1. Getting to Work with Ventures
Getting to Work with Ventures! Promoting Success for Adults in the ESOL Classroom
Presented by Alex Baez & Robin Graybill
Oklahoma City Community College - Family &
Community Education  September 16, 2017

2. Objectives Welcome & Introductions
Teaching Adults & Teaching Language Acquisition
Our Teaching Mandates:
Workforce Innovation & Opportunity Act (WIOA)
Integrating Career Awareness-Career Pathways
College and Career Readiness
SCANS
Best Teaching Practices: Tips & Techniques
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3. Objectives The Six-Step Lesson Plan: Ventures 2nd Edition
Working with the Ventures Series:
Walk Through Teacher’s Edition, Level 1, Unit 8 (“Work”), Lesson A (Listening)—Merging the Lesson Plan with the Lesson Theme & Goals
A word about EL/Civics Worksheets & CCRS Correlations

4. Objectives 7. Small Group Activity / Discover and Present:
Lesson B – Grammar Focus: Simple past of be
Lesson C – Grammar Focus: Can you cook?
Lesson D – Reading
Lesson E – Writing
Lesson F – “Another view” (Review)
About Pacing for Ventures 2nd Edition
8. A look at Ventures 2nd Edition Online:
Online Teacher Resource Room and more!
Presentation Plus
Professional Development at your fingertips!
Questions and Wrap Up

5. Agenda 1. Welcome & Introductions 2. Teaching Adults
2. Teaching Adults
Teaching Language Acquisition
3. Our Teaching Mandates:
Workforce Innovation & Opportunity Act (WIOA)
Integrating Career Awareness / Career Pathways
College and Career Readiness, and more

6. Agenda 4. Best Teaching Practices - Tips & Techniques
The Multilevel Classroom / Classroom Management
Teacher as Facilitator / Instructional Strategies
5. The Six-Step Lesson Plan: Ventures, 2nd Edition
6. Working with the Ventures Series:
Walk Through Teacher’s Edition, Level 1, Unit 8
Merging the Lesson Plan with Lesson Goals
A word about EL/Civics and CCRS Correlations

7. Agenda Pacing for Ventures 2nd Edition
7. Participants’ Group Activity / Discover and Present:
Lesson B – Grammar Focus: Simple past of be
Lesson C – Grammar Focus: Can you cook?
Lesson D – Reading
Lesson E – Writing
Lesson F – “Another view” (Review)
Pacing for Ventures 2nd Edition
8. A look at Ventures 2nd Edition Online:
Online Teacher Resource Room and more!
Presentation Plus
Professional Development at your fingertips!
9. Questions and Wrap Up

8. Warm Up: What is your major concern about teaching in the ESOL classroom?
Take turns and discuss
your ideas, thoughts, and answers with your
group. Take about four (4) minutes per
focused question.
Write your concern on an index card, with your name clearly written (a drawing?).
C. Share your ideas with the whole group.

9. Best Practices
for
Teaching Adults

10. Adults learn language best in collaborative & non-threatening settings
Adults can integrate listening, speaking, reading, writing, & culture in their lessons
Adults are self-directed and goal-oriented
Adults like to use authentic materials in their classes
Adults learn best using real-life, interesting, & RELEVANT topics for their lessons, and
Adults enter class with rich backgrounds and life experiences they can draw on.
Survey of adult education authors: Knowles, Mezirow, Brookfield, Freire, etc.

11. And . . . Adults may need instruction on how to implement their life goals through life skills . . .
Talk about life skills – what adults can learn in adult education/ESL classes to help them achieve their goals and success in life.

12. Best Practices for Teaching Language
Acquisition
Oral activity: Ask participants about how they have learned language. First language? Second or more languages? How did they learn each? This questioning and answers leads in to the next slide.

13. Teaching Language and Language Acquisition
Language is acquired and is best learned in collaborative and social settings
Language is best acquired by using topics that are RELEVANT to the learner, and materials that are interesting and authentic!
Teach material slightly higher than learner’s current level (+ 1 / Input Hypothesis)
The “Affective Filter” affects a learner’s ability to acquire the new language
Learners may go through a “Silent Period” while acquiring a new language
Most of these hypotheses come from Steve Krashen.
Note to participants that the principles of teaching adults are DIFFERENT than teaching children and adolescents.
Maybe change first bullet.

14. Teaching Language & Language Acquisition
Learners have a “Monitor” for acquiring new material
Appropriate use of the learner’s first language in the ESOL classrooms.
Students can integrate listening, speaking, reading, writing, & grammar skills—plus culture—in their lessons
Encourage students to be self-directed and goal-oriented
Many students enter class with rich backgrounds and life experiences they can draw on.
Survey of language acquisition authors: Krashen, Cummins, Asher, Oxford, McCloskey, Terrell, Brown, etc.
Reading and Adult English Language Learners: The Role of the First Language by Miriam Burt and Joy Peyton, National Center for ESL Literacy Education, February, 2003:
Note to participants that the principles of teaching adults are DIFFERENT than teaching children and adolescents.
Maybe change first bullet.

15. Our Environment, Our Mandate: . Workforce Innovation & Opportunity
Our Environment, Our Mandate:  Workforce Innovation & Opportunity Act (WIOA)  Integrating Career Awareness (Curriculum) & Career Pathways  College and Career Readiness  SCANS  BEST Literacy, TABE Clas-E

16. Workforce Initiative & Opportunity Act (WIOA)
Achieve:
English language Acquisition
Literacy: the ability to read, write, and speak in English
Workforce preparation activities:
For The Purpose Of:
Comprehension of the
English language and that leads to secondary school diploma
• Transition to postsecondary education and training; or • Employment.
To function on the job, in the family, and in society.
Acquiring skills & competencies in
utilizing resources, using information, working with others, understanding systems for a specific occupation or occupational cluster for the purpose of educational and career advancement.
WIOA: State Plan for Oklahoma: NTI/NTI_2016

17. U.S. Department of Health & Human Services 
Career Pathways
U.S. Department of Health & Human Services 
Administration for Children & Families (ACF)
Office of Planning, Research &
Evaluation (OPRE)
Career Pathways:
“Integrating Career Awareness into the ABE & ESOL Classroom (Curriculum- ICA)”
Accessed at:

18. College and Career Readiness (Standards)
“The College and Career Readiness Standards . . .
define what students should know and be able to accomplish in order to
succeed in entry-level college courses or skilled workforce opportunities
upon graduation from high school.”
English / Language Arts Standards: Write, Read, Speak, Listen, Research!
Understand
Listen
Evaluate
Compare
Describe
Synthesize
Identify
Interpret
Analyze

19. College and Career Readiness (Standards)
Science Standards:
Scientific Ways of Learning & Thinking
Effective Communication of Scientific Communication
Scientific Writing; Scientific Reading
Presentation
Research Skills & Information Literacy
Cross-Disciplinary Standards:
Reading
Writing
Research
Social Studies Standards:
Critical Examination of Texts, Images, & Other
Sources of Information
Research & Methods
Critical Listening
Clear & Coherent Oral & Written Communication
CCRS Correlations with Ventures:

20. SCANS Three-Part Foundation:
Basic Skills: Reading, Writing, Math, Listening, Speaking
Thinking Skills: Creative Thinking, Decision Making, Problem Solving, Visualizing, How to Learn, Reasoning
Personal Qualities: Responsibility, Self-Esteem, Sociability, Self-Management, Integrity-Honesty
Accessed at:

21. SCANS Five Workplace Competencies:
Resources: Ability to use time, money, Material & Facilities, Human Resources
Interpersonal: Participates as a Team Member, Teaches Others, Serves Customers, Exercises Leadership, Negotiates, Works with Diversity
Information: Acquires, Evaluates, Organizes, Maintains, Interprets, Communicates, & Uses Computers to Process – Information
Systems: Understands and Monitors Systems; Corrects Performance of Systems; Improves / Designs Systems
Technology: Selects Technology, Applies Technology to Tasks, Maintains & Troubleshoots Equipment.

22. Best Teaching Practices: Tips & Techniques
Model Everything! Make sure all instructions are clear! Teach clarifications . . .
About Scaffolding . . .
Some teaching goals: Sight Words (Vocabulary Recognition), Reading Fluency, Reading Comprehension, Pronunciation, Listening Comprehension, Writing Fluency
Monitor & Feedback
Learning Styles & preferred learning
modalities
Pace activities so that fast-paced activities are balanced with slower, more reflective ones.
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23. Our Goal Sound Symbol Meaning Examples:
Go through the steps after the dictation is done. Read each word, pointing to each word. Repeat. Have a student come up and do that. Repeat. Have students read the story together. Have them read it to a partner, and switch.
Ask students questions about the story: “What does Herlinda want to do?” (Bring in questioning strategies.)
Discuss the story— “Do you like the story?” “Do you want to go on a field trip to Central Texas?”
Pronunciation--Have students read the story out loud and work on pronunciation. Select no more than three (3) points of pronunciation that students are having difficulty with:
Examples:
Austin—Many Spanish speakers will say: “Austeen.” Work with students re: the Spanish “I” versus the English short “I.” Show students how to form their mouth to pronounce it correctly in English. Provide other English words with short “I’s.” If you have a DropBox type program, you can have students pronounce these words and send them to you for evaluation.
Barbecue—Many Spanish speakers will roll the “r” in Barbecue. Demonstrate to your students the American English “R,” which is not rolled. Show them how to form their mouth to pronounce it correctly in English.
Capitol—Many Spanish speakers will pronounce the “a” as “AH,” as in “Cah-pitol.” Demonstrate the short “a” sound as an “aaa” as in the word “dance.” Show them how to form their mouth to pronounce this correctly.
Work with cadence, intonation, stressed syllables. Have students repeat a sentence and STAND UP when a word or syllable is stressed in the sentence.
HERE—Have students copy the story, or you type up the story (or have a proficient student type up the story) for use with activities.
NOTE—You are working on the bulleted items. Our Aim is for the students to establish the Sound-Symbol-Meaning relationship in the new language.
Symbol
Meaning

24. A word about . . . the Multilevel ESOL Class & Managing Your Classroom
Students may be at the “same level” in class, but have strengths and knowledge in different skill areas
Students come from different backgrounds, countries, religions, language groups, and cultures. Students are of different genders and age groups, and have different goals, concerns, beliefs, and interests
Every class is a Multilevel class!!
Utilize the Multilevel Worksheets available on the Ventures website under Teacher resources!
Ask participants about the characteristics of their students. Explain the points made on this slide.

25. ESOL Classroom Grouping Strategies
Type of Group:
Used For:
Benefits:
Individual
Self-Accessed material; level appropriate
Relaxed activities; students evaluate own work
Pairs
Equal-Ability Pair
Cross-Ability Pair
Second Language Acquisition in social context; less intimidating
Small Groups
Heterogeneous or
Homogeneous Groups
Whole Group
Lesson Plan “Inquiry” & end of class; projects; introduce themes
Building “Class as Community”; students work at own ability level
Tell group what SLA means.
Give examples of appropriate strategies/activities for each type of grouping.

26. Group Roles
Time Keeper
Scribe
Reporter
Task Minder

27. “A Strategy is how someone approaches a task . . . ”
What is a Strategy?
“A Strategy is how someone approaches a task ”

28. Instructional Strategies: Teaching Activities for Student Success
Multisensory, hands-on, structured learning activities that promote the learning of the Objective of the Lesson Plan
Integrate Listening, Speaking, Reading, Writing, & Grammar Skills (& culture!) and make the connection between oral and written language. (Note: Students come in with different levels in different modalities.)

29. Instructional Strategies: Teaching Activities for Student Success
Teach skills in real, natural, & social contexts
Draw on learners’ prior knowledge
Utilize cooperative groupings & learner participation (useful in the Multilevel Classroom)
Accommodate different levels of English proficiency and learning styles
Address both academic and real-life issues, and target competency-based performance.
Make the point that every class is truly multilevel!

30. Teacher as Facilitator: Our Work As Teachers
Teacher as Facilitator: Our Work As Teachers ✔ Knowing our students and their needs: Characteristics, Assessment Scores, Personal Goals, Achievements, Backgrounds & Prior Knowledge, Learning Styles & Differences, etc. ✔ Understanding program mandates & knowing how to fulfill them: Workforce Focus, Performance Indicators, Progress Tests, etc. ✔ Teaching: Needs Assessment, Curriculum, Lesson Planning, Strategies & Activities, Objectives, Themes, Teaching Practices, Classroom Management & Persistence, Materials, etc. ✔ Our Materials: How the Ventures Series can respond as the “perfect fit.”

31. The Six-Step Lesson Plan: Ventures, 2nd Edition
Warm-up and Review
Presentation
Practice
Comprehension Check
Application / Expansion Activities
Evaluation

32. Adult Education Lesson Plan for ESL
Topic/Theme: Date:
Lesson Title:
Content Standards:
Materials: Time:
Warm-up and Review -
Objective(s): What will the students be able to do when they leave the classroom?
Presentation: Initial Inquiry; introduce topic; find out what students know and don’t know about the topic; guides what you teach! Teach new information/skill: Teach information and skills targeted to the OBJECTIVE(s) of the lesson.
Know your students: Align your teaching with students’ learning styles.
Practice the Lesson (Strategies/Activities): Utilize strategies with purpose!
Comprehension Check: Strategy for making sure students are learning the lesson / acquiring the language.
Application/Expansion Activities: Students apply what they learned in the lesson outside the classroom or in a new, different context.
Evaluation: Did the students learn the Objectives of the lessons? How do you know? Can they apply the objectives to new material and situations?
Adult Education Lesson Plan for ESL
This is where students can transfer new knowledge/information/skills to the real world and to their lives. This is where the ‘rubber meets the road.’ Make sure students do this. Do the participants use any real world applications/extension activities now? If so, what? Share.

33. Benefits of Utilizing the Six-Step Lesson Plan: The Lesson Plan . . .
. . Has a Goal and Objectives that are the targets of everything you do in that lesson
. . Organizes what you need to do
. . Records your meeting Performance Outcomes, based on your curriculum, education standards, etc.
. . Allows you to “check off” what you have taught!
. . Recycles material for later review, and demonstrates how ideas, vocabulary, points of grammar can be used in other contexts
. . Prevents teacher burnout! Use the Ventures 2nd Edition Lesson Plans—don’t reinvent the wheel!

34. Ventures 2nd Edition Series – Overview
Student Book: Basic, Levels 1-4, Transitions (w/ Audio CD)
Workbook: Basic, Levels 1-4, Transitions (w/ Audio CD) / Online Workbook
Teacher’s Editions w/ Assessment Audio CD
Presentation Plus: Student Book, Class Audio, The Arcade
The Arcade: Free online practice activities:

35. Ventures 2nd Edition Series–Overview Continued:
Teacher’s Resource Room
Level, Unit, Lesson, Skill Area, Resource Type
College and Career
Ventures Correlations to CCRS
College and Career Readiness Worksheets
And More
Professional Development
Articles by Authors
Newsletter, Events
Webinars
Videos

36. A Tour – Level 1, Unit 8  Student Book, and . . .

37. The Teacher’s Edition!

38. A Word About EL/Civics & CCRS Correlations
EL/Civics and Ventures 2nd Edition:
Go to
Go to “Teacher resources”
Type “Civics Worksheets” into the search box.
CCRS correlations with Ventures 2nd Edition:
Type “CCRS correlations” into the search box.

39. CCR Standards for Listening and Speaking – Example correlation for Level 1, Unit 8, Lesson A:
Anchor 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
SL 1.A.a & b:
Participate in collaborative conversations with diverse partners in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

40. Activity
With your group, read and discuss the lesson you are assigned:
Outline the lesson briefly, and select one strategy / activity of
the lesson to share with the whole group
2. Based on the lesson you worked with, tell us . . .
Did the lesson components meet the lesson Objectives? How?
What “best practices” of
Teaching Adults,
Language Acquisition, or
Instructional ‘tips and techniques’
did you find in the lesson? What were they?
(You may refer to the list on the wall.)
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41. Pacing Your Class – Some Ideas
1 Lesson = 1 Hour
1 Unit = 6 Lessons
6 Lessons X 5 Units = Hours
Unit Reviews = Hours
Tests (Unit & Mid-term) = Hours
Select a supplemental activity for each lesson within a unit,
from:
Collaboratives
Workbook
Civics Worksheets
Multilevel Worksheets
Arcade
Total: Hours

42. Ventures Components to Support Teaching and Learning
: Teacher’s Resource Room
Level, Unit, Lesson, Skill Area, Resource Type
Presentation Plus: Student Book, Class Audio, The Arcade
The Arcade: Free online practice activities: (or can be found in
Presentation Plus DVD)
College and Career
Ventures Correlations to CCRS
College and Career Readiness Worksheets
And More
Professional Development at your fingertips!
Articles by Authors
Newsletters, Events, Webinars
Videos

44. Thank you for participating in . . .
Getting to Work with Ventures! Promoting Success for Adults in the ESOL Classroom
Presented by Alex Baez & Robin Graybill
Oklahoma City Community College
Family & Community Education
September 16, 2017

45. Ventures! Contact: Robin Graybill Texas District Manager  / World Languages, Classics & ESL / Toll Free:  / Cell: 
Spanish Website: Latin Website: Education Website: education.cambridge.org/us ELT Website: