WINDTHORST ISD TRAINING 2010-2011 LPAC
Training ELPS Training ESL Strategies Presented by Kristi Veitenheimer ESL Coordinator
TERMS AND DEFINITIONS LPAC - Language Proficiency Assessment Committee ESL – English as a Second Language ELL – English Language Learners LEP – Limited English Proficient ELPS – English Language Proficiency Standards TELPAS – Texas English Language Proficiency Assessment Systems
PART 1: LPAC TRAINING
COMPOSITION OF THE ESL LPAC •
One or more professional personnel*
•
A designated parent of a limited-English proficient student participating in the program who is not an employee of the school district.
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Anyone that is a designated LPAC member at these meetings must be trained in order to follow the process accordingly. Each trained member shall also sign an oath of confidentiality because test and other information is shared and analyzed.
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*All members must be present!
LPAC RESPONSIBILITIES
Identification of LEP students Assessment and documentation review Placement Instructional methodologies and/or interventions Linguistics accommodations for assessment Coordination with other programs and/or services Obtain parental approval for entry and exit from program Annual Review (linguistic and academic progress) At the end of the year, the Committee reviews every child identified as limited English proficient • being served • with parental denials • exited during the previous 2 years that are being monitored • who has met exit criteria and will continue to monitor the student for 2 additional years
LPAC DECISIONS ABOUT TAKS In the spring of the current school year, the LPAC meets to determine the appropriate assessment option for each LEP student before the administration of the state criterion-referenced test that year. The assessment options shall be:
Administration of the English version • Administration of the Spanish version, when available For certain immigrant students, exemption from TAKS. Eligible immigrant LEP students who may be TAKS exempt will be assessed using the Linguistically Accommodated Test (LAT) at certain grade levels. •
EXIT CRITERIA Demonstrate oral and written proficiency, and… Meet performance standards on Reading TAKS, and… Meet performance standards on Writing TAKS when available, or… Achieve Advanced-High level on TELPAS writing when TAKS writing is not available
(TELPAS assesses listening, speaking, reading, and writing levels. Students are designated as Beginning, Intermediate, Advanced, or Advance High. It includes all LEP students.)
PART 2: ELPS TRAINING
THE ELPS ARE… standards
that describe the instruction ELLs need to successfully master both content area knowledge and academic language so they can reach their full academic potential. to be integrated into each subject of the required curriculum. mandated by Chapter 74.4.
TEACHERS OF ELLS SHOULD: integrate
language and contentarea objectives in their lesson plans and post in classrooms.
Examples: Content Obj. – Students will investigate and describe the relationship between electric and magnetic fields. Language Obj. – Students will speak using the words/phrases: surface, circuit, magnetism, current, effect, observation, and act upon.
TEACHERS OF ELLS SHOULD: provide
linguistically accommodated instruction to meet the language proficiency levels of their ELLs.
Linguistically accommodated means that there have been changes made to instructional approaches based on language differences, not changes in the objectives.
LINGUISTICALLY ACCOMMODATED INSTRUCTION Curriculum
is made comprehensible.
Examples:
Visuals Clear
& explicit explanations Modeling Using gestures and movement Providing graphic organizers and more…
LINGUISTICALLY ACCOMMODATED INSTRUCTION Curriculum
aligns with the students’ language levels (PLDs). Examples: Targeted
use of resources Providing word banks of key vocabulary Explicit preteaching of key vocabulary Use of various groupings and more…
ACCOMMODATED INSTRUCTION Curriculum
is scaffolded with structured support that eventually leads to independence.
Examples:
Oral Scaffolding such as paraphrasing, speaking slower, using pictures, and giving ample wait time Procedural Scaffolding such as listing instructions step-by-step, modeling, partnering students, breaking a complex task into easier steps, and implementing “I Do, We Do, You Do” strategy Instructional Scaffolding such as providing sentence and paragraph frames for speaking and writing, using graphic organizers, hands-on activities, explicit vocabulary instruction, and
TEACHERS OF ELLS SHOULD: give
ELLs (actually all students) opportunities to read, write, listen, and speak using academic language during content-area instruction.
 Listening:
The students can ‌
-Identify words/phrases heard in a discussion. -Use various media sources to learn/review concepts. -Identify ideas or information heard. -Use response cards/gestures/whiteboards to communicate understanding. -Demonstrate listening comprehension through drawing pictures, writing, following directions, etc.
Speaking: The students can …
-Use new vocabulary in classroom communication. -Speak using a variety of sentence stems, such as “Today I realized…”, “Now I know…”, “The most significant thing I learned was…”, “The difference between ___ and ____ is _______.”, etc. -Share orally in cooperative groups. -Ask and give information about topics/concepts/vocab. -Use “Whip Around” to get input from everyone. Students write a bulleted list in response to an openended question. Teacher calls on one at a time to respond aloud. If students share the same answer, it gets crossed off their lists. Once all items on their lists have been crossed off, they sit down. (Also works on listening skills.)
Speaking: (continued) The students can…
-Use “Accountable Conversation Questions” instead of responding “I don’t know” or shrugging, such as 1. May I please have some more information? 2. Would you please repeat the question? 3. May I ask a friend for help? 4. May I have some time to think? 5. Where could I find the information? -Always speak in complete sentences. -Narrate, describe, and explain stories, vocab., or concepts. -Respond orally to information from a variety of media sources.
Reading: The students can …
-Use teacher’s prereading supports to understand text, such as chapter outline, building background, vocabulary instruction, use of realia/pictures, etc. -Read materials with support of simplified text, visuals, and word banks as needed. -Use partner reading, with partners taking turns reading paragraphs and summarizing what was read. -Use Reader/Writer/Speaker Response Triads. (In groups of 3, one reads text aloud, one writes the group’s reactions or responses to questions, & one reports the answers to the whole class.) -Retell a narrative text or summarize an expository text in their own words.
Writing: The students can …
-Write using newly acquired vocabulary. -Write using a variety of sentence frames and/or selected vocabulary, such as “I learned that ____ means ____.”, “Two interesting facts were ____ and ____.”, “I think ____ is an example of ____ because ____.”, etc. -Use cloze sentences (fill-in-the-blank) to process academic text. -Use learning logs, journals, etc. to reflect on learning. -Use drawing and writing to express their knowledge. -Use graphic organizers to help students process and retain new information and to organize information visually.
WHAT IMPLEMENTATION OF ELPS SHOULD LOOK LIKE: Content
and language objectives should be posted and explained to students. Vocab. instruction should be explicit. Clear communication of key concepts, words, phrases, & directions.
WHAT IMPLEMENTATION OF ELPS SHOULD LOOK LIKE: Scaffolding
is being provided with use of sentence stems, paragraph frames, modeling, manipulatives, etc.
Instruction
is differentiated by altering instruction, language demands, & assessment to align with students’ PLDs.
WHAT IMPLEMENTATION OF ELPS SHOULD LOOK LIKE: Opportunities
for students to read, write, listen, and speak using academic English.
ELLs
demonstrate understanding of content and language objectives.
WHAT’S NEXT? Sign
list to receive ELPs Flip Book. Become familiar with how to use materials. Learn how to write language objectives. Post content & language objectives in classroom. Implement use of ELPs in lesson planning & instruction.
ADDITIONAL RESOURCES: ELPS Flip Book Navigating the ELPS books (They are content-specific for English/Language Arts, Science, Math, and Social Studies. I have a copy of each available for check out.) Websites: * http://seanbanville.com/2010/04/27/paired-and-groupwriting-activity/ * http://www.readwritethink.org/classroom-resources/ * http://www.neok12.com/ (educational videos & more) * http://www.storycove.com/ * http://www.gamequarium.org/dir/SqoolTube_Videos/ * http://www.eslmrsv.weebly.com : Resources, plus this power point and others
PART 3: ESL STRATEGIES -Easy strategies to implement that will begin to make an immediate difference in your classroom, not only for ELLs, but for all of your students.
CHECKING FOR UNDERSTANDING Non-verbal responses:
Response cards such as True/False, Yes/No, Agree/Disagree, Noun/Verb, Add/Subtract, Multiple choice such as a/b/c/d cards Personal whiteboards – have students hold to chest until signal is given to reveal answers. Thumbs Up, Thumbs Down – use similar to response cards. Have students show signal with hand close to body. Visual representations of understanding such as graphic organizers, drawings, etc.
Verbal responses:
Choral responses – students respond as a group after “Think Time” is given and signal to respond is given. Think-Pair-Share – students are paired, asked to think about a question or topic, and then share with a partner at a signal. Give one min. to Partner 1 to share, then say TIME. Give one min. to Partner 2 to share, then say “1,2,3, eyes on me” to signal the end. Have a few students share responses with whole class. For ELLs with little English – ask them to choose between two possible answers or statements, or with yes/no or true/false.
SENTENCE STARTERS FOR SPEAKING AND WRITING ACTIVITIES
Post sentence starters, such as: I wonder… I learned… The difference between ____ and _____ is ___________. This is similar to __________. _______ is an example of… This makes sense to me because… This does not make sense to me because… The first step is to… My partner and I decided that…
NOTE-TAKING GUIDES Provide
students with note-taking guides for vocabulary instruction, as well as class discussions. Note-taking guides can be in the form of: Main ideas Blank or partially filled-in outlines Graphic organizers, blank or partially filled-in
NOTE-TAKING GUIDE: VOCAB. EXAMPLE
NOTE-TAKING GUIDE: ANOTHER EXAMPLE
SPEAKING IN COMPLETE SENTENCES
Model speaking in complete sentences, using academic vocabulary.
Require that all students respond with complete sentences.
Use sentence starters to help students learn how to speak in complete sentences, using academic vocabulary and sentence structures.
Remember, if they can’t say it, then they can’t write it!
HOLD STUDENTS ACCOUNTABLE: Post these responses, and teach students to use them instead of shrugging or saying “I don’t know” when asked a question.
May I please have some more information?
May I have some time to think?
Would you please repeat the question?
Where could I find more information about this?
May I ask a friend for help?
FOR MORE IDEAS AND STRATEGIES:
Check out my website at www.eslmrsv.weebly.com for this presentation,
as well as other presentations and handouts.
Thank you!