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Connect NC ELP SCS and Lesson Plans

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Title: Connect NC ELP SCS and Lesson Plans Author: k-12 Last modified by: jmarino Created Date: 2/22/2009 3:19:13 PM Document presentation format – PowerPoint PPT presentation

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Title: Connect NC ELP SCS and Lesson Plans


1
Connect NC ELP SCS and Lesson Plans
  • for
  • Content and ESL Teachers


2
NC ELP Standards
  • Standard 1 English language learners communicate
    for SOCIAL AND INSTRUCTIONAL purposes within the
    school setting
  • Standard 2 English language learners communicate
    information, ideas, and concepts necessary for
    academic success in the content area of LANGUAGE
    ARTS
  • Standard 3 English language learners communicate
    information, ideas, and concepts necessary for
    academic success in the content area of
    MATHEMATICS
  • Standard 4 English language learners communicate
    information, ideas, and concepts necessary for
    academic success in the content area of SCIENCE
  • Standard 5 English language learners communicate
    information, ideas, and concepts necessary for
    academic success in the content area of SOCIAL
    STUDIES

3
WHY do we need ELP Standards in all classes with
LEP students?
  • Assist students to meet NC Academic Standards
    based on their ELP level
  • Guidance for content and ESL teachers
  • Required by Section 3115 of Title III, Part A of
    the Elementary and Secondary Education Act as
    reauthorized by the
  • No Child Left Behind Act
  • of 2001 (NCLB).

4
Content
Language
  • What is the relationship?

5
How can we connect the ELP SCS to Academic
Standards?
  • Broad
  • General
  • All-encompassing

6
ELP Standards part of a comprehensive educational
system

Strands of Model Performance Indicators
  • linguistic complexity
  • vocabulary
  • language control

ELP Standards
CAN DO Descriptors
Performance Definitions
7
Using the MPIs
  • To identify appropriate skill-based performance
    goals based on English proficiency levels of
    individual students
  • To complement and align with existing NC Academic
    Standards
  • To provide appropriate, reliable and valid
    expectations for students across the curriculum

8
Organization of MPIs within Standards
9
Organization of PIs within Standards
10
The Elements of the MPI
  • Model Performance Indicators consist of 3
    elements
  • The Language Function
  • The Content Stem or Sample Topic
  • The Support or Strategy

11
ELP Standard 3 The Language of Mathematics,
Summative Framework
Grades 3-5
Large whole Identify large whole
Identify large whole Sort examples of large
Compare examples of Match situations
numbers numbers from pictures
numbers from whole numbers from
large whole numbers to use of large
and models (e.g., This pictures
or models pictures or models presented
in pictures whole numbers
number has 7 places.) and phrases or short
and text (e.g., those and text
from grade level
sentences
more than and less
text

thousand
language
content
Identify large whole numbers from pictures or
models and phrases or short sentences
support / scaffold Teaching strategy
12
Using the MPIs to Write Language Objectives
  • What language does the student need to
  • Level 2
  • Identify large whole numbers from pictures or
    models and phases or short sentences
  • Level 4
  • Compare examples of large whole numbers presented
    in pictures and text
  • in terms of linguistic complexity, vocabulary
    usage, and language control?

13
Linguistic Complexity
  • Amount of oral or written discourse
  • Length ranges from a word to paragraphs
  • Type and variety of grammatical structures
  • No/little/some variation in word and
    phrases/sentences
  • Organization and cohesion of ideas
  • Disjointed sentences to transitions
  • Use of text structures in specific genres
  • Continuum as ELP increases complexity of
    language increases

14
Vocabulary Usage
  • Move from general language to specific language
    to specialized or technical language

Standard language of Grade Level Cluster General Language Specific Language Technical Language
Mathematics 1-2 in all total sum
Language Arts 3-5 person character protagonist
Science 6-8 knee kneecap patella
Social Studies 9-12 people population demographics
15
Language Control
  • Number and types of errors that affect the
    meaning or intent of the message
  • Fluency
  • Grammatical usage
  • Phonology
  • Selection of words to convey meaning (semantics)

16
MPIs and MPI Transformations
The Key to your Lesson Planning and Curriculum
Development
17
ELP Standard 4 The Language of Science
Grades 3-5
Ecology Sort real-life objects
Identify ways to Sequence descriptive
Find solutions to Research better or new
Conservation according to labels conserve
from sentences and
conservation issues ways to conserve
(e.g. recyclable and pictures and written
pictures to illustrate presented in
using grade level
not recyclable) text
forms of conservation illustrated
texts or materials


websites
Identify
Find solutions
Grades 9-12
Brainstorm ideas about conservation or ecology
that affect everyday life based on
illustrations in small groups
Suggest ways to resolve issues related to
conservation or ecology using visuals or graphic
organizers in small groups
Discuss pros and cons of issues related to
conservation or ecology using visuals or graphic
organizers in small groups
Create and present collages or depictions of
conservation or ecology from models in small
groups
Engage in debates on issues related to
conservation or ecology
Ecology adaptation
Brainstorm
Discuss
18
Your lesson MPI Transformation
Domain Listening, Speaking, Reading,
Writing Example Topic from Content SCS Language
Social (request), Instructional (location),
Academic Function (classify) Support/Scaffold
Sensory, Graphic, Interactive, Linguistic (word
walls, sentence
frames)
Example Topics Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Level 6- Reaching
Domain Level 6- Reaching
19
Math / Grade 6 5.03 Solve simple (one-and
two-step) equations or inequalities.
  • Content
  • solve equations

Content Teacher
  • Content Objective
  • Solve two-step equations (3x-1014)
  • Language Objective ?

20
Language vocabulary structures
  • solve / solution
  • operation
  • variable
  • isolate (isolate the variable)
  • simplify
  • inverse (inverse operation)
  • add / addition
  • subtract /subtraction
  • multiply / multiplication
  • divide / division
  • properties of equality
  • first, second, then, finally
  • verbal commands

21
Use MPIs to Write Language Objectives
Grades 6-8 ELP Standard 3 The Language of
Mathematics, Summative Framework Domain Writing
Example Topics Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Level 6- Reaching
Writing Algebraic equation Show pictorial represen-tations or label terms related to algebraic equations from models or visuals Give examples and express meaning of terms related to algebraic equations from models or visuals Describe math operations, procedures, patterns or functions involving algebraic equations from models or visuals Produce everyday math problems involving algebraic equations and give steps in problem-solving from models or visuals Summarize or predict information needed to solve problems involving algebraic equations Level 6- Reaching
22
Use MPIs to Write Language Objectives
Grades 6-8 ELP Standard 3 The Language of
Mathematics, Summative Framework Domain Writing
Example Topics Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Level 6- Reaching
Writing Algebraic equation Show pictorial represen-tations or label terms related to algebraic equations from models or visuals Give examples and express meaning of terms variable, isolate variable, inverse operations from models or visuals Describe math operations, procedures, patterns or functions involving algebraic equations from models or visuals Write in your journal steps to isolate the variable in a two-step equation from models or visuals Summarize or predict information needed to solve problems involving algebraic equations Level 6- Reaching
23
Math / Grade 6 5.03 Solve simple (one-and
two-step) equations or inequalities.
  • Content
  • solve equations

ESL Teacher
  • Content Objective
  • Describe steps in a problem-solution pattern
  • Language Objective commands, ordinal
    sequencing, vocabulary
  • linguistic complexity
  • vocabulary
  • language control

24
Biology 2.02 Investigate and describe the
structure and functions of cells
Content cells, structure, function
  • Language vocabulary structures
  • The ___ consists of ______.
  • The ___ is made up of ______.
  • The ____ includes the ____.
  • The function of the ___ is to ____.
  • The ___ serves to ____.
  • The ___ acts/serves as a ____.
  • Both __ and __ contain ____.
  • ____ contains ___, but ___ does not.
  • ___ has a ____, however does not,

25
Use MPIs to Write Language Objectives
Grades 9-12 ELP Standard 4 The Language of
Science, Summative Framework Domain Writing
Example Topics Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Level 6- Reaching
Writing Taxonomic systems Label examples from different taxonomies using illustrations and word/ phrase banks Describe in sentences features of taxonomies depicted in illustrations or graphic organizers Summarize in a series of related sentences features of taxonomies depicted in illustrations or graphic organizers Compare/ contrast in paragraph form features of taxonomies depicted in illustrations or graphic organizers Integrate information about taxonomic systems into essays or reports Level 6- Reaching
26
Use MPIs to Write Language Objectives
Grades 9-12 ELP Standard 4 The Language of
Science, Summative Framework Domain Speaking
Example Topics Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Level 6- Reaching
Spea k Ing Structure of plant and animal cells Name the features in the structure of plant and animal cells using illustrations and word/ phrase banks Describe in sentences to a partner the features of plant and animal cells depicted in illustrations or graphic organizers Orally summarize with a partner, in a series of related sentences, features of plant and animal cells depicted in illustrations or graphic organizers Explain to a partner using compare/ contrast sentences the features of plant and animal cells depicted in illustrations or graphic organizers Integrate information about plants and animal cells into an oral report Level 6- Reaching
27
Everyone is a Language Teacher
  • All teachers should include language objectives
    in content lessons
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