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FinalizedEnglish Language Proficiency Standards
Training
ELDELPS Time
Allocations
MaterialsLanguage
Objectives
Strategies
Methodologies
September 2011
2
Format of the English Language Proficiency
Standards (ELPS)
Planning for ELD instruction
Using Academic Content
ELPS and ILLPs
Agenda
A REVIEW OF THE FORMAT
Arizona English Language Proficiency Standards
Listening & Speaking Domain
Comprehension of Oral Communication, Delivery of Oral Communication
Reading DomainPrint Concept, Phonemic Awareness/Decoding, Fluency, Comprehending Text
Writing DomainWriting Applications, Standard English Conventions, Writing Process, Writing Elements, Research
Language StrandStandard English Conventions, Vocabulary
5
ELL I corresponds to
Kindergarten
ELL II corresponds to grades 1-
2
ELL III corresponds to grades
3-5
ELL IV corresponds to grades
6-8
ELL V corresponds to grades 9-
12
Stages (Grade Band)
6
Sample Of Proficiency Level Descriptors
Snapshot of ELL Stage I:
KindergartenListening and
Speakingstudent coming into ELL program.
PROFICIENCY LEVEL DESCRIPTORS
Pre-Emergent
A student at this level has no ability or a very limited ability to communicate in English.
Emergent
A student at this level is able to respond using isolated words, strings of nouns and verbs, and functional phrases with linguistic support.
Basic
A student at this level consistently responds using grammatically correct phrases and simple sentences in social and academic settings with linguistic support.
Low Intermediate
A student at this level consistently expresses and responds using grammatically correct simple sentences in social and academic settings.
High Intermediate
A student at this level consistently expresses and responds using grammatically correct simple sentences, including details, in social and academic settings.
ELL Stage I: KindergartenListening and Speaking
“Snapshot” of
the ELL’s language ability
as evidenced by
the current assessment
Proficient
The students will demonstrate competency in (Domain) based on the knowledge, skills and abilities specified in the Performance Indicators at the High Intermediate level in order to access grade-level academic content.
8
STAGE I (K) STAGE II (1-2) STAGE III (3-5) STAGE IV (6-8) STAGE V (9-12)
Stage IPRINT ALL
Stage II PRINT ALL
Stage III PRINT ALL
Stage IV PRINT ALL
Stage V PRINT ALL
Stage IListening and
Speaking
Stage II Listening and
Speaking
Stage III Listening and
Speaking
Stage IVListening and
Speaking
Stage V Listening and
Speaking
Stage IReading Domain
Stage II Reading Domain
Stage III Reading Domain
Stage IVReading Domain
Stage V Reading Domain
Stage I Writing Domain
Stage II Writing Domain
Stage III Writing Domain
Stage IVWriting Domain
Stage V Writing Domain
Stage ILanguage Strand
Stage II Language Strand
Stage III Language Strand
Stage IVLanguage Strand
Stage V Language Strand
LINKS TO THE ELP STANDARDS
Below are links to the Finalized ELP Standards. The revised Standards are “all inclusive” for each STAGE.
CLICK ON ANY LINK BELOW TO ACCESS THE SPECIFIC STAGE, DOMAIN OR LANGUAGE STRAND.
GUIDANCE DOCUMENT UPDATED (All Stages)
ELP GLOSSARY IRREGULAR NOUNS/VERBS LANGUAGE DEMANDS/LANGUAGE COMPLEXITIES (by permission of WestED)
Writing Applicatio
ns
Standard 1: The student will express his or her thinking and ideas in a variety of writing genres.
Pre-Emergent
Emergent BasicLow
IntermediateHigh
Intermediate
The student will express his or her thinking and ideas by using a variety of writing genres, as demonstrated by:
Narrative
PE-1: writing a minimum of one sentence containing personal information with instructional support.
E-1: writing sentences based on real and imagined events.
(social studies)
B-1: writing a narrative paragraph based on real and imagined events that includes characters, plot, and setting.
(social studies)
LI-1: writing one or more narrative paragraphs based on real and imagined events that include characters, dialogue, plot, and setting.
(social studies)
HI-1: writing one or more narrative paragraphs based on real and imagined events that include characters, plot, setting, and dialogue as appropriate.
(social studies)
PE-2: writing a poem with instructional support.
(math, science, social studies)
E-2: writing a poem using rhyme patterns and figurative language (i.e., simile).
(math, science, social studies)
B-2: writing a poem using rhyme patterns, figurative language (i.e., simile and metaphor), and rhythm.
(math, science, social studies)
LI-2: writing a poem using rhyme patterns, figurative language (i.e., simile and metaphor), theme, imagery, and rhythm.
(math, science, social studies)
HI-2: writing a poem using rhyme patterns, figurative language (i.e., simile and metaphor), theme, imagery, and rhythm.
(math, science, social studies)
ELL Stage V: Grades 9-12
Writing (W)
Stage
Domain
Standard
Proficiency Levels
Concept
Performance Indicators numbered:
Sub-concept
Content Referenced
Stem
Each Performance Indicator is a specific skill.
• Always look at the High Intermediate Performance Indicator as the goal.
• Scaffold back for beginning instruction, if necessary.
PE-5: sequencing pictures to retell
text heard or read.
Pre-requisite skill
N/A
Complete Sentences
Instructional Support
No Instructional Support
Math, Science, Social Studies
i.e. and e.g.
Within certain performance indicators, e.g. or i.e. is used.
‘e.g.’ - used to show a few typical examples
‘i.e.’ - used to denote those items listed that must be taught within that performance indicator
i.e.
e.g.
19
STAGE I (K) STAGE II (1-2) STAGE III (3-5) STAGE IV (6-8) STAGE V (9-12)
Stage IPRINT ALL
Stage II PRINT ALL
Stage III PRINT ALL
Stage IV PRINT ALL
Stage V PRINT ALL
Stage IListening and
Speaking
Stage II Listening and
Speaking
Stage III Listening and
Speaking
Stage IVListening and
Speaking
Stage V Listening and
Speaking
Stage IReading Domain
Stage II Reading Domain
Stage III Reading Domain
Stage IVReading Domain
Stage V Reading Domain
Stage I Writing Domain
Stage II Writing Domain
Stage III Writing Domain
Stage IVWriting Domain
Stage V Writing Domain
Stage ILanguage Strand
Stage II Language Strand
Stage III Language Strand
Stage IVLanguage Strand
Stage V Language Strand
LINKS TO THE ELP STANDARDS
Below are links to the Finalized ELP Standards. The revised Standards are “all inclusive” for each STAGE.
CLICK ON ANY LINK BELOW TO ACCESS THE SPECIFIC STAGE, DOMAIN OR LANGUAGE STRAND.
GUIDANCE DOCUMENT UPDATED (All Stages)
ELP GLOSSARY IRREGULAR NOUNS/VERBS LANGUAGE DEMANDS/LANGUAGE COMPLEXITIES (by permission of WestED)
Example
coding fo
r
lesson plans
Coding for Domains (for lesson planning)
ELL Stage V: Grades 9-12Writing (W)
Writing Applicatio
ns
Standard 1: The student will express his or her thinking and ideas in a variety of writing genres.
Pre-Emergent
Emergent BasicLow
Intermediate
High Intermedia
teThe student will express his or her thinking and ideas by using a variety of writing genres, as demonstrated by:
Narrative
PE-1: writing a minimum of one sentence containing personal information with instructional support.
E-1: writing sentences based on real and imagined events.
(social studies)
B-1: writing a narrative paragraph based on real and imagined events that includes characters, plot, and setting.
(social studies)
LI-1: writing one or more narrative paragraphs based on real and imagined events that include characters, dialogue, plot, and setting.
(social studies)
HI-1: writing one or more narrative paragraphs based on real and imagined events that include characters, plot, setting, and dialogue as appropriate.
(social studies)Stage –Domain-Standard Number: Performance Indicator
Example: V-W-1:PE-1
Standard English
Conventions
Standard 1: The student will identify and apply conventions of standard English in his or her communications.
Pre-Emergent Emergent BasicLow
IntermediateHigh
Intermediate
Adjectives (ADJ) PE-4: repeating a
singular possessive adjective with a noun.
E-4: using singular possessive adjectives (my, your) with a noun.
B-4: using singular possessive adjectives (my, your, his, her, its) with a noun.
LI-4: using singular and plural possessive adjectives (my, your, his, her, its, our).
HI-4: using singular and plural possessive adjectives (my, your, his, her, its, our, their).
Language Strand Standard 1: Standard English Conventions
(for lesson planning)
ELL Stage II: Grades 1-2
Language Strand (L)
Stage –Strand-Standard Number (Sub-concept): Performance Indicator
Example: II-L-1(Adj):B-4
Coding for Language Strand Standard 2: Vocabulary(for lesson planning)
Vocabulary
Standard 2: The student will acquire English language vocabulary and use it in relevant contexts.
Pre-Emergent Emergent Basic Low Intermediate High Intermediate
The student will demonstrate knowledge of vocabulary by:
PE-1: naming and grouping labeled objects and pictures into given conceptual categories.
(math, science, social studies)
E-1: reading and classifying common words into conceptual categories.
(math, science, social studies)
B-1: reading and classifying words into conceptual categories and providing rationale for classification with instructional support.
(math, science, social studies)
LI-1: reading and classifying words into conceptual categories and providing rationale for classification.
(math, science, social studies)
HI-1: reading and classifying words into conceptual categories and providing rationale for classification.
(math, science, social studies)
ELL Stage IV: Grades 6-8Language Strand (L)
Stage –Strand-Standard Number: Performance Indicator
Example: IV-L-2:LI-1
Strategies | Methodologies
Materials
ELP StandardsLanguage Objectives
Time Allocations
When planning for ELD instruction:
SEI Time Allocations
Time Allocation
Oral English/ Conversation
and Vocabulary
60 minutes
Grammar
60 minutes
Writing
60 minutes
Reading
60 minutes
Standards to Use
Listening & Speaking Domain
Language Strand•Vocabulary
Language Strand
•Standard English
Conventions
Writing Domain Reading Domain
Time Allocations for All Grades and All Proficiency Levels
If Proficient on the Writing
subtest
If Proficient on the Reading
subtest
Middle/High School Exemptions for
Time Allocation
Oral English/ Conversation
and Vocabulary
60 minutes
Grammar
60 minutes
Writing
60 minutes
Reading
60 minutes
Standards to Use
Listening & Speaking Domain
Language Strand•Vocabulary
Language Strand
•Standard English Conventions
Writing Domain Reading Domain
Intermediate Proficiency Level
English Language Development
Language Star
Component
Taught
Phonology
Morphology
Lexicon
Semantics
All Components
Applied
All Components
Applied
Morphology
Syntax
Time Allocatio
n
Oral English/ Conversation
Vocabulary Reading Writing Grammar
Standards
to Use
Listening & Speaking Domain
Language Strand•Vocabulary
Reading Domain
Writing Domain
Language Strand
•Standard English
Conventions
Language Objectives
Determining the Language Objective of a Lesson
What is the skill you want your students to be able to do?
Create an outcome-based language objective which consists of action verbs. It states what you will actually see the students doing when the objective is performed and the actions will be something that can be observed.
By thinking of the language objective first, activities that do not naturally lend themselves to meeting the language goals are automatically ruled out.
Language Objective
There are many ways to write a language objective, but it must always include the skill identified in a performance indicator.
Language Objectives
The student will ________ + _________ .
Each stem, together with a performance indicator, provides a and for a language objective.
“how”“what”
“what” “how”
Language Objective (Language Strand)
The student will demonstrate knowledge of parts of speech by choosing past progressive tense verbs to orally complete a declarative sentence frame with subject-verb agreement.
V-L-1(V):B-15
what
how
stem
performance indicator
Language Objective (Listening Domain)
The student will demonstrate understanding of oral communications by sequencing events from a read-aloud orally in a complete sentence.
III-LS-1:HI-3
what
how
Language Objective
There are times when it may be appropriate to add a grammar focus to a performance indicator.
Here is the same Listening & Speaking performance indicator with a grammar focus.
Language Objective
The student will demonstrate understanding of oral communications by sequencing events from a read-aloud using “when” adverbs in a complete sentence.
III-LS-1:HI-3
what
how
grammar focus
The time allocation helps to identify the area of explicit instruction, and the
Performance Indicators drive instruction for that hour.
While teachers may use strategies that incorporate more than one language modality during a lesson, the
outcome is based on the Performance Indicator.
WHAT is driving your instruction?
WHAT is driving your instruction?
Scenario:
I am teaching during my Oral English/Conversation and Vocabulary time allocation and I am using the Listening/Speaking Domain (Stage II), Standard #2, Delivery of Oral Communication Concept, Performance Indicator B-5…
Concept
Performance Indicator
Standard
Stem
Take a look at this
performance indicator…
May the student read the question?
Yes! But what is driving the instruction?
May the student write the question?
Listening & Speaking
(Delivery of Oral
Communications)
Oral English/ Conversation
Example of a possible language objective.
During the Oral English/
Conversation and Vocabulary time
allocation, you may have students work with a partner to ask
and respond to questions.
Language Objective
Students will work with a partner to ask
and respond to questions using
sentence frames.
Language Objective
Students will work with a partner to ask
and respond to Yes/No questions in the present tense using sentence
frames.
(PUSH)
Identify the language objective
The student will ask and respond to social and academic questions.
The student will express orally his or her own thinking and ideas.
The student will ask and respond to academic questions by orally producing sentences in the present tense.
No, this is the standard, not down to the PI level.
No, this is only the what.
Yes, this is the what and the how (stem and performance indicator and also a incorporates a grammar focus).
Materials
ELD [ELP standard/Language Objective]
is the driverand
ACADEMIC CONTENT is the vehicle.
(What does this mean?)
“Classroom materials used in an ELD class may reflect content from a variety of academic disciplines.
Classroom materials must be appropriate for the students’ level of English language proficiency.
Selection of content materials must be based on the materials’ effectiveness in facilitating and promoting the specific English language objective(s) of the class.
Such materials must predominantly feature specific language constructions that align with the English language objectives based on the ELL Proficiency Standards and the DSI.” (SEI Models, September 13, 2007)
ELD and Content - The lesson objective is ELD
Strategies and
Methodologies
Strategies
Supporting or scaffolding student language development to promote success
Interactive lessons with hands-on activities and cooperative learning
Always establish the language objective
ALWAYS use the 50/50 RuleTeacher speaks 50%Student speaks 50%
ALWAYS push students to their productive discomfort level
ALWAYS have students respond in complete sentences
ALWAYS remember the teacher does nothing students can do themselves
Super SEI Strategies
SEI SUPER STRATEGY
So what does PUSH! Look like? Tell me another way to say that using our grammar
rules. Tell me another way to write that. What other word can we use here? How is this word spelled? Where we can find that information on the Grammar
Wall? Please say that in a complete sentence. Give me two reasons for your answer. What grammar rule did you apply?
Push students to their productive discomfort level.
ELD Methodologies
Language Warm-Up Vocabulary Frames Vertical Sentences Four Picture Story/Process Re-Tell Syntax Surgery What We Know Verb Tense Study Function Junction Morph House This or That Single Picture Text Webbing Reverse Questioning
49
Academic Content with Language as the
Driver
51
Interdependent and Explicit Within the Four Hours
Oral English/ Conversation
and Vocabulary
Grammar Reading Writing
…but not isolated
ELPS II-L-1(V):LI-6
It falls on trees and houses.It is falling on trees and houses.
ELPS II-LS-2:B-7
What is made from water in the air?
A is made from water in the air.
snowflake
B-7: responding to academic questions using key words and phrases.
ELPS II-R-4:B-7B-7: identifying the topic/main idea and key details from text heard or read, using sentence frames.
ELPS II-W-3:B-1:
B-1: generating ideas through class discussion and guided writing to record ideas (e.g., graphic organizers, etc.) with instructional support.
56
For example a teacher could (using ELPS):
• front load vocabulary• have the students listen and speak• select a reading selection using the vocabulary
• teach a grammar lesson relevant to the information used in reading
• have students write about it
Interdependent and Explicit Within the Four HoursOral English/
Conversation and
Vocabulary
Grammar Reading Writing
ACADEMIC CONTENT - MATH
ORAL ENGLISH/CONVERSATION AND VOCABULARY HOUR
Lesson: Have your students discuss their opinion as to why two objects are the similar or different.
• Using a Venn diagram work with a partner to decide what is similar or different.
• Using a Sentence Frame share with class your opinion.In our opinion, _______ and _______ are similar because they both are ________.
orIn our opinion, _______ and _______ are different because they both are not ________.
III-LS-2:
Let’s look at the language required to perform the upcoming math lesson.
In our opinion, a pencil and a pen are similar because they both are used to write on paper.
ORAL ENGLISH/CONVERSATION AND VOCABULARY HOUR CONTINUED
III-L-2:
Let’s look at the vocabulary from the upcoming math lesson.
Lesson: Complete Frayer model for “factor” and “array”
ORAL ENGLISH/CONVERSATION AND VOCABULARY HOUR CONTINUED
III-L-2:
Let’s look at the vocabulary from the upcoming math lesson.
Lesson: Complete a Morph House with the word “to multiply” – (v) To increase the amount
multiply (v) We multiply numbers in math.
multiplied (v) The number 3 multiplied by 4 is 12.
multiplying (v) I am multiplying the number 2, 3 times. (n) Multiplying numbers is repeated addition.
multiple (n) 6 is a multiple of 2. (adj) She had multiple reasons for why she was late.
multiplication (n) We are studying multiplication in math class.
GRAMMAR HOURIII-L-1 (C):
Lesson: Teach correlative adjectives “both/and”
correlative adjectives “both/and” with nouns(Subject) (verb) both (noun) and (noun)
• He wants both cake and ice cream.• We read both a poem and a story in class today.
Both (noun) and (noun) (verb)…• Both Jon and Mark want a piece of cake.• Both 9x2 and 2x9 equal 18.
Let’s look at the grammar skill that will be applied in the upcoming math lesson.
WRITING HOURIII-W-4:
Lesson: Model how to vary sentence beginnings. Then, have students respond to math prompt.
Challenge groups to come up with explanations “Both,” “While,” or “The.”
Target sentences:
• Both 9x2 and 2x9 equal 18 , but the arrays are not the same. • The array for 2x9 is two rows of nine and an array for 9x2 is nine rows of two. • While an array for 2x9 is two rows of nine, an array for 9x2 is nine rows of two.
Let’s look at the information in the math lesson that lends itself to the writing instruction.
63
Interdependent and Explicit Within the Four HoursOral English/
Conversation and
Vocabulary
Grammar Reading Writing
These lessons are within the 4 hours, in the specific time allocations.
Standards will drive the instruction in each time allocation.
ILLPs
ILLPsILLP –Task Force Document
Requires administrator, teacher and parent/guardian(s) meeting, signature and date
Document how will this instruction be delivered? Include detailed information regarding the time allotted to ELD area of instruction. Include, also, materials that will be used. Specify the student’s language plan for achieving proficiency in one year. (Attachment A may be used)
Reviewed and revised if necessary after each quarter. (Attachment B may be used to document)ILLPs are completed
annually 65
ILLPS
The ILLP needs to identify what skills (Performance Indicators from ELP Standards) the student will be taught.
The classroom instruction is differentiated for the ELL and must match the skills identified on the ILLP.
The lesson for the ELL in the mainstream classroom comes from the ELP Standards/Performance Indicators. (LOOK at the column ELP Standards and Performance Indicator to be Covered on Attachment A)
QUESTIONS