Get Ready! Sail - PROGRAM SAMPLER

English Learners (ELs) are diverse—linguistically, culturally, socioeconomically, and academically . Some ELs have been schooled partially in the US, while others were previously schooled in their home countries . For children in grades 1-3, this year might be their first experience in a traditional school setting . For others, schooling has included disrupted or limited educational experiences for a variety of reasons (e .g ., poverty, politics, cultural norms, etc .) . Home language, level of literacy, age, and school experience are all variables that impact proficiency in English . ELs in the US come from linguistic environments containing over 400 languages (Office of English Language Acquisition, 2017) . Of those languages, nearly 75% speak Spanish, and the other most common languages include Arabic, Chinese, Vietnamese, Somali, Russian, Hmong, and Haitian Creole (Office of English Language Acquisition, 2020) . Additionally, some ELs are dually identified as advanced or gifted learners . Others have not been formally identified, but have been designated as having gifted potential based on their advanced performance in certain content areas . These children must be afforded challenge, as well as enhanced linguistic and cognitive opportunities . Other exceptionalities include ELs who have an identified disability (see Supporting Students with Disabilities ) . In order to respond to the wide range of needs, Get Ready! includes supports for differentiation through Universal Design for Learning (UDL) . This is a research- based framework for guiding educational practice (CAST, 2018) . UDL focuses on planning instruction to meet the varied needs of children . This involves the use of effective teaching practices and the intentional differentiation of instruction to meet the needs of the full continuum of learners (Chita-Tegmark et al ., 2012) . Get Ready! is designed with choices for action, expression, and engagement . The curriculum includes: • Varied ways of presenting information and content, • Varied ways for children to express what they know, and • Varied ways of stimulating children’s interest and motivation for learning . CAST includes multiple means of representation . This is crucial to the development of linguistic comprehension and content knowledge . Visual supports, such as images and illustrations, multimedia (including videos and audio support), graphic organizers, and kinesthetic activities among many others, foster this . By these same means, children can express themselves as well through listening, speaking, reading, and writing . From conversations to poetry, informational language to graphic depictions, and use of realia in the environment, ELs are encouraged to grow individually . The differentiated activities are structured so that children have multiple paths to express what they know . Children are invited to act things out, illustrate, record responses, work with peers, write in multiple ways through multiple opportunities, match, list, and read in a variety of ways . The pedagogy is designed to be responsive and motivating as children move from the survival language they need to the content area language they must learn for academic success . As ELs progress through the stages of language acquisition, the process is not typically linear . It depends entirely on the individual child, their background, and unique context . There will be times, for example, when an EL displays a higher level of proficiency in oral language, but at the same time exhibits a lower level of proficiency in writing . ELs often understand more than they can express . In other cases, ELs might be able to successfully read using one strategy but need greater support with a different strategy . Not only is the path not linear in terms of language domains, but the time spent moving through the levels is not equal, as the length of time it will take varies by child . Therefore, recognizing the levels and supporting children where they are is essential . To that end, each page includes two added means of differentiation: • Scaffold includes suggested supports at a more basic and concrete linguistic level, and • Amplify includes suggested ways to extend and enhance the language and concept . These two areas are lesson-responsive and are designed to be completed at point-of-use . They are specific and are intended to meet children at their level—to support them and push them forward . Txxxiii DIFFERENTIATED INSTRUCTION