English as a Second Language (ESL) instruction focuses on building academic English skills while teaching grade-level content. Instruction helps English Learners (ELs) develop language proficiency across four main areas: Listening, Speaking, Reading, and Writing. Lessons align with the national WIDA English Language Development Standards, which guide how students build academic language for school success.
Key Instructional Priorities
- Content & Language Growth: Teaching subject knowledge and target language skills at the same time.
- Four Area Practice: Giving students regular time to practice listening, speaking, reading, and writing.
- WIDA "Can-Do" Goals: Setting clear targets based on what students can do at their proficiency level.
- Active Practice: Maximizing student speaking and writing opportunities during every lesson.
General Look Fors
- Teacher and students using clear, simple English for learning.
- Visual aids, pictures, gestures, and real-world objects.
- Active student conversations in small groups or pairs.
- Use of sentence starters and word banks during tasks.
- Students tracking goals using "I Can" statements.
Focus on Scaffolding
- Sentence Frames: Giving students fill-in-the-blank sentences to guide writing and speaking.
- Visual Supports: Using pictures, diagrams, and graphic organizers to explain ideas.
- Partner Talk: Using small-group conversation spaces for safe peer practice.
- Daily Warm-Ups: Starting class with simple language and reading routines.
Red Flags
- Lowering reading levels or expectations instead of providing learning supports.
- Teacher talking most of the time while students remain silent.
- Memorizing word lists without using them in real sentences.
- Giving all students the exact same work regardless of their language level.
Danielson Connections
| Component |
ESL Classroom Evidence |
| 1C: Instructional Outcomes |
Language targets aligned with WIDA "Can-Do" levels. |
| 2B: Learning Culture |
A safe space where students feel comfortable trying new language. |
| 3C: Student Engagement |
Interactive pair tasks, visual projects, and structured conversations. |
| 3D: Assessment |
Real-time feedback on speaking, vocabulary, and understanding. |
Mathematics
- Visual problem-solving steps and labeled math diagrams.
- Sentence starters for explaining math reasoning (e.g., "First I divided because...").
- Word banks defining key math terms paired with visual symbols.
Science
- Hands-on experiments paired with visual lab vocabulary.
- Graphic organizers for cause-and-effect science concepts.
- Sentence frames for stating claims and describing observations.
Social Studies
- Scaffolded primary sources with visual context and highlighted key words.
- Timelines and map tools to support history reading.
- Sentence stems for comparing events and sharing opinions.
Electives & CTE
- Visual safety signs, tool labels, and step-by-step physical demonstrations.
- Hands-on partner work with clear step-by-step guides.
- Picture dictionaries for specialized course vocabulary.
Beginner (Levels 1–2)
- Listening/Reading: Match words to pictures; follow simple 1-step directions.
- Speaking/Writing: Answer using single words, short phrases, or simple sentence frames.
Intermediate (Levels 3–4)
- Listening/Reading: Find main ideas and key facts in short texts and stories.
- Speaking/Writing: Write short paragraphs and share opinions using complete sentences.
Advanced (Levels 5–6)
- Listening/Reading: Understand complex texts and explain author perspectives.
- Speaking/Writing: Give detailed oral presentations and write structured essay arguments.
- Language Supports: How did your instruction help students practice reading, writing, listening, and speaking during the lesson?
- Instructional Adjustments: How do you use WIDA "Can-Do" levels to adjust assignments for students at different language levels?
- Student Growth: What evidence shows that students are improving their language skills from beginning to higher proficiency levels?
- Student Ownership: How do students monitor their own language goals and track their progress throughout the school year?