Differentiation for ELLs
Literacy Strategies for Content Alignment
Making Lessons Work for Newcomer and Long Term ELLs
KNOW YOUR STUDENTS.
1. STUDY THE TELPAS RUBRIC AND THE PLDS
- Long Term ELLs have 5+ years in the U.S.
- Use LPAS to access to important student information, specifically TELPAS levels for each domain (LSRW) and number of years in the U.S.
- Determine if there are other causes for the student not having exited, for example if the student has an IEP or is 504, has interrupted education/missing years on the report, or other circumstances that are causing issues that might be affecting academic achievement.
- Note if the student has ever been eligible for exit:
Student, during 4th, 7th, or 10th grade passed STAAR Reading and passed STAAR Writing.
* Keep in mind: Students who have a good chance of passing STAAR Reading may not exit if they pass it AND have used designated supports. Care must be taken when assessment decisions are made that the student receives only the designated supports that are necessary.
COMPLETE THE HANDOUT, STUDENT DETAIL: TELPAS. CHOOSE 1-4 STUDENTS FROM YOUR TELPAS RUBRIC AND NOTATE THEIR PROGRESS IN ALL DOMAINS OVER THE PAST 3 YEARS.
MARRY THE CONTENT AND LANGUAGE OBJECTIVES!
REVIEW THE MENTOR TEXTS FOR ENGLISH 1. WHAT SCAFFOLDS WOULD THE STUDENT NEED IN ORDER TO COMPREHEND THE TEXTS?
DO FREQUENT/REGULAR FORMATIVE ASSESSMENTS & CHECKS FOR UNDERSTANDING.
If the student needs more help, take a step back and consider how to reframe the lesson so the student can show you another way that they comprehend.
HOW MIGHT A TEACHER CHECK FOR UNDERSTANDING ON A GRADE LEVEL TEXT?