Lesson Planning for ELLs Using the WIDA/ELP Standards

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Lesson Planning for ELLs Using the WIDA/ELP
Standards

• Joy S. McLaughlin, Ed. D.
• joy_at_education-horizons.net

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Where do we begin?

• WIDA Standards/ NC Standard Course of Study?
• Students?
• - grade levels
• - language proficiency levels

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What do I need to begin?

• WIDA Standards Resource Guide
• NC Standard Courses of Study
• Information from Regular Classroom Teachers/ESL
  Teachers
• Revised Blooms Taxonomy
• Lesson Plan Format
• Information on students you are teaching!

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The WIDA/ELP Standards
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So who uses what in a perfect world?

• ESL teachers
  Regular Classroom Teachers
• - Core Areas
• - SIOP
• WIDA Standards
  NC SCS
• NC SCS WIDA Standards

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Steps to Writing Lesson Plans

• Choose WIDA Standard and Content Area
• Choose the grade level(s) and language
  proficiency level(s) the lesson will address
• Look at NC Standard Course of Study objectives
  that fit the content area you have chosen
• Write a content objective from the objective
• Choose domain(s) to address (R,W, L, S)
• Write a language objective from the content
  objective using a Model Performance Indicator
• Use a lesson plan template for the lesson
• Write the lesson!

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What is a good objective?

• States what students will be able to.SWBAT
• Uses VERBs from Revised Blooms Taxonomy (see
  list)
• Example
• NC SCS 6th grade Social Studies
• Competency Goal 1
• The learner will use the five themes of geography
  and geographic tools to answer geographic
  questions and analyze geographic concepts.
•   Objectives
• 1.01 Create maps, charts, graphs, databases, and
  models as tools to illustrate information about
  different people, places and regions in South
  America and Europe.
• 1.02 Generate, interpret, and manipulate
  information from tools such as maps, globes,
  charts, graphs, databases, and models to pose and
  answer questions about space and place,
  environment and society, and spatial dynamics and
  connections.
• 1.03 Use tools such as maps, globes, graphs,
  charts, databases, models, and artifacts to
  compare data on different countries of South
  America and Europe and to identify patterns as
  well as similarities and differences among them.

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Create a content objective that corresponds to
this objective

• 1.02 Generate, interpret, and manipulate
  information from tools such as maps, globes,
  charts, graphs, databases, and models to pose and
  answer questions about space and place,
  environment and society, and spatial dynamics and
  connections.
• SWBAT identify and locate the countries in South
  America.

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To which WIDA Standard does this objective
correlate?

• SWBAT identify and locate the countries in
  South America.
• English Language Proficiency Standard 5

English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies The language of Social Studies

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NOW! Here comes the MPI
MPI

• Remember the elements of an MPI?
• Language Function (Verbs Create, Identify,
  etc.
• Topic or Genre (South American countries)
• Support (scaffolding ) graphic, sensory,
  interactive

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MPI Verbs come from new Blooms

• Action Verb List (examples)

Identify Classify Collect Distinguish Categorize Match Show Select Construct Assemble Arrange Name Recall Give examples Draw Organize Decide Describe Tell Restate Create Dramatize Locate List Underline Review Compose Dictate Point out Record Report Predict Express Plan and Evaluate Relate Generalize Demonstrate Outline Summarize Suppose Estimate Judge Explain Debate Illustrate Infer Revise Rewrite Assess Justify Critique Contrast Compare Question Map Discriminate Etc.
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MPI Topics come from the NC SCS
MPI Topic

• Content Areas language related to topics!
• Examples
• Math (operations, approximate, estimate,
  quotient, etc.)
• Science ( hypothesis, mitosis, procedures, life
  cycle, etc.)
• Social Studies (continent, country, land forms,
  bicameral, etc.)
• Language Arts (drama, genre, metaphor, essay,
  etc.)
• plus
• Social and Instructional Language

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Examples of MPI SupportsChosen to match
language proficiency levels!
MPI Support
from WIDA/ELP Resource Guide RG 21
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Language Proficiency LevelsPerformance
Definitions
from WIDA/ELP Resource Guide RG 45
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Strand of MPIs
From WIDA/ELP Resource Guide RG 15
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Now it is your turn.
Each table will need a scribe

• 1 Assigned tables will list supports for
• Beginning level (level 2) students
• Developing level (level 4) students
• 2 Assigned tables will list language functions
  (verbs) that describe what students will do!
• Beginning level (level 2) students
• Developing level (level 4) students
• 3. Assigned tables will be assigned to list
  topics related to learning South American
  countries.
• Beginning level (level 2) students
• Developing level (level 4) students

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Choose five and write on sentence strips!

• Arrange yourselves to form MPIs

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Now use your lesson plan template

• Write in header
• Create content and language objectives
• Fill in rest of lesson plan

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Share your wisdom!!!!
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Practice makes Perfect!

• You will need to practice using academic
  language from content areas to create language
  focus in the ELL classroom, in co-teaching
  classes, in sheltered (SIOP) classes.