II JORNADA DE MEJORAMIENTO DOCENTE

Educator Improvement Meeting English AreaPre-SchoolMay 2012

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

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 • Teacher's Guide on page XXVIII - XXIX - XXX.

• Speaking Skill • Pending

Second Basic Education A

2A Integrated Domains Assessment Rubrics

Second Basic Education B

2B Integrated Domains Assessment Rubrics

Second Basic Education C

2C Integrated Domains Assessment Rubrics

Second Basic Education D

2D Integrated Domains Assessment Rubrics

Comprehension

LEVEL Beginner Intermediate Adanced

A

B 26% 52% 22%

C 29% 25% 46%

D 17% 39% 44%

Production

LEVEL Beginner Intermediate AdvancedAB 44% 52% 4%C 36% 36% 28%D 26% 48% 26%

Integrated Domains Assessment Rubrics

ComprehensionProduction

Beginning levelComprehension

• Student requires visual or tactile cues, but misinterprets them

• Student may misinterpret non-verbal communication (gestures-facial expressions)

• Verbal communication requires contextual clues for student to understand message

• Meaning is lost due to student´s lack of familiarity with linguistic structures (verb tense and word order)

• Student may not distinguish pauses during communication from conclusion of message.

• Comprehension of message is enhanced by access to native language support

Production• Student primarily uses gestures and body language for

communication, more home culture than American culture

• Student´s messages tend to depend on gestures, facial expressions, and other contextual clues

• Student´s verbal communication are typically limited to isolated words or memorized phrases

• Student may be able to repeat words with native-like pronunciation and intonation, but not spontaneously

• When encountering difficulty communicating, student tends to repeat words and phrases rather than rephrasing

• Student may mix words from native language into English messages

• Student lacks ability to convey meaning through grammatical structures, verb tense, word order)

• Student´s response sometimes inappropriate to stimulus

Intermediate Level

Comprehension• Student comprehends simple

communications without visual cues when dealing with familiar topics

• Student makes use of non-verbal cues to interpret verbal message

• Student comprehends general ideas of more complex communication, while missing details

• Student´s comprehension is limited by unfamiliarity with grammatical structures

• As student increases in proficiency, ability to anticipate (and mis-anticipate) the meaning of messages increases

• Student can accurately interpret meaning of pauses, including the end of a message

• Student may occasionally benefit from access to some native language support

Production• Student uses some gestures and body language

appropriate to American culture• Student communicates with little dependence on

gestures• Student´s communications often include sentences,

especially when discussing familiar topics• Student´s pronunciation and intonation patterns

allow for communication with teachers or others accustomed to communicating with ESL students

• When encountering difficulty communicating, student modifies and/or rephrases message to enhance comprehension

• Student rarely mixes words from native language into English messages when discussing familiar topics

• As student shifts from repetition of language structures to creative expression, grammatical errors may increase along with ability to convey meaning and express feelings

• Student´s responses are generally appropriate to stimulus

Advanced levelComprehension

• Student comprehends main ideas and important details on many topics without reliance on contextual clues

• Student correctly interprets non-verbal cues, but does not rely on them to understand message

• Student is able to identify details that need clarification in a message, and understand the impact of these details on the rest of the message

• Student´s comprehension is rarely hindered by unfamiliarity with grammatical structures

• Student is usually able to anticipate the meaning of messages when dealing with familiar topics

• Student can accurately interpret the meaning of pauses, including the end of a message

• Student does not require native language support

Production• Student has mastered most gestures and

body language used by Americans• Student does not depend on gestures to

communicate• Student´s communications often include

connected sentences and paragraphs with logical progression

• Student´s pronunciation and intonation patterns allow for communication with most native speakers

• Student rarely encounters difficulty communicating, unless topic especially unfamiliar

• Student is able to communicate without using words from native language

• Student self-corrects even when errors do not impede communication

• Student´s responses are rarely inappropriate to stimulus

Common EuropeanFramework 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.

Common EuropeanFramework 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.

“Logros mínimos 2º Básico”

READING & COMPREHENSION GRAMMAR/ WRITING LISTENING/SPEAKING PHONICS

Read with fair fluency, intonation. Stop in punctuation.Locate information to answer multiple choice questions.Identify true or false statements about the story.Answer questions about author, illustrator, characters, setting and problem.Answer yes/no questionsGive short answers to wh-questions..Gets meaning of vocabulary from context.

Capitalize I.Use of correct punctuation mark at the end of statements and questions.Capitalize beginning of a sentence.Identify naming words (nouns), describing words (adjectives) and actions (verbs).Order sentences.Write sentences to describe likes and dislikes, abilities or to describe physical appearance.Write sentences to describe location.Write short sentences about daily routines.

Follow simple instructionsUnderstand classroom commandsIdentify picture by listening.Answer yes/no questions spontaneouslyUse single words or single phrases to answer informative questions.Use useful phrases in the classroom spontaneously. (Ask about classroom routines in English)Describe ongoing actions by looking at a picture or situation.Describe pictures using simple structuresAnswer yes/no and informative questions about pictures.

Identify beginning and ending sounds.Identify clusters and diagraphs.Identify vowel sounds.

Needs AnalysisHerbolich

Target NeedsObjective Subjective

Neccessities HW, CW, text, IBO

Destination

Lacks Social SkillsStudy habitsMotivation

Starting point

Wants ?

Learning NeedsHow are we going to get from starting point to destination?

1. New to student2. Related to student3. Attainment of new lexis4. Would it operate5. Enjoyable and test

Analysis

Target Analysis• Why is language hended?• How will language be used?• What will content areas be?• Who will learners use language

with?• Where will language be used?• When will language be used?

Learning Analysis• Why are learners here?• How do learners learn?• What resources are

available?• Who are the learners?

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

Language Acquisition vs Language Learning

Teacher LL• Grammar rules

for teachers proficiency

• Not communicative

• Direct instruction

• Talk about knowledge vs communication

Student LA• Oral “natural” communication

– Classroom talk– Teacher talk– Play talk

• Pre-reading• Vocabulary• Pre-Writing• Grammar at this age students are

unaware of rules

Comprehensible Input/OutputStephen Krashen

Input• Hearing and understanding

messages slightly above the current English language level.

• Educators must provide new material that builds off the learner´s prior knowledge.

• Would you be able to learn Japanese by sitting in a Japanese classroom?

Output• Practice language at

competency level• Cooperative learning:

– Educator or peers adapt or modify language to listeneer´s needs

– Speakers check on understanding the listener and viceversa

– Peers help new learners of English to negotiate meaning

– Feedback and correction are non-judgemental and immediate

Suggestions• Focus Language Acquisition (Guía Portage)– Classroom talk– Teacher Talk– Play Talk

• Schedules– Classwork

• Language: Art, Creativity

• Homework– Limited to reviewing – Studying for lessons