This paper opens a larger conversation about what must be done to realize opportunities presented by the Common Core State Standards in English Language Arts and the literacy standards in other subject areas. It emphasizes the simultaneous challenges and opportunities for ELLs.The paper emphasizes that texts are approached differently for different purposes. Students need opportunities to approach texts with these varied purposes in mind. It also highlights how ELLs may be well served by opportunities to explore and justify their own textual hypotheses, even if their initial interpretations diverge from those of the teacher.

Even among educators who have been successful at educating ELLs under traditional supports and programs, the level of knowledge required to do the job successfully has increased. This paper considers more aggressive and creative capacity-building initiatives that strengthen and integrate the disciplinary teaching strategies with literacy and language development strategies. The authors discuss the value and implications of new partnerships, of structures for collaboration, and of time dedicated to engaging experts from different fields in the design and delivery of teacher preparation and professional development.

Literacy Specialists, Reading Specialists, SPED, Educators and administrators may use this template to collect data. This is a spread sheet that may be used K-8. This tool allows teams to collect and share data in a document that is easy to use, pull up and look at when working in collaboration with teams that include specialists, administrators, educators and parents working to close gaps for struggling learners. While created for reading interventions it may be used for all interventions in multiple academic settings.

Our goal is for our students to become proficient readers and writers who display agency and independence. This interactive hyperdoc training module, about UDL and Reading Workshop, is designed to help educators develop an ever-growing toolkit of strategies that will remove barriers to learning and create options for how instruction is presented, how students express their ideas, and how we can engage students in their learning.

Adult English language learner classrooms are uniquely diverse, in that a single class can have young adults, grandparents, academics, factory workers, entrepreneurs, and new parents all learning together in one room or on one Zoom call. Cultures blend, clash, and work around each other as students learn grammar, spelling, and pronunciation. Those of us who are instructors in these programs are blessed to be able to experience firsthand the diversity and complexity that is America. Through this book, we hope to offer a glimpse of who we get to work with every day – immigrants telling their own stories in their own words. -- from Introduction.Original Verso information:Hedenstrom, A., Himanga, L, Sorenson, L., Housworth, J., & Bryan, S. (Eds.). (2023).Voices of the Valley by Chippewa Valley Technical College is licensed under CC BY-NC 2.0.Digital ISBN: 978-1-957068-08-4 | Print ISBN: 978-1-957068-07-7 

Adult English language learner classrooms are uniquely diverse, in that a single class can have young adults, grandparents, academics, factory workers, entrepreneurs, and new parents all learning together in one room or on one Zoom call. Cultures blend, clash, and work around each other as students learn grammar, spelling, and pronunciation. Those of us who are instructors in these programs are blessed to be able to experience firsthand the diversity and complexity that is America. Through this book, we hope to offer a glimpse of who we get to work with every day – immigrants telling their own stories in their own words. -- from Introduction.Original Verso information:Hedenstrom, A., Himanga, L, Sorenson, L., Housworth, J., & Bryan, S. (Eds.). (2023).Voices of the Valley by Chippewa Valley TechnicalCollege is licensed under CC BY-NC 2.0.Digital ISBN: 978-1-957068-08-4 | Print ISBN: 978-1-957068-07-7 

In this lesson, designed for a heterogeneous group of students that includes English-language learners, students work together to plan a website based on their home knowledge. An introductory lesson outlines the structure and components of simple websites (home page, titles, headings, links). Students take home and complete a bilingual student and family interest survey, then work in groups of four or five to identify common themes among the responses. Each group makes a flow chart to think graphically about the contents of their planned website. Each student keeps a project notebook to record new ideas, summarize group work, and share the project with family members. The teacher can make the planned websites a reality using one of the online website-building platforms in the Resources list.

This paper addresses the implications, for ELLs, of the new standard's requirement that students be able to read and understand complex, informationally dense texts. The authors discuss the types of supports that learners need in order to work with complex texts. They also provide a sample of what academic discourse involves, using an excerpt from Martin Luther King, Jr.'s Letter from Birmingham Jail. They demonstrate how English learners can be provided with strategies for accessing complex texts, such as closely examining one sentence at a time. The authors argue that instruction must go beyond vocabulary and should begin with an examination of our beliefs about language, literacy and learning.

Colorín Colorado is the premier national website serving educators and families of English language learners (ELLs) in Grades PreK-12. Colorín Colorado has been providing free research-based information, activities, and advice to parents, schools, and communities around the country for more than a decade.

Learn more about our mission to serve ELLs as well as the team that makes Colorín Colorado possible below.

Colorín Colorado is an educational service of WETA, the flagship public broadcasting station in the nation's capital, and receives major funding from the American Federation of Teachers and National Education Association.

The name "Colorín Colorado" comes from a playful phrase that is often said at the end of stories in Spanish-speaking countries: "¡Y Colorín Colorado, este cuento se ha acabado!" or "¡Y Colorín Colorado, este cuento se ha terminado!" (Colorín Colorado, the story has ended!) There's no equivalent in English, but the phrase is similar to "The End" or "...and they lived happily ever after," or "That's all, folks!"

The saying brings back happy childhood memories of storytelling and reading for generations of people from many different countries. Making people smile about reading seemed like a perfect way to introduce our project.

eComma is a social reading tool teachers can install in their Learning Management System (LMS). It allows students and teachers to read and annotate texts together, pooling their knowledge and perspectives for a deeper understanding and analysis of what they are reading. The eComma website linked here explains how to explain the tool in an LMS and has a user guide and case studies with ideas for how to use it in a class.

Вики-проект учебника английского языка с открытым содержанием. Используемые на сайте вики технологии дают возможность любому желающему принять в нём участие и возможность использовать его для разработки материалов, предназначенных для студентов и школьников, изучающих английский язык. Применяемая открытая лицензия учебника (CC BY-SA) позволяет использовать материалы учебника в своих целях (копирование, распространение а также выполнение производных работ).