Create an ESL lesson plan with content and language objectives.

Grade level: [GRADE OR AGE GROUP]
Proficiency level(s): [WIDA LEVEL 1-6 / CEFR A1-C2 / BEGINNER-ADVANCED]
Lesson topic: [LESSON TOPIC — e.g., community helpers, ecosystems, narrative writing]
Content objective: [WHAT STUDENTS WILL KNOW OR DO — tied to grade-level standard]
Language objective: [WHAT LANGUAGE STUDENTS WILL USE — reading, writing, speaking, or listening skill]
Key vocabulary: [6-8 ACADEMIC OR CONTENT VOCABULARY WORDS]
Materials needed: [LIST]
Lesson structure:
- Warm-up/activate prior knowledge (5-10 min): [HOW YOU WILL BUILD BACKGROUND]
- Direct instruction (10-15 min): [WHAT YOU WILL TEACH AND HOW — include scaffolds]
- Guided practice (10-15 min): [STRUCTURED ACTIVITY WITH TEACHER SUPPORT]
- Independent or partner practice (10-15 min): [STUDENT-LED APPLICATION]
- Wrap-up/formative check (5 min): [HOW YOU WILL ASSESS UNDERSTANDING]
Scaffolding strategies: [SENTENCE FRAMES / GRAPHIC ORGANIZERS / VISUALS / L1 SUPPORT]
Assessment: [HOW YOU WILL KNOW STUDENTS MET THE OBJECTIVE]

Full ESL lesson plan with content and language objectives following SIOP or GLAD instructional framework principles. Under 300 words.

Create a content-based language instruction (CLBI) unit overview for ESL students.

Subject area: [SCIENCE / SOCIAL STUDIES / MATH / ELA]
Unit topic: [SPECIFIC UNIT — e.g., the water cycle, American government, fractions]
Grade level: [GRADE]
Proficiency levels in class: [RANGE — e.g., WIDA 2-4 or CEFR A2-B2]
Number of weeks: [UNIT LENGTH]
Week-by-week overview:
- Week 1: [CONTENT FOCUS + LANGUAGE FOCUS — e.g., introduce water cycle vocabulary; practice labeling diagrams]
- Week 2: [CONTENT FOCUS + LANGUAGE FOCUS]
- Week 3: [CONTENT FOCUS + LANGUAGE FOCUS]
- Week 4: [CONTENT FOCUS + LANGUAGE FOCUS — assessment week]
Academic language targets: [TIER 2 AND TIER 3 VOCABULARY TO TEACH EXPLICITLY]
Scaffolded supports to embed: [GRAPHIC ORGANIZERS, SENTENCE FRAMES, VISUALS, NATIVE LANGUAGE RESOURCES]
Summative assessment: [HOW STUDENTS WILL DEMONSTRATE CONTENT AND LANGUAGE LEARNING]

CLBI unit overview integrating academic content with language development. Under 250 words.

Create a Total Physical Response (TPR) activity plan for ESL beginners.

Proficiency level: [WIDA 1-2 / CEFR A1-A2 / ENTERING OR EMERGING]
Language target: [VOCABULARY SET OR COMMAND STRUCTURE TO TEACH — e.g., classroom commands, body parts, action verbs]
Age group: [ELEMENTARY / MIDDLE / ADULT]
Duration: [15-20 MINUTES]
Vocabulary words or commands: [LIST 8-12 WORDS OR PHRASES]
TPR sequence:
- Teacher models: [WHAT TEACHER SAYS AND DOES — movement linked to language]
- Students respond: [WHAT STUDENTS DO FIRST AS GROUP, THEN INDIVIDUALLY]
- Student-led variation: [HOW MORE ADVANCED STUDENTS GIVE THE COMMANDS]
Comprehension check: [HOW YOU WILL KNOW STUDENTS INTERNALIZED THE VOCABULARY]
Extension for WIDA 2-3: [HOW TO BUILD ORAL PRODUCTION FROM THIS ACTIVITY]

TPR activity plan following James Asher's methodology. Minimal output pressure. Acquisition-friendly. Under 175 words.

Create a cognate-based vocabulary lesson for Spanish-speaking ESL students.

Grade level: [GRADE]
Proficiency level: [WIDA 1-3 / CEFR A1-B1]
Content area: [SCIENCE / SOCIAL STUDIES / MATH / ELA]
Unit or topic: [SPECIFIC TOPIC]
Cognate pairs to teach: [LIST 10-15 ENGLISH-SPANISH COGNATES FROM THE UNIT — e.g., animal/animal, nation/nación, responsible/responsable]
False cognate warning (if any): [LIST ANY FALSE COGNATES STUDENTS MIGHT ENCOUNTER — e.g., embarrassed/embarazada]
Lesson structure:
- Activate prior knowledge: [HOW TO SHOW STUDENTS THEY ALREADY KNOW SOME ENGLISH]
- Cognate sort activity: [HOW STUDENTS IDENTIFY COGNATE PATTERNS]
- Reading application: [HOW STUDENTS FIND AND USE COGNATES IN A TEXT]
- Writing extension: [HOW STUDENTS APPLY COGNATES IN PRODUCTION]
Bridge strategy: [HOW TO HELP STUDENTS TRANSFER COGNATE KNOWLEDGE TO NEW VOCABULARY]

Cognate-based vocabulary lesson. L1 asset-based approach. Under 200 words.

Create an orientation lesson plan for a newly arrived ELL student.

Student profile: [AGE / GRADE / HOME LANGUAGE / ESTIMATED PRIOR SCHOOLING — if known]
Proficiency level: [WIDA 1 ENTERING / CEFR A1 — little to no English]
School context: [GRADE-LEVEL CLASSROOM / NEWCOMER PROGRAM / PULL-OUT ESL]
Priority objectives for the first week:
- School navigation: [BATHROOM, CAFETERIA, OFFICE — teach these words and routes]
- Classroom routines: [DAILY SCHEDULE, MATERIALS, TRANSITIONS]
- Survival vocabulary: [10-15 ESSENTIAL WORDS AND PHRASES — yes, no, help, I don't understand, may I go to the bathroom]
- Peer connection: [ONE LOW-PRESSURE ACTIVITY TO BUILD SOCIAL CONNECTION]
Materials to prepare: [VISUAL SCHEDULE, BILINGUAL WORD WALL, PICTURE DICTIONARY, SCHOOL MAP]
Home language support: [HOW TO GET A GREETING OR WELCOME IN THE STUDENT'S L1]
Family communication: [WHAT TO SEND HOME ON DAY 1 — translated if possible]

Newcomer orientation lesson. Trauma-informed, asset-based, low-anxiety. Under 200 words.

Create four versions of a reading comprehension worksheet on the same topic, differentiated by English proficiency level.

Topic or text: [LESSON TOPIC OR SPECIFIC TEXT — e.g., the life cycle of a butterfly, the American Revolution]
Grade level: [GRADE]

Version 1 — WIDA Level 1 / CEFR A1 (Entering/Beginner):
- Simplified 3-4 sentence paragraph using only high-frequency words
- Comprehension activity: match pictures to vocabulary words (provide 5 target words with visual cues)
- Sentence frame for responding: I see ___. This is ___.

Version 2 — WIDA Level 2 / CEFR A2 (Emerging/Elementary):
- 5-6 sentence paragraph with bolded vocabulary and short glossary
- Comprehension activity: true/false questions (5 items) with sentence frame support
- Sentence frame: The ___ is ___. First, ___ then ___.

Version 3 — WIDA Level 3 / CEFR B1 (Developing/Intermediate):
- 1-paragraph text (8-10 sentences) with academic vocabulary bolded
- Comprehension: short answer questions (3 items) using complete sentences
- Sentence frame: According to the text, ___. One important detail is ___.

Version 4 — WIDA Level 4 / CEFR B2 (Expanding/Upper-Intermediate):
- Full-length grade-appropriate paragraph with no vocabulary scaffolds
- Comprehension: 2 analytical questions requiring text evidence
- Writing extension: one paragraph response with a claim and supporting detail

Each version must teach the same core content and vocabulary. Scaffold the language, not the thinking. All four versions under 600 words total.

Create four leveled writing prompts on the same topic for a multilingual classroom.

Topic: [WRITING TOPIC — e.g., describe your neighborhood, explain how plants grow, argue whether school uniforms should be required]
Grade level: [GRADE]

For each proficiency level, provide:
- The writing prompt (adjusted sentence complexity and vocabulary demand)
- A sentence frame or paragraph frame to scaffold production
- Expected length (how many words or sentences at this level)
- Vocabulary bank (5-7 words students should use)

Level 1 — WIDA 1 / CEFR A1: [LABEL AS ENTERING]
Level 2 — WIDA 2 / CEFR A2: [LABEL AS EMERGING]
Level 3 — WIDA 3-4 / CEFR B1-B2: [LABEL AS DEVELOPING/EXPANDING]
Level 4 — WIDA 5-6 / CEFR C1-C2: [LABEL AS BRIDGING/REACHING — grade-level prompt]

Each prompt must address the same core topic and thinking skill. Differ only in language complexity, scaffolding, and expected output length. Under 400 words total.

Create a vocabulary graphic organizer for ESL students learning academic vocabulary.

Proficiency level: [WIDA LEVEL / CEFR LEVEL]
Words to teach: [LIST 5-8 ACADEMIC VOCABULARY WORDS — Tier 2 or Tier 3]
Content area: [SUBJECT]

For each word, include these boxes:
1. Word in English: [TARGET WORD]
2. Definition in simple English: [STUDENT-FRIENDLY DEFINITION — 10 words or fewer]
3. Translation or native language note: [LEAVE BLANK OR FILL IN IF YOU KNOW THE L1 — label field as "[L1 LANGUAGE] word:"]
4. Illustration or symbol: [PROMPT: draw or paste a picture that represents this word]
5. Example sentence from the text: [PULL FROM THE READING]
6. Your own sentence: [STUDENT WRITES THIS — provide sentence frame for lower levels]

Format as a table or Frayer model layout. Instructions written at [WIDA LEVEL 2 / CEFR A2] readability. Under 200 words of instructions; leave space for student responses.

Create a scaffolded note-taking template for an ESL student in a mainstream classroom.

Subject and unit: [SUBJECT — e.g., 7th grade science, unit on ecosystems]
Proficiency level: [WIDA 2-3 / CEFR A2-B1]
Lesson topic: [SPECIFIC LESSON TOPIC]
Key concepts to capture: [LIST 4-6 MAIN IDEAS FROM THE LESSON]

For each key concept, create:
- A heading in simple English
- 1-2 sentence frames for note-taking (students fill in blanks as teacher speaks)
- Space for student to add a drawing or symbol
- 2-3 vocabulary words defined in a sidebar margin

Also include:
- A "questions I have" box at the bottom (in the student's L1 and English)
- A "most important thing I learned" sentence frame at the end

Template must reduce language barriers without reducing academic content. Under 300 words of template text plus fill-in-the-blank spaces.

Create a sentence frame library for ESL students participating in academic discussions.

Grade level: [GRADE]
Proficiency levels: [WIDA 1-5 / CEFR A1-C1]
Content area or discussion type: [SCIENCE DISCUSSION / LITERATURE CIRCLE / MATH REASONING / DEBATE / COLLABORATIVE PROBLEM SOLVING]

Organize frames by function:
1. Agreeing: [4 frames at different proficiency levels — from simple "I agree" frames to academic "I concur with [NAME]'s point that..."]
2. Disagreeing politely: [4 frames — "I think different" to "While I understand [NAME]'s perspective, I would argue that..."]
3. Adding to a classmate's idea: [4 frames]
4. Asking for clarification: [4 frames]
5. Citing evidence: [4 frames — "The book says..." to "According to the text, [evidence], which supports..."]
6. Summarizing: [4 frames]

Each function: provide one frame per level (Entering, Emerging, Developing, Expanding). Label each clearly. Format as a laminated reference card students can keep on desks. Under 350 words.

Create a grammar mini-lesson plan for ESL students.

Grammar point: [GRAMMAR POINT — e.g., simple past tense, articles a/an/the, subject-verb agreement, comparative adjectives]
Proficiency level: [WIDA LEVEL / CEFR LEVEL]
Grade level: [GRADE]
Duration: [15-20 MINUTES]

Mini-lesson structure:
- Hook/notice activity (3 min): [HOW TO GET STUDENTS TO NOTICE THE GRAMMAR IN CONTEXT — short text or model sentences]
- Explicit explanation (5 min): [CLEAR, SIMPLE RULE EXPLANATION — use examples from students' own writing or class reading]
- Guided practice (5-7 min): [STRUCTURED ACTIVITY — gap fill, sentence sorting, error correction]
- Controlled production (3-5 min): [STUDENTS WRITE 3-5 SENTENCES USING THE GRAMMAR POINT — provide sentence starters]
- Exit ticket: [QUICK FORMATIVE CHECK — 1-2 sentences students write before leaving]

Anchor chart language: [2-3 SENTENCES FOR THE CLASSROOM ANCHOR CHART SUMMARIZING THE RULE]

Inductive grammar mini-lesson. Context-first, rule-second approach. Student-generated examples when possible. Under 200 words.

Analyze grammar errors in an ESL student's writing sample and create targeted feedback.

Student proficiency level: [WIDA LEVEL / CEFR LEVEL]
Grade level: [GRADE]
Writing sample: [PASTE STUDENT WRITING HERE — or describe the error pattern: "student consistently omits articles and uses present tense instead of past tense"]

For each error pattern identified:
1. Name the error type: [GRAMMATICAL CATEGORY]
2. Explain why English learners make this error: [WHAT L1 INTERFERENCE OR DEVELOPMENTAL STAGE CAUSES IT]
3. Provide student-friendly explanation: [HOW TO EXPLAIN IT WITHOUT METALINGUISTIC JARGON]
4. Give corrected example from the student's own text: [TAKE THEIR SENTENCE AND FIX IT]
5. Create 3 practice sentences for this specific error: [TARGET PRACTICE — not generic]

Feedback tone: [STRENGTHS FIRST — note 2 things the student did well before addressing errors]
Priority: [FOCUS ON 1-2 HIGH-FREQUENCY ERRORS ONLY — not every mistake]

Error-focused writing feedback for ESL students. Positive, developmental, actionable. Under 250 words.

Create a contrastive grammar explanation comparing [L1 LANGUAGE] and English grammar rules.

Student's home language (L1): [SPANISH / MANDARIN / ARABIC / VIETNAMESE / HAITIAN CREOLE / SOMALI / OTHER]
Grammar point in English: [SPECIFIC GRAMMAR POINT — e.g., verb tense system, plurals, word order, article use]
Student proficiency level: [WIDA LEVEL / CEFR LEVEL]

Provide:
1. How this grammar works in [L1 LANGUAGE]: [BRIEF, ACCURATE DESCRIPTION]
2. How this grammar works in English: [CLEAR EXPLANATION]
3. Where the systems differ: [SPECIFIC DIFFERENCES THAT CAUSE ERRORS]
4. Common errors this causes for [L1] speakers: [2-3 EXAMPLE ERROR SENTENCES WITH CORRECTIONS]
5. Teaching strategy: [HOW TO USE THE L1 KNOWLEDGE AS A BRIDGE, NOT A BARRIER]
6. Practice activity: [ONE SHORT ACTIVITY TARGETING THIS SPECIFIC INTERFERENCE POINT]

Contrastive analysis for [L1 LANGUAGE] ESL learners. Asset-based approach — use L1 knowledge as a resource. Under 200 words.

Create a lesson teaching an academic language function for ESL students.

Language function: [COMPARING / CONTRASTING / EXPLAINING CAUSE AND EFFECT / SEQUENCING / DEFINING / PERSUADING / HYPOTHESIZING]
Content area: [SUBJECT THIS FUNCTION APPEARS IN]
Grade level: [GRADE]
Proficiency level: [WIDA 3-5 / CEFR B1-C1]

Lesson components:
- Text examples: [2-3 SENTENCES FROM ACADEMIC TEXTS DEMONSTRATING THIS FUNCTION]
- Language forms for this function: [LIST THE SENTENCE STRUCTURES — e.g., for comparing: "Both ___ and ___ are...", "Unlike ___, ___ is..."]
- Signal words: [KEY VOCABULARY THAT SIGNALS THIS FUNCTION — however, therefore, as a result, similarly, etc.]
- Guided practice: [ACTIVITY USING THE FUNCTION IN THE CONTENT AREA]
- Independent production: [WRITING OR SPEAKING TASK USING THE FUNCTION]

Academic language function lesson. Connects form and meaning in authentic content contexts. Under 200 words.

Create a grammar practice game or interactive activity for ESL students.

Grammar target: [GRAMMAR POINT TO PRACTICE]
Proficiency level: [WIDA LEVEL / CEFR LEVEL]
Age group: [ELEMENTARY / MIDDLE / HIGH SCHOOL / ADULT]
Class size: [NUMBER OF STUDENTS]
Materials available: [CARDS / WHITEBOARD / DIGITAL DEVICE / NO MATERIALS — oral only]
Game type: [CHOOSE OR SUGGEST — sorting game, running dictation, grammar auction, error hunt, relay race, board game, conversation cards]

Game instructions:
- Setup: [HOW TO PREPARE MATERIALS]
- How to play: [STEP-BY-STEP — clear enough for a substitute teacher to run]
- Grammar integration: [EXACTLY WHERE AND HOW THE TARGET GRAMMAR IS PRACTICED]
- Differentiation: [HOW TO ADJUST FOR MIXED PROFICIENCY LEVELS IN THE SAME GAME]
- Debrief: [HOW TO CONNECT THE GAME BACK TO EXPLICIT GRAMMAR LEARNING]

Grammar game instructions. Communicative, low-anxiety, high-production. Under 200 words.

Write a parent communication letter and provide translations in multiple languages.

Letter purpose: [DESCRIBE PURPOSE — e.g., welcome to ESL program, upcoming ACCESS testing, IEP meeting invitation, end-of-year progress update, school event]
Key information to convey:
1. [MAIN POINT 1]
2. [MAIN POINT 2]
3. [MAIN POINT 3]
Action requested from family: [WHAT YOU NEED PARENTS TO DO — sign and return, attend meeting, provide information]
Contact information: [YOUR NAME, EMAIL, PHONE — use placeholders]
Deadline if applicable: [DATE]

Write the letter in:
1. English (clear, simple — 6th grade reading level)
2. Spanish
3. Mandarin Chinese (Simplified)
4. Vietnamese
5. Arabic

Each version must convey the same information accurately. Flag any culturally sensitive phrasing adjustments in the non-English versions. Note: recommend having a bilingual colleague or professional translator review before sending.

Write a parent notification letter explaining ELL program rights and services.

Program type: [PULL-OUT ESL / PUSH-IN / SHELTERED INSTRUCTION / DUAL LANGUAGE / TRANSITIONAL BILINGUAL]
Student's proficiency level and status: [NEWLY IDENTIFIED / ANNUAL REVIEW / EXITING ELL STATUS]
Required information to include:
- Why the student was identified for ELL services: [TEST SCORES, REASON]
- What services the student will receive: [DESCRIBE PROGRAM]
- Family rights: [RIGHT TO DECLINE, RIGHT TO REVIEW RECORDS, RIGHT TO INTERPRET/TRANSLATE]
- Annual ACCESS testing information: [WHAT IT IS, WHEN IT OCCURS, HOW SCORES ARE USED]
- Contact for questions: [ESL COORDINATOR OR TEACHER]

Translate into: [TARGET HOME LANGUAGE(S) — Spanish / Mandarin / Vietnamese / Arabic / Somali / Haitian Creole]

ELL parent rights notification. Legally compliant with Title III requirements. Plain language. Under 300 words in English.

Write a student progress update for an ELL family, with translation.

Student: [GRADE, PRONOUNS — no names]
Home language: [L1 LANGUAGE]
Reporting period: [QUARTER / SEMESTER / YEAR]
English language development progress:
- Listening: [SPECIFIC PROGRESS — what student can understand now vs. before]
- Speaking: [SPECIFIC PROGRESS]
- Reading: [SPECIFIC PROGRESS — reading level, skills gained]
- Writing: [SPECIFIC PROGRESS]
Content area performance: [HOW STUDENT IS PERFORMING IN GRADE-LEVEL CONTENT WITH ESL SUPPORT]
Areas of strength: [2-3 SPECIFIC STRENGTHS]
Areas for continued growth: [1-2 FOCUS AREAS]
How family can support at home: [2-3 SPECIFIC, CULTURALLY ACCESSIBLE ACTIVITIES]
Next milestone: [WHAT TO EXPECT IN THE COMING MONTHS]

Write in English first, then translate fully into [L1 LANGUAGE]. Warm, specific, family-partnership tone. Under 250 words in English.

Write a parent-teacher conference invitation in English and the family's home language.

Conference purpose: [ROUTINE CONFERENCE / ESL PROGRESS MEETING / IEP MEETING / BEHAVIORAL CONCERN / FAMILY REQUEST]
Proposed date and time options: [DATE 1 / DATE 2 — leave as placeholders]
Location: [SCHOOL NAME, ROOM NUMBER — placeholder]
Interpreter available: [YES — note language / NO — ask family to bring interpreter / PHONE INTERPRETER AVAILABLE]
What will be discussed: [2-3 BRIEF BULLET POINTS — keep non-alarming for routine conferences]
How to confirm: [EMAIL / PHONE / RETURN SLIP]
Contact: [TEACHER NAME AND CONTACT — placeholder]

Write in:
1. English
2. [HOME LANGUAGE — Spanish / Mandarin / Arabic / Vietnamese / Somali / Haitian Creole / other]

Warm, welcoming tone. Families should feel invited, not summoned. Under 150 words per version.

Create a bilingual classroom volunteer guide for non-English-speaking families.

Language pair: [ENGLISH + TARGET LANGUAGE — e.g., English/Spanish, English/Mandarin]
School context: [GRADE / CLASSROOM TYPE]
Volunteer activities available: [READ-ALOUD PARTNER / LITERACY STATION HELPER / CULTURAL PRESENTATION / CLASSROOM HELPER DURING CENTERS / TRANSLATION SUPPORT]

For each volunteer activity, write instructions in both languages:
- What the activity involves
- What the volunteer should say or do
- What to do if a student struggles
- Who to ask for help

Also include:
- Classroom vocabulary guide (20 common classroom words in English and [TARGET LANGUAGE])
- Schedule: [WHAT DAYS/TIMES VOLUNTEERS ARE WELCOME]
- What to bring: [ID, COMPLETED VOLUNTEER FORM, ETC.]

Purpose: lower the language barrier for families who want to be involved but feel excluded by the English-only environment. Welcoming tone. Under 400 words total.

Write an ELL progress report narrative for a report card or portfolio.

Student: [GRADE, PRONOUNS]
Reporting period: [DATES]
Current WIDA level: [1-6] or CEFR level: [A1-C2]
English language development by domain:
- Listening: [DESCRIBE CURRENT SKILL — what the student can understand]
- Speaking: [DESCRIBE CURRENT SKILL — sentence complexity, vocabulary range, fluency]
- Reading: [DESCRIBE CURRENT SKILL — reading level, comprehension, decoding]
- Writing: [DESCRIBE CURRENT SKILL — genre, sentence structure, conventions]
Growth since last reporting period: [SPECIFIC CHANGE IN WIDA LEVEL OR SKILL INDICATORS]
Content area performance: [HOW STUDENT IS ACCESSING GRADE-LEVEL CONTENT]
Accommodations currently in place: [LIST ELL ACCOMMODATIONS BEING USED]
Goals for next period: [1-2 SPECIFIC LANGUAGE DEVELOPMENT GOALS]

ELL progress narrative. Standards-referenced, specific, strength-forward. Under 200 words.

Write measurable language development goals for an ELL student's IEP.

Student: [GRADE, PRONOUNS]
Disability category: [LEARNING DISABILITY / SPEECH-LANGUAGE IMPAIRMENT / OTHER HEALTH IMPAIRMENT / AUTISM / ETC.]
Current English proficiency: [WIDA LEVEL / CEFR LEVEL]
ELL accommodations currently on IEP: [LIST EXISTING ACCOMMODATIONS]
Language areas needing IEP goals: [SPEAKING / READING FLUENCY / WRITING / VOCABULARY / LISTENING COMPREHENSION]

For each language area, write:
1. Present level of performance: [SPECIFIC, MEASURABLE BASELINE — e.g., "Currently reads at a 2.1 grade equivalent with 85% accuracy on decodable text"]
2. Annual goal: [SPECIFIC, MEASURABLE, TIME-BOUND — follows SMART goal format]
3. Short-term objectives or benchmarks: [2-3 STEPPING-STONE SKILLS TOWARD THE ANNUAL GOAL]
4. How progress will be measured: [ASSESSMENT METHOD AND FREQUENCY]
5. Who is responsible: [ESL TEACHER / SPECIAL ED TEACHER / SPEECH-LANGUAGE PATHOLOGIST / SHARED]

IEP language goals for dually identified ELL student. IDEA-compliant language. WIDA and special education frameworks integrated. Under 250 words.

Write a family communication explaining ACCESS for ELLs testing.

Testing window: [DATES]
Grade level: [GRADE OR GRADE BAND]
What ACCESS measures: [PLAIN LANGUAGE EXPLANATION — listening, speaking, reading, writing in English]
Why ACCESS matters for your student: [HOW SCORES AFFECT SERVICES AND RECLASSIFICATION]
How to help your child prepare: [3-4 PRACTICAL, ACCESSIBLE SUGGESTIONS — sleep, breakfast, arrive on time, practice talking about school topics at home]
What the scores mean: [BRIEF EXPLANATION OF WIDA PROFICIENCY LEVELS 1-6]
When results will be available: [EXPECTED DATE]
Contact for questions: [NAME AND CONTACT — placeholder]

Translate into: [HOME LANGUAGE — Spanish / Mandarin / Vietnamese / Arabic / other]

Family ACCESS testing communication. Reduces test anxiety. Builds family partnership. Plain language. Under 250 words in English.

Write a letter to a family explaining ELL reclassification or exit from services.

Student: [GRADE, PRONOUNS]
Reclassification reason: [MET EXIT CRITERIA — describe: WIDA composite score, state reading/writing assessments, teacher recommendations]
What changes with reclassification: [SERVICES ENDING / MONITORING PERIOD BEGINNING / WHAT STAYS THE SAME]
Monitoring plan: [HOW LONG AND HOW STUDENT WILL BE MONITORED AFTER EXIT]
Family rights: [RIGHT TO REFUSE RECLASSIFICATION / WHAT TO DO IF STUDENT STRUGGLES AFTER EXIT]
Re-entry process: [HOW TO RE-ACCESS SERVICES IF NEEDED]
Celebration language: [ACKNOWLEDGE THE STUDENT'S ACHIEVEMENT]

Translate into: [HOME LANGUAGE]

Reclassification letter. Celebratory and informative. Clear about monitoring rights. Under 200 words in English.

Write an ESL accommodation log entry documenting accommodations provided during instruction or assessment.

Student: [GRADE, PRONOUNS]
Date/period: [DATE AND CLASS PERIOD OR SUBJECT]
Accommodations provided today:
- Extended time: [YES/NO — if yes, how much]
- Bilingual glossary or dictionary: [YES/NO — language used]
- Simplified directions: [YES/NO — describe how directions were modified]
- Sentence frames or graphic organizer: [YES/NO — describe which]
- Small group or individual instruction: [YES/NO]
- Native language support: [YES/NO — describe]
- Text-to-speech or audio support: [YES/NO]
- Reduced assignment load: [YES/NO — describe modification]
Student response to accommodations: [HOW EFFECTIVELY DID ACCOMMODATIONS SUPPORT ACCESS — brief observation]
Accommodations needed for upcoming assessment: [LIST SPECIFIC ACCOMMODATIONS FOR THE NEXT TEST]

ESL accommodation log entry. Legally defensible, specific, tied to instructional observation. Under 175 words.

Create a pronunciation focus lesson for ESL students.

Pronunciation target: [SPECIFIC SOUND, STRESS PATTERN, OR INTONATION FEATURE — e.g., /θ/ vs. /d/, word stress in two-syllable nouns vs. verbs, rising intonation for yes/no questions]
Student L1: [HOME LANGUAGE — this affects which sounds are difficult]
Proficiency level: [WIDA LEVEL / CEFR LEVEL]
Age group: [ADULT / HIGH SCHOOL / MIDDLE / ELEMENTARY]
Duration: [15-20 MINUTES]

Lesson structure:
- Listening discrimination (3-5 min): [STUDENTS HEAR AND IDENTIFY THE TARGET SOUND — minimal pairs or sentence stress contrast]
- Mouth/placement explanation (2-3 min): [WHERE THE TONGUE, LIPS, TEETH GO — clear physical description]
- Controlled repetition practice (5 min): [STRUCTURED DRILLS — choral, partner, individual]
- Communicative practice (5-7 min): [MEANINGFUL ACTIVITY USING THE TARGET SOUND — not just drills]
- Self-monitoring strategy: [HOW STUDENTS CAN PRACTICE THIS SOUND ON THEIR OWN]

Note common errors for [L1] speakers and address directly. Under 200 words.

Create a scaffolded oral presentation framework for ESL students.

Presentation topic: [TOPIC — e.g., research project, book report, science experiment results, persuasive speech]
Grade level: [GRADE]
Proficiency level: [WIDA 2-4 / CEFR A2-B2]
Presentation length: [1-3 MINUTES / 3-5 MINUTES]

Scaffold components:
1. Outline template: [STRUCTURED OUTLINE WITH SENTENCE STARTERS FOR EACH SECTION — introduction, 2-3 body points, conclusion]
2. Transitional phrases bank: [10-12 PHRASES FOR MOVING BETWEEN POINTS — "First...", "Another important point is...", "In conclusion..."]
3. Academic vocabulary for this topic: [8-10 WORDS STUDENTS SHOULD USE IN THE PRESENTATION]
4. Visual aid guidance: [HOW TO USE A POSTER, SLIDES, OR OBJECT TO SUPPORT MEANING]
5. Practice prompts: [3-4 QUESTIONS A PARTNER CAN ASK DURING PRACTICE TO BUILD FLUENCY]
6. Self-assessment checklist: [5-7 ITEMS STUDENTS CHECK BEFORE PRESENTING]

Oral presentation scaffold. Reduces anxiety, maintains academic rigor. Under 250 words.

Create a structured conversation practice activity for ESL students.

Communication goal: [WHAT STUDENTS WILL PRACTICE — e.g., asking for help, giving directions, discussing a text, expressing opinions, job interview simulation]
Proficiency level: [WIDA LEVEL / CEFR LEVEL]
Age group: [ELEMENTARY / SECONDARY / ADULT]
Duration: [10-15 MINUTES]
Pair or group configuration: [PAIRS / TRIADS / SMALL GROUP]

Activity structure:
- Warm-up: [LOW-STAKES ORAL ACTIVITY TO GET STUDENTS TALKING — 2 min]
- Model dialogue: [SAMPLE CONVERSATION DEMONSTRATING THE TARGET COMMUNICATION GOAL — 6-8 lines]
- Key phrases to use: [6-10 PHRASES STUDENTS SHOULD TRY IN THEIR OWN CONVERSATION]
- Student task: [WHAT STUDENTS WILL DISCUSS OR ROLE-PLAY]
- Role cards (if applicable): [DESCRIBE EACH ROLE — Student A: you are asking for directions to..., Student B: you work at...]
- Debrief: [1-2 QUESTIONS TO DISCUSS AS A CLASS AFTER THE ACTIVITY]

Communicative language activity. Meaning-focused, low-anxiety, real-world language use. Under 200 words.

Create a leveled read-aloud script for ESL fluency practice.

Topic: [TOPIC OR THEME — can connect to content area]
Proficiency level: [WIDA LEVEL / CEFR LEVEL]
Reading level: [LEXILE RANGE OR GRADE EQUIVALENT]
Script length: [150-200 WORDS for WIDA 1-2 / 250-350 WORDS for WIDA 3-4]
Format: [SINGLE READER / PARTNER READER / CHORAL READING / READER'S THEATER WITH 2-3 ROLES]

Include:
- Script text: [WRITTEN AT SPECIFIED LEVEL — controlled vocabulary, accessible syntax]
- Pronunciation guide for difficult words: [LIST 5-8 WORDS WITH PHONETIC PRONUNCIATION — e.g., "guarantee" = "gar-an-TEE"]
- Fluency focus: [WHAT TO PRACTICE — pace, phrasing, expression, stress]
- Practice instructions for students: [HOW TO PRACTICE ALONE, WITH PARTNER, AND THEN PERFORM]
- Comprehension check: [3 QUESTIONS AFTER THE READ-ALOUD]

Fluency script following Readers Theater and repeated reading research. Under 350 words total including script.

Create a speaking assessment rubric for ESL students.

Assessment task: [ORAL PRESENTATION / CONVERSATION / RETELL / DEBATE / ACADEMIC DISCUSSION]
Proficiency levels assessed: [WIDA 1-6 / CEFR A1-C2 — or specify the range in your class]
Grade level: [GRADE]

Rubric dimensions (create descriptors for each level):
1. Fluency and pace: [FROM halting, one-word responses to smooth, natural speech]
2. Vocabulary range: [From basic, everyday words to academic and technical vocabulary used accurately]
3. Grammar accuracy: [From formulaic phrases to complex, accurate sentence structures]
4. Pronunciation and comprehensibility: [From requires significant listener effort to easily understood]
5. Content and ideas: [From minimal response to fully developed, supported ideas]

For each dimension, provide:
- Score 1 (Beginning): [DESCRIPTOR]
- Score 2 (Developing): [DESCRIPTOR]
- Score 3 (Meeting): [DESCRIPTOR]
- Score 4 (Exceeding): [DESCRIPTOR]

Align descriptors to WIDA Can Do Descriptors or CEFR speaking scales. Include student self-assessment version in simplified language. Under 300 words.

Write an ELL student profile summary for classroom teachers.

Purpose: [TO SHARE WITH INCOMING TEACHER / FOR SUBSTITUTE / FOR TEAM MEETING / FOR INTERVENTION TEAM]
Student: [GRADE, PRONOUNS]
Home language: [L1 LANGUAGE]
Time in US schools: [YEARS AND MONTHS]
Current WIDA level: [1-6] and most recent ACCESS composite score: [SCORE]
Language skills by domain: [BRIEF DESCRIPTION OF LISTENING, SPEAKING, READING, WRITING STRENGTHS AND GAPS]
Content area performance: [HOW STUDENT PERFORMS IN EACH SUBJECT WITH ESL SUPPORT]
Effective instructional strategies for this student: [3-4 SPECIFIC THINGS THAT WORK]
Accommodations in place: [LIST CURRENT ELL ACCOMMODATIONS]
Background knowledge: [RELEVANT PRIOR SCHOOLING, LITERACY IN L1, CULTURAL CONTEXT — only what is instructionally relevant]
Communication notes: [HOW TO REACH THE FAMILY / INTERPRETER NEEDS]

ELL student profile. Practical and instructionally actionable for receiving teacher. Under 225 words.

Write a program description for an ESL program for a grant application or annual report.

Program name: [NAME OR PLACEHOLDER]
School/district: [PLACEHOLDER]
Students served: [NUMBER OF STUDENTS, GRADE LEVELS, TOP HOME LANGUAGES]
Program model: [PULL-OUT / PUSH-IN / CO-TAUGHT / SHELTERED / DUAL LANGUAGE]
Instructional approach: [DESCRIBE PEDAGOGY — SIOP, GLAD, content-based language instruction, communicative approach]
Staff: [NUMBER OF ESL TEACHERS, CERTIFICATIONS, BILINGUAL STAFF IF APPLICABLE]
Assessment used: [ACCESS FOR ELLs, WIDA SCREENER, PROGRESS MONITORING TOOLS]
Family engagement activities: [DESCRIBE 2-3 SPECIFIC ACTIVITIES]
Evidence of effectiveness: [DATA POINTS — WIDA growth, reclassification rates, attendance, graduation rates — use placeholders if needed]
Grant or reporting framework: [TITLE III / STATE PROGRAM / LOCAL GRANT — if applicable]

ESL program description. Professional, data-informed, appropriate for external audiences. Under 300 words.

Create a professional development session plan for general education teachers on ESL instructional strategies.

Audience: [GRADE-LEVEL TEAM / WHOLE SCHOOL FACULTY / CONTENT-AREA DEPARTMENT]
Duration: [45 MIN / 90 MIN / HALF-DAY]
Session focus: [CHOOSE ONE — differentiating for language proficiency levels / academic vocabulary instruction / building background knowledge for ELLs / using sentence frames / co-teaching with ESL teacher]

Session structure:
- Opening (10 min): [HOW TO BUILD URGENCY AND RELEVANCE — local ELL data, video clip, case study]
- Direct instruction (15-20 min): [WHAT TEACHERS WILL LEARN — key concepts and strategies]
- Modeling (10 min): [DEMONSTRATE THE STRATEGY WITH A SAMPLE LESSON OR STUDENT WORK]
- Practice activity (15-20 min): [TEACHERS TRY THE STRATEGY WITH THEIR OWN CONTENT]
- Debrief and application planning (10 min): [EACH TEACHER IDENTIFIES ONE THING TO TRY MONDAY]
- Resources to leave behind: [HANDOUT / REFERENCE CARD / BOOK RECOMMENDATION]

PD session plan. Adult learning principles, job-embedded, non-judgmental tone. Under 250 words.

Write an advocacy email from an ESL teacher to a building or district administrator.

Advocacy topic: [CASELOAD SIZE / RESOURCE REQUEST — bilingual materials, co-teaching time / SCHEDULING ISSUE / PROFESSIONAL DEVELOPMENT NEED / POLICY CONCERN]
Current situation: [DESCRIBE THE PROBLEM — be specific and professional]
Impact on ELL students: [HOW THIS ISSUE AFFECTS STUDENT LEARNING AND LEGAL COMPLIANCE]
Data or evidence: [WHAT NUMBERS OR DOCUMENTATION SUPPORT YOUR CONCERN — caseload per teacher, WIDA growth data, time allocations]
Proposed solution: [SPECIFIC, REALISTIC REQUEST — what you are asking for]
What you have already tried: [STEPS ALREADY TAKEN TO ADDRESS THE ISSUE]
Timeline: [WHEN YOU NEED A RESPONSE OR DECISION]
Tone: [COLLABORATIVE AND PROFESSIONAL — not adversarial]

ESL advocacy email. Evidence-based, solution-focused, maintains professional relationship. Under 250 words.

Write a professional self-reflection and goal-setting document for an ESL teacher.

Experience level: [FIRST-YEAR / 3-5 YEARS / VETERAN]
Reflection period: [SEMESTER / YEAR]
Caseload overview: [GRADES SERVED, PROFICIENCY LEVELS, HOME LANGUAGES IN YOUR PROGRAM]

Reflection areas:
1. Instructional strengths this year: [3 SPECIFIC THINGS THAT WORKED WELL — with evidence]
2. Instructional challenges: [2-3 HONEST CHALLENGES — what was hard and why]
3. Student growth data: [WHAT WIDA OR PROGRESS DATA SHOWS — overall trends]
4. Family engagement: [WHAT WORKED / WHAT YOU WANT TO IMPROVE]
5. Professional learning: [WHAT YOU LEARNED THIS YEAR — PD, reading, observation]

Goal-setting for next year:
- Instructional goal: [SPECIFIC GOAL WITH STRATEGY AND MEASURE]
- Professional learning goal: [CONFERENCE, BOOK, CERTIFICATION, MENTORSHIP]
- Program advocacy goal: [ONE THING TO ADVOCATE FOR TO IMPROVE YOUR PROGRAM]

ESL teacher professional self-reflection. Honest, growth-oriented, asset-based. Under 250 words.