English Language Development Instruction

English teacher standing at whiteboard

Introduction

English learner teachers, also known as English as a Second Language (ESL) teachers, fulfill a multifaceted role: teaching English language skills, advocating for their students, aiding newcomers in acclimating to a new educational environment, collaborating with families, and providing support to general education teachers.

The Language Instruction Educational Program (LIEP) may be known as the English as a Second Language (ESL), English Learner (EL), English Language Development (ELD), or English as an Additional Language (EAL) Program. The Dear Colleague Letter of January 2015 states that language assistance programs include having “highly qualified teachers to provide language assistance services, trained administrators who can evaluate these teachers, and adequate and appropriate materials for the English Learner programs.”

English learner instructional staff members may be comprised of licensed and/or endorsed English learner teachers, but also include tutors, instructional assistants, and bilingual aides. English learner administrative staff may include English learner coordinators, curriculum or special services directors/coordinators, test coordinators, department facilitators, and instructional coaches.

Useful tools for English learner teachers include:

Table of Contents:

This resource covers the topics listed below. Select a topic to jump to that section.

Ohio’s English Language Proficiency (ELP) Standards

Ohio’s English Language Proficiency (ELP) Standards guide instruction for English learner teachers and are the basis of the Ohio English Language Proficiency Screener (OELPS) and the Ohio English Language Proficiency Assessment (OELPA). The standards and the Literacy in Content Areas Standards Matrix within them are useful for both content and English learner teachers.

For English learners with the most significant cognitive disabilities, Ohio's Learning Standards Extended-English Language Proficiency offer differentiated entry points for planning accessible English language instruction. The Alternate-Ohio English Language Proficiency Assessment (Alt-OELPA) is aligned to these Extended Standards.

Note, the ELP Standards correspond to the English Language Arts (ELA) Standards.

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Instructional Strategies for the Language Delivery Options

There are multiple English learner program models in EMIS, Ohioʼs Educational Management Information System. Instruction varies based on the model.

English as a Second Language Program

Pull-out: Designated English Language Development (ELD)

Instructional strategies for the English learner class:

  • Use home languages with translanguaging (the ability to move fluidly between languages, drawing on students’ full linguistic repertoire for communication and sense-making).
    • Cognates (words that are similar in two languages, like “problem/problema”), videos, translations, and discussions (processing) in the English learnerʼs first language (L1) are used as a support to bridge to English.
  • Develop oral language.
  • Provide explicit instruction paired with guided and independent practice.
  • Scaffold instruction with:

In elementary school, the English learner teacher specifically provides instruction with:

  • Small groups of students with similar English language proficiency and skill development needs guided by the ELP standards
  • Integrated lessons on the four skills of listening, speaking, reading, and writing
  • Oral language, vocabulary, sentence structure, foundational literacy skills, reading comprehension, and building background knowledge
  • Lessons targeting either language or content, based on student needs
  • Newcomers as they acquire the basics of the English language, providing a safe place for newcomers to learn foundational skills in a setting where they are comfortable

In middle and high school, the English learner or ELD class specifically focuses instruction on:

  • Developing the language needed to participate in content area classes
  • Building oral language, vocabulary, sentence structure, reading comprehension, and background knowledge
  • Providing foundational literacy skills for newcomers

Instructional materials for the English learner classroom:

  • Maps (U.S., world) and flags
  • Calendar and visual schedules
  • Posters (like the alphabet, vowels, colors, numbers, food, and animals)
  • Word walls with visuals, sound walls, and anchor charts
  • English, bilingual, and multinational books
  • Flashcards, pocket charts, and sentence strips
  • Realia (real items)

For more information, access the following on the Ohio Department of Education and the Workforce website:

The video below provides information on The Roles of a TESOL Specialist.


Content Classes with Integrated English as a Second Language (ESL) Support

Push-in: Integrated English Language Development

The English learner teacher assists English learners in the language needed to access the lesson in the general education or content area classes. The content area teacher shares the lesson plan so the English learner teacher can prepare to help the students with vocabulary, background knowledge, and the language needed to complete the task of the lesson.

The English learner teacher frequently collaborates with a small cohort of English learners, often alongside native English speakers, providing tailored support throughout various segments of the lesson.

Instructional support for English learners:

  • Personalized instruction
  • Building background knowledge
  • Targeted vocabulary development
  • Reinforcement of concepts through re-teaching
  • Supplemental practice opportunities

Instructional tasks:

  • Pre-teach challenging vocabulary ahead of engaging with intricate texts.
  • Guide students through reading strategies (decoding, comprehension checks via think-aloud exercises).
  • Facilitate small group activities for practice with reading and writing.

Co-teaching: Integrated English Language Development

Co-teaching involves the collaborative efforts of two educators — the content or general education teacher and the English learner teacher — with a shared objective. Together, they plan lessons, offering supplementary assistance to English learners and other students requiring additional support. While the content teacher attends to the content standards, the English learner teacher ensures alignment with English Language Proficiency (ELP) Standards. In a co-taught setting, all students benefit from a concentrated emphasis on academic language, vocabulary enrichment, and enhanced discourse, catering to the different needs within the classroom. It is important that both teachers receive training in how to best implement this model.

Co-teaching examples:

  • One teacher leads the instruction while the other teacher circulates and helps students.
  • Both teachers lead the lesson, alternating turns.
  • Each teacher takes a group to work on similar activities but with different supports.
  • Each teacher has a station that students cycle through.
  • The English learner teacher takes a small group to work on needed skills.

Comparing Push-In and Co-Teaching

Roles of English learner teacher and general education teacher:

Push-In Setting Co-Teaching Setting
The English learner teacher usually goes into the general education teacher classroom. The English learner teacher usually goes into the general education teacher classroom.
The two teachers may plan together before class begins. The two teachers must plan together before class begins.
The general education teacher creates the lesson and shares with the English learner teacher. The two teachers plan the lesson together with the general education teacher focusing on content and the English learner teacher on language.
The general education teacher may be the lead teacher and the English learner teacher supports. The two teachers share responsibilities and teaching roles.
The general education teacher may be seen as the person “in charge,” or they may share equally. The two teachers are seen as equals by each other and the students.
The general education teacher oversees content, and the English learner teacher focuses on language development. The general education teacher oversees content, and the English learner teacher focuses on language development, or they may both serve in dual roles.
The English learner teacher works with English learners on vocabulary, comprehension of lesson, and completion of classroom activities in either small groups or by walking the room. The two teachers may divide responsibilities, or both support all students. They may use small groups, share teaching responsibilities, or take turns leading the lesson.

For more details, refer to Collaboration and Co-Teaching: Strategies for English Learners, by Andrea Honigsfeld and Maria Dove.

ELLevation's Collaborating with Content Teachers podcast describes simple strategies to make co-planning and co-teaching easier. 

Sheltered Instruction: Integrated English Language Development

In sheltered instruction, English learners attend content classes (ELA, math, science, social studies) with the extensive use of supports and accommodations, such as those in the Sheltered Instruction Observation Protocol (SIOP) model. English learners acquire English proficiency and content knowledge at the same time. The class may be taught by a content teacher with a Teaching English to Speakers of Other Languages (TESOL) license or SIOP training. The class may be for English learners only or could be a mixed class. Sheltered classes are commonly used in middle and high schools in districts with larger English learner populations.

Key components of sheltered instruction:

  • Include a clear content objective in addition to a language objective.
  • Focus on key grade-level content standards and the use of the ELP standards.
  • Focus on use of the four domains: listening, speaking, reading, and writing.
  • Leverage the home language to bridge to English, including use of translanguaging.
  • Implement high use of visuals (such as pictures, illustrations, gestures, maps, graphic organizers, and timelines).
  • Build background as needed to understand the lesson, especially for Students with Interrupted/Inconsistent Formal Education (SIFE).
  • Deliver explicit vocabulary instruction and word learning strategies, such as affixes.
  • Coordinate concurrent development of oral language.
  • Offer frequent opportunities for student interaction with support.
  • Provide regular formative assessment and targeted feedback.

For more information on SIOP:

Transitional Bilingual Education (TBE)

In a bilingual classroom the teacher provides instruction in the student's primary (home) language and English. The class:

  • Maintains and develops skills in the primary language while introducing, maintaining, and developing skills in English.
  • Offers academic content instruction in the home language to the extent necessary.
  • Divides subjects between home language and English.
  • Employs models of dual language immersion.

Instructional Routines

TBE structures and approaches, such as the number of teachers, ratio of instructional time per language, and language separation, vary by school.

Language separation:

  • Consider total school time to ensure an appropriate balance between the two languages.
  • Determine which subjects will be taught in English and which subjects will be taught in the home language at each grade level.
  • Provide explicit language arts instruction in both English and home language, although language instruction may take place in the context of other content areas.
  • Plan which content is taught in which language from year to year, so that students may acquire the academic vocabulary needed in each subject area.

Instructional materials:

  • Posters for the alphabet, colors, shapes, and numbers
  • Anchor charts and graphic organizers
  • Calendar with seasons, months, and days
  • Bilingual library that is well-organized and labeled with books, audiobooks, and book boxes for students
  • Word wall and labels on classroom items
  • Other items that will help students learn language and content
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The Instructional Needs of Varied English Learner Groups

English learners are not a homogeneous group. English learner teachers support students in multiple grades at all proficiency levels with a variety of needs. Groups that have unique instructional needs include:

Newcomers
Students with Interrupted/Inconsistent Formal Education (SIFE)
Long-Term English Learners (LTELs)
Dually Identified
English Learners (ELs) who are Gifted

Newcomers

English learners may be described as newcomers or students born outside the United States, who have recently arrived, and are in their first three years in a school in the United States. Though not all newcomers are English learners.

In terms of instruction, the first two years are the most critical for English learner newcomers who are typically at the Emerging level of English proficiency. English learner newcomers in many districts remain in their assigned school and receive English learner support. While Ohio does not have any legal requirements for the number of minutes of instruction, newcomers who are English learners at the Emerging proficiency level may need significantly more support, possibly through daily pull-out sessions or classroom support from an English learner teacher or instructional assistant.

Orienting Newcomers to the School

  • Take new students on a tour of the building.
  • Have current English learners serve on a Welcome Committee for the new students.
  • Create a visual schedule with times and classes, with information on start and end times and an emphasis on regular attendance.
  • Explain how to use the cafeteria, lunch number, and what foods are in the cafeteria (for example, Muslim students need to know which foods contain pork).
  • Show how to check books out of the library.
  • Show how to use laptops and Chromebooks, log on, find programs, and use the learning management system and translation tools.
  • Show the student the location of the clinic and let the nurse know this student does not speak English yet.
  • Practice safety drills and explain use in home language if possible.
  • Put together a newcomer kit for teachers to use during the first few weeks.
  • Arrange for a buddy in content classes.
  • Show students which bus to take and let the bus driver know when a student does not speak English, in case of an emergency.
  • Create a card for the student to keep with their name, grade, teacher, language, bus number, and a statement that they do not speak English.
  • Share information on the new arrival with the staff and develop a schoolwide plan to support the new student.

For more information:

Assessment of Newcomers

Begin by determining the educational background of the newcomer student. Interview parents and check school records with the assistance of an interpreter. Students who have had formal education in their home country can draw upon that experience and first language literacy. Students with interrupted/inconsistent formal education (SIFE) may need extra support from the general education teacher and the English learner teacher as they may be learning both English and learning foundational literacy skills at the same time.

The Ohio English Language Proficiency Screener (OELPS) score report gives basic information about the newcomer’s proficiency level in the four language domains. Diagnostic assessment establishes a baseline to guide instruction in the following areas:

  • Alphabet knowledge (such as letter sounds and names)
  • Sight word knowledge
  • Basic spelling inventory
  • Vocabulary knowledge (such as colors, numbers, food, body parts, and greetings)
  • Basic conversation skills
  • Pencil holding, letter forming, and paper orientation for writing  

High-Quality Student Data contains more information on using high-quality student data to inform instruction and enhance practice.

Download: Getting Started with Newcomers (Word) or Getting Started with Newcomers (PDF)

The Newcomer Toolkit contains instructional strategies in Chapter 4 - Providing High-Quality Instruction for Newcomers.

In this Elementary Newcomer Lesson video, two Ohio elementary teachers work with new arrivals on basic skills.

Best Practices for Newcomers in Secondary School

Secondary school newcomers have some of the same needs as their elementary counterparts; however, they have the added challenge of needing to acquire both language and content more quickly. Newcomer students with high proficiency levels of home language literacy and academic content can leverage their home language in connecting their academic content knowledge to English. For SIFE, the challenge is much greater and they need additional services from the English learner program and additional support from staff.

For more information:

Supporting General Education Teachers with Newcomers in their Classes

  • Provide the teacher with pertinent information about the new student, such as name, how to pronounce the name, home languages, level of literacy in the home languages, educational background, family information, and English proficiency level.
  • Share a list of scaffolds and supports appropriate for emerging-level students.
  • Engage the newcomer in classroom activities, as much as possible.
  • Assign a buddy for the newcomer and/or seat the student close to the front of the class.
  • Put labels around the classroom and use visual schedules.
  • Prepare a kit for the classroom with items (such as a picture dictionary, bilingual books, flashcards, and letter formation practice) the newcomer can use.
  • Give examples of using the home languages with cognates and translanguaging.
  • Teach strategies that may be helpful for general education teachers to support newcomers and SIFE in the content areas they teach.
  • Share resources, such as the best sites for math, social studies, and science in multiple languages or the best places to get the same text written at different levels of English.
  • Demonstrate/instruct the general education teacher on uses of the following:
    • Translation options
    • Phone interpretation system
    • Communication with families in ways they understand
    • How to add translated captions in PowerPoint presentations
    • How to turn on captions in videos for instruction

Newcomer Vignette

Sami is a fifth grader who recently came to Ohio with her family. In Thailand, she attended a rural school where she learned to read and write in Thai. The English learner teachers administered the OELPS. Sami scored 1 in each of the four domains of listening, speaking, reading, and writing. Therefore, she is Emerging in English proficiency. The English learner teacher and the general education teacher worked together to provide Sami with the extensive support she needed. Sami receives pull out English learner services daily for 45 minutes during part of her ELA block. During this time, the English learner teacher works with Sami and other newcomers on developing basic oral language skills and survival English using visuals, chants, sentence stems, repetition, thematic units, and read-alouds. Since the Thai language uses a different writing system, the English learner teacher taught Sami the sounds and letters of English in a systematic and sequential way. Sami quickly learned foundational English literacy skills, as she was already literate in Thai. In the general education classroom, the teacher, Mrs. L., includes Sami as much as possible in all class activities. Mrs. L. uses visuals and videos to help Sami acquire content knowledge. She translates materials where necessary especially in Social Studies which was quite challenging. Classmates took Sami under their wings and helped her adjust to school in the U.S., navigate the lunchroom, learn games on the playground, and understand classroom expectations. Now, at the end of fifth grade, Sami is flourishing. She has friends, can converse in simple English, and is reading simple English books.

Students with Interrupted/Inconsistent Formal Education (SIFE)

Students with interrupted/Inconsistent Formal Education (SIFE) are English learners typically at the Emerging level of English Proficiency, have missed at least two years of consistent instruction, and/or perform at least two grade-levels below grade-level peers in math and/or reading as assessed by school staff. SIFE may have experienced interrupted or inconsistent formal education because of war, gang violence, civil strife, economic stress, or prolonged stays in refugee camps. As a result, SIFE often lack documentation regarding prior schooling, and experience difficulties adjusting to school norms.

For more details on SIFE, see the English Learners in Ohio page of the Administratorʼs Resource Kit.

Strategies to Support SIFE

  • Administer an initial assessment in both reading and mathematics to determine where to begin instruction.
  • Provide specialized, focused instruction to meet the English Language Proficiency (ELP) Standards in the shortest possible time.
  • Provide intensive and specialized education for one to two years after arrival, if possible, especially in literacy and numeracy courses. Courses can be offered in a newcomer program or through after-school or summer programs.
  • Use sheltered instruction in grade-level content.
  • Adopt Trauma-informed Schools and classroom practices for targeted support.
  • Provide mentoring and tutoring programs.
  • Provide additional emotional support to bolster resilience as students acclimate to a new environment. Partner with local community organizations to provide support to these students and their families.

Achieving Graduation for SIFE

All English learners, including SIFE, are expected to meet Ohio’s graduation requirements. SIFE simultaneously learn English and core content areas while adjusting to a new education system and country. SIFE are also making up for years of lost schooling, possibly experiencing a classroom structure for the first time, often learning the basic building blocks of literacy, and continuously working to catch up on missed academic content. Consequently, some SIFE may need more than four years to meet graduation requirements.

Supporting Newcomers in Secondary Schools from the Ohio Department of Education and Workforce provides more information.

SIFE Vignette

Jorge left El Salvador at the age of 15 to come to the United States to flee uncontrolled gang violence in his small town. He traveled alone through Guatemala and Mexico and entered the United States at El Paso. He spent several months in Texas, and eventually went to live with an uncle in Ohio. Jorge was enrolled in high school at 16 as a freshman since he had not been in school for several years. As a newly enrolled student, his OELPS score was Emerging with scores of 1 in each domain. He is currently working at a restaurant in the evening while attending school during the day. Jorge receives two periods a day of English Language Development and one ESL Resource period. His English learner teacher is working with Jorge on foundational reading skills while building oral language. In addition, his content area teachers are using SIOP strategies to help him in class. Jorge’s goal is to graduate from high school and become a mechanic.

For more information on serving SIFE:

Long-term English Learners (LTELs)

Long-term English Learners (LTELs) are students identified as English learners for six or more years. Ohio does not formally track LTELs, however schools or districts may choose to do so. Characteristics of LTELs are good social and conversational English proficiency but limited academic English, lower grades in academic content areas, and lack of progression on the OELPA in reading and writing.

Instructional strategies for long-term English learners:

  • Provide coursework or tutoring to build academic reading and writing skills.
  • Teach content classes with sheltered instruction strategies that focus on vocabulary and homework help.
  • Build the home language skills of students to improve biliteracy skills.
  • Monitor academic activity closely with focus on study skills and graduation progress.

Long-term English Learner Vignette

Maria was born in Guatemala and entered kindergarten in Texas at the beginning level of English proficiency. Her family moved frequently to find jobs, resulting in disjointed education. She received English learner or bilingual instruction in some but not all schools. In third grade, Maria returned to Guatemala to live with her grandparents for two years. They lived in a rural area and Maria only attended school sporadically. As a fifth grader, Maria returned to the U.S. and joined her parents in rural Ohio. She tested at the Emerging level of English proficiency due to having had no exposure to the language for two years. Her school did not have an English learner teacher, as there were only a few English learners in the district.

Now, Maria is in 8th grade. She has good conversational English and sounds like a native speaker. However, she is still scoring at the Progressing level on OELPA with scores of 2 in reading and writing, 3 in speaking, and 4 in listening. The district recently hired a TESOL-licensed teacher. He has identified Maria as a long-term English learner who needs direct instruction in academic language and vocabulary. Her schedule was adjusted to add English learner instruction that will address her academic needs.

Dually-Identified English Learners

Dually-identified English learners are identified as both English learners and as having a disability. Federal law is clear that dually-identified students are eligible for all services for which they qualify. Therefore, English learner teachers and intervention specialists collaborate to determine the best way to meet the students’ language needs.

Access the English Learners with Suspected Disabilities page for more details.

English Learners Who Are Gifted

English learners are frequently under-identified as gifted students. One of the main causes of this discrepancy is the type of assessments used for placement. The National Center for Research on Gifted Education recommends the following to ensure that English learners receive equal consideration for this service.

  • Adopt a policy of universal screening of all students in one or more grade levels for the identification process.
  • Select assessment instruments that account for language differences and a variety of backgrounds.
  • Assess the speed of English language acquisition and monitor the rate of acquiring reading, writing, listening, and speaking skills in English.
  • Consider including reliable and valid nonverbal ability assessments as part of the overall identification process.
  • Use other identification tools to supplement results of universal screening.

English learner teachers can recommend their English learners for the Gifted Program if they suspect the English learners are gifted in one of the 4 categories of giftedness in Ohio: superior cognitive ability, specific academic ability, creative thinking ability, and visual and performing arts ability.

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Bilingual Instructional Assistants

Mother with daughter and son

Bilingual Assistants (BAs), alternatively known as Bilingual Aides or Instructional Assistants (IAs), play a crucial role in bolstering English learner programs. English learner teachers often work in tandem with the Bilingual Assistants to provide maximum support for English learners.

Key roles of BAs:

  • Translate lesson content and assignment instructions for newcomers.
  • Help new arrivals navigate the school environment.
  • Assist with state assessments, as allowed.
  • Serve as a teaching assistant for the English learner or content teacher.
  • Support the English learner in the general education or content classroom.
  • Serve as a translator or interpreter for the parent in school-related meetings.

Schools and districts are encouraged to provide training to instructional aides and assistants to provide a cohesive and effective English learner program.

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Classroom and Instructional Routines

Students in storytime

Routines help English learners, especially those who are emerging, engage in the classroom. It is less confusing when English learners know what to expect. Lessons proceed in a similar format each day and include classroom and instructional routines that are consistently used.

  • Develop a consistent daily routine (for the classroom and instruction).
  • Explain, model, practice, and repeat the instructional routine.
  • Check for understanding of the routine.
  • Use the home language to reinforce the routine, if feasible and necessary.

Classroom Management Routines

  • Provide clear classroom expectations, with visual reminders.
  • Have seating plans, assigned tables, or space on the mat.
  • Teach how to organize a school binder or bin, gather materials from their bin or shelf, hand in completed work, and transition to new activities.
  • Demonstrate how to access electronic devices.
  • Use signals for quiet time: claps, song, or lights off.
  • Explain how to ask to use the bathroom.

Instructional Routines

Objectives: Students read the content and language objective or “I can” statement at the beginning of the lesson. The objectives can include visual support and translations.

Warm Up: Begin class with a real-world connection, a writing prompt, or a vocabulary review, with extensive visual support (such as pictures, PowerPoint, and real items) appropriate to the age and proficiency level of the student.

Explicit Vocabulary Instruction: Introduce new vocabulary with a framework, such as:

The video below provides an example of an Instructional Routine for Explicit Vocabulary Instruction.

The Ohio Department of Education and Workforce’s ReadOhio Literacy Academy provides access to short professional learning courses.

Partner Work: (Turn and Talk, Think Pair Share, Clock Partners, Elbow Partners)

  • Set up expectations for partner work at the beginning of the year, using a visual chart.
  • Have a system for students to quickly turn to their partner.
  • Use supports, such as sentence stems, models, or word banks.
  • Give time restrictions, keeping partner work short and focused.
  • Display a timer for clear communication of allotted time for Turn and Talk.

Student Responses: Students can show what they know by using:

For more information on supporting instructional routines:

  • Access The Teacher Toolkit, designed to showcase techniques for effective teaching, to find explanations, templates, and videos of the strategies in action.
  • Visit English Learner Programs to find learning supports including Instructional Resources, the clearinghouse of Research and Select Evidence-based Strategies, and the Universal Design for Learning approach.
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Instructional Materials

The Ohio Department of Education and Workforce emphasizes the importance of using high-quality instructional materials. For guidance on finding high-quality instructional materials, visit Using HQIM: Reviewing, Selecting and Implementing Materials.

HQIM curriculum and lessons meet the following criteria:

  • Align to Ohio’s ELP Standards.
  • Cover the four domains of listening, speaking, reading, and writing.
  • Meet the needs of the students based on their proficiency.
  • Are appropriately paced.
  • Provide explicit instruction with sufficient independent practice, including corrective feedback, guided practice, and formative assessments.
  • Use visuals extensively and include explicit vocabulary instruction.

Ohio is a member of the ELPA21 consortium of states. The website offers resources that align to Ohio’s English Language Proficiency Standards. The ELPA21 Resources tab contains Achievement Level Descriptors, Proficiency Level Descriptors, and Enrichment Activities which are useful for planning instruction.

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Monitoring English Learners

As part of the English learner program, school leaders consider the time and resources needed to monitor current and former (or Exited) English learners’ language skills. English learners who score Proficient on the Ohio English Language Proficiency Assessment (OELPA) are monitored for at least two years after exiting the program. Schools and districts decide on how to effectively implement their monitoring process for recently reclassified former English learners.

English learner teachers monitor their students' progress in English language proficiency in alignment with Ohio's English Language Proficiency (ELP) Standards. The OELPA is conducted yearly as a comprehensive evaluation and is not tailored for immediate instructional adjustments. English learner teachers rely on regular formal and informal formative assessments to tailor and refine their teaching strategies. However, gauging progress can be intricate since a rubric suitable for first grade students may not be suitable for eighth grade students. Teachers depend on data from these frequent formative assessments to effectively adapt their teaching methodologies daily.

English learner teachers can maintain a folder or portfolio of student work samples for each English learner with evidence of their progress. This portfolio can also be useful for parent-teacher conferences or if an English learner is being considered as having a disability.

Portfolios contain:

  • Student work samples
  • Rubrics
  • Spelling inventories
  • Phonics skills work
  • Writing samples
  • Checklists
  • Retellings
  • Unit tests
  • Vocabulary activities and tests
  • Reading comprehension checks
  • Fluency assessments

Common formative assessments used across a school or district are helpful as students move to new schools. They are also helpful in discussing student data in instructional teams and when comparing English learner growth to that of native English speakers.

For more information:

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Advocating for Your English Learners

People in meeting

English learner teachers can serve as advocates beyond the classroom, ensuring the comprehensive needs of English learners are addressed.

English learners are the shared responsibility of the entire staff – they are “all our students.”

English Learner Teachers Can Support Staff in Meeting Needs of Students

  • Encourage general education teachers to maintain high expectations for English learners and to use scaffolds and accommodations consistently.
  • Model acknowledging and celebrating student strengths and build empathy for English learners among the staff.
  • Ensure appropriate and allowable testing accommodations.
  • Assist in correctly identifying English learners as having a disability if appropriate.
  • Attend grade-level or departmental meetings to talk about support for English learners.
  • Provide Professional Development (PD) for general education teachers.
  • Welcome and encourage English learners to participate in school activities.
  • Find ways for English learners to share their backgrounds and support events that celebrate them.
  • Join other teachers in your school, district, state, and nationally to amplify your voice.

Encourage Staff Support for English Learner Families

  • Model respect for English learners and their families.
  • Collaborate with the Family Liaison to include English learner families.
  • Ensure families are informed, valued, and welcomed in the building.
  • Provide opportunities for families to learn the school or district’s grading system, online access to grades, calendar, and expectations.

Videos demonstrating strategies in action:

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References Resources

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These resources aim to bolster academic, student wellness, and college and career outcomes for Ohio's English learners. Resources were created through a collaborative effort between the Ohio Department of Education and Workforce and The Ohio State University's Center on Education and Training for Employment along with a dedicated group of family advocates, community leaders, school district staff, and teachers.

Last Modified: 6/11/2025 7:38:31 AM