Whittier teachers run cross-grade sheltered ELA program to boost newcomer students' English and confidence

Whittier teachers described a cross-grade sheltered English language arts (ELA) program that meets weekly in the school library to help newcomer sixth- through eighth-graders build phonics, vocabulary and social-academic language skills, presenters said.

The program, run by a team of sheltered ELA teachers, was created after staff identified a gap in supports for students who had recently transitioned out of newcomer classes into regular English classrooms. "We talked and collaborated and thought that this would be a good way for our EL students to practice their social and academic language skills," the seventh-grade teacher said.

Teachers said the sessions are intentionally game-based and collaborative. Activities described include phonics exercises, prefix work, sentence-starter collaborations, readers theatre and topical projects tied to classroom units. "Game based learning seems to really resonate with these kids," one teacher said, adding that volunteers also participate in the library sessions.

Staff described concrete academic and social benefits. One teacher said the team uses student data to track progress from the start to the end of the year and noted that cross-grade pairing helps students form peer relationships that ease transitions. An eighth-grade teacher said the grade has been reading Anne Frank's diary and reported, "all but 1 of my kids got 100% on their tests," citing the program's focus on vocabulary and background knowledge as part of that success.

Teachers emphasized confidence-building alongside skills practice. One teacher recounted helping a student who initially "had all these thoughts in his head" but lacked tools to share them; after targeted supports, the student became willing to speak in class. The program leaders described shifts in student attitudes from "I can't read" to eager anticipation of library day.

A newcomer student, Maram, introduced by staff during the presentation, said she has been in the United States about one year and that she enjoys the ELA classes with Miss Olsen and Miss Nelson. When asked about future plans, Maram said, "Doctor, maybe" and also mentioned wanting to be a pilot, crediting teachers with helping her move out of newcomer classes "faster than anyone I know."

Program leaders said the approach began small — "let's do a book together" — and expanded to include broader topics such as science fairs and other content areas to increase exposure and engagement. Staff characterized the effort as labor-intensive but worth the students' visible progress.

There were no formal decisions or votes recorded during the presentation; staff indicated the program continued into the current year and will evolve based on student needs and outcomes.