ELPS Academy Resource Supplement

A Success Framework for ELLs

2 © Texas Education Agency / Education Service Center, Region 20 ELPS Resource Supplement

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References

August, D. and Shanahan, T. (2006). Developing literacy in second-language learners: report of the national literacy

panel on language-minority children and youth. Center for Applied Linguistics,Lawrence Erlbaum Associates:

Mahwah, NJ.

Chamot, A.U. & O'Malley, J.M. (1994). The calla handbook: implementing the cognitive academic language

learning approach . White Plains, NY: Addison Wesley Longman.

Crandall, J. ed. 1987. ESL through content area instruction: mathematics, science, social studies.

Englewood Cliffs, NJ: Prentice Hall.

Echevarria, J., Short, D & Vogt, M. (2008). Making content comprehensible. The sheltered instruction observation

protocol. Boston, MA: Pearson.

Hill, J., & Flynn, K. (2006). Classroom instruction that works with English language learners. Alexandria, VA: Association

for Supervision and Curriculum Development.

Krashen, S. (1982). Principles and practices in second language acquisition. Oxford: Pergamon.

19 Tex. Admin. Code § 74.4 English Language Proficiency Standards

Seidlitz, J. (2008).Navigating the ELPS using the new standards to improve instruction for English learners.

San Antonio TX. Canter Press.

Samway K., & McKeon, D. (2007). Myths and realities: best practices for English language learners.

Portsmouth NH: Heineman.

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in foreign language instruction. TESOL Quarterly 23(2): 201-17.

Texas Education Agency Student Assessment Division. (2010). Educator guide to TELPAS. Austin, TX: TEA.

2 Tex. Edu. Code § 28.008 Advancement of College Readiness in Curriculum

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ELPS Resource Supplement © Texas Education Agency / Education Service Center, Region 20 3

Table of Contents Chapter 74.4 English Language Proficiency Standards ................................................................................4

Summaries of ELPS: Introduction, District Responsibilities and Student Expectations

(subsection a, b, c) ....................................................................................................................................... 18

Summaries of ELPS: Proficiency Level Descriptors (subsection d)........................................................... 19

Understanding the ELPS Framework: (1) Linguistically Accommodated Instruction ............................... 20

Why the ELPS? ............................................................................................................................................. 20

Language Objectives Aligned to Cross-Curricular Student Expectations (subsection c) ......................... 21

Guidelines for Linguistic Accommodations for Each Proficiency Level ..................................................... 22

ELPS-TELPAS Student Proficiency Profile .................................................................................................... 23

Performance-Based Activities ..................................................................................................................... 24

ELPS Linguistic Alignment Guide ................................................................................................................ 25

Grade K-12 Listening ............................................................................................................................ 26

Grade K-12 Speaking ........................................................................................................................... 30

Grades K-1 Reading .............................................................................................................................. 34

Grade 2-12 Reading ............................................................................................................................. 38

Grades K-1 Writing ................................................................................................................................ 42

Grades 2-12 Writing ............................................................................................................................. 46

Additional Resources

Response to Intervention

2008-2009 Response to Intervention Guidance

College Readiness Standards

Texas College and Career Readiness Standards

4 © Texas Education Agency / Education Service Center, Region 20 ELPS Resource Supplement

Chapter 74.4 English Language Proficiency Standards

(a) Introduction.

(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.

(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.

(3) Classroom instruction that effectively integrates second language acquisition with quality content area instruction ensures that ELLs acquire social and academic language proficiency in English, learn the knowledge and skills in the TEKS, and reach their full academic potential.

(4) Effective instruction in second language acquisition involves giving ELLs opportunities to listen, speak, read, and write at their current levels of English development while gradually increasing the linguistic complexity of the English they read and hear, and are expected to speak and write.

(5) The cross-curricular second language acquisition skills in subsection (c) of this section apply to ELLs in Kindergarten-Grade 12.

(6) The English language proficiency levels of beginning, intermediate, advanced, and advanced high are not grade-specific. ELLs may exhibit different proficiency levels within the language domains of listening, speaking, reading, and writing. The proficiency level descriptors outlined in subsection (d) of this section show the progression of second language acquisition from one proficiency level to the next and serve as a road map to help content area teachers instruct ELLs commensurate with students' linguistic needs.

(b) School district responsibilities. In fulfilling the requirements of this section, school districts shall:

(1) identify the student's English language proficiency levels in the domains of listening, speaking, reading, and writing in accordance with the proficiency level descriptors for the beginning, intermediate, advanced, and advanced high levels delineated in subsection (d) of this section;

(2) provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum;

(3) provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c)