Implementing the New Secondary Cycle Two ESL Programs Winter/Spring 2007

Implementing the New Implementing the New Secondary Cycle Two Secondary Cycle Two ESL ProgramsESL Programs

Winter/Spring Winter/Spring 20072007

Workshop GoalWorkshop Goal

How can we support ESL teachers How can we support ESL teachers in the implementation of the new in the implementation of the new

Secondary Cycle Two Core ESL program?Secondary Cycle Two Core ESL program?

AgendaAgenda

• Dossier 1: TextsDossier 1: Texts How are the competencies How are the competencies Reinvests Reinvests

understanding of textsunderstanding of texts and and Writes and produces Writes and produces textstexts developed through the use of authentic developed through the use of authentic texts?texts?

• Dossier 2:Dossier 2: 100% English 100% English ((Interacts orally in EnglishInteracts orally in English))::

How can we support teachers in maintaining an How can we support teachers in maintaining an all English environment?all English environment?

• Dossier 3:Dossier 3: Synergy of the three ESL Synergy of the three ESL competencies:competencies:

Understanding the synergy among the three ESL Understanding the synergy among the three ESL competenciescompetencies

Secondary Cycle Two Secondary Cycle Two Core ESL Program:Core ESL Program:

An OverviewAn Overview

Core ESL Program

Secondary Cycle Two Core Secondary Cycle Two Core ESL ProgramESL Program HighlightsHighlights

• Match the excerpts from the program Match the excerpts from the program with the corresponding sections with the corresponding sections (Handouts p. 4-5)(Handouts p. 4-5)

TextsTextsHow are the competenciesHow are the competencies

Reinvests understanding of textsReinvests understanding of texts andand Writes and produces textsWrites and produces texts developed through the use of developed through the use of

authentic texts?authentic texts?

Internal Internal and and External

External FeaturesFeatures

(p. 76-78)(p. 76-78)

Her middle name is Jean…Her middle name is Jean…

……Baby One More TimeBaby One More Time

• Fill in the Fill in the Text Features for Text Features for Music VideoMusic Video chart chart (Handouts p. 7)(Handouts p. 7)

• What elements of the music What elements of the music video captured your attention?video captured your attention?

• In what way does this music In what way does this music video represent the reality of video represent the reality of teenagers in your schools?teenagers in your schools?

• Music videos influence Music videos influence teenagers by…teenagers by…

RESPONSE PROCESSRESPONSE PROCESS

Exploring the Text PhaseExploring the Text Phase

Establishing a Personal Connection Phase

Generalizing Beyond the Text PhaseGeneralizing Beyond the Text Phase

Reinvesting… Reinvesting… we’re not done yet! we’re not done yet!

How do students reinvest?How do students reinvest?

• Read the Key Feature (p. 38):Read the Key Feature (p. 38):

Carries out a reinvestment Carries out a reinvestment tasktask

Reinvests understanding of textsReinvests understanding of texts

Interacts orally in EnglishInteracts orally in English

Writes and produces texts Writes and produces texts (Internal and External Features of Texts)(Internal and External Features of Texts)

Example of reinvestment task:Example of reinvestment task:

Article in a teen magazineArticle in a teen magazine

Goal of reinvestment task:Goal of reinvestment task:How can teens be more realistically How can teens be more realistically

represented in the media?represented in the media?

• Write examples in the Write examples in the Text Features from Music Text Features from Music Video to Be ReinvestedVideo to Be Reinvested chart chart

(Handouts p. 8)(Handouts p. 8)

EvaluatingEvaluating the Use of Text Featuresthe Use of Text Features

Evaluation criterion for Competency 2:Evaluation criterion for Competency 2: Uses knowledge from texts Uses knowledge from texts

in a reinvestment taskin a reinvestment task

• Example of an evaluation grid for Example of an evaluation grid for Competency 2 Competency 2 (Handouts p. 10)(Handouts p. 10)

Texts Texts

• What do I need to transfer?What do I need to transfer?• How am I going to do it?How am I going to do it? (Handouts p. 1)(Handouts p. 1)

100% English100% English(Interacts orally in EnglishInteracts orally in English)

How can we support How can we support

teachers in maintaining an teachers in maintaining an all English environment?all English environment?

What is interacting What is interacting orally in English?orally in English?

• Fill in the 100% English chart Fill in the 100% English chart (Handouts p. 11)(Handouts p. 11)

• Compare your answers to the key Compare your answers to the key features and descriptors of C1 features and descriptors of C1

(Program p. 28)(Program p. 28)

Some challenging questionsSome challenging questionsabout oral interaction…about oral interaction…

• Individually, select your Individually, select your ## 1 1 question/statement question/statement (Handouts p. 12)(Handouts p. 12)

• Discuss in your groupDiscuss in your group

• Find arguments to support teachers Find arguments to support teachers (Handouts p. 13-14)(Handouts p. 13-14)

100% English100% English

• What do I need to transfer?

• How am I going to do it? (Handouts p. 2)

Understanding the Understanding the SynergySynergy

Among the Three ESL competenciesAmong the Three ESL competencies

CC11 CC22

CC33

A Learning and Evaluation Situation (LES):A Learning and Evaluation Situation (LES):

Teens in the MediaTeens in the Media

• Read LES: Read LES: Teens in the MediaTeens in the Media (p. 23) (p. 23)

• Read LES Chart (p. 22)Read LES Chart (p. 22)

Synergy in the LES:Synergy in the LES: Teens in the MediaTeens in the Media

• How can a Venn diagram such as this How can a Venn diagram such as this be useful?be useful?

• How can a BAL, CCCs and Related Content How can a BAL, CCCs and Related Content be included in this Venn diagram?be included in this Venn diagram?

• How could the following activities be How could the following activities be adapted to develop at least two of the adapted to develop at least two of the ESL competencies in synergy?ESL competencies in synergy?

A three minute oral presentation in front of A three minute oral presentation in front of the classthe class

Answer a series of information questions Answer a series of information questions about a textabout a text

Rewrite a text using a different time frameRewrite a text using a different time frame

Still Synergetic…Still Synergetic…

• Show synergy from today’s tasksShow synergy from today’s tasks

Viewing a text (…Baby One More Time)Viewing a text (…Baby One More Time)

Examining video’s text featuresExamining video’s text features

Reinvesting text features: Teen Reinvesting text features: Teen magazine articlemagazine article

Synergy of the three Synergy of the three ESL competencies ESL competencies

• What do I need to transfer?What do I need to transfer?

• How am I going to do it?How am I going to do it? (Handouts p. 2)(Handouts p. 2)

Every journey starts Every journey starts with a first step...with a first step...