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Free classroom planning sheet

Clear classroom directions for multilingual learners

Keep the grade-level goal. Prepare visible steps, a useful model, structured discussion and checks that tell you what to do next.

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This worksheet is not CTLE and does not issue a completion certificate.

Free planning worksheet

Prepare one lesson students can enter

Keep the learning goal. Make the sequence, model, discussion and checks easier to use.

Nothing typed here leaves this browser. Do not include student names or student work.

Keep the grade-level goal

Keep the grade-level goal

Name what students should understand or do. Do not replace the goal with the support.

Make the actions visible

Make the actions visible

Give each step one observable action. A student should be able to point to where to begin and what to produce.

Show what the work looks like

Show what the work looks like

Model the process or one useful part of the product without completing the thinking for students.

Plan how students enter the discussion

Plan how students enter the discussion

Make the prompt and participation structure explicit. Adapt any language support to students' current strengths and needs.

Choose checks that change the next move

Choose checks that change the next move

Plan what students will show or explain, then decide what you will do if the evidence is incomplete.

Check 1
Check 2

Why the sheet is arranged this way

The support should open the task, not replace it

The official guidance below consistently connects access to grade-level content, explicit language support, structured student talk and evidence teachers can use during instruction.

01

Content and language stay together

The federal practice guide recommends integrating oral and written language instruction into content-area teaching rather than separating language from the academic work.

02

Discussion needs a structure

The accompanying instructional tips emphasize repeated opportunities to talk about content, a modeled routine and prompts that fit students' current English proficiency.

03

Support can vary while the goal stays

WIDA describes using proficiency information to plan multimodal supports while students work toward the same language and content goals.

04

Checks should reveal understanding

NYSED's scaffolding examples include assessments of vocabulary, comprehension and writing to sources rather than treating time on a page as learning evidence.

A ten-minute planning pass

What to look for in your first revision

Can a student point to where to begin?

Put the first visible action in the first step. Move background explanation outside the action sequence.

Does each step ask for one visible action?

Separate read, mark, discuss and write when students need to keep track of the sequence.

Does the model reveal a process?

Show how to begin or make a choice. Avoid completing the entire academic task for students.

Will every student have a defined way to participate?

Name who speaks, listens, responds and switches. Add language support without making every response identical.

Will the check change what happens next?

Decide before the lesson what evidence is enough and what additional entry point you will use when it is not.

Source record

Guidance used for this worksheet

Institute of Education Sciences practice guide for teaching academic content and literacy to English learnersInstitute of Education Sciences instructional tips for English learnersNYSED classroom practices for multilingual learners and the Next Generation ELA standardsNYSED scaffolding resources for English language learnersWIDA proficiency-level descriptors and scaffolding snapshot

Reviewed August 23, 2026. Check again by August 23, 2027. These sources support the planning choices; they do not make this worksheet CTLE or replace local instructional judgment.