Conduct formative assessments to screen for reading problems and monitor progress
Screen and Monitor Progress
A comprehensive core reading program includes well-developed assessment systems for identifying student needs. The field of beginning reading has a well-known set of instruments to assess phonological processing, letter knowledge, and word and text reading which give teachers solid information about their students’ reading development. The same English language instruments that are used with native English speakers can also be used with English learners.
Provide intensive, small-group reading interventions for English learners at risk for reading problems.
Provide Reading Interventions
It is critical to respond in a timely fashion to potential reading difficulties indicated in formative assessment results. Reading interventions should occur on a daily basis in a small-group format, be provided in addition to the core reading program, cover all five core components of reading (i.e., phonological awareness, phonics, reading fluency, vocabulary, and comprehension), and utilize fast-paced, engaging instruction. Explicit, direct instruction should be the primary means of instructional delivery.
Provide extensive and varied vocabulary instruction throughout the day.
Teach Vocabulary
Students must be taught vocabulary through formal instruction and also have opportunities to acquire vocabulary through use in language-rich settings in and out of the classroom. A variety of explicit strategies can help English learners master essential content words. Teachers should go beyond the words in reading texts to also address the meaning of common words, phrases and expressions that English learners have not yet learned.
Develop academic English competence beginning in the primary grades.
Develop Academic English
Academic English is the language of school-based learning and entails understanding the structure of language and the precise way in which words and phrases are used, including content-specific vocabulary. Schools should ensure that the development of formal or academic English is a key instructional goal for English learners, beginning in the primary grades. Strategies include daily instruction, supplemental curricula to accompany core reading and mathematics series, and professional development.
Schedule regular peer-assisted learning opportunities, including structured language practice.
Schedule Peer Learning
At least 90 minutes a week should be spent on instructional activities where pairs of students work together. Assign students at different ability levels and/or different English language proficiency levels to work together on structured academic tasks. These activities should provide practice and extension to reading and language skills already taught.