1. Planning with ELLs in Mind
By Linda Aguillón

2. What does ELL stand for. What does ELPS stand for
What does ELL stand for? What does ELPS stand for? What is language proficiency? What is comprehensible input?

3. ELL – English Language Learner
ELPS – English Language Proficiency Standards
Language proficiency is the level of skills demonstrated when receiving messages (input) and expressing meaning (output).
Comprehensible input is making content understandable and accessible to ELLs.

8. The ELPS also help ELL students:
Attain English proficiency
Develop academic language
Meet the same challenging academic content and achievement standards that all children are expected to meet

17. ELLs have a double challenge: Learning content and language

18. One way to address challenge is through effective lesson planning.

19. Effective Lessons include:
Building background knowledge
Explicit instruction & modeling
Guided practice
Peer practice
Assessment of content learned (formative assessments)

20. Teacher Preparation Determine standard or lesson objective
Eliminate unnecessary information that doesn’t meet the objective
Select concepts to teach
Choose specific vocabulary to pre-teach
Develop assessments to test the content (formative assessment)

21. Lesson Components Build background knowledge
Pre-teach vocabulary (Tier I- high frequency (ex: floor), II – related to a topic (ex: tile), III- highly specialized (ex: ceramic tile)
Peer review and cooperative learning strategies
Writing
Review and Assess

22. Complete article: How to develop a lesson plan that includes ELLs includes-ells

23. Reading Example
Content objective : 2.6b Compare different versions of the same story in traditional and contemporary folktales with respect to their characters, settings, and plot. Language objective: compare different versions, folktales, character, settings and plot, problem and solution ELPS: use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text.[ELP.4D] speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency.[ELP.3D] demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs.[ELP.4G]

24. Lesson:
Teacher will pre-read and find vocabulary in the read aloud that students may not understand and anticipate those unknown words. (depending on the TIER of the vocabulary word)
Begin by pre-teaching vocabulary (before or during reading) that are essential to the TEK.
Prompt students to use specific academic vocabulary in their responses throughout the lesson.
Have students retell in English.