This document provides examples of speaking proficiency levels for English language learners in grades K-1 based on the TELPAS rubrics. It includes 3 samples of an intermediate English speaker's conversations with a teacher. The samples show the student responding with short phrases and simple sentences, using basic vocabulary and grammar. Pronunciation and fluency are developing. The document aims to help teachers understand what types of English an intermediate student would be able to produce orally.
This document provides an overview of proficiency level descriptors (PLDs) used for the Texas English Language Proficiency Assessment System (TELPAS). It includes PLDs for listening, speaking, reading and writing for grades K-12. The PLDs describe the English language proficiency expected at each level (beginning, intermediate, advanced, advanced high) for each domain. Sample student responses are provided as examples to illustrate the PLDs. The document is intended as an introductory training on using PLDs to assess English learners' progress in acquiring academic English.
And what happened with your fishing rod?
Student: Mine was working good. I caught like three
fish.
Teacher: Wow, good job! What kind of fish did you
catch?
Student: I caught a catfish and two tilapias.
TEA 35
ELPS-TELPAS Proficiency Level
Descriptors Grades K–1 Reading
TEA 36
Reflect on how well the student understands
the English-language text during activities
such as:
- Shared reading
- Independent reading
- Read-alouds
- Comprehension and vocabulary tasks
- Following written directions/procedures
- Independent work time
- Small-group instructional interactions
This document provides an overview of the Proficiency Level Descriptors (PLDs) used in Texas to assess the English language proficiency of K-12 English language learners. It includes sample PLDs for listening, speaking, reading, and writing at different proficiency levels (beginning, intermediate, advanced, advanced high) for both academic and non-academic contexts. The document explains that the PLDs are rubrics used by teachers to determine students' proficiency and are aligned with the Texas English Language Proficiency Standards. It also notes there are six sets of PLDs according to skill and grade level.
Here are the key points about the School of the Air:
- It is an unusual school because the students learn at home instead of going to a physical school building. They are too far away from the nearest school.
- The school uses technology like satellites, video cameras, electronic whiteboards, computers, microphones to allow the teachers to teach and students to learn from home.
- The teachers teach from teaching studios and students can see and talk to the teachers and other students on their computer screens.
- Students communicate with teachers and classmates through email.
- They only get to meet their "screen classmates" once a year at events like sports day or a school camp.
- Some potential disadvantages could
My father is a builder and my mother is a shop assistant.
b) Answer the questions about your parents' jobs.
1. What is your father's job?
2. What is your mother's job?
3. Are your parents teachers?
4. Is your father an engineer?
5. Is your mother a doctor?
6. Are your parents drivers?
7. Is your father a builder?
8. Is your mother a shop assistant?
9. Are your parents farmers?
10. Is your father a doctor?
2. Look at the pictures and say what rooms these are. Use the words:
kitchen, bedroom, bathroom, living room.
3.
Here are the key points about basic secondary education in Ukraine from the passage:
- It covers 5 years of primary school plus the 9th form (last year of secondary school).
- The curriculum is set by the Ministry of Education and includes core subjects and electives.
- Subjects are introduced gradually over the years, with the 9th form focusing on subjects like the Basics of Law.
- Students have 1-5 lessons per week for each subject, taught by different teachers.
- Performance is evaluated thematically and at the end of semesters.
- The 9th form culminates in final exams, after which students receive the Certificate of Basic Secondary Education.
The 9th
The document is a textbook for 8th grade English students in Ukraine. It contains 4 units that cover topics like family and friends, health, school, preferences, and geography. Each unit includes vocabulary exercises, grammar lessons, reading passages and questions. The appendix contains a grammar reference, vocabulary list, and irregular verbs.
The photographs show children at school. The dialog introduces three children, Ann, Jane, and Steve, who are meeting on the first day of the new school year. Ann and Jane discuss their summer holidays, with Ann traveling around Ukraine and Jane visiting the seaside and her grandparents in London. Steve feels ready to start the school year marathon but also sees it as just lessons. Ann reminds them that school is about more than just lessons and is also a time to learn friendship and life skills.
This document provides an overview of proficiency level descriptors (PLDs) used for the Texas English Language Proficiency Assessment System (TELPAS). It includes PLDs for listening, speaking, reading and writing for grades K-12. The PLDs describe the English language proficiency expected at each level (beginning, intermediate, advanced, advanced high) for each domain. Sample student responses are provided as examples to illustrate the PLDs. The document is intended as an introductory training on using PLDs to assess English learners' progress in acquiring academic English.
And what happened with your fishing rod?
Student: Mine was working good. I caught like three
fish.
Teacher: Wow, good job! What kind of fish did you
catch?
Student: I caught a catfish and two tilapias.
TEA 35
ELPS-TELPAS Proficiency Level
Descriptors Grades K–1 Reading
TEA 36
Reflect on how well the student understands
the English-language text during activities
such as:
- Shared reading
- Independent reading
- Read-alouds
- Comprehension and vocabulary tasks
- Following written directions/procedures
- Independent work time
- Small-group instructional interactions
This document provides an overview of the Proficiency Level Descriptors (PLDs) used in Texas to assess the English language proficiency of K-12 English language learners. It includes sample PLDs for listening, speaking, reading, and writing at different proficiency levels (beginning, intermediate, advanced, advanced high) for both academic and non-academic contexts. The document explains that the PLDs are rubrics used by teachers to determine students' proficiency and are aligned with the Texas English Language Proficiency Standards. It also notes there are six sets of PLDs according to skill and grade level.
Here are the key points about the School of the Air:
- It is an unusual school because the students learn at home instead of going to a physical school building. They are too far away from the nearest school.
- The school uses technology like satellites, video cameras, electronic whiteboards, computers, microphones to allow the teachers to teach and students to learn from home.
- The teachers teach from teaching studios and students can see and talk to the teachers and other students on their computer screens.
- Students communicate with teachers and classmates through email.
- They only get to meet their "screen classmates" once a year at events like sports day or a school camp.
- Some potential disadvantages could
My father is a builder and my mother is a shop assistant.
b) Answer the questions about your parents' jobs.
1. What is your father's job?
2. What is your mother's job?
3. Are your parents teachers?
4. Is your father an engineer?
5. Is your mother a doctor?
6. Are your parents drivers?
7. Is your father a builder?
8. Is your mother a shop assistant?
9. Are your parents farmers?
10. Is your father a doctor?
2. Look at the pictures and say what rooms these are. Use the words:
kitchen, bedroom, bathroom, living room.
3.
Here are the key points about basic secondary education in Ukraine from the passage:
- It covers 5 years of primary school plus the 9th form (last year of secondary school).
- The curriculum is set by the Ministry of Education and includes core subjects and electives.
- Subjects are introduced gradually over the years, with the 9th form focusing on subjects like the Basics of Law.
- Students have 1-5 lessons per week for each subject, taught by different teachers.
- Performance is evaluated thematically and at the end of semesters.
- The 9th form culminates in final exams, after which students receive the Certificate of Basic Secondary Education.
The 9th
The document is a textbook for 8th grade English students in Ukraine. It contains 4 units that cover topics like family and friends, health, school, preferences, and geography. Each unit includes vocabulary exercises, grammar lessons, reading passages and questions. The appendix contains a grammar reference, vocabulary list, and irregular verbs.
The photographs show children at school. The dialog introduces three children, Ann, Jane, and Steve, who are meeting on the first day of the new school year. Ann and Jane discuss their summer holidays, with Ann traveling around Ukraine and Jane visiting the seaside and her grandparents in London. Steve feels ready to start the school year marathon but also sees it as just lessons. Ann reminds them that school is about more than just lessons and is also a time to learn friendship and life skills.
The document is a textbook cover for an English language textbook for 9th grade students in Ukraine. It provides information such as the title of the textbook ("English (Year 9)"), the author (L.I. Morska), publication details (publisher, date, page count), and endorsement by the Ministry of Education and Science of Ukraine. It also lists the experts who reviewed the textbook and approved it for use. The textbook contains 7 thematic units corresponding to the ministry's program, with 5-8 main lessons and 2 revision lessons in each unit.
This document provides instructions and explanations for using an English language textbook for 7th grade students in Ukraine. It begins with copyright information and endorsements. It then provides explanations of the different sections and elements in the textbook, including check-ins, language lessons, everyday English, exercises, readings, and more. Descriptions are provided of the grammar guide, extra projects, vocabulary lists, and dictionary in the back. The document aims to help students best understand and make use of the textbook.
The document appears to be the front matter or introduction to an English language textbook for 9th grade students in Ukraine. It provides background information on the textbook and those involved in its creation. It lists the independent experts who reviewed the textbook, the person responsible for preparing it for publication, and publishing details like the author, publisher, and ISBN. It also includes a brief description of the textbook's organization and approach. The textbook appears to be the latest in a series recommended for teaching English in Ukrainian secondary schools and is designed around principles of communication and integrated development of language skills.
This document is the cover and introduction pages of an English language textbook for 9th grade students in Ukraine authored by M.O. Kuchma and L.I. Morska and published in Ternopil, Ukraine in 2017 by Navchalna Knyha-Bohdan. The textbook provides lessons on English grammar, vocabulary, and passages about Britain, the United States, Canada, Australia, theater, cinema, and literature to help students improve their English skills. The authors wish the students success and an enjoyable experience learning from the textbook over the coming year.
This document provides information about a textbook titled "Revision Lessons" published in 2016. It contains lessons on various topics like describing friends, healthy lifestyles, music, and life in Ukraine and the UK. The textbook aims to improve students' English skills while discussing interesting topics. It promises to have minimal grammar lessons and make grammar learning fun. Students are encouraged to fully engage with the exercises in the book to better learn English as it is important for communicating globally.
The document is a textbook for 7th grade English language students in Ukraine. It was published in 2015 by Aston Publishing House in Ternopil, Ukraine. The textbook was created according to the official English language curriculum for 7th grade general secondary schools in Ukraine. It uses a communicative and interactive approach and integrates the four language skills of listening, reading, speaking and writing. The textbook contains 8 situational-thematic sections to encourage students' reproductive and creative use of the language, as well as additional reading texts, exercises and vocabulary/grammar references.
Helen and Ann discuss their summer travels. Helen accomplished her dream of visiting London where she had English lessons and went sightseeing, being impressed by the British Museum. Ann is an experienced traveler who was on the move all summer - she visited Lviv and participated in a welcoming party where she taught Ukrainian embroidery. She then spent time in Odessa and with her grandmother in Belarus, learning a lot through her travels. Traveling provides valuable experiences, as the saying goes that "traveling is worth trouble taking."
The text discusses basic secondary education in Ukraine, noting that it covers 5 years of study past primary school culminating in final exams in the 9th form, with various subjects introduced each year and assessments made throughout. It emphasizes that the 9th form, in which students take their final exams and receive the Certificate of Basic Secondary Education, represents an important link in Ukraine's educational system.
This document appears to be the cover and contents page of an English textbook for 9th grade students in Ukraine. It provides information about the authors, recommends the textbook for use in secondary schools, and lists the experts who reviewed and approved it. The contents section lists the units and chapters in the textbook, including topics like personal biographies, careers, literature, music, feelings, travel and regions of Ukraine. It encourages students to read the various texts to improve their vocabulary, grammar, and cultural understanding.
The document contains notes and sample questions for an English language exam for primary school students in Perak, Malaysia. It includes:
1. Notes on how to construct sentences to answer Question 1 about pictures.
2. Suggested responses for Question 2(b) about reasons for interests.
3. Tips on connecting words and conclusions to help write stories for Question 3.
4. 10 practice exam papers with pictures and advertisements to answer questions about describing pictures, completing tables, and writing stories.
Here are the sentences with the correct verb forms:
1. Annie is a pupil.
2. There are two new pupils in the class.
3. Emily is from Kent.
4. Zoriana and Vlad are from Ukraine.
5. Oxford is in England.
6. She is not nine years old. She is eight.
This document appears to be the introduction or first chapter of an English language textbook for 7th grade students in Ukraine. It introduces the unit and provides an encouraging message from the author to students returning to school. It outlines several topics that will be covered in the unit, including family traditions, cooking, health, entertainment, sports, travel to London and Kiev. It aims to make the learning engaging and help students improve their English communication skills.
This document is an English textbook for 10th grade secondary school students in Ukraine. It was published in 2018 by Aston Publishing in Ternopil, Ukraine. The textbook covers 9 units of study following the scope and sequence outlined. Each unit focuses on developing students' reading, listening, speaking and writing skills in English through topics such as people and relationships, careers, education, food, technology, the environment, art, sports, and government systems. The textbook is intended to help students improve their English competency as defined by the educational standards of Ukraine.
Підручник Англійська мова 8 клас Л.І. Морська (2021 рік) 8-й рік навчання12Балів ГДЗ
This document is the cover of an English textbook for 8th form secondary school students in Ukraine. It provides the author and title in both English and Ukrainian. It also lists the publisher and year of publication. The textbook is recommended by the Ministry of Education and Science of Ukraine.
- Helen, Ann, and Steve are discussing their morning schedules. Helen reads in the morning and is packing her schoolbag now. Ann is working and Steve is walking at the moment.
- They also talk about their afternoon plans. Sometimes in the afternoon, Ann does shopping or goes to the swimming pool. Helen asks Steve for advice about what to do in the afternoon.
- In the evenings, Ann often takes music lessons while Steve plays computer games or goes swimming. Helen shares her plans to walk her dog in the evening.
This document contains a lesson plan for day 2 of lesson 3. It includes a question of the day, a read aloud poem about a child's first day of school, vocabulary and reading exercises about long vowel sounds and subjects/predicates in sentences, and information about writing an informative paragraph. The lesson incorporates reading, writing, and language arts skills.
The document provides information and instructions for various classroom activities from the Backpack English textbook. It includes pair and group work activities, grammar drills, reading comprehension questions, spelling and vocabulary exercises, listening comprehension tasks, and writing prompts. The teacher is encouraged to modify activities as needed to ensure they are suitable and effective for students.
The document outlines the procedures and expectations for students in Mrs. Lovdahl's science class. When entering the classroom, students should check the board for the day's topic and homework, get out their science notebook, update their agenda, and clear their table except for required materials. During class, students should be courteous by raising their hands and listening, respectful of property, others, and themselves, kind to each other, stay awake, and keep cell phones put away. At the end of class, students should remain at their desks until dismissed and return their science notebook neatly. Supplies are due within one week for a full grade, and forms should also be returned within one week. Grades are based on class
The document appears to be the front matter or introduction to an English language textbook for 9th grade students in Ukraine. It includes information about the authors, experts who reviewed the textbook, those responsible for preparing it for publication. It also provides bibliographic information about the textbook such as the title, publisher, date of publication, and ISBN number. The introduction explains that the textbook is designed to teach English communication skills, including listening, speaking, reading and writing, according to the national curriculum for foreign languages. It describes the organization of the material into 7 chapters and additional sections.
The document appears to be the front matter or introduction to an English language textbook for 9th grade students in Ukraine. It includes information about the authors, experts who reviewed the textbook, those responsible for preparing it for publication. It also provides bibliographic information about the textbook such as the title, publisher, date of publication, and ISBN number. The introduction explains that the textbook is designed to teach English communication skills, including listening, speaking, reading, and writing, according to the national curriculum for teaching foreign languages in Ukraine. It describes the organization of the textbook into 7 chapters and additional materials.
The document is a textbook cover for an English language textbook for 9th grade students in Ukraine. It provides information such as the title of the textbook ("English (Year 9)"), the author (L.I. Morska), publication details (publisher, date, page count), and endorsement by the Ministry of Education and Science of Ukraine. It also lists the experts who reviewed the textbook and approved it for use. The textbook contains 7 thematic units corresponding to the ministry's program, with 5-8 main lessons and 2 revision lessons in each unit.
This document provides instructions and explanations for using an English language textbook for 7th grade students in Ukraine. It begins with copyright information and endorsements. It then provides explanations of the different sections and elements in the textbook, including check-ins, language lessons, everyday English, exercises, readings, and more. Descriptions are provided of the grammar guide, extra projects, vocabulary lists, and dictionary in the back. The document aims to help students best understand and make use of the textbook.
The document appears to be the front matter or introduction to an English language textbook for 9th grade students in Ukraine. It provides background information on the textbook and those involved in its creation. It lists the independent experts who reviewed the textbook, the person responsible for preparing it for publication, and publishing details like the author, publisher, and ISBN. It also includes a brief description of the textbook's organization and approach. The textbook appears to be the latest in a series recommended for teaching English in Ukrainian secondary schools and is designed around principles of communication and integrated development of language skills.
This document is the cover and introduction pages of an English language textbook for 9th grade students in Ukraine authored by M.O. Kuchma and L.I. Morska and published in Ternopil, Ukraine in 2017 by Navchalna Knyha-Bohdan. The textbook provides lessons on English grammar, vocabulary, and passages about Britain, the United States, Canada, Australia, theater, cinema, and literature to help students improve their English skills. The authors wish the students success and an enjoyable experience learning from the textbook over the coming year.
This document provides information about a textbook titled "Revision Lessons" published in 2016. It contains lessons on various topics like describing friends, healthy lifestyles, music, and life in Ukraine and the UK. The textbook aims to improve students' English skills while discussing interesting topics. It promises to have minimal grammar lessons and make grammar learning fun. Students are encouraged to fully engage with the exercises in the book to better learn English as it is important for communicating globally.
The document is a textbook for 7th grade English language students in Ukraine. It was published in 2015 by Aston Publishing House in Ternopil, Ukraine. The textbook was created according to the official English language curriculum for 7th grade general secondary schools in Ukraine. It uses a communicative and interactive approach and integrates the four language skills of listening, reading, speaking and writing. The textbook contains 8 situational-thematic sections to encourage students' reproductive and creative use of the language, as well as additional reading texts, exercises and vocabulary/grammar references.
Helen and Ann discuss their summer travels. Helen accomplished her dream of visiting London where she had English lessons and went sightseeing, being impressed by the British Museum. Ann is an experienced traveler who was on the move all summer - she visited Lviv and participated in a welcoming party where she taught Ukrainian embroidery. She then spent time in Odessa and with her grandmother in Belarus, learning a lot through her travels. Traveling provides valuable experiences, as the saying goes that "traveling is worth trouble taking."
The text discusses basic secondary education in Ukraine, noting that it covers 5 years of study past primary school culminating in final exams in the 9th form, with various subjects introduced each year and assessments made throughout. It emphasizes that the 9th form, in which students take their final exams and receive the Certificate of Basic Secondary Education, represents an important link in Ukraine's educational system.
This document appears to be the cover and contents page of an English textbook for 9th grade students in Ukraine. It provides information about the authors, recommends the textbook for use in secondary schools, and lists the experts who reviewed and approved it. The contents section lists the units and chapters in the textbook, including topics like personal biographies, careers, literature, music, feelings, travel and regions of Ukraine. It encourages students to read the various texts to improve their vocabulary, grammar, and cultural understanding.
The document contains notes and sample questions for an English language exam for primary school students in Perak, Malaysia. It includes:
1. Notes on how to construct sentences to answer Question 1 about pictures.
2. Suggested responses for Question 2(b) about reasons for interests.
3. Tips on connecting words and conclusions to help write stories for Question 3.
4. 10 practice exam papers with pictures and advertisements to answer questions about describing pictures, completing tables, and writing stories.
Here are the sentences with the correct verb forms:
1. Annie is a pupil.
2. There are two new pupils in the class.
3. Emily is from Kent.
4. Zoriana and Vlad are from Ukraine.
5. Oxford is in England.
6. She is not nine years old. She is eight.
This document appears to be the introduction or first chapter of an English language textbook for 7th grade students in Ukraine. It introduces the unit and provides an encouraging message from the author to students returning to school. It outlines several topics that will be covered in the unit, including family traditions, cooking, health, entertainment, sports, travel to London and Kiev. It aims to make the learning engaging and help students improve their English communication skills.
This document is an English textbook for 10th grade secondary school students in Ukraine. It was published in 2018 by Aston Publishing in Ternopil, Ukraine. The textbook covers 9 units of study following the scope and sequence outlined. Each unit focuses on developing students' reading, listening, speaking and writing skills in English through topics such as people and relationships, careers, education, food, technology, the environment, art, sports, and government systems. The textbook is intended to help students improve their English competency as defined by the educational standards of Ukraine.
Підручник Англійська мова 8 клас Л.І. Морська (2021 рік) 8-й рік навчання12Балів ГДЗ
This document is the cover of an English textbook for 8th form secondary school students in Ukraine. It provides the author and title in both English and Ukrainian. It also lists the publisher and year of publication. The textbook is recommended by the Ministry of Education and Science of Ukraine.
- Helen, Ann, and Steve are discussing their morning schedules. Helen reads in the morning and is packing her schoolbag now. Ann is working and Steve is walking at the moment.
- They also talk about their afternoon plans. Sometimes in the afternoon, Ann does shopping or goes to the swimming pool. Helen asks Steve for advice about what to do in the afternoon.
- In the evenings, Ann often takes music lessons while Steve plays computer games or goes swimming. Helen shares her plans to walk her dog in the evening.
This document contains a lesson plan for day 2 of lesson 3. It includes a question of the day, a read aloud poem about a child's first day of school, vocabulary and reading exercises about long vowel sounds and subjects/predicates in sentences, and information about writing an informative paragraph. The lesson incorporates reading, writing, and language arts skills.
The document provides information and instructions for various classroom activities from the Backpack English textbook. It includes pair and group work activities, grammar drills, reading comprehension questions, spelling and vocabulary exercises, listening comprehension tasks, and writing prompts. The teacher is encouraged to modify activities as needed to ensure they are suitable and effective for students.
The document outlines the procedures and expectations for students in Mrs. Lovdahl's science class. When entering the classroom, students should check the board for the day's topic and homework, get out their science notebook, update their agenda, and clear their table except for required materials. During class, students should be courteous by raising their hands and listening, respectful of property, others, and themselves, kind to each other, stay awake, and keep cell phones put away. At the end of class, students should remain at their desks until dismissed and return their science notebook neatly. Supplies are due within one week for a full grade, and forms should also be returned within one week. Grades are based on class
The document appears to be the front matter or introduction to an English language textbook for 9th grade students in Ukraine. It includes information about the authors, experts who reviewed the textbook, those responsible for preparing it for publication. It also provides bibliographic information about the textbook such as the title, publisher, date of publication, and ISBN number. The introduction explains that the textbook is designed to teach English communication skills, including listening, speaking, reading and writing, according to the national curriculum for foreign languages. It describes the organization of the material into 7 chapters and additional sections.
The document appears to be the front matter or introduction to an English language textbook for 9th grade students in Ukraine. It includes information about the authors, experts who reviewed the textbook, those responsible for preparing it for publication. It also provides bibliographic information about the textbook such as the title, publisher, date of publication, and ISBN number. The introduction explains that the textbook is designed to teach English communication skills, including listening, speaking, reading, and writing, according to the national curriculum for teaching foreign languages in Ukraine. It describes the organization of the textbook into 7 chapters and additional materials.
The document appears to be the cover and introductory pages of an English language textbook for 9th grade students in Ukraine. It provides information about the authors and experts who helped develop the textbook. It also includes a letter from the author welcoming students and outlining some of the key topics that will be covered, such as communication skills, friendship, nature, inventions, and career choices. Pictures are included to indicate what sections will focus on listening, reading, speaking, and writing skills. The textbook appears to be structured in 7 chapters following a theme-based approach.
The document appears to be the front matter or introduction to an English language textbook for 9th grade students in Ukraine. It includes information about the authors, experts who reviewed the textbook, those responsible for preparing it for publication. It also provides bibliographic information about the textbook such as the title, publisher, date of publication, and ISBN number. The introduction explains that the textbook is designed to teach English communication skills, including listening, speaking, reading, and writing, according to the national curriculum for teaching foreign languages in Ukraine. It describes the organization of the textbook into 7 chapters and additional materials.
The document appears to be the front matter or introduction to an English language textbook for 9th grade students in Ukraine. It includes information about the authors, experts who reviewed the textbook, those responsible for preparing it for publication. It also provides bibliographic information about the textbook such as the title, publisher, date of publication, and ISBN number. The introduction explains that the textbook is designed to teach English communication skills, including listening, speaking, reading, and writing, according to the national curriculum for teaching foreign languages. It describes the organization of the material into 7 chapters and additional sections.
The document appears to be the front matter or introduction to an English language textbook for 9th grade students in Ukraine. It includes information about the authors, experts who reviewed the textbook, those responsible for preparing it for publication. It also provides bibliographic information about the textbook such as the title, publisher, date of publication, and ISBN number. The introduction explains that the textbook is designed to teach English communication skills, including listening, speaking, reading, and writing, according to the national curriculum for teaching foreign languages. It describes the organization of the material into 7 chapters and additional sections.
This document discusses developing speaking skills in teaching English as a foreign language. It outlines some key characteristics of effective speaking, including using gestures, emphasis, and interacting with the audience. It also lists activities that can promote speaking practice, such as discussions, role-plays, storytelling, picture narration, reporting, and picture describing. The document provides suggestions for teachers, such as reducing their own speaking time, providing feedback, and diagnosing issues to give targeted practice.
The document contains sample materials for an English paper for UPSR (Ujian Pencapaian Sekolah Rendah), including instructions, examples, and exercises on sentence structures, tenses, verbs and writing paragraphs. It provides guidance to students on summarizing information in 3 sentences or less with the proper use of grammar. Various strategies are presented to help students practice different English grammatical concepts for the exam.
The document shares ideas and experiences from Wharepapa South School in New Zealand. It outlines an inquiry process used to engage students in learning, including introducing topics with stories, investigating through activities like modeling and digital stories, and presenting conclusions. Key competencies and values like inquiry, creativity, and community participation are integrated. Examples of inquiries are provided, such as whether birds that live near the school could survive in the school bush habitat.
This document discusses developing speaking skills in teaching English as a foreign language. It outlines some key characteristics of effective speaking, including using gestures, emphasis, and interacting with the audience. It also lists activities that can promote speaking practice, such as discussions, role-plays, storytelling, picture narration, and reporting. The document provides suggestions for teachers, such as reducing their own speaking time, providing feedback, and diagnosing issues to give targeted practice.
This document provides a lesson plan for a secondary school class in Argentina. The lesson aims to revise vocabulary related to pets, modal verbs, and superlatives. It includes 4 activities - a reading comprehension, listening activity, pair work to discuss pet obligations, and a quiz game. The lesson uses various teaching strategies like showing a video, group work, and a competition to review content for an upcoming exam in an engaging way for the 12 students of mixed English ability.
The school has added a new Computer Room with 30 desktop computers and a Smart Board. There is also a renovated Science Lab with 8 new work stations equipped with microscopes and other science equipment. The school library has been expanded and now has a quiet study area and a section for fiction books.
Teachers training. Open Lessons December 2008guest720c657
The document provides teaching tips and guidance for baby and toddler classes. It emphasizes ensuring children's basic needs are met before class, establishing clear rules, using visual aids efficiently, being well-prepared with engaging activities, adapting to students' development levels, using praise and not shouting, and emphasizing the importance of lessons with help from teachers, nannies and parents.
The document provides teaching tips and guidance for baby and toddler classes. It emphasizes ensuring children's basic needs are met before class, establishing clear rules, using visual aids efficiently, being well-prepared with engaging activities, adapting to students' development levels, using praise and not shouting, and emphasizing the importance of lessons with help from teachers, nannies and parents.
Here are the key points about basic secondary education in Ukraine from the passage:
- It covers a period of 5 years past primary school plus 3 weeks of examinations at the end of the ninth form.
- The curriculum is specified for each form and includes subjects like Ukrainian language and literature, history, mathematics, physics, chemistry, biology, geography, foreign languages, physical education, music, fine arts, informatics, and labor education.
- At the end of the ninth form, students take final exams in the core subjects of Ukrainian language and literature, mathematics, history, a foreign language, and one subject of their choice.
- Based on their exam results, students receive the Certificate of Basic Secondary Education, which allows
Here are the key points about basic secondary education in Ukraine from the passage:
- It covers a period of 5 years past primary school plus 3 weeks of examinations at the end of the ninth form.
- The curriculum is specified for each form and includes subjects like Ukrainian language and literature, history, mathematics, physics, chemistry, biology, geography, foreign languages, physical education, music, fine arts, technology, and computer science.
- At the end of the ninth form, students take final exams in the core subjects of Ukrainian language and literature, history, mathematics, one foreign language, and either physics or biology.
- Based on their exam results, students receive the Certificate of Basic Secondary Education, which allows them to
Similar to Telpas gk-1-intro trainingpl-ds 2015.ppt-2 (20)
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
1. Introductory Training on the
PLDs
Grades K–1
2014–2015
Texas Education Agency
Student Assessment Division
2. Disclaimer
These slides have been prepared by the
Student Assessment Division of the Texas
Education Agency.
If any slide is amended or revised for local
use, please remove the TEA footer at the
bottom of the slide.
TEA 2
3. Proficiency Level Descriptors (PLDs)
The PLDs are the rubrics teachers use to
determine students’ English language
proficiency for ongoing formative
assessment and the spring TELPAS
administration.
Originally developed for TELPAS, the PLDs
were incorporated into the Texas English
language proficiency standards (ELPS) in
the 2007-2008 school year to reinforce their
use in instruction. 3TEA
5. Key Features of Each Proficiency Level
• Beginning
– Little or no English ability
• Intermediate
– Limited ability, simple language structures,
high-frequency vocabulary, routine contexts
• Advanced
– Grade appropriate, with second language
acquisition support
• Advanced High
– Grade appropriate, with minimal second
language acquisition support
5TEA
7. Reflect on how well the student
understands the English he or she hears
during activities such as:
• Reacting to oral presentations
• Responding to text read aloud
• Following directions
• Cooperative group work
• Informal interactions with peers
• Large-group and small-group instructional
interactions
• One-on-one interviews
• Individual student conferences
7TEA
8. I have some exciting news for you today. We are
going to go on a field trip next week. On Thursday
morning we will load the buses and be gone the
whole day. In your take-home folders there is a
note about the field trip for your parents to sign.
Please remember to bring the signed note in your
take-home folder back to school. You have to
bring the note signed by your parents back to
school or you will not be able to go with us.
Text in bold, red print represents text that might be understood.
Nonacademic Listening Sample
What Might a Beginning Listener Understand?
8TEA
9. … today. We … go … buses … take-
home folders … Please … take-home
folder … school … school … go
In Other Words
9TEA
10. I have some exciting news for you today. We are
going to go on a field trip next week. On Thursday
morning we will load the buses and be gone the
whole day. In your take-home folders there is a
note about the field trip for your parents to sign.
Please remember to bring the signed note in your
take-home folder back to school. You have to
bring the note signed by your parents back to
school or you will not be able to go with us.
Nonacademic Listening Sample
What Might an Intermediate Listener Understand?
10TEA
11. I have … you today. We are going … go … field trip ...
we will … buses … day … take-home folders … note
… field trip … parents ... Please remember … bring …
note … take-home folder … school. You have to bring
… note … parents … school … go with us.
In Other WordsIn Other Words
11TEA
12. I have some exciting news for you today. We are
going to go on a field trip next week. On Thursday
morning we will load the buses and be gone the
whole day. In your take-home folders there is a
note about the field trip for your parents to sign.
Please remember to bring the signed note in
your take-home folder back to school. You have
to bring the note signed by your parents back to
school or you will not be able to go with us.
Nonacademic Listening Sample
What Might an Advanced Listener Understand?
12TEA
13. I have some … for you today. We are going to go on a
field trip ... morning we will … the buses and be gone
the … day. In your take-home folders there is a note …
the field trip for your parents to sign. Please
remember to bring the … note in your take-home
folder back to school. You have to bring the note …
parents back to school or you will not be able to go
with us.
In Other Words
13TEA
14. I have some exciting news for you today. We are
going to go on a field trip next week. On
Thursday morning we will load the buses and be
gone the whole day. In your take-home folders
there is a note about the field trip for your
parents to sign. Please remember to bring the
signed note in your take-home folder back to
school. You have to bring the note signed by your
parents back to school or you will not be able to
go with us.
Nonacademic Listening Sample
What Might an Advanced High Listener Understand?
14TEA
15. Today in science we are going to study some more
about spiders. Then we will observe a few spiders
in this glass vivarium for one week. One reason we
will observe the spiders is to learn some important
things about them. For example, we want to know
what spiders eat and how they get their food. We
also want to know if other animals eat spiders.
Let’s go sit on the carpet and read a story about
how spiders catch their food and protect
themselves from getting eaten.
Academic Listening Sample
What Might a Beginning Listener Understand?
15TEA
16. Today … science … spiders … spiders …
one ... One … spiders … spiders eat … food
… eat spiders … sit on the carpet … read a
story ... spiders … food
In Other Words
16TEA
17. Today in science we are going to study some more
about spiders. Then we will observe a few spiders in
this glass vivarium for one week. One reason we will
observe the spiders is to learn some important things
about them. For example, we want to know what
spiders eat and how they get their food. We also
want to know if other animals eat spiders. Let’s go
sit on the carpet and read a story about how
spiders catch their food and protect themselves from
getting eaten.
Academic Listening Sample
What Might an Intermediate Listener Understand?
17TEA
18. Today … science we are going to study …
spiders. Then we … spiders … one … One … we
… the spiders is to learn … we want to know
what spiders eat … food. We … want to know …
animals eat spiders … go sit on the carpet …
read a story … spiders … food ...
In Other Words
18TEA
19. Today in science we are going to study some
more about spiders. Then we will observe a few
spiders in this glass vivarium for one week. One
reason we will observe the spiders is to learn
some important things about them. For example,
we want to know what spiders eat and how they
get their food. We also want to know if other
animals eat spiders. Let’s go sit on the carpet and
read a story about how spiders catch their food
and protect themselves from getting eaten.
Academic Listening Sample
What Might an Advanced Listener Understand?
19TEA
20. Today in science we are going to study some more
… spiders. Then we will … spiders in this glass …
for one … One … we will … the spiders is to learn
some important things … we want to know what
spiders eat and how they get … food. We … want to
know … other animals eat spiders … go sit on the
carpet and read a story … how spiders catch …
food and protect … from getting …
In Other Words
20TEA
21. Today in science we are going to study some more
about spiders. Then we will observe a few spiders
in this glass vivarium for one week. One reason we
will observe the spiders is to learn some important
things about them. For example, we want to know
what spiders eat and how they get their food. We
also want to know if other animals eat spiders.
Let’s go sit on the carpet and read a story about
how spiders catch their food and protect
themselves from getting eaten.
Academic Listening Sample
What Might an Advanced High Listener Understand?
21TEA
23. Reflect on how well the student speaks
English during activities such as:
• Cooperative group work
• Oral presentations
• Informal interactions with peers
• Large-group and small-group instructional
interactions
• One-on-one interviews
• Classroom discussions
• Articulation of problem-solving strategies
• Individual student conferences
23TEA
24. Intermediate Speaker (Grade 1)
Sample 1: The student and teacher are talking about pets.
Teacher: Would you like to have a duck as a pet?
Student nods.
Teacher: Tell me about it. Why?
Student: Because to feed him.
Teacher: You could feed him. Would you take care of him?
Student: Feed…feed the…feed him with the bread.
Teacher: Bread. What kind of bread? You’d have to make it in really small pieces,
right?
(Student nods)
Teacher: What else would you do with a duck as a pet?
Student: You give him a drink.
Teacher: You give him drink. What do you think ducks drink?
Student: Um, water.
Teacher: Water, ok. Why else do you think a duck would be a good pet? Do you think
it would be fun for your friends to go visit him at your house?
Student: A spider could…good friend. A spider.
Teacher: You’d want to have a spider as a pet?
Student: (Nods) Or a snake.
24TEA
25. Intermediate Speaker, Continued
Sample 2: He is asked to talk about his mom.
Teacher: Something that reminds you of your mom. Think of
something different.
Student: Towels.
Teacher: What?
Student: Towel.
Teacher: Why would you choose that?
Student: Because…she like…Because she like a wash.
Teacher: Because your mom likes to wash?
(Student nods)
Teacher: Do you help her with that, too?
(Student nods)
25TEA
26. Intermediate Speaker, Continued
Sample 3: He explains a story using picture cards. The story is about breaking a
piñata at a birthday party.
Teacher: Who’s hanging it up there?
Student: The… the mom.
Teacher: Looks like the mom. Why is it the mom? Why don’t the children put
it up there?
Student: Because ch…Because children fall his head going hurt it. (lifts his
hands up to his head)
Teacher: The kids are too small to be doing that. And then what’s happening
here?
Student: The kid will break it.
Teacher: What is she putting around her eyes?
Student: Uh…uh…(looks at other kids) um.
Teacher: A blindfold.
Student: A blindfold.
Teacher: And why is she doing that?
Student: Because, because, because he don’t want to see it.
Teacher: Why?
Student: Because. Because he will cheating.
Teacher: Yeah, because if you can see… (shrugs)
Student: I did, I did that. 26TEA
27. Intermediate Speaker, Continued
(Sample 3 continued.)
Teacher: Did they blindfold you, too?
Student: Yeah.
Teacher: Were you able to see anything?
Student: Nope…It’s too dark.
Teacher: It’s too dark. And then what happened?
Student: They broked it and then all the candy fell out.
Teacher: Where’s the candy?
Student: On the floor.
Teacher: Can you point to it?
(Student points to it and teacher nods)
Teacher: And what do you usually do when that happens?
Student: You eat them.
Teacher: Should all the kids run together?
Student: No. Need to walk.
Teacher: Why?
Student: Because, because they’re going, because they’re going to fall
because the rock. 27TEA
28. Advanced Speaker (Grade 1)
Sample 1: The student talks about a time she got angry about something her sister
did.
Student: My sister and me are twins.
Teacher: Really, wow! What is it like to have a twin sister?
Student: I have twin sister. Um, I am, I am bigger and she is smaller and we are
twins.
Teacher: So what kind of things do you do?
Student: Huh?
Teacher: What kind of things do you do?
Student: I play with her.
Teacher: Uh huh, like what?
Student: Some thing, like a ball. And we go swimming…each other.
Teacher: You go swimming at your, at your home? Or do you go to a pool?
Student: I go to the pool.
Teacher: So are you writing and drawing about a time that you were grumpy?
Student: (Nods head “yes.”)
Teacher: Tell me about that. What happened?
28TEA
Sample continued on next slide
29. Advanced Speaker, Continued
Sample 1 (continued): The student talks about a time she got angry about
something her sister did.
Student: Um, she, I was giving her to play with it to don’t broke it outside and
she broke it and I was grumpy.
Teacher: Oh, what did she break?
Student: My necklace. Outside, and I was grumpy.
Teacher: Oh, yeah. OK, so after she broke it what happened?
Student: And I tell my mom and she brought me another one.
Teacher: Did you feel better then?
Student: (Nods head “yes.”) And I was mad at my sister.
Teacher: Did your sister do anything after?
Student: No. I don’t, I don’t even give her to play.
29TEA
30. Advanced Speaker, Continued
Sample 2: She is speaking about a story that was read aloud in class.
Teacher: What do you notice?
Student: The cat is scaring with the man. Cat is, the ca,
the cat is scared.
Teacher: How can you tell the cat is scary?
Student: Because the man, man is being scary.
Teacher: The man does look like that. Can you tell me
what the cat’s doing that shows you he is scary?
Student: Umm…
Teacher: Or he’s scared?
Student: Yeah. He’s scared of the man.
30TEA
31. Advanced Speaker, Continued
Sample 3: She talks about the time she saw a fire.
Student: Um, one day I was going to Chuck E.
Cheese and I, I come in my house. I saw fire in
another place and um, I saw fire, firemans and
they were, they were taking outs the gir.., the
babies. And I saw saw, I saw, I saw fireman,
and…
Teacher: What was he doing?
Student: He was putting a wa, water in the fire.
31TEA
32. Advanced Speaker, Continued
Sample 4: She speaks in a group discussion about a
book.
Teacher: Can you think of an idea why he might
be upset?
Student: Because um, the, the, the…
Other student: The lady.
Student: Yeah, lady. The man is…no, the grump,
grumpy is mad at the lady because she give her
a food. That’s why he’s so angry.
32TEA
33. Advanced High Speaker (Grade 1)
Sample 1: The student is asked to feel an object in a bag
and describe it. The object is a clothespin.
Teacher: Tell us what it feels like.
Student: It’s a hanger. It hangs clothes.
Teacher: Ohhhhh. How did you know that?
Student: I knew, I just know cuz I’m feeling it.
Teacher: You’re feeling it.
Student: And it’s hard.
Teacher: Ok, it’s hard. What else does it feel like?
Student: And it, it claps the clothes on it, it dries…
33TEA
34. Advanced High Speaker, Continued
Sample 2: He describes what happened when he and his family went to the
beach.
Teacher: That sounds really nice.
Student: Cuz I been there.
Teacher: You’ve been to the beach?
(Student nods)
Teacher: Do you like it?
Student: Yeah, it was funner…You could see crabs. And my brother, my big
one, he um, he got bit. He got snatched by the crab in his foot.
Teacher: Ohhhhh.
Student: (giggles) It hurted. And we put him in the cup and it stinked and
we had to put him somewhere but he died already.
Teacher: Would you still want a beach near your house when you grow up?
Student: Yeah.
Teacher: Even if that happened?
Student: Yeah, I would. 34TEA
35. Advanced High Speaker, Continued
Sample 3: He tells his teacher about going fishing with
his dad and brother.
Student: Miss, yesterday, we were at fishing, and
after that, we went to…, we caught a lot of fish, me
and my big, my brother, his fishing rod wasn’t
working.
Teacher: His fishing rod wasn’t working?
Student: Yeah.
Teacher: And then?
Student: After that, we caught a lot of fish, me and
my little brother. He caught a lot, he caught a big
fish and I caught a catfish, and another one, and my
big brother… 35TEA
36. Advanced High Speaker, Continued
Sample 4: He responds to a question about birthday parties.
Teacher: So have you had a lot of parties? Birthday parties?
Student: (nods) Yeah.
Teacher: How about you? Have you gone to other people’s
birthday parties?
Student: (nods) Uh huh. Always.
Teacher: You always go?
Student: Uh huh.
Teacher: Do you like them?
Student: Yeah, I been to my cousin, Isa, she was little, and we
played games, played basketball, and baby thing for they could
play too, and they had um, a bouncer, only for big kids, and they
had a little one too.
36TEA
38. Reflect on how well the student
understands the English used during
activities such as:
• Paired reading
• Sing-alongs and read-alongs, including chants and
poems
• Shared reading with big books, charts, overhead
transparencies, other displays
• Guided reading with leveled readers
• Reading subject-area texts and related materials
• Independent reading
• Cooperative group work
• Reading response journals
38TEA
40. Reflect on how well the students write in
English during activities such as:
• Journal writing for personal reflections
• Shared writing for literacy and content area development
• Language experience dictation
• Organization of thoughts and ideas through prewriting
strategies
• Publishing and presenting
• Making lists for specific purposes
• Labeling pictures, objects, and items from projects
• Cooperative group work
• First drafts
40TEA
41. Writing in Content Areas
Sample ELPS Student Expectations
Narrate, describe, and explain with
increasing specificity and detail to
fulfill content area writing needs as
more English is acquired (c)(5)(G)
In science, this expectation can be addressed through writing
assignments in which students, for example, observe,
describe, and compare physical properties.
Write using newly acquired basic
vocabulary and content based
grade-level vocabulary (c)(5)(B)
In math, this expectation can be addressed by having students,
for example, write about the shapes they are studying and
name items at home that are the same shapes. 41TEA