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Grade 2 Teaching Scenarios

Two Classroom Teachers Team, Structured English Immersion

Example: The school designates a dedicated daily instructional time block for ELD/ESL/ESOL, e.g., 8:30-9:00 AM. Two teachers group their students, Levels 1-2-Low 3, and Levels 3-4-5-EO, respectively. Teacher A teaches English Now! A/B v2.0 Language to Levels 1-2-Low 3. Teacher B teaches English Now! A/B v2.0 Language-based Literacy to Levels 3-4-5-EO. This model works especially well for schools with large numbers of ELLs at each English proficiency level, where lack of funding prohibits supplemental personnel.

Supplemental Pull-Out or Push-in Intervention Instruction in Language
and/or Literacy

Example: Supplemental funding allows use of an “extra” teacher to provide language and literacy intervention. The teacher manages the teaching of English Now!, teaming with the supplemental teacher to provide English Now! instruction. The supplemental teacher may pull-out or push-in Levels 1 and 2 students for English Now! A/B v2.0 Language, and/or Levels 3 and 4 students for English Now! A/B v2.0 Language-based Literacy.

One Classroom Teacher, Structured English Immersion, Whole Class, Differentiated for Levels 1 and 2

Example: The teacher teaches English Now! A/B v2.0 Language-based Literacy to the whole class for 30 minutes daily. She provides additional time, e.g., 15 minutes, for Levels 1-2-Low 3 students, using the sequence of English Now! A/B v2.0 Language. This model is appropriate for classrooms where the majority of the students are at Levels 3-4-5-EO, and only a few at Levels 1-2-Low 3.

Classroom Teachers Team, Dual Language Immersion, Bilingual Pathway

Example: Two to four teachers team, designating 30 minutes for daily instruction in English Now!. They group the students according to English and primary language proficiency. The students should be able to identify English Now! instruction as “linguistically distinct” from primary language instruction in order to promote a clear separation of instructional languages. In other words, during English Now!, only English is spoken by the teacher, and during primary language arts instruction, only the primary language is used. Thus, the English Now! teacher may not be the homeroom teacher. If the situation requires that the same teacher teach both English Now! and primary language content, the teacher should consciously separate the two instructional languages and avoid mixing them up during instruction, regardless of the language students use to express themselves. Thus, translation of English Now! content does not occur, and students practice English Now! vocabulary and sentences in English. The students are instructed in English Now! according to English language proficiency as in the models described above.


Example: Because only one supplemental teacher is available for K-5 English Learners, multiple groups and time blocks are coordinated to maximize both the classroom teachers’ and the supplemental teacher’s times. The supplemental teacher may teach largely Levels 1 and 2 students, teaching them English Now! A/B v2.0 Language. She may also have some groups of Levels 3 and 4 students who need intensive reading intervention. She uses English Now! A/B v2.0 Language-based Literacy to teach these students.

In most states, the classroom teacher is primarily responsible for ELL instruction in English as a Second Language (ELD, ESOL). Thus, when students are regrouped and assigned to another teacher, the classroom teacher continuously informs herself/himself about their progress. It is especially important that the teacher manage English Now! A/B v2.0 assessments to be cognizant of ELLs’ continuing linguistic and academic needs.

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