Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Ii jornada de mejoramiento pk 2012


Published on

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

Ii jornada de mejoramiento pk 2012

  1. 1. II JORNADA DE MEJORAMIENTO DOCENTEEducator Improvement Meeting English Area Pre-School May 2012
  2. 2. Assessment System• Pre-Assessment It measures general language development and specific skills in LRWS. Scores are converted into beginning, early intermediate, intermediate, early advanced and advanced levels.• Observations while students work on activities and solve problems with peers.• Observer takes notes and records student´s performance on how language is used to communicate.• Two domains of language • Comprehension (listening and pre-reading) • Production (speaking and pre-writing).• Language Performance vs Language proficiency• Language Acquisition
  3. 3. Skills Assessment• The Total Score 4 Skills – A (advanced 19-24) – I (intermediate 9-18) – B (Beginning 0-8).• The Integrated Domains – Comprehension Level – Production Level• Rubric Criteria • Teachers Guide on page XXVIII - XXIX - XXX.• Speaking Skill • Pending
  4. 4. Second Basic Education A
  5. 5. 2A Integrated Domains Assessment Rubrics
  6. 6. Second Basic Education B
  7. 7. 2B Integrated Domains Assessment Rubrics
  8. 8. Second Basic Education C
  9. 9. 2C Integrated Domains Assessment Rubrics
  10. 10. Second Basic Education D
  11. 11. 2D Integrated Domains Assessment Rubrics
  12. 12. ComprehensionLEVEL Beginner Intermediate Adanced A B 26% 52% 22% C 29% 25% 46% D 17% 39% 44%
  13. 13. ProductionLEVEL Beginner Intermediate Advanced A B 44% 52% 4% C 36% 36% 28% D 26% 48% 26%
  14. 14. Integrated Domains Assessment Rubrics Comprehension Production
  15. 15. Beginning level Comprehension Production• Student requires visual or tactile cues, • Student primarily uses gestures and body language for but misinterprets them communication, more home culture than American• Student may misinterpret non-verbal culture communication (gestures-facial • Student´s messages tend to depend on gestures, facial expressions) expressions, and other contextual clues• Verbal communication requires • Student´s verbal communication are typically limited to contextual clues for student to isolated words or memorized phrases understand message • Student may be able to repeat words with native-like• Meaning is lost due to student´s lack of pronunciation and intonation, but not spontaneously familiarity with linguistic structures • When encountering difficulty communicating, student (verb tense and word order) tends to repeat words and phrases rather than rephrasing• Student may not distinguish pauses • Student may mix words from native language into English during communication from conclusion messages of message. • Student lacks ability to convey meaning through• Comprehension of message is grammatical structures, verb tense, word order) enhanced by access to native language support • Student´s response sometimes inappropriate to stimulus
  16. 16. Intermediate LevelComprehension Production• Student comprehends simple • Student uses some gestures and body language communications without visual cues when appropriate to American culture dealing with familiar topics • Student communicates with little dependence on gestures• Student makes use of non-verbal cues to • Student´s communications often include sentences, interpret verbal message especially when discussing familiar topics• Student comprehends general ideas of more • Student´s pronunciation and intonation patterns complex communication, while missing allow for communication with teachers or others details accustomed to communicating with ESL students• Student´s comprehension is limited by • When encountering difficulty communicating, unfamiliarity with grammatical structures student modifies and/or rephrases message to enhance comprehension• As student increases in proficiency, ability to • Student rarely mixes words from native language anticipate (and mis-anticipate) the meaning into English messages when discussing familiar of messages increases topics• Student can accurately interpret meaning of • As student shifts from repetition of language pauses, including the end of a message structures to creative expression, grammatical errors may increase along with ability to convey• Student may occasionally benefit from meaning and express feelings access to some native language support • Student´s responses are generally appropriate to stimulus
  17. 17. Advanced level Comprehension Production• Student comprehends main ideas and • Student has mastered most gestures and important details on many topics without body language used by Americans reliance on contextual clues • Student does not depend on gestures to• Student correctly interprets non-verbal cues, communicate but does not rely on them to understand • Student´s communications often include message connected sentences and paragraphs with• Student is able to identify details that need logical progression clarification in a message, and understand • Student´s pronunciation and intonation the impact of these details on the rest of the patterns allow for communication with most message native speakers• Student´s comprehension is rarely hindered • Student rarely encounters difficulty by unfamiliarity with grammatical structures communicating, unless topic especially• Student is usually able to anticipate the unfamiliar meaning of messages when dealing with • Student is able to communicate without familiar topics using words from native language• Student can accurately interpret the • Student self-corrects even when errors do meaning of pauses, including the end of a not impede communication message • Student´s responses are rarely inappropriate• Student does not require native language to stimulus support
  18. 18. Common European Framework A1• Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type.• Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has.• Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
  19. 19. Common European Framework A2• Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment).• Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters.• Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.
  20. 20. “Logros mínimos 2º Básico”READING & COMPREHENSION GRAMMAR/ WRITING LISTENING/SPEAKING PHONICSRead with fair fluency, intonation. Capitalize I. Follow simple instructions IdentifyStop in punctuation. Use of correct punctuation mark Understand classroom commands beginningLocate information to answer at the end of statements and Identify picture by listening. and endingmultiple choice questions. questions. Answer yes/no questions spontaneously sounds.Identify true or false statements Capitalize beginning of a sentence. Use single words or single phrases to Identifyabout the story. Identify naming words (nouns), answer informative questions. clusters andAnswer questions about author, describing words (adjectives) and Use useful phrases in the classroom diagraphs.illustrator, characters, setting and actions (verbs). spontaneously. (Ask about classroom Identifyproblem. Order sentences. routines in English) vowelAnswer yes/no questions Write sentences to describe likes Describe ongoing actions by looking at a sounds.Give short answers to wh- and dislikes, abilities or to describe picture or situation.questions.. physical appearance. Describe pictures using simpleGets meaning of vocabulary from Write sentences to describe structurescontext. location. Answer yes/no and informative Write short sentences about daily questions about pictures. routines.
  21. 21. Needs Analysis HerbolichTarget Needs Learning Needs Objective Subjective How are we going to get from startingNeccessities HW, CW, Destination point to destination? text, IBO 1. New to studentLacks Social Skills Starting 2. Related to student Study habits point 3. Attainment of new lexis Motivation 4. Would it operate 5. Enjoyable and test ?Wants
  22. 22. AnalysisTarget Analysis Learning Analysis• Why is language hended? • Why are learners here?• How will language be used? • How do learners learn?• What will content areas be? • What resources are• Who will learners use language available? with? • Who are the learners?• Where will language be used?• When will language be used?
  23. 23. Pre-School TESOL Standards• Goal 1, Standard 1 – To use English to communicate in social settings: Students will use English to participate in social interactions• Goal 2, Standard 1 – To use English to achieve academically in all content areas: Students will use English to interact in the classroom• Goal 3, Standard 2 – To use English in socially and culturally appropriate ways: Students will use nonverbal communication appropriate to audience, purpose, and setting• Goal 3, Standard 3 – To use English in socially and culturally appropriate ways: Students will use appropriate learning strategies to extend their sociolinguistic and socio-cultural competence
  24. 24. Language Acquisition vs Language LearningTeacher LL Student LA• Grammar rules • Oral “natural” communication for teachers – Classroom talk proficiency – Teacher talk• Not – Play talk communicative • Pre-reading• Direct • Vocabulary instruction • Pre-Writing• Talk about • Grammar at this age students are knowledge vs unaware of rules communication
  25. 25. Comprehensible Input/Output Stephen Krashen Input Output• Hearing and • Practice language at understanding messages competency level slightly above the current • Cooperative learning: English language level. – Educator or peers adapt or modify• Educators must provide language to listeneer´s needs new material that builds – Speakers check on understanding off the learner´s prior the listener and viceversa knowledge. – Peers help new learners of English to negotiate meaning• Would you be able to – Feedback and correction are non- learn Japanese by sitting judgemental and immediate in a Japanese classroom?
  26. 26. Suggestions• Focus Language Acquisition (Guía Portage) – Classroom talk – Teacher Talk – Play Talk• Schedules – Classwork • Language: Art, Creativity• Homework – Limited to reviewing – Studying for lessons