This paper examines the development and evaluation of a unit plan for an English Language Learner (ELL) program at the high school level. It begins by identifying key challenges facing ELL programs, including limited coordination with mainstream curriculum, scheduling difficulties, and inadequate classroom space. Drawing on Krashen's comprehensible input theory, the paper outlines strategies for adapting reading, science, math, and social studies lessons for ELL students. A sample science lesson on the water cycle is provided as a model. The paper then reviews appropriate assessment tools — including the Multicultural Competency Checklist and the Indicators of Program Quality instrument — and proposes a three-phase evaluation process aligned with both short- and long-term program goals.
Implementing a unit plan across the curriculum and evaluating its effectiveness for the English Language Learner (ELL) program at the high school level requires a systematic approach. Currently, several problems need to be addressed. First, the level of coordination with the mainstream curriculum is minimal. Although ELL teachers acknowledge occasional coordination between themselves and mainstream teachers, most of the time they work separately from classroom teachers and devise their own curriculum plans without input or assistance. Nevertheless, for the most part, students are not stigmatized or labeled, because the groups of students taught different levels of, for example, guided reading, are not aware of who is and who is not in an ELL grouping.
Second, scheduling students who are at different stages of language and reading ability at the beginning of the year is a definite challenge. Classroom teachers' individual schedules, Title 1 schedules, lunch schedules, and special class schedules all need to be accommodated when setting up the ELL schedule. The original schedule also frequently has to be readjusted in order to better meet the needs of students as they progress, and when new students enroll later in the year.
Third, ELL teachers do not have their own classrooms, despite the fact that they are full-time instructors who work for the entire school day. Currently, they meet with students in the students' respective classrooms, which can be very difficult because when the office or teachers are making their schedules, they do not always keep ELL considerations in mind.
With such a high percentage of ELL students in the school, it is critical that these problems are addressed and that the ELL program is effectively evaluated to determine where improvements can be made. A review of current practices and assessment tools is also essential in order to provide solutions to the problems that are uncovered.
Second languages are acquired "by understanding messages, or by receiving 'comprehensible input'" (Krashen, 1985, p. 2). Therefore, adapting a reading lesson plan for ELL learners requires assessing where the reading materials stand in relation to the students' current level of language knowledge. Krashen (1985) suggests that reading materials should be slightly ahead of the ELL student's current reading level in order to gradually ensure progressive acquisition. However, it is important that the focus remain on materials that are only slightly ahead of the current reading level, because if they are too advanced, students will only become frustrated.
In science, math, and social studies, standard lesson plans can be adapted for ELL students through certain modifications. For example, more visual learning should be incorporated into lessons so that students are able to associate an image or a concept with a word or phrase. The following is an example of a science lesson plan adapted for ELL students.
Students will learn about the cycle of water and its three physical forms: liquid, solid, and gas. They will also gain an understanding of the systematic processes of nature.
Students will be able to demonstrate their understanding of new vocabulary words related to the lesson. This will provide a foundation for future scientific lessons using similar vocabulary. Students will also be able to articulate their discoveries verbally.
Refrigerator; small plastic glasses or a jar; water source; rulers; balance scale; tea kettle; hot plate; mirror.
English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Science.
This instructional plan is designed to increase 3rd-grade ELL students' understanding and knowledge of the cycle of water and its three different physical forms: liquid, solid, and gas.
The teacher will provide each student with an ice cube in a small cup and ask the students what the cube is made of, then ask them to place it in the glass and observe what happens. When the ice has melted, the teacher will discuss with the students the difference between the solid form of water and the liquid form. The teacher will then have the students leave their glasses of water on a shelf and ask what they think might happen next.
When the water has evaporated, the teacher will discuss what has happened and compare it to the students' predictions. Following this discussion, the teacher will heat water in the tea kettle and, when it is boiling, hold a mirror over the opening in the spout for students to observe what happens. The teacher will then discuss with the students how water becomes steam and moves into the air.
To demonstrate their understanding, students will be asked to draw water in each of its three forms and label the drawings appropriately. Students will then be asked to describe the three physical forms of water and compare and contrast them. Students will also be given a vocabulary test covering the following words: solid, liquid, gas, vapor, absorb, evaporation.
This lesson plan was adapted from Cindy Miller's "Water Magic" lesson plan.
When developing appropriate assessments of content knowledge for ELL students, several factors must be taken into consideration. One important development is the changing assumptions about content-based ELL and traditional learning approaches that influence assessment techniques. Two notable examples are the scaffolding technique and visible criteria. The scaffolding technique involves the teacher demonstrating how to complete a certain task and then gradually transferring responsibility to the student so that they can learn through observation. Visible criteria let the student know exactly what they will be graded on before they complete the task (Fitzpatrick et al., 2003). For example, a teacher might inform students that a writing assignment will be graded 25% on creativity, 50% on correct use of the English language, and 25% on structure, organization, and grammar — making clear what is most important and how much attention each aspect warrants.
Another significant change is a greater focus on the integration of language and content. This integration requires teachers to decide whether to evaluate the student on content alone or to include the language used to communicate the content. The teacher may also choose to use a combination of both types of assessments (Fitzpatrick et al., 2003).
ELL teachers must also factor in the distinction between two different types of knowledge in authentic content area assessment: "declarative knowledge" and "procedural knowledge." The former is best assessed through oral interviews and the latter through observation of scientific procedures in performance. For most ELL students — and indeed all students — scientific facts and inquiry procedures are best learned when hands-on experience is involved. These concepts apply equally to social studies and mathematics instruction and evaluation (Fitzpatrick et al., 2003).
"MCC and ESL program quality indicators reviewed"
"Three-phase evaluation aligned with program goals"
According to Garret and Holcomb (2005), one of the most important strategic tools that ELL teachers need is a curriculum guide designed specifically for ELL students. Without one, the job of ELL teachers is made very difficult, since they must invest a great deal of time planning units of study that address the needs of culturally diverse students. On top of that, it takes teachers additional time to translate materials, often causing them to set aside curriculum that could otherwise be useful. Instruction should be designed to make ELL students full participants and to hold them to the high expectations placed on all students. A culturally relevant curriculum is essential if language learners are to succeed in school and become full participants in American society.
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