LCISD Accelerated Language Programs

LCISD Accelerated Language Programs
Sheltered Instructional Strategies Integration of ELPS and TEKS Gloria Stewart-Director Mary Lou Garcia-Facilitator Susana Benitez-Facilitator Jacqueline (Jacky) Ortega-Department Secretary Eva Sakkis-District Translator

Goal LCISD teachers will become familiar with Sheltered Instruction
Understand integration of ELPS and TEKS Use TELPAS data to plan for differentiation

Statutory Requirement
Texas Education Agency Statutory Requirement 19 Texas Administrative Code §74.4 Chapter 74. Curriculum Requirements Subchapter A. Required Curriculum §74.4 English Language Proficiency Standards Adopted December, 2007 This required curriculum goes into effect in the school year In the spring of 2006, the Texas Education Agency (TEA) received a visit from the U.S. Department of Education to examine the progress made with regards to the implementation of requirements related to the No Child Left Behind Act of 2001 (NCLB). During that visit, it was found that although the state had English Language Proficiency Standards (ELPS) well in place (previously in the ELA TEKS section and it mentioned that the ESL TEKS were to be included in all content areas) but, there needed to be a more clear connection between the ELPS, the Texas Essential Knowledge and Skills (TEKS) IN ALL CONTENT AREAS, the Texas Assessment of Knowledge and Skills (TAKS), and the Texas English Language Proficiency Assessment System (TELPAS) so that teachers would have a more clear vision as to how they can assist English language learners (ELLs) in their respective curriculum areas to learn and master their subject matter and learn English, be better prepared to participate in statewide assessments, and make adequate yearly progress through implementation of the ELPS. Recommendations were made, and TEA began the process of implementing them, including the provision of this session. (Source: Region 2 training prototype for administrators)

Chapter 74.4. English Language Proficiency Standards (a) Introduction
Texas Education Agency (1) The English language proficiency standards in this section outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts shall implement this section as an integral part of each subject in the required curriculum. The English language proficiency standards are to be published along with the Texas Essential Knowledge and Skills (TEKS) for each subject in the required curriculum. TEA Source: Newly Adopted Required Curriculum, adopted on December 25, 2007. The newly approved 19 TAC §74.4, English Language Proficiency Standards, presents the ELPS that outline the instruction school districts must provide to English language learners in order for them to have the full opportunity to learn English and to succeed academically. The rule also clarifies that the ELPS are to be implemented as an integral part of the instruction in each foundation and enrichment subject of the TEKS. The approved rule that revised the ESL TEKS and created the ELPS instead was adopted in 19 TAC Chapter 74 this is necessary to comply with No Child Left Behind (NCLB) Title III requirements. STATUTORY AUTHORITY: Texas Education Code (TEC), §§7.102(c)(4), , and *To learn English *To succeed academically, and *To be implemented in each foundation & enrichment subject (TEKS).

Texas Education Agency
E.L.P.S. (2) In order for ELLs to be successful, they must acquire both social and academic language proficiency in English. Social language proficiency in English consists of the English needed for daily social interactions. Academic language proficiency consists of the English needed to think critically, understand and learn new concepts, process complex academic material, and interact and communicate in English academic settings. Social and academic language proficiency in English. Social Language-English needed for daily social interactions. Academic Language- English needed to think critically, understand and learn new concepts, process complex academic material and communicate in English academic settings. This last one is the language of each discipline: science, mathematics, social studies, and language arts.

Social vs. Academic Language
Texas Education Agency Social vs. Academic Language Social Language Academic Language Simpler language (shorter Technical vocabulary; written material has sentences, simpler longer sentences and more complex vocabulary and grammar) grammar Usually face-to-face, small Often lecture-style communication number of people, informal or reading a textbook; little situational settings context Precise understanding is Precise understanding and seldom required description/explanation is required; higher-order thinking Usually simpler, familiar topics New and more difficult to understand (movies, friends, daily life) topics, knowledge is often abstract; cognitively complex; student often has less background knowledge to build on Get many clues from expressions, gestures Fewer clues, most clues are language clues social context such as further explanation Many opportunities to clarify (look puzzled, More difficult to clarify ask questions, etc.) Please take 10 minutes to compare the two types of language. Take time to share and get some responses from the audience.

Language Acquisition Texas Education Agency Language Development Social and Cultural Processes (Collier, 1995) Cognitive Development Academic Development Let’s take a look at what we need to know about our ELL students. The students’ language and culture is at the center of all learning. It is what they use to make sense of things. Many times the culture of home does not match the culture of school, so careful handling of teaching school culture must be taken into consideration. (Collier, 1995) It is essential that objectives focused on content, language, and metacognitive skills be identified in the development of effective lessons for ELLs. Content objective: This objective comes from the content area TEKS and should be written in a student-friendly manner. (Get an example of a TEKS objective) Language objective: This objective comes from language skills that facilitate the acquisition of English. This objective involves the reading, writing, listening, speaking, and viewing/representing types of expectations and activities that can help students gain a better understanding and mastery of the content objective. (Give an example) Metacognitive/Study skill objective: This objective defines what process or study skill(s) the students will learn that will help them grasp the newly learned concepts and skills. (Echevarria and Graves, 1998) In Teaching Reading and Writing in the Bilingual Classroom, Freeman and Freeman (1996) found that there are three elements of language acquisition that are relevant to bilingual students and teachers: language development, cognitive development, and academic development. English language proficiency is achieved as students grow linguistically, cognitively, and academically. Social and cultural influences have a strong positive or negative impact on students’ language acquisition and academic performance. Teachers’ expectations of students should include high cognitive, linguistic, and academic standards in English and Spanish.

The E.L.P.S. Strands Learning Strategies Writing Listening ELPS The Five ELPS Strands provide guidance to teachers towards best practices for teaching and working with ELLs. *Have the teachers review the ELPs in small groups and report those things that they are already doing, those things that they should stop doing, and those things that they should start doing on a large sheet of paper. Have the groups share their responses with the whole group. *Already doing *Should Start doing *Should Stop doing *If time permits, move forward to review examples of how instruction can be adapted to help ELLs at varied levels of language proficiency in English. Reading Speaking

ELPS – Building a Mental Framework
Big Ideas Make content comprehensible Build academic language Big Responsibilities Curriculum must be… Communicated Sequenced Scaffolded Linguistically Accommodated Language Levels (Proficiency Level Descriptors) Beginning Intermediate Advanced Advanced High Student Expectations Learning strategies Listening Speaking Reading Writing

Second Language Acquisition
Progression of skills in the four language domains Receptive skills are necessary for comprehension and attainment of language Expressive skills are needed to express and share ideas Instructional tasks must implement a multitude of learning interactions promoting the development of receptive and expressive skills simultaneously Refer participants to pp.8-9 Remind participants that Texas educators must provide intensive and ongoing foundational second language acquisition instruction to beginning and intermediate ELLs in grades 3 or higher in order to support content-based instruction and the accelerated learning of English. Second language acquisition is a process of learning a second language or target language and it is an interdependent process. ELPS Instructional Tool Copyright Texas Education Agency 2013

Understand students’ language proficiency levels to linguistically accommodate academic and essential vocabulary Provide students with a linguistic platform to build on in order to advance to the next proficiency level Allow students to practice oral and written forms of grammar and syntax during cooperative and independent tasks Include elements of the four language domains during content-based instruction Refer participants to pp.8-9 Emphasize that the foundation of the English language is necessary for ELLs’ development and attainment of TEKS based content. Processing Activity: Have participants form groups of four and each will pick one of the bullets to discuss how it will assist with ELLs’ development of language and TEKS based content. ELPS Instructional Tool Copyright Texas Education Agency 2013

Big Responsibilities Focused Targeted Systematic
For Beginning and Intermediate Students, Grades 3-12: Focused Targeted Systematic

Focused Targeted Systematic Instruction and academic tasks are specifically designed with an emphasis on promoting students’ English language development. Instruction and academic tasks are purposefully aligned to the language proficiency levels of ELLs. Instruction and academic tasks are carefully planned and consistently implemented to address the progression of skills necessary to support the accelerated learning of English. Refer participants to pp.8-9 Remind participants that beginning and intermediate level of English language proficiency in ELLs require focused, targeted, and systematic second language acquisition instruction to provide them with the foundation of English language vocabulary, grammar, syntax, and English mechanics necessary to support content-based instruction and accelerated learning of English. Refer to slide for the definitions of focused, targeted, systematic. Pose the question, what does this look like in the classroom? Have participants review the sample teacher behaviors to employ while planning instructional activities that support English development and content attainment. ELPS Instructional Tool Copyright Texas Education Agency 2013

Needs of English Language Learners
Texas Education Agency Needs of English Language Learners Effective teachers providing Affective support Cognitive support Linguistic support (Chapter 89) Focused instruction Modified texts Modified and differentiated instruction based on proficiency level Opportunities to demonstrate mastery of on grade level knowledge and skills The needs of English language learners include: Effective teachers Affective support Cognitive support Linguistic support Focused instruction Modified texts Modified and differentiated instruction Opportunities to demonstrate mastery of knowledge and skills These needs will be reviewed in the slides that follow. (Freeman and Freeman, 2002) Adapted from: Building Connections in the Content Areas through Sheltered Instruction

What Teachers Need to Know About Second Language Learning
Texas Education Agency What Teachers Need to Know About Second Language Learning Research conducted by Jim Cummins (1981) makes a distinction between language used in common interpersonal interactions and the language used in academics. Cummins referred to everyday speech as Basic Interpersonal Communication Skills or “BICS.” BICS are used most often when personal, informal interactions take place. The best place to hear this language at school is at the students’ lockers. This style of communication is based primarily on Anglo-Saxon influences. Often times, teachers assume that English language learners who can interact with this form of language do not need ESL support, but this is deceiving. Most students, not just English language learners, need support learning the language of the disciplines. Cummins referred to the use of academic, highly specialized language as Cognitive Academic Language Proficiency or “CALP.” CALP is used most often in academic settings and refers to the highly specialized language that each discipline utilizes to distinguish itself from other disciplines. This style of communication is primarily based on Greek and Latin influences. While most students develop Basic Interpersonal Communication Skills within 1-3 years, they develop Cognitive Academic Language Proficiency within 5-7 years without ESL methods. This process can be accelerated with the use of appropriate ESL teaching methodology. It is also important to note that students can learn BICS and CALP simultaneously. Source: Building Connections in the Content Areas through Sheltered Instruction BICS CALP

BICS vs CALP Which language do we use more often?
Texas Education Agency BICS vs CALP Which language do we use more often? BICS Science Math Soc. Studies Guess Hypothesis Estimate Speculation Rules Laws Subtract Same Identical Method Plan Justice Numerous Have participants fill in the blanks with social and academic terms. Ask: which language was easier or more difficult to use?

Sheltered Instruction
Texas Education Agency Sheltered Instruction Sheltered Instruction is an approach to instruction and classroom management that teachers can use to help English language learners acquire and learn English and content area knowledge and skills. Adapted from: Building Connections in the Content Areas through Sheltered Instruction

Characteristics of Sheltered Instruction
Texas Education Agency Characteristics of Sheltered Instruction Well-planned lessons using unwrapped TEKS and ELPS in every lesson Use of student background knowledge and experience Variety of delivery modes- not all teacher lecture or power points Using on Grade-level TEKS in all content areas Checks for understanding Use of higher-order questioning-deep practice Well-planned lessons: highly interactive, created with a variety of levels of English proficiency in mind Time-on-task: most of the time is spent on the students interacting and participating rather than by the teacher lecturing—Using the 5E, Engage, Explore, Explain, Elaborate, Evaluate. Use of student background knowledge and experience: validating a variety of approaches to the same problems, issues, situations that we all face-(Marzano) Variety of delivery modes: when one method does not work, try another and another Grade-level content: aligned with the regular curriculum Checks for understanding: strategies for giving and receiving feedback to/from students (Guiding Questions-CSCOPE) Use of higher-order thinking skills: critical thinking promoted through on-level curriculum and problem solving Explicitly-stated lesson objectives: objectives written in a language that is easily understood by the students-(Key Understandings-CSCOPE). (Echevarria and Graves, 1998, p. 58) Adapted from: Building Connections in the Content Areas through Sheltered Instruction

Old Definition of Sheltered Instruction
Margarita Calderón & Associates, Inc. Old Definition of Sheltered Instruction Focus on Teachers to make content comprehensible by Building on student experiences and using material with familiar content Using graphic organizers (tables, webs, Venn diagrams) Using pictures, demonstrations, real-life objects, gestures Providing hands-on, interactive learning activities Designating language and content objectives for each lesson Reading to students and scaffolding questions Giving ELs simplified texts to read

New Definition of Sheltered Instruction
Margarita Calderón & Associates, Inc. New Definition of Sheltered Instruction Focus on student learning by teaching: Key vocabulary before, during and after reading Discourse protocols to use for discussions, questions and answers related to the topic Comprehension skills necessary for each particular grade level text using the verb in the unwrapped TEKS- Appropriate writing protocols and skills for each writing assignment Performance assessments to gauge and track individual learning progressions (Calderón, 2012). The concept of ‘sheltered instruction’ or SDAIE has been around since 1979 when the Multi-District Trainer of Trainers Institutes started in Southern California. At that time, Dennis Parker, Bilingual Director at Corona-Norco ISD used to present for the MTTIs up and down the State. Calderón, M. & Spiegel-Coleman, S. (1985) Effective instruction for language minority students--from theory to practice. In Teacher Education Journal, Vol. II, No. 3. Calderón, M. (1984) Training bilingual trainers: An ethnographic study of coaching and its impact on the transfer of training. Doctoral dissertation, in Dissertation Abstracts and Claremont Graduate School/San Diego State University, 1984.

Reading and Writing in all Content Areas
Margarita Calderón & Associates, Inc. Reading and Writing in all Content Areas Basic changes in the way all K-12 teachers have been teaching: Academic vocabulary (e.g., tier 1, 2, 3 words). Language (e.g., rich discourse, discussions, questions, answers). Reading (e.g., text complexity, more informational than literary). Writing from sources (e.g., texts they are reading). Building knowledge in the disciplines by teaching reading, vocabulary and writing in science, social studies, and language arts. Staircase of complexity (close and careful reading to learn; teachers create more time for this reading, and scaffold in new ways) Clock Partner There are 6 basic changes to language arts and literacy, as called for by the Common Core State Standards. The CCSS will have impact on our instructional delivery, new state tests, and accountability for all students.

Margarita Calderón & Associates, Inc.
Key: Teach Text-Based Writing Writing is to show that students can analyze and synthesize sources in texts they read, presenting careful analysis, well- defended claims, ideas, and clear information. They draw evidence from a text or text to support analysis, reflection, or research. They use the vocabulary pre-taught and grammar learned from the text they read.

Program Characteristics
Texas Education Agency Program Characteristics Sheltered Instruction Not Sheltered Instruction Accelerated Instruction High Expectations Effective Instruction + Purposeful and Intentional Provided by content experts with shared responsibility of second language acquisition Instructional Approach Remediation Dumping Ground “Just Good Teaching” Hit and Miss Responsibility of ESL teacher ESL students in all sheltered classes Scheduling requirement Program Program characteristics include accelerated instruction high expectations effective instruction, plus purposeful and intentional second language acquisition support by all teachers including expert content area teachers instruction approach Sheltered instruction characteristics do not include remediation dumping ground status “just good teaching” hit and miss approach to instruction ESL teacher support only sheltering in all classes for ELLs a requirement that master schedules must be drafted in a required way. Regardless of master scheduling, sheltered instruction can occur within the context of any classroom arrangement. program Adapted from: Building Connections in the Content Areas through Sheltered Instruction

Student Expectations Learning Strategies Listening Speaking Reading
Writing

Language Levels (Proficiency Level Descriptors) Beginning Intermediate Advanced Advanced High Listening Speaking Reading Writing

ELPS-Student Listening Expectations
distinguish sounds and intonation patterns of English with increasing ease; recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters; learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions; (D) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed; (E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language; listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment; understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar; understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations; and (I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.

Listening Teacher Behaviors
Beginning Intermediate Speak in a clear concise manner, such as using shorter sentences and fewer pronouns. Extensively use visual and verbal cues to reinforce spoken or written words. Provide and/or allow for clarifications in native language, including assistance from peers. Employ simplified language, high frequency, and pre-teach academic vocabulary for unfamiliar topics. Implement gestures for added emphasis. Stress key ideas and vocabulary through intonation and slower speech, such as natural pauses. Frequently check for understanding since student will not have the ability to seek clarification. Provide student with phrases or simple sentence frames to seek clarification.

Listening Teacher Behaviors
Advanced Advanced High Utilize some visuals, verbal cues, and gestures to support understanding. Occasionally use visuals, verbal cues, and gestures during longer, elaborated academic instructional discussions. Provide extra wait time to process. Provide multiple opportunities to hear grade appropriate spoken in various academic and social settings. Expect to occasionally have to rephrase, repeat or slow down at student’s request. Allow students to seek clarification as needed.

ELPS-Student Speaking Expectations
practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible; expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication; speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired; speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency; share information in cooperative learning interactions; ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments; express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics; (H) narrate, describe, and explain with increasing specificity and detail as more English is acquired; (I) adapt spoken language appropriately for formal and informal purposes; and (J) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.

Speaking Teacher Behaviors
Beginning Intermediate Respect student’s silent period Allow sufficient wait time so student can process and communicate responses Accept responses consisting of single words and phrases Provide simple sentence frames, answer choices or graphic organizers for student use Frequently model intonation and correct pronunciation Focus on the content of student’s response and not on pronunciation or grammatical errors Expect pronunciation errors that may inhibit communication Realize students may speak mostly in simple, present tense sentences and rarely with details

Speaking Teacher Behaviors
Advanced Advanced High Assign oral presentations to practice using content based terms and common abstract vocabulary. Ask students to narrate and describe problem solving strategies Use graphic organizers to develop ability to use present, past and future tenses while speaking. Introduce, model, practice, and review the use of idioms and colloquialisms Have students participate in cooperative group or partner group to develop academic vocabulary. Encourage participation in a variety of social and academic discussions applying academic vocabulary.

Developing Listening and Speaking
Provide opportunities for structured conversations Provide opportunities for students to use accountable talk Give students time for think, pair, share during lessons Provide wait time for all student to process questions and respond using language stems-QSSSA Teachers asks questions using academic language Students respond using high academic language by language stems posted Provide multiple opportunities in all content areas for students to narrate, describe and explain their thinking orally

ELPS-Student Reading Expectations
learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words; recognize directionality of English reading such as left to right and top to bottom; develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials; use prereading supports such as graphic organizers, illustrations, and pretaught topic- related vocabulary and other prereading activities to enhance comprehension of written text; read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned; use visual and contextual support and support from peers and teachers to read grade- appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language;

ELPS-Student Reading Expectations
demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs; read silently with increasing ease and comprehension for longer periods; demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs; demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs; and demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.

Reading Teacher Behaviors
Beginning Intermediate Provide multiple opportunities for shared reading using projectable print Read predictable books with multiple repetition of key vocabulary and concepts Read stories aloud in chunks, use slower speech Display word walls, labeled pictures/items Read aloud to model enunciation and the use of English language structures. Use high interest texts that use common vocabulary Use simplified, decodable texts with visuals and highly-familiar vocabulary they have learned. Increase student’s comprehension using books with visuals, partner reading, pre-teach and have student use academic vocabulary.

Reading Teacher Behaviors
Advanced Advanced High Read and model thinking aloud to focus on unwrapped TEK-main points and details to provide visual and linguistic support Use grade level appropriate texts, pre-teach vocabulary and apply before, during and after reading. Provide multiple times to deep text discussions to occur Provide multiple opportunities for students to participate and discuss reading with partners, small group and whole class shared/close reading Have students read texts that require higher order thinking comprehension such as understanding expository texts, drawing conclusions and constructing meaning of unfamiliar concepts. Use guided reading with leveled readers and provide students with reading books, articles and variety of genres that they can read. Assign independent reading of appropriate English texts.

Developing Reading Proficiencies
Teach and use vocabulary before, during and after reading in every content area Provide content area linguistically accommodated materials and texts Use collaborative strategies such as read, write, pair, share or TALK, READ, TALK , WRITE strategy Organize reading text in shorter chunks-set purpose for reading, provide multiple times to discuss texts during and after lesson Provide high levels of visuals and linguistics supports with adapted texts and pre-taught vocabulary Use questions stems and language stems to respond to texts during and after reading

ELPS-Student Writing Expectations
learn relationships between sounds and letters of the English language to represent sounds when writing in English; write using newly acquired basic vocabulary and content-based grade-level vocabulary; spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired; edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired; employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as: using correct verbs, tenses, and pronouns/antecedents; using possessive case (apostrophe s) correctly; and using negatives and contractions correctly; (F) write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired; and (G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.

Writing Teacher Behaviors
Beginning Intermediate Implement shared writing activities in all content areas. Have shared or modeled writing lessons about familiar expository or procedural topic. Present, publish and display whole class writing projects as examples of print conventions. Create an interactive word wall that students can use during independent or cooperative writing tasks. Use familiar topics to model how to implement writing workshop process, practice orally then in writing. Provide multiple opportunities for students to process their ideas with a partner or small group before they begin to write in all content areas. Provide visuals, pictures and labeled illustrations, sentence frames to support writing. . Show models of correct writing samples or sentences. Have them create the orally before they write them down.

Writing Teacher Behaviors
Advanced Advanced High During writing workshop, use anchor texts in order to model a variety of types of writing such as personal narratives and expository. Expose students to multiple examples of texts that were written for a variety of purposes and audiences. Have students write personal narratives, expository or procedural texts requiring them to organize, draft, revise, edit and publish with the assistance of oral discussions, word walls, sentence frames, model texts, graphic organizers and teacher conferring. Students write personal narratives, expository or procedural texts requiring them to organize, draft, revise, edit and publish with assistance of oral discussions, word walls, sentence frames, model texts, graphic organizers and teacher conferring. Model and allow for multiple opportunities to write in all content areas using academic vocabulary. Students write to explain, draw conclusions and analyze their work in all content areas using academic vocabulary.

Developing Writing Proficiencies
Scaffold writing instruction by using the writing process ( idea development, drafting, revising, editing and publishing) Provide simple or complex sentence stems Provide paragraph frames Post academic vocabulary for students to use in their writing (word walls) Give students opportunities to process and orally discuss what they will write before writing with a peer or small group Teach targeted explicit grammar/conventions lessons that align to writing assignments Provide multiple opportunities in all content areas for students to narrate, describe and explain their thinking in writing

The purpose of this instructional tool is to help teachers identify the essential components for providing K-12 instruction commensurate with ELLs’ linguistic needs. The consistent integration of these components is critical in lesson planning in order to meet the linguistic and academic needs of ELLs. This document is essentially a helpful planning guide where you will be able to easily locate the ELPS, or English Language Proficiency Standards. The ELPS include the cross curricular second language acquisition knowledge and skills, or student expectations for language, that all ELLs are expected to master within the language domains of listening, speaking, reading and writing. The ELPS also include a list of proficiency level descriptors that detail students stages of language proficiency in the different language domains. This document also contains corresponding Career and College Readiness Standards, or CCRS. Finally, the guide contains a list of suggested teacher behaviors, or linguistic accommodations, that will be of great use to you when you are designing instruction and assessments for your students who are ELLs. Now, we’ll engage in a Scavenger Hunt in order to identify the following components within this document: the ELPS, PLDs, Linguistic Accommodations (Suggested Teacher Behaviors), and CCRS. Search throughout the ELPS Linguistic Instructional Alignment Guide to find these components and get familiar with the format and the layout.

On the inside cover you will see a description of the instructional tool, as well as the four color-coded sections of the linguistic domains. Purple corresponds to listening; blue to speaking; green to reading; and yellow to writing. Please scan the arrangement of the aligned components. Notice the format of the PLDs, ELPS, CCRS and Suggested teacher behaviors (linguistic accommodations). This format will be the same for all language domains. Now let’s look at the K-1st grade-level clusters for Writing. Fold out your book and turn to the first and second yellow tabs. Take some time to scan the K-1st/2nd-12th Proficiency Level Descriptors (PLDs), located in the middle of the page, to become familiar with how they are both developmentally and grade level appropriate. Now, use the Memo pad to note the similarities and differences between the K-1st and 2nd-12th grade Writing PLDs you have identified. Now, turn to the K-1st and 2nd-12th grade level clusters for Reading. These are the two green tabs. Take a moment to study these descriptors. What are the similarities and differences between the K-1st and the 2nd-12th grade PLDs for Reading? Take notes on your memo pad.

The proficiency level descriptors, the same ones that are used to rate students in TELPAS, are replicated here in this planning guide. It is important to remember that the English language proficiency levels of Beginning, Intermediate, Advanced and Advanced High are not grade-specific. There are specific PLDs for each language domain. Now, let’s look at the PLDs for Speaking. Again, find the blue tab and notice the shaded area of PLDs on the left. Use the memo pad to record what you notice about these proficiency level descriptors. Next, let’s look at the remaining PLDs for listening, reading and writing. Use the memo pad to record what you notice or record any questions you have about these proficiency levels.

Linguistically accommodated instruction can take many forms and is used to communicate content and support language development across language proficiency levels. Use the memo pad to provide examples of supplementary materials, varied instructional delivery approaches and customized tasks based on student’s current level of language proficiency. Supplementary materials are used to promote comprehension and support students with acquiring new concepts. Some supplementary materials might include illustrations, charts, manipulatives and realia (real life objects). Instructional delivery is the way we choose to deliver the lesson. For example, before presenting new content a teacher might activate prior knowledge, identify misconceptions, or review previously taught content (i.e. pre-teach vocabulary, review word walls, identify cognates and modeling/demonstration). Being cognizant of students’ language proficiency levels and selecting appropriate tasks or activities will provide the linguistic accommodations needed to ensure success.

Suggested teacher behaviors are examples of recommended linguistic accommodations. These are located to the far right of each section of the linguistic guide. Let’s look at the “suggested teacher behaviors,” or linguistic accommodations listed for reading. Implementing these in the classroom will support ELLs at various language proficiency levels during Listening, Speaking, Reading and Writing activities. Linguistic accommodations are changes to the instructional approach based upon the language proficiency levels of ELLs. The proficiency level descriptors, which describe the English that ELLs are able to understand and use at each language proficiency level, guide teachers in providing appropriate linguistic supports and accommodations. Use the Linguistic Instructional Alignment guide to review the suggested teacher behaviors for the remaining language domains. Chart your observations and ideas about implementing these linguistic accommodations in the memo pad.

When planning instruction, teachers of ELLs must consider the language proficiency levels of their students as determined by the Texas English Language Proficiency Assessment System (TELPAS). The ELPS-TELPAS Student Proficiency Profile is a component of the ELPS Linguistic Instructional Alignment Guide that allows teachers to plot students’ TELPAS data by language domain.

The Texas Education Agency (TEA) developed TELPAS to meet state and federal testing requirements. TELPAS assesses ELLs annually in Listening, Speaking, Reading and Writing. Every student who participates in TELPAS receives test results in a report called the Confidential Student Report. TELPAS uses the four proficiency ratings (Beginning, Intermediate, Advanced and Advanced High) to show the progress students make in learning English from year to year. In order for students to reach their full academic potential, it is important for students to make steady progress in learning English in the four language domains (Listening, Speaking, Reading and Writing). Students who do not make steady progress may require additional assistance in the areas of both language and content learning.

This ELPS-TELPAS Proficiency Profile allows teachers to gain a bird’s eye view of the proficiency levels of their students in each language domain. Please make note that a student may exhibit different proficiency levels of language proficiency in Listening, Speaking, Reading, or Writing. Plotting the proficiency levels of students drives instructional decisions to accommodate for language proficiency. Now, let’s look at your students’ TELPAS data. Consider this data and review the ELPS-TELPAS PLDs, identify the recommended linguistic accommodations (suggested teacher behaviors) for each student and identify activities that may support language development. Complete the ELPS/TELPAS Proficiency Profile on your Linguistic Instructional Alignment Guide using your student data.

LCISD Accelerated Language Programs

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