Elements of Style and Language (cont.)
Individual learning outcome: Identify and explain how elements of language suggest mood and set tone in a piece of literature. (link to ELA 15)
Level 1 – Entering
a) Begin to acquire words that express mood and tone.
Examples of Instructional Activities and
Assessments:
Level 2 – Beginning (address previous outcomes as needed)
a) Expand acquisition of words that express mood and tone.
Level 3 – Developing (address previous outcomes as needed)
a) Identify imagery in a literary text. (link to ELA 15.3)
b) Identify rhythm as an element of style in literature (link to ELA 15.3)
Level 4 – Expanding (address previous outcomes as needed)
a) Provide examples of how an author’s use of words creates mood or tone (link to ELA
15.6)
b) Provide examples of how an author uses rhythm that suggests mood or tone in a
literary text.
Level 5 – Bridging (address previous outcomes as needed)
a) Provide examples of imagery that suggests mood or tone in a literary text.
b) Recognize dialect in the conversational voices in American folk tales. (ELA 6.2)
69
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.4 Literary Elements and Techniques: Students will identify and analyze text elements and techniques of written English as
used in various literary genres.
Alignment with Common Core College and Career Readiness Anchor Standards for Reading
Key Ideas and Details
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza)
relate to each other and the whole.
Topic Cluster: Fiction
Individual learning outcome: Apply knowledge of the elements of fiction to analyze the construction of a text (link to ELA 12.4)
Level 1 – Entering
a) Identify the elements of a story read in class.
Level 2 – Beginning (address previous outcomes as needed)
a) Identify the elements of a personal or familiar story (such as plot, character, setting).
(ELA 12.1)
Examples of Instructional Activities and
Assessments:


Level 3 – Developing (address previous outcomes as needed)
a) Identify elements of setting and plot, including conflict. (link to ELA 12.3)




Level 4 – Expanding (address previous outcomes as needed)
a) Identify and compare qualities of the main characters in a text (link to ELA 12.4

Level 5 – Bridging (address previous outcomes as needed)
a) Explain how the qualities of the main characters of a text influence the resolution of the 

conflict (link to ELA 12.4)

Literature circles
Participate in book talk about a shared reading
experience
Lead a book talk
Reading conference with teacher
Literature response log
Author study-compare theme, plot and/or characters of
stories written by the same author. RL3.7
Explain how specific aspects of a text’s illustrations
contribute to what is being conveyed by the words in the
story. RL3.9
Order main events of a story
Compare and contrast two stories considering factors
such as plot, setting, characters.
Picture diary quadrants- ordering four events from story.
70
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.4 Literary Elements and Techniques: Students will identify and analyze text elements and techniques of written English as
used in various literary genres.
Alignment with Common Core College and Career Readiness Anchor Standards for Reading
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific
word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza)
relate to each other and the whole.
Topic Cluster: Poetry
Individual learning outcome: Identify the elements of poetry and analyze how they add to the meaning and enjoyment of a poem. (link to ELA 14)
Level 1 – Entering
a) Identify a regular beat (rhythm) and/or similarities in sounds among words (rhyming)
in poems. (link to ELA 14.1)
Level 2 – Beginning (address previous outcomes as needed)
a) Identify various patterns of repetition in poems.
Level 3 – Developing (address previous outcomes as needed)
a) Compare and contrast sounds (rhythm, rhyme) in poetry. (link to FL 5.8)
b) Identify sensory images in poems. (link to ELA 14.2)
Examples of Instructional Activities and
Assessments:






Level 4 – Expanding (address previous outcomes as needed)
a) Locate similes in poems. (link to ELA 14.2)


Level 5 – Bridging (address previous outcomes as needed)
a) Demonstrate how the elements of poetry add to the meaning and enjoyment of a poem.


Model and emulate
Cinquains
Haikus
Read, recite, and respond to poetry
Celebrate poetry unit with poetry jam-students reciting
favorite poems they have read or written.
Express figurative language in poem through art, music
or movement.
Highlight or underline sensory images in poems
Write similes to describe something or someone and
then use similes in poetry.
Use poetry books to find examples of different poetry
styles.
Write and collect poetrty of different styles into their
own anthology.
71
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.4 Literary Elements and Techniques: Students will identify and analyze text elements and techniques of written English as
used in various literary genres.
Alignment with Common Core College and Career Readiness Anchor Standards for Reading
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific
word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza)
relate to each other and the whole.
Topic Cluster: Poetry (cont.)
Individual learning outcome: Identify and analyze how sound devices, figurative language, and graphic elements support meaning in poetry. (link to
ELA 14.4)
Level 1 – Entering
a) Explore basic elements of poetry (such as rhythm) by listening to traditional poems for
young readers (i.e.
Examples of Instructional Activities and
Assessments:
Level 2 – Beginning (address previous outcomes as needed)
a) Expand knowledge of poetic rhythm and basic elements through choral reading of
poems.
Level 3 – Developing (address previous outcomes as needed)
a) Identify graphic elements (such as capital letters, line length, word position) that
contribute to meaning in a poem. (link to ELA 14.4
Level 4 – Expanding (address previous outcomes as needed)
a) Identify examples of alliteration, onomatopoeia, rhyme scheme, and internal rhyme as
heard in poetry. (link to ELA 14.3)
b) Identify examples of personification in poetry. (link to ELA 14.3)
c) Identify examples of metaphor and simile in poetry. (link to ELA 14.3)
Level 5 – Bridging (address previous outcomes as needed)
a) Identify examples of alliteration, onomatopoeia, rhyme scheme, and internal rhyme as
heard in poetry. (link to ELA 14.3)
b) Compare the effects of sound, meter, and rhythm in poetry in English
c) Identify hyperbole in poetry. (link to ELA 14.3)
72
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.4 Literary Elements and Techniques: Students will identify and analyze text elements and techniques of written English as
used in various literary genres.
Alignment with Common Core College and Career Readiness Anchor Standards for Reading
Key Ideas and Details
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Craft and Structure
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza)
relate to each other and the whole.
Integration of Knowledge and Ideas
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Topic Cluster: Myth and Traditional Narrative
Individual learning outcomes:
1. Recognize nursery rhymes, fables, fairy tales, tall tales, lullabies, and myths as traditional literature. (link to ELA 16.1)
2. Use literary structures and elements of traditional literature to describe myths and traditional and classical narratives (link to ELA 16)
Level 1 – Entering
a) Explore myths and traditional narrative by listening to elementary examples of genre.
Level 2 – Beginning (address previous outcomes as needed)
a) Explore myths and traditional narrative by reciting elementary examples of genre.
b) Identify recurring phrases in nursery rhymes, fables, fairy tales, tall tales, lullabies, and
myths (such as Once upon a time, long ago). (link to ELA 16.3)
Level 3 – Developing (address previous outcomes as needed)
a) Predict recurring phrases in nursery rhymes, fables, fairy tales, tall tales, lullabies, and
myths. (link to ELA 16.3)
b) Identify phenomena explained in origin myths from all cultures (nursery rhymes,
fables, fairy tales, tall tales, and lullabies).
Examples of Instructional Activities and
Assessments:









Level 4 – Expanding (address previous outcomes as needed)
a) Compare significant heroes and/or heroines in traditional literature from various

cultures. (link to FL 5.17)
b) Identify and compare character types (such as tricksters, heroes, heroines) in traditional
literature from various cultures. (link to ELA 16.5; link to FL 6.9)
Name/list types of folklore (tall tale, fable, fairty tale)
Use graphic organizer to identify elements of folklore
Compare and contrast types of folklore or stories of the
same genre of folktales (tall tales or fables)
Explain the oral tradition
Identify key mythological characters
Retell favorite Greek myth
Use an attribute graphic organizer to compare and
contrast different folktales.
Create tall tale characters using exaggeration and
writing similes to describe characters.
Use multiple intelligences for students to create
character studies/ plot summaries in project form.
Use graphic organizer (Venn diagram or attribute list) to
compare folktales from different parts of the world.
73
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.4 Literary Elements and Techniques: Students will identify and analyze text elements and techniques of written English as
used in various literary genres.
Level 5 – Bridging (address previous outcomes as needed)
a) Compare traditional literature from various cultures (FL 6.9)
b) Identify common structures in traditional literature (such as magic helper, rule of three,
transformation). (ELA 16.8)
74
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.4 Literary Elements and Techniques: Students will identify and analyze text elements and techniques of written English as
used in various literary genres.
Alignment with Common Core College and Career Readiness Anchor Standards
Language
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
Reading
Key Ideas and Details
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza)
relate to each other and the whole.
Integration of Knowledge and Ideas
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Topic Cluster: Dramatic Literature
Individual learning outcome: Demonstrate understanding that dialogue develops the plot and characters of a play. (link to ELA 17.2)
Level 1 – Entering
a) Explore examples of dialogue in dramatic literature by listening to elementary
examples of genre.
Level 2 – Beginning (address previous outcomes as needed)
a) Identify dialogue as an element in a play. (link to ELA 17.1)
Examples of Instructional Activities and
Assessments:



Participate in reader’s theater
Choral reading
Act out favorite stories
Level 3 – Developing (address previous outcomes as needed)
a) Identify elements of plot and character as presented through dialogue in scripts. (link to
ELA 17.2)
b) Identify structural elements of dramatic literature (such as scenes, acts, cast of
characters, stage directions) (link to ELA 17.3)
Level 4 – Expanding (address previous outcomes as needed)
a) Explain how dialogue can develop the plot or characters of a play, using specific
examples.
75
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.4 Literary Elements and Techniques: Students will identify and analyze text elements and techniques of written English as
used in various literary genres.
Level 5 – Bridging (address previous outcomes as needed)
a) Explain how dialogue can develop the plot or characters of a play by comparing and
contrasting dialogue from various plays.
76
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.4 Literary Elements and Techniques: Students will identify and analyze text elements and techniques of written English as
used in various literary genres.
Alignment with Common Core College and Career Readiness Anchor Standards for Reading
Key Ideas and Details
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza)
relate to each other and the whole.
Integration of Knowledge and Ideas
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Topic Cluster: Dramatic Literature (cont.)
Individual learning outcome: Analyze elements of dramatic literature and provide evidence from the text to support the analysis. (link to ELA 17)
Level 1 – Entering
a) Explore examples of dramatic literature by listening to elementary examples of genre.
Examples of Instructional Activities and
Assessments:
Level 2 – Beginning (address previous outcomes as needed)
a) Identify the structural elements of dramatic literature (such as scenes, acts, cast of
characters, stage directions). (link to ELA 17.3)
Level 3 – Developing (address previous outcomes as needed)
a) Identify the setting of dramatic literature (such as place, historical period, time of day).
(link to ELA 17.5)
Level 4 – Expanding (address previous outcomes as needed)
a) Identify the plot elements of dramatic literature (such as exposition, conflict, rising
action, falling action) using graphic organizers. (link to ELA 17.5)
Level 5 – Bridging (address previous outcomes as needed)
a) Identify and explain key elements of characterization in dramatic literature (such as
motivation, action, thought development). (link to ELA 17.5)
b) Compare and contrast setting, character, and plot among texts, plays, and films. (link to
ELA 17.6)
c) Analyze the effect of dialogue in dramatic literature, using specific examples. (link to
ELA 17.2)
77
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.5 Informational/Expository Text: Students will identify and analyze purposes, structures, and elements of nonfiction
English texts.
Alignment with Common Core College and Career Readiness Anchor Standards for Reading
Craft and Structure
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza)
relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Topic Cluster: Characteristics of Nonfiction Genres
Individual learning outcome:
1. Distinguish forms and purposes of informational and expository materials (encyclopedias, CD-ROMs, newspapers, magazines, letters, content texts).
(link to ELA 10.2)
2. Identify forms of informational and expository materials (such as essays, biographies, memoirs, news articles, reports, lab reports, textbook
chapters). (link to ELA 10.3)
Level 1 – Entering
a) Identify forms and purposes of informational texts (such as encyclopedia articles).
Level 2 – Beginning (address previous outcomes as needed)
a) Identify forms and purposes of expository texts (such as newspaper articles, letters and
magazines).
Level 3 – Developing (address previous outcomes as needed)
a) Locate and identify forms and purposes of expository and informational texts via
multiple media (traditional print and electronic)
Level 4 – Expanding (address previous outcomes as needed)
a) Locate and identify forms and purposes of expository texts (such as essays)
Level 5 – Bridging (address previous outcomes as needed)
a) Locate and identify forms and purposes of informational texts (such as encyclopedia
and references found via search engines)
Examples of Instructional Activities and
Assessments:
WIDA, ELP Standard 2, Formative





LEVEL 1: Find identifying information on non-fiction
text from illustrations, words or phrases.
LEVEL 2: Sequence events using illustrations and
graphic organizers (timelines)
LEVEL 3: Sort relevant from irrelevant information
using illustrations and graphic organizers.
LEVEL 4: Compare/contrast information usining
illustrations and graphic organizers
LEVEL 5: Synthesize information from various
perspectives and points of view from grade-level
material to form opinions.
78
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.5 Informational/Expository Text: Students will identify and analyze purposes, structures, and elements of nonfiction
English texts.
Alignment with Common Core College and Career Readiness Anchor Standards for Reading
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific
word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza)
relate to each other and the whole.
Topic Cluster: Text Features
Individual learning outcome: Use knowledge of text features to determine the purpose and meaning of a text. (link to ELA 13.6 13.18)
Level 1 – Entering
a) Identify common text features (such as title, headings, captions, pronunciation guide,
key words, glossary, table of contents) as sources of information in a text. (link to ELA
13.1)
Examples of Instructional Activities and
Assessments:
Level 2 – Beginning (address previous outcomes as needed)
a) Identify common structural features in text (such as paragraphs, topic sentences,
concluding sentences) (link to ELA 13.6)

Level 3 – Developing (address previous outcomes as needed)
a) Identify text features (such as preface, glossary, table of contents, appendix, index,
chapter summary, footnotes, bibliography) as sources for specific information. (link to
ELA 13.18)
 Explain how visual aids are used.
 Find an example of visual aid in non-fiction text
and introduce it to peers.
 Use highlighter to highlight text features in nonfiction text.
Level 4 – Expanding (address previous outcomes as needed)
a) Identify structural features within text that indicate purpose and meaning (such as as
topic sentences, concluding sentences, introduction, conclusion). (link to ELA 13.18)



Discuss prior experiences with reading non-fiction text.
Using non-fiction article, list what features they notice
in the text.
Compare how non-fiction text looks different from
fiction.
Identify “clues” in text structure that will help students
understand what they are reading.
Level 5 – Bridging (address previous outcomes as needed)
a) Demonstrate understanding of how common text and structural features help determine
purpose or meaning of text by suggesting alternative wording for these methods to
convey ideas.
79
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.5 Informational/Expository Text: Students will identify and analyze purposes, structures, and elements of nonfiction
English texts.
Alignment with Common Core College and Career Readiness Anchor Standards for Reading
Craft and Structure
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza)
relate to each other and the whole.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Topic Cluster: Graphic Features
Individual learning outcome: Use knowledge of common graphic features to determine the purpose and meaning of text. (ELA 13.7)
Level 1 – Entering
a) Identify graphic features found in text (such as illustrations, labeled drawings, type
size, charts, maps, diagrams). (link to ELA 13.2)
Level 2 – Beginning (address previous outcomes as needed)
a) Locate and identify graphic features in text (such as charts, maps, timelines, tables,
diagrams, captions, illustrations). (link to ELA 13.14)
Examples of Instructional Activities and
Assessments:
WIDA, ELP Standard 1, Summative


Level 3 – Developing (address previous outcomes as needed)
a) Begin to refer to common graphic features of text that support and demonstrate
understanding of text.

Level 4 – Expanding (address previous outcomes as needed)
a) Expand reference to common graphic features of text that support and demonstrate
understanding of text.


LEVEL 1: Select general themes related to topic from
pictures and words or phrases.
LEVEL 2: Locate information in visually or graphically
supported text on topic.
LEVEL 3: Identify overall message from visually or
graphically supported examples of topic.
LEVEL 4: Compare information from visually or
graphically supported text (schedules, graphs etc)
LEVEL 5: Infer information on topic from text.
Level 5 – Bridging (address previous outcomes as needed)
a) Locate and create supplementary graphic features using multiple media to explain the
purpose and meaning of text.
80
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.5 Informational/Expository Text: Students will identify and analyze purposes, structures, and elements of nonfiction
English texts.
Alignment with Common Core College and Career Readiness Anchor Standards for Reading
Key Ideas and Details
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza)
relate to each other and the whole.
Topic Cluster: Organization
Individual learning outcome: Use knowledge of common organizational structure (chronological order) to determine meaning of text. (link to ELA
13.8)
Level 1 – Entering
a) Identify words that signal chronological order in text (such as before, after, finally,
first, last).
Level 2 – Beginning (address previous outcomes as needed)
a) Identify and chronological order found in text (link to ELA 13.8)
Examples of Instructional Activities and
Assessments:



Complete Flow charts
Highlight signal words in non fiction passage
Locate information in visually or graphically supported
text on topic.
Level 3 – Developing (address previous outcomes as needed)
a) Identify logical order found in text. (link to ELA 13.8)
Level 4 – Expanding (address previous outcomes as needed)
a) Cite word examples when explaining chronological and logical order in texts.
Level 5 – Bridging (address previous outcomes as needed)
a) Consistently demonstrate knowledge of chronological order in text through explanation
using key signal words
81
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.5 Informational/Expository Text: Students will identify and analyze purposes, structures, and elements of nonfiction
English texts.
Alignment with Common Core College and Career Readiness Anchor Standards for Language
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
College and Career Readiness Anchor Standards for Reading
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific
word choices shape meaning or tone.
Topic Cluster: Organization (cont.)
Individual learning outcome: Use knowledge of organizational structures in nonfiction text to determine meaning. (link to ELA 13.20)
Level 1 – Entering
a) Identify simple signal words that indicate text organization such as:
b) Compare and contrast: but, however, yet
c) Cause and effect: because, since
Examples of Instructional Activities and
Assessments:
Level 2 – Beginning (address previous outcomes as needed)
a) Expand identification of increasingly complex signal words and phrases that indicate
text organization such as:
• Compare and contrast: as opposed to, after all, nevertheless
• Cause and effect: on account of, due to the fact, for this reason, thus
Level 3 – Developing (address previous outcomes as needed)
a) Express simple signal words that reflect text organization when explaining meaning of
text
Level 4 – Expanding (address previous outcomes as needed)
a) Express increasingly complex signal words that reflect text organization to explain
meaning of text
Level 5 – Bridging (address previous outcomes as needed)
a) Consistently refer to and express a full range of signal words that reflect text
organization to explain meaning of text.
82
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.5 Informational/Expository Text: Students will identify and analyze purposes, structures, and elements of nonfiction
English texts.
Alignment with Common Core College and Career Readiness Anchor Standards for Reading
Key Ideas and Details
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Topic Cluster: Text Analysis
Individual learning outcome: Summarize main ideas and supporting details. (ELA 13.12)
Level 1 – Entering
a) Identify facts in a text. (ELA 13.9)
Level 2 – Beginning (address previous outcomes as needed)
a) Identify facts in a text to answer the reader’s or other questions. (ELA 13.9)
b) Identify main ideas and important facts in a text. (link to ELA 13.5)
Examples of Instructional Activities and
Assessments:


Summarize by stating main idea in one sentence
Complete main idea and details graphic organizer
Level 3 – Developing (address previous outcomes as needed)
a) Identify and begin to restate main ideas and important facts in a text. (link to ELA
13.5)
Level 4 – Expanding (address previous outcomes as needed)
a) Extend ability to restate main ideas and important facts in more difficult texts
Level 5 – Bridging (address previous outcomes as needed)
a) Consistently and effectively restate main ideas and important facts from increasingly
complex texts
83
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.5 Informational/Expository Text: Students will identify and analyze purposes, structures, and elements of nonfiction
English texts.
Alignment with Common Core College and Career Readiness Anchor Standards for Reading
Key Ideas and Details
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza)
relate to each other and the whole.
Topic Cluster: Text Analysis (cont.)
Individual learning outcome: Distinguish cause from effect in text. (ELA 13.10)
Level 1 – Entering
b) Demonstrate understanding of a cause and an ensuing effect (such as because the sun
set it is dark)
Level 2 – Beginning (address previous outcomes as needed)
c) Identify examples from a text that show causes
d) Identify examples from a text that show effects (link to ELA 13.10)
Examples of Instructional Activities and
Assessments:



Cause and effect graphic organizer
Reading response log
Literature circle participation
Level 3 – Developing (address previous outcomes as needed)
a) Identify examples of causes within a text and explain their impact.
b) Identify examples of effects in a text and explain how they were caused
Level 4 – Expanding (address previous outcomes as needed)
a) Identify and explain the cause/effect relationship to a situation discussed in the text
Level 5 – Bridging (address previous outcomes as needed)
b) Explain how altering a cause would impact an effect discussed in the text
84
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.5 Informational/Expository Text: Students will identify and analyze purposes, structures, and elements of nonfiction
English texts.
Alignment with Common Core College and Career Readiness Anchor Standards for Reading
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking
to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Craft and Structure
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the
evidence.
Topic Cluster: Text Analysis (cont.)
Individual learning outcome: Distinguish fact from opinion or fiction in informational texts. (ELA 13.11)
Level 1 – Entering
a) Identify examples of fact, opinion, or fiction in expository or informational texts. (link
to ELA 13.11
Level 2 – Beginning (address previous outcomes as needed)
a) Identify examples of facts in expository or informational texts
Level 3 – Developing (address previous outcomes as needed)
a) Identify examples of opinion in expository or informational tests.
Level 4 – Expanding (address previous outcomes as needed)
a) Identify examples of fact, opinion, and fiction in expository or informational texts.
(link to ELA 13.11)
Level 5 – Bridging (address previous outcomes as needed)
a) Identify examples of fact, opinion, and fiction in expository or informational texts and
explain why they are categorized as such.
Examples of Instructional Activities and
Assessments:
WIDA, ELP Standard 2, Formative





LEVEL 1: Match label or identify facts from
illustrations and phrases (e.g., “I see” or “There is”.)
LEVEL 2: Idenify language associated with fact in
fiction or non-fiction illustrated paragraphs (e.g., I know
that “ or “It is true that”)
LEVEL 3: Sort language associated with fact and
opinion in fiction or non-fiction illustrated text (e.g. “I
believe that” orIt could be”)
LEVEL 4: Differentiate between statements of fact and
opinion found in various illustrated reading selections.
LEVEL 5: Identify authors’ purpose asociated with fact
and opinion in fiction or non-fiction from grade level
text.
85
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.5 Informational/Expository Text: Students will identify and analyze purposes, structures, and elements of nonfiction
English texts.
Alignment with Common Core College and Career Readiness Anchor Standards for Reading
Key Ideas and Details
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Craft and Structure
6. Assess how point of view or purpose shapes the content and style of a text.
Topic Cluster: Text Analysis (cont.)
Individual learning outcome: Analyze main ideas, supporting ideas, and supporting details for purpose and meaning. (link to ELA 13.17)
Level 1 – Entering
a) Identify content words to locate needed information in text.
Level 2 – Beginning (address previous outcomes as needed)
a) Identify and represent graphically main ideas in text. (link to ELA 13.17)
Examples of Instructional Activities and
Assessments:
WIDA, ELP Standard 2, Summative

Level 3 – Developing (address previous outcomes as needed)
a) Identify and represent graphically main ideas, supporting ideas, and supporting details
in text. (link to ELA 13.17)

Level 4 – Expanding (address previous outcomes as needed)
a) Identify the author’s purpose in informational texts.

Level 5 – Bridging (address previous outcomes as needed)
a) Identify the author’s purpose in informational text and support answers with
information from main ideas, supporting ideas and supporting details in text.


LEVEL 1: Find identifying information illustrative of
main ideas from illustrations, words or phrases.
LEVEL 2: Sort main ideas and details from sentences
using visual support and graphic organizers.
Level3: Match main ideas with their details from
paragraphs using visual support and graphic organizers.
LEVEL 4: Interpret text to identify main ideas and
details from multiple paragraphs using visual or graphic
support.
LEVEL 5: Form or infer main ideas from details using
grade-level materials.
86
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.5 Informational/Expository Text: Students will identify and analyze purposes, structures, and elements of nonfiction
English texts.
Alignment with Common Core College and Career Readiness Anchor Standards for Reading
Craft and Structure
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Topic Cluster: Text Analysis (cont.)
Individual learning outcome: Analyze primary source documents and other artifacts to determine how they reflect cultural perspectives. (link to FL
4.21)
Level 1 – Entering
a) Identify a familiar artifact that represents a selected topic or theme.
Examples of Instructional Activities and
Assessments:
Level 2 – Beginning (address previous outcomes as needed)
a) Select materials and artifacts that represent different cultural experiences related to a
selected topic or theme




Level 3 – Developing (address previous outcomes as needed)
a) Use a primary source document to identify a cultural perspective related to a selected
topic or theme
Level 4 – Expanding (address previous outcomes as needed)
a) Select materials and artifacts that represent different cultural experiences related to a
selected topic or theme.



Define primary source document and artifact
Give examples of primary source documents
Give examples of artifacts
Use an artifact to state important feature or values of a
culture
Use various primary source documents: art, letter,
photograph, pottery etc. to state important features or
values of a culture.
Identify what a primary source document can tell us.
Brainstorm list of items that will one day be primary
source items illustrating our culture.
Level 5 – Bridging (address previous outcomes as needed)
a) Compare primary source documents and other materials and artifacts that represent
different cultural perspectives related to a selected topic or theme.
87
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.5 Informational/Expository Text: Students will identify and analyze purposes, structures, and elements of nonfiction
English texts.
Alignment with Common Core College and Career Readiness Anchor Standards for Reading
Integration of Knowledge and Ideas
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the
evidence.
Topic Cluster: Text Analysis (cont.)
Individual learning outcome: Recognize use of arguments for and against an issue. (ELA 13.21)
Level 1 – Entering
a) Represent an event from a text through the use annotated pictures or drawings
Level 2 – Beginning (address previous outcomes as needed)
a) Identify content words that help show myriad perspectives of an event in the text.
Level 3 – Developing (address previous outcomes as needed)
a) Identify and explain one perspective of a given event.
Examples of Instructional Activities and
Assessments:


Use graphic organizer to chart arguments for and
against an issue in a reading passage.
Use TPR technique to demonstrate understanding of
various sides of an issue (go to this side of the room if
…)
Level 4 – Expanding (address previous outcomes as needed)
a) Identify and explain multiple perspectives on a given event.
Level 5 – Bridging (address previous outcomes as needed)
a) Compare and contrast interpretations of events over an historical period of time.
88
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.6 Research: Students will gather information in English from a variety of sources, analyze and evaluate the quality of the
information obtained, and use it to answer their own and others’ questions.
Alignment with Common Core College and Career Readiness Anchor Standards for Writing
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information
while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Topic Cluster: Gathering Information
Individual learning outcome:
1. Generate questions, list sources to be used in research. (link to ELA 19.8)
2. Obtain information from a variety of print and non-print resources (ELA 24.3)
Level 1 – Entering
a) Select questions from a list to guide research on a given topic.
Level 2 – Beginning (address previous outcomes as needed)
a) Generate questions to guide research on a topic of interest. (link to ELA 24.1)
Examples of Instructional Activities and
Assessments:


Level 3 – Developing (address previous outcomes as needed)
a) Identify key words to assist in searching for helpful information.


Level 4 – Expanding (address previous outcomes as needed)
a) Identify sources of information (such as books, Internet, graphics, CD-ROMs, firstlanguage resources) and use them to answer the questions generated.
b) Initiate a plan to search for information

Level 5 – Bridging (address previous outcomes as needed)
a) Identify specific, topic-related information in resources, using indexes, tables of
contents, and electronic search key words.

Write questions based on unit of study
Highlight questions that will best be answered through
the research process
Select top question to be researched
Brainstorm/List sources from which this question could
be answered.
Use a research planning graphic organizer to chart way
through the research process and stay organized.
WIDA, ELP Standard 1, Summative




LEVEL 1: Produce words in response to WH- questions
about prompt and models,
LEVEL 2: Produce phrases or short sentences in
response to open-ended questions from picture prompts.
LEVEL 3: Use sentences to provide information in
response to picture prompts.
LEVEL 4: Describe strategies/sources and use them to
answer questions generated.
LEVEL 5: Explain, with detail, various resources used
to gather information.
89
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.6 Research: Students will gather information in English from a variety of sources, analyze and evaluate the quality of the
information obtained, and use it to answer their own and others’ questions.
Alignment with Common Core College and Career Readiness Anchor Standards for Writing
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information
while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Topic Cluster: Organizing and Analyzing Information
Individual learning outcome: Summarize data gathered through research.
Level 1 – Entering
a) Gather one to three pieces of basic information in order to answer a basic research
question
Level 2 – Beginning (address previous outcomes as needed)
a) Gather three to five pieces of basic information in order to answer a basic research
question
b) Visually represent data gathered through research (such as in a graph, chart or
timeline).
Level 3 – Developing (address previous outcomes as needed)
a) Gather five pieces of information in order to answer a complex research question
Examples of Instructional Activities and
Assessments:
WIDA, ELP Standard 1, Summative





LEVEL 1: Select general themes related to topic from
pictures and words or phrases.
LEVEL 2: Locate information in visually or graphically
supported text on topic.
LEVEL 3: Identify overall message from visually or
graphically supported examples of topic.
LEVEL 4: Compare information from visually or
graphically supported text (schedules, graphs etc)
LEVEL 5: Infer information from text.
Level 4 – Expanding (address previous outcomes as needed)
a) Select information pertinent to a research question from all information gathered.
Level 5 – Bridging (address previous outcomes as needed)
a) Effectively gather data through research, select information pertinent to a research
question, and explain what was learned in the process.
90
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.6 Research: Students will gather information in English from a variety of sources, analyze and evaluate the quality of the
information obtained, and use it to answer their own and others’ questions.
Alignment with Common Core College and Career Readiness Anchor Standards for Writing
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information
while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Topic Cluster: Organizing and Analyzing Information
Individual learning outcome: Organize information for research reports that include quotations, footnotes or endnotes, and bibliographies. (ELA 19.21)
Level 1 – Entering
a) Identify two pieces of relevant information gathered during research
Examples of Instructional Activities and
Assessments:
Level 2 – Beginning (address previous outcomes as needed)
a) Identify five pieces of relevant information gathered during research
Level 3 – Developing (address previous outcomes as needed)
a) Determine the relevance of information gathered and discard irrelevant information.
(link to ELA 24.3)
Level 4 – Expanding (address previous outcomes as needed)
a) Differentiate between paraphrasing and using direct quotations in a report. (ELA 24.4)
b) Identify information that will require quotations (ELA 24.4).
Level 5 – Bridging (address previous outcomes as needed)
a) Use consistent format for footnotes or endnotes (link to ELA 24.4)
b) Use standard bibliographic format to document sources. (ELA 24.4)
91
Randolph Public Schools – Grades 5-6 ELD Reading Curriculum Frameworks (Aug. 2011)
General Outcome: R.6 Research: Students will gather information in English from a variety of sources, analyze and evaluate the quality of the
information obtained, and use it to answer their own and others’ questions.
Alignment with Common Core College and Career Readiness Anchor Standards
Writing
Research to Build and Present Knowledge
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Listening and Speaking
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing
their own clearly and persuasively.
Topic Cluster: Evaluating Research Criteria
Individual learning outcome:
1. Use a scoring guide to evaluate group work on a research project.
2. Use scoring guides or rubrics to self-assess a research project prior to presentation.
Level 1 – Entering
a) Participate in small-group work to plan and complete a research project.
Examples of Instructional Activities and
Assessments:
Level 2 – Beginning (address previous outcomes as needed)
a) Participate in all jobs required to complete a small-group research project.
Level 3 – Developing (address previous outcomes as needed)
a) Self-assess individual work for a research project. (link to ELA 24.2)
Level 4 – Expanding (address previous outcomes as needed)
a) Self–assess individual and group work for a research project and effectively explain
thoughts and opinions that determined decision.
b) Relate report writing to questions asked at the beginning of the research project.
c) Evaluate a research project as a whole, using a teacher-created scoring guide (link to
ELA 24.3)
Level 5 – Bridging (address previous outcomes as needed)
a) Determine and describe the essential features of an effective research report or project
(link to ELA 24.3)
92
Randolph Public Schools
ELD Curriculum Frameworks
Grade 5-6
Writing
August 2011
Randolph Public Schools – Grades 5-6 ELD Writing Curriculum Frameworks (Aug. 2011)
General Outcome: W.1 Prewriting – Students will plan for writing in English by building on prior knowledge, generating words, and
organizing ideas for a particular audience and purpose.
Alignment with Common Core College and Career Readiness Anchor Standards for Writing
Text Types and Purpose
1. Write arguments to support claims in an analysis of substantive topics, using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection,
organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event
sequences.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a
range of tasks, purposes, and audiences.
Topic cluster: Planning to Write
Individual learning outcomes:
1. Plan ideas for writing in a way that makes sense for an identified purpose and audience (link to ELA 23.2)
2. Identify the structures and length that support the audience, purpose, and topic of a writing task.
Level 1 – Entering (outcome 1 only)
a) Identify the audience for and the purpose of a writing task (such as narrating,
describing, explaining). (link to ELA 20)
Level 2 – Beginning (outcome 1 only) (address previous outcomes as needed)
a) Identify the criteria for completing a writing task (link to ELA 25.2)
b) Select the form or genre (such as fiction, non-fiction, poetry, letter, journal list)
appropriate for an intended audience.
Level 3 – Developing (outcomes 1 and 2) (address previous outcomes as needed)
a) Identify the steps in planning a writing task (such as asking for or giving information,
expressing ideas, describing objects, responding to text), using a visual organizer.
b) Identify the topic and purpose of a writing task.
Examples of Instructional Activities and
Assessments:









WIDA, ELP Standard 1, Summative

Level 4 – Expanding (outcomes 1 and 2) (address previous outcomes as needed)
a) Create a topic sentence and a concluding sentence that reflect the purpose of a writing
task (link to ELA 23.8)
b) Determine the appropriate length for a writing task based on its purpose and audience.
Develop RAFT
brainstorm
Use G.O. to organize
Use 5 Ws as guild
Use story map
identify audience and purpose on chart
model specific types of writing
read and emulate writing styles of specific authors
three dimensional organizers

LEVEL 1: Identify words or phrases related to topic.
Select general themes related to topic activities from
pictures and words and phrases.
LEVEL 2: List dos and don'ts regarding writing.
Create phrases from models and check with a partner
Randolph Public Schools – Grades 5-6 ELD Writing Curriculum Frameworks (Aug. 2011)
General Outcome: W.1 Prewriting – Students will plan for writing in English by building on prior knowledge, generating words, and
organizing ideas for a particular audience and purpose.
Level 5 – Bridging (address previous outcomes as needed)
a) Generate questions that consider the audience and purpose of a writing task (link to
ELA 23.8).



for edits and revision.
Describe familiar forms or genres based on class models
using language experience in L1 or L2.
LEVEL 3: Identify steps related to task of writing
specific forms of writing.
LEVEL 4: Produce grade-level paragraphs using writing
process.
LEVEL 5: Compose questions that consider the
audience and purpose of writing task.
Randolph Public Schools – Grades 5-6 ELD Writing Curriculum Frameworks (Aug. 2011)
General Outcome: W.1 Prewriting – Students will plan for writing in English by building on prior knowledge, generating words, and
organizing ideas for a particular audience and purpose.
Alignment with Common Core College and Career Readiness Anchor Standards for Writing
Text Types and Purpose
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection,
organization, and analysis of content.
Topic cluster: Increasing Vocabulary
Individual learning outcomes:
1. Write lists of words and phrases needed to accomplish an assigned task. (all ELD levels)
2. List words and phrases to support structure and meaning within and among paragraphs of a writing task (ELD 3-5 only)
Level 1 – Entering
a) Identify previously learned words and phrases that are related to the topic of a writing
task.
Level 2 – Beginning (address previous outcomes as needed)
a) List new words and phrases related to the topic of a writing task.
Level 3 – Developing (address previous outcomes as needed)
a) List new words to be considered for a writing task using resources such as a glossary,
or dictionary.
Level 4 – Expanding (address previous outcomes as needed)
a) Identify words to add variety and detail to consider for use in a writing task.
Level 5 – Bridging (address previous outcomes as needed)
a) Select words that suit the audience and purpose of a writing task.
Examples of Instructional Activities and
Assessments:






Use glossary, dictionary, and thesaurus in writing.
Use vocabulary/phrase in topic sentence.
word web of examples
semantic web
picture word games
Write new words in student word journal
WIDA, ELP Standard 1, Summative





LEVEL 1: Produce word/phrase list from labeled
pictures and check with a partner.
LEVEL 2: List words and phrases related to topic.
LEVEL 3: Use new vocabulary in writing.
Explain usefulness of words and phrases.
LEVEL 4: Create a dictionary on topic
LEVEL 5: Self-assess to edit and revise writing to
produce final drafts.
Randolph Public Schools – Grades 5-6 ELD Writing Curriculum Frameworks (Aug. 2011)
General Outcome: W.1 Prewriting – Students will plan for writing in English by building on prior knowledge, generating words, and
organizing ideas for a particular audience and purpose.
Alignment with Common Core College and Career Readiness Anchor Standards for Writing
Text types and Purposes
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event
sequences.
Production and Distribution of Writing
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Topic cluster: Organizing Ideas
Individual learning outcome:
1. Organize information to be expressed in writing in a way that makes sense for the purpose and the audience.(link to ELA 23.2)
Level 1 – Entering
a) Begin to group words and ideas for a writing task that are related and place them in
logical order, using visual organizers (link to ELA 23.7)
Level 2 – Beginning (address previous outcomes as needed)
a) Continue to group ideas for a writing task that are related and place them in logical
order, using visual organizers (link to ELA 23.7)
b) Organize ideas to write an account of a personal experience in a way that makes sense
(ELA 23.5)
c) Identify basic transition words related to story development (such as at the beginning,
at the end).
Examples of Instructional Activities and
Assessments:





WIDA, ELP Standard 1, Summative


Level 3 – Developing (address previous outcomes as needed)
a) Arrange events in sequential order when writing a personal or familiar experience (link
to ELA 23.1)

Level 4 – Expanding (address previous outcomes as needed)
a) Arrange plot events in an order that leads to the climax of a story (link to ELA 23.3).

Level 5 – Bridging (address previous outcomes as needed)
a) Place related ideas in logical order in a single-paragraph format (link to ELA 23.8).
use graphic organizer to chart information
fill in flow chart
use specific vocabulary or phrases from cards in writing
conference with teacher
Use story map to outline story

LEVEL 1: Draw, label, or list words related to topic.
LEVEL 2: Describe objects or practices related to topic
List illustrated events using phrases or short sentences
based on models in round tables with peers.
Sequence events or ideas from visuals in L1 or L2.
LEVEL 3: Describe a series of illustrated events using
related sentences in narrative form based on models in
round tables with peers.
LEVEL 4: Sequence a series of events using paragraph
transitions based on models and peer edits.
LEVEL 5: Produce grade level paragraph or report
using Process writing.
Randolph Public Schools – Grades 5-6 ELD Writing Curriculum Frameworks (Aug. 2011)
General Outcome: W.1 Prewriting – Students will plan for writing in English by building on prior knowledge, generating words, and
organizing ideas for a particular audience and purpose.
Alignment with Common Core College and Career Readiness Anchor Standards for Writing
Text Types and Purposes
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection,
organization, and analysis of content.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Topic cluster: Organizing Ideas (cont.)
Individual learning outcomes:
1. Organize information about a topic into a paragraph with a topic sentence, supporting details, and a concluding sentence. (ELD 3-5)
2. Organize information about a topic into a multi-paragraph format with an introductory paragraph, supporting paragraphs, and a concluding
paragraph (ELD 4-5)
Level 1 – Entering – not applicable
Level 2 – Beginning – not applicable
Level 3 – Developing
a) Identify the organizational structure of a writing task (such as compare and contrast).
b) Identify words and phrases that connect ideas within a paragraph (such as first, then,
finally, next, in addition, for example).
c) Place related ideas in logical order in a single-paragraph format. (link to ELA 23.8)
Level 4 – Expanding (address previous outcomes as needed)
a) Identify the organizational structure of a writing task (such as cause/effect,
classification, persuasion or argument).
b) Outline an introductory paragraph and a concluding paragraph that reflect the needs of
an identified audience and purpose of a writing task. (link to ELA 23.10)
c) Place related ideas in logical order in a multiple-paragraph format. (link to ELA 23.7)
Examples of Instructional Activities and
Assessments:





Use G O or to chart information.
Use specific vocabulary or phrases from cards in
writing.
Conference with teacher.
Use outline form
Use story map to outline story.
WIDA, ELP Standard 1, Summative

LEVEL 3: Sequence events or ideas.
Identify series of words and phrases that connects ideas
within a paragraph.
Compare and contrast the organizational structures
within a paragraph.
Randolph Public Schools – Grades 5-6 ELD Writing Curriculum Frameworks (Aug. 2011)
General Outcome: W.1 Prewriting – Students will plan for writing in English by building on prior knowledge, generating words, and
organizing ideas for a particular audience and purpose.
 LEVEL 4: Revise paragraphs in logical sequence
Level 5 – Bridging (address previous outcomes as needed)
 LEVEL 5: Make connections among paragraphs using
a) Group ideas for a writing task that are related and place them in logical order, using
select words and phrases.
visual organizers. (link to ELA 23.7)
b) Select words and phrases that connect ideas among paragraphs, such as • comparing: in
the same way, similarly, like, as • adding an idea: in addition, another reason is, also,
for instance, additionally, finally • concluding or summarizing: as a result, finally, to
sum up, in short, since, in summary
Randolph Public Schools – Grades 5-6 ELD Writing Curriculum Frameworks (Aug. 2011)
General Outcome: W2 Writing: Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient
detail.
Alignment with Common Core College and Career Readiness Anchor Standards for Writing
Text Types and Purpose
2. Write informative/explanatory text to examine and convey complex ideas and information clearly and accurately through the effective selection,
organization, analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event
sequences.
Production and Distribution of Writing
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Topic cluster: Providing Information
Individual learning outcome:
Write directions, instructions, or explanations with multiple sentences that provide information in a logical order. (link to ELA 19.7)
Level 1 – Entering
a) Diagram and label information to be conveyed in a writing task.
Examples of Instructional Activities and
Assessments:
Level 2 – Beginning (address previous outcomes as needed)
a) Begin to write basic research questions. (ELA 19.8)




Level 3 – Developing (address previous outcomes as needed)
a) Write research questions of greater complexity. (ELA 19.8)
Level 4 – Expanding (address previous outcomes as needed)
a) Enumerate, in list or outline form, points or steps one by one
Level 5 – Bridging (address previous outcomes as needed)
a) Write brief summaries of information gathered through research. (ELA 19.11)
write friendly letter
Three dimensional GO:
Window, fold up tab, three-quarter book
Use 5 Ws to organize information
WIDA, ELP Standard 1, Summative





LEVEL 1: Produce personal words/phrases from labeled
pictures and check with a partner for edits and revision.
LEVEL 2: Respond to questions from peers or teachers
about information gathering.
LEVEL 3: Ask questions to obtain information to share
with peers in L1 or L2.
LEVEL 4: Clarifying information by restating or
rephrasing ideas.
LEVEL 5: Write specific information that supports
ideas.
Randolph Public Schools – Grades 5-6 ELD Writing Curriculum Frameworks (Aug. 2011)
General Outcome: W2 Writing: Students will write in English for a variety of purposes with focus, coherent organization, and sufficient detail.
Alignment with Common Core College and Career Readiness Anchor Standards for Writing
Text Types and Purpose
2. Write informative/explanatory text to examine and convey complex ideas and information clearly and accurately through the effective selection,
organization, analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event
sequences.
Production and Distribution of Writing
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Topic cluster: Providing Information
Individual learning outcome:
1. Write a paragraph that provides information and includes a topic statement supporting details, and a conclusion. (ELD 1-3, link to ELA 19.17)
2. Write a multi-paragraph composition with clear topic development, logical organization, and effective use of detail. (ELD 4-5, link to ELA 19.23)
Level 1 – Entering
a) Begin to write lists and short notes for a specified informational purpose (such as
postcard to a friend, shopping list). (link to FL 3.5)
Level 2 – Beginning (address previous outcomes as needed)
a) Write lists and short notes for a specified informational purpose (such as postcard to a
friend, shopping list). (link to FL 3.5)
b) Write a topic sentence with a clear focus (such as one that explains a process,
summarizes a personal experience.)
Level 3 – Developing (address previous outcomes as needed)
a) Write short accounts of personal or familiar experiences, including academic topics.
b) Write a conclusion that supports the details provided in a written explanation
c) Write a short explanation of a process that includes a topic sentence, details, and a
conclusion. (ELA 19.17).
Level 4 – Expanding (address previous outcomes as needed)
a) Identify general and supporting ideas for a multi-paragraph composition.
b) Write the topic sentence for a multi-paragraph composition.
c) Identify details for supporting paragraphs for a multi-paragraph composition.
d) Write the introductory paragraph and concluding paragraph for a multi-paragraph
composition.
Examples of Instructional Activities and
Assessments:





Journal entry
write friendly letter
Three dimensional GO:
Window, fold up tab, three-quarter book
Use 5 Ws to organize information
WIDA, ELP Standard 1, Summative





LEVEL 1: Produce words/phrases or illustrations
associated with topic and purpose.
LEVEL 2: Identify lists or notes associated with topic.
Produce phrase or short sentence associated with topic.
LEVEL 3: Write sentence to provide information about
self or an experience.
LEVEL 4: Sequence a series of paragraphs based on
models.
LEVEL 5: Produce grade level reports.
Randolph Public Schools – Grades 5-6 ELD Writing Curriculum Frameworks (Aug. 2011)
General Outcome: W2 Writing: Students will write in English for a variety of purposes with focus, coherent organization, and sufficient detail.
Level 5 – Bridging (address previous outcomes as needed)
a) Write supporting paragraphs with topic sentences, details, and concluding sentences for
a multi-paragraph composition.
b) Write brief research reports with clear focus and supporting detail. (ELA 19.16)
Randolph Public Schools – Grades 5-6 ELD Writing Curriculum Frameworks (Aug. 2011)
General Outcome: W2 Writing: Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient
detail.
Alignment with Common Core College and Career Readiness Anchor Standards for Writing
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under
investigation.
Topic cluster: Responding to Text
Individual learning outcome:
Write a brief response to a literary text or an explanation of an informal text, using evidence from the text as a support (link to ELA 19.12)
Level 1 – Entering
a) Select a sentence from a literary or an informational text that synthesizes a given set of
facts or ideas.
Level 2 – Beginning (address previous outcomes as needed)
a) List evidence from a literary or an informational text that supports a given topic
sentence.
Level 3 – Developing (address previous outcomes as needed)
a) Write a sentence that synthesizes a given set of facts or ideas from a literary or an
informational text.
Examples of Instructional Activities and
Assessments:






copy selected text to inform
think aloud during writing
use GO to organize information
use main idea with details chart
Use venn diagram to compare and contrast
theme chart to locate details or clues to write theme
sentence
WIDA, ELP Standard 1, Summative
Level 4 – Expanding (address previous outcomes as needed)
a) Write sentences that offer opinions on stories, plays, and movies. (link to FL3.17)

Level 5 – Bridging (address previous outcomes as needed)
a) Write reviews of stories, plays, and movies. (link to FL3.17)




LEVEL 1: Produce personal words/phrases from
labeled pictures and check with a partner for edits and
revision.
LEVEL 2: Create phrases/short sentences from models
and check with a partner for edits and revisions.
LEVEL 3: Edit revise guided writing(e.g., for
conventions and structures) based on teacher feedback.
LEVEL 4: Differentiate between statements of fact and
opinion found in various reading selections.
Express connected ideas to relate personal opinions.
LEVEL 5: Provide extended opinion with justification
in regard to personal opinions.
Randolph Public Schools – Grades 5-6 ELD Writing Curriculum Frameworks (Aug. 2011)
General Outcome: W2 Writing: Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient
detail.
Alignment with Common Core College and Career Readiness Anchor Standards for Writing
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under
investigation.
Topic cluster: Responding to a Text
Individual learning outcome:
Write an essay that includes a topic statement, supporting details, and a conclusion. (link to ELA 19.22)
Level 1 – Entering – Not Applicable
Level 2 – Beginning – Not Applicable
Level 3 – Developing
a) Define the purpose (such as informing, entertaining) of a personal or literary essay.
Level 4 – Expanding (address previous outcomes as needed)
a) Define the purpose (such as analyzing, informing, entertaining, convincing) of a
personal, literary, or persuasive essay.
Level 5 – Bridging (address previous outcomes as needed)
a) Select the degree of formality for tone, style, diction, and mood appropriate to the
identified audience and for the purpose of a proposed essay.
Examples of Instructional Activities and
Assessments:





theme chart to locate details or clues to write theme
sentence
analyze the prompt
focus on features
Teach the trait
Use rubric
WIDA, ELP Standard 1, Summative



LEVEL 3: Analyze the purpose of essay.
LEVEL 4: Analyze and compare and contrast different
essays.
LEVEL 5: Discuss or propose appropriate response to
essay.
Randolph Public Schools – Grades 5-6 ELD Writing Curriculum Frameworks (Aug. 2011)
General Outcome: Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient detail.
Alignment with Common Core College and Career Readiness Anchor Standards for Writing
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a
range of tasks, purposes, and audiences.
Topic cluster: Writing a Story
Individual learning outcome:
1. Write a story that has a beginning, middle, and end (ELD 1-2)
2. Write a story with well-developed characters, setting, dialogue, and conflict and resolution that includes sufficient descriptive detail. (ELD 3-5)
(ELA 19.19)
Level 1 – Entering
a) Draw or sequence pictures to tell or retell a story. (link to ELA 19.1)
b) Tell or retell a story in chronological sequence. (link to ELA 19.2)
Level 2 – Beginning (address previous outcomes as needed)
a) List details that describe story events.
Level 3 – Developing (address previous outcomes as needed)
a) Identify and describe elements of a story (such as characters, dialogue, setting, plot).
(FL 3.10; ELA 9.14)
Level 4 – Expanding (address previous outcomes as needed)
a) Write a story that contains the basic elements of a story. (link to ELA 19.14)
Level 5 – Bridging (address previous outcomes as needed)
a) Identify and describe elements of a story (such as characters, dialogue, setting, plot,
conflict, resolution). (EL 3.10; ELA 19.14)
Examples of Instructional Activities and
Assessments:




fill in story chart and write story
fill in flow chart and write sequences of events
accordion folder to show sequence
Semantic web
WIDA, ELP Standard 1, Summative







LEVEL 1: Produce personal words/phrases from labeled
pictures and check with a partner for edits and revision.
LEVEL 2: Create phrases/short sentences from models
and check with a partner for edits and revisions.
LEVEL 3: Summarize story lines, issues, or conflicts in
story.
LEVEL 4: Discuss relationships among ideas in story.
Edit and revise writing. (e.g., using word processing or
rubrics) based on class or peer reviews.
LEVEL 5: Discuss relationships among ideas in story.
Self-assess to edit and revise writing to produce final
drafts.
Randolph Public Schools – Grades 5-6 ELD Writing Curriculum Frameworks (Aug. 2011)
General Outcome: Writing W2 – Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient
detail.
Alignment with Common Core College and Career Readiness Anchor Standards for Writing
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a
range of tasks, purposes, and audiences.
Topic cluster: Writing a Letter
Individual learning outcome:
Write a letter, using appropriate form and degree of formality for its intended audience. (link to ELA 19.18)
Level 1 – Entering
a) Identify parts of a letter (such as heading, body, closing, signature).
Level 2 – Beginning (address previous outcomes as needed)
a) Write letters for a specific audience and purpose (such as thank-you note, invitation).
Level 3 – Developing (address previous outcomes as needed)
a) Write letters, notes, and/or e-mails for personal purposes. (FL 3.9)
Examples of Instructional Activities and
Assessments:





write letter using letter format
model and write letter
name each part of a letter
write formal letter
use RAFT
Level 4 – Expanding (address previous outcomes as needed)
a) Write a letter requesting specific information. (FL 3.15)
WIDA, ELP Standard 1, Summative
Level 5 – Bridging (address previous outcomes as needed)
a) Analyze differences and similarities between personal correspondence in English and
in the student’s first language. (FL 5)





LEVEL 1: Produce personal words/phrases from labeled
pictures and check with a partner for edits and revision.
LEVEL 2: Create phrases/short sentences from models
and check with a partner for edits and revisions.
LEVEL 3: Edit revise guided writing (e.g., for
conventions and structures) based on teacher feedback.
LEVEL 4: Edit and revise writing (e.g., using word
processing or rubrics) based on class or peer reviews.
LEVEL 5: Self-assess to edit and revise writing to
produce final drafts.
Randolph Public Schools – Grades 5-6 ELD Writing Curriculum Frameworks (Aug. 2011)
General Outcome: Writing W2 – Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient
detail.
Alignment with Common Core College and Career Readiness Anchor Standards for Writing
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a
range of tasks, purposes, and audiences.
Topic cluster: Writing a Poem
Individual learning outcomes:
1. Write a short poem that contains simple sensory details. (ELD 1-2)
2. Write a poem, using poetic techniques, figurative speech, and graphic elements to contribute to its meaning. (ELD 3-5) link to ELA 19.2
Level 1 – Entering
a) Identify sensory details in poems read or heard.
Examples of Instructional Activities and
Assessments:

emulate different types of poems
Level 3 – Developing (address previous outcomes as needed)
a) Identify figurative language used in poems (such as simile, personification) for
reference when writing poetry. (link to ELA 19.15)
b) Identify graphic elements used in poems (such as capital letters, line length), for
reference when writing poetry. (link to ELA 19.15)




write diamante poems
write cinquain poems
use thesaurus to find vocabulary to give sensory details
read and write own haiku
Level 4 – Expanding (address previous outcomes as needed)
a) Identify techniques used in writing poetry (such as alliteration, onomatopoeia, rhyme
scheme). (link to ELA 19.15)

Level 5 – Bridging (address previous outcomes as needed)
a) Identify figurative language used in poems (such as simile, metaphor, personification)
for reference when writing poetry. (link to ELA 19.15)
b) Identify graphic elements used in poems (such as capital letters, line length, word
position), for reference when writing poetry. (link to ELA 19.15)

Level 2 – Beginning (address previous outcomes as needed)
 write poems with alliterations, onomatopoeia, and
a) Identify sensory details in poems read or heard.
rhyme scheme
b) Identify techniques used in writing poetry (such as rhyme scheme). (link to ELA 19.15)  write concrete poems
WIDA, ELP Standard 1, Summative





LEVEL 1: Produce personal words/phrases from labeled
pictures and check with a partner for edits and revision.
LEVEL 2: Create phrases/short sentences from models
and check with a partner for edits and revisions.
Identify language and techniques associated with
writing poetry.
LEVEL 3: Identify language and techniques associated
with writing poetry.
Edit revise guided writing (e.g., for conventions and
structures) based on teacher feedback.
LEVEL 4: Edit and revise writing( e.g., using word
processing or rubrics) based on class or peer reviews.
LEVEL 5: Self-assess to edit and revise writing to
produce final drafts.
Randolph Public Schools – Grades 5-6 ELD Writing Curriculum Frameworks (Aug. 2011)
General Outcome: Writing W3 – Students will evaluate and revise word choice, sentence variety, and organization if ideas when writing in
English for a particular audience and purpose.
Alignment with Common Core College and Career Readiness Anchor Standards for Writing
Production and Distribution of Writing
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Topic cluster: Evaluation
Individual learning outcomes:
1. Use agreed-upon criteria to evaluate writing (ELD 1-2, link to ELA 25.2)
2. Use an agreed-upon scoring guide to review content and organization of writing in preparation for final editing. (ELD 3-5, link to ELA 25.3)
Level 1 – Entering
a) Begin to explain simple personal standards or judgment of quality of writing
Level 2 – Beginning (address previous outcomes as needed)
a) Explain in greater detail personal standards or judgment of quality of writing. (link to
ELA 25.2)
Level 3 – Developing (address previous outcomes as needed)
a) Identify prescribed criteria for evaluating writing. (link to ELA 25.3)
Level 4 – Expanding (address previous outcomes as needed)
a) Identify and describe prescribed criteria for evaluating writing. (link to ELA 25.3)
Level 5 – Bridging (address previous outcomes as needed)
a) As a group, develop and use scoring guides or rubrics to improve organization and
presentation of written projects. (link to ELA 25.4)
Examples of Instructional Activities and
Assessments:






conference
read examples of quality writing and emulate style
compare and contrast chart
peer editing
use writing rubric to edit draft
Use rubric
WIDA, ELP Standard 1, Summative






LEVEL 1: Draw, label, or list standards for writing.
LEVEL 2: Describe standards of writing from visuals.
LEVEL 3: Give examples of good writing
LEVEL 4: Explain the usefulness or importance of good
writing.
LEVEL 5: Discuss or propose modifications to
standards of writing.
Discuss or propose rubrics to improve writing of poetry.
Randolph Public Schools – Grades 5-6 ELD Writing Curriculum Frameworks (Aug. 2011)
General Outcome: Writing W3 – Students will evaluate and revise word choice, sentence variety, and organization if ideas when writing in
English for a particular audience and purpose.
Alignment with Common Core College and Career Readiness Anchor Standards for Writing
Research to Build and Present Knowledge
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information
while avoiding plagiarism.
Topic cluster: Organization
Individual learning outcome:
1. Identify and use words and phrases to make ideas clearer or more logical. (ELD 1-3, link to ELA 21.1)
2. Revise writing to improve organization of ideas. (ELD 4-5, link to ELA 21.6)
Level 1 – Entering
a) Begin to participate in revision of group writing through listening and limited
contribution..
b) Begin to participate in peer revision of writing through listening and limited
contribution.
Level 2 – Beginning (address previous outcomes as needed)
a) Expand participation in revision of group writing through increased contribution.
b) Expand participation in peer revision of writing through increased contribution.
Level 3 – Developing (address previous outcomes as needed)
a) Select and use helpful information provided in revision
b) Rearrange sentences to make writing more clear or interesting to the reader. (link to
ELA 21.4)
Level 4 – Expanding (address previous outcomes as needed)
a) Rearrange sentences to make writing more clear or interesting to the reader. (link to
ELA 21.4)
b) Revise writing to ensure coherence. (link to ELA 21.6)
Level 5 – Bridging (address previous outcomes as needed)
a) Revise writing to improve transitions between ideas. (link to ELA 21.6)
Examples of Instructional Activities and
Assessments:





model purpose
use RAFT
peer editing
talk through the text
Use thesaurus to have variety of words in writing
WIDA, ELP Standard 1, Summative





LEVEL 1: Draw, label, or list elements of good
writing.
LEVEL 2: Describe/list words or phrases for writing of
topic.
LEVEL 3: List helpful practices for revision.
LEVEL 4: Edit and revise writing (e.g., using word
processing or rubrics) based on class or peer reviews.
LEVEL 5: Discuss or propose modifications to writing.
Self-assess to edit and revise writing to produce final
draft.
Randolph Public Schools – Grades 5-6 ELD Writing Curriculum Frameworks (Aug. 2011)
General Outcome: Writing W3 – Students will evaluate and revise word choice, sentence variety, and organization if ideas when writing in
English for a particular audience and purpose.
Alignment with Common Core College and Career Readiness Anchor Standards for Writing
Production and Distribution of Writing
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Research to Build and Present Knowledge
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information
while avoiding plagiarism.
Topic cluster: Word Choice
Individual learning outcomes:
1. Select and use words to increase detail in writing. (ELD 1-2, link to ELA 21.2)
2. After writing a composition, identify words or phrases that could be added to make the thought clearer. (ELD3-5., link to ELA 21.1)
3. Vary expression by employing new words and phrases in writing.(ELD3-5)
4. Select words and phrases to increase the amount of detail in writing. (ELD 3-5, link to ELA 21.4)
Level 1 – Entering
a) Use reference materials/generated word lists to expand word choices in writing. (link to
ELA 21.3)
b) Use feedback from consultations with peers and/or teacher to improve precision in
writing.
Level 2 – Beginning (address previous outcomes as needed)
a) Use general and specific words and phrases to write about familiar objects and events.
b) Identify synonyms that give more specific information to the reader.
c) Use base words with common prefixes to vary word choice in writing. (link to ELA
.4.4)
Level 3 – Developing (address previous outcomes as needed)
a) Incorporate familiar idioms into writing. (link to ELA 4.11)
b) Identify familiar expressions as if they were one word (such as “here and there”, “we’ll
see”).
c) Utilize references such as a thesaurus to vary word choices. (link to ELA 21.3)
Examples of Instructional Activities and
Assessments:







conference
peer editing
reread frequently
semantic web
thesaurus for alternate word choice
word web
word map
WIDA, ELP Standard 1, Summative



LEVEL 1: Draw, label, or list words for writing a
topic.
Seek Assistance from peers or teachers to improve
writing.
LEVEL 2: Locate words in visually graphically
supported text on topic.
Randolph Public Schools – Grades 5-6 ELD Writing Curriculum Frameworks (Aug. 2011)
General Outcome: Writing W3 – Students will evaluate and revise word choice, sentence variety, and organization if ideas when writing in
English for a particular audience and purpose.
Level 4 – Expanding (address previous outcomes as needed)
a) Add images and sensory details to writing that are relevant to its purpose. (link to ELA
21.4)
b) Incorporate idiomatic expressions in writing that are relevant to its purpose.
c) Use technical vocabulary in writing that is relevant to its purpose.


Level 5 – Bridging (address previous outcomes as needed)
a) Add images and sensory details to writing that are relevant to its purpose. (link to ELA
21.4)
b) Incorporate idiomatic expressions in writing that are relevant to its purpose.
c) Use technical vocabulary in writing that is relevant to its purpose.


Select materials or resources needed to complete task.
LEVEL 3: Categorize word use from examples and
give reasons for categorizing scheme using general and
specific vocabulary in small groups.
LEVEL 4: Use materials or resources to complete task
and check with partner.
LEVEL 5: Provide extended vocabulary with
justification in regards to topic.
Apply technical language related to topic.
Randolph Public Schools – Grades 5-6 ELD Writing Curriculum Frameworks (Aug. 2011)
General Outcome: Writing W3 – Students will evaluate and revise word choice, sentence variety, and organization if ideas when writing in
English for a particular audience and purpose.
Alignment with Common Core College and Career Readiness Anchor Standards for Writing
Text Types and Purpose
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection,
organization, and analysis of content.
Research to Build and Present Knowledge
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information
while avoiding plagiarism.
Topic cluster: Word Choice (cont)
Individual learning outcomes:
1. Increase detail and precision of language to improve writing. (link to ELA 21.4)
2. Select words that take into consideration the audience for and purpose of a writing task (such as formal /informal or personal /impersonal). (link to
ELA 21.4)
Level 4 – Expanding (address previous outcomes as needed)
a) Identify words that add precision to writing.
b) Use a variety of references to increase precision and detail of words. (link to ELA 21.7)
Examples of Instructional Activities and
Assessments:
Level 5 – Bridging (address previous outcomes as needed)
a) Distinguish between formal and informal language heard in stories, poems, and plays.
(ELA 6.1)
b) Distinguish between personal and impersonal language used in writing.
WIDA, ELP Standard 1, Summative




research basis
use thesaurus to expand vocabulary use
LEVEL 4: Use materials or resources to complete task
and check with partner.
LEVEL 5: Explain the differences between various
literary writing.
Randolph Public Schools – Grades 5-6 ELD Writing Curriculum Frameworks (Aug. 2011)
General Outcome: Writing W3 – Students will evaluate and revise word choice, sentence variety, and organization if ideas when writing in
English for a particular audience and purpose.
Alignment with Common Core College and Career Readiness Anchor Standards for Writing
Production and Distribution of Writing
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Research to Build and Present Knowledge
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information
while avoiding plagiarism.
Topic cluster: Sentence Variety
Individual learning outcomes:
1. Employ a variety of sentence lengths in order to improve writing ( ELD 1-2, link to ELA 21.4)
2. Use a variety of sentence patterns and lengths to make writing more interesting to the reader. (ELD 3-5, link to ELA 21.4)
Level 1 – Entering
a) Begin to identify short and long sentences in student writing.
b) Begin to identify repetitive sentence patterns.
Level 2 – Beginning (address previous outcomes as needed)
a) Expand identification of short and long sentences in student writing
b) Expand identification of repetitive sentence patterns.
Level 3 – Developing (address previous outcomes as needed)
a) Identify ways in which sentences can be combined to make writing clearer. (link to
ELA 21.4)
b) Revise writing to include accurate word order within sentences.
Examples of Instructional Activities and
Assessments:






model types of sentences
practice writing different types of sentences
cloze
locate and identify subject and predicate
partners combine sentences with joining words
locate and identify conjunctions
WIDA, ELP Standard 1, Summative

Level 4 – Expanding (address previous outcomes as needed)
a) Identify ways in which sentences can be combined to make writing clearer. (link to
ELA 21.4)
b) Revise writing to include accurate word order within sentences.

Level 5 – Bridging (address previous outcomes as needed)
a) Identify ways in which sentences can be combined to make writing clearer. (link to
ELA 21.4)
b) Revise writing to include accurate word order within sentences.



LEVEL 1: Identify basic conventions or mechanics in
text (e.g., sentences)
LEVEL 2: Differentiate uses of conventions or
mechanics in illustrated sentences (e.g., parts of a
sentence)
Sort examples of short and long sentences from models
or text.
LEVEL 3: Describe attributes of combining sentences.
LEVEL 4 & 5: Self-assess to edit and revise writing.
Randolph Public Schools – Grades 5-6 ELD Writing Curriculum Frameworks (Aug. 2011)
General Outcome: Writing W4 – Students will understand and apply knowledge of Standard English grammar, spelling, and conventions to
improve their writing.
Alignment with Common Core College and Career Readiness Anchor Standards for Writing
Research to Build and Present Knowledge
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information
while avoiding plagiarism.
Topic cluster: Punctuation and Mechanics
Individual learning outcomes:
Use knowledge of correct mechanics when editing. (link to ELA 5.14)
Level 1 – Entering
a) Use appropriate and legible letter formation in handwriting and/or printing.
b) Use appropriate spacing, capitalization, and end punctuation.
Level 2 – Beginning (address previous outcomes as needed)
a) Expand identification of short and long sentences in student writing
b) Expand identification of repetitive sentence patterns.
Level 3 – Developing (address previous outcomes as needed)
a) Use commas for a series within a sentence.
b) Use rules for apostrophes when editing writing. (link to ELA 5.14)
c) Use rules for quotation marks when editing writing. (link to ELA 5.14)
d) Use rules for paragraph indentation. (link to ELA 5.14)
e) Use capitalization and abbreviations for names, days of week, months and holidays.
(ELA 22.2, 5.3)
Level 4 – Expanding (address previous outcomes as needed)
a) Use rules for commas in compound sentences (link to ELA 5.14)
b) Use rules for separating introductory words and phrases using a comma. (link to ELA
5.14)
Level 5 – Bridging (address previous outcomes as needed)
a) Use rules for commas in compound sentences (link to ELA 5.14)
b) Use rules for separating introductory words and phrases using a comma. (link to ELA
5.14)
Examples of Instructional Activities and
Assessments:






Review chart for conventions of writing
Make corrections for writing sentences
Review chart for capitalization
Make and design a cover for a book
Locate and identify indentations for paragraphs in text
Edit and proof read
WIDA, ELP Standard 1, Summative





LEVEL 1: Identify basic conventions or mechanics in
text(e.g., use of capital letters)
LEVEL 2: Differentiate uses of conventions or
mechanics in illustrated sentences (e.g., those that end
in periods or question marks)
LEVEL 3: Relate when to use conventions or
mechanics in illustrated passages (e.g., commas to
indicate a series)
LEVEL 4: Revise illustrated paragraphs according to
use of specified conventions or mechanics (e.g.,
combine sentences to make appositives)
LEVEL 5: Provide examples and reasons for use of
specified conventions or mechanics (e.g., "Why do we
need commas?")
Randolph Public Schools – Grades 5-6 ELD Writing Curriculum Frameworks (Aug. 2011)
General Outcome: Writing W4 – Students will understand and apply knowledge of Standard English grammar, spelling, and conventions to
improve their writing.
Alignment with Common Core College and Career Readiness Anchor Standards for Writing
Production and Distribution
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Topic cluster: Spelling
Individual learning outcomes:
Use knowledge of correct spelling when editing. (link to ELA 22.8)
Level 1 – Entering
a) Begin to spell correctly frequently used sight words and words with personal meaning.
(link to ELA 22.2)
Examples of Instructional Activities and
Assessments:
Level 2 – Beginning (address previous outcomes as needed)
a) Spell correctly frequently used sight words and words with personal meaning. (link to
ELA 22.2)
b) Use reference list of words in English to edit spelling.

Level 3 – Developing (address previous outcomes as needed)
a) Correct spelling of misspelled words during editing by comparing words to a list or
other sources
b) Spell correctly most commonly used homophones (such as there/they’re/their;
to/two/too). (ELA 22.6)
Level 4 – Expanding (address previous outcomes as needed)
a) Apply rules of English for forming irregular plural nouns (such as plurals that do not
end in –s; adding –es, –ies, –ves to certain singular nouns; nouns that can be either
singular or plural).





teach/model and practice using grammar rules (ex:
plural nouns)
review/model and practice using grammar rules (ex:
prefixes and suffixes)
word maps
Make connections for each word
Make drawings to illustrate word's meaning
edit/proof read
WIDA, ELP Standard 1, Summative



Level 5 – Bridging (address previous outcomes as needed)

a) Demonstrate effective knowledge of correct spelling and conventions when editing (link
to ELA 22.8)

LEVEL 1: Identify basic conventions or mechanics in
text(e.g., use of capital letters)
LEVEL 2: Differentiate uses of conventions or
mechanics in illustrated sentences (e.g., those that end
in periods or question marks)
LEVEL 3: Relate when to use conventions or
mechanics in illustrated passages (e.g., commas to
indicate a series)
LEVEL 4: Revise illustrated paragraphs according to
use of specified conventions or mechanics (e.g.,
combine sentences to make appositives)
LEVEL 5: Provide examples and reasons for use of
specified conventions or mechanics (e.g., "Why do we
need commas?")
Randolph Public Schools – Grades 5-6 ELD Writing Curriculum Frameworks (Aug. 2011)
General Outcome: Writing W4 – Students will understand and apply knowledge of Standard English grammar, spelling, and conventions to
improve their writing.
Alignment with Common Core College and Career Readiness Anchor Standards for Writing
Production and Distribution
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Topic cluster: Grammar/Structure
Individual learning outcomes:
Use knowledge of correct spelling when editing. (link to ELA 22.8)
Level 1 – Entering
a) Edit simple sentences for correct subject and verb agreement.
Examples of Instructional Activities and
Assessments:
Level 2 – Beginning (address previous outcomes as needed)
a) Edit simple sentences for elimination of sentence fragments. (link to ELA 5.7, 22.4)




Level 3 – Developing (address previous outcomes as needed)
a) Identify and correct pronoun references when editing. (link to ELA 22.8)
b) Apply knowledge of simple, and compound sentences when editing. (link to ELA 22.8)
Level 4 – Expanding (address previous outcomes as needed)
a) Identify and correct sentence fragments and run-on sentences when editing. (link to
ELA 22.7)
b) Apply knowledge of simple, compound, and complex sentences when editing. (link to
ELA 22.8)
Level 5 – Bridging (address previous outcomes as needed)
a) Demonstrate effective knowledge of correct sentence structure and usage when editing
(link to ELA 22.8)
Practice word order in a sentence.
jigsaw puzzle with subject and predicates
identify types of sentence card game
edit sentence structures
WIDA, ELP Standard 1, Summative





LEVEL 1: Identify basic conventions or mechanics in
text(e.g., use of capital letters)
LEVEL 2: Differentiate uses of conventions or
mechanics in illustrated sentences (e.g., those that end
in periods or question marks)
LEVEL 3: Relate when to use conventions or
mechanics in illustrated passages (e.g., commas to
indicate a series)
LEVEL 4: Revise illustrated paragraphs according to
use of specified conventions or mechanics (e.g.,
combine sentences to make appositives)
LEVEL 5: Provide examples and reasons for use of
specified conventions or mechanics (e.g., "Why do we
need commas?")
Randolph Public Schools – Grades 5-6 ELD Writing Curriculum Frameworks (Aug. 2011)
General Outcome: Writing W4 – Students will understand and apply knowledge of Standard English grammar, spelling, and conventions to
improve their writing.
Alignment with Common Core College and Career Readiness Anchor Standards for Writing
Production and Distribution
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Topic cluster: Grammar/Structure
Individual learning outcomes:
Use knowledge of correct spelling when editing. (link to ELA 22.8)
Level 1 – Entering
a) Edit simple sentences for correct subject and verb agreement.
Examples of Instructional Activities and
Assessments:
Level 2 – Beginning (address previous outcomes as needed)
a) Edit simple sentences for elimination of sentence fragments. (link to ELA 5.7, 22.4)




Level 3 – Developing (address previous outcomes as needed)
a) Identify and correct pronoun references when editing. (link to ELA 22.8)
b) Apply knowledge of simple, and compound sentences when editing. (link to ELA 22.8)
Level 4 – Expanding (address previous outcomes as needed)
a) Identify and correct sentence fragments and run-on sentences when editing. (link to
ELA 22.7)
b) Apply knowledge of simple, compound, and complex sentences when editing. (link to
ELA 22.8)
Level 5 – Bridging (address previous outcomes as needed)
a) Demonstrate effective knowledge of correct sentence structure and usage when editing
(link to ELA 22.8)
Review chart on grammar rules
Practice editing sentences.
Model /identify
Jigsaw for compound sentences
WIDA, ELP Standard 1, Summative





LEVEL 1: Identify basic conventions or mechanics in
text(e.g., use of capital letters)
LEVEL 2: Differentiate uses of conventions or
mechanics in illustrated sentences (e.g., those that end
in periods or question marks)
LEVEL 3: Relate when to use conventions or
mechanics in illustrated passages (e.g., commas to
indicate a series)
LEVEL 4: Revise illustrated paragraphs according to
use of specified conventions or mechanics (e.g.,
combine sentences to make appositives)
LEVEL 5: Provide examples and reasons for use of
specified conventions or mechanics (e.g., "Why do we
need commas?")
Randolph Public Schools – Grades 5-6 ELD Writing Curriculum Frameworks (Aug. 2011)
General Outcome: Writing W5 – Students will use, analyze, and produce a variety of media in English, including audio, television, Internet, and
emerging technologies.
Alignment with Common Core College and Career Readiness Anchor Standards for Writing
Production and Distribution of Writing
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Topic cluster: Using and Analyzing Media
Individual learning outcomes: N/A
Level 1 – Entering
a) Work collaboratively with peers when using technology in the classroom.
b) Begin to gather and analyze information, using multiple media.
c) Demonstrate understanding and use of acceptable-use guidelines.
Level 2 – Beginning (address previous outcomes as needed)
a) Gather and analyze information, using multiple media
Level 3 – Developing (address previous outcomes as needed)
a) Use online information resources for collaboration and research.
b) Comprehend and respect intellectual property as related to Internet use
c) Use technology resources for problem solving
d) Begin to select and use appropriate applications for a variety of classroom projects,
including database, spreadsheet, web browser, and word processing. (FL Appendix J)
Level 4 – Expanding (address previous outcomes as needed)
a) Select and use appropriate applications for a variety of classroom projects, including
database, spreadsheet, web browser, and word processing. (FL Appendix J)
Examples of Instructional Activities and
Assessments:
In school computer lab:




Practice use of computer
Practice word processing
Work with partner to write
Practice research online and utilize information to
produce a finished product on a topic
WIDA, ELP Standard 1, Summative






Level 5 – Bridging (address previous outcomes as needed)
a) Demonstrate effective knowledge of correct sentence structure and usage when editing 
(link to ELA 22.8)Identify techniques used in television (such as sound effects and close

ups) to distinguish between facts and misleading information.(ELA 26.1)
LEVEL 1: Seek assistance from peers or teachers to
gather information through technology.
Identify basic steps in word processing.
LEVEL 2: Produce work with peers using various
forms of technology.
LEVEL 3: Construct a story using word processing.
Select relevant technology for appropriate projects.
LEVEL 4: Gather information on topic using multiple
media
LEVEL 5: Evaluate usefulness of various media
applications for different classroom projects.
Self-assess to edit and revise writing to produce final
draft.
Randolph Public Schools – Grades 5-6 ELD Writing Curriculum Frameworks (Aug. 2011)
General Outcome: Writing W5 – Students will use, analyze, and produce a variety of media in English, including audio, television, Internet, and
emerging technologies.
Alignment with Common Core College and Career Readiness Anchor Standards for Writing
Production and Distribution of Writing
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Topic cluster: Producing/Evaluating
Individual learning outcomes: N/A
Level 1 – Entering
a) Begin to recognize that media uses different techniques and tools including scripts,
audio and videotapes.
Level 2 – Beginning (address previous outcomes as needed)
a) Recognize that media uses different techniques and tools including scripts, audio and
videotapes.
b) Use agreed-upon criteria to evaluate the effectiveness of media presentations.
Level 3 – Developing (address previous outcomes as needed)
a) Begin to create radio scripts, audiotapes, or videotapes for display or transmission.
(ELA 27.1)
b) Begin to create presentations using computer technology. (ELA 27.2)
Level 4 – Expanding (address previous outcomes as needed)
a) Create radio scripts, audiotapes, or videotapes for display or transmission. (ELA 27.1)
b) Create presentations using computer technology. (ELA 27.2)
Level 5 – Bridging (address previous outcomes as needed)
a) Create media productions using effective images, texts, music, sound effects, and/or
graphics. (ELA 27.3)
Examples of Instructional Activities and
Assessments:








Listen to CD to sing along, to listen to stories in text.
Watch DVD's
In school computer lab:
Practice use of computer
Practice word processing
Work with partner to write
Practice research online and utilize information to
produce a finished product on a topic.
Create power point presentations.
WIDA, ELP Standard 1, Summative





LEVEL 1: Identify basic components of media.
LEVEL 2: Create a simple presentation with peers
using technology.
LEVEL 3: Create a presentation using technology
LEVEL 4: Create display using computer technology.
LEVEL 5: Evaluate usefulness of various media
applications for different classroom projects and create
new projects.
Randolph Public Schools
ELD Curriculum Frameworks
Appendices
Frequently Asked Questions
Randolph ELD Curriculum
120
Why do we need an ELD curriculum? Isn’t the ELA curriculum enough?
ESL standards create a framework of language and literacy instruction that takes into consideration the
developmental aspect of second language acquisition. The BPS ESL standards provide teachers with a
scope and sequence of standards and skills to be taught that are appropriate for various grade levels at
various levels of language proficiency. Thus, ESL standards are a pathway into the ELA standards.
How is the ESL curriculum different from the ELA curriculum?
Due to the fact that ELLs need to develop conversational and academic language the ESL curriculum
provides strands that focus on oral language development, academic language development, grammar,
learning strategies and study skills in a more structured and detailed manner for English Language
Learners
How is this document linked to the ELPBO?
The Randolph ESL Curriculum Framework (Massachusetts English Language Proficiency Benchmarks
and Outcomes) has aligned the benchmarks and outcomes from the ELPBO into an instructional scope
and sequence for various grade bands and proficiency levels.
What is content-based ESL?
Content-Based ESL is instruction that develops English language skills while using the vocabulary and
language patterns from a given subject level concepts to prepare students to study grade-level material in
English. Subject area topics are integrated into the instruction as examples but the focus remains
primarily on the learning of English, which distinguishes content-based ESL from sheltered instructional
methods.
If my school has no SEI program or a student is in general education classes are we
expected to follow the ELD curriculum for ELL s?
Yes. For English language learners enrolled in general education programs who are anywhere on the
spectrum of a Level 1- 4, ESL is an essential component of instruction for these students. For Level 5
students who experience difficulty keeping up with work in the ELA classroom, the ESL curriculum
provides teachers with instructional guidance for these students.
Does my school have to provide ESL instruction to ELL?
Yes, most definitely. Without ESL instruction students risk not progressing at a rate needed to graduate.
State guidelines require that all ELL students must be provided with ESL instruction until they are
reclassified to be a FLEP.
How many hours of ESL instruction are students required to have?
State guidelines require that Level 1 and 2 ELL students receive a minimum of 2.5 hours of ESL on a
daily basis. Level 3 students receive 1-2 hours of ESL on a daily basis. Level 4 students receive 2.5
hours of ESL a week. And Level 5 ELL students receive ESL as needed.
121
Randolph Public Schools
Educational Program Options for English Language Learners
Which formal programs does Randolph Public Schools offer for English Language learners?
The Randolph Public Schools has three different kinds of programs for English language learners.
Students are placed in a program based on their need and the parents’ request.
The first two choices involve a student receiving English as a Second Language instruction (ESL).
1. Sheltered English Instruction (Self-Contained), where all students in the classroom are
English language learners. Teachers in these programs are dually licensed in ESL and a
content area (Elementary, Math, Science, English Arts, Social Studies). In these classrooms,
the teachers are responsible for teaching both the content and English as a Second Language.
In an SEI self-contained program, nearly all classroom instruction is in English, but it is
specially designed for children who are learning English. Textbooks and materials are all in
English. The teacher may use the students’ native language when possible and necessary. In
the elementary and middle schools, English as a Second Language is taught by the ESL
classroom teacher.
In the high school, ESL is taught in a self-contained setting also.
For Level 1-2 & low level 3 students
2. Sheltered English Instruction (General Education), where English Language Learners are
placed in a classroom with native English speakers who are proficient in English. Teachers in
these classrooms have been trained in the four categories of effective instruction for second
language learners (Category 1: Second Language Learning and Teaching; Category 2:
Sheltered Content Instruction & Lesson Planning; Category 3: Oral Assessment for English
Language learners (MELA-O) and Category 4: Teaching Reading and Writing to English
Language Learners. In the elementary schools, students receive ESL on a pull-out or push-in
basis by licensed ESL Teacher. In middle school, students are integrated for their academic
content classes but receive ESL from the same teacher who teaches in the self-contained
setting.
In the high school, students
ELL Inclusion: As students progress in their academics, it is important for them to be
integrated with their mainstream peers. A solution to this challenge is the inclusion class.
This is where two teachers co-teach a classroom of mixed students some who are native
English speakers and others who are English Language learners. One teacher is a content
area teacher. Another teacher is a dually licensed content and ESL teacher.
For higher Level (3), 4 & 5 ELL students
3. General Education: where ELL students are in the mainstream without ESL or SEI
instruction. Language development and academic progress are both monitored by an ESL
teacher. If in the process of monitoring, a teacher determines a need to receive more language
support services, then the school is responsible to provide the student with that instructional
program.
For higher Level (4 )& 5 students
122
Lesson Plan Checklist for The Sheltered Instruction Observation Protocol (SIOP)
Preparation
_____ Write clear content objectives for students.
_____ Write clear language objectives for students.
_____ Choose content concepts appropriate for age and educational background level of students.
_____ Identify supplementary materials to use (graphs, models, visuals).
_____ Adapt content (e.g., text, assignment) to all levels of student proficiency.
_____ Plan meaningful activities that integrate lesson concepts (e.g., surveys, letter writing, simulations)
with language practice opportunities for the four skills.
Building Background
______ Explicitly link concepts to students' backgrounds and experiences.
______ Explicitly link past learning and new concepts .
______ Emphasize key vocabulary words, (e.g., introduce, write, repeat, and highlight) for students.
Comprehensible Input
______ Use speech appropriate for students' proficiency level (e.g., slower rate, enunciation, simple
sentence structure for beginners).
______ Explain academic tasks clearly.
______ Use a variety of techniques to make content concepts clear (e.g., modeling, visuals, hands-on
activities, demonstrations, gestures, body language).
Strategies
______ Provide ample opportunities for students to use strategies (e.g., problem solving, predicting,
organizing, summarizing, categorizing, evaluating, self-monitoring).
______ Use scaffolding techniques consistently (providing the right amount of support to move students
from one level of understanding to a higher level) throughout lesson.
______ Use a variety of question types including those that promote higher-order thinking skills
throughout the lesson (e.g., literal, analytical, and interpretive questions).
Interaction
______ Provide frequent opportunities for interactions and discussion between teacher/student and among
students, and encourage elaborated responses.
______ Use group configurations that support language and content objectives of the lesson.
______ Provide sufficient wait time for student response consistently.
______ Give ample opportunities for students to clarify key concepts in LI as needed with support
Practice/Application
______ Provide hands-on materials for students to practice using new content knowledge.
______ Provide activities for students to apply content and language knowledge in the classroom.
______ Provide activities that integrate all language skills (i.e., reading, writing, listening, speaking).
Lesson Delivery
______ Support content objectives clearly. Support language objectives clearly.
______ Engage students approximately 90-100% of the time (most students taking part/on task).
______ Pace the lesson appropriately to the students' ability level.
Review/Assessment
______ Give a comprehensive review of key vocabulary
______ Give a comprehensive review of key content concepts
______ Provide feedback to students regularly on their output (e.g., language, content, work)
______ Conduct assessments of student comprehension and leaning throughout lesson on all lesson
objectives (e.g., spot checking, group response)
123
Reprinted from Echevarria, J., Vogt, M.E., & Short, D. (2000). Making content comprehensible to English
language Learners: The SIOP model. Boston: Allyn & Bacon.
RANDOLPH PUBLIC SCHOOLS
Office of English Language Learners Education
Sheltered English Immersion Instructional Requirements
Sheltered English Immersion (SEI) is the required program model for most LEP/ELL
students unless the student has received a waiver in accordance with G.L. 71A or is enrolled
in a two-way bilingual program.
LEP/ELL students in general education or in a self contained Sheltered English Immersion
program must receive instruction using a standards based curriculum and ESL instruction from a
qualified teacher/s.
Schools educating LEP/ELL students must meet these standards.
1. Students receive daily English as a Second Language (ESL) instruction from a licensed
ESL teacher
2. Students receive sheltered content instruction from a teacher holding a subject area
license for the subject/grades taught, and must have either completed or be working on
training in the four categories* for teaching English Language Learners.
DOE Recommended ESL Instructional Programming for LEP/ELL students:
LEVEL 1 & 2
ESL for 2.5 hours- full day delivered by a teacher
with an ESL license
LEVEL 3
ESL for 1-2 hours and 1 - 2 hours of English
Language Arts (ELA)
LEVEL 4
ESL for 2.5 hours a week
LEVEL 5
Assignment to a teacher who is “qualified” to
teach LEP/ELL students.
Additional small group instruction during and after the
school day, and during the summer.
Regular monitoring of academic progress
Additional learning support and opportunities as needed
124
Professional Development for Teachers in Sheltered English Classrooms
Skills and Knowledge for all Teachers of Limited English Proficient Students in
Sheltered English Immersion Classrooms
The Four Categories of effective instruction for English Language Learners is both a body of
knowledge & a set of skills focused on research, theory & effective practices for all teachers
working with Second Language Learners.
Category 1: Second Language Learning & Teaching
10-15 hours
Category 2: Sheltering Content Instruction
30-40 hours
Category 3: Assessment of Speaking and Listening
10 hours
Category 4: Teaching Reading to Limited English Proficient Students (12-15 hours)
Category 1: Second Language Learning and Teaching
Knowledge
a.) Key factors affecting second language acquisition
b.) Implications of these factors on classroom organization and instruction
c.) The implications of cultural difference for classroom organization and instruction.
d.) Organization, content, and performance levels in the Massachusetts English Language
Proficiency Benchmarks and Outcomes.
Skills/Observable Outcomes
 Teacher can analyze his/her own classroom as a site for second language acquisition and make
appropriate adjustments.
 Teacher can use knowledge of factors affecting second language acquisition to modify
instruction for students who are having difficulty in learning English and/or subject matter
content.
Category 2: Sheltering Content Instruction
Knowledge
a. Curriculum and Lesson Planning. Teachers will be able to:
1. Plan lessons appropriate for LEP/ELL students at the four levels of proficiency (Beginner, Early
Intermediate, Intermediate and Transitioning) described in the Massachusetts English Language
Proficiency Benchmarks and Outcomes.
2. Plan lessons that are guided by both language and content objectives appropriate for LEP/ELL
students who are at different grade levels and different English proficiency levels and that are aligned
with the Massachusetts Curriculum Frameworks, the Massachusetts English Language Proficiency
Benchmarks and the Boston English as a Second Language Curriculum Frameworks.
3. Plan lessons that are characterized by student interaction, students’ questions, and appropriate groupwork.
b. Instructional Strategies. While teaching, teachers will be able to:
1. Make language objectives, content objectives, and academic tasks explicit.
2. Use supplementary materials, including graphic organizers, visuals, and manipulatives to make
content more comprehensible.
3. Group students so that all LEP students can participate.
4. Integrate language instruction and content instruction
125
c. Student Tasks. Teachers will be able to:
1. Plan learning tasks that have a product and that enable all students, including LEP/ELL students to
work and ask questions in small groups.
2. Provide opportunities for students to display their knowledge in various ways.
d. Lesson Delivery. While teaching, teachers will be able to:
1. Assess student comprehension and learning throughout the lesson.
2. Pace and organize learning activities so that students are engaged 90-100% of the time.
Skills/Observable Outcomes
 Teacher can plan and conduct content classes that are based on standards contained in the
Massachusetts Curriculum Frameworks and that engage LEP/ELL students who are at different
levels of English proficiency in learning throughout the duration of the class.
 Teacher can assess content learning of students who are at different levels of English
proficiency.
Category 3: Assessment of Speaking and Listening
Knowledge
a. Multiple dimensions of oral proficiency; comprehension, production, fluency, pronunciation,
grammar, and vocabulary.
b. Concept of communicative competence and its role in assessment.
c. The six levels of oral proficiency assessed by the MELA-O and their relation to the four levels of
English language proficiency as described in the Massachusetts English Language Proficiency
Benchmarks and Outcomes.
Skills/Observable Outcomes
Teacher can place students in the six-level continuum of oral proficiency as assessed by the MELA-O.
Teacher is a Qualified MELA-O Administrator (QMA).
Category 4: Teaching Reading and Writing to Second Language Learners
Knowledge
a. Basic concepts of linguistics, including phonology and syntax of English.
b. Significant theories and practices for developing reading skills and reading comprehension in
English for limited English proficient students who are at different English proficiency levels.
c. A variety of strategies for teaching vocabulary.
d. Approaches and practices for developing writing skills in limited English proficient students.
e. Initial reading instruction, including phonemic awareness, phonics, fluency, vocabulary, and text
comprehension. The differences in initial reading instruction in English designed for those
students who have no or limited oral proficiency in English compared to those who do have oral
proficiency8 in English.
f. The performance criteria and scoring system used in the MEPA (Massachusetts English
Proficiency Assessment) and based on the Massachusetts English Language Proficiency
Benchmarks and Boston’s English as a Second Language Curriculum Frameworks
Skills/Observable Outcomes
 Teacher can plan and deliver reading instruction appropriate for limited English proficient
students who are at different levels of English language proficiency.
126



Teacher can plan and deliver writing instruction and activities appropriate for LEP/ELL
students who are at different levels of English language proficiency.
Teacher can use the scoring rubric and test results of the MEPA to plan reading and writing
instruction for LEP/ELL students who are at different proficiency levels.
Teacher can plan and deliver early literacy instruction for students who have no or limited
oral proficiency or literacy in English.
127
Qualifications for Teachers in Sheltered English Immersion (SEI) Classrooms
SEI Multi-lingual
Self-Contained
Classroom
Content Taught
ESL (Pull-out or
Push-in) teaching
English language
acquisition only
 ESL license
General Ed. Classroom
(including at least
1 LEP/ELL student)
 ESL license
Two-way Bilingual
Classroom
 ESL license
 TBL- endorsement
 Elementary or Early
Childhood license
 ESL license
 TBL-FLA endorsement
(example French,
Vietnamese, etc.)
 Elementary or Early
Childhood license
 4 categories* of SEI
Professional Development
 Proficiency in language in
the classroom other than
English
 Appropriate subject matter
license
 ESL license
 TBL- endorsement
Elementary,
teaching general
curriculum and ESL
 Elementary or
Early Childhood
license
 ESL license
 Elementary or Early
Childhood license
 ESL license
Elementary,
teaching general
curriculum but not
ESL (ESL
instruction is
provided by another
teacher)
 Elementary or
Early Childhood
license
 4 categories* of
Prof. Dev.
 Elementary or Early
Childhood license
 4 categories* of Prof.
Dev.
 Appropriate
subject matter
license &
 ESL license
 Appropriate subject
matter license
 ESL license
 Appropriate
subject matter
license
 4 categories* of
Prof. Dev.
 Appropriate subject
matter license
 4 categories* of Prof.
Dev.
 Appropriate
subject matter
license &
 ESL license
 Appropriate subject
matter license
 ESL license
N/A
 Appropriate
subject matter
license
 4 categories* of
Prof. Dev.
 Appropriate subject
matter license
 4 categories* of Prof.
Dev.
N/A
Middle School,
teaching academic
content and ESL
Middle School,
teaching academic
content but not ESL
(ESL instruction is
provided by another
teacher)
High School,
teaching academic
content and ESL
High School,
teaching academic
content but not ESL
(ESL instruction is
provided by another
teacher)
 Appropriate subject matter
license
 4 categories* of
Professional Development
 Proficiency in language
 4 categories of Professional Development required by the state for sheltered content instructors to gain the skills
and knowledge needed to teach their content area to LEP students.
(Completed or in progress)
 ELL license is appropriate substitute for ESL license
 TBE license is appropriate substitute for TBL endorsement
128
English as a Second Language Observational Checklist (DRAFT)
Teacher: _________________School:
ELD Level________
Grade _____ Date: ___/___/__ Observer:
PREPARATION: The teacher…
Has relevant before class assignment posted and ready to go.
Completes before class assignment, attendance, and other classroom
management procedures within the first five minutes of the class.
Has the content and language objectives posted.
Has the homework posted in an easily accessible location.
Visual presentations are clear (boards, charts, overheads, flip charts,
pictures, etc.)
Utilizes components of required texts appropriately.
Has all materials readily-available to begin lesson.
Utilizes state and district ESL curriculum standards when planning lessons.
Notes:
CLASSROOM CLIMATE: The teacher…
Has established clear expectations and routines for students.
Has established classroom management procedures that ensure that
students are respectful/productive throughout the lesson.
Ensures that classroom is a comfortable environment where students are
willing to take risks and use the target language.
Has an up-to-date vocabulary word wall
Has current student work and products on display.
Has an up-to-date Assessment Portfolio.
Has language acquisition portfolios of student work.
Notes:
INSTRUCTIONAL SKILLS: The teacher…
Uses appropriate rate of speech, body language, gestures and visual cues.
Explains academic tasks clearly and stays on topic.
Uses a variety of learning modes – (e.g. see it, hear it, say it, touch it, write
it, and read about it.)
Uses visuals, realia, audio-visual media, and a variety of print material
appropriate to the proficiency level and age of the students.
Demonstrates awareness of, and sensitivity to, cultural and individual
differences of students
Frequency of accuracy activities and fluency activities are appropriate to
proficiency level of students
Notes:
BUILDING BACKGROUND: The teacher…
Begins the lesson with a warm-up activity that relates to what students are
about to learn or have learned.
Presents daily objectives orally and in written form.
Models what students are expected to do.
Connects the lesson to students' experiences, culture and background
knowledge.
Introduces new ideas and vocabulary in a multi-modal manner.
The students…
Take notes in their notebook.
Work in pairs or small groups.
Can explain the lesson objectives and describe how they are linked to the
classroom activities (E, I, T).
Notes:
129
STRATEGIES: The teacher…
Briefly explains and models strategy to be learned.
Provides multiple opportunities for students to practice strategy.
Includes a student self-evaluation activity.
Poses and discusses a variety of question types including higher –order
thinking skills
Incorporates a variety of verbal, procedural, and instructional scaffolding
to assist student learning (e.g. think-alouds, reciprocal teaching, graphic
organizers).
The students….
Discuss the strategies they already use and connect new strategies to
strategies they have learned.
Describe the new strategy and how/why they will use it in the future.
Evaluate their use and understanding of the strategy by completing a
learning log
INTERACTION: The teacher…
Provides sufficient wait time for students to respond.
Provides frequent opportunities for interaction and discussion between
teacher/students and among students.
Plans grouping configurations that support type of activity goal (fluency,
accuracy).
Includes more than one grouping configuration during the course of lesson
(whole class, pair, small group, individual).
PRACTICE AND APPLICATION: The teacher…
Provides hands-on materials, graphic organizers, realia, audio tapes, etc.
for students to practice using language.
Plans activities that allow students to use language in meaningful and
authentic ways.
Uses topics and vocabulary from content area subjects (science, math,
social studies, health, etc.) in practice activities.
Provides opportunities for students to learn and practice academic language
skills during activities (summarize, explain, define, etc.).
Uses activities that integrate all language skills (listening, speaking,
reading, and writing).
LESSON DELIVERY: The teacher…
Has planned lessons appropriate to the language proficiency, grade and age
of students.
Plans pacing of lesson that is appropriate to level of students.
Content and language objectives are clearly supported by lesson delivery.
Students are engaged 90-100% of the time.
REVIEW AND ASSESSMENT: The teacher…
Conducts assessment of student comprehension and learning of lesson
objectives (dip-sticking, group response etc.) throughout lesson.
Reviews key vocabulary and concepts.
Regularly provides feedback on students’ output (language, work, attitude).
Notes:
Notes:
Notes:
Notes:
Notes:
130
RANDOLPH PUBLIC SCHOOLS
ESL TEXTS & SUPPLEMENTARY MATERIALS
ELEMENTARY SCHOOL, K- 5TH
Treasure Chest (supplement to Treasures)
Or REACH (primarily used at the Young Elementary School.
Supplemental resources of these materials are available to ESL teachers upon request.
MIDDLE SCHOOL, 6TH -8TH
Inside (National Geographic)
Oxford Picture Dictionary of Content Area
HIGH SCHOOL, 9TH -12TH GRADES
Edge, and
Oxford Picture Dictionary of Content Area
SUPPLEMENTARY ELL MATERIALS FOR ELEMENTARY
 Big Books
 Leveled Libraries
 Reading Rods
 Song Books
 Poetry
 Jazz Chants
 Resources to focus on specific skills (Skills Sharpeners; Oral Language Development)
 Graphic Organizers
 Picture Cards
 Word Cards
 Strategy Cues
 Games
 Hands-on materials connected to content and themes
 Listening Centers
SUPPLEMENTARY MATERIALS FOR MIDDLE & HIGH
 Adapted Texts and Novels
 Poetry
 Jazz Chants
 Conversation Cards
 Resources to focus on specific skills (Skills Sharpeners; Oral Language Development)
 Picture Cards
 Graphic Organizers
 Maps, Charts and Graphs
 Strategy Cues
 Games
 Technology, i.e. (Rosetta Stone)
 Interactive materials and realia connected to content and themes
131
** For all teachers needing core texts and or supplemental materials for ESL, please submit
requests to the ELL Director.
LANGUAGE OBJECTIVES, (2010 ELD Strategies.com)
Language objectives are lesson objectives that are specifically designed to promote students' language
development through all four language domains: (listening, speaking, reading and writing). Language
objectives can be taken from state or district language arts or ELD/ESL standards, or can be created based
on student need. Language objectives must be student friendly so that students have easy access to
understanding Language objectives often accompany a content objective when teaching content areas such
as math, science or social studies. For example, the following content objectives and language objectives
can be integrated within a lesson:
• Content Objective: (Otherwise known as Mastery Objective)
Students will compare and contrast the physical adaptations that whales and sharks have that aid
in their survival.
• Language Objective:
Students will write a compare and contrast paragraph, using vocabulary associated with the
language function of compare and contrast after completing a Venn Diagram with a partner.
The following categories can be used as language objectives within lessons:
Vocabulary
One example of a language objective that can be included in a lesson is vocabulary. One type of vocabulary
that can be emphasized is content-specific vocabulary that is associated with a topic, such as the words
"plant", "seed" and "germinate" when studying about plants. A second dimension of vocabulary consists of
teaching about language functions, or words that are associated with the purpose for using language. For
example, language is used to compare, contrast, sequence and other language functions. When focusing on
comparison, contrast, or another language function, specific vocabulary associated with the language
function must be explicitly taught and practiced by students. A third aspect of vocabulary is teaching about
the morphology of English, including but not limited to: prefixes, suffixes, and root words.
Language Functions
One example of a language objective that might be emphasized during a lesson are language functions. As
mentioned in the vocabulary section, language functions are specific purposes that we use language for.
Examples of language functions include: compare, contrast, sequence, persuade, retell, summarize, asking
for help, making suggestions, and other language functions. Specific vocabulary and sentence structures are
associated with each language function..
Grammatical and Language Structures (Forms)
Grammatical structures, which are sometimes also called "forms", can be an example of a language
objective to be taught in lessons. Grammatical structures can be emphasized in a lesson, such as: adjectives,
sentence structure, verb conjugation, and other aspects of grammar. The following is an example of a
content objective with a corresponding language objective that focuses on grammar:
a) Content Objective: Describe the daily activities of Native Americans in a chosen tribe.
b) Language Objective: Using regular and irregular past tense verbs (i.e, grammar), orally describe the
daily life of a Native American in a chosen tribe.
c) Language Objective: After orally describing life in the mission, students will write a paragraph about
daily mission life that includes regular and irregular past tense verbs.
Literacy Skills
132
Another type of language objective that can be included in lessons is for literacy skills, which include
reading, writing, speaking and listening. Reading skills such as main idea/detail, paraphrasing,
monitoring/clarifying, and comprehension skill instruction can be emphasized. Writing skills such as
paragraph writing and sentence structure might be another example of a language objective.
133
STRATEGIES FOR WORKING WITH ENGLISH LANGUAGE LEARNERS
Name of
Before,
Brief Description
Strategy
During &
After
K-W-L
Before
What Do You Know?
During
What do you Want to
After
Know/Learn/Understand?
What have you Learned?
Language
Experience
Stories
Before
During
After
Divide and Slide
During
After
Word Walls
Before
During
After
Jigsaw
During
After
Student(s) develop the text for
reading through dictation of personal
experiences and interests.
Stories dictated by individuals,
groups, or whole class.
Developed by Spencer Kagan
Students line up/count off;
Divide into two even lines;
One side remains in place;
the other side slides to right after
each pair speaks/reads.
Visual Representation of target
vocabulary words and concepts with
pictures and student friendly
definitions.
Large text or chapter is divided into
smaller units for reading
Why Use for ELLs?
Examples of Use
Activates prior knowledge in any
content area.
Can informally assess
misunderstandings or
misinformation.
Organizes students’ thinking and
writing.
Especially recommended for
beginning level ELLs
Connects to personal experiences.
Builds on linguistic, social and
cultural strengths.
Practice oral language or oral reading.
Reinforces listening and speaking.
Graphic Organizer
To begin a unit and
build on background
knowledge
ELLs need multiple exposures to new
vocabulary in a variety of contexts.
Word Walls can display student work
related to vocabulary.
“See It – Say It – Write It – Show It”
Multi-lingual word
walls
Dolch list (younger
students)
First 1000 Words
Content area words
Textbook chapter
readings
Students are assigned a section to
read.
All students who read same section
discuss main ideas of reading in
“expert” groups. Each expert reports
to a “home” group where each
member reports on his/her section of
the text jigsaw.
Winter in New
England
Our School
Community
Read
Recite
Retell
News articles
Any reading
materials
Name of
Strategy
Focus on
Cognates
Before,
During &
After
Before
During
Vocabulary or
Concept Maps
Before
During
After
Carousel
Brainstorm-ing
Before
During
After
Quick write
Before
Journals
Before
During
After
Brief Description
Cognates are words in two languages
that are similar or identical in spelling
and meaning. Ex: false/falso;
debate/debate; map/mapa
Why Use for ELLs?
Transfer of words and concepts from
L1 to L2. Supports comprehension.
ELLs have to be taught to focus on
cognates and beware of false
cognates.
Ex: exit/exito(success)
Students “map” out all they know
Allows students to learn a word or
about a word or concept. Ex: what it is concept receptively and productively.
(synonyms), what it is not (antonyms) Provides for multiple exposures,
Ways to use correctly, visual image
practice, and reinforcement
Different questions/topics placed on
Same as Brainstorming
charts around room.
Promotes speaking and listening
Small groups discuss and record their English Language Development
thoughts on a topic or question.
Provides opportunities to ask
Groups move from one chart to
questions and learn from others.
another; use different colored
markers to add more ideas. Groups
return to their question. Read new
ideas. Share out most important ideas
Same as Brainstorming, but done on
Activates Prior Knowledge/Schema;
paper.
Introduces new topics; engages
student interest; Allows teacher to
assess what students already know or
don’t know.
Journals as tools for Learning (use
Journal writing supports student
notebook pages…save the trees!)
understanding and provides
Double and Triple Entry Journals:
opportunities to practice reading and
Sample Page Headings…
writing strategies.
*What I Know/How I Know It
*I saw/heard/read in the text
(evidence)/I thought/wondered
(understanding)
*What the text says/What I say
Examples of Use
Many cognates exist
between Romance,
Germanic, and
English languages
Mind Map
Any topic or question
Notebook entries
Readers Notebooks
 Vocab. Maps
 Responses to
Literature
 Notes
 RT strategies
Writers Notebooks
 Personal Ideas for
135
Name of
Strategy
Before,
During &
After
Brief Description
Why Use for ELLs?
*Facts/Questions/Responses
*What I Understand/What I
Think/Questions I Have/New or
Interesting Vocabulary (4 columns)
Examples of Use

writing
Notes on
elements of
writing process
Reciprocal
Teaching
Strategies
Before
During
After
Focus on important metacognitive
Strategies that students can use to
strategies: Predict – Question – Clarify support themselves and one another
- Summarize
when reading. Students are learning
strategies to use across the
curriculum with all kinds of texts, at
all grade levels.
Can be used with all
reading texts and
assignments
Talking to the
Text
Before
During
After
5 Steps: 1. Overview of the entire
piece. 2. Chunk the text into smaller,
more manageable pieces,
3. Read, underline, annotate
4. Reread
5. Pause – Think - Retell
Promotes active reading. Students are
thinking as they read and writing
down what they understand as well
as what they need to clarify. Students
are learning to do what proficient
readers do automatically.
Any kind of text. If
students cannot
mark directly on the
text, they can use
sticky notes or
notebook entries.
1. What do you see?
2. What does this information tell
you?
3. What do you think is going on?
4. What are your supporting reasons?
Students review what they have read
and select two or three “golden lines”
they want to share out loud. Lines are
read out in popcorn fashion, in no
particular order.
Used for peer or group editing
Students tell what they like in the
writing, ask questions about the
writing, and make suggestions for
Teaches students that information
comes from a variety of sources.
Brings students from literal to
interpretive thinking through
questions, (answers with evidence).
English Language Development
Students can choose ideas that were
important to them and can also select
lines that are easy for them to read
out loud.
Students learn how to give and take
constructive advice.
Students receive feedback on how to
improve their writing.
Any type of visual:
pictures, maps,
charts, graphs,
diagrams, etc.
Reading a Visual Before
During
After
Popcorn Read
After
PraiseQuestion-Polish
After writing
Any reading material
Any kind of student
writing
136
Name of
Strategy
Before,
During &
After
Brief Description
Why Use for ELLs?
improvement.
Low risk; low stress; collaborative
Examples of Use
Graphic
Organizers
Before
During
After
Tools for organizing student thinking
Used in reading and writing
Increases comprehension
Provides visual reference to review
important information or organize
ideas for writing process
Word Maps
Story Maps
Webs
Venn Diagrams
Readers
Theater
Before
During
After
Students read or develop their own
scripts based upon poetry, literature,
or real events, personal experiences
Improves comprehension and English
Language Development
Poetry
Literature
Events from History
Sentence
Starters
Before
During
After
List of sentence stems or starters to
scaffold speaking and writing
activities.
Write Around
Before
During
After
Accountable Talk
Questioning with
Bloom’s
Taxonomy
Similar to Quick
write, with small
groups of students.
Anticipation
Guide
Before
During
After
Silent discussion on paper with small
groups. Each person writes thoughts,
reactions, questions, or feelings about
a topic. Write for 1 or 2 minutes then
pass papers to right. Students read
written comments and repeat writing
process. Keep passing paper until it
returns to 1st person who reads entire
conversation.
Prepare 4 or 5 statements that relate
to the key concepts of a text.
Statements should require some
thought before students can agree or
disagree. Students read each
statement and mark their opinion
(Agree or Disagree). Then students
can discuss with others. Finally,
students read text to confirm or
Reduces anxiety; lowers affective
filter.
Students learn how to begin speaking
or writing in appropriate ways.
Opportunity to practice reading and
writing skills. Opportunity to learn
from and comment on ideas of others.
Low risk, short amount of time, not a
great deal of writing involved. Can
express ideas without anxiety of
speaking.
Sets purpose for reading; provides
opportunities for discussion and
English Language Development;
requires students to support their
opinions with evidence from text.
Historical
Occurrence
Current Event
Social Phenomena or
Dilemma
Any Topic that
137
Name of
Strategy
Before,
During &
After
Brief Description
Why Use for ELLs?
adjust their opinions, based upon
what the author states.
Drilling Deep
Before
Microselection
During
After
Send a Question
or
Create a Test
After
Strategy teachers model to help
students look closely at the features of
the text they are reading. Focus on
one important feature: how text is
organized; how verbs are used; or
how time and place expressions are
used.
Students practice finding main idea in
a sentence by highlighting important
words. Students then paraphrase the
sentence without looking at the text.
Students work in groups or with
partners. Use question stems from all
levels of Bloom’s Taxonomy to
develop questions based upon any
text or unit of study. Questions are
“sent” to another group to answer.
Scaffold to build awareness of how
text is organized. Helps to make
challenging text more
comprehensible. Provides explicit
instruction in grammar or syntax.
Examples of Use
involves a lot of
details with some
controversy
Lesson on Salem
Witch trials.
Global Warming
Protecting
endangered species
Immigration Laws
Scaffold for finding main idea in a
Any reading material
paragraph or longer pieces of text.
Understanding main idea of each
sentence helps students hold the
meaning of the whole text as they
progress through it. Promotes higher
order thinking skills.
Use of questioning as a
”
comprehension strategy. Promotes
Bloom’s Taxonomy
higher order thinking, interaction,
and collaboration with other students.
138
ASSESSMENTS FOR ENGLISH LANGUAGE LEARNERS
Must English language learners take MCAS tests?
English language learners must participate in the MCAS tests that are scheduled for their grades.
The only exception applies to English language learners who are in their first year of enrollment in a
U.S. school. First-year English language learners are students who first enrolled in school in the U.S.
after March 1 of the previous year. Schools can decide whether or not to test first-year English
language Learners in the English Language Arts MCAS test. All English language learners, including
first-year students, must participate in the Mathematics and Science & Technology/Engineering
MCAS tests.
What language is used for MCAS tests?
MCAS tests are in English. English language learners in grade 10 who speak Spanish and have been
enrolled in a U.S. school for fewer than three years may choose to take the English/Spanish version
of the grade 10 Mathematics MCAS test (and the retest in grades 11 and 12) if they can read and
write in Spanish at or near grade-level.
How do English language learners with disabilities participate in MCAS?
English language learners who are disabled and/or receiving special education services must
participate in MCAS. They can participate by taking either the MCAS tests, with or without
accommodations, or the MCAS Alternate Assessment (MCAS-Alt). The year before scheduled
statewide assessments, an Individualized Education Program (IEP) or 504 Team meets to
determine how an individual student with a disability will participate in MCAS testing. All English
language learners in grades K - 12 must take the MELA-O. This test measures proficiency in both
listening and speaking. The student is observed in the classroom by a qualified MELA-0 assessor
during actual classroom activities. The student receives a score based on his or her ability to
understand and speak English. In comparison to a native speaker of English.
MEPA-R/W — Massachusetts English Proficiency Assessment - Reading and Writing: All
English language learners in grades K - 12 must take the MEPA-R/W. This test measures English
proficiency in reading and writing. It consists of a reading component and a writing component.
When are the MELA-O and MEPA-R/W tests given?
MEPA tests are given in the fall and spring of each school year. Most English language learners take
the tests in the spring. Newly-enrolled English language learners who did not take MEPA tests the
previous spring take them for the first time in the fall. The only exception is for Kindergarten ELL
students who take the MEPA R/W for the first time in the spring. English language learners take
MEPA tests each spring until they become proficient in English and are reclassified as “Former
Limited English Proficient (FLEP).” Students who become reclassified during the school year must
take the MEPA in spring of that school year.
Must English language learners with disabilities take the MEPA tests?
English language learners with disabilities must participate in MEPA tests using the
accommodations, if any, listed in their IEPs or 504 Plans. If a student needs an accommodation, such
as Braille, that is not available for the MEPA test, the IEP or 504 Team should consider whether a
different accommodation, such as reading the test aloud, would be appropriate. Some students with
disabilities, such as those who are deaf or hard of hearing, may not be required to participate in
MEPA. Students who take alternate MCAS assessments do not take the MEPA-R/W but teachers are
still required to use the MELA-O to measure oral language development.
Can dictionaries be used on state assessments?
•
Any student who is currently classified by the school as “Limited English Proficient (LEP)” or
who has ever been identified as LEP in the past may use an approved bilingual word-to-word
dictionary for all MCAS tests. These dictionaries may not include definitions or other information. A
list of Massachusetts-approved bilingual dictionaries for over 70 languages is online at
www.doe.mass.edu/mcas/participation
Printed copies of bilingual dictionaries not on the list may be approved. To discuss the approval of
other word-to-word dictionaries, the school must call ESE at 1 (781) 338-3625. Schools provide
students with the dictionaries.
• Students may NOT use bilingual or any other type of dictionary on the MEPA tests.
Responsibilities for Schools in Providing Services to LEP/ELL & FLEP Students
The education of LEP/ELL & FLEP students is a responsibility to be shared by all teachers and
support people who are a part of enhancing our Randolph LEP/ELL & FLEP students’ language
development and academic achievement.
Principal
1. Communicates to all school staff that the responsibility of education and services to LEP/ELL
students is a shared responsibility for all teachers.
2. Oversees and ensures that education and services to ELLs in both SEI programs and in
general education is an integral part of discussion when addressing language and academic
achievement and support services to LEP/ELL students.
3. Communicates to LAT facilitators on an ongoing basis about ELL progress.
4. Participates in the school’s Language Assessment Team.
5. Communicates with the Office of English Language Learners Education on a regular and as
needed basis.
Teaching and Learning Leadership Team (All Schools)
1. Oversees the instructional program for all students, including ELLs in general education and/or in
ELL programs. Designs and coordinates support services that meet the federal and state mandates
for ELL students to have access to the full curriculum.
Language Assessment (LAT) Facilitators
1. Attend departmental meetings facilitated by the Office of English Language Learners Education,
to bring back relevant information to the school that enables the administrators, and teachers to
provide needed and required services to their English Language Learners.
2. Facilitate and support the activities of the Teaching and Learning Leadership Team in specific
areas: a.) Analysis of formative assessment data for ELL students. b.) Collaboration with the ELL
Director to design instructional and support services for ELLs that meet federal and state
mandates; and c.) Review of ELL students’ ELD (English Language Development) levels in SEI
programs on an annual basis. d.) Report out on progress in periodic grade level or content area
meetings to report information on individual students, e.) Review ELL students’ ELD (English
Language Development) levels on an annual basis. f.) Convene Language Assessment team
meetings to address student concerns and school-wide issues in relationship to their ELL students.
g.) Conduct the annual review of ELD (English Language Development) levels.
3. Assist the Ell Director and the school leadership in monitoring the progress of (FLEP) Former
LEP students and ensuring that ELLs have equitable access to school electives and enrichment
opportunities.
4. Works closely with the ELL Director to disseminate information pertaining to students’ ELD
level, language needs and/or any other special need related to language to all classroom teachers.
(Monitoring LEP/FLEP) students on a regular basis.
MONITORING LEPS/FLEPS
OVERVIEW
Every School’s Responsibility
Every school in Randolph is responsible for monitoring their LEP/ELL and Formerly Limited English
Proficient (FLEP) students from the time they are identified to be LEP/ELL until two years after redesignating a student to be FLEP. Responsibility for monitoring LEP/ELL and Formerly Limited
English Proficient (FLEP) students is true wherever LEP/ELL and FLEP students are enrolled including
SEI self-contained programs, or in general education classrooms.
To make sure monitoring is conducted every step of the process specific elements need to be
in place.
1.) Access to data defining LEP/ELL and FLEP students
School site administrators & teachers need to know whom their LEP/ELL and FLEP students are.
Access, familiarity and utilization of the ELD level data, appropriate assessments and other current data related to
English language development and academic progress is essential. All LEP/ELL and FLEP students must
participate in appropriate assessments. ELD level data will be updated on a weekly basis and sent to schools.
Information on Assessment can be found in the assessment section.
2.) English Language Development (ELD) folders
All teachers working with these students must maintain current and accurate records on their LEP/ELL and FLEP
students in the form of an English Language Development folder. The contents of an English Language
Development folder are defined by federal, state and district guidelines and include:
 Initial intake assessment and program placement information
 Annual assessment data: MELA-O, MEPA, IPT or Woodcock Munoz and MCAS
 Current & prior records on the LEP/ELL student, student’s schedules, an ISSP if the student failed the
MCAS
 Parental notification (report cards, progress reports, invitations to parent meetings, etc) in the family’s
home language
 Evidence of monitoring LEP/ELL and Opt-Out students that were reclassified and/or identified as
needing extra support
 Evidence that FLEP students are being monitored by the schools for a period of two years from the date
of re-designation to include a review at the end of each marking period of tests, grades, benchmarks,
classroom work on grade level
 Follow-Up Support given to LEP/ELL students and/or FLEP students including those LEP/ELL
students identified with special needs.
 School Based Assessments (writing samples, student work, portfolios)
3.) English Language Development (ELD) levels
ELD levels must be updated on an annual basis. An ELD level is an indicator of an LEP student’s academic
English language proficiency at a given time. The ELD levels are organized in five language proficiency levels:
Level 1 (Entering or Newcomer); Level 2 (Beginning); Level 3 (Developing); Level 4 (Expanding) Level 5
(Reaching) The language proficiency levels are aligned to the Massachusetts English Proficiency Assessment
(Reading and Writing) and the English Language Proficiency Benchmarks and Outcomes for English Language
Learners (ELPBO). The language proficiency descriptors provide an overall summary of performance in the four
language domains: ( Listening, Speaking, Reading and Writing).
.Every LEP/ELL student in Kindergarten to Grade 12th needs an ELD level, whether the student is in a selfcontained SEI program or in general education.
4.) Language Assessment Team (LAT) Facilitators The ESL teacher in each building is to be the Language
Assessment Team Facilitator. If there is one ESL teacher in a building, the ELL Director will select which ESL
teacher will be the facilitator.
The LAT facilitator’s responsibilities is clearly delineated and explained in writing. The LAT facilitator receives a
stipend for his/her work unless these responsibilities are built into the designee’s daily schedule. The Language
Assessment Team Facilitator assists the School’s Leadership Team and Grade/Subject Teams to ensure that every
LEP and FLEP student receives a full and equitable program of instruction.
5.) A School Language Assessment Team
A Language Assessment Team needs to be formed at each school site. The members of this team may vary from
site to site always including the LAT facilitator and teachers who are familiar of the classroom performance of the
LEP/ELL and FLEP students and often involves general education teachers, guidance counselors, resource
specialists, coaches, members of the Instructional Leadership Team (ILT), the school site principal, parents, etc.
The team must meet at least five times a year. These meetings take place after school LAT members receive a
stipend for their time and service. During these meetings, the Language Assessment Team, facilitated by the LAT
Facilitator discuses the progress of individual LEP/ELL students, reviews language proficiency and academic data
and makes decisions about further services and supports needed.
6.) Annual Reclassification of LEP/ELL Status
In the end of May or beginning of June, an annual spring review meeting is held. This is a meeting where final
decisions regarding students ELD level changes, program placement and ongoing services are decided.
This meeting should include the LAT facilitator and team, school site administration, Special Education teachers
when deemed necessary and guidance counselors. Parents must also be invited to these meetings. If the student is
over 18 years of age, that student must be invited to the meeting too. If interpretation is needed, an ELL liaison who
speaks the language of the home should be present to assist the parent and/or students.
The decisions made in these meetings are reviewed and finalized by the ELL Director. Parents are notified of any
changes in a language they understand.
7.) Former LEP/ELL Students (FLEPs)
In September and periodically during the year, the district provides every school with a list of the students assigned
to the school who meet the district definition of an LEP student, including those who have exited from an ELL
program. FLEP students are to be monitored by the LAT for two years, following each report card. Language
support is provided as needed. FLEPs who fail during the first year due to language proficiency may be reclassified as LEP/ELL. The Teaching and Learning Leadership Team with support from the LAT facilitator in each
school coordinates support services to ensure that LEP students have access to the full curriculum, and they identify
FLEP students who need additional support.
8.) ELL Parent Involvement
The school district and individual schools need to involve parents of LEP/ELL students in the educational
process as much as possible. When parents feel safe and welcomed, they are often more active in their
children’s education. With comprehensive parent involvement, teachers gain a broader perspective of
their students’ backgrounds, strengths and challenges. Students develop more motivation to perform well
and their language development and academic achievement is often at a higher proficiency level. The
school should provide multiple opportunities and a variety of methods for parent-teacher
communication and family interaction.
Authority: Title VI; EEOA
9.) LEP/ELL Parental Notification
LEP/ELL parents should receive notification regarding their child’s progress, in their home language and in
English. Report cards in the language of the home will be available to schools via the Office of English Language
Learners Education. During the report card period, schools must request the number of report cards needed.
Parents should also receive information. No Child Left Behind, Title III and Massachusetts General Law-Chapter
71A all uphold the importance of parental notification in the primary language and in English, as is stated in the
Massachusetts Coordinated Program Review and noted here.
1. Upon placement in any English Language Learning Education program, and annually thereafter, a notice
is mailed to the parents or guardians written in the primary/home language as well as in English, that
informs parents of:
(a) the reasons for identification of the student as Limited English Proficient (LEP);
(b) the child’s level of English proficiency;
(c) program placement and/or the method of instruction used in the program;
(d) how the program will meet the educational strengths and needs of the student;
(e) how the program will specifically help the child learn English;
(f) the specific exit requirements; and
(g) the parents’ right to apply for a waiver (see ELE 4), or to decline to enroll their child in the
program (see ELE 8).
(All districts need to comply with a-c and g. Title III districts must comply with a-g. Title III districts
must send parental notification no later than 30 days after the beginning of the school year.)
2. The district provides to parents and guardians of LEP students, report cards, and progress reports in the
same manner and with the same frequency as general education reporting. The reports are, to the
maximum extent possible, written in a language understandable to the parent/guardian.
Randolph Public Schools Office of English Language Learners Education is committed to this
requirement and has provided many different ways to notify parents of their child’s education in a
language they can understand.
10.) Translations:
The Randolph Public Schools’ Office of English Language Learners Education has hired translators on a
contracted basis who are available to translate written communication in the dominant languages in the
community including (Haitian-Creole, French, Vietnamese, Spanish, Portuguese, Cape Verdean Creole
and Chinese)
Policy documents, report cards and progress reports, important notices pertaining to
transportation, health, food services, special education, etc.., are given priority. In addition, the
system currently has a contract with TransACT Communications, Inc. a service to which all schools and
central offices have access and where they can find a number of documents such as letters and forms
already translated in many different languages.
 Bilingual ELL liaisons administer the initial tests to students.
 ELL liaisons provide orientations to the educational process and procedures to families in a
language they understand.
 All parental notification forms informing parents of their child’s enrollment, participation,
assessment or exit out of a language program are translated in the five primary languages of the
students enrolled in Randolph Public Schools.
FLEP PROCESS
In order for a student to be eligible for consideration as a FLEP student he/she must receive a 450
on the MEPA /or score Proficient on the MCAS. Parents must be notified and invited to a meeting
to review the new language assignment. Parents must also sign forms stating that they understand
and agree with this decision. ELL liaisons who speak the language of the parent/s must be made
available for this meeting if the parent is limited English proficient.
Randolph Public Schools FLEP procedures:
A student is normally FLEPed during the Language Assessment Team spring review. A LAT meeting
similar to an extended IEP or SST meeting takes place. The purpose of the meeting is to review data and
report out on performance of individual students. Based on test scores, work performance and teacher
input, the LAT Team makes recommendations for FLEPing students. The ELL Director reviews this
information and makes the final decision.
In general, the decisions made by the LAT team will be agreed upon with the director. However, if the
Director should contest the recommendation, she will meet with the LAT Facilitator in a meeting or a
notice is sent to the school communicating a disagreement with the decisions made
The school has five days to submit their evidence to support their decision. At this point, the director
meets with the team to make final decisions. If the school does not respond to the recommendation the
student receives the re-designation from the Director.
The outcome of this process is a decision for a change in English Language Development level, a status
change from Limited English Proficient (LEP), otherwise known as ELL to Former Limited English
Proficient (FLEP). Decisions related to further supports (counseling, tutorial, referrals, etc.) are also
decided during the course of the LAT spring review.
Parents are communicated of this change in a language they understand.
All FLEP students still need to be monitored for 2 years after the date of being considered a FLEP
student.
English Language Learners Acronyms
BICS =
Basic Intercommunication Skills
CALP =
Cognitive Academic Language Proficiency
ELD =
English Language Development
ELL =
English Language Learner
ELPBO =
English Language Proficiency Benchmarks & Outcomes
ESOL =
English for Students of Other Languages
ESL =
English as a Second Language
HLS =
Home Language Survey
LEP =
Limited English Proficient (Student)
MABE =
Massachusetts Association of Bilingual Educators
MATSOL =
Massachusetts Association for Teachers of Second Languages
MELA-O =
Massachusetts English Language Assessment (Oral)
MEPA-R/W = Massachusetts English Proficiency Assessment (Reading & Writing)
OELA =
Office of English Language Acquisition
SEI =
Sheltered English Immersion or Instruction
SIFE =
Student with interruptions in formal education
SIOP =
Sheltered Instruction Observational Protocol
TBE =
Transitional Bilingual Education
TESOL =
Teachers of English to Students of Other Languages
WMS =
Woodcock Muñoz Survey (Initial Intake Test)
ELL Glossary
Academic Language: Spoken and written forms of language which refer to academic language
functions (such as analysis, comparing, sequencing) generally associated with academic subject
matter in a formal schooling context. For example, academic written language would not tend to use
contractions, whereas an informal email to a fried would be more likely to include contractions
Accent: a manner of pronunciation peculiar to a particular individual, location, or nation.[1] An
accent may identify the locality in which its speakers reside (a geographical or regional accent), the
socio-economic status of its speakers, their ethnicity, their caste or social class, their first language
(when the language in which the accent is heard is not their native language), and so on
Acculturation: The process of adjusting to and becoming comfortable with the ways of thinking,
acting, beliefs, values and emotions of a culture different from one’s own while still valuing one’s
own culture.
Background Knowledge: existing knowledge that the language learner already has. In the second
language comprehension process, at least three types of background are potentially activated: (1)
linguistic information, (2) knowledge of the world (one’s store of concepts and experiences), and
(3) knowledge of discourse structures or how various types of authentic discourse (conversations,
radio broadcasts, newspaper articles, political speeches) are generally organized.
BICS Basic Interpersonal Communication Skills: Face-to face conversational fluency, including
mastery of pronunciation, vocabulary, and grammar.
• English language learners typically acquire conversational language used in everyday activities
before they develop more complex, conceptual language proficiency.
CALLA (Cognitive Academic Language Learning Approach): an approach that capitalized on the
knowledge and skills that learners already possess, while encouraging them to develop new and
more effective strategies for learning (developed by Chamot and O’Malley).
CALP: Language proficiency associated with schooling, and the abstract language abilities required
for academic work; A more complex, conceptual, linguistic ability that includes analysis, synthesis
and evaluation.
CASAS: Comprehensive Adult Student Assessment System; a list of life-skill competencies.
Chunking: putting small groups of words together into meaningful phrases.
Cloze Procedure: a reading or listening comprehension test technique that eliminates every n-th
word (usually fifth) in a passage. Students then fill in blanks with the appropriate word.
Cognates: Words having a common linguistic origin. For example, café and coffee derive from the
Turkish kahve
Collocation: the way words combine with other words in predictable ways. Pre- fabricated chunks
of words.
Communicative Competence: the ability to recognize and produce language correctly,
idiomatically, fluently, and appropriately in a variety of communicative settings. The term includes
grammatical competence, sociolinguistic competence, discourse competence, and strategic
competence, both orally and in writing.
Content area: Subject matter course or curriculum such as mathematics, history, science, etc.
Content-based ESL: using subject matter, such as topics, themes, course materials (math, science,
social studies) as a basis for second language teaching.
Contextualized: sounds, vocabulary, and grammar presented within a meaningful context to
facilitate learning.
Cooperative Learning: learning that takes place when students of various abilities and
backgrounds are placed together in pairs and small groups to work on tasks with instructor
supervision and support. The instructor assesses the group’s work, not the individuals’.
Cross-Cultural: materials or activities that present the cultures of the learners’ native languages
and that of the target language.
Cultural Assimilation: a socio-political response to demographic multi-ethnicity that supports or
promotes the assimilation of ethnic minorities into the dominant culture. The term assimilation is
often used with regard to immigrants and various ethnic groups who have settled in a new land.
New customs and attitudes are acquired through contact and communication. The transfer of
customs is not simply a one-way process. Each group of immigrants contributes some of its own
cultural traits to its new society. Assimilation usually involves a gradual change and takes place in
varying degrees; full assimilation occurs when new members of a society become indistinguishable
from older members.
Dialect: A particular variety of language spoken in one place by a distinct group of people. Dialect
reflects the methodology that is unique to second language acquisition while incorporating topics
and vocabulary of grade level content areas.
Diction: An author’s choice of words based on their correctness, clearness or effectiveness
Direct Method: based on the way children learn their native language: through direct association
of words and phrases with objects and actions, without the use of native language as the
intervening variable.
Discourse: Formal, extended expression of thought on a subject, either spoken or written
Distance Learning: an educational approach that uses various channels, such as online services,
video, telephone, mail, etc., to instruct learners at libraries, community centers, home, or other
locations outside of the traditional classroom setting.
.
EFL (English as a Foreign Language): English language learning learned in a non- Englishspeaking environment.
ELA (English Language Arts): K–12 national language arts standards for both native and nonnative speakers of English.
ELD (English Language Development): a course of study that teaches English to not-native
speakers of English employing methodology that is unique to second language acquisition
ELL (English Language Learner): students learning English.
ELL Category Training: Category training is a series of professional development workshops for
teachers with the objective of providing skills and knowledge to work with English Language
Learners.
ESL (English as a Second Language): (See ELD)
ESOL (English to Speakers of Other Languages): the preferred name for ESL in the adult and ElHigh sectors and in some U.S. states.
Experiential Learning: learning derived from activities that are somewhat natural; activities
where both the left (analytical) and the right (holistic) sides of the brain are engaged; where
content is contextualized, skills integrated, and purposes real. It also refers to how one applies
generalizations from a concrete experience to new situations, and to a route to social and moral
development.
False Beginners: a low-level language learner who has previously studied the language but failed
to achieve full mastery for that level. When applied to materials, it implies the use of a faster pace in
earlier texts, and the inclusion of a quick review of concepts and language previously learned.
First Language: One’s home or native language, that which is first spoken as a child
Fluency: A term used to describe oral proficiency or reading level, including automaticity/rate and
comprehension
Formulaic language: Oral Language used by young children in their first language and by second
language learners in the early stages of proficiency
Genre: A category or type of writing (such as essays, letters, stories)>
Grammar: The structure and features of a language, usually perceived as rules and standards, that,
if followed, produce acceptable or standard writing and speaking (excerpted from ELA)
Graphic organizers: Visual, non-linguistic representations (such as T-charts, Venn diagrams, story
maps) that help students organize information into specific patterns (such as description, timesequence, cause-effect).
Idiom: A phrase or expressions that means something different from what the words actually say ,
(for example, “bring out the best in people” means to make someone show or use the good qualities
they have).
Inflections: Parts of words that indicate or alter meaning (such as ed, er) when attached to a word.
Language Experience Approach: n approach to reading instruction based on activities and stories
developed from personal experiences of the learner. The stories about personal experiences are
written down by a teacher and read together until the learner associates the written form of the
word with the spoken.
Language Function: The purpose that language serves in oral or written form, for example,
describing, persuading, etc.
Learning Strategies: Conscious plans or behaviors of students (such as repeating what is heard or
finding a different way of saying something (that assists in organizing, completing, and assessing
work).
LEP: (Limited English Proficient student) the term usually used in elementary and secondary
education, for students identified as needing English as a Second Language instruction
Lexical Approach: an approach to language learning set forth by Michael Lewis. The principles of
The Lexical Approach include (i) the grammar/vocabulary dichotomy is invalid, (ii) collocation is
used as an organizing principle, (iii) successful language is a wider concept than accurate language,
(iv) the Observe-Hypothesize-Experiment cycle replaces the Present-Practice-produce paradigm,
and (v) language consists of grammaticalized lexis - not lexicalized grammar.
Literacy: the ability to read, write and compute well enough to function in a community or on a job.
The process by which individuals come to understand the world around them and to use print to
enhance their participation in the world
Massachusetts English Language Proficiency Assessments (MEPA): Massachusetts
standardized test used to measure reading and writing skills of second language learners.
Massachusetts English Language Assessment (Oral): observational protocol used to measure
students’ oral language development proficiency in comprehension, grammar, vocabulary, fluency
and pronunciation.
Morpheme: the smallest unit of a word that carries meaning
Meaning: the signification or semantics, both lexical (i.e., the dictionary definition of a word) and
grammatical (e.g., a conditional signals a cause and effect).
Meta-cognition: learning to learn; thinking about the learning process.
Non-verbal communication: Aspects of communication that do not involve language or are used
in conjunction with language (such as intonation, stress, pauses, gestures, facial expressions, or
body language).
Phonemic awareness: Awareness that spoken language consists of a sequence of phonemes, the
smallest units of speech that signal a difference in meaning.
Phonetic: Represents the sounds of speech with a set of distinct symbols, each denoting a single
sound.
Pragmatics: the transmission of meaning depends not only on the linguistic knowledge (e.g.
grammar, lexicon etc.) of the speaker and listener, but also on the context of the utterance,
knowledge about the status of those involved, the inferred intent of the speaker, and so on
Prior Knowledge: The student’s experience or academic background that relates to new
knowledge or skills. Knowledge of the students’ prior experience can assist the teacher and the
learner in planning instruction and applying learning strategies
Realia: real objects or picture of them, such as money, maps, menus, want ads, clothing, food, and
so on.
Register: the term for distinguishing between formal and informal speech; variety of language
appropriate to the setting, the participants, and the purpose of the interaction.
Retelling: an activity where students summarize and retell a story or conversation; one of the best
ways to test comprehension.
Schema Theory: readers interact with what they are reading, bringing their experiences to bear on
it. The more students’ personal experience or knowledge (extant linguistic knowledge) can be used,
the more easily they will read. Calling on this knowledge is referred to as activating the student’s
schema.
Semantic Fields: associative networks of words; groups of words that have related meaning or
function.
Sheltered instruction is an approach to teaching English language learners which integrates
language and content instruction. The dual goals of sheltered instruction are to provide access to
mainstream, grade-level content, and to promote the development of English language proficiency
Sight vocabulary: Words that a student reads automatically as whole words with meaning
Skills-Based: focuses on pieces of language, building from the smallest units of language (for
example, sounds to words and phrases) or breaking down the larger segments of language into
individual units.
Skimming: quickly running one’s eyes over a text to get its gist.
Social language: oral language used in social or peer settings, usually conventions (such as “Hi,
how are you?”), in contrast to more formal “academic language”.
Spiraling: reusing or recycling vocabulary, grammar, or concepts throughout a text.
Strategy-Based: a focus on the strategies needed to improve learning. When applied to reading, it
is a whole-language model that views reading as a successful integration of conceptual abilities,
background knowledge, and processing strategies. Reading, writing, and oral language are
components of a mutually supporting communication system, and should therefore be presented
together.
Structure: grammar.
Survival Skills: linguistic, cultural, and practical information that people need to get along in
everyday life.
Survival Writing: nonacademic, everyday writing, such as filling out forms and writing memos and
notes.
Syntax: The order in which words are put together to form a sentence, phrase, etc.
Target Culture: The culture being learned, in contrast to one’s own home or native culture
TESL (Teaching English as a Second Language): the M.A. degree that prepares teachers of English
to Speakers of Other Languages.
TESOL (Teachers of English to Speakers of Other Languages): the international organization for
professionals in the field of ESL.
Thematic: grouping according to common themes.
TOEFL (Test of English as a Foreign Language): the prerequisite standardized test for
admission into U.S. colleges and universities by non-native speakers of English.
TPR (Total Physical Response): a teaching method that focuses on listening comprehension,
utilizing direct commands, and physical responses to such commands.
Two Way Immersion: a program, which serves both language minority and majority students in
the same classroom. These programs use each group of students’ first language for academic
instruction at certain points during the program. They aim for bilingualism and biculturalism for
both groups of students.
Whole Language: refers to literacy training. It is based on the following eight principles:
Learning in the classroom and out of the classroom is not different; Language learning is a social
event; classrooms have a workshop atmosphere where learners interact and share; emphasis is on
process; classrooms are organized to support individual growth; Language is the means of creating
and communicating new knowledge; The four language processes (listening, speaking, reading,
writing) are interrelated and interdependent ; Authentic reading materials provide the best models
for language; The purpose of language is to create meaning; Learners must be involved in real
language activities.
Word Family: Word that share rime in patterns of onset-rime (such as c-at, h-at, b-at)
Word order: The correct order of subject, verb, adjectives, and other parts of speech in an
utterance or sentence. Different languages use different word order.
Word stress: The location of emphasis on a word in an utterance, providing a specific meaning t
the utterance. Change of word stress will change the intent or meaning of the utterance.
Teacher & Student Online Resources for learning ESL
Interesting Things for ESL Students
http://www.manythings.org/e/easy.html
One Stop English
http://www.onestopenglish.com
Dave's ESL Cafe on the Web
http://www.eslcafe.com/
Dave's ESL Cafe is an amazing site that includes the ESL Quiz Center & the ESL Help Center
(both for students), the ESL Search Page (to help you find ESL resources), and the ESL Idea
Page (where both teachers and students can share ideas). Still the premier ESL web site on
the Internet
The Internet TESL Journal
http://iteslj.org/
A rich resource site with information on CALL, culture, world-wide associations and
conferences, and job information.
grammarONLINE
http://www.edufind.com/english/grammar/index.cfm
Five units: passive voice, adjective clauses, noun clauses, comparatives, and verb participles.
Includes structure, recognition, and proper usage.
The Newbury House Online Dictionary
http://nhd.heinle.com/home.aspx
This online dictionary contains over 40,000 entries and is based on the Newbury House
Dictionary of American English. Providing simple and clear definitions, this online tool
provides a wealth of sample sentences, idioms, and a wide array of cultural facts and figures.
John and Sarah's TEFL Pitstop
http://www.lingolex.com/jstefl.htm
Sarah provides several ideas for games that ESL/EFL teachers can use to reinforce language
learning. Directions and game-boards to print out
Center for Applied Linguistics
http://www.cal.org/
CAL provides access to most of the products that ERIC used to provide, including digests. The
general CAL website is a valuable resource on language acquisition.
Antimoon.com: Learn English Effectively
http://www.antimoon.com/
This is an English learning site like none I have encountered. The focus of the site is
motivation and techniques for effectively learning English. The authors of the site do not see
grammar exercises as the way. There are reviews of techniques, pronunciation guides, and
accounts of how the authors learned English. Requires an intermediate reading level.
Developing Teachers.com
http://www.developingteachers.com/
Listed as a web resource for the developing language teacher, this site provides newsletters
about teaching, teaching methodologies, lesson plans, and weekly teaching tips. Newsletters
and tips are archived, but you can also subscribe to receive these by email. Developing
Teachers.com is a commercial site that also offers email courses for language teachers.
Everything ESL
everythingESL.net
Good things for elementary ESL classes. Includes lesson plans, teaching tips from a variety of
sources, the owner's pick of ESL resources, and discussion boards. There is also a discussion
board where you can ask the site owner questions. (updated 05.29.06)
English-Zone
http://english-zone.com/index.php
A huge array of activities for English learners and teachers
There are online activities as well as lessons that can be reproduced for classroom use.
There is way too much on the site for me to list it all here. All skills are covered, and there is
also a phrasal verbs and a preposition dictionary with exercises for reinforcement.
1-Language.com
http://www.1-language.com/
An extensive selection of resources for the ESL teacher, from flashcards to grammar lessons
There's real time chat, for students who want to chat with others, and forums (although
somewhat sparse in postings as of this listing). One of the best things are current news
articles, which are available as readings and audio recordings. Each article is accompanied
by various exercises.
Using English.com
A compendium of quite a lot of different things. There are discussions, a bulletin board, a
grammar reference, online tests, and more. Many more materials than when the site was
first reviewed several years ago.
Mark's ESL World
A site with lots and lots of links, organized into resources for teachers, students, and job
seekers. There are also chat and discussion pages. Nothing unique to this site, but it pulls
together many things into one place.
ESL Web-quest Projects
Web-quests are cooperative Internet-based research activities that usually culminate in a
written or oral research report. They involve research, critical analysis of sources, and
organization of information found. This web site focuses on web-quests and resources to
support them. The author tries to break down web-quests into its various components, and
while the information is not always easily processed, it is comprehensive. These particular
web-quests are targeted more to secondary and higher.
Grammar Grabbers (book)
Grammar can be deadly serious, so a little levity might be useful. Bill Cutler provides
humorous but practical grammar and style advance on his website. Since it's humor, many
ESL students will need to be somewhat advanced to get all the jokes, but teachers may find
the points useful.
The Reading Matrix: An Online Journal
The Reading Matrix is an international online peer-reviewed journal that focuses on issues of
reading and second language instruction. The journal is purely online, but it is indexed in
ERIC. Articles are in PDF or HTML format. Access is free, and the journal also includes an
archive of previous issues. Published twice a year
English Daily
An ESL site with a distinctive Asian focus
Grammar, idioms, folk tales, and lessons using advertisements
Textalyzer
This is a website with a very specific function. You input a block of text or a website, and the
textalyzer analyzes the text/website for complexity and reading level. You also get syllable
counts and average words in a sentence. A potentially useful tool for any teacher who wants
to use web materials with their class.
esl Resource Center
A variety of lesson ideas for all areas, from pronunciation to grammar. The mission
statement emphasizes that the site is free and developed by ESL teachers. You may find a
useful lesson here for your next class. There are also areas for chatting and posting job stuff,
but I didn't look at those features.
American English Institute
This is a commercial site for online English courses, but there are quite a few free activities
available after a student registers as a community member (free). There are basic grammar
exercises, explanations of slang, and resources such as an audio dictionary. The site makes a
lot of use of multimedia, and there are several shockwave games to practice conversational
exchanges and vocabulary. Registering for a class gives access to all their materials.
Vocaboly
This is a website for a shareware program called Vocaboly.
Using this program, you can review vocabulary through a variety of exercises, tests, and
games. Of specific interest to EFL students is its TOEFL vocabulary. You can download the
program for free and then pay for it if you find it useful. Teachers and learners can customize
the program with their own vocabulary. The program is only available for Windows.
Learning Vocabulary Can Be Fun
There are five online games for students to practice vocabulary: word search, crossword,
hangman, matching, and multiple choice quiz. The vocabulary is grouped in categories. Since
the items are fixed, you would need to check that your lesson includes the vocabulary used.
The interfaces are very good, with cute graphics and sounds.
Breaking News English
Ready to use lesson plans that address speaking, reading, and listening skills. Each lesson
plan has a reading (intermediate and a low-advanced version of each reading is available),
which serves as the basis for discussion, word development, and a variety of listening
exercises. A Word/PDF version of each lesson is available (formatted for duplication) as well
as an MP3 of the reading to use for the listening exercises.
MES English
http://www.mes-english.com/
Unlike many other resources, this site focuses on ready-to-print games that focus on younger
English learners. The games include variations on Pokemon, Monopoly, and Battleship.
There are also materials to work on Phonics. The materials are in PDF format and need to be
printed out for classroom use. Instructions for use are provided, but some of the materials,
such as the Big Town cards, can be easily adapted by a teacher for his/her own classroom
needs. Mark Cox also has a series of Flash grammar games at his companion site,
ESL City
Another site that focuses on younger learners. There is a large compendium of worksheets
on topics such as months, holidays, and vocabulary (a la picture dictionary workbook
sheets). I found two very interesting things. First, you can email the author to create
customized worksheets from your ideas. Second, under "Writing - Beginning," you can create
customized printing practice using your own text. For flash card sets, you need to register.
!
SIT Resources
http://www.sit.edu/
The School for International Training (SIT) offers a graduate certificate for working with
English Language Learners. SIT also provides a good resource list for those working with
ELL, including links for such topics as assessment, content area instruction, and culture.
Center for Research on Education, Diversity and Excellence
http://crede.berkeley.edu/
The Center offers publications, newsletters online readings and references to books,
multi-media, professional development series through interactive workshops, seminars, and
online courses, speaker series and more
ESL Independent Study Lab
While many sites organize links by topic, this site goes two steps further. First, it focuses on
links that allow students to work (somewhat) independently. Second, it organizes the links
by level. Includes links for all skill levels and TOEFL, plus the site creator's favorite picks for
content area instruction.
English Language Online Tools
While ostensibly targeted to English language learners, I find the site of greater potential use
for teachers. The tools analyze a text in a variety of ways. One highlights "complicated"
vocabulary, with links from each "complicated" word to Wikipedia. Another highlights
difficult vocabulary and pops up a list of synonyms for the vocabulary when you move your
mouse over the word. A third analyzes the readability of the text. Also includes a dictionary.
Room 108
www.room108.com
The site creator provides a wide range of materials for primary age students, from
worksheets to sing-alongs. There are also games to work on parts of speech and phonics. I
can't judge the usefulness of the site, but there are not as many sites focused on the lower
grades, so I'm including it. The music can be a bit distracting, so you'll want to lower the
volume on your computer
Easy English Times
This newspaper is dedicated to ESL learners. While the newspaper itself requires a
subscription fee (including online access to the issue itself), the web site to support the
newspaper provides some useful resources. The site also has tips for how to use any
newspaper with a class.
Learn English Feel Good
http://www.learnenglishfeelgood.com
The contents of the site are quite worthwhile. There are exercises, worksheets, video clips
with listening comprehension questions, idioms, and a discussion of differences between UK
and US English
Hello World
http://www.hello-world.com/English/
This site is appropriate for beginning level English learners of any age. Activities are
interactive and address more than one learning modality. For example, an activity on
describing people allows the user to click on radio buttons that change the appearance of a
cartoon figure. Each click is accompanied by a spoken sentence that describes the change in
the cartoon figure.
Inspiration Lane
This site uses a BLOG to pull in definitions, vocabulary activities, short readings, and pictures
to support language learning. Clearly these things are already available on the web, but the
site pulls them together for you in one place. The website is organized like an online
magazine with recurring features, and previous activities are archived. Note that the Quote
of Day, This Day in History, and Article of the Day are not archived because they are
dynamically updated.
Sherton English
This site is focused on helping Spanish-speakers learn English and is sponsored by the
Argentinian English Course, Sherton English. The site provides resources for grammar,
irregular verbs, and vocabulary. The site is bilingual, and a link at the bottom allows you to
choose English for the main language of the site. Sherton English is also responsible for the
Funny Lessons site listed above.
Readable Blog
This blog provides links to free resources of interest to ESL/EFL teachers.
Learn English
In many ways this is a simple vocabulary site. There are 40 categories of words and over
1,000 vocabulary items. It is interactive. The menu structure is easy to use, and each
vocabulary word is reinforced with audio to provide pronunciation of the word. Words are
thematically grouped with sets of vocabulary words for flashcard-like practice.
ESL Genius
This website is largely a collection of ideas to stimulate classroom communication. There are
role-plays, discussion topics, ideas for debates, and other activities. As the website states, the
ideas are not your typical "safe" ESL topics, and while they may not be for everyone, they
provide something beyond what you find in every ESL textbook. There are also some
materials for students - essentially short dialogs with a variety of responses. However, given
that there are no explanations, these are not really materials for students to use on their
own.
ENHANCING LEP/ELL PARENTAL INVOLVEMENT
SUGGESTIONS
Create a safe environment. Communicate to parents on a regular basis, not just for disciplinary
or academic challenges. Let parents know that they are welcome and wanted to be involved in
their child’s education. In some cases this may require educating parents about cultural
differences and how their role in parent involvement in the United States may be different than
their role in parent involvement from their country of origin.
Take inventory of the school staff and determine which teachers and/or paraprofessionals are
knowledgeable and part of the school community. Utilize that knowledge by encouraging them
to take leadership roles in involving second language learning families.
Tap on your parents’ strengths. All parents have something to offer. What might they be
interested In contributing to the school in terms of their knowledge, resources, etc.
Host a few “coffee hours” for your ELL families, asking our ELL liaisons to assist you for
translation /interpretation.
Ask your parents what they want and need from you , the school and the district.
Encourage families to participate in the Multicultural Parent Advisory Council for second
language learning parents
If you see a family in need, contact the ELL Department to learn about other resources.
Send parental notification home in a language the parents can understand.
Follow up parental notification about family events with phone calls from bilingual staff.
(Connect Ed)
Ask for liaisons to come to family meetings and events.
Train parents in how they can be involved in the classroom.
Look for alternative ways to involve parents. Parent involvement does not always mean parents
working in the classroom with students.
Host family literacy, math and computer literacy nights.
Facilitate family work days to focus on projects connected to the school. (This is often a good
way to involve both mothers and fathers.)
Become familiar with the many community resources available to second language learning
families in their neighborhoods.
Invite guest speakers to speak to parents about issues concerning them (literacy, homework,
learning English as a second language, adolescence, gang violence prevention, discipline,
nutrition, local resources, etc.)
Create homework assignments for students that encourage them to ask their parents about their
own life stories. Share those stories with each other.
Invite parents in to the classroom to be teachers of a skill they may want to share with students
and/or other parents.
Hire babysitters to care for younger children when parent/family meetings are scheduled.
Provide incentives: raffles, food, door prizes and field trips.
Network with community based organizations to assist the school in hosting events, providing
resources, facilitating meetings or parent information sessions in their native language.
Laws & Guidance Governing the Education of English Language Learners
There is no equality of treatment merely by providing students with the same facilities, textbooks,
teachers, and curriculum; for students who do not understand English are effectively foreclosed from any
meaningful education.”
Lau vs. Nichols (1974)
Castañeda v. Pickard: On June 23, 1981, the Fifth Circuit Court issued a decision that is the seminal post-Lau
decision concerning education of language minority students. The case established a three-part test to evaluate the
adequacy of a district's program for ELL students: (1) is the program based on an educational theory recognized as
sound by some experts in the field or is considered by experts as a legitimate experimental strategy; (2) are the
programs and practices, including resources and personnel, reasonably calculated to implement this theory
effectively; and (3) does the school district evaluate its programs and make adjustments where needed to ensure
language barriers are actually being overcome? [648 F.2d 989 (5th Cir., 1981)]
US Department of Education Office of English Language Acquisition: Federal agency for Language
Enhancement, and Academic Achievement for Limited English Proficient Students (OELA);
http://www.ed.gov/about/offices/list/oela/index.html
Massachusetts Department of Education Office of English Language Acquisition: a department within the
Massachusetts state department of education focused on providing, monitoring and improving a quality education
for all second language learners. ell@doe.mass.edu
Office of Civil Rights: serves student populations facing discrimination and the advocates and institutions
promoting systemic solutions to civil rights problems. An important responsibility is resolving complaints of
discrimination. Agency-initiated cases, typically called compliance reviews, permit OCR to target resources on
compliance problems that appear particularly acute. OCR also provides technical assistance to help institutions
achieve voluntary compliance with the civil rights laws that OCR enforces. An important part of OCR's technical
assistance is partnerships designed to develop creative approaches to preventing and addressing discrimination
The mission of the Office for Civil Rights is to ensure equal access to education and to promote educational
excellence throughout the nation through vigorous enforcement of civil rights.
No Child Left Behind: Signed into law by President George W. Bush on January 8th, 2002, the No Child Left
Behind Act (NCLB) is the principal federal law affecting education from kindergarten through high school. NCLB
is built on four pillars: 1.) expanded local control and flexibility; 2.) doing what works based on scientific research;
3.) accountability for results; and 4.) more options for parents. The main goal of NCLB is to help all students in the
Commonwealth to reach proficiency in English language arts/reading and mathematics by the year 2014.
Title I Part A: provides federal dollars for supplemental educational opportunities for disadvantaged children who
are most at risk of failing to meet the State’s challenging content and performance standards. Title I gives districts
the opportunity to create two types of school-based programs: Targeted Assistance and School-wide.
 A Targeted Assistance program is one in which individual students in a school are targeted to receive Title
I services. Students are identified based upon multiple, educationally related objective criteria. Services
may be delivered in a number of ways. Title I teachers in Targeted Assistance schools are responsible for
providing these services, coordinating with other school personnel as needed, and involving parents in the
planning, implementation and evaluation of the Title I program.
 A School-wide program permits an eligible school to use Title I Part A funds in combination with State and
local resources and most other federal education program funds to upgrade the entire educational program
of the school to raise the academic achievement of all students. In contrast to Targeted Assistance
programs, School-wide programs are not required to deliver services to specific students, since every
student in the school is involved in the program.
Title III: from the No Child Left Behind Act is the federal legislation governing the education of English Language
Learners. The Language Instruction for Limited English Proficient and Immigrant Students program assists school
districts in teaching English to limited English proficient students and in helping these students meet the same
challenging state standards required of all students. The number of limited English proficient children attending
American schools has grown dramatically, primarily because of immigration, with state education agencies
reporting that limited English enrollment rose from 2.1 million in the 1990-1991 academic years to more than 3.7
million in 1999-2000. Although their numbers are increasing, their educational attainment remains low. A
congressionally mandated study found that these students receive lower grades, are judged by their teachers to have
lower academic abilities, and score below their classmates on standardized tests of reading and math. In
Massachusetts, Title III funds are distributed to school districts enrolling 100 or more limited English proficient
(LEP) /English Language Learners (ELLs).
Question 2: Chapter 386 of the Acts of 2002 (known as “Question 2”) was an initiative petition on the November
5, 2002 ballot that the voters approved. Question 2 amended in its entirety the Transitional Bilingual Education
statute, G.L. c. 71A, and is the new Massachusetts law governing the education of students who are English
Language Learners.
G.L, c 71A (Transitional Bilingual Education): is the law governing education for English language languages.
Chapter 71 A has significantly changed over the last four years with the passage of “Question 2”. This law has
restructured and re-defined transitional bilingual education for Massachusetts differently than it was defined prior
to November 2002.
In this chapter,
a.) “Bilingual education” means a language acquisition process for students in which all or substantial portions
of the instruction, textbooks, or teaching materials are in the child’s native language other than English.
b.) “English Language classroom” means a classroom in which the language of instruction used by the
teaching personnel is overwhelmingly the English language, and in which such teaching personnel are
fluent and literate in English. English language classrooms encompass both English language mainstream
classrooms and sheltered English immersion classrooms.
c.) “English language mainstream classroom” means a standard classroom, one in which the students either are
native English language speakers or already have acquired reasonable fluency in English.
d.) “English learner” means a child who does not speak English or whose native language is not English, and
who is not currently able to perform ordinary classroom work in English.
e.) “Sheltered English immersion” means an English language acquisition process for young children in which
nearly all classroom instruction is in English but with the curriculum and presentation designed for children
who are learning the language. Books and instructional materials are in English and all reading, writing,
and subject matter are taught in English. Although teachers may use a minimal amount of the child’s
native language when necessary, no subject matter shall be taught in any language other than English, and
children in thei program learn to read and write solely in English. This educational methodology represents
the standard definition of “sheltered English” or “structured English” found in educational literature.
Updated Guidance on Qualifications for Teachers in Sheltered English Immersion Classrooms
In June, 2004 Commissioner of Education, David Driscoll addressed the public with memorandum addressing
updated guidance on qualifications for teachers in Sheltered English Immersion classrooms. In this statement the
need for qualified staff in SEI classrooms is outlined. This memorandum and updated guidance that can be found
on the MA DOE web-site describes the skills and knowledge for teachers of limited English Proficient students in
Sheltered English classrooms. The MA DOE in addition to Boston Public Schools and higher education institutions
offer training in these skills and knowledge which include:
Category 1: Second Language and Teaching
Category 2: Sheltering Content Instruction
Category 3: Assessment of Speaking and Listening
Category 4: Teaching Reading and Writing to Limited English Proficient Students
Massachusetts Department of Elementary and Secondary Education’s
Office of English Language Acquisition (OELA)
The Massachusetts Department of Education Office of English Acquisition and Academic Achievement
(OELA) manages federal and state funds for English Language Learners. It provides technical assistance
and professional development opportunities to increase the capacity of LEAs (Licensed Educational
Agencies) to serve English Language Learners. It also coordinates MADOE ELL initiatives and Ell policy
development.
To visit the OELA web-site follow these simple directions.
1. Follow the link http://www.doe.mass.edu/ to the Office of English Language Acquisition at
the Massachusetts Department of Education.
2. Select Program Area (English Language Learners).
3. Click the arrow to go to the selected program area.
4. There you will find extensive information on the following:
a.) Curriculum and Instruction
b.) Demographic and Program Data
c.) ELL/Bilingual Advisory Council
d.) Guidance and Laws
e.) MEPA/MCAS
f.) Professional Development
g.) Special Education
h.) Student Performance Data
i.) Annual Measured Achievement Objectives (AMAOS)
j.) Teacher Qualifications
k.) Title III