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ASCD is a great resource for understanding laws in your state related to EBs/ELs.

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I began my teaching career in 1997 as a mainstream, 3rd grade teacher at a suburban public school near Houston, Texas. Our school had one teacher designated to serve English language learners (ELLs) through a pull-out setting. I understood my job as teaching students the general education curriculum while she taught my ELLs the English language. I never knew exactly what my students did when they were with the ESL teacher; nor was I sure whether she knew what they were doing when they were with me.

Fast forward to the present and my current activities-working with teachers across the U.S. to strengthen their knowledge and skillset for serving students who are learning English as an additional language. From this vantage point, I can see that my early years as a teacher did not provide a great structure for teaching content or language and that all educators need to know how to serve all students.

The problem is that English learning specialists may be preaching to the choir. We gather on Facebook groups, Instagram, or on Twitter to share information with one another. But we need to spread this mission to our educator friends-those who may not see themselves as ELL specialists yet need to know more about teaching students who are learning English as an additional language. We have to become advocates for English language learners. Here's how:

Learn all that you can about the laws and policies concerning ELLs in your state.

How we serve English language learners is mandated by federal law. From that, states build their own laws and policies. Knowing these laws will help you to serve students and teachers. Educators need to understand these important considerations:

Attend meetings that involve English language learners.

While attending PLCs, RTI meetings, etc. use your knowledge about laws and policies regarding ELLs to advocate for students' rights. Be a voice for students during such meetings and share these rights with families of ELLs. One way to connect with ELLs families when there is a language barrier in the messages you send home is through Talking Points , a free app that translates messages into senders home languages.

Volunteer to present strategies that support ELLs.

English language learners spend most of their day in classrooms with mainstream teachers who may or may not be certified to teach ELLs. Either way, ongoing professional development on strategies that support language and content acquisition will help teachers understand how to leverage language to maximize academic growth. Ask your administrator if you can present at a professional learning meeting. Select research-based strategies that are powerful for all students but necessary for ELLs. Even if you share an article or facilitate a book study, your teachers will benefit.

Plan with grade-level teachers.

Regular grade-level planning is the best way to make an impact on instruction. You can support mainstream teachers on the spot with accommodations and scaffolds that meet the needs of their students. If weekly planning is not possible, try long-term planning on a monthly basis. Virtual planning also becomes a feasible option when meeting in real time is impossible. Some teachers use shared lesson-planning templates on Google Drive or other sharable platforms. Planning together is a great opportunity to sneak in small bits of professional learning, too. It can provide a casual space for educators to share teaching techniques that improve student achievement.

Seek professional learning opportunities within and outside your district.

Several years ago, I worked as a professional development specialist in a suburban district with a large ELLs population. We offered to send ESL and content teachers to a Title III symposium for two days to learn about research-based information that would help them serve English language learners. Many coteachers attended together and were able to build relationships while learning as a team. When we only train EL specialists on strategies, we limit the potential for their use and for student gains. , , , your local TESOL affiliate, and ASCD offer opportunities for in-person PD.

For no-cost, virtual PD, access these resources:

<LINK URL="https://sites.google.com/view/virtuel/home?authuser=0" LINKTARGET="_blank">VirtuEL</LINK> (a free, online conference for teachers of English language learners)

Podcasts (<LINK URL="https://anchor.fm/highest-aspirations" LINKTARGET="_blank">Highest Aspirations</LINK> by Ellevation or <LINK URL="http://voiced.ca/the-boosting-achievement-esl-podcast-with-carol-salva/" LINKTARGET="_blank">Boosting Achievement</LINK> with Carol Salva)

Twitter (EL leaders to follow: <LINK URL="http://www.twitter.com/LarryFerlazzo" LINKTARGET="_blank">@LarryFerlazzo</LINK>, <LINK URL="http://www.twitter.com/TanELLclassroom" LINKTARGET="_blank">@TanELLclassroom</LINK>, <LINK URL="http://www.twitter.com/emilyfranESL" LINKTARGET="_blank">@emilyfranESL</LINK>, <LINK URL="http://www.twitter.com/MsSalvac" LINKTARGET="_blank">@MsSalvac</LINK>, <LINK URL="http://www.twitter.com/Toppel_ELD" LINKTARGET="_blank">@Toppel_ELD</LINK>)

Online Book Studies like #ELLChat_BkClub (to learn more about this, visit <LINK URL="http://ellchatbkclub.blogspot.com" LINKTARGET="_blank">ellchatbkclub.blogspot.com</LINK>)

Facebook Groups such as Advocating for ELLs, Leading ELLs, Colorin Colorado's ELL Educator Group

Consider sending out an email regularly to spotlight an instructional method that supports ELLs. One colleague created a Padlet with resources (all tied to ELLs instruction) that he's curated. He shares this with content teachers in his district. Another ELL specialist creates a Smore page where she regularly highlights three instructional strategies that teachers can access in either 1, 5, or 15 minutes.

Build a team and momentum.

No matter your role, you can gather a team to support ELL students. Every educator (along with the parents) that works with the students on your campus is a part of their success. The team has a higher success rate when each member recognizes that we can't do it alone. A team can also provide the structure to make this work ongoing. What is regularly discussed and revisited is remembered. We have to bring ELLs and the instructional methods that are most powerful to the forefront, not just at the beginning of the school year and then again at testing season, but all throughout the year.

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Be an Advocate for English Language Learners

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I began my teaching career in 1997 as a mainstream, 3rd grade teacher at a suburban public school near Houston, Texas. Our school had one teacher designated to serve English language learners (ELLs) through a pull-out setting. I understood my job as teaching students the general education curriculum while she taught my ELLs the English language.

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There are 4 principles of family engagement.

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The BVAT is an ability test used to look at a child's GT level within classrooms.

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Bilingual Verbal Ability Tests (BVAT) Normative Update

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Elevate potential with Riverside Insights' trusted assessments, including Woodcock-Johnson, the Iowa Assessments, and CogAT.

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For math learning for EBs/ELs, vocabulary and symbol-action relationships are vital for student success. Word walls are vital in teaching symbol-action correspondence.

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LPAC is a group that helps determine the best instructional program for English learners (ELs). Important for access to proper ESL/bilingual resources in the classroom.

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Chapter 89 Crosswalk
The Commissioners Rules in Chapter 89 Subchapter BB became effective August 9, 2023. For a detailed review of the changes, review the Chapter 89 Crosswalk page.
8/29/23

Published - Statewide Home Language Survey
As part of the adopted revisions to Adopted Revisions to 19 Texas Administrative Code (TAC) Chapter 89, Subchapter BB effective August 9, 2023 includes a Statewide HLS Letter that will be given to all students across the state of Texas upon initial enrollment to Texas public schools. You can find the Home Language Survey under the LPAC forms tab.

8/11/23

Published - Summer School Guidance
As you begin planning for summer school, use the updated Summer School Guidance document.You can find this document under the Frequently Used Resources menu option.
3/1/23

Published - End of Year LPAC Checklist
Make sure to use the End-of-year LPAC Checklist.You can find this document under the Frequently Used Resources menu option.
1/12/23

LPAC Website Update
To meet the needs of LPAC members, the website will be updated with improved organization.
5/31/22

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Supporting Emergent Bilingual Students in Texas

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It is important to understand the scope and funds of knowledge of EBs/Els before giving a formative assessment.

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Pronuncian is an app that helps English learners improve their pronunciation with lessons focused on specific sounds, stress, and intonation patterns.

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Bringing American English pronunciation to the forefront, teaching you how to speak with an American accent. Free online lessons and videos help non-native English speakers achieve accent reduction.

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Teaching academic English within the classroom can rely on a scaffolding practices. Sentence Frames can provide students with sentence starters or frames to encourage language use. For example, "I think that...," "In my opinion...," or "I agree/disagree because..."

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A strategy for reading and writing development are sentence stems. Sentence Frames can provide students with sentence starters or frames to encourage language use. For example, "I think that...," "In my opinion...," or "I agree/disagree because..."

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Modeling is a great strategy to help oral development for EBs/ELs. Modeling is when a person demonstrates correct language structures and vocabulary use. For instance, if a student says "I go school," you can model "I go to school."

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English Language Proficiency Standards - these are important to include in the language objectives when lesson planning and for determining which language domains are begin addressed with the lesson.

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Language objectives help point out language-specific goals within content learning.

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As an educator, it is also important to advocate for your students learning, and ensure they are receiving all the proper resources.

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We are very proud to announce the publication of Diane Staehr Fenner's new book! Advocating for English Learners: A Guide for Educators (Corwin 2013) features a foreword by John Segota of TESOL and is unlike anything that has been published in the ELL field so far - much like her work here on our Common Core blog. Diane has compiled useful tools, guidelines, and recommendations for educators working with ELLs, as well activities that can be used in professional development or pre-service settings. Topics include advocacy through collaboration, instruction, assessment, and family engagement, as well as ideas for administrators.

Not only does Diane's book pave the way for working more effectively on behalf of ELLs, it helps educators understand and own their role as advocates - an essential piece in the Common Core puzzle, as we have talked about in our previous posts about the role of ELL educators in the CCSS. We'd love to hear what you think about the book if you have a chance to see it!

Note: Diane and John also collaborated on an article for Colorín Colorado last year about standards that impact English language learners, which includes information about professional standards as well as the Common Core.

Related Resource

The National Education Association's ELL advocacy guide, All In! How Educators Can Advocate for English Language Learners, offers strategies, resources, and step-by-step instructions for navigating the real-life issues educators encounter every day.

The guide, to which Diane and guest blogger Sydney Snyder had the opportunity to contribute, also features general educators and ELL educators who tell stories about the students who inspired them to act. Do you have a story to tell? Add your voice to the voices of educators from around the country. Become a resource by sharing your story and lessons learned.

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Advocating for English Learners: A Guide for Educators

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Advocating for English Learners: A Guide for Educators (Corwin 2013) includes topics such as advocacy through collaboration, instruction, assessment, and family engagement, as well as ideas for administrators.

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Literacy Services are important when considering parental outreach for Ebs/Els.

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With EBs/ELs, it is vital that these students get exams that do not look at their language level, but rather their GT level. This presentation gives a good dive into the BVAT.

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One way to ensure a student isn't being tested for language ability rather than math ability is to provide a student with an exam in their native language, along with an exam in their non-native language. This allows students to have a safety net when doing complex math in a language that is not their own.

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TXEL is a bilingual program in the state of Texas aimed to support the learning for Bilingual students.

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The TEA Emergent Bilingual Support Division is continuously developing program implementation resources for Local Education Agencies (LEAs) to utilize in providing effective bilingual education and English as a second language (ESL) programs for emergent bilingual students that meet and exceed state requirements.

In Texas, there are six state-approved program models that can be implemented to support emergent bilingual students.

Dual Language Immersion Program Models

English as a Second Language Program Models

Dual Language Immersion One Way
A bilingual/biliteracy program model in which students identified as emergent bilingual students are served in both English and another language and are prepared to meet reclassification criteria in order to be successful in English-only instruction not earlier than six or later than seven years after the student enrolls in school.

Dual Language Immersion Two Way
A bilingual/biliteracy program model in which students identified as emergent bilingual students are integrated with students proficient in English and are served in both English and another language and are prepared to meet reclassification criteria in order to be successful in English-only instruction not earlier than six or later than seven years after the student enrolls in school.
Dual Language Immersion Implementation Resources Texas Effective Dual Language Immersion Framework
The tools created are broken down by levers:

1. Leadership & Family and Community Empowerment

2. Program Model & Design

3. Staffing & Professional Development

4. Lesson Planning & Methods

5. Curriculum & Resources

Visit our Dual Language Guidance Committee page to learn about the mission behind the work.

Transitional Bilingual Education Implementation Resources

English as a Second Language Implementation Resources

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Supporting Emergent Bilingual Students in Texas

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It is important to consider if a formative assessment is testing a student's understanding of a concept, or their understanding of English. Providing students with the proper resources is vital.

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Forvo is a website that allows users to hear native speakers pronounce words, which is particularly helpful for learning correct pronunciation in different accents.

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app pronunciation: How to pronounce app in English, Dutch, German, Swedish, Luxembourgish, Mandarin Chinese, Italian, Norwegian, Spanish

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Pronunciation guide: Learn how to pronounce app in English, Dutch, German, Swedish, Luxembourgish, Mandarin Chinese, Italian, Norwegian, Spanish with native pronunciation. app translation and audio pronunciation

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Since teaching academic English often relies on scaffolds, increasing funds of knowledge for EBs/ELs is vital. Word walls are a great resource when teaching academic English.

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Group Readings are great for reading and writing development within the classroom.

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Reading Comprehension Strategies for English Language Learners

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Note: This article originally appeared in ASCD Express: Vol. 5, Issue 11, “Reading to Learn.” Comprehension is the reason for reading, but it can be the most difficult skill to master — especially for English language learners (ELLs). ELLs often have problems learning science, math, or social studies concepts, for example, because they cannot comprehend the textbooks for these subjects.ELLs at all levels of English proficiency and literacy development will benefit from improved comprehension skills, which allow them to:read more accuratelyfollow a text or story more closelyidentify important events and concepts in a textmaster new concepts in their content-area classescomplete assignments and assessmentsfeel motivated to read in school and for pleasureThere are a number of ways to build ELLs’ comprehension skills. Often standard strategies that are used in mainstream classrooms are a good starting point — they just need to be tweaked with ELLs’ language and academic needs in mind! This article focuses on strategies that are part of three main approaches: building background knowledge, teaching vocabulary explicitly, and checking comprehension frequently.I. Build background knowledgeDraw on students’ existing knowledgeStudents may already possess content knowledge that they cannot yet demonstrate in English. Look for opportunities to make associations between students’ experiences and new content. Allow students to use their native language with peers for a quick brainstorm about what they know about a topic before presenting their ideas to the whole class.Related Videos Video bonus: See classroom videos and interviews about reading comprehension in our related resource section and classroom video library!Build students’ background knowledgeStudents with limited or interrupted schooling may not have that same level of knowledge as their peers, especially when it comes to historical or cultural topics. When starting a new lesson, look for references that may need to be explicitly explained.Take students on a “tour of the text”At the beginning of the year and each time you hand out a new textbook, take students on a “virtual tour.” Show them different elements of the text, such as the table of contents and the glossary, and discuss how these sections can be helpful. Explain how the text is organized, pointing out bold print, chapter headings, and chapter summaries. Once students learn how to recognize these elements, they will be able to preview the text independently. Remember that students need to know how to use a tool in order for it to be useful. Learn more about this strategy in Teaching ELLs to Navigate Textbooks Effectively.Use a “picture-walk”This strategy can be used for fiction or non-fiction books. “Walk through” the book with the students, pointing out pictures, illustrations, and other graphic elements. Ask them what they notice about the pictures and how they think those details may be related to the story or content.Use outlines to scaffold comprehensionProvide a brief, simple outline of a reading assignment or an oral discussion in advance of a new lesson. This will help ELLs pick out the important information as they listen or read.II. Teach vocabulary explicitlyFocus on key vocabularyChoose vocabulary that your students need to know in order to support their reading development and content-area learning. Provide student-friendly definitions for key vocabulary.Include signal and directional wordsRemember that students may also need explicit instruction in signal or directional words (“because” and “explain”), in addition to key content vocabulary (“photosynthesis” and “revolution”).Use a “picture-walk” for vocabularyOnce students know a new word’s definition, ask them connect those new words to the pictures they see in the text.Teach students to actively engage with vocabularyTeach students to underline, highlight, make notes, and list unknown vocabulary words as they read.Give student practice with new wordsEnsure that your students can:Define a wordRecognize when to use that wordUnderstand multiple meanings (such as the word “party”)Decode and spell that wordIncorporate new words into discussions and activitiesFor students to really know a word, they must use it — or they will lose it. Use new words in class discussions or outside of class in other contexts if appropriate, such as on field trips. Give the students as many opportunities to use and master the new vocabulary as possible.III. Check comprehension frequentlyUse informal comprehension checksTo test students’ ability to sequence material, for example, print sentences from a section of the text on paper strips, mix the strips, and have students put them in order.Test comprehension with student-friendly questionsAfter reading, test students’ comprehension with carefully crafted questions, using simple sentences and key vocabulary from the text. These questions can be at the:Literal level (Why do the leaves turn red and yellow in the fall?)Interpretive level (Why do you think it needs water?)Applied level (How much water are you going to give it? Why?)No matter what the proficiency level of the student, ask questions that require higher-level thinkingTo probe for true comprehension, ask questions that require students to analyze, interpret, or explain what they have read, such as:What ideas can you add to…?Do you agree? Why or why not?What might happen if…?How do you think she felt…?Use graphic organizersGraphic organizers allow ELLs to organize information and ideas efficiently without using a lot of language. Different types include Venn diagrams, K-W-L charts, story maps, cause-and-effect charts, and timelines.Provide students lots of different ways to “show what they know”Drawings, graphs, oral interviews, posters, and portfolios are just a few ways that students can demonstrate understanding as they are beginning to develop their reading and writing skills in English.SummarizeAsk students to use the following strategies to summarize what they have read (orally or in writing):Retell what you read, but keep it short.Include only important information.Leave out less important details.Use key words from the text.It may be challenging to get ELLs’ comprehension skills where you want them to be, but the extra effort it takes will be well worth it as you put them on the path to becoming successful readers.

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Sentence Frames are also a good resource. Sentence Frames Provide students with sentence starters or frames to encourage language use. For example, "I think that...," "In my opinion...," or "I agree/disagree because..."

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Proficiency Level Descriptors - these are important to refer to when monitoring the progress of the English learners. They also serve as reminders of what students can do at each level of proficiency within each domain of language.

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Language objectives help point out how language and the content combine within the lesson.

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TABS and NNAT

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What is the NNAT?

Schools use the Naglieri Nonverbal Ability Test (NNAT) to assess K-12 students for gifted and talented programs. It serves as a group-administered aptitude test, often employed as an entrance exam for these programs. The NNAT utilizes shapes and figures to evaluate the problem-solving and reasoning abilities of a child without relying on their language skills. In other words, the NNAT assesses how a student thinks instead of what a student knows.

Watch these videos to learn more about the NNAT:

Differences between the NNAT-2 and NNAT3 test

Schools across the United States extensively use the NNAT, including NNAT-2 and NNAT3, for screening gifted and talented admissions. These tests evaluate a child's problem-solving and visual-spatial reasoning skills using questions featuring abstract shapes and designs, rather than assessing their school-based knowledge.

The NNAT-2 (second edition) and NNAT3 (third edition) are two different versions of the test. Here are the key differences between these two versions:

Test structure: Both the NNAT-2 and NNAT3 feature 48 questions. However, the NNAT3 boasts an enhanced structure, better aligning with the cognitive abilities of the tested children. This improved structure ensures a more precise evaluation of a child's nonverbal reasoning skills.

Item content: The NNAT3 contains updated questions and item content compared to the NNAT-2. This update aims to provide a more engaging and contemporary experience for the test-takers, making the assessment process more enjoyable and accessible.

Accessibility: NNAT3's design focuses on enhanced accessibility for a diverse range of students, including those with special needs. Improvements in visual presentation and administration ensure that children with various learning needs can effectively complete the test.

Scoring: While both NNAT-2 and NNAT3 use the same scoring system (Naglieri Ability Index), the NNAT3 has updated its norms to reflect more recent demographic data. This ensures that the test's results are more representative of the current population, leading to a more accurate comparison among the test-takers.

NNAT3 has undergone updates to enhance compatibility with modern technology. Both NNAT-2 and NNAT3 can administer online, but NNAT3 simplifies test administrators' management of the testing process with enhanced digital features.

Test preparation materials: The NNAT3 has updated its test preparation materials to be more comprehensive and helpful for test-takers. These materials are specifically designed to help students familiarize themselves with the test's content and format.

NNAT3 Improvements and Accessibility

The NNAT3 is an updated version of the NNAT-2, featuring an improved test structure, updated questions, better accessibility for diverse students, updated norms for scoring, enhanced digital administration, and more comprehensive test preparation materials. These updates aim to provide a more accurate, engaging, and accessible assessment of nonverbal reasoning skills in children.

The NNAT is the gold standard for unbiased scoring. It disregards primary language, socioeconomic status, educational history, or color/vision impairment. This is achieved by using minimal language and written directions, not relying on a child's reading, writing, or language skills. Additionally, only two colors (blue and yellow) are shown.

NNAT Test Quick Facts
There are 4 types of questions on the NNAT test:

Pattern completion

Reasoning by analogy

Serial reasoning

Spatial visualization

The latest version is the NNAT3. It takes 30 minutes to complete. It includes 48 questions. These questions are broken down into four unique question types.

Prepare your child to tackle all four NNAT question categories with ease. TestingMom.com can help! We have 4,700+ practice questions. They are organized by grade level. These questions help your child build confidence and familiarity for the NNAT.

Additionally, we provide parent resources to assist in the testing process. You'll have access to 30+ games from top educational publishers. Our Student Success Team is ready to answer your questions and more!

Want to try us out? Sign up for a free account today and get 100 practice questions.

What Grade Levels Do You Support for the NNAT?

TestingMom.com offers NNAT-2 and NNAT-3 support for Kindergarten through 8th grade. This support is available with all levels of Membership.
Pro tip: If my child doesn't know an answer, should they guess?
The official guideline from the publisher is that students should not guess if they do not know the answer - that random guessing compromises the validity of the scores. However, the NNAT3 score is calculated based on the number of right answers and the student is not penalized for incorrect answers. As a parent looking for a high score, it is better for your child to answer all questions than leave an answer blank.

Four Subtypes of NNAT3 Questions

Pattern completion - Students must identify the correct missing piece in a larger design from which a section has been removed, often resembling a jigsaw puzzle.

Reasoning by analogy - Students use visual-spatial reasoning abilities to discern logical relationships between various geometric shapes and figures (e.g., large triangle to small triangle, then large circle to small circle and so on).

Serial reasoning - Students must recognize sequences created by shapes and figures that change visually to form logical patterns. For example: Once a student identifies the relationship between two images shown in the top row, the same rule applies to images shown in subsequent rows.

Spatial visualization - Students must determine how two or more designs would look when they're combined (and it some cases, rotated). They may also see questions that ask what a design should look like after it's been folded, rotated or otherwise altered, like punching holes in a piece of folded-up paper and then identifying the new pattern that's visible when it's unfolded.

NNAT Questions Types By Grade Level

The NNAT3 test is assigned by grade level; however, it scores based on a child's age, comparing them to others within a 3-month age range. Moreover, the questions have the same format whether your child is taking the NNAT-2 or NNAT3 test.

Children entering or in kindergarten will take the Level A exam, which has Pattern Completion and Reasoning by Analogy questions.

Children in first grade will take the Level B exam, which has Pattern Completion, Reasoning by Analogy and Serial Reasoning questions.

Children in second grade will take the Level C exam, which has Reasoning by Analogy, Pattern Completion, Serial Reasoning, and Spatial Visualization questions.

Children in third and fourth grade will take the Level D exam, which has Spatial Visualization questions, Reasoning by Analogy, Serial Reasoning, and Pattern Completion questions.

Children in fifth and sixth grade will take the Level E exam, which has Spatial Visualization questions, Serial Reasoning, Reasoning by Analogy, and Pattern Completion questions.

Children in seventh through ninth grade will take the Level F exam, which has Spatial Visualization questions, Reasoning by Analogy, Serial Reasoning and Pattern Completion questions.

Children in tenth through twelfth grade will take the Level G exam, which has Spatial Visualization questions, Serial Reasoning and Reasoning by Analogy questions.

NNAT3 Test Subsections by Grade Level

Interested in boosting your children's NNAT confidence and familiarity? Join TestingMom.com for valuable parent lessons to aid your child's effective test preparation. These lessons complement our practice questions.

We'll initiate your practice with 100 free practice questions. Just sign up for a free account below to try us out!

Looking for more resources to help your child approach the NNAT with confidence? TestingMom.com can help with:

We offer 4,700+ NNAT practice questions, categorized by question type and grade level. This builds confidence and familiarity for Test Day.

Our program is customizable based on your child's grade level and upcoming tests. This allows you to target their prep effectively.

Our interactive practice includes 30+ games from top educational publishers. These games strengthen skills in math, language arts, science, social studies, and more.

A Student Success Team is available to offer guidance or assistance if you encounter any difficulties.

With over 400,000 practice questions, we cover tests from Pre-K to 8th Grade. These include gifted and talented, private school admissions, state tests, and more. All of this is available for one low price.

Parent resources to help you easily navigate your child's testing process.

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Father Reviews TestingMom.com NNAT Test Prep
What is the NNAT?
See if TestingMom.com supports your child's test by your school district. If you don't see your child's school district listed, check with us! We have practice for other tests as well.

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NNAT Test (Naglieri Nonverbal Ability Test)

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Comprehensive NNAT overview with questions, prep methods, and proven parent support for 200% higher test success.

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Help scaffold academic language.

Example: “I predict ___ because ___.”

Use in speaking and writing to promote structured expression.

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Real-life objects, images, diagrams, anchor charts

Picture-word cards, labeled classroom visuals, graphic organizers

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Picture-based dictionaries labeled in multiple languages.

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Display key vocabulary in English and students’ home languages.

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Use apps like Google Translate or Microsoft Translator for real-time communication with students and families (with caution for accuracy).

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Integrate content and language objectives: 

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Integrate content and language objectives: 

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For example, “Students will describe the water cycle using vocabulary such as evaporation, condensation, and precipitation.”

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Display key science vocabulary with images and definitions in English and students’ home languages.

Incorporate tiered vocabulary: Tier 1 (everyday words), Tier 2 (general academic), and Tier 3 (science-specific terms).

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Interactive Notebooks / Science Journals

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Interactive Notebooks / Science Journals

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Let students record experiments, draw models, label diagrams, and write reflections using sentence starters.

Provide scaffolded journal prompts like:

“Today I observed…”

“I think this happened because…”

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Connect lessons to students’ cultural backgrounds and lived experiences.

Incorporate diverse historical figures and perspectives from students’ communities.

Use primary sources and stories from multiple viewpoints

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Use timelines, maps, Venn diagrams, and cause-effect charts.

Label maps and images with word banks and icons to support vocabulary acquisition.

Incorporate illustrated vocabulary cards (with images and definitions) for key terms like “civil rights,” “government,” “economy.”

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Carefully distinguish between language acquisition challenges and true learning disabilities.

Use multiple data points (language proficiency scores, classroom performance, observations) before referring a student to special education.

Ensure language development is not misinterpreted as a disability

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Use nonverbal or translated assessments where appropriate.

Evaluate in the student’s dominant language when possible.

Consult with bilingual specialists or ESL teachers when interpreting assessment results.

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Individualized Education Plan (IEP) Supports

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Individualized Education Plan (IEP) Supports

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Include language objectives alongside content objectives.

Ensure the IEP team includes ESL professionals.

Set goals for both language development and academic/behavioral skills.

Include accommodations like:

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Students record and share video responses to prompts, promoting oral language.

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Flashcard-based apps for vocabulary practice with visuals and audio.

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Use families' home languages: Use translation tools (e.g., TalkingPoints, Google Translate, Microsoft Translator) to communicate in a language they understand.

Offer interpretation services at school meetings, events, and parent-teacher conferences.

Create multilingual newsletters, texts, or videos to keep families informed and included.

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TalkingPoints: Enables teachers to send messages to parents in over 100 languages.

ClassDojo: Offers translation and multimedia messaging to share updates and celebrate student learning.

Remind: Sends texts and announcements with translation features and scheduling tools.

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Promote additive bilingualism: Emphasize that students should gain English without losing their home language.

Integrate students’ first languages and cultures into classroom instruction and school events.

Challenge deficit thinking by highlighting the cognitive, academic, and social benefits of being multilingual.

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Ensure Access to High-Quality Instruction

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Ensure Access to High-Quality Instruction

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Push for sheltered instruction and scaffolded content in all subjects (e.g., SIOP model).

Support grade-level content access with visual aids, sentence stems, and language objectives.

Ensure bilingual/ESL certified teachers are assigned to classrooms with EBs/ELs.

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Understand and advocate for federal protections:

Lau v. Nichols: ELs have the right to meaningful access to education.

Title VI of the Civil Rights Act: Prohibits discrimination based on language.

Every Student Succeeds Act (ESSA): Requires states to assess EL progress in English proficiency.

Educate colleagues and families about students’ educational rights.