Student-friendly learning targets (both content & language) are posted.
MLs are provided with clear visual and oral instructions for all activities.
All new activities are modeled.
Students are given choice in their learning.
Students are given opportunities to speak and write about their lives and the things that are important to then.
Teacher pronounces students' names correctly.
Teacher uses instruction of home language cognates to reinforce vocabulary comprehension.
MLs are involved in goal-setting and assessment through the use of student goal-setting sheets, checklists, peer-editing activities, and teacher-student or student-student conferencing.
ML student work is displayed on the classroom walls.
Lessons include opportunities for relationship building between all students (think-pair-share, collaborative groupings, etc...)
Lessons include intentional groupings of students to support student learning.
Collaborative work is intentionally structured so that all students have specific ways to meaningfully contribute.
MLs are taught grade-level content and texts.
Instruction and materials are scaffolded so MLs are able to access and engage with grade-level content and texts.
The classroom includes visual supports for MLs (i,e,; word walls with images).
Instruction includes activities that require students to consider alternative ways of understanding and are open to diverse perspectives.
Source: Unlocking English Learners Potential: Strategies for Making Content Accessible. Diane Staehr Fenner & Sydney Snyder (2017)