Accelerate English Language Development

Meet English learners where they are and build their language and literacy skills.

Develop language through reading, writing, speaking, and listening
for all English learners―newcomers to long-term ELs.

Instruction spanning newcomers to long-term English learners in grades 3 - 12

Inspire Literacy. Get Results.

Watch English learners build language and literacy.

Help newcomers develop survival skills and a literacy foundation.

Support long term English learners as they work toward grade level and are reclassified as their language develops.

Percentage of
English learners
Passing the
STAAR jumps
55%55%
in one year

Edison Middle School 8th grade iLit students,
Houston Independent School District

Amazing grade
level gains by
English Learners
At Houston ISD

Edison Middle School
Average GLE scores for all students

1 / 2
Sue Long Moyer

Sue Long Moyer
Principal, Jackson School, York City School District

Once we saw the huge success iLit had with our high school students, it was purchased for the middle school English learners in our K-8 school. The way iLit is set up for instruction has allowed our English learners to make enough gains that 41% of students have grown an ELL level in just one year.
Up 41%

Results from Jackson Middle School,
York City School District, York, PA

Make Reading Accessible.

Make reading accessible with extensive leveled scaffolding that develops language skills

Sentence frames, word lists, and pictures support learners at point of use. Proven SIOP® In Practice notes and integrated language development support save teachers time.

Scaffolding
supports all ELL
levels at every
stage of
the lesson.

Emerging: Have students produce an oral response with partners or in a small group with you. Some students may be ready to write a response after the discussion.

Expanding: Have students produce a written response, using sentence frame A. Students may review the text to find appropriate words to explain what they learned from their books.

Bridging: Have students produce a written response. Students may begin with sentence frame B, but should add sentences with more detail to support their opinions.

Pre-built sentence frames and word lists provide linguistic support and model how to respond to questions orally and in writing.
SIOP® in Practice notes give point-of-use alignment to the SIOP® Model with activities and suggestions for sheltering content for English learners.

SIOP® in Practice
Lesson Preparation Features 1 & 2:
Content Objectives and Language Objectives
Begin each lesson with the objectives at the top of the pages. Teachers should create and scaffold their own objectives based on the specific needs of the students.

Building background Feature 9:
Key Vocabulary Emphasized
Providing activities in which students manipulate words is important for vocabulary growth. Create a Cloze sentence activity using all of the vocabulary words. Sentences should offer strong contextual support for the vocabulary word that has been omitted.

Giving choice in what they read makes them want to read.

Students choose from a fiction and nonfiction library of more than 3000 digital texts and 400 print texts.

And, there are more than 200 print texts and hundreds of digital texts specifically for newcomers with Lexile level below 100.

Build early literacy skills and critical survival skills for newcomers.

Gain visibility into learning using formative and summative assessments embedded in iLit.

It’s not about taking a test and moving up to the next level.

It’s about assessment that informs instruction and helps measure learning progress.
Track Words Correct Per Minute as newcomers develop language skills and improve their fluency.
Build newcomer language skills independently using activities with embedded translation support in 46 languages.

Blend Print and Digital so newcomers gain access to text.

The Welcome Newcomers library introduces life in the United States to immigrant teens and prepares them with the survival skills they need for to learn to fit in socially and academically.
The Newcomers in Action library focuses on survival skills. Each fiction/nonfiction flip book in this 10-book set covers a key life skill necessary for newcomers. The nonfiction side teaches students about an important life skills topic, and the fiction side depicts characters negotiating new skills in real-life situations.
The iLit Skill Practice Workbook provides practice to newcomers who need to develop their skills for a great start in reading, writing, and grammar. Because they need to develop their skills both in and out of school, the workbook gives literacy practice ranging from phonological awareness and the formation of letters to the tasks of writing and reading.
Accessible high-interest texts with built-in translations help newcomers to read in English. During Time to Read in every lesson, there is a recommended reading specifically for newcomers. They can choose from hundreds of titles below Lexile level 100.
44Languages
iLit ELL is accessible for all students.

Audio and translation support in 45
languages for every word in the
student app makes iLit accessible for all
students.

180 lessons for English learners 45 newcomer specific lessons 3,000+ digital texts 200 ELL specific printed texts.

Develop Academic Language

Build the academic vocabulary learners need to access rigorous grade level content
iLit is designed with a dedicated instructional routine to develop general and domain-specific academic vocabulary, conversational fluency, and familiarity with related words and transition words.
Students are immersed in
academic vocabulary,
so they learn to use it
in context as they grow
their word bank.
Vocabulary

create = make something exist The computer designer wanted to create a model of New York City.

virtual = close to being something without actually being it. The new web site lets people take virtual tours of new houses.

image = a picture of a person or thing I’ll never forget the image of my mom’s face when she saw my report card.

regulations = rules or laws that says how something should be done The builders have to follow regulations when constructing new houses.

A dedicated instructional routine features explicit instruction and practice
in academic vocabulary, so English learners develop
the knowledge they need to participate in academic discourse.

Introduce Vocabulary

Today’s vocabulary words are thrived and mend.

Say to students: Today we are going to learn two new words, thrived and mend. These words will help you understand today’s reading. Let’s start by seeing what you already know about the first word, thrived.

Knowledge Check Use the Knowledge Check to assess students’ knowledge of each word. Start with the check for thrived.

Ooops! Feature helps less proficient English speakers bypass common errors as
they build confidence.
Ooops!

Error: Yesterday I drop my tray and spill my lunch all over the floor.

Correct: Yesterday I dropped my tray and spilled my lunch all over the floor.

Support is scaffolded to the language proficiency levels
of English learners.

Define Have students read aloud the definition of create.
Expand Artists create paintings.
Ask Do you like to create works of art?

Define Have students read aloud the definition of virtual.
Expand Virtual war games are very realistic.
Ask Can people die from playing a virtual war game?


Emerging: Give students a blank piece of paper and pencil. Ask the student to draw a picture of the classroom. Use the picture to use the words create, virtual and image.
Expanding: Lead students to clarify today’s academic words by using additional context sentences, pictures, synonyms, or examples.
Bridging: Have students use a Venn-diagram in their Class Notes to compare and contrast a Real War with a Virutal War.

Promote Collaborative Academic Discussion

Prepare learners for more rigorous coursework as they move beyond social and conversational fluency. iLit ELL features extensive scaffolding, ELL teaching strategies, and leveled support for Classroom Conversation crafted on the research and work of thought leader, Jim Cummins, PhD.
Help students move beyond social and conversational fluency to be ready for academic discussion.
Scaffold language development through academic whole group, small group, and paired discussions.

For the first prompt, ask follow-up questions such as the following:

  • What did Marion do for fun at Westerbork?
  • Did her parents have friends? Who were they?
  • When we get too focused on our “things”, what are we forgetting about?

For the second prompt, say: One response people might have is panic. Another is steady courage. Which of these responses do you think the various members of the Blumenthal family will have? What makes you think so?

Jim Cummins PH.D
Jim Cummins PhD.
Intervention for struggling readers should focus on:
  • building up vocabulary knowledge,
  • reading extensively,
  • talking about the books they have read,
We should strive for a balanced approach – building up students’ awareness of how written language works while simultaneously encouraging students to engage actively with reading and writing.

build foundational literacy skills

Interactive word study practice crafted by Elfreida H. Hiebert, PhD.
develops the foundation skills needed to acquire a new language.
Integrated word study activities taught in the context of grade-level text build comprehension.
Link word study and vocabulary building through interactive drag and drop games.