English Learners Curriculum

At the elementary level, Union utilizes the research-based Structured English Immersion model to meet the instructional needs of English Learners.  In this model, the regular classroom teacher provides instructional strategies and differentiation to meet the language and literacy needs of the student. 

Instructional specialists, English Learners leads and/or instructional paraprofessionals provide linguistic and academic support to LEP students in the general education classroom by using an inclusion model.  Students may leave the mainstream classroom or receive English language development instruction during intervention periods for up to an hour per day.  Such pullout sessions provide intensive language acquisition instruction and are delivered in a setting with a low student/teacher ratio by an instructional specialist, English Learners lead or classroom teacher. 

The goal of the immersion process is to assimilate the student into the instructional environment such that the student progresses in both language acquisition and mastery of core curriculum.  All students are considered for intervention in core curriculum.  English Learners are considered for intervention in language development and core curriculum.

District Resources

• District English Learners Plan

Resources for Parents and Teachers

• WIDA
• National Geographic
• OK State Dept. – Title III/Bilingual Education
• Imagine Learning

Learning Websites for Students

• Colorincolorado
• Starfall
• Fun English Games
• PBS Kids
   

At the secondary level, Union utilizes the research-based Sheltered English Instruction model to meet the instructional needs of ELL students. In this model, students are placed in the sheltered instructional setting according to their demonstrated language proficiency level. Students may be placed in a self-contained newcomer class, a sheltered core class with an academic language acquisition (ALA) elective or mainstream classes with an ALA elective. 

Students remain in an ALA class until they have demonstrated fluency on the ACCESS test. There are a few exceptions made for students that are receiving additional literacy support by another course due to special circumstances like an IEP.  Students who have demonstrated fluency on the ACCESS test are monitored as they attend mainstream classes.  In cases where students are not succeeding, they may be placed in an ALA class or another class to provide additional support.

District Resources

• District English Learners Plan

Resources for Parents and Teachers

• WIDA
• Visions
• OK State Dept. – Title III/Bilingual Education
• Imagine Learning

Learning Websites for Students

• Colorincolorado
• ESL Cafe
• ESL Lab
• Fun English Games

Union Public Schools provides our 6th -12th grade English Learners with supplemental language and literacy curriculum to support English language acquisition in the areas of listening, speaking, reading, writing and thinking.

• Great Source’s ESL Series, ACCESS, is provided for Newcomer English Learners who are acquiring basic interpersonal communication skills or BISC. This curriculum also supports students by developing their language in standards-based content areas.
• Heinle’s Language, Literature and Content Program, Visions, is provided for English Learners who are ready to improve their cognitive academic language proficiency or CALP. This curriculum supports students by scaffolding instruction and improving language skills through core-content based lessons and activities.

For more information on Great Source, please visit www.greatsource.com

For more information on Heinle, please visit their website.