Do Now  Look at the common survey responses on slides 6 & 7.  What resonates with you?  What, if anything, surprises you?

SPEAKING AND LISTENING FOR ENGLISH LANGUAGE LEARNERS Allison Balter and Lindsey Mayer ESL Learning Team

Objectives and Deliverables  CMWBAT design lessons that incorporate effective strategies and activities that promote oral / aural language development.  By the end of this workshop, you will have the tools you need to incorporate strong speaking and listening activities into lesson plan, to be submitted by Friday, January 27, 11:59p.

Agenda  Introductions and Norm Setting (5 min.)  Review Survey (5 min.)  Strategies (45 min.)  Break (10 min.)  Scaffolding based on ELD levels (25 min.)  Work time (25 min.)  Exit Ticket (5 min.)

Norm Setting  How do we want to operate as a Learning Team?  Communication  Participation  Collaboration

Review Survey - Trends Survey QuestionResponses What are the most challenging things about supporting speaking and listening development in an ESL setting? Differentiating based on ELD levels (beginners vs. intermediates) Creating the conditions that make beginners feel comfortable enough to speak Pushing the rigor for Intermediate + Assessing / quantifying progress Structuring activities that encourage meaningful English interaction (and help students avoid reverting to L1) Listening vs. Comprehension Are there differences between supporting listening and speaking? Yes, but they are closely related Both are social activities Comprehension precedes production but they drive one another Both require ample practice Speaking - more challenging; lower aff. filter

Review Survey – Trends (cont’d) Survey QuestionResponses Why are structured speaking and listening opportunities important for ELLs? Students need opportunities to internalize social and academic language through comprehensible input and modeling Structure provides necessary support and scaffolding; helps students feel comfortable Students need feedback on their production in a “safe environment” How do you differentiate speaking and listening opportunities for different proficiency levels? Strategic groupings heterogeneous vs. homogeneous ? Provide sentence starters with different levels of complexity and support Vary complexity and number of instructions Vary expectations for production Share any great speaking and listening activities that you have. (Ask someone about their activity!) Listening Center (Anne-Marie) Sharing Time (Anne-Marie) Status Update (Gabe) Weekly / Daily News (Hali & Emily)

Why are structured speaking and listening opportunities so important?  Relationship between oral/aural language and reading/writing  Language learning happens through an ongoing feedback loop – students receive comprehensible input, they process it, they respond with output, they receive feedback, and they modify and improve  Students will develop social language more naturally; academic language must be explicitly taught

Featured Strategies  Total Physical Response (TPR)  Listen / Guess  File Folders  Inner / Outer Circle  Fish Bowl  Four (4) Corners

File Folders

Inner / Outer Circle

Fish Bowl Speakers Listeners

Four (4) Corners The Bachelor is a quality television program. Family is an important part of a person’s life. Strongly AgreeAgreeDisagreeStrongly Disagree Strongly AgreeAgreeDisagreeStrongly Disagree

Additional Strategies and Games in your packet!  Word Ball  Readers’ Theater and Dialogues  Oral Presentations  Games (Go Fish, Headbanz, Guess Who?)

Intermission (5 minutes)  Questions / Comments / Concerns?

Scaffolding  Supporting students so they can do more!  Control vocabulary or sentence structure  Social versus academic language  Extending time  Changing questions

Beginner  A: How is the weather today?  B: The weather today is __________________.  A: What will you wear?  B: I will wear _______________________ because ___________________________

Early Intermediate  A: How is the weather today?  B: ___________________________________.  A: What will you wear?  B: ___________________________________

Intermediate +  How does weather affect the clothes you choose to wear?  I (dis)agree because…  In my opinion…  Could you repeat…?  Could you clarify…?  Why do you think…?

Guided Practice Prompt: Discuss your family. Get into groups by grade span. Each grade span group will use one activity and differentiate it for ELD levels (Beginner, Early Intermediate, Intermediate +) based on the WIDA standards.  preK-2 (Word Ball)  3-4 (File Folders)  5-6 (Inner / Outer circle)  7-8 (Four Corners)  9-12 (Fish Bowl)

Work Time  Plan an upcoming lesson that incorporates one or more of these strategies, considering the appropriate levels of scaffolding for different ELD levels in your class.  Lesson plan is due to Allison, Lindsey, and MTLD by Friday, January 27, 11:59p.