810.629Thursday, October 1, 2009

6:45-8:45 PM

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OutcomesBy the end of today’s class, you will be able to: Articulate the role of the teacher

in the writing process. Identify types of classroom writing

performance. Articulate the components of

Standards Based Instruction. Identify components of the ESOL

Praxis II exam.

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Agenda

Warm-up

Writing in a second language

Standards-based instruction

Praxis II

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Activator: Evaluate a text What type of text is it?

What kind of processing did you use to read it (Top-down? Bottom-up?)?

Identify examples of one or both types of processing you used?

What strategies would you use to teach students to read this kind of text?

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Writing as a component of L2 proficiency

Composing vs. WritingSimilar to decoding vs. reading comprehension.

Writing involves thinking, drafting, revising.

Unlike speaking, these skills do not necessarily evolve naturally.

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Writing as a component of L2 proficiency

Process vs. ProductProduct refers to the final result.

Focus on process allows students to develop and understand their own composing process (remember learning strategies?)

Writing and rewriting allows students to rehearse, use, and revise English in a written context.

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Types of Classroom Writing PerformanceImitative

(dictation/modeled/shared) writingIntensive/controlled writingSelf-writingDisplay writing (reports/tests)Real writing: academic,

vocational/technical, personal

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Characteristics of Written Language

PermanenceProduction TimeDistanceOrthographyComplexityVocabularyFormality

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The role of the teacher in writing instruction

Explicitly teach and model the stages

of the writing process:

Prewriting/brainstorming

Drafting

Conferencing/revising

Proofreading/editing

PublishingZolkower-SELL 9

The role of the teacher in writing instruction

Request information.

Ask for clarification

Use exemplars and rubrics (what do

good writers do?)

Consider the cultural and literary

background of your students

Provide authentic writing tasks.

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Standards-based Instruction“To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.”

Steven Covey

The Seven Habits of Highly Effective People

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Random Acts of Reaching Standards

Aim to meet standards

Learning experiences not aligned to indicators.

Fun activities not aligned to standards.

Teacher not familiar with interface of MSDE, RLA, and ESOL Standards.

Teacher does not start with end in mind.Lessons emphasize the

mastery of specific content not the development of English language.

Instruction does not target skills students need to access MCPS curriculum.

Montgomery County Public Schools Summer 2006

Aim to meet standards

Montgomery County Public Schools Summer 2006

Standards-based instruction targets skills students need to access MCPS curriculum.

Teacher assesses students’ language learning in an authentic context.

Teacher starts with end in mind - Common tasks and other assessments are used as evidence of student learning.

Lessons emphasize the development of English language, not mastery of specific content.

Teach across language skills: Listening, speaking reading, and writing

Teacher addresses socio-cultural needs and learning style of students.

Clear objectives – Aligned with standards & indicators.

Aligned Acts of Reaching Standards

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What is a Mastery Objective?A statement related to an indicator that gives in measurable, assessable detail what a student should know and be able to do by the end of the lesson.

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Criteria for a Mastery Objective The language of a mastery objective:• Is kid-friendly.• Is specific in terms of curricular knowledge (declarative or procedural).• Names active performance (observable behavior) that demonstrates

mastery.• Begins with “Students (or you) will be able to...” to indicate the

development of capacity, not simply completion of an activity.• Includes strong clues about how it will be assessed.• May include the level of performance. .

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Examples of Mastery Objectives:By the end of the lesson, students will be able

to compare the different agents of erosion and explain how running water causes erosion.

By the end of the lesson, you will be able to solve addition problems using the partial-sum method.

By the end of the lesson, you will be able to evaluate a newspaper article for use of persuasive language.

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Getting Ready for the PraxisStudy topics:Analysis of Student Language ProductionLinguistic TheoryTeaching Methods and TechniquesAssessment Techniques and Cultural IssuesProfessional Issues

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Teaching Methods and TechniquesBe familiar with:Total Physical Response (TPR)The Natural Approach (Krashen and Terrell)Direct Method vs. the Audiolingual MethodTeaching receptive skills vs. productive skillsRelationship between instructional methods

and theories of second language acquisitionProficiency levels (pre-production, early

production, etc.)

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Teaching Methods and TechniquesWhat types of instructional

activities/strategies might you use with newcomers?

What skill or skills would be your focus for advanced students who are almost ready to exit ESOL?

What is the connection between native language education and second language acquisition?

What would you do differently for students who are literate in their L1 versus those who are not?

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Assessment Techniques and Cultural IssuesBe familiar with: StandardsPerformance AssessmentLanguage AssessmentCulture and Cultural Bias in standardized

testing.Criteria for entry and exit from an ESOL programCulture and its impact on second language

acquisition.Appropriate assessments for each of the 4 skills.

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For Next TimeHow would respond to a content/general

education teacher who asks: “If we’re both providing standards-based

instruction “what do my ESOL students gain from the time they spend with you?”

Please write one original comment and respond to three of your classmates no later than October 14.

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For October 16Third journal entry due:

How do I align standards based instruction with language instruction for students at lower proficiency level (s)?

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stop using, continuecontinue to use, and/or

start to use?

Traffic Light SummarizerTraffic Light Summarizer

As a result of our conversations, so far, what are some strategies you might…