1. Finalized English Language Proficiency Standards Training ELD ELPS Time Allocations Materials Language Objectives Strategies Methodologies

3. A REVIEW OF THE FORMAT

6. Sample Of Proficiency Level Descriptors Snapshot of ELL Stage I: Kindergarten Listening and Speaking student coming into ELL program. PROFICIENCY LEVEL DESCRIPTORS Pre-Emergent A student at this level has no ability or a very limited ability to communicate in English. Emergent A student at this level is able to respond using isolated words, strings of nouns and verbs, and functional phrases with linguistic support. Basic A student at this level consistently responds using grammatically correct phrases and simple sentences in social and academic settings with linguistic support. Low Intermediate A student at this level consistently expresses and responds using grammatically correct simple sentences in social and academic settings. High Intermediate A student at this level consistently expresses and responds using grammatically correct simple sentences, including details, in social and academic settings. ELL Stage I: Kindergarten Listening and Speaking “ Snapshot” of the ELL’s language ability as evidenced by the current assessment

7. Proficient The students will demonstrate competency in (Domain) based on the knowledge, skills and abilities specified in the Performance Indicators at the High Intermediate level in order to access grade-level academic content.

8. STAGE I (K) STAGE II (1-2) STAGE III (3-5) STAGE IV (6-8) STAGE V (9-12) Stage I PRINT ALL Stage II PRINT ALL Stage III PRINT ALL Stage IV PRINT ALL Stage V PRINT ALL Stage I Listening and Speaking Stage II Listening and Speaking Stage III Listening and Speaking Stage IV Listening and Speaking Stage V Listening and Speaking Stage I Reading Domain Stage II Reading Domain Stage III Reading Domain Stage IV Reading Domain Stage V Reading Domain Stage I Writing Domain Stage II Writing Domain Stage III Writing Domain Stage IV Writing Domain Stage V Writing Domain Stage I Language Strand Stage II Language Strand Stage III Language Strand Stage IV Language Strand Stage V Language Strand LINKS TO THE ELP STANDARDS Below are links to the Finalized ELP Standards. The revised Standards are “all inclusive” for each STAGE. CLICK ON ANY LINK BELOW TO ACCESS THE SPECIFIC STAGE, DOMAIN OR LANGUAGE STRAND . GUIDANCE DOCUMENT UPDATED (All Stages) ELP GLOSSARY IRREGULAR NOUNS/VERBS LANGUAGE DEMANDS/LANGUAGE COMPLEXITIES (by permission of WestED)

9. ELL Stage V: Grades 9-12 Writing (W) Stage Domain Standard Proficiency Levels Concept Performance Indicators numbered: Sub-concept Content Referenced Stem

12. PE-5: sequencing pictures to retell text heard or read . Pre-requisite skill N/A

14. Complete Sentences

15. Instructional Support No Instructional Support

16. Math, Science, Social Studies

18. i.e. e.g.

19. STAGE I (K) STAGE II (1-2) STAGE III (3-5) STAGE IV (6-8) STAGE V (9-12) Stage I PRINT ALL Stage II PRINT ALL Stage III PRINT ALL Stage IV PRINT ALL Stage V PRINT ALL Stage I Listening and Speaking Stage II Listening and Speaking Stage III Listening and Speaking Stage IV Listening and Speaking Stage V Listening and Speaking Stage I Reading Domain Stage II Reading Domain Stage III Reading Domain Stage IV Reading Domain Stage V Reading Domain Stage I Writing Domain Stage II Writing Domain Stage III Writing Domain Stage IV Writing Domain Stage V Writing Domain Stage I Language Strand Stage II Language Strand Stage III Language Strand Stage IV Language Strand Stage V Language Strand LINKS TO THE ELP STANDARDS Below are links to the Finalized ELP Standards. The revised Standards are “all inclusive” for each STAGE. CLICK ON ANY LINK BELOW TO ACCESS THE SPECIFIC STAGE, DOMAIN OR LANGUAGE STRAND . GUIDANCE DOCUMENT UPDATED (All Stages) ELP GLOSSARY IRREGULAR NOUNS/VERBS LANGUAGE DEMANDS/LANGUAGE COMPLEXITIES (by permission of WestED) Example coding for lesson plans

20. Coding for Domains (for lesson planning) ELL Stage V: Grades 9-12 Writing (W) Stage –Domain-Standard Number: Performance Indicator Example: V-W-1:PE-1

21. Language Strand Standard 1: Standard English Conventions (for lesson planning) ELL Stage II: Grades 1-2 Language Strand (L) Stage –Strand-Standard Number (Sub-concept): Performance Indicator Example: II-L-1(Adj):B-4

22. Coding for Language Strand Standard 2: Vocabulary (for lesson planning) ELL Stage IV: Grades 6-8 Language Strand (L) Stage –Strand-Standard Number: Performance Indicator Example: IV-L-2:LI-1

25. Strategies | Methodologies Materials ELP Standards Language Objectives Time Allocations When planning for ELD instruction:

26. SEI Time Allocations

29. English Language Development

31. Language Objectives

33. Language Objectives The student will ________ by using _________. Function Language Target Function Verbs: articulate describe predict summarize Language Targets: past tense verbs comparative adjectives Kate Kinsella (function) (language target) These functions are found in the Performance Indicators The student will use ________ to ____________. (function) (language target)

36. WHAT is driving your instruction? Scenario: I am teaching during my Oral English/Conversation and Vocabulary time allocation and I am using the Listening/Speaking Domain (Stage II), Standard #2, Delivery of Oral Communication Concept, Performance Indicator B-5…

37. Concept Performance Indicator Standard Stem Take a look at this performance indicator… May the student read the question? Yes! But what is driving the instruction? May the student write the question? Listening & Speaking (Delivery of Oral Communications)

38. This is an example of a possible language objective . During the Oral English/ Conversation and Vocabulary time allocation, students will work with a partner to ask and respond to Yes/No questions in the present tense using sentence frames. Students will work with a partner to ask and respond to Yes/No questions in the present tense using sentence frames.

40. Materials

41. ELD [ELP standard/Language Objective] is the driver and ACADEMIC CONTENT is the vehicle. (What does this mean?)

43. Strategies and Methodologies

47. Academic Content with Language as the Driver

48. ELPS II-L-1(V):LI-6 It falls on trees and houses. It is falling on trees and houses.

49. ELPS II-LS-2:B-7 What is made from water in the air? A is made from water in the air. snowflake B-7: responding to academic questions using key words and phrases.

50. ELPS II-R-4:B-7 B-7: identifying the topic/main idea and key details from text heard or read, using sentence frames.

51. ELPS II-W-3:B-1: B-1: generating ideas through class discussion and guided writing to record ideas ( e.g., graphic organizers, etc .) with instructional support.

53. Planning a Lesson with the Listening and Speaking Domain

54. Listening and Speaking Standards Find the L/S domain Put your finger on the first standard Identify the second standard and point to it Slide your finger across the proficiency levels from left to right Find a High Intermediate column and slide your finger down along the PIs Remember, the High Intermediate is the skill that students will need to be able to perform—scaffold back from there

55. Plan a Lesson with LS Standards Template for a sample ELD lessontake a look at it. You have a double sided copy of this; circle the time allocation that you would select if you use L/S standards. Locate the section to write out your lesson Put a checkmark by the section “Language Objective” Put a star by the section “ELP Standard(s)/ Performance Indicator(s):”

56. Here is an area designated for a PUSH activity

59.  PUSH

60. PRESENTATIONS

63. QUESTIONS