Outcomes
You should select the specific outcomes from the
officially-documented sources.
Please refer to Outcomes pages 1, 2, 3
Quotation of a sample of Outcomes
"1. Students apply a wide range of strategies to comprehend, interpret, evaluate,
and appreciate texts. They draw on their prior experience, their interactions with
other readers and writers, their knowledge of word meaning and of other texts,
their word identification strategies, and their understanding of textual features
(e.g., sound-letter correspondence, sentence structure, context, graphics).
2. Students apply knowledge of language structure, language conventions (e.g.,
spelling and punctuation), media techniques, figurative language, and genre to
create, critique, and discuss print and non-print texts.
3. Students use a variety of technological and information resources (e.g.,
libraries, databases, computer networks, video) to gather and synthesize information
and to create and communicate knowledge.
4. Students participate as knowledgeable, reflective, creative, and critical
members of a variety of literacy communities. Students use spoken, written,
and visual language to accomplish their own purposes (e.g., for learning,
enjoyment, persuasion, and the exchange of information)."
http://www.ncte.orgstoreooksestsellersE977.htm ======================================================
Dear colleague,
On this page you'll find a short quotation from the General and Specific Outcomes
for English language for all grades. For more complete lists, read below.
( For the moment ONLY the specific outcomes are included; the General Outcomes will be added later.)
======================================================
Source:
General and Specific Outcomes: trial worksheets for the Focus Group,
MoE, Amman, 2004.
The outcomes, quoted here, are here for the purpose of eliciting feedback
which will always be passed on for development and improvement.
Specific Outcomes
"Grade One
Listening
Specific Outcomes
It is expected that students will
1. recognize the sounds of the letters of the English alphabet (e.g., listen and point to letters)
2. recognize some basic English words (e.g., boy, girl, red, blue)
3. recognize short, simple greetings (e.g., A: Hello B: Hello. Good morning)
recognize and respond to basic classroom-controlled instructions (e.g., stand up, walk to the door)
4. develop a love of listening to short, simple rhymes and songs
5. use pictures and flash cards to understand new words when listening
6. recognize objects teachers hold up when listening (e.g., ball)
Speaking
Specific Outcomes
It is expected that students will
1. pronounce the letters of the alphabet correctly
2. pronounce some simple words accurately (e.g. numbers 1-10).
3. imitate the pronunciation of some simple English words and pronouns
(e.g. after listening to a tape)
4. repeat and pronounce correctly foreign names as appropriate
5. pronounce correctly some key simple words for objects, actions, and numbers
6. ask and respond to some simple questions about persons, objects, and
numbers using three or four words (e.g., color)
7. sing short, simple songs after listening to a tape
8. repeat short, simple rhymes after listening to a tape
9. participate in simple short, simple guided exchanges with a peer (e.g., greeting each other)
10. present letters of the alphabet to the class (e.g. say a letter and a word starting
with that letter such as “b” for banana)
11. ask for help (e.g., body language, “Please help.”)
Reading
Specific Outcomes
It is expected that students will
1. recognize letters of the English alphabet
2. recognize small and capital letters
3.recognize simple words and phrases (may need repetition)
4. read English from left to right
5. show understanding of learned simple words about names, objects, actions,
and numbers when reading through different activities (e.g., fill in a missing word)
6 .recognize the characters in the reading materials (e.g., Sara, Vinnie)
7. use picture clues and illustrations to determine the meaning of basic words
(e.g., match words with pictures)
8. recognize basic familiar expressions when reading (e.g., Good morning)
Writing
Specific Outcomes
It is expected that students will
1.copy English numbers, and capital and small letters correctly
2.print the English alphabet and numbers legibly
3.print single words neatly
4.label objects
5.fill in missing letters to complete a word
6.fill in missing words to complete a sentence (e.g. missing words in a postcard)
7.write from left to right
8.alphabetize by first letter (e.g., a list of friends’ names)
9.spell simple familiar words correctly (e.g., boy, table)
10.use capital letters for names
11.correct the spelling and capitalization of words with teacher assistance"
You'll find more complete lists of all Outcomes for all grades
On the Outcomes, General and Specific Page.
Click Here to go to
Outcomes Page 1, 2, 3
=======================
Teaching strategies
Note: Many educators and sources do not present clear
distictions between strategies, tactics, methods, techniques,
procedures, activities, execises
The teaching strategies are grouped as:
Direct Instruction
Problem Solving and Investigation
Group Learning
Activity-based Learning
Using Critical Thinking
Direct Instruction is used in a structured lesson, directed by the teacher.
This method controls the focus of attention, especially when there are time constraints.
The learning material is often presented through questioning and statements which
allows for student feedback. The student responses guide the teacher to adjust the
lesson as necessary. Some examples of direct instruction include the following:
(Direct instruction meets the needs of the auditory learner.)
- Lecture
- Demonstration
- Guest speaker
- Seminar
- Question and Answer Lesson
- Working from a textbook
- Workbook, worksheets
- Practice and Drill
- Directed Reading Activities
- Flashcards
Source: GENERAL FRAMEWORK: CURRICULUM AND ASSESSMENT
For the Ministry of Education, HASHEMITE KINGDOM OF JORDAN, September 1, 2003.
(This document developed through the collaborative efforts of the General Directorate of Curriculum
and Textbooks and General Directorate of Examinations, Amman, Jordan, Consultants from the
Canadian International Development Agency,
New Brunswick, Canada)
==================
Group Learning
Co-operative learning stategies
A. Jigsaw
HOME Groups:
EXPERT groups:
B. Number Heads Review
C. Think/write, pair/share
D. Semantic Web
E. Advanced Organizers
F. Pair Problem Solving
G. Integration information gap
H. Round robin
I. Matching
J. Paraphrase passport
K. Send a problem
L. Cooperative review
M. Co-op Co-op
N. Partners
=======================
Speaking/ Listening
Discussion Strategies
Leading a Discussion
Encouraging Student Participation in Discussion
Asking Questions
Fielding Students' Questions
Lecture Strategies
Preparing to Teach the Large Lecture Course
Delivering a Lecture
Explaining Clearly
Personalizing the Large Lecture Class
Supplements and Alternatives to Lecturing:
Encouraging Student Participation
Maintaining Instructional Quality with Limited Resources
Collaborative and Experiential Strategies
Collaborative Learning: Group Work and Study Teams
Role Playing and Case Studies
Field Work
http://www.uni.edu/coe/inclusion/strategies/types_adaptation.html
Speaking/ Reading
Title Talk: (Pre-reading)
http://www.englishcompanion.com/vignettes/teachingstrats.html
Group Work and Study Teams
Your Turn (Sharing)
http://www.josseybass.com/
You Be The Judge: 4/3/2: same task, different speeds
Consensus: Co-operative Learning
The Doughnut : a structured conversation
Understanding dialogues
Say It! Strategy : practicing the language orally
Add One word to make a story
One word story
Conversational English
Consequences role play
A shopping role play
The new student role play
Food flashcards
Telephone role-plays
Verb Stories
Verb Story used to Practise Verbs
Barrier Exercises
Uding more than one picture
Strip Stories: JUMBLED STORY
PMI, Plus/Minus/Interesting
===========================
Reading
Vocabulary/ Reading
http://coe.sdsu.edu/people/jmora/Pages/StudyGds.htm
http://www.newhorizons.org/strategies/graphic_tools/margulies_2.htm
Anticipation/ Prediction Reading
Before Reading/Prediction from clues
After Reading/ Provision of evidence
Reading Process
Scaffolding:
Good Readers’ Strategies
Change pace
Re-read
Ask questions
Have a reason to read (set a purpose)
Think about what they know already that’s related (Use background knowledge)
For example, about topic, genre, era, author…
Say, "this reminds me of my…" (Make personal connections)
Try to picture what the author is saying (visualize)
=======================================
Good Readers Solve Problems with
Weird words (difficult vocabulary)
Read ahead
Re-read the previous sentence
Write it down
Substitute a word you know that sounds right and makes sense
Distractions (focusing attention)
Disagreeing with the author
Being nervous (about reading aloud or reading for a test)
Reading about something they don’t know much about
Knowing why to read something, or caring about something (Setting a purpose)
Evaluation of Relevance
(Trash and Treasure)
Co-operative Reading
Paired Reading
Make predictions about the text using headings
or relate the text to their prior knowledge
reading strategies :
( visualizing the meaning as they read/ and
summarizing mentally).
Shared Reading approach
Develop concepts about print and features of books
Using prediction and confirming skills.
=======================================
Reading Comprehension Strategies
Predict
Monitor/clarify
Question
Summarize
Visualize
Making use of prior knowledge
Making inferences
Directed Reading-Thinking Activity
===================================
Comprehension Monitoring Strategies
Identify where the difficulty is.
Identify what is difficult.
Restate the passage in their own words
Look back through the text.
Look forward in the text.
Conscious Selection of Strategies
Explicit teaching of strategies
Teacher modeling and think aloud
Students practice in cooperative groups
Independent practice
================================================
Strategies For Reading Text
Before Reading
Preview the text/predicting
Build background knowledge
Set purposes
During Reading
Check understanding
Monitor comprehension
Integrate new concepts
After Reading
Summarize
Evaluate the ideas
Make applications
=====================
SCAMPER: for creative, divergent thinking.
SCAMPER is an acronym for:
substitute, combine, adapt, modify/magnify/minify,
put to other uses, eliminate, reverse/rearrange.
http://www.discover.tased.edu.au/english/scamper.htm
======================
Lecture
Lecture With Discussion
Panel of Experts
Brainstorming
Videotapes
Class Discussion
Small Group Discussion
Case Studies
Role Playing
Report-Back Sessions
Worksheets/Surveys
Index Card Exercise
Guest Speaker
Values Clarification Exercise
http://www.teachingtips.com/articles/Mstrategies3.html
==========================================
Concept maps map
http://www.cast.org/ncac/index.cfm?i=4769
KWL (Know, Want to Know, Learned)
Using KWL.
http://www.nea.org/reading/knowwhatlearned.html
Jigsaw
Jigsaw Classroom http://www.jigsaw.org/ and
Jigsaw Lesson www.public.asu.edu/~ledlow/sledlow/jigsaw.htm
==========================================
Writing
http://www.esolonlineclassroom each_stratschecklists
Teaching Strategies
Checklists (for different writing text-types)
Dictocomp
Graphic Organisers
Getting Around
(Joint Construction Method: (a collaborative writing process)
Short comment writing
Learning Log
(Focused Writing
Fat Tax (Editing/Peer Editing/ Proofreading Task)
Summarizing
abstract, a formal structured summary, as used in academic
research papers.
PMI, Plus/Minus/Interesting
==============================
Note taking Strategies:
Reading for Changes
Title Talk
Episodic Notes
Thinking in Outlines
Post-It Annotations
Interactive Notes
What's the Big Idea
Reading for Style Across Translations
Use Reciprocal Teaching
Annotate the Text
http://www.englishcompanion.com/vignettes/teachingstrats.html
Use Visual Aids to Improve Instruction:
Involve the Students in the Assessment Process
Classroom Connection: (Online classroom connection)
Use the Board
Use Multiple Means to Deliver Instruction
Use Reciprocal Teaching
Use Student Exemplars
Learn with Your Hands
Extend Thinking Through Structured Collaboration
Develop Students Capacity by Modeling
http://www.englishcompanion.com/vignettes/teachingstrats.html
====================================
Thinking Skills
Strategies for Teaching Thinking Skills
Redirection/ Probing/ Reinforcement
Asking Higher-order Questions
Lengthening Wait-time
Study skills ( such as paraphrasing, outlining, developing
cognitive maps and using advance organizers )
Creative and CriticalThinking Skills (such as decision making,
problem solving, fluency, observation, exploration, classification,
generating hypotheses)
Metacognition (including awareness, self-monitoring, and self-regulating)
Inquiry training
Modeling thinking skills
Computer Assisted learning (to develop verbal analogies,
logical reasoning, and inductive/deductive thinking such as HOTS
a program that develops: metacognition, inferencing, and decontextualization)
http://www.nwrel.org/scpd/sirs/6/cu11.html
Metacognition
Metacognition activity: (Modeling and Practicing Think-aloud.)
Metacognition activity :Guess and Check /check the predictions
-==============================================
===============================================
VOCABULARY
===============================
Vocabulary/ Reading : Mindmapping
http://www.newhorizons.org/strategies/graphic_tools/margulies_2.htm
===============================
Unit organizer
http://www.newhorizons.org/strategies/graphic_tools/linz.htm
===============================
Charts and Posters
http://www.newhorizons.org/strategies/literacy/bear.htm
==============================
Before and After Vocabulary Grids: prediction and checking
Clines/ continuum: Writing descriptive graded vocab along a cline
Building Vocabulary Knowledge with Bilingual Flash Cards
Vocabulary Revision Activities: Jeopardy /Bingo / Matching definitions
Word Grids
Students match the vocabulary with the definition in a word grid.
Using the dictionary
Whispering Game
This strategy can be used to revise key vocabulary.
Word Maps
Information Transfer
Activate prior knowledge Strategies:
(K-W-L , Brainstorming , Graphic Organizer , Introduction of key words )
Scaffolding
Disappearing Definition
============================================ ============================================
Graphic Organizer
http://www.sdcoe.k12.ca.us/score/actbank/torganiz.htm
http://www.graphic.org/goindex.html
Concept Map
http://www.graphic.org/concept.html
Fishbone mapping
http://www.sdcoe.k12.ca.us/score/actbank/tfish.htm
KWLH strategy
http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1kwlh.htm
Prior Knowledge Topic Survey (Predict and Check)
http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1anti.htm
Problem/ solution
http://www.sdcoe.k12.ca.us/score/actbank/tprobsol.htm
Continuum/ Cline
http://www.sdcoe.k12.ca.us/score/actbank/tcont.htm
===============================================
Strategies:
Peer Review of Assignments
Informal Socializing
Student Presentations
Structured Seminar
Public Tutorial
Reflective Journals
Peer Learning Groups
Role-playing
Debating
Guest Lecturer
Special Interest Groups
Exercises in Communication
Brainstorming
Authentic Tasks
Problem-Based Learning
Critique
'Real World' references.
Socratic dialogue: Critical Philosophy at
( http://www.sfcp.org.uk/guidelines.htm )
=====================================================
Small Group work pages at
( http://www.flinders.edu.au/teach/teach/groupwork.htm )
http://www.flinders.edu.au/flexed/strategies.htm
====================================
Cooperative learning strategies
http://www.newhorizons.org/strategies/cooperative/front_cooperative.htm
http://www-acad.sheridanc.on.ca/scls/coop/cooplrn.htm
====================================
===================================
Vocab and Concept teaching strategy
http://coe.sdsu.edu/people/jmora/ConceptsTch.htm
=======================================
Communication strategy: Dialogues
http://iteslj.org/Techniques/Gilfert-DialogPerf.html
Brainstorming before speaking tasks
http://iteslj.org/Techniques/Cullen-Brainstorming/
===================================================
Graphics strategies
Clustering
Spider Map
Writing Chart
Concept Mapping
Fishbone Maps
Event Chains
Cycle Circle
Continuum Scale
Charts and Posters
Unit organizers
http://www.newhorizons.org/strategies/graphic_tools/dickinson_graphic.htm
Mindmapping
http://www.newhorizons.org/strategies/graphic_tools/margulies_2.htm
====================================
Reciprocal teaching
http://exchanges.state.gov/forum/vols/vol42/no2/p20.htm#top
Shared dictation
http://www.tki.org.nz/r/esol/esolonline/classroom/teach_strats/shared_dict_e.php
===============================================
Assessment strategies
and tools
1. Performance Based Assessment
2. Pencil And Paper
3. Observation
4. Communication
5. Self-reflection (Response Journal/ Portfolio)
Assessment may be conducted in a number of ways:
Performance-based:
(performance, exhibition, demonstration, presentation)
Pencil and paper: essay, quiz/test/exam/, select response
Observation: Checklist
Communication: conference, interview, questions and answers
Reflection: response journal, portfolio, self-assessment
Assessment Tools
1. Check List
2. Rating Scale
3. Rubric
4. Learning Log
5. Anecdotal Record
Source: GENERAL FRAMEWORK: CURRICULUM AND ASSESSMENT
For the Ministry of Education, HASHEMITE KINGDOM OF JORDAN, September 1, 2003.
(This document developed through the collaborative efforts of the General Directorate of Curriculum
and Textbooks and General Directorate of Examinations, Amman, Jordan, Consultants from the
Canadian International Development Agency,
New Brunswick, Canada)
Performance Assessment
Grammar checklist
http://coe.sdsu.edu/people/jmora/MoraModules/grammarchklist.htm
Language Assessment
http://coe.sdsu.edu/people/jmora/LangAssessmtMMdl/Default.htm
Using Rubrics to assess L2
http://coe.sdsu.edu/people/jmora/WritingRubrics/
======================================
Assessment strategies
2-5-8 Assessment Plan
Anecdotal Records
Application Cards
Approximate Analogies
Checklists
Conferences
Essay Tests
Forced Choice Items
Group reporting
Growin’s V Diagrams
Journals
Minute Paper
Muddiest Point
Narrative Observations
Novak’s Concept Maps
One-Sentence Summary
Oral exams
Poster presentations
Pre- and Post- Assessment
RSQC2 (Recall, Summarize, Question, Connect, Comment)
Rubric Design
Scored Discussion
Student Self-assessment
Teacher Observation
Turn to Your Partner (TTYP)
Written exams
http://cty.jhu.edu/teaching/strategies/assessment/
===========================
Assessing Reading Comprehension
Retell or summary
Strategy assessment
Teacher observation
Cloze passages
==============================
Writing
Assessing an essay using the
Writing Rubric
http://www.readwritethink.org/lesson_images/lesson401/Rubric.pdf
====================================
Resources
Textbook
Textbook Visuals
Teaching Transparencies
PowerPoint Slides
Chapter Videos
Video Cases
Learning Objective Summaries
Lecture Outlines
Teacher-made Resources
Professor's Videos
Demo & Do Shows
PowerPoint Show
Learning Objectives
Solution Sampler
WWW Resources
Textbook Assignments
Online Chapter Review
Learning Objective Summaries
http://web.bvu.edu/faculty/bowers/webagogy/module%202/mod6topic1.htm
Instructional Media and Technology
Chalkboards
Flipcharts
Transparencies and Overhead Projectors
Slides
Films and Videotapes
Computers and Multimedia
Following is a quoted sample of resources
in a lesson plan from the source below:
"1.Copies of short stories either on paper or online
2. Computers for students with Internet access
3. Projector for PowerPoint, and first uses of Plot Diagram interactive
Reflective Journal Instructions
4. Reader’s Guide to Understanding Plot Development
5. Writing Rubric
6. Plot Diagram Interactive
7. “Jack and the Beanstalk” interactive
Elements of Plot PowerPoint Presentation (can be used online and projected,
or downloaded from Web site and saved on teacher’s computer)"
http://www.readwritethink.orglesson_images/lesson401/
====================================
====================================
Teaching References
Teaching References
http://coe.sdsu.edu/people/jmora/ALMMethods.htm
Teaching and learning strategies
http://www.newhorizons.org/strategies/front_strategies.html
Adapting Teaching style to Student learning style
http://iteslj.org/Techniques/Zhenhui-TeachingStyles.html
Articles on Teaching techniques from the Internet
http://iteslj.org/Techniques/
Articles on Teaching techniques: Oxford Club
http://www.oup.com/elt/teachersclub/business_english/?cc=global&view=showall&type=article
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The Largest database of Resources for Teachers
http://www.sitesforteachers.com/
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