lcisd accelerated language programs gloria stewart-director mary lou garcia-facilitator susana...

LCISDAccelerated Language Programs

Gloria Stewart-Director

Mary Lou Garcia-Facilitator

Susana Benitez-Facilitator

Jacqueline (Jacky) Ortega-Department Secretary

Eva Sakkis-District Translator

Sheltered Instructional Strategies

Integration of ELPS and TEKS

Goal• LCISD teachers will become familiar with Sheltered

Instruction• Understand integration of ELPS and TEKS• Use TELPAS data to plan for differentiation

Texas Education Agency 3

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


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.

TEA Source: Newly Adopted Required Curriculum, adopted on December 25, 2007.


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 vs. Academic Language

Social Language Academic LanguageSimpler language (shorter Technical vocabulary; written material hassentences, simpler longer sentences and more complexvocabulary and grammar) grammarUsually face-to-face, small Often lecture-style communicationnumber of people, informal or reading a textbook; little situationalsettings contextPrecise understanding is Precise understanding andseldom required description/explanation is required;

higher-order thinkingUsually simpler, familiar topics New and more difficult to understand(movies, friends, daily life) topics, knowledge is often abstract;

cognitively complex; student often hasless background knowledge to build on

Get many clues from expressions, gestures Fewer clues, most clues are language cluessocial context such as further explanationMany opportunities to clarify (look puzzled, More difficult to clarifyask questions, etc.)


LanguageDevelopment

Social and

Cultural Processes

(Collier, 1995)

Language Acquisition

AcademicDevelopment

CognitiveDevelopment


The E.L.P.S. Strands

ELPS

Learning Strategies

ListeningWriting

SpeakingReading

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

• 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

Second Language Acquisition

• Understand students’ language proficiency levels to linguistically accommodate academic and essential vocabulary

• Allow students to practice oral and written forms of grammar and syntax during cooperative and independent tasks

• Provide students with a linguistic platform to build on in order to advance to the next proficiency level

• Include elements of the four language domains during content-based instruction


Big Responsibilities•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.


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

Adapted from: Building Connections in the Content Areas through Sheltered Instruction


What Teachers Need to Know About Second Language Learning

BICS CALP


BICS vs CALPWhich language do we use more often?

BICS Science Math Soc. Studies

Guess Hypothesis Estimate Speculation

Rules Laws

Subtract

Same Identical

Method

Plan

Justice

Numerous


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.



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


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

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).


Reading and Writing in all Content Areas


Basic changes in the way all K-12 teachers have been teaching:1. Academic vocabulary (e.g., tier 1, 2, 3 words).

2. Language (e.g., rich discourse, discussions, questions, answers).

3. Reading (e.g., text complexity, more informational than literary).

4. Writing from sources (e.g., texts they are reading).

5. Building knowledge in the disciplines by teaching reading, vocabulary and writing in science, social studies, and language arts.

6. Staircase of complexity (close and careful reading to learn; teachers create more time for this reading, and scaffold in new ways)


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

•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

Sheltered Instruction Not 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 BehaviorsBeginning 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 BehaviorsAdvanced 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 BehaviorsBeginning 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 BehaviorsAdvanced 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 BehaviorsBeginning 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 BehaviorsBeginning 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 BehaviorsAdvanced 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

lcisd accelerated language programs gloria stewart-director mary lou garcia-facilitator susana...

Documents

english language learners

required curriculum

skills teks

texas assessment of

texas essential knowledge

texas education agency

esl teks

respective curriculum