SPEAK SO THAT OTHERS CAN UNDERSTAND Washington State Learning Standards ESL Faculty Workshop NSCC Collaboration Day Presenter: Jamila Barton, SBCTC Cadre Member November 1, 2013

Reflection Think about the last time you had a challenging speaking task. What was it? What did you do to prepare for it before? What did you do during the task? Did you do anything after?

Brainstorm What did you do before, during and after to prepare for a challenging speaking task in English or another language>

What is the Standard? The Speak so that Others Can Understand standard describes a problem-solving process we use in relation to speaking (based on cognitive research). The components of that process are: 1. Determine the purpose for speaking 2. Organize information to effectively serve the purpose, context, and listener 3. Convey information, paying attention to the conventions of oral English communication… 4. Monitor whether the speaking purpose has been met and adjust strategies as needed

Components of the Standard Marco’s Problem-Solving Process Determine the purpose for speaking Organize information to effectively serve the purpose, context, and listener Convey information, paying attention to the conventions of oral English communication… Monitor whether the speaking purpose has been met and adjust strategies as needed

Our Ideas

Teaching the Standard Components of the StandardWhat can we do to help students learn this process? Determine the purpose for speaking Organize information to effectively serve the purpose, context, and listener Convey information, paying attention to the conventions of oral English communication… Monitor whether the speaking purpose has been met and adjust strategies as needed

Our Ideas

Teaching the Standard The Teaching and Learning Objectives (TLOs) describe the knowledge, skills and strategies teachers can teach for a speaking task. The TLOs are organized into Strands to help teachers. Preparing to Speak (P) How English Works (E) Conveying Meaning (M) Lifelong application (A)

Teaching and Learning Objectives (TLOs) StrandsKnowledge, Skills and Strategies Preparing to Speak (P) Recognition of the speaking purpose Prior knowledge Planning and organizing the message How English Works (E) Grammar Vocabulary Pronunciation Conveying Meaning (M) Best strategies for the situation Knowledge of culture and context Monitor listener comprehension Lifelong application (A) Functional language for communication Strategies for improving speaking

Using the TLOs StrandsWhat TLO’s would you use to help Marco? Preparing to Speak (P) How English Works (E) Conveying Meaning (M) Lifelong application (A)

A Standards-Based Lesson Choose a Starting Point Class goal, Student Interest, Curriculum, Textbook, etc. Provide a Context Find a real-life purpose for practice Focus on the problem-solving process Teach Knowledge, Skills and Strategies Present and practice the TLOs students need Observe Performance Choose an assessment Create a speaking rubric

Lesson Planning Jigsaw 1. Choose a starting point 2. Provide a context 3. Teach knowledge, skills, and strategies (TLOs) 4. Observe performance

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Lesson 6

Lesson 7

Speaking Performance Task For: Integrated Skills Teachers Evening SLG Teachers For: Integrated Skills Teachers Evening SLG Teachers

SSOCU Learning Standard Quiz 1. The components of the SSOCU standard describe _____ for speaking. A. the problem-solving process B. what teachers teach 2. The Teaching and Learning Objectives describe ______ for speaking. A. the problem-solving process B. what teachers teach 3. The TLOs are organized into ____ strands to help teachers plan lessons. A. 1 B. 3 C. 4

Resources Haynes, Judy. (2007) Explaining BICS and CALP. Kayi, Hayriye. (2006) Teaching Speaking: Activities to Promote Speaking in a Second Language. Internet TESL Journal. “Strategies for ESL Teachers.” Tennessee ESL Resource Guide. strategies-for-esl-teachers.pdf strategies-for-esl-teachers.pdf SBCTC. (2013) Washington State Learning Standards.