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Santillana Spotlight on English

is a comprehensive, standards-

based program for English language learners (ELLs) designed

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to hel K– students ain and develo En lish lan ua e

proficiency, access grade-level content, and successfully

transition to the mainstream classroom.

Santillana Spotlight on English

provides educators with the

tools necessary to empower ELLs to acquire the English

language accurately and achieve competency in the four

language arts domains of listening, speaking, reading, and

writing. Ma

eeded to learn the content. In addition, many of these

students stabilize at the intermediate level of their language

development, and they remain there indefinitely.


Spotlight on English’s

carefully structured lessons address this

problem by allowing teachers to expose their students to

grade-level Academic English and models of Standard English,

thereby giving students the necessary self-confidence and

knowledge to move out of the intermediate level, achieve

proficiency in academic English, and enter the mainstream


Santillana Spotlight on English

is a

balanced program that not only

provides the academic language

students need, it also brings together

all of the current methodologies that

have proven successful with other

Santillana programs, such as


to Communication



Intensive English

. Additionally, the

program features innovative teaching

strategies that will enable teachers to

provide direct language instruction,

meaningful and structured cooperative

one proficiency level to another fairly rapidly. All educators

will probably teach, at one time or another, ELLs who are at

one of these three general levels: Beginning, Intermediate,

and Advanced. In every

Santillana Spotlight on English


teachers will find strategies and activities that target these


Some of the teaching strategies included in all grade levels are:

learning activities, supportive and instructional feedback,

differentiated instruction, and opportunities for students to




ractice usin Academic En lish.


Dutro, Susana, and Carrol Moran (2002). Rethinking English Language


English Learners: Reaching the Highest Level of English


Newark, DE: International Reading Association.

Kinsella, Kate (2006).

Strategies to Bolster Academic English Language

Use and Lesson Engagement.

Fresno, CA: CATESOL Conference.

Marzano, Robert (2003).

What Works in Schools: Translating Research

into Action.

Alexandria, VA: Association for Supervision and Curriculum


Scarcella, Robin (2003).

Academic English: A Conceptual Framework.

Santa Barbara, CA: University of California Linguistic Minority Research


Listening and Speaking:

rhymes, chants, songs, games, pantomime and dramatization

including gestures, body movements, and facial expressions

questions that can be answered with one- or two-word


opportunities to use and apply academic vocabulary


print-rich environment

techniques to help read and understand key words and

directions written in the text or on the board

visual aids, realia, and manipulatives


techniques to help copy the letters of the alphabet, write

phrases and simple sentences, and copy words posted around

the classroom


ny ELLs develop informal language skills and

are able to communicate in English, but they are not able

to do well in content-area classes because they have not

mastered or are unfamiliar with the vocabulary and structures