1. Doug Skelley PA ELPS

2.  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

3.  Each of the five standards uses all four domains  Listening  Process, understand, interpret, and evaluate spoken language in a variety of situations  Speaking  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 fluency  Writing  engage in written communications in a variety of forms for an array of purposes and audiences LANGUAGE DOMAINS

4.  5 levels, much like WIDA  There is a 6 th level, “Reaching”  Levels are progressively more difficult  Levels  I – Entering  II – Beginning  III – Developing  IV – Expanding  V – Bridging LEVELS

5. EXPECTATIONS BY LEVEL

6.  Lesson: World War II  Level 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 evidence  Level V  Cognitively and fluently perform all given tasks PRACTICAL APPLICATION STUDENT

7.  Lesson: World War II  Level 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 APPLICATION INSTRUCTOR