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PurposePurposeDecember,2007 State Changed Ch. 74 Curriculum
Requirements Subchapter A. Required Curriculum
74.4 English Language Proficiency Standards
ELPS 2008-ELPS 2008-20092009
Expectations:
Cooperative Learning Groups: Runner, timer, manager, scribe, reporter
LCISD Enrollment52 Languages
15% of the population
2800 to 3300 enrolled during the year
Average increase each year over the past three years: 271 students
CarouselEach runner will choose a friend.
The runner and friend will take the chart made and present their top three give ups and take ups to the other tables.
The groups will have 2 minutes at each table so make sure you only discuss the top three points.
Understanding Language Proficiency in Social
and Academic Settings
Understanding Language Proficiency in Social
and Academic Settings
BICS: Basic Interpersonal Communicative Skills
CALP: Cognitive Academic Language Proficiency
Linguistic Domains1. Listening: the ability to understand spoken language,
comprehend and extract information, and follow social and instructional discourse through which information is provided
2. Speaking: the ability to use language appropriately and effectively in learning activities and social interactions
3. Reading: the ability to comprehend and interpret written text at the grade-appropriate level
4. Writing: the ability to produce written text with content and format to fulfill grade-appropriate classroom assignments
Adapted from Alief ISD Language Proficiency Profile
Six Ways the TELPAS Holistic Assessment Process Reinforces
Quality Instruction1. It encourages teachers to provide more
opportunities for ELLs to use and practice their developing language.
2. It encourages teachers to collaborate about the needs of ELLs.
3. It gives teachers a common vocabulary to use with one another and with parents
in describing the language levels and language needs of the students, and
in setting goals for progress.
Six Ways the TELPAS Holistic Assessment Process Reinforces
Quality Instruction
4. It helps teachers see the need to differentiate instruction according to the English language proficiency levels of ELLs.
5. It helps teachers understand the importance and benefit of building the communication skills that get students to the next proficiency level.
6. It supports academic achievement goals because ELLs learn academic content more readily when they understand the language of their instruction.
Bottom LineEffective implementation of the TELPAS holistic observation and evaluation approach throughout the school year helps ELLs
learn English more quickly
grasp academic concepts and skills more readily