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Do Now

Do Now. Look at the common survey responses on slides 6 & 7. What resonates with you? What, if anything, surprises you?. SPEAKING AND LISTENING FOR ENGLISH LANGUAGE LEARNERS. ESL Learning Team 2011-2012. Allison Balter and Lindsey Mayer. Objectives and Deliverables.

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Do Now

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  1. Do Now • Look at the common survey responses on slides 6 & 7. • What resonates with you? • What, if anything, surprises you?

  2. SPEAKING AND LISTENING FOR ENGLISH LANGUAGE LEARNERS ESL Learning Team 2011-2012 Allison Balter and Lindsey Mayer

  3. Objectives and Deliverables • CMWBAT design lessons that incorporate effective strategies and activities that promote oral / aural language development. • By the end of this workshop, you will have the tools you need to incorporate strong speaking and listening activities into lesson plan, to be submitted by Friday, January 27, 11:59p.

  4. Agenda • Introductions and Norm Setting (5 min.) • Review Survey (5 min.) • Strategies (45 min.) • Break (10 min.) • Scaffolding based on ELD levels (25 min.) • Work time (25 min.) • Exit Ticket (5 min.)

  5. Norm Setting • How do we want to operate as a Learning Team? • Communication • Participation • Collaboration

  6. Review Survey - Trends

  7. Review Survey – Trends (cont’d)

  8. Why are structured speaking and listening opportunities so important? • Relationship between oral/aural language and reading/writing • Language learning happens through an ongoing feedback loop – students receive comprehensible input, they process it, they respond with output, they receive feedback, and they modify and improve • Students will develop social language more naturally; academic language must be explicitly taught

  9. Featured Strategies • Total Physical Response (TPR) • Listen / Guess • File Folders • Inner / Outer Circle • Fish Bowl • Four (4) Corners

  10. File Folders

  11. Inner / Outer Circle A B

  12. Speakers Listeners Fish Bowl

  13. Four (4) Corners The Bachelor is a quality television program. Family is an important part of a person’s life.

  14. Additional Strategies and Games in your packet! • Word Ball • Readers’ Theater and Dialogues • Oral Presentations • Games (Go Fish, Headbanz, Guess Who?)

  15. Intermission(5 minutes) • Questions / Comments / Concerns?

  16. Scaffolding • Supporting students so they can do more! • Control vocabulary or sentence structure • Social versus academic language • Extending time • Changing questions

  17. Beginner • A: How is the weather today? • B: The weather today is __________________. • A: What will you wear? • B: I will wear _______________________ because ___________________________

  18. Early Intermediate • A: How is the weather today? • B: ___________________________________. • A: What will you wear? • B: ___________________________________

  19. Intermediate + • How does weather affect the clothes you choose to wear? • I (dis)agree because… • In my opinion… • Could you repeat…? • Could you clarify…? • Why do you think…?

  20. Guided PracticePrompt: Discuss your family. Get into groups by grade span. Each grade span group will use one activity and differentiate it for ELD levels (Beginner, Early Intermediate, Intermediate +) based on the WIDA standards. • preK-2 (Word Ball) • 3-4 (File Folders) • 5-6 (Inner / Outer circle) • 7-8 (Four Corners) • 9-12 (Fish Bowl)

  21. Work Time • Plan an upcoming lesson that incorporates one or more of these strategies, considering the appropriate levels of scaffolding for different ELD levels in your class. • Lesson plan is due to Allison, Lindsey, and MTLD by Friday, January 27, 11:59p.

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