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  1. ELPS Time Allocations Strategies ELD Methodologies Materials Language Objectives FinalizedEnglish Language Proficiency StandardsTraining September 2011

  2. Agenda • Format of the English Language Proficiency • Standards (ELPS) • Planning for ELD instruction • Using Academic Content • ELPS and ILLPs

  3. A REVIEW OF THE FORMAT

  4. Listening & Speaking Domain • Comprehension of Oral Communication, Delivery of Oral Communication • Reading Domain • Print Concept, Phonemic Awareness/Decoding, Fluency, Comprehending Text • Writing Domain • Writing Applications, Standard English Conventions, Writing Process, Writing Elements, Research • Language Strand • Standard English Conventions, Vocabulary Arizona English Language Proficiency Standards

  5. Stages (Grade Band) • ELL I corresponds to Kindergarten • ELL II corresponds to grades 1-2 • ELL III corresponds to grades 3-5 • ELL IV corresponds to grades 6-8 • ELL V corresponds to grades 9-12

  6. Sample Of Proficiency Level Descriptors “Snapshot” of the ELL’s language ability as evidenced by the current assessment Snapshot of ELL Stage I: Kindergarten Listening and Speaking student coming into ELL program.

  7. The students will demonstrate competency in (Domain) based on the knowledge, skills and abilities specified in the Performance Indicators at the High Intermediate level in order to access grade-level academic content. Proficient

  8. LINKS TO THE ELP STANDARDS Below are links to the Finalized ELP Standards. The revised Standards are “all inclusive” for each STAGE. CLICK ON ANY LINK BELOW TO ACCESS THE SPECIFIC STAGE, DOMAIN OR LANGUAGE STRAND. GUIDANCE DOCUMENT UPDATED (All Stages) ELP GLOSSARY IRREGULAR NOUNS/VERBS LANGUAGE DEMANDS/LANGUAGE COMPLEXITIES (by permission of WestED)

  9. Stage Standard Domain Stem Proficiency Levels Performance Indicators numbered: Content Referenced Concept Sub-concept

  10. Each Performance Indicator is a specific skill. • Always look at the High Intermediate Performance Indicator as the goal. • Scaffold back for beginning instruction, if necessary.

  11. PE-5: sequencing pictures to retell text heard or read. Pre-requisiteskill N/A

  12. Complete Sentences

  13. InstructionalSupport No Instructional Support

  14. Math, Science, Social Studies

  15. Within certain performance indicators, e.g. or i.e. is used. • ‘e.g.’ - used to show a few typical examples • ‘i.e.’ - used to denote those items listed that must be taught within that performance indicator i.e. and e.g.

  16. e.g. i.e.

  17. LINKS TO THE ELP STANDARDS Below are links to the Finalized ELP Standards. The revised Standards are “all inclusive” for each STAGE. CLICK ON ANY LINK BELOW TO ACCESS THE SPECIFIC STAGE, DOMAIN OR LANGUAGE STRAND. GUIDANCE DOCUMENT UPDATED (All Stages) Example coding for lesson plans ELP GLOSSARY IRREGULAR NOUNS/VERBS LANGUAGE DEMANDS/LANGUAGE COMPLEXITIES (by permission of WestED)

  18. Coding for Domains (for lesson planning) Stage –Domain-Standard Number: Performance Indicator Example: V-W-1:PE-1

  19. Language Strand Standard 1: Standard English Conventions (for lesson planning) Stage –Strand-Standard Number (Sub-concept): Performance Indicator Example: II-L-1(Adj):B-4

  20. Coding for Language Strand Standard 2: Vocabulary (for lesson planning)

  21. When planning for ELD instruction: Time Allocations ELP Standards Language Objectives Materials Strategies | Methodologies

  22. SEI Time Allocations

  23. Time Allocations for All Grades and All Proficiency Levels

  24. Intermediate Proficiency Level Middle/High School Exemptions for If Proficient on the Writing subtest If Proficient on the Reading subtest

  25. English Language Development

  26. Language Objectives

  27. Determining the Language Objective of a Lesson • What is the skill you want your students to be able to do? • Create an outcome-based language objective which consists of action verbs. It states what you will actually see the students doing when the objective is performed and the actions will be something that can be observed. • By thinking of the language objective first, activities that do not naturally lend themselves to meeting the language goals are automatically ruled out.

  28. Language Objective There are many ways to write a language objective, but it must always include the skill identified in a performance indicator.

  29. The student will ________ + _________ . Each stem, together with a performance indicator, provides a and for a language objective. Language Objectives “what” “how” “what” “how”

  30. Language Objective (Language Strand) stem what The student will demonstrate knowledge of parts of speech by choosing past progressive tense verbs to orallycomplete a declarative sentence frame with subject-verb agreement. V-L-1(V):B-15 how performance indicator

  31. Language Objective (Listening Domain) what The student will demonstrate understanding of oral communications by sequencing events from a read-aloud orally in a complete sentence. III-LS-1:HI-3 how

  32. Language Objective There are times when it may be appropriate to add a grammar focus to a performance indicator. Here is the same Listening & Speaking performance indicator with a grammar focus.

  33. Language Objective what The student will demonstrate understanding of oral communications by sequencing events from a read-aloud using “when” adverbs in a complete sentence. III-LS-1:HI-3 grammar focus how

  34. The time allocation helps to identify the area of explicit instruction, and the Performance Indicators drive instruction for that hour. • While teachers may use strategies that incorporate more than one language modality during a lesson, the outcome is based on the Performance Indicator. WHAT is driving your instruction?

  35. Scenario: I am teaching during my Oral English/Conversation and Vocabulary time allocation and I am using the Listening/Speaking Domain (Stage II), Standard #2, Delivery of Oral Communication Concept, Performance Indicator B-5… WHAT is driving your instruction?

  36. Standard Stem Listening & Speaking (Delivery of Oral Communications) Yes! But what is driving the instruction? May the student read the question? Take a look at this performance indicator… May the student write the question? Concept Performance Indicator

  37. Oral English/ Conversation During the OralEnglish/ Conversation and Vocabulary time allocation, you may have students work with a partner to ask and respond to questions. Language Objective Students will work with a partner to ask and respond to Yes/No questions in the present tense using sentence frames. (PUSH) Language Objective Students will work with a partner to ask and respond to questions using sentence frames. Example of a possible language objective.

  38. The student will ask and respond to social and academic questions. • The student will express orally his or her own thinking and ideas. • The student will ask and respond to academic questions by orally producing sentences in the present tense. Identify the language objective No, this is only the what. No, this is the standard, not down to the PI level. Yes, this is the what and the how (stem and performance indicator and also a incorporates a grammar focus).

  39. Materials

  40. ELD [ELP standard/Language Objective] is the driver and ACADEMIC CONTENT is the vehicle. (What does this mean?)

  41. “Classroom materials used in an ELD class may reflect content from a variety of academic disciplines. • Classroom materials must be appropriate for the students’ level of English language proficiency. • Selection of content materials must be based on the materials’ effectiveness in facilitating and promoting the specific English language objective(s) of the class. • Such materials must predominantly feature specific language constructions that align with the English language objectives based on the ELL Proficiency Standards and the DSI.” (SEI Models, September 13, 2007) ELD and Content - The lesson objective is ELD

  42. Strategies and Methodologies

  43. Supporting or scaffolding student language development to promote success • Interactive lessons with hands-on activities and cooperative learning Strategies

  44. Super SEI Strategies • Always establish the language objective • ALWAYS use the 50/50 Rule • Teacher speaks 50% • Student speaks 50% • ALWAYS push students to their productive discomfort level • ALWAYS have students respond in complete sentences • ALWAYS remember the teacher does nothing students can do themselves

  45. So what does PUSH! Look like? Tell me another way to say that using our grammar rules. Tell me another way to write that. What other word can we use here? How is this word spelled? Where we can find that information on the Grammar Wall? Please say that in a complete sentence. Give me two reasons for your answer. What grammar rule did you apply? SEI Super Strategy Push students to their productive discomfort level.

  46. Language Warm-Up • Vocabulary Frames • Vertical Sentences • Four Picture Story/Process Re-Tell • Syntax Surgery • What We Know • Verb Tense Study • Function Junction • Morph House • This or That • Single Picture Text Webbing • Reverse Questioning ELD Methodologies

  47. Academic Content with Language as the Driver