# data[].attributes.body
Exit Ticket: From a scale from 1 to 4 was the PD on Understanding Language Proficiency and Tracking Student Proficiency and Development, was this information helpful.

1- Not helpful 2- Somewhat helpful 3- Very helpful 4- Extremely helpful and why?

What other topics for PD would you be interested in?

# data[].attributes.headline
Looking for visuals to get your students writing? Look at these! Take the concept and create your own!

# data[].attributes.subject
Looking for visuals to get your students writing? Look at these! Take the concept and create your own!

# data[].attributes.headline
Scaffolding text at just the right level!

# data[].attributes.subject
Scaffolding text at just the right level!

# data[].attributes.headline
Guiding Principles for Dual Language Education

# data[].attributes.subject
Guiding Principles for Dual Language Education

# data[].attributes.attachment_link.readable_text
The Texas English Language Proficiency Assessment System (TELPAS) is an English language proficiency assessment aligned to the Texas English Language Proficiency Standards (ELPS). This assessment is designed to assess the progress that emergent bilingual (EB) students make in learning the English language. TELPAS fulfills ESSA requirements for assessing EB students in kindergarten through grade 12 in four language domains: listening, speaking, reading, and writing.
Grades K-1 include:

holistically rated observational assessments of listening, speaking, reading and writing
Grades 2-12 include online tests for:

listening and speaking

reading and writing

Who Is Tested?

All EB students in kindergarten through grade 12 enrolled in Texas public schools or open-enrollment charter schools are required to participate in TELPAS. EB students are required to be assessed annually with an English language proficiency assessment until they meet EB reclassification criteria.

What Is Tested?

# data[].attributes.attachment_link.description
The Texas English Language Proficiency Assessment System (TELPAS) is an English language proficiency assessment aligned to the Texas English Language Proficiency Standards (ELPS). This assessment is designed to assess the progress that emergent bilingual (EB) students make in learning the English language.

# data[].attributes.attachment_link.readable_text
Teachers often feel immense pressure to cover too much material in too little time. They work tirelessly to ensure that their students are adequately prepared for the high-stakes testing that permeates the world of education. In addition to these accountability measures, today's teachers are asked to communicate a dense and rigorous curriculum to classrooms full of students who have widely varying needs.

In their committed efforts to meet and exceed these expectations, instructional focus can get lost. It is time to move away from a spotlight that is solely placed on curriculum and instead shift back to successfully teaching students. In particular, we need to teach students how to think for themselves.

Students often spend much of their school day listening to teachers and then completing assignments related to the teachers' mini-lessons or lectures. They have limited opportunities to orally process what they are learning, to make meaning in the company of their peers, and to read or write for authentic purposes. Why is this? Time. It takes time for students to talk, read, and write about academic topics. It is precious time that teachers are not sure they can afford to give.

As Schmoker (2011) clearly explains, however, "It should go without saying that most students won't optimally learn facts (much less care about them) without abundant opportunities to read, write, and talk."

Many leaders in the field of literacy, as well as those in educational research, contend that in order for students to achieve at the highest levels, they must actively participate in learning through conversation, reading, and writing (Wilkinson and Silliman, 2000; Tovani, 2004; Daniels and Zemelman, 2004; Gallagher, 2004; Zwiers, 2008). Students develop deep conceptual knowledge in a discipline only by using the habits of reading, writing, and thinking (McConachie et al., 2006; Schleppegrell, 2004).

In other words, in order for students with a vast array of needs to master dense, rigorous curriculum and to demonstrate success on high-stakes assessments, they must have consistent opportunities to talk, read, and write about content-area concepts.

To meet this challenge, teachers may reconcile their constrained time with the need to provide students opportunities for critical literacy practice by adopting the talk, read, talk, write (TRTW) routine.

TRTW is a simple way to deliver content that is centered around students' practice of literacy skills rather than centered on a teacher's direct teaching of a concept.
The TRTW routine can be used to teach an entire lesson but is also easily adapted as a routine for teaching individual terms or concepts.

At its core, students are reading a text to learn, rather than listening to their teacher to learn. In addition to reading the text, students engage in structured opportunities to discuss and write about the content.

The TRTW framework is instructionally significant for several reasons. Paramount on the list is that no student, not even the struggling reader, is invisible. All students participate in two conversations with peers, and those conversations directly support their ability to successfully complete both the reading and the writing tasks embedded in the lesson.

Additionally, there are many ways to differentiate within this approach. The selection of the text itself is a differentiation point. For example, a teacher can provide a grade-level article to the majority of the students in his or her class as well as a simplified version of the same article to any readers who are not proficient enough for the original text. The teacher could also provide a more advanced option, offering students a bank of additional resources that also meet the students' same purpose for reading. Other ways to differentiate the text include providing copies with key points highlighted, teacher notes in the margin of the text, online versions of the text, or native-language text for beginner English language learners.

Differentiating the task is another effective option. For example, the teacher can have more than one purpose for reading a text. Some students may read for a literal and basic purpose, while others might read for a more inferential or evaluative purpose. The teacher can provide more than one version of any graphic organizer or note-taking support in order to specifically target what individual students should focus on during the reading. Furthermore, the writing task does not need to be the same for all students.

Some students might also need differentiation within the talking tasks. Teachers can give sentence stems and word banks to those needing additional support. Another option is to provide different questions to different groups of students. Some discussion groups only have the capacity to address one question at a time, while others could benefit from a list of questions that increase in complexity.

Lastly, the structure of this approach gives valuable time back to the teacher. While students are talking, reading, and writing, the teacher can provide individualized support for those who are struggling. Teachers are no longer the "sage on the stage" but rather true facilitators, equipped with the tools to consistently provide differentiated support as needed throughout the lesson.

Aside from differentiation, another significant benefit of the TRTW routine is that every step of the process builds academic language. Students are listening, speaking, reading, and writing in the language of the content area. They are active users of academic language, rather than passive observers of the teacher's use of academic language. The responsibility for learning is shared with and then passed on to the students. The TRTW routine requires the students, not the teacher, to accept responsibility for learning. When they do, they become independent thinkers and problem solvers prepared for tasks both within and beyond our classrooms.

Bibliography
Daniels, H. and Zemelman, S. (2004). Subjects Matter: Every Teacher's Guide to Content-Area Reading. Portsmouth, NH: Heinemann.
McConachie, S., Hall, M., Resnick, L., Ravi, A. K., Bill, V. L., Bitz, J. and Taylor, J. A. (October 2006). "Task, Text, and Talk." Educational Leadership 64, no. 2, p. 8-14.
Motley, N. (2016). Talk, Read, Talk, Write: A Practical Routine for Learning in All Content Areas (K-12), 2nd ed. San Clemente, CA: Canter Press.
Schleppegrell, M. J. (2004). The Language of Schooling: A Functional Linguistics Perspective. Mahwah, NJ: Lawrence Erlbaum Associates.
Schmoker, M. (2011). Focus: Elevating the Essentials to Radically Improve Student Learning. Alexandria, VA: ASCD.
Tovani, C. (2004). Do I Really Have to Teach Reading? Portland, ME: Stenhouse.
Wilkinson, L. C., and Sillman, E. R. (2000). "Classroom Language and Literacy Learning." In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, and R. Barr (eds.) Handbook of Reading Research, Vol. 3, p. 337-360. Mahwah, NJ: Lawrence Erlbaum Associates.
Zwiers, J. (2014). Building Academic Language: Essential Practices for Content Classrooms. 2nd ed. San Francisco, CA: Joley-Bass.

This article originally appeared in Language Magazine in April, 2017. At the time, Nancy Motley was an educational consultant for Seidlitz Education and had written Talk, Read, Talk, Write: A Practical Approach to Learning in the Secondary Classroom. She was also the co-author of The Diverse Learner Flip Book and has developed a variety of training sessions in thinking strategies, vocabulary development, nonfiction reading and writing, and ELPS implementation.

Nancy's previous educational roles have included classroom teacher, reading specialist, intervention program coordinator, professional development instructor, and curriculum developer.

She was awarded the Alief ISD's Teacher of the Year Award in 2003. While teaching for Alief in Houston, Texas, she specialized in increasing student achievement for a variety of special populations, including English language learners and students with dyslexia.

# data[].attributes.attachment_link.title
Talk, Read, Talk, Write - Language Magazine

# data[].attributes.attachment_link.description
Teachers often feel immense pressure to cover too much material in too little time. They work tirelessly to ensure that their students are adequately prepared for the high-stakes testing that permeates the world of education. In addition to these accountability measures, today's teachers are asked to communicate a dense and rigorous curriculum to classrooms full [...]

# data[].attributes.attachment_link.readable_text
Language Arts

This example of a framed paragraph centers on Holidays and provides additional space for students to re-write the completed paragraph. See example ›

Math

This site includes an example of using a framed paragraph for writing a description about decimals. See example ›

Social Studies

This example shows how teachers can use a writing frame to develop a "compare" and "contrast" essay. See example ›

English Language Learners

Support academic language conversation with sentence frames. Watch classroom video and get supporting materials › (Teaching Channel)

# data[].attributes.attachment_link.description
Framed paragraphs are pre-writing tools that help students write well-developed paragraphs. They are skeleton formats containing information about the main ideas and transition words that guide the organization and the development of supportive details. Framed paragraphs offer a structure for students to use as they begin to write paragraphs and essays.

# data[].attributes.headline
The connection between Oral Language and learning to read!

# data[].attributes.subject
The connection between Oral Language and learning to read!

# data[].attributes.attachment_link.description
Oral language encompasses both speaking and listening. Oral language skills include learning how spoken words sound, what words and sentences mean, and how to communicate ideas. Nurturing oral language skills provides a strong foundation for learning to read.

# data[].attributes.attachment_link.title
QSSSA Professional Development Final Draft 2024 3.pptx

# data[].attributes.body
This video explains why it is so important to have students engaged in academic listening and speaking in BOTH languages the classroom.

# data[].attributes.headline
Spanish Speaking Activities for Middle School! Getting our Spanish Learners out of their shells!

# data[].attributes.subject
Spanish Speaking Activities for Middle School! Getting our Spanish Learners out of their shells!

# data[].attributes.attachment_link.title
11 Speaking Activities for Spanish Class

# data[].attributes.attachment_link.description
Speaking can be one of the trickiest modes to get in with our classes. Students aren’t always comfortable speaking in front of the whole class. Helping them grow their confidence can be difficult! In my

# data[].attributes.headline
Do current English language development/proficiency standards reflect the English needed for success in school?

# data[].attributes.subject
Do current English language development/proficiency standards reflect the English needed for success in school?

# data[].attributes.headline
English language proficiency trajectories of Latino EL students in dual language programs by Kathryn Lindholm-Leary

# data[].attributes.subject
English language proficiency trajectories of Latino EL students in dual language programs by Kathryn Lindholm-Leary

# data[].attributes.body
Kathryn Lindholm-Leary

# data[].attributes.headline
Reading Instruction for Beginner emergent bilingual students

# data[].attributes.subject
Reading Instruction for Beginner emergent bilingual students

# data[].attributes.headline
Reading instruction for Intermediate emergent bilingual students

# data[].attributes.subject
Reading instruction for Intermediate emergent bilingual students

# data[].attributes.headline
Reading Instruction for Advanced level emergent bilingual students

# data[].attributes.subject
Reading Instruction for Advanced level emergent bilingual students

# data[].attributes.headline
Considerations when choosing text for emergent bilingual students

# data[].attributes.subject
Considerations when choosing text for emergent bilingual students

# data[].attributes.attachment_link.title
Considerations when choosing text for ELLs

# data[].attributes.headline
How Administrators can support emergent bilingual student literacy development 

# data[].attributes.subject
How Administrators can support emergent bilingual student literacy development 

# data[].attributes.attachment_link.title
How administrators can support ELLs' literacy development

# data[].attributes.body
You must first examine the transferable and nontransferable components when looking to Bridge the languages.

# data[].attributes.headline
Content Objectives without a student-owned Language Objective is linguistic oppression!

# data[].attributes.subject
Content Objectives without a student-owned Language Objective is linguistic oppression!

# data[].attributes.attachment_link.title
Are language objectives important for student learning in any educational setting? Yassssssss!

# data[].attributes.headline
It is important to learn and understand the Non-transferable skills in Spanish and English for bridging to happen!

# data[].attributes.subject
It is important to learn and understand the Non-transferable skills in Spanish and English for bridging to happen!

# data[].attributes.headline
Sentence Starters- These sentence starters, adapted by the 7 Steps to a Language Rich Interactive Classroom by John Seidlitz and Bill Perryman, are organized by the varied levels of thinking you can use to scaffold writing for emergent bilingual students. 

# data[].attributes.subject
Sentence Starters- These sentence starters, adapted by the 7 Steps to a Language Rich Interactive Classroom by John Seidlitz and Bill Perryman, are organized by the varied levels of thinking you can use to scaffold writing for emergent bilingual students. 

# data[].attributes.headline
LAS Links Instructional Strategies for Language Proficiency in English and Spanish

# data[].attributes.subject
LAS Links Instructional Strategies for Language Proficiency in English and Spanish

# data[].attributes.body
Welcome to our community dedicated to fostering language development and celebrating culture within our DLBE program! This is a collaborative space where educators and administrators work together to promote bilingualism, biliteracy, and biculturalism. By sharing experiences, resources, and best practices, we aim to create an inclusive environment that values diversity and supports the academic and personal growth of our learners. Your participation is essential in building a strong, supportive network that empowers everyone to thrive in both languages and embrace the beauty of multiculturalism.

# data[].attributes.attachment_link.title
Understanding Lang. Prof. to Develop Lang. Goals 2024-25 1.pptx

# data[].attributes.headline
Grade 6-8 Can Do Descriptors for Tracking Language Development

# data[].attributes.subject
Grade 6-8 Can Do Descriptors for Tracking Language Development

# data[].attributes.headline
Performance Definitions: What the student Can Do 

# data[].attributes.subject
Performance Definitions: What the student Can Do 

# data[].attributes.headline
Performance Definitions Can Do descriptors Grades 3-5

# data[].attributes.subject
Performance Definitions Can Do descriptors Grades 3-5

# data[].attributes.headline
Lesson Plan K-8 for Understanding of Language Proficiency and Language Goal Setting

# data[].attributes.subject
Lesson Plan K-8 for Understanding of Language Proficiency and Language Goal Setting

# data[].attributes.attachment_link.title
Language Proficiency Tracking and Monitoring (1)

# data[].attributes.body
3 because the training provides us with a lesson plan in which we can use in our classrooms.

# data[].attributes.body
Utilizing the LPT will help guide my instruction! Thank you!

# data[].attributes.body
Very helpful! 👍

# data[].attributes.body
3: provided resources and reflections time

# data[].attributes.body
Thank you.

# data[].attributes.body
This is a presentation of my study on teacher language ideologies and how they may impact progress monitoring student language proficiency on DLBE. Mr. Garcia, principal of Twain DL Academy, and I present the work we are doing with students and teachers at Twain to understand language proficiency and celebrate reclassification! We are changing the oppressive systems of reclassification!