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Maryland Department of Labor, Licensing and Regulation Adult ESL/ESOL Workgroup Maryland Adult ESL/ESOL Workgroup Coordinator: Peggy Seufert Module Design:

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Presentation on theme: "Maryland Department of Labor, Licensing and Regulation Adult ESL/ESOL Workgroup Maryland Adult ESL/ESOL Workgroup Coordinator: Peggy Seufert Module Design:"— Presentation transcript:

1 Maryland Department of Labor, Licensing and Regulation Adult ESL/ESOL Workgroup Maryland Adult ESL/ESOL Workgroup Coordinator: Peggy Seufert Module Design: Michelle Wichman, Frederick County Adult Education 3/3/20141Training Guide Session I

2 3/3/2014 Caroline County Frederick County Howard Community College Montgomery County Prince Georges County University of Maryland Baltimore County Washington County Wicomico County DLLR Program ESL Standards I Program Management and Leadership II Recruitment, Orientation, Intake III Assessment, Curriculum, Instruction IV Retention, Transition, Support Service V Professional Development 2

3 What do they mean for programs and instructors? 3/3/20143 Think, Pair, Share

4 A framework that serves as the foundation for developing curriculum, lessons, and individualization. 3/3/2014 4

5 What are the top five reasons for content standards? Think-Write-Pair-Share 3/3/20145 Top Five

6 Ensure consistency Assist in meeting state performance measures Link assessment to curriculum and instruction Orient new instructors Serve as reference for experienced teachers 3/3/20146

7 Level Descriptions Language Skills 7

8 Listening Speaking Pronunciation Reading Writing Grammar 3/3/2014 8

9 ESL Literacy Low Beginning ESL High Beginning ESL Low Intermediate ESL High Intermediate ESL Advanced ESL Literacy 3/3/2014 Paints a picture of learners skills in the workplace and in social settings 9

10 Competencies Cultural Notes Workplace Skills Technology Skills Metacognitive Skills 3/3/

11 3/3/2014 Utilizing the Content Standards Curriculum Assessment InstructionInstruction 11

12 3/3/ Lets take a closer look!

13 3/3/2014 Assessment Curriculum Assessment InstructionInstruction Formal Assessment Class Profile Needs Assessment 13

14 3/3/2014 Curriculum Assessment InstructionInstruction Unit Plans Informal and Formal Assessments Goals and Objectives Learning Activities and Resources Assessment Lesson Plans Motivation Presentation Practice Application Assessment 14

15 3/3/2014 Whole group Small group One-on-one CurriculumAssessment InstructionInstruction 15

16 3/3/201416

17 Learners LevelLearners GoalLanguage Skills Low BeginnerPersonal InformationListening Speaking Reading Writing Pronunciation Grammar High IntermediatePersonal InformationListening Speaking Reading Writing Pronunciation Grammar 3/3/201417

18 3/3/2014 From Content Standards to Instruction... Context: sharing personal information At the low beginning level: Produce simple statements in familiar situations. (l&s) Complete short, simplified forms…(w) Recognize alternate forms of basic information words…(r) At the high intermediate level: Ask and answer questions(l&s) Complete authentic forms…(w) Follow specific written directions to perform an activity. (r) What is the learners goal? 18

19 Lorena B. In the U.S. for one month Practiced law in Mexico Has a seven-year-old child High Beginning CASAS (L51) score: 196 Reading/writing skills are higher than listening/speaking Goals (long term): attend college in the U.S. (short term): deal with childs teachers, school work 3/3/

20 Jose S. In the U.S. for one year Employed at Pizza Mart Completed 7 th grade in Mexico Has a two-year-old child High Intermediate CASAS (L55) score: 219 Listening/speaking skills are higher than reading/writing Goals (long term): take the GED test, employment advancement (short term): communicate better at work 3/3/

21 3/3/2014 TopicCompetencyLanguage Skill Activity Lesson Idea Comparison Lesson Ideas 21

22 3/3/2014 Lesson Ideas TopicCompetencyLanguage Skill Activity Consumer economics Understand consumer protection measures Write simple letters Write a complaint letter EducationFamily responsibilities Write a simple note Write a school note 22

23 Defining Standards and Putting the Standards into Action 3/3/ A Closer Look at the Standards

24 StandardConcept/ Content SkillThinking Level Activity Level Write simple letters LettersWritingCreatingLow Beg Low Int 3/3/2014 Remember : Recognizing, Recalling Understand: Interpreting, exemplifying, classifying, summarizing, inferring, comparing, explaining Apply : Executing, implementing Analyze : Differentiating, organizing, attributing Evaluate : checking, critiquing Create : generating, planning, producing 24 A Closer Look at the Standards

25 3/3/2014 Monitoring & Evaluation ongoing 25

26 Introductory Training Module Content Standards by Level Content Standards by Skill Content Areas Competencies Cultural Notes Workplace Skills Technology Skills Metacognitive Skills Instructional Resources 3/3/


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