How to Complete the”Review Principles 3 and 4 of Arizona’s Language Development Approach” Assignment

Assignment: Review Principles 3 and 4 of Arizona’s Language Development Approach

Review Principles 3 and 4 of Arizona’s Language Development Approach from the Arizona Department of Education for an overview of the purpose and importance of targeted and explicit language instruction and assessment feedback. Understanding these principles will help you complete this assignment.

Complete Option 1: Reading Lesson or Option 2: Writing Lesson below.

Option 1: Reading Lesson

Scenario: After reviewing your class’s English learners’ AZELLA score reports, you have decided to conduct a small group reading intervention with a few of your English learners. You will plan a Targeted ELD lesson for a small group of English learners at the Basic level. Your driving standards will be ELP Standards 1 or 2. ELP Standards 1–2 represent receptive communication, which supports listening and reading.

Select a secondary grade level (6–12).

Access the following ELP Standards for your chosen secondary grade level:

• Arizona English Language Proficiency Standards Grades 6–8
• Arizona English Language Proficiency Standards Grades 9–12

Review ELP Standards 1 and 2 and choose an ELP Standard and at least 1 sub-skill in the Basic level (B-1, B-2, B-3, etc.) to focus on in your lesson. Pay attention to the reading standards it aligns with in the ELA Standard Alignment column. You will also link your lesson to the ELA Reading standards.

Review ELP Standards 9 and 10 as well, and determine if any of these Language standards/sub-skills apply to your lesson. Remember, ELP Standards 9 and 10 are Language standards that focus on vocabulary and grammar.

Use the Reading Lesson Template to create a 20- to 30-minute small-group lesson (Targeted ELD) that will assess your chosen standard(s) and include differentiated instructional strategies to support your English learners.

Option 2: Writing Lesson

Scenario: After reviewing your students’ most recent writing assignments, you have noticed your English learners are struggling with foundational writing skills. You have decided to conduct a small group writing intervention. You will plan a Targeted ELD lesson for a small group of English learners at the Basic level. Your driving standards will be ELP Standards 3, 4, or 5. ELP Standards 3–5 represent productive communication, which supports speaking and writing.

Select a secondary grade level (6–12).

Access the following ELP Standards for your chosen secondary grade level:

• Arizona English Language Proficiency Standards Grades 6–8
• Arizona English Language Proficiency Standards Grades 9–12

Review ELP Standards 3, 4, and 5 and choose an ELP Standard and at least 1 sub-skill in the Basic level (B-1, B-2, B-3, etc.) to focus on in your lesson. Pay attention to the writing standards it aligns to in the ELA Standard Alignment column. You will also link your lesson to the ELA Writing standards.

Review ELP Standards 9 and 10 as well, and determine if any of these Language standards/sub-skills apply to your lesson. Remember, ELP Standards 9 and 10 are Language standards that focus on vocabulary and grammar.

Use the Writing Lesson Template to create a 20- to 30-minute small group lesson (Targeted ELD) that will assess your chosen standards and include differentiated instructional strategies to support your English learners.

Step-by-Step Guidance: Sample ELD Lesson, ELP & ELA Standards Alignment, and Expert Assignment Help

Introduction: Why Students Struggle With This Assignment

If you landed on this page, you are probably staring at an assignment that asks you to “Review Principles 3 and 4 of Arizona’s Language Development Approach” — and wondering where to even begin.

You are not alone. This is one of the most complex assignments in the SEI (Structured English Immersion) coursework. It requires you to:

• Understand two dense policy principles from Arizona’s LDA
• Select the right English Language Proficiency (ELP) standards for your grade level
• Design a complete Targeted ELD intervention lesson
• Align your lesson to both ELP and ELA reading or writing standards
• Include differentiated instructional strategies and meaningful assessment feedback

Most of the pages you will find online either link to the original 40-page PDF from the Arizona Department of Education or give you a one-line “solved” answer that is completely useless for completing your actual lesson plan.

This page is different. We will walk you through every section of this assignment clearly, explain what Principles 3 and 4 actually mean in plain English, show you how to choose and align your ELP standards, and give you sample lesson structures you can use as models.

And if you are running short on time, our expert assignment help team can complete this for you — fast, original, and guaranteed to meet your rubric.

What Are Principles 3 and 4? (Plain English Explanation)

Before you can complete this assignment, you need to understand what Principles 3 and 4 of Arizona’s Language Development Approach (LDA) actually say. The official document is dense and written for policy audiences, so here is a student-friendly breakdown.

Principle 3: Targeted and Explicit Language Instruction

Principle 3 states that English learners (ELs) benefit from explicit, focused instruction on language itself — not just incidental exposure to English through content. This means teachers must:

• Identify specific language functions and forms students need to access grade-level content
• Directly teach vocabulary, sentence structures, grammar, and academic language
• Set clear, measurable language objectives alongside content objectives
• Use intentional instructional strategies rather than hoping students “pick up” English passively

In classroom terms: Principle 3 is about pulling a small group of English learners aside and teaching them the language tools they need — explicitly, not incidentally. This is what Targeted ELD means.

Why it matters for your assignment: Your lesson plan must reflect this principle. You need to name a specific language target (e.g., a vocabulary cluster, a grammatical structure, a text feature), teach it explicitly, and design assessment that checks whether students have acquired that specific language skill.

Principle 4: Assessment to Inform Instruction

Principle 4 states that ongoing, purposeful assessment of language development is essential — and that assessment feedback must be meaningful, specific, and actionable for students.

This goes beyond giving a grade. Effective assessment feedback for ELs should:

• Be targeted to the specific language skill being taught
• Inform what instruction comes next
• Be delivered in a way students can understand and use
• Include formative (during lesson) and summative (after lesson) checks

Why it matters for your assignment: Your lesson plan must include an assessment component that reflects Principle 4. Simply saying “Observe students” is not enough. You need to describe what you are listening for or looking at, and how you will use that data to adjust your teaching.

Understanding Targeted ELD vs. Integrated ELD

A common point of confusion in this assignment is the distinction between Targeted ELD and Integrated ELD. Your assignment asks you to plan a Targeted ELD lesson, so let’s be clear:

• Integrated ELD: Language instruction embedded within content-area lessons (science, social studies, math). Language development happens as a byproduct of content learning.
• Targeted ELD: Dedicated time and focus on language itself. A small group of English learners are pulled together to work on a specific language skill they need — separate from the general content lesson.

Your assignment is a Targeted ELD lesson. It should be designed for a small group intervention, not a whole-class lesson. The AZELLA score reports in the scenario inform you that these students are at the Basic level, meaning they have limited English proficiency and need focused support.

Option 1 vs. Option 2: Which Should You Choose?

The assignment gives you two paths. Here is a clear breakdown to help you choose:

Option 1: Reading Lesson

• Driving ELP Standards: 1 or 2 (Receptive Communication — listening and reading)
• Best for: Students who are Grade 6–12 and whose AZELLA scores show reading comprehension as a weakness
• Your lesson will focus on: A specific reading skill or text comprehension strategy with targeted language support
• You will use: The Reading Lesson Template

Option 2: Writing Lesson

• Driving ELP Standards: 3, 4, or 5 (Productive Communication — speaking and writing)
• Best for: Students whose writing assignments reveal foundational gaps in written expression
• Your lesson will focus on: A specific writing skill or written language structure
• You will use: The Writing Lesson Template

Which is easier? Most students find Option 2 (Writing) more concrete to plan because the language targets (sentence structure, word choice, punctuation, paragraph organization) are visible and measurable in student writing. However, both options are equally valid. Choose based on what feels most natural for your teaching context.

How to Select ELP Standards for Your Lesson

This is where most students get stuck. Here is a step-by-step approach:

Step 1: Choose Your Grade Band

Select either Grades 6–8 or Grades 9–12. Your grade band determines which ELP Standards document you access. Both are available from the Arizona Department of Education website.

Step 2: Identify Your Driving Standard

For Option 1 (Reading): Look at ELP Standards 1 and 2 in your grade band document. These standards address receptive language — how students understand what they read or hear.

For Option 2 (Writing): Look at ELP Standards 3, 4, and 5. These address productive language — how students express ideas in writing or speech.

Step 3: Select a Sub-Skill at the Basic Level

Each standard has proficiency level descriptors. You must choose a sub-skill specifically at the Basic level (labeled B-1, B-2, B-3, etc.). Basic-level descriptors describe what students can do with significant support and are appropriate for learners who received a Basic designation on their AZELLA score report.

Example: For ELP Standard 2 (Reading), a Basic-level sub-skill might describe a student’s ability to identify the main idea of a short, simple text with visual support. That becomes the language target for your lesson.

Step 4: Add ELP Standards 9 and 10 If Applicable

Standards 9 and 10 address vocabulary acquisition and grammatical conventions, respectively. Review these and determine if any sub-skill applies to your lesson. For example, if your reading lesson requires students to understand academic vocabulary, Standard 9 may apply. If students need to understand subject-verb agreement to access a text, Standard 10 may apply.

You do not have to include Standards 9 and 10, but many strong lesson plans do because language instruction rarely happens in isolation from grammar and vocabulary.

How to Align ELP Standards and ELA Standards

Your lesson must be anchored in both ELP Standards and ELA Reading or Writing standards. This is a two-standard lesson, and both must appear in your lesson template.

The good news: The ELP Standards document includes an ELA Standard Alignment column. When you look up your chosen ELP sub-skill, the aligned ELA standard is right there next to it.

Example Alignment — Option 1 (Reading), Grade 6–8

ELP Standard 2, Basic Level, B-1: Student identifies explicit details in a short informational text with visual support.

Aligned ELA Reading Standard: RI.6.1 — Cite textual evidence to support analysis of what the text says explicitly.

Language Target: Students will identify one explicitly stated detail from a short informational text using sentence frames.

Example Alignment — Option 2 (Writing), Grade 6–8

ELP Standard 4, Basic Level, B-2: Student writes simple sentences using familiar words and sentence frames.

Aligned ELA Writing Standard: W.6.4 — Produce clear and coherent writing appropriate to the task, purpose, and audience.

Language Target: Students will write 2–3 simple sentences describing a topic using a provided sentence frame.

Common Mistakes Students Make With Alignment

• Choosing an ELA standard that is more advanced than what a Basic-level EL can access
• Using a whole-class ELA standard without adapting it for the small group context
• Forgetting to list both the ELP Standard number and the ELA Standard code in the template
• Skipping the ELA Standard Alignment column in the ELP document

Sample Small-Group Targeted ELD Intervention Lesson (Option 1: Reading, Grade 7)

The following is a model lesson structure. You should adapt this to your specific grade level and chosen ELP sub-skill. This sample is for illustration purposes to show how a complete lesson should be structured.

Lesson Overview

• Grade Level: 7th Grade
• Group Size: 4–6 English learners at the Basic level
• Duration: 25 minutes
• Setting: Small group pull-out (Targeted ELD)

Standards

• Driving ELP Standard: ELP Standard 2, Basic Level (B-1) — Identify explicit details in a short informational text with visual support
• Aligned ELA Standard: RI.7.1 — Cite several pieces of textual evidence to support analysis of what the text says explicitly
• Supporting Language Standard: ELP Standard 9 (Vocabulary) — Identify the meaning of academic vocabulary in context

Language Objective

Students will identify one explicitly stated detail from a grade-appropriate informational paragraph and record it using the sentence frame: “The text says __________ because __________.

Materials

• Short informational paragraph (adapted for readability, with accompanying diagram or image)
• Sentence frame cards
• Academic vocabulary list (4–5 key terms pre-taught)
• Mini whiteboard or sticky notes for response

Instructional Sequence

1. Warm-Up / Vocabulary Preview (5 minutes): Display 4–5 academic vocabulary words from the passage. Use visuals, gestures, and brief student interaction (e.g., “point to the image that shows erosion”). This front-loads the language students need before they encounter it in text.

2. Teacher Modeling — I Do (5 minutes): Read aloud the short paragraph. Think aloud: “I am looking for a detail the author states directly. I see the word ‘erodes’ — the text says erosion happens when water moves over rock.” Model using the sentence frame to record the detail.

3. Guided Practice — We Do (8 minutes): Read a second paragraph together. Ask students to point to one explicitly stated detail. Support with prompts: “What does the author tell us directly?” Pair students to discuss using the sentence frame, then share out.

4. Independent Practice — You Do (5 minutes): Students read a third short paragraph independently and record one detail using the sentence frame on their whiteboard or sticky note.

5. Assessment / Wrap-Up (2 minutes): Review student responses. Provide immediate, specific feedback tied to the language target. Note which students identified explicit details accurately and which still need support.

Differentiated Strategies

• Provide sentence frames at two complexity levels (simple vs. expanded) based on AZELLA sub-levels within Basic
• Allow students to use L1 (first language) to discuss meaning before writing in English
• Pair students strategically (emergent bilingual with slightly stronger peer for guided discussion)
• Use color-coding to highlight explicit details in the text before independent work

Assessment Feedback (Principle 4 Connection)

Formative: During guided practice, listen for students’ ability to locate explicit — not inferred — details. Note who is confusing inference with explicit information.

Specific Feedback Example: “You found important information, but that detail requires us to figure it out — it is not stated directly. Let’s look for a sentence where the author tells us exactly what happens.”

Data Use: Record which students met the language objective. Use this to determine whether to reteach the concept of “explicit detail” or move to a higher-complexity text next session.

Common Mistakes Students Make on This Assignment

1. Choosing the Wrong ELP Standard Level

The assignment specifies the Basic level. Do not accidentally write objectives for Intermediate or Emerging students. Basic-level descriptors define what students can do with heavy scaffolding and support. Your lesson should reflect that.

2. Writing a Content Lesson Instead of a Language Lesson

A Targeted ELD lesson teaches language — not science, history, or math. You can use content as the vehicle, but the target is always a specific language skill: a vocabulary item, a grammar structure, a text comprehension strategy.

3. Weak or Missing Assessment Feedback

Principle 4 is explicitly referenced in your assignment instructions. Your assessment section must describe specific, actionable feedback — not just “observe students” or “check for understanding.” What will you listen for? What will you say? How will it inform your next lesson?

4. Not Connecting to ELA Standards

Students often write a lesson that only references ELP Standards and omit the ELA alignment. Both are required. Use the ELA Standard Alignment column in the ELP document to find your match.

5. Planning a 60-Minute Whole-Class Lesson

The assignment specifies a 20- to 30-minute small group lesson. Your pacing should reflect this. A 6-step lesson with 10 minutes of lecture is too long and too broad for a targeted small-group intervention.

6. Ignoring ELP Standards 9 and 10

Many students read the instructions, note that Standards 9 and 10 are “optional to consider,” and skip them entirely. Strong submissions review these standards and intentionally integrate them where appropriate — which is almost always.

What Professors Typically Look For (Rubric Guidance)

While rubrics vary by instructor and institution, most evaluators of this type of assignment assess the following areas. Use this as a pre-submission checklist:

• Standards Selection: Did you choose the correct ELP Standard for your option (1 or 2)? Did you specify a Basic-level sub-skill? Did you align to an ELA Standard?
• Language Objective: Is your language objective specific and measurable? Does it target language — not content?
• Lesson Structure: Does the lesson follow a logical sequence (model, practice, apply)? Is it 20–30 minutes and small-group focused?
• Differentiation: Did you include at least one differentiated strategy tailored to Basic-level ELs?
• Assessment Feedback: Does your assessment reflect Principle 4? Is the feedback specific, targeted, and actionable?
• Principles Connection: Is there evidence that your lesson embodies Principle 3 (explicit, targeted language instruction) and Principle 4 (assessment feedback to inform instruction)?

Before submitting, ask yourself: If a colleague read this lesson, would they know exactly what language skill was being taught, how students would be supported, and how I would know if they learned it?

Frequently Searched Questions About This Assignment

What is targeted explicit language instruction?

Targeted explicit language instruction is direct, focused teaching of a specific language skill to English learners who need it. Unlike incidental language exposure, targeted instruction identifies a clear language objective, teaches it deliberately, provides scaffolded practice, and assesses acquisition. It is the foundation of Targeted ELD and is described in Principle 3 of Arizona’s LDA.

What is the difference between ELP Standards 1–2 and ELP Standards 3–5?

ELP Standards 1 and 2 address receptive communication — how students receive and process language through listening and reading. Standards 3, 4, and 5 address productive communication — how students express language through speaking and writing. Option 1 of this assignment uses Standards 1–2; Option 2 uses Standards 3–5.

Do I need to include ELP Standards 9 and 10?

You are asked to review Standards 9 and 10 and determine if they apply. In most cases they do. Standard 9 focuses on vocabulary acquisition; Standard 10 focuses on grammatical conventions. A strong lesson plan integrates at least one of these as a supporting standard alongside your driving ELP standard.

What AZELLA level corresponds to the Basic level?

The AZELLA (Arizona English Language Learner Assessment) identifies five proficiency levels: Pre-Emergent, Emergent, Basic, Intermediate, and Proficient. A student scoring at the Basic level has foundational English skills but needs significant scaffolding and support to access grade-level content. Your lesson should be designed with this student in mind.

How long should the lesson plan be?

Your lesson should be planned for 20–30 minutes of instructional time. The written plan itself will vary, but using the provided template (Reading or Writing Lesson Template) will give you the right structure. Fill each section of the template thoroughly.

Need Help Completing This Assignment?

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