ELLs Curriculum, Instructional Materials & Strategies to Teach

English Language Learners (ELLs) Curriculum

To increase the English proficiency of ELLs (including Immigrant children) by providing high-quality language instructional programs that are based on scientifically based research and have proven to be effective for teaching limited English proficient learners
To help ELLs master challenging rigorous content in all areas of the curriculum
To help ELLs meet the same challenging State academic standards as expected by all students as measured by Adequate Yearly Progress (AYP)
To expose teachers with 50 scientifically based research strategies for teaching ELLs English

Hampton Brown - Into English will be utilized for all Level 1 and Level 2 Bilingual students in K-5.
Hampton Brown - High Point will be utilized for all Level 1 and Level 2 bilingual students in grades 6-12.
All Level 3 through Level 5 ELLs in grades K-5 will utilize Open Court Reading Series.
All Level 3 through Level 5 will continue to use the core curriculum identified by the district (Spotlight to Literacy).
Additional textbooks and supplementary materials should be scrutinized for developmental appropriateness, free of bias, up to date, accurate, and reflective of the cultures of the students.

Adjustments in curricular strategies and interventions must be implemented in order to facilitate the acquisition of English. The Detroit Public Schools' standards for promotion of ELLs are no different from the district's standards to promote native English speakers. Both are required to master English in form and content.
In addition to teaching ELLs in the language they understand, appropriate instructional strategies and curriculum adaptations should be made to accelerate English language acquisition. These strategies should address the linguistic and cultural needs of the students in order to effectively accomplish the transition from their native language to English literacy. ELLs are not limited in their cognitive abilities.
The English proficiency levels and academic needs of ELLs vary greatly. One must realize the enormous challenges facing English Language Learners. Acquiring English language skills that are characteristic of native English speakers of the same age are significant challenges. Special instructional and alternative assessment considerations must be given to ELLs to achieve the high standards proposed for other subject areas.