Certainly! Let’s walk through the process of creating an integrated ELD lesson for a chosen elementary grade level and content area. We’ll use the provided Lesson Template to structure our lesson plan. For this example, I’ll choose Grade 3 Social Studies as the content area.
### Step 1: Select Content and ELP Standards
**Content Standard (Social Studies):**
From the Arizona History and Social Science Standards, we’ll select:
– **3.SP1.1**: Construct and interpret timelines of events and people in the history of the local community.
**ELP Standards:**
We’ll review the Arizona English Language Proficiency Standards Grades 2-3 and choose:
– **ELP Standard 6**: An ELL can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.
– **Sub-skill 6.1**: Identify the main topic and retell key details of a text (reading).
– **ELP Standard 9**: An ELL can create clear and coherent grade-appropriate speech and text.
– **Sub-skill 9.1**: Use appropriate connectors to link words and phrases (grammar).
### Step 2: Lesson Objective
**Objective:**
Students will construct and interpret a timeline of significant events in the history of their local community, demonstrating their understanding through a group presentation. Differentiated scaffolds will be provided to support English learners at varying proficiency levels.
### Step 3: Lesson Plan
**Grade Level:** 3
**Content Area:** Social Studies
**Duration:** 30-45 minutes
#### Lesson Template
1. **Title of Lesson:**
Constructing and Interpreting Timelines in Local History
2. **Standards:**
– **Content Standard:** 3.SP1.1
– **ELP Standards:** 6.1 and 9.1
3. **Objective(s):**
– Students will be able to construct a timeline of significant events in the local community’s history.
– Students will be able to identify the main topic and key details from informational texts about local history.
– Students will use appropriate connectors to present their timelines coherently.
4. **Materials:**
– Texts or resources about local community history
– Timeline template
– Markers, pencils, and other drawing tools
– Sentence strips or flashcards with connectors (e.g., first, then, next, finally)
– Visual aids (e.g., pictures of local historical events)
5. **Introduction (5 minutes):**
– Begin with a brief discussion about what a timeline is and its purpose.
– Show an example of a timeline related to a familiar topic (e.g., a school day or a favorite story).
– Explain that students will create a timeline about their local community’s history.
6. **Direct Instruction (10 minutes):**
– Read a short passage about local history events. Use visual aids to support understanding.
– Model how to pick out key events from the text and place them on a timeline.
– Demonstrate using connectors to link events (e.g., “First, the community was founded. Then, a school was built…”).
7. **Guided Practice (10 minutes):**
– Divide students into small groups and provide each group with a different passage about local history.
– Assist groups in identifying key events and placing them on a timeline template.
– Circulate and provide targeted support, especially to English learners. Use sentence strips with connectors for scaffolded support.
8. **Independent Practice (10 minutes):**
– Each group completes their timeline and prepares a brief presentation.
– Encourage students to use connectors to describe the sequence of events in their presentations.
9. **Conclusion (5 minutes):**
– Groups present their timelines to the class.
– Provide positive feedback and highlight effective use of connectors and key details.
10. **Assessment:**
– Formative: Observe students during guided and independent practice, noting their ability to identify key details and use connectors.
– Summative: Evaluate the completed timelines and presentations based on a rubric that includes criteria for historical accuracy, use of connectors, and clarity of presentation.
11. **Differentiation:**
– **Pre-Emergent/Emergent:** Provide visual aids and sentence frames. Allow for drawing or using symbols to represent events.
– **Basic:** Offer additional language support with vocabulary cards and peer assistance.
– **Intermediate:** Encourage more detailed descriptions and use of a wider range of connectors.
### Review and Reflection
After the lesson, reflect on its effectiveness. Consider students’ engagement, understanding, and language use. Adjust future lessons based on this reflection to better meet the needs of all learners.
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This integrated ELD lesson plan combines social studies content with language development, supporting varied proficiency levels through differentiated instruction and scaffolds.
Exam Content
Review Principles 2 and 4 in the Arizona Language Development Approach. This will give you an overview of the purpose and importance of integrated instruction in content area learning and assessment feedback. Understanding these principles will help you complete this week’s assignment.
Review the following resources from the Arizona Department of Education prior to completing the assignment:
English Language Development Strategies in Mathematics
English Language Development Strategies in Science
English Language Development Strategies in Social Studies
Imagine you are a social studies, science, or math content area teacher. Choose one. You will be planning an Integrated ELD lesson for a whole class of students whose English proficiency varies from basic to proficient. As you plan your lesson, you will need to consider how you will provide differentiated scaffolds for your English learners, but also challenge your English proficient students. Your driving standards will be the content area standards, but you will also use ELP Standards 6–8 to help support your English learners. ELP Standards 6–8 represent interactive communication, which supports listening, speaking, reading, and writing.
Select an elementary grade level (K–5) and a content area (social studies, science, or math).
Review the Arizona History and Social Science Standards , Arizona Science Standards , or Arizona Mathematics Standards for your chosen grade level. and choose at least 1 content standard to assess in your lesson.
Access the following ELP Standards for your selected elementary grade level:
Arizona English Language Proficiency Standards Kindergarten
Arizona English Language Proficiency Standards Grade 1
Arizona English Language Proficiency Standards Grades 2-3
Arizona English Language Proficiency Standards Grades 4-5
Review ELP Standards 6, 7, and 8, and choose an ELP standard and sub-skill to address in your lesson. Pay attention to the expectations for each proficiency level (Pre-Emergent/Emergent, Basic, and Intermediate). This will help you determine what differentiated scaffolds to provide for your English learners.
Review ELP Standards 9 and 10 as well and determine if any of these language standards/sub-skills apply to your lesson. Remember, ELP Standards 9 and 10 are language standards that focus on vocabulary and grammar.
Create a 30- to 45-minute social studies, science, or math lesson (Integrated ELD) that will assess your chosen standards and include differentiated instructional strategies to support your English learners.
Use the Lesson Template to complete your lesson.
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