Prioritizing access to high-quality, grade level texts. The EL Education curriculum is designed to engage students in reading, thinking, talking, and writing about engaging grade level texts on meaningful topics, and this remains a core design principle when designing for the remote or hybrid learning environment.
Placing the teacher at the center of the educational experience for students. Students have been disconnected from the school community, and in many situations, over the spring and summer, tremendous pressure was placed on families and caregivers to lead student learning. In the fall, placing the teacher at the center of the educational experience will help reconnect students to the school and the school community, and will release the pressure from families and caregivers.
Prioritizing small group differentiation to accelerate learning and address specific student needs.
Offering flexibility to step between remote learning and classroom-based curriculum instruction to support as many potential schedules, and eventualities, as possible.
EL Education Flex Curriculum: 2020-21
Last Updated: July 31, 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 being 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.
Guiding Principles for Recommendations
K-8 Teacher Tools
Material or Resource
Description and Access Link
These outline options for schools and districts whose instruction is in a remote and hybrid learning environment.
Benchmark Assessment Guidance
Benchmark assessments support teachers in identifying student microphases in order to provide instruction at their specific level. The Benchmark Assessment guidance for Skills Block provides suggestions for administering the Benchmark Assessments in different settings, including online.
These charts show which standards or skills from the previous grade will be taught in the current grade-level materials. The chart includes recommendations to support students.
Grades K-2 Materials
Description and Access Link
Reading Foundational Skills Block
Skills Block videos - Coming Soon!
|Module Lessons|| |
Grades 3-8 Materials
Type of Resource
|For Teachers:|| |
Coming in August
Coming in August
Access to Texts
Access to the required trade books in our curriculum is one of the most urgent needs for teachers, schools, and districts during the COVID-19 pandemic. EL Education is working to ensure that all trade books featured in our remote curriculum have flexible options for student access--including video read-alouds in K-2, and ebook or printable options for 3-8 -to ensure equitable access to learning for all students. Please visit the Trade Book Access page for more information
Addressing Sensitive Topics
Learning during these unprecedented times means teachers will need to provide support remotely, and in some instances may not be able to provide the depth of support necessary to address emotionally challenging content.
We will be providing additional guidance for addressing sensitive topics found in our curriculum. These will be released with the resources for the 2020/2021 school year.
Begin the 2020-2021 School Year with Module 1
Begin the school year with Module 1 (Grades K-8 Skills and Module Lessons): Students should start the year in Module 1, rather than attempt to make up any missed content from the previous Spring and Summer of 2020. A majority of the skills from the reading, writing, speaking and listening, and language standards from Modules 3 and 4 that were potentially missed can be addressed during whole group, on grade level, module lessons, and also independent work. This will occur when the corresponding standard from the current grade level is addressed. We will provide a crosswalk of standards covered in the previous grade in Modules 3 and 4.
Implement Three Modules of Instruction (2020-2021 School Year Only)
*Please note the exception to this recommendation is Reading Foundational Skills Block
Just for 2020/2021 only facilitate three modules of content-based literacy per grade level instead of four. Expanding three modules will ensure adequate time for students to both adapt to the new school community and environment, and to build the necessary skills to be able to demonstrate mastery in the current grade-level skills.
As a result of this change please note the following:
*For the Reading Foundation Skills Block, It is recommended to facilitate all four modules as each module contains discrete skills.
Three expanded modules will be approximately 12 weeks long. The only exception to this is K-2 Module 1, which will only be approximately 8 weeks long.
Standards only taught and assessed in the module not used in the 2020/2021 year will be incorporated in the three expanded modules. EL Education is providing guidance to support this in our Fall 2020 crosswalk documents.
If in a full-time classroom environment where students can be fully supported by the teacher in the way the module was intended, some of the modules selected to be omitted for 2020/2021 may be important to teach. In this situation, consider selecting a different module to remove. Note the * next to these modules in the list below.
Please see the chart at the bottom of this page for the Module selection and rationale.
Address Reading Foundational and Language Skills and Standards During Small-Group Differentiation
Address reading foundational and language skills and standards from Modules 3 and 4 during small-group differentiation. The reading foundational and language skills and standards from Modules 3 and 4 that were potentially missed during the spring and summer of 2020 are often more discrete skills and don't always connect between grade levels. They are, however, essential skills. Students are more likely to be at different places in their ability to demonstrate mastery of these skills, particularly the reading foundational skills, and therefore small group instruction will better meet specific student needs.
At Grades K-2, in both hybrid and fully remote learning situations, we recommend students receive direct instruction at their instructional level during small group differentiation time which will address reading foundational and language standards that were potentially missed. This time of differentiation provides an opportunity to bridge potential gaps in learning to progress students further in their foundational skills.
- At Grades 3-5, in both hybrid and fully remote learning situations, we recommend students receive small group differentiated instruction during the ALL Block. Some skills, particularly the skills required in the previous grade-level language standards can be facilitated either whole group or small group.
Assessment Recommendations and Rationale
Avoid administering additional assessments on top of the current grade level formative and summative assessments, including the Skills Block Benchmark Assessments, due to student stress. The formative and summative assessments in the current grade level materials will reveal gaps that students have.
If hybrid or full-time in the classroom, administer assessments as outlined in curriculum materials. In a hybrid schedule, prioritize administering assessments while students are in the classroom.
- Identify key formative assessment items in the content-based modules* to review to determine student progress prior to summative assessments to inform instructional decisions.
*Note: Identify one formative assessment item for each priority standard prior to the summative assessment. Priority standards are as follows: R.1, R.4, R.10, RF.4, W.8, W.9, SL.1, L.4, L.5, L.6
- Administer the Skills Block Benchmark Assessments at the beginning of the year to ensure students are grouped to meet their specific microphase needs.
If fully remote:
- Benchmark Assessments: Given the limitations of the remote environment, administer only the Letter and Sound Recognition assessment for Kindergarten, and the Spelling Assessment for Grades 1 and 2. If hybrid, or full-time in the classroom, administer the Benchmark Assessments as written.
- Skills Block cycle assessments: If fully remote, consideration should be given to the technology access available and, therefore, which parts of the assessment will be appropriate and useful to administer.
- Skills Block snapshot assessments: If fully remote, consideration should be given to the technology access available and, therefore, which parts of the assessment will be appropriate and useful to administer.
- Module assessments using teacher observational checklists: Administer in small groups during synchronous (live) instructional time to be able to hear and see what students are doing.
- Module assessments in which students answer multiple questions under test conditions (usually reading assessments with selected response, short-answer questions, etc.): If fully remote, facilitate during synchronous (live) instructional time in small groups* for students to be able to ask and have questions answered.
*Note: This should occur during the time allocated for whole group synchronous instruction with students rather than during differentiated small group time allocated for the Skills Block.
- Module extended writing assessments (narratives and essays): Facilitate with a synchronous (live) kickoff in order for students to hear the prompt and directions read aloud. Students then complete the task independently; however, it is recommended holding a synchronous space for students to check-in with questions and/or requests for help. If completed in Google classroom, it is recommended to check student work and provide guidance and feedback where necessary throughout the writing process as well as afterward.
- Grade 3 only: Administer the K-2 Skills Block Benchmark Assessments at the beginning of the year to ensure students are grouped to meet their specific microphase needs, given the potential gaps from the spring and summer. Use ALL Block time to work on those specific needs.
If fully remote:
- Multiple question assessments (usually reading assessments with selected response, short-answer questions, etc.): Facilitate during synchronous (live) instructional time either whole group or small group in the Grades 3-5 ALL Block over two days. Read the questions and directions aloud during that time, should students need it. Facilitating over multiple days will provide students with more space to answer questions.
- Extended writing assessments (narratives and essays): Facilitate with a synchronous (live) kickoff in order for students to hear the prompt and directions read aloud. Students then complete the task independently; however, it is recommended holding a synchronous space for students to check-in with questions and/or requests for help. If completed in Google classroom, it is recommended to check student work and provide guidance and feedback where necessary throughout the writing process as well as afterward.
Modules Selected for 2020/2021 School Year with Rationale
To select the three modules to use in the 2020/2021 year, the following criteria were prioritized:
- Maintaining diversity across a grade level and grade band considering authors, characters, and the stories being told
- Ensuring content is appropriate for students in a fully remote environment where there might be less support and guidance from a teacher. If in a full-time classroom environment where students can be fully supported by the teacher in the way the module was intended, some of the modules selected to be omitted for 2020/2021 may be important to teach. In this situation, consider selecting a different module to remove. Note the * next to these modules in the list below.
- Minimizing impact in terms of standards
Modules Omitted with Rationale
Grade 6: First Edition
Grade 7: First Edition
Choose one of:
Grade 8: First Edition
Grade 6: Second Edition
Grade 7: Second Edition
Grade 8: Second Edition