Elementary Tier 2 Manual

Canyons School District

Instructional Supports Department

Multilingual Newcomer Tier 2 Critical Features and Practices of Targeted ML Learner Interventions

Critical Actions for Educators

The purpose of scaffolding language acquisition during core instruction is to build English language skills. To facilitate language acquisition it is imperative that Multilingual Learner (ML) newcomers (new to the country within the last calendar year) are: ● provided with scaffolds during core instruction that integrate Writing, Inquiry, Speaking/listening, and Reading/viewing (WISR). ● immersed in English language to the greatest extent possible ● given access to content-specifc interventions (e.g., math) when needed and used simultaneously with the language acquisition interventions described here. Step 1 Determine Appropriate Scaffolds Planning effective scaffolds begins with evaluating the expectations of content standards, how students will demonstrate their learning, and evidence of students’ individualized needs and strengths. The complexity of the content and the tasks can be made accessible to each learner by designing scaffolds that make learning visible. Consider scaffolds through a WISR lens to support the cognitive or linguistic demand of the content in order to maintain the rigor of the standard. More scaffolding resources can be found on the Canyons District ML Website. Step 2 Gather WIDA Assessment Data

—-------------------------- ● Intentionally plan speaking, listening, reading and writing into each lesson during core instruction

(WISR) ● Provide scaffolds during instruction, independent work, and assessments ● During small

DRAFT group language acquisition, focus onBasic Interpersonal Communication Skills (BICS) while incorporating phonological awareness Analyze students’ WIDA Access score. Use the profciency descriptors to analyze what students are able to do in each domain: reading, writing, listening, and speaking. Newcomers (new to the country within the last calendar year) in any grade or students in K-5 who have a WIDA speaking score of 1 or 1.5 need intensifed focus on language acquisition while receiving core instruction including scaffolds in literacy foundations and comprehension. Step 3 Small Group Focused on Language Acquisition Language Acquisition groups focus on Basic Interpersonal Communication Skills (BICS). BICS are defned as the linguistic skills needed in everyday social face-to-face interactions. Small group language acquisition instruction incorporates phonological awareness, phonemic awareness, and vocabulary using this lesson framework and plan for language acquisition. When working with a small group, sound/spelling cards, sound walls, or posters should be accessible by the students and teacher during explicit instruction and used for reference. Skills that have been taught in small

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