Reference this poster and the attached links. It gives descriptors, instruction, and assessment practices for ELs at each level in their acquisition. 

Each newcomer has a dictionary bookmarked on their computer. You can also see them here. Have students add high frequency words to their dictionaries. 

Providing material that students can access is essential when expecting students to keep pace with their English speaking peers. Use the translation tools provided to help with this. As I learn about more tools, I will add them. If you have additional tools, please share those with me! 

When you are working with a student who has limited English proficiency, you should feel like an actor. As silly as you'll feel, model and perform everything you are saying. Check this video (thanks Kathy Copper) out for an example. 

I know holding students accountable is hard because we are unsure what the student is truly capable of. Regardless of the students language ability, every student should attempt homework, every student should attempt work in class. If a student is turning in incomplete work, or work that is clearly not what is assigned, a conversation needs to happen. If you are uncomfortable with this, reach out to me, and I will help with the conversation. 

Evaluate your standards. Is there a way to change evidence collection to be able to assess students in a way that supports each students language proficiency? This is something that I have had training in and would love to support. Please reach out to me. 

Similar to the above tip, can we find a way to present material that meets standards, but also meets the students English proficiency? Again, let me help you!! I would love to have conversations about what you have planned and how we can make it work for our limited English speaking students!