The Revised English Language Proficiency Standards (ELPS) with Sheltered Instruction Presented by the Texas Education Agency in collaboration with Region One Education Service Center/ LEP Instructional Excellence Center: Project Tesoro May 2008 Project Director Amy Mares, M.Ed. 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Private entities or persons located in Texas that are not Texas public school districts, Texas Education Service Centers, or Texas charter schools or any entity, whether public or private, educational or non-educational, located outside the state of Texas MUST obtain written approval from TEA and will be required to enter into a license agreement that may involve the payment of a licensing fee or a royalty. For information contact: Office of Copyrights, Trademarks, License Agreements, and Royalties, Texas Education Agency, 1701 N. Congress Ave., Austin, TX 78701-1494; phone 512-463-7004; email: [email protected]. Texas Education Agency 2 Statutory Requirement Newly approved 19 Texas Administrative Code §74.4 Chapter 74. Curriculum Requirements Subchapter A. Required Curriculum §74.4 English Language Proficiency Standards Adopted December, 2007 Texas Education Agency 3 Chapter 74.4. English Language Proficiency Standards (a) Introduction (1) The English language proficiency standards in this section outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts shall implement this section as an integral part of each subject in the required curriculum. The English language proficiency standards are to be published along with the Texas Essential Knowledge and Skills (TEKS) for each subject in the required curriculum. TEA Source: Newly Adopted Required Curriculum, adopted on December 25, 2007. Texas Education Agency 4 E.L.P.S. (2) In order for ELLs to be successful, they must acquire both social and academic language proficiency in English. Social language proficiency in English consists of the English needed for daily social interactions. Academic language proficiency consists of the English needed to think critically, understand and learn new concepts, process complex academic material, and interact and communicate in English academic settings. Texas Education Agency 5 Social vs. Academic Language Social Language Academic Language Simpler language (shorter sentences, simpler vocabulary and grammar) Usually face-to-face, small number of people, informal settings Precise understanding is seldom required Usually simpler, familiar topics (movies, friends, daily life) Get many clues from expressions, gestures social context Many opportunities to clarify (look puzzled, ask questions, etc.) Technical vocabulary; written material has longer sentences and more complex grammar Often lecture-style communication or reading a textbook; little situational context Precise understanding and description/explanation is required; higher-order thinking New and more difficult to understand topics, knowledge is often abstract; cognitively complex; student often has less background knowledge to build on Fewer clues, most clues are language clues such as further explanation More difficult to clarify Texas Education Agency 6 Language Acquisition Language Development Social and Cultural Processes Cognitive Development Academic Development (Collier, 1995) Texas Education Agency 7 E.L.P.S. (3) 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. Texas Education Agency 8 E.L.P.S. (b) School district responsibilities. In fulfilling the requirements of this section, school districts shall: (1) identify the student's English language proficiency levels in the domains of listening, speaking, reading, and writing in accordance with the proficiency level descriptors for the beginning, intermediate, advanced, and advanced high levels delineated in subsection (d) of this section; Texas Education Agency 9 E.L.P.S. (2) provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum; (3) provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of this section in a manner that is linguistically accommodated to help the student acquire English language proficiency; and Texas Education Agency 10 E.L.P.S. (4) provide intensive and ongoing foundational second language acquisition instruction to ELLs in Grade 3 or higher who are at the beginning or intermediate level of English language proficiency in listening, speaking, reading, and/or writing as determined by the state's English language proficiency assessment system. These ELLs require focused, targeted, and systematic second language acquisition instruction to provide them with the foundation of English language vocabulary, grammar, syntax, and English mechanics necessary to support content-based instruction and accelerated learning of English. Texas Education Agency 11 Cross-curricular Essential Knowledge and Skills (c) Cross-curricular second language acquisition essential knowledge and skills. (1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. Texas Education Agency 12 Cross-curricular Essential Knowledge and Skills The student is expected to: (A) use prior knowledge and experiences to understand meanings in English; (B) monitor oral and written language production and employ self-corrective techniques or other resources; (C) use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary; (D) speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known); Texas Education Agency 13 Cross-curricular Essential Knowledge and Skills (E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment; (F) use accessible language and learn new and essential language in the process; (G) demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations; and (H) develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations. Total student expectations 8 Texas Education Agency 14 Cross-curricular Language Domains (2) (3) (4) (5) Cross-curricular second language acquisition/listening. (9 SE) Cross-curricular second language acquisition/speaking. (10 SE) Cross-curricular second language acquisition/reading. (11 SE) Cross-curricular second language acquisition/writing. (7 SE) Texas Education Agency 15 Write a definition of the strand. 1 Give an example of a strategy or activity that could happen in this strand. 2 Write a challenge that may surface during the implementation of the strategy or activity that is tied to this strand. 3 Write an example of a strategy or activity that should not occur during this strand. 4 Design a bumper sticker or illustration of this strand. 5 Texas Education Agency 18 The E.L.P.S. Strands Learning Strategies Writing Listening ELPS Reading Speaking Texas Education Agency 20 What does it look like? Texas Education Agency 21 Texas ELL Population 775,645 ELLs in EE-12, over 600,000 in K-12 Over 120 languages represented in Texas schools 92% Spanish speakers 711,388 Prominent languages other than Spanish: 14,094 Vietnamese 3,627 Urdu 3,594 Arabic PEIMS Fall 2007 3,195 Korean About 10.09% of ELLs served by special education ELLs represent about 16% of the total students in Texas Texas Education Agency 22 Needs of English Language Learners Effective teachers providing Affective support Cognitive support Linguistic support (Chapter 89) Focused instruction Modified texts Modified and differentiated instruction based on proficiency level Opportunities to demonstrate mastery of knowledge and skills Adapted from: Building Connections in the Content Areas through Sheltered Instruction Texas Education Agency 23 What Teachers Need to Know About Second Language Learning Acquisition-Learning Hypothesis The Affective Filter Hypothesis The Input Hypothesis The Natural Order Hypothesis The Monitor Hypothesis S. D. Krashen Texas Education Agency 24 What Teachers Need to Know About Second Language Learning (cont.) Cognitively Undemanding 1 2 Developing survival vocabulary Engaging in telephone conversations Following demonstrated directions Reading and writing for personal purposes: notes, lists, sketches, etc. Context Embedded (Concrete) Context Reduced (Abstract) Participating in hands-on science and mathematics activities Understanding academic presentations without visuals or demonstrations: lectures Making maps, models, charts, and graphs Solving math word problems without illustrations Solving math computational problems Taking standardized achievement tests 3 Cognitively Demanding Texas Education Agency 4 25 What Teachers Need to Know About Second Language Learning (cont.) BICS CALP Texas Education Agency 26 BICS vs CALP Which language do we use more often? BICS Science Math Soc. Studies Guess Rules Hypothesis Estimate Speculation Laws Subtract Same Identical Method Plan Justice Numerous Texas Education Agency 27 Sheltered Instruction Sheltered Instruction is an approach to instruction and classroom management that teachers can use to help English language learners acquire and learn English and content area knowledge and skills. Adapted from: Building Connections in the Content Areas through Sheltered Instruction Texas Education Agency 28 Characteristics of Sheltered Instruction Comprehensible input Affective environment High levels of student interaction, including small-group and cooperative learning Student-centered More hands-on tasks Careful, comprehensive planning, including selecting key concepts from core curriculum (Echevarria & Graves, 1998) Adapted from: Building Connections in the Content Areas through Sheltered Instruction Texas Education Agency 29 Characteristics of Sheltered Instruction Well-planned lessons Use of student background knowledge and experience Variety of delivery modes Grade-level content Checks for understanding Use of higher-order thinking skills Explicitly-stated lesson objectives (Echevarria & Graves, 1998) Adapted from: Building Connections in the Content Areas through Sheltered Instruction Texas Education Agency 30 Program Characteristics Sheltered Instruction Not Sheltered Instruction •Accelerated Instruction •High Expectations •Effective Instruction + •Purposeful and Intentional •Provided by content experts with shared responsibility of second language acquisition •Instructional Approach •Remediation •Dumping Ground •“Just Good Teaching” •Hit and Miss •Responsibility of ESL teacher •ESL students in all sheltered classes •Scheduling requirement •Program Adapted from: Building Connections in the Content Areas through Sheltered Instruction Texas Education Agency 32 Use of Appropriate Strategies and Teaching Methods Frayer Model Cloze Procedure Hands-on Experiences Instructional Conversation Use of Cognates Hands-on Experiences Manipulatives (Concrete Representations) Language Experience Approach (LEA) Adapted from: Building Connections in the Content Areas through Sheltered Instruction Texas Education Agency 33 Use of Cognates important importante doctor doctor biology biología part parte moment momento execution ejecución Adapted from: Building Connections in the Content Areas through Sheltered Instruction Texas Education Agency 34 The Five E Model Engage – provide activity to draw interest (teacher-directed activity) Explore - hands on, discover on their own to construct new knowledge (teacher guided) Explain – students explain the procedures of the experiment & observations (teacher guided) Elaborate – observe, make predictions, generalize rules for objects of the experiment, make a model, etc (teacher monitors, facilitates discussion) Evaluate – complete assessment, complete performance task (teacher evaluates progress and students assess themselves) Source: Adapted from Bybee, R. W. et al. (1989) Texas Education Agency 35 Second Language Acquisition Strategies Beginning Level Intermediate Level Advanced Level Cooperative Groups Concrete, Manipulatives and Visuals TPR Daily News Non-Verbal Role Playing level Rhymes, Chants, Songs, Games Hands-on Projects Cloze activities Choral Reading Pre-recorded Stories Author’s Chair Label Word banks Think-pair-share Adapted from TEA/ESC 4 Training Module Role Playing (Verbal) Reading & Writing on grade Reading, Writing, Reciting Evaluating Group Discussions Retelling Stories Dialogue Journals Graphic Organizers Summarize Compare/contrast Read Aloud Texas Education Agency Predicting Outcomes Supporting Analyzing Charts Analyzing Graphs 36 Connection to TELPAS The newly adopted English language proficiency standards are closely aligned with the Texas English language proficiency assessments (TELPAS). Together, the standards and assessments promote the English acquisition that ELLs need to succeed academically. Effective implementation of the ELP standards should support not only better English acquisition but better academic achievement, which should be evident in state assessment results. Source: TEA Assessment Division Texas Education Agency 37 Connection to TELPAS cont’d TELPAS assesses the English language proficiency in listening, speaking, reading, and writing of K-12 ELLs TELPAS measures how well ELLs understand and use English for everyday use and academic purposes. TELPAS reports four English language proficiency levels: Beginning Intermediate Advanced Advanced High *Meets Requirements of NCLB Source: TEA Assessment Division Texas Education Agency 38 Key Features of Each Proficiency Level Listening Speaking Reading Writing Beginning Level: Little or no ability, uses high frequency, routine words; in writing, typically lists, labels, copies. Intermediate Level: Limited ability, understands and uses short, simple sentences. Uses present tense. Advanced Level: Typically have grasp of basic verbs, tenses, grammar features and sentence patterns/ partial grasp of more complex verbs, tenses, grammar features and sentence patterns, needs support Advanced High Level: Ability, with minimal support very close to native English speaking peers Source: TEA Assessment Division http://www.tea.state.tx.us/studen.assesment/admin/rpte/Training_on_the_2_12 _PLDs_Sp_08_final.ppt Texas Education Agency 39 Academic Listening Sample Good morning, class. Today we are going to study something brand new. It’s difficult, so I’m going to need everyone’s undivided attention. Open your books to page one hundred seventy-two. At the top of the page is the word “net.” Today’s lesson is about net. As it says in the definition in your book, in math, net is a twodimensional model. The net of a cylinder is shown in your textbook. Does everyone see the rectangle and two circles? That’s the net of the cylinder. What Might a Beginning Listener Understand? Source: TEA Assessment Division Texas Education Agency 40 Academic Listening Sample Good morning … Today … Open your books to page one … top … page … Today’s … book … math … two … book … rectangle … two circles … Beginning level Source: TEA Assessment Division Texas Education Agency 41 Academic Listening Sample Good morning, class. Today we are going to study … It’s difficult … going to need everyone’s … Open your books to page one hundred … top of the page … Today’s lesson … your book, in math … two … cylinder … book … rectangle and two circles … cylinder. Intermediate level Source: TEA Assessment Division Texas Education Agency 42 Academic Listening Sample Good morning, class. Today we are going to study something … new. It’s difficult, so I’m going to need everyone’s … Open your books to page one hundred seventy-two. At the top of the page is the word … Today’s lesson is … definition in your book, in math, net is a two … a cylinder is … in your textbook. Does everyone see the rectangle and two circles? … cylinder. Source: TEA Assessment Division Advanced level Texas Education Agency 43 Academic Listening Sample Good morning, class. Today we are going to study something brand new. It’s difficult, so I’m going to need everyone’s undivided attention. Open your books to page one hundred seventy-two. At the top of the page is the word “net.” Today’s lesson is about net. As it says in the definition in your book, in math, net is a two-dimensional model. The net of a cylinder is shown in your textbook. Does everyone see the rectangle and two circles? That’s the net of the cylinder. Advanced High level Source: TEA Assessment Division Texas Education Agency 44 Modified Texts Appropriate for Language Proficiency and Reading Level Teachers can modify texts to make content more comprehensible for their students by: Using graphics Using outlines Rewriting the text Using audio recordings Providing demonstrations Using alternate books or materials (Echevarria & Graves, 1998) Adapted from: Building Connections in the Content Areas through Sheltered Instruction Texas Education Agency 45 Modified and Differentiated Assignments Based on Language Proficiency Teachers can modify assignments so that a distinction can be made between the student’s content knowledge and language proficiency by: Simplifying the objectives Asking the students to draw or use pictures Using oral discussions in pairs or small groups Modifying the length and difficulty of the assignments (Echevarria & Graves, 1998) Adapted from: Building Connections in the Content Areas through Sheltered Instruction Texas Education Agency 46 Language Acquisition Integration Tool for ELPS Learning Outcome What is the activity? Which is/are the strategy(ies) used? How does this strategy(ies) help ELLs? What should I expect from each Proficiency Level Student Engage Beginner: Intermediate: Advance: Advance High: Explore Beginner: Intermediate: Advance: Advance High: Explain Beginner: Intermediate: Advance: Advance High: Elaborate Beginner: Intermediate: Advance: Advance High: Evaluate Adapted from Region One ESC Beginner: Intermediate: Advance: Advance High: Texas Education Agency Extra Strategies needed to address ELLs 47 Collaboration ESL and content area teachers benefit from collaborative efforts to design and implement effective lesson strategies for English language learners. Teachers in the collaborative effort must be comfortable with giving and receiving constructive criticism. Adapted from: Building Connections in the Content Areas through Sheltered Instruction Texas Education Agency 48 Scaffolding Scaffolding is a means by which students receive support in various forms from their teachers in an effort to promote skills and understanding, eventually resulting in student independence through the careful reduction of support as students make progress. Adapted from: Building Connections in the Content Areas through Sheltered Instruction Texas Education Agency 49 Planning for Sheltered Instruction Strategies Adapted from: Building Connections in the Content Areas through Sheltered Instruction Texas Education Agency 50 Frayer Model: requires students to define words that will help them to better understand content concepts. For students with lower levels of proficiency, pictures may be used to support understanding. Why is this a good strategy for ELL’s? Can be done in pictures and words Provides details about the term or concept through the characteristics Uses examples and non-examples to provide clarity Allows clarifications in the native language to be made Can be done cooperatively, providing needed interaction Can be used as an assessment tool Adapted from: Building Connections in the Content Areas through Sheltered Instruction Texas Education Agency 51 Frayer Model Adapted from: Building Connections in the Content Areas through Sheltered Instruction Texas Education Agency 52 Concept Attainment: is the “search for and listing of words that can be used to distinguish exemplars from nonexemplars of various concepts.” An excellent strategy for helping students problem-solve and learn vocabulary and content area concepts based on their critical attributes. Why is this a good strategy for ELL’s? Can be done with pictures Can be done orally Enables students to grasp key concepts Encourages oral responses Allows students to make their own concept attainment charts Serves as an alternative assessment tool Adapted from: Building Connections in the Content Areas through Sheltered Instruction Texas Education Agency 53 Concept Attainment Adapted from: Building Connections in the Content Areas through Sheltered Instruction Texas Education Agency 54 Feature Analysis: is a procedure that helps students make fine discriminations between concepts and/or facts. Students are also able to get a bird’s eye view of the facts and ideas learned in a global, and for English language learners, more accessible manner. Why is this a good strategy for ELL’s? Utilizes pictures in place of words Provides content through another pathway other than text Can be cooperative Can be done as a hands-on/manipulative activity Lowers the affective filter Can be used to summarize a chapter Can be used as an assessment tool Adapted from: Building Connections in the Content Areas through Sheltered Instruction Texas Education Agency 55 Features Analysis Adapted from: Building Connections in the Content Areas through Sheltered Instruction Texas Education Agency 56 Anticipation Guide: enables students to make predictions and use their background knowledge related to the topics introduce in the class. It is advantageous to ensure that selected items for an anticipation guide make content concepts explicit. Why is this a good strategy for ELL’s? Involves generalizations that provide accessibility for all students Activates and validates students’ backgrounds Involves low task orientation Maintains strong likelihood of instructional conversations Allows meaning to be explored and negotiated Can be done orally and with pictures Adapted from: Building Connections in the Content Areas through Sheltered Instruction Texas Education Agency 57 Anticipation Guide Adapted from: Building Connections in the Content Areas through Sheltered Instruction Agree Disagree This photograph was taken after a tornado. This city is located along a coast. There was no loss of life because of this storm. The storm that hit this city was named Andrew. People were able to evacuate before the storm. Texas Education Agency 58 Two Column Notes/T-Charts: help students organize information from reading assignments, lectures, and videos. Why is this a good strategy for ELL’s? Utilizes organization style that makes knowledge more accessible Allows columns to be added to include visual representations Encourages notes to be done in pictures Functions as a study aid Builds vocabulary in meaningful contexts Can be done cooperatively Adapted from: Building Connections in the Content Areas through Sheltered Instruction Texas Education Agency 59 Two Column Notes Adapted from: Building Connections in the Content Areas through Sheltered Instruction Texas Education Agency 60 Window Paning: is a great strategy for organizing steps to a process, helping students to remember important concepts, or just remembering vocabulary words. Why is this a good strategy for ELL’s? Conveys much information through visuals and little print support Can be cut into parts and reassembled again to demonstrate comprehension of a process Can be used as an effective study aid Can be created in cooperative groups Can be used for assessment Uses M-space theory- the brain can remember 7 plus/minus 2 pieces of isolated information at a time Is parallel to brain-based theories Adapted from: Building Connections in the Content Areas through Sheltered Instruction Texas Education Agency 61 Window Paning Adapted from: Building Connections in the Content Areas through Sheltered Instruction Texas Education Agency 62 Find Someone Who: This strategy can be a great way to lower the affective filter when academic elements are combined with everyday student trivia in a questionnaire format. Why is this a good strategy for ELL’s? Allows all students to participate and answer questions Encourages students to begin teaching each other Is highly cooperative and jigsaw-like Uses informal pathways to get prerequisite information out to the students Allows native language support to occur in a natural and supportive way Extends opportunities for oral language/practice Is highly motivating Encourages students to use background knowledge and experiences Serves as a vocabulary builder Provides opportunities to negotiate meaning Adapted from: Building Connections in the Content Areas through Sheltered Instruction Texas Education Agency 63 Find Someone Who Adapted from: Building Connections in the Content Areas through Sheltered Instruction Texas Education Agency 64 Foldables: These structures can be used to organize parts to whole by providing topics, definitions, examples, situations, and/or pictures for easy access to content knowledge and skills. The tactile nature of foldables provides novelty and fun for all students. Why is this a good strategy for ELL’s? Lowers the affective filter Is novel, fun Can use as a study aid Serves as a good vocabulary builder/word bank Utilizes a tactile approach that is recommended for strugglers Can use pictures in place of print Adapted from: Building Connections in the Content Areas through Sheltered Instruction Texas Education Agency 65 Foldables Adapted from: Building Connections in the Content Areas through Sheltered Instruction Texas Education Agency 66 Characterization Chart: is an organizer that helps students analyze the complete nature of a character. Why is this a good strategy for ELL’s? Can be done cooperatively Can be done as a hands-on/manipulative way of assembling pieces Can be done with pictures/few words Provides lots of information in one place (bird’s eye view) Can be used for assessment Adapted from: Building Connections in the Content Areas through Sheltered Instruction Texas Education Agency 67 Characterization Chart Adapted from: Building Connections in the Content Areas through Sheltered Instruction Texas Education Agency 68 Words Across Contexts: emphasizes words in certain contexts. It also encourages content areas to acknowledge what academic vocabulary is universal to the content area or particular to the content area. Why is this a good strategy for ELL’s? Helps with words with multiple meanings Can be done with pictures and words Provides details on a concept through characteristics Use examples and non-examples to clarify Allows to clarify in the native language Can be done cooperatively (good interaction) Adapted from: Building Connections in the Content Areas through Sheltered Instruction Texas Education Agency 69 Words Across Contexts Adapted from: Building Connections in the Content Areas through Sheltered Instruction What would the word axis mean to--a mathematician? an astronomer? a gardener? a historian? A chiropractor? Texas Education Agency 70 Words Across Contexts Adapted from: Building Connections in the Content Areas through Sheltered Instruction What would the word scale mean to-- a fisherman? a person who plays the piano? a mountain climber? a physical fitness trainer at a gym? a cartographer? Texas Education Agency 71 Stretch to Sketch: validates the student’s interpretation of any text. The student creates a symbol from the text and generates an explanation of the symbol that they create. Why is this a good strategy for ELL’s? Lowers the affective filter Is cognitively undemanding, yet abstract Builds comprehension in lower-level ESL students Can be done cooperatively or in Jigsaw style Uses pictures and words Adapted from: Building Connections in the Content Areas through Sheltered Instruction Texas Education Agency 72 Stretch to Sketch Adapted from: Building Connections in the Content Areas through Sheltered Instruction Texas Education Agency 73 Storyboard: Students are asked to generate storyboard as an idea generation technique for writing. Students enjoy designing drawings that will reflect the sequence of events in their story. Storyboard can an also be adapted to help students sequence events as they read a text and can be a great tool for students to use because it helps them chunk information Why is this a good strategy for ELL’s? Lowers the affective filter Is cognitively undemanding, yet abstract Builds comprehension in lower-level ESL students Can be done cooperatively or in Jigsaw style Uses pictures and words Adapted from: Building Connections in the Content Areas through Sheltered Instruction Texas Education Agency 74 Storyboard Adapted from: Building Connections in the Content Areas through Sheltered Instruction Texas Education Agency 75 Free Form Map: is a great way for students to document their abstract thoughts and understandings about a given topic. It’s also an alternative to semantic mapping-a strategy in which the relationships and interrelationships between concepts are made explicit. Why is this a good strategy for beginner/intermediate ELL’s? Lowers the affective filter Is cognitively undemanding, yet abstract Can be used for assessment Builds comprehension in lower-level ESL students Can be done cooperatively or in Jigsaw style Uses pictures and words Adapted from: Building Connections in the Content Areas through Sheltered Instruction Texas Education Agency 76 Free Form Map Adapted from: Building Connections in the Content Areas through Sheltered Instruction Texas Education Agency 77 Activity: Modify Strategy for Beginning and Intermediate Proficiency Level Students Assigned Strategy/activity Choose Content Area Lesson Use Language Acquisition Framework Tool and PLD s rubrics Assign a Scribe Assign a Reporter (s) Present to the whole group Texas Education Agency 78 Implications for Instruction Staff Development Content Area Teachers Enrichment Area Teachers All Instructional Staff Sheltered Instruction Second Language Acquisition Social/Academic Language Samples Time for Lesson Remodeling Texas Education Agency 79 Handout How Teachers Can Support ELLs in Their Classrooms Share one thing that you learned about supporting ELLs that you did not know. Texas Education Agency 80 Handouts What Teachers Need to Know About Second Language Learning What Teachers Know About ELLs Acquisition of Literacy Texas Education Agency 81 Additional Resources Related Websites pages 5-8 References pages 9-10 Texas Education Agency 82 Thank you! Your feedback is important to us! Please evaluate this training. Pick up your certificate Texas Education Agency 83 For additional information: [email protected] [email protected] Texas Education Agency 84
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