Connect NC ELP SCS and Lesson Plans for Content and ESL Teachers +

NC ELP Standards Standard 1: English language learners communicate for SOCIAL AND INSTRUCTIONAL purposes within the school setting Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES

WHY do we need ELP Standards in all classes with LEP students? Assist students to meet NC Academic Standards based on their ELP level Guidance for content and ESL teachers Required by Section 3115 of Title III, Part A of the Elementary and Secondary Education Act as reauthorized by the No Child Left Behind Act of 2001 (NCLB).

ContentLanguage What is the relationship?

How can we connect the ELP SCS to Academic Standards? Broad General All-encompassing

ELP Standards part of a comprehensive educational system Strands of Model Performance Indicators ELP Standards CAN DO Descriptors Performance Definitions  linguistic complexity  vocabulary  language control

Using the MPIs To identify appropriate skill-based performance goals based on English proficiency levels of individual students To complement and align with existing NC Academic Standards To provide appropriate, reliable and valid expectations for students across the curriculum

Organization of MPIs within Standards

Organization of PI’s within Standards STRAND MPI

The Elements of the MPI Model Performance Indicators consist of 3 elements: The Language Function The Content Stem or Sample Topic The Support or Strategy

ELP Standard 3: The Language of Mathematics, Summative Framework Identify large whole numbers from pictures or models and phrases or short sentences support / scaffold Teaching strategy language content Large whole Identify large whole Identify large whole Sort examples of large Compare examples of Match situations numbers numbers from pictures numbers from whole numbers from large whole numbers to use of large and models (e.g., This pictures or models pictures or models presented in pictures whole numbers number has 7 places.) and phrases or short and text (e.g., those and text from grade level sentences more than and less text thousand Grades 3-5

Using the MPIs to Write Language Objectives What language does the student need to… Level 2: Identify large whole numbers from pictures or models and phases or short sentences Level 4: Compare examples of large whole numbers presented in pictures and text … in terms of linguistic complexity, vocabulary usage, and language control?

Linguistic Complexity Amount of oral or written discourse –Length ranges from a word to paragraphs Type and variety of grammatical structures –No/little/some variation in word and phrases/sentences Organization and cohesion of ideas –Disjointed sentences to transitions Use of text structures in specific genres Continuum – as ELP increases complexity of language increases

Vocabulary Usage Move from general language to specific language to specialized or technical language Standard language of Grade Level Cluster General Language Specific Language Technical Language Mathematics1-2in alltotalsum Language Arts3-5personcharacterprotagonist Science6-8kneekneecappatella Social Studies9-12peoplepopulationdemographics

Language Control Number and types of errors that affect the meaning or intent of the message Fluency Grammatical usage Phonology Selection of words to convey meaning (semantics)

MPIs and MPI Transformations The Key to your Lesson Planning and Curriculum Development

ELP Standard 4: The Language of Science Ecology & Sort real-life objects Identify ways to Sequence descriptive Find solutions to Research better or new Conservation according to labels conserve from sentences and conservation issues ways to conserve (e.g. recyclable and pictures and written pictures to illustrate presented in using grade level not recyclable) text forms of conservation illustrated texts or materials websites Grades 3-5 Grades 9-12 Ecology & adaptation Create and present collages or depictions of conservation or ecology from models in small groups Brainstorm ideas about conservation or ecology that affect everyday life based on illustrations in small groups Suggest ways to resolve issues related to conservation or ecology using visuals or graphic organizers in small groups Identify Find solutions Discuss pros and cons of issues related to conservation or ecology using visuals or graphic organizers in small groups Engage in debates on issues related to conservation or ecology Brainstorm Discuss

Your lesson: MPI Transformation Example Topics Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Level 6- Reaching DomainDomain Domain: Listening, Speaking, Reading, Writing Example Topic: from Content SCS Language: Social (request), Instructional (location), Academic Function (classify) Support/Scaffold: Sensory, Graphic, Interactive, Linguistic (word walls, sentence frames)

Math / Grade Solve simple (one-and two-step) equations or inequalities. Content Objective: Solve two-step equations (3x-10=14) Language Objective: ? Content solve equations Content Teacher

Language: vocabulary & structures solve / solution operation variable isolate (isolate the variable) simplify inverse (inverse operation) add / addition subtract /subtraction multiply / multiplication divide / division properties of equality first, second, then, finally… verbal commands

Grades 6-8 ELP Standard 3: The Language of Mathematics, Summative Framework Domain: Writing Use MPIs to Write Language Objectives Example Topics Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Level 6- Reaching WritingWriting Algebraic equation Show pictorial represen- tations or label terms related to algebraic equations from models or visuals Give examples and express meaning of terms related to algebraic equations from models or visuals Describe math operations, procedures, patterns or functions involving algebraic equations from models or visuals Produce everyday math problems involving algebraic equations and give steps in problem- solving from models or visuals Summarize or predict information needed to solve problems involving algebraic equations

Grades 6-8 ELP Standard 3: The Language of Mathematics, Summative Framework Domain: Writing Use MPIs to Write Language Objectives Example Topics Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Level 6- Reaching WritingWriting Algebraic equation Show pictorial represen- tations or label terms related to algebraic equations from models or visuals Give examples and express meaning of terms: variable, isolate variable, inverse operations from models or visuals Describe math operations, procedures, patterns or functions involving algebraic equations from models or visuals Write in your journal steps to isolate the variable in a two- step equation from models or visuals Summarize or predict information needed to solve problems involving algebraic equations

Math / Grade Solve simple (one-and two-step) equations or inequalities. Content Objective: Describe steps in a problem-solution pattern Language Objective: commands, ordinal sequencing, vocabulary Content solve equations ESL Teacher linguistic complexity vocabulary language control

Biology 2.02 Investigate and describe the structure and functions of cells… Language: vocabulary & structures The ___ consists of ______. The ___ is made up of ______. The ____ includes the ____. The function of the ___ is to ____. The ___ serves to ____. The ___ acts/serves as a ____. Both __ and __ contain ____. ____ contains ___, but ___ does not. ___ has a ____, however does not, Content cells, structure, function

Grades 9-12 ELP Standard 4: The Language of Science, Summative Framework Domain: Writing Use MPIs to Write Language Objectives Example Topics Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Level 6- Reaching WritingWriting Taxonomic systems Label examples from different taxonomies using illustrations and word/ phrase banks Describe in sentences features of taxonomies depicted in illustrations or graphic organizers Summarize in a series of related sentences features of taxonomies depicted in illustrations or graphic organizers Compare/ contrast in paragraph form features of taxonomies depicted in illustrations or graphic organizers Integrate information about taxonomic systems into essays or reports

Grades 9-12 ELP Standard 4: The Language of Science, Summative Framework Domain: Speaking Use MPIs to Write Language Objectives Example Topics Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Level 6- Reaching SpeakIngSpeakIng Structure of plant and animal cells Name the features in the structure of plant and animal cells using illustrations and word/ phrase banks Describe in sentences to a partner the features of plant and animal cells depicted in illustrations or graphic organizers Orally summarize with a partner, in a series of related sentences, features of plant and animal cells depicted in illustrations or graphic organizers Explain to a partner using compare/ contrast sentences the features of plant and animal cells depicted in illustrations or graphic organizers Integrate information about plants and animal cells into an oral report

Everyone is a Language Teacher All teachers should include language objectives in content lessons