Template

Educational Solutions for the 21st Century Learner

Module 5 Elements of Language, Language Domains & Differentiated Instruction

6 Hours

Revised March 2021

Arizona SEI Required Framework Components

Module Learning Goals

After completion of this module, you will know you are successful if you can...

• Define and discuss ELP Standards and how they are formatted.

• Differentiate an assignment for the different levels of El students in your content area that focuses on reading, writing, speaking, listening or content area vocabulary development.

• Use appropriate strategies to differentiate instruction-based on English language proficiency levels and standards.

Module Resources

• OELAS ELP Standards: English Language Proficiency Standards | Arizona Department of

Education (azed.gov)

• Language Objective PowerPoint

• Blooms Taxonomy

• SIOP Language Objectives Cheat Sheet

• Wright Chapter 10 (Content-Area Instruction for English Language Learners)

• Wright Chapter 9 (Writing)

• Wright Chapter 7 (Listening and Speaking)

• Fairbairn & Jones-Vo Differentiating Instruction and Assessment for English Language Learners

Chapters 4, 5, 6 &7.

• Folse “ Why K–12 Teachers Need to Know About ESL Grammar Issues” located at:

http://www.tesol.org/read-and-publish/journals/other-serial-publications/compleat-

links/compleat-links-volume-6-issue-3-4-(october-2009)/why-k-12-teachers-need-to-know-

about-esl-grammar-issues

• Differentiated Story Map Predict-O-Grams Pre-Reading Lesson Grades 4 & 5

• Floating & Sinking Writing Lesson Using Science Content

• Acting Out Antonyms Lesson

• Farm Fieldtrip Oral Language Lesson

• Vocabulary Grab Bag for Newcomers Lesson

• Kaplan & Leckie: “Equitable Instruction for All! Creating Equal Learning Opportunities in The

Classroom: From Planning to Practice”

Assignment

*Note About Module Resources: There are many resources available to you in this module for

you to create the assignment. It is not necessary to read all of the readings. The readings are

available for you to pick and choose from.

Using the Differentiated Assignment Template found in the Google Folder for Module 5, create

a content area assignment for Non-ELLs. You may choose any content that you like.

Then, show how you might differentiate the assignment for your pre-emergent and emergent

(Levels 1 & 2 on the template) and for your low and high intermediate EL students (Levels 3

and 4 on the template). Note that the state of Arizona now only has 3 levels of El students: Pre-

Emergent/Emergent, Basic, and Intermediate. However, it is beneficial to deeply think about

how to differentiate instruction for students who are brand new to the English language (pre-

emergent), students who have some experience with the English language (emergent), students

who have moderate experiences with the English language (low-intermediate) and students who

are on the cusp of being reclassified (high-intermediate).

You must also list the different types of scaffolding and support (appropriate strategies) you

might provide each of these different groups of EL students. You must have 4 to 5 different

strategies for each level of EL students. Be sure to refer to the strategy examples in Chapters

4,5,6 and 7 of the Differentiating Instruction and Assessment for English Language Learners text, the

strategies listed in the other readings, the lesson examples provided in the module and the Equitable Instruction for All! Creating Equal Learning Opportunities in The Classroom: From Planning

to Practice handbook. These resources provide a multitude of instructional strategies. You can identify

the ones you feel would work best.

The assignment you create must also include the following:

• Arizona State Standard from your content area

• A language objective (pages 94,

• 2019 ELP standard/s that support/s the language demands of the assignment and links to your state standard for all levels of El students (Pre-Emergent/Emergent, Basic, and Intermediate).

You must provide the actual standard and the area the standard is in such as Receptive

Communication, Productive Communication, Interactive Communication, or Language.

• Your assignment must focus students on reading, writing, speaking, listening or content area vocabulary development. You must provide a statement regarding how your assignment focuses

students on one or more of these areas.

You may copy the template and handwrite your assignment directly on the template. You can then

email a photo of the template or scan the template and attach the scan to the email.