Preview – Module 5 – ESOL Strategies for Lesson Planning

Preservice teachers will apply their understanding of ESOL instructional strategies and assessment practices by analyzing and modifying an existing lesson plan to better support English Language Learners (ELLs). The preservice teacher will submit an annotated/revised lesson plan highlighting or annotating all modifications clearly. The preservice teacher will also provide a written explanation or presentation that is 3-5 pages or 5-7 slides with detailed notes connecting each modification to the relevant ESOL competencies. The preservice teacher will:

Select an Existing Lesson Plan

Choose a standards-based lesson plan from any content area (from curriculum materials, online resources, or a teacher colleague).

• The instructor may provide you with a lesson plan if needed.

Analyze the Lesson for ELL Access

Evaluate the lesson through the lens of ESOL competencies:

• Integration of listening, speaking, reading, and writing
• Support for ELLs at varying English proficiency levels
• Accessibility for students with limited formal schooling (LFS)
• Inclusion of differentiation, accommodations, and scaffolds
• Opportunities for authentic, real-world tasks
• Use of assessment strategies (formal, informal, self-, peer-, performance-based)
• Incorporation of technology to enhance engagement and learning

Modify the Lesson Plan

For each lesson component, provide specific modifications and strategies:

• Instructional strategies: scaffolds, visuals, sentence frames, cooperative structures, multisensory activities
• Assessment adaptations: checklists, rubrics, authentic performance tasks
• Differentiation strategies: tiered tasks, small group or individualized support
• Language objectives: explicitly state what students will communicate in spoken and written English
• Technology integration: apps, interactive platforms, multimedia tools
• Ensure all modifications align with Florida Standards and ESOL competencies

Justify Your Modifications

Write an accompanying explanation that:

• Describes the original lesson and its potential challenges for ELLs
• Explains each modification and links it explicitly to competencies such as:
  • Supporting L2 listening and speaking
  • Promoting reading and writing for ELLs from varied backgrounds
  • Planning for LFS students
  • Using assessment to guide instruction and accommodations
  • Selecting authentic, multisensory, and engaging tasks
• Shows how your changes foster a student-centered, collaborative, and linguistically responsive classroom environment

Points: 40

Submitting:
A text entry box, a media recording, or a file upload

---

Rubric

Developing Listening, Speaking, and Literacy Skills

ESOL C&S 6.1, 6.2, 6.3, 6.7, 6.8
ESOL 3.2b, 3.2c, 3.2e, 3.2f
TPH 2.1.1.1

Advanced (4 pts)

Strategies effectively develop listening and speaking skills for academic and social contexts, supporting language acquisition while addressing diverse proficiency levels.

Proficient (3 pts)

Strategies develop listening and speaking skills but may not address all proficiency levels equally or consistently.

Developing (2 pts)

Strategies mention listening and speaking but lack sufficient detail or differentiation for proficiency levels.

Novice (1 pt)

Strategies do not address listening and speaking effectively.

---

Adapting Instruction for ELLs & Students with Limited Formal Schooling (LFS)

ESOL 4.1d
TPI 2.1.1.9, 2.1.1.10, 2.2.3.1
UCC C
ESOL C&S 9.3
SACSCOC 2.5
KTS 5.8

Advanced (4 pts)

Strategies explicitly address students with limited formal schooling (LFS) and incorporate appropriate adaptations of curricular materials based on ELL proficiency levels and prior knowledge.

Proficient (3 pts)

Strategies acknowledge LFS students and offer adaptations for some proficiency levels, but these may be inconsistent.

Developing (2 pts)

Strategies briefly mention LFS students and adaptations but lack detailed implementation.

Novice (1 pt)

Strategies do not address students with limited formal schooling or provide clear adaptations for proficiency levels.

---

Language Functions & Writing Development

TPI 2.1.1.5
ESOL C&S 3.11, 6.4, 6.5, 6.6
ESOL 3.2g
UCC B

Advanced (4 pts)

Strategies identify language functions (e.g., communicating needs, desires) and develop writing skills through a range of activities, including expository, narrative, persuasive, informative, and comparison-contrast writing.

Proficient (3 pts)

Strategies address language functions and writing development with adequate variety, but may lack depth in some areas.

Developing (2 pts)

Strategies mention language functions and writing development but do not incorporate enough varied activities.

Novice (1 pt)

Strategies do not clearly integrate language functions or provide adequate support for writing development.

---

Authentic & Contextualized Learning Tasks

ESOL 3.2d
TPI 2.2.4.1, 2.2.4.2

Advanced (4 pts)

Strategies include real-world, contextualized tasks that allow ELLs to use English meaningfully across academic and social contexts, ensuring content relevance and engagement.

Proficient (3 pts)

Strategies include authentic tasks, but the integration of real-world context or student engagement may need further development.

Developing (2 pts)

Strategies mention authentic tasks but lack clear connection to real-world or contextualized learning.

Novice (1 pt)

Strategies do not include authentic or contextualized learning tasks.

---

Multisensory Instructional Activities

TPI 10.1.1.1
SACSCOC 3.5
KTS 5.8, 5.13

Advanced (4 pts)

Strategies include multisensory instructional activities that effectively integrate listening, speaking, reading, and writing, meeting the needs of ELLs at varying English proficiency levels.

Proficient (3 pts)

Strategies include multisensory activities, but their implementation may not fully meet the needs of all proficiency levels.

Developing (2 pts)

Strategies mention multisensory activities but lack integration across the four language skills.

Novice (1 pt)

Strategies do not include multisensory activities.

---

Culturally Responsive & Accessible Materials

ESOL C&S 7.1, 7.2

Advanced (4 pts)

Strategies evaluate and select culturally responsive and linguistically accessible materials, including L1 resources, appropriate for ELLs at varying proficiency levels.

Proficient (3 pts)

Strategies select culturally responsive materials, but their accessibility for ELLs of all proficiency levels may be limited.

Developing (2 pts)

Strategies mention culturally responsive materials but do not explain how they will meet the needs of ELLs at varying proficiency levels.

Novice (1 pt)

Strategies do not include culturally responsive or linguistically accessible materials.

---

Technology & Digital Resource Integration

TPI 2.1.1.9

Advanced (4 pts)

Strategies apply appropriate language objectives and state-approved content standards, effectively incorporating technology (e.g., Internet, software, computers) to enhance ELL instruction.

Proficient (3 pts)

Strategies integrate technology, but may not fully align with language objectives or content standards.

Developing (2 pts)

Strategies mention technology but do not connect it to language objectives or content standards.

Novice (1 pt)

Strategies do not include technology or digital resources.

---

Differentiation, Assessment, & Learning Experiences

ESOL C&S 6.9, 8.3, 11.1
UCC D
TPI 2.1.1.8, 2.2.1.5, 2.2.2.1, 2.2.2.2, 2.2.2.3
KTS 5.8

Advanced (4 pts)

Strategies provide clear differentiation based on ELL proficiency levels, including appropriate accommodations during both formal and informal assessments. Includes alternative assessments (e.g., performance-based, peer- and self-assessments) to evaluate content area learning for ELLs.

Proficient (3 pts)

Strategies include differentiation and assessment accommodations, but some elements may lack clarity or specificity in their implementation.

Developing (2 pts)

Strategies mention differentiation or assessment accommodations, but their application is vague or incomplete.

Novice (1 pt)

Strategies do not adequately address differentiation, accommodations, or assessments.

---

Creating an Inclusive & Collaborative Classroom Environment

SACSCOC 2.7
TPH 2.2.1.1, 2.2.1.2, 2.2.1.3, 2.2.1.4
KTS 5.11

Advanced (4 pts)

Strategies effectively create an engaging, challenging, and collaborative student-centered classroom that fosters acceptance, tolerance, and diversity.

Proficient (3 pts)

Strategies support inclusivity and collaboration, but some aspects need more development to fully foster an inclusive environment.

Developing (2 pts)

Strategies mention collaboration or inclusivity, but the approach is underdeveloped.

Novice (1 pt)

Strategies do not address collaboration or inclusivity.

---

Alignment with Florida Standards/Benchmarks

ESOL C&S 8.1
UCC A, F

Advanced (4 pts)

Strategies are clearly aligned with Florida Standards/Benchmarks and demonstrate a thorough understanding of their application to instruction for ELLs.

Proficient (3 pts)

Strategies are aligned with Florida Standards/Benchmarks, but some areas may lack full integration.

Developing (2 pts)

Strategies mention Florida Standards/Benchmarks, but the connection to instruction is unclear or insufficient.

Novice (1 pt)

Strategies do not align with Florida Standards/Benchmarks.

Total Points: 40