This resource stood out to me because I used it in middle school and high school. I remember the benefits it provided for me. This is a great source not just for normal English learners but also for students who are becoming emergent bilinguals. Noredink removes language barriers by supporting these students by helping them develop ideas and writing skills in all languages. There are helpful translations and directions throughout each Noredink assignment. There is also text-to-speech included, and all Noredink assignments are aligned with test prep prompts for all students. This was a great resource for me just to help with common grammar problems. It is also great independent work for students or quick partner work. This will help all students feel accepted and included in the classroom, no matter what level they are at. The ultimate positive about Noredink is that students work at their own pace and achieve their own learning goals!

Found on: Available on Education Week:
Mispronouncing Students’ Names: A Slight That Can Cut Deep

*Ideas inspired by the resource*-Inclusive Classroom Environment: Create a classroom culture where diversity is celebrated, and every student's identity is acknowledged and respected.

Resource Two: Culturally Responsive Teaching for Multilingual Learners: Tools for Equity

-The second resource I chose to include is the book by Sydney Snyder and Diane Staehr Fenner, which offers practical strategies for educators to support multilingual learners. Also, I found that it emphasizes an assets-based approach, focusing on students' linguistic and cultural strengths to promote equity in the classroom. This powerful source may serve as a guide for educators to further their learning and awareness and ground themselves.

Can be found-Where to Find It: Online or
Available for purchase on Amazon: https://www.amazon.com/Culturally-Responsive-Teaching-Multilingual-Learners/dp/1544390254

This resource stood out to me because I used it in middle school and high school. I remember the benefits it provided for me. This is a great source not just for normal English learners but also for students who are becoming emergent bilinguals. Noredink removes language barriers by supporting these students by helping them develop ideas and writing skills in all languages. There are helpful translations and directions throughout each Noredink assignment. There is also text-to-speech included, and all Noredink assignments are aligned with test prep prompts for all students. This was a great resource for me just to help with common grammar problems. It is also great independent work for students or quick partner work. This will help all students feel accepted and included in the classroom, no matter what level they are at. The ultimate positive about Noredink is that students work at their own pace and achieve their own learning goals!

By: Ana Sofia Ragouzis Roman

I chose this resource because of its applications for ML students as well as all of our students, especially those with special interests and little way within the constraints of assignments to showcase their knowledge. 

According to PBL Works, Project Based Learning is “ a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge.”  It goes beyond being a project, and allows for instruction to focus around one project, one problem to be solved that can be fed by instruction. 

A long form research project like this would allow for English speakers of all levels to be able to contribute right away. In the research phase, with the technology we have available, students can research their topics in their own language, and synthesize their thoughts on google docs (which has a translation option). It can be used for integrating home language and English into one space. Working in groups can help with communication and acquisition of conversational English and interpersonal relationships within the classroom.  If an accepting space has been fostered beforehand, our ML students and their peers should see their multilingualism as an asset, especially in the research phase and final product phase. 

This kind of project does not have to be adapted for a curriculum. It would be hard to balance at least on the younger grades a project of this size. It could be of use at free times with students (like during a makerspace time) in groups based on interest. One of the classes I would sometimes sub for last year had two students writing a book and formatting it digitally to clean up their work and record lines. Other students would naturally coalesce and make building projects with each other during free times. 

The interest is there, and with relaxed guidance, instruction and oversight, students could feel supported and emboldened in their research. For our MLs, if there are check-ins, vocabulary pertinent to their project could be introduced and practiced to help support their work and collaboration. 

One of my favorite resources I found is Teaching procedures , routines , and rules during the first week of school in fourth grade.

It gives practical strategies I can use right away in the classroom ,It connects theory to practice in a simple, teacher-friendly way , It also aligns with what we’re learning about inclusive and engaging literacy instruction giving that it talks about how some kid’s attention span when listening or sitting for to long may be short.

I could apply this resource when designing literacy centers, planning writing workshop lessons, or supporting struggling readers with targeted strategies! It also talks about how the first week is very important. The first week sets the tone and culture for the rest of the year. Clear expectations prevent misbehavior and create a safe, structured space Students feel more confident when they know exactly what to do. During the first week, focus less on “curriculum pacing” and more on teaching how the classroom works. Rules show what’s expected, procedures show how to do things, and routines create structure that builds independence and community.

CommonLit offers a large digital library of texts, ranging from short stories to articles and poetry, all paired with comprehension questions, discussion prompts, and activities. Many texts include translation features, guided reading support, and text-to-speech, which makes it especially helpful for multilingual learners. You can find it at www.commonlit.org.

This resource can be used across content areas like English Language Arts, Social Studies, and even Science since it offers a variety of genres and topics. For multilingual learners, teachers can use the translation tools and leveled questions to scaffold instruction and ensure equitable access to grade-level texts.

Some ideas I had while exploring this resource include pairing a CommonLit article with a classroom discussion strategy, like a think-pair-share, to encourage both oral and written language practice. It could also be used in small-group interventions or as homework practice, giving students access to support features independently. Since the texts are culturally diverse, teachers can also select readings that reflect students’ backgrounds, which builds engagement and representation in the classroom.

CommonLit offers a large digital library of texts, ranging from short stories to articles and poetry, all paired with comprehension questions, discussion prompts, and activities. Many texts include translation features, guided reading support, and text-to-speech, which makes it especially helpful for multilingual learners. You can find it at www.commonlit.org.

This resource can be used across content areas like English Language Arts, Social Studies, and even Science since it offers a variety of genres and topics. For multilingual learners, teachers can use the translation tools and leveled questions to scaffold instruction and ensure equitable access to grade-level texts.

Some ideas I had while exploring this resource include pairing a CommonLit article with a classroom discussion strategy, like a think-pair-share, to encourage both oral and written language practice. It could also be used in small-group interventions or as homework practice, giving students access to support features independently. Since the texts are culturally diverse, teachers can also select readings that reflect students’ backgrounds, which builds engagement and representation in the classroom.

Building strong relationships early is crucial because students are more likely to engage in learning when they feel respected and understood. Teachers can take time to learn students’ names, interests, backgrounds, and preferred languages, as well as encourage students to share about their families and communities. These practices signal to students that they are more than just learners of content—they are whole individuals with unique contributions to make. For emergent bilinguals, being acknowledged and celebrated for their home languages can boost confidence, encourage participation, and prevent feelings of marginalization that sometimes occur in predominantly English-speaking classrooms.

In addition to building relationships, the first week is essential for introducing classroom expectations and routines in a consistent, positive way. Clear expectations for behavior, collaboration, and communication help students know what is expected and reduce confusion or misunderstandings later in the year. Teachers can model how to transition between activities, interact respectfully with peers, and use classroom tools and resources. For multilingual learners, modeling language use, encouraging code-switching when appropriate, and providing visual supports and bilingual resources can help bridge the gap between home language and English learning.

Building strong relationships early is crucial because students are more likely to engage in learning when they feel respected and understood. Teachers can take time to learn students’ names, interests, backgrounds, and preferred languages, as well as encourage students to share about their families and communities. These practices signal to students that they are more than just learners of content—they are whole individuals with unique contributions to make. For emergent bilinguals, being acknowledged and celebrated for their home languages can boost confidence, encourage participation, and prevent feelings of marginalization that sometimes occur in predominantly English-speaking classrooms.

In addition to building relationships, the first week is essential for introducing classroom expectations and routines in a consistent, positive way. Clear expectations for behavior, collaboration, and communication help students know what is expected and reduce confusion or misunderstandings later in the year. Teachers can model how to transition between activities, interact respectfully with peers, and use classroom tools and resources. For multilingual learners, modeling language use, encouraging code-switching when appropriate, and providing visual supports and bilingual resources can help bridge the gap between home language and English learning.

Building strong relationships early is crucial because students are more likely to engage in learning when they feel respected and understood. Teachers can take time to learn students’ names, interests, backgrounds, and preferred languages, as well as encourage students to share about their families and communities. These practices signal to students that they are more than just learners of content they are whole individuals with unique contributions to make. For emergent bilinguals, being acknowledged and celebrated for their home languages can boost confidence, encourage participation, and prevent feelings of marginalization that sometimes occur in predominantly English-speaking classrooms.

Building strong relationships early is crucial because students are more likely to engage in learning when they feel respected and understood. Teachers can take time to learn students’ names, interests, backgrounds, and preferred languages, as well as encourage students to share about their families and communities. These practices signal to students that they are more than just learners of content they are whole individuals with unique contributions to make. For emergent bilinguals, being acknowledged and celebrated for their home languages can boost confidence, encourage participation, and prevent feelings of marginalization that sometimes occur in predominantly English speaking classrooms.

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