Presentation on theme: "MATERIALS FOR PERSISTENT ERRORS ESL APRIL JOB-ALIKE."— Presentation transcript:
MATERIALS FOR PERSISTENT ERRORS ESL APRIL JOB-ALIKE
CHALK TALK: WHOLE GROUP Grab a marker from your table box and join the silent discussion on the chart paper. 1.Write a response to each question. 2.Read others’ responses. 3.Comment on others’ responses.
CLOCK APPOINTMENTS Find a person you don’t get a chance to speak to much for your 3:00 appointment. Repeat for 6:00, 9:00, and 12:00.
OBJECTIVES We will deepen our understanding of our students’ persistent errors and how to use supplementary materials to target those gaps. We will raise our awareness of each other’s practices to propel students forward in their linguistic proficiency. We will walk away from this training with make ‘n’ take materials that are ready to go in our classrooms.
LOOKING AT STUDENT WORK: PARTNERS Identify: Mark the persistent errors in form and topic-specific vocabulary, especially those errors that are predictable for EB learners. Discuss with a partner: What do you think this students’ main linguistic gaps are? What grammatical forms and functions would you target for this student? Let’s take a look at this writing binder sample from a group of 2 nd grade Emergent Bilingual students at a PPS K-8 school. This sample was taken in the fall of this school year.
EXPLAINING GRAMMAR TO STUDENTS How can we explain past tense verbs to beginning students, for example? Grammar can be explained visually. Online resources include powerpoints and other visuals. Azargrammar.com
SIMPLE PRESENT TIMELINE sometimes – usually - always
GO FISH FOR SIMPLE PAST: PLAY 1.Pass out the cards: Distribute seven cards each from your sample Go Fish deck to your table group. 2.Read the rules. 3.Play the game. 4.Discuss how this might work with your students.
GO FISH FOR SIMPLE PAST: PLAY Possible questions/answers : Step 1 A: Do you have _____(past tense verb)? B: No, I don’t. Go fish. Or: Yes, I do. Step 2 A: Did you _______(verb) yesterday? B: Yes, I ________( past tense verb) yesterday.
MAKE N TAKE: GO FISH FOR YOUR STUDENTS 1.Select one of your students’ persistent errors. 2.Make a deck for that grammatical form. 3.Find your 6:00 clock appointment 4.Join another diad 5.Pick one of the decks from your group. 6.Play a round of go fish. 7.Repeat with another deck. Blank game cards: http://donnayoung.org/homeschooling/games/game-cards.htm
BOARD AND SPINNER GAMES: FOR YOUR STUDENTS 1.Use one of your table’s decks. 2.Place a game piece for each person on the starting square. 3.Roll the dice: Whoever has the lowest number goes first. 4.Draw from the deck: The player must make a question and answer with the form on the card. (After the initial move they must use the pronoun in the space they are on.) If they are correct, they roll the dice and advance. 5.Play: Continue turns until one person lands exactly on the winning square. This person gets a prize.
PACKET WALK: CLOCK APPOINTMENTS 1.Read: Look through the Targeting Predictable Errors packet. 2.Select: Find one activity that might help teach to the errors in the student writing sample. 3.Find your 3:00 clock appointment: Share your activity with your partner. 4.Share with the large group: initial, random, and volunteer reporters.
What kinds of persistent errors did you notice your students making? What other materials would you consider using to target those gaps? What materials would you consider making to target those gaps? REFLECTION: MATERIALS TO TARGET GRAMMAR Find your 12:00 clock appointment: Share.