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California's approach to literacy instruction is grounded in the science of reading, learning, and development, including decades of research applicable to our diverse and multilingual learners. As a dynamic state with extraordinary global influence and unsurpassed cultural and linguistic resources, California is committed to ensuring that students are reading by third grade and are fully literate when they graduate from high school. Reading by Third Grade and Beyond is a key part of State Superintendent Tony Thurmond's Transforming School Initiatives.
Explore below to learn more about California's literacy policy, initiatives, and resources that include evidence-based practices aimed at achieving reading by third grade and beyond.
Announcements

Re-Centering California's English Language Arts/English Language Development Framework Webinar Series

Join the California Department of Education (CDE) for an exciting nine-part webinar series designed to re-center the English Language Arts/English Language Development Framework for California Public Schools as the primary guidance for teaching California students from transitional kindergarten through grade twelve to read, write, speak, listen, and use language. Through presentations and interactions with the Framework, the series will also highlight the promotion of multilingualism and biliteracy, culturally and linguistically affirming and sustaining instruction, and developmentally appropriate instruction for early learners.

California Literacy and Policy Guidance

Standards

Preschool and Transitional Kindergarten (TK) Learning Foundations
The California Preschool/Transitional Kindergarten Learning Foundations (PTKLF) outline the key knowledge and skills that most children ages three to five and a half years old can achieve when provided with the kinds of interactions, instruction, and environments that research has shown to promote early learning and development. They provide preschool/TK educators, parents, and the public with a clear understanding of the wide range of knowledge and skills that children typically attain when given the benefits of a high-quality preschool program, whether it be in center-based, home-based, or TK settings. The new PTKLF will be released in the summer of 2024.

Guidance

English Language Arts (ELA)/English Language Development (ELD) Framework
Approved by the State Board of Education (SBE) in 2014, the ELA/ELD Framework provides a blueprint for the implementation of two sets of interrelated standards: the California Common Core State Standards: ELA/Literacy in History/Social Studies, Science, and Technical Subjects and the California ELD Standards. The debate about how to teach literacy has gained much attention in the nation and the state in recent years. The ELA/ELD Framework, however, has long advocated for a comprehensive and integrated model of literacy that offers evidence-based literacy instruction in the classroom, including explicit instruction in phonics, phonemic awareness, and other decoding skills, as well as the development of vocabulary, comprehension, writing, speaking, and listening skills.

California Literacy Roadmap
The California Department of Education, in consultation with the SBE, is currently developing the California Literacy Roadmap per Section 117 of the Education Omnibus Budget Trailer Bill 114. The Literacy Roadmap will help educators apply the ELA/ELD Framework to classroom instruction, navigate the resources and professional development opportunities available to implement effective literacy instruction, and improve literacy outcomes for all pupils with a focus on equity.

California English Learner Roadmap
California English Learner policy including a focus on literacy and biliteracy for English learners, as well as the importance of home language. It is a guide to assist local educational agencies to implement California's 21st century college-and-career-ready standards, curriculum, instruction programs, and assessments.

Legislation

Screening for Risk of Reading Difficulties
The Screening for Risk of Reading Difficulties allows for early identification and intervention of reading difficulties, including dyslexia, for students in kindergarten to grade two. Education Code 53008 requires all California local education agencies (LEAs) to adopt a screening instrument by June 30, 2025, and implement screening beginning no later than the 2025-2026 school year. The LEAs select their screening instrument from the list approved by the Reading Difficulties Risk Screener Selection Panel (RDRSSP) appointed by the SBE. Learn more about the RDRSSP.

Initiatives

Current Grant Work

Comprehensive Literacy State Development Grant (2019-2024)

Educator Workforce Investment Grant (EWIG): Effective Language Acquisition Programs (2023-2025)

California Dyslexia Initiative (2019-2024)

Early Literacy Support Block Grant (2020-2024)

Reading Instruction and Intervention Grant (2021-2026)

Literacy Coaches and Reading Specialists Program and Literacy Coaches and Reading Specialists Educator Training Grant (2022-2027 and 2023-2028)

Summary: The 2022-2027 program provides $250 million to LEAs to develop school literacy programs, employ and train literacy coaches and reading and literacy specialists, and develop and implement interventions for students in need of targeted literacy support. $225 million funds eligible LEAs, and $25 million funds the Sacramento COE through the Literacy Coaches and Reading Specialists Educator Training Grant to support those LEAs and to develop and provide professional learning for educators to become literacy coaches and reading and literacy specialists. The 2023-2028 program provides an additional $250 million to LEAs for the same purposes. $248 million will fund eligible LEAs, and $2 million will be allocated to the Sacramento COE.

Literacy Campaign Support: Provides funding to elementary school sites to increase the number of literacy coaches and specialists and to develop and implement school literacy programs.

Prior Grant Work

EWIG: EL Roadmap Policy Implementation (2019-2023)

EWIG: Special Education (2019-2022)

Summary: This $5 million state grant funds the California Coalition for Inclusive Literacy to build the capacity of California local educational agencies to create, design, and deliver professional learning opportunities for teachers and paraprofessionals in literacy development and Universal Design for Learning to provide access for students with disabilities to their grade-level content.

Literacy Campaign Support: Provides training to teachers in Universal Design for Learning, which supports all students, including those struggling to read.

Webinars

English Language Arts (ELA)/English Language Development (ELD) Framework Webinar Series Playlist

This 9-part series is designed for all school, district, county, state, and higher education educators who want to learn more about California's recommended literacy policies and practices, as well as why the English Language Arts/English Language Development (ELA/ELD) Framework is as relevant today as it was in 2014. The series will explore how it is organized, what it offers, how it can be used, and how it supports Superintendent Thurmond's Literacy Campaign of "Reading by Third Grade and Beyond."

Register via Zoom to attend an upcoming webinar .

Session 1: Overview Comprehensive Literacy

Session 2: Foundational Skills

Session 3: English Language Development

Session 4: Language Development

Session 5: Meaning Making

Session 6: Effective Expression
Access the complete webinar series playlist
Resources

Literacy Newsletter

A primary objective of California's federally funded Comprehensive Literacy State Development (CLSD) grant program is to bring coherence to California's system of literacy supports to improve student outcomes, birth through grade twelve. This newsletter supports this objective by providing information on literacy-focused activities happening within the California Department of Education (CDE), the Statewide System of Support, and at local educational agencies (LEAs) to help achieve the goal of aligning state and local literacy initiatives.

Subscribe to this newsletter by sending a blank email to join-cde-literacy@mlist.cde.ca.gov. If you have a literacy-focused event or resource that you would like to see highlighted in this newsletter, reach out to the CLSD team at CLSDP@cde.ca.gov.

Related Documents

CDE Biliteracy Pathway Recognition
The Biliteracy Pathway Recognitions may be awarded to preschool through grade eight students on the path to the State Seal of Biliteracy. You will find optional criteria and guidance for recognition.

CDE State Seal of Biliteracy
The State Seal of Biliteracy is a recognition awarded to graduating high school students who have achieved a high level of proficiency in one or more languages in addition to English. The requirements for earning the State Seal of Biliteracy are established in California Education Code Section 51461.

Digital Learning Integration and Standards Guidance
Guidance to support schools to effectively implement technology to support learning and to address critical areas of instructional focus.

Executive Summary (PDF)
This executive summary provides highlights from the framework and directs readers to resources in the document. It begins with a broad overview of the standards and California's vision for their implementation, features important grade-level guidance, and highlights selected topics crucial for effective implementation.

Universal Prekindergarten (UPK) Curriculum Checklist
Details elements to consider when choosing and implementing a curriculum for Transitional Kindergarten (TK) and preschool programs serving majority four-year-old children. Specific sections are devoted to language and literacy instruction including development of key skills, importance of book read-alouds, literacy small-group instruction, and literacy centers.

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Guidance and resources for teachers and families in Preschool through twelfth (P-12) grade schools regarding evidence-based literacy instruction.

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CA PTKLF Language & Literacy Foundations

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CA PTKLF Language & Literacy Foundations

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Top Tips for Supporting Early Childhood Educators

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Top Tips for Supporting Early Childhood Educators

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Top Tips! for Early Childhood Educators (1)

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California Coalition for Inclusive Learning - Early Childhood Education

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Creating and nurturing an inclusive, affirming classroom community is a central priority for educational equity and access for English Learners, made even more critical and urgent in a pandemic climate where social isolation, economic crisis and racial injustice have intensified. It is imperative th…

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Early Childhood  Video Examples By Guideline Using 3.0

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California Coalition for Inclusive Learning - Multilingual Learners

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Got a Minute? Supporting Multilingual Learners Through the Lens of UDL

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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5 Tips for Supporting Dual Language Learners

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5 Tips for Supporting Dual Language Learners

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5 Ways to Support Language & Literacy Skills in Young Dual Language Learners - Brookes Blog

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How can you provide effective support for the young dual language learners in your classroom as they develop their language and literacy skills? We’re bringing you five practical guidelines for your classroom today, along with a free printable version you can save as a reminder and share with colleagues looking for new strategies. (Today’s post was excerpted and adapted from Teaching Dual Language Learners by Lisa López, Ph.D. & Mariela Páez, Ed.D.)

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Enhance Your Support for Multilingual Learners in the Classroom

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Explore SEAL’s curated collection of research, videos, expert insights, and innovative strategies for how to support Dual Language Learners in the classroom.

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Tips for Supporting Multilingual Learners

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Tips for Supporting Multilingual Learners

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Top Tips! for Supporting Multilingual Learners

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Technical support, guidance, frequently asked questions (FAQs), and resources for the identification, reporting, and support of dual language learners in the California State Preschool Program.

California State Preschool Program (CSPP) Resources

Additional Resources

Resources to share with families regarding the benefits of multilingualism and home language development:

Research to Practice:

Dual Language Learner Research:

Classroom Support:

California's DLL Identification Process Helps Teachers Support Young Children & their Families: This video was developed by Early Edge California and shares from a teacher and parent perspective the benefits of the DLL identification process for children, teachers, and families.

Classroom Strategies webinars developed by Early Edge California:

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Technical support, guidance, frequently asked questions (FAQs), and resources for the identification, reporting, and support of dual language learners in the California State Preschool Program.

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La Educación Multilingüe (español)
Overview of Multilingual Programs

Multilingual programs prepare students for linguistic and academic proficiency in English and additional languages, and require thoughtful design. Multilingual programs are based on research that demonstrates the program model's effectiveness at leading students toward linguistic fluency and academic achievement in more than one language.

The California Department of Education (CDE) mission is to equip students with world language skills to better appreciate and more fully engage with the diverse mixture of cultures, heritages, and languages found in California and the world, while also preparing them to succeed in the global economy. The CDE has set specific goals in the Global California 2030 Report (PDF) . By 2030, half of all kindergarten through grade twelve students will participate in programs leading to proficiency in two or more languages, either through a class, a program, or an experience. By 2040, three out of four students will be proficient in one or more languages, earning them a State Seal of Biliteracy.

What are the Benefits of Multilingualism?

According to the U.S. Department of Education, multilingualism provides educational, cognitive, sociocultural, and economic benefits for those students who attain fluency in more than one language.

Cognitive Benefits

Educational Benefits

Sociocultural Benefits

Economic Benefits

Increased executive function:

Attentional Control

Task switching (mental flexibility)

May delay the onset of age-related cognitive decline and the onset of illnesses such as Alzheimer's disease

Increased intellectual flexibility

Comparable or higher achievement of students in dual language programs as compared to students in English-only programs

Improved learning outcomes in various subjects

Associated with increased high school graduation rates among children of immigrants

Leads to increased levels of creativity

Promotes higher levels of abstract thought and reasoning

Engenders enhanced metalinguistic awareness to support the learning of languages in the future

Greater understanding of other world cultures

Increased empathy development

Enhanced connection to heritage cultures

Promotes global awareness, reduced discrimination, improved self-esteem, and stronger cross-group relationships

Greater job opportunities in multiple public and private sectors

Greater business opportunities

Raises occupational status and earning potential

Language skills are in high demand for employment with the Federal Government

Table is adapted from the U.S. Department of Education Office of English Language Acquisition Benefits of Multilingualism Infographic, 2020

The report is available on the following websites: American Institutes for Research and WestEd .

Center for Applied Linguistics (CAL)
CAL provides research-based language and cultural education resources, including a national directory of Two-Way and Dual-Language Immersion programs. Visit the Two-way Immersion website for information and downloadable resources from the Two-Way Immersion Outreach Project.

U.S. Department of Education OELA
OELA provides data, resources, and technical assistance for English learner instruction, including the English Learner Tool Kit and Newcomer Tool Kit.

Questions: Language Policy and Leadership Office | 916-319-0845

Last Reviewed: Tuesday, June 18, 2024

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The resources on this web page offer information on the development, implementation, and location of multilingual programs.

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Empower Learners with the Learner Profile

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Empower Learners with the Learner Profile

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Empowering Learners™ with The Learner Profile

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Part 1 of the 3 Part Series on Using the UDL Lens of Access, Engage, and Express to empower learners. The excitement in starting a new school year is happening across the country. Educators have sp…

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California has a NEW asset-based DLL identification process for CSPP funded programs. The process helps state preschool teachers and administrators strengthen their work in supporting DLL children and their families. Watch Early Edge California's video to learn more about it. Here's a great resource to support a positive process for everyone: DLL Identification Guide.

"After having this conversation with my son's preschool teacher, she was very supportive in helping him learn English but also continuing the Spanish language." - Parent

For more information or resources on AB1363 click here! Have questions about PLIS? Send your questions to PLIS@cde.ca.gov

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Resources for Early Educators - Quality Start Los Angeles

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Supporting dual language learners (DLL) in your early learning programs requires specific effort and resources. Below are a variety of tools and supports to help you provide high impact learning opportunities for the young DLLs in your care.

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Personalized Oral Language Learning Strategies

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Personalized Oral Language Learning Strategies

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Personalized Oral Language Learning (POLL) is a set of strategies designed to meet the needs of young children and is based in research that emphasizes the importance of strong home language skills, the advantages of early bilingualism, and promising practices that all early childhood providers can implement to promote the growth and development of dual and multilingual learners. All providers, monolingual or multilingual, can implement these strategies to improve young children’s oral language abilities, conceptual knowledge, and social-emotional development.

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Creating Environments That Include Children's Home Languages and Cultures

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Creating Environments That Include Children's Home Languages and Cultures

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NAEYC 5 Tips for Engaging Multilingual Children in Conversation

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NAEYC 5 Tips for Engaging Multilingual Children in Conversation

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Five Tips for Engaging Multilingual Children in Conversation _ NAEYC

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Engaging and Effective Strategies That Support Language and Literacy

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Engaging and Effective Strategies That Support Language and Literacy

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May 8 Engaging & Effective Strategies That Support Language Flyer

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The State of English Learners in California's Schools

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The State of English Learners in California's Schools

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Project MuSE: Tiered Resources for Educators Serving Dually Identified Students

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Project MuSE: Tiered Resources for Educators Serving Dually Identified Students

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Enhancing Early Biliteracy for Dual Language Learners

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Enhancing Early Biliteracy for Dual Language Learners

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UDL Checklist for Early Childhood Environments 

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UDL Checklist for Early Childhood Environments 

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03_Building Inclusive Child Care_ Universal Design for Learning Checklist

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Ed-Talk: Learning with an Emotional Brain - Mary Helen Immordino-Yang

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Ed-Talk: Learning with an Emotional Brain - Mary Helen Immordino-Yang

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Ed-Talk: Learning with an Emotional Brain - Mary Helen Immordino-Yang

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Creating conditions for dual language
learners to thrive in early education

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Continuum of Voice: What It Means for the Learner

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Continuum of Voice: What It Means for the Learner

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Continuum of Voice: What it Means for the Learner

Personalize Learning, LLC designed Continuum of Voice adapted from "Motivation, Engagement, & Student Voice" by Toshalis & Nakkula from Students at the Center @StudentCntrHub - Visual designed by Sylvia Duckworth @sylviaduckworth. © 2016 by Bray & McClaskey, How to Personalize Learning.

Voice gives learners a chance to share their opinions about something they believe in. We adapted the Continuum of Voice chart we used from research from Toshalis and Nakkula at the Students at the Center in our post Learner Voice Demonstrates Commitment to Building Agency. We added examples that illustrate each level to support implementation using a design by Sylvia Duckworth.

The learning environment changes as you encourage voice and can see learners taking more control of their learning. This occurs across the Stages of Personalized Learning Environments (PLE) v5.

Stage One: Teacher- Centered Environment

Expression
As the teacher introduces the lesson, they request learners to offer background information to determine prior knowledge or to give feedback on the lesson. You will see learners working individually to develop and update their Learner Profile (LP) based on the Universal Design for Learning (UDL) lens of Access, Engage, and Express.

Consultation
Learners will consult with the teacher to share how they learn best and have conversations about their strengths, interests, and challenges in their LP. This is where the learner develops a relationship with the teacher that grows as they learn. The learner shares learning goals in their Personal Learning Plan (PLP) with the teacher. and these conversations validate them as a learner.

Stage Two: Learner-Centered Environments

Participation
Learners define their learning targets in the PLP with the teacher, how they plan to meet learning goals, and articulate how they will demonstrate mastery with evidence of learning. Learners take on more roles in decision making in the classroom and school, i.e. committees, clubs, student council, etc. Learner voice is encouraged because now they are more invested in how and what they learn. Each learner designs how they will meet their learning goals in their PLP and showcases evidence of mastery.
Partnership
Learners contribute to the design of lessons and projects based on their interests and questions. You will see learners in multiple areas in the room working in pairs, small groups, one or two learners in a corner of the room, or a learner one-on-one with the teacher. Some learners are sharing information virtually. You may even notice a group where one learner is leading a brainstorming session with his or her peers on the interactive whiteboard. The noise level changes and the teacher is walking around the room checking in with different learners.

Stage Three: Learner-Driven Environments

Activism
Learners have identified a problem or challenge that they want to tackle. You may see learners in the hallways or other areas in or outside of the school with an excitement about information or resources they discovered that could solve the problem. Learners are using technology effectively to make connections and build their personal learning network (PLN). Learners are showcasing evidence of mastery using how they tackled the problem. They may even create a call to action in an exhibition, on a website or to their peers.

Leadership
This is where learners take a leadership role and self-direct their learning around interests or what they want to do to make a difference. They take responsibility for the outcomes. The teacher takes on the role of advisor, providing feedback and any support needed in finding connections and resources to meet goals around what each learner believes is their purpose for learning.

"Young people want to be heard. They have ideas and perspective on their lives and the world around them, and when their voice is incorporated in learning, good things happen." [Source: McCarthy, John. Activating Student Voice Empowers Learning. p.65]

There are so many aspects of "school" where learners have not been given the opportunity to be active participants in their learning. Some learners, especially those that are concerned about extrinsic factors like grades, may not feel comfortable expressing their own opinions. Giving learners voice encourages them to participate in learning, to own and drive their learning, and eventually to discover their purpose for learning.

Thank You to Sylvia Duckworth @sylviaduckworth ( http://sylviaduckworth.com) from Crescent School, Toronto, Canada for designing the graphic of the Continuum of Voice 1/10/2016.
Cross-posted from http://www.personalizelearning.com/search?q=continuum+of+voice References
Toshalis, E. and Nakkula, M." Motivation, Engagement, and Student Voice " Students at the Center.

This page including the chart was created by Barbara Bray and Kathleen McClaskey of Personalized Learning, LLC (c) January 10, 2106 adapted from Students at the Center. For permission to adapt, distribute copies, or to use in a publication, contact Kathleen McClaskey at khmcclaskey@gmail.com.

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Continuum of Voice: What it Means for the Learner Personalize Learning, LLC designed Continuum of Voice adapted from "Motivation, Engagement, & Student Voice" by Toshalis & Nakk...

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Home | Supporting Dual Language Learners

Supporting Dual Language Learners

The California Preschool Curriculum Framework provides a wealth of information on best practices to support young dual language learners. This information falls into the following categories; guiding principles, environment and materials, family supports, and teacher interactions and strategies. Current research strongly suggests that use of these practices is critical to the long term success of dual language learners.

Read more about:

Watch this microlearning video: Classroom Practices for Supporting Young Dual Language Learners MP4

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The 2020 “Genius” Emotion Wheel is a watercolor illustration by Abby VanMuijen used by business leaders, mental health professionals

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English Learner Toolkit of Strategies (CISC & CCESA)

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English Learner Toolkit of Strategies (CISC & CCESA)

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English Learner Toolkit of Strategies (CISC and CCSESA)

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The strategies in our award-winning ELL Strategy Library include step-by-step guides, ideas for differentiation, tips for connecting to students' home languages, and resources such as videos and practical examples. While these strategies were compiled with English language learners (ELLs) in mind, they can be used to support academic language development for all students.

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How to use the CA English Learner Roadmap Early Childhood Toolkit: A Trainer of Trainers

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How to use the CA English Learner Roadmap Early Childhood Toolkit: A Trainer of Trainers

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SCOE Professional Learning Registration System

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3 Ways to Support Multilingual Learners with UDL

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3 Ways to Support Multilingual Learners with UDL

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One of the million reasons I love Universal Design for Learning ( UDL) is that it helps teachers provide the tools to help all learners learn - whether a learner has the highest GPA in the school or if a learner is new to the dominant language spoken at the school. UDL's got you! When you implement UDL in the classroom, you are teaching with the understanding that there is not one single means of representation that will be optimal for all learners.

All learners are different and how they perceive and comprehend information is different. Therefore, in order to support your wildly, amazingly different learners, you have to provide multiple means of representation.

In a UDL classroom, we all have the responsibility to design instruction to support our multilingual learners (MLL). It is important to place high expectations on our learners and help to alleviate obstacles that may get in the way of them breaking through and hitting their potential.

Here are three ways to support our MLL learners with UDL:

Funds of Knowledge

Students have a wealth of knowledge that they gain through personal experiences outside of school. By understanding students' non-academic knowledge, educators can make connections in the curriculum and see their knowledge as strengths. This helps students activate background knowledge and generalize and transfer knowledge to new learning.

To activate your students' funds of knowledge, consider:

Asking students about hobbies, skills, and talents and how they learned them

Asking students to interview their family members and share what they learned with classmates

Inviting family members to speak to fellow students about their experiences (in-person or via zoom), or

Inviting students to tell their stories (orally, written, via video, etc.)

Instructional Practices

We can eliminate barriers for our students in the way that we shape and deliver our content to our learners.

Cooperative learning is when students work together to achieve a goal. It helps deepen their knowledge, provides them with immediate feedback, helps students identify their strengths, and allows teachers to be able to circulate the room to provide more support where needed. MLL students can listen to English and speak it in a small group, which helps build confidence and deepens comprehension. For example, pair reading helps students listen to English and practice speaking and reading with a peer.

Increase wait times. Pause after asking a question. Include think-pair-share, which gives students time to process, translate if necessary, and activate prior knowledge as they discuss with a peer.

Provide students with difficult vocabulary before a lesson. This allows them to translate and activate prior knowledge.

Provide visuals. Include visual supports whenever possible to help students connect English to their native language.

Technology in the classroom can be such an amazing benefit - especially for our multilingual learners. There are a plethora of new technologies and apps that help make things easier. Below are a few of our current favorite ways to use technology to benefit our MLL students:

Translate digital text to a student's native language through:

Google Translate

Onlinedoctranslator.com

Translate Function on Google Docs (click Tools > Translate > Select language to translate)

Allow students to discreetly ask for help. Many MLL students are quiet and shy when they join an English-speaking classroom. The language barrier can prevent students from verbally asking for help. Sites like ClassroomQ can help them easily and privately ask for help.

Video captions can be translated on YouTube so students can hear English and read it in their native language. This also allows them to hear and/or read the information as many times as necessary.

Text-to-Speech allows students to record their notes or thoughts in their native language then translate to English. For example, Google Docs has this feature for many languages. To use this, turn on voice typing in Google Docs. Change the settings from English to the student's native language - then turn it on and then they can start speaking in their native language.

We can provide all students with multiple means of representation using the UDL Guidelines through funds of knowledge, instructional practices, and technology.

Source: Kristin Mayo

Did we miss anything that has worked well in your classroom? We would love to hear from you and add it to this piece. Send us a note or reach out @NovakEducation.

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3 Ways Educators Can Support Multilingual Learners With UDL

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How educators can support English Learners and Multilingual Learners with Universal Design for Learning. Three steps for educators to take to support MLLs.

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The Intersection of UDL and Multilingual Learners

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The Intersection of UDL and Multilingual Learners

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Rooted Linguistics: Serving Teachers of Multilingual Learners

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Multilingual learners (MLs) are amongst the fastest growing population in the United States. MLs come from diverse linguistic and cultural backgrounds. The assets they bring to classrooms are…

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Seeds of Partnership Preschool Planning Tool

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Seeds of Partnership Preschool Planning Tool

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The Preschool Planning Tool provides early childhood general and special education teachers and administrators with ideas for teaching strategies, potential educational goals, and possible assistive technology supports that relate to competencies identified in three Domains of the California Preschool Learning Foundations Volume 1. (California Department of Education (CDE), 2008. California Preschool Learning Foundations Volume 1. Sacramento: CDE Press.)

This tool was originally a collaborative endeavor initiated by the SEEDS Project in 2009. A small group of Early Childhood Education Professionals and parents gathered together to learn from one another and to brainstorm the development of a "crosswalk" in an effort to connect a variety of EC and ECSE resources, tools and required documents. Over time, some of the tools and resources originally considered have changed, shifting this project from a "crosswalk" to a "planning tool." The goal of this tool is to assist and guide teachers in their instructional practice to support children in attaining the knowledge and skills described in the foundations.

The samples and ideas within the tool are not exhaustive; they are intended to assist teachers in their intentional teaching around the foundations. Teachers are very creative and imaginative; the samples can be used as a starting point or as a springboard for other stimulating ideas in the classroom to enable children to acquire the competencies found in the foundations. Read what some teachers have shared about using this tool. (99k PDF)

Get Started

Step 1: Select a domain from the CA Preschool Learning Foundations

Step 2: Select a strand from the domain

Step 3: Select a sub-strand from the strand

Step 4: Choose the information you want included in your planning table

Step 5: View and print your planning table

Helpful References

Share Your Wisdom with Others

We invite you to share with us how you utilized this tool or share additional teaching strategies/AT ideas (some may be featured and added to the tool).

The links within the tool are current as of February 2015. Broken link? Let us know!

A Special Thanks to the Following:

M. Cathcart, G.S. Johnson, R. Ryan, D. Eagen, D. Soto, S. Botkin, S. Castillo, J. Battaglia, C. Fiorelli, M. Whitney, P. Salcedo, K. Sadao, C. Mikitka, C. Kaup, D. Whitmer, A. Ferry, S. Baltazar, A. Kuschner, D. Henry, G. Guarneri, E. Cho, K. Finn, V. Reynolds, N. Manker, T. Anderson and J. Crum.

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The Preschool Planning Tool provides early childhood general and special education teachers and administrators with ideas for teaching strategies, potential educational goals, and possible assistive technology supports that relate to competencies identified in three Domains of the California Preschool Learning Foundations Volume 1. (California Department of Education (CDE), 2008.

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SJCOE Resource Padlet for UDL and Early Childhood

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SJCOE Resource Padlet for UDL and Early Childhood

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Tailoring Instruction to Support English Language Learners

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Tailoring Instruction to Support English Language Learners

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Tailoring Instruction to Support English Language Learners

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What is UDL? Universal Design for Learning Explained (3 minutes)

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Welcome to the California Coalition for Inclusive Learning (CCIL) universal resources. It is our intent that educators in a variety of roles, find resources to support their practice in universally designing learning experiences for all learners. In anticipation to the barrier of time , we've designed three ways to engage on a particular :

- Past and future content (slides and video recordings)

- One-doc stops present best practices related to the topic.

Got a Minute? Learning Series - Flexibility to choose your learning pathway based on the amount of time available.

At CAST we believe that variability is the norm ! We'd love your on these iterative resources!

For more information on coaching and support, California educators may contact Shamryn Coyle, CCIL Director for the Placer County Office of Education at scoyle@placercoe.org .

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California Coalition for Inclusive Learning

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Welcome to the California Coalition for Inclusive Learning (CCIL) universal resources. It is our intent that educators in a variety of roles, find resources to support their practice in universally designing learning experiences for all learners. In anticipation to the barrier of time, we've

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UDL Resources to give you practical guidelines on Universal Design for Learning and to help you implement UDL in your school and/or classroom.

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BrainPOP Jr. | Resources for K-3 Teachers

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Engage young students while building foundational skills across the curriculum with BrainPOP Jr., the perfect tool to cultivate kids’ curiosity and confidence.

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10 Tips to Teaching Dual Language Learners

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10 Tips to Teaching Dual Language Learners

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10 Tips for Teaching Young Dual Language Learners Effectively

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HOW UDL Supports ELL Through Multiple Means of Representation

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HOW UDL Supports ELL Through Multiple Means of Representation

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How Universal Design for Learning Supports ELL Through Multiple Means of Representation

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How To Design Your YL Classroom To Support DLL's

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How To Design Your YL Classroom To Support DLL's

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Part 1: How to Design Your TK Classroom to Support Dual Language Learners

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Effective Classroom Practices for Equitably Serving Preschool DLL's

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Effective Classroom Practices for Equitably Serving Preschool DLL's

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Part 2: Effective Classroom Practices for Equitably Serving Preschool-Age Dual Language Learners

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Options for Today to Support Opportunities Tomorrow: Dual Language Programs and California’s Ed.G.E Webinar (April 2, 2025, 2 to 3 p.m.)

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Options for Today to Support Opportunities Tomorrow: Dual Language Programs and California’s Ed.G.E Webinar (April 2, 2025, 2 to 3 p.m.)

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Despite backwards momentum at the federal level, Californians know that we live in a multilingual economy, and California’s parents want to make sure that our students are prepared to participate, compete, and lead. We are leading the way to ensure that California’s families have more options today to make sure that California’s students have access to every opportunity tomorrow.

Join State Superintendent of Public Instruction Tony Thurmond as he outlines California’s vision to expand multilingual programs to move the needle in education, spur economic growth, and address declining enrollment with a backdrop of California Education for a Global Economy Initiative (Ed.G.E.) and English Learner Roadmap Policy.

This is the first of a three-webinar series featuring expert panelists.

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done. Zoom is a publicly traded company headquartered in San Jose, CA.

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ESE Toolkit Presentation: Meeting the Needs of English Learners Through the Lens of UDL 

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ESE Toolkit Presentation: Meeting the Needs of English Learners Through the Lens of UDL 

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Learning Through UDL Stories: UDL in Action Webinar

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Learning Through UDL Stories: UDL in Action Webinar

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Welcome! You are invited to join a webinar: Learning Through UDL Stories: Kavita Rao and Caroline Torres on UDL in Action. After registering, you will receive a confirmation email about joining the webinar.

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Join us for Learning Through UDL Stories, a dynamic series where educators, researchers, and UDL practitioners share their experiences and insights on implementing Universal Design for Learning (UDL). Hosted by Allison Posey, this series explores real-world strategies, challenges, and successes in designing learning environments that reach every student. Each episode features a special guest who shares their UDL journey, offering actionable strategies to enhance teaching and learning. In this episode, Kavita Rao and Caroline Torres bring their expertise to the table, sharing practical insights and proven strategies for integrating UDL into everyday classroom practices. Together with Allison Posey, they’ll discuss how representation, collaboration, and innovative UDL applications can create more engaging, equitable, and successful learning environments for all students. Can’t attend the live webinar? No worries! RSVP now and we’ll send you the recording the following week.

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Resource for Teaching MLL's

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Karen Nemeth
image from Bigstock.com

Preschools have labels because they value 'environmental print'. But... if no one reads the labels or talks about them, do they really help teach language and literacy?

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Helping you provide better early education for dual language learners.

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Inquiry Based Science and ELL Development

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Inquiry Based Science and ELL Development

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Inquiry-based science and English language development are a natural fit.

Inquiry-based science is a powerful way to learn science, regardless of a student's language background. When students ask questions, write observations, make predictions, share their thinking, and reason and debate with each other, they are using language to make authentic and meaningful connections to the scientific phenomena they are investigating. When English language learners are supported by teachers to fully participate in inquiry-based science, the increased communication and sophisticated uses of language that take place during investigations engage them in linguistic work that can support English language development.

Classrooms are becoming increasingly diverse.

The linguistic diversity of K-12 classrooms has been rapidly increasing in every part of the country. By 2030, English will be the second language of approximately 40 percent of school-age children in the United States. This shift, along with changing standards in science, math, and English language arts, places heightened demands on teachers.

Teachers need support to foster a language-rich, content-rich environment for science learning.

In 2010, the Institute for Inquiry® began a district-wide partnership with the Sonoma Valley Unified School District to provide all elementary school teachers with an intensive program of professional development. This program, which experimented with new approaches to professional development, was designed to equip teachers with classroom strategies that support science as a context for English language development.

An Educators Guide for Inquiry-based Science and English Language Development shares the Institute for Inquiry's approach to their work in Sonoma. It highlights professional development design and teaching practices that can serve as resources for teachers, teacher educators, professional development providers, district leaders, and researchers.

This program and the contents of this website were developed under a grant from the U.S. Department of Education, Investing in Innovation (i3) Program. However, these contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal government.

Additional funding for this project was provided by the Vadasz Family Foundation and the Sonoma Valley Education Foundation.

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Inquiry-based Science and English Language Development | Exploratorium

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Inquiry-based science is a powerful way to learn science, regardless of a student's language background. When students ask questions, write observations, make predictions, share their thinking, and reason and debate with each other, they are using language to make authentic and meaningful connections to the scientific phenomena they are investigating.

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Blog Series: Dual Language Learners in Transitional Kindergarten

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Blog Series: Dual Language Learners in Transitional Kindergarten

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Blog Series: Dual Language Learners in Transitional Kindergarten – Early Edge California

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This blog series was created in partnership with the Dual Language Learner Master Plan Advocates to uplift and showcase the powerful work happening across districts. It highlights efforts such as partnerships with universities and other programs to support bilingual Transitional Kindergarten (TK) educators, the development of Dual Language Immersion (DLI) programs in TK, and how districts are creating welcoming, inclusive schools for all children.

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24-25 SBCEO VCOE_ Spanish Writing and dELD in DLI

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UC|CSU Collaborative for Neuroscience, Diversity, and Learning

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Copyright © 2024 UC|CSU Collaborative for Neuroscience, Diversity, and Learning