Tools and Resources to Support Students Learning English

This resource points to specific Help Center articles that can help you customize your curriculum on the platform to meet the needs of your students learning English.

For programmatic guidance on curriculum and instruction for students learning English, see the Accessibility Learning Space Collection.


Technical guidance for customizing learning experiences for ELL students

Focus Areas:

Projects & Math Units:

  • How do I assign resources and activities to students from the Plans tab?
    • In order to make use of these scaffolds and differentiated resources, teachers can use the Learner’s Tab to place EL students in a group for differentiated resource assignments or assign existing resources in Math Units or teacher-created resources to Learner’s Tab groups.
    • Executing the technical steps to set up groups in the Learner’s Tab enables the deployment of tagged resources and activities to the right students at the right time. 
    • The Projects in the Summit Learning Base Curriculum offers resources that have been tagged as supports for specific student needs. In projects, these Resources and Activities have an orange hand icon next to them and are intended for targeted assignment. Scaffolds intended to support, Reading, Writing, and Language should all be considered for targeted assignment for students learning English. The Scaffolds are tagged by specific domain to avoid over scaffolding, for example, language proficiency assessment data may show that certain English Learners are developing Foundations in Reading, and Writing, but no longer require scaffolding for Language (aka Speaking and Listening). 
  • How to use the Learner’s Tab to personalize Project Assignments?
  • How to create and use Custom Groups to assign differentiated resources?
    • Setting up groups in the Learner’s Tab will make differentiation simple. Follow steps in these Help Center resources to ensure the supports in the curriculum get assigned to the right students at the right time.  
    • There are two approaches that can be taken with regard to grouping students who are learning English through the Learner’s Tab. 
      • Ensure that you have created Foundations groups for each of the following domains: Reading, Writing, and Language. Assign the English Learners who require support in all domains to all groups, and English Learners who need lighter support only to the domains for which they require scaffolding to participate at grade level. 
      • Alternatively, you may choose to set up Custom Groups representing English Proficiency Level, and your school leadership or English Language Development Specialist may offer guidance on which resources and activities should be assigned to each level. 

Accessibility Resource Bank:

  • The Accessibility Resource Bank is a curated selection of research-based resources that teachers can use as scaffolds for classroom tasks for all learners-- especially those with Foundations needs. English language learners will particularly benefit from the research-based tools and strategies found in the Reading, Writing, Language, and Literacy in Mathematics sections of the Resource Bank. Some resources are instructional strategies and others are resources that can be customized, saved, and uploaded to the Summit Learning Platform for targeted assignment. 

Learning Space Curriculum, Instruction, and Programmatic Guidance

  • This collection includes resources that offer guidance on serving students as they develop Foundations, including students learning English and students receiving Special Education support. Resources include insights on increasing accessibility and providing customization in Projects and Math Units, suggestions for intervention programming beyond the Base Curriculum, and considerations for Special Education and English Language Development in a Summit Learning context. 
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