Jennifer Young

Social Studies and the ELPS

All of my students are on the same academic level.Social studies is the most important subject in

school.I am tired of professional development. I don’t

need to develop anymore.I am always open to learning new strategies.My ELL kids are some of my favorite students.I have no idea what to do with my ELL students.I know everything I need to know about ELPS and I

use them daily in class.I am super excited to be at school on a Saturday.

Agree or Disagree?

We will take a break, but feel free to take care of business.

Please keep side conversations to a minimum, and keep them relevant to topic.

Please turn cell phones to silent or vibrate.

Norms

Content Objective: We will be able to use the ELPS as a guide as we plan effective lessons using learning strategies that benefit English language learners, as well as other struggling learners in our social studies classes.

Language Objective: We will discuss the ELPS, SIOP and sheltered instruction, and then write learning strategies into our lesson plans as we discuss with our groups how they could be implemented into our daily lessons.

Objectives

Birdville ISD has approximately 27,000 students.As of March 27, 2014, we have 4,409 students coded as LEP.There are no longer provisions under STAAR and EOC

(except for English I and refugees)Social Studies was one area we did not meet AYP. According

to the PBMAS, on state assessment:

ESL, 8th grade had a 24% passing rate (70% passing rate needed)

LEP, EOC, had 45.2% passing rate (50% passing rate needed)

With the exception of Haltom High School, social studies classes are not clustered, meaning ALL OF THESE STUDENTS ARE IN YOUR CLASSES.

Why are we here?

Secondary Breakdown AS OF 3/27/2014:

Middle Schools

# of LEP students

High Schools

# of LEP students

N. Richland 82 Haltom 244

Richland MS 167 Richland 75

N. Oaks 61 Birdville 148

Watauga 83 Total 467Smithfield 15

N. Ridge 21

Haltom Middle

265

Total 694 Total Secondary 1161

Chapter 74.4 outlines the English Language Proficiency standards (ELPS). These standards give us the English Language Proficiency Descriptors and student expectations.

How do we know how to teach these students?

BeginningIntermediateAdvancedAdvanced High

English Language Proficiency Descriptors

We all must take responsibility for language acquisition

These are listed in Eduphoria and in your handoutsLook at “How to Read the Cross-Curricular Student

Expectations”These are organized into 5 categories

Learning strategiesListeningSpeakingReadingWriting

Cross-Curricular Student Expectations

The question:“What do I want the students to LEARN today?”

Based on standard

Content Objective

(3C)The student will be able to describe how religion and virtue contributed to the growth of representative government in the American colonies.

EXAMPLE CONTENT OBJECTIVES:The student will be able to describe the religions and

virtues practiced in the American colonies and show the roles that religious leaders took in the early government.

The student will be able to define representative government, and show how religion and virtue contributed to the growth of the representative government.

Content Objectives

Content Objectives: The student will be able to describe the religions and virtues practiced in the American colonies and

show the roles that religious leaders took in the early government. The student will be able to define representative government, and show how religion and virtue contributed

to the growth of the representative government.

Language Objective: Student will be able to use the sentence frames to discuss the

religion and virtues of the early colonies with a partner, read chapter 3 to find roles that the religions leaders, and then write a quick write choosing a side on whether the present-day United States should or should not be run by religions leaders.

Student will read a summary, create a timeline of important events that show the growth of the representative government and discuss with a partner the role religion and virtue played in each event.

Language Objective (ELPS)

Initially created as a way to define sheltered instruction.

Started as an observation protocol, and through extensive research, became a model for lesson planning and implementation.

Provides English Learners with access to grade-level content while building language acquisition.

Echevarria, Vogt, and Short.(2008) Making Content Comprehensible for English Learners. Pearson Education, Inc.

Sheltered Instruction Observation Protocol (SIOP)

8 components:Lesson PreparationBuilding BackgroundComprehensible InputStrategiesInteractionPractice/ApplicationLesson DeliveryReview/Assessment

SIOP Components

Evidence in lesson planning will be need to be evident (CO/LO)

SIOP observation protocols will be used in campus visits

SIOP training will be provided during summer and throughout the school year.

There is a 3 year plan for teachers to be fully trained in SIOP

SO…YES!!!

Will I ever see this again?

IT WORKS!It works for all struggling learners

Our ELL numbers are growing

Why SIOP??

Lesson planningContent ObjectiveLanguage Objective

Activities:Building BackgroundComprehensible InputInteraction

Today…

“Research supports teachers’ explicit activation of students’ prior knowledge, and the building of background for those who may lack prior knowledge of a particular content topic.”

Echevarria, Vogt, and Short.(2008)99 Ideas and Activities for Teaching English Learners with the SIOP Model. Pearson Education, Inc., pp 30.

Building background

The pretest should be identical or similar to posttest that will be used to assess knowledge

The teacher distributes one pretest and one pencil to each set of partners

The partners pass the test back and forth, first reading the question out loud, and then discussing the possible answer choices.

Activity: Pretest with a Partner

Student Expectation Notes (Ms. Shaft)Self CorrectionHave students separate question by standard

(Solution Tree, RTI)Use pretest to set goals

I will learn ______________ .

Discuss with your planning group: how could you use this?

Extended:

Includes the following components:Speech appropriate for student proficiency

levelsEnunciation, slower rate, etc

Clear explanation of academic tasks1 or 2 directions at a timePost them!

A variety of techniques to make content concepts clearModeling, visuals, hands-on activities,

gestures, etc

Comprehensible Input

Write a new concept on the board and read it aloudAsk for a volunteer to read aloud what was just written.Then ask a second volunteer to read the same

information, repeating this several times with same idea.

PURPOSE:Effective for reinforcing and practicing concepts and

vocabularyBuilds confidence for English Language LearnersAllows students to hear the same input with different

pronunciations and intonations

Activity: Every Student Gets a Chance

“The Mayflower Compact established self-government with majority rule”

(Have 5 students read this exact statement, going from more confident to less confident.)

For Example:

Use a sentence frame. “The Mayflower Compact established self-government with ____________ __________.

“Majority means more than half.” (Repeat)

To scaffold this:Split the class into 2 groups, with one side having 1 more student than the other to show “majority”. Add students to one side to show that any number more than half is the “majority.”

How could you use this?

Scaffolding (providing more support) if you have Beginner or Intermediate students…

“One thing we know for certain about English learners is that they will not become proficient speakers of the language unless they have frequent opportunities to use it…English learners are likely to speak their native language before and after school during breaks…and lunch, and with peers who speak their same native language. Teachers who monopolize the vast majority of classroom talk, as is common practice, compound the problem and ELs have even fewer opportunities to speak English.” (Vogt and Eschevarria, p 101)

Interaction

Suppose we could have a dinner party with 8 religious and political leaders from the early colonies. Who would you invite?Why would you select them?What would be the seating order of the guests,

and why would you put them in that order?What do you think the guests would talk about

during dinner?Include historical events and references to the

peoples’ lives.

Activity: Dinner Party

Break students into groups. Each person in a group is assigned (or chooses) a person. They research this person (or for scaffolding purposes, are given an article or summary on a person). One person in the group could be the “reporter” and write an article or script based on the academic conversation within the group

Students could work in partners to write a script

How could you use this?

How to use this…

I have seen some really great things within our history department!Stump the Chump – Coach Parker – HHS

Students come up with questions as they try to stump the teacher

Great for interaction, lesson delivery and assessment People, places, events – Ms. Williams – HMS

Graphic organizer to fill out as students read a summaryOrganizes the informationCan be easily scaffolded for different levelsGreat for interaction, practice, strategies and lesson

deliveryTweet Me – Coach Horton – N. Oaks Middle School

Assessment

Kuddos to YOU!

What the ELPS are…DescriptorsStudent Expectations

How to incorporate ELPS into lesson plans (CO/LO)

SIOP descriptionActivities that incorporate SIOP instruction

What did we learn today?

Please let me know if I can help, plan, brainstorm or model a lesson for you!

Jennifer.young@birdvilleschools.net

THANK YOU!

Contact Me!