Peer-Assisted Learning Strategies

Peer-Assisted Learning Strategies (PALS) is a peer-tutoring program for grades K–6 that aims to improve student proficiency in several disciplines. The designation of tutoring pairs and skill assignment is based on teacher judgement of student needs and abilities, and teachers reassign tutoring pairs regularly.

Based on the What Works Clearinghouse 2012 intervention report that focused on PALS for students with disabilities, PALS met criteria for "demonstrates a rationale" that program is likely to improve student outcomes for (a) reading fluency and (b) reading comprehension for students in grades 2-6, including English language learners.

See other resources in the SRCL/CLSD database for related evidence:

1. the What Works Clearinghouse 2012 intervention report on "Peer-Assisted Learning/Literacy Strategies" for beginning readers;
2. the What Works Clearinghouse 2012 intervention report on "Peer-Assisted Learning Strategies" for adolescent readers; and
3. the What Works Clearinghouse 2010 intervention report on "Peer-Assisted Learning Strategies" for English language learners.

These can be found by searching for "Peer-Assisted Learning Strategies" on the main database search page.

Peer-Assisted Learning Strategies

Peer-Assisted Learning Strategies (PALS) is a peer-tutoring program for grades K–6 that aims to improve student proficiency in several disciplines. The designation of tutoring pairs and skill assignment is based on teacher judgement of student needs and abilities, and teachers reassign tutoring pairs regularly.

Based on the What Works Clearinghouse 2010 intervention report that focused on PALS for English language learners, PALS met criteria for "demonstrates a rationale" that program is likely to improve student outcomes for general reading or literacy achievement for students in grades 3-6.

See other resources in the SRCL/CLSD database for related evidence:

1. the What Works Clearinghouse 2012 intervention report on "Peer-Assisted Learning Strategies" for students with disabilities;
2. the What Works Clearinghouse 2012 intervention report on "Peer-Assisted Learning/Literacy Strategies" for beginning readers; and
3. the What Works Clearinghouse 2012 intervention report on "Peer-Assisted Learning Strategies" for adolescent readers.

These can be found by searching for "Peer-Assisted Learning Strategies" on the main database search page.

Literacy Express

Literacy Express is a preschool curriculum designed for three- to five-year-old children. It is structured around units on oral language, emergent literacy, basic math, science, general knowledge, and socioemotional development.

Based on the What Works Clearinghouse 2010 intervention report, Literacy Express met criteria for "strong evidence" for improving student outcomes for (a) oral language and (b) foundational skills (i.e., print knowledge and phonological processing) for students in prekindergarten.

See other resources in the SRCL/CLSD database for related evidence:

1. the 2009 study of "Effective early literacy skill development for young Spanish-speaking English language learners: An experimental study of two methods."

This can be found by searching for "Literacy Express" on the main database search page.

Read Well®

Read Well® is a reading curriculum to increase the literacy abilities of students in kindergarten and grade 1. The program provides scaffolded instruction in phonemic awareness, phonics, vocabulary, comprehension, and fluency.

Based on the What Works Clearinghouse 2010 intervention report, Read Well® met criteria for "demonstrates a rationale" that program is likely to improve student outcomes for English language development for English language learners in grade 1.

See other resources in the SRCL/CLSD database for related evidence:

Bilingual Cooperative Integrated Reading and Composition

The Bilingual Cooperative Integrated Reading and Composition (BCIRC) program was designed to help Spanish-speaking students succeed in reading Spanish and then making a successful transition to English reading.

Based on the What Works Clearinghouse 2007 intervention report that focused on BCIRC for English language learners, BCIRC met criteria for "demonstrates a rationale" that program is likely to improve student outcomes for (a) general reading or literacy achievement and (b) English language development for students in grades 2-3.

See other resources in the SRCL/CLSD database for related evidence:

1. the What Works Clearinghouse 2012 intervention report on "Cooperative Integrated Reading and Composition®;" and
2. the What Works Clearinghouse 2010 intervention report on "Cooperative Integrated Reading and Composition®."

These can be found by searching for "Cooperative Integrated Reading and Composition" on the main database search page.

Improving content knowledge and comprehension for English language learners: Findings from a randomized control trial

Promoting Adolescents' Comprehension of Text (PACT), as implemented in this study, is a modified version of the PACT reading comprehension and content acquisition intervention. The intervention was modified to be implemented within social studies classes with EL students. PACT is a curricula featuring three units with five components: 1) comprehension canopy (a 10-15 minute introduction) to engage students in the purpose for reading ; 2) five essential words per unit are introduced after the introduction to teach the meaning of concepts connected with the content; 3) knowledge acquisition through text reading included a critical reading routine lasting 15 minutes, three times a week that covers information text on the topic; 4) team-based learning comprehension check, which includes heterogeneous teams of students and opportunities for both individual and group work twice per each unit, and 5) team-based learning knowledge application where teams engage in problem-solving activities around the topic.

Based on the results of this 2017 study, PACT met criteria for "moderate evidence" for improving student outcomes for Reading Comprehension for students in grade 8.

Using computer-adaptive assessments of literacy to monitor the progress of English learner students

Promoting Adolescents' Comprehension of Text (PACT), as implemented in this study, is a modified version of the PACT reading comprehension and content acquisition intervention. The intervention was modified to be implemented within social studies classes with EL students. PACT is a curricula featuring three units with five components: 1) comprehension canopy (a 10-15 minute introduction) to engage students in the purpose for reading ; 2) five essential words per unit are introduced after the introduction to teach the meaning of concepts connected with the content; 3) knowledge acquisition through text reading included a critical reading routine lasting 15 minutes, three times a week that covers information text on the topic; 4) team-based learning comprehension check, which includes heterogeneous teams of students and opportunities for both individual and group work twice per each unit, and 5) team-based learning knowledge application where teams engage in problem-solving activities around the topic.

This study examined how teachers and school staff administered computer-adaptive assessments of literacy to English learner students in grades 3–5 and how they used the assessments to monitor students’ growth in literacy skills. It presents findings that may aid districts in implementing a computer-adaptive assessment of literacy skills for English learner students as well as for other students.

Teaching Secondary Students to Write Effectively

This IES What Works Clearinghouse (2016) Practice Guide on "Teaching Secondary Students to Write Effectively" presents three recommendations for helping students in grades 6–12 develop effective writing skills. Each recommendation includes specific, actionable guidance for educators on implementing practices in their classrooms. The guide also summarizes and rates the evidence supporting each recommendation, describes examples to use in class, and offers the review panel’s advice on how to overcome potential implementation obstacles.

The recommendations include the following:

1. "Explicitly teach appropriate writing strategies using a Model-Practice-Reflect instructional cycle." A panel reviewed 11 supporting studies for this recommendation using What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as strong for students in grades 6-12, including students with learning disabilities and English language learners.
2. "Integrate writing and reading to emphasize key writing features." A panel reviewed 8 supporting studies for this recommendation using the What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as moderate for students in grades 6-12, including English language learners.
3. "Use assessments of student writing to inform instruction and feedback." A panel reviewed 4 supporting studies for this recommendation using the What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as minimal for students in grades 6-12, including English language learners.

Teaching Academic Content and Literacy to English Learners in Elementary and Middle School

This IES What Works Clearinghouse (2014) Practice Guide on "Teaching Academic Content and Literacy to English Learners in Elementary and Middle School" provides four recommendations that address what works for English learners during reading and content area instruction. Each recommendation includes extensive examples of activities that can be used to support students as they build the language and literacy skills needed to be successful in school, including examples of how the recommendations align with Common Core and other contemporary state standards. The recommendations also summarize and rate supporting evidence.

The recommendations include the following:

1. "Teach a Set of Academic Vocabulary Words Intensively Across Several Days Using a Variety of Instructional Activities." A panel reviewed 6 supporting studies for this recommendation using What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as strong for students in grades K-2 and grades 5-7.
2. "Integrate Oral and Written English Language Instruction into Content-Area Teaching." A panel reviewed 5 supporting studies for this recommendation using What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as strong for students in grades K-2 and grades 5-7.
3. "Provide Regular, Structured Opportunities to Develop Written Language Skills." A panel reviewed 2 supporting studies for this recommendation using What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as minimal for students in grades 6-12.
4. "Provide Small- Group Instructional Intervention to Students Struggling in Areas of Literacy and English Language Development." A panel reviewed 6 supporting studies for this recommendation using What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as moderate for students in grades K-2 and grades 6-8.

Effective Literacy and English Language Instruction for English Learners in the Elementary Grades

This IES What Works Clearinghouse (2007) Practice Guide focuses on "Effective Literacy and English Language Instruction for English Learners in the Elementary Grades." Each of five recommendations includes implementation steps and solutions for common roadblocks. The recommendations also summarize and rate supporting evidence. The target audience for the guide includes school practitioners such as administrators, curriculum specialists, coaches, staff development specialists and teachers who provide literacy instruction for English language learners in the elementary grades.

The recommendations include the following:

1. "Screen for reading problems and monitor progress." A panel reviewed 21 supporting studies for this recommendation using What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as strong for students in grades K-5.
2. "Provide intensive small-group reading interventions." A panel reviewed 4 supporting studies for this recommendation using What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as strong for students in grades K-5.
3. "Provide extensive and varied vocabulary instruction." A panel reviewed 3 supporting studies for this recommendation using What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as strong for students in grades 3 and 5.
4. "Develop academic English." A panel reviewed 2 supporting studies for this recommendation using What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as low for students in grades K-5.
5. "Schedule regular peer-assisted learning opportunities." A panel reviewed 5 supporting studies for this recommendation using What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as strong for students in grades K-6.

Explicit Vocabulary Instruction for English Learners

This a video is aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Improving Adolescent Literacy: Effective Classroom and Intervention Practices. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide explicit vocabulary instruction."

The resource is a video of a teacher who describes the explicit vocabulary strategies she uses in an intensive, supplemental reading class for English learners. She uses modeling, visual aids, and multiple exposures to new words.

Pumpkin Pie for Halloween: Text Discussion With English Learners

This video is aligned with a recommendation in the IES What Works Clearinghouse (2010) Practice Guide on Improving Reading Comprehension in K-3rd Grade. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Establish an engaging and motivating context in which to teach reading comprehension."

This video shows how a kindergarten teacher uses a variety of strategies to help English learners move from listening to discussing stories. The teacher describes how text discussion develops across the early grade levels and explains how she forms small groups of English learners to individualize instruction.

Screening Decision Rules

This resource is a graphic, which is aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Screen all students for potential reading problems at the beginning of the year and again in the middle of the year."

This graphic illustrates an RtI early identification process conducted in Oregon schools. Decision rules for reading in kindergarten and grades 1 through 5, Spanish literacy, and behavior are included as guidelines for other schools and districts wanting to implement a similar process.

Implementing Reading Interventions

This video is aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Provide intensive, systematic instruction on up to three foundational reading skills in small groups to students who score below the benchmark score on universal screening."

In this video, Dr. Linan-Thompson describes the components of effective interventions and how English learners can benefit from additional teaching. She describes reading interventions that are typically Tier 2 small group interventions that are provided in addition to classroom instruction. In addition to group size and amount of time, the recommended characteristics of interventions include scaffolding across reading components, well-paced instruction with adequate practice, and inclusion of oral language development during reading skills instruction.

Professional learning communities facilitator’s guide for the What Works Clearinghouse practice guide: Teaching academic content and literacy to English learners in elementary and middle school

The Professional Learning Communities Facilitator's Guide is designed to assist teams of educators in applying the evidence-based strategies presented in the IES What Works Clearinghouse (2014) Practice Guide on Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. The facilitator's guide is designed to create a collaborative learning experience for educators to discuss, share, and apply key ideas and strategies from the Practice Guide in order to help K–8 English learners acquire the language and literacy skills needed to succeed academically. These strategies support the four recommendations found in the Practice Guide.

The recommendations include the following:

1. "Teach a Set of Academic Vocabulary Words Intensively Across Several Days Using a Variety of Instructional Activities." A panel reviewed 6 supporting studies for this recommendation using What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as strong for students in grades K-2 and grades 5-7.
2. "Integrate Oral and Written English Language Instruction into Content-Area Teaching." A panel reviewed 5 supporting studies for this recommendation using What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as strong for students in grades K-2 and grades 5-7.
3. "Provide Regular, Structured Opportunities to Develop Written Language Skills." A panel reviewed 2 supporting studies for this recommendation using What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as minimal for students in grades 6-12.
4. "Provide Small- Group Instructional Intervention to Students Struggling in Areas of Literacy and English Language Development." A panel reviewed 6 supporting studies for this recommendation using What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as moderate for students in grades K-2 and grades 6-8.

See other resources in the SRCL/CLSD database for related evidence:

1. the 2014 WWC Practice Guide on "Teaching Academic Content and Literacy to English Learners in Elementary and Middle School."

Creating Environments that Include Children’s Home Languages and Cultures

This resource (a strategy tip sheet) was produced by the National Center on Cultural and Linguistic Responsiveness, supported by the Office of Head Start. It provides tips for caregivers and teachers to create environments that include children's home language. These tips support the language development of English language learners from birth to PreK.

The rationale behind the tip sheet for using home language is aligned with the National Literacy Panel on Language-Minority Children and Youth finding (2006) that "children's oral proficiency and literacy in the first language can be used to facilitate literacy development in English." However, the tip sheet itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.

See other resources in the SRCL/CLSD database for related evidence:

1. the National Center on Cultural and Linguistic Responsiveness tip sheet on "Including Children's Home Languages and Cultures."

Including Children’s Home Languages and Cultures

This resource (a strategy tip sheet) was produced by the National Center on Cultural and Linguistic Responsiveness, supported by the Office of Head Start. It provides tips for caregivers and teachers to include children's home languages. These tips aim to support the language development of English language learners from birth to PreK.

The rationale behind the tip sheet for using home languages is aligned with the National Literacy Panel on Language-Minority Children and Youth finding (2006) that "children's oral proficiency and literacy in the first language can be used to facilitate literacy development in English." However, the tip sheet itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.

See other resources in the SRCL/CLSD database for related evidence:

1. the National Center on Cultural and Linguistic Responsiveness tip sheet on Creating Environments that Include Children's Home Languages and Cultures."

Language Modeling With Dual Language Learning Infants

This resource (a strategy tip sheet) was produced by the National Center on Cultural and Linguistic Responsiveness, supported by the Office of Head Start. It provides tips for caregivers to model language with dual language learners. These tips aim to support the language development of English language learner infants.

The rationale behind the tip sheet for building oral language is aligned with the National Literacy Panel on Language-Minority Children and Youth finding (2006) that "instruction in the key components of reading is necessary—but not sufficient—for teaching language-minority students to read and write proficiently in English. Oral proficiency in English is critical as well." However, the tip sheet itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.

See other resources in the SRCL/CLSD database for related evidence:

1. the National Center on Cultural and Linguistic Responsiveness tip sheet on "Language Modeling with Dual Language Learning Toddlers."

Language Modeling With Dual Language Learning Toddlers

This resource (a strategy tip sheet) was produced by the National Center on Cultural and Linguistic Responsiveness, supported by the Office of Head Start. It provides tips for caregivers to model language with dual language learners. These tips are aimed to support the language development of English language learner toddlers.

The rationale for building oral language is aligned with the National Literacy Panel on Language-Minority Children and Youth finding (2006) that "instruction in the key components of reading is necessary—but not sufficient—for teaching language-minority students to read and write proficiently in English." Oral proficiency in English is critical as well. However, the tip sheet itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.

See other resources in the SRCL/CLSD database for related evidence:

1. the National Center on Cultural and Linguistic Responsiveness tip sheet on "Language Modeling with Dual Language Learning Infants."

Planning and Organizing Thematic Instruction

This resource (a strategy tip sheet) was produced by the National Center on Cultural and Linguistic Responsiveness, supported by the Office of Head Start. It provides tips for caregivers and teachers to plan and organize thematic structure. These tips aim to support the language development of English language learners in PreK.

The rationale behind the tip sheet for building oral proficiency are aligned with the National Literacy Panel on Language-Minority Children and Youth finding (2006) that "instruction in the key components of reading is necessary—but not sufficient—for teaching language-minority students to read and write proficiently in English. Oral proficiency in English is critical as well." However, the tip sheet itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.

Supporting English Language Development When Children Have Little Experience with English

This resource (a strategy tip sheet) was produced by the National Center on Cultural and Linguistic Responsiveness, supported by the Office of Head Start. It provides tips for caregivers and teachers to support English language development when children (e.g., PreK) have little experience with English.

The rationale for building English language development is aligned with the National Literacy Panel on Language-Minority Children and Youth finding (2006) that "instruction in the key components of reading is necessary—but not sufficient—for teaching language-minority students to read and write proficiently in English. Oral proficiency in English is critical as well." However, the tip sheet itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.

Code Switching: Why It Matters and How to Respond

This resource (a workbook) was produced by the National Center on Cultural and Linguistic Responsiveness, supported by the Office of Head Start. It is designed to assist teaching staff at PreK centers to understand code switching and identify and implement effective policies and practices to promote children's learning. These policies and practices aim to support the language development of English language learners in PreK.

The rationale for using code switching are aligned with the National Literacy Panel on Language-Minority Children and Youth finding (2006) that "instruction in the key components of reading is necessary—but not sufficient—for teaching language-minority students to read and write proficiently in English. Oral proficiency in English is critical as well." However, the workbook itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.

How to Use Bilingual Books

This resource (a practical guide) was produced by the National Center on Cultural and Linguistic Responsiveness, supported by the Office of Head Start. It provides practical, manageable ideas on how to use bilingual books in the classroom and at home. These ideas aim to support the language development of English language learners in PreK.

The rationale for using bilingual books are aligned with the National Literacy Panel on Language-Minority Children and Youth finding (2006) that "oral proficiency and literacy in the first language can be used to facilitate literacy development in English." However, the guide itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.

Classroom Language Models a Leader’s Implementation Manual

This resource (a manual) was produced by the National Center on Cultural and Linguistic Responsiveness, supported by the Office of Head Start. It helps leaders determine the right language model for their school. These models aim to support the language development of English language learners in PreK.

The rationale for the manual is aligned with the National Literacy Panel on Language-Minority Children and Youth finding (2006) that "instruction in the key components of reading is necessary—but not sufficient—for teaching language-minority students to read and write proficiently in English. Oral proficiency in English is critical as well." However, the manual itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.

Effective practices for English learners: Brief 3, Core and supplemental English as a second language literacy instruction for English learners

In this brief, produced by the U.S. Office of Special Education Programs, three model demonstration projects provide their framework for the successful design and delivery of core and supplemental literacy instruction for primary-age (i.e., kindergarten to grade 3) English language learners (ELLs) who receive literacy instruction in English only. This brief provides guidance to educators in preparing and delivering English instruction for ELLs and in framing supports for classroom teachers to ensure culturally and linguistically responsive core and supplemental English literacy instruction. This brief provides guidelines on oral language, reading comprehension, vocabulary, reading fluency, and foundational skills (i.e., phonological awareness and phonics) that are supported by theoretical work and research studies. However, the guidelines presented in the brief have not been empirically tested for effectiveness and therefore are not categorized by a level of evidence.

See other resources in the SRCL/CLSD database for related evidence:

1. the U.S. Office of Special Education Programs brief on "Effective practices for English learners: Brief 4, Core and supplemental biliteracy instruction for English learners."

Effective practices for English learners: Brief 4, Core and supplemental biliteracy instruction for English learners.

This brief, produced by the U.S. Office of Special Education Programs, summarizes the work of three model demonstration projects that implement research-based practices for the successful delivery of core and supplemental literacy instruction for English Language Learners (ELLs) in urban, near-urban, and rural schools. Six of the nine participating schools offer Spanish-English bilingual education programs for primary school students in kindergarten to grade 3. This brief provides guidelines on oral language, reading comprehension, vocabulary, reading fluency, and foundational skills (i.e., phonological awareness and phonics) that are supported by theoretical and research studies. However, the guidelines presented in the brief have not been empirically tested for effectiveness and therefore are not categorized by a level of evidence.

See other resources in the SRCL/CLSD database for related evidence:

1. the U.S. Office of Special Education Programs brief on "Effective practices for English learners: Brief 3, Core and supplemental English as a second language literacy instruction for English learners."

Guide and Checklists for a School Leader’s Walkthrough during Literacy Instruction in Grades 4–12

This tool, published in 2020 and produced by IES Regional Educational Laboratory Southeast, was developed to assist school leaders in observing specific research-based practices during literacy instruction in grade 4–12 classrooms and students’ independent use or application of those practices. The tool aims to help school leaders conduct brief and frequent walkthroughs throughout the school year. The tool consists of three parts to be used with students in three grade bands: grades 4 and 5, grades 6–8, and grades 9–12. The first is the Pre-Walkthrough Meeting Guide, for use in all grade bands, to facilitate conversation between school leaders and teachers before the walkthrough. The second is a set of eight walkthrough checklists, differentiated by grade band and classroom type (that is, whole class, English language arts class, content area class, and literacy intervention class), which are based on best practices in literacy instruction. The third is the Post-Walkthrough Meeting Guide, for use in all grade bands, to facilitate debriefing between school leaders and teachers. This tool is supported by research studies. However, the tool itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.

Educator’s Guide for Family and Caregiver Activities for Teaching Academic Content and Literacy to English Learners in Elementary and Middle School Practice Guide

This IES Regional Educational Laboratory (2020) guide on "Educator’s Guide for Family and Caregiver Activities for Teaching Academic Content and Literacy to English Learners in Elementary and Middle School Practice Guide" is designed to provide educators with (a) a brief summary of the EL Practice Guide and its recommendations and practices, (b) an understanding of how the activities help scaffold children’s language and literacy development across the content areas, and (c) specific supports and strategies to help families and caregivers make the most out of the activities. It serves as a companion to the IES What Works Clearinghouse (2014) Practice Guide on Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. This guide presents three recommendations that reflect findings of research on the effectiveness of educational practices, and how-to steps to carry out the recommendations. However, the guide itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.

The recommendations include the following:

1. "Teach a set of academic vocabulary words intentionally across several days using a variety of instructional activities."
2. "Integrate oral and written English language instruction into content-area teaching."
3. "Provide regular, structured opportunities to develop written language skills."

Supporting Young English Learners Through Asking and Answering Questions About a Story

This resource is aligned with a recommendation in the IES Regional Educational Laboratory (2020) guide: Educator’s Guide for Family and Caregiver Activities for Teaching Academic Content and Literacy to English Learners in Elementary and Middle School Practice Guide (a companion to the IES What Works Clearinghouse (2014) Practice Guide on Teaching Academic Content and Literacy to English Learners in Elementary and Middle School). This English version activity sheet can be used to help strengthen language development by asking and answering questions about a story. The strategies portrayed support the research-based recommendations "Integrate oral and written English language instruction into content-area teaching." The resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.

See the Spanish version of this resources in the SRCL/CLSD database:

Estrategias para apoyar a los jóvenes aprendices de inglés haciendo y respondiendo preguntas sobre una historia.

This can be found by searching for the title on the main SRCL/CLSD database search page.

Estrategias para apoyar a los jóvenes aprendices de inglés haciendo y respondiendo preguntas sobre una historia

This resource is aligned with a recommendation in the IES Regional Educational Laboratory (2020) guide: Educator’s Guide for Family and Caregiver Activities for Teaching Academic Content and Literacy to English Learners in Elementary and Middle School Practice Guide (a companion to the IES What Works Clearinghouse (2014) Practice Guide on Teaching Academic Content and Literacy to English Learners in Elementary and Middle School). This Spanish version activity sheet can be used to help strengthen language development by asking and answering questions about a story. The strategies portrayed support the research-based recommendation "Integrate oral and written English language instruction into content-area teaching." The resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.

See the English version of this resources in the SRCL/CLSD database:

Supporting Young English Learners Through Asking and Answering Questions About a Story.

This can be found by searching for the title on the main SRCL/CLSD database search page.

Supporting Young English Learners Through Asking and Answering Questions About an Informational Text

This resource is aligned with a recommendation in the IES Regional Educational Laboratory (2020) guide: Educator’s Guide for Family and Caregiver Activities for Teaching Academic Content and Literacy to English Learners in Elementary and Middle School Practice Guide (a companion to the IES What Works Clearinghouse (2014) Practice Guide on Teaching Academic Content and Literacy to English Learners in Elementary and Middle School). This English version activity sheet can be used to strengthen language development by asking and answering questions about a topic or an informational text. The strategies portrayed support the research-based recommendation "Integrate oral and written English language instruction into content-area teaching." The resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.

See the Spanish version of this resources in the SRCL/CLSD database:

Estrategias para apoyar a los jóvenes aprendices de inglés haciendo y respondiendo preguntas sobre un texto informativo.

This can be found by searching for the title on the main SRCL/CLSD database search page.

Estrategias para apoyar a los jóvenes aprendices de inglés haciendo y respondiendo preguntas sobre un texto informativo

This resource is aligned with a recommendation in the IES Regional Educational Laboratory (2020) guide: Educator’s Guide for Family and Caregiver Activities for Teaching Academic Content and Literacy to English Learners in Elementary and Middle School Practice Guide (a companion to the IES What Works Clearinghouse (2014) Practice Guide on Teaching Academic Content and Literacy to English Learners in Elementary and Middle School). This Spanish version activity sheet can be used to strengthen language development by asking and answering questions about a topic or an informational text. The strategies portrayed support the research-based recommendation "Integrate oral and written English language instruction into content-area teaching." The resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.

See the English version of this resources in the SRCL/CLSD database:

Supporting Young English Learners Through Asking and Answering Questions About an Informational Text.

This can be found by searching for the title on the main SRCL/CLSD database search page.

Supporting Young English Learners Through Asking and Answering Questions About an Experience

This resource is aligned with a recommendation in the IES Regional Educational Laboratory (2020) guide: Educator’s Guide for Family and Caregiver Activities for Teaching Academic Content and Literacy to English Learners in Elementary and Middle School Practice Guide (a companion to the IES What Works Clearinghouse (2014) Practice Guide on Teaching Academic Content and Literacy to English Learners in Elementary and Middle School). This English version activity sheet can be used to strengthen language development by asking and answering questions about an experience. The strategies portrayed support the research-based recommendation "Integrate oral and written English language instruction into content-area teaching." The resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.

See the Spanish version of this resources in the SRCL/CLSD database:

Estrategias para apoyar a los jóvenes aprendices de inglés haciendo y respondiendo preguntas sobre una experiencia.

This can be found by searching for the title on the main SRCL/CLSD database search page.

Estrategias para apoyar a los jóvenes aprendices de inglés haciendo y respondiendo preguntas sobre una experiencia

This resource is aligned with a recommendation in the IES Regional Educational Laboratory (2020) guide: Educator’s Guide for Family and Caregiver Activities for Teaching Academic Content and Literacy to English Learners in Elementary and Middle School Practice Guide (a companion to the IES What Works Clearinghouse (2014) Practice Guide on Teaching Academic Content and Literacy to English Learners in Elementary and Middle School). This Spanish version activity sheet can be used to strengthen language development by asking and answering questions about an experience. The strategies portrayed support the research-based recommendation "Integrate oral and written English language instruction into content-area teaching." The resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.

See the English version of this resources in the SRCL/CLSD database:

Supporting Young English Learners Through Asking and Answering Questions About an Experience.

This can be found by searching for the title on the main SRCL/CLSD database search page.

Supporting Young English Learners with Word Play

This resource is aligned with a recommendation in the IES Regional Educational Laboratory (2020) guide: Educator’s Guide for Family and Caregiver Activities for Teaching Academic Content and Literacy to English Learners in Elementary and Middle School Practice Guide (a companion to the IES What Works Clearinghouse (2014) Practice Guide on Teaching Academic Content and Literacy to English Learners in Elementary and Middle School). This English version activity sheet can be used to help learn and practice a small set of new words over time to strengthen vocabulary. The strategies portrayed support the research-based recommendation "Teach a set of academic vocabulary words intentionally across several days using a variety of instructional activities." The resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.

See the Spanish version of this resources in the SRCL/CLSD database:

Estrategias para apoyar a los jóvenes aprendices de inglés con el juego de palabras.

This can be found by searching for the title on the main SRCL/CLSD database search page.

Estrategias para apoyar a los jóvenes aprendices de inglés con el juego de palabras

This resource is aligned with a recommendation in the IES Regional Educational Laboratory (2020) guide: Educator’s Guide for Family and Caregiver Activities for Teaching Academic Content and Literacy to English Learners in Elementary and Middle School Practice Guide (a companion to the IES What Works Clearinghouse (2014) Practice Guide on Teaching Academic Content and Literacy to English Learners in Elementary and Middle School). This Spanish version activity sheet can be used to help learn and practice a small set of new words over time to strengthen vocabulary. The strategies portrayed support the research-based recommendation "Teach a set of academic vocabulary words intentionally across several days using a variety of instructional activities." The resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.

See the English version of this resources in the SRCL/CLSD database:

Supporting Young English Learners with Word Play.

This can be found by searching for the title on the main SRCL/CLSD database search page.

Supporting Young English Learners by Guessing an Object

This resource is aligned with a recommendation in the IES Regional Educational Laboratory (2020) guide: Educator’s Guide for Family and Caregiver Activities for Teaching Academic Content and Literacy to English Learners in Elementary and Middle School Practice Guide (a companion to the IES What Works Clearinghouse (2014) Practice Guide on Teaching Academic Content and Literacy to English Learners in Elementary and Middle School). This English version activity sheet can be used to learn new words and build vocabulary by using descriptive language. The strategies portrayed support the research-based recommendation "Teach a set of academic vocabulary words intentionally across several days using a variety of instructional activities." The resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.

See the Spanish version of this resources in the SRCL/CLSD database:

Estrategias para apoyar a los jóvenes aprendices de inglés en adivinando objetos.

This can be found by searching for the title on the main SRCL/CLSD database search page.

Estrategias para apoyar a los jóvenes aprendices de inglés en adivinando objetos

This resource is aligned with a recommendation in the IES Regional Educational Laboratory (2020) guide: Educator’s Guide for Family and Caregiver Activities for Teaching Academic Content and Literacy to English Learners in Elementary and Middle School Practice Guide (a companion to the IES What Works Clearinghouse (2014) Practice Guide on Teaching Academic Content and Literacy to English Learners in Elementary and Middle School). This Spanish version activity sheet can be used to learn new words and build vocabulary by using descriptive language. The strategies portrayed support the research-based recommendation "Teach a set of academic vocabulary words intentionally across several days using a variety of instructional activities." The resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.

See the English version of this resources in the SRCL/CLSD database:

Supporting Young English Learners by Guessing an Object.

This can be found by searching for the title on the main SRCL/CLSD database search page.

Supporting Young English Learners by Becoming a Word Detective

This resource is aligned with a recommendation in the IES Regional Educational Laboratory (2020) guide: Educator’s Guide for Family and Caregiver Activities for Teaching Academic Content and Literacy to English Learners in Elementary and Middle School Practice Guide (a companion to the IES What Works Clearinghouse (2014) Practice Guide on Teaching Academic Content and Literacy to English Learners in Elementary and Middle School). This English version activity sheet can be used to learn and practice a small set of new words from the text by engaging with informational text. The strategies portrayed support the research-based recommendation "Teach a set of academic vocabulary words intentionally across several days using a variety of instructional activities." The resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.

See the Spanish version of this resources in the SRCL/CLSD database:

Estrategias para apoyar a los jóvenes aprendices de inglés para ser un detective de palabras.

This can be found by searching for the title on the main SRCL/CLSD database search page.

Estrategias para apoyar a los jóvenes aprendices de inglés para ser un detective de palabras

This resource is aligned with a recommendation in the IES Regional Educational Laboratory (2020) guide: Educator’s Guide for Family and Caregiver Activities for Teaching Academic Content and Literacy to English Learners in Elementary and Middle School Practice Guide (a companion to the IES What Works Clearinghouse (2014) Practice Guide on Teaching Academic Content and Literacy to English Learners in Elementary and Middle School). This Spanish version activity sheet can be used to learn and practice a small set of new words from the text by engaging with informational text. The strategies portrayed support the research-based recommendation "Teach a set of academic vocabulary words intentionally across several days using a variety of instructional activities." The resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.

See the English version of this resources in the SRCL/CLSD database:

Supporting Young English Learners by Becoming a Word Detective.

This can be found by searching for the title on the main SRCL/CLSD database search page.

Supporting Young English Learners While Making a Meal Together

This resource is aligned with a recommendation in the IES Regional Educational Laboratory (2020) guide: Educator’s Guide for Family and Caregiver Activities for Teaching Academic Content and Literacy to English Learners in Elementary and Middle School Practice Guide (a companion to the IES What Works Clearinghouse (2014) Practice Guide on Teaching Academic Content and Literacy to English Learners in Elementary and Middle School). This English version activity sheet can be used to learn and practice new words in everyday tasks, such as making a meal, by focusing on the process and new words and writing them down. The strategies portrayed support the research-based recommendation "Provide regular, structured opportunities to develop written language skills." The resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.

See the Spanish version of this resources in the SRCL/CLSD database:

Estrategias para apoyar a los jóvenes aprendices de inglés preparando una comida.

This can be found by searching for the title on the main SRCL/CLSD database search page.

Estrategias para apoyar a los jóvenes aprendices de inglés preparando una comida

This resource is aligned with a recommendation in the IES Regional Educational Laboratory (2020) guide: Educator’s Guide for Family and Caregiver Activities for Teaching Academic Content and Literacy to English Learners in Elementary and Middle School Practice Guide (a companion to the IES What Works Clearinghouse (2014) Practice Guide on Teaching Academic Content and Literacy to English Learners in Elementary and Middle School). This Spanish version activity sheet can be used to learn and practice new words in everyday tasks, such as making a meal, by focusing on the process and new words and writing them down. The strategies portrayed support the research-based recommendation "Provide regular, structured opportunities to develop written language skills." The resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.

See the Spanish version of this resources in the SRCL/CLSD database:

Supporting Young English Learners While Making a Meal Together.

This can be found by searching for the title on the main SRCL/CLSD database search page.

Supporting Young English Learners by Interviewing a Special Person

This resource is aligned with a recommendation in the IES Regional Educational Laboratory (2020) guide: Educator’s Guide for Family and Caregiver Activities for Teaching Academic Content and Literacy to English Learners in Elementary and Middle School Practice Guide (a companion to the IES What Works Clearinghouse (2014) Practice Guide on Teaching Academic Content and Literacy to English Learners in Elementary and Middle School). This English version activity sheet can be used to develop speaking, listening, and writing skills by interviewing a family member or friend and sharing what is learned. The strategies portrayed support the research-based recommendations "Integrate oral and written English language instruction into content-area teaching." The resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.

See the Spanish version of this resources in the SRCL/CLSD database:

Estrategias para apoyar a los jóvenes aprendices de inglés al entrevistar a una persona especial.

This can be found by searching for the title on the main SRCL/CLSD database search page.

Estrategias para apoyar a los jóvenes aprendices de inglés al entrevistar a una persona especial

This resource is aligned with a recommendation in the IES Regional Educational Laboratory (2020) guide: Educator’s Guide for Family and Caregiver Activities for Teaching Academic Content and Literacy to English Learners in Elementary and Middle School Practice Guide (a companion to the IES What Works Clearinghouse (2014) Practice Guide on Teaching Academic Content and Literacy to English Learners in Elementary and Middle School). This Spanish version activity sheet can be used to develop speaking, listening, and writing skills by interviewing a family member or friend and sharing what is learned. The strategies portrayed support the research-based recommendations "Integrate oral and written English language instruction into content-area teaching." The resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.

See the English version of this resources in the SRCL/CLSD database:

Supporting Young English Learners by Interviewing a Special Person.

This can be found by searching for the title on the main SRCL/CLSD database search page.

Supporting Young English Learners with Writing Notebooks

This resource is aligned with a recommendation in the IES Regional Educational Laboratory (2020) guide: Educator’s Guide for Family and Caregiver Activities for Teaching Academic Content and Literacy to English Learners in Elementary and Middle School Practice Guide (a companion to the IES What Works Clearinghouse (2014) Practice Guide on Teaching Academic Content and Literacy to English Learners in Elementary and Middle School). This English version activity sheet can be used to help develop writing and language skills by developing a writing routine that includes talking about writing and writing every day. The strategies portrayed support the research-based recommendation "Provide regular, structured opportunities to develop written language skills." The resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.

See the Spanish version of this resources in the SRCL/CLSD database:

Estrategias para apoyar a los jóvenes aprendices de inglés escribiendo en cuadernos.

This can be found by searching for the title on the main SRCL/CLSD database search page.

Estrategias para apoyar a los jóvenes aprendices de inglés escribiendo en cuadernos

This resource is aligned with a recommendation in the IES Regional Educational Laboratory (2020) guide: Educator’s Guide for Family and Caregiver Activities for Teaching Academic Content and Literacy to English Learners in Elementary and Middle School Practice Guide (a companion to the IES What Works Clearinghouse (2014) Practice Guide on Teaching Academic Content and Literacy to English Learners in Elementary and Middle School). This Spanish version activity sheet can be used to help develop writing and language skills by developing a writing routine that includes talking about writing and writing every day. The strategies portrayed support the research-based recommendation "Provide regular, structured opportunities to develop written language skills." The resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.

See the English version of this resources in the SRCL/CLSD database:

Supporting Young English Learners with Writing Notebooks.

This can be found by searching for the title on the main SRCL/CLSD database search page.

Center for Applied Linguistics (CAL)

The Center for Applied Linguistics is a nonprofit organization promoting access, equity and mutual understanding for linguistically and culturally diverse people around the world.

Colorin Colorado

Colorín Colorado is the premier national website serving educators and families of English language learners (ELLs) in Grades PreK-12. Colorín Colorado has been providing free research-based information, activities, and advice to parents, schools, and communities around the country for more than a decade.

National Association for Bilingual Education (NABE)

Since 1975, the National Association for Bilingual Education (NABE) has been a non-profit membership organization that works to advocate for educational equity and academic excellence for bilingual/multilingual students in a global society.

NABE’s priorities include: Improving instructional programs and practices for linguistically and culturally diverse children; providing bilingual and dual language educators with high-quality professional development opportunities; securing adequate funding for quality dual language programs serving English Learners (ELs); and keeping the rights of ELs clearly in focus as states and communities move forward with sustainable educational reforms.

National Association of English Learner Program Administrators (NAELPA)

NAELPA is organized for the mutual communications, professional development of its members, and support for English Learner students (ELs) regarding the education and services for ELs.

National Clearinghouse for English Language Acquisition (NCELA)

Authorized under Title III of the No Child Left Behind Act of 2001 (NCLB), the National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs (NCELA) supports the U.S. Department of Education's Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (OELA) in its mission to respond to Title III educational needs, and implement NCLB as it applies to English learners (ELs).

NCELA collects, coordinates, and conveys a broad range of research and resources in support of an inclusive approach to high quality education for ELs. To fulfill its mission, NCELA supports high quality networking among state-level administrators of Title III programs. In addition to SEA coordinators, NCELA serves other stakeholders involved in EL education, including teachers and other practitioners, parents, university faculty, administrators, and federal policymakers.

Regional Education Laboratories (REL) English Learner Work

English Learner students attend schools across the United States and RELs work in partnership with states and districts to 1) conduct original high quality research, 2) provide training, coaching, and technical support, and 3) disseminate high quality research findings about the achievement and trajectory of English Learners.

TESOL International Association

TESOL is an international association of professionals advancing the quality of English language teaching through professional development, research, standards, and advocacy.