ELPS Classroom Scenarios

How to Use These Scenarios

This module presents realistic classroom situations that require you to apply your knowledge of ELPS. For each scenario, read the situation carefully, think about what you would do, and then review the analysis. These scenarios are designed to help you connect ELPS theory to classroom practice. They cover different content areas, grade levels, and proficiency levels.

Scenario 1: The Silent Student in Science

Scenario 1: Analysis

Key considerations for Sofía's situation:

• 1Proficiency Level: Sofía is at the Pre-Production level. Her silence is not a sign of disengagement; it is a natural phase of language acquisition known as the "silent period." She is absorbing language input even when she is not producing it
• 2What the ELPS say: At the Pre-Production level, students develop comprehension with highly scaffolded support and respond primarily through non-verbal means (pointing, gesturing, drawing, sorting). Sofía's careful sorting of materials shows she is cognitively engaged with the content
• 3What to do: (1) Validate her participation: sorting IS participating. Explain to her group that she is learning English and is engaging through hands-on work. (2) Provide visual labels for each material (wood/madera, metal, fabric/tela) with images. (3) Let her demonstrate understanding by matching vocabulary cards to objects or drawing and labeling. (4) Pair her with a bilingual peer who can provide home language support. (5) Do NOT force her to speak in front of the class
• 4Language Objective for Sofía: "The student will categorize materials by their properties by sorting objects and matching bilingual vocabulary cards to the correct group"
• 5Common mistake to avoid: Telling the group Sofía needs to "try harder" or requiring oral participation at this stage. Pushing speech before a student is ready can increase the affective filter and delay language production

Scenario 2: The Math Word Problem

Scenario 2: Analysis

Key considerations for Ahmed's situation:

• 1Proficiency Level: Ahmed is at the Intermediate level in Reading, which is the domain blocking his access to math content. His domain profile is uneven: strong oral language in Listening and Speaking (BICS), but weaker academic literacy (CALP). This is a classic pattern for students who have developed conversational English but need targeted support with academic reading
• 2The real problem: Ahmed understands proportional relationships mathematically, but the language of word problems is blocking his access to the content. Words like "per," "for every," "at this rate," and multi-step directions are the barrier, not the math
• 3What to do: (1) Pre-teach the language of word problems: key signal words (per, each, for every, how many, how much), question structures, and multi-step language. (2) Teach a reading strategy for word problems: underline the question, circle the numbers, box the key words, draw a picture. (3) Provide a reference sheet with common math word problem phrases and their meanings. (4) Have Ahmed practice restating the problem in his own words (orally, with a partner) before solving. (5) Use his strong oral skills as a bridge: let him talk through problems before writing solutions
• 4Language Objective for Ahmed: "The student will identify and interpret key information in word problems by underlining the question, circling given numbers, and restating the problem in his own words with a partner before solving"
• 5ELPS connection: This addresses the Reading domain at the Intermediate level, where students are developing the ability to comprehend grade-level text with moderate scaffolding. The graphic organizer approach (underline, circle, box) provides that moderate scaffold

Scenario 3: The Social Studies Discussion

Scenario 3: Analysis

Key considerations for Linh's situation:

• 1Proficiency Level: Linh is at the High Intermediate level with strong reading and writing skills but less confidence in speaking. This is not uncommon among students who are still building confidence in extended academic discourse in English, and it can be amplified by classroom discussion formats that privilege the most assertive voices
• 2The real issue: Linh has the academic language in her receptive vocabulary and in her writing, but she has not had enough structured opportunities to practice extended academic discourse orally. The open discussion format, where the most assertive students dominate, does not create space for her
• 3What to do: (1) Use structured discussion protocols instead of open discussion: Think-Write-Pair-Share (she writes her ideas first, which is her strength, then shares with one partner before the whole group). (2) Provide discussion stems at the High Intermediate level: "One cause of the Civil War was ___ because ___," "I would add to what ___ said by pointing out that ___," "The evidence that supports this is ___." (3) Use a Socratic Seminar format where every student must contribute at least twice. (4) Give Linh 2-3 minutes to prepare her contribution in writing before the discussion begins. (5) Consider a "write first, speak second" approach for all academic discussions — this benefits everyone, not just EB students
• 4Language Objective for Linh: "The student will participate in an academic discussion about the causes of the Civil War by contributing at least two evidence-based claims using discussion stems and prepared notes"
• 5Key insight: Linh does not need lower expectations or different content. She needs a different format that bridges her writing strength to oral production. The scaffold here is structural (changing the discussion format), not linguistic

Scenario 4: The Kindergarten Newcomer

Scenario 4: Analysis

Key considerations for Diego's situation:

• 1Proficiency Level: Diego is at the Pre-Production level (K-3 standards, §120.20). He has been in the U.S. for approximately one month. Everything is developing exactly as expected for this stage
• 2Reassure the family: Diego IS learning English. The silent period is a normal, healthy phase of language acquisition that typically lasts several weeks to several months in young children. The fact that he is watching intently, looking at pictures, and mouthing words means he is developing receptive language. These are all positive signs. His use of Spanish during play is also normal and healthy; he is using the language he has to build social connections
• 3K-3 specific considerations: At the kindergarten level, ELPS expectations (§120.20) recognize that children are developing foundational literacy while simultaneously acquiring a new language. The emphasis should be on oral language input, play-based learning, and building comprehension. Production will follow naturally
• 4What to do: (1) Continue using predictable, repetitive texts with strong picture support. Diego is building a foundation of English vocabulary and sentence patterns. (2) Use songs, chants, and movement-based activities. Young children acquire language powerfully through music and physical response. (3) Accept and encourage Spanish. If your campus has a bilingual program, coordinate with the bilingual teacher. Bilingual labels, cognates, and home language support accelerate English acquisition. (4) Celebrate non-verbal participation: pointing to pictures, following along, sorting objects, drawing. (5) Pair Diego with a bilingual peer who can serve as a language bridge. (6) Communicate with the family in Spanish if possible, and share specific examples of what Diego IS doing that shows learning
• 5Language Objective for Diego: "The student will demonstrate comprehension of a read-aloud by pointing to the corresponding picture when the teacher says a key vocabulary word (sun, rain, tree, flower)"
• 6What NOT to do: Do not retain Diego, refer him for special education evaluation based on language alone, or pressure him to speak English before he is ready. Language acquisition is not a disability

Scenario 5: The Long-Term English Learner

Scenario 5: Analysis

Key considerations for Marisol's situation:

• 1Profile: Marisol is a Long-Term English Learner (LTEL) with a classic BICS/CALP split. She has developed fluent conversational English (Basic Interpersonal Communication Skills) but has significant gaps in academic language proficiency (Cognitive Academic Language Proficiency), particularly in reading and writing
• 2The most urgent issue: Marisol's belief that she is "not smart enough" is a critical affective barrier. Seven years in the ESL program without reclassification has damaged her academic self-concept. This must be addressed directly and immediately. She IS smart. She is bilingual, socially fluent, and culturally competent. The system has not served her academic language needs, and that is not her fault
• 3What to do — affective: (1) Have a private, honest conversation: "Marisol, being in ESL for a long time does not mean you are not smart. You are bilingual. That means your brain does more work than most of your classmates. The part we need to work on is academic reading and writing, and we are going to do that together." (2) Connect her with role models (bilingual professionals, former ELs who succeeded academically). (3) Set short-term, achievable goals so she experiences success
• 4What to do — instructional: (1) Focus on academic vocabulary instruction: teach word roots, prefixes, suffixes, and cognates (Spanish-English). Marisol's Spanish literacy can be a powerful bridge. (2) Use structured writing instruction: explicit teaching of paragraph structure, transition words, evidence integration, and revision strategies. Use graphic organizers and mentor texts. (3) Provide grade-level texts with scaffolds (annotated, pre-taught vocabulary, chunked), NOT below-grade texts. Below-grade materials reinforce the message that she is "behind." (4) Use her oral strengths: have her verbally rehearse what she wants to write before writing it. Record herself explaining ideas, then transcribe and edit. (5) Set specific language goals tied to TELPAS domains: "By the end of this six weeks, I will write a five-sentence paragraph with at least two pieces of textual evidence"
• 5LPAC action: Bring Marisol's case to the LPAC with data showing the BICS/CALP split. Recommend targeted academic language intervention, not continued general ESL services. Document what has been tried and what the specific needs are
• 6Key principle: Marisol does not need more time in the same program. She needs different instruction that targets academic reading and writing specifically, and she needs to believe that growth is possible. The ELPS provide the framework; the teacher provides the relationship and the instruction