Withdrawing

Refusing to speak

Signs of distress

Ignoring directions

Defiance

Avoiding Reading

Spelling errors
Frequent Guessing

Slow reading

Trouble with comprehension

Trouble following written instructions

Is the student from a multi-language household?

Did the student previously live in a non-English speaking county

Does the student interact comfortably with others who speak their home language?

Compared to English, how long has the child been speaking/exposed to their home language?

Are the difficulties present in both the child’s home language and the new language?

Are the concerns evident in multiple settings (e.g., home, school)?

Have developmentally appropriate strategies been delivered systematically?

Have these strategies produced any significant differences in the child’s learning and development?

oral language (e.g., listening, speaking, understanding);

reading (e.g., phonetic knowledge, decoding, reading fluency, word recognition, and comprehension);

written language (e.g., spelling, writing fluency, and written expression); and

mathematics (e.g., number sense, computation, math fact fluency, and problem solving).

https://ldaamerica.org/support/new-to-ld

Communicate with student's parents (utilize Interpreter services as needed): Explain concerns and benefits of ELL programs

Contact the school counselor, administrator or E L L coordinator

Share your documented observations

Request an evaluation to determine students English language proficiency level

Increase use of small groups and one on one interactions

Speak slowly, avoid using slang and simplify sentences

Use lots of nonverbal cues

Use graphic organizers

Provide materials that reflect the student's culture or are written in the their home language