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TELPAS is an assessment program for students in Texas public schools who are learning the English language. The letters in TELPAS stand for the Texas English Language Proficiency Assessment System.

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It was predominant from the 1840s to the 1940s. It is based on the way Latin was traditionally taught. Students analyze and memorize rules of grammar, then translate sentences between the two languages.

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To Promote Aural Development:

-TPR (example: “Simon says”)

-Listening comprehension informal assessment.

-Reproduce an image with oral description only (no visual provided).

To Promote Oral Development:

-Songs

-Presentations

-Skits or scripted conversations

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Before:

-Activate prior knowledge to encourage students to make predictions and connections.

During:

-Ask questions to encourage reading for meaning and monitoring active reading.

After:

-Retelling stories focusing on main ideas to increase comprehension.

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Some guiding principles for math instruction are: challenging mathematical tasks, linguistically sensitive social environment, support for learning English while learning mathematics, mathematical tools and modeling as resources, cultural and linguistic differences as intellectual

resources.

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-Textual structures differ – mostly expository.

-Decontextualized language – need for developing scientific literacy: “The scientifically literate person should also be

able to state a position on an issue and base their statements on the available evidence” (Ch. 16).

-Grammatical forms and structures are

more elaborate. There is more academic language.

-Study skills – need to locate, classify,

transfer, and analyze information as well as

make connections.

-Vocabulary, even familiar words, have a

different meaning in the sciences.

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The primary goal of effective social studies instruction [for EBs/ELs] is to pose higher intellectual challenges to engage ELs in the skill sets inherent in social studies that are critical for participating citizens in the United States (Introduction, Ch. 18).
https://www.youtube.com/watch?v=-BEnlxdtzRM

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Building ELLs' background knowledge about the 50 states in a Social Studies lesson

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Provides a summary of what a student knows and can do. An example is end-of-unit tests

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On-going assessments which help inform teachers what to do next instructionally. For example, running records, assessing writing samples with a rubric, and performance assessments.

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- High quality, research-based instruction matched to the needs of students.
- Monitor student’s learning over time to determine their level and rate of performance.
- Provide interventions of increasing intensity when students continue to struggle.
- Make educational decisions based on data.
https://www.youtube.com/watch?v=0OTegys-XE8
https://www.nprinc.com/rti-ells-response-to-intervention-english-language-learners/

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Realizing the Potential of RTI: Response to Intervention for English Language Learners

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Ensuring equitable access to G/T services is a critical charge for Texas educators. G/T students come from a variety of cultural,

linguistic, and socio-economic backgrounds and might also be  twice-exceptional, both G/T and learning disabled. These factors need to be considered in assessing if G/T identification processes include or exclude nontraditional students.
https://www.youtube.com/watch?v=NevMcmVhn9U

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Identifying &Supporting Gifted English Language Learners Equitable Programs and Services Webinar

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Connect with a classroom from around the world and learn about other cultures while having students develop their English skills.
https://www.penpalschools.com/

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Allow for the ESL teacher to “pull out” a small group or an individual student for ESL instruction outside of the mainstream classroom. ESL pullout programs are provided when there are not enough students to constitute a bilingual classroom. ELLs receive personalized attention and their own instruction.

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1. Pre-production- silent period

2. Early production- One word answers

3. Speech emergence- sentences

4. Immediate fluency- complex sentence structures

5. Advanced fluency- near native

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Five Stages of Second Language Acquisition SLA

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This is important because the Court unanimously decided that the lack of supplemental language instruction in public school for students with limited English proficiency violated the Civil Rights Act of 1964. The lower courts denied the students relief. The U.S. Supreme Court, however, held that denying special instruction to the Chinese students was discrimination based on national origin, in violation of the Civil Rights Act.