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Home > Products > Grades 3-5 Teaching Scenarios

Grades 3-5 Teaching Scenarios

Teacher reads a story to students

Three-Person Classroom Teachers Team

Example: The school designates a dedicated daily instructional time block for English Now!, e.g., 10:15-11:00 AM. Three teachers group their students into Levels 1-2, Levels 3-4, and Levels 5-EO, respectively. Teacher A teaches English Now! A/B v2.0 Upper Elementary to Levels 1-2 ELLs. Teacher B teaches English Now! C or English Now! Prep Expository to Levels 3-4. Teacher C teaches the core language arts writing program to Levels 5-EO students. This model can accommodate adjacent grade levels, e.g., Grades 3 and 4, Grades 4 and 5.

Three-Person Team with Supplemental Teacher

Example: Supplemental funding allows use of an “extra” teacher to provide language and literacy intervention. The homeroom classroom teacher manages the teaching of English Now!, teaming with the supplemental teacher and another classroom teacher to provide English Now! instruction. The supplemental teacher may pull out Levels 1 and 2 students to another classroom for English Now! A/B v2.0 instruction. The two classroom teachers team up to teach Levels 3-4 and Levels 5-EO as described above.

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.

Combination

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 Upper Elementary. She may also have some groups of Levels 3 and 4 students who need intensive reading intervention. She uses English Now! C 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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