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Teaching with a Purpose
Presented by Jessica Salazar
Eagle Mountain-Saginaw Independent School District
WHO IS THIS LADY? BTAP – 2 YEARS Teacher - 16 years Currently Bilingual/ESL Instructional
Coach – EMSISD Mother – 2 children Wife – 7 years Doctoral student (ABD)– Texas
Wesleyan University Second mother – 16 nieces and
nephews Godmother – 7 children
Please line up in order by your
birthday without talking to anyone.
Fold the line
What are the ELPS?
What is TELPAS?
Who are TELPAS raters?
KWL
What do you know about ESL strategies?
What do you want to know?What did you learn?
ELPS – English Language Proficiency Standards
Required curriculum for ELLs (along with TEKS)
Student expectations School districts responsibilities Proficiency level descriptors
Beginning Intermediate Advanced Advanced high
Cross-curricular second
language acquisition essential
knowledge and skills
Learning
Listening
Speaking
Reading
Writing
Graffiti Write
Different color marker per group and chart paper
You may create a linguistic or nonlinguistic representation about the topic given as a group.
Pass your chart paper to the table to the right. Add your linguistic/nonlinguistic thoughts to
the next chart paper. Continue rotating until your group has your
original chart paper.
TELPAS – Texas English Language Proficiency Assessment System Federally required
Assesses the English language proficiency (ELPS)
K–12 ELLs
Four language domains—listening, speaking, reading, and writing
Grades K–1 holistically rated
classroom observations and student interactions
Grades 2–12 multiple-choice reading tests
holistically rated student writing collections
holistically rated listening and speaking assessments
TELPAS Results
To meet state and federal accountability To help parents monitor their children To evaluate programs and resources To evaluate staffing patterns
To inform instructional planning decisions
The Dice Game
Partners will work together to write a story.
Partners take turns rolling the dice. The number rolled determines the
number of words the partner can add to the story.
Each student can write in a different color.
Reading and rereading what is written; identifying their own writing.
Learning Strategie
s
Metacognitive
Cognitive
Social/Affective
Language
Herrmann, E. (2014)
Metacognitive
Forward-thinking Preview Skim Get the gist
Selective consideration Find specific information Needed for task
Monitor comprehension Does this make sense? Am I making sense?
Direct Reading and Thinking Activity (DRTA)
Preview title, headings, illustrations, etc. Make predictions about text (what do you think the
passage will be about?). Read a selection of the text. Confirm or change predictions. Continue reading text. Stopping periodically throughout text to make
predications until text is complete.
Cognitive Sorting
Classifying Grouping words Grouping pictures
Summarizing Graphic organizers Taking notes
Prior Knowledge Personal associations Analogies Experiences
The Ball and a Bag Game
You need a ball, bag, music and scraps of paper
Start the music and passing the ball in a circle.
When the music stops whoever has the ball has to pull a scrap paper from the bag and answer the question.
The questions can reflect a certain topic or text that was previously read or any review for any subject.
Then start the music again and repeat.
Imagery and Language
Photography Who is this? Where is he? What is he doing? Who took this photo? Who is the person looking
at?
Imagery and Language How can we sort these photos?
Dictogloss
Read aloud a selected text. Students only listen. Teacher rereads text (song/poem) pausing for 5
seconds after each sentence. Students take notes during pauses. Within groups students discuss and reconstruct the
text. Groups choose one person from each group to read
aloud group text. Teacher can add in discussion about expressions,
grammar, etc.https://www.youtube.com/watch?feature=player_detailpage&v=vwsKWiXlA78
Social/ Affective
Asking questions Clarifying Brainstorm Peer editing Small groups
Self-talk Reduce anxiety Thinking Positively “I can do this” “Its ok if I don’t understand”
The Telephone Game
Divide the class in two lines. Give the first person in each group a
sentence. The first person tells the second
person the sentence and they continue to pass the message down quietly until the end of the line.
The last person of each line says the sentence allowed.
The fastest line wins.
Language Analyze words
Prefixes Suffixes Root words Word families Word attack skills
Use cognates Latin and English based
actor, color, doctor, animal
False cognates éxito, asistir, recordar, vaso
Running Story Game
Introduce a simple 8 line text. Then, tape each line of text around the
room. In groups of 3 or 4, students take turns
being the writer as the others run around the room memorizing the lines.
They run back and tell the lines to their writer and they attempt to rewrite the text.
Running Story Game
What do ELLs need most?
Please stand when you can answer this question.
Sentence stem: I believe the one thing ELLs need most is
…………………… Share your response with someone wearing the
same color as you. Return to your table and write down what you
heard.
Bottom line…. In order for ELLs to be successful, they must
acquire both social and academic language proficiency in English.
Effective instruction in second language acquisition involves giving ELLs opportunities to listen, speak, read, and write at their current levels of English.
ELPS are a road map for teachers to guide instruction for ELLs
Calderon, M.E. & Minaya-Rowe, L. (2011)
What’s the purpose?
Exit Ticket
Before you leave today Complete an exit ticketUse your electronic device and go
to https://todaysmeet.com/TitleIII
ReferencesCalderon, M.E. & Minaya-Rowe, L. (2011). Preventing long-term Els: Transforming
schools to meet core standards. Thousand Oaks, CA: Corwin.
Ferlazzo, L. & Sypnieski, K.H. (2012). The ESL/ELL teacher’s survival guide. San
Francisco, CA: Jossey-Bass Teacher.
Herrmann, E. (2014). Teaching learning strategies to ELLs: What, why, when,
how. Multibriefs: Exclusive.
Seidlitz, J. (2011). Sheltered instruction plus: A comprehensive plan for
successfully teaching English language learners. San Clemente, CA: Seidlitz
Education.
Commissioner's Rules Concerning State Plan for Educating English Language Learners §89.BB. Chapter 89. Adaptations for Special Populations
