1. Copyright©2007 Education Service Center Region XIII 1 English Language Proficiency Standards (ELPS)

2. Copyright©2007 Education Service Center Region XIII 2 Essential questions User friendly materials Template for guided practice(ELPS/Outcome/Evidence/actions) Different lenses: what we are already doing, what would we expect to see, as a director, a classroom teacher, how would use these. Examples of objectives using CSCOPE lessons Tie back to Region XIII workshops

3. Copyright©2007 Education Service Center Region XIII 3 Essential Question How can I help English language learners attain English better?

4. Copyright©2007 Education Service Center Region XIII 4 What we’re doing… Sheltered Instruction Initiative ESL Academies Internal Support Title III SSA Teacher Leadership Network Bilingual and ESL Program Support General ELL strategies workshops

5. Copyright©2007 Education Service Center Region XIII 5 Resources for you… ELL Strategy Sheets CSCOPE Newsletters ELL Toolkit ELL Institute November 5 with Dr. Kate Kinsella: Developing Academic Language Sheltered Instruction with John Seidlitz August 11-14, October 16-17

6. Copyright©2007 Education Service Center Region XIII 6 English Language Proficiency Standards (ELPS) Statutory Requirement 19 Texas Administrative Code §74.4 Chapter 74. Curriculum Requirements Subchapter A. Required Curriculum §74.4 English Language Proficiency Standards Approved November 16, 2007 These take the place of the ESL TEKS.

7. Copyright©2007 Education Service Center Region XIII 7 ELPS: English Language Proficiency Standards Introduction School District Responsibilities Cross Curricular Second Language Acquisition Essential Knowledge and Skills Proficiency Level Descriptors

8. Copyright©2007 Education Service Center Region XIII 8 ELPS: the big ideas Linguistically accommodated instruction Develop listening, speaking, reading and writing Language proficiency levels (beginning, intermediate, advanced, advanced high)

9. Copyright©2007 Education Service Center Region XIII 9 A. Introduction ELPS part of required curriculum ELL need to know social and academic language Integrate second language acquisition with content area instruction for all language skills ELL must read, write, listen and speak with increasing complexity ELPS SEs apply K-12 Level descriptors serve as a road map

10. Copyright©2007 Education Service Center Region XIII 10 B. School Districts Shall Identify students’ proficiency levels Provide linguistically accommodated content instruction Provide linguistically accommodated content based language instruction Targeted language instruction for beginning and intermediate ELLs (3-12)

11. Copyright©2007 Education Service Center Region XIII 11 ELPITOS cheat sheet for you…

12. Copyright©2007 Education Service Center Region XIII 12 Cross-curricular Second Language Acquisition Essential Knowledge and Skills 1. Language learning strategies 2. Listening 3. Speaking 4. Reading 5. Writing

13. Copyright©2007 Education Service Center Region XIII 13 ELPS: (d) Proficiency level descriptors Kindergarten-Grade 12. ELLs may be at the beginning intermediate advanced, or advanced high stage of English language acquisition in: Listening Speaking Reading Writing

14. Copyright©2007 Education Service Center Region XIII 14 ELPS for Administrators Connect ELPS to AMAOS, PBMAS, TELPAS –Does special language program of instruction provide academic language development? –Does special language program provide intensive linguistic accommodations? Matrix that shows teachers trained in sheltered instruction Administrative checklists to evaluate implementation of sheltered instruction, linguistic accommodations Show/Tell about how to use ELPS standards in planning and instruction to develop listening, speaking, reading and writing. Develop plan for ELPS training, documentation

15. Copyright©2007 Education Service Center Region XIII 15 ELPS for Teachers Awareness Plan and differentiate instruction based on students of language proficiency levels. Use ELPS to get kids listening, speaking, reading and writing in English during content instruction –Teachers write language objectives along with content objectives

16. Copyright©2007 Education Service Center Region XIII 16 Essential Components of Instruction that help ELL attain English better Plan linguistically accommodated instruction Set language objectives Access/build background knowledge Use visuals and adapted materials Explicitly teach vocabulary Interaction strategies (so kids talk) Assessment aligned to language proficiency levels

17. Copyright©2007 Education Service Center Region XIII 17 Linguistically Accommodated Instruction with ELPS LAV: Vocabulary Instruction LAM: Supplementary materials and adapted content LAI: Interaction LALI: Linguistically accommodated language instruction (explicit English language instruction in grammar, syntax, and structure) John Seidlitz- Perspective Based Learning

18. Copyright©2007 Education Service Center Region XIII 18 Essential Question How can I help ELL attain English better? Make a commitment for all students to develop academic language during every lesson. How? –Identify language of the student expectation –Create a language objective –Use sentence stems

19. Copyright©2007 Education Service Center Region XIII 19 Example Content objective: TLW identify and give examples of unalienable rights. If I want students to use this vocabulary orally, which ELP is for me? 3D Speak using grade level content area vocabulary in context to internalize new English words and build academic language proficiency

20. Copyright©2007 Education Service Center Region XIII 20 Language Objectives Students will be able to (insert content objective) –Orally…(by/using…) –Write…(by/using…) –SWBAT orally identify unalienable rights and why they are important by using the phrase “Unalienable rights can be defined as_______________. They are important because ___________”

21. Copyright©2007 Education Service Center Region XIII 21 Example How does energy flow in photosynthesis compare with energy flow in cellular respiration? Compare and contrast language structure –SWBAT orally compare and contrast photosynthesis and cellular respiration using the sentence stem: Photosynthesis and cellular respiration are alike because ________________ Photosynthesis and cellular respiration are distinct from one another in that _____________________

22. Copyright©2007 Education Service Center Region XIII 22 Next steps Sheltered Instruction training in August (ELPS embedded) General linguistic accommodations training in fall ELPS alignment with CSCOPE and 5E model CSCOPE curriculum will include corresponding ELPS to the performance standards in the Instructional Focus Documents ELPS/CSCOPE alignment training