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Teachers with ELLs in their classrooms are required to include language instruction across content areas. Therefore, each state has developed English language proficiency/development (ELP/ELD) standards. An examination of these standards reveals a close parallel to English language arts standards. Teachers must include an ELP/ELD standard that correlates with the content standard so that ELLs are learning to listen, speak, read, write, and develop academic vocabulary in English. Complete the “Standards Alignment“ template to plan mini-lessons aligned to both content and ELP/ELD standards and provide a written rationale explaining the alignment of standards and instruction.

Sample Paper For Above instruction

Introduction

Teaching English Language Learners (ELLs) requires a strategic integration of content standards and language development standards. Effective instruction in diverse classrooms involves designing lessons that foster content understanding while simultaneously developing language skills. This paper presents a detailed standards alignment for a mini-lesson that concurrently addresses a specific content standard and an English Language Proficiency/Development (ELP/ELD) standard. The rationale explains how the alignment promotes language acquisition and content mastery among ELL students.

Content Standard and Corresponding ELP/ELD Standard

Content Standard: Understanding the Water Cycle in Science (Next Generation Science Standards - NGSS MS-ESS2-4)

ELP/ELD Standard: English Language Standard for Academic Vocabulary (WIDA Standard 1: Social and Instructional Language)

Alignment Explanation: The science standard involves understanding processes related to the water cycle, such as evaporation, condensation, and precipitation. To support ELLs, the lesson emphasizes academic vocabulary like “evaporation,” “condensation,” and “precipitation,” aligning with the ELP/ELD standard that focuses on developing understanding and use of academic language in context. By integrating this vocabulary with hands-on activities, students develop both content knowledge and language proficiency.

Lesson Objectives

  • Students will describe the stages of the water cycle using key academic vocabulary.
  • Students will demonstrate understanding of the water cycle through a model and visual representations.
  • ELL students will practice using new vocabulary in context to improve their listening, speaking, reading, and writing skills.

Instructional Strategies and Activities

Pre-Teaching Vocabulary

Introduce key water cycle vocabulary with visuals and real-world examples. Use gestures, visuals, and sentence frames to build comprehension.

Hands-On Experiment

Conduct a simple evaporation experiment to observe the water cycle components, reinforcing vocabulary through demonstration and discussion.

Visual Planning and Modeling

Students create a labeled diagram of the water cycle, integrating new vocabulary with scientific concepts.

Discussion and Practice

Facilitate class discussions using sentence frames that incorporate the target vocabulary, encouraging ELLs to speak and use academic language.

Assessment and Reflection

Evaluate student understanding through their diagrams, oral explanations, and written reflections, focusing on the correct use of vocabulary and accurate content description.

Provide feedback emphasizing both conceptual understanding and language development. Adjust future instruction based on formative assessment data.

Conclusion

This standards alignment exemplifies how content and language standards collaborate to enhance ELL students’ learning experiences. By intentionally integrating academic vocabulary within meaningful science activities, teachers support language development while ensuring content mastery. Such aligned lessons promote equitable access to learning and foster academic success for all students.

References

  • California Department of Education. (2012). ELA/ELD Framework for California Public Schools.
  • Common Core State Standards Initiative. (2010). English Language Arts Standards.
  • Council of Chief State School Officers. (2018). WIDA ELD Standards.
  • National Science Teachers Association. (2019). Next Generation Science Standards.
  • August, D., & Shanahan, T. (2006). Developing literacy in second-language learners. Routledge.
  • Gibbons, P. (2015). Scaffolding Language, Scaffolding Learning. Heinemann.
  • Lucas, T., & Villegas, A. M. (2013). Education for multilingual students: opportunities and challenges. Comparative Education Review, 57(3), 315-341.
  • Ramirez, C., et al. (2017). Effective instructional strategies for ELLs. Journal of Educational Research, 110(4), 377-385.
  • Standards for English Language Learners. (2019). TESOL International Association.
  • U.S. Department of Education. (2020). National Education Technology Plan. Future Ready Learning.

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