This article addresses the need for teachers to use observational tools to identify and understand their learners' cultural backgrounds and literacy skills, including the importance of preparing teacher candidates to become culturally responsive educators. This topic is critical because one of the new teacher certification exams in New York State, Educating All Students (EAS), assesses candidates' knowledge of instructional strategies and support for students of diverse populations. To that end, this article provides an observational framework that informs instruction for culturally and linguistically diverse learners.