This wiki has been created to give assistance to teachers who have English as a Second Language students in their classrooms. Here, you will find professional development videos, helpful links and specific suggestions on how to differentiate instruction for ESL students.

Simply choose a link from the sidebar or a folder from the navigator for helpful tools, games, activities, printable materials and more. 

Basic Acronyms

ESL: English as a Second Language. These are students who are coming to the United States and have had no previous experience with English. 

ELL: English Language Learners. These are students who have had previous experience with English however, still require assistance with aspects of (academic) language.

LEP: Limited English Proficiency.  When a student in labeled as LEP, they take the English Language Development Assessment at the end of each school year. 

NES: Non English Speaking. These students do not speak any English and are more than likely new to the country.

Types of ESL students

Serviced/Non Serviced: When a student does not pass the ELDA exam or the Idea Proficiency Tests, the students are able to be serviced by an ESL teacher. When parents give permission for services, they are scheduled with the ESL teacher for 1 to 3 hours each day. NES students typically have 3 hours per day with an ESL teacher. When the parents do not give permission for services, the ESL teacher keeps track of student progress and maintains communication, in place of ESL classes. Serviced and Non Serviced ESL students all have LEP accommodation forms, which each classroom teacher is required to follow.

Monitored: After a student meets the criteria to exit the ESL program, they are monitored by the ESL teacher and given assistance when needed. 

Testing and Grading

All ESL students (serviced and non serviced) will take the ELDA test at the end of the year to determine student growth. The test is broken down into Reading, Writing, Listening and Speaking. The ESL teachers objective is to ensure all students are progressing on the ELDA exam, while also showing progression in the regular classroom. At the middle and Jr. High School levels, all LEP students are given time to culturally and emotionally integrate into the educational system before receiving Carnegie Unit credits. Middle and Jr. High School teachers are required to monitor and document progress during each interim and quarterly report through the ESL academic review form. This allows the teacher to document student progress, potential academic or cultural issues, and maintain open communication with the ESL teacher. High School students are receiving Carnegie Units, in addition to the academic review form. 

What Can You Do Today? 

These are 5 minute videos to help you understand the life of an ESL student and what you can do TODAY to help them. It isn't as complicated as you might think. Relax and take 10 minutes for these informative videos.

Understand what your students are seeing and hearing by listening to teachers who began as ESL students. in this short video, the National Education Association outlines important aspects of culture, equity and language.

This video gives simple and effective strategies on inclusion of ESL students to the elementary classroom.

This video illustrates simple techniques for the Middle and High School classroom.