the english language proficiency standards (elps) module 4 elps and effective teaching strategies...

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

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Five E.L.P.S. Domains

ELPSELPS

Learning Strategies

ListeningWriting

SpeakingReading

ELPS Curriculum Support

CSCOPE 5 E Model IFDs include ELPS Domains

Sheltered Instruction ESL State Adopted Materials ESL Strategies

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Elementary Curriculum Supports

ESL 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

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Elementary Curriculum Supports

Supplementary 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

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Elementary Curriculum Supports

Teacher 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

Elementary Curriculum Supports

Technology

TELPAS Online Tutorials English and Spanish Harcourt Schools

Online Science Leveled Readers (4th and 5th grade)

TEXTHELP Hardware: Computers on Wheels for

online testing

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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)

Secondary Curriculum Supports

ESL State Adopted Materials

Hampton Brown High Point (Middle School)

HEINLE CENGAGE Visions (High School)

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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)

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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

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Secondary Curriculum Supports

Supplementary Resources (HS)

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)

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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

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Secondary Curriculum Supports

Technology (MS) & (HS)

Middle School ESL Reading Smart TEXT HELP Computers on Wheels

High School ESL Reading Smart TEXT HELPS UT Online Courses Computers on

Wheels

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Secondary Curriculum Supports

Reference Materials (MS) & (HS)

VOX English/Spanish Dictionaries Webster’s English/Spanish

Dictionaries Velasquez Math English/Spanish

Dictionaries Oxford Picture Dictionaries for

Content Areas

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Online ResourcesOn 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.

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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

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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.

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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

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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

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Program Characteristics

•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

Sheltered Instruction Not Sheltered Instruction

Adapted from: Building Connections in the Content Areas through Sheltered Instruction

CSCOPE Curriculum CSCOPE curriculum will include

corresponding ELPS to the performance standards in the Instructional Focus Documents

ELPS alignment with CSCOPE and 5E model

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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)

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Planning for Instruction

Use of Appropriate Strategies and Methods

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Use of Cognates

important importante

doctor doctor

biology biología

part parte

moment momento

execution ejecución

What is a Cognate?What is the Purpose?

Look alike Have the

same meaning

Similar meanings

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Learn content vocabularyGives students a strategy

Helps with reading comprehension

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.

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Types of cognates

identical identical One-letter differencesOne-letter differences

More than one-letter differences

More than one-letter differences

Different suffixesDifferent suffixes

Different prefixesDifferent prefixes

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Some words have exactly the same form.

propaganda patio doctor motor federal sofa

propaganda patio doctor motor federal sofá

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English Nouns Ending “or”

actor colorfavortutorerror

English Nouns English Nouns Ending “al”Ending “al”

animalcapital

hospitalmedalmoral

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English Nouns Ending “ist”

artistdentistnovelistoptimisttourist

artistadentistanovelistaoptimistaturista

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English Nouns Ending “ism”

idealismsexismbudhismtourismoptimism

idealismosexismobudismoturismooptimismo

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English Nouns Ending “nce”

assistanceexperiencedistanceintelligence

asistenciaexperienciadistanciainteligencia

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Second Language Acquisition Strategies

Beginning Level Intermediate Level Advanced Level

Cooperative Groups

Concrete, Manipulatives and VisualsTPR Daily News Non-Verbal Role Playing Role Playing (Verbal) Reading & Writing on

grade levelRhymes, Chants, Songs, Games Reading, Writing, Reciting Evaluating

Hands-on Projects Group Discussions Predicting OutcomesCloze activities Retelling Stories Supporting Choral Reading Dialogue Journals Analyzing ChartsPre-recorded Stories Graphic Organizers Analyzing Graphs Author’s Chair Summarize Label Compare/contrastWord banks Read AloudThink-pair-shareSilent reading

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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)

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Modified and Differentiated Assignments Based on Language Proficiency

Teachers can modify assignments so that a distinction can be made between the student’s 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)

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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.

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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.

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Frayer Model

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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 ELL’s? 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

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Concept Attainment

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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 ELL’s? 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

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Feature Analysis

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Feature Analysis: is a procedure that helps students make fine discriminations between concepts and/or facts. Students are also able to get a bird’s 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 ELL’s? 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

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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.

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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 ELL’s? 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

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Two Column Notes

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Two Column Notes/T-Charts: help students organize information from reading assignments, lectures, and videos.

Why is this a good strategy for ELL’s? 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

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Window Paning

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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 ELL’s? 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

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Find Someone Who

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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 ELL’s? 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

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Foldables

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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 ELL’s? 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

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Characterization Chart

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Characterization Chart: is an organizer that helps students analyze the complete nature of a character.

Why is this a good strategy for ELL’s? 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

(bird’s eye view) Can be used for assessment

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Words Across ContextsWhat would the word axis mean to---

a mathematician?

an astronomer?

a gardener?

a historian?

A chiropractor?

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Words Across ContextsWhat 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?

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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 ELL’s? 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)

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Stretch to Sketch

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Sketch to Stretch: validates the student’s 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 ELL’s? 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

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Storyboard

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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 ELL’s? 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

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Free Form Map

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Free Form Map: is a great way for students to document their abstract thoughts and understandings about a given topic. It’s 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 ELL’s?

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

CONTACT INFORMATION:Bilingual Director:

Alma Cardenas Rubio 548-8271

Lead Teachers

Maricela Camarillo 698-3195Norma Lopez 698-1326Pat Segura 698-0083

Dr. Paty Quesada 698-0081

Questions?http://www.bisd.us/Bilingual_Education/

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