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Social Studies ELPS TOT San Antonio April 14-15, 2010
Self assessment on levels of understanding of ELPS ACtivity one from prior training was used here. WE are using tab 2 of training module to model how presentation should be conducted. Model ELPS using ELPS. SEE TAB ONE OF TRAINER MANUAL FOR ALL PRESENTATION ACTIVITIES
 * PWBAT conduct a 1 day training on the ELPS :
 * numbered heads
 * sentence stems
 * index cards
 * chorale reading
 * physical response
 * pair share
 * activating prior knowledge
 * Build vocabulary
 * acronyms (ELL, ESL, LEP, TELPAS, PLD )
 * framework vocabulary (Ac lang, Ling accom. Communicated, sqequenced, scaffolded)
 * Whats changed with the ELPS
 * 4 volunteers = 4 content areas
 * esl standards role play. sit in front of english person

lang vs content Linguistically accomodated Curriculum must be communicated, sequenced and scaffolded
 * content is what kids already do make content comprehensible
 * lang is about them producing language developing academic language
 * some stuff overlaps,,,a strategy that makes content comprehensible
 * modification vs accomodation hanges standard
 * accom changes instruction
 * communicating= comprehensible input content obj
 * visuals
 * tpr
 * clear explanations
 * cognates
 * sequencing= planning instruction/differentiated to align with the progression of the kids lang dev level
 * diff lang and content instruction
 * targeted use of supplementary materials
 * preteach vocab

most important one depends on the needs of the teacher.
 * scaffolding= provides support that makes a kid an English user
 * oral scaff
 * recasting
 * paraphrasing
 * wait time
 * procedural scaffolding
 * moving from whole class to grou[
 * individual tasks
 * instructional scaffolding
 * sentence stems
 * patterns in lclassroom activities, etc proceedures for involvement
 * models grahic orgs, etc

Trainer notes : You have to meet the goals of each slide so you do not have the freedom to change it up. It is a TEA initiative.

ONly take content related questions about the slide. Use your parkinglot in observance of time. Be sure to acknowledge the question and do get to it afterwards.

To encourage participation, the state will pay 100 bucks to each person who attends. Use those relationships with administrators All participants will get the flip and nav the elps books. U will get posters for trainings or make your own. You will get poster files on a CD Materials may be revised but absolutely no major changes.
 * what do you already got going on?
 * stuff required by law vs not required
 * now lets re evaluate your priorities
 * elps will improve all your other accountability standards

Lesson Two GOALS

This is the most cognitively challenging portion of the training.

PWBAT
 * summarize skills found in Section c
 * write language objectives

Be sure your participants have met the goal. thats the key, Dont lose sight of the goal for another less admirable one. Lesson Three GOALS PLD's as a Road Map As a presenter, get a good feel for thr crowd because there are some places you mmay be able to clip some time to add it somewhere else.
 * be able to predict ELL's lang prof level using pld summaries
 * connect to appropriate accomodations

TELPAS VS ELPS Telpas about assessment; B, I, A, AH Elps about instruction you can only wave the cow so many times. bUt in orde to win the stockshow your gonna have to feed it at some point.

Telpas is the doctor visit. Elps is the prescription. Teachers must know proficiency level of kiddos on the first day of school!!

Lesson Four GOALS

LAT testing not done in soc studies. Accomodations only permissable if lpac committee has decided to allow them.

Content obj= content friendly but needs to contain academic vocabulary. Research shows if students do not clearly understand the objective, they will not be able complete the task. No language obj for every activity, or content obj for every activity. K_1 not in the flip book PDAS will refer to accomodating to students individual needs Domain___ so ELPS is in there. Getting professional deelopment also part of PDAS

Dont make contrast between GT and eLL or lump together Ell and sped. Doing so will communicate a bad message.

EL vs Sec in social studies training...not a big difference. You cn do 1 and choose the 8th grade lesson..

PDA

Navigating the ELPS in Social Studies
December 15, 2009 R20

TRAINING GOALS ONe significant thing: we discussed is............discuss and break
 * Participants will be able to begin implementing the ELPS a s an integral part of the required social studies curriculum
 * Participants will orally express opinions, ideas, and feelings about implementing the ELPs
 * giving kids the gift of academic language
 * building content and language together
 * Elps are a list of strategies that will help your ELL
 * Activities**
 * "One challenge english learners face"....p. 129..( index card)
 * model the conversation stem. walk arouind, meet and discuss stem
 * stress accounrable talk (stem)
 * number off 1-to whatever p 134
 * knock vigourously activity. i walk around and ask the ones to share
 * "i agree that" if someone takes your answer
 * now, if someone said your answer, you can sit. continue to ask
 * WRAP UP AND SUMMARIZE THEIR CHALLENGES
 * TEachers ALSO have challenges in teaching ELL's
 * Two's need to share and lead discussion and use stem
 * Refer to page 129..Accountable talk. Why is it helpful to an ELL
 * Randomly select folks to share from index cards...stress use of stem....knock if you agree read write pair share, p 136
 * ELPS will not solve all the problems we discussed. it is a tough situation
 * infinitely perfect tchr vs me scenario
 * we cant be perfect but we can at least move in the right direction. ALL the kids will be helped!
 * Recap strategeies we modeled by counting off again. Raise your hands (active response signal)
 * discuss how they help kids. Is this something you could do?\
 * Use index cards again (randomizing)
 * Write down some of the things we shared as a group..physical response, volunteer share,
 * **Everything we do is purposeful and modeled to help ELL's**
 * Activity: what do you do? any one else? Get a feel for your audience.
 * All of us will be able to talk intelligently about the elps and how they fit with SStud.no matter what you do.
 * Self assessment fist of five
 * 5=could explain everything about ELPS
 * 1= first exposure, dont know a darn thing
 * share at your table
 * NORMS (sicero)
 * relaxio frequenti
 * lecturo breveti
 * distracios minimis
 * celefonius quietus ha ha
 * hISTORY OF eSL
 * 1970'S_ early 80's SOCIAL ENGLISH
 * 4 volunteers are the content areas
 * make content comprehensible finger wiggling
 * Content based ESL develop academic language ( hand taling moves)
 * 1998 ESL standards ( hide dow below ela)
 * sheltered instruction does both DAC and MCC tested in 1999 it works! (SIOP)
 * 2001 NCLB
 * 2006 After many questions asked...texas ESL standards died : (
 * Came back as ELPS!! Now in all areas
 * ADD natalie to the mix of our kiddos george and Angelica give example
 * WHY ELPS in content areas p 14. circle most impoirtant reason
 * share out in group I selected number _ __because....__
 * share out
 * **You need to speak, write, read and listen to a language to learn in order to learn it. This is a non negotiable!!!**


 * BUILDING A FRAMEWORK OF THE ELPS...UNDERSTANDING THEM**

lBig responsibilities: look on page 10....choral..school dist shal.......they must acquire...content area instruction.......L,S,r,w.....sE's and PLD's are the framework POint of surveys is to start conversations. p 12 elpsitos
 * ELPS found..... Chpt 74.4 of TAC same place as TEKS. just as required as TEKS
 * 4 sub sections
 * A and B big picture, general overview
 * A big ideas
 * B big responsibilities
 * C and D are the specifics, the list of stuff to do
 * C Cross curricular **student expectations** (sounds like TEKS) instruction
 * D profiecncy level descriptors (**PLD's**) (sounds like TELPAS this is about assessment but elps is about instruction)
 * make a body graphic organizer. get up in 4's: quiz eachother
 * Structure of the ELPS and book
 * A quadrant
 * make content comprehensible and
 * develop academic language
 * the differences are
 * content requires accessing prior knowledge
 * you make content comprehensible by
 * non linguistic representation
 * being repetritive modeling of the language
 * speaking slowly and enunciating clearly
 * cognates
 * linking to prior knowledge
 * affect matters! face kids,
 * you develop academic language by
 * adding visuals
 * speaking, writing,listening reading
 * repetition of instruction
 * practice
 * monitoring
 * choral response
 * scaffolding at the word and sentence level

Linguistically accomodated most important one depends on the needs of the teacher. Picture REveal Activity > " i think this is scenen is..." > "now I think this scene is" Feeling Cards list the feelings you see in the pic Sentence stems Choose one to write from 10 minutes i(n PPP) use music to nurtutr writing look at screen again
 * modification vs accomodation
 * curriculum must be communicated, sequenced and scaffolded
 * communicating= comprehensible input
 * sequencing= difeferentiated to align with the progression of the kids lang dev level
 * scaffolding provides support that makes a kid an English user
 * Historical Scene Investigation**
 * everyone one gets one HSI sheet and 4 index cards
 * on screen HSI
 * read objectives
 * 8.30D
 * key vocab
 * supp materials
 * what do you see? Picture reveal
 * more picture reveal
 * uncover all; list all you see.
 * this scene is....
 * list feelings. no one sits until all are seated.
 * p 64 scan text for words a an avg5th gerader would be unfamiiar with
 * quickly define words n create word wall. choral read them
 * silently read text now
 * list all the verbs you see from the pic. -ing words
 * Now you are in the pic. wHAT DO YOU HEAR?
 * what do you smell?
 * what are they wearing?
 * saying?
 * Suddenly the......
 * we had been taunted....
 * Pair and share choose one from each side
 * listen for scan terms ask kids to recall
 * have them face away from the class so the class can look at the picture

HSI complete! Go back to p 18 What did you see during the lessson that correlated to
 * from whose point of view was pic created?
 * I believe this image was created from ___point of view because......__
 * use evidence from picture to suppport your answer
 * This image shows bias from one point of view because.....
 * DAC
 * conversations
 * friendly definitions
 * preteaching of vocab
 * writing
 * tapping into emotions (anger sadness fear and joy) 4 golden keys to writing in Soc Studies
 * using the senses for prewriting
 * sharing wordlists with eachother
 * imagining your in the picture
 * sharing with eachother
 * obs, predictions transferred over to text evidence
 * deliberately sequenced...requires planning
 * Linguistically accomodated** by
 * **communicated**
 * picture
 * total phy response activities
 * clear concise directions
 * speech appropriate
 * listening to eachother
 * **sequenced**
 * 3 versions of the text
 * pictures
 * music
 * brainstorming of various lists and sharing
 * scanning for words
 * **scaffolded**
 * sequencing the lesson into chunks
 * whole group to small group to individual
 * stence stems to ignite writing and sharing

Do as many as you can. Dont have to do EVERYTHING!! WHat is the evidence that a child is understanhding content What is the evidence that a child is developing academic language
 * listening w intent
 * engaged
 * on task
 * talking and sharing
 * forming opinions
 * supporting answers with visual/text evidence
 * able to produce work
 * using vocab in conversations and writing
 * need to be at their level of proficiency or higher
 * not seeing a constant shift back to simpler language is indicator that they are progressing

Four categories for section D**
 * THINGS WE HAVE TO DO= Section C and D
 * **learning startegies**
 * **listening**
 * **speaking**
 * **reading**
 * **writing**
 * We need to teach them strategies in these areas because**
 * **language practice opportunities**
 * **kids can use them in all areas**
 * do the number sequence category activity. why is it harder?

with language you need a level of automaticity in order to process it well! p 12 elpsitos

SOme of these SE's are not for all levels because they are k = 12' A few are for emrgent readers. look at rest of SE's. are we inriching or watering down and why? Language practice does not make the content more basic folks! we are making the content richer! if students don't verbalize, they don't inernalize!

How do I do ELPS in content lesson?**
 * **TWO GOALs**
 * **MCC content objective (TEKS)**
 * **DAV language objective (ELPS)**
 * HT write a content objective**
 * **CObj: SWBAT explain the significance of 1776**
 * **LANG OBJ: SWBAT to write using the words write, unalienable and independence.OR SWbat SPELL words related to the year 1776. with increasing accuracy. or SWBAT edit a letter about the declaration of dependence**
 * look at content obj and find an elp that relates to it. ELPS are not that long. no need to stress!!

BArriers to writing lang obj**
 * **teachers dont know where to plkug into the content**
 * **sequence and order can be confusing**
 * **dont know what it means, not ESL teacher. assumes a background knowledge**
 * SO we created sentnece starters! Just like we use with the kids! p 34 WOW!!

CO: SWBAT identify the core or signinficant constitutional principles such as federalism, limited gov, etc LO: use what they know about** federalism to share in cooperative groups use new vocabulary they learned to...

Music Share! share objectives and discuss. charanga, ymca, la bamba, cant touch this, sat night fever

Post one obj, but you will do a bunch of them! purpose is to see a vasriety of ways of accomplishing an objective.
 * WAlk through an example of a lesson and were not gonna tell you the lang objectives.

Page 71 sentence stems activity**

PLD"S Proficiency Level Descriptors These are about Instruction, not assessment (TELPAS) CONTENT area teachers 2 most important pages are 34 and 125 front and back__
 * divide out
 * choose an obj.
 * find a teacher question you like and a stem you want to share
 * share why you chose them
 * Beginning
 * Intermediate
 * Advanced
 * Advanced High

Perspective CHoice activity wht accomodations were made? what else could have been done?

p21 did they understand the key concepts and contents and are they developing Academic langusge?

DIST IMplementation cheklist: goals, Target, Steps, Persons responsible, Dates/deadlines p 20 ELPS aligned on walk through observations p 22 [|www.seidlitzeducation.com]

region20 elps website
 * quicklinks
 * elps
 * SLIDESHOWS AND pppRES AVAILABLE THERE

final reflection
 * lANG INSTRUCTION IN CONTENT AREA MATTERS because it prepares our kids to speak academically in their lives (mickey D's explanation)