Connect NC ELP SCS and Lesson Plans

for

Content and ESL Teachers

+

NC ELP Standards• Standard 1: English language learners communicate for SOCIAL

AND INSTRUCTIONAL purposes within the school setting

• Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS

• Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS

• Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE

• Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES

WHY do we need ELP Standards in all classes with LEP students?

• Assist students to meet NC Academic Standards based on their ELP level

• Guidance for content and ESL teachers

• Required by Section 3115 of Title III, Part A of the Elementary and Secondary Education Act as reauthorized by the

No Child Left Behind Act of 2001 (NCLB).

Content Language

What is the relationship?

How can we connect the ELP SCS to Academic Standards?

Broad

General

All-encompassing

ELP Standards part of a comprehensive educational system

Strands of Model

Performance Indicators

ELP Standards

CAN DO Descriptors

Performance Definitions

linguistic complexityvocabularylanguage control

Using the MPIs

• To identify appropriate skill-based performance goals based on English proficiency levels of individual students

• To complement and align with existing NC Academic Standards

• To provide appropriate, reliable and valid expectations for students across the curriculum

Organization of MPIs within StandardsOrganization of MPIs within Standards

Organization of PI’s within StandardsOrganization of PI’s within Standards

STRANDSTRAND

MPIMPI

The Elements of the MPI

Model Performance Indicators consist of 3 elements:

• The Language Function

• The Content Stem or Sample Topic

• The Support or Strategy

ELP Standard 3: The Language of Mathematics, Summative Framework

Identify large whole numbers from pictures or models and phrases or short sentences

support / scaffold

Teaching strategy

languagecontent

Large whole Identify large whole Identify large whole Sort examples of large Compare examples of Match situations numbers numbers from pictures numbers from whole numbers from large whole numbers to use of large and models (e.g., This pictures or models pictures or models presented in pictures whole numbers number has 7 places.) and phrases or short and text (e.g., those and text from grade level sentences more than and less text thousand

Grades 3-5

Using the MPIs to Write Language Objectives

• What language does the student need to…

Level 2:

Identify large whole numbers from pictures or models and phases or short sentences

Level 4:

Compare examples of large whole numbers presented in pictures and text

… in terms of linguistic complexity, vocabulary usage, and language control?

Linguistic Complexity

• Amount of oral or written discourse – Length ranges from a word to paragraphs

• Type and variety of grammatical structures– No/little/some variation in word and phrases/sentences

• Organization and cohesion of ideas– Disjointed sentences to transitions

• Use of text structures in specific genres

• Continuum – as ELP increases complexity of language increases

Vocabulary Usage

• Move from general language to specific language to specialized or technical language

Standard

language of

Grade Level Cluster

General

Language

Specific Language

Technical Language

Mathematics 1-2 in all total sum

Language Arts 3-5 person character protagonist

Science 6-8 knee kneecap patella

Social Studies 9-12 people population demographics

Language Control

• Number and types of errors that affect the meaning or intent of the message

• Fluency

• Grammatical usage

• Phonology

• Selection of words to convey meaning (semantics)

MPIsand

MPI Transformations

The Key to your Lesson Planning and Curriculum Development

ELP Standard 4: The Language of Science

Ecology & Sort real-life objects Identify ways to Sequence descriptive Find solutions to Research better or new Conservation according to labels conserve from sentences and conservation issues ways to conserve (e.g. recyclable and pictures and written pictures to illustrate presented in using grade level not recyclable) text forms of conservation illustrated texts or materials websites

Grades 3-5

Grades 9-12

Ecology &adaptation

Create and presentcollages or depictions of conservation or ecology from models in small groups

Brainstorm ideasabout conservationor ecology that affect everyday lifebased on illustrationsin small groups

Suggest ways to resolve issues related to conservation orecology using visualsor graphic organizersin small groups

Identify Find solutions

Discuss pros andcons of issues related to conservation or ecology using visuals or graphic organizers in small groups

Engage in debates on issues related to conservation or ecology

Brainstorm Discuss

Your lesson: MPI Transformation

ExampleTopics

Level 1Entering

Level 2Beginning

Level 3Developing

Level 4Expanding

Level 5Bridging

Level 6- R

eachin

g

Domain

Domain: Listening, Speaking, Reading, Writing

Example Topic: from Content SCS

Language: Social (request), Instructional (location), Academic Function (classify)

Support/Scaffold: Sensory, Graphic, Interactive, Linguistic (word walls, sentence frames)

Math / Grade 65.03 Solve simple (one-and two-step)

equations or inequalities.

Content Objective:

Solve two-step equations (3x-10=14)

Language Objective: ?

Contentsolve equationsContent Teacher

Language: vocabulary & structures

• solve / solution• operation• variable• isolate (isolate the

variable)• simplify• inverse (inverse

operation)

• add / addition• subtract /subtraction• multiply / multiplication• divide / division• properties of equality• first, second, then,

finally…• verbal commands

Grades 6-8ELP Standard 3: The Language of Mathematics, Summative Framework

Domain: Writing

Use MPIs to Write Language Objectives

ExampleTopics

Level 1Entering

Level 2Beginning

Level 3Developing

Level 4Expanding

Level 5Bridging

Level 6- R

eachin

g

Writing

Algebraic equation

Show pictorial represen-tations or label terms related to algebraic equations from models or visuals

Give examples and express meaning of terms related to algebraic equations from models or visuals

Describe math operations, procedures, patterns or functions involving algebraic equations from models or visuals

Produce everyday math problems involving algebraic equations and give steps in problem-solving from models or visuals

Summarize or predict information needed to solve problems involving algebraic equations

Grades 6-8ELP Standard 3: The Language of Mathematics, Summative Framework

Domain: Writing

Use MPIs to Write Language Objectives

ExampleTopics

Level 1Entering

Level 2Beginning

Level 3Developing

Level 4Expanding

Level 5Bridging

Level 6- R

eachin

g

Writing

Algebraic equation

Show pictorial represen-tations or label terms related to algebraic equations from models or visuals

Give examples and express meaning of terms: variable, isolate variable, inverse operations from models or visuals

Describe math operations, procedures, patterns or functions involving algebraic equations from models or visuals

Write in your journal steps to isolate the variable in a two-step equation from models or visuals

Summarize or predict information needed to solve problems involving algebraic equations

Math / Grade 65.03 Solve simple (one-and two-step)

equations or inequalities.

Content Objective:Describe steps in a problem-solution pattern

Language Objective: commands, ordinal sequencing, vocabulary

Contentsolve equationsESL Teacher

linguistic complexityvocabularylanguage control

Biology2.02 Investigate and describe the structure and functions of cells…

Language: vocabulary & structures• The ___ consists of ______.• The ___ is made up of ______.• The ____ includes the ____.• The function of the ___ is to ____.• The ___ serves to ____.• The ___ acts/serves as a ____.• Both __ and __ contain ____.• ____ contains ___, but ___ does not.• ___ has a ____, however does not,

Contentcells, structure, function

Grades 9-12ELP Standard 4: The Language of Science, Summative Framework

Domain: Writing

Use MPIs to Write Language Objectives

ExampleTopics

Level 1Entering

Level 2Beginning

Level 3Developing

Level 4Expanding

Level 5Bridging

Level 6- R

eachin

g

Writing

Taxonomic systems

Label examples from different taxonomies using illustrations and word/phrase banks

Describe in sentences features of taxonomies depicted in illustrations or graphic organizers

Summarize in a series of related sentences features of taxonomies depicted in illustrations or graphic organizers

Compare/contrast in paragraph form features of taxonomies depicted in illustrations or graphic organizers

Integrate information about taxonomic systems into essays or reports

Grades 9-12ELP Standard 4: The Language of Science, Summative Framework

Domain: Speaking

Use MPIs to Write Language Objectives

ExampleTopics

Level 1Entering

Level 2Beginning

Level 3Developing

Level 4Expanding

Level 5Bridging

Level 6- R

eachin

g

SpeakIng

Structure of plant and animal cells

Name the features in the structure of plant and animal cells using illustrations and word/phrase banks

Describe in sentences to a partner the features of plant and animal cells depicted in illustrations or graphic organizers

Orally summarize with a partner, in a series of related sentences, features of plant and animal cells depicted in illustrations or graphic organizers

Explain to a partner using compare/contrast sentences the features of plant and animal cells depicted in illustrations or graphic organizers

Integrate information about plants and animal cells into an oral report

Everyone is a Language Teacher

All teachers should include language objectives in

content lessons