Summaries of ELPS
Introduction, District Responsibilities and Student Expectations*
(subsection a,b,c)
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Introduction |
District Responsibilities |
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a1: Part of required curriculum for each subject including proficiency standards and level descriptors a2: ELLs need social and academic English language proficiency to be successful a3: Instruction must integrate social and academic English in content areas a4: ELLs must read, write, listen, and speak in increasing complexity a5: Student Expectations of ELPS apply to K-12 students a6: Level descriptors are not grade specific and serve as a road map. |
b1: Identify students’ proficiency levels using proficiency level descriptors b2: Provide linguistically accommodated content instruction (communicated, sequenced, scaffolded) b3: Provide linguistically accommodated content-based language instruction b4: Focused, targeted, and systematic language instruction for beginning and intermediate ELLs (Grade 3 or higher) |
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Learning Strategies |
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c1A: Use prior knowledge to learn new language c1B: Monitor language with self-corrective techniques to internalize language c1C: Use techniques to learn new vocabulary/p> c1D: Speak using learning strategies c1E: Use and reuse new basic and academic language to internalize language c1F: Use accessible language to learn new language c1G: Distinguish formal and informal English c1H: Expand repertoire of language learning strategies |
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Listening |
Speaking |
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c2A: Distinguish sound and intonation c2B: Recognize English sound system in new vocabulary c2C: Learn new language heard in classroom interactions and instruction c2D: Monitor understanding and seek clarification c2E: Use visual, contextual linguistic support to confirm and enhance understanding c2F: Derive meaning from a variety of media c2G: Understand general meaning, main points, and details c2H: Understand implicit ideas and information c2I: Demonstrate listening comprehension |
c3A: Practice using English sound system in new vocabulary c3B: Use new vocabulary in stories, descriptions, and classroom communication c3C: Speak using a variety of sentence structures c3D: Speak using grade level content area vocabulary in context c3E: Share in cooperative groups c3F: Ask and give information using high-frequency and content area vocabulary c3G: Express opinions, ideas and feelings c3H: Narrate, describe and explain c3I: Adapt spoken language for formal and informal purposes c3J: Respond orally to information from a variety of media sources |
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Reading |
Writing |
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c4A: Learn relationships of sounds and letters in English c4B: Recognize directionality of English text c4C: Develop sight vocabulary and language structures c4D: Use prereading supports c4E: Read linguistically accommodated content area materials c4F: Use visual and contextual supports to read text c4G: Show comprehension of English text individually and in groups c4H: Read silently with comprehension c4I: Show comprehension through basic reading skills c4J: Show comprehension through inferential skills c4K: Show comprehension through analytical skills |
c5A: Learn relationships between sounds and letters when writing c5B: Write using newly acquired vocabulary c5C: Spell familiar English words c5D: Edit writing c5E: Employ complex grammatical structures c5F: Write using variety of sentence structures and words c5G: Narrate, describe, and explain in writing |
* These summaries must be used in conjunction with actual cross curricular stud ent expectations when planning instruction.
© Canter Press, 2008. Created by John Seidlitz. All Rights Reserved.