Tag Archives: ELL

Background Activation Strategies for ELs

readingtolearnforels_mg5d6599Gaining knowledge from informational texts is an essential academic skill. Yet for too many English Learners, this skill is not developed sufficiently and as they move from elementary into middle school, the reading gap becomes a knowledge gap. This doesn’t have to happen, researcher Ana Taboada Barber explains, if we support EL’s reading of informational texts by pairing motivation practices with explicit reading comprehension instruction.

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Get to Know English Learners’ Interests

readingtolearnforels_mg5d6599Gaining knowledge from informational texts is an essential academic skill. Yet for too many English Learners, this skill is not developed sufficiently and as they move from elementary into middle school, the reading gap becomes a knowledge gap. In Reading to Learn for ELs, author Ana Taboada Barber provides models of her instructional framework for reading informational texts so that reading teachers, content-area teachers, and ESL teachers alike can take on the work of teaching English Learners how to succeed and gain knowledge through reading informational texts.

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Language Study: Answering the Call to Action in the Classroom

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Written by: Jen McCreight based on a section from her book Celebrating Diversity through Language Study.


In today’s climate, many of our students’ families are feeling anxious. Anxious about whether they are welcome in the United States. Anxious about escalating disagreements and protests surrounding immigrants from countries near and far. Anxious that loved ones may be deported. Regardless of our own political beliefs, as teachers, we are called to empathize with, support, and love our students. We are called to respond to their social and emotional challenges as much as their academic ones. I am reminded of this each day that I open the newspaper or read about current events online, and over and over, the following story pops into my head, as clearly as if I had experienced it yesterday.

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English Learners in the Reading Workshop

Moses_Webinar_1080_FIN (1)"[As a new teacher], I needed theoretically sound, research-based, instructional ideas to support the students in my classroom. …[and] I needed support for the logistics: getting my classroom workshop ready; ideas for units of student and learning experiences; suggestions for whole-group, small group, individualized instruction and conferring; and ways to use assessment to drive my instruction. However, I needed these logistics to include the necessary linguistic considerations to support my English learners.”    —Lindsey Moses 


Lindsey Moses, author of Supporting English Learners in the Reading Workshop (2015), works with classroom teachers across the country supporting the implementation of effective literacy instruction in diverse settings. Her experience and research reveal extensive knowledge, ideas and examples to guide teachers with facilitating a workshop setting that is just as effective for English learners as native speakers.

Enjoy this clip from her most recent webinar series for a glimpse into this Online Professional Development opportunity.

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The Importance of Motivation in EL Reading Instruction

readingtolearnforels_mg5d6599Gaining knowledge from informational texts is an essential academic skill. Yet for too many English Learners, this skill is not developed sufficiently and as students move from elementary into middle school, the reading gap becomes a knowledge gap. This doesn’t have to happen, researcher Ana Taboada Barber explains, if we support EL’s reading of informational texts by pairing motivation practices with explicit reading comprehension instruction. 

Continue reading

Supporting English Learners’ Questioning Through Explicit Instruction

readingtolearnforels_mg5d6599Gaining knowledge from informational texts is an essential academic skill. Yet for too many English Learners, this skill is not developed sufficiently and as they move from elementary into middle school, the reading gap becomes a knowledge gap. This doesn’t have to happen, researcher Ana Taboada Barber explains, if we support EL’s reading of informational texts by pairing motivation practices with explicit reading comprehension instruction. 

Continue reading