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Step 1: Describe - Instead of a standard definition, teachers give students a description or explanation of the word or term using examples and visuals. The goal is to appeal to learners of ALL types in order to help them understand new vocabulary.

Step 2: Describe - Students are asked to give their own description or explanation using their own words. By listening/reading student descriptions/explanations, we can assess mastery or provide help. Students record descriptions in their personal notebooks to reference later.

Step 3: Draw - Students draw representations of the new vocabulary word/term. Acceptable ways to complete this task include: drawing pictures, designing symbols, making graphics, creating cartoons, finding a visual on Internet or magazine. This can be done individually or in groups.

Step 4: Do - Give students more practice using new vocabulary words/terms. Have them participate in activities such as: identifying prefixes, suffixes, synonyms, antonyms, related words and additional visuals.

Step 5: Discuss - Students discuss words/terms as they work with/in partners, triads or groups. This conversation is more effective when structured. Monitoring discussions clears up any confusion students may have.

Step 6: Play - Students participate in games that reinforce deep understanding or new vocabulary words/terms. Examples of games include: Jeopardy, Wordo (like Bingo), Charades, Pictionary, Scrabble, etc...

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7 Steps...Language Rich Classrooms - By, John Seidlitz by McClure Marshals | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, businesses and more

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Use:

Microsoft Copilot

Canva

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Chat GPT

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Article - Do we need to encourage our students to speak English with each other in the classroom?

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Article - Do we need to encourage our students to speak English with each other in the classroom?

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Do we need to encourage our students to speak English with each other in the classroom?

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Often, when we give our students a task to complete with a partner, they do the task, but use their mother tongue to discuss the problems with their classmate in order to complete it. Is this a problem? As long as they get the answers correct, does it matter which language they use to get there? I w

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Five Key Action Items to Help You Prepare for TELPAS

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Five Key Action Items to Help You Prepare for TELPAS

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The Texas English Language Proficiency Assessment, known as TELPAS, plays a major role in evaluating the English language proficiency of emergent bilingual (EB) students in Texas. Aligned with the Texas English Language Proficiency Standards (ELPS), TELPAS assesses students' progress in learning the English language. The testing window for TELPAS typically runs from mid-February through late March. In this blog post, we will share five key action items to help you plan and prepare for TELPAS effectively.

1. Start at the Beginning

It's essential to kick off your TELPAS preparation at the start of the school year. While the official testing window begins in mid to late February, language acquisition is an ongoing process. Waiting until just a few days or weeks before the test to incorporate language domains into your lessons will likely be too late. Start early to ensure seamless language progress throughout the year.

2. Know the Test and Your Students

Familiarity with the TELPAS test is crucial for effective preparation. This assessment evaluates all four language domains, and for students in grades 2-12, it is administered online. Younger students' assessments are holistically rated. Take the time to study the test blueprint, understand the types of questions asked, and even take the practice test yourself. Early in the year, get acquainted with the test details to seamlessly integrate relevant content into your lessons. You can find more information about the TELPAS blueprint and rubrics on TEA's website.

Equally important is understanding the proficiency levels of your EB students. This knowledge will help you scaffold your instruction to support their language acquisition. If you're unsure about where to find this information, reach out to your district's Multilingual Team for access to student data.

3. Let's SWIRL!

Incorporate the SWIRL protocol into your instruction. SWIRL stands for Speaking, Writing, Interaction, Reading, and Listening-a protocol designed to ensure that all language domains are integrated into your lessons. Not only does it enhance student agency, but it also makes your lessons more engaging, leading to increased student participation. The SWIRL protocol provides a fresh perspective on the ELPS and how to incorporate them into your lessons. If you're interested in discussing this further or bringing it to your district, please email Ana Segulin.

4. Incorporate Technology

For most grade levels, TELPAS is administered online, requiring students to record their answers. It is essential for students to feel comfortable with recording themselves before taking the test. Numerous free apps, such as Flip and Padlet, allow students to practice recording. Additionally, students will need specific hardware for the test, such as keyboards and headsets with microphones. Make sure they are familiar with these tools and know how to use them effectively.

5. Foster Student Agency Through Data Talks

Help students understand their proficiency levels and set goals for improvement. Engage in data talks with students, where you can show them their current proficiency level and what they need to achieve to progress to the next level. Data talks are particularly valuable for advanced students who may not receive direct ESL support but are part of a Content-Based Language Instruction (CBLI) setting. These discussions empower students to take ownership of their progress and achievement plans.

By implementing these five key action items to help you prepare for TELPAS, you can establish a structured and organized path to sustained language acquisition, resulting in significant student growth. If you're ready to begin your TELPAS journey, join us for our Best Practices for TELPAS Preparation workshop on November 14, 2023, at ESC Region 13. For more helpful tips like these, be sure to visit our blog page.

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Five Key Action Items to Help You Prepare for TELPAS.

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The Texas English Language Proficiency Assessment, known as TELPAS, plays a major role in evaluating the English language proficiency of emergent

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Work in groups.

Prepare a page to sell your product.

Be ready to present it!

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Type: Partners

What you will need for QSSSA

1. Question(s) and Sentence Stem(s)

2. (Optional) Note Taking Paper for Yourself

Overview of QSSSA

The QSSSA stands for:

Q: Question - Give students a question to discuss.

S: Stem - Provide them with a sentence stem to answer the question.

S: Signal - Students think of an answer individually and signal when they are ready.

S: Share - Students get with a partner to share answers.

A: Assess - You randomly call on a few students to share their answers and/or walk around and listen in to their conversations.

How to organize QSSSA

Question:

This activity works with any topic. You just need a topic-related, open-ended question for students to discuss.
Examples:
What are two things you learned from the passage?

What did you do last weekend?

What do you not understand about earth's layers?

Stem:

After giving students the question(s) you want them to discuss. You then provide them with a sentence stem(s) to answer the question. i.e. In the passage, I learned that... Last weekend, I... I don't understand...

Signal:

You then give students time to think of the answer they want to share. When students are ready, they signal to the teacher with some sort of hand gesture or pose. i.e. thumbs up, muscle flex, light bulb "I have an idea" pose with one finger in the air and happy expression. If some students are ready quickly while others are still thinking, you can have those waiting students write their answer with their finger in the air.

Share:

When all students are ready, students get with a partner and share the answer(s) they thought of.

Assess:

You can assess students by having a few volunteers share their answers and/or you can walk around the class while students are discussing and attend to how students are using the language. You can take notes so that you remember any issues you would like to come back to work on more later. You can also ask students to write a response.

More Examples of QSSSA

Main Characters in a Story

Who are the main characters in the story? Why are they important? | The main characters in the story are... They are important because... | Raise your hand when you can finish the sentence.

Earthquakes

Why do earthquakes happen? | Earthquakes happen because... | Stand up when you can finish the sentence.

Tops and Bottoms Story

Do you think the rabbit in Tops in Bottoms was right to do what he did to the bear? | I think the rabbit was... He should have... He shouldn't have... | Do five jumping jacks when you can finish the sentence.

Benefits of QSSSA

This activity requires no preparation.

Students get an opportunity to verbalize what they are learning which helps solidify target vocabulary and sentence structures.

Everyone student is participating and few students are waiting around.

Check out this article by Valentina Gonzalez on how to organize this activity. You can also read this article by Katie Toppel on Culturally Responsive Communication where she recommends this activity in the context of being culturally sensitive when setting up speaking activities.

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QSSSA - Better Conversation Practice for Your ELLs

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Type: Partners Question(s) and Sentence Stem(s) (Optional) Note Taking Paper for Yourself The QSSSA stands for: Q: Question - Give students a question to discuss. S: Stem - Provide them with a sentence stem to answer the question. S: Signal - Students think of an answer individually and signal when they are ready.

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According to Echevarria, Short, and Vogt in 2013, SQP2RS (Squeepers) is an instructional agenda for teaching content using expository texts. Squeepers is used before, during, after reading a text. SQP2RS stands for survey, question, predict, read, respond, and summarize.

Perspectives for a Diverse America suggest implementing this strategy in the following way. First, the teacher is to choose a central text. It is important for the teacher to explain and model all steps before making students responsible for the SQP2RS activities. Next, provide a graphic organizer with all the steps of SQP2RS for students to record their steps (2015). Here are the steps listed in detail and a brief explanation of how to use these in the classroom:

Survey- have the students take 1-2 minutes to examine the new text and screen the concepts they will learn. Prompt students to read the title, notice the text features, and read the first couple paragraphs. After the students have read the first few paragraphs, ask them what key concepts do you think you will learn after reading this text?

Question- disperse students into small groups to work together to come up with questions they anticipate will be answered by the text. Display students' questions so they are visible for all; mark the most frequently asked questions. Once students begin reading, prompt students to attend to questions by asking them what questions do you have as you read this beginning passage of the text?

Predict- ask the whole class to devise 3-5 predictions about the concepts they will will learn while reading the text. Predictions should be based upon the questions generated in the previous step.

Read- have students read the text independently, with a partner, in a small group, or 1-1 with the teacher. Tell students to search for the answers to their questions and to confirm or change their predictions. Their answers should include evidence from the text. Students can use Post-its to mark the place in the text where their questions or predictions were addressed.

Respond- either independently, with a small group, or a partner students should respond in writing or through discussion, the answers to their questions from step 2. Students should cite their evidence from the text in their discussion and/or writing. Next, the teacher will lead a whole-group discussion of the text's key concepts. Clarify any misunderstandings or misconceptions.

Summarize- independently, in small groups, or with a partner, the students should summarize the text's central ideas. Prompt students by saying: in your own words, tell your group or partner the most important ideas or facts from what you just read. Use evidence from the text to support your thinking.

This strategy is particular helpful for ELLs because it allows them to direct their own thinking and learning. ELLs use the various steps to develop vocabulary and rely on background knowledge. To best accommodate ELLs, group them with students who speak the same native language if possible (Perspectives for a Diverse America, 2015).

Science- This is an example of a lesson taken from the SIOP book in Chapter 5. This lesson features an expository text about the tropical rainforest in which the teacher uses the SQP2RS model to teach the content in the reading. Before starting the reading, the teacher asked the students to think about and preview the article and look at illustrations, bold print, and charts. Students then went through all the steps of this strategy.

Social Studies: This strategy can be used with any expository text. For using this strategy for social studies, you would follow the same steps as listed above using a text of your choice. For example, the teacher could use a text about the underground railroad or the civil rights movement.
Math- The SQP2RS strategy also works well for math. The steps are the same, but how they work into the lesson is somewhat different. To begin, students will survey the text. Instead of asking questions about the text, instead they will write 1-3 math problems they may be able to solve by the end of the lesson. They will predict 1-3 math skills they might need to use to solve the problem. Next, they read the lesson. After they read, they try to answer the sample questions and conform their predictions about the math skills they predicted earlier. And after they read, they write a 4-sentence summary including the big idea of the lesson and how they can explain how to solve the problem to a classmate who was absent (Echevarria & Short & Vogt, p. 128, 2013).

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According to Echevarria, Short, and Vogt in 2013, SQP2RS (Squeepers) is an instructional agenda for teaching content using expository texts. Squeepers is used before, during, after reading a text....

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Signals students can use when they are to respond to questions or ready to move on to new material.

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create an image that portrays students giving a thumbs up

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Gets ALL students to participate.

Gives ALL students thinking time.

Creates safety.

Less likely to miss someone.

Keeps a high level of engagement.

Includes the reluctant participants.

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Visual Tools

Point and Talk

Developing vocabulary/Scanning

Marzano's Six Steps

1: Describe - Standard definition

2: Describe - Students ask for their definition

3: Draw - Students draw representations

4: Do - Students identify and practice vocab more

5: Discuss - Students discuss words and terms

6: Play - Students participate in games with vocabulary

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Have Students Speak in Complete Sentences

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Have Students Speak in Complete Sentences

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It is important to have students speak in complete sentences because it provides an opportunity for students to hear content-area vocabulary used in context, not only by the teacher, but also by their peers. It also helps students to form a complete and structured thought of their understanding.

Although answering in complete sentences is important, it is equally important during group discussion to allow free flow of conversations.

We can give students sentence stems to help guide their sentences or what we would expect to hear.

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Have Students Speak in Complete Sentences

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Teach students what to say when they don't know what to say

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Teach students what to say when they don't know what to say

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Explain how to respond when unsure--call on a friend, ask for more time to think, could you repeat the question, use body language to communicate. Model the strategy. Allow students time to explore and show their knowledge of the strategy. Show students how/where to find more examples. Recognize when a student needs assistance and know how to reply.

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Have students participate in structured conversations

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Have students participate in structured conversations

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•Signal that time is up and it is time to answer “👍🏼”

•Try a sentence stem. For example, “I learned that….”

•Share your answer using stem to your group and access (random call on students) 🎲

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Structured reading and writing activities

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Structured reading and writing activities

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This represents structured reading and writing activities.

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Phone a Friend! When unsure ask a peer for help.

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Step 7 represents having students engage in structured reading and writing activities that deepen understanding of content and build academic language.

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Step 7 represents having students engage in structured reading and writing activities that deepen understanding of content and build academic language.

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The goal is to have ALL students involved in the discussion, so ALL students' learning can be assessed.

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Using signals with individual students and as a whole class helps strengthen and connect language development for all learners.

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Speaking in complete sentences allows students to build the confidence to use unfamiliar vocabulary.

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Visuals and Vocabulary are linked. It is important to help break down things with pictures and graphic organizers.

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Open ended question to get them thinking...

Sentence stem to answer the question in complete sentences

Signal that they are done writing...

Share with a partner

Asses how they do

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Total Response Signals are quick, simple ways for teachers to check every student’s understanding during a lesson. They make sure all students respond by using a clear signal, like holding up a whiteboard, showing a card, or giving a thumbs up, so the teacher can instantly see who’s ready or who needs help. There are four main types:

Written responses.- Students write and show answers.

Ready responses.- Showing they’ve finished a task.

Making choices.- Showing an answer with a signal or tool like Plickers.

Ranking.- Showing how much they agree or disagree.

I.R.

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Step 3 Randomize and Rotate when calling on Students

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Step 3 Randomize and Rotate when calling on Students

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Purpose:

·        The goal is to share thinking, learn from mistakes, and practice language.

Preparation

As we have two groups (e.g., English learners and students who are better in their English process), we can color-code the sticks:

·        🌈 Blue color for English dominant students

·        🎨 Red color for Spanish dominant students

·        This helps us balance who participates and supports bilingual interaction.

How to use this strategy during different activities:

Whole-class discussions: Pull a stick to answer comprehension questions or share examples.

Science experiments: Use sticks to assign tasks (e.g., recorder, materials manager, reporter).

Math talk: Have students explain their reasoning or restate a classmate’s answer.

Language arts: Call on students to summarize, make predictions, or translate vocabulary.

Keep It Positive and Flexible

·        Praise effort and risk-taking (“I love how you tried that in English!”).

·        Return sticks to the cup after use so everyone stays on their toes, or keep them out until all have had a turn to ensure full participation.

·        You can even have a “mystery stick” (blank one) that lets the class choose someone to help answer.

Reflect and Rotate

End the week with a quick reflection:

“How did it feel to use the popsicle sticks? Did it help you speak more?”

Invite suggestions — this builds ownership and trust.

Benefits

·        Promotes equity — everyone gets a chance.

·        Builds confidence and language practice for all learners.

·        Encourages listening and attention — students know they might be next!

·        Easy to adapt for formative assessment and classroom management.

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Question

What are some important things to remember when describing the setting in a story?

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Signal (Stand, Sit Down, Raise Your Right Hand/Left Hand, Thinker's Chin)

Raise your hand when you can complete this sentence

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Share

OK, readers, share in pairs!

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classroom kids participating in a conversation

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Assess

Randomly call on students

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The more students can hear their content language in multiple ways, the more students can speak and write accurately. That's how sentence stems, or, short phrases are useful and meaningful.

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Who do you see in the picture?

What do you see in the picture?

What is happening?

Where is this?

When did this happen?

Why ?

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What to Say When You Don't Know What to Say"

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What to Say When You Don't Know What to Say"

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We can do it in moments when it needs to manage anxiety, buy time to think, and maintain confidence in challenging situations.

Here are some ideas on teaching students what to say when they don't know what to say, categorized by the function of the phrase.Some phrases allow students to respond while demonstrating a desire to continue the conversation or find the answer.

Example:

Pedro says: Could you please repeat the question?

Could you please, say again?

How do you say?

Let me think about that for a moment.

Could you give me an example of?

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Sheltered Instruction_ The Fundamental Five - Seven Steps