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TE 892 - Amplified Lesson

Overview
Your amplified lesson is meant to summatively assess your learning with regard to the following standards:
● Knowledge of Language and Content Standards: Demonstrate your understanding of the standards and benchmarks currently approved in
Michigan for K-12 content and English language proficiency in curricular planning.
● Integrate Language and Content Standards: Demonstrate your ability to integrate the standards and benchmarks currently approved in Michigan
for K-12 content and English language proficiency into instruction with appropriate strategies and techniques that support students in accessing
the core curriculum as they learn both language and academic content.
● Standards-Based Practices and Strategies: Demonstrate your knowledge, understanding, and use of standards-based practices and strategies
related to planning, implementing, and managing content instruction including the use of critical thinking skills for English Learners.
● Second Language Development Practices: Demonstrate your knowledge and use of second language development theories and research in
classroom organization, developing teaching strategies, and choosing and adapting classroom instructional resources.
● Manage Instruction: Demonstrate your ability to manage and implement standards-based content instruction to support English Learners in
accessing the core curriculum as they learn language and academic content.

Following backward design for this task, you will design, implement, and upon a lesson you amplify to support your two focal students. Because you
need to first determine what you want your students to accomplish (your content and language objectives) and how you will measure it (your formative
assessment), you will start with the end in mind. This means considering what language your students will need to master the content at the
word/phrase, sentence, and discourse dimensions and then determining what they currently can do with language in order to determine what they can
develop. We recommend that you zoom in as much as you can to a specific concept/skill with ONE content area standard and pair it with the appropriate
WIDA Performance Definitions based on the domain and level(s) you will be targeting. It may also be most beneficial to you to choose a group of
students to focus on for this lesson (vs. the entire class) and to consider how to integrate their full linguistic repertoires along with additional language
scaffolds to support their language development in progressing toward achievement of the content area standard and language skill(s) you are focusing
on. Then you will plan a lesson to lead your students’ to achievement of the content and language objectives through gradual release of responsibility
with strategic scaffolding. Throughout your lesson and assessment, you will demonstrate your translanguaging stance; this means you will keep your
students and their cultural and linguistic resources at the center of your planning. You will teach your lesson sometime during Weeks 12-13. During
Week 14, you will reflect on your lesson and your focal students’ content and language learning outcomes.

Table of Contents:
Overview

Assignment Checklist

Resources
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Part 1: Lesson Plan

Part 2: Reflection

Assignment Checklist
❏ Week 11: Preparation - Your preparation for this assignment will include ensuring you have consent to video record your students. If you cannot
video record your students, you could (a) video record yourself by positioning the camera only on you, or (b) audio record the class.

❏ You must have consent from students’ parents/guardians in order to record video in your classroom. Your school may have already
obtained this consent, but in the case that you need to obtain consent, you can use this form.

❏ Your video must be stored and made available for your course instructors to view in a safe place. You may NOT store the video on your
phone, tablet, or the hard drive of your computer; you may NOT use YouTube. You MUST store the video using your MSU-assigned Google
Drive and MediaSpace by Kaltura, which can all be accessed using your MSU NetID. You MUST include a direct link to the video on one of
these platforms that ensures your instructors can view it.

❏ You MUST delete the video at the end of the semester AFTER you’ve received your final grade.

❏ Week 11: Lesson Draft - Compose a draft of your lesson; you will receive feedback from your colleagues during our Zoom Meeting in Week 12 as
well as your instructor, which you will use to make revisions before teaching.

❏ Respond directly to the “Comments” in the Google Doc left by your colleagues and instructor to make clear how you are revising the
lesson and formative assessment based on the feedback. Do NOT delete or resolve any comments.

❏ Before teaching your lesson, you might find it helpful to read over the reflection questions in Part 2. Also, be sure to plan ahead to video
record your teaching; I recommend you do a practice recording the week before you teach with the recording device you plan to use to
ensure you do not have any technical difficulties. (Trust me: it happens EVERY semester.) You will choose a 2-5-minute section(s) of this
videorecording to analyze for your reflection as well as to share with your instructor.

❏ Weeks 12-13: Teach your lesson. Don’t forget to record!

❏ Week 14: Reflect on your lesson.

❏ Choose a clip to share: Watch your video and choose a 2-5-minute clip to highlight your practices as a TESOL educator. This will be the
clip that your instructor will watch and use to evaluate your performance. You should choose this clip carefully based on the evidence you
wish to demonstrate about your practice.
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❏ Write your reflection: Last, you will compose a reflection to self-evaluate your achievement of the standards associated with this
summative assessment.
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Resources
For planning your formative assessment:

● Tutorial: Writing Content and Language Objectives

● Elementary Fiction Reading Formative Assessment Think Aloud and Model

● Secondary Expository Writing Formative Assessment Think Aloud and Model

● Examples of formative assessment

● Designing rubrics and Creating a rubric

For planning your lesson:

● Elementary Fiction Reading Lesson Think Aloud and Model

● Secondary Expository Writing Lesson Think Aloud and Model

● CUNY-NYSIEB Translanguaging Guide for Educators

● Scaffolding Options for Teachers of English Language Learners, K-12

● ELL accommodations

● Teaching Toolkit
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Part 1: Lesson Plan

Grade Level Kindergarten

Content Area ELA

Context What have students been learning about related to this standard or what related skills have they already been
practicing? (Your lesson should build off and extend students’ prior learning.)

Every week there is a big book read aloud and an interactive read aloud that focuses on the Common Core State
Standard of asking and answering questions. This has been one of the main learning targets since the beginning of
the school year. They have been practicing this skill with all literature genres as well, such as fiction, non-fiction,
fables, and informational texts.

Content Standard Highlight the part(s) of this standard you will be targeting.

Example: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central
message, lesson, or moral and explain how it is conveyed through key details in the text.

Content Area: ELA

Standard:
CCSS.ELA-LITERACY.RI.K.1
With prompting and support, ask and answer questions about key details in a text.

Content Objective(s) This should be based on the highlighted portion(s) of the content standard you chose above and what you want
students to be able to do in the content area. Ask yourself: What should students know and be able to do by the end
of this lesson in terms of content learning? State your objective(s) for your learners in student-friendly language.

Example: We will retell a fable by using key details in the text.

Objective:
I can answer questions about a text.
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Before you move on to planning for language development, you are going to stop to think about what your students would have to do to show
you that they have achieved the content. In other words, you will decide how you think you will measure your students’ content area learning.
(This will lead in to what you plan for your formative assessment.)

Once you decide that, try it out for yourself! Write a sample below of what you would expect your student to say or write to demonstrate
achieved the content objective. This will help you as you plan the next part: language development.

Example #1: My early elementary students are learning to retell a fable. They will be reading picture books from diverse cultures, like La
Princesa and the Pea, Little Red and the Very Hungry Lion, and The Korean Cinderella. I will use Goldilocks and the Three Bears as an
example. To show achievement of this content objective, they might say or write something like the following: “First, the three bears left the
house. Then, Goldilocks found the house. After that, Goldilocks ate the porridge and then tested out the beds. Finally, the bears came home.”

Now it’s your turn. Write a sample here:

My Kindergarteners are learning to listen to a text then answer questions orally about the text. They will be listening to an informational text, Field
Trips and then answer questions about it. I will use Kites in Flight as an example. To show achievement of this content objective, students might
orally respond to the questions or point to the illustrations to answer. They might answer questions like, “A community helper is a firefighter” or
“You can find dolphins at an aquarium” or simply point to the pictures on the Google Forms.

Next, we’re going to plan for language development:

Language Domain Your students might need to read, write, listen, and/or speak as a part of your assessment, but you need to decide
what language domain you’re REALLY going to assess and therefore explicitly teach. Looking at the content
objective, will students need explicit instruction in listening, speaking, reading, or writing to achieve the content
objective?

Example: Even though my students will listen to fables as a whole class and with partners, my goal is to
assess their ability to retell a story they have read on their own. They might need to speak or write to show me
that they can do this, but I really want to focus on measuring their reading. This means that whatever
assessment I design needs to provide supports to ensure their English language development in listening,
speaking, and writing doesn’t cloud my ability to measure their reading development in English.

What language domain will you EXPLICITLY assess and teach?

The language domain I will be explicitly assessing and teaching is listening. They might need to read or speak as a
part of this lesson, but I will be focusing on measuring their listening skills.
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WIDA Performance For this next part, you are going to zoom in on what language skills your students have already mastered and what
Definitions you want them to master next based on the language needed for them to demonstrate achievement of your content
objective. This means you will be referring to the WIDA Performance Dimensions Dimension(s) for either Expressive
Language (Speaking or Writing) or Receptive Language (Listening or Reading). First, look back at your content
objective and the sample you wrote. What language skills do students need in order to achieve this? List what
language is involved at each dimension (i.e., the word/phrase, sentence, and/or discourse levels) within either
expressive or receptive language depending on the domain you chose.

Example:
● Word/phrase - My students will need to use past tense verbs and prepositions of time (e.g., first, then,
after, last).
● Sentence - My students will need to write simple/compound sentence with prepositional phrases.
● Discourse - My students will be writing a summary of the story.

Step 1: What language is involved in showing achievement of your content objective for each dimension?
● Word/Phrase: Field Trips, Special, Community, Local, Routine, Zoo, Museum, Club, Historical, Intelligent,
Volunteer, Neighborhood
● Sentence: Questions, Simple and compound sentences, Present tense, Prepositions
● Discourse: Informational Text

Next, consider your students’ WIDA level(s) and what they can already do with the language needed for this task.
Note: You will need to do this for each WIDA level represented among the students you are teaching.

Example:
Current WIDA Level(s) and skills: Level 1 and 2
● Word/Phrase: My students know the past tense forms of “to be” and “to have.”
● Sentence: My students know how to make simple and compound sentences using the conjunction
“and.”
● Discourse: My students have written short paragraphs with main ideas and key details.

Step 2:
Current WIDA level(s) and skills: Level 2 (emerging)
● Word/Phrase: My students know what community, local, and zoo is.
● Sentence: My students know how to identify a question versus a statement. My students can speak in
complete simple sentences.
● Discourse: My students have listened and answered questions to informational texts before.
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What do you want students to be able to do with language at the conclusion of your lesson? Be sure to consider the
language demands involved in the content-area standard and task. Note: You will need to do this for each WIDA level
represented among the students you are teaching.

Example:

Next WIDA Level(s): Level 2 and 3

● Word/Phrase: I want my students to be able to use regular past tense verbs with -ed and prepositions
of time yet (e.g., first, next, last) to write their summaries.
● Sentence: I want my students to be able to use prepositional phrases.
● Discourse: I want my students to be able to write short summary paragraphs in chronological order.

Step 3:
Next WIDA level(s) and skills: Level 3 (developing)
● Word/Phrase: I want my students to be able to understand and use all of the words when answering
questions.
● Sentence: I want my students to be able to start answering questions with compound sentences with
support of sentence starters or sentence frames.
● Discourse: I want my students to be able to identify informational texts compared to other genres of
literature.

Last thing: You will not be able to explicitly assess and teach your students all of the language skills you listed for
the Word/Phrase, Sentence, and Discourse levels in one lesson, so you will have to decide ONE skill you are going to
teach and assess; you will provide scaffolds for the other skills, such as word banks, sentence frames/stems,
graphic organizers, and models. Now you need to decide: What language skill are you going to focus? Highlight just
that one skill from the list of “Next WIDA level(s) and skills” in Step 3 above.

Example:

Next WIDA Level(s): Level 2 and 3

● Word/Phrase: I want my students to be able to use regular past tense verbs with -ed and prepositions
of time yet (e.g., first, next, last) to write their summaries.
● Sentence: I want my students to be able to use prepositional phrases.
● Discourse: I want my students to be able to write short summary paragraphs in chronological order.
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Step 4: Highlight the skill you are focusing on from your list of “Next WIDA level(s) and skills.”

Language Objective Compose a language objective that includes the language domain (reading, writing, listening, or speaking), specific
elements of language at the word/phrase, sentence, and/or discourse levels (e.g., a summary of a story using
simple sentences using “to be,” or how-to directions using simple and compound sentences with prepositions of
time), and the language scaffolds you will provide for the other language skills that are involved, but you are not
measuring (e.g., using sentence frames with a partner, or using a graphic organizer and word bank). Make sure it is
measurable so that you can effectively measure/determine students’ progress in achieving it. Also, be sure to follow
the other criteria of SMART objectives. And be sure to write it in student-friendly language, so you can share it with
your class at the beginning of your lesson. You may find this “formula” from our Tutorial: Writing Content and
Language Objectives to be helpful:

We will...Domain + Language Skills (Word/phrase, sentence, and/or discourse) + Scaffolds

Example:

We will say simple sentences with prepositions of time to retell a story using a model, keywords in bank or
cards, sentence stems/frames or graphic organizer

What is your language objective?

I can answer questions about an informational text by using listening strategies. I can use
vocabulary words/phrases to help better understand what I am listening to help better
understand what I am listening to.

Now go back and highlight your domain in blue, language skills in red, and scaffolds in green.

Now you’re ready to actually design your formative assessment. Answer the questions below. Then create the actual tool you will give to your
students for your formative assessment and include that below. You must also include the criteria (e.g., rubric or checklist) you will use to
measure full, partial, or no achievement for both the content and language objectives.
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1. What will students do for the formative assessment? Provide a brief description of what they will do to show achievement of both content
and language. (You will provide your actual assessment at the conclusion of this section.)
Students will complete a Google Forms answering questions about Field Trips. This assessment will meet content goals because it will be
students answering questions about a text. This assessment will meet language objectives because the only way to answer the questions
correctly will be from what they heard while listening to the story.
2. How will you demonstrate a translanguaging stance with your assessment? In other words, how will you leverage students’ linguistic,
cultural, and content background knowledge in this assessment? (Please note: You MUST provide opportunities for students to use ALL of
their linguistic resources.)
In my assessment, I will have pictures for visuals with captions in English and Marshallese (if I can find a way to translate). If I cannot find
a way to translate the captions before the assessment, I will let my focal student’s family be the translator. Before the assessment and reading, all
key vocabulary from the text will be taught.
3. For these next two questions, think about how you can ensure the assessment task maximizes what students can do at their cognitive level
without language getting in the way. Consider how they can use their full linguistic repertoire, sentence stems or frames, word banks,
pictures, videos, leveled reading passages, and/or a variety of task formats when designing the assessment.

a. How will you ensure that students understand the language used in the assessment (so that they can show all of their knowledge)?
They will take the assessment while on Google Meets with me, so that I can read the questions aloud to them and show them each
answer selection. I will also use simple sentence structures for the questions. The answers to the questions will be based off what
I know my student already had an understanding of.
b. How will you help students maximize the language they can produce (both quantity and complexity of language)?
I will also give the option for students to write their response on their whiteboard and show me, if they want to go above just
selecting the picture.
4. How will you evaluate students’ achievement of both content and language with this assessment? In other words, what criteria will you use
to measure what you have listed in both your content and language objectives? Provide a checklist or rubric below and include criteria for
full, partial, and no achievement.
0-1 Correct answers = no achievement
2-4 Correct answers = partial achievement
5 Correct answers = full achievement
Create the actual formative assessment you will give to your students below. (You can also create it in a separate Google Doc and include the
link here.)

https://docs.google.com/forms/d/e/1FAIpQLScoxMygb9CuoZqWNc3i7omc55YXv-yp9n-oAxiRV9YArRC_oA/viewform?usp=sf_link
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Provide a list of the texts and materials you will be using in your lesson. You must provide copies of or links to the
texts, videos, worksheets, etc. so that we can see exactly what you will be using.
● Example Text: Kites in Flight
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○
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● Text: Field Trips

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○
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● Ipad or chromebook & internet

● Google Meets
● Google Forms
● Whiteboard & marker

In choosing (and using) these materials, how did/will you take into account students’…
● linguistic knowledge (both home language and English levels)?
Both texts are appropriate for kindergarteners and my focal student because they have some knowledge
already about both subjects. The vocabulary words that my student might not know, I will pre-teach before
reading the text. Everything the student needs to be successful on the assessment also comes directly from
the text.
● cultural knowledge?
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The places the text mentions going are places we have talked about as a class before and at our school in
Kindergarten, we do go to a state park and the zoo.I plan on pre-teaching vocabulary words the student
might not be familiar with.
● content knowledge?
It is okay if my student has no prior knowledge about field trips because it is an informational text and will
learn about it then. Also, the assessment is only based off of what is written in the text.

What visuals will you and the students use to support students’ understanding, reinforce language, reduce
confusion, and reduce some of the linguistic burden?
To support student understanding, there will be visual pictures and gestures for the vocabulary words. If that
is not enough support, I will allow my focal students family to step in to explain in their home language too.

Translanguaging How will you set up the environment to encourage students to use their home languages? Think about materials,
Environment grouping strategies, the visuals you described above, etc. Note: It’s not enough just to say you’ll allow students to
use their home languages; it needs to be explicitly modeled and shown to students that their home languages are
valued and used multiple times throughout the lesson.
The assessment was translated as best as I could in my students' home language and at the beginning of
the lesson, I will let her family know that they can sit next to her and translate if needed. There are no other
students in the class that speak my focal students language or else I would have included them in this
lesson.

Time Steps: Script out what you envision
yourself saying and doing in this
lesson. (Note: Even though as a
practicing teacher you do not write out
all of these details, I am asking you to
be extremely detailed in this lesson
plan so you make transparent what you
plan to say and do.)
● Be specific.
● Show how you will scaffold
students’ learning and
understanding. Modeling is
critical. We are looking for all 3
components of gradual release of
In what ways will each step reflect a
translanguaging stance? In other words, how
are you taking into account, building off of,
supporting, etc. students’
● linguistic,
● cultural, and
● content background knowledge?
List (a) the moves you will make to enact
translanguaging pedagogy, and (b) explain
why.
In what ways will you support your
students’ language development? This
could include gestures, sentence stems or
frames, word banks, pictures, videos,
acting out meanings, leveled reading
passages, rehearsal of ideas before
writing, a variety of task formats,
teacher-guided reporting, etc
List (a) the supports you will incorporate,
and (b) explain why.
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responsibility: “I do, we do, you do”
with content AND language.
● Make sure every step and lesson
component helps students work
toward/learn
about/practice/achieve the content
and language objectives.

3 minutes Intro: “Did any of you go on a field trip ● I will let my focal student’s family be ● Gestures for all the vocabulary
last year in preschool?” “Where did you available to translate any words if words made prior to the lesson
go?” needed. There is no exact because this helps students
“Here is our learning target today. Marshallese translation online, remember the words and their
Repeat after me, I can” (I can) “answer therefore I know her family will be meaning.
questions” (answer questions) “about a able to translate in their home ● Pictures during the read aloud and
text” (about a text). “So today we will language. assessment to help students know
be working on listening and answering ● Most of the ideas we have talked exactly what they are listening
questions about what we just listened about in class as a whole group prior to/answering on assessment.
to.” to this lesson. I will scaffold their ● Kindergarten appropriate text, the
background knowledge in this lesson text is not long or complex so that
5 minutes I Do: “First, I will show you a way to because I know my student has been they can focus on listening to the
remember what you listen to easier. We exposed to this in class. reading without struggling with
will read part of a text that we read a ● understanding what is being said.
while ago about kites. Listen and watch
what I do. I am going to divide my
whiteboard into four sections before
reading. This is a listening strategy to
help remember key details. We will use
it today and you can use it in the future
too! (Read the first page from Kites in
Flight) Now I will think about what I just
read. I read that lots of people fly kites
all around the world. I read that some
kites are colorful and some are in the
shape of animals. I am going to write
this in one of my sections on the
whiteboard (write kites, colorful,
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animals). If I don’t know how to spell a
word, I can draw a picture or ask for
help spelling. Let’s continue reading.
(Read the second page) I read that
people in India fly kites as a game and
they make them from bamboo. I will
add that to another section on my
whiteboard (write India, bamboo,
games). Remember I can always draw a
picture or ask for help spelling.”

7 minutes We Do: “Go ahead and divide your

whiteboard into four spaces. Now I will
read the next page. Listen carefully!
(Read the third page) What did we hear
from that page?” (China, bugs, birds,
fish shaped kites, silk) “Let’s write or
draw those ideas on our whiteboards.
Now we will do the same thing for the
last page. Listen carefully again! (Read
the last page) “What did we hear from
that page?” (Brazil, spinning tops,
games) “Let’s write or draw those ideas
on our whiteboards like last time. So
this is a strategy you can use while
listening to a text to help remember
what you are listening to.”

10 minutes You Do: “Today, you are going to use

the strategy I just taught you with the
text called Field Trips. Erase your
whiteboards and divide your whiteboard
in four sections again. Before reading,
let’s quickly review some vocabulary
words that will come up in our text.”
(Go over the words with quick definition
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and gesture previously made up for the
words Field Trips, Special, Community,
Local, Routine, Zoo, Museum, Club,
Historical, Intelligent, Volunteer,
Neighborhood) “Now I will read you
Field Trips. While I read, listen carefully
and after each page, I will give you
some time to write or draw what you
heard” (Read one page and stop to let
students record their ideas on their
whiteboard, repeat for all four pages)

5 minutes Formative Assessment:

“Now, I am going to see what you
remember from the story. Click on the
link in the chat box that will take you to
a Google Forms. Do not start until I tell
you.” (Wait and provide help. Read each
question and answer)
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Part 2: Reflection
What is the link to your videorecording? (Please be sure to change the Share settings, so it is accessible for your course instructor, but NOT to the
general public.)
https://drive.google.com/file/d/1k7dfqjHP8U-JSO54-S_ZJYCio_tL-Vbb/view?usp=sharing
**My goal was to teach this lesson during small groups, but my student never showed up to the small groups/has been absent many days lately.**

What 2-5 minutes from your recording do you want to highlight? List the timestamp for the clip(s) you want to share (e.g., minute 3:04-8:15).
Please note that these clips could be from different moments in your lesson.
21:40-24:20 and 30:25-31:52

How do/es your clip(s) reflect your achievement with regard to the following standard?
Demonstrate your ability to manage and implement standards-based content instruction to support English Learners in accessing the core curriculum
as they learn language and academic content.
The first clip (21:40-24:20) of my teaching video of my amplified lesson shows my student practicing her language goal of listening. She listens as I
read a text then records the key details from that page on her whiteboard using the listening strategy taught during this lesson. This demonstrates the
implementation of Common Core State Standard ELA instruction and shows a listening strategy to help support English learners. The second clip
(30:25-31:52) shows my student taking the exit ticket Google Forms answering questions about key details from the text. This exit ticket measures
her success at meeting the CCSS RI.K.1: with prompting and support, ask and answer questions about key details in a text. The assessment was read
to orally, had visuals of each answer, and had some translation in my student’s home language. This shows my ability to support my English learner so
that she can learn academic content. These two clips of my teaching display my instructional support for my English Learners so that they can access
core curriculum as they learn language and academic content.

Compose a written reflection (800-1000 words) where you evaluate your achievement of the standards measured through this summative assessment.
Make a claim regarding your performance to each of the following standards. For each standard, cite 2-3 moments in either your lesson plan or
enacted lesson where you demonstrate evidence of achieving that standard. Finally, connect your teaching practice to theory by integrating course
readings to further substantiate your evaluation.

● Knowledge of Language and Content Standards: Demonstrate your understanding of the standards and benchmarks currently approved in
Michigan for K-12 content and English language proficiency in curricular planning.
● Integrate Language and Content Standards: Demonstrate your ability to integrate the standards and benchmarks currently approved in
Michigan for K-12 content and English language proficiency into instruction with appropriate strategies and techniques that support students
in accessing the core curriculum as they learn both language and academic content.
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● Standards-Based Practices and Strategies: Demonstrate your knowledge, understanding, and use of standards-based practices and
strategies related to planning, implementing, and managing content instruction including the use of critical thinking skills for English Learners.
● Second Language Development Practices: Demonstrate your knowledge and use of second language development theories and research in
classroom organization, developing teaching strategies, and choosing and adapting classroom instructional resources.
● Manage Instruction: Demonstrate your ability to manage and implement standards-based content instruction to support English Learners in
accessing the core curriculum as they learn language and academic content.

This Amplified Lesson assignment gave me a meaningful opportunity to dig deeper into my school’s curriculum and look for ways to modify it to help
better support my English language learners. From this lesson, I demonstrated my Knowledge of Language and Content Standards by using the
Wonders ELA curriculum as provided by my school. Wonders is aligned with the Common Core State Standards, therefore my lesson plan standard
“CCSS.ELA-LITERACY.RI.K.1: With prompting and support, ask and answer questions about key details in a text” shows my understanding of the
current approved content curriculum in Hawai’i. In this lesson, I also looked at my student’s WIDA’s scores based on the example assessment I gave
them. By using her WIDA scores, I was able to determine what my student knew and what to work on next to help her grow in English language
development. This part of my lesson plan shows my understanding of English language proficiency and by using WIDA data, shows my understanding
of the currently approved English Language Learner assessment for schools in Hawai’i. The Common Core State Standard and language objectives in
this lesson are connected because in order for students to answer questions about key details in a text (CCSS RI.K.1), students need to be able to
listen to the text. My chosen language objective (listening) helps support students to reach the main goal of the Common Core State Standard. The
listening strategy integrates English language arts standards and English language proficiency standards. The chosen texts, Kites in Flight and FIeld
Trips come from the Wonders ELA curriculum, so I already know it aligns with Common Core State Standards and is appropriate content for my
students. Both texts have additionally been read to students prior to this lesson, giving them experience with the texts. By using Kites in Flight and
Field Trips as the texts for this amplified lesson, I was able to Integrate academic Content and Language standards. For my amplified lesson, I taught
and modeled a strategy to help remember key details when listening to a text. Students could write words or draw pictures to record key details from
the text they listened to. They have to be critical thinkers to think back on what they listened to and decide what was most important from that reading
section. When using this strategy, my student was able to recall important details easier. This listening strategy will support students to meet the
CCSS RI.K.1: With prompting and support, ask and answer key details in a text, which was the standard from this lesson plan and helps meet the
language goal of listening. Students additionally, learn a motion or gesture when learning new vocabulary words. These movements help students
remember vocabulary words and keep them engaged during instruction. Kinesthetic learning is known to help students remember quickly and more
permanently. My goal had been for my student to recall the motions/gestures previously taught during whole group instruction, but since my student
has been absent frequently, the vocabulary words in the amplified lesson were new for her. The Google Forms quiz at the end of the lesson was an
opportunity for my student to show her thinking and understanding of what was just read to her. With this, I was able to demonstrate my knowledge of
Standards-Based practices and Strategies with English learners in my instruction of this lesson. The structure of this lesson was based off of the
instructional teaching model of I Do, You Do, We Do. This method of teaching teaches students explicitly what they need to know, how to do it, and
gives them an opportunity to practice. During the lesson, I also scaffolded from prior learning and experience to help my student better understand
what was being taught. There were a few times she was unsure of how to answer what I asked, so I would break down the question even more for her
to be able to reach the full answer. Such as when she was recalling what she just listened to, she responded saying “dolphins” and from there I
prompted her to answer where are the dolphins? Or where did the students see the dolphins? What is that place called? Eventually leading her to
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answer with “aquarium.” This lesson was also adapted from the original Wonders interactive read aloud lesson, which is usually students listening to
the story then responding orally to questions about the text. I adapted the lesson to include the listening strategy of recording important details after
each page on our whiteboards. These are all examples of how I demonstrated my knowledge of Second Language Development Practices. I was able
to implement this amplified lesson over Google Meets with my student. The video of me teaching shows my ability to manage and implement
instruction with support for my English Learner. During the lesson, I even chose to modify what I had planned as I was teaching. My original plan was
to have her record the key details while listening to Field Trips independently, but I quickly assessed that my student needed extra support using this
new strategy, so I did the whiteboard listening strategy along with her. The exit ticket at the end of the lesson shows the success of my student’s
listening and content standard goals. She answered all five questions about the text correctly with no additional support from me. The video of me
teaching my amplified lesson is proof of my ability to Manage Instruction for my English learners. The teaching strategies I used come from past
teaching experiences and what I have learned in this class. From What Teachers Need to Know About Language (Adger, Snow, & Christian, 2018), they
say that “An example of a teaching strategy is employing scaffolds to make the lesson content accessible to English learners. Learning strategies
include equipping students with tools, clues, information, and tactics they can use to decode text and understand spoken language and content.” I
planned my lesson off of the research that scaffolding and providing literacy strategies can help English learners access content better. I also
encouraged translanguaging in this lesson by having the exit ticket in English and partially Marshallese. I have learned the many benefits from this
course of translanguaging and how it can help grow their English language development as well. In TESOL Translanguaged in NYS: Alternative
Perspectives (Garcia), they state that “translanguaging could be a mechanism for social justice.” This experience has shown me the reality of how
most curriculum provided in schools need modifications to better support our English learners. I have also learned that as a teacher there are
adjustments I need to make to help my English learners grow academically and with the English language. I plan on continuing to implement the
strategies I have learned in future lessons for all of my students.