Posted: June 11th, 2024

Creating lesson plans that align the English Language Proficiency (ELP)

Creating Integrated English Language Development Lesson Plans

Integrating English language development (ELD) into content-area instruction is essential for meeting the diverse needs of English language learners (ELLs). By aligning English Language Proficiency (ELP) standards with content standards, teachers can ensure that language instruction occurs simultaneously with academic content learning. This approach not only supports ELLs’ language acquisition but also enhances their understanding of subject matter concepts.

Lesson Plan Overview
Grade Level: 5th Grade
ELP Standard: ELP.5-8.1 – By the end of each language proficiency level, an English learner can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.
ELA Standard: RL.5.2 – Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

Objectives
Content Objectives:
– Students will identify and analyze the theme of a literary text.
– Students will summarize the key events and character responses in the text.

Language Objectives:
– ELLs will use context clues to determine the meaning of unfamiliar vocabulary words.
– ELLs will participate in collaborative discussions to interpret the theme and character responses.

Instructional Strategies
1. Activation of Prior Knowledge: Engage students in a discussion about themes they have encountered in previous texts, connecting to their cultural experiences and values.
2. Vocabulary Development: Introduce key vocabulary from the text, including content-specific and academic language. ELLs will practice using context clues and visual aids to determine word meanings.
3. Interactive Read-Aloud: Read the selected literary text aloud, pausing frequently to check for understanding and encourage student participation through questioning and discussion.
4. Collaborative Analysis: Group students heterogeneously, ensuring ELLs are paired with native English speakers. Provide guiding questions to facilitate analysis of the theme and character responses within their groups.
5. Summarization: Model the process of summarizing the text, highlighting key events and character responses. ELLs will practice summarizing with sentence frames or graphic organizers.

Assessments
Formative: Observe and monitor student participation during discussions, vocabulary practice, and collaborative analysis activities.
Summative: Students will write a summary paragraph identifying the theme and describing how characters responded to challenges, using evidence from the text.

Differentiation
Content: Provide leveled texts or audio/visual aids for students with varying reading proficiency levels.
Process: Offer sentence starters, word banks, or graphic organizers to scaffold the writing process for ELLs and struggling writers.
Product: Allow students to demonstrate their understanding through alternative formats, such as oral presentations or multimedia projects.

Through this integrated approach, ELLs’ cultural values and beliefs are acknowledged and leveraged as assets in the learning process. Their prior experiences and perspectives contribute to a richer understanding of literary themes and character development, fostering a more inclusive and equitable learning environment.

References

Goldenberg, C. (2020). Reading instruction for English language learners. In E. H. Hiebert & M. Sailors (Eds.), Finding the right texts: What works for beginning and struggling readers (pp. 61-88). Guilford Press.

Klingner, J. K., & Boardman, A. (2019). Addressing the “crisis” in reading instruction for students with disabilities and English learners. In D. A. Kilpatrick, R. M. Joshi, & R. K. Wagner (Eds.), Reading development and difficulties: Bridging the gap between research and practice (pp. 259-281). Springer.

Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (2022). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Routledge.

Shanahan, T., & Shanahan, C. (2021). Teaching disciplinary literacy to English learners. Harvard Education Press.

Vaughn, S., & Ortiz, A. (2018). Differentiating instruction for students with disabilities and English learners. In D. Lapp & D. Moss (Eds.), Handbook of research on teaching the English language arts (4th ed., pp. 294-316). Routledge.
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Creating lesson plans that align the English Language Proficiency (ELP) standards and content standards is a requirement of educators who have English language learners in their classrooms. Among the most important aspects of English language development are the integration of language instruction and practice across the content areas, which includes differentiation of instruction to address specific learning needs of all students. These aspects can be accounted for directly within lesson plans.

Part 1: Lesson Plan

For this assignment, create a lesson plan for integrated English language development (ELD) instruction that integrates ELLs’ cultural values and beliefs. Using the “COE Lesson Plan Template,” address the following:

Using your clinical field experience classroom as the context for planning the lesson, select the grade level and at least one of the 10 Arizona English Language Proficiency (ELP) standards. In addition, select an English Language Arts (ELA) standard that aligns with the ELP standard.
Complete all sections of the lesson plan template, focusing specifically on aligning objectives, instruction, and assessments to the ELA and ELP standards selected.
Include both ELA and ELP standards within the “National/State Learning Standards” section of the template.
Differentiation should address ELLs’ language differences, giftedness, and special education needs.
Part 2: Reflection

Write a 250-500 word reflection explaining how your lesson plan integrates ELLs’ cultural values and beliefs in the context of teaching and learning. Include a description of how your lesson planning and focus would be different, if you were to develop a targeted ELD lesson, instead of the integrated lesson you designed.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

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