PROGRESSIONOF LEARNINGTRAINING

FOUNDATION REVIEW01

EFFECTIVE TEACHING STRATEGIES02

PROGRESSION OF LEARNING03

EFFECTIVE PROGRESSION PLANNING04

APPLICATION05

Teacher:________________ Lesson: _______ Date: ________________ Material Est

Time Strategy

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Foundation Training Principles: ReviewWrite  down  any  points  you  need  to  incorporate  back  into  your  teaching.  

Dos & Don’ts Warm UpWrite  down  any  points  you  need  to  work  on.  

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Think about your most recent classes and rate yourself on the following Foundation Teaching Principles:

Evaluation Criteria Always Sometimes Never

I am learning the unit well before I teach it.

I am teaching the phonograms and all of their sounds correctly.

I am pointing to the words during shared reading big books and shared reading poems.

I am using intonation and expression in my voice.

I am pointing precisely to the pictures during songs, stories, and chants.

I am air-writing every phonogram correctly.

I am praising my students for specific things they are doing well.

My materials are organized and I am making a class plan for my lesson.

I am keeping even coverage of my materials.

I am planning transitions for my students to move around before they get restless.

I am planning opportunities for my students to use the language they have learned in the materials.

I know the objective I am trying to help my students reach.

I am maintaining an English-only environment.

I am maintaining a clear routine and my students know what is expected each time they come to class.

I am reminding my students about using REP at home and check that they are doing REP.

So, how am I doing??

GrapeSEED Foundation Teaching: Self-Evaluation

Progression Training GrapeSEED 2014

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Input:  Show  students  how  to  use  language  and  skills

Model:  Involve  students  in  how  to  use  language  and  skills

Ask  Ques1ons:  Prac6ce  using  language  and  skills

Extend  Learning:  Transfer  language  and  skills  into  real-­‐life

Assess:  Assess  students  on  their  use  of  language  and  skills

Input&

Model&

Ask&Ques0ons&

Extend&Learning&

Assess&

Lesson Planning - Daily Self-Check:

1) What  is  the  objec/ve  of  this  lesson?2) What  am  I  asking  my  students  to  do  today  that  I  didn’t  ask  them  to  do

yesterday?3) Am  I  challenging  my  students?4) Are  my  expecta/ons  appropriate  to  my  students’  abili/es?5) Am  I  prepared  to  help  my  students  reach  the  objec/ve?

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Five Strategies for Effective GrapeSEED

Teaching

Sample  Ques+ons

Connec+ng  Qs

Who  goes  to  hide?  

Where  do  you  play?

Who  goes  to  find  them?  

Where  do  liJle  Black  Beans  go?  

Who  pushes  Corn  on  the  swing?  

What  does  Pineapple  do?  

Where  do  Apple,  Lemon,  Pear  and  Potato  go?  

When do you get dirty?

How  does  Onion  feel?

Why  does  Onion  feel  sad?

When  do  you  feel  sad?  

Why  does  no  one  play  with  Onion?

On����������� ������������������  the����������� ������������������  next����������� ������������������  page,����������� ������������������  think����������� ������������������  of����������� ������������������  your����������� ������������������  own����������� ������������������  questions����������� ������������������  for����������� ������������������  the����������� ������������������  rest����������� ������������������  of����������� ������������������  the����������� ������������������  story...

Comprehension  Qs or Use the

language

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Comprehension  Qs or Use the Language Qs Connec.ng  Qs

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Asking  Be*er  Ques.onsTake  one  story  from  your  lesson  plan  and  write  out  as  many  ques5ons  as  you  can.  

Comprehension  Qs or Use the Language Qs Connec.ng  Qs

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Connec.ng  QComprehension  Qs or Use the Language Qs

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Extending Learning Ideas: Unit 2

Early  in  the  Morning  “This  is  the  way  we...”    Model  -­‐  “This  is  the  way  we...”  Let  the  kids  be  the  teacher  and  tell  the  class  what  to  do.  Have  the  class  all  do  the  action  and  repeat  the  phrase.  Example:  “This  is  the  way  we  push  in  our  chairs  when  we  go  home.”  “This  is  the  way  we  tie  our  shoes  after  gym.”  “This  is  the  way  we  line  up  when  we  go  to  lunch.”  etc...  

Notes:  

Just  Wiggle!  “Use  your  ...  to  ...  “  Model  the  phrase:  “Use  your  ...  to  ...  “  Let  the  kids  think  of  one  on  their  own  and  be  the  teacher.  “Use  your  scissors  to  cut  the  paper.”  “Use  your  hand  to  shake  hands  with  a  friend.”  “Use  your  books  to  read  a  story.”  Let  the  kids  say  the  phrase  and  have  their  friends  respond  by  modeling  the  action.    Notes:  

Nice  Things  to  Say  Model  nice  things  to  say.  Create  little  scenarios  or  role  plays  to  demonstrate  examples.  For  example,  “You  bumped  me.”  “I’m  sorry.”  “It’s  okay!  I’m  fine.”  etc...  Notes:  

Head,  Shoulders,  Knees  and  Toes  Mix  up  the  order  of  these  body  parts  “Knees,  head,  shoulders,  knees,  shoulders,  knees...”  Also,  sing  other  lesser  known  body  parts  as  well.  Example:  “Legs,  elbows,  neck  and  chin,  neck  and  chin...”    

Notes:  

Samples

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Blue    Model  phrases  using  “of”  for  example,  “I  like  the  color  of  my  shirt.”  “I  like  the  color  of  my  pajamas.”  Ask,  “Don’t  you?”  or  use  “of”  in  other  ways:  “Look  at  the  shape  of  my  sandwich.”  Take  it  even  further  by  saying,  “My  pajamas  are  pink  and  purple.  I  like  the  color  of  my  pajamas.  Don’t  you?”  Notes:  

All  These  Things  Model  expressions  “...  go  on  my...”  “...goes  on  my...”  Make  sure  the  students  can  hear  the  correct  pronunciation.  For  example,  “My  books  go  in  my  backpack.”  “My  pencil  goes  in  my  pencil  case.”  “Cheese  goes  in  my  sandwich.”  Notes:  

Two  “I  have  two...”  The  expression  “I  have  two...”  Prepare  a  bag  ahead  of  time  with  “Many  Things”  -­‐  multiple  objects  of  the  same  kind.  Let  the  children  pick  out  some  and  say,  “I  have  two  bananas.”  “I  have  seven  pencils.”  “I  have  six  erasers.”  They  will  have  “two  of  many  things”  from  the  bag.  

Another  idea:  Play  a  guessing  game  one  where  child  is  blindfolded  (or  eyes  closed)  and  needs  to  guess  while  other  child  describes  themselves.  Student  A:  “I  have  one  blue  shirt.  I  have  two  black  boots.  I  have  long  hair.”  Student  B:  “Are  you  Lisa?”  

                 Notes:  

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Too  Big,  Too  Small    “You  have  a  nice...  But  I  cannot  wear  it.  Your  ...  is  too  ...”  Model,  “You  have  a  nice...  But  I  cannot  wear  it.  Your  ...  is  too  ...”  Prepare  a  variety  of  clothing  of  sizes.  Let  a  child  pull  out  one  prop  and  have  his  friend  describe  by  using  the  expression  above.  (Be  careful  for  sensitive  little  ones.  Use  outrageous  sizes  for  fun  and  to  avoid  hurting  personal  feelings  about  the  child’s  actual  clothes.)  Alternative:  Children  can  dress  up  dolls  in  wacky  clothing  and  practice  those  phrases.  Take  pictures  and  write  a  class  book  using  the  storyline.    Notes:  

Ten  Things  “I  have...  in  my...”  Model  the  expression,  “I  have...  in  my...”  Let  the  children  take  turns  bringing  something  from  home.  “I  have  many  crayons  in  my  backpack.”  They  could  bring  a  picture/draw  a  picture  of  their  room  during  a  center  time  or  at  home.  “I  have  1  bed  in  my  room.”  “I  have  so  many  toys  in  my  room.”  Draw  a  picture  of  under  their  bed  and  have  them  tell  their  friend  what  they  drew,  “I  have  one  sock  under  my  bed.”    Notes:  

Other  Ideas:  

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Extending Learning Ideas: Unit ____In  a  small  group,  choose  one  unit  to  work  on.  Look  through  the  materials  and  pick  three  materials.  Write  down  any  ideas  you  may  have  to  extend  the  expressions  into  the  students’  real  lives.  Include  how  you  would  model,  if  necessary.  

1)

2)

3)

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Teacher

Student

• Listen  a1en2vely• Focus  on  understanding

• Input  new  language  and  skills• Model  accurately• Draw  students’  interest• Work  for  comprehension

• ask  Qs

• Demonstrate  understanding  by  sharingresponsibility  with  the  teacher• whole  group  par2cipa2on

• Begin to  assess  comprehension  by  sharing  responsibility• ask  ques2ons• extend  learning

• Assess  for  accuracy,  model  &  input  when  needed

• Increase  challenge  to  small  groups  and  individuals  bywithdrawing  support• extend  learning

• Assess  for  accuracy,  model  &  input  when  needed

• Demonstrate  accuracy  by  holdingthe  majority  of  the  responsibility• small  group  par2cipa2on

• Increase  challenge,  according  to  individual  abili2es• Listen  to  individuals

• assess  skills  by  extending  learning• model  when  needed

• Demonstrate  learning  by  leadingthe  responsibility• individuals

I  DoYou  Watch

I  DoYou  Help

You  DoI  Help

You  DoI  Watch I  Do

You  Watch

I  DoYou  Help

You  DoI  Help

You  DoI  Watch

Progression  of  Learning  Overview*Teacher  gradually  releases  the  responsibility  to  the  students,  according  the  their  ability.

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Teacher

Student

I  Do;  You  Watch

I  DoYou  Help

You  DoI  Help

You  DoI  Watch

• Ask  each  other  ques3ons• Answer  each  other’s  ques3ons• Engage  in  conversa3on  on  topics  according  to  materials.

I  DoYou  Help

• Answer  the  teacher’s  ques3ons  (phrases)• Demonstrate  accurate  fluency  &  pronuncia3on

• Listen  to  the  teacher  model• Answer  the  teacher’s  ques3ons  (words  or  phrases)

Students  Needing  Higher  Level  of  Challenge*Older  ESL,  ELLs,  or  Other

I  DoYou  Watch

• Demonstrate  accurate  fluency  &  pronuncia3on• Ask  the  group  ques3ons• Make  connec3ons  to  real  life  &  other  learning

You  DoI  Help

You  DoI  Watch

• Input  new  language  and  skills• Model  accuracy• Ask  a  few  ques3ons  to  assess  basiccomprehension

• Ask  ques3ons,  expect  to  be  answered  in  phrases• Model  connec3ons• Assess  for  accurate  fluency  &  pronuncia3on

• Model  to  help  students  make  connec3ons• Assess  for  accurate  fluency  &  pronuncia3on

• Allow  students  to  ask  and  answer  each  other’s  ques3ons• Provide  conversa3on  points,  if  necessary

• Ensure  individuals  are  demonstra3ng  skills  learned• Assess  by  asking  ques3ons  for  accuracy

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Teacher

Student

I  DoYou  Watch

I  DoYou  Help

You  DoI  Help

You  DoI  Watch

I  DoYou  Watch

I  DoYou  Help

You  DoI  Help

You  DoI  Watch

Students  Needing  More  Input*Young  children  ESL  &  ELL;  students  with  low  language

• Input  new  language  and  skills• Model  accurate  pronuncia:on  &  fluency• Work  hard  for  comprehension

• use  props  and  DVD• ask  Qs

• Listen  aEen:vely• Be  drawn  in  through  crea:ve  &  meaningfulstorytelling

• Confirm  comprehension  through  askingques:ons  and  modeling  phrases

• Model  accurate  pronuncia:on  &  fluency• As  students  join,  make  sure  they  are  ready.

• If  they  struggle  or  lag  behind,  encouragethem  to  stop  and  listen.

• Allow  students  to  take  the  lead;  model  when  necessary.• Con:nue  to  ask  ques:ons.

• Answer  simple  comprehension  ques:ons.Understand  the  concepts  presented  in  thematerials.

• Begin  saying  known  words  along  with  theteacher.

• Con:nue  to  focus  &  be  interested.

• Take  the  lead.• Answer  ques:ons  in  words  or  sentences.

• Apply  language  to  real-­‐life  situa:ons.• Assist  students  in  extending  learning  opportuni:es.

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Sample Lesson, Sample Teacher Unit 14, Lesson 22   Date:  1/28/2014

Material   Est.  Time  

Comments/Questions  to  Ask  

Song -  Fuzzy  Wuzzy  Friend  3   3   Sing as a group to warm up the class. No emphasis today

Story  –  Where  Did  He  Go?   5   All the children tell the story –  Assess: pronunciation & accuracy. Model  as needed

Chant  –  Yes,  They  Will   4   Hear all of the children –  Assess: pronunciation & accuracy.

Song  –  Who  Am  I?   6  Sing  once.    Extend Learning: Give examples of children in the class and have them guess. Expression to practice: "Who am I? Try to guess if you can. I have a (red t-shirt) and I (am tall). Now, who do you think I am?

Story  -  The  Hayride   5   Input -  students listen to me telling the story.

SR BBig Book  –  The  Farm  House  x2 3  Assess small groups/individuals during 2 readings. Model pronunciation as needed.

Song  –  I  Went  to  See  My  Grandfather  

4   Children sing as a group –  Assess  –  Model  as needed.  

Story  –  Pinky  the  Pig   7  

Input: Children listen to the story. Whisper along if they know.

Ask  Comprehension Questions  about half of the story after reading:

1. In the spring, what do Daniel and Donna always do?

2. What did the pig have?

3. How did the little one feel?

4. What did they name the pretty pink pig?

5. What did Donna and Daniel do everyday?

6. Did pinky know he was a pig?

SR  Poem  –  Mice  in  the  Corn  x2 3   Assess: pronunciation & accuracy.

SR  Poem  -  Spider  on  the  Wall    x 2 3   Assess small groups/individuals during 2 readings. Model pronunciation as needed.

SR  BB  –  The  Cows  Counted  x2 5   Assess: pronunciation & accuracy. Extend learning: Expression to practice: Have a child count something. “(Tammy) counted (four chairs)….”

Planned  time  –    40 minutes + additional materials, if needed

Remind children about doing REP at home as they leave.

If there is time, do the following:

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Teacher/Class:  ________________        Lesson:  _______  Date:  ________________  

Material   Est.  Time  

Points  to  review   New  learning  

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