Running head: LANGUAGE DEVELOPMENT PLAN

Language Development Plan

Leah Welsh

Georgetown University
LANGUAGE DEVELOPMENT PLAN 1

Table of Contents

Unit Introduction…………………………....……………………………………………………..2

Student Background Information………………………………………………………………….3

3rd Grade ELP Groups by Domain………………………………………………………………..4

Standards Alignment …….………………………………………………………………………..5

Lesson 1: Story Retell & Summary...…...………………………………………………………...6

Lesson 2: Challenges in The Story ………………………...………………………………..…..12

Lesson 3: Main Idea & Details…………………………………………………………………..17

Lesson 4: Wrapping it up…………………………………………………………………...……21

Extension Ideas……….….…………………………………………………………………...….26

References…………………..…………………………………………………………………...27
LANGUAGE DEVELOPMENT PLAN 2

Unit Introduction

This unit is designed for small-group instruction that complements the general reading

classroom. On every weekday except Wednesdays, our third-grade students have a

“conferencing block”, which is a 45-minute period where students can work on individual goals.

Often, students work on individualized work through Lexia and other online software, and the

conferencing block is the primary time where any additional language instruction takes place.

This language development unit falls into the third overall unit of our reading curriculum,

Wit & Wisdom. The third unit centers around immigration, with the following essential question:

“How do stories help us understand immigrants’ experiences?” The unit is then divided into

smaller “focusing questions” that lead to answering the essential question. This language

development unit is designed during the first segment of the overall unit that seeks to answer the

question “What challenges do immigrants face in a new country?”

Through the regular curriculum, students explore the experiences of multiple different

immigrants by reading various nonfiction and fiction texts. I supplement the reading curriculum

with targeted language practice that allows students to develop their English Learner Plan (ELP)

goals while building their content knowledge about the unit topic, in this case, immigration. In

this mini-unit, students will have the opportunity to practice answering the focus question with

targeted language support before the regular assessment in class.

In this unit, each exit ticket serves as a summative assessment for the individual lessons.

There are also many opportunities for formative assessment that are denoted in the lesson plan

procedures. For example, the design of the discussion questions in lesson 2 allows the teacher to

collect language data for language functions like compare and contrast and cause and effect.
LANGUAGE DEVELOPMENT PLAN 3

Student Background Information

Various types of data inform my lesson planning. First, I consider my students’ language

proficiency by exploring their overall level and individual levels for each domain of language. I

also consider my students’ individual reading levels to inform my planning. The following chart

summarizes the general information for the six students on my third-grade caseload:

Student1 Overall WIDA Level Reading Level

(2019 ACCESS Scores) (TRC)

Daniel 2.8 O

Jordan 4.1 O

John 4.5 P

Charles 3.9 M

Paul 3.1 O

Michelle 2 E

I also consider student groupings and which students are on the same or similar levels for

the language domains. My school creates “English Learner Plans” (ELP) for each student who is

active on the ESL caseload. ELPs describe the individual actions and activities that will help

students develop their proficiency in each domain. To aid in my planning, I use the ELP to

strategically group students with similar levels. The next page shows how I use the ELP levels to

group students based on their levels for each domain. I use this chart as a reference when

planning lessons.

1
Pseudonyms are used to protect students’ identities
LANGUAGE DEVELOPMENT PLAN 4

3rd Grade ELP Groups by Domain

Listening

Michelle Daniel Jordan, John, Charles,

Paul

Speaking

Michelle, Daniel, Jordan, Charles

John, Paul

Reading

Michelle Paul Daniel Jordan John Charles

Writing

Daniel Michelle, Paul, Jordan John, Charles

LANGUAGE DEVELOPMENT PLAN 5

Standards Alignment
This unit addresses both Common Cores standards and the WIDA Can-Do descriptor
standards. In each lesson, I identify which standards are addressed in the lessons. The WIDA
Can-Do descriptors are described as “ELP goals” in this unit because this is the language of my
individual school. Additionally, because there are many Can-Do descriptors based on the WIDA
Key Uses, my ESL department creates English learner plans (ELPs) for each student by
consolidating the WIDA Can-Do descriptors into one document. The following chart provides a
brief overview of the standards covered in this unit.

Lesson Key Activities for Common Core Alignment WIDA Alignment

each domain (ELP Goals)

1 Read Aloud (L,R) CCSS.ELA-LITERACY.RL.3.2 Reading Level 2

Story Retell (S) Speaking Level 3
Exit Ticket (W) Speaking Level 4
Listening Level 4

2 Shared Reading CSS.ELA-LITERACY.RL.3.1 Speaking Level 3

(R)
Partner discussion
(R, S, L)
Written exit ticket
(W)

3 Main Ideas/Details CCSS.ELA-LITERACY.SL.3.2 Writing Level 3

(R,W) CCSS.ELA-LITERACY.RL.3.2 Writing Level 4
Listening Level 5
Flocabulary Video
(L)

Partner work (S,L)

4 Review discussion CCSS.ELA-LITERACY.W.3.2 Writing Level 4

(S,L)
CCSS.ELA-LITERACY.W.3.2.B Writing Level 5
Paragraph structure
(S, L, R) CCSS.ELA-LITERACY.W.3.2.C

Assessment (W) CCSS.ELA-LITERACY.W.3.2.D

LANGUAGE DEVELOPMENT PLAN 6

Lesson 1: Story Retell & Summary

Lesson Overview
This lesson serves as an introduction to the language development unit. By reviewing key
vocabulary and our guiding questions, students will begin analyzing the challenges that
immigrants face. In this lesson, students are introduced to the anchor text for the mini unit, ​The
Trouble with English​.
There are many language practice opportunities in this lesson. First, students have the
opportunity to listen and read along during a read aloud. Then, students have the opportunity to
practice reading and speaking as they retell events in the story. To practice speaking, students
will engage in a retell where they use picture clues to recount the story. In this lesson, level 3
students will practice retelling the story, while level 4 speaking students will be expected to use
transition and sequencing words.

Standards and Objectives

Common Core WIDA/ELP Goals

CCSS.ELA-LITERACY.RL.3.2 Reading Level 2: ​Describe events in a text using

Recount stories, including fables, images, illustrations, and graphics.

folktales, and myths from diverse Speaking Level 3: ​Retell simple stories from
cultures. picture cues.

Listening Level 4:​ Identify content-related ideas

and details in oral discourse.

Speaking Level 4: ​Sequence events in stories with

transition words

Content Objective Language Objective

I can retell ​The Trouble with English​. I can use sequence and transition words in my
spoken and written responses.

Materials
● Vocabulary Chart
● Student copies of​ The Trouble With English
● Retell worksheets & Exit Ticket
LANGUAGE DEVELOPMENT PLAN 7

Lesson Procedure
Review and introduce guiding questions:
1. Display the essential question and focusing question on a chart, whiteboard, or other
visual medium.
2. Review the guiding questions for the unit. Reviewing the questions is an opportunity to
review key vocabulary words like immigrant and challenge.
3. Post content and language objectives. Read as a group.
4. The teacher can say something like “​In this unit, we are going to answer the question:
How do stories help us understand immigrants’ experiences? Who can remind who an
immigrant is?” T​ he teacher can use this as a small example of formative assessment by
seeing how much students remember the key vocabulary.
5. The teacher can explain that in order to answer the overall guiding question, first the
group will answer the smaller, focusing question.
6. Reference the vocabulary chart as needed.
LANGUAGE DEVELOPMENT PLAN 8

Introduce the story

1. Pass out student copies of ​The Trouble With English.
2. Prompt students to explore the cover, title, and illustrations.
Ask students to share what they notice about the cover. If
time allows, ask students to make predictions about the story.
3. To activate background knowledge, the teacher can say,
“​Have you ever heard someone speak a language that you
did not understand? How did that make you feel, and what
did you do?​ ” Asking a question helps students focus their
thoughts on the themes of the story. Then, say, “​Today, we
are going to read a story about a girl who learns a new
language. Let’s see what happens!​ ”

Teacher-Led Read Aloud

1. As a level S text, this text will need to be scaffolded to support student learning. To
support students' accessibility of this text, the teacher will first read the story to scaffold
the reading level for students. Students will have the opportunity to read independently in
future lessons.
2. During the read aloud, think aloud as necessary to guide students’ understanding.
a. Ex: page 10→ “​I notice the other students are having a conversation without Ting
Yao. I wonder how she feels about that!​”
Retell Activity
1. After reading, explain that students will work with a partner to tell the story.
2. Ahead of time, pass out the event cards that are individually cut. Pass out cards of the key
pictures from the story. Explain that students will use the text to sequence the card with a
partner.
3. When partner pairs finish, the teacher checks on students’ work. After checking for a
correct sequence, pass out the retell sheets.
4. Explain that students will take turns retelling the story with their partners. Remind
students to use sequencing words in their responses. As a review, with a chart or white
board, ask students to generate examples of sequencing words. Record words as students
respond. Prompt students: “​As you retell the story with your partner, make sure you both
use sequencing words!​ ”
Exit Ticket
Students will individually retell the story to the teacher. The teacher will use a checklist
to track student responses. Teachers can note students’ understanding of the story and students’
use of sequencing words. When it is not their turn, students will work on a written summary of
The Trouble with English.​
LANGUAGE DEVELOPMENT PLAN 9

The Trouble with English Picture Retell

1. 2.

3. 4.

5. 6.

7.
LANGUAGE DEVELOPMENT PLAN 10

Exit Ticket Tracker

Content Objective: ​I can retell ​The Trouble with English​.
Language Objective​: I can use sequence and transition words in my spoken and written
responses.

Name Correct Events Sequencing Words Notes:

LANGUAGE DEVELOPMENT PLAN 11

Name: __________________________________________ Date: __________________

The Trouble with English​, Written Retell

● Content Objective: ​I can retell ​The Trouble with English​.

● Language Objective​: I can use sequence and transition words in my spoken and
written responses.

Directions: ​while you wait for your turn to do the retell with your teacher,
complete a written summary of ​The Trouble with English​. Use sequencing
words to write your summary. Use the writing checklist to check your
work.
→ Summary key questions: Who are the characters in the story?
What happens? What lesson does the character learn?

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❏ Did you use the character names in my summary?
❏ Did you describe the major events?
❏ Did you use sequencing words in your summary?
❏ Does every sentence start with a capital letter and end with a period?
LANGUAGE DEVELOPMENT PLAN 12

Lesson 2: Challenges in the story

Lesson Overview
In this lesson, students review the anchor text, ​The Trouble with English.​ There are many
integrated opportunities to practice the four domains of language in this unit. In this lesson,
students practice both reading and listening as they participate in shared reading with a partner.
Students will also practice speaking and listening as they answer discussion questions in small
groups. Students will practice reading, as they use the text to find evidence for their spoken
answers to discussion questions. Lastly, students will write as they complete a short assessment
in the form of an exit ticket.

Standards and Objectives

Common Core WIDA/ELP Goals

CCSS.ELA-LITERACY.RL.3.1​→ Ask and Speaking Level 3​→ Answer questions in a

answer questions to demonstrate collaborative setting
understanding of a text, referring explicitly to
the text as the basis for the answers.

Content Objective Language Objective

I can identify a challenge that Ting Yao faces I can use examples from the story to support
in ​The Trouble with English​. my answers.

Materials
● Vocabulary Chart
● Student copies of​ The Trouble With English
● Discussion questions for partner pairs (3 copies total)
● Exit Ticket
LANGUAGE DEVELOPMENT PLAN 13

Lesson Procedure
Review focusing questions & lesson objectives
1. Display the essential question and focusing question. Ask for student volunteers to read
aloud.
2. Display lesson objectives. Ask for student volunteers to read aloud.
3. Say: ​Yesterday, we retold The Trouble with English . What do we remember about Ting
Yao’s story? (allow students time to respond, build on answers as necessary).
4. Reference the vocabulary chart. Say: ​Today, we are going to focus on the challenges that
Ting Yao experienced in school. Who can give us examples of a challenge? (Allow time
for student response)

Partner Reading
1. Ensure that each student has a copy of the text. Explain that students will reread ​The
Trouble With English​ with their partner. Say: ​Because we want to focus on Ting Yao’s
challenges, annotate by putting a star every time you read a challenge in the story. This
will help you complete the exit ticket later.
2. Release students to read with their partners. Check in periodically with each group.
Listening to each partner read. Prompt students to show you their annotations.
Discussion Questions
1. Explain that students will use their annotations to work in pairs to summarize the key
information in the story.
2. Pass out discussion question cards to pairs.
3. Prompt students to use text evidence when they respond to each other. To scaffold
student answers, provide sentence frames on a poster or white board:
a. On page ___, the story says _________________.
b. According to the story, _____________________.
4. While students discuss in pairs, the teacher listens in to monitor student learning. Listen
for both student understanding of basic plot elements in the story and the use of text
evidence. Refer back to the sentence frames as needed. Some questions are designed to
point students towards the challenges that the character faces, while other questions allow
students to review key points of the story and specific language uses. As a formative
assessment measure, teachers can also listen for key vocabulary related to language
functions. For example, in question #1, students can demonstrate their mastery of the
language of compare and contrast. In question #2, students demonstrate their ability to
use the language of cause and effect.
5. After working in pairs, go over the questions as a group. The teacher builds upon
students’ responses as needed. Prompt students to provide text evidence as needed.
Alternate participation to ensure that all students have an opportunity to answer.
Exit Ticket
1. Revisit the lesson objectives. Tell students they will demonstrate their learning through
the exit ticket. Pass out copies of the exit ticket to students. Read directions together and
remind students to use examples from the story in their responses. Point to the sentence
frames as needed.
LANGUAGE DEVELOPMENT PLAN 14

​ iscussion Questions
The Trouble with English D

1.How is your 2. What causes Ting

neighborhood similar Yao to become
to and different from confused in class?
Ting Yao’s Shanghai
neighborhood?
Compare and Contrast Cause & Effect

3.How does Ting Yao 4.English is hard. Is

solve her problem
with C and G words?
Main Idea & Details
this statement a fact
or an opinion? How
do you know?
Fact or Opinion

5.What is a challenge 6. If you were Ting Yao’s

Ting Yao faces in friend, how would you
this story? How do help her learn English?
you know?

Story Plot Connect to the story

LANGUAGE DEVELOPMENT PLAN 15

Name: __________________ Date:_______________

The Trouble with English​, Day 1 Exit Ticket
What is ​one​ challenge that Ting Yao experiences in ​The Trouble With
English​? How do you know?
Use your annotations to identify a challenge. Use the story to find text evidence as an example
for your answer.

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Checklist
❏ Did you describe a challenge that Ting Yao experienced?
❏ Did you use text evidence from the story to explain your answer?
❏ Does every sentence start with a capital letter and end with punctuation?
❏ Did you use the sentence frames to start your answers?
LANGUAGE DEVELOPMENT PLAN 16

Lesson 3: Main Idea & Details

Lesson Overview
In the third lesson, students build upon their knowledge of ​The Trouble With English​ by
identifying and supporting main ideas and details. Main idea and details is a salient topic that
addresses many content and language standards. In this lesson, students will re-read excerpts of
the text to find evidence. Students will also practice writing and listening as they work in partner
pairs to identify supporting evidence. Students will complete a “boxes and bullets” organizer,
which is a main idea and detail organizer that the corresponding curriculum, Wit & Wisdom,
uses. The boxes & bullets organizer will prepare students for tomorrow’s culminating writing
activity.

Standards and Objectives

Common Core WIDA/ELP Goals

CCSS.ELA-LITERACY.SL.3.2 Writing Level 3: ​State ideas about

Determine the main ideas and supporting
content-related topics.
details of a text read aloud or information
presented in diverse media and formats,
including visually, quantitatively, and orally. Writing level 4: ​Support main ideas or
opinions with evidence from the text.
CCSS.ELA-LITERACY.RL.3.2
Determine the central message, lesson, or
moral and explain how it is conveyed through Listening Level 5:​ Identify key ideas or
key details in the text. details from information presented orally.

Content Objective Language Objective

I can identify the main idea and details of ​The I can use key vocabulary and phrases like
Trouble With English.​ “main idea” and “details” and “for example”
in my written responses.

Materials
● Vocabulary Chart
● Main Idea & Detail Chart
● Student copies of​ The Trouble With English
● Device to project and show Flocabulary video
● Boxes & Bullets chart
● White boards, markers, and erasers for each student
LANGUAGE DEVELOPMENT PLAN 17

Review focusing questions & lesson objectives

1. Display the essential question and focusing question. Ask for student volunteers to read
aloud.
2. To review students’ learning from yesterday, ask students to generate the challenges that
Ting Yao faced in the story. Record student responses on a chart paper or whiteboard as
students share.
3. Display lesson objectives. Ask for student volunteers to read aloud.
4. Say: “​Today we are going to explore the main idea of The Trouble With English. We will
also find details in the text that support the main idea. First, let’s review what main idea
and details are.”
Review Main Idea & Details
1. Set a purpose for the video and explain that you will watch the “Main Idea” video from
Flocabulary. Say: ​I know we love to watch the Flocabulary videos! Remember, we watch
these videos to help us learn. When the video is finished, be ready to explain what a main
idea is and how to find it.”
2. Watch the Flocabulary video. Use the subtitles and .75 speed feature, if needed. Monitor
students during the video.
3. After the video, debrief and ask for student input by creating an anchor chart. Utilize turn
and talks to increase student voice and participation. Create a chart as a visual anchor,
adding information as students provide it. Consider the following example:

Find the main idea (whole-group)

1. Say: ​The video described the subject, main idea, and details. Let’s think about the subject
for The Trouble with English. What ideas do you have? ​Build on student responses as
necessary. Write on the board as students share. Emphasize that the topic of the book is
immigration.
2. Tell students to look at the cover of the story. Say: ​How does the title of a book help us
understand the main idea? What is the title of our book?​ (Allow for responses) ​So what is
the main idea of this book about?
3. Help students understand the connection between the title and the subject. Say: ​We’re
going to work together to find the main idea and details. Let’s think...what do we do know
LANGUAGE DEVELOPMENT PLAN 18

about Tao Ying? (allow for responses, record on main white board while students share).
Okay, if we know that the subject of this story is immigration, and the title is about the
challenges of learning English, what do you think the author is trying to teach us about
immigrants and learning English? Let’s use the sentence frame to write our own answers
on our boards.
4. Display the following sentence frame: “The main idea of ______________ by
______________ is ________________________.”
Guide students to identify where the book’s title and
author’s name go. Have each student use the frame to
write their own main idea statement on their white
board. Instead of verbally sharing out, this method of
assessment helps the teacher gauge all students’
understanding of the main idea. The teacher can check
students’ work and give immediate feedback before
moving forward with the lesson.

Partner Work
1. After guiding students to the main idea, release students to work independently with
partners to find main ideas. Say:​ Don’t forget, we can turn the main idea into a question
to help us find details. If we ask “How is it hard for immigrants to learn English?” We
can use the story to find examples by looking at Ting Yao’s experience in school.” ​Direct
students to skim through the text to find examples. The previous lessons about retelling
the key events and identifying Ting Yao’s challenges will help students to complete this
part of the lesson. Distribute boxes & bullets organizer.

Exit Ticket:
1. As an independent exit ticket, students will identify a main idea and details of the story
with
2. Provide sentence frames to students, as needed:
a. The main idea of __________ by _________ is ____________________.
b. For example, in the story ______________________________________.
c. On page ____, the story says ___________________________________.
LANGUAGE DEVELOPMENT PLAN 19

Name: _________________________________ Date: _____________________

Boxes and Bullets: ​The Trouble with English

Directions:​ ​re-read ​The Trouble with English.​ Use your annotations from yesterday to help
identify key details that support the main idea.

**Remember, do you​ not​ need to use complete sentences on the graphic organizer. **​

Main Idea:

Details: ​what facts in the text support (or show) the main idea?

1) 2) 3)
LANGUAGE DEVELOPMENT PLAN 20

Name: _________________________________ Date: _____________________

Main Idea and Details: Exit Ticket

Content objective:​ I can identify the main idea and details of ​The Trouble With English​.
Language objective: ​I can use key vocabulary and phrases like “main idea” and “details” and
“for example” in my written responses.

​ rite a paragraph that explains the main idea and details of The Trouble With
Directions:​ W
English. Use Ting Yao’s experiences in the story as examples. Use the checklist to review your
work.

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Checklist
❏ Did you write the title of the book and the author’s name in your answer?
❏ Did you use text evidence from the story to explain your answer?
❏ Does every sentence start with a capital letter and end with punctuation?
❏ Did you use keywords like “main idea” and “details” in your answer?
❏ Did you use key phrases like “for example” and “The story says _________” ?
LANGUAGE DEVELOPMENT PLAN 21

Lesson 4: Answer the Focusing Question

Lesson Overview
This lesson concludes the unit. In this lesson, students will further their learning by
answering the focusing question: ​What challenges do immigrants face in a new country?​ In
lesson 1, students mastered the basic elements of the Ting Yao’s experience by completing a
retell. In lesson 2, students identified the challenges that Ting Yao experienced when she moved
to the US. In lesson 3, students identified and supported the main idea that Ting Yao struggled to
learn English because of the new and confusing sounds. In this lesson, students will synthesize
their knowledge from previous lessons.
Because this mini lesson serves to introduce students to key language needed in the
reading classroom, the writing process will feature many scaffolds to support student learning.
Eventually, the goal is that these scaffolds are removed as students develop their language skills.

Standards and Objectives

Common Core WIDA/ELP Goals

CCSS.ELA-LITERACY.W.3.2​→ Write Writing Level 4:​ Support main ideas with

informative/explanatory texts to examine a evidence from the text.
topic and convey ideas and information
clearly.
Writing Level 5:​ Elaborate topics with facts
CCSS.ELA-LITERACY.W.3.2.B​→ and details from the text.
Develop the topic with facts, definitions, and
details.

CCSS.ELA-LITERACY.W.3.2.C→ ​Use
linking words and phrases (e.g., ​also​, ​another,​
and​, ​more​, ​but​) to connect ideas within
categories of information.

CCSS.ELA-LITERACY.W.3.2.D→ ​Provide
a concluding statement or section

Content Objective Language Objective

LANGUAGE DEVELOPMENT PLAN 22

I can write an information paragraph that I can develop my writing with an

describes the challenges immigrants face in a introduction, details, and a conclusion
new country. sentence.

Materials
● Vocabulary Chart
● Main Idea & Detail Chart
● Paragraph writing chart
● Student copies of​ The Trouble With English
● Students’ previous worksheets (retell sheets, exit tickets, boxes and bullets, etc.)
Review focusing questions & lesson objectives
1. Display the essential question and focusing question. Ask for student volunteers to read
aloud.
2. Display lesson objectives. Ask for student volunteers to read aloud.
3. Say: “​Today we are going to wrap up our learning by answering the focusing question.
We will use ​The Trouble With English​ and Ting Yao’s story to explain our answers.
Review previous learning
1. Engage in a short, whole-group discussion to allow students to prepare for writing. Ask
students to verbally answer the questions:
a. What is a challenge? What is a challenge that Ting Yao faced?
b. What did the story teach us about learning English?
c. Can you think of some examples in the story where Ting Yao struggled with
English?
Allow students to respond to each other and ask each other questions.
Review parts of a paragraph
1. Use an anchor chart or white board to review the parts of a paragraph. Use the Wit &
Wisdom paragraph structure: TEEC (Topic Sentence, Evidence, Elaboration, Conclusion)
2. Ask students to identify the parts of a paragraph. Fill in the chart as students respond. For
example, ask: “Who remembers what the T stands for in paragraph writing? Right, that’s
the topic sentence. What should we do in the topic sentence? Yes, with the topic
sentence, we want to restate the question.”
T Topic Sentence Restate the question in your topic sentence

E Evidence Find examples from the story

E Elaboration Explain how the examples

C Conclusion Restate your topic sentence

3. Remind students to use the new anchor chart during the writing activity.
LANGUAGE DEVELOPMENT PLAN 23

Answer the focusing question

1. Pass out the student worksheets and their previous worksheets. Remind students that they
can use the story, their worksheets, and the charts in the classroom to complete their
writing.
2. Read the directions together. Allow students the opportunity to ask questions.
3. If needed, give students the version of the worksheet with sentence frames.

Assessment note
The writing activity provides ample opportunity for summative and formative
assessment. Because elements of this assessment summarize the learning for this unit, this
writing activity allows teachers to assess student learning during this unit and evaluate the
effectiveness of the learning activities. The writing activity also allows students to practice and
reinforce previously taught skills (ie: the parts of a paragraph). This writing activity also helps
the teacher identify the areas that need to be taught and reinforced when students answer the
focusing question task in the general education reading classroom. This assessment serves as a
“test run” where the teacher can evaluate student learning and make instructional goals for future
lessons. As both a formative and summative assessment opportunity, this writing activity helps
teachers evaluate previous learning and prepare for future learning.
LANGUAGE DEVELOPMENT PLAN 24

Name: _____________________________ Date: ______________________

Directions:​In paragraph form, answer this question: ​What challenges do immigrants face in a
new country​? Use​ The Trouble With English and Ying Yao’s​ story to explain your answer.

In your response, make sure to include:

● An topic sentence that restates the question
● Examples and details from ​The Trouble With English
● Key vocabulary words like main idea, detail, immigrant, challenges
● A conclusion sentence

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● Did you write an topic sentence that restates the focusing question?
● Did you use examples and details from ​The Trouble With English​?
● Did you use key vocabulary words like main idea, detail, immigrant, challenges?
● Did you write a conclusion sentence that wraps up your writing?
LANGUAGE DEVELOPMENT PLAN 25

Name: _____________________________ Date: ______________________

Directions:​In paragraph form, answer this question: ​What challenges do immigrants face in a
new country​? Use​ The Trouble With English and Ying Yao’s​ story to explain your answer.

In your response, make sure to include:

● An topic sentence that restates the question
● Examples and details from ​The Trouble With English
● Key vocabulary words like main idea, detail, immigrant, challenges
● A conclusion sentence

Introduction Sentence Immigrants experience many ____________ 

when they move to a new country.  

Evidence (Details from For example, “The Trouble with __________” 

the Story) tells a story of a girl named ______________ 
who experiences _________________ when 
she moved to the United States.  

Elaboration (Explain For example, on page ______, the story says 

the evidence) that Ying Tao faced a challenge when ________ 
__________________________________ 
__________________________________.  

Conclusion In conclusion, _________’s story in “The Trouble 

WIth English” shows how immigrants face challenges 
in a new country because __________________ 
____________________________________ 
LANGUAGE DEVELOPMENT PLAN 26

Opportunities for extension

This unit provides ample opportunity for extension. If students need to reinforce the skills
introduced in this unit, the activities can be modified and repeated with any text that describes
the challenges faced by immigrants in a new country. To introduce and practice narrative
writing, students could write their own narrative experiences describing the challenges they have
faced as immigrants. To engage with families and communities, students could draft questions
and conduct interviews of immigrants to learn more about their experiences. Because this topic is
very personal to many emergent bilinguals, there are my opportunities to enrich and extend the
discussion.
LANGUAGE DEVELOPMENT PLAN 27

References

Board of Regents of the University of Wisconsin System. (2016). Can Do Key Uses Grades 2-3.

Retrieved from

https://wida.wisc.edu/sites/default/files/resource/CanDo-KeyUses-Gr-2-3.pdf

Common Core State Standard Initiative. (2020). English Language Arts Standards » Speaking &

Listening » Grade 3 | Common Core State Standards Initiative. Retrieved from

http://www.corestandards.org/ELA-Literacy/SL/3/

Common Core State Standards Initiative. (2020). English Language Arts Standards » Reading:

Literature » Grade 3 | Common Core State Standards Initiative. Retrieved from

http://www.corestandards.org/ELA-Literacy/RL/3/

Common Core State Standards Initiative. (2020). English Language Arts Standards » Writing »

Grade 3 | Common Core State Standards Initiative. Retrieved from

http://www.corestandards.org/ELA-Literacy/W/3/

Flocabulary: Main Idea. (2020, March 31). [Video file]. ​YouTube.​ Retrieved from

https://www.youtube.com/watch?v=9al_DsQugWk

Ned Jensen. (n.d.). The Trouble with English | Raz-Plus. Retrieved from

https://www.raz-plus.com/books/leveled-books/book/?id=761&langId=1