• Grade: 5th 

• Language Background: Arabic as a first language (L1) 

• Challenge: Amir has limited proficiency in English and struggles with navigating the Elevate K12 platform. He often gets lost in virtual assignments on OTUS and doesn’t understand the instructions or expectations. He hasn’t turned in any of his assignments.  

Goal: Help Amir build confidence in navigating the virtual platform and understand directions for assignments on OTUS.  

Considerations for Support: 

• How can you scaffold Amir’s language development while supporting his digital literacy? 

• What strategies would help Amir better understand virtual lesson instructions and activities? 

• Grade: 8th 

• Language Background: Spanish as a first language (L1) 

• Challenge: Daniela feels isolated during virtual classes. She is hesitant to participate in discussions, and her interactions with peers are limited. She understands basic English but struggles with academic language. 

Goal: Increase Daniela’s engagement in virtual class discussions and support her language growth through peer interactions. 

Considerations for Support: 

• How can you create structured opportunities for Daniela to interact with peers in small virtual groups? 

• What strategies would encourage Daniela to feel more confident in participating in class? 

• Grade: 9th 

• Language Background: Mandarin as a first language (L1) 

• Challenge: Cheng struggles with understanding new content, particularly in subjects like history and science, where he lacks the background knowledge needed to grasp complex concepts. This is compounded by his limited English vocabulary. 

Goal: Enhance Cheng’s comprehension of academic content and provide background knowledge to bridge gaps in understanding. 

Considerations for Support: 

• How can you provide Cheng with additional background knowledge to aid his comprehension? 

• What visual or interactive strategies could help Cheng better understand complex topics in a virtual environment? 

• Grade: 10th 

• Language Background: Vietnamese as a first language (L1) 

• Challenge: Maria is overwhelmed by the different online platforms used for her virtual classes (Elevate portal, OTUS, Clever, other class platforms). She is unsure where to access assignments, submit work, and communicate with her teachers. This confusion causes her to miss deadlines and affects her ability to engage with course content. 

Goal: Help Maria become proficient in navigating the different virtual learning platforms and ensure she stays organized with her assignments. 

Considerations for Support: 

• How can you simplify or streamline the platforms Maria uses to improve her experience? 

• What tools can help Maria organize her assignments and track deadlines more effectively? 

• Grade: 4th 

• Language Background: Russian as a first language (L1) 

• Challenge: Ivan excels in reading and writing tasks but struggles with pronunciation and oral language practice in a virtual setting. He is self-conscious about speaking during live sessions and often mutes his microphone to avoid participating. His speaking skills lag behind his other language abilities. 

  
  

Goal: Encourage Ivan to practice his oral language skills and improve his confidence in speaking during virtual lessons. 

Considerations for Support: 

• How can you create low-pressure opportunities for Ivan to practice speaking in a virtual setting? 

• What tools or strategies can encourage Ivan to feel more comfortable with pronunciation practice? 

• Grade: 11th 

• Language Background: Farsi as a first language (L1) 

• Challenge: Sara has difficulty following fast-paced virtual discussions, particularly when multiple students are speaking or when the content involves complex academic language. This impacts her ability to fully engage in group activities and respond to questions in real-time. 

Goal: Improve Sara’s listening comprehension and participation in virtual class discussions. 

Considerations for Support: 

• How can you slow down or adjust the pace of discussions to help Sara follow along? 

• What listening aids (e.g., captions, transcripts, or recordings) could support Sara’s comprehension during live sessions?