Creating Resources that Speak to Every Student: My Journey with English Language Learners

When I started teaching in 2005, I could never have guessed where this journey would take me. My first decade in education was spent in the elementary classroom, mostly with fifth graders, who were curious and open to exploring new ideas. Those early years grounded me in the basics of teaching and gave me insight into the importance of building a strong foundation for young learners.

The last ten years, however, have been a whole new adventure. Moving into middle school, I’ve had the privilege of teaching science to an age group often described as “in between”—caught between childhood and young adulthood. Middle school students are wonderfully complex, balancing on that line between child and teen, with a mix of humor, curiosity, and vulnerability. This stage is an exciting time, but it’s also marked by insecurities and self-discovery. I love supporting them as they search for identity, tackle their insecurities, and find their place in the world. They may be awkward, maybe even a bit challenging, but they’re also full of potential, and that is what keeps each day exciting.

Teaching science to middle schoolers comes with its own set of challenges and joys, but working with English Language Learners (ELL) has added an extra layer of purpose to my teaching. Over the years, I’ve had students from China, Peru, Guatemala, and Mexico, each bringing unique backgrounds, and often, a limited grasp of the English language. With an average of 130 students a day—many with Individualized Education Programs (IEPs) and some learning English as a second language—I found myself searching for resources that could meet their needs effectively.

Early on, I turned to Teachers Pay Teachers, hoping to find straightforward, middle school-appropriate resources for my ELL students. However, finding low Lexile materials that also met our rigorous science standards was difficult. Many resources I found were either too basic or visually aimed at younger audiences, which didn’t align well with the maturity of middle school students.

For example, one area where I especially needed resources was in teaching the engineering Design Process. This lack of suitable resources is what ultimately inspired me to create my own. I wanted materials that would not only cover core science and engineering concepts but also scaffold vocabulary and comprehension, so all students could access the content confidently.

Now, I create vocabulary-focused resources aligned with NGSS standards, breaking down complex terms and concepts into manageable chunks. Each worksheet includes consistent images and definitions to help reinforce understanding, with activities designed to support comprehension, spelling, reading, and problem-solving. I’m especially focused on keeping the design age-appropriate—because when materials look “grown-up,” they empower students to engage confidently.

It’s been rewarding to see my ELL and struggling readers grow in understanding and confidence, even as they tackle the same rigorous standards as their peers. My hope is that these resources will continue to support and uplift those students who just need the content broken down a little differently to thrive.