Name: _____________________________________________ Date: ____________________________ Grade Level________ Teaching Context | Curriculum or Content Area: | #_______ of students in my class, of which _______ are ELLs | My ELLs’ linguistic and cultural background(s): | My ELLs’ level(s) of English Proficiency: WIDA ACCESS Spring 2013See WIDA “Can Do” descriptors to help connect proficiency level with ACCESS scores | Student(s): | Reading | Writing | Speaking | Listening | Literacy[Reading 50%, Writing 50%] | Oral Language [Listening 50%, Speaking 50%] | Comprehension [Listening30%, Reading 70%] | Overall
Listening 15%, Speaking 15%, Reading 35%, Writing 35%] | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Other support services that my ELLs receive: | Lesson Standards and Objectives | Common Core State Standards (discipline, standard number, and description): | Content Objective(s): | Language Objective(s): Language Objectives should be directly linked to the language skills students will need to be successful in achieving the content objective.Language Objectives Differentiation for Proficiency Levels: | Mentor Text or Source: | Targeted Tiered Vocabulary from Mentor Text or SourceTier 2 & Tier 3 words should be integrated into student product/assessment. | Tier 1 wordsBasic words most children know in their primary language: may include connectors or compounds | Tier 2 wordsEssential to comprehension: i.e., process & transition, specificity, sophistication polysemy, transitional terms, idioms, clusters, cognates… | Tier 3 wordsLow frequency, content specific, typically glossed in the back of the text book | Student Prerequisite Skills or Background Knowledge: What content or language knowledge or skills do my ELLs need to successfully complete the content and language objectives? What background knowledge or skills might my ELLs already have in their primary language but may need help in transferring to English? | | Assessment of content learning and language development:Have I included Tier 2 & Tier 3 words in my assessment of my student’s discourse: written or oral? | | Content and Concept Language IntegrationHow have I integrated all possible domains into my teaching and learning strategies and activities? | Discourse Integration:Which domain(s) does my strategy/activity target? | Sheltered Instruction StrategiesHow does this strategy connect my content and language objectives?How does this strategy facilitate my students’ ability to access the content?How does this strategy facilitate my students’ ability to comprehend the mentor text, build essential knowledge, or produce oral or written discourse connected to the content objective?How does this strategy provide comprehensible input for my students? | Lesson Sequence: | Speaking | Writing | Listening | Reading | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Further Practice:Homework or extension activities: How do these activities reinforce the comprehension and discourse as well as content or language objectives I have set for my ELLs? |
Lesson Integration Checklist: * My Content and Language Objectives support each other. * I differentiated my language objectives to accommodate my students’ proficiency levels. * I used my students’ proficiency levels when choosing my instructional strategies to support their content and language learning. * I chose activities that integrate speaking, writing, reading, and listening to the extent possible. * I differentiated my assessment to accommodate my students’ proficiency levels. * My assessment reflects the targeted language from my lesson’s mentor text or source.

Steps in Building an SEI Lesson * With Mentor text/source complete the following steps: * CCSS & write content objective/Select text * Analyze/Parse text * Choose & Tier vocabulary * Write language objective/s * Provide anticipatory set of main concepts & connect with previous lessons * Select strategy to pre-teach vocabulary * Formulate questions to draw on background knowledge.* * Select Reading comprehension strategy * Consolidation of content & skills * Assessments

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[ 1 ]. For more information about WIDA ACCESS Scores and levels, see http://www.wida.us/assessment/ACCESS/ “Interpretive Guide for Score Reports”
[ 2 ]. http://www.wida.us/standards/CAN_DOs/
[ 3 ]. For more information on Tiered vocabulary, see Beck & McKeon (1985), Calderón (2007).