Instructional Playbook

WISR for Multilingual Learners and Newcomers

Reading: Provide opportunities for students to read or view informational text, graphics, data tables, charts, works of art, etc. Strategies to support multilingual learners may include: engineering the text, chunking the material, Close Reading/3 Reads Engineering the Text supports language learners by scaffolding their understanding and production of academic language in meaningful, accessible ways by breaking down complex texts into manageable parts for easier comprehension. It encourages active engagement with text structures, builds academic vocabulary and language proficiency and provides opportunities for students to reconstruct texts, deepening their content understanding. Teacher Moves Student Moves Resource(s)

Chunk a portion of a lengthy text into sections with headers or guiding questions to set a purpose for the reading Add visuals such as icons, translations of key words or phrases Have students engineer a portion of the text in groups after you have modeled the process

Interpret texts with teacher support Apply background knowledge and conceptual understanding to new texts Engineer text with peers co-constructing knowledge in the process

How to Engineer Text

Chunking Material organizes complex information into manageable parts by reducing cognitive overload. By introducing concepts through clear, focused steps, students feel less overwhelmed and have time to process the learning and clarify information. Teacher Moves Student Moves Resource(s) Maintain reading and teacher talk to manageable amounts of content Intersperse reading and listening with Engage in purposeful reading, writing, and speaking for short amounts of time How to Chunk Instruction Blog Close Reading/3 Reads helps students understand challenging texts by reading them more than once. Each time they read, they focus on something different—like getting the main idea, noticing important details, and thinking more deeply about what the text means. This approach builds vocabulary, strengthens all language skills (listening, speaking, reading, and writing), and helps students think more critically about what they read. Teacher Moves Student Moves Resource(s) opportunities for students to write, speak, or create as they implement and process the instruction Utilize and process information gained in reading/viewing or listening by reflecting, speaking and writing

1 Read – Get the Gist: Read aloud with expression and ask, “What is this mostly about?” Use a quick summary prompt. st 2 Read – Dig into Details: Reread a short section, ask about word meanings and key details, and highlight important vocabulary. nd 3 Read – Analyze and Discuss: Ask open ended questions, connect ideas to real life, and encourage partner or group discussion. rd

1 Read - Get the Gist: Listen actively or read along. Identify the main idea. Share a one sentence summary. st 2nd Read – Dig into Details: Reread specific sections. Highlight or underline key words and phrases. Answer questions using text evidence. 3rd Read – Analyze and Discuss: Think about the author’s purpose. Ask and answer deeper questions. Talk or write about connections to other texts or experiences

Close Reading Routine 3 Reads Example