EL EDUCATION FLEX CURRICULUM: 2020-21

Last Updated: September 22nd, 2020

The following recommendations were developed for implementation of the EL Education Grades K-8 Language Arts Curriculum for the 2020-2021 school year and are being incorporated into remote learning resources for the curriculum created by EL Education.

These resources, adaptations of the existing curriculum, will support students whether they are experiencing remote learning, a hybrid approach, or are full-time in the classroom.

EL Education Flex Resources:

General K-8

Review Recommendations and Guiding Principles for 2020-21

Review Module Selection for 2020-21 against the Curriculum Map, notice standards only taught and assessed in the omitted module

Use Standards Crosswalk to identify where potential standards gaps will be addressed

Review module and unit/cycle overviews from original curriculum content.

Grades K-2

Review Sample Schedule to determine synchronous whole group and small group instruction

Download and review materials for first week of instruction (module lessons and skills block)

Download and review materials to facilitate administering the benchmark assessments

Share schedule and resources with families/caregivers

Grades 3-8

Review Sample Schedule to determine synchronous whole group and small group (3-5 only) instruction

Download and review materials for module, notice additional lessons to address SEL needs and potential gaps

Grade 3 only: Download and review materials to facilitate administering the benchmark assessments

Share schedule and resources with families/caregivers

Access Materials

Use the table and buttons below to access materials for the EL Education Flex Curriculum: 2020-21

View All K-8 Flex Materials View Teacher Tools

PLEASE NOTE: All materials are view-only. You may make an editable copy or directly download for your use in classrooms. There is no need to request edit access to use these materials.


Grade K Module Lessons Module 1	Grade 1 Module Lessons Module 1	Grade 2 Module Lessons Module 1
Grade K Skills Block Skills Block Instructional Videos Decodable Reader Routine Chart Module 1 Module 2	Grade 1 Skills Block Skills Block Instructional Videos Decodable Reader Routine Chart Module 1 Module 2	Grade 2 Skills Block Skills Block Instructional Videos Decodable Reader Routine Chart Module 1 Module 2
Grade 3 Module Lessons Module 1 Module 2	Grade 4 Module Lessons Module 1 Module 2	Grade 5 Module Lessons Module 1 Module 2
Grade 6 (Second Edition 2019) Module 1 Module 2 omitted from Flex Curriculum Module 3	Grade 7 (Second Edition 2019) Module 1 Module 2 omitted from Flex Curriculum Module 3	Grade 8 (Second Edition 2019) Module 1 Module 2

Please Note: We developed Lesson Planner Tools as a guide for adapting the modules selected for the Flex Curriculum: 2020-21 to support a blend of synchronous and asynchronous instruction. We will not be developing student materials for Grades 6-8 (First Edition 2012).

See Module Selection and Rationale for more information on what modules will not be included in the Flex Curriculum.


Grade 6 (First Edition 2012) Module 1	Grade 7 (First Edition 2012) Module 1	Grade 8 (First Edition 2012) Module 1

Virtual Instruction Guidance EL Education Flex Curriculum: 2020-21

Welcome to EL Education's Virtual Instruction Guidance. In our development of the EL Education Flex Curriculum: 2020-21, clear patterns of instruction emerged that needed specific guidance for effective implementation in a virtual environment.

The principles that follow represent our approach to virtual instruction for the various components of the EL Education K-8 Language Arts Curriculum.

General Guidance For Using a Video Conferencing Platform

We recommend facilitating specific lessons to help students familiarize themselves with using a virtual classroom environment or a video conferencing platform. Topics to cover include:


Screens:	Students should be able to: Move between speaker and gallery view. Speaker view is useful during teacher instruction during which students might need to see documents, posted anchor charts, or pictures, or features in texts. Gallery view is useful during a group discussion for students to be able to see everyone at the same time. Students should generally use ‘speaker view’ to ensure the teacher or presenting student is largest on their screen.	Teachers should be able to: Use the ‘share screen’ feature whenever there is an electronic text, document, or task grounding instruction. This will ensure a clear visual anchor for students during the lesson. Note: Physical documents such as print copies or anchor charts can be shared by connecting a classroom document camera to a video conferencing platform, or using a smartphone as a document camera. Move between speaker and gallery view to ensure observation of all students. If leading a discussion, use gallery view to monitor students. Move students into and out of ‘breakout’ rooms, and move between breakout rooms to observe students.
Breakout Rooms:	Grades K-2 Most video meeting software has an option to separate a larger meeting into small groups, often called breakout rooms. Consider the following: Using breakout rooms with K-2 students is not recommended, as they may struggle unnecessarily to manage the technology AND the task. Some software (such as Google Meet) do not have the ability to send students to breakout rooms. To accomplish the same process group students and create multiple meeting links for each group. List the groups and the link for each group on a shared document for the student reference.	Grades 3-8 Most video meeting software has an option to separate a larger meeting into small groups, often called breakout rooms. Consider the following: Establish discussion and collaboration norms before sending students to breakout rooms without teacher supervision. Model and practice the process of participating in a break out a room: Breakout room groups should identify facilitators and timekeepers to provide accountability during breakout room time. Take into consideration the age of the students. 3rd grade students will need more modeling, practice, and support than 8th grade students. Some software (such as Google Meet) do not have the ability to send students to breakout rooms. To accomplish the same process group students and create multiple meeting links for each group. List the groups and the link for each group on a shared document for the student reference.


Chat Box:	Most virtual conferencing platforms allow students to use a chatbox. Create a classroom set of signals using either the chat box or reaction emoticons to quickly show if students understand, need more help, have a question, etc.
Additional Features:	Many virtual conferencing platforms have additional ways for students to respond, for example, a raised hand to ask a question, and emoticons for students to show their reactions.

Platform Specific Guidance


Zoom	Educating Over Zoom Comprehensive Guide to Educating Through Zoom Tips & Tricks: Teachers Educating on Zoom The links above are external guides we are providing for reference. Please consult with your school or district administrator regarding technical guidance.
Google Meet	Google Meet Teacher Center Enabling Distance Learning using Google Meet The links above are external guides we are providing for reference. Please consult with your school or district administrator regarding technical guidance.
Microsoft Teams	Microsoft Teams for Education Teams Quick Start Guide Student Video: Working with Classes and Classmates The links above are external guides we are providing for reference. Please consult with your school or district administrator regarding technical guidance.

Section 1: Direct Instruction

Throughout the curriculum, there are specific moments when teachers directly convey information, model a thought process or piece of work, and/or review the correct answers for a piece of work. These moments of explicit guided instruction are vital to students practicing the necessary skills and techniques both collaboratively and independently. This section gives guidance on high-leverage techniques and practices for use during virtual instruction.


General Classroom Management Techniques	A major consideration is how to manage student engagement and behavior in the virtual environment. Techniques involving physical proximity or looking at an individual student are either impossible or lose their power without physical presence. Consider the following, below.
Virtual Classroom Norms	School or district guidance: Consult school or district guidance for all virtual classroom decisions. Developing norms: As the EL Education text Management in the Active Classroom states: “Classroom norms are the foundation for respectful behavior among students, between students and teachers, and among teachers. Norms provide students with rationale for why boundaries exist…” As in the physical classroom, co-creating positively-framed norms with your students early in the school year will support learning throughout the year. Use synchronous instruction time to explain what norms are and why they are important. Use habits of character to frame the conversation (e.g. “How can we show respect to each other when we are having conversations online?). Age Appropriateness: Consider the age and developmental appropriateness of each norm for students. These norms will look different for an 8th-grade classroom as opposed to a 1st-grade classroom Examples: Below are some examples of student norms: We will log-inn on-time ready to learn. We will keep our microphones muted unless speaking. We will keep our cameras on unless our technology does not allow it. We will pay close attention when our teacher shares his/her screen. We will use the ‘raise hand’ icon to show we need help (K-2). We will use the chat box to signal that we need help (3-8). We will respect one another when working in breakout rooms without the teacher (3-8.) We will only use the chat box to discuss learning.
Anchor Charts	Throughout the curriculum, an 'Anchor Chart' is employed to create a common space for students to co-create resources based on their learning. It is recommended these anchor charts be large physical pieces of paper that can be displayed and easily referenced during class time. Unfortunately, a virtual or hybrid learning environment does not always allow for this type of visible shared learning. As a result, consider taking one of two approaches that will still allow students to co-create anchor charts, but also will ensure individual access for reference during asynchronous time: Shared Documents: If the learning management system or virtual classroom software allows for it, create a shared document where the teacher has 'editing' ability and students have 'viewing' access. During instruction, the teacher can create the anchor chart based on student discussion, but students cannot unintentionally change the content. Allow students to use a comment feature during asynchronous time to continue building collaborative knowledge. Individual Documents: Alternatively, each student can maintain their own 'anchor chart' as a 'note catcher.' When this is our recommendation, these documents have been included in the Flex materials to ensure student access and practice with their related standards.
Reading in Class	Often, the curriculum calls for a read aloud to support students with learning to read or accessing complex texts. Below are suggestions: Environment: Ensure students are muted and the reader is in a quiet place. Physical texts: If students have physical access to the texts invite them to follow along. We recommend students use their physical texts when possible. Sharing the Text: During instruction, we recommend displaying the text to students while reading. This can be done by screen sharing from a supplemental text or on a digital reading platform (Trade Book Access page). If possible, track your verbal reading with your mouse or by highlighting as you read. This can also be done using a document camera or smartphone, specifically for picture books, by holding the text in view of the camera and tracking with a finger as if reading aloud to students in the classroom. Track with your mouse: If possible, track your verbal reading with your mouse (or by highlighting the text as you read). This will support students following along. Document Camera for Physical Text: If you only have access to a physical text you may use a document camera or smartphone to display the text. Track with your finger as you read aloud. Choral Reading: When conducting a 'choral read', we encourage muting students while they read along, out loud. Most video conferencing do not manage multiple audio inputs well and will not be able to capture the choral read from a full class.

Section 2: Independent Work


Timing for Work Completion	The Flex Curriculum K-2 and 3-8 schedules (See Teacher Tools Folder) contain suggested time blocks for independent work where students can complete tasks asynchronously. These timings are suggestions only, and teachers should inform caregivers that students can complete this work based on home schedules. For example, students can view the whole group K-2 Skills Block instructional videos while eating their breakfast, or later on in the afternoon. Additionally, grades 3-8 students might complete the work assigned after Lesson 1 and the pre-work for Lesson 2 as a single work block in the afternoon.
Shared Documents	These documents can be edited by multiple contributors and are shared by the class with varying levels of permissions depending on the teacher's discretion for students editing or suggesting edits to the content of the document. When using shared documents, consider the following: Suggesting feature: Give students access on commenting or suggesting mode to have a record of student contributions (both for grading purposes, but also to ensure kind conversation). Shared Folder: Keep consistently used shared documents in a shared folder that is prominent in your virtual classroom environment for easy student access.
Assessments and Feedback	Providing Feedback Submitting completed work products Digital: If an LMS is used, and/or students are working on digital documents, completed formative and summative assessment materials can be submitted by the student and accessed by the teacher through the LMS or by email. Print: If students are working on printed copies of documents, there are a couple of ways students can submit materials; however, it will be important to establish a frequency of submission to unnecessary time and costs: By mail. On a certain frequency (i.e. bi-weekly) students mail their completed materials in an envelope to teachers. Teachers then mail back assessed work with feedback. Students may need to be provided with postage-paid envelopes to support this form of submission. By drop off. On a certain frequency (i.e. bi-weekly) students drop off their completed materials at a safe drop off point, for example, the school mailbox. Students may need to be provided with envelopes to ensure their materials are not lost in the drop off process. Regular check-ins to discuss student progress: Consider organizing a schedule of regular one-on-one check-ins with students to discuss their progress, i.e. bi-weekly for 20-30 minutes. If these are calendared for each student at a regular time, a class of thirty students can be spread across two weeks with 1-2 check-ins each day.

Section 3: Protocols and Student Collaboration

Classroom Protocols: The document linked below (and in Teacher Tools) provides guidance for high-frequency protocols used in the EL Education Language Arts Curriculum. We have categorized these protocols to ensure there is always a synchronous and asynchronous option for teachers. We always give guidance for which protocol to use in the K-2 Lesson plans and/or 3-8 Lesson Planner tools. This guidance is designed to provide more detail for each protocol and/or support teachers in selecting alternative protocols.

Virtual Instruction Guidance - Classroom Protocols

Student Collaboration: A hallmark of the EL Education Literacy curriculum is student collaboration and discussion. Students solidify their internal understanding when they work with others and have to share their thinking externally. Collaboration also helps develop students speaking and listening abilities, a strand of the college, and career-ready standards. These skills are also embedded in our Read-Think-Talk-Write Cycle of instruction, a core part of the design of our literacy curriculum.

Discussion: The most consistent form of collaboration in the EL Education Language Arts curriculum is discussion. While the Protocols section provides specific examples of routines that can facilitate student talk, special considerations for the virtual environment should be made.

Below are suggestions for fostering collaboration in discussion and group work for the virtual classroom:


One Voice: Only one person, student or teacher, should talk at any given time as video conferencing software often does not handle multiple audio inputs well.
Mute and Unmute: Connected to the above, explicitly teach students how to mute and unmute themselves while talking. Explain that when it is their turn, the class will know they are done if they mute when they have finished.
Monitor Student Order: As the teacher, you, or a student you assign, will need to monitor who has requested to speak and either call on that student or directly unmute the student. This will ensure students don’t inadvertently interrupt their peers.
Discussion Stems: As in the physical environment, discussion stems are a useful tool to support students as they develop their ability to speak using academic language in a classroom. Consider sharing your screen with these stems during the discussion as an added support.
Pre-Determine Groupings: Choose groups in advance, and maintain them for consistent periods of time (e.g. Unit or Module). Preview the kinds of groupings that will be required for the period (pairs, triads, quads, etc) and provide students with a shared document that includes their groups and roles at the start of each period. As the teacher, you may always adjust the suggested groupings from the Lesson Planner (i.e. students work in quads instead of pairs during a think-pair-share). NOTE: One way to provide novelty in groupings is to use random breakout rooms for quick discussions such as think-pair-shares. Use your discretion with this tool as they will not account for the social dynamics of your students when grouping!
Roles: When predetermining groups, we also suggest assigning or allowing students to choose roles to ensure efficient working independent breakout rooms. Roles may include: Timekeeper: To monitor when students will be brought back to the main group Facilitator: To keep the group focused and be in charge of asking questions before breakout rooms to understand the directions. Teacher Correspondent: To communicate with the teacher if help is needed Process Checker: To monitor student interactions and remind others of the classroom norms as needed. Document Presenter: The student who will share their screen and take notes for the group to reference.

Section 4: Writing

In the EL Education Language Arts Curriculum, all writing is connected to reading. Students read and build knowledge in order to write coherent well-informed information, argumentative, and/or narrative pieces. However, one of the most powerful tools for every teacher is in the guidance provided to students during writing. This becomes difficult, but not impossible during virtual instruction.

This section provides general guidance to consider while writing as well as guidance on specific parts of our writing instruction:


Grades K-2	Primary learners typically cannot yet type, and benefit from writing by hand. Given that, it is recommended K-2 students complete work by hand on hard copies, rather than working in Word or Google Docs. Consider: Sending home printed copies of documents--both those that students will complete (such as a worksheet) as well as those that they will just reference (such as a personal anchor chart). Sending home handwriting paper so that students work on their abilities to form letters correctly using the guidance of the lines. To gather completed work: Have students return completed work to school, if in-person instruction is occurring. Have caregivers share photos of completed work by text, email, or the school’s communication system. Have students hold up completed work over video chat and take a screenshot of the work.
Grades 3-5	During Instruction: If students are writing during synchronous instruction, remember you may open their document to check on their work. Take notes when reviewing student writing that has been submitted to provide you key look-fors or prioritize students for during-lesson support. Comments: Utilize the comment function or suggestion mode to show students your editing and explain your thought process. Peer Editing: Set up structures for peer editing where students can be dispersed in small breakout groups (if the grade level is appropriate) where students can take turns reviewing each other's documents and providing feedback through the chat box or directly to the document. One-on-One: Over the course of one period, allocate time slots to meet with students 1:1 to provide feedback and guidance on writing. While meeting with individual students, other students can continue working on their writing. Goals for the week should be established early with specific portions of writing to accomplish every day. Painted Essay: If using a google document (or similar online document), ask students to change the font, the text color, or use a highlighter tool to indicate different portions of a traditional painted essay.
Shared Writing	Overview: Teachers approach this practice in an interactive manner by which students are asked a series of questions that help contribute to the formation of sentences. Shared Screen: While students or teachers write, have them share their screens for group discussion about the writing. Process: Teachers begin sentences and ask students to write down steps and complete the ending of sentences. After waiting a period of time for sentences to be formulated, the teacher reveals the answers for the sentences as a check for understanding and confirmation.

Section 5: Close Reading

Close reading is an essential part of our curriculum and repeated often in the module lessons. Follow the steps below to ensure smoother facilitation of this vital practice with students:

Note: in K-2, one close read-aloud text per module has been turned into a recorded video for added student support. You can see more information and how to gain access on our Trade Book Access page.


Before the Lesson	Close Reading Guide: Print the Close Reading Guide or locate the guide in your Teacher Supporting Materials book Prioritize: Pre-read the Guide and determine for your students which questions, tasks, or portions of the activity are of highest priority. Consider: Student understanding of the topic Student understanding of the text Standards assessed in the next Mid or End of Unit Assessment Annotate: Mark your prioritization to guide you during the lesson. Gather Instructional Materials: Locate the relevant text and/or activities in the Instructional Materials Document and have them open, ready to share with students during the lesson.
During the Lesson	Physical Close-Reading Guide: Have your physical copy of the close reading guide you prepared before the lesson open and available during the Close Reading activity. This will allow you to facilitate the learning while also sharing your screen and monitoring student's needs. Fluent Reading: Begin the close read by providing a clear fluent read of the entire passage to be analyzed. Read through completely, without stopping. This provides a sense of the whole text and supports student understanding. Share Screen: While you are working with students, share your screen to display: The text- while actively reading The questions, tasks, or graphic organizers- while listening to student responses and/or modeling your thought process with the work. Chat Box: Develop a routine with your students that can be easily monitored in the chat box. Create a signal word or emoticon to indicate that a student needs help or doesn't understand to assist you in monitoring students during the Close Read.

Section 6: Language Dives

Quick Start:

Get ready and get prepared by having easy access to your materials. This means having a physical copy of the lesson's Language Dive Guide and sentence in front of you while working with students, so you can reference the flow of instruction while monitoring students and sharing your screen. Consider printing the Language Guide Dive from our website, or locating it in your Teacher Supporting Materials.
Get comfortable using conversation cues virtually with students. Consider practicing conversation cues with your students during the first two weeks of school as you are building virtual culture and establishing routines. Conversation cues can support productive, equitable, student-led conversation.

Resources: Conversation Cues in the Curriculum

Play with technologies that can support independent learning and conversation virtually. Students can use technologies asynchronously and synchronously to explore language and talk with one another in pairs or small groups, which can hasten language development.

Resource Examples: Zoom Breakout Rooms, Flipgrid, Seesaw, Pear Deck, Padlet

Synchronous and Asynchronous Recommendations for Instruction by Grade Band


Grades K-8	*Synchronous:* Technology Suggestion: Zoom, Google Meet, Microsoft Teams Students discuss the meaning and purpose of the sentence and the focus structure. Teacher can give one student one of the chunks through a private message in the chat box. Teacher can distribute the remaining chunks to several other students through private message. Each student who has a chunk can share in the chat box, and the class can discuss which order the chunks go in. Students use Conversation Cues to discuss one or two compelling questions taken from the Reconstruct phase of the Language Dive. *Asynchronous:* Students practice and record saying the Language Dive sentence to different rhythms, hip-hop, or song. Students also practice and record their own sentence that they create in the Practice phase of the Language Dive. Technology suggestion: Flipgrid, Pear Deck Students record themselves responding to questions posed during synchronous instruction or in note-catchers. Technology suggestion: Flipgrid, Pear Deck Students move, match, and make meaning of sentence chunk strips in Deconstruct, Reconstruct, and Practice phases. Technology suggestion: Seesaw, Pear Deck, Padlet.
Grades K-2 Modifications	Synchronous: Share and discuss asynchronous work. Technology suggestion: Zoom Students act out the meaning of the sentence and its chunks. Technology suggestion: Zoom Asynchronous: Students practice acting out the meaning of the sentence and its chunks. Technology suggestion: N/A (students use their mind and body) Teacher shares a picture that represents the meaning of the sentence or the text or the module Guiding Question. Students then sketch something similar that conveys their own meaning. Technology suggestion: Pear Deck, crayon and paper

Section 7: Assessment/Reviews


K-2 Skills Block	For the EL Education Flex Curriculum: 2020-21, cycle and end of module assessments are called 'reviews' as the virtual environment will present specific differences than the traditional classroom. These reviews come in the form of the whole group instruction using video conferencing where students are asked to answer questions about the skills they learned for the week by decoding and encoding. The benchmark assessment has been adapted for the virtual environment and is an essential component to determine the correct microphase for students as they engage in small group differentiated learning. For specific guidance on this assessment, see our Benchmark Assessment Guidance (See Teacher Tools) which includes virtual instruction guidance.
Suggested Routines	Cameras On: Students have their cameras on during the entire assessment period. This way the teacher can monitor students as they work. Monitor Active Work: You may use your virtual classroom or LMS software, to monitor students while they are completing the assessments live (e.g. checking active typing). Questions: Develop a system for students to ask questions privately using an emoticon symbol, the chat-box, or create a separate breakout room for private discussion. Complete Asynchronously (3-8 only): If students are allowed to finish asynchronously, a clear deadline for when student work must be completed should be established. Feedback: Define a system for students to receive feedback such as scheduling with students individually or hosting open sign-ups for students.
Cheating/Plagiarism	Since students have access to the internet more frequently during school hours, there are new concerns about cheating. We believe the strongest defense is to create a strong classroom community through the use of norms and the embedded Habits of Character.

© 2016-2020 EL Education. Except where otherwise noted, the EL Education Flex Curriculum 2020-21 is published under a public license. To view a copy of this license, visit [https://curriculum.eleducation.org/content/flex-curriculum-public-license].

EL EDUCATION FLEX CURRICULUM: 2020-21

Last Updated: September 22nd, 2020

The following recommendations were developed for implementation of the EL Education Grades K-8 Language Arts Curriculum for the 2020-2021 school year and are being incorporated into remote learning resources for the curriculum created by EL Education.

These resources, adaptations of the existing curriculum, will support students whether they are experiencing remote learning, a hybrid approach, or are full-time in the classroom.

EL Education Flex Resources:

On this page:

General K-8

Grades K-2

Grades 3-8

Access Materials

Use the table and buttons below to access materials for the EL Education Flex Curriculum: 2020-21

Grade K Module Lessons

Grade 1 Module Lessons

Grade 2 Module Lessons

Grade K Skills Block

Grade 1 Skills Block

Grade 2 Skills Block

Grade 3 Module Lessons

Grade 4 Module Lessons

Grade 5 Module Lessons

Grade 6 (Second Edition 2019)

Grade 7 (Second Edition 2019)

Grade 8 (Second Edition 2019)

Grade 6 (First Edition 2012)

Grade 7 (First Edition 2012)

Grade 8 (First Edition 2012)

Virtual Instruction Guidance EL Education Flex Curriculum: 2020-21

General Guidance For Using a Video Conferencing Platform

Screens:

Breakout Rooms:

Chat Box:

Additional Features:

Zoom

Google Meet

Microsoft Teams

Section 1: Direct Instruction

General Classroom Management Techniques

Virtual Classroom Norms

Anchor Charts

Reading in Class

Section 2: Independent Work

Timing for Work Completion

Shared Documents

Assessments and Feedback

Section 3: Protocols and Student Collaboration

Section 4: Writing

Grades K-2

Grades 3-5

Shared Writing

Section 5: Close Reading

Before the Lesson

During the Lesson

Section 6: Language Dives

Quick Start:

Synchronous and Asynchronous Recommendations for Instruction by Grade Band

Grades K-8

Grades K-2 Modifications

Section 7: Assessment/Reviews

K-2 Skills Block

Suggested Routines

Cheating/Plagiarism

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