ELPS Academy for Teachers of Social Studies
Debie Behling and Andrea Rivers: Social Studies Specialists for Region IV (Resources provided by Seidlitz Education)

TIPS:
HISD Curriculum Online (may have access to ELPS resources)

PEDAGOGY SKILLS MODELED TODAY:
  • Post-it's with names for a random draw
  • Ask students to share in complete sentences
  • give them a stem starter for their answers
  • Parking Lot
  • Avoid "I don't know."--> instead: May I please have some more info? May I have some time to think? Would you please repeat the question? Where could I find more information about that? May I ask a friend for help? (SEIDLITZ CORPORATION)
  • Choral Reading
  • Having students give physical cues
  • 4 corners: within groups divide into sub-groups (share answers); share with whole group to defend a particular statement or idea (modled with page 14 of Navigating the ELPD)
  • THINK-PAIR-SHARE: moving around to find partners--> return to your seats to indicate what each student selected (vote with your feet)
  • QUICK LIST: list ideas on a topic; give sentence stems; share as whole groups
  • SHOUT IT OUT: identify an aspect of a text and have students to SHOUT OUT answers chorally.
  • I DO- WE DO - YOU DO STRATEGY
  • MUSICAL SHARE: musical chairs variation to find a partner close to you and share
  • WRITING REVIEW: Quick writes about what you learned
  • Sentence starters for discussing PLDs on page 14 of PPT packet---> can be modified to use with any content
  • Self-Assessment of knowledge using physical actions: slide on page 14

CHALLENGES
Vocabulary, phonetic skills, geography & location,
ELPS FRAMEWORK: Objective, Activity (prior knowledge), Build vocab, Build content knowledge, Structured conversation, Writing/Review

LESSON ONE: INTRO TO ELPs FRAMEWORK AND DISTRICT RESPONSIBILITIES

ACRONYMS: ESL= program; LEP or ELL= student descriptor; TELPAS = assessment; PLD= student descriptors
ELL success is dependent on approaches in ALL CONTENT areas
ELPS are found in Chapter 74.4 of the Texas Administrative Code

1. BIG IDEAS: Make Content Comprehensible; Build Academic lang (ELPS-Student Expectations)
BIG RESPONSIBILITIES: Linguistically accommodated--> communicated, sequenced, scaffolded
WHAT IS THE DIFFERENCE: Accomodation--> Providing support based on needs vs. Modification--> CHANGING

LESSON TWO: USING THE ELPs TO WRITE LANGUAGE OBJECTIVES ALIGNED OT THE SOCIAL STUDIES TEKS

Objectives
3. STUDENT EXPECTATIONS: learning strategies; listening; speaking; reading; writing

WRITING OBJECTIVES:
Content Objectives: do not have to look exactly like the TEKS (some TEKS have many part, so you can break them down)
Language Objectives should be separate--> what SKILLS are you trying to build
AP SIDE NOTE: Think of the LANGUAGE OBJECTIVE as the HABIT OF MIND objective

LESSON THREE: USING THE PLDs AS A ROAD MAP OF LINGUISTIC ACCOMMODATIONS FOR ELLs

TERMS:
Adapted text: highlighting, enlarged font, bold words,
Lingusitic Support: strategies used to make content comprehensible; use of native language; rephrasing
Environmental Print: print-rich environment of content or skills
High-frequency words: sight words that are found consistently in print
Content-bases abstract terms: specific content words for a discipline/ usually conceptual in nature

4. PLDs
  • Beginning (LSRW)
  • Intermediate (LSRW)
  • Advanced (LSRW)
  • Advanced High (LSRW)
Once you identify the TELPAS level for each domain (LSRW) use flip book or page 125 to identify possible accommodations for the student.

LESSON 4: APPLYING CROSS-CURRICULAR STUDENT EXPECTATIONS AND LINGUISTIC ACCOMMODATION IN A SOCIAL STUDIES LESSON

HSI Lesson from Navigating the ELPs page 65
  • Started with observing a covered image (Boston Massacre)--> making observations and predictions
  • List feeling/emotional words related to picture
  • PRE-READING STRATEGY: GIve the copy of an adapted text before you do the reading in class (tutorials, sent home with students to read etc.)
  • READING STRATEGY: Scanning for unfamiliar words (have them read from the bottom to the top just for words they don't know...not reading the text for understanding)