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Module 3 Ffd[1]
 

Module 3 Ffd[1]

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  • Have on the screen as participants return to training area from their break.
  • TRAINING NOTES: Paraphrase the bulleted information: In this module we will review what we learned in the previous module. Then, we will go over the objectives for this module. We will also differentiate between the traditional lesson cycle and the new elements so that we can enhance our lesson plans.
  • TRAINING NOTES: Quickly review what was done in Module ll
  • TRAINING NOTES: SAY: Our content objective for today will enable us to do two things: First we will write a traditional lesson plan including a content objective, procedure and evaluation. Second we will enhance our traditional lesson plan with the ELPS components including a language objective, ESL strategies/activities and TELPAS expectations.
  • TRAINING NOTES: SAY: Our language objective which is aligned to our content objective, will lead us to create a traditional lesson plan which will include the incorporation of the ELPS components.
  • Seidlitz, John ( 2008)Navigating the ELPS. Center Press. (p. 32 ELPS Integration Plan for Teachers) TRAINING NOTES: SAY: To meet our Content and Language objectives we will follow the Lesson Cycle that we are familiar with. The lesson cycle includes the following events: Planning instruction Learning of concept/content Assessing to determine mastery of content/concept Analyzing and reflecting on the learner’s performance Re-directing our instruction based on performance results
  • TRAINING NOTES: SAY:To write and create our traditional lesson plan incorporating the ELPS components we will use the ELPS lesson plan template. Go over the table highlighting the TEKS side as the known traditional way of writing lesson plans. As the new ELPS components ‘fly in’ emphasize that these are the new components that will ensure the incorporation of ELPS, hence ensuring explicit content language instruction. NOTE: Please share with participants that this lesson plan template is being used ONLY for the purpose of internalizing a new process. Once teachers plan regularly, this components should be added on to their own lesson plans.
  • TRAINING NOTES: Ask participants to take a moment to read: Slide 8: Content Objectives , and Slide 9: Language Objectives At their tables have teachers compare and contrast the characteristics of the two types of objectives NOTE: As you introduce the activity, emphasize the words “Traditional” and “New” in the headings of the slides.
  • TRAINING NOTES: Refer to notes on slide 8.
  • TRAINING NOTES: SAY: What do we mean by RIGOROUS LESSONS? THESE ARE LESSONS: That with careful planning, we will make learning meaningful and relevant by including appropriate motivating materials and activities that foster real-life application of concepts studied. These lessons include age appropriate content concepts and materials And they enable students to make connections between their own knowledge and experiences and the new information being taught.
  • TRAINING NOTES: SAY: In order to select appropriate ESL strategies to enhance our lessons, we must know and understand our students’ language proficiency levels. Once we know our students linguistic abilities, we can select differentiated strategies to address all proficiency levels during delivery of instruction.
  • TRAINING NOTES: SAY:We must know if our students are at the Beginning, Intermediate, Advanced or Advanced High Levels of their English language acquisition.
  • TRAINING NOTES: SAY: The development of language may be at different levels for different English language learners. The TELPAS Assessment has proficiency level descriptors ( PLDs) for each of the language domains : Listening, Speaking, Reading and Writing . The PLD’s are the rubrics that raters use to determine students’ English language proficiency levels. It is important that teachers who serve ELLs are familiar with the proficiency levels in order to effectively plan and deliver instruction. This slide summarizes the major characteristics of the PLDs in terms of how well ELLs can understand and/or use English in social and academic settings at each of the four levels. These key features are found in the summary statements at the top of the PLDs for each language domain.
  • Seidlitz, John ( 2008)Navigating the ELPS. Center Press. (p. 75, Linguistic Accommodations for each Proficiency Level) (p.76-77 Differentiating by Language Level Instructional Planning Guide) Activity: Compare the previous slides and the participant’s worksheet to this slide . TRAINING NOTES: SAY: This is what students can do at these levels. They need opportunities to work in cooperative groups using concrete supplementary materials to enhance meaning and clarify confusing concepts. Manipulative materials provide real-life context and connects prior experiences with new learning. They also need visuals to support their different learning styles. All these are specially important for students who do not have grade-level academic background and/ or who have language and learning difficulties.
  • Seidlitz, John ( 2008)Navigating the ELPS. Center Press. (p.79-89 Guide to Terms and Activities) TRAINING NOTES: Point out that each of the four language skills is addressed in the listed activities. Ask participants to brainstorm other ideas that would meet the needs of different levels of students in the four language skills in their specific content areas. Follow this for next two slides.
  • TRAINING NOTES: Point out that each of the four language skills is addressed in the listed activities. Ask participants to brainstorm other ideas that would meet the needs of different levels of students in the four language skills in their specific content areas. Follow this for next slide.
  • TRAINING NOTES: Point out that each of the four language skills is addressed in the listed activities. Ask participants to brainstorm other ideas that would meet the needs of different levels of students in the four language skills in their specific content areas.
  • TRAINING NOTES: SAY: In the traditional instructional cycle, students are assessed or evaluated using diverse tools for formative and summative purposes.
  • TRAINING NOTES: SAY: In the new side of the instructional cycle, students are assessed or evaluated using the TELPAS assessment system; The system is designed to capture an overall level of English language proficiency through on-going observations of the students during academic tasks and interactions. The main idea is to determine the proficiency level at which the student performs most consistently in each domain; Listening, speaking, reading and writing.
  • TRAINING NOTES: Review key elements of an enhanced lesson plan template.
  • TRAINING NOTES: Paraphrase the steps on the slide, check for understanding and allow participants to work on their sample lesson plan.

Module 3 Ffd[1] Module 3 Ffd[1] Presentation Transcript

  • English Language Proficiency Standards MODULE III Fall 2009
  • Introduction
    • Welcome!
    • Module III : Lesson Plans and the ELPS.
    • In the next hour we will:
    • Quickly review concepts learned in Module II
    • Review objectives for the module
    • Enhance lesson plans with integration of ELPS:
      • Language objectives
      • ESL strategies
      • TELPAS – differentiating by language level
    • Presentations, connections and reflections
  • Review Module II
    • In module II we:
      • Differentiated between content and language objectives.
      • Practiced writing language objectives using the Language Objective Framework
  • Content Objective
    • The learner will be able to:
    • Write a traditional lesson plan that includes the main parts: content objective, procedure, and evaluation.
    • Enhance traditional lesson plan with ELPS components including: language objective, ESL strategies/activities, and TELPAS expectations.
  • Language Objective
    • The learner will be able to:
    • Create a traditional lesson plan.
    • Incorporate ELPS components to the created traditional lesson plan.
  • Lesson Cycle Teaching/Learning Assessing Performance Analyzing/Reflecting Planning Instruction
  • Enhanced Lesson Plan Template Language Objective : Language skills, key vocabulary, language functions, and strategies TELPAS Proficiency Level Descriptors ESL strategies : Differentiating by language level Elements of Sample Instructional Cycle Traditional TEKS-Based ELPS-Enhanced Objective: Content Based Procedure: Rigorous Lessons Evaluation: TEKS-Based assessments
  • Traditional Lesson Plan Element: Content Objectives
      • Must:
      • Be clearly defined, displayed, and reviewed with students
      • Be statements that identify what students should know and be able to do; they must guide teaching and learning
      • Support school, district, or state (TEKS) content standards and learning outcomes
      • Must:
      • Be clearly defined, displayed and reviewed with students
      • Be statements that identify what students should know and be able to do while using English (or another language).
      • Support students’ language development, often focusing on vocabulary, functional language, questioning, articulating predictions or hypothesis, listening, speaking, reading, and writing
    NEW Lesson Plan Element: Language Objectives
    • Rigorous Lessons must include:
      • Appropriate Content Concepts
      • Meaningful/Relevant Activities
    Traditional Lesson Plan Element: Procedure
    • When selecting ESL strategies we should:
      • Know our student’s language proficiency levels
      • Understand the needs at each language proficiency level
      • Differentiate strategies by language ability
    NEW Lesson Plan Element: Selecting ESL Strategies
  • TELPAS Language Proficiency Level Descriptors Texas Education Agency LEP Instructional Excellence Center: Project Tesoro TEA Beginning Intermediate Advanced Advanced High Knowing Our Students’ Language Proficiency Levels
    • Beginning Level : Little or no ability , uses high frequency, routine words; in writing,
    • typically lists, labels, copies.
    • Intermediate Level : Limited ability , understands and uses short, simple sentences.
    • Uses present tense.
    • Advanced Level : Typically have grasp of basic verbs, tenses, grammar features and
    • sentence patterns/ partial grasp of more complex verbs, tenses,
    • grammar features and sentence patterns, needs support
    • Advanced High Level : Ability, with minimal support very close to native English
    • speaking peers
    Listening Speaking Reading Writing Understanding Language Proficiency Levels
  • Concrete Instruction, Manipulatives, Visuals and Cooperative Groups Visuals for academic vocabulary and concepts TPR Non-Verbal Role Playing Rhymes, Chants, Songs, Games Hands-on Projects Cloze activities Choral Reading Pre-recorded Stories Author’s Chair Label Word banks Think-pair-share Silent reading Visuals for academic vocabulary and concepts Role Playing (Verbal) Reading, Writing, Reciting Group Discussions Retelling Stories Dialogue Journals Graphic Organizers Summarize Compare/contrast Read Aloud Visuals for academic vocabulary and concepts Reading and writing on grade level Evaluating Predicting outcomes Supporting Analyzing charts Analyzing graphs Intermediate Level Beginning Level Advanced Level Differentiating ESL Strategies
  • Sample of Activities for Beginning ESL Students Listen to Oral Directions Language Drills Play Simple Games Small Group Art and Music Activities Reading Simple Developing Word Banks Directions
  • Sample of Activities for Intermediate ESL Students Lessons with Higher level questioning demonstrations activities and illustrations Making models, charts, and maps in Social Studies in small groups Math word problems Writing short paragraphs with concrete references using word banks Read heavily illustrated Filling simple forms textbooks
  • Sample of Activities for Advanced/Advanced High ESL Students Discussions using Oral presentations higher level questioning Discussions using higher level questioning Hands-on activities Reading for comprehension Multi-purpose composition activities activities Content explanations with Writing for publication illustrations
    • On-going Classroom Assessments (Formative)
      • TEKS-Based
    • Curriculum-Based Assessments (Formative)
      • TEKS Based
    • TAKS (Summative)
      • TEKS-Based
    Traditional Lesson Plan Element: Evaluation
      • To asses English language proficiency of his/her learners, a teacher in Texas must-
      • Know and understand the TELPAS assessment system
      • Include observations of the students during a variety of academic tasks and interactions
      • Determine the proficiency level at which the student performs most consistently in each domain
    NEW Lesson Plan Element: On-going Assessment Using TELPAS
  • ENHANCED LESSON PLAN TEMPLATE Grade Level: Subject: Topic: Date: Content Objective: Language Objective: Key Vocabulary & Concepts: Visuals, Materials and Texts: Tasks and Accommodations to support: Beginning Intermediate Advanced/Advanced High Activities Activating Prior Knowledge: Building Vocabulary and Concept Knowledge: Structured Conversation and Writing: Review & Checks of Understanding (Response signals, Writing, Self Assessment, Student Products, etc.)
  • Activity Enhancing Lesson Plans
    • Choose a lesson plan that you will be teaching at the beginning of the school year.
    • Using the lesson plan template, identify your content objective, procedure, and evaluation.
    • Use the Language Objective Maker to create a language objective for your lesson.
    • Select ESL strategies.
    • Identify the PLDs (Proficiency Level Descriptors) you will use to assess students’ linguistic performance during lesson.
  • Enhanced Lesson Plans
    • Ticket out
      • Share your Enhanced Lesson plans