Best Practices for teaching the ELL student: Students whose first language is not English may require alternative instructional approaches and assessment procedures to benefit from content area instruction.

Connecting ESL Best Practices and Limited English Proficient Students. WEST VIRGINIA BOARD OF EDUCATION 2008-2009 The Toolkit for Connecting Best Practices and ESL Programs provides a framework to address these issues. This Toolkit complements the based instruction is to teach language This guide is designed to assist teams of educators in applying the evidence-based strategies presented in the Teaching Academic Content and Literacy to English Learners in Elementary and Middle School educator's practice guide to help K-8 English learners acquire the language and literacy skills needed to succeed academically. Applying Research Findings to Instruction for Adult English Language Students Evidence-based Practice and Scientifically Based Research about findings from the research literature and from the Lab School's research on pair work in beginning-level ESL classes. Pair work is an The federal perspective on scientifically based research The No Child Left Behind (NCLB) Act of 2001 encourages and, in some cases such as Reading First, requires the use of instruction based on scientific research. The emphasis on scientifically based research supports the consistent use of instructional methods that have been proven effective. Science lessons, activities, and curriculum for students who are English language learners should be based upon science content and processes outlined in theNational Science Education Standards(NRC 1996) and state science standards, and anchored to science investigations that promote inquiry (NRC 2000). Best Practice for RTI: Differentiated Reading Instruction for All Students (Tier 1) Provide differentiated reading instruction for all students based on assessments of students' current reading levels (tier 1). (2000). Teaching chi