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5/8/14
Teddy Edouard, MA in TESOL
Assistant Director & Instructional Specialist at GHCC ALC
ESOL Teacher Trainer
Advocate For Language Learners
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
PRESENTATION OUTLINE
5/13/2014 Effective ESOL Lesson planning & CASAS Competencies
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
5/13/2014
Effective ESOL Lesson planning & CASAS Competencies
By Teddy 6
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
5/13/2014 Effective ESOL Lesson planning & CASAS Competencies
By Teddy 16
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
5/13/2014 Effective ESOL Lesson planning & CASAS Competencies
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/
5/13/2014
Effective ESOL Lesson planning & CASAS Competencies
By Teddy 21
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
5/13/2014 25
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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By Teddy 28
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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.
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.
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.
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5/13/2014 Effective ESOL Lesson planning & CASAS Competencies
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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
5/13/2014 Effective ESOL Lesson planning & CASAS Competencies
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REFERENCES
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By Teddy 40
REFERENCES
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REFERENCES
5/13/2014 Effective ESOL Lesson planning & CASAS Competencies
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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