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ELPS Instructional Tool Module 2 Using TELPAS Data

Table of contents Module 2 TELPAS Data Plotting Students according to proficiency levels Using Linguistic Accommodations Writing Content and Language Objectives

TELPAS The Texas English Language Proficiency Assessment System (TELPAS) battery of assessments and ratings can and should be used beyond “testing” season In order to better plan and differentiate instruction teachers should obtain individual TELPAS ratings provided to each campus by the BE/ESL Department Accessed through Eduphoria

TELPAS HISTORICAL DATA-CLASSROOM SAMPLE

TELPAS DATA

TELPAS Look at last year’s TELPAS data and identify the level of proficiency for listening, speaking, reading and writing for students in your class. Reflection Questions: Did your students make any progress from the ranking they obtained the year before? Did any regress or stay the same?

Discussion Take a minute to discuss with your group. What are some of the trends you notice? In which domains do your students show the most progress? In which domains do your students seem to struggle?

Where are my students? Use the plotting mat attached to this PowerPoint to organize and sort students based on proficiency levels It will be easier to see at a glance how the students rank.

What do these levels mean? Refer to pg. 14-15 of the ELPS Instructional Tool Booklet What do the Proficiency Level Descriptors (PLDs) tell us about what students can do in each language domain How do these levels impact my instruction?

What’s Next How do the proficiency levels affect instruction? Should this data impact how lessons are delivered and or developed? Understanding where students are in the language acquisition process will allow for a better understanding of what they are able to do, in what areas they may need additional support and how teachers can differentiate instruction to provide the needed support. Remember- if a strategy or activity is designed to help ELLs, chances are it will also benefit the rest of the class.

How do I help students Progress? All content teachers are language teachers ( Ch. 74.4 of TAC)- As you plan your lessons consider this question: How am I supporting language development though this lesson? 1. Begin by writing focused, targeted and systematic content and language objectives. 2. Once student’s proficiency levels are identified, teachers can better plan for instruction. 3. Use the ELPS Instructional Tool Linguistic Accommodations to help you plan activities to develop language.

Linguistic Accommodations Look at p. 21-25 of the ELPS Instructional Tool Booklet as well as the Linguistic Accommodations sheet attached to this PowerPoint. Select a language domain. What are some of the things you can do to help students who beginners or Intermediate? Share ideas with your colleagues.

targeted, focused and systematic lesson objectives Points to consider- Objectives should be written for the students. Objectives should be stated before, during and after the lesson Objectives should be clear, concise and to the point Content Objective: I will TEKS by academic task. Language Objective: I will language verb (ELPS) using specific words, phrases, stems or language based activity

WRITING A CONTENT OBJECTIVE Start with a specific TEK. Focus on the goal of your lesson that covers that specific TEK. Write a statement in student-friendly language that expresses the overall goal of the lesson. (Remember it should be a measurable goal.) Ask yourself: Does this content objective clearly identify what students should know and be able to do? Will it help guide instruction and learning?

Content Objectives: Reflects “WHAT” the students need to know Example: I will record (write down) the stages of the life cycle of a butterfly by completing graphic organizer. Reflects “WHAT” the students need to know Must be tied to specific grade-level content standards (TEKS/SEs) Limit to one or two per lesson to reduce the complexity of the learning task (reflects something that can be taught and learned in a lesson or two) Written in a student-friendly format : Written in terms of what students will learn or do Stated simply, both orally AND in writing Observable Measurable in a single class period Displayed for all students to see throughout the lesson. Let’s practice. First you will need your Bloom Taxonomy verbs These are helpful for identifying the differences among the levels Bloom’s Taxonomy and higher order thinking. Remember you will need to use your professional judgment when choosing a verb, depending upon whether or not the skill is new or is an on-going skill. The objective should include: Who+ DOES WHAT+WITH WHAT… -WHO is doing the work? -WHAT is the expectation? -WITH WHAT are students supposed to complete the expectation? VOCABULARY: As you write you Content Objectives, think of the academic vocabulary students will need to learn during the lesson related to their TEKS ( example: Inference, evidence…) -what vocab will they need to have been pre-taught

Language Objectives: Reflects “WHAT” the students need to know LO: I will describe (tell) to a partner the life cycle of a butterfly by using the words: adult, caterpillar, egg, pupa, metamorphosis Reflects “WHAT” the students need to know Must be tied to specific language domain and limit it to one or two standards per lesson to reduce the complexity of the learning task. Written in a student-friendly format : Stated simply, both orally AND in writing Observable Measurable in a single class period Displayed for all students to see throughout the lesson Sentence stems and vocabulary posted with objectives. Keep your Language Objectives aligned to Cross Curricular SEs sheet out This is a quick reference guide so teachers can quickly create language objectives that will drive the explicit language instruction The objective should include: Who+ DOES WHAT+HOW… VOCABULARY: what academic vocab will students use to complete the objective -post key vocab with objectives SENTENCE FRAMES: post the sentence frames you want students to use with the objectives and key vocab For example: Speaking: You will speak in complete sentences using the following sentence frames – different sentence frames are used for different levels of students “I infer that_____ because_____” “ I think/predict____ because___” “Maybe/Perhaps_____” “Given the evidence that____ I can infer that____” ***LOOK BACK AT THE CONTENT OBJECTIVE YOU WROTE, and write a corresponding language objective

Practice time Think of Student Expectation (SE) coming up. Write a content objective for that SE. Use the templates below. How will you target language during your instruction? Write a content and language objective for the lesson. Share with your colleagues. Is there anything you can change or add? Content Objective: I will TEKS by academic task. Language Objective: I will language verb (ELPS) using specific words, phrases, stems or language based activity

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