NORTHCENTRAL UNIVERSITY

ASSIGNMENT COVER SHEET

Student: Daniel Alan Coffin

THIS FORM MUST BE COMPLETELY FILLED IN

Follow these procedures: If requested by your instructor, please include an assignment cover
sheet. This will become the first page of your assignment. In addition, your assignment header
should include your last name, first initial, course code, dash, and assignment number. This
should be left justified, with the page number right justified. For example:

DoeJXXX0000-1 1

Save a copy of your assignments: You may need to re-submit an assignment at your instruc-
tor’s request. Make sure you save your files in accessible location.

Academic integrity: All work submitted in each course must be your own original work. This
includes all assignments, exams, term papers, and other projects required by your instructor.
Knowingly submitting another person’s work as your own, without properly citing the source of
the work, is considered plagiarism. This will result in an unsatisfactory grade for the work sub-
mitted or for the entire course. It may also result in academic dismissal from the University.

ESL-7005

Developing Curriculum for ESL Learners Prepare an Appropriate Instructional Plan

for an English Learner

<Add student comments here>

Faculty Use Only

<Faculty comments here>

<Faculty Name> <Grade Earned> <Date Graded>

Running head: CoffinDESL7005-5 1

Prepare an Appropriate Instructional Plan for an English Learner

Daniel Coffin

Northcentral University
CoffinDESL7005-5 2

Prepare an Appropriate Instructional Plan for an English Learner

The purpose of this assignment is to design a lesson plan for the content areas which in-

corporates scaffolding, differentiation, and strategies for language development for English Lan-

guage Learners (ELLs) of beginning to intermediate level. This lesson plan is accompanied by an

introduction which provides some background information regarding ELL testing, classification,

differentiation, and instructional strategies utilized within the School District of Philadelphia

which will provide a deeper context for the lesson plan itself.

ELD Enrollment and Assessment

When students first enroll in the School District of Philadelphia, their parents or legal

guardians complete the EH-40 school application. A space is provided on this application in the

Language Survey section for the parent or legal guardian to indicate what language the student

primarily uses at home, with friends, and with siblings, as well as the student’s first language. If

this section is completing indicating any language other than English, the school secretary will

provide the family with the school enrollment packet in their preferred language and notify the

school’s designated English Learner (EL) point person to provide the student with the W-APT

(WIDA Access Placement Test) for Kindergarten students or the WIDA Screener for students in

grades 1-12. These scores will be used to determine if the student qualifies for EL services

(School District of Philadelphia, 2017). If the student qualifies, their status as an EL student is

noted on their file and the school’s EL point person will be responsible for rostering the student

and collaborating with teachers to modify instruction to meet their content and language instruc-

tion needs.
CoffinDESL7005-5 3

ELs are reevaluated twice yearly to determine how their language development is pro-

gressing. Both the EL point person and the ELLs homeroom teacher complete a two-part rubric

covering listening, speaking, reading, and writing in the classroom. The score from the teacher-

completed language use inventories is combined with the Els most recent WIDA Screener score.

Students who score above the state-recommended threshold are re-classified as Former English

Learners (FELs) and EL services are discontinued, but their academic progress is still monitored

for a period of two years to ensure that the FELs are not disadvantaged by persistent language

barriers (Pennsylvania Department of Education, 2017).

ELs are assigned a level of English proficiency based on their score on their most re-

cently completed W-APT or WIDA Screener assessment. These levels of proficiency are labeled,

in order from lowest to highest, Entering, Emerging, Developing, Expanding, and Bridging. For

each level of proficiency, the WIDA system assigns “Can Do” Descriptors in the domains of lis-

tening, speaking, reading, and writing which communicate what an EL at each level of profi-

ciency can be expected to accomplish with English use in the classroom unassisted, and what

skills teachers should be helping Els to work toward with scaffolded assistance (Board of Re-

gents of the University of Wisconsin System, 2018). These descriptors can be used by the class-

room teacher as guidelines for how instruction should be differentiated to ensure that content

knowledge is comprehensible ELs.

Differentiation of Instruction and Assessment for Students

The enVisionmath curriculum utilized by the School District of Philadelphia for elemen-

tary and middle years mathematics instruction bases its recommendations for differentiation of

instruction for ELs on the following five principles: identifying and communicating both content
CoffinDESL7005-5 4

and language objectives; front loading the lesson by activating prior knowledge, preaching tar-

geted vocabulary, and building background; providing comprehensible input by scaffolding the

text, where necessary, with nonlinguistic supports such as visuals, models, and manipulatives;

enabling language production by requiring students to speak and listen in order to discuss solu-

tions for problems and to express their thinking in writing, and finally, assessing for both content

and language understanding (Cummings, 2010). Common accommodations such as visual learn-

ing, models, manipulatives, and targeted vocabulary instruction are incorporated throughout the

lesson so as to not stigmatize ELs by making their instructional experience too different from

their peers and with the assumption that what helps ELs to learn can benefit all students.

Motivating and Engaging Students

Best practices for building intrinsic motivation and increasing student engagement in

mathematic instruction include calling attention to a gap in student understanding, uncovering a

mathematic pattern, showing sequential achievement on the part of students, presenting students

with a mathematical challenge, and highlighting the usefulness of a given topic (Posamen-

tier,2017). The structure of this lesson is designed to demonstrate sequential achievement by re-

minding students of what they have already mastered in previous lessons, and to call attention to

an understanding gap by demonstrating the next step in instruction during the Solve & Share.

The activities during the lesson are authentic and designed to demonstrate everyday uses of the

math concepts students are learning and to present a challenge to students by asking them to go

one step further to build their knowledge (e.g., expressing a general rule to explain a concept

they have noticed in a problem, or using an algorithm to replicate results they have discovered

through the use of a model or manipulatives.

CoffinDESL7005-5 5

Reading, Writing, Speaking and Listening Strategies for ELL Students

This lesson plan incorporates or builds upon the following EL development strategies:

First, at the beginning of this unit, students were explicitly taught through the use of a Frayer

model vocabulary relevant to the unit as a whole: numerator, denominator, fraction bar, factor,

product, divident, divisor, and quotient. These terms are recorded by students in their math note-

books along with EL friendly definitions and visual cues for them to refer to at need, and are dis-

played with visual cues in a word wall at the front of the classroom. The teacher regularly refers

to these vocabulary terms during instruction and prompts students to use them during discussion

to build familiarity with these terms. Next, prior knowledge is activated through a review of the

previous lesson and how previously practiced concepts lead to the day’s learning. In addition, the

lesson makes extensive use of visual representations, from models and drawings to video presen-

tations and demonstrations of key concepts. Furthermore, the lesson enables students to produce

language, both orally and in writing, to explain and justify their mathematical thinking. Lastly,

throughout the lesson the teacher can informally assess not only the mathematical understanding

of ELs, but also the ways in which that understanding is expressed in speech and writing. These

informal language development observations can be shared with the school EL point person to

document the progress of ELs toward their language development goals.

CoffinDESL7005-5 6

Sample Math Lesson for English Language Learners

Content: Standard(s): CCSS.MATH 5.NF.B.7A Interpret division of a unit fraction by a non-

zero whole number, and compute such quotients.

Content Objective: Students will be able to use models, drawings, and story contexts to develop

procedures in order to divide unit fractions by whole numbers.

Language Standard(s): PA English Language Proficiency Standard 3 English language learners

communicate information, ideas, and concepts necessary for academic success in the content

area of mathematics.

Language Objective: Students will be able to use the relationship between multiplication and

division to explain in writing that A / (1/B) = C because (1/B) X C = A.

Materials: enVision Math textbooks, SMART board, Internet access

Procedure:

BEFORE - 1) Activate prior knowledge by reviewing multiplication of whole numbers and frac-

tions by fractions using models/drawings on the SMART Board. 2) Direct students to open their

books to page 557 and the Solve & Share activity for Lesson 9-6. Teacher will display the same

activity from enVisionmath resources online on the SMART board. 3) Students will either read

along on the board or in their textbook while the teacher plays the audio component to the prob-

lem on the SMART board. 4) Once students have received their directions, they may begin

working on the Solve & Share. Students must show their work by using the model provided on

page 557 OR showing their math work if they elected to use the algorithm to solve the problem.
CoffinDESL7005-5 7

Differentiate: Prompt student thinking with a guided question related to previous lesson (“If you

divide the whole garden into equal parts for each type of vegetable, how many parts are there?”);

Prompt student thinking by referring to the model on page 557 (“This model of the garden is al-

ready divided vertically into thirds for flowers, berries, and vegetables. If we divided the garden

horizontally into fourths, one for each type of vegetable planted, how many squares will that

make within the garden? Each of those squares represents what fraction of the area of the gar-

den?”); For students who finish early, ask them to write a story for (1/4) / 2, with a completed

equation to show the answer for the problem. Example: Two friends share a 1/4 pound bag of

peanuts. Each friend receives (1/4) / 2 = 1/8 pound of peanuts from the bag. 5) Teacher will in-

vite 2-3 students to share their work with the class on the SMART board. If needed, supplement

student answers with equations to show how the answer of 1/12 may be found.

DURING - 6) Students will turn to page 558 in their textbooks, Teacher will open the Visual

Learning link online for lesson 9-6 and screen the video for the class. Students may read along in

their textbooks or watch the video as they prefer. 7) At the end of the video, teacher will demon-

strate how to use both an area model and a number line to solve the problem 4 / (1/6) visually. 8)

Check for Understanding: Why do we need to divide to find the answer to this problem? We

know the total area of the land and how much is needed for each wind turbine. Since each wind

turbine needs the same amount of land, we can divide to find out how many turbines will fit on

the allotted land. Why is each square mile on the area model divided into six smaller rectangles?

To show sixths in an area model, we would need to divide each square mile into 6 equal spaces.

How can we represent 4 / (1/6) on a number line? The number line shows 4 wholes, each of

which has been divided into sixths. We can add up (or multiply) the sixths for each of the four

wholes to arrive at a total of 24. 9) Students will turn to the Convince Me! portion at the bottom
CoffinDESL7005-5 8

of page 558. Given a problem of 2 / (1/4), students will generate a model showing the problem as

well as a multiplication equation which they have used to check their answer. 10) Teacher will

invite 2-3 students to share their work on the SMART board. If needed, supplement student an-

swers with equations/models to show how the answer of 8 may be found.

AFTER - 11) Students will turn to Guided Practice on p. 559. Students will direct the teacher

how to answer questions 1 and 2. Teacher will model how to rephrase the question and use it as

the first part of the answer for question 1. For questions 3 - 6, students will work in small groups

to generate an area or number line model for the provided expression as well as the answer to the

problem. 12) Teacher will invite a representative from each of the small groups to display their

model and answer on the SMART board for the rest of the class. 13) Students will work inde-

pendently on Independent Practice questions 7-14. Differentiate: Students who were designated

low in Math iReady scores will work in an additional small group with the teacher to provide

whatever reinforcement is necessary while working on items 7-14.

Assessment: Students will complete item 15 as their exit ticket. For full credit, students must not

only determine that 6 / (1/2) = 3 is incorrect, but also use their understanding of the relationship

between multiplication and division to correctly answer the problem and explain why they are

right and the answer provided is wrong. Students have ample space at the bottom of page 560 to

answer with a complete sentence. Differentiate: For ELLs who are classified at WIDA Levels 1

and 2, it would be appropriate to use drawings or model to assess student understanding of the

concept. For ELLs classified at WIDA Levels 3-5, while students may wish to supplement their

answer with a model, the explanation should be the primary source for assessing.

References
CoffinDESL7005-5 9

Board of Regents of the University of Wisconsin System. (2018). Can do descriptors: Key uses
edition, grades 4-5. Retrieved from: https://wida.wisc.edu/sites/default/files/re-
source/CanDo-KeyUses-Gr-4-5.pdf

Charles, R.I., Bay-Williams, J., Berry, R.Q., Caldwell, J.H., Champagne, Z., Copley, J.,
Crown, W., Fennell, F., Karp, K., Murphy, S.J., Schellack, J.F., Suh, J.M., & Wray, J.A.
(2010). enVisionmath 2.0 5th Grade. Glenview, IL: Pearson.

Cummings, J. (2010). enVisionmath 2.0 5th Grade ELL toolkit: Supporting English language
learners. Glenview, IL: Pearson.

Herrera, S.G., & Murry, K.G. (2016). Mastering ESL/EFL Methods: Differentiated Instruction
for Culturally and Linguistically Diverse (CLD) Students, 3rd Edition. Boston, MA:

Pearson.

Pennsylvania Department of Education. (2017). State required reclassification, monitoring, and

re-designation of English Learners (ELs). Retrieved from: https://www.educa-
tion.pa.gov/Documents/Teachers-Administrators/Curriculum/ESL/Reclassification%20Monitor-
ing%20and%20Redesignation%20of%20ELs.pdf

Posamentier, A. (2017). 9 strategies for motivating students in mathematics. Retrieved from:

https://www.edutopia.org/blog/9-strategies-motivating-students-mathematics-alfred-posa-
mentier

School District of Philadelphia. (2017). English learner (EL) enrollment and identification
Process. Retrieved from: https://www.philasd.org/multilingual/wp-content/up-
loads/sites/118/2018/11/Stepper-for-identifying-ELs-Google-Docs-11-16-17.pdf