the english language proficiency standards (elps) module 4 elps and effective teaching strategies...
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The English Language Proficiency Standards (ELPS)
MODULE 4ELPS and Effective Teaching
Strategies
Presented by the Brownsville Independent School District Bilingual Department
Reference: Texas Education Agency and Region One Education Service Center
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Five E.L.P.S. Domains
ELPSELPS
Learning Strategies
ListeningWriting
SpeakingReading
ELPS Curriculum Support
CSCOPE 5 E Model IFDs include ELPS Domains
Sheltered Instruction ESL State Adopted Materials ESL Strategies
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Elementary Curriculum Supports
ESL Moving Into English
CORE Teacher's Edition Student Textbook Assessment Books
Ancillary Student Workbook
(replaced yearly) Leveled Readers Big Books Language handbook Picture Cards and
IDEA Picture Dictionary
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Elementary Curriculum Supports
Supplementary Resources
Prekinder Readiness Kits Positive Beginning Kits CIRCLE Manuals Science Harcourt Texbooks Teacher Created Materials: Reading in the Content Area
Readers for 3rd and 4th grade Harcourt Leveled Readers for 4th and 5th grade National Geographic Readers for 5th grade 100 Book Challenge for 5th grade Hampton Brown Science Readers for 5th grade Title III Tutorial Funds for identified areas of need
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Elementary Curriculum Supports
Teacher Reference Material Region IX ELPS Toolkit ELPS Modules (www.bisd.us Bilingual Dept.
website) Region IV TAKS Materials for Reading, Math &
Science Sheltered Instructional Observational Protocol
(SIOP) Strategies (4th and 5th Grade) TAKS Study Guides
Elementary Curriculum Supports
Technology
TELPAS Online Tutorials English and Spanish Harcourt Schools
Online Science Leveled Readers (4th and 5th grade)
TEXTHELP Hardware: Computers on Wheels for
online testing
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Elementary Curriculum Supports Reference Materials
Velasquez Math English/Spanish Dictionaries Velasquez English/Spanish Dictionaries LAT Glossaries (reading, math, and science) (
www.bisd.us Bilingual Department Website)
Secondary Curriculum Supports
ESL State Adopted Materials
Hampton Brown High Point (Middle School)
HEINLE CENGAGE Visions (High School)
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Secondary Curriculum Supports
Supplementary Resources (MS)
LE II MRS (supplementary) LEER MAS II Roots Manual (supplementary) New Comers Access
(supplementary) English to a Beat (supplementary)
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Edge ESL Reading, Writing & Language LANGUAGE! Comprehensive Literacy
Curriculum Roots Manual (supplementary) New Comers Access (supplementary) English to a Beat (supplementary) PRENTICE HALL-AZAR Fundamentals of English
Grammar
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Secondary Curriculum Supports
Supplementary Resources (HS)
Secondary Curriculum Supports Supplementary Resources (MS) &
(HS)
Reading Instructional Goals for Older Readers (RIGOR) English Kit
Teacher Created Reading in the Content Area Science Materials (8 kits per campus)
National Geographic Readers – Reading Expeditions (2 per campus)
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Secondary Curriculum Supports Teacher Reference Materials
(MS) & (HS)
Region IX ELPS Toolkit ELPS Modules: (www.bisd.us Bilingual Dept. website) Region IX TAKS Materials for Reading
& Science Sheltered Instructional Observational
Protocol (SIOP) Strategies
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Secondary Curriculum Supports
Technology (MS) & (HS)
Middle School ESL Reading Smart TEXT HELP Computers on Wheels
High School ESL Reading Smart TEXT HELPS UT Online Courses Computers on
Wheels
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Secondary Curriculum Supports
Reference Materials (MS) & (HS)
VOX English/Spanish Dictionaries Webster’s English/Spanish
Dictionaries Velasquez Math English/Spanish
Dictionaries Oxford Picture Dictionaries for
Content Areas
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Online ResourcesOn March 27, the TEA announced the upcoming availability of TAKS interactive study guides in a letter to districts. As stated in that letter, TEA will be gradually rolling out the interactive guides, starting with the SSI grades (3, 5, and 8).
Grade 3 Reading (English) Grade 3 Reading (Spanish) Grade 5 Reading (English) Grade 5 Reading (Spanish) Grade 8 Reading (English) Exit Level ELA (English) Mathematics (English) Exit Level Science (English)
Exit Level Social Studies (English)
The interactive study guides listed above can be accessed by going to this link:
http://www.texasassessment.com/studyguides
No password or login name is needed to access the guides.
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Implications for Instruction Staff Development
Content Area Teachers Enrichment Area Teachers All Instructional Staff
Sheltered Instruction Second Language Acquisition Social/Academic Language Samples Time for Lesson Remodeling
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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.
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Characteristics of Sheltered Instruction Comprehensible input Affective environment High levels of student interaction, including
small-group and cooperative learning Student-centered More hands-on tasks Careful, comprehensive planning, including
selecting key concepts from core curriculum(Echevarria & Graves, 1998)
Adapted from: Building Connections in the Content Areas through Sheltered Instruction
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Characteristics of Sheltered Instruction Well-planned lessons Use of student background knowledge and
experience Variety of delivery modes Grade-level content Checks for understanding Use of higher-order thinking skills Explicitly-stated lesson objectives(Echevarria & Graves, 1998)
Adapted from: Building Connections in the Content Areas through Sheltered Instruction
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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
Adapted from: Building Connections in the Content Areas through Sheltered Instruction
CSCOPE Curriculum CSCOPE curriculum will include
corresponding ELPS to the performance standards in the Instructional Focus Documents
ELPS alignment with CSCOPE and 5E model
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CSCOPE Five E Model
Engage – provide activity to draw interest (teacher-directed activity)
Explore - hands on, discover on their own to construct new knowledge (teacher guided)
Explain – students explain the procedures of the experiment & observations (teacher guided)
Elaborate – observe, make predictions, generalize rules for objects of the experiment, make a model, etc (teacher monitors, facilitates discussion)
Evaluate – complete assessment, complete performance task (teacher evaluates progress and students assess themselves)
Source: Adapted from Bybee, R. W. et al. (1989)
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Planning for Instruction
Use of Appropriate Strategies and Methods
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Use of Cognates
important importante
doctor doctor
biology biología
part parte
moment momento
execution ejecución
What is a Cognate?What is the Purpose?
Look alike Have the
same meaning
Similar meanings
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Learn content vocabularyGives students a strategy
Helps with reading comprehension
Accelerate vocabulary development by using cognates
Teach cognate guessing games; Highlight cognates in texts to
remind students they already know a similar word in Spanish;
Post a cognate word wall in the room.
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Types of cognates
identical identical One-letter differencesOne-letter differences
More than one-letter differences
More than one-letter differences
Different suffixesDifferent suffixes
Different prefixesDifferent prefixes
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Some words have exactly the same form.
propaganda patio doctor motor federal sofa
propaganda patio doctor motor federal sofá
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English Nouns Ending “or”
actor colorfavortutorerror
English Nouns English Nouns Ending “al”Ending “al”
animalcapital
hospitalmedalmoral
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English Nouns Ending “ist”
artistdentistnovelistoptimisttourist
artistadentistanovelistaoptimistaturista
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English Nouns Ending “ism”
idealismsexismbudhismtourismoptimism
idealismosexismobudismoturismooptimismo
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English Nouns Ending “nce”
assistanceexperiencedistanceintelligence
asistenciaexperienciadistanciainteligencia
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Second Language Acquisition Strategies
Beginning Level Intermediate Level Advanced Level
Cooperative Groups
Concrete, Manipulatives and VisualsTPR Daily News Non-Verbal Role Playing Role Playing (Verbal) Reading & Writing on
grade levelRhymes, Chants, Songs, Games Reading, Writing, Reciting Evaluating
Hands-on Projects Group Discussions Predicting OutcomesCloze activities Retelling Stories Supporting Choral Reading Dialogue Journals Analyzing ChartsPre-recorded Stories Graphic Organizers Analyzing Graphs Author’s Chair Summarize Label Compare/contrastWord banks Read AloudThink-pair-shareSilent reading
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Modified Texts Appropriate for Language Proficiency and Reading Level
Teachers can modify texts to make content more comprehensible for their students by: Using graphics Using outlines Rewriting the text Using audio recordings Providing demonstrations Using alternate books or materials
(Echevarria & Graves, 1998)
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Modified and Differentiated Assignments Based on Language Proficiency
Teachers can modify assignments so that a distinction can be made between the student’s content knowledge and language proficiency by:
Simplifying the objectives Asking the students to draw or use pictures Using oral discussions in pairs or small
groups Modifying the length and difficulty of the
assignments (Echevarria & Graves, 1998)
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Collaboration ESL and content area
teachers benefit from collaborative efforts to design and implement effective lesson strategies for English language learners.
Teachers in the collaborative effort must be comfortable with giving and receiving constructive criticism.
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Scaffolding
Scaffolding is a means by which students receive support in various forms from their teachers in an effort to promote skills and understanding, eventually resulting in student independence through the careful reduction of support as students make progress.
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Frayer Model
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Frayer Model: requires students to define words that will help them to better understand content concepts. For students with lower levels of proficiency, pictures may be used to support understanding.
Why is this a good strategy for ELL’s? Can be done in pictures and words Provides details about the term or concept
through the characteristics Uses examples and non-examples to
provide clarity Allows clarifications in the native language
to be made Can be done cooperatively, providing
needed interaction Can be used as an assessment tool
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Concept Attainment
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Concept Attainment: is the “search for and listing of words that can be used to distinguish exemplars from nonexemplars of various concepts.” An excellent strategy for helping students problem-solve and learn vocabulary and content area concepts based on their critical attributes.
Why is this a good strategy for ELL’s? Can be done with pictures Can be done orally Enables students to grasp key concepts Encourages oral responses Allows students to make their own
concept attainment charts Serves as an alternative assessment tool
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Feature Analysis
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Feature Analysis: is a procedure that helps students make fine discriminations between concepts and/or facts. Students are also able to get a bird’s eye view of the facts and ideas learned in a global, and for English language learners, more accessible manner.
Why is this a good strategy for ELL’s? Utilizes pictures in place of words Provides content through another pathway
other than text Can be cooperative Can be done as a hands-on/manipulative
activity Lowers the affective filter Can be used to summarize a chapter Can be used as an assessment tool
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Anticipation Guide
Agree
Disagree
This photograph was taken after a tornado.
This city is located along a coast.
There was no loss of life because of this storm.
The storm that hit this city was named Andrew.
People were able to evacuate before the storm.
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Anticipation Guide: enables students to make predictions and use their background knowledge related to the topics introduce in the class. It is advantageous to ensure that selected items for an anticipation guide make content concepts explicit.
Why is this a good strategy for ELL’s? Involves generalizations that provide
accessibility for all students Activates and validates students’ backgrounds Involves low task orientation Maintains strong likelihood of instructional
conversations Allows meaning to be explored and negotiated Can be done orally and with pictures
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Two Column Notes
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Two Column Notes/T-Charts: help students organize information from reading assignments, lectures, and videos.
Why is this a good strategy for ELL’s? Utilizes organization style that makes
knowledge more accessible Allows columns to be added to include visual
representations Encourages notes to be done in pictures Functions as a study aid Builds vocabulary in meaningful contexts Can be done cooperatively
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Window Paning
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Window Paning: is a great strategy for organizing steps to a process, helping students to remember important concepts, or just remembering vocabulary words.
Why is this a good strategy for ELL’s? Conveys much information through visuals
and little print support Can be cut into parts and reassembled
again to demonstrate comprehension of a process
Can be used as an effective study aid Can be created in cooperative groups Can be used for assessment Uses M-space theory- the brain can
remember 7 plus/minus 2 pieces of isolated information at a time
Is parallel to brain-based theories
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Find Someone Who
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Find Someone Who: This strategy can be a great way to lower the affective filter when academic elements are combined with everyday student trivia in a questionnaire format.
Why is this a good strategy for ELL’s? Allows all students to participate and answer questions Encourages students to begin teaching each other Is highly cooperative and jigsaw-like Uses informal pathways to get prerequisite information
out to the students Allows native language support to occur in a natural and
supportive way Extends opportunities for oral language/practice Is highly motivating Encourages students to use background knowledge and
experiences Serves as a vocabulary builder Provides opportunities to negotiate meaning
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Foldables
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Foldables: These structures can be used to organize parts to whole by providing topics, definitions, examples, situations, and/or pictures for easy access to content knowledge and skills. The tactile nature of foldables provides novelty and fun for all students.
Why is this a good strategy for ELL’s? Lowers the affective filter Is novel, fun Can use as a study aid Serves as a good vocabulary builder/word
bank Utilizes a tactile approach that is
recommended for strugglers Can use pictures in place of print
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Characterization Chart
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Characterization Chart: is an organizer that helps students analyze the complete nature of a character.
Why is this a good strategy for ELL’s? Can be done cooperatively Can be done as a hands-on/manipulative
way of assembling pieces Can be done with pictures/few words Provides lots of information in one place
(bird’s eye view) Can be used for assessment
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Words Across ContextsWhat would the word axis mean to---
a mathematician?
an astronomer?
a gardener?
a historian?
A chiropractor?
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Words Across ContextsWhat would the word scale mean to--
a fisherman?
a person who plays the piano?
a mountain climber?
a physical fitness trainer at a gym?
a cartographer?
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Words Across Contexts: emphasizes words in certain contexts. It also encourages content areas to acknowledge what academic vocabulary is universal to the content area or particular to the content area.
Why is this a good strategy for ELL’s? Helps with words with multiple meanings Can be done with pictures and words Provides details on a concept through
characteristics Use examples and non-examples to clarify Allows to clarify in the native language Can be done cooperatively (good
interaction)
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Stretch to Sketch
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Sketch to Stretch: validates the student’s interpretation of any text. The student creates a symbol from the text and generates an explanation of the symbol that they create.
Why is this a good strategy for ELL’s? Lowers the affective filter Is cognitively undemanding, yet
abstract Builds comprehension in lower-level ESL
students Can be done cooperatively or in Jigsaw
style Uses pictures and words
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Storyboard
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Storyboard: Students are asked to generate storyboard as an idea generation technique for writing. Students enjoy designing drawings that will reflect the sequence of events in their story. Storyboard can an also be adapted to help students sequence events as they read a text and can be a great tool for students to use because it helps them chunk information
Why is this a good strategy for ELL’s? Lowers the affective filter Is cognitively undemanding, yet abstract Builds comprehension in lower-level ESL
students Can be done cooperatively or in Jigsaw
style Uses pictures and words
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Free Form Map
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Free Form Map: is a great way for students to document their abstract thoughts and understandings about a given topic. It’s also an alternative to semantic mapping-a strategy in which the relationships and interrelationships between concepts are made explicit.
Why is this a good strategy for beginner/intermediate ELL’s?
Lowers the affective filter Is cognitively undemanding, yet abstract Can be used for assessment Builds comprehension in lower-level ESL
students Can be done cooperatively or in Jigsaw style Uses pictures and words
CONTACT INFORMATION:Bilingual Director:
Alma Cardenas Rubio 548-8271
Lead Teachers
Maricela Camarillo 698-3195Norma Lopez 698-1326Pat Segura 698-0083
Dr. Paty Quesada 698-0081
Questions?http://www.bisd.us/Bilingual_Education/
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