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Michigan: K-12 Literacy and Dyslexia Law -- EL Requirements Tool (OS)

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Michigan: K-12 Literacy and Dyslexia Law -- EL Requirements Tool (OS)

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Oakland Schools has created an English Learner Requirements Tool to support educators in unpacking and understanding the requirements that pertain to multilingual learners in the K-12 Literacy and Dyslexia Law (PA 146) which goes into effect for 2027-2028.

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Literacy and Multilingual Learners webinar (Wayne RESA)

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Literacy and Multilingual Learners webinar (Wayne RESA)

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From Wayne RESA 2025 Summer Blitz:

Multilingual learners of all ages need a comprehensive literacy approach as they learn to read or begin to read in English. Because of the integrated nature of an effective approach to literacy education for multilingual learners, making sure that all essential elements–oral language development, meaning-making skills, cross-language connections, foundational skills, and more– are implemented is vital. Join us as we explore effective literacy models for multilingual learners at the elementary and secondary levels.

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Fostering Interaction with QSSSA from Ellevation

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Fostering Interaction with QSSSA from Ellevation

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Home - Wayne County Literacy Learning Network

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Equitable Literacy Access & Opportunity for ALL The Literacy Learning Network is a consortium of Wayne County stakeholders committed to the shared mission of promoting equitable access and opportunity for high quality literacy instruction for all Wayne County learners.

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Sentence starters for "Say Something - during reading strategy" (for discussing texts)

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Thinking Verbs from Long-Term Success for Experienced Multilinguals

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Thinking Verbs from Long-Term Success for Experienced Multilinguals

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Thinking Verbs from Long-Term Success for Experienced Multilinguals by Tan Huynh and Beth Skelton (2023).

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Strategic sentence starters adapted from the researchers and authors of the SIOP Model, 6th edition (2024).

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Reimagine the Science of Reading Through a Multilingual Lens from Language Magazine

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Reimagine the Science of Reading Through a Multilingual Lens from Language Magazine

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Article also available here: Reimagine the Science of Reading Through a Multilingual Lens

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language magazine science of reading MLs

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Talking Science Through Texts - Wayne County Literacy Learning Network

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A team of science, literacy and assessment educators have curated Text Sets, created Interactive Read Aloud Guides, and suggested Formative Assessments aligned to the Grade Level Topic Bundles of Michigan Science Standards.

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All of us want children throughout Michigan to be successful. An important part of student success centers around proficiency in reading. That's why a group of education experts developed new approaches for teachers to use in the classroom.

Literacy Essentials are free documents designed for Michigan educators to improve childhood literacy development . The Literacy Essentials provide research-proven, effective approaches to markedly improve literacy skills among Michigan's youngest students.

Using the with every child, in every classroom, every day will help improve literacy among our youngest learners. Literacy Essentials

Order Booklets and Materials

We have several Essential booklets available for download or purchase. Please feel free to download the documents and print them in-house, or you can order them through International Minute Press. These booklets can be purchased by districts from International Minute Press at (517) 323-7777 or by emailing lansing-mi@intlminutepress.com.

Birth to Grade 5 Early Literacy Essentials - A compilation of all Early Literacy Essential Practices in one book (does not include 6th-12th Gr. Essentials). When ordering from International Minute Press, request the "B-5th Grade Literacy Essentials Booklet". Books with no tabs are $7.11 per book. Books with tabs are $9.59 per book.

GELN Essentials (Essential Practices in Math and Literacy) - This compilation of the Essential Practices includes all Literacy Essentials, all Math Essentials, and all Organizational Practices Essentials. When ordering from International Minute Press, request the "GELN Essentials Booklet". Books with no tabs are $15.00 per book. Books with tabs are $19.00 per book.

Organizational Practices Essentials (Essential Practices in Early Math & Literacy) - This compilation of the Essential Practices includes the Early Math Essentials, Early Literacy Essentials (Prekindergarten to Grade 5) plus Literacy Coaching, and all Organizational Practices Essentials. When ordering from International Minute Press, request the "Organizational Practices Booklet". Books with no tabs are $7.11 per book. Books with tabs are $9.96 per book.

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Website for Michigan Association of Intermediate School Administrators

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Effective Instruction: The Intersection of Structured Literacy and Second-Language Acquisition for Multilingual Learners

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Effective Instruction: The Intersection of Structured Literacy and Second-Language Acquisition for Multilingual Learners

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Structured Literacy and Second-Language Acquisition for MLs - Core Learning - Goodall

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Comprehensive Literacy Instruction for Multilingual Learners

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Comprehensive Literacy Instruction for Multilingual Learners

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National Committee for Effective Literacy

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National Committee for Effective Literacy

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Literacy for Multilingual Learners

The National Committee for Effective Literacy uplifts research, policies, and practices to ensure that English learners/emergent bilinguals leave school as proficient readers and writers in English — and preferably more languages — and who thrive and succeed in school and their communities.

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LITERACY FOR MULTILINGUAL LEARNERS The National Committee for Effective Literacy uplifts research, policies, and practices to ensure that English learners/emergent bilinguals leave school as proficient readers and writers in English - and preferably more languages - and who thrive and succeed in school and their communities.

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Profile of a Translanguaging Environment

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Profile of a Translanguaging Environment

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Profile of a Translanguaging Environment

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Profile of a Translanguaging Environment Begin a preliminary profile of a translanguaging classroom by bringing to mind your context. Who are your multilingual students? What are their linguistic identities and practices? Who are you? What are your linguistic identities and practices? What do you...

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Multilingual Analysis of Classroom Environmental Print (Sample)

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Multilingual Analysis of Classroom Environmental Print (Sample)

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Adapted from Rooted in Strength: Using Translanguaging to Grow Multilingual Readers and Writers (2021).

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Multilingual Analysis of Classroom Environmental Print (Template)

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Multilingual Analysis of Classroom Environmental Print (Template)

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From Rooted in Strength: Using Translanguaging to Grow Multilingual Readers and Writers (2021).

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Creating a Multilingual Reading and Writing Landscape

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Creating a Multilingual Reading and Writing Landscape

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Adapted from Rooted in Strength: Using Translanguaging to Grow Multilingual Readers and Writers (2021).

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Ways to Interrogate Your Classroom Library

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Ways to Interrogate Your Classroom Library

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Adapted from Rooted in Strength: Using Translanguaging to Grow Multilingual Readers and Writers (2021).

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CUNY - NYSIEB: Culturally Relevant Literature (Non-Latino/a Culture)

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CUNY - NYSIEB: Culturally Relevant Literature (Non-Latino/a Culture)

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Understanding the Difference: The Science of Reading and Implementation for English Learners/Emergent Bilinguals

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Understanding the Difference: The Science of Reading and Implementation for English Learners/Emergent Bilinguals

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A 501(c)(3) nonprofit, WNDB aims to create a world where every reader can find themselves in the pages of a book. To reach this goal, we've created programs to mentor diverse writers and illustrators, support diverse publishing professionals, and provide books to classrooms nationwide.

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More than 100 carefully selected lists of multicultural and social justice books for children, young adults, and educators. When you find a book at this site, please purchase it here. Our titles are linked to Bookshop. A portion of your book purchase helps sustain our work. New Releases Activism and Organizing Africa Afro-Latinx American Indians Arabs […]

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American Indians in Children's Literature

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American Indians in Children's Literature

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American Indians in Children's Literature (AICL)

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Designed to help readers develop a critical eye about representations of American Indians in children's and young adult books

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#DisruptTexts's mission is to aid and develop teachers committed to anti-racist/anti-bias teaching pedagogy and practices. There are four core principles to #DisruptTexts:

As teachers, we have been socialized in certain values, attitudes, and beliefs that inform the way we read, interpret, and teach texts, and the way we interact with our students. Ask: How are my own biases affecting the way I'm teaching this text and engaging with my students?

Center Black, Indigenous, and voices of color in literature.

Literature study in U.S. classrooms has largely focused on the experiences of White (and male) dominated society, as perpetuated through a traditional, Euro-centric canon. Ask: What voices-authors or characters-are marginalized or missing in our study? How are these perspectives authentic to the lived experiences of communities of color?

Apply a critical literacy lens to our teaching practices.

While text-dependent analysis and close reading are important skills for students to develop, teachers should also support students in asking questions about the way that such texts are constructed. Ask: How does this text support or challenge issues of representation, fairness, or justice? How does this text perpetuate or subvert dominant power dynamics and ideologies? And how can we ask students to wrestle with these tensions?

Work in community with other antiracist educators, especially Black, Indigenous, and other educators of color.

To disrupt and transform curriculum and instruction requires working with other educators who can challenge and work with us as antiracist educators. Ask: How can we collaborate to identify, revise, or create instructional resources (like this guide) that can center and do justice to the experiences of historically marginalized communities?

Each principle stands for actions that are culturally sustaining and antiracist. Through each principle, teachers aim to offer a curriculum that is restorative, inclusive, and therefore works toward healing identities and communities.

In the November 2020, the #DisruptTexts team, in collaboration with Penguin Random House, is proud to share eight teaching and learning guides for the following texts:

At the Mountain's Base by Traci Sorrell

Frankly in Love by David Yoon

What Lane by Torrey Maldonado

Antiracist Baby by Ibram X. Kendi

Before the Ever After by Jacqueline Woodson

Darius the Great is Not Okay by Adib Khorram

Juliet Takes a Breath by Gabby Rivera

Patron Saints of Nothing by Randy Ribay

CLICK HERE to view all eight guides.

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Four Core Principles to #DisruptTexts #DisruptTexts's mission is to aid and develop teachers committed to anti-racist/anti-bias teaching pedagogy and practices. There are four core principles to #DisruptTexts: Continuously interrogate our own biases and how they inform our thinking. As teachers, we have been socialized in certain values, attitudes, and beliefs that inform the way we...

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Orbis Pictus Award for Nonfiction for Children

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Orbis Pictus Award for Nonfiction for Children

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Orbis Pictus Award (Nonfiction for Children)

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In an exquisitely executed and lyrical dual text, Larson parallels the birth of a star with the growing curiosity and discoveries of scientist Cecilia Payne. Painterly depictions of star development complement the more loosely drawn scenes of Payne's life. Rich back matter provides even more information.

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NCTE Award for Excellence in Poetry for Children

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NCTE Award for Excellence in Poetry for Children

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NCTE Poetry Committee

Members of the NCTE Children's Poetry Awards Committee determine the award recipient every other year and select notable poetry books each year.

Learn more about the NCTE Children's Poetry Award Committee and apply to be a member.

Award Details

NCTE established the Award for Excellence in Poetry for Children in 1977 to honor a living American poet for their aggregate work for children ages 3-13. NCTE also recognizes and fosters excellence in children's poetry by encouraging its publication and by exploring ways to acquaint teachers and children with poetry through such means as publications, programs, and displays.

Each year, the committee also produces a Notable Poetry Books and Verse Novels list.

Literary Merit (art and craft of aggregate work - as poet or anthologist). Creating books of poetry that demonstrate imagination, authenticity of voice, evidence of a strong persona, and universality/timelessness are essential. In short, we are looking for a poet who creates poetry books that contain clean, spare lines; use language and form in fresh ways; surprise the reader by using syntax artistically; excite the reader's imagination with keen perceptions and sharp images; touch the reader's emotions: a maker of word events.

Poet's or Anthologist's Contributions. Aggregate work, evident potential for growth and evolution in terms of craft, and excellence are considered.

Evolution of the Poet's or Anthologist's Work. Technical and artistic development as evidenced in the poetry, evidence of risk, change, and artistic stamina, and evidence of different styles and modes of expression are considered.

Appeal to Children. Although the appeal to children of a poet's or anthologist's work is an important consideration, the art and craft must be the primary criteria for evaluation. Evidence of students' excitement for the poetry and evidence of childlike quality should be present, yet the work's potential for stirring fresh insights and feelings should be apparent.

The award is presented in every other year by the chair of the NCTE Children's Poetry Award Committee at the Children's Book Awards Luncheon during the NCTE Annual Convention. The award recipient receives a plaque, is a featured speaker at the luncheon, and is invited to present at a poetry session during the NCTE Annual Convention. The Notable Books and Verse Novels list is also announced annually at the Convention.

The award was given annually until 1982 and every three years until 2009. In 2008, the criteria were updated and the time frame was changed to every other year.

Books must have been published and/or distributed in the English language during the calendar year. Bilingual books are also accepted. Nominations of individual books may come from publishers, the membership of NCTE, and from the educational community at large. Any poetry title for children ages 3-13 is accepted. This includes all forms of poetry, including individual poetry, anthologies, narratives, biographical poems, and verse novels.

Individual Poems demonstrate*

Content that is interesting to and understandable by intended readers.

Language that is innovative, with careful word choices and uses of poetic devices to enhance meaning.

Form or structure that helps readers understand more about the poetic subject or mood.

Collections and Anthologies demonstrate*

Purposeful selection of quality poetry.

Arrangement that is logical.

Inclusiveness of a range of poetry.
In addition, if an old collection or anthology has been recently published or reissued, it must have a new perspective, fresh approach, and/or be newly illustrated to be considered as a new collection.

Picture books/stories in rhyme

The poetry in picture books must incorporate poetic language that exemplifies figurative language, demonstrating depth rather than simply being rhymed couplets.

A narrative told in poetic form.

Excellence in writing and emotional impact: does the poetry "create images, express feelings, and stir emotions"?*

Format that enriches the story in some way.

*Some criteria excerpted from Galda, L., Cullinan, B. E., & Sipe, L. R. (2010). Literature and the child (7th ed.). Wadsworth/Cengage Learning.

Nominations must be submitted to the Award Committee by October 15. We request early submission when possible to give the committee enough time to review all submissions. One copy of each book nominated should be sent to the committee members for examination. Digital copies are welcome and can be emailed directly to the committee members. Advance copies or galley proofs are acceptable and encouraged, especially for books published after October 15. Hard copies are still requested in addition to the digital versions so that the committee can fully evaluate each work. Extensions of the deadline may be accepted so please email us with questions.

Contact bookawards@ncte.org with the title(s) and author(s) of the books you are nominating. We will give you the award committee contact information to send the books to the members directly. No other forms are required. NCTE members should use the submission form on the Children's Book Award homepage.

Children's Poetry Award seals (for books by the Excellence in Children's Poetry Award winners or for the Notable Poetry and Verse Novel listed titles) are available to accompany winning books and their future printings. The seals serve to endorse the excellence of the books and distinguish them from among the thousands of books published each year. Digital seals are complimentary, physical sticker seals can be requested or purchased by contacting NCTE.

To place an order, please contact Sarah Miller, bookawards@ncte.org.

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Excellence in Poetry for Children (Living American Poet) - NCTE

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Members of the NCTE Children's Poetry Awards Committee determine the award recipient every other year and select notable poetry books each year. Learn more about the NCTE Children's Poetry Award Committee and apply to be a member. NCTE established the Award for Excellence in Poetry for Children in 1977 to honor a living American poet for their aggregate work for children ages 3-13.

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All children deserve the opportunity to see themselves reflected in books, as well as learn about those who are different from them. We believe books open our minds, our hearts, and our worlds. Jane Addams Children's Book Award commended titles are books in which young people feel seen, celebrated, valued, and empowered to question, discuss, and act. - With gratitude for the work of Dr. Rudine Sims Bishop

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Jane Addams Peace Association | Children's Book Award

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All children deserve the opportunity to see themselves reflected in books, as well as learn about those who are different from them. We believe books open our minds, our hearts, and our worlds. Jane Addams Children's Book Award commended titles are books in which young people feel seen, celebrated, valued, and empowered to question, discuss, and act.

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Pura Belpre Award (American Library Association)

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Pura Belpre Award (American Library Association)

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Association for Library Service to Children (ALSC)

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This award is named after Pura Belpré, the first Latina librarian at the New York Public Library. The Pura Belpré Award, established in 1996, is presented annually to a Latino/Latina writer and illustrator whose work best portrays, affirms, and celebrates the Latino cultural experience in an outstanding work of literature for children and youth. It is co-sponsored by the Association for Library Service to Children (ALSC) and the Young Adult Library Services Association (YALSA), divisions of the American Library Association (ALA), and REFORMA, the National Association to Promote Library and Information Services to Latinos and the Spanish-Speaking, an ALA affiliate.
Visit the new ALSC Awards Shelf to browse all current and past ALSC award recipients! Download a complete PDF list of Belpre Award and Honor Books, 1996 to present Purchase award seals for your collection through the ALA store!

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This award is named after Pura Belpré, the first Latina librarian at the New York Public Library. The Pura Belpré Award, established in 1996, is presented annually to a Latino/Latina writer and illustrator whose work best portrays, affirms, and celebrates the Latino cultural experience in an outstanding work of literature for children and youth.

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Coretta Scott King Award (American Library Association)

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Coretta Scott King Award (American Library Association)

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Designed to commemorate the life and works of Dr. Martin Luther King, Jr. and to honor Mrs. Coretta Scott King for her courage and determination to continue the work for peace, the Coretta Scott King Book Awards annually recognize outstanding books for young adults and children by African American authors and illustrators that reflect the African American experience.

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Schneider Family Book Award (American Library Association)

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Schneider Family Book Award (American Library Association)

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Awards, publishing, and conferences: ALA membership advocates to ensure access to information for all

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CUNY - NYSIEB: Culturally Relevant Literature on Latino/a Culture and Language (Elementary)

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CUNY - NYSIEB: Culturally Relevant Literature on Latino/a Culture and Language (Elementary)

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From Seven Steps to a Language-Rich, Interactive Classroom. Also available as a google doc.

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Sentence stems for all students and for newcomers

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Sentence stems for all students and for newcomers

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WIDA Guiding Principles of Language Development

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WIDA Guiding Principles of Language Development

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QSSSA Instructions for Structured Conversations

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QSSSA Instructions for Structured Conversations

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Our main WRESA Multilingual page, with links to our many resource padlets, and much more.

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Wayne County is home to one third of all Multilingual Learners in Michigan. Wayne RESA strives to increase high quality equitable opportunities for Multilingual Learners and their families across Wayne County.

Wayne RESA's direct service model was phased out effective June, 2023. The Multilingual Department continues to plan for future opportunities. Through the Transitional Model, all 33 districts and 97 PSAs will have access to WRESA support as they strengthen services to multilingual learners.

For districts developing a Language Assistance Program (LAP) or looking to refine an established ML program, the WRESA Multilingual Department provides differentiated support through a tiered model of professional development, consultation, and coaching.

Consultants are available to provide information, resources, networking opportunities and support needed to take the education of multilingual learners in Wayne County to the next level. Please contact us if you would like more information on the services we provide.

Based on our recent work and feedback from focus groups last spring, the WRESA Multilingual Department is excited to provide differentiated support to all Wayne County districts via a tiered system of professional learning, consultation, and coaching. View our brochure by clicking the image and contact us to learn how we can design support for your district to ensure the success of your multilingual learners.

Here you will find information about our upcoming events.

Click on any event below to learn more.

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Also available as a google slide deck.

Please be sure to credit Molly Lange Shackelford and Valentina Gonzalez.

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Multilingual educators from ISDs and districts statewide created this resource for classroom and core content teachers. Whether you are a novice or veteran teacher, whether you have taught one multilingual learner or 100, this resource has something for you. Please also note that this is an ever-changing document.  As new resources are created or discovered, they will be added.

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SIOP & Related Resources Getting Started: Survival Tools Welcoming Environment Translation Tools Resources by Domain WIDA Resources Accommodations Newcomers Professional Learning Classroom Teacher Digital Notebook Published 6/2023

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The Visual Non-Glossary has sentence stems, prompts, and visuals for a variety of subjects and grade levels. A subscription is needed to access all resources; however, there are a number of free resources under each subject area (click on the subjects tab at the top of the page).

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14
grade levels

1,137
vocabulary words

"

This resource is a game changer for me.

-Science Teacher

1,876
structured visuals

5,628
conversation prompts

What is The Visual Non-Glossary?

What Do Students Think about
The Visual Non-Glossary?

is a resource designed to make deep learning about academic concepts available to all students. This depth is achieved, in an equitable way, from rich discussions about academic content using academic vocabulary. But students can only engage in academic discussions as much as they have mastered the academic language they need to use. The Visual Non-Glossary helps students master academic language in two ways:

1. Through the use of visuals, students are able to comprehend the meaning of vocabulary words in their own language and through their own schemata.

2. Through the use of structured sentence stems and references to other words, students are able to correctly practice using the words in context.

The sentence stems and questions in this resource are deliberately designed to promote students' use of academic vocabulary. When students are given the opportunity to discuss the questions with partners or within groups, they grow their confidence and competence in pronunciation and proper usage of each word. Requiring students to use certain words in their verbal and/or written responses is effective at helping to build students' vocabulary. Using carefully labeled visuals and asking questions which naturally encourage students to use those labels, however, is an even more effective. It's like giving children broccoli versus folding broccoli into mac 'n cheese. Either way, they're getting their vitamins, but the second way makes them much more likely to do it - and to smile while doing it!
Take the example to the right. A group of four students might share the following responses:

A vestigial structure originates from bones.

A vestigial structure originates from functional body parts like legs.

A vestigial structure originates from structures that were functional millions of years ago but lost function over time.

A vestigial structure originates from functional legs a long time ago that went away because the animal stopped using it as it was evolving but is still there as a vestigial bone.

In each example, students are using the academic vocabulary word ( vestigial structure) in context and with other vocabulary words ( functional, for example). Additionally, students are able to hear ideas from each other and build on each other's ideas. In a bustling learning environment, the simple question "Where does a vestigial structure originate from?" turns into a rich discussion about what vestigial structures are, how they are formed, and how they remind the students of instances from their own lives.
While this resource has a list of common vocabulary words aligned to the TEKS and NGSS standards, it is in every other respect not a glossary. This resource, unlike glossaries, is not designed to provide definitions of words. The word "definition" derives in part from the Latin word finis, meaning a boundary or limit. The definitions found in glossaries are fixed, absolute statements which, by their nature, set a boundary or limit to student success. Either the student reaches the boundary (understands or accepts the definition) or falls short of the boundary (fails to understand or accept the definition).

The rigidness of glossaries is problematic because they

1. fail to accommodate students whose background knowledge restricts them from understanding all the terms in the way the glossary writers do, and

2. offer no opportunity for students to think any more deeply about the scientific concept than the boundary of the definition determines.

Instead of providing definitions, this resource asks questions, and provides the support (through sentence stems and visuals) that students need to infer meaning and make connections about science content. A one-year license for each educator costs $100. A Science license allows educators to access all science visuals, questions, and slide decks from 2nd grade through high school. A Social Studies license allows educators to access all social studies visuals, questions, and slide decks (World Cultures, Texas History, and US History 1450-present). A Math license allows educators to access all Algebra I visuals, questions, and slide decks. Please complete this order form for payment and user information, or phone in the information to Michelle Belanger at 210-315-7119. Upon payment, access codes and instructions will be emailed to you.

For bulk purchases, please include the names, email addresses, and grade levels/subjects of each educator on the order form.

Complementary Professional Development Included with Bulk Purchases:

15-24 licenses: free 60-minute online training

25-49 licenses: free 90-minute online training

50-74 licenses: free 3-hour online training, or two free 90-minute online trainings

75-99 licenses: free 4.5-hour online training, or three free 90-minute online trainings

100-299 licenses: free 6-hour online training, or four free 90-minute online trainings

300+ licenses: up to 12 hours of online (live) training + asynchronous professional development content

District-Wide Site Licenses for TVNG Science District-wide site licenses are avaible for the Science website. A site license is priced at $1.50 per student based on most recent enrollment numbers. Site lincenses provide access to all faculty and staff of a district to the Science website through a single sign-on. Purchase of a site license includes up to 12 hours of online (live) training + asynchronous professional development content.

0-10,000 students: up to $15,000

10,000-20,000 students: $15,000 to $30,000

20,000-33,333 students: $30,000 to $50,000

33,334+ students: $50,000 (flat rate)

Dr. Stephen Fleenor is a scientist-turned-educator who is inspired by the principles of sheltered instruction and growth mindset, particularly in their applications to academic language. He created The Visual Non-Glossary with a mind for what works in modern classrooms.

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14 grade levels 1,137 vocabulary words " This resource is a game changer for me. -Science Teacher 1,876 structured visuals 5,628 conversation prompts What is The Visual Non-Glossary? What Do Students Think aboutThe Visual Non-Glossary? is a resource designed to make deep learning about academic concepts available to all students.

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Differences Impacting Literacy Development between Monolingual English Learners and Bilingual Learners

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Differences Impacting Literacy Development between Monolingual English Learners and Bilingual Learners

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NCEL: Differences Impacting Literacy Development between Monolingual English Learners and Bilingual Learners compiled by Dr. Kathy Escamilla.

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Early literacy considerations for multilingual learners, mapped onto the Michigan MAISA-GELN literacy essentials. Created by Ottawa Area ISD.

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Literacy Essentials considerations for MLs OAISD

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Implementing Evidence-based Instructional Practices for MLs (NCELA)

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Implementing Evidence-based Instructional Practices for MLs (NCELA)

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NCELA: Implementing Evidence-based Instructional Practices for English Learners

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Toward Comprehensive Effective Literacy Policy and Instruction for EL/EB Students

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Toward Comprehensive Effective Literacy Policy and Instruction for EL/EB Students

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NCEL White Paper on Toward Comprehensive Effective Literacy Policy

and Instruction for English Learner/Emergent Bilingual Students (February 2022).

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2022 FEB NCEL Effective Literacy White Paper

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Hedco Institute: What are effective screening practices for MLs?

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Hedco Institute: What are effective screening practices for MLs?

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What are effective screening practices for multilingual learners?

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Bilingual learners who receive early intervention tailored to their needs are more likely to achieve reading success in both languages.by Joanna Hermida, Graduate Student, Patrick C. Kennedy, Senior Research Associate, Lillian Durán, Professor, Gina Biancarosa, Professor and Ann Swindells Chair in Education, Center on Teaching and Learning, University of Oregon

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Multilingual Learners in Massachusetts Dyslexia Guidelines

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Multilingual Learners in Massachusetts Dyslexia Guidelines

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See chapter 9 on page 69 of the Massachusetts Dyslexia Guidelines for considerations for multilingual learners.

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Institute of Education Sciences: Dyslexia Screening for Multilingual Learners

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Institute of Education Sciences: Dyslexia Screening for Multilingual Learners

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You’ve Got This! Dyslexia Screening for Multilingual Learners | IES

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This blog discusses the challenge of navigating reading disability and multilingualism and includes tips for understanding and leveraging students’ language assets while screening for potential learning disability.

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International Literacy Association: Reading Screening Accuracy and English Language Proficiency

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International Literacy Association: Reading Screening Accuracy and English Language Proficiency

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Differences in Reading Screening Accuracy by Percentile Cutoff and English Proficiency: Feature Selection and Group-Wise Prediction Evaluation (Siebert et. al) in Reading Research Quarterly, November 2025

Open access article can also be found here.

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Reading Research Quarterly - 2025 - Siebert - Differences in Reading Screening Accuracy by Percentile Cutoff and English

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Michigan: MDE site for K-12 Literacy and Dyslexia law

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Michigan: MDE site for K-12 Literacy and Dyslexia law

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Early Literacy - Read by Grade Three Law

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In March 2026, MDE will open an evidence-based Tier 1, class-wide elementary reading curricula RFS that will remain open until September 30, 2026. MDE will conduct reviews of submissions and update the lists using the following schedule:

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Michigan: MDE Michigan Dyslexia Handbook

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Michigan: MDE Michigan Dyslexia Handbook

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Standard American English Phoneme - Grapheme chart

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Standard American English Phoneme - Grapheme chart

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on track list of graphemes and their associated sounds

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on track list of graphemes and their associated sounds

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MAISA PA146 Implementation Timeline Summary

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WIDA Providing Access to Complex Language: Middle School Science Lesson

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WIDA Providing Access to Complex Language: Middle School Science Lesson

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Literacy Instruction for MLs: Video quartet

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Literacy Instruction for MLs: Video quartet

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4 short videos from Claude Goldenberg, Professor Emeritus, Stanford University, as part of READ Ohio: Raising Literacy Achievement in Ohio Schools – English Learner Professional Learning Series

from the Ohio Department of Education

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I recently completed a project with the Ohio Department of Education and Workforce, a foursome of brief videos (approx 10mins each) for a professional learning series, "Literacy Instruction for English Learners," itself part of a larger PD effort aimed at raising literacy achievement in Ohio schools.

I worked it out with the department so that I could post the videos here. Anyone can view, download, share, whatever. Please note these are for non-commercial use only.

There are 2 sets of links:

Vimeo links allow anyone to play the videos online; Dropbox links allow downloading the videos at highest quality.

Vimeo Links for Playback
What Similar and What's Different about Teaching English Learners to Read?
Supporting English Learners to Develop Literacy in English Instructional Practices to Support English Learners Oral English Language Instruction to Support Literacy Skills

Dropbox Links for Downloading
What Similar and What's Different about Teaching English Learners to Read?
Supporting English Learners to Develop Literacy in English Instructional Practices to Support English Learners Oral English Language Instruction to Support Literacy Skills

I have a few comments on the first 3 videos that should be read before or after viewing each video; maybe before and after. Nothing on #4.

Video 1: What Similar and What's Different about Teaching English Learners to Read? I say "What needs to happen" several times, but I wish I'd been a bit more explicit and added "in order for someone to learn to read and be able to read."Maybe it's self-evident, but I'm also talking about teaching reading, so it would be possible to interpret "What needs to happen" as, like, "What teachers need to do."

My attempted clarification might be totally useless. Apologies if so.

Video 2: Supporting English Learners to Develop Literacy in English. There's a brief portion in this video about bilingual education, but there's more to say about its benefits both for learning to read in English (or any L2) and for long term bilingualism and biliteracy. I do say it's a topic that requires additional and separate treatment to do it justice. So I'm hoping I can get that on the Ohio education department's agenda. In the meantime, anyone interested in more on bilingual education, or at least my take on it, can check out this and this.

I also did a Substack post on bilingual education here.

There's more about the advantages of L1 literacy for developing L2 literacy in the next video (@ 5:40).

Video 3: Instructional Practices to Support English Learners. The depiction of orthographic mapping is not precisely right. The graphic at 2:00 indicates that OM involves mapping "spelling to pronunciation to meaning." Linnea Ehri, who coined the term and developed the concept, says that OM signifies mapping spelling to pronunciation. Period. Then that mapping is associated with, or linked in memory to, the word's meaning.

This seems like a very weedy distinction to make from what's shown in the video, but it matters because the evidence from neuroscience and instructional research is that mapping spelling to pronunciation (ie, symbol to sound, or sound to symbol-currently a source of disagreement itself (🤯)-comes first. Then meaning is brought in. Some researchers, particularly those knowledgeable about the neuroscience and eye-tracking research, would make a stronger statement: Mapping spelling to pronunciation (whether symbol to sound or sound to symbol) MUST come first. This important nuance is well-represented in the 3-legged stool analogy introduced in the first video.

As I say in that video, the connections between sound-symbol-meaning can't be taught as random, optional, and in any order. This is one of the many problems with "3-cueing" or "balanced literacy" which is/are based on the assumption that you can teach people to read using any combination of so-called cues, e.g., meaning, context, letters, pictures. Based on the evidence we have, that is almost certainly wrong. At a minimum it will not facilitate learning to read. At worst, it will interfere with learning to read.

Video 4: Oral English Language Instruction to Support Literacy Skills. Good news. Nothing to say there.

Please

and

if you haven't already.

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Many QSSSA examples with fabulous visuals. Full access requires a subscription, but there are free samples.

Go under "subject areas" and you will find the free samples are labeled as you scroll down the list of what is available. (It is counterintuitive, but these samples are not found under "free resources.")

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The Visual Non-Glossary is very organized. I can pull up any topic and use it immediately. I can use this resource, quickly and it is very impactful.

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Talk Read Talk Write - 2nd Edition - Bookstore

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The Talk Read Talk Write approach helps students meet and exceed the state standards for learning in all subjects while also developing the literacy skills needed for success in the 21st century. This practical resource gives teachers (K-12) a step-by-step guide to implementing structured conversation, active reading, and high quality writing in any class. The book includes quick reference charts and graphic organizers, excerpts from actual classrooms, many example/non-example sections, sample lessons, and a discussion guide for campus book study.

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Talk Read Talk Write - 2nd Edition - Bookstore

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The Talk Read Talk Write approach helps students meet and exceed the state standards for learning in all subjects while also developing the literacy skills needed for success in the 21st century. This practical resource gives teachers (K-12) a step-by-step guide to implementing structured conversation, active reading, and high quality writing in any class. The book includes quick reference charts and graphic organizers, excerpts from actual classrooms, many example/non-example sections, sample lessons, and a discussion guide for campus book study.

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Beyond the Science of Reading: How Bilingual Teachers Mediate Foundational Reading Pedagogies

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Beyond the Science of Reading: How Bilingual Teachers Mediate Foundational Reading Pedagogies