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Implementing the ELPS

Implementing the ELPS. English Language Proficiency Standards. History of ESL in Texas. 2001-NCLB: focus on research-based Instruction 2006- ESL standards revised in response to research 2007- English Language Proficiency Standards become part of TAC 74.4.

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Implementing the ELPS

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  1. Implementing the ELPS English Language Proficiency Standards

  2. History of ESL in Texas • 2001-NCLB: focus on research-based Instruction • 2006- ESL standards revised in response to research • 2007- English Language Proficiency Standards become part of TAC 74.4

  3. Getting Started Implementing the ELPS • Do our English Language learners understand the key content concepts? • Are our English learners developing their ability to read, write, listen, and speak in academic English about content concepts? • THE ELPS ARE THE ANSWER!

  4. EFFECTIVE LESSON PLANNING • Content Objectives: TEKS • Language Objectives: ELPS TEKS • Strategies/Activities appropriate for the • various English language proficiency levels. • ELPS are a vehicle that transports the content area to the student in a comprehensible manner. Source: TEA Assessment Division

  5. Determine Content ObjectiveAligned with TEKS in C-Scopein Instructional Focus Document(2nd grade example) • Unit 01: Communicating Ideas and Messages

  6. ELPSDetermine Language Objective

  7. ELPSDetermine Language Objective

  8. ELPSDetermine Language Objective

  9. ELPSDetermine Language Objective

  10. TEKS and ELPS Objectives • Content Objectives are the: What? Language Objectives are the: How?

  11. Objectives CONTENT • Complete a timeline listing the events leading up to the Revolutionary War. LANGUAGE • In the reading, highlight the colonial action in blue and the British reaction in red. • Explain to a partner your timeline. Use the words first, second, then to show sequence.

  12. Writing Language Objectives • Language Objectives are the HOW of the lesson. Your language objectives should include interaction in the form of discussion (paired and/or cooperative learning activities). • Think about specific language skills you want students to develop; include them as language objectives. Then plan the lesson accordingly. Most of the language verbs lend themselves to language objectives: • describe • identify • label • name • spell

  13. define (vocabulary is most important) • compare • contrast • explain • summarize • rephrase • interview • discuss (peer/group work) • elaborate • imagine • predict • compose

  14. Sentence Stems • ELLs benefit from having language scaffolded through the use of sentence stems when engaging in activities involving speaking and writing. Stems are used until they have mastered that scaffold. It should not become a “crutch” for the students. Sentence stems: • Are short phrases that provide models for how to use academic vocabulary and correct grammar in context. • Help English learners have a starting place for communicating their ideas orally and in writing. • May be oral and/or written. • Can focus on issues and concepts. • Should be created using the language of TEKS and STAAR. • Are created by understanding the academic language students are currently able to use and will need to use to demonstrate their knowledge of the content objective.

  15. http://elltx.org/videos_linguistic_science.html

  16. Creating Sentence Stems TEKS 8.6C: • Identify colonial grievances listed in the Declaration of Independence. Explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights. Content Objective: • Student will use a graphic organizer to identify colonial grievances in the Declaration of Independence. ELPS: 3(H) Narrate, describe, and explain with increasing specificity and detail as more English is acquired. Language Objective: Students will identify and describe colonial grievances using the sentence stems: A grievance can be defined as ___________. Three examples of colonial grievances listed in the Declaration of Independence are _______, ________, and ________.

  17. Using sentence stems and paragraph frames in science http://bcove.me/06ng0h4h

  18. Lesson Planning Template

  19. ELPS AND TELPAS Instruction Assessment: • TELPAS measures the ELPS student expectationsfrom the cross-curricular second language acquisition knowledge and skills and uses the ELPS proficiency level descriptors as assessment rubrics. • Student expectations focus on the what of student learning. • Proficiency level descriptors focus on the how well. (These are in your accommodation manual)

  20. AssignmentsBased on Language Proficiency Teachers can modify assignments so that a distinction can be made between the student’s content knowledge and language proficiency by: • Simplifying the objectives • Asking the students to draw or use pictures • Using oral discussions in pairs or small groups • Modifying the length and difficulty of the assignments (Echevarria & Graves, 1998) Adapted from: Building Connections in the Content Areas through Sheltered Instruction

  21. Vocabulary • Teach supporting vocabulary as well as academic vocabulary • Provide academic notebooks

  22. Activities • 1. Activate Prior Knowledge (Processes, Stems, and Strategies) • 2. Build Vocabulary and Concept Knowledge • 3. Structured Conversation and Writing • 4. Review and Checks for Understanding: (Response signals, Writing, Self-Assessments, Student Products, etc.)

  23. Examples of strategies • Anticipation Guides • Advance Organizers • Backwards Bookwalks • Chunking Input • Graphic Organizers • KWL • Manipulatives • Scanning • Visuals/Videos

  24. Instructional Strategies Use : • comprehension checks to check students’ attention and understanding • gestures, pictures, drawings, stories. • graphic organizers appropriately (not just a worksheet) • activity before content or ABC=hands on activities and materials-try to allow learners to conduct a hands-on activity first before a lecture on the principles. They then have the opportunity to use inductive reasoning, and are more likely to understand the principles, or points of lesson, more clearly. • interest builders (movies, photos, music, field trips, books, anticipation guides, etc.) prior to chapter readings • mnemonic devices • native language (clarification in first language) • overheads, realia, visuals, maps, charts, bulletin boards, timelines... • real-life examples and anecdotes • Think-Aloud Protocol to gain insight into your learners’ reading. • word associations to make connections

  25. What to say instead of “I don’t know.” • Accountable Conversation Questions • May I please have some more information? • May I have some time to think? • Would you please repeat the question? • Where could I find information about that?

  26. Navigating the ELPSby John Seidlitz • Resource for planning • Language Objectives • Sentence Stems • Activities

  27. Sources English Language Proficiency Standards Texas Education Agency Developing Language Objectives for the Mathematics Classroom From Theory to PracticeSouthwest Educational Development Laboratory Mastering Multiple Literacies: Implementing the English Language Proficiency Standards Austin Independent School District Stepping Up Your Sheltered Content Instruction Dr. Kate Mastruserio Reynolds University of Wisconsin

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