… it is important for PLURAL NOUN not to VERB their ELs have sufficient ADJECTIVE language proficiency to benefit from instruction. Previously, Harry and Klingner (2015) PAST TENSE VERB literacy instruction in classrooms with ELs at ADJECTIVE levels of English proficiency and noted that some PLURAL NOUN almost exclusively provided ADJECTIVE explanations without the visual NOUN or other scaffolding that might have helped their NOUN be more comprehensible to PLURAL NOUN. It was obvious to the PLURAL NOUN that many students did not VERB, yet teachers were likely to VERB students for “not listening” or “not paying attention.”
