Copyright©2007 Education Service Center Region XIII 1 English Language Proficiency Standards (ELPS)
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Transcript of Copyright©2007 Education Service Center Region XIII 1 English Language Proficiency Standards (ELPS)
Copyright©2007 Education Service Center Region XIII2
• Essential questions• User friendly materials• Template for guided
practice(ELPS/Outcome/Evidence/actions)• Different lenses: what we are already doing,
what would we expect to see, as a director, a classroom teacher, how would use these.
• Examples of objectives using CSCOPE lessons
• Tie back to Region XIII workshops
Copyright©2007 Education Service Center Region XIII3
Essential Question
• How can I help English language learners attain English better?
Copyright©2007 Education Service Center Region XIII4
What we’re doing…
• Sheltered Instruction Initiative
• ESL Academies
• Internal Support
• Title III SSA Teacher Leadership Network
• Bilingual and ESL Program Support
• General ELL strategies workshops
Copyright©2007 Education Service Center Region XIII5
Resources for you…
• ELL Strategy Sheets
• CSCOPE Newsletters
• ELL Toolkit
• ELL Institute November 5 with Dr. Kate Kinsella: Developing Academic Language
• Sheltered Instruction with John Seidlitz August 11-14, October 16-17
Copyright©2007 Education Service Center Region XIII6
English Language Proficiency Standards (ELPS)
Statutory Requirement 19 Texas Administrative Code §74.4
Chapter 74. Curriculum Requirements
Subchapter A. Required Curriculum §74.4 English Language Proficiency Standards
Approved November 16, 2007
These take the place of the ESL TEKS.
Copyright©2007 Education Service Center Region XIII7
ELPS: English Language Proficiency Standards
• Introduction
• School District Responsibilities
• Cross Curricular Second Language Acquisition Essential Knowledge and Skills
• Proficiency Level Descriptors
Copyright©2007 Education Service Center Region XIII8
ELPS: the big ideas
• Linguistically accommodated instruction
• Develop listening, speaking, reading and writing
• Language proficiency levels (beginning, intermediate, advanced, advanced high)
Copyright©2007 Education Service Center Region XIII9
A. Introduction
• ELPS part of required curriculum• ELL need to know social and academic
language• Integrate second language acquisition with
content area instruction for all language skills
• ELL must read, write, listen and speak with increasing complexity
• ELPS SEs apply K-12• Level descriptors serve as a road map
Copyright©2007 Education Service Center Region XIII10
B. School Districts Shall
• Identify students’ proficiency levels
• Provide linguistically accommodated content instruction
• Provide linguistically accommodated content based language instruction
• Targeted language instruction for beginning and intermediate ELLs (3-12)
Copyright©2007 Education Service Center Region XIII12
Cross-curricular Second Language Acquisition
Essential Knowledge and Skills
• 1. Language learning strategies
• 2. Listening
• 3. Speaking
• 4. Reading
• 5. Writing
Copyright©2007 Education Service Center Region XIII13
ELPS: (d) Proficiency level descriptors
Kindergarten-Grade 12. ELLs may be at the
beginningintermediateadvanced, oradvanced high
stage of English language acquisition in:
Listening SpeakingReadingWriting
Copyright©2007 Education Service Center Region XIII14
ELPS for Administrators
• Connect ELPS to AMAOS, PBMAS, TELPAS– Does special language program of instruction provide
academic language development?– Does special language program provide intensive linguistic
accommodations?• Matrix that shows teachers trained in sheltered
instruction• Administrative checklists to evaluate implementation
of sheltered instruction, linguistic accommodations• Show/Tell about how to use ELPS standards in
planning and instruction to develop listening, speaking, reading and writing.
• Develop plan for ELPS training, documentation
Copyright©2007 Education Service Center Region XIII15
ELPS for Teachers
• Awareness• Plan and differentiate instruction
based on students of language proficiency levels.
• Use ELPS to get kids listening, speaking, reading and writing in English during content instruction– Teachers write language objectives
along with content objectives
Copyright©2007 Education Service Center Region XIII16
Essential Components of Instruction that help ELL attain
English better• Plan linguistically accommodated instruction• Set language objectives• Access/build background knowledge• Use visuals and adapted materials• Explicitly teach vocabulary• Interaction strategies (so kids talk)• Assessment aligned to language proficiency
levels
Copyright©2007 Education Service Center Region XIII17
Linguistically Accommodated Instruction with ELPS
• LAV: Vocabulary Instruction• LAM: Supplementary materials and
adapted content• LAI: Interaction• LALI: Linguistically accommodated
language instruction (explicit English language instruction in grammar, syntax, and structure)
• John Seidlitz- Perspective Based Learning
Copyright©2007 Education Service Center Region XIII18
Essential Question
• How can I help ELL attain English better?
• Make a commitment for all students to develop academic language during every lesson.
• How?– Identify language of the student
expectation– Create a language objective– Use sentence stems
Copyright©2007 Education Service Center Region XIII19
Example
• Content objective: TLW identify and give examples of unalienable rights.
• If I want students to use this vocabulary orally, which ELP is for me?
• 3D Speak using grade level content area vocabulary in context to internalize new English words and build academic language proficiency
Copyright©2007 Education Service Center Region XIII20
Language Objectives
• Students will be able to (insert content objective) – Orally…(by/using…)– Write…(by/using…)
– SWBAT orally identify unalienable rights and why they are important by using the phrase
• “Unalienable rights can be defined as_______________.
They are important because ___________”
Copyright©2007 Education Service Center Region XIII21
Example
• How does energy flow in photosynthesis compare with energy flow in cellular respiration?
• Compare and contrast language structure– SWBAT orally compare and contrast photosynthesis and
cellular respiration using the sentence stem: • Photosynthesis and cellular respiration are alike
because ________________• Photosynthesis and cellular respiration are distinct from
one another in that _____________________
Copyright©2007 Education Service Center Region XIII22
Next steps
• Sheltered Instruction training in August (ELPS embedded)
• General linguistic accommodations training in fall
• ELPS alignment with CSCOPE and 5E model
• CSCOPE curriculum will include corresponding ELPS to the performance standards in the Instructional Focus Documents
• ELPS/CSCOPE alignment training