Pronunciation workshop plan Language domain focus Audience Instructor Session Learning outcome : https://bit.ly/3N3xBo4 : Reading : Adult students that will soon become teachers of English : Mg. Jesús Nicho Luján : Design a pre reading activity “Predicion” for a passage that he/she will use it in the classroom. Reading Workshop Plan “If you talk to a man in a language he understands, that goes to his head. If you talk to him in his own language that goes to his heart.” Nelson Mandela Session N 1 COMPONENT CONTENT REASONING Jesús self-introduces himself and explains the purpose of the meeting. Hook & Self-Reflection (10 minute) ● Role-Play. One teacher vs one student The teacher asks the student to read a passage but the student does not understand it. The teacher asks him/her questions about the text but he/she do not know what to answer. The teacher keeps on asking questions but the student gets frustrated since he/she is being pushed without being able to provide answers. ● Self-reflection 1. Why was the student frustrated? 2. From your own perspective, how would the teacher approach the passage with his student? 3. Will reading a passage secure understanding of the text? Yes/No? Why? ● Set the tone of the workshop Jesús quickly explains to prospective teachers that we will explore one way to pre read a text “Prediction from a Picture, Diagram or Other Visuals” Jesús also asks prospective teachers to be in STUDENT MODE. ● Five claps on five Jesús and whole class give the actors five claps on five. Clap, Clap, Clap, Clap, Clap. I want prospective teachers to understand that we can explore the text prior to asking students to elaborate answers based on the text. I also want them to understand that discussion about the text should take place beforehand in order to maximize both teachers’ instructional time and students’ learning. Explore & Discuss (18 minute) ● Get in groups and discuss. Accountable Talk matters ➔ Ss get in groups of 4. (Ss will group according to the piece of song given.) ➔ Each group table will receive an envelope with a picture inside. ➔ Jesús asks students to look at the picture and predict and discuss what the text will be about. ➔ Jesús reminds students that they use Accountable Talk Phrases when having their discussions. ➔ Since we have some students that speak Spanish, T will ask them to predict and discuss in Spanish. Bilingual Accountable Talk Phrases ➔ Teacher circulates around the room to listen to students’ conversations. ➔ Time is up. Jesús thanks participants for their engagement. I want prospective teachers to exchange ideas while exploring possible answers related to the content of the text by looking at the pictures. We can enrich discussions by using Accountable Talk Phrases. I want prospective teachers to know that we can discuss about the content of the text and at the same time use accountable talk to enrich discussions. ● Five claps on five Jesús and whole class give themselves five claps on five. Clap, Clap, Clap, Clap, Clap. Share (8 minutes) ● Share out using sentence starters Jesús asks for volunteers. If there are not any, cold calling technique or sticky written names take place. Jesús will show the sentence starters and have students pick one to present their ideas: A. “We all think that the text will be about …” “Pensamos que la lectura será sobre…” B. “We predict that the text will be about …” “Predecimos que la lectura se tratará sobre…” C. “We believe that the text will be about …” “Creemos que el texto será sobre…” ● Five claps on five Jesús and whole class give themselves five claps on five. Clap, Clap, Clap, Clap, Clap. This is a great opportunity for all of us to understand that we should guide our students’ oral participation by giving them some time to share their ideas in a structured way. Also, language supports are key to students’ oral development. ● Compare Skim & compare Jesús will quickly pass out a summary of the text and asks table groups to compare their answers. In addition, T wants Ss to respond the question below. How close was your prediction of the text summary? Please choose one of the items below. A. 100% prediction B. 75% prediction C. 50% prediction D. 25% predicition E. 0% prediction (7 minutes) Jesús asks group tables how close they were to the summary of the text. Students respond. ● Five claps on five Jesús and whole class give themselves five claps on five. Clap, Clap, Clap, Clap, Clap. Debrief & Present ● Questions & Final Reflections ★ What are some take-aways from the session? Write two. (15 minutes) ● On your own. Create & Showcase ● Choose a text or a summary of a text that you will be teaching soon. ● Create a pre reading activity. You can use the same strategy: Prediction. ● Make sure you have your materials ready to show to the class. Materials to present: - An envelope with pictures/diagrams - A short passage/summary Again, Ts have the opportunities to explore this strategy deeper by comparing their predictions to the text summary. How close were they? We hope that groups obtain more than 50%. As a reflection, we want prospective teachers to know that this strategy is powerful prior to the having our students read the text without having any or little clue. We also want them to know that teachers have the responsibility to explore what they already bring to the classrooms, to check, and use their prior knowledge to the tasks proposed. Self-reflection should come from the prospective teacher. This way, we hold them accountable of their own learning. We want prospective teachers to problem solve and lesson plan a pre reading activity. Go back to content knowledge and be creative. They should also adapt the activity to suit his/her students’ needs. References: Garcia, O; Kleyn, T. (2016). TRANSLANGUAGING WITH MULTILINGUAL STUDENTS. Learning from Classroom Moments. Routledge. New York and London. Gibbons, P. (2009). English Learners Academic Literacy and Thinking. LEARNING IN THE CHALLENGE ZONE. Portsmouth: Heinemann.
