Teaching with a Purpose Presented by Jessica Salazar Eagle Mountain-Saginaw Independent School District

WHO IS THIS LADY? BTAP – 2 YEARS Teacher - 16 years Currently Bilingual/ESL Instructional Coach – EMSISD Mother – 2 children Wife – 7 years Doctoral student (ABD)– Texas Wesleyan University Second mother – 16 nieces and nephews Godmother – 7 children

Please line up in order by your birthday without talking to anyone Please line up in order by your birthday without talking to anyone. Fold the line

What are the ELPS? What is TELPAS? Who are TELPAS raters?

What do you know about ESL strategies? KWL What do you know about ESL strategies? What do you want to know? What did you learn?

ELPS – English Language Proficiency Standards Required curriculum for ELLs (along with TEKS) Student expectations School districts responsibilities Proficiency level descriptors Beginning Intermediate Advanced Advanced high Cross-curricular second language acquisition essential knowledge and skills Learning Listening Speaking Reading Writing

Graffiti Write Different color marker per group and chart paper You may create a linguistic or nonlinguistic representation about the topic given as a group. Pass your chart paper to the table to the right. Add your linguistic/nonlinguistic thoughts to the next chart paper. Continue rotating until your group has your original chart paper.

TELPAS – Texas English Language Proficiency Assessment System Federally required Assesses the English language proficiency (ELPS) K–12 ELLs Four language domains—listening, speaking, reading, and writing Grades K–1 holistically rated classroom observations and student interactions Grades 2–12 multiple-choice reading tests holistically rated student writing collections holistically rated listening and speaking assessments

TELPAS Results To meet state and federal accountability To help parents monitor their children To evaluate programs and resources To evaluate staffing patterns To inform instructional planning decisions

The Dice Game Partners will work together to write a story. Partners take turns rolling the dice. The number rolled determines the number of words the partner can add to the story. Each student can write in a different color. Reading and rereading what is written; identifying their own writing.

Metacognitive Cognitive Language Learning Strategies Social/Affective Language Herrmann, E. (2014)

Metacognitive Forward-thinking Selective consideration Preview Skim Get the gist Selective consideration Find specific information Needed for task Monitor comprehension Does this make sense? Am I making sense?

Direct Reading and Thinking Activity (DRTA) Preview title, headings, illustrations, etc. Make predictions about text (what do you think the passage will be about?). Read a selection of the text. Confirm or change predictions. Continue reading text. Stopping periodically throughout text to make predications until text is complete.

Cognitive Sorting Summarizing Prior Knowledge Classifying Grouping words Grouping pictures Summarizing Graphic organizers Taking notes Prior Knowledge Personal associations Analogies Experiences

The Ball and a Bag Game You need a ball, bag, music and scraps of paper Start the music and passing the ball in a circle. When the music stops whoever has the ball has to pull a scrap paper from the bag and answer the question. The questions can reflect a certain topic or text that was previously read or any review for any subject. Then start the music again and repeat.

Imagery and Language Photography Who is this? Where is he? What is he doing? Who took this photo? Who is the person looking at?

Imagery and Language How can we sort these photos?

Dictogloss Read aloud a selected text. Students only listen. Teacher rereads text (song/poem) pausing for 5 seconds after each sentence. Students take notes during pauses. Within groups students discuss and reconstruct the text. Groups choose one person from each group to read aloud group text. Teacher can add in discussion about expressions, grammar, etc. https://www.youtube.com/watch?feature=player_detailpage&v=vwsKWiXlA78

Social/ Affective Asking questions Self-talk Clarifying Brainstorm Peer editing Small groups Self-talk Reduce anxiety Thinking Positively “I can do this” “Its ok if I don’t understand”

The Telephone Game Divide the class in two lines. Give the first person in each group a sentence. The first person tells the second person the sentence and they continue to pass the message down quietly until the end of the line. The last person of each line says the sentence allowed. The fastest line wins.

Language Analyze words Use cognates Prefixes Suffixes Root words Word families Word attack skills Use cognates Latin and English based actor, color, doctor, animal False cognates éxito, asistir, recordar, vaso

Running Story Game Introduce a simple 8 line text. Then, tape each line of text around the room. In groups of 3 or 4, students take turns being the writer as the others run around the room memorizing the lines. They run back and tell the lines to their writer and they attempt to rewrite the text.

Running Story Game

What do ELLs need most? Please stand when you can answer this question. Sentence stem: I believe the one thing ELLs need most is …………………… Share your response with someone wearing the same color as you. Return to your table and write down what you heard.

Bottom line…. In order for ELLs to be successful, they must acquire both social and academic language proficiency in English. Effective instruction in second language acquisition involves giving ELLs opportunities to listen, speak, read, and write at their current levels of English. ELPS are a road map for teachers to guide instruction for ELLs Calderon, M.E. & Minaya-Rowe, L. (2011)

What’s the purpose?

Exit Ticket Before you leave today Complete an exit ticket Use your electronic device and go to https://todaysmeet.com/TitleIII

Jessica Salazar jsalazar@ems-isd.net (817)847-7793 ext. 6353 Conclusion Jessica Salazar jsalazar@ems-isd.net (817)847-7793 ext. 6353

References Calderon, M.E. & Minaya-Rowe, L. (2011). Preventing long-term Els: Transforming schools to meet core standards. Thousand Oaks, CA: Corwin. Ferlazzo, L. & Sypnieski, K.H. (2012). The ESL/ELL teacher’s survival guide. San Francisco, CA: Jossey-Bass Teacher. Herrmann, E. (2014). Teaching learning strategies to ELLs: What, why, when, how. Multibriefs: Exclusive. Seidlitz, J. (2011). Sheltered instruction plus: A comprehensive plan for successfully teaching English language learners. San Clemente, CA: Seidlitz Education. Commissioner's Rules Concerning State Plan for Educating English Language Learners §89.BB. Chapter 89. Adaptations for Special Populations