1. Primary School Supervisors in Kuwait Day 1 Mary Lou McCloskey www.mlmcc.comwww.mlmcc.com Strategies for Teaching English Language to Young Learners

2. TESOL 2015 Introduction

3. ANNOUNCEMENTS: 1.Please silence mobile devices 2.Note-taking encouraged; slides (without photos) will be posted at www.mlmcc.comwww.mlmcc.com 3.Strategies Guide 4.Modeling Process 5.Collect Strategies

4. Agenda 1.Community-Building through language in the Classroom 2.Needs Assessment 3.Characteristics of the learner 4.Principles of active, interactive learning (with practices that illustrate them)

5. 1. BUILDING COMMUNITY

6. NAMES

7. How to make a Name Tent

8. BUILDING COMMUNITY Name Tents Postcard Life History ( McCloskey) Marvelous Modifiers ( Go To, p. 29 ) Things in Common ( Go To, p. 30) 3 Truths, 1 Lie ( Go To, p. 30 ) Stir the Class ( Go To, p. 37) Team Names Levine, L. N., Lukens, L., & Smallwood, B. A. (2013). The GO TO strategies: Scaffolding options for teachers of English language learners, K-12. For Project EXCELL. Available online at www.cal.org/excell. orhttp://facstaff.bloomu.edu/dwalker/Documents/go-to- strategies.pdfwww.cal.org/excellhttp://facstaff.bloomu.edu/dwalker/Documents/go-to- strategies.pdf

9. POSTCARD LIFE HISTORY

10. (Draw) When I was young… (Draw) I love to … (Draw) My goal for this workshop is… (My name is)______ (I live in)______ (I am a)______ (Draw) Important people in my life are… Postcard Life History

11. Model. Learners create cards. Scaffold as needed. Share with a partner. Partners exchange cards. Partners share with a second pair, each person introducing partner, or Each introduces partner to whole group.

12. PAIR-SHARE (STRATEGY #35)

13. Pair-share Ask a question or give a problem Learners have time to think/write about it Learners share ideas with a partner Pair joins another pair. Each person shares his/her partner’s ideas

14. Teach “Zero Noise and Full Attention” for instructions 0 noise signal means: No noise “Six eyes on me” If someone near you hasn’t seen the signal, show it to them Rehearse using the signal

15. 2. Needs Assessment

16. Needs Assessment In a group of 4, discuss: 1.Challenges of English language education in Kuwait 2.Hopes/goals for how this workshop can address one or more of these challenges

17. Teach learners how to collaborate Create a Cooperative groups rubric. Pair- share: How should we behave during a discussion so everyone learns? ▫ 17

18. Teach learners how to collaborate Cooperative groups rubric. How should we behave during a discussion? ▫ Listen to one another ▫ Check our understanding ▫ Speak one at a time ▫ Connect what we say to the persons before ▫ Try to come to consensus, or explain our disagreements and understand the other side. 18

19. Teach learners how to collaborate Fishbowl While a group discusses, have other learners stand around the outside and take notes on their participation, using the rubric. Then debrief, talking about what was done well and how the group members could do even better. https://www.youtube.com/watch?v=cFr9iLY7zdc 19

20. Fishbowl: Let’s Try it! 20

21. Exit Ticket: Hopes and Goals Write your most important hopes/goals on post-its. Post on your way out

22. Integrating Principles and Practices

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24. * Programmed for language acquisition * Physically active * Eager to speak and participate * Short Attention Span * Egocentric * Holistic

27. mlmcc@mindspring.com www.mlmcc.info 27 * Importance of language * Importance of social learning: Teaching is assisted performance * Development and learning meet in the Zone of Proximal Development

29. mlmcc@mindspring.com www.mlmcc.info 29 Zone of Independent Performance Potential Performance Zone of Proximal Development

30. mlmcc@mindspring.com www.mlmcc.info 30 Potential Performance Zone of Independent Performance Zone of Proximal Development ZPD

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32. 32 * Getting children interested in the task * Simplifying the task; breaking it down into smaller steps * Keeping children on task; reminding them of goals * Pointing out what is important * Preventing/managing frustration * Demonstrating the task

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34. 34 * Offer learners enjoyable, active roles in the learning experience

36. 36 Crawl like a caterpillar. Chew on a green leaf. Build a chrysalis around yourself. Sleep for two weeks. Nibble a hole in the chrysalis. Push your way out. Fly like a butterfly. Total Physical Response - James Asher (Strategy #43 )

37. 37 * Help students develop and practice language through collaboration

38. 1. Create a card sequence of paired words, numbers, pictures, definitions, etc. Try to have one for each child. 2. Pass them out. 3. Ask who has the first card. 4. Ask and answer till you get to the end. 5. Trade cards and play again.