Stephanie Clark
Forum 2.1
In order to develop a lesson for ELLs at a specific proficiency level so that you can also assess
them relates immensely to what I’ve learned about developing language and content area
objectives. In order to develop a lesson as well as an assessment, it is essential to first consider
the content area objective in order to assist the student in reaching academic achievement at
grade level. For instance, I am going to be working with a student who has recently moved to
the area; she has a difficultly with math. One of the math objectives for 7th grade is to find and
interpret experimental and theoretical probability of an outcome of a simple event. From that
objective, you can then develop the language objective by answering the question, “What
language requirements are needed for the student to be able to complete the content area object
successfully?” Then from there, you need to note the student’s ELP level so you can determine
what he or she is able to understand and produce. From there you can then develop activities
with supports and appropriate corresponding assessments in order to try and reach the
goal/objective of the lesson.
Content Area: Math
Grade Level: 7th Grade
ELP Proficiency Level: ELP Level 2
PA Standard 2.7.7.E: Find and interpret the experimental or theoretical probability of an
outcome of a simple event.
Content Objective: Determine the theoretical and experimental probabilities of flipping a coin
10 times.
ELP Standard 3: English language learners communicate information, ideas and concepts
necessary for academic success in the content area of Mathematics
Language Objective: Understand and use math terms such as experimental probability,
theoretical probability, outcome, etc. when finding and interpreting experimental and/or
theoretical probability of an outcome of a simple event to express the outcomes in verbal and
written forms.
Language Function: Use appropriate corresponding mathematical terms to express the
outcomes in verbal and written forms of theoretical and experimental probabilities.
Applicable CAN-DO Descriptors for ELP Level 2:
Listening: Follow multi-step oral commands/instructions.
Speaking: Convey content through high frequency words/phrases.
Reading: Use pre-taught vocabulary to complete simple sentences. Use L1 to support L2. Use
bilingual dictionaries and glossaries.
Stephanie Clark
Forum 2.1
Writing: Complete pattern sentences. Connect simple sentences. Respond to yes/no, choice,
and some WH-questions.
First, introduce and review the corresponding vocabulary words such as probability, theoretical
probability, experimental probability, outcome, etc. (Do this verbally and visually.)
Provide an example scenario of theoretical and experimental probability using the corresponding
language/terms ensuring to repeat the vocabulary and show the words visually.
Then, ask the student to determine the theoretical probabilities of flipping a coin ten times. What
is the probability that you will get heads? What is the probability that you will get tails? Have
the student determine the theoretical probability and then have the student complete an
experiment by flipping a coin ten times and noting the results. Have the student express verbally
and in written form the results and the theoretical as well as experimental probability.
Allow the student to use L1 via cognates and/or bilingual dictionaries in order to assist them in
comprehension of the ideas/concepts. Provide many visuals throughout the lesson. Ensure to
show the student how you would write the probability.
Differentiation of Material/Supports for ELLS at Different Proficiency Levels:
For more advanced ELLs, I would provide less language supports and would provide the
students with more intense problems in terms of language and scenarios. For instance, I would
provide a scenario such as the following:
If you have a bowl with twelve Skittles—five red, four yellow, and three purple, what is the
probability that you will randomly pick a red Skittle?
Additionally, I would ask the students to compare the theoretical and experimental probabilities.
For less advanced ELL’s, I would provide additional language supports by specifically
providing/directing the student with a bilingual sheet to go along with the lesson. I would
provide additional examples prior to the student assessment to provide the necessary language
foundation.