Aligned to GED assessment targets, these teacher resource guides provide research-based strategies to assist GED instructors in bridging their English Language Learners to become GED Test-ready. Each Bridging book is to be used in conjunction with its corresponding New Readers Press GED and Pre HSE instructional materials. Instructors will be guided through instructional strategies that support the learning goals outlined at the beginning of each lesson.
Teaching to native speakers of English? These teacher resource guides will also help ABE instructors develop GED test-prep lessons utilizing New Readers Press products.
Want more information? Scroll to the bottom of this page to view a video presentation from the author and download the handouts from the presentation.
These in-depth resources support instructors using News Readers Press GED preparation materials. Each book corresponds directly to the units and lessons in our GED instructional texts, and assists instructors in using New Readers Press Pre-HSE and GED support materials to bridge students' background knowledge. Each teacher's guide:
Provides guiding questions that contextualize each lesson
Clearly outline learning goals and aligns them to GED assessment targets
Supports each learning goal with instructional strategies that expand on the content of each lesson
Aligns every lesson to other New Readers Press materials that will build students' background knowledge and understanding
I am very impressed with the structure and substance of the Bridging ELLs to GED Test Prep series. Although this series is specifically geared to students who want to pass the GED exam, I am confident that it would be very useful in general to prepare ELLs for academic study at higher levels as well. The goals are clear and incremental, and skill development in the areas of reading, writing, vocabulary and critical thinking are reinforced across the content areas of language arts, social studies, science and math. The inclusion of learning strategies is excellent and so helpful to learners as they develop learning pathways to ensure success across content areas.
Another feature that is unique and very helpful to ELLs is the “framework” aspects within the lessons. The use of sentence and paragraph frameworks provides support as well as a starting point from which ELLs can express their ideas. Instead of students struggling to formulate their thoughts into a coherent message, they are able to fit their ideas into this framework as a starting point which develops schema for future topics and academic writing.
Finally, the goals are comprehensive and well defined covering both knowledge and performance of tasks. The Guiding Questions lead students in their discovery of the content and also focus them on the important aspects of the material. Through this the learners are able to not only grasp the knowledge level of the material, but also extend their learning into more interpretive and predictive skills leading to the development of higher level critical thinking. This series provides a strong base for the development of CALP (Cognitive Academic Language Proficiency) and is useful beyond the scope of GED preparation.
Dianne Frye Dow Associate Director of TESOL Institute for Cross-Cultural Training (ICCT) Intercultural Studies; Wheaton College Wheaton, IL