Process Activity: Aligning ELPS to HISD Objectives and TEKS

1. Process Activity: Aligning ELPS to HISD Objectives and TEKS

2. Round Table:Tapping Prior Knowledge • What are ELPS? • What are the five language domains? • What is the difference between a content objective and a language objective? • Which teachers must include language objectives in their lesson plans?

3. Round Table: (Answers) Tapping Prior Knowledge • English Language Proficiency Standard issued by the state that include 45 student expectations in five domains. • Learning Strategies (Thinking), Listening, Speaking, Reading, and Writing • A content objective identifies what students should know and be able to do. A language objective identifies a specific development in students academic English. 4. All teachers must include language objectives in their lesson plans.

4. Modeling a process to match ELPS to objectives Materials: HAPG (Foundation) or TEKS (CTE) ELPS • Using HAPG/TEKS • Select an objective that requires language support. Consider using a Power Objective

5. CTE BCIS Business Computer Information SystemsTEKS Objective: Perform data management procedures including locate, sort, and organize data. • What language skills are involved in performing this this objective? Alphabetical Order

6. Using the ELPS Which of the five domains might the skill (alphabetizing) belong to? • Reading

7. Which ELPS in that domain might match that skill? • ELPS Reading 4A: Learn relationship between sounds and letters of the English Language.

8. Six Categories for Developing Language Objectives • Key Vocabulary refers to the technical terms, concept words and other words needed to discuss, read, or write about the topic of the lesson.

9. Six Categories for Developing Language Objectives 2. Language Functions refer to the ways students use language in the lesson. (Describe, compare, summarize)

10. Six Categories for Developing Language Objectives 3. Language Functions refer to the ways students use language in the lesson. (Describe, compare, summarize)

11. Six Categories for Developing Language Objectives 4. Grammar or Language Structures can be taught when they are prevalent in the written or spoken discourse of the class. (questioning patterns, past or future tense verbs, paragraph writing, pronoun usage, and sentence formation)

12. Six Categories for Developing Language Objectives 5. Lesson tasks are a source for language objectives as well. Consider what language is embedded in a lesson assignment that could be pulled forth and turned into explicit instruction in language.

13. Six Categories for Developing Language Objectives 6. Language Learning Strategies may include • corrective strategies (e.g. reread confusing text) • self-monitoring strategies (e.g. make and confirm predictions), • prereading strategies (e.g. relate to personal experience), or • language practice strategies (e.g. repeat or rehears phrases, visualize).

14. Your Turn • Using HAPG/TEKS • Select an objective that requires language support. Consider using a Power Objective • What language skills are involved in performing this objective? • Using the ELPS • What domain might the skill belong to? • Which ELPS in that domain matches that skill?

15. Reflection In what way was this opportunity to practice alignment of ELPS to an objective or TEKS helpful?