Estimated reading time: 7 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 reading below grade level arrive in our classrooms every year. 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 secondary teachers feel unprepared to support ESL students reading below grade level, especially when they are responsible for teaching rigorous academic material at the same time. 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.
In fact, this is one of the reasons rigor in ESL instruction often looks different in multilingual classrooms. Rigor is not about giving students the same text without support — it’s about helping them access complex ideas through strategic scaffolding.
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 simply 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
This idea connects closely with differentiating ESL instruction, because students may need language scaffolds even when they already possess strong literacy skills in another language.
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.”
Building Literacy in Both Languages Matters
This could easily be an entire blog post on its own (and maybe will be someday), but it’s important to say:
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
This approach aligns closely with translanguaging in the secondary ESL classroom, where students strategically use both languages to deepen comprehension.
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.
What Helps ESL Students Reading Below Grade Level in High School?
Here are strategies that work beautifully with high school multilingual learners.
1. Use leveled texts that match proficiency, not age
Teenagers do not want “baby texts.”
Choose high-interest leveled readings designed for older students — informational texts, biographies, cultural topics, or science connections.
For example, biographies and informational passages are excellent options because they combine academic vocabulary with engaging real-world topics.
If you’re looking for examples, you can explore ESL biography reading passages, which are designed specifically for teen learners.
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.
Graphic organizers can also help students track meaning while reading. You can explore examples here:
ESL graphic organizers for literature
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
Audio support is especially helpful for ESL students reading below grade level because it reduces the cognitive load of decoding while strengthening listening comprehension.
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
When background knowledge increases, comprehension grows.
This is one reason I frequently incorporate global informational texts and culturally connected readings into my ESL classroom.
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 preview dramatically increases comprehension.
This strategy connects closely with how to support ESL students during novel studies, where previewing complex material helps multilingual learners stay engaged with grade-level content.
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
You can also combine reading routines with structured speaking activities. If you’re looking for ideas, check out ESL speaking activities for teens that encourage students to discuss and process what they read.
Consistency builds confidence.
7. Celebrating Growth When ESL Students Are Reading Below Grade Level
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 recognized.
Supporting ESL students reading below grade level requires patience, structure, and consistent scaffolds, but the growth these students make over time is some of the most rewarding progress you will ever witness as a teacher.
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 designed specifically for teen ESL learners.
You can explore them here:
👉 A2–B2 Leveled ESL Informational Texts with Audio
These resources are designed specifically for secondary ESL classrooms — no babyish content, no overwhelm, just strong scaffolds and age-appropriate topics.
Keep Exploring ESL Reading Strategies
If you found this helpful, you might also enjoy:
• Differentiating ESL Instruction from A1–B2
• Writing Support Strategies for ESL Students
• Supporting ESL Students During Novel Studies
Final Thought
Supporting ESL students reading 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 helping them realize they are capable.
