English {\rtf1 Welcome to the Kansas State Department of \par Education’s Online}{\rtf1 Module, Navigating the Kansas English \par Language Proficiency (KELP) }{\rtf1 Standards for English Learners. You will need to\par have the Kansas}{\rtf1 English Language Proficiency Standards’ \par document downloaded to your}{\rtf1 desktop or on a separate tab from this \par presentation, so you can}{\rtf1 navigate between this presentation and the \par standards’ document.}{\rtf1 In this training, we will focus on navigating the \par new }{\rtf1 Kansas English Language Proficiency (KELP) \par standards document as well as }{\rtf1 becoming more familiar with the components of \par the KELP standards.}{\rtf1 Again, please remember that you’ll need to \par have your KELP standards document }{\rtf1 easily accessible in order to navigate the \par different sections.}{\rtf1 As you can see on your screen, the KELP \par standards document}{\rtf1 is organized into these categories. The page \par number listed is the page }{\rtf1 number you will find in the top right-hand corner\par of your KELP standards}{\rtf1 document, not necessarily the PDF page \par number. So, if you }{\rtf1 are looking on your downloaded document, \par that’s what you will be looking for.}{\rtf1 The statement on your screen comes from the \par introduction to the KELP }{\rtf1 Standards. Take a moment to read through, \par feel free to pause }{\rtf1 your video. The KELP standards focus on the\par accessing of language,}{\rtf1 knowledge about language and the skills for \par using language that }{\rtf1 are present in content area standards.}{\rtf1 For this training, we will focus on How to Read \par the English Language Standards}{\rtf1 Codes, Teaching Vocabulary to ELs and Tiered \par Words, }{\rtf1 Classroom Supports for varying levels of\par proficiency and Standards}{\rtf1 You may be wondering, How do you read the \par English language standard codes?}{\rtf1 You will first start by understanding that the \par letters EL }{\rtf1 stands for English language.}{\rtf1 Next will be the domain. In this example on \par your screen,}{\rtf1 the letters are RF which stands for Reading \par Foundations.}{\rtf1 The next letter stands for the grade level. In \par this example there is a K}{\rtf1 kindergarten, if I was focusing on 10th grade, I \par would look for }{\rtf1 the numbers 9-10.}{\rtf1 The last number will indicate the standard \par number,}{\rtf1 which is equivalent to the ELA standards. The \par KELP Standards were }{\rtf1 developed for grades K-8 and grade bands \par 9-10 and\par 11-12.}{\rtf1 Let’s start with the Reading Standards.}{\rtf1 You will find that these standards begin on \par page 21.}{\rtf1 Let’s take a closer look. }{\rtf1 Turn to pages 50 -53 in the standards }{\rtf1 document and look over the reading standards \par for 3rd grade.}{\rtf1 Now turn to pages 132-135}{\rtf1 in the standards document and look over the \par reading standards for grades 9th and 10th.}{\rtf1 What do you notice?}{\rtf1 Feel free to pause the video if you need to.}{\rtf1 We hope that you notice similarities in the \par standards. }{\rtf1 No matter what grade level you go to, you}{\rtf1 will find that there are ten (10) KELP standards \par that represent the }{\rtf1 language and the language skills necessary for \par English Learners to engage }{\rtf1 with high levels of content. The only exception \par to}{\rtf1 this rule is in kindergarten where there are 9.}{\rtf1 The Reading Foundations standards 2 and 3 \par focuses on the phonetic }{\rtf1 level. Reading Literature and Informational \par standards 11 &12 focus on }{\rtf1 the word level. Reading Foundations Standard \par 4 and Reading standards }{\rtf1 1, 8 & 13 are passage level and Reading \par standards 4 & 10 focus on }{\rtf1 craft and structure.}{\rtf1 Remember, the English Language Arts}{\rtf1 Standards align with the English Language \par Standard.}{\rtf1 Now, let's look at the Writing Standards. }{\rtf1 The Writing Standards will follow the Reading\par Standards for every grade level.}{\rtf1 For this segment, let's turn to pages 93-94 and \par look over the writing standards for 6th grade.}{\rtf1 Now turn to pages 122-123 }{\rtf1 in the standards document and look over the \par writing standards for 8th grade.}{\rtf1 What do you notice?}{\rtf1 Feel free to pause the video if you need to.}{\rtf1 We hope that you notice similarities in these \par standards, as well. No matter }{\rtf1 what grade level you go to, you will find that \par there are four (4) KELP}{\rtf1 standards that represent the language}{\rtf1 and the language skills necessary for English \par Learners to engage }{\rtf1 with high levels of content.}{\rtf1 Writing Standards 10 & 11 focus on the \par language in writing. }{\rtf1 Standards 4 and 12 focus on the production of \par writing.}{\rtf1 Remember, the English Language Arts \par Standards}{\rtf1 align with the English Language Standard.}{\rtf1 Lastly, let's look at the Speaking and Listening \par Standards.}{\rtf1 The Speaking and Listening Standards will \par follow the Writing Standards for all grade levels.}{\rtf1 For this segment, let's turn to pages 44-46}{\rtf1 and look over the Speaking and Listening \par standards\par for 2nd grade.}{\rtf1 Now turn to pages 156-158 in the standards \par document}{\rtf1 and look over the Speaking and Writing \par standards for 11th and 12th grade.}{\rtf1 What do you notice? }{\rtf1 Feel free to pause the video if you need to.}{\rtf1 We hope that you notice the similarities in \par these standards.}{\rtf1 No matter what grade level you go to, you will \par find that there are}{\rtf1 seven (7) KELP standards that represent the \par language and the language skills}{\rtf1 necessary for English Learners to engage with \par high levels of content.}{\rtf1 Speaking and Listening Standards 1, 2 and 3 \par focus on the comprehension and collaboration.}{\rtf1 Standards 4 and 6 focus on the student’s }{\rtf1 presentation of knowledge and ideas. \par Standards 7 and 8 focus on language.}{\rtf1 Remember, the English Language Arts \par Standards}{\rtf1 align with the English Language Standard.}{\rtf1 While each KELP domain standard describes \par what all English Learners}{\rtf1 should be able to do when accessing content in \par a particular content }{\rtf1 area classroom, English Learners have various \par levels of English language proficiency }{\rtf1 that can impact their performance around these \par standards.}{\rtf1 For each grade level band, Kindergarten \par through 8, }{\rtf1 grades 9 and 10 and grades 11 and 12,}{\rtf1 there are a set of descriptors for each KELP \par standard that explain what an}{\rtf1 English learner is able to do at the five levels of \par English proficiency.}{\rtf1 Here, on your screen, is a guide to help you \par read the English language descriptors.}{\rtf1 In the far left hand column, you’ll see the \par standard by }{\rtf1 domain, grade level and strand. In the next \par column, the }{\rtf1 KELP standard is written out. Following the \par KELP standard are}{\rtf1 the proficiency descriptors that tell us what an \par English Learner is able to }{\rtf1 do from level one, the lowest level of English \par language proficiency,}{\rtf1 to level five, the highest. The language \par represented in the descriptors }{\rtf1 indicate that by the end of the English \par language proficiency level,}{\rtf1 the English Learner can engage in that \par particular practice or }{\rtf1 language skill. Levels 1 through 3 show a \par student’s growth}{\rtf1 between levels. Level 4 is where a student is \par considered proficient and }{\rtf1 level 5 shows mastery.}{\rtf1 Take a moment to review these questions for \par self-check.}{\rtf1 Examine your KELP standards document for a \par deeper look into the KELP }{\rtf1 proficiency descriptors for your particular grade \par level and/or grade band. Feel free to pause the }{\rtf1 video if you need to.}{\rtf1 Now, we will examine the correspondences \par between the KELP}{\rtf1 standards and the content area standards and \par practices.}{\rtf1 KELP standards do not replace content area \par standards. }{\rtf1 KELP standards are to be used in unison with \par content area standards as they }{\rtf1 represent the language and the language skills\par needed to participate in content area \par classrooms.}{\rtf1 At the end of every grade level or grade band, \par you will find a}{\rtf1 candidate list of vocabulary words for \par instruction. Take a moment to locate this list }{\rtf1 within your specific grade level of focus.}{\rtf1 You will find that this list of candidate \par vocabulary words }{\rtf1 for instruction is divided into three tiers.}{\rtf1 Tier 3 words are subject related, domain \par specific vocabulary.}{\rtf1 These words represent the concepts, \par processes, and understandings that }{\rtf1 make a subject or domain specific. Tier 2 words\par are academic}{\rtf1 words that are general enough to be used \par across all domains, but are not a part}{\rtf1 of a students’ everyday social language. Tier 1 \par words are basic words}{\rtf1 that appear in everyday life and typically do not \par have multiple meanings }{\rtf1 because they are used frequently in various\par contexts. These}{\rtf1 words are absorbed via continued natural \par exposure.}{\rtf1 It is important to note that, the Tier 2 and 3}{\rtf1 words, nor the Tier 1 words for that matter, \par included}{\rtf1 in this document are NOT included as lists of \par words to be}{\rtf1 memorized. They are included because they \par are words found in the various }{\rtf1 Kansas Academic Content Standards \par documents}{\rtf1 or other academic words that students might }{\rtf1 not know, which are important to the grade \par level standards and useful in}{\rtf1 helping students understand the content or \par exercise the skills of }{\rtf1 those disciplines. They are included to raise \par awareness of the vocabulary capacity students }{\rtf1 need to comprehend and communicate about \par the Kansas Academic Standards at their grade }{\rtf1 level. They represent the real demand of the }{\rtf1 English language in our schools. They reinforce \par that}{\rtf1 vocabulary instruction is not only imperative for \par English Learners, it is important for all}{\rtf1 students. These tiered lists are simply \par candidate words for instruction.}{\rtf1 Thinking in terms of tiers is just a starting point \par to vocabulary }{\rtf1 instruction - a way of framing the task of \par choosing candidate words for }{\rtf1 instruction. The task of choosing words is one \par meant to}{\rtf1 be executed at the classroom level so it can \par match }{\rtf1 the student need with the academic/learning \par goals.}{\rtf1 If you choose, take a moment to consider these \par self-check questions before moving on.}{\rtf1 Please feel free to pause your video and go \par back and review.}{\rtf1 Finally, we are going to look at the classroom }{\rtf1 supports section of the document. The \par classroom}{\rtf1 supports are a set of resources and strategies \par that teachers can use to}{\rtf1 support English Learners at various levels of \par English language }{\rtf1 proficiency and in various content areas. Let’s\par take a look at the classroom supports section.}{\rtf1 If you choose, take a moment to think about \par these self-check questions.}{\rtf1 Please feel free to go back in the video and \par review some of the }{\rtf1 ideas and concepts.}{\rtf1 Thank you for joining us today.}{\rtf1 Feel free to visit the Kansas State }{\rtf1 Department of Education's website or the }{\rtf1 English Learners page to make further contact.}