2. ESL Teacher Networking Meeting Session - 2 Raynel Shepard, Ed.D. raynel.shepard@comcast.net

3. Common Underlying Professional Knowledge Base

4. 7 Dimensions of Effective ESL Instruction  Focus on language and development of language skills.  Clear, achievable language learning outcomes.  Opportunities for meaningful, relevant, communicative practice.

5. 7 Dimensions of Effective ESL Instruction  Checking for understanding.  Formative assessment of student learning.  Appropriate use and adaptation of materials to support skills in language modalities.  Use of subject matter content for English language learning.  SIT 2007

6.  What does an effective lesson plan include?

8.  What is the difference between a content and a language objective?  Why are they important?

9.  Describe specific, discrete units of knowledge and skills.  Can be accomplished within a single lesson.  Are measurable and assessable.  Should be written in student friendly language and be shared with students.

10.  Identify whether each set of objectives meets the criteria for good content and language objectives.

11.  Statements that identify what students should know and be able to do while using English.  They support students’ language development and focus on vocabulary, functional language, questioning, articulating predictions or hypotheses, reading and writing

12. Write possible Language Objectives for the following Content Objective. C.O.- SWBAT give an opinion about school uniform policies and support his/her opinion L.O. (Reading)- L.O. (Writing)- L.O. (Speaking)- L.O. (Listening)-

13.  C.O.- SWBAT comprehend and use prepositions of direction and location  L.O.- SWBAT use imperatives to give oral commands  L.O.- SWBAT give oral directions using the prepositions (next to, near, across the street from, up, down)  L.O.- SWBAT follow oral directions

14.  Text level  Sentence level  Word level

15. Language objectives may focus on: ◦ Content vocabulary (word level) ◦ Academic language functions (text) ◦ Grammar or language structure (sentence) ◦ Tasks (text) ◦ Reading and writing strategies (text, sentence, word)

16.  Vocabulary: Key technical vocabulary, concept words, words with affixes, names of important people, places, processes  Functions: describe, explain, classify, compare, summarize  Skills: read for main idea, listen and give opinion, edit sentences  Structure: questioning pattern, sentence structure, paragraph writing, punctuation, past or future, pronoun  Tasks: take notes, explain to another  Strategies: predictions/preview of text, use of cognates, summarize

17.  What are they?  Give an example.

18. Language Functions Agreeing and disagreeing Apologizing Asking for assistance or directions Asking for permission Classifying Commanding/giving instructions Comparing Criticizing Denying Describing Enquiring/questioning Evaluating Explaining Expressing likes and dislikes Expressing obligations Expressing position Hypothesizing Identifying Inferring Planning and predicting Refusing Reporting Sequencing Suggesting Warning Wishing and hoping

19. SWBAT describe the events leading up to the Civil War. SWBAT explain the steps in the scientific process. SWBAT express and support your opinion citing evidence from a text. SWBAT write the 5 steps of the SOLVE method and explain in your own words what each step means.

20. SWBAT use the past tense when writing about…. SWBAT identify passive and active voice in a text SWBAT categorize words with similar roots

21. SWBAT Follow lab directions. Participate in literature discussion group. Understand questions on a standardized test. Complete a research paper and present orally.

22. SWBAT preview the text to determine….. SWBAT write a summary of … SWBAT complete a story map of…. SWBAT write an explanation of the functions of animal cells using..

23.  What is it?  How and why do you use it?

24. SWBAT express sentences in the simple past tense with correct pronunciation of the ending. SWBAT comprehend and form plural nouns with correct pronunciation. SWBAT use the pronouns he, she, it, I, you, we, and they in written and oral activities. SWBAT demonstrate understanding of the terms less than and greater than by responding verbally to questions.

25.  S.2 - Describe people, places and things using some detail.  SWBAT - describe the physical characteristics of people (height, weight, hair, and eye color) orally and in writing.

26.  S.1 - Employ synonyms for word variety in speaking  SWBAT - describe people using synonyms for the words nice and beautiful

27.  S.3 - Summarize information that is heard during a class or lesson.  SWBAT - Listen to and orally summarize the content of an interview recorded from NPR.

28.  Prior Knowledge  Background Knowledge  Content objectives  Language objectives  Language skills focus (listening, speaking, reading, writing)  Culture  Learning strategies  Higher order thinking skills

29. What aspects of lesson planning can you identify in the video?

30. Thinking about practice  Small group discussion  Action research

31. Challenges and Successes  What has worked?  What do you still need support with?  What issues do you still have?