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This page houses the methodology, frameworks, and professional resources behind ESL curriculum and instruction in Lawrence — the "how and why" that complements the grade-band programs in our Curriculum Hub.
How ESL Curriculum Works in Lawrence
How ESL Curriculum Works in Lawrence
Each teacher's ESL curriculum and units look different based on the grade level and language proficiency of the students they serve, as well as the mode of service delivery and any other curriculum/unit/lesson planning structures specific to their school. ESL teachers must rely on their expertise in second language acquisition and ESL methods to develop thematic or topical units that balance explicit language instruction with meaningful text-based activities, integrate all four language domains (listening, speaking, writing, reading), and support their English Learners with:
Social and Instructional Language (WIDA Standard 1)
The Language of Language Arts (WIDA Standard 2)
The Language of Mathematics (WIDA Standard 3)
The Language of Science (WIDA Standard 4)
The Language of Social Studies (WIDA Standard 5)
There is no silver bullet to English language development — no one program alone meets the linguistic and academic needs of all students. In fact, recent research has cited the lack of quality learning materials for MLs, which is exactly why the ML Department has invested in ready-to-use, High-Quality Instructional Materials (HQIM) for ESL — so teachers don't have to build language instruction from scratch.
We strongly encourage every ESL teacher to use our ESL HQIM from Vista Higher Learning and National Geographic — including Get Ready!, Connect, Bridges, Engage, LIFT, and Stand Out — all unpacked and ready to use in our ESL Curriculum Playbook, currently covering Units 1 and 2, with more units to follow. These materials are rich, standards-aligned, and already built for the linguistic and academic needs of MLs at every grade band, giving teachers a strong, consistent starting point rather than reinventing language instruction independently.
It is incumbent upon each ESL teacher to bring their expertise in second language acquisition to how they use the HQIM, and to collaborate with content colleagues along the way. The ML Department has additional resources to support this work (see below) and is always happy to serve as a thought partner.
🔗 [Open the ESL Curriculum Playbook]
Quality Teaching for English Learners (QTEL)
LPS uses the QTEL framework as the foundation for instructional planning across all content areas serving MLs. QTEL emphasizes high-challenge, high-support instruction — rigorous academic content paired with the scaffolding students need to access it, rather than simplifying content to make it "easier."
Core QTEL principles:
Sense of Belonging — students see themselves as capable members of the academic community
Identity Investment — learning connects to students' own experiences and identities
Intellectual Engagement — tasks require genuine thinking, not just compliance
Language & Literacy Development — language grows through meaningful use, not isolated drills
Quality Curriculum — rich, authentic content worth the intellectual effort
QTEL professional learning is offered through district-led PD sessions — see Professional Development for upcoming opportunities.
Scaffolding Strategies for English Learners
Effective scaffolding provides temporary support that helps students access grade-level content — support that's gradually removed as proficiency grows. Scaffolds should never lower the rigor of the task itself; they make the same rigorous task accessible.
Common scaffolding strategies used across LPS classrooms:
Sentence frames/starters for structured academic language production
Graphic organizers to visually structure thinking before writing/speaking
Visuals and realia to build background knowledge and vocabulary
Native language support (peer translation, bilingual glossaries, translanguaging)
Chunking text — breaking complex texts into manageable, guided sections
Think-pair-share and structured collaborative talk to rehearse language before whole-group sharing
Curriculum Unpacking Protocol
For each unit, we have to ensure that:
Every lesson identifies a clear Key Language Use (KLU) — the specific way language functions within that lesson's task (e.g., Explain, Argue, Discuss, Narrate, Inform)
Speaking and writing exercises are built into the lesson itself, not treated as optional add-ons — students produce language connected to the KLU, not just receive it
Language objectives are paired with content objectives at every lesson, so language development and academic rigor move together rather than one being sacrificed for the other
Vocabulary and sentence-level scaffolds are pre-identified based on the linguistic demands of that specific KLU
Supporting tools used in this process:
An Unpacking Protocol, used to help teachers consistently review and strengthen KLU alignment across units
A Packet Review Feedback Form, ensuring a second set of eyes checked each unit before finalizing
A shared Teacher Tracker, keeping unpacking work organized and on-schedule across all 19 programs
Want to see this protocol in action? Browse the completed work in the ESL Curriculum Playbook on our Curriculum Hub.
Looking for PD sessions on these frameworks? Visit Professional Development.
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