1. Common Instructional Sequence (with Common Pacing)
2 weeks per unit (8–10 instructional days)
Units 21–27 follow this sequence → Unit 28 is a project → Units 29–30 return to academic/future focus.
Phase 1: Launch & Build Background (Days 1–2)
Purpose: Activate schema, introduce key vocabulary & grammar in context
Common Practices
Visual vocabulary preview (images, realia, sentence frames)
Short oral discussion using sentence starters
Listening/reading model text tied to unit theme
Student Output
Oral responses using frames
Vocabulary notebook entry (word + picture + sentence)
Phase 2: Input & Guided Practice (Days 3–4)
Purpose: Explicit grammar + controlled practice
Common Practices
Mini-lesson on grammar focus (e.g., present perfect, comparatives)
Sentence-level practice
Choral practice + partner speaking
Student Output
Completed guided practice
5–8 sentence speaking task with partner
Phase 3: Structured Reading & Writing (Days 5–6)
Purpose: Extend language to short texts and paragraphs
Common Practices
Short reading (150–300 words) with:
Gist question
Detail questions
Paragraph frame modeling (topic sentence + details)
Student Output
Annotated reading
One structured paragraph (with sentence frames)
Phase 4: Application & Speaking (Days 7–8)
Purpose: Apply language independently
Common Practices
Information gap / role play / interview
Graphic organizer → speaking → writing
Student Output
Short oral presentation (1–2 minutes)
Draft of summative task
Phase 5: Assessment & Reflection (Days 9–10)
Purpose: Measure mastery + student reflection
Common Practices
Common formative check
Summative assessment
Reflection using checklist
Mode: Integrated Speaking + Writing
Task Format
Written paragraph: 1 well-organized paragraph (8–10 sentences)
Oral component: 1–2 minute structured presentation
Prompt Example (Adjusted by Unit Theme)
“Describe an experience, achievement, or goal related to this unit. Use the target grammar and vocabulary.”
Criteria
4 – Exceeds
3 – Meets
2 – Developing
1 – Beginning
Content & Ideas
Clear, detailed, fully on topic Clear and mostly complete Some relevant ideas Limited or unclear
Grammar Use
Accurate use of target grammar Minor errors, meaning clear Frequent errors Grammar prevents understanding
Vocabulary
Varied and unit-specific Adequate vocabulary Limited vocabulary Very limited
Organization
Logical, smooth flow Mostly organized Some organization Disorganized
Speaking Clarity
Clear, confident, understandable Mostly clear Some hesitation Hard to understand
📌 Same rubric used for all summatives → allows vertical comparison
Exit Task: “Speak + Write Quick Check”
Format (10–15 minutes)
Speaking: Partner response (30–45 seconds)
Writing: 3–5 sentences using target structure
Example
Unit 22: “Describe a trip you took. Where did you go? What did you do?”
Unit 24: “Give advice for a healthy habit using must/should.”
Criteria Yes Almost Not Yet
Uses target grammar ⬜ ⬜ ⬜
Uses unit vocabulary ⬜ ⬜ ⬜
Message is understandable ⬜ ⬜ ⬜
📌 Teacher marks quickly; no full rubric needed
✅ Common Summative Assessment (Writing Portion)
Why this one?
Most consistent across teachers
Produces tangible student evidence
Easiest to score reliably
Aligns directly to WIDA writing expectations
Data Points to Analyze
Grammar accuracy (target structure)
Organization
Vocabulary use
Growth across units (21 → 30)
Speaking rubric (sample 3–5 students per class)
Formative exit task trends (checklists)
Project: “My Travel or Achievement Story”
Assessment: Uses the same summative rubric, weighted slightly higher for:
Organization
Length
Integration of multiple grammar targets