Navigating the ELPS in the Math Classroom

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Navigating the ELPS in the Math Classroom

• Using the New Standards to Improve Instruction
  for
• English Learners

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Morning Coffee

• Please write your name on an index card.
• Think of a major challenge facing ELs in the
  math classroom?
• Write your thoughts on the index card.
• Pair
• Share

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What to say instead of I dont know

• Accountable Conversation Questions
• May I please have some more information?
• May I have some time to think?
• Would you please repeat the question?
• Where could I find information about that?

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Training Goals

• Content Objective
• Participants will be able to begin implementing
  the ELPS as an integral part of the required math
  curriculum.
• Language Objective
• Participants will orally express opinions,
  ideas, and feelings about implementing the ELPS.

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Why the ELPS? . . . The Big Ideas

• ELLs benefit from content area instruction that
  is accommodated to their need for comprehensible
  input (Krashen, 1983l Echevarria, Vogt, and
  Short, 2008).
• ELLs benefit from academic language instruction
  integrated into content area instruction
  (Crandall, 1987 Snow et. al, 1989).
• ELLs benefit from programs that hold high
  expectations for students for academic success
  (Collier, 1992 Lucas et. al. 1990 Samway
  McKeon, 2007).
• Language proficiency standards provide a common
  framework for integrating language and content
  instruction for English learners (Short, 2000).

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History of ESL in Texas

• 1980s content-based/ESL sheltered instruction
• 1998 ESL standards in Spanish and English
  Language Arts
• 1999 SIOP research validates use of sheltered
  instruction to improve instruction for ELLs

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History of ESL in Texas

• 2001 NCLB focus on research-based instruction
• 2006 ESL standards revised
• 2007 English Language Proficiency Standards
  established

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ELPS . . . Building a Mental Framework

• Big Ideas
• Make content comprehensible
• Build academic language
• Student Expectations
• Learning strategies
• Listening
• Speaking
• Reading
• Writing

• Big Responsibilities
• Curriculum must be
• Communicated
• Sequenced
• Scaffolded
• Linguistically accommodated
• PLDs
• Proficiency Level Descriptors
• Beginning (L,S,R,W)
• Intermediate (L,S,R,W)
• Advanced (L,S,R,W)
• Advanced High (L,S,R,W)

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Big Responsibilities

• School districts must
• (1)  identifyEnglish language proficiency levels
  
• (2)  provide instructionthat is linguistically
  accommodated
• (3)  provide content-based instruction including
  knowledge and skills in subsection (c)
• (4)  provide intensivesecond language
  acquisition instruction to ELLs in Grade 3 or
  higher who are at the beginning or intermediate
  level

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Curriculum must be

• Communicated
• Sequenced
• Scaffolded

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Intensive Academic English
For Beginning and Intermediate Students, Grades
3-12

• Focused
• Targeted
• Systematic

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ELPS . . . Building a Mental Framework

• Big Ideas
• Make content comprehensible
• Build academic language
• Student Expectations
• Learning strategies
• Listening
• Speaking
• Reading
• Writing

• Big Responsibilities
• Curriculum must be
• Communicated
• Sequenced
• Scaffolded
• Linguistically accommodated
• PLDs
• Proficiency Level Descriptors
• Beginning (L,S,R,W)
• Intermediate (L,S,R,W)
• Advanced (L,S,R,W)
• Advanced High (L,S,R,W)

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Big Ideas

• Making Content Comprehensible
• Develop Academic Language

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Big Responsibilities

• Linguistically Accommodated
• Communicated
• Sequenced
• Scaffolded

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Math Connection

• Comparing Whole Numbers in a Conga Line

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• Who is the tallest person at your house?

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Compare
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Objectives

• I can use place value to compare whole numbers.
• I can demonstrate listening comprehension by
  participating in a conga line activity.

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Base Ten Blocks
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Place Value
Ones
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Place Value
Tens
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Base Ten Blocks
Hundreds
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Greater Than
gt
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Less Than
lt
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Vocabulary Alive

• Compare
• Ones
• Tens
• Hundreds
• Greater than
• Less than
• The word is ___ and it looks like this

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Create the Greatest Number
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Create the Greatest Number
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Create the Greatest Number

• Select three cards
• Create the greatest number using base ten blocks
• Compare your number with a partner and say
• My whole number is
• Raise your hand if you have the greatest number
  and say
• I have the greatest number!

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Its Time to Conga

• My whole number is
• I have the greatest number

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Identifying Linguist Accommodations

• In your groups, discuss how the activity was
  linguistically accommodated.
• Communicated
• Sequenced
• Scaffolded

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Objectives

• I can use place value to compare whole numbers.
• I can demonstrate listening comprehension by
  participating in a conga line activity.

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Big Responsibilities
For Beginning and Intermediate Students, Grades
3-12

• Focused
• Targeted
• Systematic

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Student Expectations

• Learning Strategies
• Listening
• Speaking
• Reading
• Writing

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Math Connection

• Comparing Whole Numbers in a Conga Line

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Which ELPS make you go, Huh?

• Green Light! Red Light!
• Place a check mark by the ELPS you already do
• Place an asterisk by the ELPS you dont do but
  have no questions about
• Place a question mark by the ELPS you have
  questions about

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Proficiency Level Descriptors

• Beginning
• Intermediate
• Advanced
• Advanced High

• Listening
• Speaking
• Reading
• Writing

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Math Connection

• Comparing Whole Numbers in a Conga Line

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Putting it all Together . . .

• Activity
• With participants at your table, create a
  graphic organizer of the information we have
  discussed so far. Include the 4 points about the
  ELPS (Big Ideas, Big Responsibilities, Student
  Expectations, and Language Levels) and the main
  points about each.

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Getting Started Implementing the ELPS

• Open a discussion with faculty about . . .
• Do our English learners understand the key math
  content concepts?
• Are our English learners developing their ability
  to read, write, listen, and speak in academic
  English about math content concepts?
• The ELPS are the answer!

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ELPS Integration Plan for Teachers

• Identify language proficiency levels of all
• ELLs.
• 2. Identify appropriate linguistic
• accommodations and strategies for
• differentiating instruction.
• 3. Take steps to build a language rich
• interactive classroom.
• 4. Identify cross-curricular student expectations
  of the ELPS that could be integrated as
  language objectives into existing content area
  instruction.
• 5. Begin integrating ELPS student expectations
• into lesson plans

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ELPS Integration Plan for Teachers

• Identify language proficiency levels of all ELs.
• Identify appropriate linguistic accommodations
  and strategies for differentiating instruction.

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Math Connection

• Parallel and Perpendicular Line Sort

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ELPS Integration Plan for Teachers

• 3. Take steps to build a language rich
  interactive classroom.

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Building a Language Rich Interactive Classroom

• Teach students language and strategies when they
  dont know what to say.
• Encourage students to speak in complete
  sentences.
• Randomize and rotate who is called on so students
  of all language levels can participate.
• Use response signals for students to monitor
  their own comprehension.
• Use visuals and a focus on vocabulary to build
  background.
• Have students participate in structured reading
  activities.
• Have students participate in structured
  conversation and writing activities.

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Math Connection

• Making Inferences from Graphs

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ELPS Integration Plan for Teachers

• 4. Identify cross-curricular student expectations
  of the ELPS that could be integrated as language
  objectives into existing content area instruction

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Objectives

• What are the similarities and difference between
  content and language objectives?

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Content objectives should be

• Based on TEKS
• Posted on the board and shared with students at
  the beginning and end of class
• Written in student friendly language
• Measurable and observable
• Develop content knowledge

(Echevarria, Short, Vogt, 2008)
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Language objectives should be

• Based on ELPS
• Posted on the board and shared with students at
  the beginning and end of class
• Written in student friendly language
• Measurable and observable
• Develop language skills

(Echevarria, Short, Vogt, 2008)
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Examples of Content and Language Objs.

• Which is which???
• I can identify circles, triangles, rectangles and
  squares.
• I can use Vocabulary Alive to learn new
  vocabulary about shapes.

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Examples of Content and Language Objs.

• Which is which??
• I will express opinions about which graph to
  select by using the sentence stem,
• I think the best choice is _____ because
• I will select among a line graph, bar graph and
  circle graph to display collected data.

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Objective Sort

• Categorize the objectives
• Content vs. Language

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Math Connection

• Multiple Representations Card Game

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Your Turn

• Write a content and language objective
• Use the TEKS to write the content objective
• Use the ELPS to write the language objective
  (page 34)

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ELPS Integration Plan for Teachers

• 5. Create focused lesson plans that target
• academic language and concept
• development.

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Lesson Planning
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District Implementation Checklist

• Goals
• Target
• Steps
• Person(s) Responsible
• Dates/Deadlines

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ELPS Aligned Walk-Through Observation

• v Content and language objectives posted.
• v Evidence of use of explicit vocabulary
  instruction.
• v Evidence of use of a variety of techniques to
  make content comprehensible.
• v Evidence of reading and writing in academic
  English.
• v Evidence of student/student interaction
  focusing on lesson concepts.
• v Specific instructional interventions for ELLs.

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Navigating the ELPS

• A good plan is like a road map it shows the
  final destination and usually the best way to get
  there.
• H.
  Stanley Judd