1. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with student’s level of English language proficiency. The ELPS are a required and integral part of each subject in grades K-12. • ELPS has 4 parts: (a) Introduction, (b) School district responsibilities, (c) Cross-curricular second language acquisition essential knowledge and skills, (d) Proficiency Level Descriptors (used in TELPAS). This ppt contains the Student Expectations in part (c). TEA link for all 4 parts: http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 • ELPS (c) Student Expectations begin with a number that indicates the domain: 1. Learning Strategies, 2. Listening, 3. Speaking, 4. Reading, 5. Writing. After the number is a letter for each Student Expectation in that domain. • In C-Scope, the ELPS (c) Student Expectations are located in the IFD in the Performance Indicators and at the bottom of the IFD. It contains the official TEA/Educator-level wording. This ppt uses Linguistically Accommodated wording along with suggested sentence stems. • If students don’t verbalize, they don’t internalize. Provide frequent opportunities for students to verbalize to you and to classmates what they are learning. • We teach students that a sentence expresses a complete thought. If students do not use complete sentences, their thinking and learning are not complete. Require students to produce complete sentences. (Beginning level students may go through a few months of silent period, and then produce only single words, but should soon be assisted in producing very simple and short present tense sentences.) • Lessons should have a content/subject goal (TEKS) and a language goal (ELPS) that should be shown and told to the students. ELPS: English LANGUAGE Proficiency Standards

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