ED498 Lesson Plan Plus Assessment

You will develop a detailed lesson plan in which you apply second language acquisition and sociocultural theories. Please use the lesson plan template to frame
your lesson planning. The purpose of these detailed lesson plans is to provide you the time and structure to think very specifically about how you will make your
content accessible to English language learners and other diverse learners. A secondary purpose of the lesson plan plus is to give you an opportunity to
demonstrate your understanding of the theoretical foundations explored in this class and how theory should inform classroom instruction. Please note that you
need to include the appropriate Indiana Content Literacy Standards and WIDA Can-Do Indicators in your lesson plan that effectively support the content area
objective you have set out for the lesson and is appropriate for the level of English learners in your class.

You will need to provide a rationale for the instructional practices and student activities you include in your lesson plans. You will have the opportunity to receive
formative feedback on your lesson plans from your peers and instructor and you will be allowed to resubmit your first lesson plan. I will grade your lesson plans
using the rubric that will be provided. Please make sure your name is within the lesson plan document (not just within the file name).

Lesson Plan Plus Template

Your name: Kayla Miller and Jordan Tress

Lesson topic: Solving One and Two-step equations

Grade level: 7

Length of lesson: 75 minutes, same block period as Newcomer classes

Stage 1: What do you know about your learners?

What do you know about your field experience ELL students? (language
backgrounds, language proficiency levels, what seems to be easy/difficult
for them in the class that you are observing)
From our experience in the middle and high school newcomer program, there achieve balance. However, in a real lesson situation, we would have situated
is low English proficiency among students. As we have read in class texts and
heard from educators, it is more difficult for older students to acquire a new
language because neuroplasticity decreases and they rely more on their
extensive knowledge in their first language. However, subjects like math
might have higher levels of comprehension across the board because it is
numerically based. Since there is not as much language involvement in math
units which deal with numbers and equations, students may have an easier
time understanding the content. The majority of newcomer students are
familiar with a base ten numerical system and many come into school with
near grade level math proficiencies. However, something difficult in math
What concepts in your lesson plan might be difficult for them to grasp?
Our lesson will focus on two-step equations, which is a more complex math
operation that requires two changes on both sides of the equation in order to
these learning activities directly after students learned and successfully
completed one-step equations. At the beginning of the lesson, we will review
one-step equations to remind students of the processes they will use to
balance equations. This will hopefully set them up for success when they
begin to learn about and practice the two step equations, since it is
essentially the same as a one-step equation, just involving two operations.
We also hope to use similar equations to the one-step practice problems, to
make this transition even easier. However, we do recognize that some
students may have a tougher time with math than others, and some may
even have much lower math proficiency levels. To best help these students,
would be the word problems that they will likely have to complete in
classroom and state tests. We have also noticed that students struggle with
speaking English to one another. Because of this, I think it is important to
structure speaking time with peers and with the educator so they can get this
practice. Speaking will help them pick up on the language faster, and can also
help them fulfill their needs for social interaction with peers. The combination
of problem-solving skills from math and the resilience and adaptability that
comes from learning a new language prepares these students for great
success in the classroom and beyond. We want to harness these skills through
great lesson preparation and the implementation of other SIOP strategies
which will help students build on their language backgrounds and have an
easier time learning and growing in zones of proximal development.
What prior knowledge differences in your lesson plan might make the
lesson more difficult for them?
One knowledge difference that may make the lesson more difficult for some
students is the differences in language proficiencies. This specific lesson will
deal with algebra which incorporates letters, numbers, and mathematics
vocabulary like multiply, divide, add, subtract, solve, etc. During class, we will
need to provide comprehensible input so students can better understand
these words and have a more equal chance of succeeding during the lesson.
Another knowledge difference might be math proficiency levels. This is a
problem at Newcomer programs and at normal high schools. For math classes
with mixed ability levels, some students may understand new concepts faster
than others. To combat this, we are trying to set students up for success by
building off their background information. Since we would have previously
covered one-step equations, we will review those before starting on the
two-step processes.
The last knowledge difference I want to address is the ability to speak and
work together. Since some students may not feel comfortable speaking or
may not have the vocabulary to do so, they will be less likely to volunteer to
answer a question or speak with group partners. We are addressing this in
our warm-up activity by creating a low-pressure, collaborative review game
where students check each other’s work without speaking. However, we also
recognize that this is an area we need to develop and students need to grow
their skills. Because of this, we will ask them to talk with one peer about two
step equations, practicing math vocabulary and speaking skills.
we have structured the lesson to include a lot of practice problems and
opportunities, as well as some teamwork and scaffolded participation which
should offer struggling students some peer support. By including vocabulary
practice in this lesson, we are also incorporating the “building background”
and “comprehensible input” SIOP strategies since we will ask students to
review terms and create or reference images that will help them recall
definitions (Echevarría et al., 2017). Ensuring that students understand the
academic vocabulary will set them up for greater success with difficult
concepts in the lesson as well, because they will have the foundational
language knowledge which will better prepare them to problem-solve in the
equation.
What key vocabulary in your lesson plan might be difficult for them to
grasp?
As we briefly mentioned in the section on knowledge differences, math
vocabulary can be difficult to say and understand since there are many long
words and complex symbols. Words in this lesson include equation, addition
(sum), subtraction (difference), multiplication (product), division (quotient),
variable, one-step, two-step, balance, and likely some other common math
terms. I think it is especially confusing that operating words like add and
subtract also have additional words that mean the same thing, like sum and
difference. One way we will address these difficulties is by being consistent
with the use of one term. Another way is through the use of the math
symbols +,-,x,/ to help students understand how those processes are used in
math equations. Hopefully the pictorial representations will aid in student
learning of vocabulary. Throughout the activity we will also review the
meaning of these words and practice speaking them to meet language
objectives within the content area. It is especially important to review specific
academic vocabulary with ELL students multiple times as they continue to
operationalize those terms in the course. Many of these students will not see
the word “quotient” or consider the word “balance” within the context of
math outside of the classroom, so it is important to give students time to
develop their understanding of these terms to better understand the course
content. In this lesson, there will also be opportunities for groups of students
at different levels to work together and understand these terms. Students at
entering and beginning WIDA levels will focus specifically on defining the
terms and matching them with their symbols. Students at the higher WIDA
levels will work on comparing operations, developing those language skills at
a higher level.
 Stage 2: What are your desired results?
Essential Question(s): How can students use problem-solving skills and previous algebra knowledge to solve two-step equations? How will students
develop their English language proficiency by practicing mathematics terms and applying academic vocabulary to their practice with equations?
Indiana Academic Standard: (for English, health, math, science, social
studies, world language) http://www.doe.in.gov/standards .
7.C.7 Compute fluently with rational numbers using an algorithmic approach.
7.C.8 Solve real-world problems with rational numbers by using one or two
operations
7.AF.1 Apply the properties of operations (e.g., identity, inverse,
commutative, associative, distributive (properties) to create equivalent linear
expressions, including situations that involve factoring out a common number
(e.g., given 2x - 10, create an equivalent expression 2(x - 5)). Justify each step
in the process.
7.AF.2 Solve equations of the form px + q= r and p(x+ q) =r fluently, where p,
q, and r are specific rational numbers. Represent real-world problems using
equations of these forms and solve such problems.
Student academic objective:
Students will be able to solve two-step equations independently and will be
assessed during a homework assignment where they will show steps and
solve these equations on a worksheet.
Academic assessment/performance task:
Unit exam where they will solve problems that are fully ready to solve two
step equations as well as any other types of problems from the unit.
Indiana Content Literacy Standard: (for health, math, science, social studies,
world language) http://www.doe.in.gov/standards. Standards pulled from
Content Area Literacy: Science/Technical Subjects and the Grade 7 English
Language Arts Standards.
6-8.LST.3.1: Determine the meaning of symbols, key terms, and other
domain-specific words and phrases as they are used in a specific scientific or
technical context relevant to grades 6-8 texts and topics.
6-8.LST.4.1: Integrate quantitative or technical information expressed in words
in a text with a version of that information expressed visually (e.g., in a
flowchart, diagram, model, graph, or table).
7.RV.1: Acquire and use accurately grade-appropriate general academic and
content-specific words and phrases; gather vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
7.RV.2.1: Use context to determine or clarify the meaning of words and
phrases
7.RV.2.2: Use the relationship between particular words (e.g.,
synonym/antonym, analogy) to better understand each of the words.
Student language objective:
Students will be able to read instructions on the board which detail the steps
to solve a two-step equation.
Students will be able to recognize mathematical terms and identify their
definitions while they listen to the instructor.
Students will be able to write solutions to their equations and correct other
students’ answers.
Students will be able to speak about these equations and work with a partner
in the English language during a think pair share activity.
Language assessment/performance task:
Students will be able to explain their thinking and why they solved the
problem the way they did and the strategies used.
How will you support your ELL students at different language proficiency levels? Develop 3 levels of performance indicators based on the WIDA Can-Do
Descriptors K-12 for all 4 modalities: Listening, speaking, reading, and writing. (Yes, this means all 4 modalities must be present SOMEWHERE in this lesson).
https://wida.wisc.edu/sites/default/files/resource/CanDo-KeyUses-Gr-6-8.pdf
Task Level 1 Entering
Listening Identifying math vocabulary terms like
multiply and divide by pointing to the
symbols of these operations which are
hung up on the wall. The teacher will ask
what the divide symbol looks like, and
prompt students to point at the image in
the room. This will help them identify
language in an oral presentation and
connect the symbol with the operation
they will use while balancing equations.
The teacher can easily assess the listening
skills of a larger group based on the pace in
which they point to the symbol and
depending on if the student identifies the
correct pictorial representation of the
operation. Ideally, this would be a skill we
practice throughout algebraic lessons, not
just in this specific plan for two-step
equations.
Speaking Working with a partner and using numerals
and mathematical symbols to solve the
problem. The teacher will ask students to
Level 3 Developing
The teacher will ask students what the
opposite of addition, plus, and/or sum is, and
students should be able to respond with
“subtraction,” “minus,” and/or “difference.”
The teacher will ask the same question of
multiplication, times, and/or product, and
students should be able to respond with
“division,” “divide,” and/or “quotient.” Based
on WIDA Can Do Indicators, students at the
developing level should be able to identify
concepts based on narrative prompting (WIDA
Consortium, 2016). By asking students to
name the opposite of one operation, this will
not only help them when they have to employ
opposite operations to balance equations, but
will also help the teacher assess student
listening skills and ability to connect concepts
based on oral prompts.
As the students are working with each other,
there is a likely chance that they will be
helping one another to solve problems, and
Level 5 Bridging
Since this specific lesson focuses on
teaching a series of steps to solve an
equation and developing problem-solving
skills, a teacher could test bridging ELL’s
listening skills by giving them oral-only
instructions for two-step equations. To
make this fair to students and their
processing skills, the teacher would explain
one action at a time. First, the teacher
would ask students to find and circle the
variable (typically being x or another
letter). Then, the teacher would ask the
class to combine like terms (move the
constant in the two-step equation to the
other side through operations). Lastly, the
teacher would ask students to complete
the inverse operation to have just x on one
side. After providing these oral instructions,
the teacher could check student work to
see how the students did with listening to
instructions and how comfortable they feel
with solving two-step equations. This
would be a strategy I would implement
after teaching two-step equations so I can
isolate the listening skills. If I did this as an
introductory activity, the results could be
skewed not because of listening, but
because the student does not understand
the mathematical concepts.
Students will have the opportunity to teach
the class how to do a problem. This allows
them to work on level 5 speaking standards
 solve a problem with a partner, and they
must communicate with one another to
figure out how to solve the problem. This
will help both students to work through the
steps and understand the processes
needed to solve equations.
Reading Students will have to identify the task they
need to do in order to finish a problem. On
homework assignments and assessments,
they will need to identify what the question
is asking them to do. Any key ideas
addressed will be underlined so students
recognize it as an important work to know
for contextualization purposes.
Writing During the class review of operational
mathematics vocabulary, the teacher will
review vocabulary like add, subtract, divide,
balance, etc. Since ELL students at the
entering level might specifically struggle
with these tier 2 and 3 words which fall
into the category of academic vocabulary
(Supporting English Language Learners,
2023). To test students on basic writing and
spelling skills for math vocabulary, I would
ask students to write out each vocabulary
word, a symbol for that word, and a brief
definition (example: subtraction, symbol: -
definition: take away). As students are
writing this, the teacher will walk around
and assess their understanding of the
words and their ability to recount
this requires them to be able to explain parts
of the sequences of events needed to get to
the right answer. The added collaboration of
getting through the process of solving the
problems will benefit speaking skills for both
students in the pair
Sequencing steps to describe processes will be
commonly used. Students will have to be able
to sequence the steps needed in order to
correctly solve a math problem. WIDA states
that this is an appropriate task for level three
English Learners. By having students read the
steps to solving an equation, they can
determine the correct order of operations
they will need to perform to correctly solve it.
In the listening objectives for this level, the
teacher would have students practice
antonyms with different math vocabulary. A
similar activity could be done to assess and
practice student writing skills. The teacher
could provide students with a T-chart and ask
them to write one operation on the left side of
the T-chart and then the opposite operation
on the right side. When they write the term,
the teacher would ask them to define it with a
sentence or two and explain why it is different
from the corresponding operation. This would
be testing comparison with a different
language skill, a concept that appears in many
of the “Can Do Indicators” for this group of ELL
students (WIDA Consortium, 2016). Graphic
organizers are another great way to scaffold a
writing activity for students, and collecting or
because they will have to explain
step-by-step in detail what they did and
why they did it. Teachbacks are a great way
to help students with their speaking skill as
well as the skill itself because if a student
can teach someone how to do something,
then they will also be able to do that skill
more often than not. They can also be
done in small groups to take off the
pressure of presenting in front of the whole
class.
Solving application problems forces
students to employ the previous reading
targets. Students will have to identify the
right elements of the work problem to
create the equation or expression they
need to come up with the right answer.
Students will have to be able to
comprehend many different parts and find
the important details.
A Can Do Indicator for bridging ELL
students who are working on their writing
skills involves comparing content-related
topics or operations based on evidence
(WIDA Consortium, 2016). An enrichment
activity for this lesson, especially for ELLs
with greater language acquisition who
might finish tasks before other emerging
and developing students, would be to write
about the differences between one and
two-step equations. Students could explain
how two-step equations have an additional
constant through writing. Then they could
add a few more sentences about the
different steps to solve these equations.
This activity would help them develop their
writing and better understand the
procedure for solving both types of
 definitions in writing. This is also a great checking this organizer would be an easy way equations. This would also be a great way
way to check spelling and handwriting. to assess student progress (Sigueza, 2005). for teachers to challenge these bridging
students and assess their language skills.

The Lesson Plan

Stage and activity(ies)
How will you introduce the
lesson concepts and/or skills?
What the teacher is doing
Begin class with a review activity of
one-step equations. Put 6 one-step
equations on the board. Ask
students to take out a sheet of
paper, and copy one equation onto
their paper. Then ask students to
crumple their paper into a ball and
throw it somewhere else in the
classroom. Instruct students to pick
up a ball near them, and solve the
equation on the sheet. They will
repeat the crumpling and throwing.
When they pick up the next ball, the
students will check the solving work
on the paper. Once they complete
this activity, the teacher will lead a
whole-class review of all the
problems on the board. The teacher
will prompt individual students to
practice their speaking skills by
asking them to walk their classmates
through equation steps. Example:
“to get x on its own, you have to
divide both sides by 3.” Once an
individual has walked the class
through the solving step, the teacher
will prompt the whole class to give
the numerical answer by saying “x
What the students are doing
Students will come into the classroom
and sit, get their materials together,
and wait for instruction. During this
time, we hope students will talk with
one another in their first language or
in English. It is important that students
meet their social needs in between
class periods and during breaks. When
we begin class, students will be asked
to take out a sheet of paper or collect
one from the teacher, then select one
equation from the board to copy on
their paper. The students will then
crumple the paper and throw it across
the room, picking up a peer’s paper
which came in their direction. They
will unfold the paper ball and use their
previously learned mathematics and
problem-solving skills to solve the
equation on the paper. After this, they
will repeat the crumpling and
throwing steps, and next they will pick
up a piece of paper and check another
student’s work. Here, they will also
need to use their problem solving and
math skills to ensure that one of their
peers followed the steps correctly and
came to the right conclusion. After
Why you made these instructional
decisions (explicit/cited connections to
research-based theory and professional
practices for EL students)
To begin the section on what students
should be working on, we specifically
included time during the class transition to
encourage positive student interaction. As
we have learned about in Butler SEL
courses and through interviews with school
personnel, like Director Lovingfoss, it is
important to meet the social needs of
students. Students, especially ELLs, should
have the opportunity to thrive and build
relationships in safe spaces like schools
(Lovingfoss, 2023). We want to specifically
take the time to recognize that
relationships would be a major goal of our
daily lesson planning, even though this is a
hypothetical lesson plan.
“Building background” is an important SIOP
strategy for ELL learners. Our entire
introductory activity involves review of
previous math equations and important
mathematical vocabulary used in most
algebraic practice problems. We hope this
will help students build on previous
content knowledge, while also creating an
interdisciplinary approach to our work,
developing both math skills and language
skills by practicing academic vocabulary
(Echevarría et al., 2017). For the vocabulary

How will you teach the lesson
concepts and/or skills?
equals…” and waiting for class
members to shout out the answer.
Once that step is repeated for all six
equations on the board, the teacher
will turn work over to the students
so they can work through math
vocabulary again. The teacher will
ask students to review important
terms for math equations like
addition, subtraction, multiplication,
division, and balance. She will place
them in homogeneous groups based
on their WIDA levels. She will then
ask students within these larger
groups to work with one or two
peers to help each other define the
terms, developing speaking and
writing skills. Level 1-2 ELLs will focus
on definitions and pictorial
representations. Level 3-6 ELLs will
compare and contrast operations.
The teacher will then move onto
two-step equations and will first ask
students to look at a one-step
equation that they are already
familiar with. The teacher will then
add a constant to this equation,
making it two-steps. For example, if
the previous equation was 14 = 2x,
the teacher may change it to say 14=
2x + 4. Ask the students what they
this, students will either volunteer to
walk classmates through solving steps
or offer up answers during our
full-class review. Students who are not
speaking should practice their
listening and comprehension skills.
After the full-class review of one-step
equations, students will be grouped
by language acquisition levels to
review vocabulary. Level 1-2 ELLs will
practice defining math terms. Level
3-6 ELLs will do a comparison activity
to help them better understand math
terms by defining operations and
finding their opposite operation
(addition and subtraction, for
example). Once these groups work
together to complete the activity,
students will raise their hands and the
teacher will walk around to check
their work.
Students will finish their vocabulary
activity and then listen to the
teacher’s next instructions about the
two-step equations activity. They will
watch and listen to the teacher shift
the one-step equation into a two-step
equation by adding a constant. Then,
students will raise their hand and
compare this equation to the one-step
equation. For students who do not
activity, we also split the students into
homogeneous groups so they could feel
comfortable working with one another to
improve their skills. The homogeneous
grouping here for vocab will ensure that all
students can equally engage in the work,
not relying on students with greater
language acquisition for the answers.
For this section of the lesson, we also
created a low-stakes opportunity for
participation. As we have noticed in our
field experiences this semester, practicing a
new language can be intimidating,
especially when students need to speak in
front of a larger group of peers. Our course
text suggests that educators should
intentionally structure “active
participation” for ELL students. When this
is ignored in lesson planning, “ELs and
other students often sit silently, passively,
in class” (Singer, 2018, 44). SIOP strategies
also prompt educators to think about these
questions as they prioritize lesson
preparation and lesson delivery to ensure
the best learning experience for ELL
students (Echevarría et. al, 2017). We took
these considerations and theories into
account, and created an activity that would
prompt student participation, with a fun
and low-risk practice opportunity.
The next part of the lesson employs direct
instruction strategies that we have learned
about in our ED 327 course. This strategy
provides guided practice opportunities for
students and helps to scaffold their
learning of new information. First, the
teacher will present information and show
the steps of a practice problem. Next, the
class will come together to work through a
few problems. Last, students will split off
notice about the new equation
compared to the one they were just
looking at. They should notice some
familiarity between the two and
ideally tell me something they
notice. Then we will transition into
some direct instruction for a few
problems that would include some
of the different types of problems
that are commonly seen. During this
direct instruction, the teacher will
walk the students through one
equation and show them the steps
to solve. After the first equation, the
teacher will ask students to
volunteer and try to solve one step,
and then ask for another volunteer
to solve for the last step. After the
teacher-led instruction, students will
have the opportunity to work with
one another on a set of equations.
The teacher will ask students to find
a partner and begin trying to solve
some on their own. The teacher will
walk around, checking in on
individual pairs, answering questions
and making mental notes of
commonly asked questions. If more
than 2-3 pairs ask the same
question, briefly pull the group back
to whole class instruction, and
explain and clarify information as
needed. Allow them to return back
to working in pairs. Once most of the
pairs have finished the worksheet,
bring the whole group together
again. Hand out a homework
worksheet for the students to have
individual practice. If there is still
time left in class, students can use
choose to say the comparisons to the
class, they should practice their
listening skills as their classmates
speak. After this quick comparison
activity, students will watch the
teachers walk through the equation
and explain the solving steps. After
the teacher does this one time,
students will volunteer to try out a
solution step. The student will raise
their hand, and if the teacher calls on
them, walk up to the board and
complete one solving step. For
example, if the equation was 14 =
2x+4, then the student might subtract
four from each side, leaving 10 = 2x.
Since this is direct instruction,
students will work together as a class
on these steps for a few equations.
The teacher will then transition the
students to work together in pairs.
Students may choose a partner and
then work on a set of equations the
teacher gives them. They will each
write their steps and solutions on
their own papers, but can support
each other through that solving
process., If they develop any
questions or have any confusion, they
may raise their hands and ask the
teacher a question. Students will
utilize their previous solving skills from
one-step equations and apply their
new knowledge during these practice
problems. Once they complete the
partner activity, both students will
turn in the worksheet and focus back
on the teacher for the last group
instruction component. The students
will begin their free time where they
into pairs to work through problems at the
individual level, having the support and
background knowledge, but also having to
push themselves into Vygotsky’s zone of
proximal development to gain those
problem-solving skills.
This part of the lesson plan also prioritizes
interaction. During our time at Newcomer,
we both identified that this was an area of
improvement for the program since there
were few structured group work
opportunities. We want students to work
on their practice problems with one
another to structure in peer support, but
also to give students an opportunity to
develop their language skills, especially in
the areas of speaking and listening.
“Engage” is one of the six essential verbs of
pedagogy for EL excellence identified in our
course text. The description for “engage”
identifies “peer conversations” as a great
structure to help students actively engage
in the learning process, which makes for an
effective classroom environment (Singer,
2018, 10). Similar to “engage,” an
important SIOP strategy is “interaction.”
SIOP strategies suggest that “discussing and
doing” will help students interact and apply
their problem-solving skills to more
abstract concepts like algebraic equations
(Echevarría et al., 2017, 8). This allows both
a safe practice of English and mathematics,
which is the type of interdisciplinary
knowledge-building we want to target in
our lessons for ELL students.

How will you help your
students to draw conclusions
and/or self-assess on the
lesson concepts and/or skills?
References
Can Do Descriptors - University of Wisconsin–Madison. https://wida.wisc.edu/sites/default/files/resource/CanDo-KeyUses-Gr-6-8.pdf.
Echevarría, J., Vogt, M., & Short, D. (2017). Making content comprehensible for English learners: The SIOP model. Allyn and Bacon.
In.gov | the Official Website of the State of Indiana. https://www.in.gov/doe/files/WIDA-ELD-Standards-Framework-2020.pdf.
the time to either do homework or
socialize. The teacher will collect the
homework the next day to assess
individual learning and concept
understanding.
Repetition and visual
demonstrations of how to solve the
problems as well as tricks for any
challenging problem types. I will also
provide scaffolded support that
breaks down the problems into
simple steps that are easier to
follow. As their understanding begins
to grow, the amount of support will
begin to shrink. Eventually, the
students will be able to solve the
problems independently and
eventually be able to explain their
thinking using mathematical
vocabulary.
can work on homework or tie in their
social needs by spending the
remaining minutes talking with friends
in the first language or in English.
The students will use the provided
scaffolds in combination with the
practices given directly by the teacher.
During the lesson itself, they will get
to watch an example, then do one
together in combination with socratic
style questioning to allow them to
begin making connections by
themselves. Eventually, the students
will work in pairs to use the strategies
their teacher taught them. Getting to
work in pairs will allow them to
bounce ideas off of one another and
work together to be able to solve the
problem. The students will always be
able to ask questions and make sure
their answers are correct. Once their
partner assignment is complete and
correct, they will be able to work
individually until the class is over.
Tonya Ward Singer’s book EL Excellence
Everyday talks about scaffolding and how
those supports are able to provide students
steps they need in order to intuitively come
to conclusions needed and be able to solve
the issue at hand. This scaffolding fits right
into the wells of English Learning, including
reading, listening, writing, and speaking. By
providing support for each of these
elements of learning English as well as
proper scaffolds for the content, students
will be able to develop the grade-level
standards for academic and language
proficiency. It is also important to know
when the scaffolds are no longer needed. A
teacher can “remove them at any time
[and] students will be able to realize their
own success via problem solving,
productive struggle, and self-directed
learning” (Singer 2011). When students no
longer rely on the scaffolds to build the
correct responses, that is a good indicator
to the teacher that the topic is known and
that more can be built in.
Indiana Academic Standards Mathematics: Grade 7. https://www.in.gov/doe/files/Grade-7-Math-Standards-Dec-2020-R.pdf.

Lovingfoss, K. (2023, March). Director of the Indianapolis Newcomer Program on Best Practices and Newcomer Placement/Testing [Personal communication].

Sigueza, T. (2005, September 1). Using graphic organizers with ells. Colorín Colorado. https://www.colorincolorado.org/article/using-graphic-organizers-ells

Singer, T. W. (2018). EL excellence every day: The flip-to guide for differentiating academic literacy. Corwin Press.

Supporting English Language Learners. (2023). Supporting English language learners. Building Vocabulary.

https://sites.google.com/erlc.ca/ell/programming/building-vocabulary

WIDA Consortium. (2016). Can Do Descriptors Key Uses Edition Grades 6-8. https://wida.wisc.edu/sites/default/files/resource/CanDo-KeyUses-Gr-6-8.pdf

LPP Rubric

Emerging Basic Competent Proficient

(approaches standard) (meets standard) (exceeds standard)
Most of the competent criteria, but… All competent criteria, and…

_____/ Standard 1.b. Language Acquisition and Development

8 Candidates understand and apply theories and research in language acquisition and development to support their ELLs’ English language and literacy learning
points and content-area achievement.

Listed key content area vocabulary,
potential conceptual challenges, and
potential prior knowledge
differences/difficulties do not reflect
research and theory presented in
ED497 and ED498 or are weak/
missing/ incorrect
The differentiation criteria is not
consistently tied to both content and
language objectives. Few or no
objectives are taught and assessed.
Lists a few vocabulary, potential
conceptual challenges, and/or
potential prior knowledge differences.
The differentiation plan delineates
assessment criteria that have some
connections to language objectives.
The differentiation by language
Identifies key content area vocabulary,
potential conceptual challenges, and
potential prior knowledge differences
that reflect a general understanding of
the needs of ELL students.
The differentiation plan delineates
instruction and/or assessment criteria
that have explicit connections to
language objectives. The
Description of target ELL students’ language
proficiency levels, backgrounds, and academic
development included.
Most relevant key content area vocabulary,
potential language difficulties, and potential
prior knowledge differences/difficulties listed
and based on the needs of the target ELL
students. They reflect research and theory
presented in ED408, ED398/497, and ED498.
The differentiation plan delineates clear
assessment criteria that have explicit
connections to language objectives. The
differentiation by language proficiency level
 proficiency level attempts to allow differentiation by language proficiency allows students to understand and/or show
students to understand and/or show level allows students to understand what they know in developmentally
what they know in developmentally and/or show what they know in appropriate ways. The WIDA table shows
appropriate ways. The WIDA table somewhat developmentally differentiation for both productive and
shows differentiation for productive or appropriate ways. The WIDA table receptive language.
receptive language. shows differentiation for both
productive and receptive language.
_____/ Standard 3.a. Planning for Standards-Based ESL and Content Instruction
8 Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ELLs.
points They plan for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum.

Standards and/or objectives Includes standards and objectives. Includes clear, interrelated standards Includes clear, interrelated standards, content
inappropriate for grade level or Standards and/or objectives unclear, and objectives. objectives, and language objectives. These
missing, AND/OR unrelated to the and/or unrelated to each other. elements reflect natural opportunities for
lesson plan. academic language development.
Lesson plan does not reflect an Lesson plan reflects some research, Lesson plan reflects research, theory, Exceeds expectations. Lesson plan reflects a
understanding of research, theory, and theory, and practical strategies and practical strategies addressed in thorough understanding of research, theory,
practical strategies addressed in Cores addressed in Cores 1-3. There is a lot Cores 1-3. Some inconsistency in and practical strategies addressed in Cores 1-3.
1-3. of inconsistency in applying these applying these understandings to These understandings are consistently applied
understandings to lesson plan. lesson plan. to lesson plan.
_____/ Standard 3.b. Implementing and Managing Standards-Based ESL and Content Instruction
8 Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English listening,
points speaking, reading, and writing. Candidates support ELLs’ access to the core curriculum by teaching language through academic content.

Few or no opportunities for schematic
connections. Few or no connections to
real-life problems. Few or no
opportunities for higher order thinking
planned.
No opportunities for meaningful
student engagement and discussion.
No native language use is encouraged.
Missing one or more language skills.
No academic language development
strategies are emphasized.
Inconsistent opportunities for
schematic connections. Inconsistent
connections to real-life problems.
Higher order thinking not emphasized.
Few opportunities for meaningful
student engagement and discussion.
Little use of the native language is
encouraged.
Provides inconsistent opportunities for
reading, writing, speaking, and
listening. Strategies and activities
support content and/or language
objectives.
Provides students with some
opportunities to make schematic
connections. Provides opportunities
for student exploration of higher-order
thinking real-life problems.
Provides some opportunities for active
student discussion and engagement.
When more than one speaker of a
language is present, students have
opportunities to clarify their
understanding in their native
languages.
Students have some opportunities for
reading, writing, speaking, and
listening throughout the lesson.
Students practice using a specific
strategy that they can use to become
Provides students with many opportunities to
make schematic connections (text to self, text
to text, and text to world). Opportunities
planned for students to be responsible for
posing questions and exploring higher order
thinking real-life problems.
Provides many opportunities for student
choice & active engagement. When more than
one speaker of a language is present, students
have opportunities to engage in discussions in
their native languages and in English. Student
group conversations have clear expectations (a
protocol) and explicit outcomes.
Students have opportunities for reading,
writing, speaking, and listening throughout the
lesson. The teacher scaffolds
(modeling/coaching) the students in learning a
specific strategy that they can use to become
 better readers, writers, listeners, better readers, writers, listeners, and/or
and/or speakers. speakers. The strategy is taught using
authentic text or conversation, not using a
worksheet or workbook.
_____/ Standard 3.c. Using Resources and Technology Effectively in ESL and Content Instruction Candidates are familiar with a wide range of standards-based materials,
4 resources, and technologies, and choose, adapt, and use them in effective ESL and content teaching.
points
Limited visual or experiential support. Inconsistent use of visual or Some use of visual and experiential Strong use of visual and experiential support.
Few, irrelevant or inappropriate visual experiential support. support. Provides supplementary Provides materials/ activities to support
or hands-on materials integrated into materials /activities to support student understanding (pictures, videos, audio,
lesson plan. student understanding (pictures, manipulatives, graphic organizers, etc.).
videos, audio, manipulatives, graphic Instructional materials support language and
organizers, etc.). Visual or hands-on content objectives and reflect student
materials support language or content anticipated difficulties listed in the student
objectives. characteristics section.
_____/ Standard 4.c. Classroom-Based Assessment for ESL
8 Candidates know and can use a variety of performance-based assessment tools and techniques to inform instruction for in the classroom.
points
Standards and objectives aren’t Most standards and objectives are All standards and objectives are Candidates use a variety of observational
assessed OR WIDA Can-Do Indicators assessed. Candidates inconsistently assessed. Candidates effective use and/or performance assessments to assess
are missing or ineffectively used to use WIDA Can-Do Indicators to WIDA Can-Do Indicators to students.
differentiate assessments for each differentiate assessments for each differentiate assessments for each
level of language proficiency. level of language proficiency. level of language proficiency.
_____/ Standard 5.a. ESL Research and History
4 Candidates demonstrate knowledge of history, research, educational public policy, and current practice in the field of ESL teaching and apply this knowledge to
points inform teaching and learning.
Makes no explicit connections to Makes few explicit connections, or Grounds discussion in current research Cites multiple and most relevant texts,
research/theory, OR reference citations reference citations and a bibliography and theory on second language researchers, and theorists throughout the
and bibliography are missing are used inconsistently, or inaccurately acquisition and learning. Cites relevant lesson plan.
uses some key terms sources to support conclusions.