English Language Proficiency Standards (ELPS) for English Language Learners (ELLs)

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English Language Proficiency Standards (ELPS) for English Language Learners (ELLs). Pennsylvania Department of Education Bureau of Teaching Learning and Support. Presented by: Mrs. Marcia Vega Based upon original material created by: - PowerPoint PPT Presentation

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English Language Proficiency Standards (ELPS) forEnglish Language Learners (ELLs)Pennsylvania Department of EducationBureau of Teaching Learning and SupportPresented by:Mrs. Marcia Vega Based upon original material created by: Barbara Mowrey, ESL/Bilingual Education Advisor, Lynore Carnuccio,ConsultantTo Understand:The need for standards for ELLsThe use of standards for ELLsThe connection to PA Academic StandardsThe use of standards for ESL instruction and assessmentGoalsWhy do we need standards for ELLs?Assist students to meet PA Academic Standards based on their English language proficiency levelGuidance for content and ESL/Bilingual teachersRequired by Section 3113 of Title III, Part A of the Elementary and Secondary Education Act as reauthorized by the No Child Left Behind Act of 2001 (NCLB), 20 U.S.C.6823(b)(2) What is the purpose of Standards for ELLs?To identify appropriate skill-based performance goals based on English proficiency levels of individual studentsTo complement and align with existing PA Academic StandardsTo provide appropriate, reliable and valid expectations for students across the curriculumWhat standards ARE NOT:A placement tool for English language learnersA stand alone exit instrumentA replacement for existing PA Academic StandardsPA Academic Standards vs. PA ELP StandardsPA Academic Standards:Are for ALL studentsGuide the alignment of content curriculum Guide content instructionComprise content specific objectivesPA ELP Standards:Are for ELLsAre aligned to PA Academic Standards, WIDA ELP Standards, and National TESOL ELP StandardsGuide district ESL curriculum and instructionInclude both content and language objectivesHow were the Standards developed?WIDA frameworkConsultantCommitteePDE Curriculum AdvisorsExternal reviewInternal review, review, reviewEnglish language learners communicate in English for SOCIAL AND INSTRUCTIONAL purposes within the school setting.English Language Proficiency Standard 1English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS.English Language Proficiency Standard 2English Language Proficiency Standard 3English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS.English Language Proficiency Standard 4English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.English Language Proficiency Standard 5English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES. Layout and DesignMatrix 5 English language proficiency levels Grade level Clusters: Pre-K/K; 1-2; 3-5; 6-8; 9-12 Model performance indicators (MPI) Focus on language skills: Receptive/ ProductiveUnderstanding the MatrixEnglish Language Proficiency Standard: Grade Level Cluster:UNDERSTANDING THE MODEL PERFORMANCE INDICATORGrade Level Cluster 4-5; Proficiency Level 3, DevelopingModality: Appropriate instructional support for Level 3 English language learners Language Function: Content-specific, standards-based, how students use language Content: Academic information or skill Work with a partner to follow oral directions and apply appropriate strategies to classify triangles according to sides or angles.To better understand the design of an MPI, we will classify indicators by language function, content stem or student support.Given a set of indicators, discuss in your small group whether the indicators are language, content or support.Place indicators appropriately on the three-column graphic organizer. Be prepared to defend your response. MPI Sort:Language/ Content/ SupportAlgebraic equation, inequality, or expressionDraw conclusions Match pictures Events in PA history Write a letter Using a graphic organizerDraw and label Solutions to environmental problems Measure an object Restate steps Follow simple oral directionsMPI Sort: Language/ Content/ SupportWith a partnerData in charts and graphs Information regarding natural processes In a small groupUsing a modelShare feelings Engage in formal debatesRelevant and irrelevant informationUsing notes Using an appropriately leveled textAnswer WH questions Two or three- dimensional figures English Language Proficiency Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics.Grade Level Cluster: 4-5Teacher ExpectationsTo provide students with limited English proficiency the opportunity to meet PA Academic Standards To provide meaningful and comprehensible content and assessment for students to be successfulStudent ExpectationsProgress with English language proficiency while meeting PA Academic Standards.Have meaningful access to the full curriculum.Demonstrate content knowledge and language skills.Writing a MODEL PERFORMANCE INDICATORWrite an MPI- using the PA standard below, choose a language domain & Level.Modality: Use Can-Dos to write appropriate instructional support for given Proficiency LevelLanguage Function: how students use language Content: PA content standardsWork with a partner to follow oral directions to identify the meaning of an unfamiliar word using the knowledge of its rootWhat is our role in using ELPS for ELLs? Curriculum Collaboration Student achievement and accountabilitySIOP Workshop 2008ASD ESL Department*SIOP Workshop 2008ASD ESL Department*

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