Core Concepts for Teaching
               English Learners
    • Don’t assume an EL is fully literate in English because 
     they sound like a native English speaker in conversation.*
    • ELs are not blank slates. Having ELs share their unique 
     knowledge is an opportunity to expand everyone’s 
     knowledge and perspectives.
    • Differentiate for language level; do not change core 
     content or lower depth of knowledge levels. ELs think 
     critically and perform complex tasks as well as non-ELs 
     when properly scaffolded. 
      Getting to Know Your ELs: 
        Important Questions
   • Do you read/write in your native language(s)?
   • What was school like in your native country (if 
   applicable)? What, if anything, surprises or 
   confuses you about school in the U.S.?
   • Which language do you prefer to use when 
   reading/writing for school?
      Getting to Know Your ELs: 
        Important Questions 
   • Do you have a computer at home? Do you have 
   internet access at home? Do you have someone 
   who helps you with homework?
   • What supports or resources most help you 
   use/understand English?
   • What can I do to help you understand when you 
   are speaking/listening/reading/writing in English? 
    Background Knowledge Check!
   •Question 1: What is BICs?
   •Question 2: What is CALP?
   •Question 3: Why is it important for 
   educators to recognize the differences 
   between BICs and CALP?
    English Learners Need to “SWRL”
   • All 4 domains of language acquisition—Speaking, 
   Listening, Reading, and Writing—need to be 
   exercised daily.
   • ELs benefit from content area lessons prioritizing 
   and utilizing each linguistic skill equally.
   • When designing lesson plans, teachers should 
   ensure ELs have to “SWRL.”