Doug Skel ley

PA ELPS

PA Language Proficiency Standards

Created to meet No Child Left Behind standards

Designed to help find a useful starting point for lessons, assessment, and curriculums.

March 2005 Social and Instructional, Language Arts, and Mathematics

May 2007 Science and Social Studies Revisions to CAN DO, Performance Definitions, Matrices

OVERVIEW

Each of the five standards uses all four domains

Listening Process, understand, interpret, and evaluate spoken

language in a variety of situationsSpeaking

Engage in oral communication in a variety of situations for an array of purposes and audiences

Reading process, interpret, and evaluate written language, symbols

and text with understanding and fluencyWriting

engage in written communications in a variety of forms for an array of purposes and audiences

LANGUAGE DOMAINS

5 levels, much like WIDA

There is a 6 th level, “Reaching”

Levels are progressively more diffi cult

Levels I – Entering II – Beginning III – Developing IV – Expanding V – Bridging

LEVELS

EXPECTATIONS BY LEVEL

Lesson: World War IILevel I

Listen, take notes, provide feedback, simple task (i.e. match leaders with country using only pictures)

Level II List, categorize, name, label, demonstrate knowledge (i.e.

label each countries flag and categorize by allegiance)Level III

Compare and contrast Axis and Allied, Explain which countries chose a certain side, recall information from lecture

Level IV Analyze WHY a country chose a given side, Debate possible

motives, Justify their argument with evidenceLevel V

Cognitively and fluently perform all given tasks

PRACTICAL APPLICATIONSTUDENT

Lesson: World War IILevel I

Pair different proficiency levels, provide visuals, Ask Yes/No questions

Level II Allow for personal connections, Group discussions, Allow

opportunities for creation (i.e. chances to express knowledge orally and in writing)

Level III Constructive criticism, explain how to improve, promote concepts

using slightly higher level material (i.e. textbook, magazine, etc.) Level IV

More opportunities to write, structured discussion, provide references to aid research, use higher level literature (i.e. academic journals)

Level V Provide strong connections between learning materials and literacy

activities, peer review writings, encourage language production

PRACTICAL APPLICATIONINSTRUCTOR