Welcome

Purpose December,2007 State Changed Ch. 74 Curriculum Requirements Subchapter A. Required Curriculum 74.4 English Language Proficiency Standards

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

Take time to reflect on why you are here.

Texas Rate of ELL Growth OELA, 2005

LCISD Enrollment 52 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…. What do these trends say to you?

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

Carousel Each 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 BICS: Basic Interpersonal Communicative Skills CALP: Cognitive Academic Language Proficiency

Building English Language Proficiency: A Cumulative Process

Linguistic Domains 1.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 Instruction 1.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 Line Effective 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)

Conclusion Teachers 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