1. Difficulty following simple directions

2. Avoiding all forms of social play

3. Delayed speech, not only in English but also in their home language

4. Limited vocabulary or difficulty expressing needs and ideas clearly

5. Frequent emotional frustration, or inability to regulate emotions

• Homeroom teachers can use daily logs to track patterns, such as behavior charts, interactions with classmates, and daily performance in activities like writing and reading.

• Teacher-parent meetings provide opportunities to collect observations from parents about the child’s behavior and development at home.

• Learning support teachers can join the classroom to observe the student, offering a more professional and specialized perspective.

For example, in our class of 12 students, there are 10 different nationalities. Some students are native English speakers, while others are beginners in English learning.

Therefore, it is important to differentiate between a learning disability and a language barrier.

If a child can understand a concept well in their home language but struggles to understand it in English, it is likely a language issue.

However, if a child has difficulty communicating not only in English but also in their home language, this may indicate a learning disability.

• The child’s mother tongue is not English.

• Difficulty following directions given in English.

• Limited vocabulary or difficulty expressing themselves in English.

• Grammar or sentence structure errors that are typical for English language learners (ELLs).

• Strong skills in reading, writing, listening, and speaking in their native language.

Examples of effective strategies:

1. Encourage family reading at home
   – Suggest that children and parents read stories together on topics the child is interested in.

2. Use educational videos
   – Age-appropriate videos can support listening comprehension and vocabulary development.

3. Incorporate digital tools
   – Platforms like IXL or other interactive learning apps can provide engaging language practice.

4. Role-play and storytelling
   – Use dramatic play to retell stories or create new ones. Invite children to present their stories aloud to build speaking confidence.

5. Small group activities with clear tasks
   – Assign manageable, meaningful tasks in small groups to build language skills and boost self-confidence.

• Collaboration between homeroom teachers enhances the efficiency and targeted nature of support for struggling students.

• Open communication with parents ensures that support strategies are clear, and helps establish aligned goals between school and home.

• Engaging with the administrative team is also essential to ensure that interventions are consistent with school policies and resources.

Kindergarten marks the beginning of a child’s journey through elementary school. It is a stage where children begin to explore the big world with their small steps.

As teachers, we must observe their needs with professional insight and respond with thoughtful, individualized support to ensure every child has the opportunity to succeed.

The IEP is created by a team. This team includes the teacher, the parents, special education staff, and sometimes the student. They meet together to decide what support the student needs.

1. WIDA – Assesses students’ English language development in listening, speaking, reading, and writing.

2. MAP (Measures of Academic Progress) – Measures students’ academic skills in reading and other subjects.