EFFECTIVE LESSON PLANNING & CASAS · PDF fileEffective ESOL Lesson planning & CASAS Competencies 4 By Teddy CASAS = Comprehensive ... com/elt-lesson-plan ... Lesson planning & CASAS

5/8/14

Teddy Edouard, MA in TESOL

Assistant Director & Instructional Specialist at GHCC ALC

ESOL Teacher Trainer

Advocate For Language Learners

[email protected]

Phone:410-261-0023

5/13/2014 Effective ESOL Lesson planning & CASAS Competencies

By Teddy 1

EFFECTIVE LESSON PLANNING & CASAS

CCOMPETENCIES

MACCE 2014

Learning: A Journey That Lasts A Lifetime

mailto:[email protected]

PRESENTATION OUTLINE


By Teddy 2

I- Questions on CASAS

II- CASAS Definition & Importance

III-CASAS Competencies/ The Nine (9) Content Areas

IV-Questions on ESOL Lesson Planning & Frameworks

V- ESOL Lesson Planning

- Factors that influence lesson planning

- Some key questions

-Lesson planning frameworks

VI- Activities & Resources

I- CASAS

QUESTIONS


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II- CASAS ?


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CASAS = Comprehensive Adult Student Assessment System

IMPORTANCE:

Measures students’ performance/progress

Used by grant funded programs

Required by funders/donors

- MD Gov –DLLR

- The Feds

- Non-Profit Org /Foundations.

III- CASAS Competencies

Nine (9) Content Areas


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0. Basic Communication

1. Community Resources

2. Consumer Economics

3. Health

4. Employment

5. Government and Law

6. Math

7. Learning and Thinking Skills

8. Independent Living

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Effective ESOL Lesson planning & CASAS Competencies

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The CASAS Competencies identify more

than 360 essential life skills that youth

and adults need to be functionally

competent members of their

community, their family, and the

workforce.

0.Basic Communication


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0.1.7 Understand, follow or give

instructions, including commands and

polite requests (e.g., Do this; Will you do

this?)

0.2.1 Respond appropriately to common

personal information questions

1. Consumer Economics


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1.2.1 Interpret advertisements, labels, charts,

and price tags in selecting goods and

Services

1.8.1 Demonstrate ability to use and manage

savings and checking accounts, including

services such as ATMs, direct deposit,

debit card purchasing, and online banking

2. Community Resources


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2.1.7 Take, interpret, and leave telephone

messages

2.2.1 Ask for, give, follow, or clarify directions to

a place or location, including reading signs

3.Health


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3.4.1 Interpret product label directions and

safety warning

3.6.2 Interpret medical-related vocabulary (e.g., X-ray, blood test)

3.6.3 Interpret information about illnesses,

diseases, and health conditions, and their

symptoms

4.Employment


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4.1.2 Follow procedures for applying for a job,

including interpreting and completing job

applications, résumés, and letters of application

4.6.2 Interpret and write work-related

correspondence, including notes, memos,

letters, and e-mail

5.Government and Law


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5.1.1 Identify voter qualifications

5.2.1 Interpret information about U.S. history

6.Math


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6.0.2 Count and associate numbers with

quantities, including recognizing correct

number sequencing

6.0.5 Demonstrate use of a calculator.

7.Learning and Thinking Skills


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7.1.1 Identify and prioritize personal,

educational, and workplace goals

7.2.8 Demonstrate abstract thinking, such as

understanding symbolism and metaphors

8.Independent Living


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8.1.2 Recognize and/or demonstrate dressing skills

8.1.3 Recognize and/or demonstrate dining skills

and manners

8.2.6 Recognize and/or demonstrate general

household repair and maintenance

www.casas.org


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http://www.casas.org/

IV- ESOL Lesson Planning &

Frameworks

QUESTIONS


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Factors That Influence LP


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CASAS Competencies/ MD Content Standard

Students’ needs/goals

Programs’ curriculum

Classroom Space

Resources

Time of the day

YOU- the teacher

Some Keys Questions

Who are the students?

How long is the lesson?

What can go into the lesson?

How do people learn and so how can we teach?

What can we teach with?

How can we vary the activities we do?

What are our freedoms and constraints?

Source: Woodward, T. (2002) Planning lessons and courses , Cambridge, Cambridge University Press


By Teddy 19

V- ESOL Lesson Planning

Frameworks

PPP/U for Productive Skills PDP for Receptive Skills


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Presentation

Practice

Production or Use

(students put CASAS

Competencies in

evidence)

Pre Reading/Listening

During Reading/Listening

(Students put CASAS

Competencies in evidence)

Post Reading/Listening

ECRIF ECRIF – Encounter, Clarify, Remember,

Internalize, Fluently use

Seeing Learning – The ECRIF framework is a way of looking

at how people learn.

Seeing student activities and ELT content from the

perspective of student learning.

Source: http://throwingbacktokens.wordpress.com/elt-lesson-plan-frameworks/

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Effective ESOL Lesson planning & CASAS Competencies

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VI- CASAS COMPETENCIES

INTEGRATION


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1- Choose the CASAS competencies/ Function

2- Write a lesson objective that is in correlation with the chosen

competencies

3- Choose materials & activities for:

a) Production or Use stage (speaking)

b) During stage (reading & listening)

Examples 1


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Competency: 2.2.1 Ask for, give, follow, or

clarify directions to a place or location, including

reading signs

Objective: SWBAT ask for, give and follow

directions to some places using a map & a bus

schedule

Activity: Ss share with each other the directions to their

house/church/work

Example 2


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Competency: 0.2.2 Complete a personal

information form

Objective: SWBAT ask and answer information questions

orally and fill out a form;

Activities

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Activities (Interview in a mingle)


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First name Middle initial Last Name Date of birth Country Marital status

Bob P Ryan 8/24 Canada Married


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Names Phone number Address Zip code Area code

Teddy 410-261-0023 4135 Saint Paul St 21218 410

Jose

Chen

Israel

Sandra

Time & Daily Activities


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Names Wake up Eat breakfast Go to work Go to English class Eat lunch Eat

dinner

Go to bed

Student 1 6:00 am 6:45 am 7:00am 6:00pm 12:30pm 6:30 pm 10:30 pm

Student 2

Student 3

GRAMMAR: INTERVIEW


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How long have you lived in this country?

How long have you lived in this city/town?

How long have you lived in your apartment/house?

How long have you been married?

How long have you known your best friend?

How long have you studied English?

How long have you gone to this school?

How long have you had your car?

Job ?

Dog?

House?

GRAMMAR: INTERVIEWS

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How often do you listen to music?

How often do you read?

How often do you go to the shopping mall?

How often do you buy clothes?

How often do you eat fast food?

How often do you have English classes?

How often do you go out with your friends?

How often do you go for a walk?

Effective ESOL Lesson planning & CASAS Competencies By Teddy

How often do you wake up in the middle of the night?

How often do you go to the dentist?

How often do you go to church?

How often do you eat candy?

How often do you go to the doctor?

How often do you take your English book to study?

How often do you practice sports?

How often do you go to the movies?

Activities

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CASAS

COMPETENCIES

FUNCTIONS ACTIVITIES

(PRODUCTION , FLUENCY USE)

3. Health

3.2

3.3

3.4

Body parts

Symptoms/sicknesses

Medicines/dosage

1. Ss read & interpret medicines labels

2. Ss name & identify body parts

3. Ss fill out health related forms

4. Ss describe symptoms & answer basics

health questions

5. Ss read and interpret product labels

directions and health risks warnings

4-Employment

4.2

4.3

4.1

Interpret wages,

deductions and

benefits

Getting /applying for

jobs

1. Ss read and interpret a paystub

2. Ss read and interpret jobs related ads

(FT, PT, Exp. Req.)

3. Ss write a resume and a cover letter

4. Ss interview each other about their

work experience

REFERENCES


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REFERENCES


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REFERENCES


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REFERENCES


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https://www.casas.org/home

http://web.mit.edu/tll/teaching-materials/learning-objectives/index-learning-objectives.html

http://www.crlt.umich.edu/gsis/P2_5.php

http://throwingbacktokens.wordpress.com/elt-lesson-plan-frameworks/

http://www.rong-chang.com/nse/

http://www.esolhelp.com/

Woodward, T. (2002) Planning lessons and courses , Cambridge, Cambridge University Press

https://www.casas.org/home










http://www.crlt.umich.edu/gsis/P2_5.php











http://www.esolhelp.com/

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EFFECTIVE LESSON PLANNING & CASAS · PDF fileEffective ESOL Lesson planning & CASAS Competencies 4 By Teddy CASAS = Comprehensive ... com/elt-lesson-plan ... Lesson planning & CASAS