The Early Birds’ FEASTDaY

2

Workshop

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.

ESL Elementary Cycle One ProgramDaY

2

Workshop

Chicken Soup for the Teacher’s Soul - Scholastics -- Reproduced by permission (Warren)

Elementary Cycle One ESL Program- Day 2 Workshop

How can we support ESL teachers in the implementation of the program?

Agenda of the Day

Ice breaker ActivityTake 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 !

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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

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The Power of Self-monitoring

As facilitators, teachers do the following:

Competency 1

Competency 2

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

Self-monitoring

A strategy:

Checking and adjusting one’s

ongoing performance

Self-monitoring,

Checking

Verifying

Correcting

Checking = Self-observe

Motivated learners

An environment where students feel secure and self-confident (program, page 8)

Verifying

Guided by the teacher

Comparing performance with

expectations

Correcting

Immediate

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 21-24Putting some pieces of the puzzle together

SQUIRTS- sustained

Q- quiet

U- uninterrupted

I- individual

R- reading

T- time (pages 8-11 & assigned pages)

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.

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COFFEE BREAK

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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

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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

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ReflectionSelf-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 SharingPicture from graphicsfactory.com

FIELD-TESTING 2005-2006

ParticipationSeven regions, 17 groups, 325 students

Abitibi-Témiscamingue

Bas-Saint-Laurent

Capitale-Nationale

Estrie

Laurentides

Montréal

Saguenay- Lac-Saint-Jean

Teachers in action with their students

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LUNCH

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ESL Elementary Cycle One ProgramDaY

2

Workshop

Nuts and bolts of creating an all-English environment

Using Only English in ClassGOALS

Help teachers use only English right

from the start

Help students communicate in English

Help students avoid using French

Using Only English in Class

VITAL

LEARNING A LANGUAGE

EXPOSURE

Using Only English in Class

EXPOSURE

OUR RESPONSIBILITY

MAXIMIZE

Using Only English in Class

LONG-TERMINVESTMENT

Using Only English in Class

TEACHERSspeak English AT ALL TIMES

- at a normal pace -

Students are IMMERSED in anenvironment where they GRADUALLY

ABSORB the language.

THE PROGRAM SAYS

Bridging the understanding gap

INTERVIEWING FIELD-TESTING TEACHERS…

Teachers speak EnglishVIEWING FOCUS:

• PARTICIPANT’S BOOKLET, p.5, section A

• Share with your teammates

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Using Only English in Class

STUDENTSdevelop strategies to use

ONLY ENGLISH TO COMMUNICATE

Students develop their OWN MEANS

of COMMUNICATING in English.

THE PROGRAM SAYS

STUDENTSUse Only English in Class

ESSENTIAL

BOTHTWO conditions

Students Use Only English in Class

ENCOURAGE USE OF ENGLISH

AVOIDUSE OF FRENCH

AT ALL TIMES

NO

Nuts and bolts of creating an all-English environment

INTERVIEWING FIELD-TESTING TEACHERS…

Students speak EnglishVIEWING FOCUS:

• PARTICIPANT’S BOOKLET, p.5-B

• Share your ideas with your

teammates

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BEFORE diving into the handbook and the TASK,

TWO IMPORTANT PRECISIONS

- 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.

- 2 -Mostly songs and rhymes

during the first yearWhy ?

How do students benefit from songs and rhymes ?

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

Bridging the understanding gap

ONE MORETHING

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

What’s in the handbook?Document, page 3

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

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

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

USING ONLY ENGLISH IN CLASS TASK:

Building a problematic situation/solution

COFFEE BREAK

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USING ONLY ENGLISH IN CLASS TASK:

Presentation of problematic situations/solutions

ReflectionUsing 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 SharingPicture from graphicsfactory.com

A smooth transitionand 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

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Evaluation of session

Please fill out the evaluation form.

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