Teaching English Language Learners in Low-Incidence Settings

Teaching English Language Learners in Low-Incidence Settings

The National Council of La Raza (NCLR)—the largest national Hispanic civil rights and advocacy organization in the United States—works to improve opportunities for Hispanic Americans.

Through its network of nearly 300 affiliated community-­‐based organizations (CBOs), NCLR reaches millions of Hispanics each year in 41 states, Puerto Rico, and the District of Columbia. To achieve its mission, NCLR conducts applied research, policy analysis, and advocacy, providing a Latino perspective in five key areas—assets/investments, civil rights/immigration, education, employment and economic status, and health. In addition, it provides capacity-­‐building assistance to its Affiliates who work at the state and local level to advance opportunities for individuals and families.

Founded in 1968, NCLR is a private, nonprofit, nonpartisan, tax-­‐ exempt organization headquartered in Washington, DC. NCLR serves all Hispanic subgroups in all regions of the country and has operations in Atlanta, Chicago, Long Beach, Los Angeles, New York, Phoenix, Sacramento, San Antonio, and San Juan, Puerto Rico. dŚŝƐ ƉƵďůŝĐĂƟŽŶ ǁĂƐ ĨƵŶĚĞĚ ďLJ ƚŚĞ ŶŶŝĞ ͘ ĂƐĞLJ &ŽƵŶĚĂƟŽŶ͘ We thank them for their support. The opinions presented in this ƉƵďůŝĐĂƟŽŶ ĚŽ ŶŽƚ ŶĞĐĞƐƐĂƌŝůLJ ƌĞŇĞĐƚ ƚŚŽƐĞ ŽĨ ƚŚĞ &ŽƵŶĚĂƟŽŶ͘ Copyright ©2009 by the National Council of La Raza Raul Yzaguirre Building, 1126 16th Street, NW Washington, DC 20036 | (202) 785-­‐1670 Printed in the United States of America.

All rights reserved.

TEACHING ENGLISH LANGUAGE LEARNERS IN LOW-INCIDENCE SETTINGS

In the middle of the second semester, while teaching her fourth-­‐grade class a lesson on congruent shapes, Mrs. Thomas received a new student, Yolanda. Yolanda had just arrived in the U.S. the previous ǁĞĞŬ ĨƌŽŵ 'ƵĂƚĞŵĂůĂ͘ DƌƐ͘ dŚŽŵĂƐ ŝŵŵĞĚŝĂƚĞůLJ ĨŽƵŶĚ zŽůĂŶĚĂ Ă ĚĞƐŬ ĂŶĚ ƚŚĞŶ ĐŽŶƟŶƵĞĚ ŽŶ ǁŝƚŚ ŚĞƌ ůĞƐƐŽŶ͘ ŌĞƌ ƌĞǀŝĞǁŝŶŐ zŽůĂŶĚĂ͛Ɛ ƌĞĐŽƌĚƐ ĂŶĚ ƐƉĞĂŬŝŶŐ ǁŝƚŚ zŽůĂŶĚĂ͕ DƌƐ͘ dŚŽŵĂƐ ƌĞĂůŝnjĞĚ ƚŚĂƚ ƐŚĞ ĨĂĐĞĚ Ă ǀĞƌLJ ŐƌĞĂƚ ĐŚĂůůĞŶŐĞ͘ zŽůĂŶĚĂ ŚĂĚ ŽŶůLJ Ă ǀĞƌLJ ďĂƐŝĐ ƵŶĚĞƌƐƚĂŶĚŝŶŐ ŽĨ ŶŐůŝƐŚ͘ ^ŚĞ ĐŽƵůĚ ƌĞĂĚ Ăƚ Ă ĮƌƐƚͲŐƌĂĚĞ ůĞǀĞů͘ ^ŚĞ ĐŽƵůĚ ǁƌŝƚĞ ƐŝŵƉůĞ ƐĞŶƚĞŶĐĞƐ͕ ďƵƚ ǁŝƚŚ ŵĂŶLJ ĞƌƌŽƌƐ͘ ^ŚĞ ĐŽƵůĚ ĞdžƉƌĞƐƐ ƐŝŵƉůĞ ŝĚĞĂƐ ŽƌĂůůLJ ĂŶĚ ƵŶĚĞƌƐƚŽŽĚ ƐŽĐŝĂů ůĂŶŐƵĂŐĞ ŝŶ ŶŐůŝƐŚ͕ ďƵƚ ůŝƩůĞ ĞůƐĞ͘ ,Žǁ ǁĂƐ ƐŚĞ ŐŽŝŶŐ ƚŽ ĐŽŶƟŶƵĞ teaching her fourth graders, all students born and raised in the U.S., and teach Yolanda academic content ĂŶĚ ŶŐůŝƐŚ Ăůů Ăƚ ƚŚĞ ƐĂŵĞ ƟŵĞ͍ Many teachers face this same challenge. While it is not easy, there are several strategies that will ŚĞůƉ ƚĞĂĐŚĞƌƐ ĐƌĂŌ ůĞƐƐŽŶƐ ƚŚĂƚ ĐŚĂůůĞŶŐĞ ŶŐůŝƐŚͲƉƌŽĮĐŝĞŶƚ ƐƚƵĚĞŶƚƐ ĂŶĚ ƉƌŽǀŝĚĞ ƐƵƉƉŽƌƚ ĨŽƌ ƐƚƵĚĞŶƚƐ ůĞĂƌŶŝŶŐ ŶŐůŝƐŚ͘ ^ŽŵĞ ƐƚƌĂƚĞŐŝĞƐ ŝŶǀŽůǀĞ ĚŝīĞƌĞŶƟĂƟŶŐ ŝŶƐƚƌƵĐƟŽŶ ĨŽƌ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ ; >>ƐͿ ďLJ ĂĚĂƉƟŶŐ ƚŚĞ ƚĞdžƚ͕ ƐĐĂīŽůĚŝŶŐ ǁƌŝƟŶŐ ĂƐƐŝŐŶŵĞŶƚƐ͕ ĂŶĚ ŵŽĚŝĨLJŝŶŐ ƚĞĂĐŚĞƌ ƚĂůŬ͘ KƚŚĞƌ ƐƚƌĂƚĞŐŝĞƐ͕ ƐƵĐŚ ĂƐ ďƵŝůĚŝŶŐ ŽŶ ƉƌŝŽƌ ŬŶŽǁůĞĚŐĞ͕ ƉƌŽǀŝĚŝŶŐ ŵŽƌĞ ŽƉƉŽƌƚƵŶŝƟĞƐ ĨŽƌ ŝŶƚĞƌĂĐƟŽŶ͕ ĂŶĚ ĐƌĞĂƟŶŐ Ă ŶŽŶƚŚƌĞĂƚĞŶŝŶŐ ĐůĂƐƐƌŽŽŵ ĞŶǀŝƌŽŶŵĞŶƚ͕ ŝŶǀŽůǀĞ ĐŚĂŶŐĞƐ ƚŽ ƚŚĞ ĐůĂƐƐƌŽŽŵ ƚŚĂƚ ďĞŶĞĮƚ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ ĂŶĚ ŶŐůŝƐŚͲŽŶůLJ ƐƚƵĚĞŶƚƐ͘

Build On Prior Knowledge

dŚŽƐĞ ǁŚŽ ƚĞĂĐŚ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ ŵĂLJ ŶĞĞĚ ƚŽ Įůů ŝŶ ŐĂƉƐ ŝŶ ƉƌŝŽƌ ŬŶŽǁůĞĚŐĞ ďĞĐĂƵƐĞ ƚŚĞ ƉƌŝŽƌ ĞdžƉĞƌŝĞŶĐĞƐ ŽĨ >>Ɛ ŵĂLJ ĚŝīĞƌ ŐƌĞĂƚůLJ ĨƌŽŵ ƚŚŽƐĞ ŽĨ ŶŐůŝƐŚͲŽŶůLJ ƐƚƵĚĞŶƚƐ͘ dĞĂĐŚĞƌƐ should strive to understand where gaps in prior knowledge might exist. For example, some ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ ŵĂLJ ŶŽƚ ŚĂǀĞ ŚĂĚ ƚŚĞ opportunity to visit a zoo or museum with their families. A teacher may need to use a picture Ŭ ĂďŽƵƚ ǀŝƐŝƟŶŐ Ă njŽŽ Žƌ ŵƵƐĞƵŵ͕ Ă ǀŝĚĞŽ͕ Žƌ Ă ĮĞůĚ ƚƌŝƉ ĞdžƉĞƌŝĞŶĐĞ ƚŽ ŚĞůƉ Įůů ŝŶ ƚŚŝƐ ŬŶŽǁůĞĚŐĞ gap. Using classroom experiences to help ďƌŽĂĚĞŶ ƐƚƵĚĞŶƚƐ͛ ŬŶŽǁůĞĚŐĞ ŽĨ Ă ƐƵďũĞĐƚ ƉƌŝŽƌ ƚŽ ďĞŐŝŶŶŝŶŐ ŝŶƐƚƌƵĐƟŽŶ ǁŝůů ŚĞůƉ ƐƚƵĚĞŶƚƐ ďĞƩĞƌ understand content-­‐area knowledge.

ZĞƐĞĂƌĐŚ ƐŚŽǁƐ ƚŚĂƚ ƐƚƵĚĞŶƚƐ ƉĞƌĨŽƌŵ ďĞƩĞƌ when new learning is linked to previously acquired knowledge or concepts. When students make ĐŽŶŶĞĐƟŽŶƐ ďĞƚǁĞĞŶ ƐŽŵĞƚŚŝŶŐ ƚŚĂƚ ŝƐ ďĞŝŶŐ taught and something they already know, they are more likely to understand and remember the new facts.1 dĞĂĐŚĞƌƐ ĐĂŶ ƐƟŵƵůĂƚĞ >>Ɛ͛ ĞdžŝƐƟŶŐ ŬŶŽǁůĞĚŐĞ by: ͻ ƐŬŝŶŐ ƉƌĞǀŝĞǁŝŶŐ ƋƵĞƐƟŽŶƐ ͻ ZĞǀŝĞǁŝŶŐ ĂŶĚ ĐŽŶŶĞĐƟŶŐ ƚŽ ƉƌŝŽƌ ůĞƐƐŽŶƐ ͻ hƐŝŶŐ ŐƌĂƉŚŝĐ ŽƌŐĂŶŝnjĞƌƐ ƐƵĐŚ ĂƐ ƐĞŵĂŶƟĐ mapping and Venn diagrams ͻ >ŝŶŬŝŶŐ ůĞƐƐŽŶƐ ƚŽ ƐƚƵĚĞŶƚƐ͛ ĐƵůƚƵƌĞƐ ĂŶĚ homes

1

d ,/E' E'>/^, > E'h ' > ZE Z^ /E >KtͲ/E / E ^ dd/E'^

Modify Teacher Talk for English Language Learners

Making teacher talk understandable is one of ƚŚĞ ŬĞLJƐ ƚŽ ĞŶƐƵƌŝŶŐ ĨƵůů ƉĂƌƟĐŝƉĂƟŽŶ ŽĨ >>Ɛ ŝŶ the classroom. How teachers adapt their speech ĚĞƉĞŶĚƐ ŽŶ ƚŚĞ ƉƌŽĮĐŝĞŶĐLJ ůĞǀĞů ŽĨ ƚŚĞ ƐƚƵĚĞŶƚƐͶĂ ďĞŐŝŶŶĞƌ ǁŝůů ŶĞĞĚ ŵŽƌĞ ĂĚĂƉƚĂƟŽŶƐ ƚŚĂŶ ĂŶ intermediate student.

Using simple sentence structures that are familiar ƚŽ ƐƚƵĚĞŶƚƐ͕ ƐůŽǁŝŶŐ ƚŚĞ ƌĂƚĞ ŽĨ ƐƉĞĞĐŚ͕ ƌĞƉĞĂƟŶŐ ĂŶĚ ƌĞƉŚƌĂƐŝŶŐ ŵĂŝŶ ŝĚĞĂƐ͕ ĂŶĚ ĐůĞĂƌ ĞŶƵŶĐŝĂƟŽŶ ǁŝůů ŚĞůƉ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ ƵŶĚĞƌƐƚĂŶĚ͘ &Žƌ ŝŶƐƚĂŶĐĞ͕ ǁŚĞŶ ĞdžƉůĂŝŶŝŶŐ ƚŚĂƚ ĚŝīƵƐŝŽŶ ŝƐ the “movement of molecules from regions where they are more concentrated to regions where they ĂƌĞ ůĞƐƐ ĐŽŶĐĞŶƚƌĂƚĞĚ͕͟ LJŽƵ ĐĂŶ ĂĚĚ͕ ͞ĚŝīƵƐŝŽŶ is when molecules move from one place where there are a lot of molecules to a place where there are few molecules.” Support classroom talk with visual cues such as diagrams, pictures, gestures,

ĚƌĂŵĂƟnjĂƟŽŶ͕ ƌĞĂů ŽďũĞĐƚƐ͕ ŵŽĚĞůŝŶŐ͕ ĂŶĚ ŽƚŚĞƌ visual aids that provide contextual clues and meaning.

Teachers should also do comprehension checks ƚŚĂƚ ĂƌĞ ŶŽƚ ďĂƐĞĚ ŽŶ ƚŚĞ ƋƵĞƐƟŽŶ͕ ͞ Ž LJŽƵ ƵŶĚĞƌƐƚĂŶĚ͍͟ &Žƌ ĞdžĂŵƉůĞ͕ ƚŽ ŝůůƵƐƚƌĂƚĞ ƚŚĞ ĐŽŶĐĞƉƚ ŽĨ ĚŝīƵƐŝŽŶ͕ Ă ƚĞĂĐŚĞƌ ĐŽƵůĚ ƐŚŽǁ ƚǁŽ ĚƌĂǁŝŶŐƐ͕ ŽŶĞ ƚŚĂƚ ŝƐ ĂŶ ĞdžĂŵƉůĞ ŽĨ ĚŝīƵƐŝŽŶ ĂŶĚ one that is not. Ask students to choose which ĚƌĂǁŝŶŐ ƐŚŽǁƐ ĚŝīƵƐŝŽŶ ĂŶĚ ŚĂǀĞ ƚŚĞ ƐƚƵĚĞŶƚƐ explain why. When explaining academic tasks, present the tasks step by step and provide visual ƐƵƉƉŽƌƚ ƐƵĐŚ ĂƐ Ă ĚĞŵŽŶƐƚƌĂƟŽŶ Žƌ ƉŝĐƚƵƌĞƐ ŽĨ what students are expected to do. It is also helpful ƚŽ ƉƌŽǀŝĚĞ ƐƚƵĚĞŶƚƐ ǁŝƚŚ ǁƌŝƩĞŶ ŝŶƐƚƌƵĐƟŽŶƐ ŝŶ ĂĚĚŝƟŽŶ ƚŽ ŽƌĂů ŝŶƐƚƌƵĐƟŽŶƐ͘ KƌĂů ƋƵĞƐƟŽŶƐ ĨŽƌ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ͕ ĞƐƉĞĐŝĂůůLJ >>Ɛ Ăƚ ůŽǁĞƌ ůĞǀĞůƐ ŽĨ ůĂŶŐƵĂŐĞ ƉƌŽĮĐŝĞŶĐLJ͕ ƐŚŽƵůĚ ďĞ ĚĞǀĞůŽƉĞĚ ŝŶ ĂĚǀĂŶĐĞ ĂŶĚ ŝŶ ĐŽƌƌĞůĂƟŽŶ ǁŝƚŚ Ă ƐƚƵĚĞŶƚ͛Ɛ ŽƌĂů ƉƌŽĮĐŝĞŶĐLJ ůĞǀĞů ;ƐĞĞ dĂďůĞ ϭͿ͘

TABLE 1.

PROFICIENCY LEVEL

Newcomer

Beginner

Intermediate

Advanced

ORAL Q UESTIONS

EXAMPLES

ŽŵŵĂŶĚƐ͕ ƋƵĞƐƟŽŶƐ ƌĞƋƵŝƌŝŶŐ Ă physical response, yes/no, either/or

ͻ ^ŚŽǁ ŵĞ ĂŶ ĞƋƵĂů ƐŝŐŶ͘ ͻ /Ɛ ƚŚŝƐ Ă ŵŽƵŶƚĂŝŶ͍ ͻ /Ɛ ƐŚĞ ŚŽƚ Žƌ ĐŽůĚ͍

One-­‐word responses, highly ĐŽŶƚĞdžƚƵĂůŝnjĞĚ ƋƵĞƐƟŽŶƐ

ͻ ,Žǁ ĚŝĚ ƚŚĞ ďŽLJ ĨĞĞů͍ ͻ dĞůů ŵĞ Ă ĐŽůŽƌ LJŽƵ ƐĞĞ ŝŶ ƚŚĞ ƌĂŝŶďŽǁ͘

tŚĂƚͬŚŽǁ ƋƵĞƐƟŽŶƐ͕ ůŝƚĞƌĂů ƌĞƐƉŽŶƐĞƐ

ͻ tŚĂƚ ǁĂƐ ƚŚĞ ŵĂŝŶ ŝĚĞĂ ŽĨ ƚŚĞ ĂƌƟĐůĞ͍ ͻ ,Žǁ ĚŽĞƐ Ă ƉŽůŝĐĞ ŽĸĐĞƌ ŚĞůƉ ƵƐ͍

ŽŵƉůĞdž ƉƌĞĚŝĐƟŽŶƐ͕ ƐƵŵŵĂƌŝĞƐ͕ comparisons

ͻ ,Žǁ ĚŽĞƐ ƚŚĞ ůĞŐŝƐůĂƟǀĞ ďƌĂŶĐŚ ŽĨ ŐŽǀĞƌŶŵĞŶƚ ĚŝīĞƌ ĨƌŽŵ ƚŚĞ ĞdžĞĐƵƟǀĞ ďƌĂŶĐŚ͍

2

d ,/E' E'>/^, > E'h ' > ZE Z^ /E >KtͲ/E / E ^ dd/E'^

/Ŷ ĂĚĚŝƟŽŶ ƚŽ ŵŽĚŝĨLJŝŶŐ ƋƵĞƐƟŽŶƐ ƐŽ ƚŚĂƚ >>Ɛ ĐĂŶ ƵŶĚĞƌƐƚĂŶĚ͕ ƚĞĂĐŚĞƌƐ ƐŚŽƵůĚ ƉƌŽǀŝĚĞ ƐƵĸĐŝĞŶƚ ǁĂŝƚ ƟŵĞ ĨŽƌ ƐƚƵĚĞŶƚ ƌĞƐƉŽŶƐĞƐ͘ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ learners need to process in two languages and ŽŌĞŶ ŶĞĞĚ ĞdžƚƌĂ ƟŵĞ ƚŽ ĨŽƌŵƵůĂƚĞ Ă ƌĞƐƉŽŶƐĞ͘ dĞĂĐŚĞƌƐ ĐĂŶ ƵƐĞ Ă ƟŵĞƌ Žƌ Ă ƌĂŝŶ ƐƟĐŬ ĂŌĞƌ ĂƐŬŝŶŐ Ă ƋƵĞƐƟŽŶ ƚŽ ŐŝǀĞ Ăůů ƐƚƵĚĞŶƚƐ ͞ƚŚŝŶŬ ƟŵĞ͟ ďĞĨŽƌĞ ƌĞƋƵĞƐƟŶŐ Ă ƌĞƐƉŽŶƐĞ͘ /Ŷ ŐĞŶĞƌĂů͕ ƐƚƵĚĞŶƚƐ ǁŝůů ŶĞĞĚ Ă ƐŚŽƌƚĞƌ ǁĂŝƚ ƟŵĞ ĨŽƌ ďĂƐŝĐ ĐŽŵƉƌĞŚĞŶƐŝŽŶ ƋƵĞƐƟŽŶƐ͕ ƉĞƌŚĂƉƐ ĮǀĞ ƚŽ ƚĞŶ ƐĞĐŽŶĚƐ͕ ǁŚŝůĞ Ă ůŽŶŐĞƌ ǁĂŝƚ ƟŵĞ ǁŝůů ďĞ ŶĞĞĚĞĚ ĨŽƌ ƋƵĞƐƟŽŶƐ ƚŚĂƚ require higher-­‐order thinking skills.

on informal assessments. An informal assessment might consist of reading a passage aloud from a ƐƚŽƌLJ ŝŶ ƚŚĞ ŶĂƟǀĞ ůĂŶŐƵĂŐĞ Žƌ ĮŶĚŝŶŐ ǀŽĐĂďƵůĂƌLJ ǁŽƌĚƐ ŝŶ Ă ďŝůŝŶŐƵĂů ĚŝĐƟŽŶĂƌLJ ĂŶĚ ǁƌŝƟŶŐ sentences with the words in the home language.

While informal assessments will not provide an accurate measure of language competence, they can provide useful insight. A teacher will be able to see how comfortable the child is reading in his Žƌ ŚĞƌ ĮƌƐƚ ůĂŶŐƵĂŐĞ͕ Žƌ ǁŚĞƚŚĞƌ ƚŚĞ ĐŚŝůĚ ŝƐ ĂďůĞ ƚŽ ƌĞĂĚ ŝŶ ŚŝƐ Žƌ ŚĞƌ ĮƌƐƚ ůĂŶŐƵĂŐĞ Ăƚ Ăůů͘ dŚŝƐ ƚLJƉĞ ŽĨ ŝŶĨŽƌŵĂƟŽŶ ǁŝůů ŚĞůƉ ƚĞĂĐŚĞƌƐ ĚĞĐŝĚĞ ŝĨ ďŝůŝŶŐƵĂů ĚŝĐƟŽŶĂƌŝĞƐ ĂŶĚ ĮƌƐƚͲůĂŶŐƵĂŐĞ ƚĞdžƚƐ ǁŝůů ďĞ ƵƐĞĨƵů supports.

Adapt the Text DĂŶLJ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ ƐƚƌƵŐŐůĞ ƚŽ comprehend grade-­‐level texts, and some >>Ɛ ŵĂLJ ĮŶĚ ŐƌĂĚĞͲůĞǀĞů ƚĞdžƚƐ ĐŽŵƉůĞƚĞůLJ incomprehensible. Teachers should try to ĮŶĚ ĂůƚĞƌŶĂƟǀĞ ƚĞdžƚƐ ƚŚĂƚ ĂƌĞ ǁƌŝƩĞŶ Ăƚ ƚŚĞ ĂƉƉƌŽƉƌŝĂƚĞ ůĞǀĞů ĨŽƌ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ͘ ^ĞǀĞƌĂů ƉƵďůŝƐŚŝŶŐ ĐŽŵƉĂŶŝĞƐ ŽīĞƌ ĐŽŶƚĞŶƚͲĂƌĞĂ ƚĞdžƚƐ ĚĞƐŝŐŶĞĚ ĨŽƌ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ ;ƐĞĞ ƉƉĞŶĚŝdž Ϳ͘ ^ŽŵĞ >>Ɛ͕ ƉĂƌƟĐƵůĂƌůLJ ƚŚŽƐĞ ǁŝƚŚ ƐƚƌŽŶŐ ůŝƚĞƌĂĐLJ ƐŬŝůůƐ ŝŶ ďŽƚŚ ŶŐůŝƐŚ ĂŶĚ ƚŚĞŝƌ ĮƌƐƚ ůĂŶŐƵĂŐĞ͕ ďĞŶĞĮƚ ĨƌŽŵ ŚĂǀŝŶŐ ĂĐĐĞƐƐ ƚŽ ďŝůŝŶŐƵĂů ĚŝĐƟŽŶĂƌŝĞƐ ĂŶĚ ƚƌĂŶƐůĂƚĞĚ ŵĂƚĞƌŝĂůƐ͘ ,ŽǁĞǀĞƌ͕ ŵĂŶLJ >>Ɛ ĚŽ ŶŽƚ ŚĂǀĞ Ă ƐƚƌŽŶŐ ĂĐĂĚĞŵŝĐ ǀŽĐĂďƵůĂƌLJ ŝŶ ƚŚĞŝƌ ĮƌƐƚ ůĂŶŐƵĂŐĞ͘ /ƚ ŝƐ ĞƐƐĞŶƟĂů ƚŽ ĂƐƐĞƐƐ ĮƌƐƚͲůĂŶŐƵĂŐĞ ĐŽŵƉĞƚĞŶĐĞ ďĞĨŽƌĞ ƵƐŝŶŐ translated texts and materials as a support for language learners.

tŚĞŶ ůŝŶŐƵŝƐƟĐĂůůLJ ĂƉƉƌŽƉƌŝĂƚĞ ƚĞdžƚƐ ĂƌĞ ŶŽƚ available, there are a number of strategies teachers can use to adapt the text. When ĂĚĂƉƟŶŐ ƚŚĞ ƚĞdžƚ͕ ƚŚŝŶŬ ĂďŽƵƚ LJŽƵƌ ŽďũĞĐƟǀĞƐ ĨŽƌ having the child read the text: % What are the concepts you want the child ƚŽ ƵŶĚĞƌƐƚĂŶĚ ĨƌŽŵ ƌĞĂĚŝŶŐ ƚŚĞ ƚĞdžƚ͍ % Is there a strategy you would like the child ƚŽ ƉƌĂĐƟĐĞ ǁŚŝůĞ ƌĞĂĚŝŶŐ͍ KŶĐĞ ƌĞĂĚŝŶŐ ŽďũĞĐƟǀĞƐ ĂƌĞ ĚĞĮŶĞĚ͕ LJŽƵ ĐĂŶ ƉůĂŶ ŚŽǁ ƚŽ ƐƵƉƉŽƌƚ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ ŝŶ ŵĞĞƟŶŐ ƚŚĞ ƌĞĂĚŝŶŐ ŽďũĞĐƟǀĞƐ ĂƐ ƚŚĞLJ ŝŶƚĞƌĂĐƚ with the text. Here are various ways to adapt a ƚĞdžƚ ĨŽƌ >>Ɛ͗

hƐĞ WƌĞͲZĞĂĚŝŶŐ ĐƟǀŝƟĞƐ

Many districts use published tests to establish ĮƌƐƚͲ ůĂŶŐƵĂŐĞ ĐŽŵƉĞƚĞŶĐĞ͘ dŚĞ ^ƉĂŶŝƐŚ ƐƐĞƐƐŵĞŶƚ ŽĨ ĂƐŝĐ ĚƵĐĂƟŽŶ ;^ Ϳ͕ ƉƵďůŝƐŚĞĚ

by CTB/McGraw-­‐Hill, or the Aprenda 3, published

by Harcourt Assessment, Inc., are widely used and provide a valid and reliable assessment of ƐƚƵĚĞŶƚƐ͛ ƐŬŝůůƐ ŝŶ ^ƉĂŶŝƐŚ͘ /Ŷ ƚŚĞ ĂďƐĞŶĐĞ ŽĨ formal language assessments, many teachers rely

% Take a “picture walk” through a book to ŝĚĞŶƟĨLJ ĂŶĚ ůĂďĞů ǁŚĂƚ ƐƚƵĚĞŶƚƐ ƐĞĞ % Highlight key vocabulary words % Introduce reading topics through visuals % ŽŶŶĞĐƚ ƚŽƉŝĐƐ ƚŽ ƐƚƵĚĞŶƚƐ͛ ůŝǀĞƐ % DĂŬĞ ƉƌĞĚŝĐƟŽŶƐ

3

d ,/E' E'>/^, > E'h ' > ZE Z^ /E >KtͲ/E / E ^ dd/E'^

hƐĞ /ŶƚĞƌĂĐƟǀĞ džƉĞƌŝĞŶĐĞƐ ƚŽ /ůůƵƐƚƌĂƚĞ dĞdžƚ

ƚŚĞ ŝŶĨŽƌŵĂů͕ ĐŽŶǀĞƌƐĂƟŽŶĂů ŶŐůŝƐŚ ƚŚĂƚ >>Ɛ ƵƐƵĂůůLJ ŵĂƐƚĞƌ ĮƌƐƚ͘ dŽ ŚĞůƉ >>Ɛ ŝŵƉƌŽǀĞ ƚŚĞŝƌ ǁƌŝƟŶŐ ƐŬŝůůƐ ĂŶĚ ĐŽŵƉůĞƚĞ ǁƌŝƩĞŶ ĂƐƐŝŐŶŵĞŶƚƐ͕ teachers should provide extra support, or ͞ƐĐĂīŽůĚƐ͕͟ ĨŽƌ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ͘ 'ƌĂƉŚŝĐ ŽƌŐĂŶŝnjĞƌƐ ĐĂŶ ƉƌŽǀŝĚĞ ĞdžĐĞůůĞŶƚ ƐĐĂīŽůĚŝŶŐ ĨŽƌ ǁƌŝƩĞŶ ĂƐƐŝŐŶŵĞŶƚƐ͘ KƵƚůŝŶĞƐ͕ ĐŚĂƌƚƐ͕ sĞŶŶ diagrams, T-­‐charts, and concept maps can help ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ ŽƌŐĂŶŝnjĞ ƚŚĞŝƌ ǁƌŝƟŶŐ while providing the vocabulary and language ƐƚƵĚĞŶƚƐ ŶĞĞĚ ĨŽƌ ǁƌŝƟŶŐ ŝŶ ŶŐůŝƐŚ͘ dĞĂĐŚĞƌƐ should also highlight vocabulary words and provide a model before students are asked to write.

% ŽŶĚƵĐƚ ŚĂŶĚƐͲŽŶ ĚĞŵŽŶƐƚƌĂƟŽŶƐ Žƌ ĂĐƟǀŝƟĞƐ ďĞĨŽƌĞ ƌĞĂĚŝŶŐ % During reading, use real objects, models, ƉŝĐƚƵƌĞƐ͕ ĂŶĚ ĚƌĂŵĂƟnjĂƟŽŶ ƚŽ ŝůůƵƐƚƌĂƚĞ main ideas % hƐĞ ŵŽĚĞůƐ ĂŶĚ ŚĂŶĚƐͲŽŶ ĂĐƟǀŝƟĞƐ ƚŽ clarify ideas % ƐŬ ƐƚƵĚĞŶƚƐ ƚŽ ĚƌĂŵĂƟnjĞ ƚŚĞ ƚĞdžƚ DŽĚŝĨLJ ƚŚĞ dĞdžƚ % Shorten the length of the text % Present the text in small “chunks”

ŶŽƚŚĞƌ ƐƚƌĂƚĞŐLJ ĨŽƌ ƐĐĂīŽůĚŝŶŐ ǁƌŝƩĞŶ assignments is to use sentence frames. For example, when asking students to describe a character in a story, the teacher could provide the following sentence frames:

% Organize the text with a graphic organizer % Outline the text % Highlight key sentences within the text

Cinderella is __________________.

ZĞǁƌŝƚĞ ƚŚĞ dĞdžƚ % Delete extraneous passages and ŝŶĨŽƌŵĂƟŽŶ

;ĂĚũĞĐƟǀĞͿ

She shows she is _________________

% Simplify the vocabulary % hƐĞ ĂĐƟǀĞ ǀŽŝĐĞ ĂŶĚ ƐŚŽƌƚ ƐŝŵƉůĞ sentences

;ĂĚũĞĐƟǀĞͿ

when she __________________________.

% Add pictures, graphs, or visual displays

;ĂĐƟŽŶͿ

dĞĂĐŚĞƌƐ ŽĨ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ ŽŌĞŶ ƵƐĞ Ă ĐŽŵďŝŶĂƟŽŶ ŽĨ ƚŚĞƐĞ ƐƚƌĂƚĞŐŝĞƐ ƚŽ ŚĞůƉ >>Ɛ understand the content presented in grade-­‐level texts.

The sentence frames will help students who do not ŚĂǀĞ ƐƵĸĐŝĞŶƚ ŬŶŽǁůĞĚŐĞ ŽĨ ŶŐůŝƐŚ ĨŽĐƵƐ ŽŶ ƚŚĞ ĂĚũĞĐƟǀĞƐ ĂŶĚ ǀĞƌďƐ ƚŚĞLJ ŬŶŽǁ ĂŶĚ ĚĞŵŽŶƐƚƌĂƚĞ ƚŚĞŝƌ ĐŽŶƚĞŶƚͲĂƌĞĂ ŬŶŽǁůĞĚŐĞ͘ ^ĐĂīŽůĚŝŶŐ ƉƌŽǀŝĚĞƐ ůŝŶŐƵŝƐƟĐ ƐƵƉƉŽƌƚ ĨŽƌ >>Ɛ ƚŽ ĐŽŵƉůĞƚĞ ƚŚĞ ƐĂŵĞ ĂƐƐŝŐŶŵĞŶƚƐ ĂƐ ƚŚĞŝƌ ŐĞŶĞƌĂů ĞĚƵĐĂƟŽŶ peers.

Scaffold Writing Assignments ĐĂĚĞŵŝĐ ǁƌŝƟŶŐ ƉŽƐĞƐ Ă ĐŚĂůůĞŶŐĞ ĨŽƌ ŵŽƐƚ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ͘ dŚĞ ǀŽĐĂďƵůĂƌLJ ĂŶĚ ƐƚƌƵĐƚƵƌĞ ŽĨ ĂĐĂĚĞŵŝĐ ǁƌŝƟŶŐ ĚŝīĞƌƐ ŐƌĞĂƚůLJ ĨƌŽŵ

4

d ,/E' E'>/^, > E'h ' > ZE Z^ /E >KtͲ/E / E ^ dd/E'^

&ŝŶĂůůLJ͕ ǁŚĞŶ ǁŽƌŬŝŶŐ ǁŝƚŚ >>Ɛ͕ ĨŽĐƵƐ ŽŶ ŽŶĞ Žƌ ƚǁŽ ƐƉĞĐŝĮĐ ǁƌŝƟŶŐ ŽďũĞĐƟǀĞƐ ĨŽƌ ĞĂĐŚ ĂƐƐŝŐŶŵĞŶƚ͘ /ƚ ĐĂŶ ďĞ ƵƩĞƌůLJ ĚŝƐĐŽƵƌĂŐŝŶŐ ĨŽƌ ĂŶLJ ůĂŶŐƵĂŐĞ learner to turn in an assignment only to have it ƌĞƚƵƌŶĞĚ ĐŽǀĞƌĞĚ ŝŶ ƌĞĚ ŝŶŬ͘ /ŶƐƚĞĂĚ ŽĨ ĐŽƌƌĞĐƟŶŐ every error a student makes, only correct errors that impede understanding and errors that pertain ƚŽ ƚŚĞ ƚĂƌŐĞƚĞĚ ǁƌŝƟŶŐ ŽďũĞĐƟǀĞƐ͘

/ƚ ŝƐ ĂůƐŽ ŝŵƉŽƌƚĂŶƚ ƚŽ ĞŵďĞĚ ĐŽƌƌĞĐƟŽŶƐ ĂŶĚ ĨĞĞĚďĂĐŬ ďLJ ŵŽĚĞůŝŶŐ ĐŽƌƌĞĐƚ ƐƉĞĞĐŚ ƉĂƩĞƌŶƐ͘ &Žƌ ĞdžĂŵƉůĞ͕ ǁŚĞŶ Ă ďĞŐŝŶŶŝŶŐ >> ƐƚƵĚĞŶƚ ƐĂLJƐ͕ “Me like red,” provide a model of the correct ƐƉĞĞĐŚ ƉĂƩĞƌŶ ;ŝŶƐƚĞĂĚ ŽĨ ĚŝƌĞĐƚůLJ ĐŽƌƌĞĐƟŶŐ ƚŚĞ error) by saying, “I like red too.”

Teachers may be tempted to ask students to “speak ŶŐůŝƐŚ ŽŶůLJ͘͟ ,ŽǁĞǀĞƌ͕ >>Ɛ ďĞŶĞĮƚ ĐŽŐŶŝƟǀĞůLJ ĂŶĚ academically from an environment that welcomes and supports their primary language.3

dŚƌŽƵŐŚ ƐĐĂīŽůĚŝŶŐ ĂŶĚ ŐƵŝĚĞĚ ƉƌĂĐƟĐĞ͕ ƚĞĂĐŚĞƌƐ ĐĂŶ ŚĞůƉ >>Ɛ ĞdžƉƌĞƐƐ ƚŚĞŝƌ ŝĚĞĂƐ ŝŶ ǁƌŝƟŶŐ ĂŶĚ ŝŵƉƌŽǀĞ ƚŚĞŝƌ ǁƌŝƟŶŐ ƐŬŝůůƐ ŝŶ ŶŐůŝƐŚ͘

Provide Opportunities for Interaction

Create a Safe Environment

>>Ɛ ďĞŶĞĮƚ ĨƌŽŵ ƚŚĞ ŽƉƉŽƌƚƵŶŝƚLJ ƚŽ ĞdžƉƌĞƐƐ their opinions and answers to both the teacher ĂŶĚ ŽƚŚĞƌ ƐƚƵĚĞŶƚƐ͘ dĞĂĐŚĞƌƐ ŽĨ >>Ɛ ƐŚŽƵůĚ help students elaborate their answers. Teachers can simply ask students to, “ Tell me more about ƚŚĂƚ͕͟ Žƌ ĂƐŬ͕ ͞tŚĂƚ ĚŽ LJŽƵ ŵĞĂŶ ďLJ͙͍͘͟ ^ƚƵĚŝĞƐ ŚĂǀĞ ƐŚŽǁŶ ƚŚĂƚ >>Ɛ ŐƌŽǁ ǁŚĞŶ ƚĞĂĐŚĞƌƐ ĂƐƐŝƐƚ them “in moving from registers expressing their ĮƌƐƚŚĂŶĚ ĞdžƉĞƌŝĞŶĐĞ ŝŶ ŽƌĂů ůĂŶŐƵĂŐĞ ƚŽ ƚŚŽƐĞ ĞdžƉƌĞƐƐŝŶŐ ĂĐĂĚĞŵŝĐ ŬŶŽǁůĞĚŐĞ ŝŶ ǁƌŝƟŶŐ͘͟4 /Ŷ ƚŚĞ ĐůĂƐƐƌŽŽŵ͕ ƚŚŝƐ ĐŽŶƟŶƵƵŵ ŵŝŐŚƚ ďĞŐŝŶ with a student talking in a small group about an experiment on magnets, to telling the teacher ǁŚĂƚ ŚĞ ŚĂĚ ůĞĂƌŶĞĚ͕ ƚŽ ǁƌŝƟŶŐ ĂďŽƵƚ ŵĂŐŶĞƚƐ ŝŶ ŚŝƐ ũŽƵƌŶĂů͕ ĂŶĚ ĮŶĂůůLJ ƚŽ ǁƌŝƟŶŐ Ă ƐŚŽƌƚ report on magnets. Teachers guide students to use academic language during their oral ĞdžƉůĂŶĂƟŽŶƐ ŽĨ ƚŚĞŝƌ ůĞĂƌŶŝŶŐ͘ ƵƌŝŶŐ ŝŶƐƚƌƵĐƟŽŶĂů ĐŽŶǀĞƌƐĂƟŽŶƐ͕ ƚĞĂĐŚĞƌƐ ŵŽĚĞů ĂŶĚ ĨŽĐƵƐ ŽŶ ŬĞLJ ǀŽĐĂďƵůĂƌLJ ĂŶĚ ŐƌĂŵŵĂƟĐĂů ƐƚƌƵĐƚƵƌĞƐ͘ ŶŐůŝƐŚ language learners, not teachers, should restate their own words in more academic terms.5

Students learn best in environments that are nonthreatening.2 This is especially important in language learning, where students should be encouraged to try out new vocabulary and grammar and, in doing so, will likely make many ĞƌƌŽƌƐ Ăƚ ĮƌƐƚ͘ ^ƚƵĚĞŶƚƐ ŶĞĞĚ ƚŽ ĨĞĞů ĐŽŵĨŽƌƚĂďůĞ expressing themselves in their new language.

To help create a safe environment for language learning, teachers should: %

hƐĞ ƉŽƐŝƟǀĞ ƌĞŝŶĨŽƌĐĞŵĞŶƚ

%

Use groups, pairs, and choral response

%

ĐŬŶŽǁůĞĚŐĞ ƌĞƐƉŽŶƐĞƐ ŝŶ ƐƚƵĚĞŶƚƐ͛ home language

%

Pair students with a common primary language so they can help each other

%

Allow students to discuss content in the home language

5

d ,/E' E'>/^, > E'h ' > ZE Z^ /E >KtͲ/E / E ^ dd/E'^

ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ ƐŚŽƵůĚ ŚĂǀĞ ƚŚĞ opportunity to work together on academic tasks ǁŝƚŚ ƚŚĞŝƌ ƉĞĞƌƐ ĂŶĚ ƵƐĞ ŶŐůŝƐŚ ƚŽ ĐŽŵŵƵŶŝĐĂƚĞ͘ DĞĂŶŝŶŐĨƵů ŝŶƚĞƌĂĐƟŽŶ ĨŽĐƵƐŝŶŐ ŽŶ ƚŚĞ ƉƌĂĐƟĐĞ ĂŶĚ ĂƉƉůŝĐĂƟŽŶ ŽĨ ĐŽŶƚĞŶƚͲĂƌĞĂ ŬŶŽǁůĞĚŐĞ ǁŝůů ŚĞůƉ >>Ɛ ĚĞǀĞůŽƉ ƚŚĞŝƌ ĐŽŵŵƵŶŝĐĂƟǀĞ ĂďŝůŝƚLJ ŝŶ ŶŐůŝƐŚ͘ ^ƵĐŚ ŝŶƚĞƌĂĐƟŽŶ ĐĂŶ ŝŶĐůƵĚĞ ƐƵƌǀĞLJƐ͕ ůĞƩĞƌ ǁƌŝƟŶŐ͕ ŝŶƚĞƌǀŝĞǁƐ͕ ĂŶĚ ƐŝŵƵůĂƟŽŶƐ͘ KŌĞŶ͕ ĐŽŽƉĞƌĂƟǀĞ ůĞĂƌŶŝŶŐ ŐƌŽƵƉƐ ĨƵůĮůů ƚŚŝƐ ƉƵƌƉŽƐĞ when students have the opportunity to ask and ĂŶƐǁĞƌ ƋƵĞƐƟŽŶƐ͕ ŐŝǀĞ ĂŶĚ ũƵƐƟĨLJ ŽƉŝŶŝŽŶƐ͕ ĂŶĚ clarify and develop ideas with their teams.6

dĞĂĐŚĞƌƐ ŽĨ ŶŐůŝƐŚ ƚŽ ^ƉĞĂŬĞƌƐ ŽĨ KƚŚĞƌ >ĂŶŐƵĂŐĞƐ͕ /ŶĐ͘ ;d ^K>Ϳ ƵƐĞƐ ĮǀĞ ůĞǀĞůƐ͗ >ĞǀĞů ϭ͗ ^ƚĂƌƟŶŐ ƚ >ĞǀĞů ϭ͕ ƐƚƵĚĞŶƚƐ ŝŶŝƟĂůůLJ ŚĂǀĞ limited or no understanding of ŶŐůŝƐŚ͘ dŚĞLJ ƌĂƌĞůLJ ƵƐĞ ŶŐůŝƐŚ ĨŽƌ ĐŽŵŵƵŶŝĐĂƟŽŶ͘ dŚĞLJ ƌĞƐƉŽŶĚ nonverbally to simple commands, ƐƚĂƚĞŵĞŶƚƐ͕ ĂŶĚ ƋƵĞƐƟŽŶƐ͘ As their oral comprehension increases, they begin to imitate ƚŚĞ ǀĞƌďĂůŝnjĂƟŽŶƐ ŽĨ ŽƚŚĞƌƐ ďLJ using single words or simple phrases, and they begin to use ŶŐůŝƐŚ ƐƉŽŶƚĂŶĞŽƵƐůLJ͘ ƚ ƚŚĞ earliest stage, these learners construct meaning from text ƉƌŝŵĂƌŝůLJ ƚŚƌŽƵŐŚ ŝůůƵƐƚƌĂƟŽŶƐ͕ graphs, maps, and tables.

English-Language Development /Ŷ ƐĐŚŽŽůƐ ǁŚĞƌĞ ƚŚĞƌĞ ĂƌĞ ǀĞƌLJ ĨĞǁ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ͕ ŽŌĞŶ ƚŚĞ ĐůĂƐƐƌŽŽŵ ƚĞĂĐŚĞƌ ƐƉĞŶĚƐ ƚŚĞ ŵŽƐƚ ŝŶƐƚƌƵĐƟŽŶĂů ƟŵĞ ǁŝƚŚ ĂŶ ŶŐůŝƐŚ ůĞĂƌŶĞƌ ĂŶĚ ǁŝůů ďĞ ŝŶƐƚƌƵŵĞŶƚĂů ŝŶ ŐƵŝĚŝŶŐ Ă ƐƚƵĚĞŶƚ͛Ɛ ŶŐůŝƐŚͲůĂŶŐƵĂŐĞ ĚĞǀĞůŽƉŵĞŶƚ͘ dŽ ĞīĞĐƟǀĞůLJ ƐƵƉƉŽƌƚ ƚŚĞ ůĂŶŐƵĂŐĞ ĚĞǀĞůŽƉŵĞŶƚ ŽĨ >>Ɛ͕ ƚĞĂĐŚĞƌƐ ŶĞĞĚ ƚŽ ƵŶĚĞƌƐƚĂŶĚ ƚŚĞ ůĂŶŐƵĂŐĞ ƉƌŽĮĐŝĞŶĐLJ ůĞǀĞůƐ ŽĨ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ͕ plan lessons with both content and language ŽďũĞĐƟǀĞƐ͕ ĂŶĚ ĞŶŐĂŐĞ ƐƚƵĚĞŶƚƐ ŝŶ ĂĐƟǀŝƟĞƐ ǁŚĞƌĞ ƚŚĞLJ ƉƌĂĐƟĐĞ ƚŚĞ ĨŽƵƌ ůĂŶŐƵĂŐĞ ĚŽŵĂŝŶƐ͗ ƌĞĂĚŝŶŐ͕ ǁƌŝƟŶŐ͕ ůŝƐƚĞŶŝŶŐ͕ ĂŶĚ ƐƉĞĂŬŝŶŐ͘

>ĞǀĞů Ϯ͗ ŵĞƌŐŝŶŐ At Level 2, students can understand phrases and short sentences. They can communicate ůŝŵŝƚĞĚ ŝŶĨŽƌŵĂƟŽŶ ŝŶ ƐŝŵƉůĞ͕ ĞǀĞƌLJĚĂLJ͕ ĂŶĚ ƌŽƵƟŶĞ ƐŝƚƵĂƟŽŶƐ ďLJ using memorized phrases, groups of words, and formulae. They can use select, simple structures ĐŽƌƌĞĐƚůLJ͕ ďƵƚ ƐƟůů ƐLJƐƚĞŵĂƟĐĂůůLJ produce basic errors. Students begin to use general academic vocabulary and familiar everyday ĞdžƉƌĞƐƐŝŽŶƐ͘ ƌƌŽƌƐ ŝŶ ǁƌŝƟŶŐ ƚŚĂƚ ŚŝŶĚĞƌ ĐŽŵŵƵŶŝĐĂƟŽŶ ĂƌĞ ŽŌĞŶ present.

<ŶŽǁůĞĚŐĞ ŽĨ ƐƚƵĚĞŶƚƐ͛ ůĂŶŐƵĂŐĞ ƉƌŽĮĐŝĞŶĐLJ ŝƐ ƚŚĞ ďĂƐŝƐ ĨŽƌ ƉůĂŶŶŝŶŐ ůĂŶŐƵĂŐĞ ĚĞǀĞůŽƉŵĞŶƚ ĂĐƟǀŝƟĞƐ that help students acquire the academic language needed to succeed in school. States and school ĚŝƐƚƌŝĐƚƐ ŚĂǀĞ ĚŝīĞƌŝŶŐ ĚĞĮŶŝƟŽŶƐ ĂŶĚ ůĂďĞůƐ ĨŽƌ ůĂŶŐƵĂŐĞ ƉƌŽĮĐŝĞŶĐLJ ůĞǀĞůƐ͖ ŚŽǁĞǀĞƌ͕ ƚŚĞƌĞ ŝƐ ŽŌĞŶ ŐĞŶĞƌĂů ĂŐƌĞĞŵĞŶƚ ĂƐ ƚŽ ƚŚĞ ƵŶĚĞƌůLJŝŶŐ ƐŬŝůůƐ ĂƐƐŽĐŝĂƚĞĚ ǁŝƚŚ ĞĂĐŚ ůĞǀĞů ŽĨ ƉƌŽĮĐŝĞŶĐLJ͘

6

d ,/E' E'>/^, > E'h ' > ZE Z^ /E >KtͲ/E / E ^ dd/E'^

>ĞǀĞů ϯ͗ ĞǀĞůŽƉŝŶŐ At Level 3, students understand more complex speech, but may ƐƟůů ƌĞƋƵŝƌĞ ƐŽŵĞ ƌĞƉĞƟƟŽŶ͘ dŚĞLJ ƵƐĞ ŶŐůŝƐŚ ƐƉŽŶƚĂŶĞŽƵƐůLJ͕ ďƵƚ ŵĂLJ ŚĂǀĞ ĚŝĸĐƵůƚLJ ĞdžƉƌĞƐƐŝŶŐ all their thoughts due to a restricted vocabulary and a limited command of language structure. Students at this level speak in simple sentences that are comprehensible and appropriate, but frequently marked by ŐƌĂŵŵĂƟĐĂů ĞƌƌŽƌƐ͘ WƌŽĮĐŝĞŶĐLJ in reading may vary considerably.

Students are most successful ĐŽŶƐƚƌƵĐƟŶŐ ŵĞĂŶŝŶŐ ĨƌŽŵ ƚĞdžƚƐ for which they have background knowledge upon which to build.

can read independently, but may have occasional comprehension problems, especially when processing grade-­‐level ŝŶĨŽƌŵĂƟŽŶ͘ >ĞǀĞů ϱ͗ ƌŝĚŐŝŶŐ At Level 5, students can express ƚŚĞŵƐĞůǀĞƐ ŇƵĞŶƚůLJ ĂŶĚ spontaneously on a wide range of personal, general, academic, or social topics in a variety of contexts. They are poised to ĨƵŶĐƟŽŶ ŝŶ ĂŶ ĞŶǀŝƌŽŶŵĞŶƚ ǁŝƚŚ ŶŐůŝƐŚͲƐƉĞĂŬŝŶŐ ƉĞĞƌƐ ǁŝƚŚ minimal language support or guidance.

Students have a good command of technical and academic vocabulary ĂƐ ǁĞůů ĂƐ ŽĨ ŝĚŝŽŵĂƟĐ ĞdžƉƌĞƐƐŝŽŶƐ and colloquialisms. They can ƉƌŽĚƵĐĞ ĐůĞĂƌ͕ ƐŵŽŽƚŚůLJ ŇŽǁŝŶŐ͕ ǁĞůůͲƐƚƌƵĐƚƵƌĞĚ ƚĞdžƚƐ ŽĨ ĚŝīĞƌŝŶŐ ůĞŶŐƚŚƐ ĂŶĚ ĚĞŐƌĞĞƐ ŽĨ ůŝŶŐƵŝƐƟĐ ĐŽŵƉůĞdžŝƚLJ͘ ƌƌŽƌƐ ĂƌĞ ŵŝŶŝŵĂů͕ ĚŝĸĐƵůƚ ƚŽ ƐƉŽƚ͕ ĂŶĚ ŐĞŶĞƌĂůůLJ corrected when they occur.7

>ĞǀĞů ϰ͗ džƉĂŶĚŝŶŐ ƚ >ĞǀĞů ϰ͕ ƐƚƵĚĞŶƚƐ͛ ůĂŶŐƵĂŐĞ skills are adequate for most day-­‐ ƚŽͲĚĂLJ ĐŽŵŵƵŶŝĐĂƟŽŶ ŶĞĞĚƐ͘ dŚĞLJ ĐŽŵŵƵŶŝĐĂƚĞ ŝŶ ŶŐůŝƐŚ ŝŶ ŶĞǁ Žƌ ƵŶĨĂŵŝůŝĂƌ ƐĞƫŶŐƐ͕ ďƵƚ ŚĂǀĞ ŽĐĐĂƐŝŽŶĂů ĚŝĸĐƵůƚLJ ǁŝƚŚ complex structures and abstract academic concepts.

hŶĚĞƌƐƚĂŶĚŝŶŐ ƐƚƵĚĞŶƚƐ͛ ůĂŶŐƵĂŐĞ ƉƌŽĮĐŝĞŶĐLJ ůĞǀĞůƐ ŝƐ ĞƐƐĞŶƟĂů ƚŽ ƉůĂŶŶŝŶŐ ůĞƐƐŽŶƐ ƚŚĂƚ ŵĞĞƚ ƐƚƵĚĞŶƚƐ͛ ĂĐĂĚĞŵŝĐ ĂŶĚ ůĂŶŐƵĂŐĞͲĚĞǀĞůŽƉŵĞŶƚ ŶĞĞĚƐ͘ /Ŷ ŽƌĚĞƌ ƚŽ ŚĞůƉ ƐƚƵĚĞŶƚƐ ĂĐŚŝĞǀĞ ŶŐůŝƐŚͲ ůĂŶŐƵĂŐĞ ƉƌŽĮĐŝĞŶĐLJ ǁŚŝůĞ ƚŚĞLJ ĂƌĞ ĂĐƋƵŝƌŝŶŐ content-­‐area knowledge, teachers should plan lessons with both content-­‐area and language ŽďũĞĐƟǀĞƐ͘ dŚĞ ĐŽŶƚĞŶƚͲĂƌĞĂ ŽďũĞĐƟǀĞ ĚĞĮŶĞƐ the subject students will learn, while the language ŽďũĞĐƟǀĞ ĚĞƐĐƌŝďĞƐ ƚŚĞ ĂƌĞĂ ŽĨ ŶŐůŝƐŚͲůĂŶŐƵĂŐĞ development that the lesson addresses.

Students at this level may read ǁŝƚŚ ĐŽŶƐŝĚĞƌĂďůĞ ŇƵĞŶĐLJ ĂŶĚ ĂƌĞ ĂďůĞ ƚŽ ůŽĐĂƚĞ ĂŶĚ ŝĚĞŶƟĨLJ ƐƉĞĐŝĮĐ facts within a text. However, they may not understand texts in which the concepts are presented in a decontextualized manner, the sentence structure is complex, or the vocabulary is abstract or ŚĂƐ ŵƵůƟƉůĞ ŵĞĂŶŝŶŐƐ͘ dŚĞLJ

7

d ,/E' E'>/^, > E'h ' > ZE Z^ /E >KtͲ/E / E ^ dd/E'^

>ĂŶŐƵĂŐĞ ĚĞǀĞůŽƉŵĞŶƚ ŽďũĞĐƟǀĞƐ ƐŚŽƵůĚ ďĞ ďĂƐĞĚ ŽŶ ƐƚƵĚĞŶƚƐ͛ ůĞǀĞůƐ ŽĨ ŶŐůŝƐŚͲůĂŶŐƵĂŐĞ ƉƌŽĮĐŝĞŶĐLJ͘ &Žƌ ĞdžĂŵƉůĞ͕ ĨŽƌ Ă ůĞƐƐŽŶ ŽŶ ĞƐƟŵĂƟŽŶ͕ ƚŚĞ ĐŽŶƚĞŶƚͲĂƌĞĂ ŽďũĞĐƟǀĞ ŵŝŐŚƚ ďĞ ƚŽ͗ WƌĂĐƟĐĞ ĞƐƟŵĂƟŶŐ ďLJ ƵƐŝŶŐ ƌŽƵŶĚŝŶŐ ĂŶĚ ŵĞŶƚĂů ĐŽŵƉƵƚĂƟŽŶƐ ƚŽ ĂƌƌŝǀĞ Ăƚ ĞƐƟŵĂƚĞƐ͘ dŚĞ ůĂŶŐƵĂŐĞ ŽďũĞĐƟǀĞ ŝŶ ƚŚĞ ĂƌĞĂ ŽĨ ǁƌŝƟŶŐ ĨŽƌ ůŽǁĞƌͲůĞǀĞů ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ ŵŝŐŚƚ ďĞ ƚŽ͗ WƌŽĚƵĐĞ ƉŚƌĂƐĞƐ ƌĞůĂƚĞĚ ƚŽ ĞƐƟŵĂƟŽŶ ĨƌŽŵ ǀŝƐƵĂůƐ ĂŶĚ word banks, using vocabulary such as “about,” ͞ĐůŽƐĞ ƚŽ͕͟ ĂŶĚ ͞ĂƌŽƵŶĚ͘͟ dŚĞ ůĂŶŐƵĂŐĞ ŽďũĞĐƟǀĞ ĨŽƌ ŚŝŐŚĞƌͲůĞǀĞů >>Ɛ ǁŽƵůĚ ďĞ ƚŽ͗ ĞƐĐƌŝďĞ Žƌ ĐŽŵƉĂƌĞ ĞƐƟŵĂƚĞĚ ƋƵĂŶƟƟĞƐ ĨƌŽŵ ǀŝƐƵĂůƐ ƵƐŝŶŐ compound sentences. Sources for developing ůĂŶŐƵĂŐĞ ŽďũĞĐƟǀĞƐ ĨŽƌ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ ŝŶĐůƵĚĞ ƐƚĂƚĞͲĂĚŽƉƚĞĚ ŶŐůŝƐŚͲůĂŶŐƵĂŐĞ ƉƌŽĮĐŝĞŶĐLJ ƐƚĂŶĚĂƌĚƐ ĂŶĚ d ^K>͛Ɛ WƌĞ<ʹϭϮ ŶŐůŝƐŚ >ĂŶŐƵĂŐĞ WƌŽĮĐŝĞŶĐLJ ^ƚĂŶĚĂƌĚƐ͘

ůĞǀĞů ƚŚĂƚ ŚĞ Žƌ ƐŚĞ ŝƐ ŵĞĞƟŶŐ Ăůů ŐƌĂĚĞͲůĞǀĞů ĞdžƉĞĐƚĂƟŽŶƐ͘ ŶĐŽƵƌĂŐĞ ĨĂŵŝůŝĞƐ ƚŽ ĂƐŬ ƋƵĞƐƟŽŶƐ ĂŶĚ ŵĂŬĞ ƐƵƌĞ ƚŚĞLJ ŬŶŽǁ ƚŚĞŝƌ ƋƵĞƐƟŽŶƐ ĂƌĞ ǁĞůĐŽŵĞĚ͘ KŌĞŶ͕ ŝŵŵŝŐƌĂŶƚ ƉĂƌĞŶƚƐ ǁŝůů ŶŽƚ ƋƵĞƐƟŽŶ ƚŚĞ ƐĐŚŽŽů ƐLJƐƚĞŵ ďĞĐĂƵƐĞ ƚŚĂƚ ŵĂLJ ŶŽƚ be the norm in their home country.

Read and use the internet to learn about the culture of your students. Be sure to go beyond a focus on stereotypes or surface elements of ĐƵůƚƵƌĞ ƐƵĐŚ ĂƐ ĨĞƐƟǀĂůƐ͕ ĨŽŽĚ͕ ĂŶĚ ĂƌƟĨĂĐƚƐ͘ ZĞĂĚ ĂďŽƵƚ ǀĂůƵĞƐ͕ ďĞůŝĞĨƐ͕ ĂŶĚ ƚƌĂĚŝƟŽŶƐ͘ ZĞŵĞŵďĞƌ ƚŚĂƚ ŝĨ ƐŽŵĞŽŶĞ ƵƐĞĚ ŽŶůŝŶĞ ŝŶĨŽƌŵĂƟŽŶ ƚŽ ůĞĂƌŶ ĂďŽƵƚ ŵĞƌŝĐĂŶƐ͕ ƚŚĂƚ LJŽƵ ŵŝŐŚƚ ŶŽƚ Įƚ ŶĞĂƚůLJ ŝŶƚŽ Ăůů ŽĨ ƚŚĞ ĚĞƐĐƌŝƉƟŽŶƐ ƚŚĞLJ ǁŽƵůĚ ĮŶĚ͘ dŚĞ ƐĂŵĞ holds true for your students and their families. /ŶƋƵŝƌĞ ĂďŽƵƚ ƐƚƵĚĞŶƚƐ͛ ŚŽŵĞ ĐƵůƚƵƌĞƐ ĂŶĚ ĂůůŽǁ ƚŚĞŵ ƚŽ ƐŚĂƌĞ ƚŚĞŝƌ ƚƌĂĚŝƟŽŶƐ ǁŝƚŚ ƚŚĞ ĐůĂƐƐ͘ Design the learning environment with culture ŝŶ ŵŝŶĚ͘ /ŶĐůƵĚĞ ƉŽƐƚĞƌƐ ŝŶ ŵƵůƟƉůĞ ůĂŶŐƵĂŐĞƐ͕ ƉŝĐƚƵƌĞƐ ŽĨ ƐƚƵĚĞŶƚƐ ĨƌŽŵ ŵĂŶLJ ĐƵůƚƵƌĞƐ͕ ĂƌƟĨĂĐƚƐ ĨƌŽŵ ĚŝīĞƌĞŶƚ ĐƵůƚƵƌĞƐ͕ ĂŶĚ ĐůĂƐƐƌŽŽŵ ŝƚĞŵƐ ůĂďĞůĞĚ ŝŶ ďŽƚŚ ŶŐůŝƐŚ ĂŶĚ ƚŚĞ ŚŽŵĞ ůĂŶŐƵĂŐĞ ŽĨ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ͘

Cultural Considerations

It just is not possible to know everything there is to know about every language and culture, but LJŽƵ ĐĂŶ ƐƚĂƌƚ ǁŝƚŚ ǁŚĂƚ LJŽƵ ĚŽ ŬŶŽǁͶ ŶŐůŝƐŚ͕ the culture in your region of the United States, ĂŶĚ LJŽƵƌ ƐĐŚŽŽů ĐƵůƚƵƌĞ͘ ƌĂŝŶƐƚŽƌŵ ǁŝƚŚ ƐƚĂī ĂďŽƵƚ LJŽƵƌ ƐĐŚŽŽů ǀĂůƵĞƐ ĂŶĚ ĞdžƉĞĐƚĂƟŽŶƐ͕ then think about how you can convey them to newcomers. For example, it might be helpful to create a booklet, pamphlet, DVD, or CD with key ŝŶĨŽƌŵĂƟŽŶ ŝŶ ƐŽŵĞ ŽĨ ƚŚĞ ůĂŶŐƵĂŐĞƐ ŽĨ LJŽƵƌ surrounding area.

ŽŶ͛ƚ ƚĞůů ƉĂƌĞŶƚƐ ƚŽ ƐƉĞĂŬ ŽŶůLJ ŶŐůŝƐŚ ƚŽ ƚŚĞŝƌ children. Parents may heed this advice, but ŵŝŐŚƚ ŶŽƚ ŚĂǀĞ ƚŚĞ ůŝŶŐƵŝƐƟĐ ĂďŝůŝƚLJ ƚŽ ƉƌŽǀŝĚĞ ƚŚĞ ŐƵŝĚĂŶĐĞ͕ ĚŝƐĐŝƉůŝŶĞ͕ ĂŶĚ ĂīĞĐƟŽŶ ƚŚĞLJ ŶŽƌŵĂůůLJ would if using their home language. Instead, ƌĞĂƐƐƵƌĞ ƉĂƌĞŶƚƐ ƚŚĂƚ ƚŚĞŝƌ ĐŚŝůĚ ǁŝůů ůĞĂƌŶ ŶŐůŝƐŚ and that they can help most by reading aloud to their child in the language they know best and helping their child understand academic concepts.

ZĞƐĞĂƌĐŚ ŽŶ ůŝƚĞƌĂĐLJ ƚƌĂŶƐĨĞƌ ƐŚŽǁƐ ƵƐ ƚŚĂƚ ĮƌƐƚͲ language knowledge transfers to the second language.8

ŽŶ͛ƚ ƚĂŬĞ ĨŽƌ ŐƌĂŶƚĞĚ ƚŚĂƚ ŬŶŽǁůĞĚŐĞ ĂďŽƵƚ school culture is shared by everyone. For example, in many countries, students do not exit a grade ůĞǀĞů ƵŶƟů ƚŚĞLJ ŚĂǀĞ ŵĂƐƚĞƌĞĚ ƚŚĞ ĐŽŶƚĞŶƚ ŽĨ ƚŚĂƚ ŐƌĂĚĞ ůĞǀĞů͕ ƐŽ ƌĞƉĞĂƟŶŐ Ă ŐƌĂĚĞ ĚŽĞƐ ŶŽƚ ŶĞĐĞƐƐĂƌŝůLJ ĐĂƌƌLJ ƚŚĞ ƐĂŵĞ ƐƟŐŵĂ ŝƚ ĚŽĞƐ ŚĞƌĞ͘ ůƐŽ͕ ƚŚĞ ƉĂƌĞŶƚ ŽĨ ĂŶ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌ may be under the impression that simply because the student has been promoted to the next grade

ŽŶ͛ƚ ƵƐĞ ƐƚƵĚĞŶƚƐ ĂƐ ƚƌĂŶƐůĂƚŽƌƐ ĨŽƌ ŽĸĐŝĂů ŵĞĞƟŶŐƐ͘ dŚŝƐ ĐƌĞĂƚĞƐ Ă ƌŽůĞ ƌĞǀĞƌƐĂů ŽĨ ƉĂƌĞŶƚ and child. Parents may encourage their child to

8

d ,/E' E'>/^, > E'h ' > ZE Z^ /E >KtͲ/E / E ^ dd/E'^

ƚĂŬĞ ŽŶ ƚŚŝƐ ƌŽůĞ ŝŶ ƐŝƚƵĂƟŽŶƐ ƚŚĂƚ ĂƌĞ ǀĞƌLJ ƐƚƌĞƐƐĨƵů ĨŽƌ ƚŚĞ ĐŚŝůĚ͘ tŚĞŶ ƉĂƌĞŶƚƐ ǁŚŽ ƐƉĞĂŬ ŽŶůLJ Ă ůŝƩůĞ ŶŐůŝƐŚ ŚĞĂƌ ƚŚĞŝƌ ĐŚŝůĚ ĐŽŶǀĞƌƐŝŶŐ ŝŶ ŶŐůŝƐŚ͕ ƚŚĞLJ ŵĂLJ ďĞůŝĞǀĞ ƚŚĞŝƌ ĐŚŝůĚ ŝƐ ĐŽŵƉůĞƚĞůLJ ƉƌŽĮĐŝĞŶƚ͘ dŚĞLJ ŵĂLJ ďĞ ƐĂƟƐĮĞĚ Ăƚ ƚŚĞŝƌ ĐŚŝůĚ͛Ɛ ƉƌŽŐƌĞƐƐ ŝŶ ŶŐůŝƐŚ͕ ŶŽƚ ƌĞĂůŝnjŝŶŐ ƚŚĂƚ ƚŚĞ ĐŚŝůĚ͛Ɛ ĂĐĂĚĞŵŝĐ ŶŐůŝƐŚ ŝƐ ŶŽƚ LJĞƚ ƉƌŽĮĐŝĞŶƚ͘ /ƚ ŝƐ ŝŵƉŽƌƚĂŶƚ ƚŽ ŚĂǀĞ Ă ƉůĂŶ ĨŽƌ ƉƌŽĨĞƐƐŝŽŶĂů ƚƌĂŶƐůĂƟŽŶ ;ǁƌŝƩĞŶ ĐŽŵŵƵŶŝĐĂƟŽŶͿ ĂŶĚ ŝŶƚĞƌƉƌĞƚĂƟŽŶ ;ŽƌĂů ĐŽŵŵƵŶŝĐĂƟŽŶͿ͘

ŶĞĞĚ ƚŽ ŚĞĂƌ ƚŚĂƚ ƚŚĞŝƌ ƉĂƌƟĐŝƉĂƟŽŶ ŝƐ ǀĂůƵĞĚ͘ /ƚ is important to take extra steps to ensure that ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ ĂŶĚ ƚŚĞŝƌ ĨĂŵŝůŝĞƐ ƉĂƌƟĐŝƉĂƚĞ ĨƵůůLJ ŝŶ ƐĐŚŽŽů ůŝĨĞ͘ Teachers will also need extra support, especially ƚŚŽƐĞ ǁŚŽ ŚĂǀĞ ŶŽƚ ǁŽƌŬĞĚ ǁŝƚŚ ŶŐůŝƐŚ language learners previously. Provide or fund ƚƌĂŝŶŝŶŐ ĨŽƌ ŝŶƐƚƌƵĐƟŽŶĂů ƐƚĂī ŽŶ ƚŽƉŝĐƐ ƌĞůĂƚĞĚ ƚŽ ƚĞĂĐŚŝŶŐ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ͕ ƐƵĐŚ ĂƐ ƐĞĐŽŶĚͲůĂŶŐƵĂŐĞ ĂĐƋƵŝƐŝƟŽŶ͕ ůŝƚĞƌĂĐLJ ŝŶƐƚƌƵĐƟŽŶ ĨŽƌ >>Ɛ͕ ĂŶĚ ƐŚĞůƚĞƌĞĚ ĐŽŶƚĞŶƚͲĂƌĞĂ ŝŶƐƚƌƵĐƟŽŶ͘ ŶĐŽƵƌĂŐĞ ƚĞĂĐŚĞƌƐ ƚŽ ƉĂƌƟĐŝƉĂƚĞ ŝŶ ƉƌŽĨĞƐƐŝŽŶĂů ĚĞǀĞůŽƉŵĞŶƚ ŽƉƉŽƌƚƵŶŝƟĞƐ ƌĞůĂƚĞĚ ƚŽ ƐĞƌǀŝŶŐ >>Ɛ͕ ƐƵĐŚ ĂƐ ĐŽŶĨĞƌĞŶĐĞƐ ĂŶĚ ƐĞŵŝŶĂƌƐ͘ /Ŷ ĂĚĚŝƟŽŶ͕ ƉƌŽǀŝĚĞ ƚƌĂŝŶŝŶŐ ĨŽƌ Ăůů ƐƚĂī ŝŶ ĐƌŽƐƐͲĐƵůƚƵƌĂů ƐĞŶƐŝƟǀŝƚLJ͘ KƌŐĂŶŝnjĂƟŽŶƐ ƐƵĐŚ ĂƐ ƚŚĞ ĞŶƚĞƌ ĨŽƌ ƉƉůŝĞĚ >ŝŶŐƵŝƐƟĐƐ ĂŶĚ d ^K> ŽīĞƌ ƉƌŽĨĞƐƐŝŽŶĂů ĚĞǀĞůŽƉŵĞŶƚ ŽƉƉŽƌƚƵŶŝƟĞƐ ĨŽƌ ƚĞĂĐŚĞƌƐ ;ƐĞĞ Appendices B and C).

ŽŶƚĂĐƚ LJŽƵƌ ƐƚĂƚĞ͛Ɛ ĞƉĂƌƚŵĞŶƚ ŽĨ ĚƵĐĂƟŽŶ ĂŶĚ ŽƚŚĞƌ ŶĞĂƌďLJ ƐĐŚŽŽůƐ ĂŶĚ ĚŝƐƚƌŝĐƚƐ ƚŽ ĮŶĚ ŽƵƚ what resources they have uncovered in working ǁŝƚŚ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ ǁŚŽ ƐƉĞĂŬ ƚŚĞ languages of the students in your school. Find local community resources that know the culture and language and can partner with the school to ĚŝƐƐĞŵŝŶĂƚĞ ŝŵƉŽƌƚĂŶƚ ŝŶĨŽƌŵĂƟŽŶ ĂŶĚ ŚĞůƉ ƚŚĞ ƐĐŚŽŽů ůĞĂƌŶ ŵŽƌĞ ĂďŽƵƚ >> ƐƚƵĚĞŶƚƐ͘

What Principals Can Do

/ƚ ŝƐ ŝŵƉŽƌƚĂŶƚ ƚŽ ƉƌŽǀŝĚĞ ĂĚĚŝƟŽŶĂů ƌĞƐŽƵƌĐĞƐ ĨŽƌ ƚĞĂĐŚĞƌƐ ƐĞƌǀŝŶŐ >>Ɛ͘ &ƵŶĚƐ ĨŽƌ ĂĚĂƉƚĞĚ ƚĞdžƚƐ͕ ƉŝĐƚƵƌĞ ĚŝĐƟŽŶĂƌŝĞƐ͕ ĂŶĚ ƐƵƉƉůĞŵĞŶƚĂů ŵĂƚĞƌŝĂůƐ ǁŝůů ŚĞůƉ ƚĞĂĐŚĞƌƐ ďĞƩĞƌ ŵĞĞƚ ƚŚĞ ŶĞĞĚƐ ŽĨ ŶŐůŝƐŚ language learners. Access to a color copier or printer, extra ink cartridges, and an ample supply of cardstock and paper will help teachers create ƐƵƉƉůĞŵĞŶƚĂů ŵĂƚĞƌŝĂůƐ ĨŽƌ >>Ɛ͘ Ğ ƐƵƌĞ ƚŽ ĐŚĞĐŬ with teachers to be sure they have the materials ƚŚĞLJ ŶĞĞĚ ĨŽƌ ǁŽƌŬŝŶŐ ǁŝƚŚ >> ƐƚƵĚĞŶƚƐ͘

WƌŝŶĐŝƉĂůƐ ŝŶ ƐĐŚŽŽůƐ ǁŝƚŚ ůŽǁ ŶƵŵďĞƌƐ ŽĨ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ ĐĂŶ ĂƐƐŝƐƚ ƐƚĂī ŝŶ ƐĞƌǀŝŶŐ >>Ɛ and their families in several important ways. One ŽĨ ƚŚĞ ĮƌƐƚ ŝƐ ƚŽ ŵĂŬĞ ƐƵƌĞ ƚŚĂƚ ůĂŶŐƵĂŐĞ ŝƐ ŶŽƚ a barrier in the school. Make sure important documents for families are translated into the home language and provide interpreters for ŵĞĞƟŶŐƐ ǁŝƚŚ ƉĂƌĞŶƚƐ͘ ŚĞĐŬ ƚŽ ďĞ ƐƵƌĞ ƚŚĂƚ >>Ɛ ĂŶĚ ƚŚĞŝƌ ĨĂŵŝůŝĞƐ ƉĂƌƟĐŝƉĂƚĞ ŝŶ ĞdžƚƌĂĐƵƌƌŝĐƵůĂƌ ĂĐƟǀŝƟĞƐ͘ /Ĩ ƚŚĞLJ ĚŽŶ͛ƚ͕ ĮŶĚ ŽƵƚ ǁŚLJ͘ &Žƌ ƐŽŵĞ ĨĂŵŝůŝĞƐ͕ ƟŵŝŶŐ ŝƐ Ă ƉƌŽďůĞŵ͘ WĂƌĞŶƚƐ ŵĂLJ ǁŽƌŬ evenings or weekends. Older children may be responsible for the care of younger children ĂŌĞƌ ƐĐŚŽŽů͘ dŚŝŶŬ ĂďŽƵƚ ŚŽǁ ŝŶĨŽƌŵĂƟŽŶ ŝƐ communicated to parents. Some parents may not ŬŶŽǁ ĂďŽƵƚ ĞdžƚƌĂĐƵƌƌŝĐƵůĂƌ ĂĐƟǀŝƟĞƐ ďĞĐĂƵƐĞ ƚŚĞLJ ĚŝĚ ŶŽƚ ƌĞĐĞŝǀĞ Žƌ ĐŽƵůĚ ŶŽƚ ƌĞĂĚ Ă ŇLJĞƌ͘ ůƐŽ͕ ŝŶ many countries, parents are not expected to be ĂĐƟǀĞůLJ ŝŶǀŽůǀĞĚ ŝŶ ƐĐŚŽŽů ĂĐƟǀŝƟĞƐ͘ WĂƌĞŶƚƐ ŵĂLJ

&ŝŶĂůůLJ͕ ŵĂŬĞ ƐƵƌĞ >>Ɛ ĂƌĞ ĐŽƌƌĞĐƚůLJ ŝĚĞŶƟĮĞĚ ƵƐŝŶŐ LJŽƵƌ ƐƚĂƚĞ Žƌ ĚŝƐƚƌŝĐƚ͛Ɛ ŝĚĞŶƟĮĐĂƟŽŶ ƉƌŽĐĞƐƐ ĂŶĚ ƚŚĂƚ ƌĞƋƵŝƌĞĚ ŶŐůŝƐŚͲůĂŶŐƵĂŐĞ ƉƌŽĮĐŝĞŶĐLJ ƚĞƐƟŶŐ ŽĐĐƵƌƐ ĂŶŶƵĂůůLJ͘ ŽŶƐƵůƚ LJŽƵƌ ƐƚĂƚĞ Žƌ ĚŝƐƚƌŝĐƚ ƚŽ ďĞ ƐƵƌĞ ƚŚĂƚ LJŽƵ ĂƌĞ ĨƵůĮůůŝŶŐ ƉĂƌĞŶƚĂů ŶŽƟĮĐĂƟŽŶ ĂŶĚ ŽƚŚĞƌ ƌĞƋƵŝƌĞŵĞŶƚƐ ĐŽŶĐĞƌŶŝŶŐ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ ŽƵƚůŝŶĞĚ ŝŶ ƚŚĞ EŽ ŚŝůĚ >ĞŌ ĞŚŝŶĚ ůĞŐŝƐůĂƟŽŶ͘

9

d ,/E' E'>/^, > E'h ' > ZE Z^ /E >KtͲ/E / E ^ dd/E'^

Conclusion When you think about a child entering a classroom in a new school, a classroom where every other ĐŚŝůĚ ƐƉĞĂŬƐ Ă ůĂŶŐƵĂŐĞ ĚŝīĞƌĞŶƚ ƚŚĂŶ ƚŚĞ ŽŶĞ ƚŚŝƐ child speaks at home, you can imagine the support that the child will need. As educators, we provide that support every day—by weaving strategies into our lessons to help the child learn academic ĐŽŶƚĞŶƚ͖ ďLJ ĨŽĐƵƐŝŶŐ ŽŶ ƚŚĞ ĂĐĂĚĞŵŝĐ ŶŐůŝƐŚ ƚŚĞ ĐŚŝůĚ ǁŝůů ŶĞĞĚ ƚŽ ďĞ ƐƵĐĐĞƐƐĨƵů͖ ĂŶĚ ďLJ ĐƌĞĂƟŶŐ Ă safe environment where the child, her family, and her culture are welcomed and valued. But also consider how much that child brings to our school and classrooms. We have the chance to have an inside view of another culture. We can learn new ways of thinking about what is happening in our world and gain insights about our own ĐƵůƚƵƌĞ ďLJ ďĞƩĞƌ ƵŶĚĞƌƐƚĂŶĚŝŶŐ ŚŽǁ ŽƚŚĞƌƐ ƐĞĞ ƵƐ͘ KƵƌ ŶŐůŝƐŚͲŽŶůLJ ĐŚŝůĚƌĞŶ ŚĂǀĞ ƚŚĞ ĐŚĂŶĐĞ ƚŽ ƵŶĚĞƌƐƚĂŶĚ ƚŚĂƚ ŽƵƌ ǁŽƌůĚ ŝƐ ŶŽƚ ŶŐůŝƐŚͲŽŶůLJ͘ tĞ Ăůů ŚĂǀĞ ƚŚĞ ŽƉƉŽƌƚƵŶŝƚLJ ƚŽ ůĞĂƌŶ ŚŽǁ ƚŽ ďĞƩĞƌ communicate with each other, with or without ŶŐůŝƐŚ͘ tŚĞŶ ĂŶ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌ ĞŶƚĞƌƐ our classroom, it is a chance for us to develop ŝŵƉƌŽǀĞĚ ĐŽŵŵƵŶŝĐĂƟŽŶ ĂŶĚ ƵŶĚĞƌƐƚĂŶĚŝŶŐ ĨŽƌ all of our students and for ourselves.

10

d ,/E' E'>/^, > E'h ' > ZE Z^ /E >KtͲ/E / E ^ dd/E'^

Endnotes ¹ Richard T. Vacca and Jo Anne L. Vacca, Content Area Reading: Literacy and Learning Across the Curriculum (Boston: Allyn and Bacon, 2005). ϸ ƌŝĐ :ĞŶƐĞŶ͕ Teaching with the Brain in Mind (Virginia: ƐƐŽĐŝĂƟŽŶ ĨŽƌ ^ƵƉĞƌǀŝƐŝŽŶ͕ ƵƌƌŝĐƵůƵŵ ĂŶĚ ĞǀĞůŽƉŵĞŶƚ͕ 1998). ³ Diane August and Kenji Hakuta, ĚƵĐĂƟŶŐ >ĂŶŐƵĂŐĞͲ Minority Children ;tĂƐŚŝŶŐƚŽŶ͕ ͗ EĂƟŽŶĂů ĐĂĚĞŵLJ WƌĞƐƐ͕ 1998). Ϻ WĂƵůŝŶĞ 'ŝďďŽŶƐ͕ ͞DĞĚŝĂƟŶŐ >ĂŶŐƵĂŐĞ >ĞĂƌŶŝŶŐ͗ dĞĂĐŚĞƌ /ŶƚĞƌĂĐƟŽŶƐ ǁŝƚŚ ^> ^ƚƵĚĞŶƚƐ ŝŶ Ă ŽŶƚĞŶƚͲ ĂƐĞĚ ůĂƐƐƌŽŽŵ͕͟ TESOL Quarterly sŽů͘ ϳϮ͕ /ƐƐ͘ Ϯ ;ϮϬϬϯͿ͗ Ϯϰϳ͵Ϯϳϯ͘ ϻ /ďŝĚ͘ ϼ :ĂŶĂ ĐŚĞǀĂƌƌŝĂ͕ ĞďŽƌĂŚ ^ŚŽƌƚ͕ ĂŶĚ DĂƌLJ ůůĞŶ sŽŐƚ͕ Making Content Comprehensible for English Learners: The SIOP Model ; ŽƐƚŽŶ͗ WĞĂƌƐŽŶ ĚƵĐĂƟŽŶͬ ůůLJŶ ĂŶĚ ĂĐŽŶ͕ 2008). Ͻ dĞĂĐŚĞƌƐ ŽĨ ŶŐůŝƐŚ ƚŽ ^ƉĞĂŬĞƌƐ ŽĨ KƚŚĞƌ >ĂŶŐƵĂŐĞƐ͕ /ŶĐ͘ ;d ^K>Ϳ͕ PreK͵ϭϮ ŶŐůŝƐŚ >ĂŶŐƵĂŐĞ WƌŽĮĐŝĞŶĐLJ ^ƚĂŶĚĂƌĚƐ ; ůĞdžĂŶĚƌŝĂ͕ s ͗ d ^K>͕ ϮϬϬϲͿ͘ Ͼ ZŝĐŚĂƌĚ >͘ Sparks et al., ͞ ĂƌůLJ &ŝƌƐƚ >ĂŶŐƵĂŐĞ ZĞĂĚŝŶŐ ĂŶĚ Spelling Skills Predict Later Second Language Reading and Spelling Skills,” :ŽƵƌŶĂů ŽĨ ĚƵĐĂƟŽŶĂů WƐLJĐŚŽůŽŐLJ Vol. 100, Iss. ϭ ;ϮϬϬϴͿ͗ ϭϲϮ͵ϭϳϰ͘

11

d ,/E' E'>/^, > E'h ' > ZE Z^ /E >KtͲ/E / E ^ dd/E'^

Appendix A Sample Content-Based Texts Designed for English Language Learners ACCESS Building Literacy Through Learning 'ƌĞĂƚ ^ŽƵƌĐĞ ĚƵĐĂƟŽŶ 'ƌŽƵƉ tŝůŵŝŶŐƚŽŶ͕ DĂƐƐĂĐŚƵƐĞƩƐ www.greatsource.com America’s Story; World Geography and You; Wonders of Science Steck-­‐Vaughn Company ƵƐƟŶ͕ dy www.steckvaughn.hmhco.com ConceptLinks DŝůůŵĂƌŬ ĚƵĐĂƟŽŶ Bethesda, MD ǁǁǁ͘ŵŝůůŵĂƌŬĞĚƵĐĂƟŽŶ͘ĐŽŵ English Explorers ĞŶĐŚŵĂƌŬ ĚƵĐĂƟŽŶ ŽŵƉĂŶLJ Pelham, NY ǁǁǁ͘ďĞŶĐŚŵĂƌŬĞĚƵĐĂƟŽŶ͘ĐŽŵ Pacemaker Series and AGS Globe Series WĞĂƌƐŽŶ ĚƵĐĂƟŽŶ͕ /ŶĐ͘ www.pearsonschool.com

12

d ,/E' E'>/^, > E'h ' > ZE Z^ /E >KtͲ/E / E ^ dd/E'^

Appendix B Resources for Teachers and Families ŶŐůŝƐŚ >ĞĂƌŶĞƌƐ͕ >ĂŶŐƵĂŐĞ͕ ĂŶĚ >ŝƚĞƌĂĐLJ ŝŶ ƚŚĞ ĂƌůLJ zĞĂƌƐ (ELLLEY) >>> zͶĂ ĐŽůůĂďŽƌĂƟŽŶ ďĞƚǁĞĞŶ tĞƐƚ Ě ĂŶĚ ƚŚĞ ĂůŝĨŽƌŶŝĂ ĞƉĂƌƚŵĞŶƚ ŽĨ ĚƵĐĂƟŽŶ͕ ŚŝůĚ ĞǀĞůŽƉŵĞŶƚ ŝǀŝƐŝŽŶͶ ŝŶƚƌŽĚƵĐĞƐ ƚĞĂĐŚĞƌƐ ŽĨ ƉƌĞƐĐŚŽŽů ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ ƚŽ ďĂƐŝĐ ĐŽŶĐĞƉƚƐ ƌĞůĂƚĞĚ ƚŽ ƐĞĐŽŶĚͲůĂŶŐƵĂŐĞ ĂĐƋƵŝƐŝƟŽŶ͕ ŚŽŵĞ ůŝƚĞƌĂĐLJ͕ ůĂŶŐƵĂŐĞ ƉƌĂĐƟĐĞƐ͕ ĂŶĚ ĞŵĞƌŐĞŶƚ ůŝƚĞƌĂĐLJ ƐŬŝůůƐ͘ www.wested.org/cs/we/view/pj/543

ĐƟǀŝƟĞƐ ĨŽƌ ^> ^ƚƵĚĞŶƚƐ WůĂLJ ŐĂŵĞƐ͕ ƚĂŬĞ ƋƵŝnjnjĞƐ͕ ƌĞĂĚ ŐƌĂŵŵĂƌ͕ ĂŶĚ ƉƌĂĐƟĐĞ vocabulary. ŚƩƉ͗ͬ​ͬĂϰĞƐů͘ŽƌŐ ĞŶƚĞƌ ĨŽƌ DƵůƟůŝŶŐƵĂů DƵůƟĐƵůƚƵƌĂů ZĞƐĞĂƌĐŚ This website provides a comprehensive, annotated list of ďŝůŝŶŐƵĂůͬ ^>ͬŵƵůƟĐƵůƚƵƌĂů ĞĚƵĐĂƟŽŶ ƌĞƐŽƵƌĐĞƐ͘ ŚƩƉ͗ͬ​ͬǁǁǁͲďĐĨ͘ƵƐĐ͘ĞĚƵͬΕĐŵŵƌͬ ZĞƐŽƵƌĐĞƐ͘Śƚŵů ŽŐŶĂƚĞƐ ĨŽƌ ^ƉĂŶŝƐŚ ĂŶĚ ŶŐůŝƐŚ Cognates are the related words that share roots and/or ŵĞĂŶŝŶŐƐ ĂĐƌŽƐƐ ƚǁŽ ůĂŶŐƵĂŐĞƐ͘ dŚĞŝƌ ƉĂƩĞƌŶƐ ŽĨ ƐŝŵŝůĂƌŝƚLJ can be especially useful to people learning a second language. ŚƩƉ͗ͬ​ͬǁǁǁ͘ŐĞŽĐŝƟĞƐ͘ĐŽŵͬĂƚŚĞŶƐͬƚŚĞďĞƐͬϲϭϳϳͬǁƐͲĐŽŐŶĂƚĞƐ͘ html ͋ ŽůŽƌşŶ ŽůŽƌĂĚŽ͊ ĨĂŶƚĂƐƟĐ ďŝůŝŶŐƵĂů ƐŝƚĞ ĨŽƌ ĨĂŵŝůŝĞƐ ĂŶĚ ĞĚƵĐĂƚŽƌƐ ŽĨ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌƐ͕ ƚŚĞƌĞ ĂƌĞ ƌĞƐŽƵƌĐĞƐ ŝŶ ϭϭ ĚŝīĞƌĞŶƚ languages. ¡Colorín Colorado! is produced by Reading ZŽĐŬĞƚƐ͕ ĂŶ ĞĚƵĐĂƟŽŶĂů ƐĞƌǀŝĐĞ ŽĨ ƚŚĞ ůŽĐĂů W ^ ƐƚĂƟŽŶ ŝŶ tĂƐŚŝŶŐƚŽŶ͕ ;t d Ϳ͘ www.Colorincolorado.org ĂǀĞ͛Ɛ ^> ĂĨĠ dŚŝƐ ƐŝƚĞ ŽīĞƌƐ ĞĂƐLJͲƚŽͲƵƐĞ ĂĐƟǀŝƟĞƐ͕ ŝŶĐůƵĚŝŶŐ ŐĂŵĞƐ͕ ƋƵŝnjnjĞƐ͕ ƉƌŽŶƵŶĐŝĂƟŽŶ ƉƌĂĐƟĐĞ͕ ĂŶĚ ƐƚŽƌŝĞƐ͘ www.eslcafe.com

ƌ͘ :ŝůů <ĞƌƉĞƌ DŽƌĂ͛Ɛ ^ƉĂŶŝƐŚͬ ŶŐůŝƐŚ ŽŐŶĂƚĞƐ tĞďƐŝƚĞ This site provides resources for teachers of Spanish-­‐speaking >>Ɛ͕ ǁŝƚŚ ƌƵůĞƐ ĨŽƌ ^ƉĂŶŝƐŚ ƌĞĂĚŝŶŐ͕ ǁƌŝƟŶŐ͕ ƐƉĞůůŝŶŐ͕ ĂŶĚ pedagogy. ŚƩƉ͗ͬ​ͬĐŽĞ͘ƐĚƐƵ͘ĞĚƵͬƉĞŽƉůĞͬũŵŽƌĂͬŵŽƌĂŵŽĚƵůĞƐͬ ^Ɖ ŶŐ ŽŐŶĂƚĞƐ͘Śƚŵ

13

d ,/E' E'>/^, > E'h ' > ZE Z^ /E >KtͲ/E / E ^ dd/E'^

Appendix C Research and Professional Development Resources

The following resource list is based on the work of the Illinois ƐƐŽĐŝĂƟŽŶ ĨŽƌ DƵůƟůŝŶŐƵĂůͬDƵůƟĐƵůƚƵƌĂů ĚƵĐĂƟŽŶ ;/ DD Ϳ—Ă ŶĂƟŽŶĂů ŽƌŐĂŶŝnjĂƟŽŶ ĞdžĐůƵƐŝǀĞůLJ ĐŽŶĐĞƌŶĞĚ ǁŝƚŚ ƚŚĞ ĞĚƵĐĂƟŽŶ ŽĨ ůĂŶŐƵĂŐĞͲŵŝŶŽƌŝƚLJ ƐƚƵĚĞŶƚƐ ŝŶ ŵĞƌŝĐĂŶ schools.

dĞĂĐŚĞƌƐ ŽĨ ŶŐůŝƐŚ ƚŽ ^ƉĞĂŬĞƌƐ ŽĨ KƚŚĞƌ >ĂŶŐƵĂŐĞƐ͕ /ŶĐ͘ ;d ^K>Ϳ d ^K>͛Ɛ ŵŝƐƐŝŽŶ ŝƐ ƚŽ ĚĞǀĞůŽƉ ĂŶĚ ŵĂŝŶƚĂŝŶ ƉƌŽĨĞƐƐŝŽŶĂů ĞdžƉĞƌƟƐĞ ŝŶ ŶŐůŝƐŚͲůĂŶŐƵĂŐĞ ƚĞĂĐŚŝŶŐ ĂŶĚ ůĞĂƌŶŝŶŐ ĨŽƌ speakers of other languages worldwide. www.tesol.org dĞĂĐŚŝŶŐ ŝǀĞƌƐĞ >ĞĂƌŶĞƌƐ ;d >Ϳ ƌŽǁŶ hŶŝǀĞƌƐŝƚLJ͛Ɛ d > ǁĞďƐŝƚĞ ƉƌŽǀŝĚĞƐ ƚĞĂĐŚŝŶŐ ĂŶĚ learning strategies that address culturally responsive teaching, ŵĂŝŶƐƚƌĞĂŵ ĐůĂƐƐƌŽŽŵƐ͕ ďŝůŝŶŐƵĂůͬ ^> ĐůĂƐƐƌŽŽŵƐ͕ ĂŶĚ ƐƉĞĐŝĂů ĞĚƵĐĂƟŽŶ͘ www.alliance.brown.edu/tdl

ĞŶƚĞƌ ĨŽƌ ƉƉůŝĞĚ >ŝŶŐƵŝƐƟĐƐ (CAL) > ŝƐ Ă ƉƌŝǀĂƚĞ͕ ŶŽŶƉƌŽĮƚ ŽƌŐĂŶŝnjĂƟŽŶ ǁŚŽƐĞ ŐƌŽƵƉ ŽĨ ƐĐŚŽůĂƌƐ ĂŶĚ ĞĚƵĐĂƚŽƌƐ ƵƐĞ ƚŚĞ ĮŶĚŝŶŐƐ ŽĨ ůŝŶŐƵŝƐƟĐƐ ĂŶĚ ƌĞůĂƚĞĚ ƐĐŝĞŶĐĞƐ ŝŶ ŝĚĞŶƟĨLJŝŶŐ ĂŶĚ ĂĚĚƌĞƐƐŝŶŐ ůĂŶŐƵĂŐĞͲ ƌĞůĂƚĞĚ ŝƐƐƵĞƐ͘ dŚŝƐ ŝƐ ĂŶ ŝŶĨŽƌŵĂƟǀĞ ƐŽƵƌĐĞ ĨŽƌ ƌĞůĂƚĞĚ ĞĚƵĐĂƟŽŶĂů ƌĞƐŽƵƌĐĞƐ͕ ŝŶĐůƵĚŝŶŐ ǀŝĚĞŽƐ͕ ĂƐƐĞƐƐŵĞŶƚ ƚŽŽůƐ͕ resource books, and professional development. www.cal.org ĞŶƚĞƌ ĨŽƌ ZĞƐĞĂƌĐŚ ŽĨ ĚƵĐĂƟŽŶ͕ ŝǀĞƌƐŝƚLJ͕ ĂŶĚ džĐĞůůĞŶĐĞ ; Z Ϳ Z ŝƐ ŽŶĞ ŽĨ ϭϮ ŶĂƟŽŶĂů ƌĞƐĞĂƌĐŚ ĂŶĚ ĚĞǀĞůŽƉŵĞŶƚ ĐĞŶƚĞƌƐ ĨƵŶĚĞĚ ďLJ ƚŚĞ h͘^͘ ĞƉĂƌƚŵĞŶƚ ŽĨ ĚƵĐĂƟŽŶ͘ Z ͛Ɛ ƌĞƐĞĂƌĐŚ ŝƐ ƚŽ ŝĚĞŶƟĨLJ ĂŶĚ ĚĞǀĞůŽƉ ĞīĞĐƟǀĞ ĞĚƵĐĂƟŽŶĂů ƉƌĂĐƟĐĞƐ ĨŽƌ ůŝŶŐƵŝƐƟĐ ĂŶĚ ĐƵůƚƵƌĂů ŵŝŶŽƌŝƚLJ ƐƚƵĚĞŶƚƐ͘ ŚƩƉ͗ͬ​ͬĐƌĞĚĞ͘ďĞƌŬĞůĞLJ͘ĞĚƵ

ŽŵƉƌĞŚĞŶƐŝǀĞ ĞŶƚĞƌƐ WƌŽŐƌĂŵ The Comprehensive Centers Program consists of 21 centers located throughout the country. The U.S. Department of ĚƵĐĂƟŽŶ ĞƐƚĂďůŝƐŚĞĚ ƚŚĞ ƉƌŽŐƌĂŵ ƚŽ ƉƌŽǀŝĚĞ ƚĞĐŚŶŝĐĂů assistance to low-­‐performing schools to help close the achievement gap. The program works primarily with states, ůŽĐĂů ĞĚƵĐĂƟŽŶ ĂŐĞŶĐŝĞƐ͕ ƚƌŝďĞƐ͕ ƐĐŚŽŽůƐ͕ ĂŶĚ ŽƚŚĞƌ ƌĞĐŝƉŝĞŶƚƐ ŽĨ ĨƵŶĚƐ ƵŶĚĞƌ ƚŚĞ EŽ ŚŝůĚ >ĞŌ ĞŚŝŶĚ Đƚ͘ www.ed.gov/programs/newccp/index.html

EĂƟŽŶĂů ůĞĂƌŝŶŐŚŽƵƐĞ ĨŽƌ ŶŐůŝƐŚ >ĂŶŐƵĂŐĞ ĐƋƵŝƐŝƟŽŶ (NCELA) ZĞƐĞĂƌĐŚĞƐ͕ ƐLJŶƚŚĞƐŝnjĞƐ͕ ĂŶĚ ĚŝƐƐĞŵŝŶĂƚĞƐ ŝŶĨŽƌŵĂƟŽŶ ĂďŽƵƚ ůĂŶŐƵĂŐĞ ŝŶƐƚƌƵĐƟŽŶ͕ ĞĚƵĐĂƟŽŶĂů ƉƌŽŐƌĂŵƐ ĨŽƌ ŶŐůŝƐŚ language learners, and related programs. www.ncela.gwu.edu

14

d ,/E' E'>/^, > E'h ' > ZE Z^ /E >KtͲ/E / E ^ dd/E'^

Notes

15

d ,/E' E'>/^, > E'h ' > ZE Z^ /E >KtͲ/E / E ^ dd/E'^

Notes

16

d ,/E' E'>/^, > E'h ' > ZE Z^ /E >KtͲ/E / E ^ dd/E'^

www.nclr.org

20