25 Sep By using data, educators can collaborate to make decisions that support the academic and language learning needs of ELL/bilingual students. As an ELL/bilingual specialist, you ma
By using data, educators can collaborate to make decisions that support the academic and language learning needs of ELL/bilingual students. As an ELL/bilingual specialist, you may need to support your colleagues by pre-teaching or re-teaching concepts to ELL/bilingual students based on formative or summative assessment data.
Using a lesson plan template of your choice, design a 30-minute mini-lesson for a small group of ELL/bilingual students that need pre-teaching or re-teaching of a standards-based content/subject area skill/concept. You may create the full context of the mini-lesson, including the grade level, content/subject area, ELP levels, and other demographics of the small group. You may also determine the type of program within which the instruction is occurring (e.g., ESL/ELD pull-out instruction or class; bilingual/dual classroom; co-teaching context). If choosing to use your field experience classroom as the context for this assignment, be sure to use pseudonyms for student names.
Include the following in your mini-lesson plan:
· A summary of 100-150 words describing the teaching context and background of the small group of ELL/bilingual students.
· A grade level academic content standard that needs pre-teaching prior to a lesson to be taught or re-teaching after a previously taught lesson.
· An English language proficiency/development standard to support English language needs.
· Content and language learning objectives/goals aligned with the standards.
· A description of the lesson and materials, including how they will be differentiated based on the ELP levels and skills of students (e.g., multiple means of representation and engagement).
· A plan for differentiated assessment and collecting data to determine the effectiveness of the pre-teaching or re-teaching (e.g., multiple means of expression).
· Instructional next steps based on three possible mini-lesson outcomes: (1) All students demonstrate proficiency, (2) All students do not demonstrate proficiency, (3) Some students demonstrate proficiency, but not all.
Support your mini-lesson with 3-5 scholarly resources.
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