Lesson Plan

Create a lesson plan for ELLs using either the WIDA or SIOP lesson plan template attached. The lesson plan must include both content and language objectives appropriate for the learner (K-3), description of activities and assessment(s). 

Rubric for Standards

3.b.Implementing and Managing Standards-Based ESL and Content Instruction

3.c. Using Resources Effectively

4.a. Issues of Assessment for ELLs

TESOL Teacher Preparation Standard

(0pts) Does not address standard

(1-2pts) Approaches Standard

(Developing)

(3-4pts)

Meets Standard

(Proficient)

(5-6)

Exceeds Standard

(Exemplary)

3.b.1. Organize learning around standards-based subject matter and language learning objectives.

Does not address standard

Candidates are familiar with standards relevant to ESL and content instruction at the national, state, and local levels.

Candidates provide standards-based ESL and content instruction from relevant national, state, and local frameworks.

Candidates aid their colleagues in teaching from a standards-based perspective that meets national, state, and local objectives.

3.b.2. Incorporate activities, tasks, and assignments that develop authentic uses of language as students learn academic vocabulary and content-area material.

Does not address standard

Candidates are aware of the need for authentic uses of academic language in ESL and content-area learning and the need to design activities and assessments that incorporate both.

Candidates plan for and implement activities, tasks, and assignments that develop authentic uses of academic language as students access content-area learning objectives.

Candidates design and implement activities, tasks, and assignments that develop authentic uses of academic language as students access content-area learning material.

Candidates collaborate with non-ESL classroom teachers to develop authentic uses of academic language and activities in content areas.

3.b.3. Provide activities and materials that integrate listening, speaking, reading and writing

Does not address standard

Candidates are aware that integrated learning activities build meaning through practice.

Candidates provide integrated learning activities using authentic sources

that build meaning through practice.

Candidates model activities to demonstrate ways students may integrate skills (e.g., language and/or content).

Candidates design activities that integrate skill and content areas through thematic and

Inquiry-based units

3.c.1. Select, adapt, and use culturally responsive, age-appropriate, and linguistically accessible materials.

Does not address standard

Candidates are aware that materials should be appropriate for students’ age and language proficiency.

Candidates select print and visual materials that are appropriate for students’ age, learning style, and language proficiency. They adapt these materials if necessary.

Candidates build on students’ culture in selecting, adapting, and sequencing ESL and content-area materials.

Candidates use students’ community and family to locate and develop culturally appropriate materials.

3.c.4. Use technological resources (e.g., Web, software, computers, and related devices) to enhance language and content-area instruction for ELLs.

Does not address standard

Candidates are aware of ways in which computers and other technological resources can improve ELLs’ learning.

Candidates use technological resources to enhance, create, and/or adapt instruction to meet ELLs’ language and content learning needs.

Candidates assist students in learning how to evaluate and use technological resources for their own academic purposes.

4.a.2 Knowledgeable about and able to use a variety of assessment procedures for ELLs.

Does not address standard

Candidates are aware of a variety of purposes and procedures for assessment of ELLs (e.g., proficiency, diagnosis, placement, and classroom instruction and achievement).

Candidates are  aware of the importance of using multiple measures to accurately assess ELLs.

Candidates use multiple and appropriate formative and summative assessment measures for a variety of purposes, including classroom and student self-assessment and technology-based assessment (e.g., audio, video, computer).

Candidates understand that procedures intended for native English speakers may not apply to English learners.

Candidates design and adapt classroom tests and alternative assessment measures to make them appropriate for ELLs for a variety of purposes.