LCISD
Accelerated Language Programs
Sheltered Instructional Strategies
Integration of ELPS and TEKS
Gloria Stewart-Director
Mary Lou Garcia-Facilitator
Susana Benitez-Facilitator
Jacqueline (Jacky) OrtegaDepartment Secretary
Eva Sakkis-District Translator
Goal
• LCISD teachers will become familiar with Sheltered
Instruction
• Understand integration of ELPS and TEKS
• Use TELPAS data to plan for differentiation
Texas Education Agency
Statutory Requirement
19 Texas Administrative Code §74.4
Chapter 74. Curriculum Requirements
Subchapter A. Required Curriculum
§74.4 English Language Proficiency Standards
Adopted December, 2007
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Texas Education Agency
4
Chapter 74.4. English Language Proficiency Standards
(a) Introduction
(1) The English language proficiency standards in this
section outline English language proficiency level
descriptors and student expectations for English language
learners (ELLs).
School districts shall implement this section as an integral
part of each subject in the required curriculum.
The English language proficiency standards are to be
published along with the Texas Essential Knowledge and
Skills (TEKS) for each subject in the required curriculum.
TEA Source: Newly Adopted Required Curriculum, adopted
on December 25, 2007.
Texas Education Agency
E.L.P.S.
(2) In order for ELLs to be successful, they
must acquire both social and academic
language proficiency in English. Social
language proficiency in English consists of
the English needed for daily social
interactions. Academic language
proficiency consists of the English needed
to think critically, understand and learn new
concepts, process complex academic
material, and interact and communicate in
English academic settings.
5
Texas Education Agency
Social vs. Academic Language
Social Language
Simpler language (shorter
sentences, simpler
vocabulary and grammar)
Usually face-to-face, small
number of people, informal
settings
Precise understanding is
seldom required
Usually simpler, familiar topics
(movies, friends, daily life)
Get many clues from expressions, gestures
social context
Many opportunities to clarify (look puzzled,
ask questions, etc.)
Academic Language
Technical vocabulary; written material has
longer sentences and more complex
grammar
Often lecture-style communication
or reading a textbook; little situational
context
Precise understanding and
description/explanation is required;
higher-order thinking
New and more difficult to understand
topics, knowledge is often abstract;
cognitively complex; student often has
less background knowledge to build on
Fewer clues, most clues are language clues
such as further explanation
More difficult to clarify
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7
Texas Education Agency
Language Acquisition
Language
Development
Social and
Cultural Processes
Cognitive
Development
(Collier, 1995)
Academic
Development
8
Texas Education Agency
The E.L.P.S. Strands
Learning Strategies
Writing
Listening
ELPS
Reading
Speaking
ELPS – Building a Mental
Framework
• Big Responsibilities
Big Ideas
•
•
Make content comprehensible
Build academic language
• Curriculum must be…
•
•
•
• Linguistically Accommodated
Student Expectations
•
•
•
•
•
Learning strategies
Listening
Speaking
Reading
Writing
Communicated
Sequenced
Scaffolded
• Language Levels
• (Proficiency Level Descriptors)
•
•
•
•
Beginning
Intermediate
Advanced
Advanced High
Second Language Acquisition
• Progression of skills in the four language domains
• Receptive skills are necessary for comprehension
and attainment of language
• Expressive skills are needed to express and share
ideas
• Instructional tasks must implement a multitude of
learning interactions promoting the development of
receptive and expressive skills simultaneously
Second Language Acquisition
• Understand students’ language
proficiency levels to linguistically
accommodate academic and
essential vocabulary
• Provide students with a linguistic
platform to build on in order to
advance to the next proficiency
level
• Allow students to practice oral and • Include elements of the four
written forms of grammar and
syntax during cooperative and
independent tasks
language domains during
content-based instruction
Big Responsibilities
• For Beginning and Intermediate Students,
Grades 3-12:
• Focused
• Targeted
• Systematic
Second Language Acquisition
Focused
Targeted
Instruction and
academic tasks
are specifically
designed with an
emphasis on
promoting
students’ English
language
development.
Instruction and
academic tasks
are purposefully
aligned to the
language
proficiency levels
of ELLs.
Systematic
Instruction and
academic tasks
are carefully
planned and
consistently
implemented to
address the
progression of
skills necessary
to support the
accelerated
learning of
English.
Texas Education Agency
Needs of English Language Learners
• Effective teachers providing
• Affective support
• Cognitive support
• Linguistic support
(Chapter 89)
• Focused instruction
• Modified texts
• Modified and differentiated
instruction based on proficiency
level
• Opportunities to demonstrate
mastery of on grade level
knowledge and skills
Adapted from: Building Connections in the Content Areas through Sheltered Instruction
14
Texas Education Agency
What Teachers Need to Know
About Second Language Learning
BICS
CALP
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Texas Education Agency
BICS vs CALP
Which language do we use more often?
BICS
Science
Math
Soc. Studies
Guess
Rules
Hypothesis
Estimate
Speculation
Laws
Subtract
Same
Identical
Method
Plan
Justice
Numerous
Texas Education Agency
Sheltered Instruction
Sheltered Instruction is an approach
to instruction and classroom
management that teachers can use
to help English language learners
acquire and learn English and
content area knowledge and skills.
Adapted from: Building Connections in the Content Areas through Sheltered Instruction
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Texas Education Agency
Characteristics of Sheltered Instruction
• Well-planned lessons using unwrapped TEKS and
•
•
•
•
•
ELPS in every lesson
Use of student background knowledge and
experience
Variety of delivery modes- not all teacher lecture or
power points
Using on Grade-level TEKS in all content areas
Checks for understanding
Use of higher-order questioning-deep practice
Adapted from: Building Connections in the Content Areas through Sheltered Instruction
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Margarita Calderón & Associates, Inc.
Old Definition of
Sheltered Instruction
Focus on Teachers to make content comprehensible by
• Building on student experiences and using material with
familiar content
• Using graphic organizers (tables, webs, Venn diagrams)
• Using pictures, demonstrations, real-life objects, gestures
• Providing hands-on, interactive learning activities
• Designating language and content objectives for each lesson
• Reading to students and scaffolding questions
• Giving ELs simplified texts to read
Margarita Calderón & Associates, Inc.
New Definition of
Sheltered Instruction
Focus on student learning by teaching:
•Key vocabulary before, during and after reading
•Discourse protocols to use for discussions, questions
and answers related to the topic
•Comprehension skills necessary for each particular
grade level text using the verb in the unwrapped
TEKS•Appropriate writing protocols and skills for each
writing assignment
•Performance assessments to gauge and track
individual learning progressions (Calderón, 2012).
Margarita Calderón & Associates, Inc.
Reading and Writing in all
Content Areas
Basic changes in the way all K-12 teachers
have been teaching:
1.
2.
3.
4.
5.
Academic vocabulary (e.g., tier 1, 2, 3 words).
Language (e.g., rich discourse, discussions, questions, answers).
Reading (e.g., text complexity, more informational than literary).
Writing from sources (e.g., texts they are reading).
Building knowledge in the disciplines by teaching reading,
vocabulary and writing in science, social studies, and language arts.
6. Staircase of complexity (close and careful reading to learn; teachers
create more time for this reading, and scaffold in new ways)
Margarita Calderón & Associates, Inc.
Key: Teach Text-Based Writing
• Writing is to show that students can
analyze and synthesize sources in texts
they read, presenting careful analysis, welldefended claims, ideas, and clear
information.
• They draw evidence from a text or text
to support analysis, reflection, or
research.
• They use the vocabulary pre-taught and
grammar learned from the text they read.
Texas Education Agency
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Program Characteristics
Sheltered Instruction
•Accelerated Instruction
•High Expectations
•Effective Instruction +
•Purposeful and Intentional
•Provided by content
experts with shared
responsibility of second
language acquisition
•Instructional Approach
Not Sheltered Instruction
•Remediation
•Dumping Ground
•“Just Good Teaching”
•Hit and Miss
•Responsibility of ESL
teacher
•ESL students in all
sheltered classes
•Scheduling requirement
•Program
Adapted from: Building Connections in the Content Areas through Sheltered Instruction
Student Expectations
•
•
•
•
•
Learning Strategies
Listening
Speaking
Reading
Writing
Language Levels
(Proficiency Level Descriptors)
•
•
•
•
Beginning
Intermediate
Advanced
Advanced High
•
•
•
•
Listening
Speaking
Reading
Writing
ELPS-Student Listening Expectations
• distinguish sounds and intonation patterns of English with increasing ease;
• recognize elements of the English sound system in newly acquired vocabulary such as long and short
vowels, silent letters, and consonant clusters;
•
learn new language structures, expressions, and basic and academic vocabulary heard
• during classroom instruction and interactions;
•
•
•
•
(D) monitor understanding of spoken language during classroom instruction and interactions
and seek clarification as needed;
(E) use visual, contextual, and linguistic support to enhance and confirm understanding of
increasingly complex and elaborated spoken language;
•
listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and
language attainment;
•
understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language,
and contexts are familiar to unfamiliar;
•
understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations;
and
• (I) demonstrate listening comprehension of increasingly complex spoken English by following directions,
retelling or summarizing spoken messages, responding to questions and requests, collaborating with
peers, and taking notes commensurate with content and grade-level needs.
Listening Teacher Behaviors
Beginning
Intermediate
Speak in a clear concise manner, such Extensively use visual and verbal cues
as using shorter sentences and fewer to reinforce spoken or written words.
pronouns.
Provide and/or allow for clarifications
in native language, including
assistance from peers.
Employ simplified language, high
frequency, and pre-teach academic
vocabulary for unfamiliar topics.
Implement gestures for added
emphasis.
Stress key ideas and vocabulary
through intonation and slower speech,
such as natural pauses.
Frequently check for understanding
since student will not have the ability
to seek clarification.
Provide student with phrases or simple
sentence frames to seek clarification.
Listening Teacher Behaviors
Advanced
Advanced High
Utilize some visuals, verbal cues, and
gestures to support understanding.
Occasionally use visuals, verbal cues,
and gestures during longer, elaborated
academic instructional discussions.
Provide extra wait time to process.
Provide multiple opportunities to hear
grade appropriate spoken in various
academic and social settings.
Expect to occasionally have to
rephrase, repeat or slow down at
student’s request.
Allow students to seek clarification as
needed.
ELPS-Student Speaking Expectations
•
•
practice producing sounds of newly acquired vocabulary such as long and short vowels,
silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible;
•
expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and
describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and
by learning and using routine language needed for classroom communication;
•
speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy
and ease as more English is acquired;
•
and build academic language proficiency;
•
•
speak using grade-level content area vocabulary in context to internalize new English words
share information in cooperative learning interactions;
•
ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key
words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based
vocabulary during extended speaking assignments;
•
express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended
discussions on a variety of social and grade-appropriate academic topics;
•
•
•
(H) narrate, describe, and explain with increasing specificity and detail as more English is
acquired;
(I) adapt spoken language appropriately for formal and informal purposes; and
•
•
(J) respond orally to information presented in a wide variety of print, electronic, audio, and
visual media to build and reinforce concept and language attainment.
Speaking Teacher Behaviors
Beginning
Intermediate
Respect student’s silent period
Allow sufficient wait time so student
can process and communicate
responses
Accept responses consisting of single
words and phrases
Provide simple sentence frames,
answer choices or graphic organizers
for student use
Frequently model intonation and
correct pronunciation
Focus on the content of student’s
response and not on pronunciation or
grammatical errors
Expect pronunciation errors that may
inhibit communication
Realize students may speak mostly in
simple, present tense sentences and
rarely with details
Speaking Teacher Behaviors
Advanced
Advanced High
Assign oral presentations to practice
using content based terms and
common abstract vocabulary.
Ask students to narrate and describe
problem solving strategies
Use graphic organizers to develop
ability to use present, past and future
tenses while speaking.
Introduce, model, practice, and review
the use of idioms and colloquialisms
Have students participate in
cooperative group or partner group to
develop academic vocabulary.
Encourage participation in a variety of
social and academic discussions
applying academic vocabulary.
Developing Listening and Speaking
• Provide opportunities for structured conversations
• Provide opportunities for students to use accountable talk
• Give students time for think, pair, share during lessons
• Provide wait time for all student to process questions and
respond using language stems-QSSSA
• Teachers asks questions using academic language
• Students respond using high academic language by
language stems posted
• Provide multiple opportunities in all content areas for
students to narrate, describe and explain their thinking orally
ELPS-Student Reading Expectations
• learn relationships between sounds and letters of the English language and decode (sound
• out) words using a combination of skills such as recognizing sound-letter relationships and
• identifying cognates, affixes, roots, and base words;
• recognize directionality of English reading such as left to right and top to bottom;
• develop basic sight vocabulary, derive meaning of environmental print, and comprehend
English vocabulary and language structures used routinely in written classroom materials;
• use prereading supports such as graphic organizers, illustrations, and pretaught topicrelated vocabulary and other prereading activities to enhance comprehension of written text;
• read linguistically accommodated content area material with a decreasing need for linguistic
accommodations as more English is learned;
• use visual and contextual support and support from peers and teachers to read grade-
appropriate content area text, enhance and confirm understanding, and develop vocabulary,
grasp of language structures, and background knowledge needed to comprehend
increasingly challenging language;
ELPS-Student Reading Expectations
• demonstrate comprehension of increasingly complex English by participating in
shared reading, retelling or summarizing material, responding to questions, and
taking notes commensurate with content area and grade level needs;
• read silently with increasing ease and comprehension for longer periods;
• demonstrate English comprehension and expand reading skills by employing
basic reading skills such as demonstrating understanding of supporting ideas and
details in text and graphic sources, summarizing text, and distinguishing main
ideas from details commensurate with content area needs;
• demonstrate English comprehension and expand reading skills by employing
inferential skills
• such as predicting, making connections between ideas, drawing inferences and
conclusions from text and graphic sources, and finding supporting text evidence
commensurate with content area needs; and
• demonstrate English comprehension and expand reading skills by employing
analytical skills such as evaluating written information and performing critical
analyses commensurate with
• content area and grade-level needs.
Reading Teacher Behaviors
Beginning
Intermediate
Provide multiple opportunities for
shared reading using projectable print
Read predictable books with multiple
repetition of key vocabulary and
concepts
Read stories aloud in chunks, use
slower speech
Display word walls, labeled
pictures/items
Read aloud to model enunciation and
the use of English language
structures.
Use high interest texts that use
common vocabulary
Use simplified, decodable texts with
visuals and highly-familiar vocabulary
they have learned.
Increase student’s comprehension
using books with visuals, partner
reading, pre-teach and have student
use academic vocabulary.
Reading Teacher Behaviors
Advanced
Advanced High
Read and model thinking aloud to
focus on unwrapped TEK-main points
and details to provide visual and
linguistic support
Use grade level appropriate texts, preteach vocabulary and apply before,
during and after reading. Provide
multiple times to deep text discussions
to occur
Provide multiple opportunities for
students to participate and discuss
reading with partners, small group and
whole class shared/close reading
Have students read texts that require
higher order thinking comprehension
such as understanding expository
texts, drawing conclusions and
constructing meaning of unfamiliar
concepts.
Use guided reading with leveled
readers and provide students with
reading books, articles and variety of
genres that they can read.
Assign independent reading of
appropriate English texts.
Developing Reading Proficiencies
• Teach and use vocabulary before, during and after
•
•
•
•
•
reading in every content area
Provide content area linguistically accommodated
materials and texts
Use collaborative strategies such as read, write, pair,
share or TALK, READ, TALK , WRITE strategy
Organize reading text in shorter chunks-set purpose for
reading, provide multiple times to discuss texts during and
after lesson
Provide high levels of visuals and linguistics supports with
adapted texts and pre-taught vocabulary
Use questions stems and language stems to respond to
texts during and after reading
ELPS-Student Writing Expectations
• learn relationships between sounds and letters of the English language to represent sounds
• when writing in English;
• write using newly acquired basic vocabulary and content-based grade-level vocabulary;
• spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with
increasing accuracy as more English is acquired;
• edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and
appropriate verb tenses commensurate with grade-level expectations as more English is acquired;
• employ increasingly complex grammatical structures in content area writing commensurate with grade-level
expectations, such as:
•
using correct verbs, tenses, and pronouns/antecedents;
•
using possessive case (apostrophe s) correctly; and
•
using negatives and contractions correctly;
• (F) write using a variety of grade-appropriate sentence lengths, patterns, and
• connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more
English is acquired; and
• (G) narrate, describe, and explain with increasing specificity and detail to fulfill content area
• writing needs as more English is acquired.
Writing Teacher Behaviors
Beginning
Intermediate
Implement shared writing activities in
all content areas.
Have shared or modeled writing
lessons about familiar expository or
procedural topic.
Present, publish and display whole
class writing projects as examples of
print conventions.
Create an interactive word wall that
students can use during independent
or cooperative writing tasks.
Use familiar topics to model how to
implement writing workshop process,
practice orally then in writing.
Provide multiple opportunities for
students to process their ideas with a
partner or small group before they
begin to write in all content areas.
Provide visuals, pictures and labeled
illustrations, sentence frames to
support writing.
.
Show models of correct writing
samples or sentences. Have them
create the orally before they write
them down.
Writing Teacher Behaviors
Advanced
Advanced High
During writing workshop, use anchor
texts in order to model a variety of
types of writing such as personal
narratives and expository.
Expose students to multiple examples
of texts that were written for a variety
of purposes and audiences.
Have students write personal
narratives, expository or procedural
texts requiring them to organize, draft,
revise, edit and publish with the
assistance of oral discussions, word
walls, sentence frames, model texts,
graphic organizers and teacher
conferring.
Students write personal narratives,
expository or procedural texts
requiring them to organize, draft,
revise, edit and publish with
assistance of oral discussions, word
walls, sentence frames, model texts,
graphic organizers and teacher
conferring.
Model and allow for multiple
opportunities to write in all content
areas using academic vocabulary.
Students write to explain, draw
conclusions and analyze their work in
all content areas using academic
vocabulary.
Developing Writing Proficiencies
• Scaffold writing instruction by using the writing process (
•
•
•
•
•
•
idea development, drafting, revising, editing and publishing)
Provide simple or complex sentence stems
Provide paragraph frames
Post academic vocabulary for students to use in their writing
(word walls)
Give students opportunities to process and orally discuss
what they will write before writing with a peer or small group
Teach targeted explicit grammar/conventions lessons that
align to writing assignments
Provide multiple opportunities in all content areas for
students to narrate, describe and explain their thinking in
writing