STAND-ALONE ENL - Bridges to Academic Success

1

STAND-ALONE ENL

Overview

for SIFE with Developing Literacy

Draft fo r June 2018 PD

A project of the Graduate Center, CUNY

New York State Curriculum for SIFE with Developing Literacy 2

A C K N O W L E D G E M E N T S

Bridges to Academic Success

Funder

The NYS Education Department

Affiliations, CUNY Graduate Center

The Center for the Advanced Study of Education (CASE)

The Research Institute for the Study of Languages in Urban Society (RISLUS)

Bridges Staff: PD, Curriculum, Research, Operations

Dr. Elaine Klein, Co-PI & former Co-Founder and PI

Dr. Lisa Auslander, Principal Investigator and Project Director

Annie Smith, Professional Development Director & Co-Founder

Suzanna McNamara, Curriculum Director & Co-Founder

Virginia Skrelja, Manager: ELA Curriculum & Instruction

Rachel Smucker, Project Manager

Dr. Elizabeth Pratt, Fiscal Project Manager

Stephanie Kakadelis, Webmaster

Sarah Digby, Content Developer

Former Senior Staff and Advisors

Dr. Rebecca Curinga

Ingrid Heidrick

Dr.Gita Martohardjono

Aika Swai

Dr. Joanna Yip

Consultants and Reviewers

Expert Reviewers: Dr. Martha Bigelow, Gary Carlin, Dr. Nancy Cloud, Dr. Andrea DeCapua, Dr. Anne Ediger, Dr. Deborah

Short, Gabriela Uro, Dr. Martha Young-Scholten

Teacher Reviewers: Rachel Blair, Carolyn Giroux, Kristi Herman Hill, Melissa Persson, Nate Simonini, Lisa Spaulding



T A B L E O F C O N T E N T S INTRODUCTION .......................................................................................................................... 7

TWO-COURSE DESIGN ....................................................................................................................... 7

ENDURING UNDERSTANDINGS ACROSS BOTH CLASSES ............................................................................... 10

STAND-ALONE GUIDES ....................................................................................................................... 11

Goals of the Overview Guide.............................................................................................................. 11

STAND-ALONE ENL .......................................................................................................................... 12

CENTERS-BASED INSTRUCTIONAL DESIGN ................................................................................................ 13

BENEFITS OF A CENTERS DESIGN ........................................................................................................... 15

YEARLONG ESSENTIAL QUESTIONS ......................................................................................................... 16

Center-Specific Essential Questions ................................................................................................... 17

Sample Stand-Alone Centers Materials ............................................................................................. 18

Overall Schedule for Stand-Alone ENL ............................................................................................... 20

IMPLEMENTATION: THREE PHASES AT A GLANCE ........................................................................... 21

PHASE 1: START-UP .......................................................................................................................... 23

Three Protocols at a Glance ............................................................................................................... 24

PHASE 2: LEVEL READERS & SET POWER GOALS ....................................................................................... 25

DETERMINING READING LEVELS ............................................................................................................ 25

PHASE 3: GRW CENTER & PROGRESS MONITORING ................................................................................. 27

Sample Rotation Schedule .................................................................................................................. 27

PHASE 1-3 PACING CALENDAR ............................................................................................................. 30

Semester 1 .......................................................................................................................................... 31

Semester 2 .......................................................................................................................................... 32

GUIDING PRINCIPLES FOR THE THREE STUDENT CENTERS ............................................................................ 33

THREE STUDENT-DIRECTED CENTERS ....................................................................................... 35



INDEPENDENT READING CENTER .................................................................................................... 36

READING AT HOME............................................................................................................................ 37

INDEPENDENT READING PROTOCOL ....................................................................................................... 38

Standards Targeted ............................................................................................................................. 38

INDEPENDENT READING RESOURCES .............................................................................................. 39

INDEPENDENT READING PROTOCOL ....................................................................................................... 39

READING LOG .................................................................................................................................. 40

PERSONAL DICTIONARY ...................................................................................................................... 41

READER RESPONSE BOOKMARKS ........................................................................................................... 42

GLOW & GROW ............................................................................................................................... 43

DO'S & DON'TS ................................................................................................................................ 44

READINESS CHECKLIST ........................................................................................................................ 45

TEACHER REFLECTION CHECKLIST .......................................................................................................... 46

FOUNDATIONAL SKILLS CENTER ...................................................................................................... 47

PHONICS ......................................................................................................................................... 48

STANDARDS TARGETED ....................................................................................................................... 49

POWER WORDS ................................................................................................................................ 49

Power Words Protocol........................................................................................................................ 51

Power Words Activities for SDL .......................................................................................................... 52

FOUNDATIONAL SKILLS RESOURCES ................................................................................................ 54

POWER WORDS PROTOCOL ................................................................................................................. 54

POWER WORDS PROTOCOL EXTENSION: VISUALIZING POWER WORDS .......................................................... 55

GLOW & GROW ............................................................................................................................... 56

DO'S & DON'TS ................................................................................................................................ 57

POWER WORDS READINESS CHECKLIST .................................................................................................. 58



POWER WORDS TEACHER REFLECTION CHECKLIST ..................................................................................... 59

INDEPENDENT WRITING CENTER ..................................................................................................... 60

6+1 WRITING TRAITS ........................................................................................................................ 61

THREE TYPES OF WRITING ................................................................................................................... 62

Independent Writing Protocol ........................................................................................................... 62

Picture Writing .................................................................................................................................... 63

Writing About Texts ............................................................................................................................ 64

Familiar Topics .................................................................................................................................... 65

STANDARDS TARGETED ....................................................................................................................... 66

INDEPENDENT WRITING RESOUCES ................................................................................................ 67

INDEPENDENT WRITING PROTOCOL ....................................................................................................... 67

PICTURE WRITING WORKSHEET ............................................................................................................ 68

SENTENCE CHECKLIST ......................................................................................................................... 69

GLOW & GROW ............................................................................................................................... 70

DO'S & DON'TS ................................................................................................................................ 71

READINESS CHECKLIST ........................................................................................................................ 72

TEACHER REFLECTION CHECKLIST .......................................................................................................... 73

APPENDIX ................................................................................................................................. 75

BALANCED LITERACY FRAMEWORK FOR INSTRUCTION ................................................................................ 76

CHALLENGES FOR SECONDARY TEACHERS ................................................................................................ 77

DEVELOPMENTAL READING FRAMEWORK................................................................................................ 78

RATIONALE FOR THE DEVELOPMENTAL FRAMEWORK ................................................................................. 79

TEXT LEVELING SYSTEMS ..................................................................................................................... 81

SDL TEXT-SELECTION CHECKLIST .......................................................................................................... 83

ADDITIONAL PUBLISHERS OF HIGH-INTEREST, LOW-LEVEL TEXTS .................................................................. 84


7

I N T R O D U C T I O N : T W O - C O U R S E D E S I G N

Bridges has designed two courses in response to the needs of the Bridges learner, SIFE with Developing

Literacy (SDL) whose home language literacy is at or below 3rd grade. The two courses below are

designed in tandem to target the three major areas of needs: conceptual knowledge; academic thinking,

language & literacy; and foundational literacy.

Integrated ENL/ELA: This is a Language Arts focused curriculum designed around engaging essential

questions and themes, with four thematic units that culminate in performance tasks. Students read

authentic texts with rich content and language. Foundational Language and Literacy (FLL) supports are

woven throughout the curriculum to support SDL who are new to print. Stand-alone ENL: This is a language and literacy centers-based class designed to target language and

literacy levels of each student, using a developmental framework and leveled texts. Foundational

Language and Literacy (FLL) instruction and practice are integrated across all centers to accelerate

everyday language and beginning print skills for SDL who are new to print.

A project of the Graduate Center, CUNY | Introduction: Two-Course Design


A focus on these three areas of instruction supports students to develop both the foundational skills

they need to learn to read and write and also the concepts and academic thinking they need to analyze

information as they read to learn. We recognize that developing literacy is more dynamic and complex

than simply learning to read. Withholding complex texts and the discussion of big concepts until SDL

have learned to read would be tantamount to educational foreclosure; therefore SDL need both

Integrated ENL/ELA and Stand-alone ENL daily.

! Note: All schools in New York State are required to provide Integrated ENL/ELA and Stand-alone ENL

classes for ELLs/emergent bilinguals at Entering levels of English proficiency; however, because SDL

often cannot access these print heavy classes, we have designed the curriculum and instruction to

target SDL needs. Since these documents make clear that these courses are only for SDL, the

remaining curriculum documents only refer to Integrated ENL/ELA and Stand-alone ELA. Additional

details about the differences between the two courses are provided below:



! Important Notes

• Both courses are only intended for SDL.

• Each course is designed for a daily 45-minute period, although several teachers have an additional

period with Bridges students, which means a double period for one of the classes.

• Schools will need to purchase additional texts not provided in the curriculum or on the Bridges

website.

• To access the curriculum, teachers must participate in an orientation and follow up tasks.

¸ Watch this video on the implementation of both Bridges courses at Brentwood High School:

https://vimeo.com/271737657 password: Tch123



E N D U R I N G U N D E R S T A N D I N G S A C R O S S B O T H C L A S S E S

Across the year, both classes build the following understandings with students:

• Becoming strong readers and writers is challenging, especially in a new language.

• Through learning and practicing skills, strategies, and habits, we develop the power to solve problems

and become stronger readers and writers.

• The goal of reading is to understand ideas through visuals, words, sentences, and whole texts.

• The goal of writing is to communicate ideas using visuals, words, sentences, and whole text. Both courses additionally reinforce the following understandings about readers and writers:

Readers… Writers…

• read texts in different ways for different

purposes (e.g., stories: readers look at

character, problem, setting, etc.; informational

texts: readers look at text features, main idea,

details)

• reread to clarify meaning

• preview, predict and ask questions before

reading

• interpret visuals and print

• make inferences and support with evidence

• figure out meanings of new words

• use transitions to understand how ideas are

related

• determine important ideas and supporting

details

• rely on grammar, spelling, and punctuation to

interpret sentences

• rely on a well-formatted page to understand

ideas

• produce different texts for different purposes

(e.g., opinion pieces, informational texts)

• use the writing process (brainstorm, pre-write,

draft, revise, edit, publish)

• use visuals along with print

• make claims and support with evidence

• use a variety of words to communicate ideas

• use transitions to organize ideas

• use clues to support reader understanding

• communicate central ideas and support with

details

• use correct grammar, spelling, and punctuation

to support understanding of ideas

• present information using neat handwriting and

a well-formatted page



S T A N D - A L O N E G U I D E S

Five short guides are designed to support the implementation of Bridges Stand-alone ENL. Each guide

will be integrated into one of the four PD sessions throughout the year. The guides are:

• Overview

• Phase 1: Start-Up

• Phase 2: Level Readers & Set Power Goals

• Phase 3: GRW Center & Progress Monitoring

• Foundational Language and Literacy (FLL)

Goals of the Overview Guide

• Describe the four centers that comprise the Stand-alone ENL course

• Provide an overview of the components of each center

• Connect the centers tasks to the needs of SDL

• Provide student and teacher resources for each of the four centers in the (found in the appendix

section) in order to support teachers in implementing the Stand-alone ENL course

• Show the “roll out” of the centers design over the year in 3 distinct phases that build students

independence

A project of the Graduate Center, CUNY | Stand-Alone ENL


S T A N D - A L O N E E N L

The Stand-alone ENL class is based on language and literacy centers and designed to target the

language and literacy levels of each student, using a developmental framework and leveled texts.

Foundational Language and Literacy (FLL) instruction and practice are integrated across all centers of

Stand-alone ENL to accelerate basic language and beginning print skills for SDL who are new to print.

O V E R V I E W

Purpose • Provide direct reading & writing instruction targeted to student levels and power goals

• Build literacy independence through daily practice at centers

Overall

Structure

Rotating Centers: Students move through the same 4 centers across each week, with tasks targeted to

language and literacy levels.

Instructional

Design

• Teacher Facilitated Center: Group Reading & Writing • Student Facilitated Centers: Independent Reading, Foundational Skills, Independent

Writing

Texts

Leveled Texts: • targeted to each reader

• used with instruction

• practiced independently

Student

Grouping

Reading Level Grouping: Fluid groups that change with student progress



C E N T E R S - B A S E D I N S T R U C T I O N A L D E S I G N Below are the four centers that comprise the Stand-alone ENL instructional design:

Centers work is driven by power goals, determined by the teacher during the leveling process in Phase 2.

Most instruction and guidance needed for student application and practice in the other centers happens

with the teacher in the GRW center. On most days, the teacher remains in the GRW center for the

duration of the class to work with two small groups per day on level-appropriate texts, depending on the

length of the class. The table below summarizes the four centers.

Group Reading & Writing (GRW)

There are four types of teacher-directed lessons in the GRW center:

1. Guided Reading & Writing

2. Writing Skills

3. Foundational Skills (Phonics)

4. Comprehension Strategies (across levels)

Independent Reading Foundational Skills Independent Writing

In this center, students…

• Choose level-appropriate texts

to read, based on interests.

• Practice and apply skills from

the GRW center in own text.

• Build reading stamina.


• Build automatic sight-word

recognition and spelling.

• Build decoding skills.

• Practice sentence-level writing

skills with power words.


• Make choices about writing

topics.

• Communicate meaningful

ideas.

• Practice 6+1 Traits of writing.

• Practice the Writing Process.



¸ Watch this video on Bridges Stand-alone implementation at Newtown High School. https://www.teachingchannel.org/videos/literacy-centers-sife-bridges

GRW Instruction on inferencing Partner share at Reading Center

Power words practice at Foundational Skills

Center Using thinking maps at Writing Center



B E N E F I T S O F A C E N T E R S D E S I G N The Stand-alone ENL centers design brings benefits in addition to the targeted instruction:

Responsive Teaching & Accelerated Learning

Small-group instruction in reading and writing allows the teacher to better understand each learner as

an individual. This results in more targeted instruction in Stand-alone ENL, as well as more informed

lesson modifications and differentiation for students in Integrated ENL/ELA. Teachers focus on what

students need next: the immediate obstacles to reaching higher levels of reading and writing.

Furthermore, knowing students’ needs as learners builds more empathy and stronger relationships with

students, which can positively impact and motivate learning.

Routines & Independence

Each center has routines that repeat. Routines create predictability, which frees cognitive resources for

skills learning and practice. Once students learn the routines, they can work independently or in

partners without daily teacher support. This empowers students to solve problems on their own or with

the support of peers, rather than relying on the teacher.

Community

Daily work in centers builds a class culture of collaboration through collective hard work. Transparency

around and acceptance of student levels allows the whole class to focus on moving and growing, and

supporting each other along the way. Accomplishments and efforts are recognized regularly,

strengthening the class community and building student sense of agency.

Choice

Centers allow for student choice, which is empowering and motivating. Students choose most

independent reading books and writing topics. Through centers, students build identities as readers and

writers who, in the real world, make choices about what to read and write.

Self-Regulated Learning Centers provide students opportunities to develop awareness of their own strengths and struggles, as

well as organization skills, as they monitor their own materials and progress. At each center, rubrics,

progress charts, reading logs, and writing folders are concrete artifacts of growth that students can

monitor over time.



Y E A R L O N G E S S E N T I A L Q U E S T I O N S Just like Integrated class, Stand-alone instruction and practice is driven by two yearlong essential

questions.

How do reading and writing give you power?

Print is all around us. We need to read and write to function in the world, to understand written ideas

and to communicate our own voice in print to others. Reading and writing are enjoyable and give us

freedom to make choices about what we read and write.

As literate people, we have the power to learn endless knowledge, to get lost in books, to participate

fully in society, to share our ideas with people around the world, to live more independently, and to

advocate for ourselves and others. Reading and writing give us access to higher education and job

opportunities, providing more opportunities and resources to impact our own lives and the lives of

others.

How do we solve problems with reading and writing?

Learning to read and write in English is hard work. We encounter many obstacles and problems when

trying to learn something new. One way to solve problems is by developing strategies and habits such as

working hard and collaborating with others. They key to problem solving is the be active and think about

“tools in your toolbox.”

Strong readers and writers use specific strategies such as: using what we know to understand what is

new, using resources such as glossaries and checklists, asking questions or requesting help from a

partner, talking about what we read, talking before and after we write, and using teacher and student

models to improve our work.



Center-Specific Essential Questions

The yearlong Essential Questions for Stand-alone ENL are included below along with the center-specific

guiding questions. The Start-Up lessons introduce these questions to help set the purpose for the work

at each center. These questions should be posted near each center, and returned to throughout the

year.



Sample Stand-Alone Centers Materials

Leveled Books

Foundational Audio Phonics PPT

Word Family Flipbooks

Leveled Audio Phonics PowerPoints



Audio Pattern Books

Visual Vocabulary Glossaries

Audio PPT Power Word Quizzes & Games

Independent Worksheets

Reading Log

Phonics Videos for Instruction

Power Words Flashcards

always because

don’t = do not



Overall Schedule for Stand-Alone ENL

Each Stand-Alone class is approximately 45 minutes long, although some Bridges programs include a

double period for Stand-Alone. Four days a week, the bulk of the period lies in rotating centers, with a

few minutes of whole-class time at the beginning and end of class. The fifth day of the week, focuses on

independent reading sessions and one-on-one conferences to monitor student progress. Some days,

whole class language and writing lessons and practice will take the place of rotating centers. The

opening and closings each day are opportunities to foster a sense of classroom culture and community.

More details on scheduling centers is provided in the Phase 3 Guide.

! Note: Periods of less than 45 minutes will not have the same impact, as the teacher will not be able

to meet with groups often enough for GRW instruction.

Overall Structure for Stand-alone ENL

Purpose Time Monday-Thursday (4 Days) Friday (1 Day)

Opening 2 mins Share Grow & Glow feedback Share Grow & Glow feedback

Rotation 40 mins 2 Centers/Day, 20 minutes each Independent Reading & Conferences

Closing 3 mins

Students share something learned in

centers (new word, idea from book, a sentence they wrote)

Students share something learned in

centers (new word, idea from book, a sentence they wrote)



I M P L E M E N T A T I O N : T H R E E P H A S E S A T A G L A N C E The three phases that characterize the Stand-alone ENL class are outlined below, with approximate

dates. A full-day face-to-face PD session will precede each session to support that phase.

Phase 3 is the goal for the bulk of the year, and Phases 1 and 2 are necessary to get to Phase 3. By Phase

3, students know the routines for the three student-directed centers, and the teacher has met

individually with each student to determine his/her reading level and set power goals. Students can

rotate through each center with minimal support, and the teacher spends most of his/her time in the

GRW center on direct instruction with differentiated groups. A summary of each phase is on the

following page. See the series of Stand-alone implementation guides for more support with each phase.



P h a s e 1 S t a r t - U p S e p t - O c t

Teacher Students

• Leads 20 whole class lessons

• Models three center protocols

• Uses gradual release

• Introduces academic habits

• Begins to observe student skills &habits

• Learn each center purpose & protocol

• Practice each step of protocols with support

• Practice the full protocol

• Learn academic habits

• Reflect on learning & habits

P h a s e 2 L e v e l R e a d e r s & S e t P o w e r G o a l s O c t - N o v

Teacher Students

• Determines each student’s reading level

• Sets power goals for each student

• Compiles all individual data into class profile

• Forms groups around levels/shared needs

• Provides minimal support to centers

• Begins to conference on power word mastery

• Find out level & power goals

• Begin reading books on level

• Work in three centers to practice power goals

• Problem solve with partner/ groups as needed

• Self-monitor/assess

P h a s e 3 G R W C e n t e r & P r o g r e s s M o n i t o r i n g N o v - J u n e

Teacher Students

• Sets a schedule for rotations.

• Plans and teaches GRW lessons.*

• Monitors progress.

• Conferences with students.

• Adjusts groups as needed.

*Planning GRW instruction and conferencing with students

will be supported in Fall PD.

• Participate in GRW lessons.

• Apply skills/ strategies in all centers.

• Rotate through four centers.

• Self-monitor/assess.

• Conference with teacher.*

*We recommend 1 day per week for teachers to conference

one on one for the whole period.



P H A S E 1 : S T A R T - U P The Start-Up Guide provides teachers with 20 lessons and materials. Through the lessons, the teacher

models and releases the routines and tasks students will encounter at the three student-directed

centers throughout Phases 2-3: Independent Reading, Foundational Skills, and Independent Writing.

Below is a snapshot of the lessons in the Start-Up Guide.

SET 1 Introduction to Centers

1 Introduction to Stand-alone ENL

2 Solving Problems with Reading & Writing

SET 2 Independent Reading Center

3 Video Clip & Choose Books | ¶ Step 1

4 Read & Use Picture Clues | ¶ Step 2

5 Start a Personal Dictionary | ¶ Step 3

6 Talk to Your Partner | ¶ Step 4

7 Log & Partner Sign | ¶ Step 5

8 Full Protocol: Independent Reading | ¶ Steps 1-5

SET 3 Foundational Skills Center (Power Words)9 Video Clip & Listen to Power Words | ¶ Step 1

10 Practice with Flashcards | ¶ Step 2

11 Read to Understand | ¶ Step 3

12 Complete Cloze | ¶ Step 4

13 Quiz | ¶ Step 5

14-15 Full Protocol: Power Words | ¶ Steps 1-5

SET 4 Independent Writing Center (Picture Writing)

16 Video Clip & Pre-Write | ¶ Step 1

17 Write Sentences and Paragraphs | ¶ Step 2

18 Check Sentences & Read to Partner | ¶ Steps 3-4

19-20 Full Protocol: Independent Writing | ¶ Steps 1-4

! Note: Teachers will need to make decisions at the end of Phase 1 before moving into Phase 2.

Students might need more practice before you start leveling. Consider having additional lessons after Start-Up where students rotate through the centers while you watch and support as needed.



Three Protocols at a Glance



P H A S E 2 : L E V E L R E A D E R S & S E T P O W E R G O A L S

After students have had sufficient practice at the three centers, they begin working in the three centers

using the protocols with minimal teacher guidance. Teachers need un-interrupted time to conference

one-on-one with each student to determine his/her reading level and to set power goals. Students

should be working interdependently with peers on the centers tasks but independent from teacher

support.

Bridges uses the Independent Reading Leveling Assessment (IRLA) to determine student reading levels,

but schools can use a different developmental reading framework. See the appendix for more

information on the Bridges rationale for using the IRLA.

! Note: Teachers need to continue to be responsive to students during Phase 2. Check in with groups

and regroup as a class if needed, even if this means missing a leveling session. It is critical to maintain the momentum and productivity that you developed in Phase 1.

Determining Reading Levels

The Phase 2 guide and supporting PD will go into detail on how to level students using the IRLA (or other

leveling tool). Here are a few important things to know about leveling:

• Most leveling tools (including the IRLA) are designed for readers whose home language is English. We

have adapted the process as needed for SDL.

• Leveling students for the first time will take longer as you get used to the steps and decision-making.

The goal is to be able to level a student in 20 minutes, so that you can work with two students per

class period and so students can stay engaged.

• Leveling readers is not an exact science. It is just a starting place that you will adjust as needed.

– Most Bridges students start the year in the Y to 2G range (K-1).

• We recommend that your class periods during Phase 2 are structured in this way, where you level

students for four days and take one day to observe/ check in on students in centers.



Purpose Time 4 Days 1 Day

Opening 2 mins Direct students- centers work

Play Power Word Speed Round

Rotation 40 mins

Students in centers

Level student 1 (20 mins)

Level student 2 (20 mins)

Monitor centers & progress

Closing 2 mins Students share -centers work Share Glow & Grow from centers work

! Note: Use this suggested structure above to estimate how many weeks you will need to level all of

your students. For example, if you have 14 students and you can level two students per day (maybe only one student on some days) then you will need 7-10 days to level so about three calendar weeks given the schedule above.



P H A S E 3 : G R W C E N T E R & P R O G R E S S M O N I T O R I N G

Phase 3 introduces full rotation with GRW instruction. Four days a week the teacher remains at the

GRW to work with two groups in two sessions. For the fifth day of the week, Bridges recommends there

is no GRW instruction and that teachers instead use this time to conference with students, as well as

coach students, during a longer independent reading session.

• Monday to Thursday, all students rotate between two centers during rotation—approximately 18-20

minutes each. Each student has the same centers two days in a row, and goes to all centers twice a

week. This is a recommendation, as teachers will adapt to their contexts.

• Monday to Thursday, the teacher sees two groups per day.

• On Friday, there is no rotation and no GRW center. Instead, students read independently for 30

minutes—working up to this length of time initially—and the teacher circulates for coaching and

conferencing. Teachers can use this day more flexibly, which can include sharing about books students

read and pieces students wrote.

Sample Rotation Schedule

The arrangement of students rotating through the centers will be determined by the GRW Center

groups, which will change regularly based on student progress. The configuration of groups is only

important at the GRW center: Students work independently at the other centers on skills at their level,

so it is not important that all students are on the same level in those centers.

The following schedule assumes 16 students in a class with one teacher, and approximately 4 students

in a reading group on any given day. Each table shows the possible rotation for one group in a given

week, assuming that students work at two centers per day. Students will likely need two rotations to

finish reading a book at the GRW center and to finish a writing piece. Teachers may need to tailor these

schedules depending on class size, physical space, and other constraints.

! Note: If you prefer to see all of your students in the first two days of the week, simply adapt the

rotation.



M T W Th F

Group

A

Group Reading

& Writing

Group Reading

& Writing

Independent

Reading

Independent

Reading Independent

Reading &

Conferences Foundational

Skills

Foundational

Skills

Independent

Writing

Independent

Writing

M T W Th F

Group

B

Independent

Writing

Independent

Writing

Foundational

Skills

Foundational

Skills Independent

Reading &

Conferences Group Reading

& Writing

Group Reading

& Writing

Independent

Reading

Independent

Reading

M T W Th F

Group

C

Independent

Reading

Independent

Reading

Group Reading

& Writing

Group Reading

& Writing Independent

Reading &

Conferences Independent

Writing

Independent

Writing

Foundational

Skills

Foundational

Skills

M T W Th F

Group

D

Foundational

Skills

Foundational

Skills

Independent

Writing

Independent

Writing Independent

Reading &

Conferences Independent

Reading

Independent

Reading

Group Reading

& Writing

Group Reading

& Writing

The following table shows the teacher schedule for the GRW center, assuming the above rotation of

groups:

M T W Th F

Teacher

Schedule

at GRW

Center

Group A Group A Group C Group C No GRW. Only

Independent

Reading &

Conferences Group B Group B Group D Group D



Co-Teachers & Paraprofessionals

• If you have a co-teacher, this person should be conferencing with individual students and teaching

foundational skills groups.

• If you have a paraprofessional, he/she can best support foundational skills and conference with

students on both power words and phonics.

! Note: It is critical that all adults facilitate learning and support student independence. Adults should not interfere with student work by translating everything or rescuing students from necessary struggle.



P H A S E S 1 - 3 P A C I N G C A L E N D A R The pacing calendar on the follow page is designed to support implementation of the three phases over

the year. This is based on the NYC DOE calendar, but can be adapted for different calendar. It takes into

account these things:

• Bridges classes often do not start in September as schools are doing intake and assessments to

identify students for Bridges placement. We recommend that Bridges classes begin when there are

enough students to “feel like” a class, which is likely 8-10 students.

• Teachers often begin the Stand-alone ENL class with a few “welcome” lessons of their own before

beginning Start –Up. Bridges does not provide these lessons.

• The number of possible instructional days for Bridges is approximately 72 days per semester, or

144 days for the year. The month of September, holidays, regents, and end of year leveling days in

June do not count toward instructional days. Additional days also should be taken out for other non-

instructional days like trips, celebrations, etc. With this, the overall instructional days for the year are

likely fewer.



SEMESTER 1 Mon Tue Wed Thu Fri

Sept

15 days

Identify Bridges students

& get class started

3 Labor Day 4 5 First Day 6

7

10 Rosh Hashana 11 Rosh Hashana

12

13

14

17

18 19 Yom Kippur 20

21

24 25

26

27

28

Oct

22 days

Phase 1:

Start-Up

1

2

3

4

5

8 Columbus Day

9

10

11 12

15

16 17 18

19

22

23 24

25

26

29 30 31

Nov

18 days

Phase 2:

Leveling

1 2

5 6 Election Day 7 8 9

12 Veterans Day 13 14 15 16

19 20 21 22 Thanksgiving 23 Thanksgiving

26 27 28 29 30

Dec

15 days

Phase 3:

GRW & Progress

Monitoring

3

4

5

6

7

10

11

12

13 14

17 18

19

20 21

24 Winter Break

25

26 27 28

Jan

17 days

Phase 3:

GRW & Progress

Monitoring

1 2 3

4 Conferences

7 8 9 10 11 Conferences


21 MLK Day 22 Regents 23 24

25

28 Chancellors Day 29 30 31



SEMESTER 2 Mon Tue Wed Thu Fri

Feb

14 days

Phase 3:

GRW & Progress

Monitoring

1 Conferences

4 5 Lunar New Year

6

7 8 Conferences

11

12

13 14 15 Conferences

18 Break

19

20 21 22

25

26 27 28

Mar

21 days

Phase 3:

GRW & Progress

Monitoring

1 Conferences

4 5

6

7 8 Conferences


18

19

20 21 22 Conferences

25

26 27 28 29 Conferences

Apr

15 days

Phase 3:

GRW & Progress

Monitoring

1 2

3

4

5 Conferences

8 Columbus Day

9

10

11

12 Conferences

15

16 17 18

19 Break

22

23 24

25

26

29 30

May

22 days

Phase 3:

GRW & Progress

Monitoring

1 2

3 Conferences

6

7 8 9

10 Conferences


20 21 22

23 24 Conferences

27 Memorial Day 28 29

30 31

June

12 days

End of Year Leveling

3 4 Eid 5 Anniversary Day 6

7

10 11

12

13

14

17

18 Regents 19 20

21

24

25

26 Last Day

27

28



ü G U I D I N G P R I N C I P L E S F O R T H E T H R E E S T U D E N T C E N T E R S There are many details to keep track of in the Stand-alone ENL class. The goal is to maintain rigor and

keep students accelerating all year through power goals. Without guiding principles, the centers class

can easily become perfunctory and stagnant.

Use the following principles (DETAF) to maximize student learning:

Determine: Identify power goals—skills and strategies each student needs next.

Empower: Share these goals with students so they “own” them.

Target: Teach and assign practice tasks to reach power goals.

Assess: Students self-assess and teachers check student progress as often as possible.

Feedback: Give clear and specific feedback to students on progress.



THREE STUDENT-DIRECTED

CENTERS The Phase 1, Start-Up lessons target the work of the three student directed centers: Independent Reading, Foundational Skills, and Independent Writing. The resources for these centers are in Start-Up

and are also compiled here in a more comprehensive description and for easy access throughout the

year.

A project of the Graduate Center, CUNY | Independent Reading


I N D E P E N D E N T R E A D I N G C E N T E R

In the Independent Reading Center, students practice power goals targeted in the GRW Center, either

by reading (sometimes with audio support) to texts. Students develop reader identities by actively

engaging with text, working to make meaning and share their learning with others.

Independent Reading Center Goals

• Engage students a range of topics

• Provide choice of books read

• Vary purposes for reading (easy texts for fluency, on-level texts for power goals practice, challenging

texts for interest)

• Build stamina for reading

• Practice foundational skills and comprehension

• Strengthen student problem solving and self-monitoring skills when reading

• Socialize reading through partner talk

• Expand English vocabulary and sentence structure while reading and talking about books

Students spend approximately 20 minutes per session at the Independent Reading Center, in a

combination of reading, learning new words, talking to a partner, and logging pages read.

The goal is for students to be reading books for 60 minutes a day: 30 minutes at school and 30 minutes

at home, in 15-minute sessions. Teachers and students should plan another 15-minute independent

reading session in the school day outside of Stand-alone ENL. Scheduling daily 30-minute reading

sessions at home is more challenging for SDL.



In School At Home

Independent Reading

Center

Independent reading

outside Stand-alone ENL Session 1 Session 2

15 minutes 15 minutes 15 minutes 15 minutes Total: 1 hour

! Note: At the start of the year, students likely will not be able to read independently for 15 minutes. They will need to work up to 15 as they build stamina over time.

R E A D I N G A T H O M E To support reading at home, teachers can develop a culture of readers in the classroom. The following

can support students reading at home: • Find books you think individual students would like and recommend them.

• Read engaging picture books aloud during the year.

• Ask students often about the content of their books and their use of strategies.

• Share about books: Show students your favorite books and ones you are reading now.

• In the class opening, incorporate partner and whole-class share of books students have read, as well

as additional words learned at home.

• Emphasize the importance of practice as the key to advancing as readers.

• Encourage students to use a reader response bookmark.

• Assign students to log books read at home and enter new words into their personal dictionary.

• Publicly acknowledge the effort of students who are regularly reading at home.

• Build an audio library of leveled texts.

! Note: Students in other classes with higher proficiency in English can easily record texts on their phone to support SDL students in reading at home.



I N D E P E N D E N T R E A D I N G P R O T O C O L

Display and use the protocol on the right to

establish expectations for students at the

Independent Reading Center. Students should

follow these steps when engaging with texts in this

center.

Å S T A N D A R D S T A R G E T E D The Independent Reading Center targets the following standards:

ComprehensionR.1 | Key details üR.2 | Main idea/theme ü

R.7 | Visual literacy ü

R.10 | Text complexity ü

39

Independent Reading

1. Choose & predict

2. Read, practice power goals & annotate

3. Write new words in personal dictionary

4. Talk to your partner • Explain in home language • Cover page & retell in

English

5. Log & partner sign

A project of the Graduate Center, CUNY | Independent Reading Resources


Reading Log Book/Topic:

Date Minutes Title Level Partner Signature



Personal Dictionary Book/Topic:

Word Translate/Draw Extend



Reader Response Bookmarks

Students use the following bookmarks to talk about texts throughout the year. The GRW

center will support students to use these prompts. Print on cardstock or laminate for

students as bookmarks (one book mark per student).

Reader Response Reader Response

I like this book because… I don’t like this book because… My favorite part of this book is… One thing I learned is… I connect this book to__________ because… One question I have is… I think the author wrote this book to…

I like this book because… I don’t like this book because… My favorite part of this book is… One thing I learned is… I connect this book to__________ because… One question I have is… I think the author wrote this book to…



Glow & Grow

Feedback to students on their habits and performance should be precise and never

“good job.” Below are examples of Independent Reading center-specific observations to

look for and share with students.

GLOW

You read that book more than once, first to understand then for fluency!

You used the pictures to figure out new words!

Your mouth made the sound of the first letter(s) for new words!

You read for 10 minutes without stopping!

You shared 5 new words from that book!

You retold the book to your partner in

English, but you used home language

when you were stuck!

GROW

You read for 10 minutes. Try 12 minutes tomorrow.

You are using beginning sounds to try and figure

out new words. Try using pictures clues too.

You spent a lot of time logging today. Tomorrow

spend more time talking to your partner.

You are reading many books on your level.

Once a week, read something more difficult

that is interesting to you.



Do’s & Don’ts

Use the following to guide student learning at the Independent Reading Center:

X DON’T

Allow students to just flip through books and simply add words to personal dictionary.

Redirect students to focus on overall comprehension.

Insist students use only English when talking to a partner.

Insist on silence. Practice protocols for partner talk. Students should be talking about

reading!

ü DO

Support students to find books that interest them.

Focus on reading to understand.

Encourage students to read books more than once (for comprehension & fluency).

Encourage students to sometimes read higher- level books that interest them.

Point out student models of talking about books, both in home language and English.

Invite students to share new words learned at the end of class.

Create a chart where students sign up to conference with you when they are ready.

Celebrate habits such as hard work, collaboration, and problem solving.

Connect everything above to the essential questions on power and problem solving.



ü Readiness Checklist

Students are ready to work independently in this center when:

All students know their level.

All students know their power goals.

Classroom libraries are organized by level.

Students know the routine for signing out & returning books.

All students have a book bag with name and post its.

All students have chosen books for their bag on level and above.

Yellow readers have a book buddy (at 2G or above).

The reading protocol is posted on the wall and laminated on the table.

Students have practiced the protocol without the teacher (Phase 2).

All students know how to use the following materials:

Reading log

Personal dictionary



ü Teacher Reflection Checklist

The Independent Reading center is running smoothly when all students are:

On task, reading for most of the time at this center

Reading several books on level

! Note: There is no minimum number of books to read on level. If students seem stuck in a level, check that they are reading enough books on level and practicing power goals.

Practicing level appropriate power goals taught during GRW Center

Using resources to actively make meaning and problem solve (ex. using word

strategies, annotating with post its, asking partner questions)

Using audio supports if needed

Talking to a partner about their books (home language & English)

Recording and sharing new words learned in a personal dictionary

Logging reading at the end of the session

Requesting conferences with teacher and showing comprehension

Making progress in academic habits

Making progress in reading levels

A project of the Graduate Center, CUNY | Foundational Skills


F O U N D A T I O N A L S K I L L S C E N T E R

The Foundational Skills Center provides repeated practice in the foundational skills needed to read and

write independently. This center targets two main word-deciphering skills. Different students will have

different power goals in these areas.

1. Sight Words/Power Words: instant recognition of words as whole units. Power words are the most

frequently used words in English. Students must learn to instantly recognize these words and

understand their meanings and use in order to understand text (in addition to new content words

they are learning). Students learn approximately 60 power words per reading level, from 1G to 2R.

2. Phonics: breaking words into recognizable parts

• Beginning consonants

• Blends: e.g., /br/, /sl/, /gr/

• Digraphs: e.g., /ch/, /wh/, /th/

• Word families: e.g., -at, -ake, -ike, -et

• Other spelling patterns

Note: The IRLA refers to sight words as power words. Bridges also uses the term power words due to its connection with the two-course program’s essential questions around power and literacy. The IRLA calls these “instant recognition” words “tricky words” at the blue and red levels, but we use “power words” across all levels.



An overarching goal of this center is for students to learn that word-level skills are necessary for

comprehension and that reading is a meaning-making endeavor—not a word-calling task.

Both the GRW Center and Foundational Skills Center target power words and phonics. In Guided

Reading & Writing Lessons, teachers expose students to power words in texts, and in Skills Lessons,

students learn phonics patterns. Through both reading and writing, students then practice these skills in

the Foundational Skills Center using technology—such as apps or the Bridges Audio PowerPoints—

and/or traditional materials—such as flashcards, word lists, worksheets.

! Note: It is impossible for teachers to directly teach every power word and phonics pattern/rule in the

GRW center to all levels of readers. Instruction in the GRW Center supports some development of early word-level skills, but students must also learn others in the Foundational Skills center.

P H O N I C S

While SDL are learning new content vocabulary and power words, they are also learning a range of

phonics skills that range from beginning consonants through decoding multisyllabic words. When

learning phonics, Bridges does not ask students to sound out words letter-by-letter. Instead, Bridges

uses the approach of learning recognizable “chunks” or patterns in words (e.g., at, it) and applying this

knowledge to read new words. Each student’s phonics needs tend to vary widely within Bridges classes.

Teachers will need to determine in Phase 2 the phonics skills that students already have versus what

they need.

Example: If a student knows the power word at and knows beginning consonants sounds, then he/she can read new words like cat, mat, and hat.

! Note: The remainder of this section will focus on power words, because phonics work will not begin until Phase 2 or 3. Additional support for phonics will be provided in Phase 2 and 3 guides and PD.



Å S T A N D A R D S T A R G E T E D The Foundational Skills Center targets the following standards:

Foundational SkillsFS.1 | Print concepts üFS.2 | Spoken words, syllables, and sounds üFS.3 | Phonics and word recognition üFS.4 | Fluency ü P O W E R W O R D S

The Bridges approach focuses heavily on power words in the early phases of reading alongside the

content vocabulary they are learning through books. Most beginner readers learn to read high-

frequency words by sight (e.g., this, the, see, do, etc.), and can quickly recognize these words in

sentence patterns, such as those that repeat in a yellow-level text. Power words are the center of

learning at the 1G to 2G levels.

Below is a snapshot of the leveling and grouping system Bridges uses for power words. We created

subgroups from the IRLA lists that can better support ELLs. Power words are organized into semantic

groups (e.g., actions, prepositions, topic-related words) whenever possible, because students learn

word meanings best when associated with other related words. The protocol that follows, and

introduced in Start-Up lessons, supports students to learn each group of words.

1G Power Words 2G Power Words

Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Group 8 Group 9 Group

10

Group

11

do at big what a came fun but could got oh

get to can where all gave good or did saw as

like here can't who am give happy if does new by

live in come why an goes animal so were him about

look on down is and going boy too would his from

love there go lots are jump girl not now our into

said he little my be make day many then them off

see I no of for play eat some when these over

want me up one had put home how your under

went she yes the has ran house out

they that was have stop

we this will with take

you



1B Power Words

Group 12 Group 13 Group 14 Group 15 Group 16 Group 17

buy both light away friend just

catch count long because help after

find each great color people again

pull every funny found know always

use more mean something read first

walk much old thing right last

become only pretty which school never

own another very those think night

laugh any please other word today

hello their work

myself write

2B Power Words

Group 18 Group 19 Group 20 Group 21 Group 22 Group 23 Group 24

cent quite trouble build being ask before

dollar ready upon carry beautiful guess began

key really whose push body hurry begin

life sure behind turn child watch later

money gone large also children learn next

phone leave noise enough earth listen often

weather left quiet group eye page once

world lost tiny half friendly picture spring

bought quit best most woman sentence tomorrow

caught nothing young story until

heard together

teacher while

high

thought

open

1R Power Words

Group 25 Group 26 Group 27 Group 28 Group 29 Group 30

answer clothes giant minute poor stomach

been country heavy moon quarter stood

believe done hour mountain question straight

bicycle Dr. idea move second tough

board early knew Mr. secret warm

bottom even knock Mrs. shall weigh

bread field library Ms. sign whisper

building floor machine o’clock soon whistle

city front magic piece sorry wild

climb

million pond special wind



2R Power Words

Groups 31-

32 Group 33 Group 33 Group 34 Group 35 Group 36 Group 37 Group 38 Group 39

borrow comfortabl

e blood among bowl closet

rescue canoe chief

breathe famous breath during carrot comb accident captain diamond

choose pleasant muscle toward chocolate drawer courage island either

escape smooth tongue forward juice mirror police ocean except

gather worse bones tomato cellar danger fault

lose loose skin vegetable curtain fire future

practice whole

garage meant

prove common

calendar mischief

study certain

daughter

swallow

cousin

blossom beauty

earn

continue

calm

Power Words Protocol

Display and use the protocol on the right to establish the

steps students should following when learning and practicing

power words.

Students should start with audio PowerPoints, proceed with

flashcards, continue with sentence-level

activities/worksheets, and conclude with the audio spelling

quiz.



Power Word Activities for SDL

Bridges supplements traditional sight-word reading activities with more meaning-based activities to

support SDL in building vocabulary and developing language. Normally, native speakers learn to read

engaging with words and sentences already in their listening and speaking repertoires; there is less need

for meaning-making; SDL, however, need repeated oral input to get used to the English sounds, learn to

recognize words when they hear them, and to understand the meanings of words, how to use them,

and how to recognize and encode them in print. In response to the needs of SDL, Bridges modifies

power word instruction in the following ways:

Audio PowerPoints (Æ Step 1): Students need to hear

sight words/power words, because these words often

do not follow rules and patterns of spelling and

pronunciation. In the Power Words Audio

PowerPoints, students hear both the correct

pronunciation as well as a level-appropriate sentence

to provide a familiar context for meaning. When

possible, images accompany words to additionally

support meaning.

Power Word Flashcards (Æ Step 2): Students practice

recognizing power words on flashcards and then orally

demonstrate knowledge of the word meaning, either by

translating the word or using it in a meaningful sentence.

! Note: Not all power words are translatable, so students can simply show they know how use the word as an alternative (e.g., Mario is from Mexico).

Read to Understand (Æ Step 3): Students

annotate power words then read for

comprehension.



Sentence Cloze (Æ Step 4): For each

group of words, students practice using

words in context in the cloze activity.

Audio Spelling Quizzes (Æ Step 5):

Teachers can play the audio spelling

quizzes to the whole class or students

can practice individually or in partners.

The audio says the power words

individually as well as in a meaningful

sentence.

54

Power Words For each group of words:

1. Listen & learn

2. Flashcard practice • Alone: Read &

translate • With partner: Quiz

3. Read to understand

4. Complete cloze

5. Quiz

A project of the Graduate Center, CUNY | Foundational Skills Resources


Power Words Protocol Extension

Visualizing Power Words Adapted from a sight word approach in Seeing Stars

Some students learn to recognize power words by sight very easily. Others struggle to internalize a word

as a whole unit. The following method has been successful with many SDL in learning to store and

retrieve sight words for both reading and spelling.

1. Present a power word.

• Show the word on a flashcard and read it aloud.

• Students chorally repeat.

• Use the word in a sentence to show meaning and use.

2. Trace letters with finger.

• Model how to look at word, trace each letter with finger, and say each letter aloud. If students

do not know letter sounds in English, they can say in home language or simply trace in air.

• Emphasize the shape of the word.

3. Visualize your name.

• Model how to visualize a word in your mind by starting with your name. Explain you are

closing your eyes to try and see your name. Then “see it” and say the letters aloud as you

finger spell.

• Invite students to do the same, prompting, “Close your eyes. Can you see your name in your

mind? Ok now spell it. Now open your eyes.”

4. Take a picture & visualize power words.

• Model looking at a power word and making the click sound and motion of a camera to “take a

picture” of the word.

• Show students how you are now visualizing that word in your mind, like your name. “See” the

word and spell it aloud, tracing with finger.

• Invite students to do the same.

• Then have students write power words on a whiteboard as you dictate the word.



Glow & Grow


“good job.” Below are examples of Power Word -specific observations to look for and

share with students.

GLOW

You worked hard to learn all words on that list!

You practiced that list of words many times so you now you can read them

automatically and translate to show meaning.

You annotated power words to help you

understand the text.

You helped your partner learn the words

during flashcard practice.

You looked in the sentence for clues.

You listened to the words then repeated them to practice. It’s important that

you can say the words you can read.

GROW

You can read all the words. Try again faster.

You can read and translate all the words.

Now show you understanding meaning by

using in a sentence.



Do’s & Don’ts: Power Words

Use the following to guide student learning of power words at the Foundational Skills Center:

X DON’T

Overly focus on completing every task.

Check every task for every student. These are practice activities to mastery of the list.

Insist on perfect pronunciation—pronunciation will improve with repeated exposure and

more practice.

Insist on students knowing meanings of all words. Some words are more abstract and cannot

be translated.

Insist that students can spell all words correctly. They practice spelling to connect reading and

writing, but spelling is not required to master a list.

ü DO

Set up a system of organizing materials.

Conference with a student to check power words as soon as they complete partner

assessment. (Ideally students are mastering 1 group of words per week.)

Focus on mastering reading and knowing meanings of most words on a list.

Spot-check the Read to Understand and Cloze activities to check comprehension.

Play Power Word Speed Round with the class where you flash cards for students to read and

translate.

Celebrate habits such as hard work, collaboration, problem solving, and organization.

Connect power words to the guiding question so students understand their importance.

Consider assigning a teaching assistant/ paraprofessional to assist with this center and

conference around power words.



ü Power Words

Readiness Checklist

! Note: This list only applies to power words, because phonics protocols and materials

will be taught through the GRW center and supported in Phase 3 guide and PD. Students are ready to work independently in in this center when:

All students know their level.

All students know their power goals for power words.

Power word materials are printed and organized by level/group according to teacher

preference

Master list for all groups in the level are in folder.

Laptops & headphones are set up for Audio PowerPoints.

Sets of student flashcards are in a large Ziploc bag or box with rubber band and

student name on top. (along with a green YES and red NO card)

Copies of read to understand text and cloze are in folder.

Listening device & dry erase boards/paper are set up for spelling quiz.

Each student has a folder or binder section with name for materials.

The power word protocol is posted on the wall and laminated on the table.

Students have practiced the protocol without the teacher (Phase 2).

Other apps/websites are loaded and students know how to use.



ü Power Words

Teacher Reflection Checklist

You will know that the Power Words learning in the Foundational Skills center is running

smoothly when all students are:

Actively engaging in learning word recognition and meanings through Audio

PowerPoints

Translating words into home language on master word list

Self-assessing using flashcards and yes/no cards

Working with a partner to quiz both skills:

Automatically recognize the word

Translate the word

Annotation, read, and retell the Read to Understand text

Using context clues and annotation to complete a cloze

Taking the audio spelling quiz to self-assess

Asking partner to give word reading quiz before teacher

Requesting a conference with teacher for progress monitoring

Mastering a new list of power words each week

A project of the Graduate Center, CUNY | Independent Writing


I N D E P E N D E N T W R I T I N G C E N T E R

The Independent Writing Center helps students develop identities as writers by providing students with

opportunities to express their ideas through talking and writing about pictures, familiar topics, and

books. In this center they learn to communicate their voice through print.

This center builds on the two major skills in reading—deciphering words and comprehending text—in

order to help students develop the reciprocal writing skills of encoding words and communicating

meaningful ideas. Students build foundational writing skills in service of communicating comprehensible

ideas to readers in the same way that students build foundational reading skills in service of

comprehending ideas in text. Through whole class mini-lessons and practice, students develop language

and writing skills at the word, sentence, and paragraph level through different types of writing.

The Independent Writing Center seeks to:

• Develop independent writers using 6+1 Traits as a framework

• Provide choice and repeated opportunities to practice writing and get feedback

• Accelerate student writing from words to sentences to paragraphs

• Encourage home language talking and writing to support writing in English

• Incorporate oral language to support writing

• Support students in the writing process

! Note: Although this center is called Independent Writing, this refers to independence from the teacher. Students are expected to talk to each other throughout the writing process as they write



about familiar texts and topics using language they know and language they are trying to learn. Writing without heavy scaffolds promotes growth, confidence, and independence. The writing process will be included in the Phase 2 guide and supported in PD.

6 + 1 W R I T I N G T R A I T S

While Bridges uses the IRLA developmental framework for reading, Bridges also uses a development

framework for writing-Northwest Education’s 6+1 Trait Writing framework. The goal is to help students

internalize the many components of writing through both direct instruction and regular practice.. The

framework focuses on the 6+1 integral components that comprise quality student writing from grades

K-12. The traits are summarized in the table below.

6+1 WRITING TRAITS

Ideas Clarity and development of message, content, and/or theme

Organization The structure and pattern of the piece

Word Choice The purposeful use and selection of vocabulary

Sentence Fluency Use of grammar and variety of sentence structures to achieve rhythm and flow

Voice The writer’s personal tone; the way the writing comes to life

Conventions Mechanical correctness: spelling, punctuation, capitalization

Presentation Appearance on page: header, margins, spacing, handwriting

Bridges slightly adapts the 6+1 framework in order to balance the high cognitive load of writing in a new

language. Students write about topics and texts that are familiar, with a diminished focus on the voice

trait due to the challenges of communicating clearly in a new language; however, teachers should still

model and share examples when a text features a strong writer’s voice.



T H R E E T Y P E S O F W R I T I N G

Throughout the year, students develop as writers using three sources of input: pictures, familiar topics, and books. Bridges has developed a scope and sequence of language and writing mini-lessons that

target each of the three sources of writing. Across each source, students will expand their skills over

several drafts. Students move from word level labeling to sentence writing to paragraph writing, with

sub-skills taught and practiced in each.

In the early stages of writing, the use of home language is important to encourage, but teachers should

also push students to stretch their English skills and express their ideas in English. Oral language is

integrated into the protocol, through partner talk before writing and sharing after writing.

! Note: Image writing is the only type of writing modeled and practiced in the Start-Up lessons. The

other types of writing will be taught through whole class mini-lessons and in the GRW center. Independent Writing Protocol

Display and use the protocol on the right to establish the

steps students should following when working at the

Independent Writing Center.



Picture Writing

Students select engaging images for writing. They

label the image and then write short pieces about

the image/content. Students can also label a

familiar image with the teacher at the GRW center

to serve as a sort of semantic map that students

can then bring to the Independent Writing Center

to create a pattern book.

If the image is from the Integrated ENL/ELA class,

students should write primarily in English. If the

image is about a familiar topic, students will likely

label in a combination of English and home

language; however, they should use resources to

also label in English.

The Start-Up lessons also modeled sentence level

writing using sentence patterns. Most students

beyond the Y level, will write about pictures in this

way in the beginning of the year.

1G Writing Example: Labeled image



Writing about Texts

Students also write about texts from the GRW Center or Independent Reading Center. At the end of a

GRW reading session, teachers co-construct a thinking map with students based on the shared reading

text. Students then take this map to the Independent Writing Center and use it to write short pieces

based on the reading. Students can also write about books they read at the Independent Reading

Center using a similar approach.

When writing about books or texts, students write primarily in English, as they have learned the

language of the text at in the small-group instruction.

1G-Level Example: Students write an informational text about a Polar Bear book using a concept map

2G-Level Example: Using compare & contrast thinking map to compare two texts on sports.



Familiar Topics

Students choose from a list of familiar topics and/or identify

a topic from their lives that they want to write about. They

then draw an image to represent that topic, or they

brainstorm using a semantic map.

Students likely have some English language to communicate

about a self-selected topic important or interesting to them.

They will likely also write certain parts in their home

language.

Student writing about forests

! Note: Additional instruction and language scaffolds have been designed to better support topic writing. This includes mini-lessons on main idea & detail as well as opinion. These will be part of the Phase 2 guide and PD.



Å S T A N D A R D S T A R G E T E D The Independent Writing Center targets the following standards:

READINGComprehension Foundational Skills

R.1 | Key details ü FS.1 | Print concepts üR.2 | Main idea/theme ü FS.2 | Spoken words, syllables, and sounds üR.7 | Visual literacy ü FS.3 | Phonics and word recognition üR.10 | Text complexity ü FS.4 | Fluency ü

WRITING (organized by 6+1 traits)Ideas Organization

W.1 | Write opinions and arguments ü W.2.a,b & W.3.a,b | Introduce & develop topic üW.2 | Write informative/explanatory text. ü W.2.c & W.3.c | Use linking words üW.11 | Respond to literature ü W.2.d & W.3.d | Provide concluding statement ü

Voice Word ChoiceW.4 | Produce writing appropriate to task,

audience, & purposeü LG.3 | Apply knowledge of language to different

contextsü

W.2.c & W.3.c | Use words and phrases relevant

to topicü

Sentence Fluency ConventionsL.1 | Demonstrate command of grammar conv. &

use ü L.2 | Capitalize appropriate words ü

L.3 | Expand, combine, and reduce sentences ü L.2 | Use end punctuation ü L.2 | Spell high-frequency and sight words ü L.2 | Use spelling patterns when writing words ü

Presentation Use legible handwriting ü Apply spacing between words ü Format elements on page (layout) ü Use page organizers (date, title, numbers) ü


67

Independent Writing 1. Pre-write

• Think

• Write words

• Talk to your partner

2. Write sentences &

paragraphs

3. Check sentences

4. Read to your partner

A project of the Graduate Center, CUNY | Independent Writing Resources


Name: ___________________________ Class: ________ Date: _____________

Title: _______________________________________

who do more information



Name: _____________________________ Class: ________ Date: ____________

Sentence Checklist

Check for… ý þ

Complete idea (who + do + more information)

Clear idea so people understand

Power words spelled correctly

Capital letter at beginning

Punctuation at end (. ? !)

Name: _____________________ Class: ________ Date: ______________

Sentence Checklist

Check for… ý þ

Complete idea (who + do + more information)

Clear idea so people understand

Power words spelled correctly

Capital letter at beginning

Punctuation at end (. ? !)



Glow & Grow


“good job.” Below are Independent Writing center-specific observations to look for and

share with students.

HUGS

You labeled many ideas for your writing.

You asked a partner questions to help

him/her write more.

You used different resources to find the

words/phrases you need in English.

You re-read carefully and made changes to

make your writing better.

You used your checklist to check your

sentences.

PUSHES

You wrote a few clear ideas about __________. Try to write more details.

You tried to write everything in English! Next time, try using some home

language in your labels or first draft to see

if your ideas “flow” more.

You showed your partner mistakes with

periods and capitals. Next time, listen to

the ideas first and ask questions to help

him/her make ideas more clear.

You are good at asking others for words you

need. Use other resources as well so you do

not always need to ask a friend.



Do’s & Don’ts

Use the following to guide student learning and experience at the Independent Writing Center:

X DON’T

Force students to draw. Some students love to draw and others do not.

Allow students to practice the same writing skills over and over.

Insist students use only English when talking to a partner. Home language supports ideas.

ü DO

Give students choice: Writers are motivated when they have something to say!

Create your own folder of pictures for students to write about.

Focus first on the development and clarity of ideas in sentences.

Encourage students to use home language in the pre-write and writing steps.

Show students how to use and put a box around power words in writing.

Model using resources to solve problems—for example, ask a friend, use a word list, use a

dictionary, etc.

Assess and share feedback on writing samples over the year.

Require revising 1 piece each grading period for grading.

Celebrate habits such as hard work, collaboration, and problem solving.

Connect skills and content back to the essential and guiding questions.



ü Readiness Checklist

“Readiness” only requires that students know the steps for sentence level picture writing,

which were modeled and released in Start-Up. Teachers will introduce other writing

types and skills over the year, with the support of the scope and sequence. Students are ready to work independently in this center when:

All students have power word lists next to them when writing.

All students practiced the protocol without teacher support.

Copies of pictures are in a folder.

All students have a folder with name for writing materials.

The protocol is posted and laminated on the table.

Handwriting worksheets are available for Y readers.

! Note: Some new to print students will need to use the writing center to practice handwriting before they can generate original writing. More details on new to print writers can be found in the Foundational Language and Literacy (FLL) guide.



ü Teacher Reflection Checklist

You will know that the Independent Writing Center is running smoothly when all students

are:

Balancing writing about pictures, topics, and books, topics

Brainstorming, labeling and talking to a partner

Focusing on communicating clear ideas before conventions

Using home language to label and draft when needed

Using resources to solve problems (e.g., find new words in English, referring to a

grammar resource for sentence writing, etc.)

Integrating power words

Reading own writing to a partner

Listening to and showing interest in other student’s writing

Using a checklist to self-monitor own writing

Develop select pieces of writing using the writing process (to be supported through

Phase 2 guide)

75

APPENDIX

A project of the Graduate Center, CUNY | Appendix


Balanced Literacy Framework for Instruction

Balanced literacy is the organizing framework for both Bridges courses for SIFE with Developing Literacy:

Integrated ENL/ELA and Stand-alone ENL.

Balanced literacy, common in elementary schools, is necessary for SIFE with Developing Literacy,

because although they are adolescents, they are also developing as readers and writers. This design

supports secondary schools to accelerate SIFE with Developing Literacy toward reading standard 10,

reading grade-level texts independently and proficiently. This is a major goal of the Bridges year.

A balanced literacy design gives students opportunities to interact with a variety of text types at

different levels in different ways, depending on the purposes for reading and writing. These include:

Read-Aloud, Shared Reading, Guided Reading, Independent Reading, Guided Writing, Independent

Writing, and Word Study. Literacy centers are often part of a balanced literacy block, as is flexibility in

grouping among whole class, small groups, partners, and students working independently.

Gradual release of responsibility is characteristic of balanced literacy, where instruction often moves

from teacher modeling, to joint construction, to independent application in centers. Ninety-minute

balanced literacy blocks are typical in elementary schools, where young children are emerging into

reading and writing and building identities as literate people.

Just as a balanced literacy model supports young children in learning to read and write, we believe that

SIFE with Developing Literacy, who as adolescents are new to literacy, also require a balanced literacy

approach, which includes 90 minutes of time for literacy instruction and practice. We are expanding the

term to include balanced language and literacy, as these must be developed in concert for SIFE with

Developing Literacy as students learn to read and write for the first time in a language that is not their

own. The receptive skills of listening and speaking, and the productive skills of speaking and listening,

are woven across both Integrated ENL/ELA and Stand-alone ENL.



Challenges for Secondary Teachers

Elementary classrooms are designed to teach students to read and write through a balanced literacy

approach. Early elementary school teachers are often trained in balanced literacy and how to enact the

various ways of reading and writing through a centers-based approach. Centers can be found in many

classrooms across the early grades, as they support the differentiation necessary to meet the needs of

all students at different reading and writing levels.

The balanced literacy model, however, is much less familiar to most teachers of adolescents. Secondary

school teachers are generally not prepared to handle the triple demands of content, English language,

and literacy that SIFE bring to secondary classrooms. Teachers of ELLs in any content area should be

expert in their content, and many are trained in teaching English language through content. Yet even

teachers who are skilled at content and language integration struggle with the foundational literacy gap.

Teachers often assume that the teenage ELLs who arrive in their classrooms have learned to read and

write in the home language and can transfer these skills to English. However, SIFE with Developing

Literacy do not bring a strong foundation of literacy skills in home language, so there is little to transfer

to English. Secondary teachers of the SIFE with Developing Literacy ELA curriculum will most likely be

challenged by the demands of teaching ELLs who are both at entering levels of language proficiency as

well as emerging levels of literacy in the home language. We have designed Stand-alone ENL, borrowed

from the elementary school model, to fill this gap and to accelerate reading and writing skills that are

needed to learn across all content classes.1

The PD associated with Stand-alone ENL supports SIFE with Developing Literacy teachers in developing

the skills and confidence required to effectively integrate small-group instruction and student-managed

centers in the classroom. The training uses the IRLA framework (see next section), this supplementary

guide, and hands-on practice to build teacher skills in the following areas, which are often unfamiliar to

secondary teachers:

• Sight words (instant recognition, spelling)

• Decoding (letter-sound correspondence, blends, digraphs, vowels, phonograms/word families)

• 6+1 Traits of writing for emergent writers

1 It is always preferable to teach students to read in a language that they speak. If your school has the resources and expertise to teach

students to read first in their home language, this is a better approach.



Developmental Reading Framework

The Stand-alone ENL design requires a developmental reading framework that guides teachers to level

readers and texts using a well-organized and transparent system. While schools implementing Stand-

alone ENL are not required to adopt any particular framework, schools must be able to do the following

in order to accelerate student literacy:

Stand-alone ENL Reading Framework Checklist:

Identify and describe stages of reading development.

Level readers and books based on clear criteria.

Obtain books and other supporting materials to match readers to texts.

Decide on a progress monitoring and data collection system to track progress.

Plan and implement reading conferences to set and monitor goals with readers.

Develop a culture of readers.

Set up systems and routines that support independent center work.

The Bridges team researched various developmental reading frameworks in our planning. We have

organized our centers model and curriculum on the IRLA from American Reading Company.2 The IRLA

(Independent Reading Level Assessment) is a framework and assessment tool that supports teachers to

identify strengths and gaps for each reader, to set goals accordingly, and to implement instruction to

meet the goals of each reader.

The IRLA is not a curriculum, but rather a framework that provides a Common Core–aligned instructional

blueprint for teachers. This framework aligns with what we believe SIFE with Developing Literacy need.

The IRLA is also a very effective tool for guiding high school general education teachers to do reading

intervention work with readers at all levels

Note: While we use the IRLA as a leveling system, the IRLA is not the Bridges design. The centers-based

approach to developmental literacy for SIFE with Developing Literacy is what makes Stand-alone ELA a

Bridges design in addition to the adaptations that we have made to the IRLA design for students whose

home language is not English.

2 https://www.americanreading.com/leveling/



Rationale for the Developmental Framework

Schools who implement Stand-alone ENL are not required to use the IRLA as a framework, as there are

several other frameworks to choose from. But some leveling system is needed, because it aligns to the

growth model of learning, which is integral to Bridges. Our goal is to accelerate literacy as much as

possible in the Bridges year, which requires a system for matching readers to texts, for targeting

instruction, for monitoring student progress, and for adjusting instruction in response to student needs.

There are four major reasons we use text-leveling systems with students in grades K-12. Text leveling

systems allow us to:

1. Gauge the difficulty level of our texts in a systematic way, according to particular text features

or characteristics known to be important to reading comprehension;

2. Assess the level at which our readers are currently performing using tools designed to

generate particular statistics (Lexile, Fountas & Pinnell or guided reading level, DRA, ATOS, etc.); 3. Match readers to texts by knowing the level of our texts and the levels of our readers, so texts

are at the right level of challenge for the reader;

4. Monitor student progress to ensure that students are moving up the developmental reading

levels.

To match readers to texts we must use the same text leveling system to both assess the texts and the

current reading ability of learners. In addition, the leveling system must have sufficient levels at the

lowest reading to capture the growth in our learners at the early stages of growth, such as students who

are new to print in any language.

We selected the IRLA as the Bridges reading framework because of the close match of IRLA leveling

criteria and instructional sequence to the academic needs of SIFE with Developing Literacy, as well as its

streamlined and manageable instructional approach for secondary teachers. It is not a tool designed for

ELLs or SIFE. However, it has key characteristics that we believe will support the acceleration of reading

for SIFE with Developing Literacy.3 The IRLA is one such system, but certainly it is not the only system.

What is important is that teachers of SIFE with Developing Literacy use a text-leveling system that allows

them to do the important tasks listed above; not what system they choose to use.

3 The IRLA is not designed specifically for ELLs, nor does it focus on writing. In our work, we are including adaptations for SIFE with

Developing Literacy, as well as integrating writing into the framework, so that reading and writing are packaged as reciprocal processes.



The table below matches the characteristics of the IRLA to the academic needs of SIFE with Developing

Literacy. The adaptations we make to the IRLA SIFE with Developing Literacy are included throughout

this guide and materials.

SIFE with Developing

Literacy (SDL)

IRLA Framework

SDL often have strong

sight word memories.

The IRLA emphasizes the instant recognition of sight words from the

earliest levels. These are referred to as “sight words” or “islands of

certainty.” Students later use sight words to support decoding.

SDL often struggle to

decode words through

blending letters to make

words.

The IRLA discourages “sounding out” in the first few levels of text. Students

progress from learning beginning consonants, to blends and digraphs, to

more complex letter-sound combinations. Students then use “chunks” from

sight words to read new words (all to read ball), always connecting known to

new. Low-level texts are controlled for sight words and vocabulary, but less

so by letter-sound combination as in decodable readers. Letters and sounds

are abstract, and a more concrete approach is more helpful.

New-to-print SDL have

not been exposed to the executive functions developed during read-

aloud.

The IRLA focuses on reading as a sense-making process even before students

can read on their own. Readers at all levels are positioned as active problem

solvers working to make meaning, primarily through picture clues early on.

Foundational skills are always in service of meaning making.

SDL are likely unfamiliar

with monitoring own

learning.

The IRLA supports transparent and targeted goals developed with students,

promotes ownership of own learning, and pushes student reflection on own

growth. Reading is demystified and presented attainable with lots of practice.

SDL have not yet

developed identities as

readers nor had

successful encounters

with text in home

language.

The IRLA begins with yellow-level readers, all pages written with a repeating

pattern. Students “read” immediately and experience success. Students are

taught to combine picture cues and first consonant to guess each new word

on the page.

SDL have had little to

no practice reading.

The IRLA is built on a model of 5 percent coaching and 95 percent practice.

Targeted instruction is essential, but will only accelerate literacy with a lot of

student practice.



Text Leveling Systems

The IRLA is one system of leveling texts and readers, but certainly it is not the only one. Schools are free

to choose the system that they prefer as long as the system allows teachers to do the following:

1. Gauge the difficulty level of our texts in a systematic way, according to particular text features

or characteristics known to be important to reading comprehension;

2. Assess the level at which our readers are currently performing using tools designed to

generate particular statistics (Lexile, Fountas & Pinnell or guided reading level, DRA, ATOS, etc.); 3. Match readers to texts by knowing the level of our texts and the levels of our readers, so texts

are at the right level of challenge for the reader;

4. Monitor student progress to ensure that students are moving up the developmental reading

levels.

What are some of the most common leveling systems? How are they designed?

Text leveling systems may use some type of formula or equation that considers particular linguistic

features such as sentence length, sentence complexity, word frequency, word repetition rate, text

cohesion, text predictability or other characteristics. For systems that use a formula, such as the Lexile™ system, a computer program analyzes a text according to particular linguistic features. Word

frequency and sentence length are the two text characteristics that determine a Lexile measure. The DRA system (Developmental Reading Assessment), takes into account language structures,

supportive text features (predictable text, familiarity, pictures, illustrations), amount of text and number

of words (vocabulary level of difficulty). The Accelerated Reader System or ATOS takes into account

average sentence length, average word length, and word difficulty level.

http://www.renaissance.com/products/practice/accelerated-reader-360/atos-and-text-complexity/

Understanding Two Commonly Used Systems 1. Lexile™

As mentioned, word frequency and sentence length are the two text characteristics that determine a

Lexile measure. Lexile designations also include a two-letter code to provide qualitative information

about a text such as levels of meaning, knowledge demands, structure of the text, language conventions

and clarity, and/or intended use (http://www.lexile.com/about-lexile/lexile-codes/). For the lowest level



books; those below Lexile 650—the system has added other considerations such as text density, word

rareness, decoding demand, syllable count, etc.—nine text complexity variables in total divided into four

categories of structure, syntax, semantics and decoding (https://www.lexile.com/about-lexile/lexile-

overview/beginning-readers/early-reading-indicators/ and

http://cdn.lexile.com/cms_page_media/135/Neglected%20No%20More.pdf).

2. Fountas and Pinnell or F&P Gradient™ Fountas and Pinnell take a different approach to determining text difficulty, which includes the length of

sentences, length of words, and complexity of letter-sound patterns, and many other characteristics.

The levels in the F&P Text Level Gradient™ are based on ten text factors named in several of the Fountas

& Pinnell books. The F&P Text Level Gradient™ evaluates: Genre/Form, Text Structure, Content, Themes

and Ideas, Language and Literary, Features, Sentence Complexity, Vocabulary, Words, Illustrations, and

Book and Print Features. (See I.C. Fountas and G.S. Pinnell. 2011. The Continuum of Literacy Learning, Grades PreK-8, Portsmouth, NH: Heinemann.) http://www.fountasandpinnellleveledbooks.com/aboutleveledtexts.aspx#TC Other systems may also be used in districts, such as Reading Recovery or Grade Level Equivalent. Whatever system you use, you will want to know it’s correlation to all other leveling systems as book

statistics can be reported using any of the leveling systems. Here is one such conversion chart:

https://www.perma-bound.com/static/common-core/EC_Correlation_Lexile_Poster_12_NEW.pdf.

! Note: None of these systems can account for reader considerations, such as students’ background

knowledge, motivation, interests, or stamina. They also cannot account for task considerations such as length or complexity, cognitive demand, novelty, and so forth. For this reason, the Next Generation Learning Standards Initiative has adopted the following model to represent text difficulty (from the CCSS):

https://lexile.com/using-lexile/lexile-measures-and-the-ccssi/defining-text-complexity/

With all text level systems, teachers need to consider the readers of the texts and how what they bring

to the text affects their interaction with the text and thus their comprehension of it.



ü SDL Text-Selection Checklist

In addition to the Bridges order list, teachers should use other appropriate books they

have when building their Stand-alone ENL classroom libraries. We recommend the

following checklist to guide your book selection:

Books…

are age-appropriate and respect the intellect of the learner

connect to learner’s prior knowledge and life experience

include themes and topics that will motive and interest learners

use authentic language (i.e., not controlled by phonics)

are “bookstore quality” – professionally bound with rich images

are of length appropriate to reader stamina

have easy-to-process type face, font, spacing, and layout

at the earliest levels, have predictable or patterned text

include graphic and text features that support comprehension

incorporate diverse genres

! Note: Bridges has selected mostly informational texts because of the frequent juvenile

pictures in narrative texts at the early levels.



Additional Publishers of High Interest, Low Level Texts

Publisher Series/Collection Publisher Series/Collection

ABDO Publishing National Geographic (Kids)

Bear Port Publishing National Geographic Windows on Literacy

Benchmark Explorers New Bridge Discovery Links

Capstone Pebbles Random House Young Readers; Step into Reading

DK Readers Red Brick Learning Little Yellow Umbrella Books

Heinemann Raintree Rosen

Heinle Reading Library Mini-Reader Collection Rigby

Harper Collins I Can Read; Let’s Read Scholastic Children’s Press Rookie Readers; Blastoff Readers

Lerner First Step Non-Fiction Scholastic Sight Word Readers; Easy Reader Biographies

Millmark Education/ Summit Concept Links Simon & Schuster Ready to Read National Geographic/

Cengage

Talk Together Wordless Books

Sundance Little Red Readers

! Note: While Reading A-Z/RAZ Kids might be used as a supplemental resource for reading and listening online,

use RAZ very selectively, if at all. It is important not to send the message to developing readers that stapled photocopies of printable books are actual books.

STAND-ALONE ENL - Bridges to Academic Success

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