Instructional Practice, Assessment, and Content-Area Teaching for ELs
What to know
Domain 3 tests instructional design and assessment for bilingual/EL students. Know sheltered instruction and the SIOP framework components (lesson preparation, building background, comprehensible input, strategies, interaction, practice/application, lesson delivery, review/assessment). Understand scaffolding: visuals, graphic organizers, sentence frames, modeling, and cooperative grouping. Know how to integrate language and content objectives (content-based instruction) and how to differentiate by proficiency level.
Assessment knowledge is central: distinguish formative from summative, and know that standardized tests in English may not validly measure content knowledge for ELs at low proficiency. Understand accommodations (extra time, bilingual glossary, read-aloud of directions, translated versions where permitted) versus modifications. Know the difference between language proficiency assessment (e.g., identifying and exiting EL status) and content assessment. Also understand the role of authentic/performance assessment and portfolios, and the importance of avoiding cultural bias in test items.
Traps
Questions may present an accommodation as a modification or vice versa. Another trap: assuming an EL who is silent during discussion lacks content knowledge-silent period is normal. Watch for items that confuse proficiency testing with achievement testing.
Rule of thumb
Match the support to the task demand: if the language is the barrier, scaffold language (visuals, frames); if the content is the barrier, reteach conceptually. Never lower content expectations to fix a language issue.