Transcript Welcome [secure.lcisd.org]

Welcome
Purpose
December,2007
State Changed Ch. 74 Curriculum
Requirements Subchapter A. Required
Curriculum
74.4 English Language Proficiency Standards
ELPS 2008-2009
Expectations:
Cooperative Learning Groups: Runner,
timer, manager, scribe, reporter
Take time to reflect
on why you are
here.
Texas
Rate of ELL Growth 1994-2005
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