A sample placement test is included in Appendix A. Components of a Plan Teachers may consider the following components when planning a unit. The Scope and Sequence chart outlines suggested themes that may be developed at different grade levels and at different levels of language acquisition. The teacher along with students' may establish a specific focus for the unit. The teacher may select foundational objectives on the basis of the students' age, grade level, and the extent of second language instruction received to date. For example, the teacher may decide that a class of Grade 5 students' is in the emerging phase because they have had no previous second language instruction.
Collaborative decisions made by teacher and students' can give direction to the course.
The students' interests and enthusiasm are critical factors which can determine the length of the unit and the number of lessons to be planned on a topic. The teacher along with students' may determine the evaluation criteria and instruments. The instruments may include checklists, conferences, portfolios, student assessments, or teacher prepared tests. The criteria should reflect the foundational and skills objectives and may range from fluency in speaking to working cooperatively in a group. The types of assessments may include evaluations done by the teacher, by peers, or by the students' assessing their own progress.