Comparison of ELD and ILP

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Comparison of ELD and ILP by Mind Map: Comparison of ELD and ILP

1. STANDARDS for ELD

1.1. Part One Collaborative Interpretive Productive Part Two Learning about how English works Understanding cohesion Understanding the parts of speech and how they are used in the English language Part Three Using  foundational  literary skills

2. Support of Standards for ELD in the Classroom

2.1. Lessons and instruction, even basic directions for classroom procedures should be written on the board whenever possible. Challenging concepts should be diagrammed or supported with pictures. Model the steps of a process or show students what a finished product should look like. Build in more group work, less teacher whole-class instruction. More small groups where students can practice language with their peers in a more personal, lower-risk setting. Respect the pre-emergent, pre-production and early production stages of language development. Don't force the student to speak if they are at this level. Use sentence frames show students how to structure language in a formal way. Keep these posted in a highly visible spot in your classroom and require students to refer to them during discussions and while they write. Learn about the cultural background of your students. Teach your students catch phrases such as “Repeat, please.” “I don’t understand” “Slowly.”

3. OBJECTIVES for ELD

3.1. Part One Student will talk with other students and discuss written and spoken text. I can create oral presentations and create written and spoken texts. Part Two I know the structure and organization of of text. I know how a text unfolds and flows. I know the parts of speech and can use them to construct oral and written arguments. Part Three I understand and can use phonemic awareness, phonics, fluency, vocabulary, and text comprehension to read, write and speak.

4. STANDARDS for ILP

4.1. Part One Interpersonal Communication (IC) Interpretive Listening (IL) Interpretive Reading (IR) Part Two Presentational Speaking (PS) Presentational Writing (PW) Part Three Use the target language to investigate, explain, and reflect on the relationship between the practices, products, and perspectives of cultures studied. Build, reinforce, and expand knowledge of other content areas and evaluate information and diverse perspectives while using the target language to develop critical thinking and creative problem solving. Use the language to investigate, explain, and reflect on the nature of language and the concept of culture through comparisons of the target language and cultures studied to one’s own. Use the target language to participate in the community and in the globalized world, for enjoyment, enrichment, and advancement.

5. OBJECTIVES for ILP

5.1. Part One I can interact and negotiate meaning in spoken, written, or signed conversations to share information, reactions, feelings, and opinions. I can understand, interpret, and analyze what is heard on a variety of topics. I can understand, interpret, and analyze what is read or viewed on a variety of topics. Part Two I can present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapt it to various audiences of listeners or viewers. I can present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of readers or viewers. Part Three I can use my native language in any situational context whether it be academic or conversational without relying on english to convey meaning.

6. Support of Standards for ILP in the Classroom

6.1. All instruction is given in the native language of the student until grade 5. After grade 5 English is used primarily to guide instruction. Culturally relevant materials, institutions and organizations are enlisted to help guide curriculum. Texts are read in native language where applicable and available. Use of visual aids in the classroom to increase vocabulary and meaning. Sharing between learners is encouraged and collaborative projects in small groups is the norm. Native language speakers are used in a variety of contexts during school. Singing of traditional songs in context whenever possible.