Reading Supports for Multilingual Students

SPRING 2020: March 2 – May 31, 2020

Online course is limited to 40 participants.

Essential Question: How can you support multilingual students who are struggling with reading in English?

The purpose of this course is to create an online Professional Learning Community that supports participants’ collaboration and fosters ownership of their learning. Over the course of 15 weeks, participants engage in 6 online asynchronous modules that each consist of 3 sections: Explore, Make it Work, and Share. They select ideas to try out in their classrooms and share their experiences with colleagues in online discussion boards and two online synchronous meetings. To earn the certificate of completion, participants must complete each module, post on the Share discussion board for each module, respond to at least two colleagues’ posts for each module, and complete pre- and post-course surveys. The estimated time needed to complete the course is 20 hours.

Guiding Questions

  • What is different about teaching reading to multilingual students?
  • How can I use co-constructed texts to help my multilingual learners read texts with confidence?
  • How can shared reading help multilingual learners read and comprehend texts in English?
  • How do patterned texts help multilingual learners read and produce sophisticated fluent text?
  • How can I help my multilingual learners develop a deep curiosity for the way language works?



By the end of the course, participants will be able to:

  • Articulate best practices for teaching multilingual learners related to reading supports for those struggling with reading in English
  • Implement reading supports that help multilingual students to comprehend and produce texts in their own classrooms
  • Carry out language play activities that help multilingual learners develop a deep curiosity for the way language works


Course Schedule

Asynchronous Online Component

  • MAR 2-8, Welcome and Getting Started
  • MAR 9-22, Module 1 – Multilingual Readers
  • MAR 23 – APR 5, Module 2 – Co-constructed Texts: The Language Experience Approach
  • APR 6-19, Module 3 – Shared Reading
  • APR 20 – MAY 3, Module 4 – Patterned Texts
  • MAY 4-17, Module 5 – Language Play
  • MAY 18-31, Module 6 – Synthesis of Learning and Final Steps

Synchronous Live Webinars

  • APR 7, 2:30 – 3:30 p.m.
  • MAY 19, 2:30 – 3:30 p.m.



This course is designed for all teachers of multilingual learners.


Jen Daniels, Ed.D., WIDA Professional Learning Specialist
Dr. Daniels serves educators who work with language learners by collaborating with WIDA colleagues to design and deliver professional learning opportunities. Jen’s teaching experience includes high school language arts and ESL, graduate teacher education courses, and professional learning and coaching for in-service K-12 teachers (ESL, bilingual, and general education). She has lived in Israel, Colorado, and Michigan, and has had the opportunity to work with educators in many of the states in the WIDA Consortium. She holds a masters in Curriculum and Instruction (ESOL) and a doctorate in Educational Leadership and Policy Studies which focused on language program leadership. Some of the recent WIDA projects that Jen has been a part of include: new workshops (Formative Language Assessment, Leadership, Scaffolding), new online offerings, the WIDA Fellows program, and a pilot project of blended eWorkshops with the University of Nebraska-Lincoln.

Act 48

The Center for Schools and Communities, as a division of the Central Susquehanna Intermediate Unit, offers Act 48 professional development credit for those with Pennsylvania teaching or administrative certificates. To receive credit, participants MUST attend session(s) from beginning to end and list their professional personnel ID (PPID) number on the appropriate Act 48 paperwork provided onsite at the conference registration desk. Retrieve your PPID number from PERMS and bring it with you to the conference.