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    Do your materials meet English learners' needs?

    By Crystal Gonzales and Renae Skarin
    Categories: College- and career-ready standards, English learners, Instructional materials/curriculum, Outcomes, Reaching all students
    April 2019
    Vol. 40 No. 2
    There is substantial evidence documenting the impact of high-quality, educative learning materials on teacher practices and student learning, yet this evidence has not translated widely into more equitable learning opportunities for all students. English learners tend to have less access to intellectually rich, grade-level content and instructional materials. With most English learners receiving instruction for math and English language arts alongside their non-English learner peers, it can no longer be the norm to simplify the content or rely on supplemental materials targeting English learners. Instructional materials must be well-designed to serve all students. What do materials that do this well look like, and how do you know if yours measure up? The English Learners Success Forum, an organization working to enhance instructional materials to address

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    Authors

    Crystal Gonzales and Renae Skarin

    Crystal Gonzales (cgonzales@elsuccessforum.org) is executive director and Renae Skarin (rskarin@elsuccessforum.org) is director of curriculum review process at English Learners Success Forum.


    Image for aesthetic effect only - Crystal-gonzales-150x190-1
    Executive Director at English Learners Success Forum | + posts
    Image for aesthetic effect only - Renae-skarin-3-150x189-1
    Director of Curriculum Review Process at English Learners Success Forum | + posts

    Categories: College- and career-ready standards, English learners, Instructional materials/curriculum, Outcomes, Reaching all students

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