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Welcome to my Padlet!

Here I’m sharing 5 curriculum resources that I have found really helpful for planning lessons, especially for English Language Learners. Each one supports a different part of the process like building language skills, designing engaging activities, or making sure lessons are culturally responsive.

I’ve added links and a break down of explaining why I picked each resource and how I’d use it in my classroom using Bloom’s verbs like apply, create, and evaluate.

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Teaching Tolerance Literacy Based Curriculum Toolkit

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Teaching Tolerance Literacy Based Curriculum Toolkit

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I would use this resource alongside ARC by pulling in lessons that match the themes we're reading about in the ARC units. For example, if my students are reading texts about identity or community, I can bring in a Teaching Tolerance lesson that adds more discussion or writing opportunities around those topics. This helps make learning more relevant and culturally meaningful.

Bloom’s Design extension lessons that connect ARC themes to real world issues and student experiences.

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For young white students, explorations of fair and unfair, just and unjust, can go a long way in advancing anti-racist white identity. Purposeful use of literature and basic study of white anti-racists are among the key ways educators can advance such aims.Teaching Tolerance presents four short biographies for early grades classrooms, with activity ideas.

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These robust, ready-to-use classroom lessons offer breadth and depth, spanning essential social justice topics and reinforcing critical social emotional learning skills.

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The New York State Bilingual Progressions is a helpful guide that shows what English learners can do at different stages of learning English. It helps me plan lessons that fit each student’s level, whether they’re just starting or almost fluent. I can use it to simplify instructions, give sentence starters, or add pictures to help students understand better. It works great for both small groups and whole-class lessons so every student gets the support they need to learn and grow.

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 Scaffolding Instructions for English Language Learners (NYSED)

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 Scaffolding Instructions for English Language Learners (NYSED)

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This NYSED guide provides practical strategies for supporting ELLs in grades K–10 by breaking down lessons into smaller, more manageable parts. It includes tips like using visuals, pre-teaching vocabulary, and modeling sentence structures. In my classroom, I would use this during ARC lessons or small group time to help students access complex texts. For example, I might introduce a few key words and build background knowledge before we dive into a new book, helping students feel more confident and prepared.

Bloom’s Verb: Support student understanding through structured scaffolding strategies tailored to their needs.

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Scaffolding Instructions for English Language Learners

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The NYSED Office of Bilingual Education and World Languages (OBEWL) offers these scaffolds for English Language Learners (ELLs) and Multilingual Learners (MLs) as part of an initiative to develop resources for ELL and ML educators to support language learning through content as students work to meet the New York State Next Generation Learning Standards

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This tool shows what bilingual and multilingual students can do at each stage of English proficiency in listening, speaking, reading, and writing. In my 5th grade bilingual classroom, I use it to better understand how to support students during ARC lessons and small group instruction. It helps me choose the right sentence frames, vocabulary supports, and questioning strategies so students feel confident participating, whether they’re just starting out or more advanced in English. It also helps me set clear, realistic goals for each student’s language growth while keeping the content challenging and grade level appropriate.

Bloom’s Verb: Differentiate instruction and supports based on students’ language proficiency levels.

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

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

Bilingual and English-immersion early care and education programs

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

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

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

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

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

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

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

Differentiate instruction and classroom assessment for language

Interpret ACCESS for ELLs test scores

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

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

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Academic Tasks That Build Language Through Contet

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Academic Tasks That Build Language Through Contet

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This site offers academically rigorous tasks specifically designed for English learners, with a strong focus on language development in content areas like science and social studies. It includes examples of lessons that integrate reading, writing, and speaking goals. In a bilingual 5th grade classroom, this resource is especially useful for planning project based learning or thematic units that build both academic knowledge and language skills at the same time.

Bloom’s Verb: Evaluate how instructional tasks support both language development and content learning.

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School districts have sought to create systemic plans for multilingual learners that move beyond compliance to insure coherence across their programs, policies and practices for their students and families. Understanding Language partners with districts to co-create, implement and refine their plans based on student evidence.