Participant Resource Manual
ELPS Academy A Framework for ELL Success
2 © Texas Education Agency / Education Service Center, Region 20 ELPS Participant Resource Manual
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ELPS Participants Resource Manual © Texas Education Agency / Education Service Center, Region 20 3
Table of Contents
Graphic Organizer of Chapter 74.4 of the Texas Administration Code .......................... 4
Lesson One ............................................................................................................................. 5Introduction to ELPS Framework and District Responsibilities
Lesson Two ............................................................................................................................. 7Using the ELPS to Write Language Objectives Aligned to the TEKS
Lesson Three ........................................................................................................................12Using the PLDs as a Roadmap of Linguistic Accommodations for ELLs
4 © Texas Education Agency / Education Service Center, Region 20 ELPS Participant Resource Manual
Graphic Summary
CHAPTER 74.4
ELPS Participants Resource Manual © Texas Education Agency / Education Service Center, Region 20 5
Participants will understand how
the implementation of Chapter
74.4 will support ELLs in content
area instruction.
Content Objective:
Lesson 1Introduction to the ELPS Framework and District Responsibilities
Participants will use a graphic
organizer to list the main ideas
found in the ELPS framework and
use sentence starters to reflect
on the responsibilities of content
area educators for ELPS
implementation.
Language Objective:
The most significant thing I
learned in Lesson One was
___________________ .
Sentence Stem:• academic language
• linguistically accommodated
• communicated
• sequenced
• scaffolded
Key Vocabulary:
6 © Texas Education Agency / Education Service Center, Region 20 ELPS Participant Resource Manual
Participants will understand how
the implementation of Chapter
74.4 will support ELLs in content
area instruction.
Content Objective:Participants will use a graphic
organizer to list the main ideas
found in the ELPS framework and
use sentence starters to reflect
on the responsibilities of content
area educators for ELPS
implementation.
Language Objective:
Lesson 1 Reflection
The most significant thing I learned in Lesson One was…
ELPS Participants Resource Manual © Texas Education Agency / Education Service Center, Region 20 7
Participants will be able to
summarize the skills found in
the cross-curricular student
expectations using a graphic
organizer.
Content Objective:
Lesson 2Using the ELPS to Write Language Objectives Aligned to the TEKS
Participants will be able to write
content and language objectives
aligned to the content area TEKS
and ELPS using a variety of
sentence stems.
Language Objective:
Language objectives and
sentence stems are
beneficial…
Sentence Stems:• learning strategies
• alignment
• content-based
• increasing accuracy
Key Vocabulary:
8 © Texas Education Agency / Education Service Center, Region 20 ELPS Participant Resource Manual
When objectives are… it benefits students because…
How Objectives Benefit Students
aligned to TEKS
displayed
explained
implemented
reviewed
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5) Cross-curricular second language acquisition/writing The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across 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. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
(A) learn relationships between sounds and letters of the English language to represent sounds when writing in English;
(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary;
(C) spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired;
(D) edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired.
How to Read the Cross-Curricular Student ExpectationsCross-curricular student expectations are organized into five categories for second language acquisition:
1. learning strategies
2. listening
3. speaking
4. reading
5. writing
The knowledge and skills statement
describes the intentions of the student
expectations included in this
section.
Each student expectation is listed individually by letter. These expectations must be used for creating curriculum frameworks, creating and documenting lesson plans, and writing language objectives for ELLs.
Note that some student
expectations do not apply for
students at early levels of literacy.
10 © Texas Education Agency / Education Service Center, Region 20 ELPS Participant Resource Manual
Content Objective:
Who? (Students)
Does what? (TEKS)
How/with what? (tasks, processes, resources, and activities)
Content Objective:
Questions aligned to Content Objective:
Stem:
Who? (Students)
Does what? (ELPS Sudent Expectations)
How/with what? (words, phrases, printed materials)
Language Objective:
Language Building Activity:
Stem:
Language Objective:
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Participants will be able to summarize the skills found in the cross-curricular student expectations using a graphic organizer.
Content Objective:Participants will be able to write content and language objectives aligned to the content area TEKS and ELPS using a variety of sentence stems.
Language Objective:
Lesson 2 Reflection
Language objectives and sentence stems are beneficial…
12 © Texas Education Agency / Education Service Center, Region 20 ELPS Participant Resource Manual
Participants will gain an
understanding of the three
instructional components of the
ELPS and identify an ELL’s language
proficiency level using the
summaries of the Proficiency
Level Descriptors (PLDs).
Content Objective:
Lesson 3Using the PLDs as a Road Map of Linguistic Accommodations for ELLs
Participants will list their comprehension of adapted text related to the PLDs by making connections between a student’s proficiency level and appropriate linguistic accommodations.
Language Objective:
• The PLDs are important because…
• It is important to note that the PLDs…
• Above all, content area teachers must remember to…due to…
Sentence Stems (Tiered Responses):
• adapted text
• linguistic support
• environmental print
• high-frequency words
• content-based abstract terms
Key Vocabulary:
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TELPAS Rating
Linguistic Accommodations
ELL Linguistic Accommodations Chart
Listening Speaking Reading
Student Name:
Grade:
Class/Period:
Writing
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Linguistically Accommodating Tasks Based on TELPAS PLD Levels
Accommodations for Beginning ELLs
Grade Level/Topic: Content Objective:
Key Vocabulary & Concepts: Language Objective:
Task:
Accommodations for Intermediate ELLs
Accommodations for Advanced/Advanced High ELLs
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Participants will gain an
understanding of the three
instructional components of the
ELPS and identify an ELL’s
language proficiency level using
the summaries of the Proficiency
Level Descriptors (PLDs).
Content Objective:Participants will list their
comprehension of adapted text
related to the PLDs by making
connections between a student’s
proficiency level and appropriate
linguistic accommodations.
Language Objective:
Lesson 3 Reflection
Select one tiered response to review Lesson Three:• The PLDs are important because…• It is important to note that the PLDs…• Above all, content area teachers must remember to…due to…
Serving the Educational Community
Developed by Education Service Center, Region 20 in conjunction with Texas Education Agency.