3rd-5th Grade - Multilingual Learner Supports

The instructional materials reviewed for Grades 3-5 of Read Side-by-Side do not meet the expectations of amplifying rather than simplifying texts while maintaining complexity to provide access for MLLs without watering down texts. The materials lack point-of-use supports specifically designed for MLLs. MLLs are never explicitly mentioned in lessons or in relation to reading texts, which may leave teachers uncertain about how to adapt or implement the activities for this group of learners. The materials briefly mention MLLs in the Intervention Guide, but the suggestions are general, not actionable, and not referenced at all in any teacher’s guide across the grade span. In the absence of a coherent system of integrated language supports, the materials fail to provide MLLs equitable access to core literacy texts and tasks.

The instructional materials reviewed for Grades 3-5 of Read Side-by-Side do not meet the expectations of providing support for MLLs’ full and complete participation in text-based questions, tasks, and assignments, as well as the demonstration of their thinking in various formats. The materials lack point-of-use supports specifically designed for MLLs. MLLs are never explicitly mentioned in lessons, which may leave teachers uncertain about how to adapt or implement the activities for this group of learners. The materials briefly mention MLLs in the Intervention Guide, but the suggestions are general, not actionable, and not referenced at all in any teacher’s guide across the grade span. In the absence of a coherent system of integrated language supports, the materials fail to provide MLLs equitable access to core literacy tasks.

The instructional materials reviewed for Grades 3-5 of Read Side-by-Side do not meet the expectations of providing support for MLLs’ full and complete participation in developing their ability to comprehend complex ideas within and across texts through their full and complete participation in opportunities to analyze and evaluate texts. The materials lack point-of-use supports specifically designed for MLLs. MLLs are never explicitly mentioned in lessons, which may leave teachers uncertain about how to adapt or implement the activities for this group of learners. The materials briefly mention MLLs in the Intervention Guide, but the suggestions are general, not actionable, and not referenced at all in any teacher’s guide across the grade span. In the absence of a coherent system of integrated language supports, the materials fail to provide MLLs equitable access to core literacy tasks.

The instructional materials reviewed for Grades 3-5 of Read Side-by-Side do not meet the expectations of providing support for MLLs’ full and complete participation in evidence-based discussions about the texts they are reading. The materials lack point-of-use supports specifically designed for MLLs. MLLs are never explicitly mentioned in lessons, which may leave teachers uncertain about how to adapt or implement the activities for this group of learners. The materials briefly mention MLLs in the Intervention Guide, but the suggestions are general, not actionable, and not referenced at all in any teacher’s guide across the grade span. In the absence of a coherent system of integrated language supports, the materials fail to provide MLLs equitable access to core literacy tasks.

The instructional materials reviewed for Grades 3-5 of Read Side-by-Side do not meet the expectations of providing support for MLLs’ full and complete participation in the explicit instruction of independent word-learning strategies and key vocabulary words to build knowledge within and across texts. The materials lack point-of-use supports specifically designed for MLLs. MLLs are never explicitly mentioned in lessons, which may leave teachers uncertain about how to adapt or implement the activities for this group of learners. The materials briefly mention MLLs in the Intervention Guide, but the suggestions are general, not actionable, and not referenced at all in any teacher’s guide across the grade span. In the absence of a coherent system of integrated language supports, the materials fail to provide MLLs equitable access to core literacy tasks.

The materials scored ‘Does Not Meet’ for the content indicator (2l). As a result, the team cannot report on the language supports for 2l, since there is no existing content foundation on which to base that analysis.

The materials scored ‘Does Not Meet’ for the content indicator (2m). As a result, the team cannot report on the language supports for 2m, since there is no existing content foundation on which to base that analysis.

The materials scored ‘Does Not Meet’ for the content indicator (2n). As a result, the team cannot report on the language supports for 2n, since there is no existing content foundation on which to base that analysis.

The materials scored ‘Does Not Meet’ for the content indicator (2p). As a result, the team cannot report on the language supports for 2p, since there is no existing content foundation on which to base that analysis.

The instructional materials reviewed for Grades 3-5 of Read Side-by-Side do not meet the expectations of providing support for MLLs’ full and complete participation in opportunities to practice the writing process using evidence-based strategies. The materials lack point-of-use supports specifically designed for MLLs. MLLs are never explicitly mentioned, which may leave teachers uncertain about how to adapt or implement the activities for this group of learners. In the absence of a coherent system of integrated language supports, the materials fail to provide MLLs equitable access to core literacy tasks.

The instructional materials reviewed for Grades 3-5 of Read Side-by-Side do not meet the expectations of providing support for MLLs’ full and complete participation in opportunities to practice evidence-based writing, citing textual evidence to support analysis of what the text says explicitly and implicitly. The materials lack point-of-use supports specifically designed for MLLs. MLLs are never explicitly mentioned, which may leave teachers uncertain about how to adapt or implement the activities for this group of learners. In the absence of a coherent system of integrated language supports, the materials fail to provide MLLs equitable access to core literacy tasks.

The materials scored ‘Does Not Meet’ for the content indicator (2s). As a result, the team cannot report on the language supports for 2s, since there is no existing content foundation on which to base that analysis.

The materials scored ‘Does Not Meet’ for the content indicator (2t). As a result, the team cannot report on the language supports for 2t, since there is no existing content foundation on which to base that analysis.

The instructional materials reviewed for Grades 3-5 of Read Side-by-Side do not meet the criteria of intentionally developing language in ways valued by disciplinary practices over time, across lessons, units, and throughout the course. While the materials include some opportunities for MLLs to engage with language, they lack supports for MLLs within the lesson and a clear and purposeful progression that supports language development over time. They also do not make explicit connections between content, disciplinary practices, and language use, nor do they provide guidance for teachers on how to help students transition from informal, everyday communication to more formal, academic, and discipline-specific language. Consequently, the materials do not effectively equip teachers to foster MLLs’ language growth in a deliberate and sustained way.

The instructional materials reviewed for Grades 3-5 of Read Side-by-Side do not meet the expectations of including a scope & sequence that develops different language learning goals over time (activities, lessons, units, courses), similar to the content progression and practice learning objectives, to build toward student independence. The materials lack a comprehensive scope and sequence explicitly designed to address and develop language learning goals progressively. The materials provide a scope and sequence for the program, outlining the content covered; however, it does not include a dedicated section outlining how language skills will evolve through activities, lessons, units, and courses.

The instructional materials reviewed for Grades 3-5 of Read Side-by-Side do not meet the expectations of including language goals/objectives that are incorporated at the individual lesson level. The materials do not provide any language goals/objectives in the Teacher’s Guides for any lesson.

The instructional materials reviewed for Grades 3–5 of Read Side-by-Side do not meet the expectations for providing explanations of the instructional approaches of the program for MLLs and identifying research-based strategies. While the program includes general discussions of reading development and acknowledges the challenges MLLs may face when acquiring English, it does not outline instructional approaches tailored to MLLs or provide research-based strategies designed to support their language development or access to grade-level texts.

The materials do not provide research-based strategies specific to MLLs, nor do they explain any instructional approach aligned to MLL needs. The only reference to MLLs appears in a brief description intended to contextualize why English learners may struggle with vocabulary and grammar. The materials state:

“The English learner has much to learn about the vocabulary and the structure of English. Approximately 9.5% of students in our schools speak a language other than English (Graves, 2016). These students lack the vocabulary and grammatical knowledge of English, which undermines their ability to decode new words and comprehend text. A child from Mexico, Somalia, or Honduras needs three to five years to acquire the language skills of a native English speaker. During that time, reading ability in English is compromised. By enhancing vocabulary instruction and providing more support, teachers can improve these language skills.”

While this provides some context for why MLLs may experience difficulty, it does not outline a research-based instructional approach or offer actionable, MLL-specific strategies. There is no explanation of how teachers should enhance vocabulary instruction for MLLs, no guidance on scaffolded routines, and no language-development supports connected to text-based instruction. 

Missed opportunities appear throughout the materials. The welcome sections included in both the Read Aloud Teacher’s Guide and the Book Club Teacher’s Guides across grades and units do not include any instructional supports specifically geared toward MLLs. Although certain components of the program—such as sentence stems and structured writing routines—could be repurposed as supports for MLLs, the materials do not frame them as language-development tools or provide guidance for how to use them to build students’ speaking and writing skills. The program also emphasizes word study, root work, and vocabulary worksheets, but does not link these routines to MLLs’ academic vocabulary development.

In summary, the instructional materials do not explain the approaches used to support MLLs and do not reference research-based strategies for MLL instruction. While the program references general literacy research, there is no corresponding framework or guidance tailored to MLLs. As a result, the materials do not meet expectations for this indicator.

The instructional materials reviewed for Grades 3-5 of Read Side-by-Side do not meet the criteria of providing teacher guidance to support MLL students and to utilize the strategies, supports, and/or accommodations found. The materials do not provide comprehensive guidance to help teachers effectively support MLL students. Minimal strategies, supports, and accommodations are suggested, and the materials lack sufficient context-specific annotations and recommendations within lessons to guide teachers in applying these strategies and supports.

The instructional materials reviewed for Grades 3-5 of Read Side-by-Side do not meet the criteria of including guidance for teachers to engage students in drawing attention to the use and development of language functions within disciplinary practices, allowing students to link language to concepts. The materials do not offer explicit guidance to help teachers identify underlying language functions or connect them meaningfully to the disciplinary practices being taught. They also lack support for fostering students’ metacognitive awareness of how specific language uses, such as explaining or justifying, are integral to disciplinary learning. As a result, teachers are left without the resources needed to intentionally emphasize the role of language functions in developing academic literacy.

The instructional materials reviewed for Grades 3–5 of Read Side-by-Side do not meet the criteria of providing guidance for teachers to match students with appropriate language supports, progressing along a continuum. The materials do not provide language supports at varying language proficiency levels and do not guide teachers on how to be responsive to students’ current language development in relation to the content.

The instructional materials reviewed for Grades 3-5 of Read Side-by-Side do not meet the criteria of providing guidance for teachers around using suggested scaffolds and supports with different program models for MLLs. There is no mention of program models, like co-teaching or content-based instruction, within the materials. While the materials do provide supports and scaffolds for teachers to use with MLLs, there is no guidance provided on using them in different program models. 

The instructional materials reviewed for Grades 3–5 of Read Side-by-Side do not meet the expectations for including guidance for intentional and flexible grouping structures for MLLs to ensure equitable participation. The materials provide no guidance for intentional and flexible grouping structures for MLLs or for equitable participation in group work. The materials include many opportunities for students to participate in group work, including during Book Clubs and other collaborative learning tasks, and materials offer some general grouping guidance for teachers; however, no evidence was found demonstrating teacher guidance for grouping MLLs or supporting equitable participation. Because the materials lack structures for purposeful grouping, oral language scaffolds, or flexibility in grouping based on language proficiency, the program does not provide the necessary supports for MLLs to engage meaningfully with peers during group activities.

The instructional materials reviewed for Grades 3-5 of Read Side-by-Side do not meet the criteria of including guidance to encourage teachers to draw upon student home language to facilitate learning. The materials do not provide any guidance for using home language to support students in learning ELA, nor do they present multilingualism as an asset.  

The instructional materials reviewed for Grades 3-5 of Read Side-by-Side do not meet the criteria of providing scaffolds and supports for MLLs in an equitable way. The materials do not provide MLL supports at the point of use, requiring teachers to create these supports themselves. This additional burden leads to inequities in the time teachers must spend, challenges in seamlessly integrating MLL supports into core instruction, and potential costs associated with securing supplementary resources. As a result, the materials do not equitably provide MLL supports.

The instructional materials reviewed for Grades 3-5 of Read Side-by-Side do not meet the criteria of providing accommodations that allow MLLs to demonstrate their knowledge and skills without changing the content of the assessment. No evidence of accommodations for MLLs around assessments was found in the materials.

The instructional materials reviewed for Grades 3-5 of Read Side-by-Side do not meet the criteria of including a formative assessment plan for language alongside content that includes a connection to established unit/lesson language goals. The materials do not include language objectives or a formative assessment plan for language.

The instructional materials reviewed for Grades 3-5 of Read Side-by-Side do not meet the expectations of including guidance for gathering, analyzing, using, and communicating language and content data from formative assessments in a cycle of continuous improvement. The materials do not provide formative assessments for language, and therefore cannot provide guidance on gathering information from them.