Word Up! Vocabulary Instruction in the 21st Century ClassroomJennifer Jones
This is my presentation to accompany my (one day) Tier 2 and Tier 3 Hello Literacy workshop on vocabulary instruction. Perfect for Common Core, especially if your school is implementing a school-wide vocabulary instruction focus. This workshop includes the work of Marzano, the 6-Step Process, Vocabulary Notebooks, the work of Beck & McKeown, and the creation of Text Talk lessons.
Understanding Authenticity in Language Teaching & Assessment Omaima Ayoub
Authenticity in language teaching and assessment has been a key concept for TESOL researchers and practitioners. The definition of authenticity itself is quite complicated and has therefore been debated in the literature. In this presentation, the author sheds some light on the concept of authenticity and identify the types and parameters of authenticity in language teaching and assessment. She also explains how language testing fits within the broader scope of assessment and its two major types: formative and summative.
Word Up! Vocabulary Instruction in the 21st Century ClassroomJennifer Jones
This is my presentation to accompany my (one day) Tier 2 and Tier 3 Hello Literacy workshop on vocabulary instruction. Perfect for Common Core, especially if your school is implementing a school-wide vocabulary instruction focus. This workshop includes the work of Marzano, the 6-Step Process, Vocabulary Notebooks, the work of Beck & McKeown, and the creation of Text Talk lessons.
Understanding Authenticity in Language Teaching & Assessment Omaima Ayoub
Authenticity in language teaching and assessment has been a key concept for TESOL researchers and practitioners. The definition of authenticity itself is quite complicated and has therefore been debated in the literature. In this presentation, the author sheds some light on the concept of authenticity and identify the types and parameters of authenticity in language teaching and assessment. She also explains how language testing fits within the broader scope of assessment and its two major types: formative and summative.
This presentation will discuss questions teachers can use to focus on in academic text. These questions help students interact with the information in the text, the author’s purpose, and the text’s organization. Participants will examine text samples, example questions, and student work from elementary and secondary contexts.
Teaching English as a Challenge.
This experiential workshop relates the theory and practice of a programme, English in Action, teaching English through Drama, designed especially for the Ministry of Education’s Special Education department in the City of Buenos Aires, Argentina.
The specific needs and challenges of the population of the 500 students currently in the programme are outlined, from students with ADHD, phobia, emotional trauma, or dyslexia to wheel chair users and students confined to their houses or hospitals with terminal diseases.
The theory will be briefly explained, based on sound evidence, while plenty of practice will serve to illustrate the efficacy of the methodology. The participants will leave with ideas for planning the why, the what and the how of teaching English to students with a challenging range of learning difficulties.
An extensive webography and bibliography will be provided.
Five Basic Components of a Balanced Literacy Programcmvalente78
This is a visual representation of my foundational knowledge about the daily five basic components of a balanced literacy program as identified by the National Reading Panel report in 2000.
The driving principle of this session that oral language development is so critical to concept attainment that essentially the person in the classroom that does the most speaking, does the most learning. Intentional design for oral language interactions all day long, creates the space for multiple voices, perspectives and more learning.
Group 2 special considerations for teaching listening and speakinghey Park
This presentation is for EESL 542D class in TESOL, CSUSB. Group 2 has 3 members, achimisul park, Yool Bin Kim, Shawn.
This is about special considerations for teaching listening and speaking, including motivation and vocabulary language while teaching listening, and teaching speaking while tackling accents.
Please leave lots of valuable comments!
Three elementary ESL teachers explored ways to enhance their instruction of academic language in inclusion settings in primary grade language arts, social studies, and science classes. They will share the sources and ideas they used and will provide suggestions for supporting elementary ELs' growth in academic language.
This presentation will discuss questions teachers can use to focus on in academic text. These questions help students interact with the information in the text, the author’s purpose, and the text’s organization. Participants will examine text samples, example questions, and student work from elementary and secondary contexts.
Teaching English as a Challenge.
This experiential workshop relates the theory and practice of a programme, English in Action, teaching English through Drama, designed especially for the Ministry of Education’s Special Education department in the City of Buenos Aires, Argentina.
The specific needs and challenges of the population of the 500 students currently in the programme are outlined, from students with ADHD, phobia, emotional trauma, or dyslexia to wheel chair users and students confined to their houses or hospitals with terminal diseases.
The theory will be briefly explained, based on sound evidence, while plenty of practice will serve to illustrate the efficacy of the methodology. The participants will leave with ideas for planning the why, the what and the how of teaching English to students with a challenging range of learning difficulties.
An extensive webography and bibliography will be provided.
Five Basic Components of a Balanced Literacy Programcmvalente78
This is a visual representation of my foundational knowledge about the daily five basic components of a balanced literacy program as identified by the National Reading Panel report in 2000.
The driving principle of this session that oral language development is so critical to concept attainment that essentially the person in the classroom that does the most speaking, does the most learning. Intentional design for oral language interactions all day long, creates the space for multiple voices, perspectives and more learning.
Group 2 special considerations for teaching listening and speakinghey Park
This presentation is for EESL 542D class in TESOL, CSUSB. Group 2 has 3 members, achimisul park, Yool Bin Kim, Shawn.
This is about special considerations for teaching listening and speaking, including motivation and vocabulary language while teaching listening, and teaching speaking while tackling accents.
Please leave lots of valuable comments!
Three elementary ESL teachers explored ways to enhance their instruction of academic language in inclusion settings in primary grade language arts, social studies, and science classes. They will share the sources and ideas they used and will provide suggestions for supporting elementary ELs' growth in academic language.
Language functions as all of the purpose with which we use the language. Basically, the function of language is used for communication; we use the language to give and receive messages between ourselves.
4. Things an interpreter may consider:
• Is the student fluent in ASL?
• Are they from the US?
• If they’re from abroad, how long have they been in the US?
• Can I understand the hearing students?
• Waiting longer than usual before starting to interpret may help
• Should I sign in a literal manner?
• Linguistic differences in word order, pronouns, prepositions, etc.
• No one-to-one correspondence of vocabulary
• What do I do when classroom
activities don t translate well?
• spelling quizzes
• reading aloud
• pronunciation practice
• music
5. Things a teacher may consider:
• How can I gauge my student s communication
abilities?
• Does hearing the interpreter affect my perception of the student?
• What are the differences between speech and writing?
• How does that affect deaf students’ expressive abilities?
• How can I meet the needs of my student?
• Simultaneous demands on sight and sound create different experiences
for deaf and hearing students
• Notetaking: Breaking eye contact means missing information
• Side conversations: Incidental learning occurs from accessing others’
conversations
• Where do your deaf students use
English?
• How?
• With whom?
• Your thoughts?
6. Working Together
• Both teacher and interpreter are experts in
language and communication.
• Work as partners to
capitalize on the strengths
of both professionals
“The message that is ultimately transmitted to
the [student] is the creation of two people,
not one.” (Seleskovitch, 1998, p.99)
Seleskovitch, D. (1998). Interpreting for International Conferences: Problems of Language and
Commmunication (3rd ed., p. 99). Arlington, VA: Pen and Booth.
7. Overall Considerations
• Teachers accustomed to working alone
• Working with another person takes time!
• May feel strange having another adult in the class
• Preparation = better interpretations =
better quality of instruction
• Share books, syllabus, and any other materials with interpreters
• Interpreters may want prep materials but teachers may prepare the
day of or day before classes
• Consistency is key to
quality
• Emphasize to your disability support office
the need for ongoing, consistent
interpreters
• Take time to talk with substitute
interpreters
8. Suggestions
These are my
plans for the
day
Looking at a display and listening to your
Make time to talk to the instruction at the same time doesn t work as
interpreter(s) before well when the instruction is being signed. To
and/or after class remind yourself of this, make eye contact
with students when giving instructions.
9. Suggestions
Think through the steps Think through the purpose
of a given activity- will of a given activity- can
the opportunity for the activity be altered and
participation be fair for achieve the same goal?
all students?
10. Take-aways
Every deaf student is an individual.
A deaf student in your classroom is still your student.
Remember that you are teaching through someone s
interpretation of your instruction.
The more the interpreters know, the better they can
interpret your instruction.
The better an interpretation is, the better the
instructional & learning experience can be.