WGU D091
TASK 1
EXPLORING CURRICULUM STRATEGIES
FOR EL AND READING GOALS
2026 Update with complete
solutions.
MBOFFIN
, D091 – Introduction to Curriculum, Instruction, and Assessment
A. Case #191 – Using Images to Build Speaking, Listening, and Descriptive Language Skills
A1. Description: The classroom is made up of 21 students, second and third grade students who
are multi-ethnic and multilingual. Out of the 21 students, 13 students speak are English speakers
and 8 students are native Spanish speakers. The teacher has put the students in grade-level
specific table groupings. During class the teacher pairs the English speakers with the EL students
to help them learn the lesson.
The primary method of formative assessment being used is the think-pair-share where the
student’s involvement in the learning process helps the EL students with their language
proficiency. The teacher made two direct modifications during instruction based on formative
assessment.
The first modification occurs when a student asks, “Do you want us to correct their English, or
what do you want us to do?”. The teacher responds that the children should redirect an EL
student who has misspoken kindly so that it is more respectful by repeating what the student said
in the correct way.
The teacher continues by showing a picture of a whale and then has the students give descriptive
words, in which she writes on post-it notes. As she is writing down the suggestions, one student
is concerned about the use of one sticky note for everyone. The teacher explains that she will
solve that problem by giving each individual a sticky note.
A2. Feelings: The student that expressed concern about correcting the EL student when they
make a mistake. The student’s voice expresses that they did not want to hurt their classmate’s
feelings by correcting their error incorrectly or unkindly. The teacher offers the option of
correcting without being disrespectful to their feelings. Then, another student also suggests
another way of handling the situation and the teacher agrees. The participants who added to the
discussion likely felt more at ease helping an EL student after this lesson.
As the lesson continued, the student who voiced concern about a post-it notes. The teacher
suggests giving each student their own post-it to allow each student where to place the post-it.
The student seems engaged and excited that he can participate and show what he knows.
A3. Evaluation: The strategy of peer-student interaction creates a welcoming classroom where
student’s ideas are shared. The teacher then can use those observations of student interactions in
assessing their knowledge. This strategy also demonstrates comfort for the students which makes
them willing to share ideas. At the end of the video, you can see the kids walking around the
room with what appears to be tape recorders while they make verbal observations of whales. The
English-speaking students get paired with English Learners. Those students are told to observe
while the EL students speak but to listen to their partners first. Then, the students assemble as
one the groups make verbal observations of the photo. EL students are making verbal mistakes
TASK 1
EXPLORING CURRICULUM STRATEGIES
FOR EL AND READING GOALS
2026 Update with complete
solutions.
MBOFFIN
, D091 – Introduction to Curriculum, Instruction, and Assessment
A. Case #191 – Using Images to Build Speaking, Listening, and Descriptive Language Skills
A1. Description: The classroom is made up of 21 students, second and third grade students who
are multi-ethnic and multilingual. Out of the 21 students, 13 students speak are English speakers
and 8 students are native Spanish speakers. The teacher has put the students in grade-level
specific table groupings. During class the teacher pairs the English speakers with the EL students
to help them learn the lesson.
The primary method of formative assessment being used is the think-pair-share where the
student’s involvement in the learning process helps the EL students with their language
proficiency. The teacher made two direct modifications during instruction based on formative
assessment.
The first modification occurs when a student asks, “Do you want us to correct their English, or
what do you want us to do?”. The teacher responds that the children should redirect an EL
student who has misspoken kindly so that it is more respectful by repeating what the student said
in the correct way.
The teacher continues by showing a picture of a whale and then has the students give descriptive
words, in which she writes on post-it notes. As she is writing down the suggestions, one student
is concerned about the use of one sticky note for everyone. The teacher explains that she will
solve that problem by giving each individual a sticky note.
A2. Feelings: The student that expressed concern about correcting the EL student when they
make a mistake. The student’s voice expresses that they did not want to hurt their classmate’s
feelings by correcting their error incorrectly or unkindly. The teacher offers the option of
correcting without being disrespectful to their feelings. Then, another student also suggests
another way of handling the situation and the teacher agrees. The participants who added to the
discussion likely felt more at ease helping an EL student after this lesson.
As the lesson continued, the student who voiced concern about a post-it notes. The teacher
suggests giving each student their own post-it to allow each student where to place the post-it.
The student seems engaged and excited that he can participate and show what he knows.
A3. Evaluation: The strategy of peer-student interaction creates a welcoming classroom where
student’s ideas are shared. The teacher then can use those observations of student interactions in
assessing their knowledge. This strategy also demonstrates comfort for the students which makes
them willing to share ideas. At the end of the video, you can see the kids walking around the
room with what appears to be tape recorders while they make verbal observations of whales. The
English-speaking students get paired with English Learners. Those students are told to observe
while the EL students speak but to listen to their partners first. Then, the students assemble as
one the groups make verbal observations of the photo. EL students are making verbal mistakes
