ELLevate: Strategies to Support English

Language Learners

For High School LearnersSpring 2011

By Harishini Ernest, Ph.D.

Please take 3 minutes to complete the Pre-test Content Objective: Participants will be able to summarize the purpose of the

ELPS and the components of the ELLevate Teacher Resource to support ELL instruction.

Language Objective: Participants will show comprehension of ELLevate

teacher resource by explaining connections between it

and classroom instruction, using pair-share.

Chapter 74. A)3 on ELPSThe of the ELPS Classroom instruction that effectively

integratesintegrates second language acquisition with quality content-areacontent-area instruction ensures that ELLs acquireacquire social, and academic language proficiencyproficiency in English, learn the knowledgeknowledge and skills in the TEKS TEKS ,,and reach their full academic potentialpotential.

BE/ESL has a new nameAs a part of central office reorganization, the Office

of Bilingual Education/ESL has been renamed, Department of English Language Learners and incorporated under the new Office of Special Programs.

The Office of Special Programs includes: Advanced Academic Services Special Education Services Dept of English Language Learners

Department of English Language Learners Staff: Celia Glick, Director of Elementary ELLs Mollie Avelino, Director of Secondary ELLs Harishini Ernest, HS ESL Coordinator Irma Hernandez, MS ESL Coordinator Melissa Hutchins, QTEL Program Manager Vangie Orozsco, College Coordinator Sara Garcia, Data Processing Assistant

And about 8 other wonderful people

Coordinator Roles & Responsibilities

Professional Development (e.g., ELPS, ESL strategies, Textbook Adoption)

Assist with campus compliance for ELLs Data collection/analysis to drive instruction Selection of State textbook adoptions Learning walks, campus visits ESL curriculum development District & State communications to campuses Resource for teachers, instructional specialists,

Mentor Teachers, LPAC Chairs, Principals

Examples of Current ELL Professional Development Offerings

ELPS Academy (3 days) Sheltered Instruction (3 days) 50 Strategies for ELLs ESL Academy (3 days)

* For a complete list of ELL professional development see e-Campus

ELLs in Austin ISD 2008-2009 21,231 Elementary ELLs 3-5th grade students may take the TAKS test in

Spanish 3,033 Middle School ELLs 2,678 High School ELLs 411 Refugee ELLs Majority of ELLs are economically disadvantaged ELL students met all the Performance Based

Monitoring Assessment System (PBMAS) indicators except for completion and graduation

ELLs in Austin ISD 2008-2009

83,839 total students in AISD 26,924 (32%) are English Language Learners*. Of the AISD ELLs, approximately:**

94 languages are represented 90% were born in the U.S.A. 93% are Spanish-speaking 95% are economically disadvantaged

Sources:*MIS LEPALL, 04.12.10 **2009-10 District data

Use Access AISD to view:

1. “TELPAS Feeder

School Report”

2. LPAS

Or you can ask your LPAC Chair for a hard-copy of your campus TELPAS results!

To see TELPAS data Go to the “Mizuni Dashboard”

While within the district, on your email browser, type in “myreporting”

Use your Lotus notes usename and password

https://myreporting.austinisd.org/MizuniSecurityLogin/Login.aspx?url=https://myreporting.austinisd.org/MizuniDashboard/Global/Security/Login.aspx?ReturnUrl=/mizunidashboard/default.aspx

If you cannot find the TELPAS info on Mizuni, call the HELP Desk, OR Go to Management Information Systems homepage on the intranet

Look in the Online library (right side of webpage) for the User Guide.

Mizuni Portal Login

User Name: Password: Authenticate: AD

As a part of Proclamation 2010

ESOL I and ESOL II high school textbooks ELPS teacher resource (ELLevate)

* Two AISD committees convened to review the textbooks on the TEA list of approved textbooks (the committee members included teachers and instructional specialists) to choose the above adoptions

ELPS and Content Area TEKS

                                                                                                                                   

          

                                                                                                                                   

          Core content area teachers will each receive the ELLevate resource. If you have not received it yet, contact your campus textbook coordinator.

Core content area teachers will each receive the ELLevate resource. If you have not received it yet, contact your campus textbook coordinator.

What ELLevate contains

CONTENTS . . . . . . . . . . . . . . . . . . . . . . . . . iii PROGRAM OVERVIEW. . . . . . . . . . . . . . . .ix SECTION 1 English Language Learner

Fundamentals …………………………….. . .1–1 SECTION 2 Strategy Models . . . . .. . . . . . .2–1 SECTION 3 Content-Area Model Lessons 3–1 SECTION 4 On-the-Go Resources . . . . . . .4–1 SECTION 5 TELPAS™ Guide . . . . . . . . . .5–1

Teachers in the district will receive training on ELPS integration: In the core content areas

Language Arts Mathematics Science Social Studies Arts Fine Arts

In developing TEKS (content objectives) and ELPS (language objectives)

Texas PLDs (pp.1-10 to 1-16)

What are the Proficiency Level Descriptors (PLDs) for ?

Listening Speaking Reading Writing

Using ELLevate to meet the ELPS (pp. 1-17 to 1-25) The ELPS are scaffolds to move students

from instruction with linguistic accommodations to mainstream core content

There are 45 ELPS (English Language Proficiency Standards)

Activity (p. 1-18) Have someone read ELPS 1(G) (left column) Have someone else read the right column Turn to where the activity is presented in Lesson 2-10 (p.

2-58 to 2-63) and modeled in Lesson 3.9 (p. 3-72 to 3.79)

ELPS 1 (G) demonstrate anincreasing ability to distinguishbetween formal and informalEnglish and an increasingknowledge of when to use eachone commensurate with grade levellearning expectations; and

• Use the strategy Idioms and Expressions, presented in Lesson 2.10 and modeled inLesson 3.9, to address this standard in your classroom.

• To watch a video in which students practice both formal and informal language withinthe lesson context, go to ellevate.glencoe.com and click Section 1 then Multiple Modalities.

ELPS Student Expectancy Meeting the ELPS with ELLevate

Activity (p. 1-20) Have someone read ELPS 3(A) (left column) Have someone else read the right column Turn to where the activity is presented in Lesson 2-2 (p.

2-10 to 2-15) and modeled in Lesson 3.12 (p. 3-98 to 3-105)

ELPS 3 (A) practice producingsounds of newly acquiredvocabulary such as long andshort vowels, silent letters, andconsonant clusters to pronounceEnglish words in a manner that isincreasingly comprehensible;

• Use the strategy Applying Phonics Skills to New Vocabulary, presented in Lesson 2.2and modeled in Lesson 3.12, to address this standard in your classroom.• Use Word Cards to help students pronounce newly acquired vocabulary correctly.• Use Reading Aloud activities to provide speaking practice for students. Go to Section 4 Activity Bank p. 4–53 for an example activity.• Go to Section 5 p. 5–8 for information on assessing this standard in TELPAS™.

ELPS Student Expectancy Meeting the ELPS with ELLevate

Activity from (pp. 1-23) Have someone read ELPS 4(J) (left column) Have someone else read the right column Turn to where the activity is presented in Lesson 2-15

(p.2-97 to 2-105) &modeled in Lesson 3.7 (p.3-56 to 3-67)

ELPS 4 (J) demonstrate Englishcomprehension and expandreading skills by employinginferential skills such aspredicting, making connectionsbetween ideas, drawinginferences and conclusions fromtext and graphic sources, andfinding supporting text evidencecommensurate with content areaneeds; and

• Apply the strategy Making Predictions, presented in Lesson 2.15 and modeled inLesson 3.7, to meet your classroom needs.• Distribute a Three-Column Chart for students to write their predictions. Go toSection 4 Graphic Organizers p. 4–80 for a blackline master.• Use Activate Prior Knowledge and Cultural Perspective activities to help studentsmake connections between ideas. Go to Section 4 Activity Bank p. 4–55 for an exampleactivity.• Go to Section 5 sample test items 6, 24, 25, 41, and 42 to see ways this standard may beassessed in TELPAS™.

ELPS Student Expectancy Meeting the ELPS with ELLevate

Using the Interactive Question-Response (IRQ) Approach for ELL instruction p. 1-31

IRQ is based on the research of Dr. Diane August, educational researcher and special consultant for ELLevate

IRQ is a scripted interactive approach that helps teachers from any academic content area coach ELLs in using language to make connections and build meaning.

Scripting can provide opportunities for teachers to use role play to enhance vocabulary and comprehension. It provides comprehensible input.

Content area considerations (pp.1-40 to 1-49)

Teaching science to ELLs (pp.1-41) Teaching social studies to ELLs (pp.1-43) Teaching language arts to ELLs (pp.1-45) Teaching math to ELLs (pp. 1-47) Teaching fine and applied arts to ELLs

(pp. 1-49)

ELL Fundamentals (pp. 1-50 to 1-58) Correlation of ELPS to ELLevate Teacher

Resource Guide

ELPS are from the TEA website

http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html

Content-Area Word Cards This collection of cards provides 156

academic words from various school subjects.

Content areas represented include language arts, science, social studies, mathematics, fine and applied arts.

Cut the enclosed sheets into four to create a deck of content-area word cards.

For more suggestions see (pp. 4-25)

Ch. 4 Vocabulary Resources Dolch Word lists 4-18

General Service List of High Frequency Words

4-19

Signal Words by ELL Proficiency Level 4-20

Academic Word Lists by Content Area 4-22 to 4-24

About content-area Word cards 4-25

Multiple Meaning Words 4-26 to 4-29

Take a Bow Activity E.g. 4-35

Using Multiple Meaning Words Activity (pp. 2-46)

Defining the strategy Using the strategy Checking the strategy

pp. 2-49 Routine Graphic- four square

Cultural Considerations

Pages 4-47 to 4-52

About: African Learners Asian Learners East Indian Learners Eastern European

Learners Hispanic Learners Middle Eastern Learners

Pages 4-57 to 4-84 Various graphic

organizers

TELPAS Guide (pp. 5-4 to 5-42)

Purposes and objectives of TELPAS Relationship between TELPAS and ELPS How TELPAS is administered Student eligibility requirements and special

accommodations Rating and reporting process How listening proficiency is assessed How reading proficiency is assessed Types of test items

Relationship between TELPAS and ELPS (p. 5-4)

Please put a yellow sticky beside this paragraph:

The ELPS list content area second-language acquisition (SLA) knowledge and skills. TELPAS assess these SLA ELPS skills. Both the ELPS and TELPAS make use of the same proficiency level descriptors (PLDs).

Types of TELPAS Reading Test Items1. Stand alone items

QuestionsSentences with a blank (cloze)

2. Items associated with a reading selection

3. Cloze reading selections

How to access the interactive ELLevate

1. Go to http://www.ellevate.glencoe.com

2.Select Texas Users Click Here

3.Click on: Interactive Version of ELLevate

4. Enter DE75BB2D2F for the Access Code

5. Click Submit

If you require additional assistance, please contact software support at MHLN_support@mhlearningnetwork.com or call 1-888-393-9090.

1. Go to http://www.ellevate.glencoe.com

2.Select Texas Users Click Here

3.Click on: Interactive Version of ELLevate

4. Enter DE75BB2D2F for the Access Code

5. Click Submit

If you require additional assistance, please contact software support at MHLN_support@mhlearningnetwork.com or call 1-888-393-9090.

Go to ellevate.glencoe.com Interactive Version of ELLevate

Click here to view a pdf download of Ellevate with embedded links to video resources

Correlations to the ELPSClick here to view the correlations to the ELPS

Texas Treasures — ELL Video Library Click here to view a complete listing of video content that accompanies ELLevate: Strategies to Support English Language Learners

Section 1: ELL FundamentalsClick here to view Links to Section 1 video clips and additional resources

Section 2: Strategy LessonsClick here to view Links to Section 2 video clips and additional resources

Section 3: Model LessonsClick here to view Links to Section 3 video clips and additional resources

Section 4: Teacher ResourcesClick here to view Links to Section 4 video clips and additional resources

Section 5: TELPAS GuideClick here to view Links to Section 5 video clips and additional resources

Go to Section 3: Model Lessons

Find a model lesson video in your content area:E.g. Lesson 18: Reader's TheaterELL Video Library - Strategies: Level 3

 Reader's Theater View for 3 minutes then turn to your

partner and tell him/her what you learned…

If you have questions about how to implement ELLevate…PLEASE!

Talk with your campus trainer

or Call Harishini Ernest, HS ESL Coordinator

at 414-9769 or email at: hernest@austinisd.org

Thank you ALL for attending ELLevate: Strategies to Support English Language Learners

We appreciate your support of our English Language Learners

(ELLs)

You can use the next slides or not as you see fit

MATHEMATICSCONTENT-AREA MODEL LESSON PAGE3.15 Algebra: Solving Multi-Step

Equations Using Prior Knowledge With

Vocabulary 3-124 Sequencing Information 3–126 Following Spoken Directions 3–

130

3.16 Algebra: Variables and Expressions

Reviewing and Memorizing Vocabulary 3-132

Drawing Inferences 3–134 Giving Information in Social

Situations 3–138

3.13 Geometry: Inductive Reasoning

Focusing on Key Words 3–106 Using Inductive Reasoning 3–

108 Taking Notes 3–112

3.14 Geometry: Three-Dimensional Figures

Recognizing Cognates 3–114 Using Visual and Contextual

Support 3–116 Writing a Descriptive

Paragraph 3–120

ESL teachers are also getting training on their new textbooks-Proclamation 2010

-Longman Keystone series

ESOL 1ESOL 1 ESOL 2 ESOL 2

                                                                                                                                   

Longman Keystone

Each volume of the ESL Keystone program systematically weaves in academic content while rapidly accelerating students' acquisition of English.

What is TELPAS?

Texas English Language Proficiency Assessment System

An assessment developed by the Texas Education Agency as required by No Child Left Behind Act that all ELLs be tested annually on their proficiency in the 4 domains of reading, writing, speaking, and listening English

How can we use the TELPAS? This report indicates students’ English language

proficiency ratings for the four language domains of listening, speaking, reading, and writing.

Assessments used were TELPAS, TAKS, to determine the ratings. Other test information given is Exempt ARD, and No Rating Available

The student report is in both English and Spanish.

The TELPAS can be used by teachers to guide instruction for ELLs.