2. The following presentation includes voice-over; please ensure speakers are available. The presentation may be paused to allow time for discussion. If you have any questions, contact the Bilingual/ESL Department at (281) 707-3641 Bilingual/ESL Department 2015-2016

3. ELPS Instructional Tool Module 4 Progress Monitoring - Bringing it all together

4. Table of contents Where are we headed? Module 4 of 4 Revisiting and Adjusting Lessons Progress Monitoring “Putting it all together”

5. Sheltered Instruction and ELPS go hand in hand Lesson Preparation Build Background Comprehensible Input Strategies Interaction Practice and Application Lesson Delivery Review Assessment What language development activities can be included? Will the students have an opportunity to listen? Will the students have an opportunity to speak? Will the students have an opportunity to read? Will the students have an opportunity to write? Press the Space Bar to Continue

6. Lesson Cycle Anticipatory Set “Hook”- Objective/Purpose- Content and language Teaching- Direct teaching modeling checking for understanding Guided Practice- I do, you help Independent Practice- you do, I help Closure- How do I know what they have learned? What do I do if they haven’t? www2.econ.iastate.edu/classes/tsc220/hallam/MadelineHunterModel.pdf http://www.onetohio.org/library/Documents/Dr%20Madeline%20Hunter%20Article1.pdf

7. Where are my students???? Press the Space Bar to Continue

9. Did we provide sufficient opportunities for students to practice in all language domains? Do we know student’s proficiency levels? What type of instruction did we use…was it student centered or teacher centered? Discussion- Look at the performance of students served in the bilingual or ESL program in your class. How are they doing academically and linguistically? What are some factors that affect student performance we cannot control? What are some factors that affect student performance that we can manage/control?

10. Although there are many external and internal factors that affect student performance on assessments, by addressing student’s proficiency levels during planning and lesson delivery, we can positively impact the comprehension and ultimate achievement of our students. Discussion- Look at the performance of the ELLs whose parents have denied Bilingual (elementary) or ESL services (elementary/secondary). Do you have any in your class? How are they doing academically and linguistically in your content area or grade level?

11. Team Work- What is a standard or skill coming up in the next couple of weeks? How can I address this skill with my Beginner students? Intermediate? Advanced? Advanced High?

12. To Sum up… Ch. 74.4 All teachers are language teachers. Planning is key! It’s difficult to incorporate effective activities without thinking about them ahead of time. The way we set up our classrooms can either accelerate or hinder the development of language. We can’t control everything that our students face, but educators can affect the quality of the instruction students receive. Get to know your class!! Start with the end in mind.

13. This marks the conclusion of this module. Thank you for your active participation!

14. References http://www.sk.com.br/sk-krash.html 19 Texas Administrative Code Ch. 74. English Language Proficiency Standards www2.econ.iastate.edu/classes/tsc220/hallam/MadelineHunterModel.pdf