Teacher Candidate:

Grade Level:

Date:

Unit/Subject:

Instructional Plan Title

I. Planning

Lesson summary and focus:

In a few sentences, summarize this lesson, identifying the central focus based on the content/skills you are teaching.

Classroom and student factors:

Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the impact of those factors on planning, teaching and assessing students to facilitate learning for all students.

National / State Learning Standards:

Identify the relevant grade level standard(s), including the strand, cluster, and standard(s) by number and its text.

Specific learning target(s) / objectives:

Specify exactly what the students will be able to do after the standards-based lesson.

Teaching notes:

Clarify where this lesson falls within a unit of study.

Agenda:

Identify the (1) opening of the lesson; (2) learning and teaching activities; and (3) closure that you can post as an agenda for the students that includes the approximate time for each segment.

Formative assessment:

Identify the process and how you will measure the progress toward mastery of learning target(s).

Academic Language:

Key vocabulary:

Include the content-specific terms you need to teach and how you will teach students that vocabulary in the lesson.

Function:

Clarify the purpose the language is intended to achieve within each subject area. Functions often consist of the verbs found in the standards and learning goal statements. How will your students demonstrate their understanding?

Form:

Describe the structures or ways of organizing language to serve a particular function within each subject area. What kinds of structures will you implement so that your students might demonstrate their depth of understanding?

Instructional Materials, Equipment and Technology:

List ALL materials, equipment and technology the teacher and students will use during the lesson. Add or attach copies of ALL printed and online materials at the end of this template. Be sure to address how you will teach the students to use the technology in Section II. INSTRUCTION.

Grouping:

Identify grouping strategies that will support your students’ learning needs.

II. Instruction

A. Opening

Prior knowledge connection:

Identify how this lesson connects to previous lessons / learning (prior knowledge of students) and students’ lives.

Anticipatory set:

Identify how this lesson is meaningful to the students and connects to their lives.

B. Learning and Teaching Activities (Teaching and Guided Practice):

I Do

Students Do

Differentiation

Your “I Do” instructional procedures should include:

The teaching strategy you will use to teach each step that includes modeling and formative assessment;

transition statements you will make throughout your lesson and essential questions you will ask; and academic language of vocabulary, function, and form.

Script detailed, step-by-step instructions on how you will implement the instructional plan.

Use a numbered list of each step;

bold every example of modeling;

italicize every formative assessment.

Your “Students Do” procedures should describe exactly what students will do during the lesson that corresponds to each step of the “I Do.”

Please use a corresponding numbered list.

Describe methods of differentiation, including accommodation or differentiation strategies for academically, behaviorally and motivationally challenged students.

Please use a corresponding numbered list.

Also include extension activities: What will students who finish early do?

III. ASSESSMENT

Summative Assessment:

Include details of any summative assessment as applicable and attach a copy with an answer key. Explain how the summative assessment measures the learning target(s)/objectives. If you do not include a summative assessment, identify how you will measure students’ mastery of the learning target(s)/objectives.

Differentiation:

Describe methods of differentiation for your summative assessment, including accommodation or differentiation strategies for academically, behaviorally and motivationally challenged students.

Closure:

Explain how students will share what they have learned in the lesson. Identify questions that you can ask students to begin the closure conversation. Identify how students will confirm transfer of the learning target(s)/ objectives to application outside the classroom.

Homework:

Clearly identify any homework tasks as appropriate. Elaborate whether the homework is drill- or skill-practice-based and explain how the homework assignment supports the learning targets / objectives. Attach any copies of homework.

· As an educator, I collect demographic background information on each ELL student in my class, including the languages they speak and their English Language Proficiency (ELP) levels. I also gather my students' current language and content assessment data to understand their progress and needs. This data guides my instruction in several ways. I personalize my teaching methods and materials to suit each student's unique needs and strengths. Based on the assessment results, I set achievable learning goals and differentiated assignments to accommodate diverse learning levels. I can continuously monitor their progress to identify areas where they may need extra support and implement targeted interventions. Additionally, I collaborate with other educators and specialists to ensure a supportive learning environment for all ELL students in the class.

· I align my lessons with specific English Language Proficiency (ELP) and English Language Development (ELD) standards, such as WIDA or state-specific guidelines, to ensure my instructional practices are standards-based. I review and incorporate these standards into my curriculum, setting clear language objectives for each lesson. By differentiating instruction to cater to various proficiency levels, integrating language development across subjects, providing scaffolding support, and using aligned assessments, I ensure that my teaching helps all English Language Learners (ELL) progress effectively and meet the established language and academic standards (Muliyah et al., 2020). Ongoing professional development keeps me up-to-date with the best practices for supporting ELL students in their language development journey.

· As an educator, I determine the language skills to integrate into content instruction by assessing my students' proficiency levels. I support receptive skills like listening and reading by using appropriate audio, videos, texts, and pre-activities to enhance comprehension. For speaking and writing, I encourage discussions, group work, and writing processes. I scaffold instruction for different levels and provide models and feedback. Integrating language with content areas makes learning relevant and culturally engaging. Regular practice is crucial, both inside and outside the classroom. By strategically planning and implementing these methods, I aim to foster well-rounded language development in my students.

· As an educator, I use different teaching strategies to support English Language Learners (ELLs) at various language proficiency levels. I incorporate visual aids, graphic organizers, and flexible grouping to accommodate their needs. I provide sentence starters and simplify instructions for beginners, while more advanced students receive differentiated assignments. Peer collaboration and language partners help ELLs practice their language skills in a supportive setting. Additionally, I integrate bilingual practices like code-switching and translation to aid comprehension.

· I adapt practice activities to cater to English Language Learners (ELLs) at different language proficiency levels. I offer varied assignments based on their ELP levels, use graphic organizers for better understanding, and create mixed-level groups for peer support. This fosters language development and academic progress in an inclusive setting.

· As an educator, I use formative assessments tailored for English Language Learners (ELLs) at different ELP levels. Informal check-ins, exit tickets, and visual assessments help gauge understanding. Performance tasks and self-assessment encourage participation. Observations and flexible response formats aid in providing targeted support and language accommodations during assessments for academic success.

· I create a print-rich environment with visuals and flexible seating to facilitate language and content learning for ELLs. I designate language zones and celebrate cultural diversity. Structured routines, clear expectations, and collaborative learning enhance language practice. Differentiated instruction and regular feedback support individual language needs, involving parents and the community to foster a supportive atmosphere.

· As an educator, I choose classroom materials that match ELLs' language levels, incorporate diverse cultures, and offer visual support. Real-life context and multiple modes of communication are prioritized. I modify resources if needed, simplifying language and adding support to ensure comprehension and meaningful language practice for ELLs.

Initial Mentor Lesson

Grade Level Content Standard(s)

Grade 4 – English Language Arts: Reading Informational

ELP/ELD Standard(s)

WIDA ELD Standard 3 – Using Language in Science: Engaging in Science Discussions (Level 3 – Bridging)

Research-Based Instructional Strategy/Strategies

Reciprocal Teaching

Research-Based Student Practice Activity/Activities

Think-Pair-Share Discussions

Formative Assessment

Exit Tickets and Observations

Additional Observation Notes

The mentor's initial lesson was focused on developing reading comprehension skills for ELLs at the 4th-grade level. The mentor used the research-based instructional strategy of Reciprocal Teaching, where students take turns leading discussions about the text, predicting, clarifying, questioning, and summarizing the content. ELLs engaged in Think-Pair-Share discussions to support their language development while discussing the informational text. The mentor effectively incorporated visuals and real-life connections to enhance comprehension.

Mini-Lesson for Reteaching ELLs

Research-Based Interactive Instructional Strategies

Visual Scaffolding and Sentence Starters

Research-Based Interactive Student Practice Activity

Think-Pair-Share with Sentence Frames

Formative Assessment

Exit Tickets and Observations

Culturally Relevant Resources and/or Materials

Picture books featuring diverse cultures and experiences

Mentor Discussion and Feedback Notes

Formative assessments like exit tickets and observations were used to determine if students had mastered the skill of making connections. The culturally relevant picture books provided an opportunity to connect with diverse cultures and promote inclusivity in the classroom (Syakur et al., 2020). After discussing my reteaching experience with my mentor, I received feedback on the effectiveness of the visual scaffolding and sentence starters in supporting ELLs' language and comprehension. My mentor also suggested incorporating more culturally relevant resources to engage ELLs further and make connections to their own experiences. Overall, the reteaching experience was valuable in tailoring instruction to meet the diverse needs of ELLs and promoting their language and content learning effectively.

Planning, implementing, and managing instruction for English Language Learners (ELLs) requires careful consideration of research-based instructional strategies, student engagement, and assessment practices. During my mini-lesson for reteaching reading comprehension, my mentor and I selected interactive instructional strategies like visual scaffolding and sentence starters. These strategies were chosen to support ELLs in effectively connecting to the text. Additionally, Think-Pair-Share with sentence frames promoted meaningful language practice and peer collaboration. I employed research-based differentiated reteaching and additional practice for students who needed to demonstrate mastery of the skills and concepts (Marshall et al., 2020). I provided extra support through one-on-one discussions and used adapted reading materials to cater to different ELP levels. Using sentence frames allowed hesitant students to express their thoughts confidently. Additionally, I offered opportunities for extended practice during language centers, where ELLs engaged in various language activities aligned with the grade-level content.

I observed that the students were actively engaged during the instruction and interactive practice activity. They eagerly participated in discussions, shared their insights, and referred to the visual scaffolding provided. Their animated interactions and contributions indicated their active involvement. The assessment results showed that most students in the small group demonstrated mastery of the skills and concepts.

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