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This Padlet was created for the Maine Department of Education's Building Capacity for Multilingual Learners professional learning series, a component of Maine's Literacy and Numeracy Action Plans. It is intended to support professional learning, resource sharing, and collaboration among educators working to strengthen literacy, numeracy, and language development for multilingual learners. The materials and resources included are designed to enhance educator knowledge and instructional practice in support of equitable student outcomes and academic success. Resources linked here have been provided and curated by SupportEd and are included for informational and educational purposes. The Statewide Professional Learning to Strengthen Instruction for Multilingual Learners is funded through Title II and Title IV state reservation funds. For additional resources and information about supporting multilingual learners in Maine schools, visit the Maine Department of Education’s Multilingual Learner webpage.

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SupportEd Multilingual Learner Symposium: June 4, 2026

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SupportEd Multilingual Learner Symposium: June 4, 2026

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Experience SupportEd’s virtual Multilingual Learner Symposium on June 4, 2026 to gain strategies and insights for all educators and admin.

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Pre-Series Survey - Building Capacity for Multilingual Learner Success in Maine Schools

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Thank you for taking a few minutes to complete this short survey before the professional learning series begins. Your responses will help us understand your initial knowledge, confidence, and current practices related to building literacy and numeracy for multilingual learners (MLs).

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WIDA English Language Development Standards Framework

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WIDA English Language Development Standards Framework

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Big Ideas

Four Big Ideas anchor the standards and are interwoven throughout the framework:

Equity of opportunity and access
This is essential for multilingual learners' preparation for college, career and civic lives.

Integration of content and language
Academic content is the context for language learning, and language is the means for learning academic content.

Collaboration among stakeholders
Stakeholders share responsibility for educating multilingual learners.

Functional approach to language development
This approach helps educators focus on the purposeful use of language.

These Big Ideas support the design of standards-based educational experiences that are student-centered, culturally and linguistically sustaining, and responsive to multilingual learners' strengths and needs.

To explore more about the Big Ideas, see pages 17-20 of the 2020 Edition.

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Set high expectations and ensure equity of opportunity for multilingual learnersThe WIDA English Language Development (ELD) Standards Framework provides a foundation for curriculum, instruction and assessment for multilingual learners in kindergarten through grade 12. The ELD Standards Framework is centered on equity and fosters the assets, contributions and potential of multilingual learners.Get the 2020 Edition, grade cluster editions, and supporting materials.

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Multilingual Learners’ Potential: Strategies for Making Content 

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Multilingual Learners’ Potential: Strategies for Making Content 

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Our nation's moment of reckoning with the deficit view of multilingual learners has arrived. The COVID-19 pandemic has further exposed and exacerbated long-standing inequities that stand in the way of MLs' access to effective instruction. Recent events have also caused us to reflect on our place as educators within the intersection of race and language. In this innovative book, Sydney Snyder and Diane Staehr Fenner share practical, replicable ways you can draw from students' strengths and promote multilingual learners' success within and beyond your own classroom walls.
In this book you'll find:

Practical and printable tools that guide you on how to implement culturally responsive teaching in your context

Case studies and reflection exercises to help identify implicit bias in your work and mitigate deficit-based thinking

Authentic classroom video clips in each chapter to show you what culturally responsive teaching looks like in practice

Hand-drawn sketch note graphics that spotlight key concepts and reinforce central themes with memorable illustrations

There is no time like the present for you to reflect on your role in culturally responsive teaching and use new tools to build an even stronger school community that is inclusive of MLs. No matter your role or where you are in your journey, you can confront injustice by taking action steps to develop a climate in which all students' backgrounds, experiences, and cultures are honored and educators, families, and communities work collaboratively to help MLs thrive. We owe it to our students.
See What Readers Are Saying About Culturally Responsive Teaching for MLs

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Our nation's moment of reckoning with the deficit view of multilingual learners has arrived. The COVID-19 pandemic has further exposed and exacerbated long-standing inequities that stand in the way of MLs' access to effective instruction. Recent events have also caused us to reflect on our place as educators within the intersection of race and language.

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Teaching Academic Content to English Learners in Elementary and Middle School

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Teaching Academic Content to English Learners in Elementary and Middle School

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Baker, et al., 2014

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August, 2018

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The Newcomer Tool Kit is designed to help U.S. educators; elementary and secondary teachers, principals, and other school staff who work directly with immigrant students-including asylees and refugees-and their families.

The Newcomer Tool Kit has 5 chapters, and contains an overview, sample tools, and resources.

Updated Download the entire Newcomer Tool Kit (PDF, 4 MB)

Newcomer Toolkit - Chapters:

1. Who are our Newcomers?

2. Welcoming Newcomers to a Safe and Thriving School Environment

3. Supporting Newcomers' Social, Emotional, and Mental Health Needs

4. Providing High-Quality Instruction for Newcomers

5. Establishing Partnerships with Families

To request the tool kit in an alternate format as a reasonable accommodation, i.e. large print, CD Rom or audio, please contact Melissa Escalante by phone, 202-401-1407 or email at: Melissa.Escalante@ed.gov.

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bilingual education; school reform; language proficiency; english (second language); multicultural education;

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The Newcomer Tool Kit is designed to help U.S. educators; elementary and secondary teachers, principals, and other school staff who work directly with immigrant students--including asylees and refugees--and their families.

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Effective Literacy and English Language Instruction for English Learners in the Elementary Grades

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Effective Literacy and English Language Instruction for English Learners in the Elementary Grades

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Promoting the Educational Success of Children and Youth Learning English

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Promoting the Educational Success of Children and Youth Learning English

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Division of Behavioral and Social Sciences and Education

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Promoting the Educational Success of Children and Youth Learning English: Promising Futures

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Read online, download a free PDF, or order a copy in print or as an eBook.

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"Numeracy is more than performing calculations - it is the ability to make meaning of the world through mathematical thinking. Numeracy empowers all learners to reason, solve problems, and make informed decisions to interact and engage with the world."

The Maine State Numeracy Action Plan is Maine's statewide approach to advancing numeracy for all learners. Grounded in the belief that numeracy is essential for lifelong learning, educational equity, and thriving society, this initiative provides guidance, tools, and resources to support high-quality, culturally responsive numeracy instruction across all grade levels. Explore Maine's State Numeracy Action Plan to inform your practice, strengthen collaboration, and drive meaningful numeracy growth in your community.

The Architecture of Numeracy

Strong, versatile problem solvers are the key to a bright future. Discover how integrated and foundational numeracy skills lay the groundwork for lifelong learning and success!
Early and Foundational Numeracy Early Learning Foundational Skills
Young brains are wired for numeracy! Discover how early interactions and instruction from parents & caregivers build strong numeracy foundations!
Numeracy as Equity and Access Inclusive Practices

Multi-Tiered System of Supports (MTTS)
In Maine, MTSS is defined as a comprehensive framework designed to address each student's academic, behavioral, and social-emotional needs in the most inclusive and equitable learning environment.

Multilingual Learners
Support for multilingual learners is a shared responsibility, and we're here to help connect you with the right team and resources.

Supports for Learners: Dyscalculia
Dyscalculia is a specific learning disability with an impairment in mathematics, which can affect calculations, problem solving, or both. It is characterized by difficulties with number sense, memorization of basic math facts, and accurate and fluent calculation.

Numeracy in Action

See how you can use numeracy to make a difference!

MOOSE Numeracy Progression
The modules in this Learning Progression were designed by Maine educators to support numeracy engagement and development across the PreK-12 span. Students are invited to explore meaningful projects that address questions and concerns that are relevant in their daily lives.

Maine Pathways
Maine Pathway reform bolsters success and completion for students across the country. This approach prioritizes equal access to high-quality math experiences aligned to a student's chosen program of study.

Math Pathways - Supporting Student Decision-Making
Math pathways work at the secondary level supports every student to learn rigorous, engaging, and relevant mathematics that will facilitate their future academic and career pursuits.

Resources

Explore the available resources to support your understanding and work with supporting numeracy.
Articles Maine Supports & Organizations

Maine State STEAM Hub
This hub is a place for educators, leaders, and partners to explore how STEAM connects core learning to real-world applications and helps all Maine learners grow as critical thinkers, makers, and innovators.

Association of Teachers of Mathematics in Maine (ATOMIM)
The Association of Teachers of Mathematics in Maine is a professional organization whose mission is to promote and support improved student learning of mathematics. Membership is free.

Maine Mathematics and Science Alliance (MMSA)
The Maine Mathematics and Science Alliance advances STEM education by supporting educators with high-quality professional development and leading-edge research to help engage students and build the critical skills needed to thrive in tomorrow's world.

Other States and Organizations

West Virginia math4life
Explore resources for administrators, educators, and parents and families that support numeracy.

WIDA - Scaffolding Learning for Multilingual Students in Math
This WIDA Focus Bulletin provides examples of specific macro-scaffolding and micro-scaffolding practices in action in a math classroom and includes guidance for developing these scaffolding practices over time.​

Massachusetts Family Guides
These guides to the Massachusetts learning standards help families understand what students are expected to know and be able to do by the end of each grade in English Language Arts and literacy, mathematics, science and technology/engineering, and history and social science. Designed to help families and teachers work together to support learning, the guides are available in English, Spanish, Brazilian Portuguese, and Simplified Chinese.

Professional Learning

Engage in available professional learning opportunities to support your understanding and work with supporting numeracy.
Leadership

Transformational Leaders' Network
The Maine Department of Education (Maine DOE) invites school principals to register for a year-long professional learning experience. The Transformational Leaders' Network (TLN) offers principals an opportunity to deepen their leadership skills and network with fellow principals across Maine. This dynamic learner-centered program has a rich history of success and is open to ALL Maine principals.
Asynchronous Professional Learning Module

A strong mathematics education depends upon a clear understanding of its interrelated concepts, skills and practices to ensure students are on the pathway to success in their academic careers. The knowledge and skills students need to be prepared for mathematics in college, career, and life are woven throughout the K-12 mathematics standards.
Standards & Standards Review Assessment
Important Dates for Fall 2025 Administration:

Date Task

September 2, 2025

Acacia management platform opens for pre-administration activities.

September 2 - October 10, 2025

District and School Assessment Coordinators complete the annual Maine Through Year Assessment Coordinator training module by following the  auto enrollment process.

September 15 - October 24, 2025

Fall 2025 administration window

October 10, 2025

Last day to submit paper-based assessment form requests, including standard print, large print, and braille  via the request form.

October 17, 2025 @ 4:00 PM

Last day to  request an assessment reset.

October 23, 2025 @ 8:00 PM

Last daily change assessment roster file is generated based on student information entered into Synergy. Any student demographic updates made in Synergy after this date/time will not appear in Acacia.

October 24, 2025

Last day to roster students in MAP for the transfer of RIT scores from Acacia to MAP Growth reports

October 27 - 31, 2025

SAU data cleanup window:  Checklist of Data Cleanup Tasks

November 14, 2025

Last day to run Operational Reports (other than the Student Score Data File) for the fall 2025 administration

December 3, 2025

Student Score Data File becomes available in Acacia.

Multi-State Alternate Assessment: Math

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"Numeracy is more than performing calculations - it is the ability to make meaning of the world through mathematical thinking. Numeracy empowers all learners to reason, solve problems, and make informed decisions to interact and engage with the world." The Maine State Numeracy Action Plan is Maine's statewide approach to advancing numeracy for all learners.

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The Maine Department of Education supports schools with resources, guidance, and professional learning regarding strategies for teaching and assessment, educational equity, state and federal policies, and many other related topics.

(Multilingual learners were formerly referred to as English learners. See Honoring and Celebrating All Languages Spoken By Maine Students With the Shift to Multilingual Learners Terminology.)

Multilingual learners are students with a primary or home language other than English who are in the process of acquiring English. They bring many valuable assets with them to school, and high-quality programs for multilingual learners leverage those assets through individualized supports and equitable academic opportunities. Students who are multilingual learners receive English language development services from teachers who specialize in English for Speakers of Other Languages (ESOL), as well as supports throughout their instructional day provided by all of their teachers.

ESOL Programs, Migrant Education, McKinney Vento Collaboration

ESOL Programs staff, McKinney Vento liaisons, and Migrant Education Program staff frequently collaborate to support students that qualify for their programs. Oftentimes, Multilingual Learners, Migratory children, and Students Experiencing Homelessness qualify for one, two, or all three of these programs. Therefore, in order to best identify and serve all children who may qualify for these services, the Maine Department of Education recommends these screener forms to be included as part of enrollment packets for every student, every year:

The Maine Department of Education appreciates all of the great work schools are doing to support these students. Please follow each program's policies and guidelines for the implementation of these forms and contact each program's corresponding administration for follow up and questions.

Maine is a member of the WIDA Consortium, and the foundation for Maine's ESOL programs is the WIDA English Language Development Standards.

Together with the Maine School Boards Association, Maine School Superintendents Association, Maine Administrators of Services for Children with Disabilities, Maine Education Association, Maine Principals Association, and Maine Curriculum Leaders Association, the Maine Department of Education has shared a Joint Statement of Commitment and Support for Diversity, Equity and Inclusion in Maine Schools. The ESOL & Bilingual Programs team's work aligns with the commitments expressed in this statement.

MLAC members provide advice to the Maine DOE on its activities and policies related to multilingual learner education.

ESOL Programs staff, McKinney Vento liaisons, and Migrant Education Program staff frequently collaborate to support students that qualify for their programs. Oftentimes, Multilingual Learners, Migratory children, and Students Experiencing Homelessness qualify for one, two, or all three of these programs. Therefore, in order to best identify and serve all children who may qualify for these services, the Maine Department of Education recommends these screener forms to be included as part of enrollment packets for every student, every year:

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The Maine Department of Education supports schools with resources, guidance, and professional learning regarding strategies for teaching and assessment, educational equity, state and federal policies, and many other related topics. (Multilingual learners were formerly referred to as English learners. See Honoring and Celebrating All Languages Spoken By Maine Students With the Shift to Multilingual Learners Terminology.)

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Fostering Active Comprehension: Asking and Answering Questions

Shadia encourages her first-grade students to engage in authentic inquiry before reading a text. By asking questions about the topic, students' reading focus is linked to finding answers to their questions. Shadia's students stay engaged by working in pairs.
Submitted by Shadia Salem, a first grade Transitional Arabic Bilingual Teacher at Dorn Elementary in Hickory Hills, IL.
ENL (English as a New Language) High School Students: Encouraging Communication in a New Language

Mindy develops a grade-level, standards-based unit and provides her ninth graders with clear modeling and guided practice using game-type activities for Romeo and Juliet. Mindy also demonstrates working with colleagues to help raise awareness of scaffolding lessons so all learners can be engaged.
Submitted by Mindy Lewis-Hitch, the 9th grade English as a New Language Department Lead Teacher at Ben Davis 9th Grade Center in Wayne Township, IN.

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Learn from real classroom examplesWIDA sponsors video contests for educators of multilingual learners to showcase innovative instruction that promotes language development and content learning.Watch how teachers around the consortium create learning opportunities for students to develop language within academic contexts.

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A Framework for Foundational Literacy Skills Instruction for English Learners

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A Framework for Foundational Literacy Skills Instruction for English Learners

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Toward Comprehensive
Effective Literacy Policy
and Instruction for
English Learner/Emergent
Bilingual Students

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Toward Comprehensive
Effective Literacy Policy
and Instruction for
English Learner/Emergent
Bilingual Students

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Principles and Guidelines for Equitable Mathematics Teaching Practices and Materials for English Language Learners

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Principles and Guidelines for Equitable Mathematics Teaching Practices and Materials for English Language Learners

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Access a wealth of resources on supporting Multilingual Learners (MLs) and English Learners (ELs) in our Resource Library - SupportEd

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I was surprised to learn that 87% of our DLL PreK students are at Level 1 on the preLAS assessment for Fall 2025. Typically, we observe about 70-75% of students reaching Level 1. Additionally, teachers have reported an increased use of our Vavus translation devices during the school day, which provide support in students' home languages during activities such as centers and small-group work. I am curious to see how increased support for home languages impacts the children's progress by Spring.

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SAMPLE ACCESS for ELLs Individual Score Report

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SAMPLE ACCESS for ELLs Individual Score Report

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At the beginning of each school year, I review my students' academic and English language profile, as well as their home language profile. Additionally, I have 1:1 conversations with students to gain additional information about their likes/dislikes, school preferences, and how best to support them at school. What surprised me the most this year was how their scores didn't necessarily reflect what they were able to accomplish in the classroom. There was a disconnect between their knowledge and how well they tested on ACCESS.

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I learned that one of my families is only allowing English to be spoken in the home rather than their first language. This particular student is bringing in reading material in their 1st language to read during free reading time. The classroom teacher and I discussed this. Having an understanding of what is happening in the home helped to frame this conversation, and the classroom teacher understands the importance of allowing this student to keep reading their book during free reading time.

One of our parents, who is learning English, is willing to come into their child's classroom to teach the students about the holidays that are celebrated in their country.

Many of my students are involved in activities outside of school: Dance, sports, traveling in the US/to other countries, and theater.

It's difficult for data to capture a true picture of a student unless it includes a deep dive, like these interviews, and building relationships with your students and families.

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What insights did you gain about your MLs’ strengths and needs in  language and academic content?

As the Speech and Language Assistant, I focus less on the academic content and more on their language need. At the beginning of each school year, we spend the first month of school getting to know each other. Each session, we have a message on the board asking students about things they are looking forward too, or things they enjoyed over their weekend. We talk about the languages they speak at home, and their traditions.

How will these insights impact the way you plan instruction for MLs moving forward?

We honor all communication in our room. When students are trying to find words, or describe what they did. We say "how would you say this in (their language) often times, we have found, this helps with the frustrations for word finding or articulating their messages. The students are teaching me just as much as I am teaching them. We often ask "How can I say this in (their home language) they always get a good giggle when I attempt to pronounce it. We recognize how difficult it is to learn a new language and all the nuances of the English language.

What specific supports do you think your MLs need to grow their language and access to content?

Continued 1:1 support for pre teaching of concepts and opportunities to scaffold lessons. One thing I have truly enjoyed at our school is each morning our students volunteer to share the word of the day in their home languages. We have a variety in Lingala, French, Spanish, Portuguese etc.. Each student gets to share a piece of their home with their peers. It has become one of my favorite parts of the day.

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Knowing my students and their needs, this information reinforced how young my students are and the needs they bring to me and to their classroom teachers. They are dual language learners at 5 & 6 years old. Many have never been to school. So much of what happens in these early months of school is about acclimating to school culture, building trust and learning to be a student. Being able to see my students in small groups and in their classrooms is the most productive way for them to grow their language and access content. I see huge growth from now until the end of the school year which will not be reflected in their ACCESS scores.

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View the movie below and then proceed to the Initial Thoughts section (time: 4:00). Transcript: Challenge Narrator: In this simulation, you've recently moved with your family to a new place, and you are attending a new elementary school. Pay attention to the lesson and be prepared to write down five things the teacher talked about.

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Strategy Overview

How This Strategy Supports Language Development

Engineering or amplifying texts provides in-text support so that students can read grade-level text that would otherwise be beyond their reading comprehension level. These embedded text supports can include chunking the text, adding labeled visuals, inserting synonyms after academic terms, and adding headings or guiding questions for each chunk.

Step-by-Step Instructions

1. Chunk an original text into shorter sections (one to two paragraphs/ chunk).

2. Add a guiding question or heading with the main idea above each chunk.

3. Add synonyms in parentheses next to transferable academic words.

4. Add images with captions associated with key ideas.

5. Add translated words or cognates for key words.

Lessons Learned

When possible, engineer texts on a slide. This makes inserting headings, images with captions, and synonyms easier.

Since engineering a text takes time, carefully choose essential passages from a text for this process. Engineering a multiple page article or chapter from a novel is not practical in most cases.

Teach students to read the synonyms in the parentheses.

Give students practice reading engineered texts before presenting this version of a text on an assessment.

Work with a small group of students who would benefit from guided reading of an engineered text.

Differentiation

Entering/Emerging

Engineer a text at the student's reading level.

Read the text aloud or make a voice recording of the text.

For students who are literate in their heritage language, add translations of transferable academic words.

Developing

For challenging or complex sentences, offer a summarization of that sentence in parentheses.

For students who are literate in their heritage language, add translations of transferable academic words.

Expanding

Engineer only the most complex sentences.

Add headings to longer sections of text.

Co-Teaching Considerations

Content or Grade-Level Teacher

1. Choose the grade-level text for the class.

2. Identify the key passages or paragraphs.

English Language Development Teacher

1. Engineer essential paragraphs for the multilingual learners in the class.

2. Walk your teaching partner through the process so that they can use this strategy independently as well.

Examples

The following slide shows an example of text chunking and engineering that includes:
Text source: Plants in Acadia National Park

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Strategy OverviewHow This Strategy Supports Language DevelopmentEngineering or amplifying texts provides in-text support so that students can read grade-level text that would otherwise be beyond their reading comprehension level.

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Suggested Scaffolds at Each Proficiency Level

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Suggested Scaffolds at Each Proficiency Level

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I do not currently have any multilingual learners in my buildings. My plan is to continue to read the posts made by others and listen to the information shared at every meeting. We have had a couple of multilingual learners in the past to which we had an ESOL teacher. That was at least 6 years ago. Last year, we had one student join us and as we were getting ready to make a plan for him, the school year ended and he didn't return. I am looking forward to learning more about multilingual learners and how to create the best plans possible to meet their needs.

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In order for teachers to be able to support ML learners there has to be systems in place. Those effective systems include co-planning time between classroom and ML educators, co-teaching time, as well as time for small group instruction with evidence-based specialized instruction. ML needs also need to be considered as part of an effective MTSS system. Building equity for all students remains at the center of a strong MTSS structure.

Tools that are helpful for ML learners include graphic organizers, visuals, charts, and plenty of time to practice in a safe, supported environment. I would also recommend ELLevation to teachers. It is a very powerful tool that organizes your learners into groups by their WIDA scores and makes recommendations on activities to meet their needs. I loved using that resource.

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We currently do not have any ML's. Recently we have had families move out of our district. When they first arrived, we had to scramble to put things in place, and were figuring it out as we went. I hope to be able to gain more tools and knowledge as we discussed in the first session in order to be more prepared when another ML family does move in. The tools about how to get to know your student will be extremely helpful, and I would love to be able to share them with classroom teachers when that day comes, as a way to support them in learning about their new ML students.

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I chose my 4th grade group because they have a variety of backgrounds and abilities. When I charted their scores, the thing that struck me most was that the ACCESS scores do not accurately reflect their abilities in the classroom - they are achieving much higher in day to day work and classroom assessments. I chose to have them complete the "What I want my teacher to know about me" activity because I have a different relationship with them having them in small groups. I have the advantage of knowing them and their families more closely because I have known them longer than their current classroom teacher and my time with them is more flexible, allowing me to get to know them and individualize their needs. I plan to use this activity with my older students (3rd -6th) at the beginning of each school year and share with their classroom teachers.

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This is our third year having a building level MLL teacher dedicated to working directly with students. In the past, our district shared one teacher across three elementary buildings. It has been valuable to now have two years of WIDA data to analyze for growth comparisons. Having longitudinal data allows us to move beyond isolated scores and begin identifying meaningful trends in student language development over time, especially in grades 2-4.

One of our primary goals this year is to be more intentional and purposeful in how we use assessment data. Specifically, we aim to strengthen the development of student PLPs by crafting more descriptive, measurable language goals that classroom teachers can clearly understand and apply within their daily instruction. We want these plans to serve as practical instructional tools rather than compliance documents like they may have been developed in our year 1.

After reviewing our building level data as a team in November, several patterns emerged. A significant number of our multilingual learners continue to score within the Entering and Emerging proficiency levels. In grades 3 and 4, students generally demonstrate stronger performance in the Listening domain compared to Reading and Writing. Additionally, Speaking continues to be an area of challenge for many students, particularly given the rigor required to reach a 6.0 composite score on the WIDA assessment.

Over the past three years, we have also refined our administration practices and scheduling procedures to ensure greater consistency and accuracy in testing conditions. With two full years of comparable data, we are beginning to feel more confident in identifying trends and targeting instructional adjustments.

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At the start of each year, I teach a mini-unit on identity. This year, students explored identity through foods, name pronunciation and meanings, cultural values, and beliefs. This process helped me better understand my multilingual learners’ funds of knowledge and who they are as individuals and language learners. To organize and reflect on insights from both the mini-unit and our data deep dive, I used the one- and two-page graphic organizers shared in Session 1. I plan to continue using these as ongoing reference tools throughout the year.

Documenting this information reaffirmed the importance of tapping into students’ prior knowledge and fostering a strong sense of belonging, both of which directly impact engagement and access to content. For example, a student in one of my small groups suggested creating a new planet as part of our unit on organisms and adaptation, and we are now co-creating this performance task together. I believe that structured opportunities where voice and choice are intentionally honored increase motivation while maintaining academic rigor.

Most of my MLs demonstrate strength in listening and reading—based on both ACCESS scores and classroom observations—but need continued support in developing academic and content-specific vocabulary. In our co-taught classroom, I am intentionally incorporating more structured speaking tasks that require students to use target vocabulary and engage in critical thinking, with the goal of strengthening their speaking, writing, and overall academic confidence.

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I got a lot of valuable information from one of my families. They have twin girls in my class. I learned a lot of non-academic information and wished I had done this sooner.

I did reach out to my other ML students families but they did not respond. I know they saw my messages on our communication app and read them but maybe do not wish to share?

The three students in my morning class all scored at a Level 1 and are considered NES. They do receive a little support-push in but very little time.

My student in the afternoon is very fluent in English and quite bright. I was unable to attain any score for testing but was told he didn't qualify by our cultural liaison.

I enjoyed communicating with the mother of my twins and learned a lot. I am embarrassed I didn't do something like this sooner, but I don't really do it with my other students either.

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I work with MLs across several grades: K, 2, 4, and 5. Several of my students have IEPs, others are long term MLs, and I am trying to sort out their challenges and strengths while mapping out teaching strategies. The surprising thing about the long term MLs is the disconnect between what seems like language strengths when I interact with them or watch them interacting easily with others, and their low ACCESS scores. However, as I look  more closely at the WIDA rubrics, I can see the pieces that are missing from their language banks- often the structure and organization of sentences and longer discourse, and it provides clues for where to go in lessons. I also noticed, while giving Alt ACCESS to children with seemingly limited language, that they had strengths in understanding/listening I had not previously uncovered, and I could see where their challenges lay.

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Huynh and Skelton, 2025

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Sentence-Level Scaffolds That Foster English Learners’ Independence and Growth

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Teachers can structure supports to guide English learners to speak and write using grade-level, discipline-specific language.

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Article: Effective Scaffolding to Support MLs

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Article: Effective Scaffolding to Support MLs

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How to Provide Effective Scaffolding Instruction to Support Multilingual Learners

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How to provide Effective Scaffolding Instruction to Support Multilingual Learners. Question & answer from ML expert Diane Staehr Fenner, PhD.

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I was quite surprised by how some students scored last year versus how they anecdotally did this year.  I was also surprised by a few of the students that get testing 1 on 1 that got very high scores in areas when i know they just clicked through the assessment.  It makes me wonder the accuracy of some of their scores.

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I was quite surprised by how some students scored last year versus how they anecdotally did this year.  I was also surprised by a few of the students that get testing 1 on 1 that got very high scores in areas when i know they just clicked through the assessment.  It makes me wonder the accuracy of some of their scores.

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I was surprised by the scores of some of these students versus anecdotally how they did this year.  We also have a trend of low speaking scores in my district which was reflected in the scores.  I m also questioning the accuracy for some students that test 1 on 1 that I know clicked right through and got higher scores.

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I was surprised by the scores of some of these students versus anecdotally how they did this year.  We also have a trend of low speaking scores in my district which was reflected in the scores.  I m also questioning the accuracy for some students that test 1 on 1 that I know clicked right through and got higher scores.

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As a math interventionist, I begin onboarding new students with individualized 1:1 conversations to build trust and better understand who they are as learners and as people. I take an interview-style approach, learning about their experiences with school, what they enjoy, what challenges them, and who they are outside of the classroom. Establishing this relationship first allows me to create a safe and supportive learning environment.

After building rapport, I conduct a CGI (Cognitively Guided Instruction) mathematical observation to assess how students approach problem-solving. During this time, I carefully observe the strategies they use, how they make sense of problems, and how they communicate their thinking. This helps me identify their conceptual understanding, flexibility with numbers, and areas for growth.

Once I gather this qualitative data, I connect it with school-wide data sources—including cooldowns, unit assessments, Access, and METY—to identify patterns and determine targeted, measurable goals. Using both observational and quantitative data ensures that my intervention plans are responsive and aligned to grade-level expectations.

When developing a plan, I intentionally incorporate best practices that support student growth and achievement. These include:

Pre-teaching key vocabulary with visual supports

Embedding structured language opportunities

Providing sentence frames to support mathematical discourse

Allowing processing time before sharing

Using visual models and representations

Creating peer partnerships that encourage back-and-forth discussion about problem-solving strategies

Intervention time is limited, I prioritize strategies that build both conceptual understanding and academic language simultaneously. My goal is not only to strengthen computational skills but also to empower students to confidently explain their mathematical thinking.

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My first form of assessment in getting to know my student(s) interests, strengths, and goal areas includes conducting 1:1 interviews. The building of relationships with the students gives me a chance to look closer at what the students know and understand about themselves as a learner. Through observations, student interest surveys/forms such as “I Wish My Teacher Knew”, and student reading interviews I learn students' reading identities, habits, and preferences. These effective interviews focus on what they read, where, why, and how they identify as readers, often uncovering the books they prefer. I use these insights to foster trust and tailor instruction based on students' interests.

In addition to this qualitative data, I use additional measures (i.e. ACCESS, NWEA, curriculum based measures, progress reports, attendance, etc.) to dive deeper into the data on foundational skills, listening, speaking, reading, and writing. Reviewing ACCESS results along with any past Multi-Tiered Supports documentation, I begin to assess the student(s) using a literacy diagnostic tool (such as mClass, Orton Gillingham) to prioritize goal areas specific to literacy.

In the collection and organization of multiple data sources, I used the “ACCESS for ELLs Proficiency Level Overview” and noted several of my students were stronger in the areas of listening and speaking (Developing) than in reading and writing (Entering/Emerging).

Specific supports I have in place to address my students’ literacy skills include: sentence frames, conversation opportunities, language experiences, scaffolding by breaking information into smaller chunks, visuals, peer collaboration, and more.

One special note of interest for me was learning more about students L1 and spoken language(s) at home (there were several students who do not speak their L1)and what impact this may have on their development of language/literacy skills. If students struggle to express concepts in L1, the cognitive load is increased because there is a higher demand. Given this, what should teachers be aware of when students may not have concepts/ideas in L1? How can we have a dual language approach? Explicit instruction becomes essential. Modeling and think alouds are crucial as is building vocabulary intentionally.

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I have noticed that my ML students have difficulty with writing. It is usually one of the lowest scoring areas in their ACCESS scores. In my effort to improve their writing skills and introduce them to typing their responses, I have designed more assignments in Google Docs on Google Classroom.

It wasn't until I observed their finished responses during the ACCESS Writing test that I realized just how much Google's "help" in predicting text and providing autocorrection is actually hampering our students' development in writing composition and ownership of the writing process.

In the "Notepad" word processsor that the DRC Insight platform provides, my students' writing was frail and unrecognizable, riddled with errors without the generous autocorrection of the Google ecosystem. As we know from being trained as evaluators of WIDA Screener in Writing, my students cannot demonstrate their best work at the word and phrase levels if they cannot produce complete sentences. The discourse level is too far for many at this point in time.

This year's experience and the encroaching power of automated writing correction (and lack of adaptation to this new reality in the DRC Insight testing platform) made me wonder what tools I might use to best support my students. I want them to have a fair shot at showing that they can communicate their ideas in writing at length.

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As an ML teacher, one of the things that I notice more and more is that students need more front loading of vocabulary for subjects such as science, social studies and math. Math is a subject where our district has a curriculum but science and social studies are not graded at my level. Teachers are required to cover concepts but do so in varying ways. There is so much vocabulary that should be pre-taught, however, that I'm not sure where the time in the day would come for that. Our PD days are a good time to come together with grade level staff but with only two ML teachers and about twenty homeroom teachers, it makes it difficult to get to every teacher that has our students. We are continuing to look at how to effectively come together and in what ways would we better give our gen.ed. teachers more PD that they are in need of. ~~~Rebecca R

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One of the things I've learned in getting to know my students is that while the majority of them speak their home language at home, they are no longer able to read/write it due to the timing of when they emigrated. So typical tools that I was in the habit of supplying (For example, an English to Portugese Math Dictionary) are of little to no use in allowing students to be independent in the classroom, although they can be helpful to send home so parents can help their students.

I try to pre-teach or reinforce academic vocabulary in math as often as possible, but feel there must be more creative ways to bridge the gap between written and spoken language and classroom understanding.

--K. Curtis

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At the beginning of this year, I created a spread sheet with ACCESS scores which allowed me to see groupings I could make across grade levels. This only works in one of my 5 schools, but I now have a delightful pair of 2nd/3rd grade girls that benefit from working together. My spread sheet also allowed me to see how many of my students needed work on expressive language skills, particularly writing. We spent a lot of time in the fall working on descriptive writing and paragraphs. I am definitely looking forward to seeing this year's ACCESS scores to see how they have grown.

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The one MLL student that I analyzed showed high comprehension (6.0) on the Wida and lower speaking (2.9). Since last spring, her speaking and reading scores have both dropped significantly. She had has an average and consistent score in writing. The classroom teacher says she is reading "on grade level" in the classroom although her STAR scores put her in the "watch" category. While observing her read, she does read accurately although not with adequate comprehension. The WIDA scores can help explain this and focus on strategies to help her check for understanding and how to formulate oral responses.

-Lynn Newell

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Scaffolding Text with AI: Sample Prompts

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Scaffolding Text with AI: Sample Prompts

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I found the link to this information inside one of the scaffolding text articles from Colorin' Colorado.

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Mindi - Peer Learning for MLs Implemenation and Reflection Template

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Mindi - Peer Learning for MLs Implemenation and Reflection Template

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When a new family enrolls, don't just hand them a form. Sit down with them—bring an interpreter if needed—and have a real conversation. Ask about their country, the languages they speak at home, what school was like before. You'll learn more in twenty minutes of talking than from any checkbox. And it builds trust right from the start.

Pull together what you already have, too. Look at the Home Language Survey. Look at their ACCESS scores. But also ask teachers after the first few weeks: What have you noticed? What is this kid good at? What do they light up talking about? Keep all of this in a simple, secure spreadsheet—nothing fancy, just something you can actually use.

Now, the real work is making this useful for teachers. Teachers are overwhelmed. If you hand them a two-page form and say "fill this out," it will sit in a pile. Instead, create a one-page snapshot. Just the good stuff: home language, proficiency level, strengths, interests, what helps them learn. Pair it with practical ideas—like, this student loves soccer, so use soccer in your word problems.

Bring these snapshots into grade-level meetings. Pull up one student, spend ten minutes talking about them. Ask teachers what's working, what's not. When someone tries something that clicks, share it. Celebrate it.

The goal isn't perfect data. It's helping teachers see each kid as a whole person. That's where the real support starts.

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Keeney Scaffolding - GI session 2 - Google Docs

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Considerations for Developing Engaging Prompts

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Considerations for Developing Engaging Prompts

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Classroom Protocols in Action: Science Talk

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Discover the Peer Learning Activity Checklist to enhance oral language development for educators to use with multilingual learners.

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J. Dubel Scaffolding Planning Template 2

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I observed a MLL teacher in action with a group of second grade students addressing a social studies standard. Afterwards we debriefed on possible next steps as this is her first year in this role.

How could you encourage teachers to think about scaffolds during planning or reflection?

Encouraged to identify both the content objective and the language objective when planning a lesson. This helps clarify what students need to know and how they will communicate their understanding.

Prompted to think about scaffolds as temporary supports that help students access grade-level content while building independence.

Encouraged to consider which scaffolds supported student participation and comprehension and where additional supports might help students engage more deeply in academic conversations with each other.

What questions could you ask to surface thinking about language demands and scaffolding choices?

Where in the lesson will students need to speak, listen, read, or write?

How will students practice using the new vocabulary during this lesson and when they return back to their classroom?

What visuals or models could help students access the content more independently?

How might you support reflection on the effectiveness of scaffolds?

Asked the teacher to reflect on student participation.

Encouraged the teacher to consider student independence during work time.

Reviewed student work or responses together.

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Scaffolds I used during a recent unit assessment included reading aloud the articles before they took the test, offering the option to reference the page in their workbooks where they learned about sentence fragments/complete sentences, and clarifying directions and questions throughout the test.

I also took note of where students struggled the most, observing that most of their questions generated during the test related to academic metalanguage - words we use to talk about language (grammar terms, etc.). It brought an awareness that I am not doing enough to teach this kind of language using direct instruction and encourages me to make sure students understand terms such as parts of speech, summary, proper/common nouns, or syllables.

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Lesson plan for scaffolding.

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I started the assignment right after our February session, but didn't fill out everything. I then filled it out again and did fill in each section of the template so I am attaching both. This is the February one I filled out. The other one I will attach was a work in progress. I started it and added as I went along.

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Here is the fully filled out template. Hope it is right!

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Amplified text - Iditarod Dogs

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Hyssong 6. Scaffolding Planning Template - Google Docs

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I observed our ML teacher working with a preschooler. It was wonderful to see all of the scaffolds she used and so naturally. She used hand motions, visuals, verbal cues, a pretend microphone, and music. For a preschooler these were perfect scaffolds to support her learning. The use of visuals and hand motions seemed to have the biggest impact for instruction. Oh yes, she also had her acting out different animals and how they would move, i.e. frog hopping, snake slithering, bunny hopping, etc. Besides adorable, it really supported the new vocabulary.

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Andrea Romer and Kelly Mascolo's Scaffolding lesson plan. Together we co teach and plan this advisory block.

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I chose the elementary school part, here is my template.

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Co Teaching for English Language Learners in NYC

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Read TWR's statement on racial justice and equity in education here.

Our Mission

The Writing Revolution transforms instruction across the curriculum through a proven, coherent method that enables all students, and especially those from low-income families, to develop the literacy and critical thinking skills they need to engage productively in society. We train and support teachers and school leaders in implementing the Hochman Method, an explicit set of evidence-based strategies for teaching writing. Our approach builds from sentences to compositions and is embedded in curriculum across all content areas and grade levels.

Our Vision

The Writing Revolution envisions a day when all students acquire well-developed writing skills and the ability to think critically so that they have the opportunity to succeed.

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Read TWR's statement on racial justice and equity in education here. Our Mission The Writing Revolution transforms instruction across the curriculum through a proven, coherent method that enables all students, and especially those from low-income families, to develop the literacy and critical thinking skills they need to engage productively in society.

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The Writing Recipe: Essay Structure for ELL

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Mindi - Instructional Practices Scaffolding Planning Template

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Mindi - Instructional Practices Scaffolding Planning Template

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5a. Instructional Practices Scaffolding Planning Template

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Hey, I'm Dale! I'm a traveler, educator, and parent of a special needs child. These three passions are why I founded Virtual Field Trips and created these videos for you to use in your classroom.

Visiting 40+ countries on six continents taught me the educational value of exposure to other places, cultures, people, wildlife, and landscapes. As an M.Ed. in Instructional Technology, I'm also passionate about serving other educators. And as a proud mom to a son with special needs, I understand the power of visual learning.

Virtual Field Trips and all its videos, quizzes, and activities are my way of helping you introduce your students to the marvels of the world around them, in a visual form that will engage and educate all your young learners.

It's easy, it's affordable, and, most importantly - it'll help you teach your curriculum in the most fun & memorable way.

Become a member today! Your students will love you for it.

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Facebook Twitter Google+ Pinterest 440 LinkedIn

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Teaching Foundational Skills to Adolescent Readers

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Armed with equity, empathy, evidence-based research, and practical application, Teaching Foundational Skills to Adolescent Readers provides classroom…

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Teacher Toolkit: Total Physical Response

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Shannon - Peer Learning for MLs: Implementation and Reflection Templates

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Shannon - Peer Learning for MLs: Implementation and Reflection Templates

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Shannon Template_  Implementation and Reflection.docx