The expectation is that all ESL teachers create an environment that is conducive to student learning. Your classroom environment will be evaluated as part of Domain 2: Learning Environments. This checklist is expected to be implemented in your classroom by Friday, September 4th, 2026. School Directors, Assistant Directors, and Program Directors will conduct walkthroughs throughout the year. Please update your environment as needed.
Big Idea & Essential Questions: Unit Big Ideas and Essential Questions are neatly and visibly posted in the classroom and/or on a daily slideshow. Essential questions bridge academic content with students' diverse cultural backgrounds and align with overarching WIDA ELD Standards.
Classroom Rules, Expectations, Agenda, & Homework: Classroom expectations, rules, agenda, and homework are clearly posted in the room for all to reference. Expectations foster a safe, multicultural environment that lowers the affective filter for language acquisition. Agendas incorporate visual schedules to assist newcomers.
Bloom's Taxonomy & WIDA Descriptors: Bloom's taxonomy verbs and indicators are correctly sequenced and posted in the classroom for teacher reference. Additionally, WIDA "Can Do" Descriptors and current WIDA ELD Standards are prominently displayed to guide differentiated language scaffolding across all proficiency levels.
Student Learning Objectives: Student learning objectives and/or targets are displayed and posted in the front of the room and/or on a slideshow in student friendly wording. Both Content Objectives and Language Objectives are clearly posted. Language Objectives explicitly target the four language domains (Listening, Speaking, Reading, Writing) using WIDA ELD Standards language.
Word Wall(s): An up-to-date word or quote wall is organized alphabetically A-Z or by unit. Word walls are interactive and heavily feature visual scaffolds, cognates, and native language translations to support translanguaging and academic vocabulary acquisition.
Anchor Charts and Posters: Posters and other wall decorations serve an educational purpose and are visible to all students. Room is purposeful and reflects current instruction. Charts are both teacher made and student made. Posters reflect multicultural representation (e.g., global maps, diverse role models, and welcoming signs in students' home languages). Instructional charts include language scaffolds like sentence frames, grammar structures, and discourse markers.
Culture of Literacy: RACE or PEAL Writing Strategy Anchor Chart is visible. A visual establishment of student and teacher culture of reading is in place. A visual establishment of student and teacher culture of writing is in place. The 5 steps of the writing process are posted clearly in the room. The culture of reading includes a visible multicultural library featuring bilingual texts and diverse protagonists. WIDA Writing Rubrics are adapted into student-friendly language and posted.
Data Culture: Student data is posted and guides student learning (scores, goals, averages, accomplishments, etc.). Data tracking includes WIDA ACCESS proficiency levels and student-led "Can Do" portfolios, focusing on language growth, goal-setting, and celebrating linguistic milestones.
Student's Work: Student work is neatly posted and reflects current, purposeful work. There is a representation of student work with relevant feedback, rubric, and standards. Assignments, Projects, and NJSLA Rubrics are posted with student work. Student work does NOT have to be a "perfect" assignment. Displays celebrate multicultural identities, promote bilingualism, and demonstrate progression through the WIDA ELD standards.
Materials: Instructional materials are neatly labeled, organized, and accessible to students. Materials include realia (real-world objects), bilingual dictionaries, and translated reference guides to provide equitable access to grade-level content.