Social Studies and the ELPS

1. Social Studies and the ELPS Jennifer Young

2. Agree or Disagree? • All of my students are on the same academic level. • Social studies is the most important subject in school. • I am tired of professional development. I don’t need to develop anymore. • I am always open to learning new strategies. • My ELL kids are some of my favorite students. • I have no idea what to do with my ELL students. • I know everything I need to know about ELPS and I use them daily in class. • I am super excited to be at school on a Saturday.

3. Norms • We will take a break, but feel free to take care of business. • Please keep side conversations to a minimum, and keep them relevant to topic. • Please turn cell phones to silent or vibrate.

4. Objectives • Content Objective: We will be able to use the ELPS as a guide as we plan effective lessons using learning strategies that benefit English language learners, as well as other struggling learners in our social studies classes. • Language Objective: We will discuss the ELPS, SIOP and sheltered instruction, and then write learning strategies into our lesson plans as we discuss with our groups how they could be implemented into our daily lessons.

5. Why are we here? • Birdville ISD has approximately 27,000 students. • As of March 27, 2014, we have 4,409 students coded as LEP. • There are no longer provisions under STAAR and EOC (except for English I and refugees) • Social Studies was one area we did not meet AYP. According to the PBMAS, on state assessment: • ESL, 8thgrade had a 24% passing rate (70% passing rate needed) • LEP, EOC, had 45.2% passing rate (50% passing rate needed) • With the exception of Haltom High School, social studies classes are not clustered, meaning ALL OF THESE STUDENTS ARE IN YOUR CLASSES. 

6. Secondary Breakdown AS OF 3/27/2014:

7. How do we know how to teach these students? Chapter 74.4 outlines the English Language Proficiency standards (ELPS). These standards give us the English Language Proficiency Descriptors and student expectations.

8. English Language Proficiency Descriptors • Beginning • Intermediate • Advanced • Advanced High

9. Cross-Curricular Student Expectations • We all must take responsibility for language acquisition • These are listed in Eduphoria and in your handouts • Look at “How to Read the Cross-Curricular Student Expectations” • These are organized into 5 categories • Learning strategies • Listening • Speaking • Reading • Writing

10. Content Objective • The question: • “What do I want the students to LEARN today?” • Based on standard

11. Content Objectives (3C)The student will be able to describe how religion and virtue contributed to the growth of representative government in the American colonies. EXAMPLE CONTENT OBJECTIVES: • The student will be able to describe the religions and virtues practiced in the American colonies and show the roles that religious leaders took in the early government. • The student will be able to define representative government, and show how religion and virtue contributed to the growth of the representative government.

12. Language Objective (ELPS) Content Objectives: • The student will be able to describe the religions and virtues practiced in the American colonies and show the roles that religious leaders took in the early government. • The student will be able to define representative government, and show how religion and virtue contributed to the growth of the representative government. Language Objective: • Student will be able to use the sentence frames to discuss the religion and virtues of the early colonies with a partner, read chapter 3 to find roles that the religions leaders, and then write a quick write choosing a side on whether the present-day United States should or should not be run by religions leaders. • Student will read a summary, create a timeline of important events that show the growth of the representative government and discuss with a partner the role religion and virtue played in each event.

13. Sheltered Instruction Observation Protocol (SIOP) • Initially created as a way to define sheltered instruction. • Started as an observation protocol, and through extensive research, became a model for lesson planning and implementation. • Provides English Learners with access to grade-level content while building language acquisition. Echevarria, Vogt, and Short.(2008) Making Content Comprehensible for English Learners. Pearson Education, Inc.

14. SIOP Components • 8 components: • Lesson Preparation • Building Background • Comprehensible Input • Strategies • Interaction • Practice/Application • Lesson Delivery • Review/Assessment

15. Will I ever see this again? • Evidence in lesson planning will be need to be evident (CO/LO) • SIOP observation protocols will be used in campus visits • SIOP training will be provided during summer and throughout the school year. • There is a 3 year plan for teachers to be fully trained in SIOP SO…YES!!!

16. Why SIOP?? • IT WORKS! • It works for all struggling learners • Our ELL numbers are growing

17. Today… • Lesson planning • Content Objective • Language Objective • Activities: • Building Background • Comprehensible Input • Interaction

18. Building background • “Research supports teachers’ explicit activation of students’ prior knowledge, and the building of background for those who may lack prior knowledge of a particular content topic.” Echevarria, Vogt, and Short.(2008)99 Ideas and Activities for Teaching English Learners with the SIOP Model. Pearson Education, Inc., pp 30.

19. Activity: Pretest with a Partner • The pretest should be identical or similar to posttest that will be used to assess knowledge • The teacher distributes one pretest and one pencil to each set of partners • The partners pass the test back and forth, first reading the question out loud, and then discussing the possible answer choices.

20. Extended: • Student Expectation Notes (Ms. Shaft) • Self Correction • Have students separate question by standard (Solution Tree, RTI) • Use pretest to set goals • I will learn ______________ . Discuss with your planning group: how could you use this?

21. Comprehensible Input Includes the following components: • Speech appropriate for student proficiency levels • Enunciation, slower rate, etc • Clear explanation of academic tasks • 1 or 2 directions at a time • Post them! • A variety of techniques to make content concepts clear • Modeling, visuals, hands-on activities, gestures, etc

22. Activity: Every Student Gets a Chance • Write a new concept on the board and read it aloud • Ask for a volunteer to read aloud what was just written. • Then ask a second volunteer to read the same information, repeating this several times with same idea. PURPOSE: • Effective for reinforcing and practicing concepts and vocabulary • Builds confidence for English Language Learners • Allows students to hear the same input with different pronunciations and intonations

23. For Example: • “The Mayflower Compact established self-government with majority rule” (Have 5 students read this exact statement, going from more confident to less confident.)

24. Scaffolding (providing more support) if you have Beginner or Intermediate students… Use a sentence frame. “The Mayflower Compact established self-government with ____________ __________. “Majority means more than half.” (Repeat) To scaffold this: Split the class into 2 groups, with one side having 1 more student than the other to show “majority”. Add students to one side to show that any number more than half is the “majority.” • How could you use this?

25. Interaction • “One thing we know for certain about English learners is that they will not become proficient speakers of the language unless they have frequent opportunities to use it…English learners are likely to speak their native language before and after school during breaks…and lunch, and with peers who speak their same native language. Teachers who monopolize the vast majority of classroom talk, as is common practice, compound the problem and ELs have even fewer opportunities to speak English.” (Vogt and Eschevarria, p 101)

26. Activity: Dinner Party • Suppose we could have a dinner party with 8 religious and political leaders from the early colonies. • Who would you invite? • Why would you select them? • What would be the seating order of the guests, and why would you put them in that order? • What do you think the guests would talk about during dinner? • Include historical events and references to the peoples’ lives.

27. How to use this… • Break students into groups. Each person in a group is assigned (or chooses) a person. They research this person (or for scaffolding purposes, are given an article or summary on a person). One person in the group could be the “reporter” and write an article or script based on the academic conversation within the group • Students could work in partners to write a script • How could you use this?

28. Kuddos to YOU! • I have seen some really great things within our history department! • Stump the Chump – Coach Parker – HHS • Students come up with questions as they try to stump the teacher • Great for interaction, lesson delivery and assessment • People, places, events – Ms. Williams – HMS • Graphic organizer to fill out as students read a summary • Organizes the information • Can be easily scaffolded for different levels • Great for interaction, practice, strategies and lesson delivery • Tweet Me – Coach Horton – N. Oaks Middle School • Assessment

29. What did we learn today? • What the ELPS are… • Descriptors • Student Expectations • How to incorporate ELPS into lesson plans (CO/LO) • SIOP description • Activities that incorporate SIOP instruction

30. Contact Me! • Please let me know if I can help, plan, brainstorm or model a lesson for you! • Jennifer.young@birdvilleschools.net • THANK YOU!