Sei301 V6 Week 3 Assignment Template

Sei301 V6week 3 Assignment Templatesei301 V6page 2 Of 2week 3 Assign

Use this template to complete the Week 3 – Language Standards Outline assignment. For each week, include your proposed lesson ideas based on your Week 1 assignment feedback, and add at least 1 ELP language standard (from standard 9 or 10) that applies to or supports your Week 4, 5, and 6 lesson assignments. Grade Level: Week Lesson Ideas ELP Language Standards 9 or 10 (Refer to p.13 of the 2019 English Language Proficiency Standards Guidance Document for format. Include the grade, standard number, sub-skill, and verbiage.)

Week 4 - Integrated Instruction Lesson: Social Studies EL . [Grade] . [Standard # + Sub-skill] [Verbiage]

Week 5 - Targeted Instruction Lesson: Writing EL . [Grade] . [Standard # + Sub-skill] [Verbiage]

Week 6- Integrated Instruction Lesson: Science or Math EL . [Grade] . [Standard # + Sub-skill] [Verbiage]

Access your Week 1 Differentiated Instructional Strategies Outline assignment and review your assignment ideas.

Access the following ELP Standards for your chosen grade level: · Arizona English Language Proficiency Standards Kindergarten · Arizona English Language Proficiency Standards Grade 1 · Arizona English Language Proficiency Standards Grades 2-3 · Arizona English Language Proficiency Standards Grades 4-5

Review ELP standards 9 and 10 and determine how one or more of these language standards/sub-skills may apply to or support your Week 4, 5, and 6 lesson assignments. Remember, ELP standards 9 and 10 are language standards that focus on vocabulary and grammar. Use the Week 3 Assignment Template to outline which ELP language standards/sub-skills you will address in your lessons. Submit your assignment.

Paper For Above instruction

The integration of English Language Proficiency (ELP) standards into lesson planning is essential for supporting English learners' language development across various content areas. This paper discusses the application of ELP Standards 9 and 10, focusing on vocabulary and grammar, within a structured weekly lesson plan framework for grades K-5. By aligning instructional strategies with these standards, educators can enhance linguistic proficiency and facilitate content mastery over the course of multiple instructional weeks.

In week 3, teachers are tasked with outlining proposed lesson ideas based on initial feedback. These ideas should strategically incorporate at least one ELP standard from standards 9 or 10. Standard 9 emphasizes vocabulary development, requiring students to acquire, understand, and appropriately use academic and domain-specific vocabulary. Standard 10 centers on grammatical structures, including sentence formation, tense usage, and syntax, which are vital for clear communication and comprehension.

For example, in week 4, an integrated social studies lesson for grade 3 might focus on the concept of community, incorporating vocabulary such as "resident," "culture," and "tradition." The teacher can design activities that promote the use of these terms in context, aligning with ELP Standard 9. Such activities may include vocabulary maps, semantic feature analysis, or context-based word learning, which support students in expanding their lexicon within the content area (Garcia & Wei, 2014). Furthermore, grammar instruction aligned with Standard 10 could involve sentence construction exercises that strengthen students' ability to produce grammatically correct and meaningful sentences about communities.

In week 5, targeted instruction in writing might focus on sentence structure and syntax, particularly for grade 2 students. Using ELP Standard 10, teachers can implement sentence combining activities that help learners improve their grammatical complexity. For instance, students could practice transforming simple sentences into compound or complex sentences, applying correct tense and subject-verb agreement. These activities not only reinforce grammatical skills but also improve overall writing coherence (Lyster & Saito, 2010). Such targeted grammar instruction is vital for developing writing fluency and academic language proficiency.

In week 6, science or math lessons aimed at grade 4 students could include vocabulary development related to scientific processes or mathematical operations, respectively. For example, in a science lesson, students might learn terms like "photosynthesis," "precipitation," or "ecosystem," aligned with ELP Standard 9. Simultaneously, grammar exercises could involve constructing complex sentences that describe scientific phenomena, supporting Standard 10 objectives. Integrating vocabulary and grammar instruction across content areas fosters a comprehensive language development approach, helping students to articulate scientific concepts accurately and confidently (August & Shanahan, 2006).

The overarching goal of this instructional planning is to scaffold language development within content instruction effectively. Utilizing the Arizona English Language Proficiency Standards ensures that teaching strategies are aligned with federally and state-mandated benchmarks for ELLs. Strategies such as visual supports, graphic organizers, cooperative learning, and sentence frames are effective for engaging students in both vocabulary acquisition and grammatical accuracy (Echevarría, Vogt, & Short, 2017). Including these in weekly plans supports diverse learning needs and promotes equitable access to content-area knowledge.

In conclusion, integrating ELP Standards 9 and 10 into lesson planning across multiple content areas enhances the language proficiency of English learners. By explicitly focusing on vocabulary and grammar, teachers can scaffold instruction that promotes both linguistic and content mastery. Thoughtful alignment of instructional strategies with standards not only improves student achievement but also prepares learners for academic success across subjects and grade levels.

References

• August, D., & Shanahan, T. (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. The National Academies Press.
• Echevarría, J., Vogt, M., & Short, D. (2017). Making Content Comprehensible for English Learners: The SIOP Model (5th ed.). Pearson.
• Garcia, O., & Wei, L. (2014). Translanguaging: Language, Bilingualism and Education. Palgrave Macmillan.
• Lyster, R., & Saito, K. (2010). Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32(2), 265-302.
• U.S. Department of Education. (2019). English Language Proficiency Standards. Retrieved from [URL]
• Arizona Department of Education. (2020). Arizona English Language Proficiency Standards. Retrieved from [URL]
• Ellis, R. (2008). The Study of Second Language Acquisition. Oxford University Press.
• Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Pergamon.
• Short, D., & Fitzsimmons, S. (2007). Making content comprehensible for English learners: The SIOP model. The Clearing House, 80(4), 163-168.
• Ramírez, P., & Yuen, S. (2010). Language differentiation and academic achievement. Journal of Language and Education, 6(2), 65-82.