Estimated reading time: 5 minutes
Working with high school multilingual learners is one of the most rewarding experiences we can have as teachers — but it also brings a unique challenge: many ESL students arrive reading far below grade level in English. And when you’re expected to teach ninth-grade or tenth-grade content, this gap can feel overwhelming for both you and your students. Many high school teachers feel unprepared to support ESL students reading below grade level, but with the right strategies, these learners can grow far faster than most people expect.
But here’s the truth:
Reading below grade level in English does not mean a student lacks ability, intelligence, or potential. It simply means they need strategic support — and sometimes, a new way of measuring their strengths.
Today, I want to share what has worked in my own classroom, including something that completely transformed how I understand my students’ reading profiles.
Check Reading Levels in the Student’s Native Language (If Possible)
One of the biggest misunderstandings in secondary education is assuming that a student’s English reading level reflects their overall literacy ability. This is not true. A high school student who reads at a first-grade English level may actually read at a ninth-grade level in their native language.
If we don’t check native-language literacy, we can’t fully understand:
- what the student already knows
- what academic skills can transfer
- how fast they may progress in English
- where to scaffold instruction
Whenever possible, schools should assess native-language literacy. Even an informal measure is better than none, but let me share what changed everything for me.
How Achieve3000 Helped Me Understand My Students’ True Abilities
A few years ago, my district gave us access to Achieve3000 in Spanish.
I cannot express how valuable this was.
Suddenly, I could see my Spanish-speaking students’ reading scores in both languages:
- One student reading at a 1st-grade level in English scored at a 7th-grade level in Spanish.
- Another student who struggled with English decoding read complex Spanish texts with ease.
- Students who seemed “behind” were actually strong, capable readers — just not in English yet.
This information was powerful.
It told me:
✔ They already have literacy skills.
✔ Their brains know how to process text.
✔ They can transfer those skills with support.
✔ Their English reading level does not reflect their intelligence.
This alone changed how I scaffolded lessons and how I spoke to my students about their progress. Confidence grows when students realize, “I’m not bad at reading — I’m just learning in a new language.”
I wish every district had access to native-language reading assessments.
Even if yours doesn’t, you can still gather valuable insight by:
- asking students what they read in their home country
- having them read a short passage in their native language
- looking at previous school records
- asking families about academic history
Understanding their first language literacy unlocks their potential in the second.
Building Literacy in Both Languages Matters
This could be an entire blog post on its own (and maybe will be!), but it’s worth mentioning:
Students grow faster in English when their native language literacy continues to develop. Language strengthens language. Even small opportunities matter:
- reading articles in L1
- discussing academic topics at home
- letting students write in L1 before translating
- building on background knowledge
When you honor a student’s linguistic foundation, you accelerate their English growth without lowering academic expectations. When we recognize the strengths that ESL students reading below grade level bring with them, we can design instruction that builds on what they already know instead of focusing only on deficits.
So What Do We Do When ESL Students Are Far Below Grade Level in English?
Here are strategies that work beautifully with high school multilingual learners:
1. Use leveled texts that match their proficiency, not their age
Teenagers do not want “baby texts.” Choose high-interest leveled readings designed for older students — informational texts, biographies, cultural topics, science connections. This keeps rigor intact while supporting comprehension.
2. Pre-teach key vocabulary and chunk reading tasks
Even strong readers struggle when every other word feels new. Before reading, teach:
- 5–10 must-know words
- visuals
- sentence frames
- simple context clues
Then chunk the text into manageable sections with guiding questions.
3. Scaffold with audio support
Audio is a game changer. When students hear fluent reading while seeing the text, they:
- decode more accurately
- build fluency
- develop comprehension
- gain confidence
This is why I embed audio into my ESL informational texts — it helps students access content independently.
4. Honor their background knowledge
Students read better when they already understand the topic. Choose texts that connect to:
- their cultures
- their interests
- real-world situations
- global traditions
Background knowledge bridges the language gap.
5. Allow native-language preview when possible
Letting students read a short explanation or summary in their native language BEFORE reading in English builds clarity and reduces frustration. Even a one-paragraph L1 preview increases comprehension dramatically.
6. Use consistent reading routines
The brain learns faster through predictable structure. Try routines like:
- read → annotate → discuss
- vocabulary → audio → partner read
- preview → chunk → summarize
Consistency = confidence.
7. Celebrate growth, not grade-level benchmarks
High school ESL students often feel “behind,” even when they’re making tremendous progress. Show them:
- how their reading stamina is improving
- how new vocabulary is sticking
- how comprehension questions are getting easier
- how their fluency is building
Progress is progress — and it deserves to be honored. Supporting ESL students reading below grade level requires patience, structure, and consistent scaffolds, but the progress they make over time is some of the most rewarding growth you’ll ever witness.
Want Ready-to-Use Fluency and Reading Support for Your ESL Students?
If your students need extra support with fluency and leveled reading, I have several A2–B2 leveled texts with audio support in my TPT store.
You can browse them here:
👉 A2-B2 leveled texts with audio support
These resources were designed specifically for teen ESL learners — no babyish content, no overwhelm, just strong scaffolds and age-appropriate topics.
Final Thought
Supporting ESL students who read below grade level isn’t about lowering expectations — it’s about giving students the right tools, the right scaffolds, and the right understanding of who they already are as readers.
You’re not just teaching them English.
You’re showing them they are capable.
