Scenario A: Mixed Language Classroom in Primary Grades
This scenario is intended for mixed classrooms of monolingual English and Bilingual/Dual Language
students, including ELLs with Beginner and low Intermediate TELPAs levels.
Language Arts Block
(145 minutes total)
Minutes
may vary
based on
Lesson
Reading
Largest Language Group
(English or Spanish)
Smallest Language Group
(English or Spanish)
Teacher Directed Instruction
30 Min
M-F
●
●
●
●
●
Student Independent Practice
(based on prior learning)
Reading Focus Lesson
Read Aloud or Shared Reading
(incorporate movement)
Phonemic Awareness or Phonics Activity
(Haggerty/Tesoros)
Print Awareness:
Weekly Poem
Vocabulary or sight words
Teacher guided practice on concept or
skill covered.
●
●
●
Student Independent Practice
(based on TEKS being taught)
30 Min
M-F
35 Min
M-F
Students practice independently, in pairs or table
groups (and/or literacy centers as determined by
teacher);
Differentiated, targeted TEKS-based activities such
as phonemic awareness, phonics, word study,
sentence structure, Readers Workshop, vocabulary
based on student data;
Students practice and provide evidence of progress.
Note: a small group of English or Spanish
speakers could be sent to other classrooms
or taught by support staff during the Direct
Instruction and Independent Practice phases to
minimize required rotations.
Teacher Directed Instruction
● Reading Focus Lesson
Students practice independently, in pairs
● Read Aloud or Shared Reading
or table groups (and/or literacy centers as
(incorporate movement)
determined by teacher);
● Phonemic Awareness or Phonics Activity (Haggerty/
● Differentiated, targeted TEKS-based
Tesoros)
activities such as phonemic awareness,
● Print Awareness:
phonics, word study, sentence structure,
Weekly Poem
Readers Workshop, vocabulary based on
Vocabulary or sight words
student data;
● Teacher guided practice on concept or skill covered.
● Students practice and provide evidence of
progress.
Guided Reading Groups while other Students do Independent Practice of Concepts/Skills from Lesson.
●
Teacher pulls Guided Reading Groups (English and Spanish groups) while the other students are practicing
concepts and skills from current or previous lessons, individually, in pairs, in groups, and/or in learning center
rotations.
Writing
40 Min
M-F
10 Min
M-F
The teacher designs the writing lesson as “writing to Learn” in response to reading, or as a writing process lesson.
● Students will be grouped by primary language and teacher provides instruction for one group (writing
process, response to reading, journals, free write) while the other group is working independently on a
writing assignment. Teacher then travels to other group to provide comparable instruction in the other
language, while the other group work independently.
● Students generally work independently in their primary language. The teacher monitors students’
progress in writing, providing opportunities to practice in the areas where students need support.
Lesson Closure
●
Teacher and students review concepts, skills and vocabulary covered in the lesson and write in journals.
Science
(45 minutes total)
Largest Language Group
(English or Spanish)
10 Min
M-F
Teacher Directed Instruction
Engage
Teacher engages students on the new skill
that students will be learning. The teacher
does not elaborate on the skill, but inspires
students to ask inquiry questions.
Student Directed Guided Inquiry
10 Min
M-F
Explore
Students explore and experiment with a
hands-on activity with instructions provided
by the teacher, students take notes in their
science notebook, answer open-ended
questions, or read about new skill they will
learn.
Directed Instruction - Whole Group
15 Min
M-F
10 Min
M-F
20 Min
Fri.
Smallest Language Group
(English or Spanish)
Student Directed Guided Inquiry
Explore
Students explore and experiment with a hands-on activity
with instructions provided by the teacher; students take
notes in their science notebook, answer open-ended
questions, or read about new skill they will learn.
Teacher Directed Instruction
Engage/Explain
Teacher engages students on the new skill that students
will be learning. The teacher does not elaborate on the
skill, but inspires students to ask questions of inquiry.
Students share out what they learned and observed from
the explore block (Teacher may create a Language
Experience Approach chart in Spanish).
Student Directed Guided Inquiry
Explain / Elaborate
Elaborate
The teacher hears the students explain what
Students begin working on task that the teacher has
they have learned from their exploring.
provided for them to practice concepts and skills learned
Creating a LEA chart and vocabulary list.
from the lesson.
Students begin working on task that the
teacher has provided for them to practice
concepts and skills learned from the lesson.
Guided or Full Inquiry Instruction - Whole Group
Elaborate / Closure
Students work on Activity 2 or a task that provides further inquiry and application of new knowledge that
involves taking
Summative Assessment
Evaluate
Teacher provides whole group review of concepts and skills learned. The teacher provides students with
an assessment in the appropriate language for each student. Students that are monolingual Spanish
speakers will test in Spanish and monolingual English speakers will test in English.
Social Studies
(30 minutes total)
Teacher Directed Sheltered Instruction in English
10 Min
Teacher engages students regarding the purpose of the lesson, and introduces concept or skill. Students
review tasks they worked on and respond to essential questions regarding lesson objective, concepts and
vocabulary.
Student Inquiry/ Independent Work in
Teacher Direct Instruction in Spanish
English
10 Min
Targeted TEKS-based learning activities
based on current unit of study; contains a
writing component (journal writing,
observations, notes, data collection, or
reflection)
Teacher clarifies purpose of the lesson with ELL students
being assessed in Spanish and Spanish language learners
requiring Spanish language instruction. Students review
tasks they worked on and respond to essential questions
regarding lesson objective, concepts and vocabulary.
Teacher Facilitates Guided and Independent Practice
10 Min
Students work independently, in pairs or groups in English or Spanish, while teacher facilitates in English or
Spanish as needed.
Math Sheltered Instruction in English *
(75 minutes total)

Whole Group Instruction with English only and Spanish ELL groups together;

Follows 5E Math Lesson Cycle;
●
Sheltered Instruction strategies are implemented to support English Learners such as:
-Total Physical Response
-Preview Vocabulary (prior to lesson)
-Sentence Stems
-Visual anchors; graphic organizers
-Partners/cooperative learning pairs or groups
-Use of Manipulatives
-Clarification in Spanish (individually, in pairs or in small group as needed).

Beginning and intermediate ELLs will need to receive math materials, interventions, and
homework in Spanish, including parental involvement.
75 Min
M-F
*The teacher does not directly translate English content to Spanish; acknowledges Spanish questions and responds
in English; can address questions and provide clarification regarding misconceptions in Spanish as needed in
individual or small group conversations during guided and independent practice.
02.15.16 CKS