WelcomeWelcome

PurposePurposeDecember,2007 State Changed Ch. 74 Curriculum

Requirements Subchapter A. Required Curriculum

74.4 English Language Proficiency Standards

ELPS 2008-ELPS 2008-20092009

Expectations:

Cooperative Learning Groups: Runner, timer, manager, scribe, reporter

Take time to reflect on why you are here.

TexasRate of ELL Growth 1994-

2005

OELA, 2005

LCISD Enrollment52 Languages

15% of the population

2800 to 3300 enrolled during the year

Average increase each year over the past three years: 271 students

Think, Pair, Share….Think, Pair, Share….

What do these trends say to you?

Increased ELL achievementWhat we should give up….. What we should take up…..

CarouselEach runner will choose a friend.

The runner and friend will take the chart made and present their top three give ups and take ups to the other tables.

The groups will have 2 minutes at each table so make sure you only discuss the top three points.

Second Language Acquisition (SLA)

Understanding Language Proficiency in Social

and Academic Settings

Understanding Language Proficiency in Social

and Academic Settings

BICS: Basic Interpersonal Communicative Skills

CALP: Cognitive Academic Language Proficiency

Building English Language Proficiency: A Cumulative Process

Linguistic Domains1. Listening: the ability to understand spoken language,

comprehend and extract information, and follow social and instructional discourse through which information is provided

2. Speaking: the ability to use language appropriately and effectively in learning activities and social interactions

3. Reading: the ability to comprehend and interpret written text at the grade-appropriate level

4. Writing: the ability to produce written text with content and format to fulfill grade-appropriate classroom assignments

Adapted from Alief ISD Language Proficiency Profile

Teaching Language Through Content Area Instruction

Levels of English Proficiency

19 TAC 74, Subchapter A

74.4 (d)

Six Ways the TELPAS Holistic Assessment Process Reinforces

Quality Instruction1. It encourages teachers to provide more

opportunities for ELLs to use and practice their developing language.

2. It encourages teachers to collaborate about the needs of ELLs.

3. It gives teachers a common vocabulary to use with one another and with parents

in describing the language levels and language needs of the students, and

in setting goals for progress.

Six Ways the TELPAS Holistic Assessment Process Reinforces

Quality Instruction

4. It helps teachers see the need to differentiate instruction according to the English language proficiency levels of ELLs.

5. It helps teachers understand the importance and benefit of building the communication skills that get students to the next proficiency level.

6. It supports academic achievement goals because ELLs learn academic content more readily when they understand the language of their instruction.

Bottom LineEffective implementation of the TELPAS holistic observation and evaluation approach throughout the school year helps ELLs

learn English more quickly

grasp academic concepts and skills more readily

Cross-curricular Connection

19 TAC 74, Subchapter A

74.4 (c)

ConclusionTeachers will need to:

1.Know who their ELLs are

2.Know their TELPAS levels

3.Have a copy of the TELPAS PLDs

4.Incorporate the ELPS in their lessons and document on their Lesson plans

5.Attend all ELPS trainings