The following sample lessons include the key elements in the design of a standards-based performance task with second language learners as the targeted population. These lessons take into account the language acquisition stages across the four language modalities of writing, speaking, listening, and reading. Thus, these lessons ensure that in order to perform the tasks they need to use the four modalities, Through the use of differentiating instruction strategies and materials the complete range of language stages can be targeted.
The key elements in the design follow the SQUARE acronym: Standards, Questions, Unwrapped, Application, Resources, and Evidence (Ainsworth, 2003). In other words, when we are designing a standards-based performance task we need to ask: what are the standards and indicators the tasks will target?; what are the essential questions that the tasks address?; what is the unwrapped content and skill that the tasks will develop?; what application of learning does the task will require?; what instruction, information , and resources do the students need first to perform the task?, and what is the individual evidence of learning that the task will provide?
Special attention needs to be placed on vocabulary introduction. For example, when students are asked to read the definition of what a disaster is, the students need to be familiar with the vocabulary associated to the definition. There are many effective ways of presenting students with new vocabulary but having students look at the definition in the dictionary is not one of them. It is much more effective to provide the students with a simple definition of the word, followed by the word in context, proceeded with samples of what it is and what is not. Finally, the students can create one or multiple nonlinguistic representations of the definition in order to either connect it to some prior term or to a personal experience. Appendix A includes and organizer that can be used to introduce new vocabulary or expand in the depth and breath of its meaning. For example, the definition of disaster according to the Merriam Webster is:
An event that causes serious loss, destruction, hardship, unhappiness or death
As simple as definition might appear to the native English speaker, special attention needs to be taken in the way that the vocabulary is introduced. The teacher needs to consider polysemous or multiple-meaning words and introduce them accordingly (depth of vocabulary). Students might have a meaning of the word disaster (You are such a disaster!), but not the depth of its meaning. By providing the students with a definition in "kid's language" such as something (an event) that happens that results in loss, damage, suffering, sadness, or death, they will be able to grasp its meaning.
It is important to know that the use of the second language is highly encouraged given the time it can take to introduce and present new vocabulary. Thus, sometimes, simply translating the word to their first language allows the students to only have to acquire the label in their second language (if they already understand the concept), while other times both the concept and label will have to be directly taught. It is in teaching these words that the teacher must explicitly follow the process above mentioned. I list at least one electronic reference resource that students and teachers can access to check and hear the word's pronunciation. Other electronic resources include WeatherEye, a glossary if content related to winter weather terms (KGAN, 2005).