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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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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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Chapter 89. Adaptations for Special Populations - (Texas Administrative Code)

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Chapter 89. Adaptations for Special Populations - (Texas Administrative Code)

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I chose this document because it outlines the legal requirements for how Texas schools must serve English learners, including bilingual and ESL program models. It’s a must-know when making sure I'm following state rules as a teacher.

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Adaptations for Special Populations

The links below provide PDF versions of each subchapter. You may also access a PDF version of the Chapter 89 table of contents.

A free PDF reader is available on the Adobe website.

STATE BOARD OF EDUCATION RULES

§89.1. Student Assessment.
§89.2. Professional Development.
§89.3. Student Services.
§89.5. Program Accountability.

§89.41. Policy.
§89.42. Official Testing Centers.
§89.43. Eligibility for a Texas Certificate of High School Equivalency.
§89.44. Identification.
§89.45. Retesting.
§89.46. Accommodations.
§89.47. Issuance of the Certificate.

§89.62. Support of Students Enrolled in the Texas School for the Blind and Visually Impaired and Texas School for the Deaf.

COMMISSIONER OF EDUCATION RULES

Division 1. General Provisions

§89.1001. Scope and Applicability.
§89.1005. Instructional Arrangements and Settings.

Division 2. Clarification of Provisions in Federal Regulations and State Law

§89.1011. Full and Individual Initial Evaluation.
§89.1035. Age Ranges for Student Eligibility.
§89.1040. Eligibility Criteria.
§89.1047. Procedures for Special Education Decision-Making for Students in Foster Care.
§89.1049. Parental Rights Regarding Adult Students.
§89.1050. The Admission, Review, and Dismissal Committee.
§89.1052. Discretionary Placements in Juvenile Justice Alternative Education Programs.
§89.1053. Procedures for Use of Restraint and Time-Out.
§89.1055. Content of the Individualized Education Program.
§89.1056. Transfer of Assistive Technology Devices.
§89.1065. Extended School Year Services.
§89.1070. Graduation Requirements.
§89.1075. General Program Requirements and Local District Procedures.
§89.1076. Interventions and Sanctions.
§89.1080. Regional Day School Program for the Deaf.
§89.1085. Referral for the Texas School for the Blind and Visually Impaired and the Texas School for the Deaf Services.
§89.1090. Transportation of Students Placed in a Residential Setting, Including the Texas School for the Blind and Visually Impaired and the Texas School for the Deaf.
§89.1092. Contracting for Residential Educational Placements for Students with Disabilities.
§89.1094. Students Receiving Special Education and Related Services in an Off-Campus Program.
§89.1096. Provision of Services for Students Placed by their Parents in Private Schools or Facilities.

Division 3. Memoranda of Understanding Affecting Special Education Students

§89.1100. Memorandum of Understanding on Coordination of Services to Disabled Persons.
§89.1115. Memorandum of Understanding Concerning Interagency Coordination of Special Education Services to Students with Disabilities in Residential Facilities.

Division 4. Special Education Funding

§89.1121. Distribution of State Funds.
§89.1125. Allowable Expenditures of State Special Education Funds.

Division 5. Special Education and Related Service Personnel

§89.1131. Qualifications of Special Education, Related Service, and Paraprofessional Personnel.

Division 6. Regional Education Service Center Special Education Programs

§89.1141. Education Service Center Regional Special Education Leadership.

Division 7. Dispute Resolution

§89.1150. General Provisions.
§89.1151. Special Education Due Process Hearings.
§89.1165. Request for Special Education Due Process Hearing.
§89.1170. Impartial Hearing Officer.
§89.1175. Representation in Special Education Due Process Hearings.
§89.1180. Prehearing Procedures.
§89.1183. Resolution Process.
§89.1185. Hearing Procedures.
§89.1186. Extensions of Time.
§89.1191. Special Rule for Expedited Due Process Hearings.
§89.1192. Attorneys' Fees.
§89.1193. Special Education Mediation.
§89.1195. Special Education Complaint Resolution.
§89.1196. Individualized Education Program Facilitation.
§89.1197. State Individualized Education Program Facilitation.

§89.1201. Policy.
§89.1203. Definitions.
§89.1205. Required Bilingual Education and English as a Second Language Programs.
§89.1207. Bilingual Education Exceptions and English as a Second Language Waivers.
§89.1210. Program Content and Design.
§89.1215. Home Language Survey.
§89.1220. Language Proficiency Assessment Committee.
§89.1226. Testing and Classification of Students.
§89.1227. Minimum Requirements for Dual Language Immersion Program Model.
§89.1228. Two-Way Dual Language Immersion Program Model Implementation.
§89.1229. General Standards for Recognition of Dual Language Immersion Program Models.
§89.1230. Eligible Students with Disabilities.
§89.1233. Participation of English Proficient Students.
§89.1235. Facilities.
§89.1240. Parental Authority and Responsibility.
§89.1245. Staffing and Staff Development.
§89.1250. Required Summer School Programs.
§89.1265. Evaluation.

§89.1401. Purpose.
§89.1403. Student Eligibility.
§89.1405. Application to Operate a High School Equivalency Program.
§89.1407. Public Hearing.
§89.1409. Assessment.
§89.1411. Attendance.
§89.1413. Funding Under the Texas Education Code, Chapters 41, 42, and 46.
§89.1415. Extracurricular Participation.
§89.1417. Conditions of Program Operation.
§89.1419. Revocation of Authorization to Operate a High School Equivalency Program.

§89.1501. Definitions.
§89.1503. Funding.
§89.1504. Demonstration of Community Participation.
§89.1505. Eligibility and Grant Application.
§89.1507. Case-Managed Students.
§89.1511. Performance Standards and Revocation of Grant Award.

§89.1601. Definitions.
§89.1603. Transfer of Student Records and Transcripts.
§89.1605. Development of Systems to Ease Transitions and Establish Procedures to Lessen the Adverse Impact of Movement of a Student.
§89.1607. Award of Credit.
§89.1609. Placement in Educational Programs and Courses.
§89.1611. Promotion of Access to Educational and Extracurricular Programs for Students Who Are Homeless or in Substitute Care.
§89.1613. Promotion of Postsecondary Information.
§89.1615. Provision of Special Education Services.
§89.1617. Notice to Student's Educational Decision-Maker and Caseworker.

§89.1701. Dropout Prevention Strategy Plan.

§89.1801. Instructional Requirements for Education Services Provided in a Juvenile Residential Facility.

NOTE: The Texas Education Agency makes every effort to ensure that the information published on this Internet site is secure; however, due to the limitations of Internet security, the rules published here are for information only and do not represent legal documentation.

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The links below provide PDF versions of each subchapter. You may also access a PDF version of the Chapter 89 table of contents. A free PDF reader is available on the Adobe website. STATE BOARD OF EDUCATION RULES §89.1. Student Assessment. §89.2. Professional Development. §89.3. Student Services. §89.5. Program Accountability.

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U.S. Department of Education – Office for English Language Acquisition (OELA)

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U.S. Department of Education – Office for English Language Acquisition (OELA)

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I added this website because it provides updates on federal laws like ESSA (Every Student Succeeds Act) that impact English learners. It’s a reliable place to stay current on national EL education policies.

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ENGLISH AS A SECOND LANGUAGE PROGRAM MODEL

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ENGLISH AS A SECOND LANGUAGE PROGRAM MODEL

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I chose this chart because it clearly outlines the two state-approved ESL program models in Texas: Content-Based ESL and Pull-Out ESL. It's a quick reference that will help me understand and explain the structure and goals of each model when planning instruction for English learners.

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Instructional Programs for English Language Learners

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Instructional Programs for English Language Learners

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I added this article because it offers detailed descriptions of various ESL and bilingual program models, including early-exit and late-exit bilingual programs, as well as two-way bilingual programs. This resource will be valuable when considering the best instructional approaches for diverse English learner populations.

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One of the major decisions in the field of teaching English language learners (ELLs) is which program of instruction to use. These programs range from bilingual education to English-only immersion. The purpose of Colorín Colorado is not to advocate one program of instruction over another.

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I picked Duolingo for Schools because it offers free, structured language learning activities that help English learners build vocabulary, sentence structure, and listening skills. It’s a super engaging way for students to practice at their own pace inside or outside the classroom.

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Duolingo is the world's most popular way to learn a language. It's 100% free, fun and science-based. Practice online on duolingo.com or on the apps!

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I chose TalkingPoints because it is a communication app that translates messages between teachers and families into different languages. Building strong school-home communication helps English learners feel more supported, and technology like this breaks language barriers easily.

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TalkingPoints - Improving student outcomes through meaningful school-family partnerships.

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TalkingPoints - Improving student outcomes through meaningful school-family partnerships.

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I chose this guide because it offers twenty practical strategies to build strong partnerships with English learner families. It provides actionable ideas for connecting with families, fostering communication, and encouraging participation, which will be invaluable in creating an inclusive classroom environment.

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Engaged ELL parents bring invaluable dedication and wisdom regarding their children to the school community and can be crucial partners in supporting their children's success. This guide offers twenty big ideas to help school leaders get started on the path towards a strong home-school partnership. An overview of the guide and related video clips are included below. You can also see this guide in an article format.

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A Guide for Engaging ELL Families: Twenty Strategies for School Leaders

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Engaged ELL parents bring invaluable dedication and wisdom regarding their children to the school community and can be crucial partners in supporting their children's success. This guide offers twenty big ideas to help school leaders get started on the path towards a strong home-school partnership.

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I added this U.S. Department of Education document because it outlines federal requirements and best practices for parent and family engagement under Title I. It's a comprehensive resource that will help me understand the legal framework and implement effective engagement strategies in my future classroom.

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Oral Language

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Oral Language Development for Beginners | Colorín Colorado

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Oral Language Development for Beginners | Colorín Colorado

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I chose this article because it introduces Total Physical Response (TPR), a strategy that combines physical movement with language learning. This method is particularly effective for beginners, as it helps students internalize new vocabulary and phrases through actions, making the learning process more engaging and memorable.

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When students first start school, they need to know key phrases and expressions that they can use to communicate with teachers and classmates during the school day. Being able to communicate effectively with others is key for learning to take place. Through meaningful and fun interactions, students can develop the type of everyday communication skills that facilitate learning. Teachers can use a strategy called Total Physical Response to help students in these early stages of language development.

Learning key phrases through Total Physical Response

Total Physical Response (TPR) activities greatly multiply the language input and output that can be handled by beginning English language learners (ELLs). TPR activities elicit whole-body responses when new words or phrases are introduced. Teachers can develop quick scripts that provide ELLs and other students with the vocabulary and/or classroom behaviors related to everyday situations. For example, "Take out your math book. Put it on your desk. Put it on your head. Put it under the chair. Hold it in your left hand."

Students become ready to talk sooner when they are learning by doing. TPR activities help students adjust to school and understand the behaviors required and the instructions they will hear. This will help them in mainstream classrooms, in the halls, during lunchtime, during fire drills, on field trips, and in everyday life activities.

TPR strategies are good teaching strategies for all students, not just ELLs.

Classroom strategies: How to use Total Physical Response

There are seven steps for the TPR instructional process:

1. Introduction

The teacher introduces a situation in which students follow a set of commands using actions. Usually props such as pictures or real objects accompany the actions. Some actions may be real while others are pretend.

2. Demonstration

The teacher demonstrates or asks a student to demonstrate this series of actions. The other students are expected to pay careful attention. At first, students are not expected to talk or repeat the commands. But soon they will want to join in because the commands are easy to follow and the language is clear and comprehensible. For example, the teacher gives a command such as "Take out a piece of bread" and the students say the sentence and do the action. "Now, spread peanut butter on it", and so on until a make-believe sandwich is made and eaten.

3. Group action

Next, the class acts out the series while the teacher gives the commands. Usually, this step is repeated several times so that students internalize the series thoroughly before they will be asked to produce it.

4. Written copy

Write the series on the chalkboard or chart paper so that students can make connections between oral and written words while they read and copy (or even substitute ingredients of their choice).

5. Oral repetitions and questions

After students have made a written copy, they repeat each line after the teacher, taking care with difficult words. They ask questions for clarification, and the teacher points out grammatical features such as "Yesterday we ate half a sandwich. Today we will eat a whole sandwich. Did you notice the difference between ate and eat? Yesterday we spread grape jelly, today we will spread orange jelly. Did you notice that the verb spread didn't change? Let's say the words soap and soup. Let's say the words cheap and sheep."

6. Student demonstration

Students can also take turns playing the roles of the reader of the series and the performer of the actions. Meanwhile, the teacher can check on individual students for comprehension and oral production.

7. Partner activities

Finally, students work in pairs or teams of four to tell or read the series. In teams of four, two students give commands and two respond physically. Meanwhile, the teacher monitors each team and suggests ways to elaborate on the vocabulary by adding new words.

Here is one example of the process:

1. Let's go to the zoo. Open the door and get in your car.

2. Turn on the engine in your car.

3. Drive to the zoo.

4. Park the car.

5. Get out of the car.

6. Buy your ticket with a $5.00 dollar bill.

7. Hold out your hand for your change.

8. Walk to the entrance.

9. Give your ticket to the person at the gate.

10. Open the gate and go in.

11. Wave at the giraffes.

12. Walk like a giraffe.

13. Wave at the monkeys.

14. Laugh like a monkey.

15. Wave at the elephants.

16. Wave your trunk like the elephants.

Other ideas

Before reading a children's story, select some action words and ask the students to perform these actions as you encounter them in the pages. List them on the chalkboard.

After reading the story, ask children to summarize the story by acting out the words you have demonstrated.

After reading the story, ask the children to select some words or phrases that they would like to turn into actions.

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When students first start school, they need to know key phrases and expressions that they can use to communicate with teachers and classmates during the school day. Being able to communicate effectively with others is key for learning to take place. Through meaningful and fun interactions, students can develop the type of everyday communication skills that facilitate learning.

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WIDA Can Do Descriptors – Key Uses Edition (Grades K–12)

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WIDA Can Do Descriptors – Key Uses Edition (Grades K–12)

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I added this resource because it outlines what English learners can do at various stages of language development in listening and speaking. These descriptors will help me tailor my instruction to meet students' current abilities and set realistic goals for their oral language progress.

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A tool to help you meet students where they are in their language development

The Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in the following contexts:

Bilingual and English-immersion early care and education programs

Bilingual, Spanish-immersion and English-immersion K-12 language programs

Bilingual, Spanish-immersion and English-immersion K-12 content-area classrooms

Similar to the WIDA English Language Development Standards Statements, the Can Do Descriptors describe what learners can do with language across different content areas. Although the Can Do Descriptors relate to the ELD Standards Statements, they don't replace them but are used to supplement the standards statements during instruction.

Educators and early childhood practitioners can use the Can Do Descriptors to

Better understand what students at different levels of language proficiency can do with language

Expand their understanding of what the process of language development can look like

Collaborate around scaffolding that students need to engage in content-area learning and develop language at the same time

Differentiate instruction and classroom assessment for language

Interpret ACCESS for ELLs test scores

The Can Do Descriptors have not yet been updated to reflect the 2020 Edition; however, they remain available as a valuable tool for communicating with stakeholders about what students can do at each language proficiency level. WIDA is monitoring educator use to help inform the timing for updating the materials.

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A tool to help you meet students where they are in their language developmentThe Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in the following contexts:

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(Source: Brown, H. D. (2000). Teaching by Principles and Interactive Approach to Language Pedagogy)

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The History of English Language Teaching

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The History of English Language Teaching

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I chose this timeline because it clearly shows how ESL methods have evolved over time — from Grammar-Translation and the Direct Method to modern strategies like Task-Based Teaching and Content-Based Instruction. It helps me see the big picture of how teaching philosophies have shifted across centuries.

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5 Popular ESL Teaching Methods Every Teacher Should Know

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5 Popular ESL Teaching Methods Every Teacher Should Know

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I chose this article because it provides a clear overview of five widely-used ESL teaching methods, including Communicative Language Teaching (CLT) and Total Physical Response (TPR). It offers practical insights into each method's application, which will help me select appropriate strategies for diverse classroom settings.

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BridgeUniverse - TEFL Blog, News, Tips & Resources

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By Johanna Kawasaki
January 22, 2021

There's no single way to teach English and, in fact, there have been many popular approaches over the years. These are a few of the top ESL teaching methods used in the classroom today, including communicative language teaching (CLT) and total physical response (TPR). Learn more about these and other methods and how you can apply them to a real-life classroom in Bridge's Master Certificate course.

Why learn ESL teaching methods?

There are many reasons why learning a few basic ESL teaching methods is a must for both new and experienced teachers. Here are some ways that learning the most popular methods of teaching ESL can help you as an English teacher:

Demonstrating knowledge of these ESL teaching methods and strategies makes you more marketable.

Discussing these strategies for teaching ESL students and using TEFL/TESOL buzzwords during an interview can improve your chances of getting hired.

Using a variety of methods in the ESL classroom makes you a more effective and engaging teacher.

Understanding pedagogy helps you design better ESL materials and lessons, as you can strategically select activities and use learning objectives that will benefit your students.

What are some popular ESL teaching methods?

Method #1: Direct method

For the direct method, all teaching is done in the target language, translations are not allowed in class, and the focus lies heavily on speaking instead of grammar. This makes the direct method a very student-centered strategy that has gained popularity in recent years.

Students are supposed to learn the target language naturally and instinctively, which is why the direct method is also called the "natural approach." Mistakes are corrected as they happen in class, and teachers reinforce the correct usage of the language with praise.
Get more ideas for correcting students' mistakes by taking Bridge's 20-Hour Micro-credential course: Error Correction in the EFL Classroom.
Method #2: Communicative language teaching (CLT)

Communicative language teaching is perhaps the most popular approach among the methods of teaching ESL today. CLT emphasizes the students' ability to communicate in real-life contexts, and students learn to make requests, accept offers, explain things, and express their feelings and preferences.

Since CLT focuses on teaching language through real-world assignments and problem-solving, it's less concerned with grammar accuracy and instead focuses on fluency.
Promote communication and fluency in your classroom with these ESL speaking activities for adults.
Method #3: Task-/project-/inquiry-based learning

This teaching strategy for ESL students can sometimes be considered a part of CLT, but it heavily emphasizes the students' independence and individuality. Inquiry-based learning is a modern approach that is becoming widely popular at schools all over the world. By asking questions and solving problems with the teacher as a mere learning facilitator, student motivation and participation in tasks and projects is thought to increase.

Method #4: Total physical response (TPR)

You may have heard of this teaching strategy for ESL before, but what exactly is TPR? Total physical response has become a very popular approach in which students react to the teacher with movement, such as miming, gesturing, or acting out the language.

For example, the teacher and students might make an exaggerated frown and pretend to cry when learning the word "sad." TPR suggests that students learn the target language best through physical response rather than by analysis.

Method #5: An eclectic approach

Many teachers choose from the collection of humanistic approaches (TPR, for example) and communicative approaches (the direct method and CLT), as well as many other teaching strategies for ESL learners, and use what works best for them.

For example, a teacher who uses mostly the direct method may occasionally do a lot of grammar explanation when teaching a test preparation class, or a CLT advocate may borrow some aspects of the direct method or use TPR.

Pro Tip: A great way to combine or develop teaching methods is to frequently reflect on your teaching style by using a journal where you write down comments, note adjustments, and brainstorm how you can change certain methods or procedures if necessary.

The list of ESL teaching styles doesn't have to end here! You can find your own favorite TEFL/TESOL method from among those listed above, combine several strategies for teaching your ESL students, or develop your own ESL teaching methods and techniques.

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5 Popular ESL Teaching Methods Every Teacher Should Know

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By Johanna Kawasaki January 22, 2021 There's no single way to teach English and, in fact, there have been many popular approaches over the years. These are a few of the top ESL teaching methods used in the classroom today, including communicative language teaching (CLT) and total physical response (TPR).

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English Learners With Disabilities (August 2021)

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English Learners With Disabilities (August 2021)

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I chose this fact sheet because it provides an overview of the responsibilities under the Individuals with Disabilities Education Act (IDEA) for identifying and serving English learners with disabilities. It offers valuable insights into the intersection of language learning and special education services.

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English Learners With Disabilities (August 2021) | NCELA - English Language Acquisition & Language Instruction Educational Programs

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I added this resource because it addresses common questions multilingual families might have about special education. It helps educators understand how to communicate effectively with families about special education services, ensuring that language barriers do not impede access to necessary support.

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Journal for the Education of the Gifted, 2020

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​Promising Practices for Improving Identification of English Learners for Gifted and Talented Programs

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​Promising Practices for Improving Identification of English Learners for Gifted and Talented Programs

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I selected this article because it explores effective strategies for identifying English learners in gifted programs. It emphasizes practices like universal screening and alternative assessment methods, which are crucial for ensuring equitable identification of gifted English learners.​

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Suggestions for Identifying and Supporting High-Ability English Learners

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Suggestions for Identifying and Supporting High-Ability English Learners

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I included this guide because it offers practical steps for identifying and supporting high-ability English learners. It provides actionable strategies and tools that can help educators recognize and nurture the potential of gifted English learners in the classroom.​

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I chose this guide because it provides a clear distinction between content and language objectives, offering practical examples and strategies for crafting effective language objectives. It's a valuable resource for ensuring that English learners can access and demonstrate understanding of lesson content.

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I added this resource because it outlines four steps to writing effective language objectives, including determining essential vocabulary and grammatical structures. It also provides concrete examples across different content areas, which will be helpful in planning lessons that support English learners' language development.

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At the center is “Scaffolding Strategies”, and branching out are 8 key supports teachers can use to help ELs access content and language. I chose this image because it highlights key scaffolding strategies that help English learners understand content and develop language. It's a great visual reminder of how to support students with tools like sentence starters, visuals, and intentional group work.

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I added this resource because it provides specific strategies for supporting English learners in math, such as using sentence frames, modeling problem-solving processes, and encouraging collaborative learning. These approaches can help ELs develop both language and mathematical understanding.

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I chose this guide because it offers practical tips for teaching math vocabulary and concepts to English learners. It emphasizes the importance of visual aids, real-life context, and interactive activities to make math more accessible.

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I added this resource because it provides specific strategies to improve comprehension for English learners in science classrooms. It includes methods like using visuals, graphic organizers, and hands-on activities to make complex scientific concepts more accessible.

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I chose this image because it shows how strategies like hands-on investigations, real-world connections, and collaboration can lead to meaningful outcomes for English learners, including motivation, engagement, and critical thinking. PBL is a powerful approach in science and content areas for supporting both language and academic development.

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I chose this article because it outlines key findings on English language learning and their implications for teaching social studies. It emphasizes the importance of integrating language development with content instruction, providing strategies to make social studies more accessible to English learners.

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I added this comprehensive guide because it offers context-specific strategies across the social studies curriculum, including geography, U.S. history, world history, economics, and government. It's a valuable resource for designing inclusive lessons that effectively engage English learners.

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I selected this infographic because it visually contrasts formative and summative assessments, highlighting their distinct purposes, timing, and characteristics. It's a quick-reference tool that clarifies when and how to use each assessment type effectively.

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Summative Assessment for Beginners (Quick refresher)

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Summative Assessment for Beginners (Quick refresher)

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This short video provides a clear and concise explanation of summative assessments, including their purpose, examples, and how they differ from formative assessments. It's a helpful resource for visual learners seeking to grasp the concept quickly.

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Summative Assessment (Explained for Beginners in 3 Minutes)

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Formative Assessments for a differentiated classroom

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Formative Assessments for a differentiated classroom

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​This guide provides a comprehensive list of 25 formative assessment techniques, including "One-Minute Essays" and "Concept Maps." It's a valuable resource for selecting appropriate assessments tailored to diverse student needs.​

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​I chose this infographic because it visually presents 10 practical strategies for formative assessment, such as "Exit Tickets" and "Think-Pair-Share." It's a quick-reference tool that offers creative ideas to check for student understanding during lessons.​

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It's your first big lesson of the new school year, and you've spent a ton of time planning the perfect activity to engage your class. But after the lesson is over, you have a sneaking suspicion most of your students left class confused, though you're not totally sure. Now what?

Building in ways to check for understanding during your daily lessons helps you quickly and easily gather enough information to determine whether or not your students "get it" and then make educated decisions about changes you need to make to your planning and instruction as a result. Here are 10 tips to help you use formative assessment as your compass in the classroom.
1. It's Not a Quiz
Call it information gathering, a temperature check or a quick poll, but whatever you do, don't call it a quiz!
2. Red, Yellow, Green
Try the traffic light: Give each student red, yellow and green cards or cups. Then, have students change the color based on their comfort level with the task.
3. What Are We Going to Learn?
Αsk, "What are they going to learn?" Then, work from there to define learning targets.
4. Plan CFUs
Plan to "check for understanding" (CFU) at the places in your lesson that you most need to know whether or not students are on track.
5. Know What to Listen For
Listen to student conversation or glance at a student's work.
6. Compare Apples to Apples
Make sure your assessment method reflects what you're working on.
7. Bell Ringers
The warm-up or bell ringer can provide your first piece of information.
8. Fist to Five
A way to assess the entire class's comfort level with a concept or skill is with a show of fingers. Students hold up one, two, three, four or five fingers-one if they are totally confused and five if they understand and are ready to move on.
9. Ask the Right Questions
Instead of asking "What are you doing?" ask, "What are you trying to learn?"
10. Ask the Right Students
To make sure you're not hearing only from students who "get" it, use a random questioning strategy, like pulling Popsicle sticks with names on them.

Check out Action Pack on Assessment from ASCD, publisher of Educational Leadership® Magazine. This 26-page free download has fresh assessment strategies to help you jumpstart the new school year. Download Now.

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A Guide to Formative Assessment Infographic - e-Learning Infographics

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It's your first big lesson of the new school year, and you've spent a ton of time planning the perfect activity to engage your class. But after the lesson is over, you have a sneaking suspicion most of your students left class confused, though you're not totally sure. Now what?

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I selected this comprehensive guide because it offers practical strategies for educators to advocate effectively for English learners. It covers areas such as building partnerships with families, understanding legal rights, and implementing inclusive policies. This resource serves as a valuable tool for creating equitable learning environments.​

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I selected this infographic because it offers clear, actionable strategies for educators to promote equity and advocate for English learners. It emphasizes building relationships with students and families, creating language-rich environments, and providing scaffolded support to ensure ELs have access to challenging coursework.​