• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
ELPS_Train_The_Trainer_COPY
 

ELPS_Train_The_Trainer_COPY

on

  • 2,206 views

 

Statistics

Views

Total Views
2,206
Views on SlideShare
1,627
Embed Views
579

Actions

Likes
0
Downloads
58
Comments
0

5 Embeds 579

https://www.coursesites.com 261
https://www.coursesites.com 261
https://arizoneaseisourse.coursesites.com 54
https://www.arizoneaseisourse.coursesites.com 2
https://aea.coursesites.com 1

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • 1. Stage one, listening and speaking domain, standard 2, pre-emergent 4 2. Stage three, writing domain, standard 1, high intermediate 3 3. 1 st grade, reading domain, print concepts standard, Basic-2 4. 7 th grade, language strand, standard 1, verbs, Emergent-6 5. 9 th grade, language strand, vocabulary standard, low intermediate 2
  • 1. Stage one, listening and speaking domain, standard 2, pre-emergent 4 2. Stage three, writing domain, standard 1, high intermediate 3 3. 1 st grade, reading domain, print concepts standard, Basic-2 4. 7 th grade, language strand, standard 1, verbs, Emergent-6 5. 9 th grade, language strand, vocabulary standard, low intermediate 2

ELPS_Train_The_Trainer_COPY ELPS_Train_The_Trainer_COPY Presentation Transcript

  • Finalized English Language Proficiency Standards Training ELD ELPS Time Allocations Materials Language Objectives Strategies Methodologies
      • Format of the English Language Proficiency
    • Standards (ELPS)
      • Planning for ELD instruction
      • Using Academic Content
      • Planning an ELD Lesson
      • ELPS and ILLPs
  • A REVIEW OF THE FORMAT
  • Arizona English Language Proficiency Standards
      • 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
      • 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
  • Sample Of Proficiency Level Descriptors Snapshot of ELL Stage I: Kindergarten Listening and Speaking student coming into ELL program. PROFICIENCY LEVEL DESCRIPTORS Pre-Emergent A student at this level has no ability or a very limited ability to communicate in English. Emergent A student at this level is able to respond using isolated words, strings of nouns and verbs, and functional phrases with linguistic support. Basic A student at this level consistently responds using grammatically correct phrases and simple sentences in social and academic settings with linguistic support. Low Intermediate A student at this level consistently expresses and responds using grammatically correct simple sentences in social and academic settings. High Intermediate A student at this level consistently expresses and responds using grammatically correct simple sentences, including details, in social and academic settings. ELL Stage I: Kindergarten Listening and Speaking “ Snapshot” of the ELL’s language ability as evidenced by the current assessment
  • Proficient 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.
  • STAGE I (K) STAGE II (1-2) STAGE III (3-5) STAGE IV (6-8) STAGE V (9-12) Stage I PRINT ALL Stage II PRINT ALL Stage III PRINT ALL Stage IV PRINT ALL Stage V PRINT ALL Stage I Listening and Speaking Stage II Listening and Speaking Stage III Listening and Speaking Stage IV Listening and Speaking Stage V Listening and Speaking Stage I Reading Domain Stage II Reading Domain Stage III Reading Domain Stage IV Reading Domain Stage V Reading Domain Stage I Writing Domain Stage II Writing Domain Stage III Writing Domain Stage IV Writing Domain Stage V Writing Domain Stage I Language Strand Stage II Language Strand Stage III Language Strand Stage IV Language Strand Stage V Language Strand 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)
  • ELL Stage V: Grades 9-12 Writing (W) Stage Domain Standard Proficiency Levels Concept Performance Indicators numbered: Sub-concept Content Referenced Stem
  • 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.
  •  
  • PE-5: sequencing pictures to retell text heard or read . Pre-requisite skill N/A
  •  
  • Complete Sentences
  • Instructional Support No Instructional Support
  • Math, Science, Social Studies
  • i.e. and e.g.
    • 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. e.g.
  • STAGE I (K) STAGE II (1-2) STAGE III (3-5) STAGE IV (6-8) STAGE V (9-12) Stage I PRINT ALL Stage II PRINT ALL Stage III PRINT ALL Stage IV PRINT ALL Stage V PRINT ALL Stage I Listening and Speaking Stage II Listening and Speaking Stage III Listening and Speaking Stage IV Listening and Speaking Stage V Listening and Speaking Stage I Reading Domain Stage II Reading Domain Stage III Reading Domain Stage IV Reading Domain Stage V Reading Domain Stage I Writing Domain Stage II Writing Domain Stage III Writing Domain Stage IV Writing Domain Stage V Writing Domain Stage I Language Strand Stage II Language Strand Stage III Language Strand Stage IV Language Strand Stage V Language Strand 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) Example coding for lesson plans
  • Coding for Domains (for lesson planning) ELL Stage V: Grades 9-12 Writing (W) Stage –Domain-Standard Number: Performance Indicator Example: V-W-1:PE-1
  • Language Strand Standard 1: Standard English Conventions (for lesson planning) ELL Stage II: Grades 1-2 Language Strand (L) Stage –Strand-Standard Number (Sub-concept): Performance Indicator Example: II-L-1(Adj):B-4
  • Coding for Language Strand Standard 2: Vocabulary (for lesson planning) ELL Stage IV: Grades 6-8 Language Strand (L) Stage –Strand-Standard Number: Performance Indicator Example: IV-L-2:LI-1
  • Coding Practice / Dictation:
      • Number a piece of paper 1-5.
      • Listen for examples of coding.
      • Dictate the code for the corresponding example
          • Stage
          • Domain/Strand
          • Concept/Standard
          • Performance Indicator
  • Coding Dictation Check your Answers
      • I-LS-2: PE-4
      • III-W-1: HI-3
      • II-R-1: B-2
      • IV-L-1 (V): E-6
      • V-L-2: LI-2
  • Strategies | Methodologies Materials ELP Standards Language Objectives Time Allocations When planning for ELD instruction:
  • SEI Time Allocations
  • Time Allocation Oral English/ Conversation and Vocabulary 60 minutes Grammar 60 minutes Writing 60 minutes Reading 60 minutes Standards to Use
    • Listening & Speaking Domain
    • Language Strand
      • Vocabulary
    • Language Strand
      • Standard English Conventions
    Writing Domain Reading Domain Time Allocations for All Grades and All Proficiency Levels
  • If Proficient on the Writing subtest If Proficient on the Reading subtest Time Allocation Oral English/ Conversation and Vocabulary 60 minutes Grammar 60 minutes Writing 60 minutes Reading 60 minutes Standards to Use
    • Listening & Speaking Domain
    • Language Strand
      • Vocabulary
    • Language Strand
      • Standard English Conventions
    Writing Domain Reading Domain Intermediate Proficiency Level
  • English Language Development
  • Language Star Component Taught Phonology Morphology Lexicon Semantics All Components Applied All Components Applied Morphology Syntax Time Allocation Oral English/ Conversation Vocabulary Reading Writing Grammar Standards to Use Listening & Speaking Domain
    • Language Strand
      • Vocabulary
    Reading Domain Writing Domain
    • Language Strand
      • Standard English Conventions
  • Language Objectives
  • Determining the Language Objective of a Lesson
      • What is the concept (language focus) 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.
  • Language Objectives The student will ________ by using _________. Function Language Target Function Verbs: articulate describe predict summarize Language Targets: past tense verbs comparative adjectives Kate Kinsella (function) (language target) These functions are found in the Performance Indicators The student will use ________ to ____________. (function) (language target)
  • Sample Language Objectives
      • Example 1
    • Students will describe a character’s emotions using precise adjectives .
    • or
    • Students will use precise adjectives to describe a character’s emotions .
      • Example 2
    • Students will defend a position using present tense persuasive verbs .
    • or
    • Students will use present tense persuasive verbs to defend a position.
      • 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?
  • WHAT is driving your instruction? 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…
  • Concept Performance Indicator Standard Stem Take a look at this performance indicator… May the student read the question? Yes! But what is driving the instruction? May the student write the question? Listening & Speaking (Delivery of Oral Communications)
  • This is an example of a possible language objective . During the Oral English/ Conversation and Vocabulary time allocation, students will work with a partner to ask and respond to Yes/No questions in the present tense using sentence frames. Students will work with a partner to ask and respond to Yes/No questions in the present tense using sentence frames.
  • Identify the language objective
      • The student will ask and respond to social and academic questions.
      • The student 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.
    No, this is the standard, not down to the PI level. Also, this is only the function. No, this is only the function. Yes, this is the function (performance indicator) and a language target.
  • Materials
  • ELD [ELP standard/Language Objective] is the driver and ACADEMIC CONTENT is the vehicle. (What does this mean?)
    • “ 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
  • Strategies and Methodologies
  • Strategies
      • Supporting or scaffolding student language development to promote success
      • Interactive lessons with hands-on activities and cooperative learning
      • 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
    Super SEI Strategies
  • ELD Methodologies
      • 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
  • Academic Content with Language as the Driver
  • ELPS II-L-1(V):LI-6 It falls on trees and houses. It is falling on trees and houses.
  • ELPS II-LS-2:B-7 What is made from water in the air? A is made from water in the air. snowflake B-7: responding to academic questions using key words and phrases.
  • ELPS II-R-4:B-7 B-7: identifying the topic/main idea and key details from text heard or read, using sentence frames.
  • ELPS II-W-3:B-1: B-1: generating ideas through class discussion and guided writing to record ideas ( e.g., graphic organizers, etc .) with instructional support.
    • For example a teacher could (using ELPS):
      • front load vocabulary
      • have the students listen and speak
      • select a reading selection using the vocabulary
      • teach a grammar lesson relevant to the information used in reading
      • have students write about it
    Interdependent and Explicit Within the Four Hours Oral English/ Conversation Vocabulary Grammar Reading Writing
  • Planning a Lesson with the Listening and Speaking Domain
  • Listening and Speaking Standards Find the L/S domain Put your finger on the first standard Identify the second standard and point to it Slide your finger across the proficiency levels from left to right Find a High Intermediate column and slide your finger down along the PIs Remember, the High Intermediate is the skill that students will need to be able to perform—scaffold back from there
  • Plan a Lesson with LS Standards Template for a sample ELD lessontake a look at it. You have a double sided copy of this; circle the time allocation that you would select if you use L/S standards. Locate the section to write out your lesson Put a checkmark by the section “Language Objective” Put a star by the section “ELP Standard(s)/ Performance Indicator(s):”
  • Here is an area designated for a PUSH activity
  • SEI SUPER STRATEGY
    • 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?
    Push students to their productive discomfort level.
  • Lesson
      • Locate a performance indicator in the Listening and Speaking Domain.
      • Individually or with a partner(s) create a code.
    • (example: III-LS-1:LI-1)
      • Develop a Language Objective (refer to slide 29) 
      • Design a sample lesson in the “Lesson” section
      • Develop a “PUSH” Activity.
    PUSH
  •  PUSH
  • PRESENTATIONS
  • ILLPS
      • Attachment A
      • The lesson for the ELL in the mainstream classroom comes from the ELP Standards/Performance Indicators that come from Attachment A. (LOOK at this column ELP Standards and Performance Indicator to be Covered)
  •  
  • QUESTIONS