[semester equivalent = 2.00 credits]



Dr. Stacey Shaw



Today, we have English Language Learners in most K-12 classrooms, and it is imperative that all teachers know and understand effective instruction methods for language diverse classrooms. This course will focus on a holistic approach to teaching in language diverse classrooms. We will learn about effective strategies in classroom environment/set-up, scheduling, lesson planning, instruction, and content delivery methods that support the English language development and literacy of all students in a multilingual classroom.
This course will be useful to all K-12 teachers, particularly K-5 teachers in all subject areas.

LEARNING OUTCOMES: Upon completion of this course, participants will have:

  • Learned how to assess the classroom environment for best-practices in ELL language development, and to create a classroom that supports language development.
  • Learned the foundational concepts in second language acquisition
  • Delivered instruction that supports the English language development of diverse ELL’s in the classroom
  • Learned how to deliver required content instruction with the language acquisition support that ELL’s require.
  • Acquired a sense of empowerment and a range of teaching ‘tools’ to immediately use in the classroom.
  • Demonstrated the ability to create relevant lesson plans and units for ELL students.

Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.

Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours or Oregon PDUs. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours and Oregon PDUs.



Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.

  1. Completion of Information Acquisition assignments 30%
  2. Completion of Learning Application assignments 40%
  3. Completion of Integration Paper assignment 30%


CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.

AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head or state education office the acceptability of these credits for your purpose.



The required text: Classroom Instruction that Works with English Language Learners, 2nd Edition by Jane D. Hill and Kristin B. Miller is available for $22 to $25 (new/used) on Amazon.

  • Classroom Instruction that Works with English Language Learners
    ISBN# 1416616306
    by Jane D. Hill, Kirsten B. Miller

    Buy from Amazon


Text, Classroom Instruction that Works with English Language Learners, 2nd Edition, is approximately $23 from



Assignments done in a course forum will show responses from all educators active in the course. Feel free to read and respond to others comments. 

Assignment #1:

Introduce yourself in 500 to 750 words (2 to 3 pages). Include your background, experience in education, and reasons for taking this course. Please include your prior knowledge, understanding, and experience of English Language Learners.

Assignment #2:

  • Read pages 1-21
  • Essay assignment: Discuss the use of tiered questions as they relate to the stages of language acquisition. (What is tiered questioning? Why is it an effective and useful technique for teaching EL students? How does this relate to second language acquisition stages?) Feel free to offer specific examples of tiered questioning and/or discuss how you have used this technique in your classroom instruction. Response should be 2 to 3 pages (500-750 words).

Assignment #3:

  • Read pages 25-51. Answer the following in a one to two page response (250 to 500 words):
  • Describe the Thinking Matrix. What is it? How can an instructor use a Thinking Matrix and why is it useful for EL instruction? 

  • Create a Thinking Matrix for a specific task aligned with a Common Core standard. (See example on page 30)

Assignment #4:

  • Read pages 52-85. Answer the following in approximately 2 pages (500 words):
  • Describe the QAR strategy. What does the acronym QAR stand for? What is the technique? How does is relate to second language acquisition? (In other words, why is it an effective instructional strategy for EL students?
  • Give a specific example of how you would use the QAR strategy in a lesson or educational activity for EL students. 

Assignment #5:

  • Read pages 86 to 117. Answer the following questions in approximately 2 pages (500 words):
  • How can nonlinguistic representations be used in summarizing and note taking for EL students? 
  • What is oral academic language and how can instructional methods provide opportunities for El students to develop in this language development area?
  • Give a specific example of how you will apply nonlinguistic representation in your lesson planning and/or work with EL students.

Assignment #6:

Read pages 118 - 159. In two to three pages (500 to 750 words), response to the following questions: 

  • What are the main considerations for assigning and responding to homework for EL students? 
  • Why is feedback on homework (and assignments) critical for El students? 
  • Give four specific instructional strategies that can help EL students identify similarities and differences.
  • Give a specific example of how you will use (or could use) one of these four strategies in a lesson for EL students. 



In this section you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you do not have a classroom available to you, please contact the instructor for course modifications. Assignments done in a course forum will show responses from all educators active in the course. Feel free to read and respond to others comments. 


Assignment #7:

  • How would you design a lesson in your content area using the Thinking Language Matrix?
  • Design a lesson using the Thinking Language Matrix outline, in any content area, that includes the Common Core standard(s) that are applicable to the lesson.

Assignment #8:

  • Submit three unique graphic organizers with a brief explanation of how you would use each them in a lesson to support EL students in understanding a specific academic concept. Include a description of the language target/type of thinking that the graphic organizer supports (examples: compare/contract, sequencing/order of events, connecting ideas/brainstorming etc.).

Assignment #9:

Assignment #9-A:

  • Create a lesson plan for any content area, incorporating any of the ELL strategies that you have learned in this course, to use in your classroom. It is appropriate to use more than one strategy if you find it useful to the lesson. This lesson plan needs to be different than the lesson created in assignment #8. 
  • Use The Heritage Institute lesson template or one from your district.
  • Implement your lesson.
  • In 2-3 pages describe how students responded to the lesson, what worked well and what could be improved.
  • Include improvements in student learning that may have occurred.
  • Include any student feedback on your lesson.
  • We encourage you to share what you’ve learned with other teachers taking our courses by also contributing your Lesson Plan to The Heritage Institute Lesson Plan Library here.
  • Send your lesson plan and your commentary via email to your instructor.


Assignment #9-B:

  • If you are not currently teaching students, create a lesson reflecting what you’ve learned in this course, but do not implement it.
  • Use The Heritage Institute lesson template or one from your district.
  • We encourage you to share what you’ve learned with other teachers taking our courses by contributing your Lesson Plan to The Heritage Institute Lesson Plan Library here.
  • Write a 500+ word article concerning any noteworthy success you’ve had as a teacher with one or more students.
  • Please refer to the guidelines on our blog What Works: Teaching at its Best prior to writing your article.
  • When you submit your article to your instructor, please also email a copy to Yvonne Hall THI blog curator and media specialist.
  • Indicate whether or not you are OK with having your article considered for publishing on our website. 
  • Submit your lesson along with your article via email to your instructor.  

Assignment #10: (500 Level ONLY)

Option A)

  • Implement the lesson that you created in assignment #7 in your classroom/with a group os students. (If you are not teaching or it is summer, find youth in your community or another classroom to work with).

  • Submit your lesson along with a 2-page description of what worked well and what could be improved.

  • Indicate your permission to THI by pasting one of these statements into your email: "I do give The Heritage Institute permission to publish this Lesson Plan in The Heritage Institute Lesson Plan Library, a feature available only to active Learners taking THI courses.”


Option B)

  • Find 5 resources online that will assist you in lesson planning for EL students.
  • Describe how you plan to use these resources.


Option C)

Another assignment of your own design, with your instructor’s prior approval.


Assignment #11: (Required for 400 and 500 Level)

(Please do not write this paper until you've completed all of your other assignments)

Write a 350-500 word Integration Paper answering these 5 questions:

  1. What did you learn vs. what you expected to learn from this course?
  2. What aspects of the course were most helpful and why?
  3. What further knowledge and skills in this general area do you feel you need?
  4. How, when and where will you use what you have learned?
  5. How and with what other school or community members might you share what you learned?


Please indicate by email to the instructor if you would like to receive comments on your assignments.


Dr. Stacey Shaw has years of experience as a principal and instructor at the high school, middle school and elementary school levels. She has taught all ages, from kindergarten through college in subjects ranging from English Language Arts and Social Studies to English as a Second Language and Spanish. 

Stacey learned a second language as an adult and understands first-hand the processes involved in second language acquisition. She has a passion for language and a track-record of developing highly successful ELL and Spanish literacy programs for second language learners.

Stacey received her Bachelor of Arts from The Evergreen State College in 1992. Her undergraduate studies focused on bilingual education, Spanish language, and Latin American Studies. She received her Master of Arts in Education from Prescott College in 2003. Stacey has her Doctorate of Education from Lewis and Clark College.



Helman Ph.D, Lori, Literacy Development with English Learners: Research-Based Instruction in Grades K-6 (Solving Problems in the Teaching of Literacy) The Guilford Press, 2009, paperback, 271 pages, ISBN 978-1606232422. Current research in best-practices for ELL’s is given along with extremely effective instructional practices for elementary students with varying degrees of English proficiency. Key components of literacy instruction are broken down, including phonemic awareness, phonics, fluency, vocabulary, and comprehension. 

Kress Ed.D, Jaqueline E, The ESL/ELL Teacher’s Book of Lists 2 edition, Jossey-Bass; 2008, paperback, 384 pages, ISBN 978-0470222676. This is a must-have resource for teaching ELL/ESL students at the K-8 levels. The comprehensive ready materials save a lot of time and give great ideas for covering the concepts that ELL’s need to master.

Peregoy, Suzanne F,  and Boyle Owen F, Reading, Writing, & Learning in ESL, 5th Edition, Allyn & Bacon, 2008, paperback, 480 pages, ISBN 978-0205626847. This edition provides a wealth of practical strategies for effective instruction and literacy strategies for English learners in the ESL, bilingual, and general education classrooms. Real-life scenarios are used to illustrate concepts, enhance readability, and make the text user-friendly

Rea, Denise M, and Mercuri, Sandra P, Research-Based Strategies for English Language Learners: How to Reach Goals and Meet Standards, K-8, Heinemann, 2006, paperback, 128 pages. ISBN 978-0325008103. This book addresses standards through four proven, effective scaffolds for learning: modeling, contextualizing, thinking about thinking, and reframing information. This text includes lesson plans and suggestions on implementation, as well as a review of the research supporting each lesson and scaffold.

Samway, Katharine, Teaching English Language Learners: Grades 6-12: Strategies That Work (Theory and Practice) Scholastic Teaching Resources, 2008, paperback, 320 pages, ISBN 978-0439926485. Taking a unique approach to addressing the instructional needs of ELL’s , this book provides real situations and issues that teachers may encounter when working with ELLs, and offers grade-level appropriate solutions, teaching approaches, and activities to address them.