The English Language Proficiency
Standards (ELPS)
MODULE 4
ELPS and Effective Teaching
Strategies
Presented by the Brownsville Independent School District
Bilingual Department
Reference: Texas Education Agency and Region One
Education Service Center
Five E.L.P.S. Domains
Learning Strategies
Writing
Listening
ELPS
Reading
Speaking
2
ELPS Curriculum Support

CSCOPE





5 E Model
IFDs include ELPS Domains
Sheltered Instruction
ESL State Adopted Materials
ESL Strategies
3
Elementary Curriculum Supports
ESL Moving Into English




CORE
Teacher's Edition
Student Textbook
Assessment Books






Ancillary
Student Workbook
(replaced yearly)
Leveled Readers
Big Books
Language handbook
Picture Cards and IDEA
Picture Dictionary
4
Elementary Curriculum Supports
Supplementary Resources










Prekinder Readiness Kits
Positive Beginning Kits
CIRCLE Manuals
Science Harcourt Texbooks
Teacher Created Materials: Reading in the Content Area
Readers for 3rd and 4th grade
Harcourt Leveled Readers for 4th and 5th grade
National Geographic Readers for 5th grade
100 Book Challenge for 5th grade
Hampton Brown Science Readers for 5th grade
Title III Tutorial Funds for identified areas of need
5
Elementary Curriculum Supports
Teacher Reference Material





Region IX ELPS Toolkit
ELPS Modules (www.bisd.us Bilingual Dept. website)
Region IV TAKS Materials for Reading, Math & Science
Sheltered Instructional Observational Protocol (SIOP)
Strategies (4th and 5th Grade)
TAKS Study Guides
Elementary Curriculum Supports
Technology




TELPAS Online Tutorials
English and Spanish Harcourt Schools
Online Science Leveled Readers (4th and 5th
grade)
TEXTHELP
Hardware: Computers on Wheels for online
testing
7
Elementary Curriculum Supports
Reference Materials



Velasquez Math English/Spanish Dictionaries
Velasquez English/Spanish Dictionaries
LAT Glossaries (reading, math, and science)
(www.bisd.us Bilingual Department Website)
Secondary Curriculum Supports
ESL State Adopted Materials


Hampton Brown High Point (Middle School)
HEINLE CENGAGE Visions (High School)
9
Secondary Curriculum Supports
Supplementary Resources (MS)





LE II MRS (supplementary)
LEER MAS II
Roots Manual (supplementary)
New Comers Access (supplementary)
English to a Beat (supplementary)
10
Secondary Curriculum Supports
Supplementary Resources (HS)






Edge ESL Reading, Writing & Language
LANGUAGE! Comprehensive Literacy Curriculum
Roots Manual (supplementary)
New Comers Access (supplementary)
English to a Beat (supplementary)
PRENTICE HALL-AZAR Fundamentals of English
Grammar
11
Secondary Curriculum Supports
Supplementary Resources (MS) & (HS)



Reading Instructional Goals for Older
Readers (RIGOR) English Kit
Teacher Created Reading in the Content
Area Science Materials (8 kits per campus)
National Geographic Readers – Reading
Expeditions (2 per campus)
12
Secondary Curriculum Supports
Teacher Reference Materials
(MS) & (HS)
Region IX ELPS Toolkit
 ELPS Modules:
(www.bisd.us Bilingual Dept. website)
 Region IX TAKS Materials for Reading &
Science
 Sheltered Instructional Observational
Protocol (SIOP) Strategies

13
Secondary Curriculum Supports
Technology (MS) & (HS)

Middle School



ESL Reading Smart
TEXT HELP
Computers on Wheels

High School




ESL Reading Smart
TEXT HELPS
UT Online Courses
Computers on Wheels
14
Secondary Curriculum Supports
Reference Materials (MS) & (HS)




VOX English/Spanish Dictionaries
Webster’s English/Spanish Dictionaries
Velasquez Math English/Spanish
Dictionaries
Oxford Picture Dictionaries for Content
Areas
15
Online Resources
On March 27, the TEA announced the upcoming availability of TAKS
interactive study guides in a letter to districts. As stated in that
letter, TEA will be gradually rolling out the interactive guides,
starting with the SSI grades (3, 5, and 8).
Grade 3 Reading (English)

Grade 3 Reading (Spanish)

Grade 5 Reading (English)

Grade 5 Reading (Spanish)

Grade 8 Reading (English)

Exit Level ELA (English)

Mathematics (English)

Exit Level Science (English)
Exit Level Social Studies (English)


The interactive study guides listed above can be accessed by going
to this link:
http://www.texasassessment.com/studyguides
No password or login name is needed to access the guides.
Implications for Instruction


Staff Development
 Content Area Teachers
 Enrichment Area Teachers
 All Instructional Staff
Sheltered Instruction
 Second Language Acquisition
 Social/Academic Language Samples
 Time for Lesson Remodeling
17
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.
18
Characteristics of Sheltered Instruction






Comprehensible input
Affective environment
High levels of student interaction, including
small-group and cooperative learning
Student-centered
More hands-on tasks
Careful, comprehensive planning, including
selecting key concepts from core curriculum
(Echevarria & Graves, 1998)
Adapted from: Building Connections in the Content Areas through Sheltered Instruction
19
Characteristics of Sheltered Instruction







Well-planned lessons
Use of student background knowledge and
experience
Variety of delivery modes
Grade-level content
Checks for understanding
Use of higher-order thinking skills
Explicitly-stated lesson objectives
(Echevarria & Graves, 1998)
Adapted from: Building Connections in the Content Areas through Sheltered Instruction
20
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
21
CSCOPE Curriculum


CSCOPE curriculum will include
corresponding ELPS to the performance
standards in the Instructional Focus
Documents
ELPS alignment with CSCOPE and 5E
model
22
CSCOPE Five E Model





Engage – provide activity to draw interest (teacher-directed
activity)
Explore - hands on, discover on their own to construct new
knowledge (teacher guided)
Explain – students explain the procedures of the experiment &
observations (teacher guided)
Elaborate – observe, make predictions, generalize rules for objects
of the experiment, make a model, etc (teacher monitors,
facilitates discussion)
Evaluate – complete assessment, complete performance task
(teacher evaluates progress and students assess themselves)
Source: Adapted from Bybee, R. W. et al. (1989)
23
Planning for Instruction
Use of Appropriate
Strategies and Methods
24
Use of Cognates
important
importante
doctor
doctor
biology
biología
part
parte
moment
momento
execution
ejecución
25
What is a Cognate?
What is the Purpose?



Look alike
Have the
same
meaning
Similar
meanings
Learn content
vocabulary
Gives students
a strategy
Helps with reading comprehension
26
Accelerate vocabulary development
by using cognates



Teach cognate guessing games;
Highlight cognates in texts to remind
students they already know a similar
word in Spanish;
Post a cognate word wall in the room.
27
Types of cognates
One-letter
differences
identical
More than
one-letter
differences
Different
suffixes
Different prefixes
28
Some words have exactly the same form.






propaganda
patio
doctor
motor
federal
sofa






propaganda
patio
doctor
motor
federal
sofá
29
English Nouns
Ending “or”
actor
color
favor
tutor
error
English Nouns
Ending “al”
animal
capital
hospital
medal
moral
30
English Nouns Ending “ist”
artist
dentist
novelist
optimist
tourist
artista
dentista
novelista
optimista
turista
31
English Nouns Ending “ism”
idealism
sexism
budhism
tourism
optimism
idealismo
sexismo
budismo
turismo
optimismo
32
English Nouns Ending “nce”
assistance
experience
distance
intelligence
asistencia
experiencia
distancia
inteligencia
33
Second Language Acquisition Strategies
Beginning Level
Intermediate Level
Advanced Level
Cooperative Groups
Concrete, Manipulatives and Visuals
TPR
Daily News
Non-Verbal Role Playing
level
Rhymes, Chants, Songs, Games
Hands-on Projects
Cloze activities
Choral Reading
Pre-recorded Stories
Author’s Chair
Label
Word banks
Think-pair-share
Silent reading
Role Playing (Verbal)
Reading & Writing on grade
Reading, Writing, Reciting Evaluating
Group Discussions
Retelling Stories
Dialogue Journals
Graphic Organizers
Summarize
Compare/contrast
Read Aloud
Predicting Outcomes
Supporting
Analyzing Charts
Analyzing Graphs
34
Modified Texts Appropriate for Language
Proficiency and Reading Level

Teachers can modify texts to make content
more comprehensible for their students by:






Using graphics
Using outlines
Rewriting the text
Using audio recordings
Providing demonstrations
Using alternate books or materials
(Echevarria & Graves, 1998)
35
Modified and Differentiated Assignments
Based on Language Proficiency

Teachers can modify assignments so that a
distinction can be made between the
student’s content knowledge and language
proficiency by:




Simplifying the objectives
Asking the students to draw or use pictures
Using oral discussions in pairs or small
groups
Modifying the length and difficulty of the
assignments
(Echevarria & Graves, 1998)
36
Collaboration


ESL and content area
teachers benefit from
collaborative efforts to
design and implement
effective lesson strategies
for English language
learners.
Teachers in the
collaborative effort must be
comfortable with giving and
receiving constructive
criticism.
37
Scaffolding

Scaffolding is a means by
which students receive support
in various forms from their
teachers in an effort to promote
skills and understanding,
eventually resulting in student
independence through the
careful reduction of support as
students make progress.
38
Frayer Model
39
Frayer Model: requires students to define words that will help
them to better understand content concepts. For students with
lower levels of proficiency, pictures may be used to support
understanding.
Why is this a good strategy for ELL’s?
 Can be done in pictures and words
 Provides details about the term or concept through
the characteristics
 Uses examples and non-examples to provide
clarity
 Allows clarifications in the native language to be
made
 Can be done cooperatively, providing needed
interaction
 Can be used as an assessment tool
40
Concept Attainment
41
Concept Attainment: is the “search for and listing of words that
can be used to distinguish exemplars from nonexemplars of various
concepts.” An excellent strategy for helping students problemsolve and learn vocabulary and content area concepts based on
their critical attributes.
Why is this a good strategy for ELL’s?
 Can be done with pictures
 Can be done orally
 Enables students to grasp key concepts
 Encourages oral responses
 Allows students to make their own concept
attainment charts
 Serves as an alternative assessment tool
42
Feature Analysis
43
Feature Analysis: is a procedure that helps students make fine
discriminations between concepts and/or facts. Students are also
able to get a bird’s eye view of the facts and ideas learned in a
global, and for English language learners, more accessible manner.
Why is this a good strategy for ELL’s?
 Utilizes pictures in place of words
 Provides content through another pathway other
than text
 Can be cooperative
 Can be done as a hands-on/manipulative activity
 Lowers the affective filter
 Can be used to summarize a chapter
 Can be used as an assessment tool
44
Anticipation Guide
Agree
Disagree
This photograph was
taken after a
tornado.
This city is located
along a coast.
There was no loss of
life because of this
storm.
The storm that hit this
city was named
Andrew.
People were able to
evacuate before
the storm.
45
Anticipation Guide: enables students to make predictions and
use their background knowledge related to the topics introduce
in the class. It is advantageous to ensure that selected items
for an anticipation guide make content concepts explicit.
Why is this a good strategy for ELL’s?
 Involves generalizations that provide accessibility for
all students
 Activates and validates students’ backgrounds
 Involves low task orientation
 Maintains strong likelihood of instructional
conversations
 Allows meaning to be explored and negotiated
 Can be done orally and with pictures
46
Two Column Notes
47
Two Column Notes/T-Charts: help students organize information
from reading assignments, lectures, and videos.
Why is this a good strategy for ELL’s?
 Utilizes organization style that makes knowledge
more accessible
 Allows columns to be added to include visual
representations
 Encourages notes to be done in pictures
 Functions as a study aid
 Builds vocabulary in meaningful contexts
 Can be done cooperatively
48
Window Paning
49
Window Paning: is a great strategy for organizing steps to a
process, helping students to remember important concepts,
or just remembering vocabulary words.
Why is this a good strategy for ELL’s?
 Conveys much information through visuals and
little print support
 Can be cut into parts and reassembled again to
demonstrate comprehension of a process
 Can be used as an effective study aid
 Can be created in cooperative groups
 Can be used for assessment
 Uses M-space theory- the brain can remember 7
plus/minus 2 pieces of isolated information at a
time
 Is parallel to brain-based theories
50
Find Someone Who
51
Find Someone Who: This strategy can be a great way to lower the
affective filter when academic elements are combined with
everyday student trivia in a questionnaire format.
Why is this a good strategy for ELL’s?










Allows all students to participate and answer questions
Encourages students to begin teaching each other
Is highly cooperative and jigsaw-like
Uses informal pathways to get prerequisite information out to
the students
Allows native language support to occur in a natural and
supportive way
Extends opportunities for oral language/practice
Is highly motivating
Encourages students to use background knowledge and
experiences
Serves as a vocabulary builder
Provides opportunities to negotiate meaning
52
Foldables
53
Foldables: These structures can be used to organize parts to whole
by providing topics, definitions, examples, situations, and/or
pictures for easy access to content knowledge and skills. The
tactile nature of foldables provides novelty and fun for all students.
Why is this a good strategy for ELL’s?
 Lowers the affective filter
 Is novel, fun
 Can use as a study aid
 Serves as a good vocabulary builder/word bank
 Utilizes a tactile approach that is recommended
for strugglers
 Can use pictures in place of print
54
Characterization Chart
55
Characterization Chart: is an organizer that helps students analyze
the complete nature of a character.
Why is this a good strategy for ELL’s?
 Can be done cooperatively
 Can be done as a hands-on/manipulative way
of assembling pieces
 Can be done with pictures/few words
 Provides lots of information in one place (bird’s
eye view)
 Can be used for assessment
56
Words Across Contexts
What would the word axis mean to---
a mathematician?
an astronomer?
a gardener?
a historian?
A chiropractor?
57
Words Across Contexts
What would the word scale mean to--
a fisherman?
a person who plays the piano?
a mountain climber?
a physical fitness trainer at a gym?
a cartographer?
58
Words Across Contexts: emphasizes words in certain contexts. It
also encourages content areas to acknowledge what academic
vocabulary is universal to the content area or particular to the
content area.
Why is this a good strategy for ELL’s?
 Helps with words with multiple meanings
 Can be done with pictures and words
 Provides details on a concept through
characteristics
 Use examples and non-examples to clarify
 Allows to clarify in the native language
 Can be done cooperatively (good interaction)
59
Stretch to Sketch
60
Sketch to Stretch: validates the student’s interpretation of any
text. The student creates a symbol from the text and generates an
explanation of the symbol that they create.
Why is this a good strategy for ELL’s?
 Lowers the affective filter
 Is cognitively undemanding, yet abstract
 Builds comprehension in lower-level ESL
students
 Can be done cooperatively or in Jigsaw style
 Uses pictures and words
61
Storyboard
62
Storyboard: Students are asked to generate storyboard as an idea
generation technique for writing. Students enjoy designing drawings that
will reflect the sequence of events in their story. Storyboard can an also be
adapted to help students sequence events as they read a text and can be a
great tool for students to use because it helps them chunk information
Why is this a good strategy for ELL’s?
 Lowers the affective filter
 Is cognitively undemanding, yet abstract
 Builds comprehension in lower-level ESL
students
 Can be done cooperatively or in Jigsaw style
 Uses pictures and words
63
Free Form Map
64
Free Form Map: is a great way for students to document their
abstract thoughts and understandings about a given topic. It’s also
an alternative to semantic mapping-a strategy in which the
relationships and interrelationships between concepts are made
explicit.
Why is this a good strategy for
beginner/intermediate ELL’s?
 Lowers the affective filter
 Is cognitively undemanding, yet abstract
 Can be used for assessment
 Builds comprehension in lower-level ESL
students
 Can be done cooperatively or in Jigsaw style
 Uses pictures and words
65
Questions?
http://www.bisd.us/Bilingual_Education/
CONTACT INFORMATION:
Bilingual Director:
Alma Cardenas Rubio 548-8271
Lead Teachers
Maricela Camarillo
698-3195
Norma Lopez
698-1326
Pat Segura
698-0083
Dr. Paty Quesada
698-0081
67