Lesson Planning with the ELL in Mind: Key points from Unit 3
Note 2: ELL = English language learner. The corresponding acronym used elsewhere on this site is ESL student = English as a second language student. [ More ]
Unit 3: Lesson Planning with the ELL in Mind
1. Language genres by content
Language genres (or functions) include the descriptive, narrative, persuasive and propositional. Each subject has its own set of typical genres that students are expected to read and produce.
Points to note:
- It is helpful for subject teachers to know which language functions are associated with the various classroom and homework tasks they are set, both in reception (listening and reading) and in production (speaking and writing).
- Students benefit if teachers can help them identify the common organizational, lexical or syntactic features of the typical genres for their subject.
More on language genres
Language in academic subject areas and classroom instruction
A scholarly analysis of academic language and how it can be taught.
A (Google) book devoted to the topic of language genres and how to teach genre awareness.
2. Writing learning outcomes
In planning whole units, lessons or individual activities, it is helpful to be clear on the learning outcomes expected of students in terms of what they will know and be able to do, as well as what learning skills they will have acquired.
Points to note:
- Scaffolding may be necessary for ESL students to achieve content learning outcomes.
- It is ideal if teachers can also plan desired language outcomes (vocabulary and structures) for ESL students, as well as the activities that will help students achieve them.
More on learning outcomes
A fully annotated template for a science lesson, with sections on standards (including language objectives), learning outcomes, key vocabulary, and teaching/learning activities
The theory and practice of scaffolding - particularly in conjunction with use of the Smartboard - is expounded elsewhere on this site. The page links to further resources on this issue.
3. Designing classroom activities
For an inclusive classroom it is important that ESL students engage in all the activities undertaken by the rest of the group. This will often entail use of graphic organizers and language scaffolding.
Points to note:
- ESL students should have frequent opportunities to engage in low-stress interaction with competent English speakers, e.g. in pair or group activities.
- Graphic organizers such as Venn diagrams help students process what they hear and read, as well as what they must say or write.
- Useful language activities for ESL students include sentence starts, fill the blanks and matching exercises.
More on classroom activities
How do cooperative activities benefit ESL students?
Information and advice from an FAQ page elsewhere on this website.
An useful collection of resources based on the SIOP (Sheltered Instruction Observation Protocol) model.
Graphic Organizers for Content Instruction
A useful set of downloadable and customizable graphic organizers.