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Millar esl literacy network 2011
- 1. Innovations in ESL Literacy: Dynamic New Resources for ESL Literacy Practitioners Valerie Millar Sept. 2011
- 2. LESLLA learners are adults who are learning to speak English at the same time as they are learning to read and write for the first time. They are not yet able to use reading to learn and are, instead, trying to learn to read what they know orally.
- 3. Introducing the ESL Literacy Network The ESL Literacy Network is a website for ESL literacy practitioners to explore best practices, teaching techniques, and curriculum development. It is a place to find classroom ideas and resources. www.esl-literacy.com
- 6. Resources for program providers
- 7. best practices, curriculum framework
- 8. Resources for instructors
- 10. Videos on teaching techniques
- 12. Links to external ESL literacy resources
- 13. BVC published resourceswww.esl-literacy.com Introducing the ESL Literacy Network
- 16. Each Stage Includes…. Background information & theory Program principles Classroom concept Is supported by… Resources available on the ESL Literacy Network
- 19. Learning outcomes in 4 strands
- 20. Reading
- 21. Writing
- 24. Learning Outcomes Database tool to help you plan your outcomes printable so you can review it easy to modify customized for your class/program Stage 3: Set Learning Outcomes
- 26. Collaborative learning
- 27. Evaluation
- 29. Professional Development: Use the Blog to: learn new teaching ideas connect with teachers to share ideas and ask questions Join the online reading circle to find out about current research, theory and resources
- 30. Thank you! I hope you enjoy exploring the ESL Literacy Network and curriculum framework. Contact information: Val Millar vmillar@bowvalleycollege.ca
Notas do Editor
- Literacy is a continuum: Foundation: learning mechanics of using a pencil and gaining understanding that speaking can be represented in the written wordPhase 3: can read but need to learn to use strategies for comprehension, prediction and inference (e.g. Umbrella –weather story)
- hand out bookmarks so they have web addressLink to website and give overview of home pageDynamic, growing website – new resources and sections will be developed over time. Keep checking back!Value of a resource like the ESL Literacy Network ESL literacy is an emerging field. As such, there is not an abundance of resources available for instructors in this field. Instead they work, oft times, in professional isolation. Much of the professional development in ESL is aimed primarily at mainstream ESL, rather than ESL literacy. The same is true of classroom materials. Most are teacher made and teacher modified. The ESL literacy network will allow instructors teaching in this area to connect and share ideas. As well, it will also be a place to explore new materials placed on the network. Instructors can watch videos and see sample worksheets and then try them out in their own classroom, modifying them to suit their classroom needs.
- Slide cast: Essentials and Program considerations (maybe…)video: chantingShow readers
- Talk a bit about background:Developed in consultation with: Alberta Advisory committee ESL Literacy program providers across the province (interviews & site visits) current research and promising practices in the field BVC experts in ESL literacy
- Curriculum development not linear process, but organicAccountability is at the centreGuides users through a process - depending on your context, you may start at the beginning, or focus on an individual stage. - Ideally, a curriculum development process includes these five components, but it takes time. - Do what is manageable and meaningful in their context.Hyperlink to overview pageEach stage has something for programmers and something for instructors (program principles/ classroom contexts)Show how to navigate a bit (toolbox, hover, tabs, 5 stages, etc)
- Today I am only going to talk about Stage 3 and 4 (outcomes and assessment) b/c they are very classroom based
- Hyperlink to Stage 3Sample theme units
- Open to database – search and customize the outcomes. Do a couple of examples.Outcomes are appropriate for multilevel classes: outcomes are consistent across levels, requiring increasing proficiency as learners progress; so instructor can work on one outcome with entire class but differentiate instruction by providing differing levels of support (layout, word banks, visual support)Limit the number of outcomes set: learners need to practice skills in a variety of ways over a significant period of time so it is important to limit the number of outcomes to be includedIf there are too many outcomes, instructors and learners become frustrated and overwhelmed; less is more!
- Classroom portfolio (show video) Formal/informal assessment (for/of/as); anecdotal, checklist etc, (pg 6 of sample)
- Another component of the website: pd with the blogAt BVC we have a reading circle where interested literacy practitioners meet and discuss a particular article on classroom practice. Creates a community of learning and helps us feel supported in our learning. (last fall we used the wonderful New American Horizons video about emergent readers). My ideas is that we could create something like that on the blog: an online reading circle. Open and go to site: