English Learners — Comprehensive ELL/ESL Reference
<!-- Canonical source for: ELL instruction, WIDA proficiency levels, sheltered instruction, language objectives, ELL accommodations, ELL curriculum differentiation, newcomer programs, SIOP, Title III, ACCESS testing --> <!-- Cross-references: roles/specialists.md §6 (identification/WIDA basics), compliance/equity-access.md §4 (legal rights), compliance/funding-programs.md (Title III funding) --> <!-- Last content review: 2026-03 -->
flowchart TD
A[Student Enrolls] --> B[Home Language Survey]
B -->|Other Language| C[WIDA Screener within 30 days]
B -->|English Only| Z[General Education]
C --> D{ELL Identified?}
D -->|Yes| E[Assign WIDA Level 1-5]
D -->|No| Z
E --> F[ELL Program Placement]
F --> G[Sheltered Instruction / SIOP]
F --> H[Pull-out or Push-in ESL]
F --> I[Dual Language]
F --> J[Newcomer Program]
G --> K[Annual ACCESS Testing]
H --> K
I --> K
J --> K
K -->|Level 6 Reached| L[Exit ELL Services]
K -->|Below Level 6| F
L --> M[2-Year Monitoring Period]
M --> Z
Table of Contents
- 1. WIDA Proficiency Levels — What Teachers Need to Know
- The 4 Language Domains
- 2. Writing Language Objectives
- Language Objective Formula
- Language Functions by Cognitive Demand
- Examples by Subject
- 3. Scaffolding Strategies by WIDA Level
- For Levels 1-2 (Entering/Emerging)
- For Levels 3-4 (Developing/Expanding)
- For Level 5 (Bridging)
- 4. Content-Area Differentiation for ELLs
- How to Adapt a Lesson for Multiple WIDA Levels
- Subject-Specific ELL Strategies
- 5. Assessment Accommodations for ELLs
- Classroom Assessments (Teacher-Made)
- State Assessments (MAP/EOC)
- 6. Newcomer Students
- First 30 Days Checklist
- Students with Interrupted Formal Education (SIFE)
- 7. ELL Family Engagement
- Communication Requirements
- Building Trust with ELL Families
- 8. Program Models in Missouri
- SIOP (Sheltered Instruction Observation Protocol) — Key Components
- 9. Legal Requirements — Quick Reference
1. WIDA Proficiency Levels — What Teachers Need to Know
WIDA defines 6 levels of English proficiency. Every instructional decision for an ELL should start with their WIDA level.
| Level | Label | What the student CAN do | What the student NEEDS |
|---|---|---|---|
| 1 | Entering | Single words, phrases, gestures. Can match pictures to words. Can copy text. | Visual supports for everything. Word banks. Sentence frames. L1 (home language) support. Survival vocabulary. |
| 2 | Emerging | Short phrases, simple sentences. Can follow 1-2 step directions. Can write lists and label. | Graphic organizers. Simplified text. Sentence starters. Repetition. Partner work with bilingual peers. |
| 3 | Developing | Simple and some complex sentences. Can retell, compare, sequence. Can write short paragraphs with support. | Adapted grade-level text. Content vocabulary pre-teaching. Sentence frames for academic language. Small group instruction. |
| 4 | Expanding | Variety of sentence lengths and complexity. Can discuss, explain, summarize. Can write multi-paragraph responses. | Grade-level text with some support. Academic language instruction. Extended writing with feedback. Reducing scaffolds gradually. |
| 5 | Bridging | Near grade-level proficiency. Can analyze, justify, evaluate. Writing approaches grade-level expectations. | Continued academic vocabulary development. Genre-specific writing instruction. Monitoring, not intensive intervention. |
| 6 | Reaching | Comparable to English-proficient peers. | No specific ELL services; may still be in monitoring period. |
The 4 Language Domains
Every WIDA level applies across 4 domains. A student may be Level 3 in listening but Level 1 in writing.
| Domain | What it covers | How it shows up in class |
|---|---|---|
| Listening | Understanding spoken English | Following directions, comprehending lectures, participating in discussions |
| Speaking | Producing spoken English | Answering questions, presenting, explaining thinking, collaborating |
| Reading | Understanding written English | Decoding, comprehending text, interpreting graphics/charts |
| Writing | Producing written English | Labeling, note-taking, composing paragraphs, academic essays |
2. Writing Language Objectives
Content-area teachers must teach BOTH content AND language. Every lesson with ELL students should have:
- Content objective — what students will learn (from Missouri Learning Standards)
- Language objective — what language students will USE to demonstrate learning
Language Objective Formula
> Students will [language function] + [content topic] + [support/scaffold]
Language Functions by Cognitive Demand
| Lower demand | Higher demand |
|---|---|
| List, label, name, match | Compare, contrast, explain |
| Identify, describe, retell | Analyze, justify, evaluate |
| Categorize, sequence, define | Argue, synthesize, critique |
Examples by Subject
| Subject | Content Objective | Language Objective |
|---|---|---|
| Science | Explain the water cycle stages | Students will describe the water cycle using sequence words (first, next, then, finally) and a labeled diagram |
| Math | Solve two-step word problems | Students will explain their problem-solving steps using sentence frames: "First I ___, then I ___, so the answer is ___" |
| Social Studies | Analyze causes of the Civil War | Students will compare two causes of the Civil War using a Venn diagram and the frame: "___ is similar to ___ because ___. They differ because ___." |
| ELA | Identify theme in a short story | Students will justify the theme they identified using evidence sentence starters: "I think the theme is ___ because in the text it says ___" |
3. Scaffolding Strategies by WIDA Level
For Levels 1-2 (Entering/Emerging)
| Strategy | How to do it |
|---|---|
| Visual supports | Anchor charts, labeled diagrams, picture dictionaries, real objects (realia), gestures |
| Word banks | Pre-select 5-8 key vocabulary words with pictures and L1 translations. Display prominently. |
| Sentence frames | Provide fill-in-the-blank structures: "The main character is ___ because ___." |
| Graphic organizers | Use for ALL content — Venn diagrams, T-charts, flow maps, webs |
| L1 support | Allow bilingual dictionaries, Google Translate for comprehension (not production), peer translation |
| Total Physical Response (TPR) | Pair language with movement — stand if you agree, point to the picture |
| Simplified text | Shorter sentences, common vocabulary, avoid idioms, define technical terms in context |
For Levels 3-4 (Developing/Expanding)
| Strategy | How to do it |
|---|---|
| Academic vocabulary | Pre-teach Tier 2 (cross-content) and Tier 3 (subject-specific) words explicitly |
| Adapted text | Grade-level text with glossed vocabulary, chunked paragraphs, guiding questions |
| Sentence starters | More complex than frames: "Based on the evidence, I can conclude that ___" |
| Structured discussion | Think-pair-share, numbered heads, Socratic circles with sentence stems |
| Writing scaffolds | Paragraph templates, essay outlines, mentor texts with annotations |
| Content glossaries | Student-created vocabulary notebooks with word, definition, picture, sentence |
For Level 5 (Bridging)
| Strategy | How to do it |
|---|---|
| Academic language focus | Emphasis on register, genre conventions, discipline-specific discourse |
| Gradual release | Remove scaffolds systematically — from frames to starters to independent |
| Peer teaching | Pair with lower-level ELLs to explain concepts (reinforces their own learning) |
| Genre study | Explicit instruction in academic genres: lab reports, literary analysis, argumentative essays |
4. Content-Area Differentiation for ELLs
How to Adapt a Lesson for Multiple WIDA Levels
Step 1: Identify the content objective (same for all students) Step 2: Write a language objective tiered by proficiency Step 3: Differentiate the task, not the rigor
| Component | Levels 1-2 | Levels 3-4 | Level 5+ |
|---|---|---|---|
| Input | Visuals, realia, simplified text, L1 support | Adapted grade-level text with glossary | Grade-level text |
| Process | Matching, sorting, labeling, drawing | Comparing, summarizing, explaining with frames | Analyzing, evaluating, arguing |
| Output | Words, phrases, labeled pictures, T-charts | Sentences, short paragraphs with starters | Paragraphs, essays, presentations |
| Vocabulary | Survival + key content words (5-8) | Content + academic vocabulary (8-12) | Full academic vocabulary |
| Assessment | Show understanding nonverbally or with single words | Demonstrate with supported language | Demonstrate at or near grade level |
Subject-Specific ELL Strategies
Math:
- Math is NOT "universal" — word problems, academic vocabulary (sum, difference, product, quotient), and multi-step directions are language-heavy
- Provide bilingual math glossaries
- Teach signal words: "how many more" = subtraction, "altogether" = addition
- Use manipulatives and visual models before abstract notation
- Allow students to solve numerically even if they can't explain in English yet
Science:
- Front-load vocabulary with pictures and demonstrations BEFORE the lesson
- Use lab activities as comprehensible input — hands-on experience before reading
- Provide bilingual science glossaries (WIDA has science word lists)
- Sentence frames for lab reports: "I predicted ___. I observed ___. This happened because ___."
Social Studies:
- Most challenging for ELLs due to heavy text, abstract concepts, and cultural context
- Use timelines, maps, and primary source images before text
- Pre-teach historical vocabulary and concepts that assume cultural background knowledge
- Compare historical events to students' home countries when possible
- Use structured academic controversy for discussion
ELA:
- Differentiate between language proficiency and reading ability — a Level 2 ELL may read at grade level in their home language
- Allow L1 reading alongside English text
- Focus on comprehension strategies (predicting, visualizing, questioning) that transfer across languages
- Use culturally diverse texts that connect to students' experiences
- Teach English conventions explicitly — don't assume grammar is "picked up"
5. Assessment Accommodations for ELLs
Classroom Assessments (Teacher-Made)
| Accommodation | When to use |
|---|---|
| Extended time | All levels; especially Levels 1-3 |
| Bilingual dictionary/glossary | All levels; word-to-word (no definitions) |
| Simplified language on tests | Levels 1-3; simplify the question, not the content |
| Visual supports on assessments | All levels; diagrams, pictures, graphic organizers |
| Oral administration | Levels 1-2; read questions aloud |
| Allow drawing/labeling | Levels 1-2; accept non-linguistic demonstration of knowledge |
| Sentence starters on written responses | Levels 1-4; scaffold but don't give away the answer |
| Separate setting | Any level; reduce distraction, allow verbal responses |
| L1 response followed by English attempt | Levels 1-2; shows content knowledge regardless of English |
State Assessments (MAP/EOC)
| Assessment | ELL Accommodations (DESE-approved) |
|---|---|
| MAP (Grades 3-8) | Extended time, separate setting, bilingual word-to-word dictionary (no definitions), text-to-speech (for math/science), translation of directions |
| EOC | Same as MAP; specific accommodations must be documented in student's ELL plan and used regularly in instruction |
| ACCESS for ELLs | Specific accommodations allowed per WIDA guidelines (varies by domain — e.g., extended time for writing, but NOT bilingual dictionaries on a language proficiency test) |
Important: ELL ≠ IEP
- ELL accommodations are based on language proficiency, NOT disability
- An ELL student may ALSO have an IEP — dual-identified students receive BOTH sets of accommodations
- Never assume academic difficulty is due to language alone — if a student has been in the US 5+ years and is still struggling, consider whether evaluation for a learning disability is warranted (but language difference alone is NOT a disability)
6. Newcomer Students
First 30 Days Checklist
When a newcomer (recently arrived, minimal or no English) enrolls:
- [ ] Enroll immediately — cannot delay for records, transcripts, or immunizations (Plyler v. Doe)
- [ ] Administer Home Language Survey
- [ ] Administer WIDA Screener within 30 days
- [ ] Assign a buddy (same home language if possible)
- [ ] Provide orientation to school routines (visual schedule, building tour, cafeteria walkthrough)
- [ ] Set up bilingual support (Google Translate, bilingual aide, bilingual peer)
- [ ] Notify parents of ELL identification and program (in their language) within 30 days
- [ ] Contact family to identify any trauma history, interrupted schooling, or special needs
- [ ] Ensure access to free/reduced meals application (in home language)
- [ ] Connect family with community resources (ESL classes for adults, cultural organizations)
Students with Interrupted Formal Education (SIFE)
Students who have gaps of 2+ years in schooling due to war, migration, poverty, or other factors:
- May be at grade level cognitively but years behind in literacy (in any language)
- Need simultaneous literacy instruction AND content access
- May need intensive small-group instruction in foundational skills
- Progress monitoring should account for the double learning curve (literacy + English)
- Consider accelerated credit programs for secondary SIFE students approaching age-out
7. ELL Family Engagement
Communication Requirements
- All parent communication must be in a language families understand (Title VI, Lau v. Nichols)
- If the district cannot translate a document, they must provide oral interpretation
- Parents must be notified of: ELL identification, program placement, assessment results, exit from services, right to decline services
Building Trust with ELL Families
- Many immigrant families have experienced institutions as hostile — building trust takes time
- Use bilingual liaisons or interpreters at conferences (not the student)
- Explain the US school system explicitly — grading, attendance expectations, parent roles, how to contact teachers
- Invite families to school events with translated invitations and culturally appropriate food
- Recognize that "parent involvement" may look different across cultures — not attending a meeting ≠ not caring about education
→ For Spanish-speaking families specifically, see references/guia-padres-espanol.md
8. Program Models in Missouri
| Model | Description | Where used |
|---|---|---|
| Sheltered Instruction (SIOP) | Content taught in English with systematic scaffolding. Most common model in Missouri. | Statewide |
| Pull-out ESL | Students leave general ed for dedicated English instruction | Smaller districts, lower ELL counts |
| Push-in ESL | ESL teacher co-teaches or supports in the general ed classroom | Growing in popularity |
| Dual language | Instruction in English + partner language (usually Spanish). Goal: biliteracy. | Kansas City, St. Louis metro, limited elsewhere |
| Newcomer programs | Intensive support for recently arrived students with minimal English | Larger districts |
| Heritage language programs | Support for students who speak a language other than English at home | Very limited in Missouri |
SIOP (Sheltered Instruction Observation Protocol) — Key Components
- Lesson preparation — content + language objectives, adapted text, supplementary materials
- Building background — connect to prior knowledge, pre-teach vocabulary, link to students' experiences
- Comprehensible input — speak clearly, use visuals, model, demonstrate, avoid idioms
- Strategies — teach learning strategies explicitly (predicting, summarizing, self-monitoring)
- Interaction — structured student talk time, grouping configurations, wait time
- Practice/application — hands-on, meaningful activities that integrate language domains
- Lesson delivery — support content + language objectives, pacing, student engagement
- Review/assessment — review key vocabulary/concepts, assess learning, provide feedback
9. Legal Requirements — Quick Reference
| Requirement | Citation | What it means |
|---|---|---|
| Cannot deny enrollment based on language or immigration status | Plyler v. Doe (1982) | Enroll immediately, no questions about immigration |
| Must identify ELLs | Title VI, EEOA | Home Language Survey → WIDA Screener |
| Must provide effective language program | Lau v. Nichols (1974), Castaneda v. Pickard (1981) | Program must be (1) based on sound theory, (2) implemented with adequate resources, (3) evaluated and adjusted if not working |
| Annual proficiency assessment | Title III (ESSA) | ACCESS for ELLs every spring |
| Parent notification in home language | Title III §1112(e)(3) | Within 30 days of enrollment / 2 weeks if mid-year |
| Monitor exited students | Title III | 2 years minimum after exit; re-enter if struggling |
| Cannot use ELL status to deny access to programs | Title VI, EEOA | Gifted, AP, CTE, extracurriculars — all must be accessible |
| Qualified staff | Title III | Teachers providing ELL services must be trained |
→ For full legal details, see references/compliance/equity-access.md §4 → For Title III funding details, see references/compliance/funding-programs.md → For WIDA identification basics, see references/roles/specialists.md §6
Nonpartisan informational resource for Missouri — District 2 — not legal, medical, or financial advice. Source: dougdevitre/access-to-education.
Paid for by Matt Grant for Congress.