As one of its key initiatives, the WIDA Consortium developed the Protocol for Review of Instructional Materials for ELLs (PRIME) as a tool to assist educators in making informed decisions about selecting instructional materials for language-education programs. This well-respected protocol for review evaluates solutions for their instructional merit in alignment with the WIDA PRIME V2™ inventory.
Why You Should Be Supporting Your English Language Learners with Sentence Frames
Improving outcomes for ELLs continues to be an important topic in education and even more so as of late, as federal requirements under the Every Student Succeeds Act (ESSA) require an English language proficiency (ELP) indicator in all state plans. One scaffold that teachers can use to help their ELLs communicate more clearly and confidently is using sentence frames.
[Test Preparation] 3 Classroom Strategies to Support English Language Learners
There are plenty of strategies and tools you can equip your ELLs with in the weeks leading up to testing that can lessen anxiety and help them put their best foot forward on high-stakes exams. Here are three of our favorite approaches.
Research at Edmentum: Using Exact Path to Drive Growth for English Language Learners
Meeting the diverse needs of English language learners is a key challenge for administrators and classroom teachers. Edmentum Exact Path was designed to support the kind of individualized instruction these students need, and now the program's efficacy has been backed up with a WIDA PRIME V2 correlation!
4 Tips for Instructors to Support Adult English Language Learners
The varied experiences, backgrounds, and needs of adult English language learners can pose a challenge for educators when it comes to lesson planning and finding effective instructional approaches. Here are four tips to help you address these challenges and equip your learners for success in the classroom and beyond.
7 Tips to Help ELLs Prepare for High-Stakes Testing
State testing season comes with an added level of stress for students classified as English Language Learners (ELLs). How can educators take steps to level the playing field and ensure that standardized testing measures concept knowledge - not language proficiency?