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The English Language Proficiency Standards (ELPS) MODULE 3: ELPS and Language Proficiency

The English Language Proficiency Standards (ELPS) MODULE 3: ELPS and Language Proficiency. Presented by the Brownsville Independent School District Bilingual Department Reference: Texas Education Agency and Region One Education Service Center. What does it look like?. Five E.L.P.S. Domains.

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The English Language Proficiency Standards (ELPS) MODULE 3: ELPS and Language Proficiency

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  1. The English Language Proficiency Standards (ELPS)MODULE 3: ELPS and Language Proficiency Presented by the Brownsville Independent School District Bilingual Department Reference: Texas Education Agency and Region One Education Service Center

  2. What does it look like?

  3. Five E.L.P.S. Domains Learning Strategies Writing Listening ELPS Reading Speaking

  4. Language Acquisition Language Development Social and Cultural Processes (Collier, 1995) Cognitive Development Academic Development

  5. Social vs. Academic Language Social LanguageAcademic Language Simpler language (shorter Technical vocabulary; written material has sentences, simpler longer sentences and more complex vocabulary and grammar) grammar Usually face-to-face, small Often lecture-style communication number of people, informal or reading a textbook; little situational settings context Precise understanding is Precise understanding and seldom required description/explanation is required; higher-order thinking Usually simpler, familiar topics New and more difficult to understand (movies, friends, daily life) topics, knowledge is often abstract; cognitively complex; student often has less background knowledge to build on Get many clues from expressions, gestures Fewer clues, most clues are language clues social context such as further explanation Many opportunities to clarify (look puzzled, More difficult to clarify ask questions, etc.)

  6. What Teachers Need to Know About Second Language Learning Acquisition-Learning Hypothesis The Affective Filter Hypothesis The Input Hypothesis The Natural Order Hypothesis The Monitor Hypothesis S. D. Krashen

  7. Effective teachers providing: Affective support Cognitive support Linguistic support based on language acquisition research Focused instruction Modified texts Modified and differentiated instruction Opportunities to demonstrate mastery of knowledge and skills Needs of English Language Learners

  8. Affective Domain Confidence Self-assurance Instruction Provided in Spanish/ESL to ensure... Positive home Positive English cultural identity cultural identity

  9. Cognitive Domain Instruction provided in Spanish/ESL to Ensure mastery in... Science Health Math Social Studies

  10. Linguistic Domain comprehension speaking Instruction provided in Spanish/ESL to ensure mastery in... composition reading

  11. What Teachers Need to Know About Second Language Learning (cont.) 1 Cognitively Undemanding 2 Developing survival vocabulary Following demonstrated directions Engaging in telephone conversations Reading and writing for personal purposes: notes, lists, sketches, etc. Context Embedded (Concrete) Context Reduced (Abstract) Participating in hands-on science and mathematics activities Making maps, models, charts, and graphs Solving math computational problems Understanding academic presentations without visuals or demonstrations: lectures Solving math word problems without illustrations Taking standardized achievement tests 3 Cognitively Demanding 4 (Cummins, 1981)

  12. What Teachers Need to Know About Second Language Learning (cont.) CALP BICS

  13. Activities for Beginning ESL Students Listen to Oral Directions Language Drills Play Simple Games Small Group Art and Music Activities Reading Simple Developing Word Banks Directions

  14. Activities for Intermediate ESL Students Lessons with demonstrations Higher level questioning activities and illustrations Making models, charts, and maps in Social Studies in small groups Math word problems Writing short paragraphs with concrete references using wordbanks Read heavily illustrated Filling simple forms textbooks

  15. Activities for Advanced ESL Students Discussions using higher Oral presentation activities level questioning Discussions using higher level questioning Hands-on Science Activities Reading for comprehension Multi-purpose composition activities activities Content explanations with Writing for publication illustrations

  16. Key Features of Each Proficiency Level Listening Speaking Reading Writing Beginning Level:Little or no ability, uses high frequency, routine words; in writing, typically lists, labels, copies. Intermediate Level:Limited ability, understands and uses short, simple sentences. Uses present tense. Advanced Level: Typically have grasp of basic verbs, tenses, grammar features and sentence patterns/ partial grasp of more complex verbs, tenses, grammar features and sentence patterns, needs support Advanced High Level:Ability, with minimal support very close to native English speaking peers Source: TEA Assessment Division

  17. Good morning, class. Today we are going to study something brand new. It’s difficult, so I’m going to need everyone’s undivided attention. Open your books to page one hundred seventy-two. At the top of the page is the word “net.” Today’s lesson is about net. As it says in the definition in your book, in math, net is a two-dimensional model. The net of a cylinder is shown in your textbook. Does everyone see the rectangle and two circles? That’s the net of the cylinder. What Might a Beginning Listener Understand? Academic Listening Sample TEA Assessment Division

  18. Good morning … Today … Open your booksto pageone … top … page … Today’s … book … math … two … book … rectangle … two circles … Beginning level Academic Listening Sample TEA Assessment Division

  19. Good morning, class.Today we are going to study… It’s difficult … going to need everyone’s … Open your books to page one hundred … top of the page … Today’s lesson … your book, in math … two … cylinder…book …rectangle and two circles … cylinder. Intermediate level Academic Listening Sample TEA Assessment Division

  20. Good morning, class. Today we are going to study something … new.It’s difficult, so I’m going to need everyone’s … Open your books to page one hundred seventy-two.At the top of the page is the word … Today’s lesson is … definition in your book, in math, net is atwo … a cylinder is … in your textbook. Does everyone see the rectangle and two circles? … cylinder. Academic Listening Sample Advanced level TEA Assessment Division

  21. Good morning, class. Today we are going to study something brand new.It’s difficult, so I’m going to need everyone’s undivided attention.Open your books to page one hundred seventy-two.At the top of the page is the word“net.”Today’s lesson is about net. As it says in the definition in your book, in math, net is a two-dimensional model. The net of a cylinder is shown in your textbook. Does everyone see the rectangle and two circles? That’s the net of the cylinder. Academic Listening Sample Advanced High level TEA Assessment Division

  22. Questions?http://www.bisd.us/Bilingual_Education/ CONTACT INFORMATION: Bilingual Director: Alma Cardenas Rubio 548-8271 Lead Teachers Maricela Camarillo 698-3195 Norma Lopez 698-1326 Pat Segura 698-0083 Dr. Paty Quesada 698-0081

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