FinalizedEnglish Language Proficiency Standards

Training

ELDELPS Time

Allocations

MaterialsLanguage

Objectives

Strategies

Methodologies

September 2011

2

Format of the English Language Proficiency

Standards (ELPS)

Planning for ELD instruction

Using Academic Content

ELPS and ILLPs

Agenda

A REVIEW OF THE FORMAT

Arizona English Language Proficiency Standards

Listening & Speaking Domain

Comprehension of Oral Communication, Delivery of Oral Communication

Reading DomainPrint Concept, Phonemic Awareness/Decoding, Fluency, Comprehending Text

Writing DomainWriting Applications, Standard English Conventions, Writing Process, Writing Elements, Research

Language StrandStandard English Conventions, Vocabulary

5

ELL I corresponds to

Kindergarten

ELL II corresponds to grades 1-

2

ELL III corresponds to grades

3-5

ELL IV corresponds to grades

6-8

ELL V corresponds to grades 9-

12

Stages (Grade Band)

6

Sample Of Proficiency Level Descriptors

Snapshot of ELL Stage I:

KindergartenListening and

Speakingstudent coming into ELL program.

PROFICIENCY LEVEL DESCRIPTORS

Pre-Emergent

A student at this level has no ability or a very limited ability to communicate in English.

Emergent

A student at this level is able to respond using isolated words, strings of nouns and verbs, and functional phrases with linguistic support.

Basic

A student at this level consistently responds using grammatically correct phrases and simple sentences in social and academic settings with linguistic support.

Low Intermediate

A student at this level consistently expresses and responds using grammatically correct simple sentences in social and academic settings.

High Intermediate

A student at this level consistently expresses and responds using grammatically correct simple sentences, including details, in social and academic settings.

ELL Stage I: KindergartenListening and Speaking

“Snapshot” of

the ELL’s language ability

as evidenced by

the current assessment

Proficient

The students will demonstrate competency in (Domain) based on the knowledge, skills and abilities specified in the Performance Indicators at the High Intermediate level in order to access grade-level academic content.

8

STAGE I (K) STAGE II (1-2) STAGE III (3-5) STAGE IV (6-8) STAGE V (9-12)

Stage IPRINT ALL

Stage II PRINT ALL

Stage III PRINT ALL

Stage IV PRINT ALL

Stage V PRINT ALL

Stage IListening and

Speaking

Stage II Listening and

Speaking

Stage III Listening and

Speaking

Stage IVListening and

Speaking

Stage V Listening and

Speaking

Stage IReading Domain

Stage II Reading Domain

Stage III Reading Domain

Stage IVReading Domain

Stage V Reading Domain

Stage I Writing Domain

Stage II Writing Domain

Stage III Writing Domain

Stage IVWriting Domain

Stage V Writing Domain

Stage ILanguage Strand

Stage II Language Strand

Stage III Language Strand

Stage IVLanguage Strand

Stage V Language Strand

LINKS TO THE ELP STANDARDS

Below are links to the Finalized ELP Standards. The revised Standards are “all inclusive” for each STAGE.

CLICK ON ANY LINK BELOW TO ACCESS THE SPECIFIC STAGE, DOMAIN OR LANGUAGE STRAND.

GUIDANCE DOCUMENT UPDATED (All Stages)

ELP GLOSSARY IRREGULAR NOUNS/VERBS LANGUAGE DEMANDS/LANGUAGE COMPLEXITIES (by permission of WestED)

Writing Applicatio

ns

Standard 1: The student will express his or her thinking and ideas in a variety of writing genres.

Pre-Emergent

Emergent BasicLow

IntermediateHigh

Intermediate

The student will express his or her thinking and ideas by using a variety of writing genres, as demonstrated by:

Narrative

PE-1: writing a minimum of one sentence containing personal information with instructional support.

E-1: writing sentences based on real and imagined events.

(social studies)

B-1: writing a narrative paragraph based on real and imagined events that includes characters, plot, and setting.

(social studies)

LI-1: writing one or more narrative paragraphs based on real and imagined events that include characters, dialogue, plot, and setting.

(social studies)

HI-1: writing one or more narrative paragraphs based on real and imagined events that include characters, plot, setting, and dialogue as appropriate.

(social studies)

PE-2: writing a poem with instructional support.

(math, science, social studies)

E-2: writing a poem using rhyme patterns and figurative language (i.e., simile).

(math, science, social studies)

B-2: writing a poem using rhyme patterns, figurative language (i.e., simile and metaphor), and rhythm.

(math, science, social studies)

LI-2: writing a poem using rhyme patterns, figurative language (i.e., simile and metaphor), theme, imagery, and rhythm.

(math, science, social studies)

HI-2: writing a poem using rhyme patterns, figurative language (i.e., simile and metaphor), theme, imagery, and rhythm.

(math, science, social studies)

ELL Stage V: Grades 9-12

Writing (W)

Stage

Domain

Standard

Proficiency Levels

Concept

Performance Indicators numbered:

Sub-concept

Content Referenced

Stem

Each Performance Indicator is a specific skill.

• Always look at the High Intermediate Performance Indicator as the goal.

• Scaffold back for beginning instruction, if necessary.

PE-5: sequencing pictures to retell

text heard or read.

Pre-requisite skill

N/A

Complete Sentences

Instructional Support

No Instructional Support

Math, Science, Social Studies

i.e. and e.g.

Within certain performance indicators, e.g. or i.e. is used.

‘e.g.’ - used to show a few typical examples

‘i.e.’ - used to denote those items listed that must be taught within that performance indicator

i.e.

e.g.

19

STAGE I (K) STAGE II (1-2) STAGE III (3-5) STAGE IV (6-8) STAGE V (9-12)

Stage IPRINT ALL

Stage II PRINT ALL

Stage III PRINT ALL

Stage IV PRINT ALL

Stage V PRINT ALL

Stage IListening and

Speaking

Stage II Listening and

Speaking

Stage III Listening and

Speaking

Stage IVListening and

Speaking

Stage V Listening and

Speaking

Stage IReading Domain

Stage II Reading Domain

Stage III Reading Domain

Stage IVReading Domain

Stage V Reading Domain

Stage I Writing Domain

Stage II Writing Domain

Stage III Writing Domain

Stage IVWriting Domain

Stage V Writing Domain

Stage ILanguage Strand

Stage II Language Strand

Stage III Language Strand

Stage IVLanguage Strand

Stage V Language Strand

LINKS TO THE ELP STANDARDS

Below are links to the Finalized ELP Standards. The revised Standards are “all inclusive” for each STAGE.

CLICK ON ANY LINK BELOW TO ACCESS THE SPECIFIC STAGE, DOMAIN OR LANGUAGE STRAND.

GUIDANCE DOCUMENT UPDATED (All Stages)

ELP GLOSSARY IRREGULAR NOUNS/VERBS LANGUAGE DEMANDS/LANGUAGE COMPLEXITIES (by permission of WestED)

Example

coding fo

r

lesson plans

Coding for Domains (for lesson planning)

ELL Stage V: Grades 9-12Writing (W)

Writing Applicatio

ns

Standard 1: The student will express his or her thinking and ideas in a variety of writing genres.

Pre-Emergent

Emergent BasicLow

Intermediate

High Intermedia

teThe student will express his or her thinking and ideas by using a variety of writing genres, as demonstrated by:

Narrative

PE-1: writing a minimum of one sentence containing personal information with instructional support.

E-1: writing sentences based on real and imagined events.

(social studies)

B-1: writing a narrative paragraph based on real and imagined events that includes characters, plot, and setting.

(social studies)

LI-1: writing one or more narrative paragraphs based on real and imagined events that include characters, dialogue, plot, and setting.

(social studies)

HI-1: writing one or more narrative paragraphs based on real and imagined events that include characters, plot, setting, and dialogue as appropriate.

(social studies)Stage –Domain-Standard Number: Performance Indicator

Example: V-W-1:PE-1

Standard English

Conventions

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Pre-Emergent Emergent BasicLow

IntermediateHigh

Intermediate

Adjectives (ADJ) PE-4: repeating a

singular possessive adjective with a noun.

E-4: using singular possessive adjectives (my, your) with a noun.

B-4: using singular possessive adjectives (my, your, his, her, its) with a noun.

LI-4: using singular and plural possessive adjectives (my, your, his, her, its, our).

HI-4: using singular and plural possessive adjectives (my, your, his, her, its, our, their).

Language Strand Standard 1: Standard English Conventions

(for lesson planning)

ELL Stage II: Grades 1-2

Language Strand (L)

Stage –Strand-Standard Number (Sub-concept): Performance Indicator

Example: II-L-1(Adj):B-4

Coding for Language Strand Standard 2: Vocabulary(for lesson planning)

Vocabulary

Standard 2: The student will acquire English language vocabulary and use it in relevant contexts.

Pre-Emergent Emergent Basic Low Intermediate High Intermediate

The student will demonstrate knowledge of vocabulary by:

PE-1: naming and grouping labeled objects and pictures into given conceptual categories.

(math, science, social studies)

E-1: reading and classifying common words into conceptual categories.

(math, science, social studies)

B-1: reading and classifying words into conceptual categories and providing rationale for classification with instructional support.

(math, science, social studies)

LI-1: reading and classifying words into conceptual categories and providing rationale for classification.

(math, science, social studies)

HI-1: reading and classifying words into conceptual categories and providing rationale for classification.

(math, science, social studies)

ELL Stage IV: Grades 6-8Language Strand (L)

Stage –Strand-Standard Number: Performance Indicator

Example: IV-L-2:LI-1

Strategies | Methodologies

Materials

ELP StandardsLanguage Objectives

Time Allocations

When planning for ELD instruction:

SEI Time Allocations

Time Allocation

Oral English/ Conversation

and Vocabulary

60 minutes

Grammar

60 minutes

Writing

60 minutes

Reading

60 minutes

Standards to Use

Listening & Speaking Domain

Language Strand•Vocabulary

Language Strand

•Standard English

Conventions

Writing Domain Reading Domain

Time Allocations for All Grades and All Proficiency Levels

If Proficient on the Writing

subtest

If Proficient on the Reading

subtest

Middle/High School Exemptions for

Time Allocation

Oral English/ Conversation

and Vocabulary

60 minutes

Grammar

60 minutes

Writing

60 minutes

Reading

60 minutes

Standards to Use

Listening & Speaking Domain

Language Strand•Vocabulary

Language Strand

•Standard English Conventions

Writing Domain Reading Domain

Intermediate Proficiency Level

English Language Development

Language Star

Component

Taught

Phonology

Morphology

Lexicon

Semantics

All Components

Applied

All Components

Applied

Morphology

Syntax

Time Allocatio

n

Oral English/ Conversation

Vocabulary Reading Writing Grammar

Standards

to Use

Listening & Speaking Domain

Language Strand•Vocabulary

Reading Domain

Writing Domain

Language Strand

•Standard English

Conventions

Language Objectives

Determining the Language Objective of a Lesson

What is the skill you want your students to be able to do?

Create an outcome-based language objective which consists of action verbs. It states what you will actually see the students doing when the objective is performed and the actions will be something that can be observed.

By thinking of the language objective first, activities that do not naturally lend themselves to meeting the language goals are automatically ruled out.

Language Objective

There are many ways to write a language objective, but it must always include the skill identified in a performance indicator.

Language Objectives

The student will ________ + _________ .

Each stem, together with a performance indicator, provides a and for a language objective.

“how”“what”

“what” “how”

Language Objective (Language Strand)

The student will demonstrate knowledge of parts of speech by choosing past progressive tense verbs to orally complete a declarative sentence frame with subject-verb agreement.

V-L-1(V):B-15

what

how

stem

performance indicator

Language Objective (Listening Domain)

The student will demonstrate understanding of oral communications by sequencing events from a read-aloud orally in a complete sentence.

III-LS-1:HI-3

what

how

Language Objective

There are times when it may be appropriate to add a grammar focus to a performance indicator.

Here is the same Listening & Speaking performance indicator with a grammar focus.

Language Objective

The student will demonstrate understanding of oral communications by sequencing events from a read-aloud using “when” adverbs in a complete sentence.

III-LS-1:HI-3

what

how

grammar focus

The time allocation helps to identify the area of explicit instruction, and the

Performance Indicators drive instruction for that hour.

While teachers may use strategies that incorporate more than one language modality during a lesson, the

outcome is based on the Performance Indicator.

WHAT is driving your instruction?

WHAT is driving your instruction?

Scenario:

I am teaching during my Oral English/Conversation and Vocabulary time allocation and I am using the Listening/Speaking Domain (Stage II), Standard #2, Delivery of Oral Communication Concept, Performance Indicator B-5…

Concept

Performance Indicator

Standard

Stem

Take a look at this

performance indicator…

May the student read the question?

Yes! But what is driving the instruction?

May the student write the question?

Listening & Speaking

(Delivery of Oral

Communications)

Oral English/ Conversation

Example of a possible language objective.

During the Oral English/

Conversation and Vocabulary time

allocation, you may have students work with a partner to ask

and respond to questions.

Language Objective

Students will work with a partner to ask

and respond to questions using

sentence frames.

Language Objective

Students will work with a partner to ask

and respond to Yes/No questions in the present tense using sentence

frames.

(PUSH)

Identify the language objective

The student will ask and respond to social and academic questions.

The student will express orally his or her own thinking and ideas.

The student will ask and respond to academic questions by orally producing sentences in the present tense.

No, this is the standard, not down to the PI level.

No, this is only the what.

Yes, this is the what and the how (stem and performance indicator and also a incorporates a grammar focus).

Materials

ELD [ELP standard/Language Objective]

is the driverand

ACADEMIC CONTENT is the vehicle.

(What does this mean?)

“Classroom materials used in an ELD class may reflect content from a variety of academic disciplines.

Classroom materials must be appropriate for the students’ level of English language proficiency.

Selection of content materials must be based on the materials’ effectiveness in facilitating and promoting the specific English language objective(s) of the class.

Such materials must predominantly feature specific language constructions that align with the English language objectives based on the ELL Proficiency Standards and the DSI.” (SEI Models, September 13, 2007)

ELD and Content - The lesson objective is ELD

Strategies and

Methodologies

Strategies

Supporting or scaffolding student language development to promote success

Interactive lessons with hands-on activities and cooperative learning

Always establish the language objective

ALWAYS use the 50/50 RuleTeacher speaks 50%Student speaks 50%

ALWAYS push students to their productive discomfort level

ALWAYS have students respond in complete sentences

ALWAYS remember the teacher does nothing students can do themselves

Super SEI Strategies

SEI SUPER STRATEGY

So what does PUSH! Look like? Tell me another way to say that using our grammar

rules. Tell me another way to write that. What other word can we use here? How is this word spelled? Where we can find that information on the Grammar

Wall? Please say that in a complete sentence. Give me two reasons for your answer. What grammar rule did you apply?

Push students to their productive discomfort level.

ELD Methodologies

Language Warm-Up Vocabulary Frames Vertical Sentences Four Picture Story/Process Re-Tell Syntax Surgery What We Know Verb Tense Study Function Junction Morph House This or That Single Picture Text Webbing Reverse Questioning

49

Academic Content with Language as the

Driver

51

Interdependent and Explicit Within the Four Hours

Oral English/ Conversation

and Vocabulary

Grammar Reading Writing

…but not isolated

ELPS II-L-1(V):LI-6

It falls on trees and houses.It is falling on trees and houses.

ELPS II-LS-2:B-7

What is made from water in the air?

A is made from water in the air.

snowflake

B-7: responding to academic questions using key words and phrases.

ELPS II-R-4:B-7B-7: identifying the topic/main idea and key details from text heard or read, using sentence frames.

ELPS II-W-3:B-1:

B-1: generating ideas through class discussion and guided writing to record ideas (e.g., graphic organizers, etc.) with instructional support. 

56

For example a teacher could (using ELPS):

• front load vocabulary• have the students listen and speak• select a reading selection using the vocabulary

• teach a grammar lesson relevant to the information used in reading

• have students write about it

Interdependent and Explicit Within the Four HoursOral English/

Conversation and

Vocabulary

Grammar Reading Writing

ACADEMIC CONTENT - MATH

ORAL ENGLISH/CONVERSATION AND VOCABULARY HOUR

Lesson: Have your students discuss their opinion as to why two objects are the similar or different.

• Using a Venn diagram work with a partner to decide what is similar or different.

• Using a Sentence Frame share with class your opinion.In our opinion, _______ and _______ are similar because they both are ________.

orIn our opinion, _______ and _______ are different because they both are not ________.

III-LS-2:

Let’s look at the language required to perform the upcoming math lesson.

In our opinion, a pencil and a pen are similar because they both are used to write on paper.

ORAL ENGLISH/CONVERSATION AND VOCABULARY HOUR CONTINUED

III-L-2:

Let’s look at the vocabulary from the upcoming math lesson.

Lesson: Complete Frayer model for “factor” and “array”

ORAL ENGLISH/CONVERSATION AND VOCABULARY HOUR CONTINUED

III-L-2:

Let’s look at the vocabulary from the upcoming math lesson.

Lesson: Complete a Morph House with the word “to multiply” – (v) To increase the amount

multiply (v) We multiply numbers in math.

multiplied (v) The number 3 multiplied by 4 is 12.

multiplying (v) I am multiplying the number 2, 3 times. (n) Multiplying numbers is repeated addition.

multiple (n) 6 is a multiple of 2. (adj) She had multiple reasons for why she was late.

multiplication (n) We are studying multiplication in math class.

GRAMMAR HOURIII-L-1 (C):

Lesson: Teach correlative adjectives “both/and”

correlative adjectives “both/and” with nouns(Subject) (verb) both (noun) and (noun)

• He wants both cake and ice cream.• We read both a poem and a story in class today.

Both (noun) and (noun) (verb)…• Both Jon and Mark want a piece of cake.• Both 9x2 and 2x9 equal 18.

Let’s look at the grammar skill that will be applied in the upcoming math lesson.

WRITING HOURIII-W-4:

Lesson: Model how to vary sentence beginnings. Then, have students respond to math prompt.

Challenge groups to come up with explanations “Both,” “While,” or “The.”

Target sentences:

• Both 9x2 and 2x9 equal 18 , but the arrays are not the same. • The array for 2x9 is two rows of nine and an array for 9x2 is nine rows of two. • While an array for 2x9 is two rows of nine, an array for 9x2 is nine rows of two.

Let’s look at the information in the math lesson that lends itself to the writing instruction.

63

Interdependent and Explicit Within the Four HoursOral English/

Conversation and

Vocabulary

Grammar Reading Writing

These lessons are within the 4 hours, in the specific time allocations.

Standards will drive the instruction in each time allocation.

ILLPs

ILLPsILLP –Task Force Document

Requires administrator, teacher and parent/guardian(s) meeting, signature and date

Document how will this instruction be delivered? Include detailed information regarding the time allotted to ELD area of instruction. Include, also, materials that will be used. Specify the student’s language plan for achieving proficiency in one year. (Attachment A may be used)

Reviewed and revised if necessary after each quarter. (Attachment B may be used to document)ILLPs are completed

annually 65

ILLPS

The ILLP needs to identify what skills (Performance Indicators from ELP Standards) the student will be taught.

The classroom instruction is differentiated for the ELL and must match the skills identified on the ILLP.

The lesson for the ELL in the mainstream classroom comes from the ELP Standards/Performance Indicators. (LOOK at the column ELP Standards and Performance Indicator to be Covered on Attachment A)

QUESTIONS