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ELPS in the Language Arts Classroom

Region 10 EducationService CenterIt is the policy of Region 10 Education Service Center not to discriminate on the basis of race, color, national origin, gender or handicap in its vocational programs, services or activities as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Educational Amendments of 1972; and Section 503 and 504 of the Rehabilitation Act of 1973, as amended. Region 10 Education Service Center will take steps to ensure that lack of English language skills will not be a barrier to admission and participation in all educational programs and services.

Feyi Obamehinti, Ed.D.Email: feyi.obamehinti@region10.orgPhone: 972-348-1468

Session ObjectivesContent Objective:

Participants will demonstrate understanding of how to embed the ELPS in the Language Arts classroom.

Language Objective:

Participants will demonstrate understanding of how to use ELPS learning strategies and the four language domains to develop linguistic skills.

Who Are You?

Two Truths and A Lie Activity

On an index card, sticky note or piece of paper, write down two truths and one lie about yourself.

Share with your group.

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Who Are My Students?Think-Pair-Share

Think of two of your ELL students in one of your classes.

On an index card, write down two characteristics for each of them.

Pair with an elbow partner.

Share with your partner who your students are.

English Language Proficiency Standards ELPS

The English Language Proficiency Standards (ELPS) were approved by the State Board of Education on November 16, 2007.

These standards replaced the English as a Second Language Texas Essential Knowledge and Skills (ESL TEKS) that began in the 2008-2009 school year. The entire standards may be found online at http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html

Why the ELPS?

1. Attain English proficiency,2. Develop academic language, and 3. Meet the same challenging academic content

and achievement standards that all students are expected to meet.

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ELPS Components

The ELPS have two components:

cross-curricular second language acquisition essential knowledge and skills

proficiency level descriptors (Beginning, Intermediate, Advanced, and Advanced High)

The Bottom Line

Teachers in any content area or elective with English Language Learners must teach:

a language objective

a content objective

Nature of the ELPSBICS (Basic Interpersonal Communication Skills)

Language Acquisition is a subconscious, effortless process thatoccurs without people actually realizing that it is occurring. The information acquired is then stored in the subconscious for later use. It is what children do when learning to speak their first language.

Basic Interpersonal Communication Skills (BICS) are the language skills necessary to communicate basic needs and wants; they do not guarantee academic success. (There may be students who have 'acquired' native-like fluency in oral speech, who are still unprepared to face the academic challenges of school

Krashen, 1992 & Cummins, 1996 Conversational

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Nature of the ELPSCALP (Cognitive Academic Language Proficiency)

Language learning is what happens in the classroom. It is an explicit and conscious process.

Once the information is acquired or learned, it is stored in the brain (long term memory) for later use. These acquired information or academic language is the type of language required for higher level thinking skills, comprehension of text, analysis, summarization and synthesis.

For ELLs this is what we call CALP.

Echevarria & Graves, 2006

Academic Language

BICS vs CALPConversational Academic Language

Mistake Error

Speed ?

Underground ?

? Tariff

? Encounter

Friendly Amiable

Smell ?

Coworkers ?

Elect

Academic LanguageSTAAR assessment comprises of academic language. It is connected to higher order thinking skills and process skills.

Academic language is developed explicitly through demonstration, modeling and scaffolding in the classroom.

In the LA classroom: characterization, point of view, analysis of relationships, cause and effect, inferences, summarization, paraphrasing and evaluation.

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Instructional Guidelines

Select content objectives from the TEKS.

Provide academic language activities in which students use all four language domains and make presentations on chosen content.

Teach and have student practice learning strategies with all activities.

Learning Strategies 1A – use prior knowledge to understand 1B – self monitor 1C – use strategies to acquire vocabulary 1D – use different strategies when exact English

word is known 1E – internalize new vocabulary 1F – use accessible language 1G – distinguish between formal and informal

English 1H – develop and expand repertoire

Language Domain- Listening 2A – recognizes: correct pronunciation 2B – recognizes: sounds in words (phonemic awareness)

2C – recognize: words/phrases in discussion 2D – understand or seek help 2E – use technology to learn / review 2F – gist, main points, details 2H – implied information 2I – listening comprehension

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Language Domain- Speaking 3A – correct pronunciation of words ____ 3B – use new vocabulary about topic 3C – use variety of sentence stems 3D – speak using newly taught vocabulary _____ 3E – share in cooperative groups about ____ 3F – ask / give information using words ____ 3G – give opinions about ___ using words, phrases 3H – narrate, describe, explain 3I – use in/formal English to say____ 3J – oral response to variety of media about____

Language Domain- Reading 4A – letter-sounds & phonics 4B – directionality 4C – sight vocabulary 4D – before reading support 4E – simplify text (to access content) 4F – pictures/semantics to support reading (predictable text) 4G – show comprehension individually or in groups 4H – demonstrate comprehension of text read silently 4I – develop basic reading skills that build comprehension 4J – make inferences about text and graphics 4K – analyze text

Language Domain- Writing

5A – use letter-sounds, phonics 5B – use new vocabulary 5C – spell correctly 5D – edit writing 5E – simple & complex sentences 5F – use sentence frames and selected vocabulary 5G – narrate, describe, and explain in writing

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ELPS In The LA Classroom

Listening Speaking

Reading Writing

TEKS and ELPS ObjectivesContent Objectives are the:

Language Objectives are the:

Writing Content Objectives

Follow TEA, district and campus guidelines in expressing the content standards. Examples:

The student will be able to……

I can statements…..

Today I will find the…..

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Writing Language Objectives

Language Objectives are the HOW of your lesson.

It must include interaction in at least two of the language domains. For example discuss and read.

Also, think about the specific language skills you want your ELL students to develop. Include these as language objectives.

Language verbs tend to lend themselves to language objectives: define, describe, identify, label, name and spell.

Procedural Language for the LA Classroom

Classify

Collect

Distinguish

Categorize

Match

Show

Recall

Give examples

Draw

Organize

Decide

Suppose

Locate

List

Underline

Review

Compose

Dictate

Point out

Record

Report

Predict

Generalize

Demonstrate

Estimate

Judge

Debate

Illustrate

Infer

Revise

Rewrite

Assess

Describe

Compare

Question

Map

Sentence StemsEssential for any learning activity that involves speaking and writing.

Sentence stems are used until students master the scaffold.

These are phrases that provide models for how to use academic vocabulary and correct grammar in context.

A means of “demonstration” and “modeling”

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Sentence StemsEssential for any learning activity that involves speaking and writing.

Sentence stems are used until students master the scaffold.

These are phrases that provide models for how to use academic vocabulary and correct grammar in context.

Great way for “demonstration” and “modeling”

Embedding the ELPsContent Objective:

Today, I will complete a timeline listing the events in order leading up to the climax in the book “The Red Badge of Courage”.

Language Objective:

Today, I will highlight the important events in the book, “ The Red Badge of Courage”. I will highlight the exposition in yellow and the rising action in red.

Today, I will explain to a partner my timeline by using the following words: first, second, then to signify sequence.

Guided PracticeContent Objective: Select a TEK that you will teach your 1st six weeks of the grading period.

Language Objective: Using the ELPS booklet, determine how your students will learn the content objective using at least two language domains.

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Instructional Strategies - 1 Act out meanings/definitions

Activate prior-knowledge and build upon students’ background experience (i.e., schema)

Adapt content-critical content

Allow the student to highlight texts

Contextualize language

Instructional Strategies - 2 Create word banks to help student’s

comprehension of text and/or reading selection.

Describe difficult concepts visually with the use of graphic

organizers and other charts assignments orally and in written form- having

the assignment written on the board at the beginning of class gives the student the entire hour to copy it

Emphasize key vocabulary

Developing Vocabulary

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Cognitive DictionaryWord

(Heard)(Not Heard)Signal word

Prediction Meaning Sketch/Sentence

Word PartsYour group will get a word part and its meaning. Create a word web that uses that word part.

Example:Port

to move

Transport

Portable import

Word Wall Activities “I’m thinking of a word…”

Quick draw and explain

Write the root word

Write your definition

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Identifying Similarities and Differences

Comparing

Classifying

Creating Metaphors

Creating Analogies (45% instructional yield)

Verbal-Visual Word Association(Comparing Words)

Vocabulary Term Personal Association

Definition Non-Example

Analogy Graphic Organizer

as

Visual Tools for Constructing Knowledge. (Hyerle, 1996)

Relating factor

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Word Games Traditional games can be adapted to help

students experience academic language in the LA classroom. For more advanced students, making their own games using vocabulary acquired during reading promotes a deeper understanding of words and their meanings.

Hangman Scrabble Pictionary

Multiple Meaning Words Difficult and confusing for ELLs. Discuss the meanings with students. Many words appear in academic settings and

everyday speech.

1. mean2. bill3. volume4. balance5. reflections

A Look at ContextWord ELA Context Math Context Science

ContextSocial Studies Context

Table When selecting an appropriate book, make sure to look at the table of contents.

Please fill out the table on your assignment paper with your answers.

While you are working on your lab report, make sure you fill out the table on page 65.

The President has tabled the discussion at this point.

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Wrap Up ActivityUse any of the vocabulary strategies of your choice:

1. Metaphor2. Connotation3. Denotation4. Imagery5. Grunt

Reflection• An idea I had………..

• A feeling I experienced…..

• An action I will take…….

Revisit Session ObjectivesContent Objective:

Participants will demonstrate understanding of how to embed the ELPS in the Language Arts classroom.

Language Objective:

Participants will demonstrate understanding of how to use ELPS learning strategies and the four language domains to develop linguistic skills.

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References ELPS Linguistic Instructional Alignment Guide. Texas

Education Agency, 2012.

ELPS Instructional Tool. Texas Education Agency, 2014.

19 Texas Administrative Code § 74.4 English Language Proficiency Standards.

Principles in Second Language Acquisition. Krashen, 1982.