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Carousel Top Questions

General Questions
• What particular state standards did you consult when researching and writing the Carousel program?
The authors consulted a wide variety of state standards (both ELA and ELP).
• Is the Carousel program aligned to my state's standards?
The Carousel program is based on a broad cross-section of national and state ELP standards.
• Why did you arrange the program by language level rather than grade level?
The Carousel program is organized according to language level because language development is incremental. Students need to learn the same vocabulary and language forms and functions. The topics, vocabulary, and language forms and functions in the reading selections and learning activities are appropriate for K-5 students.
• What is the Lesson Plan Flow Chart and how do I use it?
The Lesson Plan Flow Charts provide a short summary of each activity in the Teacher's Guide. These easy-to-use charts are both macro lesson plans and micro lesson plans; teachers can get a quick overview of the scope, sequence, and pacing of lessons over a period of weeks for planning purposes, as well as the break down of each individual lesson into manageable sessions that include teacher presentation of material, student practice and application, and homework. The charts provide page references to the Teacher's Guide; approximate instructional time required for each lesson; target vocabulary, functions, and forms for the chapter; and other helpful, at-a-glance information about the chapter. There are two charts for each chapter—one for grades K-1 and the other for grades 2-5/6. The K-1 charts include modifications to customize the content and activities for younger learners.

When using the Carousel Lesson Plan Flow Charts, keep in mind that the charts are intended to supplement—not replace—the Teacher's Guide. The Teacher's Guide contains detailed information and support for each activity. It is an especially important resource for novice teachers and other instructors without extensive ELD teaching experience.

• How are the Carousel of IDEAS and Champion of IDEAS programs alike and how are they different?
The two programs share the same program philosophy, both can be used in flexible student configurations, both have a similar research basis, and the programs are both organized by language level (rather than grade level). The two programs are different in that they are intended for students at different grade spans (K-5 vs. 6-12) and as such they are based on ELD and content standards (which are arranged by grade level). They also contain different kinds of components (e.g., the Carousel program doesn't have a student textbook) and the content is arranged a little differently (e.g., the Carousel program is organized in two sets, while the Champion program is arranged in three levels). The chart below provides more specifics about the programs' similarities and differences.

 

	Carousel of IDEAS	Champion of IDEAS
Grade Span	K-5	6-12
Program Philosophy	A comprehensive, systematic, and research-based English language development program that focuses on: Social and academic language Direct instruction and opportunities for meaningful communication Differentiated instructional strategies/techniques ELD/SDAIE strategies/techniques	A comprehensive, systematic, and research-based English language development program that focuses on: Social and academic language Direct instruction and opportunities for meaningful communication Differentiated instructional strategies/techniques ELD/SDAIE strategies/techniques
Use	In a pull-out program, with an immersion class, or for general ELD instruction	In a pull-out program, with an immersion class, or for general ELD instruction
Standards	Addresses K-5 ELP standards and integrates select K-5 academic content standards	Addresses 6-12 ELP standards and integrates select 6-12 academic content standards
Organization of the Instructional Content	Organized by language level in two sets: Set 1 is intended for Beginning-Early Intermediate ELLs and Set 2 is intended for Intermediate-Advanced ELLs	Organized by language level in three sets: Red Level is intended for Beginning-Early Intermediate ELLs, Blue Level is intended for Intermediate ELLs, and Yellow Level is for Early Advanced and Advanced ELLs
Program Components	Comprehensive Teacher's Guide Resource Book (and Resource Book on CD) Picture & Word Cards Theme Pictures (and Theme Pictures on Transparencies and CD-ROM) Transparencies (and Transparencies on CD-ROM) Carousel Testers (assessment) Language Progress Cards IDEA Picture Dictionary 1 and 2 Creative IDEAS Activity Books Carousel Literature Collection (46 books total)	Champion Teacher (comprehensive teacher's guide) Champion Reader (student textbook) and Reader on Audio CDs Champion Writer (student workbook) Champion Tester (student test booklet) Champion CD-ROM (teaching and learning tools and resources) Champion Library (six books in the Red Level, two books in the Blue Level) IDEA Picture Dictionary 2 (Red Level), IDEA Dictionary 3 (Blue Level)
Research Base	Reflects best practices as well as current research; reflects an awareness of and grounding in the natural approach and direct instruction (with a focus on grammar and phonics instruction); integrates both models to provide a strong, focused, and standards-based approach to English language instruction	Reflects best practices as well as current research; reflects an awareness of and grounding in the natural approach and direct instruction (with a focus on grammar and phonics instruction); integrates both models to provide a strong, focused, and standards-based approach to English language instruction

 

Pedagogy

• Why does the Carousel program so strongly emphasize vocabulary development?
Research indicates that for struggling readers (including ELLs) one of the biggest obstacles in accessing mainstream texts is the lack of vocabulary knowledge. Since it is impossible for teachers to convey orally all the information presented in textbooks, it is critical that students develop the literacy skills that enable them to access texts. Carousel strongly emphasizes vocabulary development in the program with the ultimate goal of creating independent readers who can access material presented in textbooks.
• What are the research-based principles of vocabulary instruction?
Research confirms the efficacy of the following principles of vocabulary instruction:
• Establish and discuss joint attentional focus.
• Ensure affective engagement.
• Engage students in using the words.
• Ensure recurrent exposures.
• Celebrate successes.
• Encourage experimentation.
• Pick the right words.
• Present words in motivating ways.
• Provide learner-friendly definitions.
• Expand each word's semantic mapping.
• Provide opportunities to use the words.
• Teach word-learning strategies.
• Motivate word awareness.
• Present words in context.
• Present topics that ensure word recurrence.
• Provide native language support.
• Teach explicitly about cognates, morphology, polysemy, and inferring word meanings.
• Teach spelling linked to word meaning.
• What is systematic instruction?
Systematic instruction accelerates English language development and helps students make progress in their content-area coursework. Systematic instruction involves providing sequenced instruction in English language development that accounts for students' second language development needs (e.g., integrates all four language skills into instruction from the very beginning, teaches the components and processes of reading and writing, teaches reading comprehension strategies, focuses on vocabulary development, and so forth). Systematic instruction also reflects what research points to in terms of what* linguistic content to introduce and when** to introduce the linguistic content. Systematic instruction must be age-appropriate and offer flexible program options strategic in their use of time and resources and cognizant of the learning goals of students.

* For example, vocabulary, forms and functions, sentence structure.
** That is, at what level—Beginning, Early Intermediate, Intermediate, Early Advanced, or Advanced.

• Does the teacher have to say exactly what is in bold text in the Carousel Teacher's Guide?
No. "Scripted teacher commentary" is included as an aid to assist teachers—novices as well as seasoned educators. The teacher in the classroom should make the decision as to how specifically to present the instruction. The scripting is intended as an aid to the teacher only. The Carousel of IDEAS program presumes that instruction is being delivered by a professional educator who is in the best position to know how and when to present the content and what modifications need to be made to address the specific needs of his/her students. However, in order to maximize the strength of the Carousel of IDEAS program as a comprehensive, systematic ELD program, the teacher should preserve the integrity of and follow the general sequence in which the instruction is presented in the program.
• How did you choose the vocabulary for the Carousel program?
The authors relied on a number of different sources in choosing target vocabulary to include in the program, including a review of common ESL/ELD vocabulary lists (e.g., people, animal, food, colors, numbers) and mainstream vocabulary lists (e.g., the most common English words, idioms, informal/formal terms, and compound words) as well as a review of grade-level basal readers and textbooks in content areas. In addition, the authors consulted the research base of a nationally known assessment team in identifying academic language ELLs need to function in mainstream classrooms. This research base provided a rich source of data regarding grade-level appropriate academic language vocabulary.
• Is the teacher allowed to modify the lessons?
This may be a school or district issue that requires you to check with your ELD program coordinator. However, the Carousel of IDEAS program presumes that instruction is being delivered by a professional educator who is in the best position to know how and when to present the content. "Scripted teacher commentary" is included as an aid to assist teachers—novices as well as seasoned educators. The teacher in the classroom should make the decision as to how to present the instruction and what modifications need to be made to address the specific needs of his/her students. However, in order to maximize the strength of the Carousel of IDEAS program as a comprehensive, systematic ELD program, the teacher should preserve the integrity of and follow the general sequence in which the instruction is presented in the program.
• In a large class, can the teacher ask for whole-class responses (rather than individual responses)?
Yes. Teachers should strive to create a student-centered, positive learning environment. If asking for individual responses is impractical (because of class size) or ill-advised (because of student reticence), teachers can ask for responses from the entire class, all the boys, all the girls, all the students who like basketball, and so forth. This variety may make the instruction more fun for students and will be as effective.
• What is "academic language" and why is it important in English language development programs?
Academic language is the type of English used in schools in the service of learning. The academic success of English language learners (ELLs) is largely dependent upon their mastery of academic language.

Students need to develop a working knowledge of academic language in order to understand textbooks and other learning resources, as well as teachers and other students in content area classrooms. Students also need academic language to facilitate their participation in classroom discussions and learning activities. For example, being unfamiliar with words such as personification, compass, and extinct will not hamper a student’s ability to engage in casual social conversation, but it will impede the student’s ability to succeed in the content areas and to demonstrate an understanding of language arts, social studies, and science on a standardized test.

Similarly, knowing what it means to write a research report and knowing how to use words such as compare and contrast in an essay are essential parts of showing learning at school. Thus, in order to succeed in the classroom, to earn good grades, and to be successful on any standardized test, ELLs must master proficiency in basic social language as well as academic language. They must know general academic words such as compare and contrast, specialized academic words like personification, and special ways of structuring their answers into reports, essays, and research projects.

• How does the Fourth Edition of Carousel of IDEAS incorporate academic language?
The approach to academic language in the Fourth Edition Carousel of IDEAS program was shaped by the work of Dr. Alison L. Bailey and Dr. Frances A. Butler of the National Center for Research on Evaluation, Standards and Student Testing (CRESST) at the University of California, Los Angeles(UCLA). They conducted evidence-based research to develop a framework for characterizing academic language for K-12 test development purposes.

This research provided important lessons for us in terms of defining and operationalizing the concept of academic language. The Carousel program also benefitted from the work of Drs. Sari Luoma and Yeonsuk Cho (2003) who identified the scope of academic language ELLs need to function in mainstream classrooms. While their research was aimed specifically at developing the basis for assessing academic language proficiency in English language proficiency tests, it also provided a rich data source for the Fourth Edition Carousel of IDEAS program development team. Academic language is introduced, practiced, and spiraled throughout the Carousel program.

There is no master list, per se, of academic language; what is considered academic language in grade one is not necessarily so in grade five. Since Carousel of IDEAS is a program based on language level rather than grade level, in developing the academic language content and the sequence of presentation, the authors relied on many sources, including K-5 vocabulary lists, textbooks, and data from the aforementioned research projects. See below for select academic language (listed in alphabetical order) introduced in each unit of the program.



Related to the issue of academic language is the topic of grammatical structures, which assumes more significance in academic discourse. The developers of the Fourth Edition Carousel of IDEAS program relied heavily on the work of Susana Dutro (2002) in organizing the sequence and pacing of language forms and functions. As a result, Carousel of IDEAS focuses on helping students develop fluency through authentic uses of language, both oral and written. Giving students opportunities to practice newly learned structures in different contexts gives them repeated exposure to vocabulary, including academic language.

• What are language forms?
Language forms refer to the type of language required to complete a task or function. For example, in order to describe things, one needs to know adjectives. In this example, "adjectives" are the form. Current research points to the need for ELD teachers to provide direct instruction to English learners on language forms such as parts of speech, sentence structures, idioms, quoted versus reported speech, and so forth.

Click to access the language forms and functions in Carousel Set 1 and Set 2.

• What are language functions?
Language functions refer to how language is used in communication. For example, one important language function is naming things. In order to use language for this purpose, students need to learn nouns. In this example, "naming things" is the function and nouns are the form. Current research points to the need for ELD teachers to provide direct instruction to English learners on language functions such as naming people, places, and things, describing actions, comparing and contrasting, asking questions, and so forth.

Click to access the language forms and functions in Carousel Set 1 and Set 2.

• How did you decide which forms and functions to focus on in the program?
The authors consulted various research schema that suggest sequences for presenting language forms and functions and used their judgment, based on years of teaching experience and ELD education, in sequencing the forms and functions in the Carousel program. There is no one authoritative source on ELD instruction. The Grammar Book by Celce-Murcia and Larsen-Freeman is the textbook used in most graduate linguistics classes that focus on second language teaching. However, this text is not intended as a practical guide to teaching language. The work of Susana Dutro and her colleagues in delineating a focused approach to English language development was another helpful resource. However, ultimately it was the authors’ job to take the research and technical resources, as well as the knowledge they have accumulated through their teaching experience and other resources in the ELD field, and then to create a practical program that works for teachers and students.
• Is Carousel of IDEAS based on scientific research?
The Carousel of IDEAS program is based on solid educational research and effective practices, including such pedagogical underpinnings as the following:


• Active learning and prior knowledge. Learning is most effective when students actively apply new knowledge in meaningful activities that link to their existing knowledge and when they are working within their zone of proximal development (Piaget, 1969; Gardner, 1991; Vygotsky, 1978). The Carousel of IDEAS program focuses on student-centered, active learning and links new content to students' prior knowledge.


• Authentic and meaningful communication. Students develop fluency through authentic uses of language, both oral and written, and opportunities to practice newly learned structures in different contexts (Dutro, 2002). Further, repeated exposure to vocabulary in multiple contexts aids word learning. The Carousel program provides many opportunities for students to use the words and apply the concepts they have learned in meaningful contexts, thereby developing their fluency and strengthening their vocabulary.


• Cooperative learning groups. Learning is extremely effective in cooperative group settings when the task is structured and clearly defined. Students learn when they share information with other students, thereby creating opportunities for students to learn from one another. The collaborative environment works most effectively when students are engaged in activities that have many possible right answers (Hill & Hill, 1990). Throughout the Carousel of IDEAS program, strategies are suggested to engage learners collaboratively in a variety of student groupings (e.g., pairs, small groups).


• Learning modalities. Tapping into multiple learning modalities is essential because learners "store" information in various places within the brain. By activating multiple learning modalities (e.g., seeing, hearing, movement, and touch), learning is stored in various parts of the brain. This enables learners to recall the information more readily because they can "find" it stored in many places (Educational Leadership: How the Brain Learns, 1998; Jensen, 1998). The Carousel of IDEAS program emphasizes activities that activate multiple learning modalities—listening, reading, conducting hands-on experiments, researching information (in traditional sources as well as technology-based ones), presenting role plays, and engaging in kinesthetic activities.


• Positive learning environment. The learning environment must be positive and stress-free. Pressure and tension negatively affect learning, especially with students who have the additional burden of learning a complex skill (such as reading) in the context of a new language (Herrell, 2000; Joyce & Weil, 1972; Tiedt & Tiedt, 1979; Spangenberg-Urbschat & Pritchard, 1974). The Carousel of IDEAS program emphasizes the importance of creating a positive learning environment and suggests teaching strategies throughout the lessons to achieve this goal in the context of developing and refining English language skills.


• Text comprehension. It is important that students formulate a general mental outline of the new content they are learning. This helps them become familiar with the scope and sequence of ideas and assists them in mastering the new material. Teachers should help students become "learning-wise" and "text-wise" in other words, be able to understand the layout and organizational features of learning materials (including text) in order to distinguish main ideas from subordinate ones, build on concepts and information they have already learned, and acquire maximum content knowledge. (See, for example, Kinsella, 2000.) The Carousel program is organized with these ideas in mind.

 

Placement & Assessment

• What types of assessments are included in the Carousel program?
There are many different types of assessment in the Carousel program, ranging from placement testing to informal monitoring to formal paper/pencil tests. The chart below outlines the Carousel assessments:

Assessment Purpose	Test Type
Placement	1. Use a formal language proficiency test (e.g., state ELP test, IPT Oral Test) OR 2. Use a Carousel Tester placement test OR 3. Use a Carousel listening and speaking performance-based evaluation in conjunction with a chapter pre-test (see Carousel Teacher's Guide page 28 for details)
Monitoring Progress	"Observing Student Progress" Sections Learning objectives for each lesson listed at the end of the lesson to remind teachers to stop and evaluate students' progress Ask yourself, "Do students meet these key objectives?" If students did not grasp a concept presented, review and reinforce View Sample
Formative Assessment	Chapter Overviews & Evaluation Checklists Found at the beginning of every chapter Outlines the learning objectives for each lesson in the chapter: Listening, Speaking, Reading, and Writing Use these objectives to track each student's progress and to measure how well students are meeting the objectives Available as reproducible blackline masters in the Resource Book View Sample Portfolio Evaluation Students create and compile a portfolio of work they complete for each chapter Shows what students are doing well and areas that need attention Serve as a body of evidence to demonstrate that content standards have been met At the end of a chapter, students choose three pieces that demonstrate their best work Evaluate students' portfolio using Assessment Form 2 found in the Resource Book Portfolios are rated: Superior, Average, Below Average, and Fails to Meet Objectives Unit Evaluation At the end of each unit, evaluate each student's overall performance for that unit Assess the following criteria: Mastery of chapter objectives Ability to work with others Ability to work independently Completion of assignments neatly, accurately, and on time Listening & speaking performance evaluations Reading & writing chapter tests Portfolio evaluations Use Assessment Form 3 found in the Resource Book If student scores "superior" or "satisfactory" in all categories, move to the next unit. However, if the student scores "not satisfactory" in any categories, provide additional instruction and practice to prepare them for the next unit Language Progress Card Monitor and track student progress
Summative Assessment	End-of-Chapter Testing Option 1: Use the formal end-of-chapter tests in the Carousel Testers (grades 2-5) or the Carousel Testers (grades K-1). The Carousel Tester Examiner's Manuals provide information about test administration, scoring rules, answer keys, implications for instruction, and other helpful information. OR Option 2: Use the informal end-of-chapter listening and speaking interview (outlined in the Teacher's Guide) and the reading and writing test in the Resource Book.

• How do you place students in the program?
Placement Tests
(see Carousel Teacher's Guide page 28 for details)
1. Use a formal language proficiency test (e.g., state ELP test, IPT Oral Test)
OR
2. Use Carousel Tester placement test
OR
3. Use a Carousel listening and speaking performance-based evaluation in conjunction with a chapter pre-test

Once you know the proficiency level of the student, begin instruction with the unit shown in this chart:

Beginning Set 1	Early Intermediate Set 1	Intermediate Set 2	Early Advanced Set 2	Advanced Set 2
Begin with Unit 1	Begin with Unit 3	Begin with Unit 5	Begin with Unit 7	Begin with Unit 8

• How do you assess student progress?
The Carousel program offers an eclectic approach to assessment in order to enhance student learning and ensure accountability for instruction. Formative assessment—assessment conducted during instruction to reveal how well students understand the content and are keeping pace with the instruction—includes quick evaluation checks (called "Observing Student Progress") at the end of each lesson, class assignments (including activity worksheets and performance-based assignments), writing assignments, and portfolio evaluation. Summative assessment—assessment conducted after instruction to assess the extent to which students have internalized new content—includes chapter tests and unit reviews.