UNIT:
Lesson: 6
Text Title
IDOE English Learning Guidebook 2022 Chapter 1; pages 4-8.
Teacher Note: The IDOE guidebook is updated yearly. The newest iteration will likely be available at the time of implementation of this curriculum. Page numbers will shift.
Main Idea
The IDOE guidebook gives parameters for how and why students are identified as English Language Learners. Identifying the support a student needs and providing that support should be based in best practices and rooted in equity. Chapter one of the guidebook revisits the legal definition of a multilingual or English language learner. The chapter also passes back through key legislation that have helped shape the parameters and framework for identification, placement, and support of multilingual learners.
Essential Question
The unit essential questions developed through this lesson are…
- What opportunities and challenges exist for an education ecosystem experiencing an increase in its multilingual learner population?
Content Objective
By engaging in this lesson, students will know/understand that…
- In Indiana, the guidelines for identifying and supporting MLs are directly related to federal guidelines.
Literacy Objective
By engaging in this lesson, students will strengthen their ability to…
- Draw connections between various real-world texts.
Standards Alignment
- Delineate and evaluate the arguments and specific claims in U.S. and world texts, assessing whether the reasoning is valid and the evidence is relevant and sufficient; analyze the impact of false statements and fallacious reasoning. (11-12.RN.4.1)
