M5U1A2 – Standards & Backwards Mapping


For this assignment, I have selected the following standard: EFL 4th grade, social and instructional language, personal information and opinions. This standard comes from WIDA and I plan to use it as a summative standard. There are five levels of ascending difficulty and complexity. For example, level three of this standard is “use sentences to provide information about self or opinion in response to picture prompts.” This is an excellent standard to unpack for an EFL class because we do this type of activity almost daily. There is also a lot of room to make those types of activities more or less difficult and complex, depending on the level of my students. It can be used with many of the units in the book we’re using, and I think it will fit well with the upcoming lessons on seasons and hobbies. The students will be required to meet 3 proficiencies, do 3 assessments, and of course do a variety of learning experiences throughout the unit.

Proficiencies: The first proficiency for Grade 4, from Level 3 of the standard, will be using present progressive tense to describe what someone is wearing in a picture. They can also describe what they and/or their classmates are wearing. The second proficiency is from Level 4 and involves expressing why they like or dislike certain hobbies. The emphasis is on providing details about themselves and using correct grammar. The third proficiency is asking correct questions about seasons, weather, and what other people like to do in those settings. The questions will be modeled by the teacher, and students will be expected to ask and answer these questions with each other. I decided to start the proficiencies from Level 3 with this class because they’re the highest level in Grade 4, so Levels 1 and 2 are too easy.

Assessments: 1 assessment will be the midterm test that all students are required to take. It covers the first 2 units of our book and will be primarily listening, reading, and writing questions. The students will take this test as the formal, summative end of my unit. Another assessment will be a presentation for Earth Day. The students will be given a prompt, such as “why is taking care of the Earth important,” and they’ll do group presentations. Each student is expected to participate, and I’ll give them a grading rubric beforehand so they know what to expect. The third formal assessment will be a quiz in preparation for the midterm exam. The quiz will have fill in the blanks, sequences, picture prompts and more covering what we’ve learned. It will be the same style of listening, reading and writing questions as the midterm. We’ll have other, more informal assessments throughout the unit such as speaking questions about the unit content, participation points, and team-based review games.

Learning activities: 1 activity we use a lot in my EFL classes is picture walks. Their books have plenty of pictures about the topics, but I’ll also put pictures or short videos up on the TV followed by questions like “what are they doing? Do you like to do this? Why or why not?” Depending on the level of the class, I’ll press for more details or be satisfied with short phrases. Another activity I want to do with this high-level class is a debate. I’ll organize them into pro and con teams and give them a topic like “should we give stray animals food?” The debate wouldn’t be a formal assessment, so I would just expect students to participate and use the target language. A third activity could be conducting class interviews about hobbies. Students would interview each other about their hobbies and record the conversation. They could then use the recordings to self-correct and receive feedback from the teacher.

This WIDA standard offers many opportunities for creativity and building useful language skills, especially in an EFL class. I look forward to implementing my proficiencies, assessments, and activities later this month.


WIDA. (2014). Search the ELP Standards – Detail. Retrieved April 04, 2017, from https://www.wida.us/standards/ELP_StandardDetail.aspx?es=101

Hidden curriculum (2014, August 26). In S. Abbott (Ed.), The glossary of education reform. Retrieved from http://edglossary.org/hidden-curriculum

Jay McTighe and Associates. (2016). Jay McTighe and Associates: Educational Consulting. Retrieved April 8, 2017, from http://jaymctighe.com/resources/downloads/






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