SPEAK SO THAT OTHERS CAN UNDERSTANDWashington State Learning Standards

ESL Faculty Workshop

NSCC Collaboration Day

Presenter: Jamila Barton, SBCTC Cadre Member

jamila.barton@seattlecolleges.edu

November 1, 2013

Reflection

Think about the last time you had a challenging speaking task.

• What was it?• What did you do to prepare for it before?• What did you do during the task?• Did you do anything after?

BrainstormWhat did you do before, during and after to prepare for a challenging speaking task in English or another language>

What is the Standard?• The Speak so that Others Can Understand standard

describes a problem-solving process we use in relation to speaking (based on cognitive research).

• The components of that process are:1. Determine the purpose for speaking

2. Organize information to effectively serve the purpose, context, and listener

3. Convey information, paying attention to the conventions of oral English communication…

4. Monitor whether the speaking purpose has been met and adjust strategies as needed

Components of the Standard

Components of the Standard Marco’s Problem-Solving Process

Determine the purpose for speaking

Organize information to effectively serve the purpose, context, and listener

Convey information, paying attention to the conventions of oral English communication…

Monitor whether the speaking purpose has been met and adjust strategies as needed

Our Ideas

Teaching the StandardComponents of the Standard What can we do to help

students learn this process?

Determine the purpose for speaking

Organize information to effectively serve the purpose, context, and listener

Convey information, paying attention to the conventions of oral English communication…

Monitor whether the speaking purpose has been met and adjust strategies as needed

Our Ideas

Teaching the Standard

• The Teaching and Learning Objectives (TLOs) describe the knowledge, skills and strategies teachers can teach for a speaking task.

• The TLOs are organized into Strands to help teachers.• Preparing to Speak (P)• How English Works (E) • Conveying Meaning (M)• Lifelong application (A)

Teaching and Learning Objectives (TLOs)

Strands Knowledge, Skills and StrategiesPreparing to Speak (P) Recognition of the speaking purpose

Prior knowledgePlanning and organizing the message

How English Works (E) GrammarVocabularyPronunciation

Conveying Meaning (M) Best strategies for the situationKnowledge of culture and contextMonitor listener comprehension

Lifelong application (A) Functional language for communicationStrategies for improving speaking

Using the TLOs

Strands What TLO’s would you use to help Marco?

Preparing to Speak (P)

How English Works (E)

Conveying Meaning (M)

Lifelong application (A)

A Standards-Based Lesson

Choose a Starting Point• Class goal,

Student Interest, Curriculum, Textbook, etc.

Provide a Context • Find a real-life

purpose for practice

• Focus on the problem-solving process

Teach Knowledge, Skills and Strategies• Present and

practice the TLOs students need

Observe Performance• Choose an

assessment• Create a

speaking rubric

Lesson Planning Jigsaw

1. Choose a starting point

2. Provide a context

3. Teach knowledge, skills, and strategies (TLOs)

4. Observe performance

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Lesson 6

Lesson 7

Speaking Performance Task For:Integrated Skills TeachersEvening SLG Teachers

SSOCU Learning Standard Quiz1. The components of the SSOCU standard describe _____ for

speaking.

A. the problem-solving process

B. what teachers teach

2. The Teaching and Learning Objectives describe ______ for speaking.

A. the problem-solving process

B. what teachers teach

3. The TLOs are organized into ____ strands to help teachers plan lessons.

A. 1

B. 3

C. 4

ResourcesHaynes, Judy. (2007) Explaining BICS and CALP. http://www.everythingesl.net/inservices/bics_calp.php

Kayi, Hayriye. (2006) Teaching Speaking: Activities to Promote Speaking in a Second Language. Internet TESL Journal.

http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html.

“Strategies for ESL Teachers.” Tennessee ESL Resource Guide. http://suu.edu/ed/fso/resources/tennesee-esl-resource-center-strategies-for-esl-teachers.pdf

SBCTC. (2013) Washington State Learning Standards. http://www.sbctc.ctc.edu/college/_e-abe_learningstandards.aspx