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
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Rubric : English Language Arts
Content
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Alignment | The content of this resource aligns with appropriate grade level Core standards, is current, well-researched, and referenced from reliable sources. -meets all grade level standards within elementary/secondary -is explicit, systematic, and engaging -includes all 7 essential elements of literacy: phonological awareness, phonics, fluency, vocabulary, comprehension, oral language, and writing as appropriate to grade level -includes text that meets Lexile requirements for each grade band -includes text that is the appropriate percentage of literature and informational | The content of this resource aligns with most grade level core standards but will need supplementary materials to insure coverage of all the objectives for this course. | The content of this resource aligns with a few grade level core standards for a portion of the course. | The content of this resource does not align with standards and objectives for this course. | ||
| 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. | ||||||
| Scaffolding | Scaffolding supports for these materials are complex and challenging, engage learners from various skill levels and provide assistance for all students to enhance conceptual understanding; and offer opportunities for students to share evidence and research. | Scaffolding supports for these materials engage learners from various skill levels and provides assistance for students to enhance conceptual understanding. | Scaffolding supports for these materials engage learners from various skill levels. | Scaffolding supports for these materials do not engage learners from various skill levels or provide scaffolding to enhance conceptual understanding. | ||
| 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. | ||||||
| Navigation | This resource contains directions that are clear and understandable and are easy to navigate through. | N/A | N/A | The instructions in this resource are unclear and navigation is difficult. | ||
| 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. | ||||||
Accessibility
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Bias Free | This material is free from bias and can be used by all students regardless of gender, race, ethnicity, or disability. This material is free from advertising, e-commerce or political interest, and is in compliance with the law and community standards. | N/A | This series or title has material that may be interpreted as bias or promoting a commercial or political agenda or may be considered to treat some groups unfairly. | This series or title has material that is clearly biased and favors a point of view that may be distracting to the educational experience of students. | ||
| The World English curriculum is inclusive and accessible for all students. | ||||||
| Adaptability | Instructional materials in this resource are easily updated and adaptable for teacher and student use in individualized or small group instructional settings and are accessible for an appropriate time period to facilitate a proper learning environment for each student. | Instructional materials in this resource have some features which are adaptable and are available for an acceptable time period. | N/A | Instructional materials in this resource are not adaptable or easily incorporated into a variety of educational settings. | ||
| 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. | ||||||
| Technical Standards | This item has not been graded. | |||||
| Technical standards do not apply to this curriculum. | ||||||
Pedagogy
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Physical Characteristics | In physical terms, this resource is durable, interactive, and provides high quality audio-visual and tactile experiences for all users if appropriate. | In physical terms, this resource is somewhat fragile in construction and provides limited tactile experiences for students. | N/A | In physical terms, this resource is designed to be disposable and temporary. | ||
| 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. | ||||||
| Instructional Support | This curriculum provides adequate instructional support that aligns with MTSS guidelines and clear requirements for the instructor. | N/A | N/A | This curriculum does not provide adequate support for the instructor. | ||
| 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. | ||||||
| Supplemental Resources | Provided materials reference numerous available supplemental resources including support for each learner in every level of learning. | Provided materials reference some available supplemental resources. | N/A | Provided materials do not refer to other supplemental resources. | ||
| Because the ancillary materials and the online program were not available for review, this aspect of the curriculum was unable to be reviewed. | ||||||
| Assessments | These instructional resources contain a variety of formative and summative assessments that are aligned with core objectives, provide appropriate intervention strategies, and lead to observable performance and real-world experience. | These instructional resources contain a limited number of assessments without intervention strategies. | N/A | These instructional resources do not provide assessment materials. | ||
| While there is an Online Placement Test and ExamView Assessment Suite mentioned in the TE, these materials were not available for review so this aspect of the curriculum has not been rated. | ||||||
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