Jodi Brooks, M.Ed.10/15/2015

Kappa Delta Pi Professional DevelopmentTExES Tips 2015: EC-6 Core and

ESL Supplement

• Why I’m here• Why you’re here: • 1. Test prep, obviously.• 2. Achievement Gap = There is a persistent gap in

academic achievement between English- speaking students and those from culturally and linguistically diverse groups:• Many teachers are not prepared to make content

comprehensible for ELLs. • Few teachers are trained to teach literacy or content-

area literacy to secondary ELLs.

• Go to your app store• Search for “Yapp”• Download it onto your smartphone• Load our YAPP for today’s presentation:

• Use code: LF3RHU • Use Yapp to communicate with me and your colleagues

in the room. Ask questions. Locate the Powerpoint on SlideShare. Take pictures.

• Pick a partner.• Each of you write three things you think you already

know about the EC-6 Core Subjects and the ESL Supplemental test in the “What I Think I Know” section of RAN Chart.

• Share your ideas with your partner.• We’ll revisit the RAN Chart later in our session.

• The TExES tests are now called “Core Subjects Tests”• EC-6 Core Subject test is #291• You must pass all components of the test to become a

certified teacher. You may re-take (up to 5 attempts) individual subject tests that you do not pass after a 45-day re-test period.

• Test #291 is a total of 4 hours and 40 minutes long. Each component has its own scheduled amount of time. For example, you have one hour and 45 minutes to complete the Reading/ELA portion of the test.

• You must also schedule to complete the ESL Supplemental exam #154, and the PPR exam #160 to be fully certified.

• Each exam is offered on a “continuous” basis.• Each exam costs $131.

Tip!• For the Social Studies section, read through the TEKS

(Texas Essential Knowledge and Skills) to know what will be asked on the Social Studies section of the certification test.

• For ELAR, Science, Math, and Health/PE/Fine Arts, read the introductions to those subjects in the TEKS as a guide to know what will be asked on the certification tests.

For example: Grade 4, Social Studies - History•  Knowledge and skills.• (1)  History. The student understands the origins, similarities, and differences of American Indian groups in Texas

and North America before European exploration. The student is expected to:• (A)  explain the possible origins of American Indian groups in Texas and North America;• (B)  identify American Indian groups in Texas and North America before European exploration such as the Lipan

Apache, Karankawa, Caddo, and Jumano;• (C)  describe the regions in which American Indians lived and identify American Indian groups remaining in Texas

such as the Ysleta Del Sur Pueblo, Alabama-Coushatta, and Kickapoo; and• (D)  compare the ways of life of American Indian groups in Texas and North America before European exploration.• (2)  History. The student understands the causes and effects of European exploration and colonization of Texas

and North America. The student is expected to:• (A)  summarize motivations for European exploration and settlement of Texas, including economic opportunity,

competition, and the desire for expansion;• (B)  identify the accomplishments and explain the impact of significant explorers, including Cabeza de Vaca;

Francisco Coronado; and René Robert Cavelier, Sieur de la Salle, on the settlement of Texas;• (C)  explain when, where, and why the Spanish established settlements and Catholic missions in Texas as well as

important individuals such as José de Escandón;• (D)  identify Texas' role in the Mexican War of Independence and the war's impact on the development of Texas;

and• (E)  identify the accomplishments and explain the economic motivations and impact of significant empresarios,

including Stephen F. Austin and Martín de León, on the settlement of Texas.• (3)  History. The student understands the importance of the Texas Revolution, the Republic of Texas, and the

annexation of Texas to the United States. The student is expected to:• (A)  analyze the causes, major events, and effects of the Texas Revolution, including the Battle of the Alamo, the

Texas Declaration of Independence, the Runaway Scrape, and the Battle of San Jacinto;• (B)  summarize the significant contributions of individuals such as Texians William B. Travis, James Bowie, David

Crockett, George Childress, and Sidney Sherman; Tejanos Juan Antonio Padilla, Carlos Espalier, Juan N. Seguín, Plácido Benavides, and José Francisco Ruiz; Mexicans Antonio López de Santa Anna and Vicente Filisola; and non-combatants Susanna Dickinson and Enrique Esparza;

• (C)  identify leaders important to the founding of Texas as a republic and state, including José Antonio Navarro, Sam Houston, Mirabeau Lamar, and Anson Jones;

For example: Grade 4 Science - Introduction

• §112.15. Science, Grade 4, Beginning with School Year 2010-2011.• (a)  Introduction.• (1)  Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable

explanations and predictions of natural phenomena, as well as the knowledge generated through this process."

• (2)  Recurring themes are pervasive in sciences, mathematics, and technology. These ideas transcend disciplinary boundaries and include patterns, cycles, systems, models, and change and constancy.

• (3)  The study of elementary science includes planning and safely implementing classroom and outdoor investigations using scientific processes, including inquiry methods, analyzing information, making informed decisions, and using tools to collect and record information, while addressing the major concepts and vocabulary, in the context of physical, earth, and life sciences. Districts are encouraged to facilitate classroom and outdoor investigations for at least 50% of instructional time.

• (4)  In Grade 4, investigations are used to learn about the natural world. Students should understand that certain types of questions can be answered by investigations and that methods, models, and conclusions built from these investigations change as new observations are made. Models of objects and events are tools for understanding the natural world and can show how systems work. They have limitations and based on new discoveries are constantly being modified to more closely reflect the natural world.

• (A)  Within the natural environment, students know that earth materials have properties that are constantly changing due to Earth's forces. The students learn that the natural world consists of resources, including renewable and nonrenewable, and their responsibility to conserve our natural resources for future generations. They will also explore Sun, Earth, and Moon relationships. The students will recognize that our major source of energy is the Sun.

• (B)  Within the living environment, students know and understand that living organisms within an ecosystem interact with one another and with their environment. The students will recognize that plants and animals have basic needs, and they are met through a flow of energy known as food webs. Students will explore how all living organisms go through a life cycle and that adaptations enable organisms to survive in their ecosystem.

• 1920s-60s – sink or swim, “submersion”, no support programs for language learners

• 1968 – The Bilingual Education Act, Title VII of the Elementary and Secondary Education Act of 1968 – established federal policy for bilingual education for economically disadvantage language minority students

• 1974 – Lau v. Nichols – id e ntic a l education does not constitute e q ua l education under the Civil Rights Act

• 1981 – Castaneda v. Pickard – “Castaneda Test”• 1982 – Plyler v. Doe – Supreme Court denies the state’s

right to exclude children of illegal immigrants from public schools

• 1983, 88, 94 – Amendments to Title VII

• “ It is the policy of the state that every student in the state who has a home language other than English and who is identified as an English language learner shall be provided a full opportunity to participate in a bilingual education or English as a second language (ESL) program, as required in the Texas Education Code (TEC), Chapter 29, Subchapter B. To ensure equal educational opportunity, as required in the TEC, §1.002(a), each school district shall:

• (1)  identify English language learners based on criteria established by the state;

• (2)  provide bilingual education and ESL programs, as integral parts of the regular program as described in the TEC, §4.002;

• (3)  seek certified teaching personnel to ensure that English language learners are afforded full opportunity to master the essential knowledge and skills required by the state; and

• (4)  assess achievement for essential knowledge and skills in accordance with the TEC, Chapter 39, to ensure accountability for English language learners and the schools that serve them.”

• If there are 20+ ELLs in the same grade level district-wide, the district is required to offer a bilingual education program for Pre-K – Grade 5 (including 6th when the school has a 6th grade)

• Any district not required to offer a bilingual program shall offer an ESL program regardless of students’ grade levels, home language, and number of such students.

• http://www.elltx.org/bilingual_esl_programs_english.html

• First step in student classification• Every new student upon enrollment• Pre-K-8th – must be signed by parent/guardian• 9-12 – student may sign

• “What language is spoken in your home most of the time?”• “What language does your child speak most of the time?”

• A committee made up of school administration, teachers (ESL, Bilingual, and/or General Ed), and a parent of a LEP student

• Must meet within 20 days of enrollment of a LEP student

• Prior to STAAR or other state mandated testing, must determine the appropriate assessment option for each ELL

• Monitors progress of each student who’s exited from a program for 2 years after exiting

• Beginning and ending of school year, LPAC:• Designates the language proficiency level of each

ELL (OLPTs and ELA norm-referenced tests)• Designates the level of academic achievement of

each ELL• Designates, with parent approval* , the initial

instruction placement of ELLs• Facilitates the participation of ELLs in other special

programs if eligible• Classifies students as English proficient and

recommends exit*If a parent denies services, no matter what the HLS

or testing criteria shows, the school cannot offer services to the ELL student.

• Pre-K – Grade 1 – Oral Language Proficiency Test (OLPT) approved by TEA

• Grades 2-12 – OLPT and the ELA sections from a TEA approved norm-referenced test, or another test approved by the TEA

• Must be tested within 20 days of enrollment into a school• TELPAS: Listening, Speaking, Reading (online), Writing

Profiency Level Descriptors http://www.elltx.org/proficiency_level_descriptors.html

TELPAS: Texas English Language Proficiency Assessment System

CALLA….

• Promotes academic and linguistic development

• Benefits diverse students• Emphasizes higher level

thinking• Has documented effectiveness• Motivates students

The 5 Steps of CALLA

• Preparation• Presentation• Practice• Evaluation• Expansion

What Is the SIOP Model? The Sheltered Instruction Observation Protocol (SIOP) Model is a

research-based and validated instructional model that has proven effective in addressing the academic needs of English learners throughout the United States.

The SIOP Model consists of eight interrelated components: • Lesson Preparation• Building Background• Comprehensible Input• Strategies• Interaction• Practice/Application• Lesson Delivery• Review & Assessment

Using instructional strategies connected to each of these components, teachers are able to design and deliver lessons that address the academic and linguistic needs of English learners.

• Venn Diagram with your partner• How did you learn your native language?• How do you think acquiring a 2nd language (L2) is similar to or

different from acquiring a 1st (L1) language?• Are there any similarities?

L2L1

• Acquisition = subconscious learning, use language to accomplish a goal

• Learning = conscious, formal setting, practice, memorization, metacognition

• Language is acquired through comprehended messages, or comprehensible input, which is both interesting and relevant to the learner.

• The focus is on the meaning, more than on how it is spoken.

• Speaking emerges on its own when the learner’s understanding is good enough. Te a che rs m us t be to le ra nt o f e a rly e rro rs in s p e e ch.

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Comprehensible Input Affective

Filter

Intake

(Outside of thelearner)

(Must remain lowfor intake to occur.)

(Inside of the learner)

• Use authentic language• Stress student involvement• Use hands-on activities• Use non-verbal cues (kinesthetic movements)• Use manipulatives, realia (real objects), and visuals• Use prior content introduction in the primary language

(English/Spanish word walls)• Create a low-stress, friendly environment• Simplify teacher talk• Avoid slang and idioms

• Social/emotional factors affect L2 acquisition • A low affective filter helps a student to make progress

when acquiring L2• Low anxiety, high motivation, and self-confidence are

ideal.

• Elicit student performance only at the appropriate level and when the student is ready

• Avoid error correction; focus on message vs. form

• Increase wait time – allow for silent period

• Allow for ample rehearsal time before performing in front of others

• Maintain a friendly, comfortable environment

• Create consistent routines within the classroom

• Incorporate students’ native culture and history in activities whenever possible

• Challenge students while providing appropriate support

• Explicitly teach native and non-native English speakers about cultural differences

Monitor

AcquiredCompetence

Output

(Outside of theLearner)

BICSBasicInterpersonalCommunication Skills(2-3 years to acquire)*Think social,

conversational

CALPCognitiveAcademicLanguage Proficiency

(5-7 years to acquire)*Content, academic language

• Prior schooling• Literacy development in L1

Reading achievement in L2 is more dependent on reading achievement in L1 than it is on the student’s level of L2 oral proficiency.

For ELLs to master CALP, they need ample opportunities to orally practice the language.

• Engagement in activities and strategies that enable them to –• View• Do• Talk• Transform• Context embedded and Context reduced

(Remember Cummins’ 4-Quadrants?)

• Universal Grammar – Chomsky’s theory that the basic principles of languages are shared by all languages. Chomsky proposes that the ability to learn grammar is hard-wired into the brain.

• Transfer – When the surface features of two languages are the same in structure, you have transfer.

• Interference – also known as “negative transfer”. Sometimes word order and/or other structural elements are so different between the L1 and L2 that problems arise when translating from the L1.

• Syntax – the arrangement of words and phrases to create well-formed sentences in a language. Ex: Go you to the park?

• Homophones – words that sound alike but are spelled differently and have different meanings. Ex: read/reed

• Homographs – words that are spelled the same but have a different pronunciation and meaning. Ex: bow/bow

• Figurative language - speech or writing that departs from literal meaning in order to achieve a special effect or meaning.Ex: similes, metaphors, personification, idioms, etc.

• Idioms – expressions that cannot be understood from the combined meanings of the words that form them. Idioms are usually distinctive to a particular language.– Ex: A chip on your shoulder

Break a legChange of heartStick in the mud

• Monitor student output and look for patterns of errors• Target your instruction to common areas of interference• Teach with kinesthetic symbols• Chants or songs• Foldables/Graphic Organizers

TPS: With your partner, answer this ?• What do emerging readers need to be able to do before

matching sounds and letters into words (phonics)?

• Phonological Awareness: Readers must be able to identify the sounds letters make before matching those sounds with letters.

• Rhyming, identifying how many words are in a sentence, how many syllables in a word, and blending/segmenting word parts.

• Blend and segment 2-3 letter words before teaching phonics.

• Syntax• Lexicon• Semantics• Discourse• Pragmatics

• Phoneme• Phonology• Morphology• Morpheme• Graphophonics

Work with your shoulder partner to complete the handout.

Linguistics: Basic Language Concepts

• What are some ways you will create an effective multicultural and multilingual environment in your classroom?

• Observe: • Know the community, both in school and outside of school• adopt ethnographic perspective

• Interview: family members/guardians, students• Home visits, neighborhood walks, Meet the Teacher

• Instructionally – • provide the appropriate comprehensible input• modify instruction, materials, and pacing• assess appropriately• provide a safe classroom environment where students learn to work together through cooperative learning

• provide a learning environment that celebrates differences and respects all cultures

• With other colleagues – • share information about LEP students• serve as a resource when asked

• Within the school system – • make appropriate referrals for special education and GT

• serve on LPACs and/or provide appropriate information to LPAC

• With families – •communicate with parents through newsletters, phone calls, home visits, etc

•build a trusting relationship with parents – show them that you care!

•engage parents in their LEP student’s education, encourage parents to read with children at home (native language, literacy bags, telling stories, etc)

• Within the community – •help parents gain access to community resources

• invite successful community members from the same ethnic group to speak about their successes to students

• Listening• Speaking• Reading • Writing

• *Integration is key!

• Receptive vs. Expressive• The order of achieving

proficiency • Construction of

knowledge• Integration is good

teaching!

Beginner• Being read to/books

on tape• *Total Physical

Response (TPR)• Listen, Watch,

Imitate• Information

sharing/Giving Directions

• Songs• High context, visuals,

hands on

Intermediate

• Listening/recalling/ retelling• Listening for main

idea• Songs/jazz chants• Fairly high context,

visuals, hands on• Distinguishing

sounds (minimal pairs, ending sounds)

Adv/Adv High

Listens for details

Integrated with writing

Lectures/note taking

Provide graphic organizers

Beginner

• Silent period

• Single word answers

• Query using either/or

• Mimicked phrases

Intermediate

• Answer knowledge and fact based questions

• Retelling stories• Telling stories from

pictures*• Informal/imprompt

u conversations

Adv/Adv High

Formal

presentations

Answering higher

order questions

Defending/justifying/

debating

Discussion

Beginner• Phonological

awareness taught in isolation

• Phonics instruction with words comprehended ORALLY

• Single words or short phrases only after introduced through lesson

• Sight words• Picture books in

English or in L1• Language

Experience activity

Intermediate

• Pre-teach key vocabulary

• Elicit prior knowledge/make connections

• Re-read familiar texts to build fluency

• Independent reading at appropriate level

• Guided reading• Modified/highly

supported texts

Adv/Adv High

Intensive reading activity*

Pre-teaching/pre-reading

through discussion

Graphic organizers

High interest magazines,

chapter books

Re-reading familiar texts

• Supplies: index cards, pencil/pen• Fold your index card in half and number each of the four sections,

1…4• Read the poem one time.• On the first section of your card, write down your initial thoughts or

reactions to the poem.• Read the poem again.• On the second section of your card, write down any emotions you

felt or you think the author feels.• Read the poem a third time.• On the third section of your card, write down any words or phrases

you recall from the poem.• On the fourth section of your card, write down your final thought or

reactions to the poem.

Beginner• Journals in L1• Fill in the blank• One word

answers• S-V-O

sentence structure

• Drawing

Intermediate

• Write narratives they have already told

• Dialogue journals

• Short answer• Paragraph

structure

Adv/Adv High

Writer’s

Workshop/Writing

Process

Peer feedback

Editing tricks

(reading to the wall,

PVC pipe phones)

Reflection journals

Note taking by

listening

Practice Questions

#1. Periodically a high school ESL teacher asks each student to complete the following checklist as a s e lf-a s s e s s m e nt tool.

Yes or No:_____ I look for word patterns in a sentence to help me read and understand it.

____ I use note taking and flashcards to reinforce new language and vocabulary I have learned

____ I make word associations when learning new language and vocabulary.

____ I use visualization to help me remember new vocabulary.

#1. The primary purpose of a checklist is to help students

a. Become effective at determining their own language proficiency

b. Develop strategies for overcoming misunderstandings when communicating

c. Compensate for gaps in their current language knowledge and skills.

d. Use various cognitive strategies for internalizing language.

#2. When planning lessons or activities for Samira, a new student in Ms. Lynn’s class, Ms. Lynn takes Samira’s reluctance to speak with others into consideration and s e ts a n ins truc tio na l g o a l to inc re a s e he r o ra l-la ng ua g e p ro fic ie nc y through self-initiated interactions with classmates.

Which of the following should Ms. Lynn incorporate to best help Samira at her current level of oral language proficiency?

A. Concept attainment modelB. Cognitive Academic Language Learning Approach

(CALLA)C. Reciprocal teaching strategyD. Total Physical Response (TPR)

#3. A high school ESL teacher is working with a class of beginning-level ELLs. The teacher asks one student to stand up, then asks another to pick up a pencil. The teacher involves each of the students a different points during the activity. According to proponents of To ta l Phys ic a l Re s p o ns e (TPR), the activity helps students develop English language skills primarily because it…

a.Encourages them to use English within authentic contextsb.Allows them to discover a wide range of concepts and rules related to English grammarc.Prompts them to use English to accomplish different goalsd.Helps them to develop kinesthetic connections to various English words and phrases.

#4. Which of the following best explains why ELLs need to receive direct instruction in the use of nonverbal elements of English?

a.The meanings of gestures and body language vary from culture to cultureb.People need explicit instruction in nonverbal communication because they lack instinctive communication skillsc.Cultures associated with English tend to have more taboos related to the body than other culturesd.Nonverbal gestures only have meaning when they are connected to specific phrases in the oral language

#5. Which of the following strategies would be most effective in helping intermediate and advanced ELLs improve their reading fluency?

a.Providing frequent opportunities for students to read and reread texts written at their independent reading levelsb.Expanding students’ vocabulary knowledge by assigning challenging texts at and beyond their instructional reading levelsc.Encouraging students to use various comprehension strategies, such as self-monitoring, predicting and questioning.d.Administering timed reading tests to students monthly to motivate them to read more quickly and accurately.

#6. Mr. Gregory, a history teacher, notices within the first two weeks of school that Lana is struggling with history content. When reviewing Lana’s prior school records. Mr. Gregory learns that Lana exited the ESL program the previous year at her former school. He decides to meet with the Language Proficiency Assessment Committee (LPAC) to discuss Lana’s status and performance in school. During the LPAC meeting, Mr. Gregory learns more about Lana’s schooling and is able to discuss her performance in his class with the committee. After discussing Lana’s performance, the committee sets an objective to follow established LPAC guidelines to help Lana.

Mr. Gregory can best support Lana’s English-language acquisition and content understanding byA. extending the due dates on Lana’s content assignmentsB. Implementing the use of a variety of content-specific textbooks in Lana’s native language.C. administering an assessment to determine Lana’s current level of content academic language.D. Implementing strategies to make content comprehensible for Lana.

#7. To most appropriately accommodate beginning-level ELLs in a reduced context vocabulary learning station, the teacher should:

A. Incorporate additional words cards with sight workB. Model how to manipulate the words cards.C. Include corresponding illustrations on the word cards.D. Allow nonparticipation.

#8. Mr. Gregory, a history teacher, notices within the first two weeks of school that Lana is struggling with history content. When reviewing Lana’s prior school records, Mr. Gregory learns that Lana exited the ESL program the previous year at her former school. He decides to meet with the Language Proficiency Assessment Committee (LPAC) to discuss Lana’s status and performance in school. During the LPAC meeting, Mr. Gregory learns more about Lana’s schooling and is able to discuss her performance in his class with the committee. After discussing Lana’s performance, the committee sets an objective to follow established LPAC guidelines to help Lana.

a. Lana’s progress will be monitored for the next two years

b. Mr. Gregory will meet with Lana’s parentsc. Lana will be placed in ESL classes for the next two

yearsd. Mr. Gregory will administer an oral language

assessment in Lana’s native language

#9. Which of the following best characterizes the education of language minority students in the U.S. be fo re WWII?

a.There was no concerted effort to assist ELLs in schoolb.ESL programs were common in larger urban school systems onlyc.Students who did not speak English could be legally prevented from registering for schoold.The majority of ELLs with limited English proficiency attended bilingual parochial schools.

#10. A school district has six elementary schools, all of which enroll a large number of ESL students who come from more than twe nty d iffe re nt c o untrie s . Which of the following is the most appropriate program model for the district?

a.Pull-out ESL classesb.Early-exit bilingualc.Sheltered Englishd.Late-exit bilingual

#11. A Texas high school has a program that integrate ESL instruction with academic instruction. The focus of the program is for students to learn English as a second language and use it as a medium to learn other academic subjects. In the program, a full-tim e te a che r p ro vid e s s up p le m e nta ry ins truc tio n fo r a ll a c a d e m ic s ubje c ts . Based on the characteristics, the program can best be described as

a.Sheltered instructionb.Content-based ESLc.Two-way immersiond.Pull-out ESL

#12. A teacher replies to an incorrect response from an ELL by re c o g niz ing the s tud e nt’ s e ffo rt thro ug h p o s itive re info rc e m e nt. By recognizing the student’s effort, the teacher is demonstrating an understanding of which of the following?

a.Enhancing linguistic developmentb.Incorporating various learning modalitiesc.Promoting cognitive developmentd.Lowering the affective filter

#13. An ESL teacher works in a middle school with a diverse student population. In addition to providing ELLs with language and content instruction, the te a che r he lp s s tud e nts le a rn ho w to a rtic ula te the ir fe e ling s , p ro vid e d the m with p ra c tic e in ta king the p e rs p e c tive o f o the rs a nd e nc o ura g e s the e x p re s s io n o f d ive rs e p o ints o f v ie w . The practices are primarily effective in:

a.Recognizing and responding to the linguistic diversity of the studentsb.Promoting students’ academic achievementc.Reducing student conflicts that result from cultural and other misunderstandingsd.Resolving students’ cultural identity crises

#14. An ESL teacher provides training to content-area teachers on wa ys to s im p lify o ne ’ s la ng ua g e whe n ta lking to ELLs . The training will primarily reinforce the importance of which of the following for the teachers?

a.Collaborating with other teachers of ELLsb.Facilitating parental involvement in students’ educationc.Incorporating community resources within an ESL classroomd.Implementing ESL strategies within the classroom

• Write down at least 1 piece of “New Information” you learned.

• Write down at least 1 “Wondering/Question” you still have.

• Share new insights with partner.

• Think “perfect world”. • Locate key words or concepts in the question prompt.• Eliminate those answers you know are wrong.• Know “buzz” words in education; they are often used in

the correct answers.• Pay attention to absolutes (i.e. “always”, “none”, “never”)

which are often used in wrong answers.