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PA ELPS

PA ELPS. Doug Skelley. Overview. PA Language Proficiency Standards Created to meet No Child Left Behind standards Designed to help find a useful starting point for lessons, assessment, and curriculums. March 2005 Social and Instructional, Language Arts, and Mathematics May 2007

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PA ELPS

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  1. PA ELPS Doug Skelley

  2. Overview • PA Language Proficiency Standards • Created to meet No Child Left Behind standards • Designed to help find a useful starting point for lessons, assessment, and curriculums. • March 2005 • Social and Instructional, Language Arts, and Mathematics • May 2007 • Science and Social Studies • Revisions to CAN DO, Performance Definitions, Matrices

  3. Language domains • Each of the five standards uses all four domains • Listening • Process, understand, interpret, and evaluate spoken language in a variety of situations • Speaking • Engage in oral communication in a variety of situations for an array of purposes and audiences • Reading • process, interpret, and evaluate written language, symbols and text with understanding and fluency • Writing • engage in written communications in a variety of forms for an array of purposes and audiences

  4. Levels • 5 levels, much like WIDA • There is a 6th level, “Reaching” • Levels are progressively more difficult • Levels • I – Entering • II – Beginning • III – Developing • IV – Expanding • V – Bridging

  5. Expectations by level

  6. Practical ApplicationStudent • Lesson: World War II • Level I • Listen, take notes, provide feedback, simple task (i.e. match leaders with country using only pictures) • Level II • List, categorize, name, label, demonstrate knowledge (i.e. label each countries flag and categorize by allegiance) • Level III • Compare and contrast Axis and Allied, Explain which countries chose a certain side, recall information from lecture • Level IV • Analyze WHY a country chose a given side, Debate possible motives, Justify their argument with evidence • Level V • Cognitively and fluently perform all given tasks

  7. Practical ApplicationInstructor • Lesson: World War II • Level I • Pair different proficiency levels, provide visuals, Ask Yes/No questions • Level II • Allow for personal connections, Group discussions, Allow opportunities for creation (i.e. chances to express knowledge orally and in writing) • Level III • Constructive criticism, explain how to improve, promote concepts using slightly higher level material (i.e. textbook, magazine, etc.) • Level IV • More opportunities to write, structured discussion, provide references to aid research, use higher level literature (i.e. academic journals) • Level V • Provide strong connections between learning materials and literacy activities, peer review writings, encourage language production

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