Copyright©2007 Education Service Center Region XIII 1 English Language Proficiency Standards (ELPS)

Copyright©2007 Education Service Center Region XIII1

English Language Proficiency Standards (ELPS)


• 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


Essential Question

• How can I help English language learners attain English better?


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


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


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.


ELPS: English Language Proficiency Standards

• Introduction

• School District Responsibilities

• Cross Curricular Second Language Acquisition Essential Knowledge and Skills

• Proficiency Level Descriptors


ELPS: the big ideas

• Linguistically accommodated instruction

• Develop listening, speaking, reading and writing

• Language proficiency levels (beginning, intermediate, advanced, advanced high)


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


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)


• ELPITOS cheat sheet for you…


Cross-curricular Second Language Acquisition

Essential Knowledge and Skills

• 1. Language learning strategies

• 2. Listening

• 3. Speaking

• 4. Reading

• 5. Writing


ELPS: (d) Proficiency level descriptors

Kindergarten-Grade 12. ELLs may be at the

beginningintermediateadvanced, oradvanced high

stage of English language acquisition in:

Listening SpeakingReadingWriting


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


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


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


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


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


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


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 ___________”


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 _____________________


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