ELPS+Academy

__**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**__

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
 * TERMS:**

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

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

__H__SI 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)