1TRA: ELPS English Language Learners: Using the English Language Standards (ELPS) ENGLISH LANGUAGE ELPS PROFICIENCY STANDARDS First Grade Teacher Reading Academy These materials are copyrighted by and are the property of the University of Texas System and the Texas Education Agency. 2009
1TRA: ELPS Handout 1 (1 of 2) A Closer Look at Supporting English Language Learners Underline a key phrase from each paragraph below. Consider the classroom applications and write your notes in the space provided on the next page. Examples for (2) and (2)(A) are included below. (a) Introduction (2) For students whose first language is not English, the students native language serves as a foundation for English language acquisition. (2)(A) Reading instruction for ELLs English language learners (ELLs) are acquiring English, learning content in English, and learning to read simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being taught academic vocabulary and comprehension skills and strategies. Reading instruction that enhances ELL s ability to decode unfamiliar words and to make sense of those words in context will expedite their ability to make sense of what they read and learn from reading. Additionally, developing fluency, spelling, and grammatical conventions of academic language must be done in meaningful contexts and not in isolation. Classroom Implications Remember that English language learners bring prior knowledge and skills. Teach beginning reading skills from the earlier grades of the TEKS, to help support ELLs. Look at the sections in K-3 called Beginning Reading Skills to see what student expectations are included there. Adapted from Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin & Children s Learning Institute. (2009). Standards for Ensuring Student Success From Kindergarten to College and Career. Austin, TX: University of Texas System and Texas Education Agency.
1TRA: ELPS Handout 1 (2 of 2) (a) Introduction Classroom Implications (2)(B) Scaffolding and vocabulary instruction for ELLs For ELLs, comprehension of texts requires additional scaffolds to support comprehensible input. ELL students should use the knowledge of their first language (e.g., cognates) to further vocabulary development. Vocabulary needs to be taught in the context of connected discourse so that language is meaningful. ELLs must learn how rhetorical devices in English differ from those in their native language. At the same time English learners are learning in English, the focus is on academic English, concepts, and the language structures specific to the content. (2)(C) Stages of English language development During initial stages of English development, ELLs are expected to meet standards in a second language that many monolingual English speakers find diffcult to meet in their native language. However, English language learners abilities to meet these standards will be influenced by their proficiency in English. While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial stages of English language acquisition. It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously. Adapted from Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin & Children s Learning Institute. (2009). Standards for Ensuring Student Success From Kindergarten to College and Career. Austin, TX: University of Texas System and Texas Education Agency.
1TRA: ELPS Handout 2 (1 of 1)
1TRA: ELPS Handout 3 (1 of 1) Linguistically Accommodating Instruction for English Language Learners Write the student s current TELPAS-rated proficiency level next to each assessed domain (See Handout 2). Use the Descriptor charts as a reference to help you identify what the student is able to do independently and where he or she needs support. Then use this information to plan instruction. You will need to make the grade-level objectives comprehensible for English language learners and also provide them with instruction in academic English. Domain Descriptors from TELPAS Charts Able to do independently Needs support to be successful LISTENING SPEAKING READING WRITING
Handout 4 (1 of 1) 1TRA: ELPS Instructional Planning Guide: Differentiating by Language Adapted from Seidlitz, J. (2008). Navigating the ELPS: Using the new standards to improve instruction for English, 2nd ed. San Antonio, TX: Canter Press.
1TRA: ELPS Handout 5 (1 of 1) References Bear, D. R., Invernizzi, M., Templeton, S., & Johnson, F. (2004). Words their way: Word study for phonics, vocabulary, and spelling instruction (2nd ed.). Upper Saddle River, NJ: Merrill Prentice Hall. Echevarria, J., Short, D., & Powers, K. (2006a). School reform and standards-based education: An instructional model for English language learners. Journal of Educational Research, 99(4), 195 210. Echevarria, J., Short, D., & Powers, K. (2006b). School reform and standards-based education: How do teachers help English language learners? Technical report. Santa Cruz, CA: Center for Research on Education, Diversity, and Excellence. Echevarria, J., Short, D., & Vogt, M. (2008). Making content comprehensible. The sheltered instruction observation protocol. Boston, MA: Pearson. Francis, D., Lesaux, N., & August, D. (2006). Language instruction for language minority learners. In D. L. August & T. Shanahan (Eds.), Developing literacy in a second language: Report of the National Literacy Panel (pp. 365 414). Mahwah, NJ: Lawrence Erlbaum. Francis, D. J., Rivera, M., Lesaux, N., Kiefer, M., & Rivera, H. (2006). Practical guidelines for the education of English language learners: Book 1. Research-based recommendations for instruction and academic interventions. Portsmouth, NH: RMC Research Corporation, Center on Instruction. Retrieved from www.centeroninstruction.org/files/ell1-interventions.pdf Gibbons, P. (2002). Scaffolding language, scaffolding learning. Portsmouth, NH: Heinemann. Hill, J., & Flynn, K. (2006). Classroom instruction that works with English language learners. Alexandria, VA: Association for Supervision and Curriculum Development. Maxwell, L. A. (2009). Shifting landscape: Immigration transforms communities. Education Week, 28(17). Public Education Information Management System (PEIMS). (2008). [2008 data]. Retrieved September 29, 2009, from http://ritter.tea.state.tx.us/peims/standards/index.html Samway, K. (2006). When English language learners write: Connecting research to practice. Portsmouth, NH: Heinemann. Seidlitz, J. (2008). Navigating the ELPS. Using the new standards to improve instruction for English learners (2nd ed.). San Antonio, TX: Canter Press. Sherris, A. (2008). Integrated content and language acquisition. Center for Applied Linguistics. CAL Digest. Texas Education Agency. (2008). English language proficiency standards. Retrieved from http://ritter.tea.state.tx.us/curriculum/biling/elps.html Texas Education Agency. (n.d.). LONESTAR education reports. Retrieved from http://198.214.97.212/glossary.aspx#l Zwiers, J. (2008). Building academic language. Newark, DE: Jossey-Bass/International Reading Association.