Supporting ELLs in Mainstream Classrooms by Maria Brisk, Project All

The following curriculum guide developed by Professor Maria Estela Brisk at Boton College provides an in depth primer for all school professionals on the ways to help ELL students. Some of the content of this guide include:

Our present national need
Generational differences of ELL students coming into your classoom
What can I do my first days in the classroom? How do I identify ELLs?
Determining levels of ELL (L2) development
Checking out the cumulative records of ELLs
How can I support ELLs language development in my class?
How does language affect the content areas?
How can I teach content, so ELL develop concepts?
What does effective teaching for ELLs look like?
Culturally responsive teaching
The SIOP model
What about Special Needs ELLs? Overrepresentation, Legal Precedents, and Evaluation
What about assessing ELLs? Federal Regulations
Assessing Academic Oral Language
Assessing ELL Content Knowledge
What about English only?
What if I don’t speak parents’ or students’ first language?
What should I do when students speak to each other in another language?
How can I find …….
To access information on this project go to
To acces this document as a PDF files go to

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Claudia Rinaldi View All →

Professor Claudia Rinaldi is the Chair of the Education Program at Lasell University. Her areas of research are the implementation of the Multi-Tier System of Supports (MTSS) framework in urban settings with English learners, teacher education in bilingual special education, and diversifying the teacher pipeline. Claudia has authored peer-reviewed publications and a book for educators called Practical Ways to Engage All Struggling Readers. She lead and developed a graduate certificate program in Teaching Bilingual Students with Disabilities for general, ESL and special education teachers geared towards applying research-informed practices to the questions and processes of identifying whether it is a language difference or a learning disability. Claudia developed a college mentoring program called Pathways to Teacher Diversity for districts and teacher education programs to partner in identifying and supporting underrepresented high school students interested in teaching careers to successfully access and persist in college. She serves in various boards including the National Center for Learning Disabilities and serves as an expert for and the National Center for Intensive Interventions.

Professor Claudia Rinaldi believes that it is critical to prepare teacher leaders who may serve as advocates and allies and who will respond to the belief that all students can learn and succeed beyond barriers like culture, language, disability poverty, and marginalization in our country and globally.

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