Modified Lesson Plan
Classroom Practices for English Learner Instruction
- Standards consist of:
- Content standards: what students should know/ learn
- Benchmarks: what skills/knowledge are expected to be gained
- Performance standards: progress indicators that show whether the requirements have been met
- A purposeful and meaningful context that establishes not only what but also why students must learn the content (framed with standards)
- Creates high expectations for all students and motivation for the teacher
- The standards for the grade-level are aligned with the English language standards
- Familiarize yourselves with standards of level and subject & align them with your TESOL standards
Let’s see what standards-based classrooms look like
http://www.ciclt.net/ul/garesa/Pic%20webpage.htm
(We will be able to look at one of them in the class. You can check the others later.)
TESOL STANDARDS
TESOL standards do not replace state curriculum standards. Rather they are to be used alongside your other standards
Based on content standards
Focus on all 4 skills: listening, speaking, writing and reading
Tested via sample performance indicators
Language Domains
Content
topic
Language proficiency
content
- The higher level the higher & more complex linguistic expectations from students
- Facilitate English acquisition for various purposes
- Conceptualize grade-appropriate curriculum & assessment
- Inquiry and problem solving
- Collaborative learning
- Continual assessment embedded in instruction
- Higher-order questioning
One of the cornerstones inherent in the TESOL standards
- Teachers acknowledge, respect, accommodate and build upon student differences to facilitate optimal growth for all
- Students’ strength and preferences for processing information are considered
- Ongoing assessment to prepare the students for learning
- Mutual respect and caring is promoted
- Differentiated instruction calls for variety and flexibility in classroom, learning materials and grouping
- Emphasis on individual differences
- Before instruction: check prior knowledge
- During instruction: check student understanding, student needs
- After instruction: assess student understanding and explain next steps for teaching
- Specially Designed Academic Instruction in English (SDAIE) is a type of differentiated instruction
Using the target language as a medium of instruction to teach language and content simultaneously.
The idea behind CBI is to relate the language learning experience to a meaningful subject.
- Examples of CBI: French immersion programs in Canada, university level language classes
- Promotes SLA and oral – written academic skills
- Modified teacher language
- Instructional language is used as “comprehensible input” by pairing visuals to convey the meaning
- Explicit instruction for an excellence in skills acquisition
- Content-oriented tasks are encouraged in student group activities
- CBI supports ELLs achievement of TESOL standards by
integrating language & content learning
addressing language domains of listening, reading, speaking and writing
Providing support for various English language proficiency levels
Goal of SDAIE is to help the ELLs succeed in school
Content with target language + special modifications based on student needs
- Goals and objectives
- Grade appropriate content learning
- Content objectives: grade appropriate, not watered down
- English language & literacy development
- Set language objectives
- Positive social/affective adjustment
promote the self-esteem and social development
- Things to be considered:
How can I combine these two in my lesson plan?
Considering the prior knowledge: sheltering
Considering the individual differences and strengths and modifying the teaching: differentiating
Student & Diversity
Curriculum content
Two objectives to be considered
- Content objectives: curriculum, cognitively and grade-level appropriate materials
- Language objectives: ELPS standards based on the student proficiency level (state).
E.g. for lower level Ss comprehension-based tasks but for higher level Ss production-based tasks
- Grouping is important for SDAIE because
- Provides receptive and productive language learning opportunities
- Learners can fine tune the input
- Learners can help each other
- Language used will be content embedded and meaningful
- Social and academic language development
- Themes/topics used to organize curriculum content
- Advantages:
- Suitable for any content or grade level
- Creates meaningful conceptual framework
- Increases students’ motivation and involvement
- Promotes social and academic language development
Six criteria for organizing thematic instruction to promote language development, critical thinking, interdependence for ELL
Meaning and Purpose
Building Prior Knowledge
Integrated Opportunities to Use Oral and Written Language for Learning Purposes
Scaffolding for Support
Collaboration
Variety
- Stages of developing thematic instruction
- Choosing the topic or theme
- Sources to choose topics can be curriculum
guidelines, teacher’s own interests, students’ interests
- Brainstorming ideas related to the theme
- Cluster or word web
- What students know vs. What they
wonder about
- Scaffolding
-Support the students whose language proficiency is limited
- Collaboration
-Students work together on theme-related projects
- Variety
- Variety permeates learning processes
- What is assessment
- Formal assessment
- Standardized tests
- Informal assessment
- Teacher made test
- Validity: what you like to assess and whether it is reflected to assessment tool
- Reliability: whether we get similar results with the same test
- What is performance as assessment?
- Portfolio assessment?
- Identification and placement of students needing language education support
- Home language survey
- Oral/written English proficiency test
- Limitations of standardized language proficiency tests
- Score based on a single performance
- The effect of non-linguistic variables
- Affective factors
- Different tests produce different results
- Authentic assessment or classroom based assessment
- Guidelines
- Planning systematic classroom-based assessment
- Portfolios and working folders