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Published byShawn Nation Modified over 8 years ago
Doug Skelley PA ELPS
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
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
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
EXPECTATIONS BY LEVEL
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
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
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