2. The Early Birds’ FEAST DaY2WorkshopDaY2Workshop Using the slip of paper which was given to you, Write ONE important WORD about the content of the Cycle 1 program. Place your word on the wall, near the other ones. N.B. ALL WORDS must be DIFFERENT.

3. ESL Elementary Cycle One Program DaY2WorkshopDaY2Workshop Chicken Soup for the Teacher’s Soul - Scholastics -- Reproduced by permission (Warren)

4. Elementary Cycle One ESL Program- Day 2 Workshop How can we support ESL teachers in the implementation of the program?

5. Agenda of the Day

6. Ice breaker Activity Take three candies each. Take turns sharing something good that happened in your board in cycle one. After you had your turn, eat one of your candies. Teammates celebrate great ideas/events by taking additional candies from the bowl. Enjoy ! Pictures from graphicsfactory.com

7. The QUEST Valorous knights, your mission consists in finding the quotes in the Elementary Cycle 1 ESL Program. Participant’s Booklet, page 2: Share the workload with your teammates Write the title of the program section Write the page number Pictures from Dream Maker Software & graphicsfactory.com

8. The Power of Self-monitoring

10. As facilitators, teachers do the following:

11. Competency 1

12. Competency 2

13. Goals of the handbook: Help teachers get a better understanding of self-monitoring Give teachers ideas on how to guide students in their reflection on how to experience success

14. Self-monitoring A strategy: Checking and adjusting one’s ongoing performance

15. Self-monitoring, Checking Verifying Correcting

16. Checking = Self-observe Motivated learners An environment where students feel secure and self-confident (program, page 8)

17. Verifying Guided by the teacher Comparing performance with expectations

18. Correcting Immediate

19. Assigned pages: ALL: How to self-monitor, pp. 8-11 then : GROUPS 1& 2 - pages 12-14 Self-monitoring and evaluation and Self-monitoring vs. self-evaluation GROUPS 3 & 4 - pages 15-20 More about the self-monitoring tools GROUPS 5 & 6 - pages 21-24 Putting some pieces of the puzzle together

20. SQUIRT S- sustained Q- quiet U- uninterrupted I- individual R- reading T- time (pages 8-11 & assigned pages)

21. Task instructions: After reading the assigned pages individually, Discuss what you read with your teammates to become experts of your section. Prepare a team’s visual representation of your section - using flipchart paper and markers. Be ready to present. When ready, put your visual representation____ on display and take your coffee break. Pictures from graphicsfactory.com

22. COFFEE BREAK Picture from graphicsfactory.com

23. Visiting the Experts - PART 1 TEAMS 1, 3 and 5 PRESENT twice (2 rounds) VISITORS: bring your participant’s booklet & pencil ROUND 1, TEAM 2 visits TEAM 3 TEAM 4 visits TEAM 5 TEAM 6 visits TEAM 1 ROUND 2, TEAM 2 visits TEAM 5 TEAM 4 visits TEAM 1 TEAM 6 visits TEAM 3 Picture from graphicsfactory.com

24. Visiting the Experts - PART 2 TEAMS 2, 4 and 6 PRESENT You are STATIONARY – You also present TWICE: ROUND 1, TEAM 1 visits TEAM 4 TEAM 3 visits TEAM 6 TEAM 5 visits TEAM 2 ROUND 2, TEAM 1 visits TEAM 6 TEAM 3 visits TEAM 2 TEAM 5 visits TEAM 4 Picture from graphicsfactory.com

25. Reflection Self-monitoring Handbook Individual Reflection PARTICIPANT’S BOOKLET, page 4 What do I need to share/improve? How am I going to do it? Resources I need to go back to (pages, etc.) Team Sharing Picture from graphicsfactory.com

26. FIELD-TESTING 2005-2006

27. Participation Seven regions, 17 groups, 325 students Abitibi-Témiscamingue Bas-Saint-Laurent Capitale-Nationale Estrie Laurentides Montréal Saguenay- Lac-Saint-Jean

28. Teachers in action with their students Picture from graphicsfactory.com

29. LUNCH Picture from graphicsfactory.com

30. ESL Elementary Cycle One Program DaY2WorkshopDaY2Workshop

31. Nuts and bolts of creating an all-English environment

32. Using Only English in Class GOALS Help teachers use only English right from the start Help students communicate in English Help students avoid using French

33. Using Only English in Class VITAL LEARNING A LANGUAGE EXPOSURE

34. Using Only English in Class EXPOSURE OUR RESPONSIBILITY MAXIMIZE

35. Using Only English in Class LONG-TERM INVESTMENT

36. Using Only English in Class TEACHERS speak English AT ALL TIMES - at a normal pace - Students are IMMERSED in an environment where they GRADUALLY ABSORB the language. THE PROGRAM SAYS

37. Bridging the understanding gap INTERVIEWING FIELD-TESTING TEACHERS… Teachers speak English VIEWING FOCUS: PARTICIPANT’S BOOKLET, p.5, section A Share with your teammates Picture from graphicsfactory.com

38. Using Only English in Class STUDENTS develop strategies to use ONLY ENGLISH TO COMMUNICATE Students develop their OWN MEANS of COMMUNICATING in English. THE PROGRAM SAYS

39. STUDENTS Use Only English in Class ESSENTIAL BOTH TWO conditions

40. Students Use Only English in Class ENCOURAGE USE OF ENGLISH AVOID USE OF FRENCH AT ALL TIMES NO

41. Nuts and bolts of creating an all-English environment INTERVIEWING FIELD-TESTING TEACHERS… Students speak English VIEWING FOCUS: PARTICIPANT’S BOOKLET, p.5-B Share your ideas with your teammates Picture from graphicsfactory.com

42. BEFORE diving into the handbook and the TASK, TWO IMPORTANT PRECISIONS

43. - 1 - Staying focused on the program Authentic songs, rhymes and stories are at the core of learning. Developing themes (units) and bringing songs, rhymes and stories into them as activities is not compatible with the development of the competencies of the program.

44. - 2 - Mostly songs and rhymes during the first year Why ? How do students benefit from songs and rhymes ?

45. Through songs and rhymes, students Are exposed to authentic audio-models Reproduce the rhythmicality of the language Absorb an impressive amount of language Develop fluency - reproducing chunks of language easily and smoothly Get a sense of accomplishment early on that continues to grow and that has a massive impact on success

46. Bridging the understanding gap ONE MORE THING

47. Preparing students for their first English class - recommended* WHY the TEACHER will speak only English HOW students can understand right away WHY STUDENTS should NOT use French HOW students can avoid doing so right away * In a different place than the ESL room

48. What’s in the handbook? Document, page 3

49. USING ONLY ENGLISH IN CLASS TASK: Build a diagnostic QUIZ Help teachers evaluate their practice Direct teachers to sections of the handbook that can be useful to them

50. USING ONLY ENGLISH IN CLASS TASK: EVERYBODY reads pages 15 & 16 Team 1, pages 8, 9, 10, stop before #3 Team 2, pages 10 (#3), 11, 12, 13, stop before #5 Team 3, pages 13 (#5), 14, then 5, 6, 7 Team 4, pages 17, 18 Team 5, pages 19, 20 Team 6, pages 21, 22

51. USING ONLY ENGLISH IN CLASS TASK: Read assigned section(s) Think of problematic situations teachers could encounter in class regarding your section(s) Use information from your sections as possible answers/solutions Fill in the provided chart(s) Be ready to present

52. USING ONLY ENGLISH IN CLASS TASK: Building a problematic situation/solution

54. COFFEE BREAK Picture from graphicsfactory.com

55. USING ONLY ENGLISH IN CLASS TASK: Presentation of problematic situations/solutions

56. Reflection Using Only English in Class Individual Reflection PARTICIPANT’S BOOKLET, page 6 What do I need to share/improve? How am I going to do it? Resources I need to go back to (pages, etc.) Team Sharing Picture from graphicsfactory.com

57. A smooth transition and a brighter future INTERVIEWING SOME TEACHERS… Arriving in Cycle 2 with new strengths Cycle 2 & 3 competencies that fit like a glove VIEWING FOCUS: PARTICIPANT’S BOOKLET, p.7 Share your notes with your teammates Picture from graphicsfactory.com

58. Evaluation of session Please fill out the evaluation form. Pictures from graphicsfactory.com