World English: Real People, Real Places, Real Language, 3E
Core Code Alignment
Language Arts
Language Arts Required Core
06020024040: Language Arts 9 - ESL
Language Arts Required Core
06020024040: Language Arts 9 - ESL
Recommendation
Recommended Primary
Evaluation
The World English ELD curriculum from National Geographic provides high quality and well structured language instruction for multilingual learners. Each level of the curriculum (Intro, 1, 2, and 3) contains 12 units on relevant, high interest topics that are valuable for the development of basic conversational language in the lower levels and academic language at all levels. The goals of each unit are well supported with valuable learning tasks and are often revisited in later lessons with increased independence or complexity, though some lessons or tasks could use additional scaffolds or more direct instruction, specifically vocabulary lessons and some grammar tasks (though there is a new Grammar Reference section in the student text as a support). Each unit includes 5 lessons and learning tasks for all language domains (reading, writing, speaking and listening). Listening and viewing tasks, which are sometimes neglected in ELD curriculum, are particularly effective in the World English curriculum, as they utilize authentic audio/visual documents such as interviews, podcasts, and videos from Ted Talks and Nat Geo documentaries. Writing tasks at the conclusion of each unit often don't require much composition from students, and more extended writing tasks with academic language supports would be valuable.
Overall, the World English curriculum is strong and is recommended as a primary curriculum resource.
Educators Using These Materials
No educators found.
Material Categories
No categories assigned.
Rubric : English Language Arts
Final recommendation published; partial rubric scores available.
Compliance with State Law (Required)
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Sensitive Materials and Prohibited Submission 53G-10-103, R277-628 | Does Not Violate Law | NA | NA | May Violate Law | ||
| The World English curriculum is inclusive and accessible for all students. | ||||||
| Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | Does not violate law | N/A | N/A | May violate law | ||
| Because the ancillary materials and the online program were not available for review, and adaptations are often included in these materials, this aspect of the curriculum was unable to be reviewed. | ||||||
Content
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Alignment | The content of this material is evidence-based and aligns with grade-level Utah core standards. It is current, well-researched, and referenced from reliable sources. | The content of this material is evidence-based or research-based. The material aligns with most grade-level Utah core standards but will need supplementary materials to ensure coverage of all the Utah core standards. | The content of this resource aligns with a few grade-level Utah core standards but is not evidence-based or research-based. | The content of this resource does not align with any of Utah's core standards. | ||
| While this curriculum does not align with the ELA Core standards, it is not meant to do so as it is an ELD curriculum. Having said that, it does adequately align with the WIDA standards. | ||||||
| Navigation | Educators and students can navigate the material independently. Instructions are clear and understandable. The material is well organized. | The material contains instructions that are understandable and easy to navigate. Students may need educator support to navigate the material. | The material is only usable with direct educator support due to a lack of clear instructions. Students will need educator support to navigate the material. | The instructions in the material are unclear, and navigation is difficult. The material is unorganized. | ||
| The activities in the World English materials are valuable, but some of them lack detailed explanation or instruction on the grammatical elements. For example, in one task students choose the correct word from two options to complete a sentence. There are no definitions or tips for usage for the words (common collocation or appropriate prepositions to pair—e.g. arrive at, not arrive to), so if students are completing the task independently or online there is little support to do so. Often, there is also assumed background knowledge. For example in a unit on the body, questions about the vocabulary words ask students to select the correct word based on definitions, presuming students will already know what the words mean (e.g. These carry blood around your body—11 options include artery, vein, heart, kidney, etc.) The read aloud feature on the student text is problematic as it reads all of the letters, numbers, punctuation and other ancillary text, in addition to the primary text on the page. This causes the information to be stinted and in some cases unintelligible. | ||||||
| Instructional Support | This material goes beyond the content outlined in "Adequate" by providing problem or project-based content with integrated skills and concepts from various disciplines to help students make sense of the material. It also supports the learning needs of all students, including those with disabilities, multilingual learners, etc., by offering flexibility and maintaining high standards. | The material provides supplemental resources and some examples to educators of ways to deliver instruction. It contains a few of the following: scaffolding lesson plans, personalized/differentiated instruction, experiential learning, concept mapping, questioning techniques, and family involvement. | The material contains a limited amount of instructional support. | The material does not provide instructional support or examples for the educator. | ||
| The World English student materials and teacher texts are well organized and consistent all the way through. Each unit follows the same structure, enabling teachers and students alike to focus on learning the content rather than learning how to complete tasks. The ancillary materials and the online program were not available for review, so this may or may not apply to those parts of the curriculum. | ||||||
Material Characteristics
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Physical Characteristics | This material goes beyond the content outlined in "Adequate" by incorporating modern, up-to-date, and relatable visuals. | In physical terms, the material is interactive and provides high-quality audio-visual and tactile experiences for all users. | The material offers limited or low-quality audio-visual and tactile experiences for students, but it is reusable. | The content either has low audio-visual quality or is not intended for reuse. | ||
| The materials are high quality and include images, audio, and video that are not only interesting and visually pleasing, but more importantly, they enhance student learning and are relevant to supporting the goals of the curriculum. | ||||||
| Technical Standards | This material surpasses the content outlined in "Adequate" by ensuring the safeguarding of student data privacy and easy installation or access without technical assistance. Furthermore, any licensing information is clearly stated in the description. | The materials meet all the requirements of federal and state laws, as well as accepted technical standards such as ISTE Standards and VPAT Compliance. Additional technical specifications and limitations, including hardware requirements, bandwidth demands, and software/web access restrictions, are clearly outlined in the description. The design of the materials allows for error-free installation or access without the need to purchase additional components. | The material is constrained by specifications that require additional materials, technical assistance, hardware, software, or infrastructure. Access to resources within the material expires after a trial period. | Student data privacy is at risk. | ||
| The teacher edition provides supports for teachers in structuring learning tasks and instruction. For example, in opening discussion of a unit theme teacher materials will often prompt whole class or small group discussion and subsequent creation of a mind map or other class product capturing the background and discussion of students. | ||||||
| Adaptability | The material is currently relevant and adaptable for educators and students. The material can be customized for the needs of diverse learners. | Educators or students can utilize the material, but it may not be customizable for the needs of diverse learners. | The material has limited options to address adaptability for the needs of diverse learners. | The material is not suitable for different educational settings with diverse learners. | ||
| Because the ancillary materials and the online program were not available for review, this aspect of the curriculum was unable to be reviewed. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807