Multilingual Newsletter

Designing Lessons That Teach Content and Language

Effective MLL instruction requires intentional planning for language use within daily lessons. According to Colorín Colorado and WIDA, multilingual learners develop English most effectively when they use it to engage in meaningful academic tasks.

Instructional Expectation

All lessons should include:

• Content Objective (What students will learn)

• Language Objective (How students will use language to demonstrate learning)

Example (Grade 4 Science):

• Content: Explain how erosion changes landforms

• Language: Use cause-and-effect sentence frames to explain erosion processes orally and in writing

WIDA Alignment: Standards 1–5 (Social & Instructional, Language Arts, Math, Science, Social Studies)

Colorín Colorado emphasizes that scaffolds should support access, not reduce expectations.

High-Impact Scaffolds

• Visuals, diagrams, anchor charts

• Sentence frames aligned to discourse level

• Modeled responses and think-alouds

• Structured partner and small-group talk

• Graphic organizers matched to task demands

WIDA Alignment:

• Language Functions (explain, argue, describe)

• Discourse, Sentence, and Word levels

OSPI Alignment:

• Equitable access to grade-level standards

• Instructional supports within general education settings

Structured Student Talk

Language develops through intentional opportunities to speak, listen, read, and write.

Use:

• Think-Pair-Share with sentence stems

• Collaborative problem-solving

• Academic discussion protocols

• Oral rehearsal before writing

Monitor:

• Who is talking

• How often MLs are using academic language

• Progress across proficiency levels

PLC Team Discussion

Discussion Questions:

1. Where is language intentionally taught in this lesson?

2. What scaffolds are temporary — and when will they be removed?

3. How does this lesson reflect students’ linguistic strengths?