Using the CTE TEKS to Build on Content & Language Objectives Angie Haro Efren Tarango

Need for Differentiated Instruction ELLs come to the classroom with a wide range of educational backgrounds and varying levels of English language proficiency. While some ELLs may have the academic and linguistic ability to interact socially and academically, other ELLs may need support in understanding and making connections with grade- level content.

TAC Chapter 74.4 (b)(4) Requires school districts to provide intensive and ongoing foundational second language acquisition instruction to ELLs in Grade 3 or higher who are at the beginning or intermediate level of English language proficiency in listening, speaking, reading, and/or writing as determined by the state’s English language proficiency assessment system (TELPAS). These ELLs require focused, targeted, and systematic second language acquisition instruction to provide them with the foundation of English language vocabulary, grammar, syntax, and English mechanics necessary to support content-based instruction and accelerated learning of English.

CTE Perkins Special Populations English Language Learners or Limited English Proficient Students whose primary language is not English and/ or live in a family or community in which a language other than English is dominant Includes individuals who need to enhance their abilities in the areas of speaking reading, writing and understanding the English language Six groups of special populations

Second Language Acquisition Speaking Reading Writing Listening Receptive Four language domains that need to be addressed Speaking and writing allows teachers to check for understanding Expressive

Language Development Process Use TELPAS to identify students proficiency levels in the 4 domains Proficiency Level Descriptors (PLDs) Beginning Intermediate Advanced Advanced High 4 Domains Listening Speaking Reading Writing Resources: http://programs.esc20.net/default.aspx?name=elps.resources

ELPS Academy for Teachers of ELAR Characteristics of Content and Language Objectives Content Objective Align with TEKS Answer Who? students Do what? TEKS (match, identify, evaluate, etc.) How/with what? tasks, resources, processes Language Objective Align with ELPS Answer Who? students Do what? ELPS (listen, speak, read, write, etc.) How/with what? words/phrases and/or printed material (Closing Task) Goal: To have participants understand the difference between learning objectives and tasks Use the LIAG, look at the ELPS to align closing question. Address the same questions Elementary version

CTE Sample Content and Language Objectives Content Objective (TEKS) Language Objective (ELPS) I will write using newly acquired vocabulary relating to balance through the application of real world examples. We will learn to identify and utilize balance as a design element to create pleasing architecture. ADD THE OBJECTIVES FROM YOUR NEARPOD LESSON Who? Does What? How or with what?

Let’s Review Our Objectives TEACHERS have their own lessons, have them look at their content/language objective if they have one, if not create one. (Our focus is the language objective) You can use the lang obj aligned to cross-curricular handout as sentence starters to help you create your language objectives Select one and focus on it but you may use all the others

Today’s Lesson Frame Content Objective: (TEKS) We will review student centered content delivery and instructional practices as applicable for the CTE classroom. Closing Task (ELPS) I will construct and write a lesson overview and activity that incorporates writing and mathematics into my CTE program area.

Today’s Lesson Frame Content Objective: (TEKS) We will gain an understanding of the difference between lesson planning and lesson design and explore ideas on how to apply these concepts in my classroom. Closing Task (ELPS) I will practice writing and speaking by completing a graphic organizer comparing lesson planning and lesson design and I will share it with a partner.