Presentation on theme: "Office of Bilingual Education/ESL"— Presentation transcript:
1Office of Bilingual Education/ESL English Language Proficiency Standards (ELPS) in the Social Studies ClassroomCheryl ChanceOffice of Bilingual Education/ESL
2Session Objectives Content Objectives (TAKS): Participants will develop background knowledge of why Language Objectives (ELPS) are an essential part of lesson delivery for English language learners.Participants will be able to describe how Language Objectives (ELPS) differ from Content Objectives (TAKS).Language Objectives (ELPS):Participants will orally discuss and categorize Content (TAKS) and Language Objectives (ELPS).Participants will demonstrate their knowledge of Language Objectives (ELPS) by sharing with the group.
3English Language Proficiency Standards (ELPS) The English Language Proficiency Standards (ELPS) were approved by the State Board of Education on November 16, 2007. These standards will replace the English as a Second Language Texas Essential Knowledge and Skills (ESL TEKS) beginning in the school year and may be found online at
4Attain English proficiency, Develop academic language, and Why are English Language Proficiency Standards Necessary? Small Group ActivityAttain English proficiency,Develop academic language, andMeet the same challenging academic content and achievement standards that all children are expected to meet.
5English Language Proficiency Standards (ELPS) The ELPS have two components:cross-curricular second language acquisition essential knowledge and skillsproficiency level descriptors (Beginning, Intermediate, Advanced, and Advanced High)
6Every teacher in any content or enrichment course in the Austin Independent School District who teaches ELLs must teach a language objective as well as a content objective.
7The Nature of Language Proficiency: BICSBasicInterpersonalCommunicationSkillsConversationalCALPCognitiveAcademicLanguageProficiencyTextbook language
8Academic LanguageAcademic language is the language used in content area classrooms. It is linked to higher order thinking processes and developed by extensive modeling and scaffolding of classroom talk. In order to develop academic language, students must be immersed in a language-rich, interactive environment.Academic language unique to Social Studiesthe pastthe presentpoint of viewanalysis of relationshipspersons, places, and eventscause and effect
9Teaching Guidelines for Social Studies Assess students’ prior knowledge about social studies topicsSelect content objectives from the TEKSProvide academic language activities in which students read, write, listen to, discuss, and make presentations on social student contentTeach and have student practice leaning strategies with all social studies activities
10TEKS and ELPS Objectives Content Objectives are the:Language Objectives are the :What?How?
11Writing Language Objectives Language Objectives are the HOW of the lesson. Your language objectives should include interaction in the form of discussion (paired and/or cooperative learning activities). Think about specific language skills you want students to develop; include them as language objectives. Then plan the lesson accordingly.Most of the language verbs lend themselves to language objectives:define (vocabulary is most important)describeidentifylabelnamespell
12define (vocabulary is most important) describeidentifylabelnameSpellcomparecontrastexplainsummarizerephraseinterviewdiscuss (peer/group work)elaborateimaginepredictcompose
13Objectives CONTENT LANGUAGE Complete a timeline listing the events leading up to the Revolutionary War.LANGUAGEIn the reading, highlight the colonial action in blue and the British reaction in red.Explain to a partner your timeline. Use the words first, second, then to show sequence.
14Sentence StemsELLs benefit from having language scaffolded through the use of sentence stems when engaging in activities involving speaking and writing. Stems are used until they have mastered that scaffold. It should not become a “crutch” for the students. Sentence stems:Are short phrases that provide models for how to use academic vocabulary and correct grammar in context.Help English learners have a starting place for communicating their ideas orally and in writing.May be oral and/or written.Can focus on issues and concepts.Should be created using the language of TEKS and TAKS.Are created by understanding the academic language students are currently able to use and will need to use to demonstrate their knowledge of the content objective.
15Creating Sentence Stems Content Objective:Student will use a graphic organizer to identify colonial grievances in the Declaration of Independence.TEKS 8.6C:Identify colonial grievances listed in the Declaration of Independence. explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights.Language Objective:Students will identify and describe colonial grievances using the sentence stems:A grievance can be defined as ___________.Three examples of colonial grievances listed in the Declaration of Independence are _______, ________, and ________.ELPS: 3(H)Narrate, describe, and explain with increasing specificity and detail as more English is acquired.
16Objectives LANGUAGE CONTENT In writing, summarize the 3 most significant events which led to war._______ was the most significant event because _________________.The significance of _____cannot be overstated. It _________.________ was also significant because _________.CONTENTSelect the 3 most significant events which led to the Revolutionary War.
17Verbs for Language Objectives Write…Read with apartner…Think…Listen…Discuss…Retell…Read…
18ELPS Big Ideas Make Content Comprehensible Develop Academic Language Big ResponsibilitiesCommunicateSequence CurriculumScaffoldIdentify Language LevelsELPSStudent ExpectationsListening LanguageSpeaking LearningReading StrategiesWritingCross-CurricularLanguage LevelsBeginnerIntermediateAdvancedAdvanced High
19Instructional Strategies Act out meaningsActivate prior-knowledge and build upon students’ background experience (i.e., schema)Adapt content-critical contentAllowmultiple learning opportunities (2-3)the student to highlight textsContextualize languageCreate word banksDescribedifficult concepts visually with the use of graphic organizers and other chartsassignments 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 itEmbed definitionsEmphasize of key vocabulary
20Instructional Strategies Employa variety of grouping strategiesbrainstorming when seeking answers to questionsjournal writingreciprocal teachingstory creation technique using key wordsthink- pair- share techniqueswriting workshopsEncourage active involvementEngagehigher-order thinking skillsstudents in activities and small & large group discussionsExercise inductive and deductive instructionFind supplementary materials (books related to topic & at reading level)Give demonstrations with real objectsInclude relevant 5-minute grammar review workshopsLabel maps and diagrams with necessary informationMakecontent objectives explicitlanguage objectives explicitlearning-strategy instruction explicit
21Instructional Strategies ModelModify pacingPlace an agenda on the board, so students have an advanced organizer for referencePlan meaningful activities (like games and flashcards) it will motivate and engage all the learnersPre-teach important concepts (A Priori)Providea vocabulary review/previewample practicecontextualization clueslots of feedback on content and language usewords and images togetherclear oral and written explanation of taskslinks to past learningorganizational charts for new informationinstruction to train the learners to read for context cluesRepeat in a variety of ways (recycle, connect, and extend)SQ3R (survey, question, read, recite, review, reflect)Simplify! Some texts are just too wordy.OutlinesParaphrase and summarize intermittentlyFind the main ideas
22Instructional Strategies Teachthe bold face and italics terms and importance of the formthe text backwardUsecomprehension checks to check students’ attention and understandinggestures, pictures, drawings, stories.graphic organizers appropriately (not just a worksheet)activity before content or ABC=hands on activities and materials-try to allow learners to conduct a hands-on activity first before a lecture on the principles. They then have the opportunity to use inductive reasoning, and are more likely to understand the principles, or points of lesson, more clearly.interest builders (movies, photos, music, field trips, books, anticipation guides, etc) prior to chapter readingsmnemonic devicesnative language (clarification in L1)overheads, realia, visuals, maps, charts, bulletin boards, timelines...real-life examples and anecdotesThink-Aloud Protocol to gain insight into your learners’ reading.word associations to make connections
23Writing Language Objectives Practice writing content objectives and correlating language objectives. Try to incorporate the four ELPS Proficiency Level Descriptors.Reading, Writing, Listening and SpeakingShare with the whole group.
24English Language Proficiency Standards Texas Education Agency Developing Language Objectives for theMathematics ClassroomFrom Theory to Practice Southwest Educational Development LaboratoryMastering Multiple Literacies: Implementing the English Language Proficiency StandardsAustin Independent School DistrictStepping Up Your Sheltered Content InstructionDr. Kate Mastruserio ReynoldsUniversity of Wisconsin