English Learners

and the READ Act

Check out the ELL specific resources in each section of this site!

Did you know that the majority of students with READ Plans in APS are also English Learners?

It is important to note the distinct implications related to teaching students to read through English. The Colorado English Language Proficiency (CELP)/WIDA Standards explain that language proficiency level appropriate scaffolds and supports are necessary for English learners at all levels. The Colorado Department of Education has provided guidance related specifically to English Learners and the READ Act.

Visit the APS ELA Website for more information and resources.

Learning to read through English

It is important to note the similarities and differences related to learning to read through English for emerging bilingual students. Research from the National Literacy Panel has found that three additional components are essential for ELLs throughout the scope and sequence of reading instruction.

Oral Language Development
Building and Connecting to Background Knowledge (including both content and functional vocabulary)
Connecting to Student's Native Language and Culture

8 Components of Reading

Oral Language Development Goals

For ELLs especially, oral language is foundational to literacy development (August & Shanahan, 2006).

If a student is an English Language Learner and they are identified as having a Significant Reading Deficiency, an oral language goal MUST be written in their READ Plan. If they are categorized as Non-English Proficienct (NEP, Level 1-2), it needs to be their first goal. It may be the only goal for an ELL at a level 1. If they are Limited English Proficient LEP) it can be their second goal.

Please reach out for support from your CLDE Teacher Leader, Teaching Partner, Elementary Lead Teaching Partner, and/or CLDE Consultant as needed.

Oral Language Goal Construction Tool

“English language development occurs over multiple years, is variable and depends on many factors including age, maturation, classroom experiences, programming, motivation and attitude, making it difficult to establish fixed language expectations for any grade level or age” (WIDA, 2012 Guide, p. 4).

Language development takes time. Research says that it takes 5-7 years in an optimal learning environment to reach academic language proficiency. It is normal for a student to require more than one year to move from one level to the next (especially at the later levels). It is important to consider a student’s full history of language acquisition when determining goals.

Oral Language Objective Progress Monitoring Tool

Oral Langauge Objective Progress Monitoring Tool

Wondering about Oral Language Development as a critical component of English Learner's reading development? Check out this professional reading excerpt from Why Do English Language Learners Struggle with Reading? (Klingner, Hoover and Baca, 2008)

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