ESL Teacher Networking MeetingSession - 2

Raynel Shepard, Ed.D.

raynel.shepard@comcast.net

Common Underlying Professional Knowledge Base

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.

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

What does an effective lesson plan include?

Lesson Planning - Video

Think-Pair-Share What is the difference between a content

and a language objective? Why are they important?

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.

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

Language Objectives 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

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)-

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

Language ObjectivesFreeman and Freeman

Text level Sentence level Word level

Language Objectives

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)

Focus of language objectives

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

What are they?Give an example.

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

LO- Functions

•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.

LO - Structures

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

LO- tasks

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

LO - reading and writing

•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..

What is it?

How and why do you use it?

SWBAT express sentences in the simple past tense with correct pronunciation of the <ed> 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.

Language Objectives and Differentiating Instruction 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.

Language Objectives and Differentiating Instruction S.1 - Employ synonyms for word variety in

speaking SWBAT - describe people using synonyms

for the words nice and beautiful

Language Objectives and Differentiating Instruction 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.

BPS Lesson Plan Template Prior Knowledge Background Knowledge Content objectives Language objectives Language skills focus (listening, speaking,

reading, writing) Culture Learning strategies Higher order thinking skills

View a video

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

Thinking about practice Small group discussion Action research

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