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Building Understanding of Building Understanding of C2…C2…
C2C2… … the the FinalFinal Word! Word!
Anne MilletteAnne MilletteDerek WrightDerek Wright
Day 2 Morning AgendaDay 2 Morning Agenda (PB Cover)(PB Cover)
WelcomeWelcome
Activating Prior Knowledge – The Three Activating Prior Knowledge – The Three Pillars that Support Development of C2Pillars that Support Development of C2
The Strongest Man in the World! – Louis CyrThe Strongest Man in the World! – Louis Cyr
The Strongest Competency in the World! The Strongest Competency in the World! C2 – Reinvests understanding of textsC2 – Reinvests understanding of texts
Consolidating LearningConsolidating Learning
The great aim of The great aim of education education
is not only knowledge is not only knowledge but actionbut action. .
Herbert SpencerHerbert Spencer
The great aim of The great aim of architecture architecture
is not shelter but is not shelter but artart. .
UnknownUnknown
doric Order
ionic Order
Corinthian Order
C2C2 Order
Morning’s GoalsMorning’s Goals
• Explore the three pillars that support Explore the three pillars that support the development of the development of C2 –C2 – Reinvests Reinvests understanding of textsunderstanding of texts
• Actively reflect on our practices in Actively reflect on our practices in terms of facilitating students’ terms of facilitating students’ development of C2 development of C2
Activating Prior Activating Prior Knowledge – Part AKnowledge – Part A
(PB 1)(PB 1) C2CO
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Acitvating Prior Knowledge Acitvating Prior Knowledge (PB 1)(PB 1)
• Participants who were present on Participants who were present on Day 1, explain the concept of the Day 1, explain the concept of the three pillars to the rest of the team.three pillars to the rest of the team.
• New participants take notes.New participants take notes.
- Construction - Construction ofof
MeaningMeaning
- Text- Text - Text- Text
- - UnderstanUnderstan
dingding
- Strategies- Strategies - Understanding- Understanding- Reinvestment of Understanding- Reinvestment of Understanding - Text- Text - Display- Display- Demonstration of Understanding- Demonstration of Understanding - Transformation- Transformation - Teacher & - Teacher & PeersPeers
Activating Prior Activating Prior Knowledge – Part BKnowledge – Part B
(PB 2)(PB 2) C2
Construction Construction ofof
MeaningMeaning
DemonstratioDemonstration of n of
UnderstandinUnderstandingg
ReinvestmentReinvestmentofof
UnderstandinUnderstandingg
TextText TextText TextText
Teacher & Teacher & PeersPeers
UnderstandinUnderstandingg
UnderstandinUnderstandingg
StrategiesStrategies DisplayDisplay TransformatioTransformationn
Activating Prior Activating Prior Knowledge – Part BKnowledge – Part B
(PB 2)(PB 2) C2
Reinvestment TaskReinvestment TaskWhat a Character!What a Character!
You are going to create two new speech bubbles for two
characters. You will consider:
• storyline • characters’ personality traits• text components
(PB 3)
Trigger Questions
• Who was Louis Cyr?
• Why was he famous?
•When was he famous?
C2 The Strongest Man in the World! – Louis Cyr
Focus: Skim, Scan, Predict
• Activity A – Identify text components
• Activity B – Identify key elements
• Activity C – Predictions
Text + Peers & Teacher+ Strategies
Construction of Meaning Don’t
readthe text
Activity A
Zoom through the text
Activity B
(PB 4)
Activity C Predictions
C2The Strongest Competency in the World! FIRST PILLAR
In the pillar, write the elements from the Core ESL program that help students Construct Meaning
of texts.
(PB 5)
ESL Competencies
Related Content
Construction of Meaning
• Culture
• Functional Language
• Focus on Form
• Strategies
• Response Process
• Texts
C2 – Key Features• Listens to, reads and/or views texts• Constructs meaning of the text
C2 – Evaluation Criteria• Use of communication and learning strategies• Use of resources
C1 – Interacts orally in English
C2 The Strongest Man in the World! – Louis Cyr
Focus: Sequence, Scan, Compare, Connect, Generalize
• Activity A – Determine sequence of events
• Activity B – Understand important details & words
• Activity C – Compare speech bubbles and narrator’s comments
• Activity D – Connect to the story
• Activity E – Generalize beyond the story
Text + Understanding + Display
Demonstration of understanding
What’s
next?
Activity A
Important words
& details
Activity B
(PB 6 – 8)
Speech bubbles
& narrator’
s commen
ts
Activity C
The text &
youActivit
y D
The text &
the world
Activity E
C2The Strongest Competency in the World! SECOND PILLAR
In the pillar, write the elements from the Core ESL program that help students
DEMONSTRATE UNDERSTANDING
of texts.
(PB 9)
ESL Competencies
Related Content
Demonstration of Understanding
• Culture
• Functional Language
• Focus on Form
• Strategies
• Response Process
• Texts
C2 – Key Features• Constructs meaning of the text
C2 – Evaluation Criteria• Evidence of comprehension of texts• Use of communication and learning strategies• Use of resources
C1 – Interacts orally in English
C2 The Strongest Man in the World! – Louis Cyr
Focus: Plan, Select, Organize, Adapt:
• ideas • information • language
• text components
• Activity A – Complete the Planning Chart
• Activity B – Create your two new speech bubbles
Text + Understanding + Transformation
Reinvestment of understanding
What a characte
r!
Activity B
C’MON LOUIS, LET’S SHOW THESE GUYS
WHAT REINVESTMENT IS ALL ABOUT.
GEE GRANDPA, I HOPE I’M JUST AS
SMART AS YOU WHEN I’M BIG…
AND STRONG TOO!(PB 10 – 11)
Planning Chart
Activity A
C2The Strongest Competency in the World! THIRD PILLAR
In the pillar, write the elements from the Core ESL program that help students
REINVEST UNDERSTANDING
of texts.
(PB 12)
ESL Competencies
Related Content
Reinvestment of Understanding
• Culture
• Functional Language
• Focus on Form
• Strategies
• Writing Process
• Production Process
• Texts
C2 – Key Features• Constructs meaning of the text• Represents understanding of the text
C2 – Evaluation Criteria• Evidence of comprehension of texts• Use of understanding from texts appropriate to the task• Use of communication and learning strategies• Use of resources
C1 – Interacts orally in English
C3 – Writes and produces texts
Focus of learning=
Focus of evaluation
Construction Construction ofof
MeaningMeaning
DemonstratioDemonstration of n of
UnderstandinUnderstandingg
Reinvestment Reinvestment ofof
UnderstandinUnderstandingg
C2Consolidating Consolidating LearningLearning (PB 13)(PB 13)
Have a good lunch!Have a good lunch!
C2U
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