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ELLevate: Strategies to Support English Language Learners

ELLevate: Strategies to Support English Language Learners. For High School Learners Spring 2011 By Harishini Ernest, Ph.D. Please take 3 minutes to complete the Pre-test. Content Objective:

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ELLevate: Strategies to Support English Language Learners

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  1. ELLevate: Strategies to Support English Language Learners For High School Learners Spring 2011 By Harishini Ernest, Ph.D.

  2. Please take 3 minutes to complete the Pre-test Content Objective: Participants will be able to summarize the purpose of the ELPS and the components of the ELLevate Teacher Resource to support ELL instruction. Language Objective: Participants will show comprehension of ELLevate teacher resource by explaining connections between it and classroom instruction, using pair-share.

  3. Chapter 74. A)3 on ELPSThe of the ELPS Classroom instruction that effectively integrates second language acquisition with quality content-area instruction ensures that ELLs acquire social, and academic language proficiency in English, learn the knowledge and skills in the TEKS ,and reach their full academic potential.

  4. BE/ESL has a new name As a part of central office reorganization, the Office of Bilingual Education/ESL has been renamed, Department of English Language Learners and incorporated under the new Office of Special Programs. The Office of Special Programs includes: Advanced Academic Services Special Education Services Dept of English Language Learners

  5. Department of English Language Learners Staff: • Celia Glick, Director of Elementary ELLs • Mollie Avelino, Director of Secondary ELLs • Harishini Ernest, HS ESL Coordinator • Irma Hernandez, MS ESL Coordinator • Melissa Hutchins, QTEL Program Manager • Vangie Orozsco, College Coordinator • Sara Garcia, Data Processing Assistant • And about 8 other wonderful people

  6. Coordinator Roles & Responsibilities • Professional Development (e.g., ELPS, ESL strategies, Textbook Adoption) • Assist with campus compliance for ELLs • Data collection/analysis to drive instruction • Selection of State textbook adoptions • Learning walks, campus visits • ESL curriculum development • District & State communications to campuses • Resource for teachers, instructional specialists, Mentor Teachers, LPAC Chairs, Principals

  7. Examples of Current ELL Professional Development Offerings • ELPS Academy (3 days) • Sheltered Instruction (3 days) • 50 Strategies for ELLs • ESL Academy (3 days) * For a complete list of ELL professional development see e-Campus

  8. ELLs in Austin ISD 2008-2009 • 21,231 Elementary ELLs • 3-5th grade students may take the TAKS test in Spanish • 3,033 Middle School ELLs • 2,678 High School ELLs • 411 Refugee ELLs • Majority of ELLs are economically disadvantaged • ELL students met all the Performance Based Monitoring Assessment System (PBMAS) indicators except for completion and graduation

  9. ELLs in Austin ISD 2008-2009 Sources:*MIS LEPALL, 04.12.10 **2009-10 District data • 83,839 total students in AISD • 26,924 (32%) are English Language Learners*. • Of the AISD ELLs, approximately:** • 94 languages are represented • 90% were born in the U.S.A. • 93% are Spanish-speaking • 95% are economically disadvantaged

  10. Use Access AISD to view: 1. “TELPAS Feeder School Report” 2. LPAS Or you can ask your LPAC Chair for a hard-copy of your campus TELPAS results!

  11. To see TELPAS data Go to the “Mizuni Dashboard” Mizuni Portal Login User Name: Password: Authenticate: AD • While within the district, on your email browser, type in “myreporting” • Use your Lotus notes usename and password • https://myreporting.austinisd.org/MizuniSecurityLogin/Login.aspx?url=https://myreporting.austinisd.org/MizuniDashboard/Global/Security/Login.aspx?ReturnUrl=/mizunidashboard/default.aspx • If you cannot find the TELPAS info on Mizuni, call the HELP Desk, OR • Go to Management Information Systems homepage on the intranet • Look in the Online library (right side of webpage) for the User Guide.

  12. As a part of Proclamation 2010 • ESOL I and ESOL II high school textbooks • ELPS teacher resource (ELLevate) * Two AISD committees convened to review the textbooks on the TEA list of approved textbooks (the committee members included teachers and instructional specialists) to choose the above adoptions

  13. ELPS and Content Area TEKS Core content area teachers will each receive the ELLevate resource. If you have not received it yet, contact your campus textbook coordinator.

  14. What ELLevate contains • CONTENTS . . . . . . . . . . . . . . . . . . . . . . . . . iii • PROGRAM OVERVIEW. . . . . . . . . . . . . . . .ix • SECTION 1 English Language Learner Fundamentals …………………………….. . .1–1 • SECTION 2 Strategy Models . . . . .. . . . . . .2–1 • SECTION 3 Content-Area Model Lessons 3–1 • SECTION 4 On-the-Go Resources . . . . . . .4–1 • SECTION 5 TELPAS™ Guide . . . . . . . . . .5–1

  15. Teachers in the district will receive training on ELPS integration: • In the core content areas • Language Arts • Mathematics • Science • Social Studies • Arts • Fine Arts • In developing TEKS (content objectives) and ELPS (language objectives)

  16. Texas PLDs (pp.1-10 to 1-16) What are the Proficiency Level Descriptors (PLDs) for ? Listening Speaking Reading Writing

  17. Using ELLevate to meet the ELPS (pp. 1-17 to 1-25) The ELPS are scaffolds to move students from instruction with linguistic accommodations to mainstream core content There are 45 ELPS (English Language Proficiency Standards)

  18. Activity (p. 1-18) Have someone read ELPS 1(G) (left column) Have someone else read the right column Turn to where the activity is presented in Lesson 2-10 (p. 2-58 to 2-63) and modeled in Lesson 3.9 (p. 3-72 to 3.79)

  19. Activity (p. 1-20) Have someone read ELPS 3(A) (left column) Have someone else read the right column Turn to where the activity is presented in Lesson 2-2 (p. 2-10 to 2-15) and modeled in Lesson 3.12 (p. 3-98 to 3-105)

  20. Activity from (pp. 1-23) Have someone read ELPS 4(J) (left column) Have someone else read the right column Turn to where the activity is presented in Lesson 2-15 (p.2-97 to 2-105) &modeled in Lesson 3.7 (p.3-56 to 3-67)

  21. Using the Interactive Question-Response (IRQ) Approach for ELL instruction p. 1-31 IRQ is based on the research of Dr. Diane August, educational researcher and special consultant for ELLevate IRQ is a scripted interactive approach that helps teachers from any academic content area coach ELLs in using language to make connections and build meaning. Scripting can provide opportunities for teachers to use role play to enhance vocabulary and comprehension. It provides comprehensible input.

  22. Content area considerations (pp.1-40 to 1-49) Teaching science to ELLs (pp.1-41) Teaching social studies to ELLs (pp.1-43) Teaching language arts to ELLs (pp.1-45) Teaching math to ELLs (pp. 1-47) Teaching fine and applied arts to ELLs (pp. 1-49)

  23. ELL Fundamentals (pp. 1-50 to 1-58) Correlation of ELPS to ELLevate Teacher Resource Guide ELPS are from the TEA website http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html

  24. Content-Area Word Cards This collection of cards provides 156 academic words from various school subjects. Content areas represented include language arts, science, social studies, mathematics, fine and applied arts. Cut the enclosed sheets into four to create a deck of content-area word cards. For more suggestions see (pp. 4-25)

  25. Ch. 4 Vocabulary Resources Academic Word Lists by Content Area 4-22 to 4-24 About content-area Word cards 4-25 Multiple Meaning Words 4-26 to 4-29 Take a Bow Activity E.g. 4-35 • Dolch Word lists 4-18 • General Service List of High Frequency Words 4-19 • Signal Words by ELL Proficiency Level 4-20

  26. Using Multiple Meaning Words Activity (pp. 2-46) pp. 2-49 Routine Graphic- four square • Defining the strategy • Using the strategy • Checking the strategy

  27. Cultural Considerations Pages 4-47 to 4-52 Pages 4-57 to 4-84 Various graphic organizers About: • African Learners • Asian Learners • East Indian Learners • Eastern European Learners • Hispanic Learners • Middle Eastern Learners

  28. TELPAS Guide (pp. 5-4 to 5-42) Purposes and objectives of TELPAS Relationship between TELPAS and ELPS How TELPAS is administered Student eligibility requirements and special accommodations Rating and reporting process How listening proficiency is assessed How reading proficiency is assessed Types of test items

  29. Relationship between TELPAS and ELPS (p. 5-4) • Please put a yellow sticky beside this paragraph: The ELPS list content area second-language acquisition (SLA) knowledge and skills. TELPAS assess these SLA ELPS skills. Both the ELPS and TELPAS make use of the same proficiency level descriptors (PLDs).

  30. Types of TELPAS Reading Test Items 1. Stand alone items • Questions • Sentences with a blank (cloze) 2. Items associated with a reading selection 3. Cloze reading selections

  31. How to access the interactive ELLevate • 1.Go to http://www.ellevate.glencoe.com • Select Texas Users Click Here • Click on: Interactive Version of ELLevate • 4. Enter DE75BB2D2F for the Access Code • 5. Click Submit • If you require additional assistance, please contact software support at MHLN_support@mhlearningnetwork.com or call 1-888-393-9090.

  32. Go to ellevate.glencoe.com Interactive Version of ELLevateClick here to view a pdf download of Ellevate with embedded links to video resources Correlations to the ELPSClick here to view the correlations to the ELPS Texas Treasures — ELL Video Library Click here to view a complete listing of video content that accompanies ELLevate: Strategies to Support English Language Learners Section 1: ELL FundamentalsClick here to view Links to Section 1 video clips and additional resources Section 2: Strategy LessonsClick here to view Links to Section 2 video clips and additional resources Section 3: Model LessonsClick here to view Links to Section 3 video clips and additional resources Section 4: Teacher ResourcesClick here to view Links to Section 4 video clips and additional resources Section 5: TELPAS GuideClick here to view Links to Section 5 video clips and additional resources

  33. Go to Section 3: Model Lessons • Find a model lesson video in your content area: • E.g. Lesson 18: Reader's Theater • ELL Video Library - Strategies: Level 3 Reader's Theater • View for 3 minutes then turn to your partner and tell him/her what you learned…

  34. If you have questions about how to implement ELLevate… PLEASE! Talk with your campus trainer or Call Harishini Ernest, HS ESL Coordinator at 414-9769 or email at: hernest@austinisd.org

  35. Thank you ALL for attending ELLevate: Strategies to Support English Language Learners We appreciate your support of our English Language Learners (ELLs)

  36. You can use the next slides or not as you see fit

  37. MATHEMATICSCONTENT-AREA MODEL LESSON PAGE 3.13 Geometry: Inductive Reasoning Focusing on Key Words 3–106 Using Inductive Reasoning 3–108 Taking Notes 3–112 3.14 Geometry: Three-Dimensional Figures Recognizing Cognates 3–114 Using Visual and Contextual Support 3–116 Writing a Descriptive Paragraph 3–120 3.15 Algebra: Solving Multi-Step Equations • Using Prior Knowledge With Vocabulary 3-124 • Sequencing Information 3–126 • Following Spoken Directions 3–130 3.16 Algebra: Variables and Expressions • Reviewing and Memorizing Vocabulary 3-132 • Drawing Inferences 3–134 • Giving Information in Social Situations 3–138

  38. ESOL 1 ESOL 2 Course 2B ESL teachers are also getting training on their new textbooks -Proclamation 2010 -Longman Keystone series

  39. Longman Keystone • Each volume of the ESL Keystone program systematically weaves in academic content while rapidly accelerating students' acquisition of English.

  40. What is TELPAS? Texas English Language Proficiency Assessment System • An assessment developed by the Texas Education Agency as required by No Child Left Behind Act that all ELLs be tested annually on their proficiency in the 4 domains of reading, writing, speaking, and listening English

  41. How can we use the TELPAS? • This report indicates students’ English language proficiency ratings for the four language domains of listening, speaking, reading, and writing. • Assessments used were TELPAS, TAKS, to determine the ratings. Other test information given is Exempt ARD, and No Rating Available • The student report is in both English and Spanish. • The TELPAS can be used by teachers to guide instruction for ELLs.

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