Instructional Playbook

Newcomer Checklist

Students can be grouped with other students who do not speak the same home language. Have the Newcomer work in a group of 3 so there is exposure to good examples of English. Newcomers may go through a long silent period and that’s okay. Use gestures and actions to gauge understanding and to communicate. For students who are still developing language skills and learning the structure of school in the U.S., written or verbal instructions alone might not be enough to fully grasp what a completed assignment should look like. Exemplars provide a clear and concrete understanding of what is expected. By seeing what success looks like in quality, structure, and content, students can more effectively plan and complete their own work, leading to better outcomes and a stronger sense of accomplishment.

Assign Partners/ Groups

Provide Exemplars of Work

Ensure Access to Technology

Make sure your newcomer knows how to use technology, Canvas, and other online resources you use in your instruction. Model the steps to navigate them using gestures and actions.

Newcomers may not have acquired enough language to demonstrate mastery of the content at the same level as their peers and should receive grades that reflect student effort, attempts at task completion, and attendance. Consult parents/guardians, counselors and other stakeholders before assigning failing grades. Refer to our Instructional Playbook Toolkit. ( Implementation Resources )

Consider Options when Grading

Label Your Classroom

Consider labeling your classroom as appropriate. Here is an example of what that can look like. You can also have these translated in the student’s home language by Federal & State Programs.