English Learner READ Guidance
In collaboration with the department’s English Learner Literacy Task Force, CDE has developed guidance for implementing the READ Act with English learners. The guidance document provides information on an allowable exemption to the requirements of the READ Act and guidance for determining significant reading deficiencies for English learners
READ Plan Sample for EL Students
If an English Learner is determined to have a significant reading deficiency, a READ plan must be developed. Given the unique language and literacy needs of English Learners, the d epartment has created an example plan specific to English Learners. The sample READ plan for English Learners contains the required components of a READ plan which includes components for an individual English Language Development Plan.
The sample READ plan for English Learners is an example, not a required template. Districts can determine the format and the name of their plans. The intent of the sample is to illustrate the areas of English language and literacy development a teacher should consider when planning instruction and intervention for English Learners.
Documents and Resources
The Horizontal Grade Level Articulation Matrix of the READ Act Minimum Skill Competencies
A visual of the learning progression in each of the six components of reading across the grade levels K-3rd. Progress monitoring objectives are derived from the grade level READ Act minimal competencies that are identified as a priority based on the diagnostic assessments. When working with EL students we often need to review the continuum of skills across grade levels to identify the targeted skill gap that needs to be addressed.
WIDA Can Do Descriptors
Individual Student Charts for Kindergarten, First through Second Grade and Third through Fifth grade: The “Can Do” Individual Student Charts provide guidance on how to differentiate process and product of the core content to meet the ELD standards and document access to core content. When developing READ plan objectives for EL students we recommend using the “Can Do” student charts to ensure that accommodations are aligned to the language proficiency level of the student. Language proficiency levels are identified on the most recent ACCESS for ELL state assessment or the most recent WIDA W-APT scores if annual state ACCESS data is not available.
ELD Functions and ELD Scaffolds Charts
The ELD Functions Chart and the ELD Scaffolds Chart lists functions and scaffolds by WIDA language levels from 1 to 5. These charts can be used to develop READ plan ELL objectives by adding the appropriate ELD language function and ELD scaffold to a minimal skill competency. Technical assistance is available on request to develop ELL objectives for READ Plans.