# data[].attributes.headline
Explore these two documents. What similarities do you see? What stands out to you when considering how to plan for targeted instruction?

# data[].attributes.subject
Explore these two documents. What similarities do you see? What stands out to you when considering how to plan for targeted instruction?

# data[].attributes.body
https://docs.google.com/document/d/1Ysd6saXcxM_uSHIlQSohlBtyLICnOR0c1YHINhad_gk/view

https://drive.google.com/file/d/1ZJLECc1WO4rFqp54QtD5GD3I70MrlGNM/view?usp=sharing
(*link has been updated)

# data[].attributes.attachment_link.description
Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

# data[].attributes.headline
Explore these two documents. What similarities do you see? What stands out to you when considering how to plan for integrated instruction?

# data[].attributes.subject
Explore these two documents. What similarities do you see? What stands out to you when considering how to plan for integrated instruction?

# data[].attributes.body
https://docs.google.com/document/d/1P0yq18XrfOAFUREUQg_BQdrHuxGv1cOSok7FeuD4aWo/view

https://drive.google.com/file/d/11-TpxcCVjJhkvPm9av074RmjldGAZBlH/view?usp=sharing
(*link is updated)

# data[].attributes.attachment_link.description
Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

# data[].attributes.headline
Consider your experience teaching either integrated or targeted instruction. What challenges have you faced planning for language support for emergent bilinguals?

# data[].attributes.subject
Consider your experience teaching either integrated or targeted instruction. What challenges have you faced planning for language support for emergent bilinguals?

# data[].attributes.headline
Explore the Linguistic Accomodations ("Teacher Can Dos") document. How could this document support planning for targeted instruction? For integrated instruction?

# data[].attributes.subject
Explore the Linguistic Accomodations ("Teacher Can Dos") document. How could this document support planning for targeted instruction? For integrated instruction?

# data[].attributes.body
https://docs.google.com/document/d/1q3uuYTBUwVJBXsfwS89srEtyvbrNbqjmVEWuctKJ53U/edit

# data[].attributes.headline
Do you have any lingering questions about lesson planning? 

# data[].attributes.subject
Do you have any lingering questions about lesson planning? 

# data[].attributes.headline
Having all levels of proficiency, Pre-Emergent/Emergent to intermediate students, means there are more accomodations possible for a teacher to use in support of students. These strategies of support when alligned with content and ELP standards, are minor actions that teachers can use to help students' comprehension and academic success throught any class/content. Whether we're planning for integrated (whole group) or targeted (small groups) taking in consideration what actions we can implement in our overall instruction, will be significant for our ELs.

# data[].attributes.subject
Having all levels of proficiency, Pre-Emergent/Emergent to intermediate students, means there are more accomodations possible for a teacher to use in support of students. These strategies of support when alligned with content and ELP standards, are minor actions that teachers can use to help students' comprehension and academic success throught any class/content. Whether we're planning for integrated (whole group) or targeted (small groups) taking in consideration what actions we can implement in our overall instruction, will be significant for our ELs.

# data[].attributes.headline
It requires time and a lot of consideration when planning in general. Arranging content/language pieces together, and accomodating for all levels of student comprehension/production, is many times meticulous. In regards to Pre-Emergent students, they require extra strategies previously planned to help them understand grade level content.  

# data[].attributes.subject
It requires time and a lot of consideration when planning in general. Arranging content/language pieces together, and accomodating for all levels of student comprehension/production, is many times meticulous. In regards to Pre-Emergent students, they require extra strategies previously planned to help them understand grade level content.  

# data[].attributes.body
This document can help support with planning because it provides ideas and different ways to support students based on their proficiency level. Each proficiency level shows what students need less support with but they all in common show that students need help in language development in different ways. These supports and strategies are aligned to core content and ELP standards because we are trying to help increase student proficiency. Even our proficient students can benefit with these supports. When planning targeted or integrated support, this document gives you ideas of how to support them when teaching core content. Our EL students know what to do, but just need that extra help to show it.

# data[].attributes.headline
Linguistic Accommodations for Scaffolding Instruction can support planning for targeted instruction by providing appropriate assistance to students to learn what alone would have been too difficult for them to learn on their own. This can be achieved through various strategies such as modeling, bridging, contextualizing, schema building, text representation and developing metacognition.  For integrated instruction, scaffolding can be used to differentiate instruction for ELLs by using the Bilingual Common Core language progressions. Teachers can use linguistic accommodations such as allowing for first language support, using gestures, movement and visuals to communicate, allowing for peer support and modeling “survival” language by saying and showing the meaning

# data[].attributes.subject
Linguistic Accommodations for Scaffolding Instruction can support planning for targeted instruction by providing appropriate assistance to students to learn what alone would have been too difficult for them to learn on their own. This can be achieved through various strategies such as modeling, bridging, contextualizing, schema building, text representation and developing metacognition.  For integrated instruction, scaffolding can be used to differentiate instruction for ELLs by using the Bilingual Common Core language progressions. Teachers can use linguistic accommodations such as allowing for first language support, using gestures, movement and visuals to communicate, allowing for peer support and modeling “survival” language by saying and showing the meaning

# data[].attributes.headline
When lesson planning, it takes time and careful consideration. Arranging content/language pieces and supporting for every level of student comprehension/production can be demanding. Pre-Emergent students require extra approaches that have been adapted ahead of time to assist them in comprehending grade level information.

# data[].attributes.subject
When lesson planning, it takes time and careful consideration. Arranging content/language pieces and supporting for every level of student comprehension/production can be demanding. Pre-Emergent students require extra approaches that have been adapted ahead of time to assist them in comprehending grade level information.

# data[].attributes.body
The challenges I have faced when planning for language support for emergent bilinguals were how to best support them. I felt and still feel like I don't know how to support them compared to students who place basic and intermediate. I'm able to plan lessons with differentiation but when it comes to supporting emergent bilinguals and the language needs they have, it becomes difficult and I feel like my only option is to dumb down the lesson. Which is difficult to do because these students have the capabilities and then it's not challenging enough for the rest of the class. Providing vocabulary support with visuals helps, but not knowing their home language is another challenge because I can't clarify without the use of Google translate.

# data[].attributes.body
The similarities between the two documents are needing to list the standards being addressed in the lesson and the proof of how the lesson will support the EL students. The ISD lesson plan requires a breakdown of the lesson progression, assessments aligned to objectives and instruction, and a closure/reflection for each day. This is found in the Principle 3 Targeted plan but it's found as question you have to consider and answer in the evidence box. The ISD lesson plan is more detailed compared the the Principle 3 Targeted plan. I do like the questions provided in the Principle 3 Targeted plan, it helps focus on what is most important for EL students and the ELP standards that connect to the lesson.

# data[].attributes.body
A similarity between the 2 lesson plan templates is first having to decide and place what content standard the lesson is focused on and what ELP standard is aligned to it to support EL students. With integrated planning, we do have to consider all subjects and ways to support EL students in their language development. Both templates require how the lesson will be planned out and ways the teacher will differentiate the lesson based on student proficiency levels and needs. The ISD template is a lot more fine detailed but it gives a glance at what each day will be like and give a rough explanations of how the students will be supported compared to the Prinicple 2 template. The questions help guide the teacher to consider specific needs the students' have. There is also a quick progression idea in each content area at the bottom of the ISD template.

# data[].attributes.headline
The ISD lesson plan and Principle 3 Targeted plan both require addressing standards and supporting EL students. The ISD plan has a breakdown of lesson progression, assessments aligned with objectives, and daily reflections. The Principle 3 Targeted plan has questions to consider and answer in the evidence box, while the ISD plan is more detailed.

# data[].attributes.subject
The ISD lesson plan and Principle 3 Targeted plan both require addressing standards and supporting EL students. The ISD plan has a breakdown of lesson progression, assessments aligned with objectives, and daily reflections. The Principle 3 Targeted plan has questions to consider and answer in the evidence box, while the ISD plan is more detailed.

# data[].attributes.headline
The two lesson plan templates share similarities in determining content standards and aligning them with ELP standards to support EL students. Both templates require teacher differentiation based on proficiency levels and needs. The ISD template is more detailed, providing a rough explanation of each day's content and a quick progression idea in each content area. -L.Scheepstra

# data[].attributes.subject
The two lesson plan templates share similarities in determining content standards and aligning them with ELP standards to support EL students. Both templates require teacher differentiation based on proficiency levels and needs. The ISD template is more detailed, providing a rough explanation of each day's content and a quick progression idea in each content area. -L.Scheepstra

# data[].attributes.body
Both lesson plan templates require to identify and point the ELP standards addressed in the lesson, and connect those ELP standards to content area standards. The ISD lesson plan is organized according to the sequence of a class while in the Principle 3 Targeted plan we have questions we can considerate when planning a lesson. I like how those questions make you reflect on how you are going to set your goals, the strategies you will use, and materials you may need. In the ISD lesson Plan there is a sequence to help you organize your activities, the assessments, and the reflection of your lessons.   Ita

# data[].attributes.body
Both documents address the need for and how to support EL students. Both documents are standards-based, emphasizing the ELP standards which are specifically targeted skills which EL students need. The ISD lesson planning template is a guide for teachers to follow, to help them with standards-focused planning with a concentrated focus on EL students and their needs.

# data[].attributes.body
While both align to the grade-level standards, the integrated lesson planning is specific to individuals and groups. Since a large part of our population at ISD are EL students, a focus for planning in ISD is on the relationships between the ELPs and grade-level standards. The integrated lesson plan template helps to guide teachers to integrate these two when planning for student learning. The lesson plan templates also help to guide ISD teachers to consider how to use the curriculum to ensure learning for all students.

# data[].attributes.body
So often teachers become overwhelmed with the sometimes daunting task of merging the grade-level standards and curriculum with the reality of the students that are in their classroom. Many of the students in ISD are EL students, needing support in language acquisition. This document is a wealth of information for teachers when planning. It, along with other sources (such as Be GLAD strategies) are powerful assistance pieces when teachers feel "stuck" in merging the grade-level expectations with their reality. It is essential for teachers to be thinking through the language acquisition piece when planning - therefor this document, which is full of can-dos for teachers, is of great assistance.

# data[].attributes.body
When considering the gap and sometimes barrier of language with the curriculum, it sometimes feels daunting to plan for students. It is helpful to remember that ISD has many great sources in place to assist with this process. The curriculum maps, the ELPs, Be GLAD strategies, strategists, coaches, and many more pieces of assistance are in place to ease that daunting feeling. These resources are all in place to assist in making target instruction not only a priority but also not a daunting task. These resources assist to assure all ISD teachers are on the correct path of best educating all students, and just need to be tapped into.

# data[].attributes.body
While I do not have "lingering" questions, necessarily, about lesson planning, I have a wondering. As an academic coach, I wonder what teachers find most valuable in team planning? I have witnessed and been integral in planning with various teams of teachers. I have seen the "let's all think through and plan for all lessons together" version. I have seen the "you plan 'x', you plan 'y', I'll plan 'z', and we'll all give our plans to each other" version. I have seen the "you plan week 1 of the month, I'll plan week 2 of the month, he'll plan week 3 of the month, and we'll do rock-paper-scissors for week 4" version. My wondering is - what do teachers find to be valuable when lesson-planning?

# data[].attributes.body
Both lesson templates require to determine the content standards and align those with ELP standards. Principle two lesson template questions lead you to think about differentiated intruction to support EL students to access with the content area. Ita

# data[].attributes.body
This document can be a useful resource when planning for targeted and integrated intsruction by providen a variety of strategies and tools according to the profiency level of EL students. I like how this is connected to the Lesson Progression Elements by giving you ideas how to differentied your instruction in each part of your lesson. For example: during the I do (modeling) part we can use gestures, movement, and visuals. They do (small group practice) provide opportunities for listening to peers. Ita

# data[].attributes.body
One challenge I have faced it is time, planning, orginizing material, and scaffolding material take time. When planning we have to into account a variety of things, students needs mainly, because if you know the needs of your students you can provide them with the proper assistance and materials, knowing the resources we have as teachers in ISD helps.  Ita

# data[].attributes.body
When comparing both documents one thing that stands out is they are both focused on targeted instruction. What is required on each document is where they differ. On the ISD document, it is more specific and it requires the performance indicators as well as the standard. It also is more specific in the sequence and the lesson progression to follow. Targeted instruction should be strategically planned based on students' specific needs.

# data[].attributes.body
One of the challenges I have faced is that some emergent bilinguals are not strong in their home language nor English. The gap in between languages creates a more insecure feeling for them to take risks.

# data[].attributes.body
When planning for small group instruction or integrated instruction it is essential to find strategies to better help my students achieve their goals. My tudents have different needs as well as different learning styles and by using different approaches I would help students meet their goals and feel successful. I like how the document is sectioned based on the different proficiency levels.

# data[].attributes.headline
Irma Ochoa. Both lesson plans ask for ELP standards, linguistic support and mastery criteria or how the lesson build on what is happening in the integrated setting. In the targeted instruction the template asks for  a lesson progression but the  principle 3, targeted and explicit language instruction focuses more on the evidence of linguistic support and alignment to ELPs standards. What stands out when considering how to plan for targeted instruction is being clear on the language objectives, how to support them and what strategies can take students to a clear mastery criteria.

# data[].attributes.subject
Irma Ochoa. Both lesson plans ask for ELP standards, linguistic support and mastery criteria or how the lesson build on what is happening in the integrated setting. In the targeted instruction the template asks for  a lesson progression but the  principle 3, targeted and explicit language instruction focuses more on the evidence of linguistic support and alignment to ELPs standards. What stands out when considering how to plan for targeted instruction is being clear on the language objectives, how to support them and what strategies can take students to a clear mastery criteria.

# data[].attributes.body
Both lesson plans ask for content and ELP standards and linguistic goals, Principle 2, integrated instruction in disciplinary language content, asks for Differentiated linguistic supports dependent on the students’ proficiency
levels, while ISD integrated instruction asks for content and language objectives with a success mastery criteria. Mastery criteria is what helps me as a teacher focus on the desirable outcome of what I am teaching, of the level of success I want to see in my students. The integrated instruction lesson plan also says "Gradual Release of Responsibility or Inquiry-Based)" and I know sometimes we tend to go autopilot when filling out lesson plans, but is good to be reminded that we need to gradually release responsibility on students, for them to be responsible of their learning journey.

# data[].attributes.headline
Both documents can serve to complement each other. We can use them to plan out a targeted lesson progression for a week. We can consider answering the questions found in the second document to verify if our goals for the small groups are alligned with the overal goals for the lesson, content, grade level topic.  

# data[].attributes.subject
Both documents can serve to complement each other. We can use them to plan out a targeted lesson progression for a week. We can consider answering the questions found in the second document to verify if our goals for the small groups are alligned with the overal goals for the lesson, content, grade level topic.  

# data[].attributes.headline
These two documents can be used to plan for whole instruction in every different class/content. Knowing what ELP standards are alligned with  each different class we teach, will helps us also plan analyzing the different language scaffolds and goals for our EL students. 

# data[].attributes.subject
These two documents can be used to plan for whole instruction in every different class/content. Knowing what ELP standards are alligned with  each different class we teach, will helps us also plan analyzing the different language scaffolds and goals for our EL students. 

# data[].attributes.body
The first one ISD template gives the teachers more directions on the parts of the lesson plan and allows them to plan the lessons out in a sequential order. Whereas, the ADE template is more broad and an overview of what the teachers will do. It has targeted questions to answer. Both have the teachers explaining their lesson plan outline.

# data[].attributes.body
The Integrated Learning Plan (ELP) and the Integrated Learning Plan (ILP) are both aligned to the Grade-Level Standards (GLS). The Integrated Learning Plan template (ILP) is tailored to individual and group learning. As a significant portion of the student body at ISD is enrolled in English Language Processing (ELP), planning for ISD is focused on the relationship between the ELP and the GLS. The Integrated Learning Plan Template (ILP) provides guidance to ISD teachers on how to incorporate these two components into student learning. Additionally, the lesson plan templates provide ISD teachers with guidance on how to utilize the curriculum to guarantee learning outcomes for all students.

# data[].attributes.body
This document aids in planning by offering ideas for supporting students based on their proficiency level. It identifies areas where students need more support, but all share a common need for language development. These strategies align with core content and ELP standards, aiming to increase student proficiency. Even proficient students can benefit from targeted or integrated support, as they understand the content and need extra help.

# data[].attributes.body
Planning lessons can be a real time-consuming process, especially when it comes to content/language planning and support for all student levels of understanding/writing. Pre-Eliminated students need extra help to understand grade level info, so it's important to have strategies in place. One of the biggest challenges I've faced is the amount of time it takes to plan, organize, and scaffold materials. When we're planning, we have to consider a lot of different things, especially students' needs. If you know what your students need, you can give them the help and materials they need, and knowing what resources we have in ISD can help.

# data[].attributes.body
The similarities in both templates indicate the ELP standards, linguistic support and mastery of the content. However, on the ISD template it is more specific. It shows a progression throughout the week and also indicates what supports are needed to help the students reflect and obtain mastery. The ELP template is just a broad overview about the content.

# data[].attributes.headline
Both LPs require ELP standards and a clear connection to ELA standards. I personally like the questions for consideration as I believe it helps guide to a more specific goal for us educators.

# data[].attributes.subject
Both LPs require ELP standards and a clear connection to ELA standards. I personally like the questions for consideration as I believe it helps guide to a more specific goal for us educators.

# data[].attributes.headline
Both documents hold a space for ELP standards and how they align to ELA standards. The guiding questions from principle 2 help provide deeper thinking when planning.

# data[].attributes.subject
Both documents hold a space for ELP standards and how they align to ELA standards. The guiding questions from principle 2 help provide deeper thinking when planning.

# data[].attributes.headline
Based on proficiency levels we know what goals we want to meet and we now have a better idea of what our students require to be successful. These linguistic accommodations could be applied through activities and practices during targeted or integrated instruction. 

# data[].attributes.subject
Based on proficiency levels we know what goals we want to meet and we now have a better idea of what our students require to be successful. These linguistic accommodations could be applied through activities and practices during targeted or integrated instruction. 

# data[].attributes.headline
Integrating students' interest is key, taking this into consideration when planning will solidify student engagement, and once that's taken care of learning is inevitable. As for language support, visual aids and whole group reading HELP A LOT!

# data[].attributes.subject
Integrating students' interest is key, taking this into consideration when planning will solidify student engagement, and once that's taken care of learning is inevitable. As for language support, visual aids and whole group reading HELP A LOT!

# data[].attributes.body
Both of these documents are aligned to help support students in targeted and explicit instruction. Some similarities that I found between the two consisted of English Language Proficiency Standards, Connection to Content, & Performance Indicators. There were some differences in the Arizona DOE's document such as it calls for a section of evidence, but ISD's requires an assessment that is aligned and criteria to reach for mastery. Something that stood out to me is that one document asks for the proficiency level of students to help inform the rest while the other doesn't. Is this something that has an effect on the development of lessons or is it covered through the ELP standards/performance indicator?
- Takeo Fujioka

# data[].attributes.body
The similarities between the two are that you have to write the standards and how you will support English Language students in those plans. ISD has assessments that go with the objectives, reflections that can be done daily while Principal 3 is not in depth and only has questions to think about and a box to put evidence in. -Kendall

# data[].attributes.body
Both of these documents can be used for teachers to plan whole group instruction with all different content. It outlines the ELP standards with the different content and classes, but also makes us reflect on the different language scaffolding tools for our EL students in the classroom. -Kendall

# data[].attributes.body
When we look at planning for small group, we as teachers have to find all kinds of different strategies to be able to help our students succeed in the classroom and reach the goals that we have set for them. Every student is different, every student has a different way of learning, so having different approaches for different students is important. In whole group we can use the model part where they can follow along, while in a small group, they can listen to their different classmates and give their input as well. -Kendall

# data[].attributes.body
One of the challenges that I have faced is how to best support all of the students, and make it engaging for all of them as well. It can be difficult when some students might already know the material, but there are some that might struggle more because of the language barrier. Giving them that extra support while making sure the students are still progressing academically. -Kendall

# data[].attributes.body
Both documents need to write the standards given attention to and the evidence of how the lesson will support the EL students. What stands out for me is how the ISD simplify the lesson plan.

# data[].attributes.headline
Similarities/Stands Out in Integrated LP

# data[].attributes.subject
Similarities/Stands Out in Integrated LP

# data[].attributes.body
The two LP templates collaborate in determining the content standards and aligning them with ELP standards to reinforce EL students. What stands out for me is that the ISD template is more detailed, somehow it can thoroughly guide teacher on how to plan the lesson to warrant students learning.

# data[].attributes.body
I've requested access to the first link, but I assume it looks similar to the ISD document in the last section. Some similarities, I assume, would be asking for content standards as well as ELP standards to help support the lesson. The Arizona DOE document has a section for differentiated instruction which I think is super beneficial for students because it ensures they are being accounted for. I noticed that there are linguistic supports that are so important in an integrated setting. The goal is to have them understand the content while supporting their language acquisition.
-Takeo Fujioka

# data[].attributes.body
This document can help integrated teachers know in what ways can they support English Learners in the classroom. It is even broken down into Pre-Emergent, Basic, & Intermediate, and what accommodations would best suit them. It is also broken down into the different areas of linguistic support such as reading writing, listening, etc. For targeted instruction, teachers could use this document to see where their students may be at linguistically. These accommodations can really go far in the classroom in terms of how successful the student is.
- Takeo Fujioka

# data[].attributes.body
In my experience in the targeted intermediate & basic classroom, there was a lot to take in and understand about the students. Some challenge we faced in the basic level classroom was trying to teach figurative language as it needed interpretation on the student's part. A challenge that we faced in the intermediate classroom was the gaps in their prior knowledge. Some students were missing certain skills that would help make content easier. The previous document had great strategies and accommodations to bridge that gap, but nothing can replace those foundational language skills.
- Takeo Fujioka

# data[].attributes.body
I don't have any additional questions, there was a lot that did stand out to me. One of the things that stood out would be the correlations between Arizona's Department of Education and Isaac School District's lesson planning template. I think now having a better understanding of each function of the lesson plan and its purpose will help in future practice. I think that it is also vital that teachers understand the intentions behind these lesson plans so they can make better-informed decisions when filling them out.

# data[].attributes.body
I noticed how both documents heavily focus on how the ELP standards relate to the ELA standards. We know that we must plan lessons that are related to ELA standards, so if we are looking at what components of the ELP standards we can focus on, then we will be hitting both set of standards. When planning for instruction I see that we need to make sure we are planning for how we are going to give more responsibility to the student as the lesson goes on.

# data[].attributes.body
Both documents talk about the supports and differentiation. The Arizona document helps plan for how students will engage with the content and the Isaac lesson plan has the chart for how the lesson will progress and move towards students responding and engaging with the content. I really liked the progression chart for each subject for integrated instruction. I like how each subject has its own set of elements to follow to guide the students along.

# data[].attributes.body
This document is very helpful when planning for targeted instruction because the teachers can have an idea of what accommodations they can apply for students at different levels. Small groups can be designed for pre-emergent, basic and intermediate and those specific accommodations can be given for that group.
For integrated instruction this document gives great ideas such as using highlighters to follow along, allowing students to revise their work and turn it in again, and modeling grammar structures. These all can be used for the whole class to help support them even more.

# data[].attributes.headline
Planning for targeted instruction of emergent learners can take more time because they will need materials that are accessible to them and easy to understand. It also involves a lot of patience when instructing. It's important to remember that they may need the content taught to them multiple times and in different ways. 

# data[].attributes.subject
Planning for targeted instruction of emergent learners can take more time because they will need materials that are accessible to them and easy to understand. It also involves a lot of patience when instructing. It's important to remember that they may need the content taught to them multiple times and in different ways. 

# data[].attributes.body
This document allows us teachers to see how can we help students in specific ways according to their level of proficiency. As targeted instruction it allows teachers to focus on skills in the designated time for ELA. And for integrated it allows to provide scaffolds for ELs while the content areas are taught.

# data[].attributes.body
The challenge of differentiation. Every student at some point require a specific push. sometimes is just a word, sometimes is the concept. And having to find that moment when we can address an individual and not the bulk is hard, as we would like to sit with each of our students one at the time.
And the challenge of culture, even though most of our ELs are Latin American and cultures are somewhat similar and that helps me find practical connections to culture to help understanding, some ELs fare from other cultures and other home languages other than Spanish, and I have the homework to find connections, extra visuals, strategies and get familiarize with the students in order to learn his learning ways.

# data[].attributes.body
I have no question. I am glad that I can get together with my co-workers plan about lesson plans, because two heads are better than one, and having others share what is working for them has enriched my lesson planning.

# data[].attributes.body
Each of the lesson plan templates requires that the English Language Proficiency (ELP) standards that will be covered in the lesson plan be identified, pointed out, and connected to the content area standards. The questions in this principle's targeted plan help you reflect on how you will go about achieving your goals, as well as the tactics and resources you will require to be successful. The ISD lesson plan has a clear and logical progression for all of the activities, tests, and other components. Both of them cater to the requirements of EL students and provide support for them.

# data[].attributes.body
In terms of aligning ELP standards to provide help for EL kids, both of these documents are very similar. The ISD template is more comprehensive, and it provides an outline of what the entirety of your day's lesson will look like, as well as the items that need to be accomplished. Individuals and small groups are the primary focus of the integrated lesson preparation. This helps teachers plan for their students' educational experiences.

# data[].attributes.body
Students who are having difficulty learning on their own may benefit from appropriate support that can be provided through linguistic accommodations for scaffolding instructions. This type of assistance will improve preparation for targeted instructions. Give students the opportunity to express academic ideas through drawing as well as their native language.
Make it possible to write about recognized concrete concepts.
This support is also connected with ELP requirements because we want to help our kids become proficient. On the other hand, even our proficient students still benefit from this support because we want to help our students become proficient.

# data[].attributes.body
Linguistic accommodation are a means to support students in reaching higher levels of English proficiency and content-level understanding. It could be overwhelming and daunting tasks to merge grade level standards and curriculum with the actuality of grade level of the student inside the classroom but there is hope. This linguistic support accommodation is a useful resource for me as teacher when planning my lesson.

# data[].attributes.body
Honestly, it is a lot to take! lol
As a newbie there are so many things I have to consider when planning my lesson. There are days that I know my lesson, my preparation and my scaffolds did not go well with my emergent bilinguals. And I feel sad about it.
ISD has given a lot of resources but sometimes going over them while preparing my lesson is so overwhelming and daunting. Good thing I have my academic coach. Shout out to Ms. Devore of PDS. She is with me all the way specially in my lesson planning stage.
This year, I am challenging myself to integrate as much as possible what ever I have learned from this module to make my lesson plan as effective as possible to my emergent learners.

# data[].attributes.body
Rouse- The lesson plans are similar in that they have the content standard as the driving force behind the lesson. The ELP standard is there as a support for the content standard. The ISD lesson plan allows for teachers to focus on the I do, We do, You do aspects of a LP. It also allows for teacher to plan their assessment and closure. The Principle 2 LP allows for teachers to plan for specific linguistic supports during the lesson. What stands out is how the Principle 2 document allows for educators, some who may not teach ELL's regularly, to think and plan for the extra supports needed to access the content.

# data[].attributes.body
After reviewing both templates for targeted instruction, I noticed that both begin with a description of the ELP standard first and then they both focus on the connecting content standards. They also both have an area where you describe the language objective and how that correlates with the content. While the ISD template has a box devoted to the gradual release process, the ADE template does have a box for strategies used to support instruction. When planning for targeted instruction, you need to be able to really navigate those ELP standards and properly connect them to the corresponding content standards.

# data[].attributes.body
After reviewing both templates for integrated instruction, I noticed that both begin with the content standards first and then the ELP standards to support language development for your EL students.  Both of the templates have an area where you can describe how the language support strategies will provide engagement and development of the content.  Similar to planning for targeted instruction, you must be familiar and comfortable with using the ELP standards when planning for integrated instruction. When you have your content standards, you must reference your ELP standards to plan and  support your EL students during content instruction.

# data[].attributes.body
The Lingusitc Accommodations are a great way to help create strategies for both targeted and integrated instruction that can support your EL students. When planning, you can refer to these accommodations based on your students proficiency levels. For example, if I wanted to plan for a small group targeted lesson for reading and all of the EL students in the group have a Pre-Emergent level, I would refer to the reading domain and the Pre-Emergent section for different accommodations I can use to support my students with that skill. I could also use any of these accommodation strategies for my integrated instruction as well.

# data[].attributes.body
The biggest challenge I have faced with my Pre-Emergent students is keeping them engaged during my integrated reading comprehension instruction. I find that the students are very engaged during the foundational skills instruction, but tend to struggle with listening skills during reading comprehension. The linguistic accommodations are very important and helpful to use and reference while planning. It is also important when planning to consider using thinking maps or the 7 hip-pocket tools to engage students in the lesson.

# data[].attributes.body
As a new teacher, one of the problems I had this year was planning engaging activities that aligned with my curriculum area for my pre emergent learners. These are the kinds of activities that would drive my kids to study. I am also looking at the district's Be Glad approach, and although it is a lot to take in, I am prepared to face the challenge that it poses. The good news is that I work with excellent people, and that my academic coach is just a phone call away and always ready to offer assistance when I need it.

# data[].attributes.body
Regarding the execution of the lesson plan, I do not have any additional questions. I am extremely thankful that I have the chance to improve myself through learning. I am aware that there is still a great deal for me to learn, but I am eager to do so, and I am open to receiving useful feedback.

# data[].attributes.body
Rouse- The lesson plans documents are similar because the ELP standard is the first thing to consider when planning. The ELP is the driving force. The ISD document supports the lesson progression, while the Principle 3 document focuses on the targeted instruction using ELPs to support language development, with linguistic supports and strategies already planned ahead.
What stands out to me is the idea of planning for linguistic strategies and the focus on the ELP standard as the primary standard. Normally when I plan I think of the content standard and how the ELP is there to support it. Now it makes me think about planning the opposite way, and documenting language supports in my lesson plan too.

# data[].attributes.body
Both have similarities in the part that we need to align the ELP standard with the Content Area Standard. and what it stands out for me is the important role that has the evidence of success and self-reflection for improvement and planning.

# data[].attributes.body
These ones are more complex because besides of the parts the the previous ones have, those have incorporated more information to facilitate the planning for each content area and for the scaffolds that we need to add in our lesson.

# data[].attributes.body
It has strategies/actions structured for each proficiency level that we can implement during our instruction to facilitate the correct knowledge-development of our students.

# data[].attributes.body
It has been the part to provide the sufficient scaffolds for all my students in time because usually the time is difficult to fit when their levels and their needs are very different from one to each other.

# data[].attributes.body
How many advantages have planning ahead for a week instead of day by day?

# data[].attributes.body
Rouse- This document can support for targeted instruction by providing the SEI teacher with scaffolds to support in all the language domains. Students should be given an opportunity to work on their skills in every domain daily, listening, reading, speaking and writing. These scaffolds will provide ideas for the teacher when planning to support growth through the school year.

This document can support for integrated instruction by listing what students should be able to do at each assessed level. Content area teachers will be able to plan for what is expected of each student at that level, as well as how to support them with moving on to the next level. Content area teachers can plan using these scaffolds to support ELLs understanding of the content being taught.

# data[].attributes.body
Rouse- One of the biggest challenges I have faced with some of my pre-emergent students is a lack of motivation to learn a new language. There is a disconnect between school and home which does not allow for a cohesive learning community. Sometimes, families also struggle to learn the new language or lack the drive to learn a new language, which then their children also adapt.
Another challenge is the trauma associated with experiencing a new language and culture. Being shoved into a classroom where everyone is able to communicate is difficult for many students. This can be overwhelming and can cause students to shut down because of the amount of changes they are experiencing.

# data[].attributes.body
The similarities between the two documents are used to list the standards being used in the lesson. I believe this is use as proof to show how they are being used in the lesson. In both cases we are required to address needs for EL students providing room to ensure we integrate ELP standards.

# data[].attributes.body
Rouse-
Why has ISD chosen to go the route of the Content Standard driven LP vs. the ELP driven lesson plan?

# data[].attributes.body
When planning we need to always ensure we plan more. It is always to be prepared to have extra and if not used for that day we can always use it the next. Planning always requires time and consideration to try to provide the best instruction we can give to our kids. Knowing their struggles always help to have additional resources or to even give it as homework when students are really struggling but are too shy to ask for help.

# data[].attributes.body
I think that both documents are made to help students with specific and clear instruction. I noticed that they have some things in common, like English Language Proficiency Standards, the connection to the subject being taught, and the performance indicators.  It's important to plan carefully for targeted instruction according to our students' specific needs and skills.
- Luis D Quezada

# data[].attributes.body
Both lesson plan templates follow the standards for each grade level and work together to decide what students should learn as well as to connect the content standards with the English Language Proficiency (ELP) standards in order to support English Learners. Something that I consider when lesson planning, is the fact that we can use these templates  to think about how to use the curriculum to make sure all students reach the learning goals that have already been set.

- Luis D Quezada

# data[].attributes.body
The linguistic accommodations or "teacher can dos" document plays an important role when planning for targeted instruction by addressing individual language needs, as well as in planning for integrated instruction by integrating language development into content lessons. As a teacher, this tool can be used to better plan your lessons and for students to achieve their learning goals.

- Luis D Quezada

# data[].attributes.body
Some of the challenges that we could face could be developing a comprehensive approach for all the individual needs that students could present in a single group. I say this because this challenge  would definitely involve and require ongoing professional development, collaboration among educators, access to appropriate resources, and a commitment to culturally responsive practices that support the linguistic and academic development of emergent bilingual students. Another challenge is  the fact all these things require time and you don't always have enough to work on them on a regular basis.

- Luis D Quezada

# data[].attributes.body
What ongoing adjustments and adaptations can be made to lesson plans based on the diverse social-emotional needs of students?

- Luis D Quezada

# data[].attributes.body
Both lesson plans align to a grade level standard. Both lesson plans require differentiation. Integrated lesson planning does not incorporate all subjects and it's specific to a group or individuals. I feel ISD template is more detailed and is easier to use a a guide.

# data[].attributes.body
This document provides support with planning. It provides an opportunities for language development. The instructions are based on the proficiency levels of the students. However, students that are proficient can benefit from the same instructions.

# data[].attributes.body
The only challenge would be having the time to properly plan the lessons. Also, unfamiliar vocabulary words/experiences of words might become very difficult when planning.

# data[].attributes.headline
After reading both documents, I noticed they both support targeted instruction. The ISD template are aligned with them.

# data[].attributes.subject
After reading both documents, I noticed they both support targeted instruction. The ISD template are aligned with them.

# data[].attributes.body
Both documents highlight the significance of aligning instruction with language proficiency standards and content, and they provide valuable guidance for planning and implementing targeted instruction.

# data[].attributes.headline
I have noticed several similarities between the two documents when considering how to plan for targeted instruction. First, both documents emphasize the importance of aligning the lesson with content standards and addressing the needs of English learners through specific language support strategies. They also highlight the significance of differentiating instruction based on students' proficiency levels and individual needs.

# data[].attributes.subject
I have noticed several similarities between the two documents when considering how to plan for targeted instruction. First, both documents emphasize the importance of aligning the lesson with content standards and addressing the needs of English learners through specific language support strategies. They also highlight the significance of differentiating instruction based on students' proficiency levels and individual needs.

# data[].attributes.body
The Linguistic Accommodations ("Teacher Can Dos") document supports planning for both targeted and integrated instruction by providing strategies to assist English learners. It serves as a handy reference for addressing individual student needs during instruction

# data[].attributes.body
Planning for language support for emergent bilinguals demands a significant amount of creativity. It involves devising innovative strategies to integrate content and language, while catering to the diverse needs of students at various proficiency levels.

# data[].attributes.body
I don't have any lingering questions about lesson planning, but I would love to see some examples of effective lesson plans that incorporate language support for emergent bilinguals. Examples can provide valuable insights and inspiration for creating engaging and impactful instructional experiences for our students.

# data[].attributes.headline
Both lesson plans requires the ELP Standards. I like the Components Principle 3 template where there is a part for the questions for considerations and evidence. For the ISD Lesson Plan Template, ELP standards are also important in planning the lesson plan. It means that both lesson plans focuses on how to support the language development of the students. 

# data[].attributes.subject
Both lesson plans requires the ELP Standards. I like the Components Principle 3 template where there is a part for the questions for considerations and evidence. For the ISD Lesson Plan Template, ELP standards are also important in planning the lesson plan. It means that both lesson plans focuses on how to support the language development of the students. 

# data[].attributes.headline
Both lesson plans focuses on content and ELP standards.These lesson plan template really shows that both standard should work together. It is important to have differentiated instruction. 

# data[].attributes.subject
Both lesson plans focuses on content and ELP standards.These lesson plan template really shows that both standard should work together. It is important to have differentiated instruction. 

# data[].attributes.headline
This document will guide teachers by providing information on how to scaffold information for student in different levels. An understanding of the language acquisition process and levels will help teachers tailor instruction to meet the needs of a diverse group of learners. Students will benefit from everything teachers do to support the development of their language skills while teaching them grade level content.

# data[].attributes.subject
This document will guide teachers by providing information on how to scaffold information for student in different levels. An understanding of the language acquisition process and levels will help teachers tailor instruction to meet the needs of a diverse group of learners. Students will benefit from everything teachers do to support the development of their language skills while teaching them grade level content.

# data[].attributes.headline
When planning a lesson, you raelly have to be intentional and sometimes it really takes a lot of time to do this. You have to consider a lot of things, from the curriculum, level of your students, strategies on how to scaffold and engagement of the students. These things make teachers feel overwhelm. 

# data[].attributes.subject
When planning a lesson, you raelly have to be intentional and sometimes it really takes a lot of time to do this. You have to consider a lot of things, from the curriculum, level of your students, strategies on how to scaffold and engagement of the students. These things make teachers feel overwhelm. 

# data[].attributes.body
The main similarity that exists between both documents is the fact that you need to state both the ELP and core standard (ELA) that will be used during instruction and the connection between them.