# data[].attributes.body
By: Maddie Kelley

This resource stood out to me because I used it in middle school and high school. I remember the benefits it provided for me. This is a great source not just for normal English learners but also for students who are becoming emergent bilinguals. Noredink removes language barriers by supporting these students by helping them develop ideas and writing skills in all languages. There are helpful translations and directions throughout each Noredink assignment. There is also text-to-speech included, and all Noredink assignments are aligned with test prep prompts for all students. This was a great resource for me just to help with common grammar problems. It is also great independent work for students or quick partner work. This will help all students feel accepted and included in the classroom, no matter what level they are at. The ultimate positive about Noredink is that students work at their own pace and achieve their own learning goals!

# data[].attributes.body
This was not only an interesting read, but one that I believe stood out to me. This article from Education Week highlights the profound impact that mispronouncing students' names can have on their sense of identity and belonging. It features personal stories from students at Downtown College Prep Alum Rock High School in San Jose, California, who share how mispronunciations have affected their experiences in school. As future educators, we must focus on learning about our students and fostering an inclusive environment that respects and celebrates all our students.

Found on: Available on Education Week:
Mispronouncing Students’ Names: A Slight That Can Cut Deep

*Ideas inspired by the resource*-Inclusive Classroom Environment: Create a classroom culture where diversity is celebrated, and every student's identity is acknowledged and respected.

Resource Two: Culturally Responsive Teaching for Multilingual Learners: Tools for Equity

-The second resource I chose to include is the book by Sydney Snyder and Diane Staehr Fenner, which offers practical strategies for educators to support multilingual learners. Also, I found that it emphasizes an assets-based approach, focusing on students' linguistic and cultural strengths to promote equity in the classroom. This powerful source may serve as a guide for educators to further their learning and awareness and ground themselves.

Can be found-Where to Find It: Online or
Available for purchase on Amazon: https://www.amazon.com/Culturally-Responsive-Teaching-Multilingual-Learners/dp/1544390254

# data[].attributes.body
By: Maddie Kelley

This resource stood out to me because I used it in middle school and high school. I remember the benefits it provided for me. This is a great source not just for normal English learners but also for students who are becoming emergent bilinguals. Noredink removes language barriers by supporting these students by helping them develop ideas and writing skills in all languages. There are helpful translations and directions throughout each Noredink assignment. There is also text-to-speech included, and all Noredink assignments are aligned with test prep prompts for all students. This was a great resource for me just to help with common grammar problems. It is also great independent work for students or quick partner work. This will help all students feel accepted and included in the classroom, no matter what level they are at. The ultimate positive about Noredink is that students work at their own pace and achieve their own learning goals!

# data[].attributes.attachment_caption
This is the resource I chose from the webinar on culturally, responsive teaching, And multilingual learners. I chose this resource for a number of different reasons, one being that This article comes directly from the department of education, or DESE. This “article”, is much more of a fact sheet outlining requirements, Rules, and regulations regarding cultural, responsive, teaching, and multilingual learner rights. The article contains explanations on how to support, multilingual learners, as well as different ways to identify English Learners, assist them with language usage, train staff properly, and give all students equal access to class materials. This article connects to the classroom Through many different perspectives and lenses. For example, it is extremely relevant to give all students the proper and equal access to learning material. This article also ties in why it is so important to advocate for students properly. Implementations and ideas on how to integrate this tool can be through self reflection, or even a checklist. This list could ensure students are receiving the right tools, and accommodations to learn to their fullest capability. This resource can be found through the US Department of Education, Department of Justice, and the office for Civil Rights websites. 

# data[].attributes.body
I'm Samantha Kolar and I chose this resource because I was particularly interested in Guiding Principle #4: Leveraging Students' Linguistic and Cultural Backgrounds. This is a video of a lecture by linguist Dr. Ofelia Garcia explaining the principle of translanguaging and what it looks like in practice. She also positions translanguaging in cognitive, academic, social, and political spaces. It is available on YouTube. The subject of this lecture is relevant to this course because she explains exactly how multilingual students' minds work at any given time, which gives educators an insight into how best to connect with these students and what kinds of resources they might need or what kinds of activities would be helpful for them. Focusing on translanguaging also prevents language death and works in tandem with asset-based approaches. We have discussed a lot in this class about having multilingual students explore the content in their home language before generating a final product in English. Garcia also recommends this practice, as it allows multilinguals to access their "full repertoire." To be more specific about this practice, I might assign a writing project to students and ask them to incorporate words or phrases from a different language, multilinguals from their home language, and, if applicable, monolinguals from a language they're interested in. This would encourage openly translanguaging, exploring concepts with a full repertoire, and fostering a multicultural classroom.

# data[].attributes.body
This resource really caught my eye because it wasn't what I thought it was at first. I initially thought it meant to put up representations of other cultures in the school, like on the bulletin boards in the halls that are always decorated. But then, when I learned what a community walk was, it was so cool, being able to connect to our students who have immigrated here, especially in the situation that was explained in the article, was so interesting and such a great opportunity for educators who might not speak their language but still need to teach and connect to these students. This also might help a student gain a sense of ownership if they have to organize the community walks, and also give them an opportunity to feel more comfortable and possibly safe with their peers and teacher, since they might understand what they are going through more.

# data[].attributes.attachment_link.description
Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

# data[].attributes.body
My name is Shantavia Fuller and the resource because it gives teachers more information on the emotions that ELL students might feel in the classroom and ways to deal with them. This resource describes ways that teachers can help welcome ELL students in the classroom and help them better transition into the American school system. This resource can be found on the internet and is linked in this post. This resource connects to what we have been learning because it talks about the importance of integrating students’ different cultures into the classroom to promote a sense of belonging. It also stresses the importance of getting to know students personally and building a rapport with them. Some ideas that I have based off this resource is the use of show and tell to get to know students better and their interests. I also like the use of creating a classroom environment by having students create their class expectations together. Furthermore the article recommends that teachers use every opportunity to integrate representation of all students into the curriculum.

# data[].attributes.attachment_link.readable_text
An important first step in helping English language learners (ELLs) succeed is making them feel welcome in the classroom.

This will:

increase their confidence

make them feel more comfortable in the class

build a foundation for positive relationships with you and their peers.

Here's how you can get started!

The ELL student population includes students who were born in the U.S. and students who have immigrated from another country. For ELLs who have recently arrived in the U.S., they will face the challenge of learning a new language in addition to adjusting to an unfamiliar cultural setting and school system.

On a daily basis, ELLs are adjusting to new ways of saying and doing things. As their teacher, you are an important bridge to this unknown culture and school system.

In the same way that ELLs go through stages of English language learning, they may also pass through stages of cultural accommodation. These stages, however, may be less defined and more difficult to notice. Being aware of these stages may help you to better understand "unusual" actions and reactions that may just be part of adjusting to a new culture.

Euphoria: ELLs may experience an initial period of excitement about their new surroundings.

Culture shock: ELLs may then experience anger, hostility, frustration, homesickness, or resentment towards the new culture.

Acceptance: ELLs may gradually accept their different surroundings.

Assimilation/adaptation: ELLs may embrace and adapt to their surroundings and their "new" culture.

It is also common for students who are learning a new language to be 'silent' for a period of time, when they are listening to the language around them without speaking yet (much as a young child listens to language first before learning to talk). This is considered the first stage of language acquisition.

Patience and creating opportunities for small successes in speaking with you and peers can help build students' confidence. In addition, keep in mind that students' silence could also be a sign of respect for you as an authority - and not a sign of their inability or refusal to participate.

Students may also have experienced trauma or face different kinds of hardship in the U.S. You can better prepare yourself for this possibility by:

Learn more from the following:

This award-winning documentary highlights how the Dearborn, MI public school district is helping its immigrant students succeed. Learn more about this project and see related videos.

Getting to Know Students

Learn how to pronounce students' names correctly

Don't forget to smile and use positive body language!

A lot of communication happens through expressions, body language, and tone. Smiling and using positive body language can go a long way in making students feel welcome and comfortable, particularly if they are newcomers, as seen in the vignette shared by a teacher below.

Build relationships with students

Veteran teachers of ELLs always point to building relationships as the most important step in their work with ELLs. Not only does it increase engagement and support students' later academic success, it also provides invaluable information that can inform your instruction and family engagement.

In addition, it can help build bridges with students who may have particularly unique experiences, such as children in migrant farmwork families or Indigenous students.

See more ideas on how to build these relationships from the following:

Video: Showing students you care

Corpus Christi teacher Christine Price talks about the importance of showing students you care early on.

Identify students' strengths and interests

It's important to remember that ELLs bring lots of strengths, talents, and rich experiences to the classroom. Getting to know students' interests can help:

build rapport

engage students in learning

find connections with new friends.

Families are also an important source of information and are often happy to talk about the activities that their child enjoys. They may also appreciate the fact that their child's teacher is taking an interest in the child's strengths and talents. (This is especially true in special education settings.)

Teacher Omar Salem describes a student who not only sings and dances but manages her own YouTube channel and edits all of the video she posts of her performances.

Video: Using parent letters to get to know my students

Albuquerque teacher Clara Gonzales-Espinoza asks her parents to write her a letter at the beginning of each school year telling her about the child's personality, interests, strengths, and anything else they think she should know. In this interview, Clara speaks more about this strategy and its impact on her relationships with parents and students.

Ensure that students have information about activities and clubs

Make sure that students have information about extra-curricular activities, sports, and clubs related to their interests. You can also encourage them to start their own club within the school.

ELL educator Christine Rowland notes, "Many students find involvement in school clubs and teams to be extremely helpful, as they are often experts in these areas, and they can provide a space where they more easily feel they belong."

Welcoming Students' Language and Culture

Invite students' cultures into the classroom

Encourage ELLs and their families to share their culture with you and your class. Show-and-tell is a good opportunity for ELLs to bring in something representative of their culture, if they wish.

Invite students and families to:

share photographs, visuals, or meaningful artifacts such as flags or mementos

tell a popular story or folktale using words, pictures, gestures, and movements

share information about important holidays or celebrations.

Looking beyond the classroom

Imagine that you are walking into your school for the first time as a parent.

What do you see on the walls?

If your first language weren't English, would you see signs in your language?

Would you see flags, maps, or books representing your home country?

Would you see your child's work on display in the hallway?

If you think more could be done to make families feel welcome, consider:

sharing some ideas with colleagues or administrators and taking small steps that you can point to as successes

looking for opportunities to celebrate all families and their languages, customs, and cultures, whether in the classroom or at a school-wide event

keeping a lookout for a special part of their lives that other families might appreciate getting to know.

See more ideas in the following:

Video: What happened when the students realized the Yemeni flag wasn't on stage

ELD Specialist Diana Alqadhi tells the story of some students who realized that the Yemeni flag was not featured prominently enough on stage before a school show.

Invite students' languages into the classroom

Label classroom objects to allow ELLs to better understand their immediate surroundings. These labels will also assist you when explaining or giving directions, and it gives peers an additional opportunity to learn some words in their classmates' language.

Start with everyday items, such as "door/puerta," "book/libro," and "chair/silla."

You may wish to ask students who can write in their first language or family members to help you with this project.

You can also invite students to teach the class some words from their home language.

Learn more about the resources available in students' home languages

Students benefit from support in their home language - what Dr. Fred Genesee calls their " most valuable resource." You have may have access to learning material in students' languages, or you may be able to find resources that support those languages.

Language access for multilingual families

In addition, it's critical to understand what language access resources you have available through your school and district, particularly for communication with families. Keep in mind that all families have a legal right to information in their home language. Family liaisons, interpreters, ESL teachers, or administrators may have more information about what language access resources are available in your district.

Video: What Do School Districts Need to Know About Language Access?

This helpful overview about what language access means for school districts is a great introduction to the requirements, best practices, and funding streams related to language access in public education. This interview features Dr. Jennifer Love, the Supervisor of Language Access and Engagement in Prince George's County Public Schools, Maryland.

Video: Language Access for Multilingual Families

What does appropriate language access mean for multilingual families? This interview also features Dr. Jennifer Love.

Ensure your students see themselves reflected in the classroom

Ask yourself if students can see representations of their culture, race, gender, and other aspects of identity reflected in your:

classroom materials and library

lesson plans and activities

classroom visuals (both in-person and virtual).

In addition:

Success in the Classroom

Encourage your students

Some ELLs may not answer voluntarily in class or ask for your help even if they need it. ELLs may smile and nod, but this does not necessarily mean that they understand. Offer one-on-one support and encouragement as much as possible. For convenience, it may be helpful to seat ELLs near your desk.

Assign a buddy

Identify a classmate who will make a good buddy for new students - someone who is friendly, patient, and a good communicator to be a buddy. This student can make sure that the new student understands what he or she is supposed to do during class activities. It is helpful if the peer partner knows the ELL's first language, but not necessary. However, remember to never use another student as an interpreter in any situation.

Learn more about ways to increase peer interaction and collaboration in these related strategies.

Ask the class how they can help welcome new students

Ask students to brainstorm ways to help ELLs in particular. You may wish to make a list of ideas on how to welcome new students at the beginning of the year so that students have these strategies in mind if a student comes with little advance notice.

Be vigilant about health issues, dietary concerns, and allergies

Students may have specific health issues or dietary restrictions due to health, cultural, or religious reasons. Be sure that you learn all essential information you need to know about student health and diet from parents or guardians. For ELLs, be sure to confirm and clarify this information with the help of interpreters.

If you learn information about a student that would be helpful for other staff to know, particularly regarding health or food allergies, talk with administrators about how to keep the child safe. In addition, be sensitive to cultural or religious norms, such as fasting for religious reasons.

Keep an eye out for signs of culture shock

Moving to a new country and leaving a familiar life, relatives, friends, and language behind can be traumatic for children in the best of circumstances. Those challenges are compounded if children have experienced trauma, violence, or upheaval. Learn more about how culture shock can impact students in the classroom and affect student behavior so that you recognize signs if newcomers act out.

Encourage students to take ownership of the classroom culture

Ask students to answer the following questions through drawings or written responses.

How can I be a good classmate to others?

What are examples of unkind or disrespectful behavior in the classroom?

To support ELLs in their discussions of these questions:

Encourage students who speak the same language to discuss their ideas in groups.

Provide scaffolded materials such as graphic organizers, sentence stems, and sentence frames.

Use a picture book to talk about different kinds of behavior with students.

Create a shared set of classroom expectations together

Return to your earlier discussion of what a respectful classroom looks like.

Brainstorm ideas on possible class rules based on that discussion.

Streamline the list of class guidelines or rules.

Add any rules or guidelines that are missing.

In order to establish appropriate consequences for disrespectful behavior, you may wish to come up with ideas with the class or determine those consequences yourself.

Post the final list classroom rules in the classroom.

Translate the rules into ELLs' native languages so that they can keep the list handy and share it at home.

To see an example of this proces in action, take a look at ELL expert Carol Salva's process for developing a community contract each year.

Help your ELLs understand expectations for the classroom

ELLs may need some extra support in understanding expectations for classroom behavior. Helping them understand these expectations can avoid misunderstandings, discipline problems, and feelings of low self-esteem.

At the same time, it's important to remember that students bridging two cultures may need guidance which behaviors are appropriate in which setting (such as eye contact, physical proximity, etc.). If you have questions, talk with a cultural liaison in the school to learn more about appropriate responses and ideas for helping students navigate a new culture. You can also learn more about cultural norms of your students, particularly related to schooling, to help inform your approach.

Here are a few strategies that you can use in class:

Use visuals like pictures, symbols, and reward systems to communicate your expectations in a positive and direct manner.

Physically model language to ELLs in classroom routines and instructional activities. ELLs will need to see you or their peers model behavior when you want them to sit down, walk to the bulletin board, work with a partner, copy a word, etc.

Be consistent and fair with all students. Once ELLs clearly understand what is expected, hold them equally accountable for their behavior.

Post a daily schedule. Even if ELLs do not yet understand all of the words that you speak, it is possible for them to understand the structure of each day. Whether through chalkboard art or images on Velcro, you can post the daily schedule each morning. By writing down times and having pictures next to words like lunch, wash hands, math, and field trip, ELLs can have a general sense of the upcoming day.

Finally, remember ELLs can make unintentional "mistakes" as they are trying hard to adjust to a new cultural setting. They are constantly transferring what they know as acceptable behaviors from their own culture to the U.S. classroom and school. Be patient as ELLs learn English and adjust - and remember that you will learn a lot from this experience too!

# data[].attributes.attachment_link.title
How to Create a Welcoming Classroom Environment for ELLs

# data[].attributes.attachment_link.description
An important first step in helping English language learners (ELLs) succeed is making them feel welcome in the classroom. This will: increase their confidence make them feel more comfortable in the class build a foundation for positive relationships with you and their peers. Here's how you can get started!

# data[].attributes.headline
Tools to Place Students at the Center of Learning

# data[].attributes.subject
Tools to Place Students at the Center of Learning

# data[].attributes.body
Hello, everyone, it is James Slone, and I chose to write about the tools page from Jeffzweiers.org that was listed on Padlet. It was placed under the number 3, called Place Students at the Center of Learning. The page includes resources for academic language, conversation, and literacy specifically reference assistance to multilingual learners. The resources such as visual aids, organizers, activities, and more can be found at the website: https://jeffzwiers.org/tools. The resources found here can work for many subject areas on the classroom and provide for three main approaches of instruction (1) idea-building, (2) structured interactions, and (3) academic conversations. Idea building focuses on resources that assist with a student’s critical thinking and personal growth skills. Structured interactions focused on ways to help multilingual learners to build content and use narrative writing in a collaborative and impactful way. Academic conversations focused on helping students as multilingual learners to better organize and understand the expectation of academic assignments and assessments such as argumentation activities, cause v. effect analysis, and overall other more detailed academic assignments. The resources provided are meant to give TESOL teachers the ability to navigate the challenges in the classroom and gives them a variety of helpful resources. One great example of an idea that I have from this would be to use something similar to the A-B Form-Store (Turkish) assignment to build on other cultural “norms” that my students might not be familiar with. The resource here does direct definition to image comparisons; I think that I could also use this to help multilingual students to use descriptive words in the context of language. Such as soft, hard, and rough. I could find images of things like a pillow, a piece of wood, and a rock to show what those descriptive words could be used to describe. There also are so many other great resources like the literature theme organizer that can help students navigate the plot of a short story or other literature during class activities!

# data[].attributes.body
This is Hannah Mayer, and I chose the ELL (ML) interactive notebook as a resource to highlight. I was interested in guiding principle #2 - simultaneously support and challenge students - and I believe giving them space to be creative in the way they learn gives them both a sense of ownership and power over their education. This journal allows MLs to both keep track of test scores but also has blank space for them to record their thoughts in a daily journal. In the two videos we watched, "Teaching Bilinguals Even If You're Not One", both Charene Chapman-Santiago and Elyn Ballantyne-Berry saw remarkable results equipping students with journals and materials to create graphic novels based on their own cultural influences. I believe journaling allows MLs to experiment with English without the pressure of grades or formal assessments. They can take risks, try new vocabulary, and practice grammar in a safe space. Also, when MLs write about their own ideas, experiences, or imaginations, they see their voices valued. This ownership helps them build confidence in using English authentically. For many MLs, speaking up in class can feel intimidating. Journaling gives them time to process ideas privately, reducing stress and making participation feel more accessible.

# data[].attributes.body
Where you can find PBL resources: https://www.pblworks.org/what-is-pbl

By: Ana Sofia Ragouzis Roman

I chose this resource because of its applications for ML students as well as all of our students, especially those with special interests and little way within the constraints of assignments to showcase their knowledge.

According to PBL Works, Project Based Learning is “ a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge.”  It goes beyond being a project, and allows for instruction to focus around one project, one problem to be solved that can be fed by instruction.

A long form research project like this would allow for English speakers of all levels to be able to contribute right away. In the research phase, with the technology we have available, students can research their topics in their own language, and synthesize their thoughts on google docs (which has a translation option). It can be used for integrating home language and English into one space. Working in groups can help with communication and acquisition of conversational English and interpersonal relationships within the classroom.  If an accepting space has been fostered beforehand, our ML students and their peers should see their multilingualism as an asset, especially in the research phase and final product phase.

This kind of project does not have to be adapted for a curriculum. It would be hard to balance at least on the younger grades a project of this size. It could be of use at free times with students (like during a makerspace time) in groups based on interest. One of the classes I would sometimes sub for last year had two students writing a book and formatting it digitally to clean up their work and record lines. Other students would naturally coalesce and make building projects with each other during free times.

The interest is there, and with relaxed guidance, instruction and oversight, students could feel supported and emboldened in their research. For our MLs, if there are check-ins, vocabulary pertinent to their project could be introduced and practiced to help support their work and collaboration.

# data[].attributes.attachment_link.readable_text
PBL leads to deeper understanding and greater retention of content knowledge

PBLWorks offers online and in-person Project Based Learning workshops and courses for educators seeking to give their students more. Whether you are new to Project Based Learning, advancing your practice, teaching in-person, or facilitating PBL curricula online, we have a path just for you. Pick your pathway and explore how to get started today...

# data[].attributes.attachment_link.description
Project Based Learning for all. We build the capacity of teachers and school leaders to design and facilitate quality Project Based Learning.

# data[].attributes.body
The reason why I choose this article because, when listening to the webinar it talks of taking in the students and understanding them. This article points out what cultural importance you should be taking out and using in the classroom. The article really just gives etiquette on how to properly uses a students cultural in the classroom. I like how the article talks about how adapting these practices and implementing them can change the whole dynamic of the setting of education and how its veiwed.

# data[].attributes.attachment_link.readable_text
By Reyes Quezada, Delores Lindsey, and Randall Lindsey Communicator August 2015, Volume 38, Issue 12 SASHATIGAR/SHUTTERSTOCK

5 Elements of Cultural Proficiency

By Reyes Quezada, Delores Lindsey, and Randall Lindsey
Communicator
August 2015, Volume 38, Issue 12

"There's nothing wrong with the kids." Those words, spoken by New York University sociologist Pedro Noguera, encapsulate the belief that educators must embrace to effectively educate English-learning students. For far too long, English-learning students have existed in the margins. Educators must value students' diverse backgrounds, instead of perceiving their language background as a troublesome obstacle.

The 2010 U.S. census reported that English learners comprise 10 percent of the total K-12 student enrollment in U.S. schools. In California alone, the English learner enrollment for 2010 was reported at more than 1.5 million, representing 24.7 percent of the total student enrollment for that state.

Given the growing numbers of English-learning students, school principals, educators, and district officials must strengthen their cultural proficiency knowledge and skills.
Five Elements of Cultural Proficiency
Culturally proficient principals take into account the five essential elements of cultural proficiency for including and supporting English-learning students. They further implement specific culturally proficient practices for each element.

1. Assess Cultural Knowledge -Principals initiate learning about their own and others' culture(s) as assets for making changes that benefit underserved students.

Practices: Culturally proficient principals advocate for linguistically and culturally diverse students' success by engaging with families, communities, and agencies as partners in the education of all students.

2. Value Diversity -Principals are inclusive of people and cultures with viewpoints and experiences different from their own for the benefit of their school and community.

Practices: Principals promote and develop mechanisms for creating a socially just school, with particular emphasis on linguistically and culturally diverse students. They continuously engage educators and parents in all aspects of their school community to collaborate on common goals and share resources.

For example, they hold school and community meetings in neighborhoods where English-learning students live. They also enhance access of opportunity and eliminate achievement gaps. This can be accomplished by hosting afterschool and weekend programs with local institutions, such as libraries, and paying particular attention to linguistically and culturally diverse students.

3. Manage the Dynamics of Difference -Principals use problem-solving and conflict resolution strategies as ways to include multiple perspectives and to teach others about the dynamics of cultural interactions.

Practices: Principals resolve issues that occur between cultures, both within the school and between the school and its diverse communities, such as misunderstandings about school procedures and expectations. Principals also deepen school and community knowledge of educational challenges experienced by linguistically and culturally diverse students and their families. These include translation needs and migrant family work schedules.

Finally, principals actively address and resolve issues English-learning students confront, just as they would any other student group.

4. Adapt to Diversity -Principals use their cultural knowledge to guide school policies that achieve equitable educational and socially just outcomes.

Practices: Culturally proficient leaders find ways to meet the needs of all students, paying particular attention to linguistically and culturally diverse students. These principals help parents-and the school community-understand opportunity and achievement data. They consider divergent and often conflicting points of view regarding topics such as student grouping for instruction and using curricular materials that represent students. They also challenge local practices, such as length of time students are in language development classrooms and lack of qualified instructional staff.

5. Institutionalize Cultural Knowledge -Principals' cultural knowledge is evident in their behavior, as well as and in school policies that address educational inequities and close access, opportunity, and achievement gaps.

Practices: Culturally proficient principals advocate for equitable practices. For example, they use data to understand student needs, make sure that translation services are available when needed, and encourage both written and visual communication during home visits.

Improving Lives
A primary purpose of education today is to improve the lives of all students through culturally proficient teaching and learning. Culturally proficient schools are well positioned to foster an environment where teachers and all learners can do their best thinking and learning. To accomplish cultural proficiency, schools will need strong leadership from principals.

Reyes Quezada is a professor of learning and teaching at the University of San Diego.

Delores Lindsey is a retired professor of educational administration at California State University, San Marcos.

Randall Lindsey is a professor emeritus at California State University, Los Angeles.

*This article was originally published in the November/December 2013 issue of Principal magazine. Read the full article here.

-

Copyright © 2015. National Association of Elementary School Principals. No part of the articles in NAESP magazines, newsletters, or website may be reproduced in any medium without the permission of the National Association of Elementary School Principals. For more information, view NAESP's reprint policy.

Advertisement

# data[].attributes.attachment_link.title
5 Elements of Cultural Proficiency - NAESP

# data[].attributes.attachment_link.description
By Reyes Quezada, Delores Lindsey, and Randall Lindsey Communicator August 2015, Volume 38, Issue 12 SASHATIGAR/SHUTTERSTOCK 5 Elements of Cultural Proficiency By Reyes Quezada, Delores Lindsey, and Randall Lindsey Communicator August 2015, Volume 38, Issue 12 "There's nothing wrong with the kids."

# data[].attributes.body
Hi, I'm Melaine mcclendon. The reason i choose the article because goes into detail what including bilingual students looks like. It reminded of the webinar and it talks of setting tones and values in the classroom. But before doing that you have to understand the students and who they are. And I feel this article gives steps to seeing what you could be missing when elevating a bilingual child's education in the classroom. The article goes into detail of should be implemented and what it should be taken from it. This can give teachers a more insight on what the children may need or their parents may need to help support the child's education.

# data[].attributes.attachment_link.readable_text
By Reyes Quezada, Delores Lindsey, and Randall Lindsey Communicator August 2015, Volume 38, Issue 12 SASHATIGAR/SHUTTERSTOCK

5 Elements of Cultural Proficiency

By Reyes Quezada, Delores Lindsey, and Randall Lindsey
Communicator
August 2015, Volume 38, Issue 12

"There's nothing wrong with the kids." Those words, spoken by New York University sociologist Pedro Noguera, encapsulate the belief that educators must embrace to effectively educate English-learning students. For far too long, English-learning students have existed in the margins. Educators must value students' diverse backgrounds, instead of perceiving their language background as a troublesome obstacle.

The 2010 U.S. census reported that English learners comprise 10 percent of the total K-12 student enrollment in U.S. schools. In California alone, the English learner enrollment for 2010 was reported at more than 1.5 million, representing 24.7 percent of the total student enrollment for that state.

Given the growing numbers of English-learning students, school principals, educators, and district officials must strengthen their cultural proficiency knowledge and skills.
Five Elements of Cultural Proficiency
Culturally proficient principals take into account the five essential elements of cultural proficiency for including and supporting English-learning students. They further implement specific culturally proficient practices for each element.

1. Assess Cultural Knowledge -Principals initiate learning about their own and others' culture(s) as assets for making changes that benefit underserved students.

Practices: Culturally proficient principals advocate for linguistically and culturally diverse students' success by engaging with families, communities, and agencies as partners in the education of all students.

2. Value Diversity -Principals are inclusive of people and cultures with viewpoints and experiences different from their own for the benefit of their school and community.

Practices: Principals promote and develop mechanisms for creating a socially just school, with particular emphasis on linguistically and culturally diverse students. They continuously engage educators and parents in all aspects of their school community to collaborate on common goals and share resources.

For example, they hold school and community meetings in neighborhoods where English-learning students live. They also enhance access of opportunity and eliminate achievement gaps. This can be accomplished by hosting afterschool and weekend programs with local institutions, such as libraries, and paying particular attention to linguistically and culturally diverse students.

3. Manage the Dynamics of Difference -Principals use problem-solving and conflict resolution strategies as ways to include multiple perspectives and to teach others about the dynamics of cultural interactions.

Practices: Principals resolve issues that occur between cultures, both within the school and between the school and its diverse communities, such as misunderstandings about school procedures and expectations. Principals also deepen school and community knowledge of educational challenges experienced by linguistically and culturally diverse students and their families. These include translation needs and migrant family work schedules.

Finally, principals actively address and resolve issues English-learning students confront, just as they would any other student group.

4. Adapt to Diversity -Principals use their cultural knowledge to guide school policies that achieve equitable educational and socially just outcomes.

Practices: Culturally proficient leaders find ways to meet the needs of all students, paying particular attention to linguistically and culturally diverse students. These principals help parents-and the school community-understand opportunity and achievement data. They consider divergent and often conflicting points of view regarding topics such as student grouping for instruction and using curricular materials that represent students. They also challenge local practices, such as length of time students are in language development classrooms and lack of qualified instructional staff.

5. Institutionalize Cultural Knowledge -Principals' cultural knowledge is evident in their behavior, as well as and in school policies that address educational inequities and close access, opportunity, and achievement gaps.

Practices: Culturally proficient principals advocate for equitable practices. For example, they use data to understand student needs, make sure that translation services are available when needed, and encourage both written and visual communication during home visits.

Improving Lives
A primary purpose of education today is to improve the lives of all students through culturally proficient teaching and learning. Culturally proficient schools are well positioned to foster an environment where teachers and all learners can do their best thinking and learning. To accomplish cultural proficiency, schools will need strong leadership from principals.

Reyes Quezada is a professor of learning and teaching at the University of San Diego.

Delores Lindsey is a retired professor of educational administration at California State University, San Marcos.

Randall Lindsey is a professor emeritus at California State University, Los Angeles.

*This article was originally published in the November/December 2013 issue of Principal magazine. Read the full article here.

-

Copyright © 2015. National Association of Elementary School Principals. No part of the articles in NAESP magazines, newsletters, or website may be reproduced in any medium without the permission of the National Association of Elementary School Principals. For more information, view NAESP's reprint policy.

Advertisement

# data[].attributes.attachment_link.title
5 Elements of Cultural Proficiency - NAESP

# data[].attributes.attachment_link.description
By Reyes Quezada, Delores Lindsey, and Randall Lindsey Communicator August 2015, Volume 38, Issue 12 SASHATIGAR/SHUTTERSTOCK 5 Elements of Cultural Proficiency By Reyes Quezada, Delores Lindsey, and Randall Lindsey Communicator August 2015, Volume 38, Issue 12 "There's nothing wrong with the kids."

# data[].attributes.headline
Culturally Responsive Teaching Resource - Mairin McGreehan

# data[].attributes.subject
Culturally Responsive Teaching Resource - Mairin McGreehan

# data[].attributes.body
This resource talks about how to make your classroom a welcoming environment for everyone, especially those who are learning English. I am sharing this resource because I believe that it is a helpful tool for us as current and future educators to have in our back pocket. I think the combination of videos and text makes it more appealing and user-friendly to all educators. Not only does it talk about how to make the physical classroom environment more welcoming for English learners, but it also shares the stages of cultural accommodations that the learners experience as they are getting used to a new city, school, classroom, and language. I think this part of the article, which is in the beginning, is important for teaching English learners because then we are able to understand more about how they are processing things. In this course, we have already talked a lot about how language and our linguistic background shapes us as a person. We've also explored the importance of our learners not losing their native language, and the resource talks about how to invite the students native language into the classroom as a way for them to feel connected and as if they matter. One idea to incorporate into the classroom is having the students draw a self-portrait to display in the classroom, and in a speech bubble, have them write "hello" in their native language. Another idea that I've seen in other classrooms is to have a class "fridge", where the students can either add a family picture to the fridge or a piece of artwork to it as well. These are just a few ways to have them feel connected to others in the classroom.

# data[].attributes.attachment_link.readable_text
An important first step in helping English language learners (ELLs) succeed is making them feel welcome in the classroom.

This will:

increase their confidence

make them feel more comfortable in the class

build a foundation for positive relationships with you and their peers.

Here's how you can get started!

The ELL student population includes students who were born in the U.S. and students who have immigrated from another country. For ELLs who have recently arrived in the U.S., they will face the challenge of learning a new language in addition to adjusting to an unfamiliar cultural setting and school system.

On a daily basis, ELLs are adjusting to new ways of saying and doing things. As their teacher, you are an important bridge to this unknown culture and school system.

In the same way that ELLs go through stages of English language learning, they may also pass through stages of cultural accommodation. These stages, however, may be less defined and more difficult to notice. Being aware of these stages may help you to better understand "unusual" actions and reactions that may just be part of adjusting to a new culture.

Euphoria: ELLs may experience an initial period of excitement about their new surroundings.

Culture shock: ELLs may then experience anger, hostility, frustration, homesickness, or resentment towards the new culture.

Acceptance: ELLs may gradually accept their different surroundings.

Assimilation/adaptation: ELLs may embrace and adapt to their surroundings and their "new" culture.

It is also common for students who are learning a new language to be 'silent' for a period of time, when they are listening to the language around them without speaking yet (much as a young child listens to language first before learning to talk). This is considered the first stage of language acquisition.

Patience and creating opportunities for small successes in speaking with you and peers can help build students' confidence. In addition, keep in mind that students' silence could also be a sign of respect for you as an authority - and not a sign of their inability or refusal to participate.

Students may also have experienced trauma or face different kinds of hardship in the U.S. You can better prepare yourself for this possibility by:

Learn more from the following:

This award-winning documentary highlights how the Dearborn, MI public school district is helping its immigrant students succeed. Learn more about this project and see related videos.

Getting to Know Students

Learn how to pronounce students' names correctly

Don't forget to smile and use positive body language!

A lot of communication happens through expressions, body language, and tone. Smiling and using positive body language can go a long way in making students feel welcome and comfortable, particularly if they are newcomers, as seen in the vignette shared by a teacher below.

Build relationships with students

Veteran teachers of ELLs always point to building relationships as the most important step in their work with ELLs. Not only does it increase engagement and support students' later academic success, it also provides invaluable information that can inform your instruction and family engagement.

In addition, it can help build bridges with students who may have particularly unique experiences, such as children in migrant farmwork families or Indigenous students.

See more ideas on how to build these relationships from the following:

Video: Showing students you care

Corpus Christi teacher Christine Price talks about the importance of showing students you care early on.

Identify students' strengths and interests

It's important to remember that ELLs bring lots of strengths, talents, and rich experiences to the classroom. Getting to know students' interests can help:

build rapport

engage students in learning

find connections with new friends.

Families are also an important source of information and are often happy to talk about the activities that their child enjoys. They may also appreciate the fact that their child's teacher is taking an interest in the child's strengths and talents. (This is especially true in special education settings.)

Teacher Omar Salem describes a student who not only sings and dances but manages her own YouTube channel and edits all of the video she posts of her performances.

Video: Using parent letters to get to know my students

Albuquerque teacher Clara Gonzales-Espinoza asks her parents to write her a letter at the beginning of each school year telling her about the child's personality, interests, strengths, and anything else they think she should know. In this interview, Clara speaks more about this strategy and its impact on her relationships with parents and students.

Ensure that students have information about activities and clubs

Make sure that students have information about extra-curricular activities, sports, and clubs related to their interests. You can also encourage them to start their own club within the school.

ELL educator Christine Rowland notes, "Many students find involvement in school clubs and teams to be extremely helpful, as they are often experts in these areas, and they can provide a space where they more easily feel they belong."

Welcoming Students' Language and Culture

Invite students' cultures into the classroom

Encourage ELLs and their families to share their culture with you and your class. Show-and-tell is a good opportunity for ELLs to bring in something representative of their culture, if they wish.

Invite students and families to:

share photographs, visuals, or meaningful artifacts such as flags or mementos

tell a popular story or folktale using words, pictures, gestures, and movements

share information about important holidays or celebrations.

Looking beyond the classroom

Imagine that you are walking into your school for the first time as a parent.

What do you see on the walls?

If your first language weren't English, would you see signs in your language?

Would you see flags, maps, or books representing your home country?

Would you see your child's work on display in the hallway?

If you think more could be done to make families feel welcome, consider:

sharing some ideas with colleagues or administrators and taking small steps that you can point to as successes

looking for opportunities to celebrate all families and their languages, customs, and cultures, whether in the classroom or at a school-wide event

keeping a lookout for a special part of their lives that other families might appreciate getting to know.

See more ideas in the following:

Video: What happened when the students realized the Yemeni flag wasn't on stage

ELD Specialist Diana Alqadhi tells the story of some students who realized that the Yemeni flag was not featured prominently enough on stage before a school show.

Invite students' languages into the classroom

Label classroom objects to allow ELLs to better understand their immediate surroundings. These labels will also assist you when explaining or giving directions, and it gives peers an additional opportunity to learn some words in their classmates' language.

Start with everyday items, such as "door/puerta," "book/libro," and "chair/silla."

You may wish to ask students who can write in their first language or family members to help you with this project.

You can also invite students to teach the class some words from their home language.

Learn more about the resources available in students' home languages

Students benefit from support in their home language - what Dr. Fred Genesee calls their " most valuable resource." You have may have access to learning material in students' languages, or you may be able to find resources that support those languages.

Language access for multilingual families

In addition, it's critical to understand what language access resources you have available through your school and district, particularly for communication with families. Keep in mind that all families have a legal right to information in their home language. Family liaisons, interpreters, ESL teachers, or administrators may have more information about what language access resources are available in your district.

Video: What Do School Districts Need to Know About Language Access?

This helpful overview about what language access means for school districts is a great introduction to the requirements, best practices, and funding streams related to language access in public education. This interview features Dr. Jennifer Love, the Supervisor of Language Access and Engagement in Prince George's County Public Schools, Maryland.

Video: Language Access for Multilingual Families

What does appropriate language access mean for multilingual families? This interview also features Dr. Jennifer Love.

Ensure your students see themselves reflected in the classroom

Ask yourself if students can see representations of their culture, race, gender, and other aspects of identity reflected in your:

classroom materials and library

lesson plans and activities

classroom visuals (both in-person and virtual).

In addition:

Success in the Classroom

Encourage your students

Some ELLs may not answer voluntarily in class or ask for your help even if they need it. ELLs may smile and nod, but this does not necessarily mean that they understand. Offer one-on-one support and encouragement as much as possible. For convenience, it may be helpful to seat ELLs near your desk.

Assign a buddy

Identify a classmate who will make a good buddy for new students - someone who is friendly, patient, and a good communicator to be a buddy. This student can make sure that the new student understands what he or she is supposed to do during class activities. It is helpful if the peer partner knows the ELL's first language, but not necessary. However, remember to never use another student as an interpreter in any situation.

Learn more about ways to increase peer interaction and collaboration in these related strategies.

Ask the class how they can help welcome new students

Ask students to brainstorm ways to help ELLs in particular. You may wish to make a list of ideas on how to welcome new students at the beginning of the year so that students have these strategies in mind if a student comes with little advance notice.

Be vigilant about health issues, dietary concerns, and allergies

Students may have specific health issues or dietary restrictions due to health, cultural, or religious reasons. Be sure that you learn all essential information you need to know about student health and diet from parents or guardians. For ELLs, be sure to confirm and clarify this information with the help of interpreters.

If you learn information about a student that would be helpful for other staff to know, particularly regarding health or food allergies, talk with administrators about how to keep the child safe. In addition, be sensitive to cultural or religious norms, such as fasting for religious reasons.

Keep an eye out for signs of culture shock

Moving to a new country and leaving a familiar life, relatives, friends, and language behind can be traumatic for children in the best of circumstances. Those challenges are compounded if children have experienced trauma, violence, or upheaval. Learn more about how culture shock can impact students in the classroom and affect student behavior so that you recognize signs if newcomers act out.

Encourage students to take ownership of the classroom culture

Ask students to answer the following questions through drawings or written responses.

How can I be a good classmate to others?

What are examples of unkind or disrespectful behavior in the classroom?

To support ELLs in their discussions of these questions:

Encourage students who speak the same language to discuss their ideas in groups.

Provide scaffolded materials such as graphic organizers, sentence stems, and sentence frames.

Use a picture book to talk about different kinds of behavior with students.

Create a shared set of classroom expectations together

Return to your earlier discussion of what a respectful classroom looks like.

Brainstorm ideas on possible class rules based on that discussion.

Streamline the list of class guidelines or rules.

Add any rules or guidelines that are missing.

In order to establish appropriate consequences for disrespectful behavior, you may wish to come up with ideas with the class or determine those consequences yourself.

Post the final list classroom rules in the classroom.

Translate the rules into ELLs' native languages so that they can keep the list handy and share it at home.

To see an example of this proces in action, take a look at ELL expert Carol Salva's process for developing a community contract each year.

Help your ELLs understand expectations for the classroom

ELLs may need some extra support in understanding expectations for classroom behavior. Helping them understand these expectations can avoid misunderstandings, discipline problems, and feelings of low self-esteem.

At the same time, it's important to remember that students bridging two cultures may need guidance which behaviors are appropriate in which setting (such as eye contact, physical proximity, etc.). If you have questions, talk with a cultural liaison in the school to learn more about appropriate responses and ideas for helping students navigate a new culture. You can also learn more about cultural norms of your students, particularly related to schooling, to help inform your approach.

Here are a few strategies that you can use in class:

Use visuals like pictures, symbols, and reward systems to communicate your expectations in a positive and direct manner.

Physically model language to ELLs in classroom routines and instructional activities. ELLs will need to see you or their peers model behavior when you want them to sit down, walk to the bulletin board, work with a partner, copy a word, etc.

Be consistent and fair with all students. Once ELLs clearly understand what is expected, hold them equally accountable for their behavior.

Post a daily schedule. Even if ELLs do not yet understand all of the words that you speak, it is possible for them to understand the structure of each day. Whether through chalkboard art or images on Velcro, you can post the daily schedule each morning. By writing down times and having pictures next to words like lunch, wash hands, math, and field trip, ELLs can have a general sense of the upcoming day.

Finally, remember ELLs can make unintentional "mistakes" as they are trying hard to adjust to a new cultural setting. They are constantly transferring what they know as acceptable behaviors from their own culture to the U.S. classroom and school. Be patient as ELLs learn English and adjust - and remember that you will learn a lot from this experience too!

# data[].attributes.attachment_link.title
How to Create a Welcoming Classroom Environment for ELLs

# data[].attributes.attachment_link.description
An important first step in helping English language learners (ELLs) succeed is making them feel welcome in the classroom. This will: increase their confidence make them feel more comfortable in the class build a foundation for positive relationships with you and their peers. Here's how you can get started!

# data[].attributes.body
Hi, I’m Macy Gillick. I’m sharing this resource because I found it really interesting and does a good job explaining why these 4 things are important for ML students.  This resource explains 4 ways to foster belonging for these students by identifying a trusted adult at school, fostering an environment of care and creating a sense of belonging, have lessons on empathy, and make sure the school policies are culturally responsive. From the padlet it was the one named “Assets-Based”. Then on that website I scrolled down to the end to the name “ 4 strategies to foster a sense of belonging for multilingual learners in K-12 schools”. This resource connects to our learning because in the first module we talked about culture and language awareness and this article mentioned reviewing the policies enforced to make sure it's culturally responsive and it also talked about how ML students should feel like they are safe and valued and respected in the room if using their home language or home culture. One idea I have is to have the students interview their trusted adult.

# data[].attributes.attachment_link.readable_text
Multilingual Learner Coach at SupportEd

Deena Marshall is an experienced educator with 17 years of service in multilingual learner (ML) education, including nearly a decade as Director of Multilingual Learning at E.L. Haynes Public Charter School. She specializes in areas such as second language acquisition, compliance, and program development, and is known for her strong advocacy for ML students.

# data[].attributes.attachment_link.title
4 Strategies to Foster Belonging and Safety for Multilingual Learners in K-12 Schools

# data[].attributes.attachment_link.description
Discover 4 strategies to foster a sense of belonging and build welcoming, inclusive environments at school for multilingual learners (MLs).

# data[].attributes.body
Hi, I’m Macy Gillick. I’m sharing this resource because I found it really interesting and does a good job explaining why these 4 things are important for ML students.  This resource explains 4 ways to foster belonging for these students by identifying a trusted adult at school, fostering an environment of care and creating a sense of belonging, have lessons on empathy, and make sure the school policies are culturally responsive. From the padlet it was the one named “Assets-Based”. Then on that website I scrolled down to the end to the name “ 4 strategies to foster a sense of belonging for multilingual learners in K-12 schools”. This resource connects to our learning because in the first module we talked about culture and language awareness and this article mentioned reviewing the policies enforced to make sure it's culturally responsive and it also talked about how ML students should feel like they are safe and valued, and respected in the room if using their home language or home culture. One idea I have is to have the students interview their trusted adult.

# data[].attributes.attachment_link.readable_text
Multilingual Learner Coach at SupportEd

Deena Marshall is an experienced educator with 17 years of service in multilingual learner (ML) education, including nearly a decade as Director of Multilingual Learning at E.L. Haynes Public Charter School. She specializes in areas such as second language acquisition, compliance, and program development, and is known for her strong advocacy for ML students.

# data[].attributes.attachment_link.title
4 Strategies to Foster Belonging and Safety for Multilingual Learners in K-12 Schools

# data[].attributes.attachment_link.description
Discover 4 strategies to foster a sense of belonging and build welcoming, inclusive environments at school for multilingual learners (MLs).

# data[].attributes.body
By : Caleb Cody - Jackson

One of my favorite resources I found is Teaching procedures , routines , and rules during the first week of school in fourth grade.

It gives practical strategies I can use right away in the classroom ,It connects theory to practice in a simple, teacher-friendly way , It also aligns with what we’re learning about inclusive and engaging literacy instruction giving that it talks about how some kid’s attention span when listening or sitting for to long may be short.

I could apply this resource when designing literacy centers, planning writing workshop lessons, or supporting struggling readers with targeted strategies! It also talks about how the first week is very important. The first week sets the tone and culture for the rest of the year. Clear expectations prevent misbehavior and create a safe, structured space Students feel more confident when they know exactly what to do. During the first week, focus less on “curriculum pacing” and more on teaching how the classroom works. Rules show what’s expected, procedures show how to do things, and routines create structure that builds independence and community.

# data[].attributes.body
I chose to share CommonLit because it provides free, high-quality reading resources that support multilingual learners. It’s flexible, accessible, and includes tools that help differentiate instruction for students at all levels.

CommonLit offers a large digital library of texts, ranging from short stories to articles and poetry, all paired with comprehension questions, discussion prompts, and activities. Many texts include translation features, guided reading support, and text-to-speech, which makes it especially helpful for multilingual learners. You can find it at www.commonlit.org.

This resource can be used across content areas like English Language Arts, Social Studies, and even Science since it offers a variety of genres and topics. For multilingual learners, teachers can use the translation tools and leveled questions to scaffold instruction and ensure equitable access to grade-level texts.

Some ideas I had while exploring this resource include pairing a CommonLit article with a classroom discussion strategy, like a think-pair-share, to encourage both oral and written language practice. It could also be used in small-group interventions or as homework practice, giving students access to support features independently. Since the texts are culturally diverse, teachers can also select readings that reflect students’ backgrounds, which builds engagement and representation in the classroom.

# data[].attributes.attachment_link.readable_text
For full functionality of this site it is necessary to enable JavaScript. Click here for instructions on how to enable JavaScript in your web browser.

World-class content

Access thousands of reading lessons and our comprehensive ELA curriculum, CommonLit 360.

Accessible for all learners

Tailor instruction to students' needs with text-to-speech, translation, and digital note-taking.

Actionable data

Track students' reading performance, set goals, and plan instructional next steps.

CommonLit
Digital Library

Discover thousands of free, supplemental lessons and quizzes in English and Spanish - all featuring great authors.

CommonLit
Assessment Series

Measure growth in reading comprehension with three benchmark assessments when you unlock our premium packages.

CommonLit 360 &
Professional Development

Support a successful rollout of our research-backed ELA curriculum with personalized webinars and on-demand trainings.

"

CommonLit has made a tremendously positive impact on my teaching practice. I'm very proud to teach CommonLit!

Jennifer Lane ELA Teacher

"

CommonLit definitely keeps me organized. It's easy for me to grade and it's easy for me to see students' reading growth increase throughout the year.

"

The CommonLit assessment questions are aligned to our ELA standards, which is extremely helpful when prepping for the state exam.

Teachers trust CommonLit to foster students' reading comprehension

# data[].attributes.attachment_link.title
CommonLit | Free Online Reading Passages and Literacy Resources

# data[].attributes.attachment_link.description
CommonLit is a comprehensive literacy program with thousands of reading lessons, full-year ELA curriculum, benchmark assessments, and standards-based data for teachers.

# data[].attributes.body
I chose to share CommonLit because it provides free, high-quality reading resources that support multilingual learners. It’s flexible, accessible, and includes tools that help differentiate instruction for students at all levels.

CommonLit offers a large digital library of texts, ranging from short stories to articles and poetry, all paired with comprehension questions, discussion prompts, and activities. Many texts include translation features, guided reading support, and text-to-speech, which makes it especially helpful for multilingual learners. You can find it at www.commonlit.org.

This resource can be used across content areas like English Language Arts, Social Studies, and even Science since it offers a variety of genres and topics. For multilingual learners, teachers can use the translation tools and leveled questions to scaffold instruction and ensure equitable access to grade-level texts.

Some ideas I had while exploring this resource include pairing a CommonLit article with a classroom discussion strategy, like a think-pair-share, to encourage both oral and written language practice. It could also be used in small-group interventions or as homework practice, giving students access to support features independently. Since the texts are culturally diverse, teachers can also select readings that reflect students’ backgrounds, which builds engagement and representation in the classroom.

# data[].attributes.attachment_link.readable_text
For full functionality of this site it is necessary to enable JavaScript. Click here for instructions on how to enable JavaScript in your web browser.

World-class content

Access thousands of reading lessons and our comprehensive ELA curriculum, CommonLit 360.

Accessible for all learners

Tailor instruction to students' needs with text-to-speech, translation, and digital note-taking.

Actionable data

Track students' reading performance, set goals, and plan instructional next steps.

CommonLit
Digital Library

Discover thousands of free, supplemental lessons and quizzes in English and Spanish - all featuring great authors.

CommonLit
Assessment Series

Measure growth in reading comprehension with three benchmark assessments when you unlock our premium packages.

CommonLit 360 &
Professional Development

Support a successful rollout of our research-backed ELA curriculum with personalized webinars and on-demand trainings.

"

CommonLit has made a tremendously positive impact on my teaching practice. I'm very proud to teach CommonLit!

Jennifer Lane ELA Teacher

"

CommonLit definitely keeps me organized. It's easy for me to grade and it's easy for me to see students' reading growth increase throughout the year.

"

The CommonLit assessment questions are aligned to our ELA standards, which is extremely helpful when prepping for the state exam.

Teachers trust CommonLit to foster students' reading comprehension

# data[].attributes.attachment_link.title
CommonLit | Free Online Reading Passages and Literacy Resources

# data[].attributes.attachment_link.description
CommonLit is a comprehensive literacy program with thousands of reading lessons, full-year ELA curriculum, benchmark assessments, and standards-based data for teachers.

# data[].attributes.body
The first week of school is one of the most critical periods in the academic year because it establishes the foundation for learning, classroom culture, and student-teacher relationships. During this time, teachers set the tone for expectations, routines, and procedures, which provides students with a sense of stability and structure. Clear routines help students understand how the classroom operates, reducing anxiety and creating an environment where they feel safe to take risks, ask questions, and participate fully. For all students, but especially for emergent bilinguals, the first week is an opportunity to communicate that their languages, experiences, and cultures are valued assets rather than obstacles.

Building strong relationships early is crucial because students are more likely to engage in learning when they feel respected and understood. Teachers can take time to learn students’ names, interests, backgrounds, and preferred languages, as well as encourage students to share about their families and communities. These practices signal to students that they are more than just learners of content—they are whole individuals with unique contributions to make. For emergent bilinguals, being acknowledged and celebrated for their home languages can boost confidence, encourage participation, and prevent feelings of marginalization that sometimes occur in predominantly English-speaking classrooms.

In addition to building relationships, the first week is essential for introducing classroom expectations and routines in a consistent, positive way. Clear expectations for behavior, collaboration, and communication help students know what is expected and reduce confusion or misunderstandings later in the year. Teachers can model how to transition between activities, interact respectfully with peers, and use classroom tools and resources. For multilingual learners, modeling language use, encouraging code-switching when appropriate, and providing visual supports and bilingual resources can help bridge the gap between home language and English learning.

# data[].attributes.body
The first week of school is one of the most critical periods in the academic year because it establishes the foundation for learning, classroom culture, and student-teacher relationships. During this time, teachers set the tone for expectations, routines, and procedures, which provides students with a sense of stability and structure. Clear routines help students understand how the classroom operates, reducing anxiety and creating an environment where they feel safe to take risks, ask questions, and participate fully. For all students, but especially for emergent bilinguals, the first week is an opportunity to communicate that their languages, experiences, and cultures are valued assets rather than obstacles.

Building strong relationships early is crucial because students are more likely to engage in learning when they feel respected and understood. Teachers can take time to learn students’ names, interests, backgrounds, and preferred languages, as well as encourage students to share about their families and communities. These practices signal to students that they are more than just learners of content—they are whole individuals with unique contributions to make. For emergent bilinguals, being acknowledged and celebrated for their home languages can boost confidence, encourage participation, and prevent feelings of marginalization that sometimes occur in predominantly English-speaking classrooms.

In addition to building relationships, the first week is essential for introducing classroom expectations and routines in a consistent, positive way. Clear expectations for behavior, collaboration, and communication help students know what is expected and reduce confusion or misunderstandings later in the year. Teachers can model how to transition between activities, interact respectfully with peers, and use classroom tools and resources. For multilingual learners, modeling language use, encouraging code-switching when appropriate, and providing visual supports and bilingual resources can help bridge the gap between home language and English learning.

# data[].attributes.headline
Teaching procedures rules routine to keep everything in line and to gain control of the classroom

# data[].attributes.subject
Teaching procedures rules routine to keep everything in line and to gain control of the classroom

# data[].attributes.body
The first week of school is one of the most critical periods in the academic year because it establishes the foundation for learning, classroom culture, and student teacher relationships. teachers set the tone for expectations, routines, and procedures, which provides students with a sense of stability and structure. Clear routines help students understand how the classroom operates, reducing anxiety and creating an environment where they feel safe to take risks, ask questions, and participate fully. For all students, but especially for emergent bilinguals, the first week is an opportunity to communicate that their languages, experiences, and cultures are valued assets rather than obstacles.

Building strong relationships early is crucial because students are more likely to engage in learning when they feel respected and understood. Teachers can take time to learn students’ names, interests, backgrounds, and preferred languages, as well as encourage students to share about their families and communities. These practices signal to students that they are more than just learners of content they are whole individuals with unique contributions to make. For emergent bilinguals, being acknowledged and celebrated for their home languages can boost confidence, encourage participation, and prevent feelings of marginalization that sometimes occur in predominantly English-speaking classrooms.

# data[].attributes.body
The first week of school is one of the most critical periods in the academic year because it establishes the foundation for learning, classroom culture, and student teacher relationships. teachers set the tone for expectations, routines, and procedures, which provides students with a sense of stability and structure. Clear routines help students understand how the classroom operates, reducing anxiety and creating an environment where they feel safe to take risks, ask questions, and participate fully. For all students, but especially for emergent bilinguals, the first week is an opportunity to communicate that their languages, experiences, and cultures are valued assets rather than obstacles.

Building strong relationships early is crucial because students are more likely to engage in learning when they feel respected and understood. Teachers can take time to learn students’ names, interests, backgrounds, and preferred languages, as well as encourage students to share about their families and communities. These practices signal to students that they are more than just learners of content they are whole individuals with unique contributions to make. For emergent bilinguals, being acknowledged and celebrated for their home languages can boost confidence, encourage participation, and prevent feelings of marginalization that sometimes occur in predominantly English speaking classrooms.

# data[].attributes.body
This resource is designed for K-2 students and it is focused on fostering bilitercacy within classrooms, students, and schools. This resource has topics and themes that allow teachers to teach topics seamlessly. The unit topics align in Spanish and English and the books are written by real Spanish speaking authors and illustrators. These stories and lessons provide students a sense of identity and acceptance as they learn.

https://www.curriculumassociates.com/programs/i-ready-learning/mosaico-fundamentos?atrkid=V3ADW98E7CD72_184211042822_kwd-1689261706745__779194873134_g_t___&utm_source=google&utm_medium=cpc&utm_term=teaching%20multilingual%20learners&utm_content=!acq!v3!184211042822_kwd-1689261706745__779194873134_g_t__&utm_campaign=Google%3A+Search%3A+National%3A+Generic%3A+Mosaico%3A+Fundamentos&gad_source=1&gad_campaignid=23136791681&gbraid=0AAAAADz1Zx4AfN-S18M0SJWbt-EBtUi_o&gclid=Cj0KCQiA6Y7KBhCkARIsAOxhqtNChCzrwN17TtXrwfWK34q20yNlf9RmDKwbuBlhvNnjRppwp9Va5BgaAg_tEALw_wcB

# data[].attributes.attachment_link.description
Mosaico Fundamentos por i-Ready delivers authentic Spanish-language foundational skills instruction for students in Grades K-2.