Beyond access: How rich literacy practices unlock the potential of every learner

Words matter. They are the threads we use to weave meaning, build connections, and unlock possibility. In my classroom, literacy is not just about decoding or composing, it is about empowerment. When students, regardless of their English proficiency, engage with rich texts and complex ideas, they discover not only the meaning within the words, but the meaning they can create themselves.

Too often, English language learners (ELLs) are given simplified texts or tasks that unintentionally limit their growth. The assumption is that complexity will overwhelm them, when in reality, it is complexity that fuels language acquisition, sparks curiosity, and deepens learning. Grade-level materials are not barriers; they are bridges and our role as educators is to provide the scaffolds that help students cross them.

My passion lies in ensuring that all learners have access to this kind of literacy. Through shared reading, vocabulary-rich instruction, greater depth writing, and intentional feedback, we create spaces where every student is challenged to think critically, write deeply, and grow confidently. Literacy, at all levels, is not just a subject to be taught. It is a framework for equity, a way of nurturing the IB Learner Profile, and a tool for unleashing potential. 

Rethinking literacy access

The first shift we need to make is in how we conceptualise “access.” Too often, access is interpreted as “simplify.” For English learners, that can mean materials are rewritten at a basic level, vocabulary is stripped down, and content is diluted. While this might appear supportive, it communicates a hidden message: you are not ready for complexity.

This approach risks pigeonholing students. They become stuck in a cycle of simplified tasks, never given the opportunity to stretch into challenging language or ideas. Research shows that learners acquire language best when it is connected to meaningful, authentic use and reinforced through multiple exposures in context (Zhang & Koda, 2025). They need exposure to sophisticated syntax, rich vocabulary, and engaging ideas.

Shared reading has become one of the most effective ways to build access. In a shared reading space, the text itself is complex but the act of reading is collective. Together, we decode, infer, question, and interpret. Students hear fluent modelling, encounter new words in context, and collaborate to construct meaning. What once might have been inaccessible becomes communal. Shared reading helps students to become communicators and thinkers, two vital aspects of the IB Learner Profile (Fountas & Pinnell, 2017).

Vocabulary as a gateway

Vocabulary is more than word lists or flashcards; it is the foundation of both comprehension and expression.

ELLs, in particular, need deliberate vocabulary instruction embedded in meaningful contexts. That means avoiding isolated drills and instead creating moments where vocabulary is encountered, discussed, applied, and revisited. Morphology (teaching roots, prefixes, and suffixes) helps students unlock families of words. Semantic mapping encourages them to see relationships between terms. Word consciousness, the awareness of language’s power, fosters curiosity and joy in noticing and using new vocabulary.

Morpheme Magic helps us to unpick words to reveal their roots, prefixes, and suffixes. When students see that construct, destruction, and instruction are connected, vocabulary suddenly becomes a network of meaning rather than a list to memorise. Words stop feeling random and start to make sense.

In class, students explored how related words share common roots and how prefixes and suffixes can shift meaning across different contexts. By recognising, for example, how the prefix de- changes the meaning of construct to destruction, students developed a deeper understanding of how language works as a connected system rather than as isolated words.

These moments matter because they move vocabulary learning beyond memorisation. By giving words context and showing their connections, we equip students to unlock unfamiliar terms, recognise patterns, and apply them across reading, writing, listening, and speaking. Vocabulary then becomes a living tool for expression and comprehension, not a static list to study. Students in these moments become inquirers and knowledgeable learners who delight in making connections.

Greater depth writing for all

I firmly believe that greater depth writing is for everyone. Too often, extended or analytical writing tasks are reserved for “strong” students, while ELLs are given sentence starters or reduced assignments. This denies them the chance to grow as thinkers.

Greater depth writing challenges students to move beyond recount and description, pushing them to analyse, argue, and create. This is not only possible for ELL students; it is essential. With the right scaffolds, they can produce writing that is both linguistically and intellectually complex.

The feedback grid gives all students concrete tools to stretch their writing. During a persuasive writing unit, I noticed a student pause over his draft. They reread one of their sentences, glanced at the feedback grid, and chose to rewrite it. When I asked why, they told me, “I want it to sound more convincing.”

It wasn’t the exact wording of the change that mattered, but the intention behind it. They weren’t waiting for me to tell them what to fix, they were thinking about their audience and how to strengthen their message. In that moment, they were no longer just completing a task; they were making a deliberate authorial choice.

This matters because it shows students that persuasive writing is not about filling a template, but about crafting language to influence others. For ELLs in particular, the chance to refine a sentence for impact builds both skill and confidence. They begin to see themselves not as learners of English, but as writers with something powerful to say. This is the heart of developing risk-takers and reflective learners who can articulate ideas with purpose.

I have seen students who, through these steps, were able to transform their initially short, literal sentences into complex and insightful pieces. With each revision, they grow more confident in experimenting with structure, tone, and style. Their writing becomes a space for critical thought, not just language practice.

Feedback as empowerment

Feedback is often treated as a teacher’s job: we mark, we correct, we return. But true feedback empowers learners to reflect, evaluate, and take charge of their growth. Moving from teacher-centred to learner-centred feedback is a shift in both mindset and practice (Hattie & Timperley, 2007).

TAG (Tell, Ask, Give) provides a simple peer feedback framework: Tell something you liked, Ask a question, Give a suggestion. This shifts responsibility from teacher to peer and makes feedback relational. Similarly, feedback grids, rubrics, and quick symbols allow students to self-monitor without waiting for teacher approval.

One powerful addition in my classroom has been the use of Communicate in Print style supports. These are symbol-based prompts that reduce cognitive load and provide a visual scaffold. For ELLs and students with learning difficulties, written feedback can be overwhelming. By using simple icons alongside repeated instructions, students are reminded of expectations in a way that is accessible and consistent. Because the same symbols are reused each lesson, they become part of classroom routine, allowing students to focus more on applying feedback than on decoding instructions.

One routine I rely on is “exit ticket editing.” At the end of a writing session, students choose one sentence to polish. They annotate it, explaining their vocabulary choices and intended impact. Paired with visual prompts, even hesitant writers feel equipped to take that small step. This builds independence. Over time, students internalise these moves, editing as they write rather than only in hindsight.

For ELL students especially, this autonomy is powerful. Instead of feeling like passive recipients of corrections, they see themselves as writers making deliberate choices. And because the same strategies apply to all students, the classroom culture is one of shared responsibility. Feedback, then, becomes less about correction and more about empowerment, nurturing principled, reflective learners who know how to take ownership of their progress.

 Beyond Grade-Level: Pushing potential

At the heart of this philosophy is the conviction that grade-level expectations are not ceilings. They are launching pads. Every learner, regardless of language background, deserves to be pushed beyond “meeting standard” into the realm of curiosity, creativity, and critique.

This does not mean ignoring the real challenges ELL students face. It means refusing to let those challenges define or limit them. With scaffolds, from shared reading to vocabulary annotation, from sentence-level revision to peer feedback, students can climb higher than we often assume.

When we set the bar low, students meet us there. When we set it high and support them thoughtfully, they rise. This is not just pedagogy; it is a philosophy of respect. Respect for students’ intelligence, potential, and voices. It is also a way of building principled, open-minded learners who value challenge and see themselves as capable contributors to their communities.

Literacy, at its core, is about unlocking potential. It is about giving every learner access to the rich language of texts, the tools of vocabulary, and the confidence to write with depth and clarity. For ELL students, this is especially important. They deserve more than simplified materials or reduced tasks; they deserve the chance to grapple with complexity, to think deeply, and to see themselves as capable contributors to big ideas. Students take real pride in publishing their work, seeing their writing displayed or shared as a finished product, a tangible reminder that their words have value and an audience.

Through shared reading, vocabulary-rich practice, greater depth writing, and empowering feedback, we can build classrooms where literacy is not just taught but lived. Where equity is not about lowering expectations but about opening opportunities. Where every learner, regardless of language background, can move from comprehension to critique, from word to voice.

When we do this, we see students rise to high expectations, finding joy in language, and embodying the IB Learner Profile: inquirers who ask questions, communicators who share ideas, thinkers who analyse deeply, risk-takers who try new forms, and reflective learners who know the power of their own words.

Author biography:

Olivia Grandi is an international educator with a deep passion for language acquisition and inclusive education. Growing up in a foreign country, in a bilingual household, and attending an international school, she experienced firsthand the richness and challenges of navigating multiple languages and cultures. From a multilingual family background, she developed a strong belief that English Language Learners (ELLs) deserve not only access but also meaningful, empowering learning experiences that honour their linguistic identities.

She holds a Master’s degree in International Education and Development, with a dissertation titled ‘The benefits and challenges of using a holistic curriculum to teach refugee populations English as a second language’. Her research explored how holistic approaches can transform language learning, emphasising cultural responsiveness and the integration of learners’ lived experiences.