Instructional Playbook

WISR for Multilingual Learners and Newcomers

CONSIDERATIONS FOR READING & VIEWING TASKS (ELEMENTARY)

Emerging (2)

Developing (3)

Expanding (4)

Entering (1)

Teach letter names and sounds in context, not

Explicitly teach and practice articulation of sounds while teaching reading. Display a sound/spelling wall and incorporate it during instruction. Incorporate language components such as phonology, sentence structure, and background knowledge throughout the instructional day. Provide exposure and practice with grade level text, especially on familiar topics.

Provide repeated practice of grade level and instructional level texts. Incorporate language components such as phonology, sentence structure, and

Strategies that are used to engage all students in reading tasks will benefit students at this proficiency level.

isolation. Explicitly teach and practice articulation of sounds while teaching reading skills. Display a sound/spelling wall and incorporate it during instruction. Incorporate language components such as phonology, sentence structure, and background knowledge throughout the instructional day. Provide exposure and practice with grade level text, especially those on familiar topics.

background knowledge throughout the instructional day.

CONSIDERATIONS FOR READING & VIEWING TASKS (SECONDARY)

Entering (1)

Emerging (2)

Developing (3)

Expanding (4)

Provide choral reading opportunities for students to listen to the nuances of language and follow along with a grade-level text. Chunk grade-level text & provide opportunities for students to pause and interact with the text and their peers to process. Students can be given translated summaries of grade level texts in their home language with the English version to review at the beginning of a lesson or during independent work time.

May use visuals and home language for clarification. Continue to chunk the text & provide opportunities for students to pause and interact with it and their peers to process information.

Continue to chunk the text & provide opportunities for students to pause and interact with the text and their peers to process information. Encourage the use of reading strategies to support students through more complex texts. Expose students to varying text structures that are rich in academic language. May still need clarification in home language of some terms.

Students at this level can complete similar tasks as

their non-ML peers. Expose

students to varying text structures that

are rich in academic language.