Materials Design and Development

1. Materials Design and Development TESOL Week 11 Reviewing Grellet Receptive Skills Framework

2. Lesson Plan 1 Grading • 50 points Lesson Plan • Points deducted for • Vagueness • Sequencing issues • Mislabeling EIF • Inaccurate SLO, missing steps, purposes, etc. • 50 points Materials • Points deducted for • Not submitting all materials • Material quality • If materials didn’t support the lesson plan goals

3. Homework Class Contents

4. Practicum Purpose You will (most likely) present your EIF Lesson Plan one week and your PDP Lesson Plan the other week. I will let you resubmit Lesson 1 next week, if you like for an additional review. I can give you a few points if for this but not many (as it wouldn’t be fair to the other classes)

5. Homework for Next Week If you didn’t submit materials with Lesson Plan 1 you must turn them in next week. Optional: • Edit lesson plan 1 and resubmit it • Begin thinking about your PDP Lesson Plan Contents

6. PDP Framework – Turn in HW • Is it for productive or receptive skills? • What skills can we teach using the PDP framework?

7. PRE What happens in each stage? DURING POST

8. Pre-Stage • What happens in this stage? • Schema activation • Background knowledge • Pre-learning new vocabulary • Generating interest • Why? • Set up students for successful reading/listening

9. What needs to be activated and assessed prior to reading or listening? • General knowledge about the subject, cultural context • Specific knowledge about topic of the text • Knowledge about the text’s organization (genre)

10. Good readers and listener use prior knowledge to: • make predictions • visualize • ask questions to monitor comprehension • draw inferences • confirm hypothesis… that’s what I expected • determine what is important in the text • demonstrate to others that they have understood what they have read

11. During Stage • What happens in this stage of the lesson? • When are the tasks given to Ss? • What is the purpose of a reading lesson? If we give tasks after the Ss watch, listen or read, what are we assessing; memory or comprehension? • How does it happen; i.e., how are the activities sequenced?

12. Sequencing of Tasks • Task are given before learners read or listen • Tasks are sequenced from: • General to specific • Easy to Difficult • Concrete to abstract

13. During Stage • What happens first: Skimming activities or scanning activities? Why? • Where in the PDP lesson is the SLO achieved? • What kind of activity do we need to assess Ss comprehension of the listen/reading text? • Can you give me some example of these kinds of activities?

14. Skimming Activities ordering/numbering items of main ideas making a list of main or significant events reading or listening for the mood, feeling or tone of the text outline the main or fill in an outline where the details are provided but not the main ideas ranking the importance of the main ideas or significant events checking off relevant information from a text or picture select the correct response such as what’s the best title for this passage label pictures, graph, or graphic organizer matching picture with description matching two general pieces of information writing summary statements

15. checking off relevant information from a text or picture ordering/numbering items label pictures or parts of pictures matching two pieces of information fill in a graph, or graphic organizer fill in the blanks ranking true/false multiple choice writing short answers Scanning Activities

16. A list of Comprehensive Assessment Activities • Summary/ Sequencing a summary • Retelling • Sequencing pictures • Using pictures to retell the text • Synthesis such as making inferences, drawing conclusion or reading/listening between the lines • Application of new knowledge; e.g. using what they have learned to identify the technique being used • Discussion • Debate

17. During Stage • A cloze activity checks Ss comprehension at the word/sentence level. Is this a good final assessment activity of a listening or reading text? • Why do we need to check Ss comprehension at the text/discourse level? • Where in the reading lesson should Ss be reading/listening between lines, making inferences and drawing conclusions? Why?

19. Building SchemataBuilding Connections • Text to Self – connect to yourself • choose texts with characters the same age as the students, or had similar problems and experiences • let learners share connections from past experiences

20. Building SchemataBuilding Connections • Text to Text – connect this book to others • compare characters, their personalities, and actions • compare story events and plot lines • compare lessons, themes, or messages in stories • find common themes, writing style, or perspectives in the work of a single author • compare treatment of common themes by different authors • compare different versions of familiar stories

21. Text to World – connect books to the world create posters and ads write in a reading or listening response journals complete projects about the topic or theme perform role plays or skits Building SchemataBuilding Connections

22. Post Stage • The POST stage is “extra icing on the cake” • When does it happen in the lesson? • What happens at this stage of the lesson? • How does the POST stage relate to Tomlinson’s aspects of good materials?

23. PRE Why the diamond? DURING POST

24. Look at these two SLOs.How are they different? • By the end of the lesson SWBAT ask and answer questions using frequency adverbs (always, usually, sometimes, seldom, never) in the dialog (A: How often do you ___? B: I _____ _____.) BY doing a classroom survey. • By the end of the lesson SWBAT demonstrate their comprehension of the text, “That’s Her Problem” BY retelling the story with picture support.

25. Receptive Skills SLO Formula By the end of the lesson, SWBAT… demonstrate their understanding/comprehension of the (text/passage/story/dialog/conversation/article), (title of text) BY ______(doing something)__________.

26. Example By the end of the lesson, SWBAT demonstrate their understanding of the conversations, “Problems at the Airport” BY describing the inferred conclusions about what each speaker will do.

27. You Try • Write and SLO for the following: • fable “The Hungry Father-in-Law” • debate “Should We Build the New Library” • public service announcement “What to Do in Case of a Fire”

28. By the end of the lesson, SWBAT demonstrate their understanding of the fairytale, “The Hungry Father-in-Law” BY inferring the moral that we can learn from the story. By the end of the lesson, SWBAT demonstrate their understanding of the public service announcement, “Should We Build the New Library” BY summarizing the debate using a graphic organizer. By the end of the lesson, SWBAT demonstrate their understanding of the story, “What to Do in Case of a Fire” BY drawing a diagram or making a poster that shows the sequence described in the announcement.

29. 1. Show picture of bus station. Elicit background knowledge by using guiding Qs: “Where do you think this is? What’s happening? Etc…”

30. 2. Introduce topic: “Long distance travel by bus.” Ask Ss if they have every gone a long distance by bus? Ask if they’ve traveled by bus in an English speaking country?

31. 3. Give task: “How many people are speaking? Where are they?” Let Ss read Qs. Ss listen to the text. Ss check answers together, T elicits correct answers from group

32. 4. Give task a series of T/F statements, let Ss read statements, then Ss listen to text. Ss check answers together, T elicits correct answers from group

33. 5. Give task: Each Ss gets a bus ticket with a destination. Ss must listen and find their bus number. Different Destination for each Ss. When Ss hear their bus number they should stand up. T play tape several time until most/all Ss can stand up when their bus number is called.

34. 6. Give Task: “Why is the older lady worried?” “What suggestion will the clerk make.” Ss read Qs. Ss listen to text. Ss check answers together, T elicits correct answers from group

35. 7. Give Ss a bus schedule and a map of the US. Ask Ss to plan a trip to some place in the US. Ss will describe what bus/buses they will take. How long it will take and the cost of the travel.

36. Pre • Assess Ss prior knowledge • Intros topic and allows Ss to share past experience to create interest and relevance • During • Its a general listening task • Its an easy specific listening task. • It’s a more difficult specific listening task • It’s the most difficult listening task because it requires Ss to use inference and draw conclusion which assess Ss knowledge at the text/discourse level • Post • Ss do a task that moves beyond the text that allows personalization of topic/theme and gives them a chance to connect topic theme to their own lives

37. How many words? 500,000 to 1,000,000 words in English Educated native English adult knows about 20,000 We learn about 1,000 a year We use about 1,800 in everyday conversation

38. Threshold Levels • Everyday conversation learners need 1800 to 2000 words for 80% comprehension. • For non-academic reading texts learners need about 5000 words for 90% comprehension. • For academic texts, the number of words needed for 80% comprehension varies greatly by genre.

39. Three Lessons to be Learned • Identify the most frequent 2,000 to 5,000 vocabulary items • Help learners learn how to learn vocabulary on their own • Don’t begin reading instruction with low level learners until they have a threshold vocabulary level of at 1200 words.

40. Introduction to Bloom’s Taxonomy • Sequencing of tasks and questions in reading activities is not a new idea • Bloom introduced his taxonomy of reading questions in 1956 • Bloom, like Grellet, believes that tasks should move from easier to more difficult, and from concrete to more abstract forms of thinking

41. Bloom’s Taxonomy • Knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation Warning: This is more appropriate for Native Speaker learners, so use this information carefully.

42. Knowledge

43. Comprehension

44. Application

45. Analysis

46. Synthesis

47. Evaluation