The 4 questions you create must adhere to the following criteria:

• Questions may not be yes or no questions

• Questions may not be reading comprehension questions. They must be critical thought questions. Questions must require the responder to critically think about the important court cases and pieces of legislation that have significantly impacted the education of Els in this country.

• Questions may be multiple choice, but they must require the responder to defend their response. • Each question must address a different court case or piece of legislation.

Describe the EL demographics in the state of Arizona.

• Principle One - Asset Based Behaviors and Expectations 

• Principle Two - Integrated Instruction in Disciplinary Language and Content 

• Principle Three - Targeted and Explicit Language Instruction 

• Principle Four - Assessment, Monitoring and Feedback

1 page double spaced

1. Which theory do you believe is most dominant and how is that reflected in your classroom practice?

2. How did you decide to include the skeleton outline or other structured note-taking format into your instruction? Why did you make the choice to include it for that particular lesson?

Page Requirement for both responses together - 1 page double spaced.

1. What did you find interesting about the reading and why?

2. How can you use this information in your own teaching practice?

•What made the experience difficult/easy?

• What strategies did you use to make the content comprehensible?

• Did you notice if you had any physical reactions to the PowerPoint experience? Higher heart rate, feelings of frustration, anger, nervousness, sweaty palms, etc.

• What did you learn about comprehensible input and how might you use this information in your teaching practice? How might you use this information to recognize that many El students have strong academic skills and content knowledge that they may not be able to convey in English?

• Arizona State Standard from your content area

• 2019 ELP standard/s that support/s the language demands of the lesson and is in alignment with the state standard/s of the lesson.

• A list of activities from the time the class begins until the end with approximate times for each activity (pacing).

• Reading, writing, and explicit vocabulary instruction components. You must use at least 1 reading, 1 writing and 1 vocabulary strategy from the readings. Be explicit about the strategies by either naming them or giving a brief description of each strategy. Highlight these areas of your lesson with either bolding them or using the highlighter function of Word.

• A focus on one of the elements of language: Lexicon, Morphology, Phonology, Semantics, Syntax or Pragmatics. Highlight where this occurs.

reading instruction for El students?

vocabulary instruction for El students?

You must have 4 to 5 different  strategies for each level of El learner.

Be sure to refer to the strategy examples in Chapters 4,5,6 and 7 of the Differentiating Instruction and Assessment for English Language Learners text, the  strategies listed in the other readings, the lesson examples provided in the module and the  Equitable Instruction for All!

Creating Equal Learning Opportunities in The Classroom: From Planning  to Practice handbook.

These resources provide a multitude of instructional strategies. You can identify  the ones you feel would work best.

•  Arizona State Standard from your content area at the bottom of the template

• 2019 ELP standard/s that support/s the language demands of the assignment and links to your  state standard. You must provide the actual standard and the performance objective at the bottom of the template.

• A language objective. (Put the language objective right after the ELP standards.) What is your language objective for your EL students for this particular assignment? Include this at the bottom of the template.

• Grade Level & Arizona State Standard for the content of the lesson.

• Language Goal and Arizona ELP Standard

Each prompt must be at least 2 well developed paragraphs. 

Please refer to the module readings to support your responses. Please use each prompt as heading before  your response.

Each strategy must also include an explanation of your reasoning for choosing the strategy.

Please refer to the module readings as evidence to support your selections.

• Wright pages 310-311 (Keep Data to Show the Progress of ELs in Learning English) • Wright pages 119-126

• Gottlieb Chapter 1 “Assessment of Language Learners: The Bridge to Educational Equity” pages 13 to 30

• Fairbairn & Jones-Vo Differentiating Instruction and Assessment for English Language Learners Chapters 4, 5, 6 &7. (These chapters are for review only.)

• Metacognition and Critical Thinking – Chapter 5

• Formative Assessment in the Classroom

You must refer to the readings in each of your responses, but you do not need to use in-text  citations or create a reference sheet.

Refer to Rubric in directions

Content Area: Social Studies (American History)

Arizona State Standard:

• SS02-S1C1-01: Identify and describe the significance of national holidays and the contributions of individuals associated with these events (e.g., Presidents’ Day, Independence Day, Veterans Day).

2019 ELP Standard:

• Standard 1: English learners communicate for Social and Instructional purposes within the school setting.

  • Level 3: Engage in conversations and discussions about grade-appropriate topics.

  • Level 4: Participate in collaborative conversations related to academic content.

Lesson Objectives:

1. Content Objective:

   • Students will learn about key events leading to the American Revolution and understand the struggles colonists faced for freedom.

2. Language Objective:

   • Students will use academic vocabulary related to the American Revolution in discussions and writing.

Materials Needed:

• Picture books: “The American Revolution for Kids” or “If You Lived at the Time of the American Revolution”

• Visual aids: Maps, images of colonial life

• Vocabulary cards: Key terms related to the American Revolution

Warm-Up (10 minutes):

1. Activate Prior Knowledge:

   • Discuss with students what they know about colonial life and the American Revolution.

   • Broader: what is a revolution? Examples other than the American Revolution.

   • Encourage them to share their ideas.

Main Activities (30-60 minutes):

1. Read-Aloud (15 minutes):

   • Read a picture book about the American Revolution, emphasizing key events like the Boston Tea Party, the Declaration of Independence, and the role of Patriots and Loyalists.

   • Discuss the main ideas and ask comprehension questions.

2. Timeline Activity (10 minutes):

   • Create a timeline on the board using visuals.

   • Place major events in chronological order (Stamp Act, Boston Massacre, etc.).

   • Discuss each event briefly.

3. Colonial Life Exploration (15 minutes):

   • Show images of colonial homes, clothing, and daily life.

   • Discuss how life was different during that time.

   • Use vocabulary words related to colonial life (e.g., colony, liberty, protest).

4. Role-Play (20 minutes):

   • Divide students into Patriots and Loyalists.

   • Act out scenarios related to the Revolution (e.g., a tea party protest).

   • Encourage students to use academic vocabulary during role-play.

5. Writing Activity (15 minutes):

   • Have students write a short paragraph about why they would be a Patriot or a Loyalist during the Revolution.

   • Use vocabulary words in their writing.

   • Level 1: Draw a picture of a colonist living in the new colony. Write both words.

   • Level 2: 1 Sentence with a subject and predicate.

   • Level 3: A few sentences saying which they would want to be and why.

   • Level 4: A paragraph that states their preference while also comparing and contrasting Patriots and Loyalists

   • Level 5: Like level 4 but with more vocabulary and accurate grammar.

6. BONUS for older students:

   • Students read about different groups within the Loyalists and Patriots, including African American slaves and Native Americans.

   • Discuss their contributions to the American Revolution and how they were treated afterward.

   • Reflect on the different perspectives. Discuss how a person’s perspective influences their opinion.

   • Include these groups in the role play and writing portions

Research-Based Strategies for EL Students:

1. Visuals and Graphic Organizers:

   • Scaffold content-area learning by using videos, visuals and graphic organizers to help students understand content

2. Peer Interaction:

   • Plan both pair and small group learning activities to help ELL students talk about new content with native-speaking peers.

   • Encourage conversation and role-play related to academic content.

Focus on Language Element:

• Lexicon: Introduce and reinforce vocabulary related to the American Revolution.

• Morphology: Discuss word forms (e.g., colony, colonial, colonist).

• Syntax: Model sentence structures using academic vocabulary.

Closing (10 minutes):

• Reflect on the importance of freedom and the sacrifices made during the American Revolution.

• Discuss how perspectives differed among colonists.

Assessment:

• Informal assessment through class discussions, student participation, and written paragraphs.

• Grade Level & Arizona State Standard for the content of the lesson. 

• Language Goal and Arizona ELP Standard