1. What support is there for teaching lessons at all proficiency levels?
2. What proficiency level is the core lesson aimed at?
3. What assessments are included?
4. Are there diagnostic and benchmark assessments?
5. How does the program track systematic progress?
6. Is there a language objective tied to ELD standards for each lesson?
7. Is there guidance for teachers about how to schedule ELD in their day?
8. Is the guidance for teachers about appropriate strategies for each of the proficiency levels?
9. Is any connection made to the student’s primary language, such as building on cognates from Spanish?
10. Does Language Central contain technology?
11. Is Language Central proficiency based and systematic so that it takes students through all the phases of English Language acquisition?
12. Is writing addressed in Language Central?
What support is there for teaching lessons at all proficiency levels?
There is leveled proficiency support every day for all core instruction in Language Central. This is done through the Leveled Support feature presented everyday. In the Weekly Language Development planner, teachers are given leveled support for daily Table Talk opportunites, Writing support, Language Production opportunities, and Challenge activities.
What proficiency level is the core lesson aimed at?
The majority of ELL’s at Grs. K-1 are at Proficiency Levels 1 to 2. The majority of ELL’s at Grs. 2-3 are at Proficiency Levels 2 to 4. The majority of ELL’s at Grs. 4-5 are at the Proficiency Levels 3 to 5. This information helped shape our core lessons. The core lessons are targeted to the following proficiency levels:
K-1 = Beginning to Early Intermediate
2-3 = Early Intermediate to Intermediate
4-5 = Intermediate to Early Advanced
The lessons are written to address the grade level content with adaptations made to the text to allow access by ELLs at the Proficiency levels named. **** It is of critical importance to note that the core lessons are targeted at certain language proficiency levels but there is always leveled support for those students not part of targeted level of the lesson.
What assessments are included?
There is a Progress Monitoring Assessments Teacher’s Manual. This includes information on placement and diagnosis, monitoring progress and accommodations, and the Unit tests. There is daily Progress Monitoring built into the instructional plan.
Are there diagnostic and benchmark assessments?
Yes, the overview section of the Progress Monitoring Assessments Teacher’s Manual reviews for teachers how the diagnostic and unit benchmark tests inform instruction and monitor progress.
How does the program track systematic progress?
There are Unit Tests with a Progress Monitoring chart, directions for administering and scoring the Writing Assessments, and directions for Oral Reading Fluency Assessments from how to administer to interpreting results.
Is there a language objective tied to ELD standards for each lesson?
Since this is a language development program, every objective is a language objective. Every day starts with the objective listed for the teacher. All instruction (from Academic language, language production, attention to forms and functions of language, to the Weekly Concept and Language goals) is then directly tied in to the objective with the end goal of developing English language with proficiency leveled support throughout.
Is there guidance for teachers about how to schedule ELD in their day?
This would be an important feature addressed in the In-Service and Professional Development delivered to teachers using the program.
Is the guidance for teachers about appropriate strategies for each of the proficiency levels?
This is dealt with in multiple ways. The underlying architecture of the program takes into account the use of appropriate strategies for providing the maximum amount of access to the core lesson with student at varying proficiency levels. The next step is in how we have integrated the leveled support every day into the instruction in the Teacher’s Guide for whole and small group instruction. Finally, we would address this is in the In-Service and Professional Development that is provided with Language Central upon purchase.
Is any connection made to the student’s primary language, such as building on cognates from Spanish?
The Teacher’s Guide has in its front matter pages an Introduction to Linguistics that addresses How People Speak, Speaking English, Transference issues, 8 common languages profiles, and a Linguistic Contrastive Analysis chart. Cognates are only a small part of the many connections that are made from Students Primary Language to English. Throughout the lessons at point-of-use there are Grammar Hot Spots, Culture Clues, and Transference Tips that will highlight teaching opportunities such as cognates, word order, prepositions and a multitude of other language issues for the teacher.
Does Language Central contain technology?
Yes, there are a variety of technology components.
- Songbook CD – Each weeks song is available on CD
- Audiotext CD – Student Edition text on CD
- Modeled pronunciation CD – Demonstrates English pronunciation for students
- Teacher Resource DVD
o Hear It, Say It, See It routines
o Image Library
o Oral Language Assessment Rubric
o Patterns Book
o Phonics and Grammar Activities
o Picture It! Activities and instruction
o Student Practice Book
o Professional Development articles
o Song Book
o Song Book and Poster routine
o Graphic Organizer and instructional transparencies
o Writing Checklists
- Digital Path Assets CD
- Newcomer Audiotext (Student Edition text on CD)
- Newcomer Teacher Resource DVD
o Newcomer Practice Book
o Newcomer Student Edition
o Newcomer Teacher Edition
Is Language Central proficiency based and systematic so that it takes students through all the phases of English Language acquisition?
Yes. Every daily lesson in Language Central has leveled proficiency support for each of the 5 proficiency levels. The 5 day plan follows a consistent structure all the way through the program.
- Day 1 – Develop Concepts (Focusd on Concept and Vocabulary development)
- Day 2 – Build Language (Focus on Vocabulary application and use, Forms and Functions of language)
- Day 3 – Build Comprehension (Focus on developing Comprehension skills and strategies using learned Academic vocabulary)
- Day 4 – Conventions (Focus on grammar, usage, mechanics, Forms and Functions)
- Day 5 – Concept Wrap Up (Focus on Review, Reteach, and Application of skills in context)
Everyday students write in Journals and have the opportunity for daily table talk. The daily table talk culminates on Friday with clearly defined writing expectations that grow out of the language production done during the week and differentiated by proficiency level.
Is writing addressed in Language Central?
Writing is an integral part of the learning English. Writing happens on a daily level with clear instruction and expectations. Scaffolded support is provided by proficiency level. Students writing during the week builds to a writing activity on Day 5. Week 6 of every Unit is the review week for the Unit. During Week 6, the focus for the week is the Writing Project integrating the Writing Process into the instruction. Specific scaffolds are provided for teachers to provide proficiency level scaffolds so all English Language Learners participate in the Writing Project.