Instructional Playbook

WISR for Multilingual Learners and Newcomers

Listening: Provide opportunities for students to purposefully listen to teacher instruction and peer conversations. Strategies to support multilingual learners may include: chunking verbal instruction, providing a purpose for listening, and using visuals, modeling, and gestures. Chunking Verbal Instruction breaks spoken directions or content into short, manageable parts (3–5 minutes) so students can stay focused and better process information. Teacher Moves Student Moves Resource(s)

Keep verbal instruction to small, manageable amounts of time (3-5 minutes).

Engage in purposeful listening for short amounts of time.

ACSD Article with Example, Road Tested

Setting a Purpose for Listening helps students listen with intention by clearly stating what they should listen for and how they’ll use the information afterwards. Teacher Moves Student Moves Resource(s) Establish and provide a specific

Listen with the provided purpose and goal in mind. Be prepared to utilize and be accountable for the information in classroom learning. Be aware of what the next steps will be in utilizing or implementing the information provided.

Strategies for Developing Listening

purpose or goal for student listening prior to explicit instruction, student conversations, or showing videos. Determine: What should students be listening for? What will they be expected to know, talk about, or do after they listen?

Expansive Feedback using Visuals, Modeling, and Gestures combines words with visuals, gestures, and demonstrations to make instruction more understandable and to support language development. Teacher Moves Student Moves Resource(s)

Actively model and match verbal instruction to physical gestures, physical items (realia), and active modeling of tasks. Demonstrate verbal instructions as they are given. Empower and encourage students to indicate and ask questions when they need support or more information.

Follow along with verbal instruction and physical modeling as it is provided. Ask questions and indicate to the teacher when they need support or more information.

Comprehensible Input for Language Rich Classrooms Training