The document introduces Module 1 of a course on navigating the English Language Proficiency Standards (ELPS). It will discuss the historical context and development of ELPS, examine the standards themselves, and have students analyze different parts of the ELPS document. It provides background information on limited English proficient student populations in Texas and the policy drivers of ELPS. It also outlines the module's content and language objectives and previews the upcoming hands-on activity where students will organize pieces of the ELPS document.
Official Ilocano Orthography KWF Tarabay iti Ortograpia ti Pagsasao nga Iloka...Mights Rasing
Here is the official Ilocano Orthography developed by the Komisyon ng Wikang Filipino (KWF) in consultation with various stakeholders in Ilocano language and culture. It was developed back in 2012 as a resource material for the implementation of the Depart of Education's K-12 curriculum with the integration of MTB-MLE or Mother Tongue-Based Multilingual Education.
Official Ilocano Orthography KWF Tarabay iti Ortograpia ti Pagsasao nga Iloka...Mights Rasing
Here is the official Ilocano Orthography developed by the Komisyon ng Wikang Filipino (KWF) in consultation with various stakeholders in Ilocano language and culture. It was developed back in 2012 as a resource material for the implementation of the Depart of Education's K-12 curriculum with the integration of MTB-MLE or Mother Tongue-Based Multilingual Education.
Weekly Learning Competency Directory and Test Item BankVicente Antofina
Weekly Learning Competencies Directory and Test Item Bank for ALS is tracking mechanism of learning competencies taught within a week,monthly or quarterly. This will also facilitate the construction of test items for weekly, monthly, and quarterly assessments of learning by learning level and strand.
Weekly Learning Competency Directory and Test Item BankVicente Antofina
Weekly Learning Competencies Directory and Test Item Bank for ALS is tracking mechanism of learning competencies taught within a week,monthly or quarterly. This will also facilitate the construction of test items for weekly, monthly, and quarterly assessments of learning by learning level and strand.
English Learners in 21st-Century Classrooms and Language Acquisition TheoriesMika Ella Perez
This is the PowerPoint presentation of my aforementioned topics in the subject LED 204: Teaching reading, Literary Appreciation, and Writing in Bilingual Context. The reference will be provided on the next update.
An overview of knowledge required by a teacher prior to teaching children of Non English Speaking Background (NESB). A comprehensive overview is provided here.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
5. Before we start… Limited English Proficient Students Identified in Texas *Region IV has the largest number of LEP students in State of Texas *Pasadena has a total enrollment of 55,000 students. Area 2008 - 2009 Texas 800,671 Region lV 211,717* Pasadena 14,934
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9. Texas Education Agency LEP Instructional Excellence Center: Project Tesoro TEA §74.4 ELPS. Introduction: Big Ideas Our Responsibilities Student Expectations Proficiency Levels English Language Proficiency Standards
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11. Introduction ELPS and TEKS Language Development Through Content Area Instruction Social and Academic Language Proficiency English Language Proficiency Levels Big Ideas §74.4 ELPS. (a) 1-6
12. All English instruction for Ells must be: Linguistically Accommodated Communicated Sequenced Scaffolded Texas Education Agency LEP Instructional Excellence Center: Project Tesoro TEA §74.4 ELPS. (b) 2 Our Responsibilities
13. Second Language Instruction must be: Texas Education Agency LEP Instructional Excellence Center: Project Tesoro TEA focused targeted systematic §74.4 ELPS. (b) 4 Our Responsibilities
15. English Language Proficiency Level Descriptors Texas Education Agency LEP Instructional Excellence Center: Project Tesoro TEA Beginning Intermediate Advanced Advanced High §74.4 ELPS. (d) Proficiency Levels
16. TELPAS Proficiency Level Descriptors Grades K-12 Listening Making Connections: ELPS Instruction and TELPAS Assessment
17. START English proficiency is measured with the TELPAS Textbooks are aligned with ELPS and Standards Aligned textbooks are used to support classroom instruction Performance on TELPAS informs instruction and professional development ELPS are implemented As integral part Of content standards
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Editor's Notes
Have on the screen as participants enter the training area.
TRAINING NOTES: During our three modules we will always begin with a quick review of our previous learning, followed by stating the content and language objectives of each module. In this module we will be able to re-cap the historical perspective of second language acquisition and the development of the ELPS. Then, we will engage in a hands on activity to explore the newly adopted English Language Proficiency Standards. At the end of each module we will take a minute to reflect on our learning and make connections.
ENVIRONMENT: Have content objectives posted in front of the training area. As we go over the content objectives you will be able to recognize that the content objectives are our traditional way of beginning our lesson cycle. TRAINING NOTES: As you review the content objectives refer to the posters. SAY: Take a moment to silently read the posted content objectives. When you have finished, we will go over them together. Then, paraphrase: After this module we will be able to: communicate the big ideas of the new document. We refer to the school district’s requirements and responsibilities as the big ideas of the new required curriculum. summarize the students’ cross curricular expectations relating to language acquisition. consider (learn, revise, examine) the linguistic proficiency levels of the students in the different language domains.
TRAINING NOTES: SAY: Language objectives will be a new element in our lesson plans as we implement the new required curriculum. Notice that the language objectives written for these modules will always be aligned to the content objectives. As you review the language objectives refer to the posters. SAY: Take a moment to silently read the posted language objectives. When you finish, we will review them together. (As you review the language objectives refer to the posters.) Then, paraphrase: After this module we will be able to: express and explain the school districts requirements and responsibilities give examples of strategies supporting second language acquisition across the curriculum describe (give details, clarify) the four language domains and proficiency level descriptors
TRAINING NOTES: Use this data to provide a clear focus for this session. SAY: The number of LEP students in Texas, our region and district has increased in the last few years and the numbers shown on this slide are the most current statistics. Now, 27 percent of the students enrolled in our district are identified as LEP. Ask participants to reflect on this information and share their thoughts on how these statistics should impact our instructional practices. Have a few of the participants share their thoughts.
USE THESE NOTES FOR YOUR REFERENCE AND PARAPHRASE AS YOU FEEL COMFORTABLE: In the 1970’s ESL focused on developing social language (i.e. language needed for shopping, traveling, and the workplace) In the 1980’s, Sheltered instruction grew in significance for teachers of ELL’s. (Krashen, S., 1982. Principles and practices in second language acquisition . Oxford: Pergamon.) In 1998, the ESL standards were adopted as part of the TEKS in Spanish and English Language Arts. These included student expectations and descriptions of proficiency levels for reading, writing, listening and speaking for students at various levels of language proficiency. However, few content area teachers made use of them when planning instruction for ELL’s. In 1999, SIOP research validated the importance of sheltered instruction in the content areas to improve instruction for ELL’s. (Echevarria, J., Short, D., Vogt, M., 2008. Making content comprehensible. The sheltered instruction observation protocol. Boston, MA: Pearson.) In 2001, the No Child Left Behind Act was passed which required research-based instruction. In 2006, the ESL standards were revised in response to research that indicated that one of the keys to success for ELL’s is a consistent focus on content area language acquisition . This approach emphasizes the need to intentionally make content comprehensible while developing academic language skills for ELL’s. It also requires academic language instruction be integrated into all areas of instruction. In 2007, the ELPS went into effect which requires that cross curricular second language acquisition skills be integrated into each subject of the required curriculum. The new ELPS contain a brief introduction into what kind of instruction is required for ELL’s, an outline of district responsibilities, cross curricular expectations, and language proficiency level descriptors. (Refer to p. 10 of the book for the introduction of the ELPS, p. 12 for a summary of the ELPS and p. 13 for a summary of the Proficiency Level Descriptors.)
The new required curriculum for Second Language Learners is known as the English Language Proficiency Standards (the ELPS) ThE newly adopted ELPS (English Language Proficiency Standards) will replace the English As a Second Language Texas Essential Knowledge and Skills, known as ESL TEKS. RECOMMENDED ACTIVITIES: SAY: To understand the difference between the previous ESL TEKS and the new standards, we will engage in a quick activity. I need 4 volunteers to stand in front of the room, next to me. One person will represent math, one will represent science, one will represent social studies, and one will represent English Language Arts. I (the presenter), will represent the ESL TEKS. Ask the audience: Where were the ESL TEKS located? (answer: in the English Language Arts TEKS; have the person representing ELA put his/her hand on your shoulder, the ESL TEKS). As you can see the ESL TEKS were only aligned to the English Language Arts TEKS. Ask your volunteers to remain standing next to you Then, explain: The new ESL standards were revised in 2007 in response to research. Unlike the former ESL TEKS the ELPS clearly indicate that these standards are to be integrated into each subject of the required curriculum. Ask the audience: Where are the new ELPS located? (answer: in all content areas; have all volunteers put their hands on the presenter’s shoulders.) Now, you can see how the ELPS are linked to all content areas of the curriculum. Discussion Questions : Pretend you are a social studies teacher with one ELL and one non ELL. How do you address the ELPS in this situation? (answer: All students need academic language, so incorporating the ELPS will help all of your students.) This is important because _____________.” Have participants share responses at their table and then call on individuals. The new standards will provide a unique opportunity to improve instruction for English Language Learners since now we will teach academic language through the content areas.
SAY: The implementation of the ELPS will help ALL learners with academic vocabulary development needed in all content areas. It may be a requirement for LEP students, however all students will benefit from having support acquiring academic language.
There are 4 main parts of Chapter 74.4, (English Language Proficiency Standards). Introduction Our Responsibilities Student Expectations Proficiency Levels NOTE: Use this visual to introduce the document and conclude the ‘hands-on’ activity.
SAY: To familiarize ourselves with the 4 main parts of the ELPS we will engage in an activity. Go over the guidelines of the activity. Ask participants to share
SAY: Let’s review our understanding of the ELPS. The introduction, contains the BIG IDEAS of the document, which are: To provide a common framework for integrating language and content instruction for English Language learners To build social and academic language To make content comprehensible To outline English language proficiency level descriptors and student expectations for English Language learners
SAY: Section “B” describes our RESP0NSIBILITIES. To identify the student’s English language proficiency levels To provide instruction that is linguistically accommodated to match the student’s level of English Language proficiency
SAY: According to section “B” of the ELPS, our responsibilities are to provide: intensive and ongoing foundational second language acquisition instruction to English language learners students with focused, targeted and systematic foundation of the English language RECOMMENDED ACTIVITY: Use p. 19 of the Navigating the ELPS to clarify the meaning of these requirements. Have them quickly read and discuss these three requirements.
SAY: Section “C” of the document delineates the student expectations. The ELL uses language learning strategies to develop awareness of his/her own learning processes in all content areas through activities conducive to listening, speaking, reading and writing The Five ELPS Strands: learning strategies, listening, speaking, reading, and writing provide guidance to teachers towards best practices for teaching and working with ELLs.
SAY: Section ”D” of the document describes the language levels of ELLs. We must know and understand if our students are at the Beginning, Intermediate, Advanced or Advanced High Levels of their English language acquisition, in order to plan and deliver rigorous, appropriate and effective instruction.
TRAINER NOTE: Use this page to connect new learning (ELPS) to prior learning (TELPAS) Proficiency Level Descriptors (PLDs) The PLDs for each language domain present a set of major attributes associated with each level. The descriptors do not constitute an exhaustive list but are sufficient to allow for holistic evaluations. Together, the summary statement and bulleted descriptors for each proficiency level form a student profile. These PLDs have been incorporated in the ELPS and are useful tools in the teacher’s hand as to the preparation of the appropriate instruction for his/her students.
SAY: In conclusion the newly adopted ELPS require us to: implement the standards as a fundamental part of the content areas use new state adoption textbooks since they will be aligned with the ELPS (These textbooks will serve as support for the classroom instruction) continue measuring ELLs English proficiency in the four language domains with TELPAS use the TELPAS performance results to re-direct and linguistically accommodate instruction for all ELLs