1. Teaching with a Purpose
Presented by Jessica Salazar
Eagle Mountain-Saginaw Independent School District

2. WHO IS THIS LADY? BTAP – 2 YEARS Teacher - 16 years
Currently Bilingual/ESL Instructional Coach – EMSISD
Mother – 2 children
Wife – 7 years
Doctoral student (ABD)– Texas Wesleyan University
Second mother – 16 nieces and nephews
Godmother – 7 children

3. Please line up in order by your birthday without talking to anyone
Please line up in order by your birthday without talking to anyone. Fold the line

4. What are the ELPS?
What is TELPAS?
Who are TELPAS raters?

5. What do you know about ESL strategies?
KWL
What do you know about ESL strategies?
What do you want to know?
What did you learn?

6. ELPS – English Language Proficiency Standards
Required curriculum for ELLs (along with TEKS)
Student expectations
School districts responsibilities
Proficiency level descriptors
Beginning
Intermediate
Advanced
Advanced high
Cross-curricular second language acquisition essential knowledge and skills
Learning
Listening
Speaking
Reading
Writing

7. Graffiti Write Different color marker per group and chart paper
You may create a linguistic or nonlinguistic representation about the topic given as a group.
Pass your chart paper to the table to the right.
Add your linguistic/nonlinguistic thoughts to the next chart paper.
Continue rotating until your group has your original chart paper.

8. TELPAS – Texas English Language Proficiency Assessment System
Federally required
Assesses the English language proficiency (ELPS)
K–12 ELLs
Four language domains—listening, speaking, reading, and writing
Grades K–1
holistically rated
classroom observations and student interactions
Grades 2–12
multiple-choice reading tests
holistically rated student writing collections
holistically rated listening and speaking assessments

9. TELPAS Results To meet state and federal accountability
To help parents monitor their children
To evaluate programs and resources
To evaluate staffing patterns
To inform instructional planning decisions

10. The Dice Game Partners will work together to write a story.
Partners take turns rolling the dice.
The number rolled determines the number of words the partner can add to the story.
Each student can write in a different color.
Reading and rereading what is written; identifying their own writing.

11. Metacognitive Cognitive Language Learning Strategies
Social/Affective
Language
Herrmann, E. (2014)

12. Metacognitive Forward-thinking Selective consideration
Preview
Skim
Get the gist
Selective consideration
Find specific information
Needed for task
Monitor comprehension
Does this make sense?
Am I making sense?

13. Direct Reading and Thinking Activity (DRTA)
Preview title, headings, illustrations, etc.
Make predictions about text (what do you think the passage will be about?).
Read a selection of the text.
Confirm or change predictions.
Continue reading text.
Stopping periodically throughout text to make predications until text is complete.

14. Cognitive Sorting Summarizing Prior Knowledge Classifying
Grouping words
Grouping pictures
Summarizing
Graphic organizers
Taking notes
Prior Knowledge
Personal associations
Analogies
Experiences

15. The Ball and a Bag Game
You need a ball, bag, music and scraps of paper
Start the music and passing the ball in a circle.
When the music stops whoever has the ball has to pull a scrap paper from the bag and answer the question.
The questions can reflect a certain topic or text that was previously read or any review for any subject.
Then start the music again and repeat.

16. Imagery and Language Photography Who is this? Where is he?
What is he doing?
Who took this photo?
Who is the person looking at?

17. Imagery and Language
How can we sort these photos?

18. Dictogloss Read aloud a selected text. Students only listen.
Teacher rereads text (song/poem) pausing for 5 seconds after each sentence.
Students take notes during pauses.
Within groups students discuss and reconstruct the text.
Groups choose one person from each group to read aloud group text.
Teacher can add in discussion about expressions, grammar, etc.

19. Social/ Affective Asking questions Self-talk Clarifying Brainstorm
Peer editing
Small groups
Self-talk
Reduce anxiety
Thinking Positively
“I can do this”
“Its ok if I don’t understand”

20. The Telephone Game Divide the class in two lines.
Give the first person in each group a sentence.
The first person tells the second person the sentence and they continue to pass the message down quietly until the end of the line.
The last person of each line says the sentence allowed.
The fastest line wins.

21. Language Analyze words Use cognates Prefixes Suffixes Root words
Word families
Word attack skills
Use cognates
Latin and English based
actor, color, doctor, animal
False cognates
éxito, asistir, recordar, vaso

22. Running Story Game Introduce a simple 8 line text.
Then, tape each line of text around the room.
In groups of 3 or 4, students take turns being the writer as the others run around the room memorizing the lines.
They run back and tell the lines to their writer and they attempt to rewrite the text.

23. Running Story Game

24. What do ELLs need most?
Please stand when you can answer this question.
Sentence stem:
I believe the one thing ELLs need most is ……………………
Share your response with someone wearing the same color as you.
Return to your table and write down what you heard.

25. Bottom line….
In order for ELLs to be successful, they must acquire both social and academic language proficiency in English.
Effective instruction in second language acquisition involves giving ELLs opportunities to listen, speak, read, and write at their current levels of English.
ELPS are a road map for teachers to guide instruction for ELLs
Calderon, M.E. & Minaya-Rowe, L. (2011)

26. What’s the purpose?

27. Exit Ticket Before you leave today Complete an exit ticket
Use your electronic device and go to

28. Jessica Salazar jsalazar@ems-isd.net (817)847-7793 ext. 6353
Conclusion
Jessica Salazar (817) ext. 6353

29. References
Calderon, M.E. & Minaya-Rowe, L. (2011). Preventing long-term Els: Transforming schools to meet core standards. Thousand Oaks, CA: Corwin. Ferlazzo, L. & Sypnieski, K.H. (2012). The ESL/ELL teacher’s survival guide. San Francisco, CA: Jossey-Bass Teacher. Herrmann, E. (2014). Teaching learning strategies to ELLs: What, why, when, how. Multibriefs: Exclusive. Seidlitz, J. (2011). Sheltered instruction plus: A comprehensive plan for successfully teaching English language learners. San Clemente, CA: Seidlitz Education. Commissioner's Rules Concerning State Plan for Educating English Language Learners §89.BB. Chapter 89. Adaptations for Special Populations