This Practice Guide is the first in a series of the Institute of Education Sciences (IES) guides in education that are developed by a panel of experts. The guides are intended to bring the best available evidence and expertise to bear on the types of systemic challenges that cannot currently be addressed by single intervention or programs. This first guide addresses the challenge of providing effective literacy instruction for English learners in the elementary grades. Although the target audience is a broad spectrum of school practitioners such as administrators, curriculum specialists, coaches, staff development specialists and teachers, the more specific objective is to reach district-level administrators with a Practice Guide that will help them develop practice and policy options for their schools. The Guide offers five specific recommendations for district administrators and indicates the quality of the evidence that supports these recommendations. The recommendations are: (1) Screen for reading problems and monitor progress; (2) Provide intensive small-group reading interventions; (3) Provide extensive and varied vocabulary instruction; (4) Develop academic English; and (5) Schedule regular peer-assisted learning opportunities. The following are appended: (1) Technical Information on the Studies; and (2) Levels of Evidence for the Recommendations in the Practice Guide. (Contains 107 endnotes.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences under contract by the What Works Clearinghouse, a project of a joint venture of the American Institutes for Research and The Campbell Collaboration, and contract by Optimal Solutions Group, LLC.]