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English Language Proficiency Standards (ELPS) in the Classroom


English Language Proficiency Standards (ELPS) in the Classroom Session Objectives Content Objectives: Participants will develop background knowledge of why Language ... – PowerPoint PPT presentation

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Title: English Language Proficiency Standards (ELPS) in the Classroom

English Language Proficiency Standards (ELPS)
in the Classroom
Session Objectives
  • Content Objectives
  • Participants will develop background knowledge
    of why Language Objectives are an essential part
    of lesson delivery for Limited English
    Proficient (LEP) students.
  • Participants will be able to describe how
    Language Objectives
  • differ from Content Objectives.
  • Language Objectives
  • Participants will orally discuss and categorize
    Content and Language Objectives.
  • Participants will create and record Language
    Objectives using TEKS Skills.
  • Participants will demonstrate their knowledge
    of Language Objectives by sharing with the

English Language Proficiency Standards (ELPS)
  • The English Language Proficiency Standards
    (ELPS) were approved by the State Board of
    Education on November 16, 2007.  These standards
    will replace the English as a Second Language
    Texas Essential Knowledge and Skills (ESL TEKS)
    beginning in the 2008-2009 school year and may be
    found online at http//www.tea.state.tx.us/curricu

Why are English Language Proficiency Standards
  1. Attain English proficiency,
  2. Develop academic language, and
  3. Meet the same challenging academic content and
    achievement standards that all children are
    expected to meet.

English Language Proficiency Standards (ELPS)
  • The ELPS have two components
  • cross-curricular second language acquisition
    essential knowledge and skills
  • proficiency level descriptors (Beginning,
    Intermediate, Advanced, and Advanced High)

  • Every teacher in any content or enrichment
    course who teaches ELLs must teach a language
    objective as well as a content objective.

The Nature of Language Proficiency
  • CALP
  • Cognitive
  • Academic
  • Language
  • Proficiency
  • Language learning is what usually occurs in
    school. It is an overt and conscious process. 
  • When people are learning, they are aware they are
    learning because they are participating in the
    process. Therefore, it must be explicitly
  • Once the information (knowledge) is learned, it
    is consciously stored in the brain, for later
  • This learned academic language is the kind of
    language needed for tasks such as comprehension
    of text, analysis, and synthesis.
  • For students learning English as a second
    language, this is what we refer to as Cognitive
    Academic Language Proficiency (CALP). 
  • Echevarria Graves, 2006
  • Textbook language
  • BICS
  • Basic
  • Interpersonal
  • Communication
  • Skills
  • Language Acquisition is a subconscious,
    effortless process that occurs without people
    actually realizing that it is occurring.The
    information acquired is then stored in the
    subconscious for later use.  It is what children
    do when learning to speak their first language.
  • Basic Interpersonal Communication Skills (BICS)
    are the language skills necessary to communicate
    basic needs and wants they do not guarantee
    academic success. (There may be students who have
    'acquired' native-like fluency in oral speech,
    who are still unprepared to face the academic
    challenges of school
  • Krashen, 1992 Cummins,
  • Conversational

Academic Language
  • Academic language is the language used in
    content area classrooms. It is linked to higher
    order thinking processes and developed by
    extensive modeling and scaffolding of classroom
    talk. In order to develop academic language,
    students must be immersed in a language-rich,
    interactive environment.
  • Academic language
  • characterization
  • the present or past
  • point of view
  • analysis of relationships
  • persons, places, and events
  • cause and effect
  • inference

Teaching Guidelines
  • Select content objectives from the TEKS
  • Provide academic language activities in which
    students read, write, listen to, discuss, and
    make presentations on chosen content
  • Teach and have student practice learning
    strategies with all activities

TEKS and ELPS Objectives
  • Content Objectives are the
  • Language Objectives are the

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
  • define (vocabulary is most important)
  • describe
  • identify
  • label
  • name
  • spell

  • More Procedural Language for ELLs

Classify Collect Distinguish Categorize Match Show Select Construct Assemble Arrange Recall Give examples Draw Organize Decide Suppose Locate List Underline Review Compose Dictate Point out Record Report Predict Express Plan and evaluate Relate Generalize Demonstrate Outline Estimate Judge Debate Illustrate Infer Revise Rewrite Assess Justify Critique Describe Compare Question Map Discriminate
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
  • 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
  • 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.

  • Content Objective
  • Student will use a graphic organizer to identify
    colonial grievances in the Declaration of
  • 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.

Language Objective TLW 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 ________.
ELPS 3(H) Narrate, describe, and explain with
increasing specificity and detail as more English
is acquired.
  • Complete a timeline listing the events in order
    leading up to the climax of the selection.
  • In the reading, highlight the important events in
    the story. Highlight the exposition in red and
    the rising action in blue .
  • Explain to a partner your timeline. Use the words
    first, second, then to show sequence.

  • The student will be able to use mathematical
    vocabulary to explain orally or in writing the
    attributes of geometric figures.
  • Students will construct a Venn Diagram to
    contrast and compare
  • one geometric figure to another.
  • Students will work in pairs to create a list of
    construction methodologies related to the
    significant attributes of each figure.
  • The students will be able to use constructions to
    explore attributes of geometric figures and to
    make conjectures about geometric relationships.

  • Content
  • The student demonstrates that energy, such as
    sound energy, can travel through matter.
  • Language
  • The student will use English to achieve
    academically in content areas.
  • The students will follow oral and multistep
  • The students will make oral and written
    inferences and draw conclusions from the activity

Instructional Strategies
  • Act out meanings
  • Activate prior-knowledge and build upon students
    background experience (i.e., schema)
  • Adapt content-critical content
  • Allow
  • multiple learning opportunities (2-3)
  • the student to highlight texts
  • Contextualize language
  • Create word banks
  • Describe
  • difficult concepts visually with the use of
    graphic organizers and other charts
  • assignments orally and in written formhaving the
    assignment written on the board at the beginning
    of class gives the student the entire hour to
    copy it
  • Embed definitions
  • Emphasize of key vocabulary

  • 2A recognizes correct pronunciation
  • 2B recognizes sounds in words (ph.awareness)
  • 2C recognize words/phrases in discussion
  • 2D understand or seek help
  • 2E use technology to learn / review
  • 2F gist, main points, details
  • 2H implied info
  • 2I listening comprehension

  • 3A correct pronunciation of words ____
  • 3B use new vocabulary about topic
  • 3C use variety of sentence stems
  • 3D speak using newly taught vocabulary _____
  • 3E share in cooperative groups about ____
  • 3F ask / give info using words ____
  • 3G give opinions about ___ using words, phrases
  • 3H narrate, describe, explain
  • 3I use in/formal English to say____
  • 3J oral response to variety of media about____

  • 4A letter-sounds phonics
  • 4B directionality
  • 4C sight vocabulary
  • 4D BEFORE reading support
  • 4E simplify text (to access content)
  • 4F pictures / semantics to support reading
    (predictable text)
  • 4G show comprehension individually or in groups
  • 4H demonstrate comprehension of text read
  • 4I develop basic reading skills that build
  • 4J make inferences about text graphics
  • 4K analyze text

  • 5A use letter-sounds, phonics
  • 5B use new vocabulary
  • 5C spell correctly
  • 5D Edit writing
  • 5E simple complex sentences
  • 5F use sentence frames selected vocabulary
  • 5G narrate, describe, and explain in writing

Final Thoughts or Questions
  • English Language Proficiency Standards
  • Texas Education Agency
  • Developing Language Objectives for the
  • 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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