Module 2 task – Tiered supports for language acquisition
for English Language Learners
Directions: Design a lesson to included pre-planned, explicit, and intentional tiered
tasks to support language acquisition of English Language Learners.
Consider using existing assessment data to determine the needs of the learner and
demonstrate application of indicators: 4.3, 4.7, 4.8, 4.10
Describe the lesson in the following table, using the row labels and the additional guidance provided within the
matrix complete the plan. Implement the plan, gather formative data, and then complete the next steps section and
the teacher reflection.
Subject & Grade Level 7th Grade English Language Arts
Materials & texts "The Giver" by Lois Lowry (or another grade-appropriate text)
Visual aids (pictures, charts, etc.)
Vocabulary flashcards
Graphic organizers
Whiteboard and markers
Lesson Key Vocabulary Tier 1 Vocabulary Tier 2 Vocabulary Tier 3 Vocabulary
Evaluate the key vocabulary book, character, story, protagonist, antagonist, dystopia, symbolism,
using the tiered vocabulary chapter conflict, resolution theme, foreshadowing
model. List all tiered vocabulary
in the corresponding boxes.
Standards
BEST ELA.7.R.1.1: Analyze how the interactions between characters
influence the plot in a literary text.
BEST ELA.7.R.3.2: Explain the influence of historical context on characters'
behaviors and attitudes.
Learning Target or Objectives Students will be able to identify and describe key characters and their roles
in the plot.
Students will analyze how character interactions influence the plot.
Students will understand and use new vocabulary in context.
Background Information to Detailed information needed to know by all participants to begin working on the
Develop Lesson Context: task: Students have previously read and discussed chapters 1-5 of "The Giver." They
have a basic understanding of the plot and main characters. This lesson will focus on
chapters 6-10 and deepen their comprehension and vocabulary skills.
Process/Procedures: Tier 1: Whole Group Instruction:
Tier 1: Whole Group Introduce the key vocabulary for the lesson using flashcards and visual aids. Read
chapters 6-10 of "The Giver" aloud as a class. Pause periodically to discuss the plot
and character interactions, ensuring understanding of key events.
Product: What is the task Students will create a character map that details the relationships and interactions
product, which will between characters in chapters 6-10. They will use the new vocabulary in their
demonstrate learning? descriptions.
Scaffolding Support Consider the product of the tier 1/whole group lesson (in row above), scaffold
instruction across the 5 levels of language acquisition to show understanding and
application of current theories of second language acquisition to differentiate
instruction for English language learners of diverse backgrounds and various levels
of prior education.
ELL Supports across levels of Pre- Early Speech Intermediate Advanced
language emergence: Production: Production: emergence: Fluency: Fluency:
Design the supports to reflect Use Provi Encou Have Assign a
how you would differentiate pictu de rage studen more
reading instruction for each level res sente stude ts write complex
of language acquisition. Plan and nce nts to a short analysis
supports for all levels even if you
gestu stem write paragr task,
do not currently have students in
each level of language res s to short aph such as
acquisition. to help sente describ writing
Use multisensory strategies, expla stud nces ing a an essay
language acquisition strategies, in ents or charact on how a
and other manipulatives to key descr phras er's specific
support the levels of language voca ibe es role in character
emergence to the right. bular chara about the 's
Develop Formative assessments y. cters the plot interactio
to determine next steps for each
and charac and ns
category of language acquisition.
their ters how influence
actio using they the plot.
ns the interac
(e.g., key t with
"Jona vocab others.
s is ulary.
____
__
beca
use
he
____
__.").
Next Steps: Consider the impact the tiered tasks had on the literacy achievement of students. What were the results
and how did the outcomes support planning next steps for instruction for those students?
Write next steps here:
Look for recurring issues by analyzing character mappings and the text. In the sessions that follow, have
students work on specific words or complete reading comprehension tasks. Take into account student
comments and results from formative assessments to fine-tune upcoming lessons and facilitate language
learning.
Teacher Reflection
After completing the lesson plan above reflect on the learning observed and the progress of the students. How did
the tiered process of planning support the learning of the students? Explain how the process created more equity of
access for all learners.
Reflect here:
All children, including those learning English as a second language, were able to get individualized instruction
thanks to the tiered planning method. The use of graphic organizers, visual aids, and phrase stems facilitated the
acquisition of new vocabulary and improved comprehension. To ensure that all students, irrespective of their
language proficiency, could engage with the material and show that they understood it, we gave them a range of
tasks. By catering to students' individual learning styles and offering many entry points to the course, this
approach promoted equity. The evaluation results and student feedback will inform the development of
upcoming lecture plans.
