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Title: The English Language Proficiency Standards (ELPS) MODULE 4 ELPS and Effective Teaching Strategies


1
The English Language Proficiency Standards
(ELPS)MODULE 4ELPS and Effective Teaching
Strategies
  • Presented by the Brownsville Independent School
    District Bilingual Department
  • Reference Texas Education Agency and Region One
    Education Service Center

2
Five E.L.P.S. Domains
Learning Strategies
Listening
Writing
ELPS
Speaking
Reading
3
ELPS Curriculum Support
  • CSCOPE
  • 5 E Model
  • IFDs include ELPS Domains
  • Sheltered Instruction
  • ESL State Adopted Materials
  • ESL Strategies

4
Elementary Curriculum SupportsESL Moving Into
English
  • CORE
  • Teacher's Edition
  • Student Textbook
  • Assessment Books
  • Ancillary
  • Student Workbook (replaced yearly)
  • Leveled Readers
  • Big Books
  • Language handbook
  • Picture Cards and IDEA Picture Dictionary

5
Elementary Curriculum SupportsSupplementary
Resources
  • Prekinder Readiness Kits
  • Positive Beginning Kits
  • CIRCLE Manuals
  • Science Harcourt Texbooks
  • Teacher Created Materials Reading in the Content
    Area Readers for 3rd and 4th grade
  • Harcourt Leveled Readers for 4th and 5th grade
  • National Geographic Readers for 5th grade
  • 100 Book Challenge for 5th grade
  • Hampton Brown Science Readers for 5th grade
  • Title III Tutorial Funds for identified areas of
    need

6
Elementary Curriculum SupportsTeacher Reference
Material
  • Region IX ELPS Toolkit
  • ELPS Modules (www.bisd.us Bilingual Dept.
    website)
  • Region IV TAKS Materials for Reading, Math
    Science
  • Sheltered Instructional Observational Protocol
    (SIOP) Strategies (4th and 5th Grade)
  • TAKS Study Guides

7
Elementary Curriculum SupportsTechnology
  • TELPAS Online Tutorials
  • English and Spanish Harcourt Schools Online
    Science Leveled Readers (4th and 5th grade)
  • TEXTHELP
  • Hardware Computers on Wheels for online testing

8
Elementary Curriculum Supports Reference Materials
  • Velasquez Math English/Spanish Dictionaries
  • Velasquez English/Spanish Dictionaries
  • LAT Glossaries (reading, math, and science)
    (www.bisd.us Bilingual Department Website)

9
Secondary Curriculum SupportsESL State Adopted
Materials
  • Hampton Brown High Point (Middle School)
  • HEINLE CENGAGE Visions (High School)

10
Secondary Curriculum Supports Supplementary
Resources (MS)
  • LE II MRS (supplementary)
  • LEER MAS II
  • Roots Manual (supplementary)
  • New Comers Access (supplementary)
  • English to a Beat (supplementary)

11
Secondary Curriculum Supports Supplementary
Resources (HS)
  • Edge ESL Reading, Writing Language
  • LANGUAGE! Comprehensive Literacy Curriculum
  • Roots Manual (supplementary)
  • New Comers Access (supplementary)
  • English to a Beat (supplementary)
  • PRENTICE HALL-AZAR Fundamentals of English
    Grammar

12
Secondary Curriculum Supports Supplementary
Resources (MS) (HS)
  • Reading Instructional Goals for Older Readers
    (RIGOR) English Kit
  • Teacher Created Reading in the Content Area
    Science Materials (8 kits per campus)
  • National Geographic Readers Reading Expeditions
    (2 per campus)

13
Secondary Curriculum Supports Teacher Reference
Materials (MS) (HS)
  • Region IX ELPS Toolkit
  • ELPS Modules
  • (www.bisd.us Bilingual Dept. website)
  • Region IX TAKS Materials for Reading Science
  • Sheltered Instructional Observational Protocol
    (SIOP) Strategies

14
Secondary Curriculum Supports Technology (MS)
(HS)
  • High School
  • ESL Reading Smart
  • TEXT HELPS
  • UT Online Courses
  • Computers on Wheels
  • Middle School
  • ESL Reading Smart
  • TEXT HELP
  • Computers on Wheels

15
Secondary Curriculum Supports Reference
Materials (MS) (HS)
  • VOX English/Spanish Dictionaries
  • Websters English/Spanish Dictionaries
  • Velasquez Math English/Spanish Dictionaries
  • Oxford Picture Dictionaries for Content Areas

16
Online Resources
  • On March 27, the TEA announced the upcoming
    availability of TAKS interactive study guides in
    a letter to districts. As stated in that letter,
    TEA will be gradually rolling out the interactive
    guides, starting with the SSI grades (3, 5, and
    8).
  • Grade 3 Reading (English)
  • Grade 3 Reading (Spanish)
  • Grade 5 Reading (English)
  • Grade 5 Reading (Spanish)
  • Grade 8 Reading (English)
  • Exit Level ELA (English)
  • Mathematics (English)
  • Exit Level Science (English)
  • Exit Level Social Studies (English)
  • The interactive study guides listed above can be
    accessed by going to this link
  • http//www.texasassessment.com/studyguides
  • No password or login name is needed to access
    the guides.

17
Implications for Instruction
  • Staff Development
  • Content Area Teachers
  • Enrichment Area Teachers
  • All Instructional Staff
  • Sheltered Instruction
  • Second Language Acquisition
  • Social/Academic Language Samples
  • Time for Lesson Remodeling

18
Sheltered Instruction
  • Sheltered Instruction is an approach to
    instruction and classroom management that
    teachers can use to help English language
    learners acquire and learn English and content
    area knowledge and skills.

19
Characteristics of Sheltered Instruction
  • Comprehensible input
  • Affective environment
  • High levels of student interaction, including
    small-group and cooperative learning
  • Student-centered
  • More hands-on tasks
  • Careful, comprehensive planning, including
    selecting key concepts from core curriculum
  • (Echevarria Graves, 1998)

Adapted from Building Connections in the Content
Areas through Sheltered Instruction
20
Characteristics of Sheltered Instruction
  • Well-planned lessons
  • Use of student background knowledge and
    experience
  • Variety of delivery modes
  • Grade-level content
  • Checks for understanding
  • Use of higher-order thinking skills
  • Explicitly-stated lesson objectives
  • (Echevarria Graves, 1998)

Adapted from Building Connections in the Content
Areas through Sheltered Instruction
21
Program Characteristics
Sheltered Instruction
Not Sheltered Instruction
  • Accelerated Instruction
  • High Expectations
  • Effective Instruction
  • Purposeful and Intentional
  • Provided by content experts with shared
    responsibility of second language acquisition
  • Instructional Approach
  • Remediation
  • Dumping Ground
  • Just Good Teaching
  • Hit and Miss
  • Responsibility of ESL teacher
  • ESL students in all sheltered classes
  • Scheduling requirement
  • Program

Adapted from Building Connections in the Content
Areas through Sheltered Instruction
22
CSCOPE Curriculum
  • CSCOPE curriculum will include corresponding ELPS
    to the performance standards in the Instructional
    Focus Documents
  • ELPS alignment with CSCOPE and 5E model

23
CSCOPE Five E Model
  • Engage provide activity to draw interest
    (teacher-directed activity)
  • Explore - hands on, discover on their own to
    construct new knowledge (teacher guided)
  • Explain students explain the procedures of the
    experiment observations (teacher guided)
  • Elaborate observe, make predictions, generalize
    rules for objects of the experiment, make a
    model, etc (teacher monitors, facilitates
    discussion)
  • Evaluate complete assessment, complete
    performance task (teacher evaluates progress and
    students assess themselves)

Source Adapted from Bybee, R. W. et al. (1989)
24
  • Planning for Instruction
  • Use of Appropriate Strategies and Methods

25
Use of Cognates
important importante
doctor doctor
biology biología
part parte
moment momento
execution ejecución
26
What is a Cognate?What is the Purpose?
  • Learn content vocabulary
  • Gives students a strategy
  • Look alike
  • Have the same meaning
  • Similar meanings

Helps with reading comprehension
27
Accelerate vocabulary development by using
cognates
  • Teach cognate guessing games
  • Highlight cognates in texts to remind students
    they already know a similar word in Spanish
  • Post a cognate word wall in the room.

28
Types of cognates
One-letter differences
  • identical

More than one-letter differences
Different suffixes
Different prefixes
29
Some words have exactly the same form.
  • propaganda
  • patio
  • doctor
  • motor
  • federal
  • sofa
  • propaganda
  • patio
  • doctor
  • motor
  • federal
  • sofá

30
English Nouns Ending or
English Nouns Ending al
actor color favor tutor error
animal capital hospital medal moral
31
English Nouns Ending ist
artist dentist novelist optimist tourist
artista dentista novelista optimista turista
32
English Nouns Ending ism
idealism sexism budhism tourism optimism
idealismo sexismo budismo turismo optimismo
33
English Nouns Ending nce
assistance experience distance intelligence
asistencia experiencia distancia inteligencia
34
Second Language Acquisition Strategies
Beginning Level Intermediate Level
Advanced Level
Cooperative Groups Concrete,
Manipulatives and Visuals TPR
Daily News Non-Verbal Role
Playing Role Playing (Verbal)
Reading Writing on grade level Rhymes, Chants,
Songs, Games Reading, Writing, Reciting
Evaluating Hands-on Projects
Group Discussions Predicting
Outcomes Cloze activities Retelling Stories
Supporting Choral Reading Dialogue
Journals Analyzing Charts Pre-recorded
Stories Graphic Organizers Analyzing
Graphs Authors Chair Summarize
Label
Compare/contrast Word banks Read
Aloud Think-pair-share Silent reading
35
Modified Texts Appropriate for Language
Proficiency and Reading Level
  • Teachers can modify texts to make content more
    comprehensible for their students by
  • Using graphics
  • Using outlines
  • Rewriting the text
  • Using audio recordings
  • Providing demonstrations
  • Using alternate books or materials

(Echevarria Graves, 1998)
36
Modified and Differentiated Assignments Based on
Language Proficiency
  • Teachers can modify assignments so that a
    distinction can be made between the students
    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)
37
Collaboration
  • ESL and content area teachers benefit from
    collaborative efforts to design and implement
    effective lesson strategies for English language
    learners.
  • Teachers in the collaborative effort must be
    comfortable with giving and receiving
    constructive criticism.

38
Scaffolding
  • Scaffolding is a means by which students receive
    support in various forms from their teachers in
    an effort to promote skills and understanding,
    eventually resulting in student independence
    through the careful reduction of support as
    students make progress.

39
Frayer Model
40
Frayer Model requires students to define words
that will help them to better understand content
concepts. For students with lower levels of
proficiency, pictures may be used to support
understanding.
  • Why is this a good strategy for ELLs?
  • Can be done in pictures and words
  • Provides details about the term or concept
    through the characteristics
  • Uses examples and non-examples to provide clarity
  • Allows clarifications in the native language to
    be made
  • Can be done cooperatively, providing needed
    interaction
  • Can be used as an assessment tool

41
Concept Attainment
42
Concept Attainment is the search for and
listing of words that can be used to distinguish
exemplars from nonexemplars of various concepts.
An excellent strategy for helping students
problem-solve and learn vocabulary and content
area concepts based on their critical attributes.
  • Why is this a good strategy for ELLs?
  • Can be done with pictures
  • Can be done orally
  • Enables students to grasp key concepts
  • Encourages oral responses
  • Allows students to make their own concept
    attainment charts
  • Serves as an alternative assessment tool

43
Feature Analysis
44
Feature Analysis is a procedure that helps
students make fine discriminations between
concepts and/or facts. Students are also able to
get a birds eye view of the facts and ideas
learned in a global, and for English language
learners, more accessible manner.
  • Why is this a good strategy for ELLs?
  • Utilizes pictures in place of words
  • Provides content through another pathway other
    than text
  • Can be cooperative
  • Can be done as a hands-on/manipulative activity
  • Lowers the affective filter
  • Can be used to summarize a chapter
  • Can be used as an assessment tool

45
Anticipation Guide
Agree Disagree
This photograph was taken after a tornado.
This city is located along a coast.
There was no loss of life because of this storm.
The storm that hit this city was named Andrew.
People were able to evacuate before the storm.
46
Anticipation Guide enables students to make
predictions and use their background knowledge
related to the topics introduce in the class. It
is advantageous to ensure that selected items for
an anticipation guide make content concepts
explicit.
  • Why is this a good strategy for ELLs?
  • Involves generalizations that provide
    accessibility for all students
  • Activates and validates students backgrounds
  • Involves low task orientation
  • Maintains strong likelihood of instructional
    conversations
  • Allows meaning to be explored and negotiated
  • Can be done orally and with pictures

47
Two Column Notes
48
Two Column Notes/T-Charts help students
organize information from reading assignments,
lectures, and videos.
  • Why is this a good strategy for ELLs?
  • Utilizes organization style that makes knowledge
    more accessible
  • Allows columns to be added to include visual
    representations
  • Encourages notes to be done in pictures
  • Functions as a study aid
  • Builds vocabulary in meaningful contexts
  • Can be done cooperatively

49
Window Paning
50
Window Paning is a great strategy for
organizing steps to a process, helping students
to remember important concepts, or just
remembering vocabulary words.
  • Why is this a good strategy for ELLs?
  • Conveys much information through visuals and
    little print support
  • Can be cut into parts and reassembled again to
    demonstrate comprehension of a process
  • Can be used as an effective study aid
  • Can be created in cooperative groups
  • Can be used for assessment
  • Uses M-space theory- the brain can remember 7
    plus/minus 2 pieces of isolated information at a
    time
  • Is parallel to brain-based theories

51
Find Someone Who
52
Find Someone Who This strategy can be a great
way to lower the affective filter when academic
elements are combined with everyday student
trivia in a questionnaire format.
  • Why is this a good strategy for ELLs?
  • Allows all students to participate and answer
    questions
  • Encourages students to begin teaching each other
  • Is highly cooperative and jigsaw-like
  • Uses informal pathways to get prerequisite
    information out to the students
  • Allows native language support to occur in a
    natural and supportive way
  • Extends opportunities for oral language/practice
  • Is highly motivating
  • Encourages students to use background knowledge
    and experiences
  • Serves as a vocabulary builder
  • Provides opportunities to negotiate meaning

53
Foldables
54
Foldables These structures can be used to
organize parts to whole by providing topics,
definitions, examples, situations, and/or
pictures for easy access to content knowledge and
skills. The tactile nature of foldables provides
novelty and fun for all students.
  • Why is this a good strategy for ELLs?
  • Lowers the affective filter
  • Is novel, fun
  • Can use as a study aid
  • Serves as a good vocabulary builder/word bank
  • Utilizes a tactile approach that is recommended
    for strugglers
  • Can use pictures in place of print

55
Characterization Chart
56
Characterization Chart is an organizer that
helps students analyze the complete nature of a
character.
  • Why is this a good strategy for ELLs?
  • Can be done cooperatively
  • Can be done as a hands-on/manipulative way of
    assembling pieces
  • Can be done with pictures/few words
  • Provides lots of information in one place (birds
    eye view)
  • Can be used for assessment

57
Words Across Contexts
What would the word axis mean to---
a mathematician?
an astronomer?
a gardener?
a historian?
A chiropractor?
58
Words Across Contexts
What would the word scale mean to--
a fisherman?
a person who plays the piano?
a mountain climber?
a physical fitness trainer at a gym?
a cartographer?
59
Words Across Contexts emphasizes words in
certain contexts. It also encourages content
areas to acknowledge what academic vocabulary is
universal to the content area or particular to
the content area.
  • Why is this a good strategy for ELLs?
  • Helps with words with multiple meanings
  • Can be done with pictures and words
  • Provides details on a concept through
    characteristics
  • Use examples and non-examples to clarify
  • Allows to clarify in the native language
  • Can be done cooperatively (good interaction)

60
Stretch to Sketch
61
Sketch to Stretch validates the students
interpretation of any text. The student creates
a symbol from the text and generates an
explanation of the symbol that they create.
  • Why is this a good strategy for ELLs?
  • Lowers the affective filter
  • Is cognitively undemanding, yet abstract
  • Builds comprehension in lower-level ESL students
  • Can be done cooperatively or in Jigsaw style
  • Uses pictures and words

62
Storyboard
63
Storyboard Students are asked to generate
storyboard as an idea generation technique for
writing. Students enjoy designing drawings that
will reflect the sequence of events in their
story. Storyboard can an also be adapted to help
students sequence events as they read a text and
can be a great tool for students to use because
it helps them chunk information
  • Why is this a good strategy for ELLs?
  • Lowers the affective filter
  • Is cognitively undemanding, yet abstract
  • Builds comprehension in lower-level ESL students
  • Can be done cooperatively or in Jigsaw style
  • Uses pictures and words

64
Free Form Map
65
Free Form Map is a great way for students to
document their abstract thoughts and
understandings about a given topic. Its also an
alternative to semantic mapping-a strategy in
which the relationships and interrelationships
between concepts are made explicit.
  • Why is this a good strategy for
    beginner/intermediate ELLs?
  • Lowers the affective filter
  • Is cognitively undemanding, yet abstract
  • Can be used for assessment
  • Builds comprehension in lower-level ESL students
  • Can be done cooperatively or in Jigsaw style
  • Uses pictures and words

66
Language Acquisition Integration Tool for ELPS
Learning Outcome What is the activity? Which is/are the strategy(ies) used? How does this strategy(ies) help ELL? What should I expect from each Proficiency Level Student Extra Strategies needed to address ELL
Engage Beginner Intermediate Advance Advance High
Explore Beginner Intermediate Advance Advance High
Explain Beginner Intermediate Advance Advance High
Elaborate Beginner Intermediate Advance Advance High
Evaluate Beginner Intermediate Advance Advance High
67
Questions?http//www.bisd.us/Bilingual_Education/
  • CONTACT INFORMATION
  • Bilingual Director
  • Alma Cardenas Rubio 548-8271
  • Lead Teachers
  • Maricela Camarillo 698-3195
  • Norma Lopez 698-1326
  • Pat Segura 698-0083
  • Dr. Paty Quesada 698-0081
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