MHS ELPS-CBLI Training

Aligning Content Instruction with the ELPS & Enhancing English Language Acquisition

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ELPS / CBLI

Our Secondary Team

Our Elementary Team

1. TWBAT write the content and language objectives given the TEKS and ELPS.2. TWBAT share in groups the effective instructional methods in helping EBs.

Language Objectives:

1. TWBAT identify the content objective from the given TEKS and the appropriate language objective from the ELPS.2. TWBAT explore effective instructional methods used to meet the needs of EBs.

Content Objectives:

Ask yourself... ❑ Are my objectives written in student-friendly language? ❑Are my objectives posted and visible for all my students to see? ❑Do I introduce my objectives at the beginning of each lesson? ❑Do I close my lesson by going back to the objectives and asking my students if they met the objectives?

Content and Language Checklist

Emergent bilingual students are at different stages of English language development and therefore need varying levels of linguistic accommodations that are communicated, sequenced, and scaffolded to effectively access content in English instruction as they acquire the English language according to Title 19 of the Texas Administrative Code (TAC), Chapter 74, Subchapter A, Section §74.4(b)(2).

Linguistic Accommodations

What do EB Students Need?

Texas Administrative Code (TAC), Chapter §74.4

• School districts are required to implement ELPS as an integral part of each subject in the required curriculum.

• The English Language Proficiency Standards (ELPS) outline English language proficiency level descriptors and student expectations for EBs.

MHS Lesson Plan Template

MHS Lesson Plan Template

Writing and Speaking Strategies

The student demonstrates an understanding of entrepreneurship. The student is expected to: (A) distinguish between the terms entrepreneurship and entrepreneur; (B) define small-, medium-, and large-sized businesses

Entrepreneur TEKS

Students will be able to share with partners and write about the difference between entrepreneurship and entrepreneurship. (3E, 5F)

Language Objectives:

SCIENCE TEKS

5 (A) Analyze different types of motion by generating and interpreting position versus time, velocity versus time, and acceleration versus time using hand graphing and real-time technology such as motion detectors, photogates, or digital applications

1. Students will be able to differentiate types of motion.2. Students will be able to generate and interpret position, velocity, and acceleration versus time.

Content Objectives:

Math TEKS

A.12E: Solve mathematics and scientific formulas, and other literal equations, for a specified variable.

1. Students will be able to share with partner the different types of motion. (3E)2. I can write: " The different types of motion are ___________." (5F)

Language Objectives:

1. Students will be able to explain the process of solving literal equations. (3H)2. Students will be able to write: "In solving literal equations, ____________."

Language Objectives:

1. Students will be able to solve literal equations.2. Students will be able to formulas for a specified variable.

Content Objectives:

Social Studies TEKS

8.1A-Identify the major eras in U.S. history through 1877, including the American Revolution, and describe their causes and effects.

1. Students will be able to identify major eras in U.S. history2. Students will be able to determine causes and effect of American Revolution.

Content Objectives:

1. Students will be able to share with a partner the major eras in US History. (3E)2. Students will be able to write: "The causes of American Revolution were ____________ which resulted to _______________. " (5F)

Language Objectives:

ELAR TEKS

Students will analyze how the author uses the objective point of view to influence and communicate meaning in a text.

PE/FINE Arts TEKS

(4) Historical and cultural relevance The student relates music to history, culture, and the world. The student is expected to: (C) identify relationships of music concepts to other academic disciplines such as the relationship between music and mathematics, literature, history, and the sciences

How do you PLAN instruction for EB students?

Effective Teaching Begins with Effective Planning.

Asking the RIGHT Questions.

What needs to be considered in the planning/differentiating for EBs?

• How can I tap into my students’ prior knowledge to introduce this content?
• Do I need to build background knowledge?

• Which key words are associated with this content?
• Which scaffolds (visuals, sentence frames/stems, word banks) will support students in USING the language needed for this lesson?
• What technology and resources do I have available to support instruction in all language domains? (viewing, listening, reading, writing, speaking)

• Which language domains do my students need the most support with?
• What can be expected from students at each English proficiency level?
• How will my students SHOW what they’ve learned?
• What’s the learning target (end goal) and product (speaking or writing)?

Aligning Content Instruction with the ELPS & Enhancing English Language Acquisition

Content-Based Language Instructional Strategies

What is Content-Based Language Instruction?

What does explicit instruction look like?

Remember the Goal of CBLI:

1. Access to Grade-Level Content
2. Develop Academic Language

To significantly enhance language acquisition and performance on TELPAS, the teacher MUST intentionally plan and implement strategies for the following:

• Intentional Visuals
• Academic Vocabulary

• Structured Conversations

Let's Talk STRATEGIES!

Why do EBs need visuals?

Intentional Visuals.

Interactive Word Walls

1. Start with your grade level/standards (TEKS).
2. Determine what students need to know.
3. Your TEKS will reveal vocabulary that is critical for your students to master.

What vocabulary should be used?

• The teacher must use low stress methods to help EBs start using academic vocabulary and formal speech structures.

• When an EB student offers information that is limited to just a word, term, or phrase, the teacher repeats the response in complete sentence.

• Then, asks the whole class to repeat the complete thought they just packaged.

What does modeling and encouraging academic language look like?

All-Inclusive Strategy:

• Listening
• Speaking
• Reading
• Writing

*Better than Turn & Talk, try QSSSA!

*Examples

Think with the end in mind!

• Aligning with the English Language Proficiency Standards (ELPS) is crucial for preparing students for the Texas English Language Proficiency Assessment System (TELPAS).

• Incorporating academic vocabulary, intentional visuals, and structured conversations into lessons can significantly enhance language acquisition and performance on TELPAS.

*See Handouts

*See Handouts

Thank you for your time & attention!