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Mary Lou Fulton Teachers College
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iTeachELLs Teacher Quality Partnership Grant
The iTeachELLs project prepares educators to teach culturally and linguistically diverse students. iTeachELLs is a $10+ million grant which was awarded in 2014 and runs through 2020.
Modules
This suite of modules highlights why teachers need to rethink the role of language in instruction and explores ways to modify lessons to address the needs of ELL students. An introduction to the suite is provided in this Modules Overview
 ELLs and Disciplinary Discourse
Teachers need to adapt lesson plans to ensure all students understand the content. |
 Metacognitive / Metalanguage
ELLs need to understand words and meanings in order to grasp content. |
 Content Language Objective
Teachers must create lessons that not only present content but also teach the language needed. |
 Primary Language Support
It is important to treat a student's native language as a resource rather than a hindrance. |
 Assessment
Standardized tests aren't the most effective way to gauge ELLs' knowledge or abilities. |
 PBL into PBELL
Students should work collaboratively to research a meaningful problem and develop solutions. |
Research
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Demolishing Traditional Approaches to Science Instruction (2018) |
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Priming your Environment for Growth through a Collaborative Model of Instruction. (2018) |
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Bears in a boat: Science content and language development through a problem-based learning experience (2018) |
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Interdisciplinary Journal of Problem-Based Learning (May 2017) Teachers need to be able to design and implement problem-based learning experiences to help students master the content and the processes in new mathematics |
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Problem-Based Enhanced Language Learning Recent discussions of educational reform and accountability have centered on the concepts of student engagement and standards-based instruction. One of the most promising |
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Working Together to Prepare Teachers of Science and Language (2016) |
Enhanced Language Learning Lesson Plans
The Common Core State Standards (CCSS) in English Language Arts and Mathematics as well as the Next Generation Science Standards (NGSS) require that English Language Learners meet rigorous, grade level academic standards. The following principles are meant to guide teachers, coaches, ELL specialists, curriculum leaders, school principals, and district administrators as they work to develop CCSS-aligned instruction for ELLs.
These principles are applicable to any type of instruction regardless of grade, proficiency level, or program type. No single principle should be considered more important than any other. All principles should be incorporated into the planning and delivery of every lesson or unit of instruction.
Stanford Graduate School of Education. (2013). Six Key Principles for ELL Instruction. Understanding Language. Retrieved from http://ell.stanford.edu/content/six-key-principles-ell-instruction
Elementary School
Middle School
COMING SOON
PBELL Lesson Plans
Problem-based enhanced language learning is intentionally planning meaningful, problem-based lessons that also build high-level, discipline-specific language. The roots of problem-based learning are enhanced by:
- Intentionally planning for opportunities to develop and practice language
- Including sheltering techniques to make content and language comprehensible
- Infusing reading, writing, and speaking and listening into math, science and social studies content
- Providing access to rigorous content through a PBL approach
PBELL lessons are organized by elementary and middle school levels. Each link will direct you to a Google Drive folder containing lesson plans, materials and a PowerPoint presentation that can be adapted for your classroom. The folder titles are labeled:
- iTeachELLs — indicating it was designed by the iTeachELLs team
- Teacher Created — indicating it was designed by an in-service teacher after attending an iTeachELLs training
Elementary School
Middle School