Input does not equate Intake by Dr. Cristel Broady

INPUT DOES NOT EQUATE INTAKE. PRACTICAL WAYS OF INTEGRATING

LISTENING SKILLS INTO ENGLISH LEARNING ACTIVITIES WHILE USING

THEM AS ASSESSMENTS

Dr. Christel BroadyFormer EFL Learner and Current Trainer of Language Teachers

In most language classes, students spend much more time listening than speaking. Listening, too, is an active language

production task. However, how do teachers know what students hear and what they learn?

Know Your StudentsHave a Personal

Relationship in Order to Make Language

Authentic

Overall Language Goals

Single Words and Phrases to

Extended Discourse

Explicit to ImplicitFrom Concrete to Abstract

Familiar to Unfamiliar

Informal to Formal Form Of

Address

Generic to Specific/Technical

Vocabulary

This picture reflects an unauthentic use of language with learners.

Let’s Talk About Reasons to Use Language

The pictures depict images that help learners decode listening materials.

Let’s Talk About Reasons to Use Language

Use These Expressions for Planning (model performance indicators): • Describe• Explain• Compare & Contrast• Evaluate• Identify• Sequence• Classify• Categorize• Predict• Question• Match

Creating Authentic Language Use

What are the Features of the Domain of Listening for the Language Indicators?

Allow Students to Do This With Spoken Language in a Authentic Ways in Listening Activities:• Process• Understand• Interpret• Evaluate

What Supports Do We Need for Successful Activities?

Tools for Authentic Language Classrooms and Activities

Sensory, Graphic, and Interactive Support

Sensory Graphic

Realia Charts

Manipulatives Graphic Organizers

Pics Tables

Diagrams Graphs

Publication media Timeslines

Phycical Movement Number Lines

Film/Video

Audio

Models

Specific Examples for Sensory Supports Related to Content

Language Arts Math Science Social Studies

Word Wall Blocks/Cubes Instruments Maps

Magnetic Story Elements Figures for Wall

Clocks Measuring tools metric and others

Globes

Sequence Blocks Number Lines Physical Models Atlases

Environmental Print Geometric Figure Models

Natura Materials Compasses

Posters/Displays Calculators Actual Materials for Investigations

Timelines

Bulletin Board Protractors Posters and Illustrations of cycles and processes

Cultural Artifacts

Photos Rulers, yaardstick Arial and satellite images

Cartoons Geoboards Videos

Audio Books Counters

Music/Songs Compass

Calendars

Coins

Examples for Graphic Organizers

Task for Instructional Authentic Language

School Activities

Personal Information

Class Room and School Rules

School Building School Subjects

School Personnel

Skills

EmotionsHobbies

Like/Dislike Foods

Family

So Far we Discussed…• The Relevance of Personal Relationship Between

the Teacher and Student• Authentic Use of Language and Non-Authentic

One• Reasons to Use Language/Listen• That Listening is Language Production• Stating Authentic Listening Activity Objectives• Support Tools for Creating Authentic Listening

Skills• Topics for Beginning Listening Activities

Now on to…• Examples of Measurable Listening Activities

The Thing About Comprehensible Input (Steven Krashen)

Published on Jul 6, 2012Dr. Stephen Krashen talks about how we acquire languages. We acquire languages by understanding

messages. Watch a short video here

But Wait…One More Thing!

And This is Why Listening is the Most Important Foundation to Language Learning!!!

A LESSON OBJECTIVE PREK-KSOCIAL AND INTERACTIONAL LANGUAGE: MUSIC

LOWEST LEVEL MIDDLE HIGHEST PROFICIENCY

Imitating the beat or movement

Responding to songs based on illustrations with gestures, movement, or instruments as modeled

Follow lyrics of song and respond accordingly in groups

A LESSON OBJECTIVE PREK-KSOCIAL AND INTERACTIONAL LANGUAGE: Recreation

LOWEST LEVEL MIDDLE HIGHEST PROFICIENCY

Recognize recreational objects from pictures as the are told

Can follow instructions in 2 steps from pictures and spoken instructions

Based on pictures and instructions, simulate activities (single file, find a chair...)

A LESSON OBJECTIVE PREK-KSOCIAL AND INTERACTIONAL LANGUAGE: Book Concepts

LOWEST LEVEL MIDDLE` HIGHEST PROFICIENCY

Identify (by pointing) book features (title, front page..)

Point to features of text with partner when listening to diretions

Match pictures to text read by teacher

A LESSON OBJECTIVE Grades 1-2SOCIAL AND INTERACTIONAL LANGUAGE: School

LOWEST LEVEL MIDDLE` HIGHEST PROFICIENCY

From spoken statements and pictures, point to school places, people, etc.

In a series of sentences, srelate chool places, people, etc. to pictures of such

Match oral descriptions with individual spoken needs

A LESSON OBJECTIVE Grades 3-5SOCIAL AND INTERACTIONAL LANGUAGE: Verbs of movement

LOWEST LEVEL MIDDLE` HIGHEST PROFICIENCY

Following oral commands and modeling eplore movment (push the chair, catch the ball)

Following oral commands, compare movments by pointing to pictures or using real-life items for demonstrations

Show effects of force through gestures or moton based on oral scenarios

A LESSON OBJECTIVE Grades 3-5SOCIAL AND INTERACTIONAL LANGUAGE: Following directions/imperative

LOWEST LEVEL MIDDLE` HIGHEST PROFICIENCY

With pictures and oral commands, follow one-step commands

Following multi-step oral commands and pictures, this time with polite forms of language (I am asking you that you...and...and...)

Following multi-step linguistically complex oral commands with polite forms of language (I am asking you that you...and...and...)

A LESSON OBJECTIVE Grades 6-8SOCIAL AND INTERACTIONAL LANGUAGE: Communicating needs for supplies

LOWEST LEVEL MIDDLE` HIGHEST PROFICIENCY

With pictures and oral commands, identify supplies for school activities

Following oral commands and pictures, categorize needed resources

Following oral commands, evaluate and select resources for task

A LESSON OBJECTIVE Grades 9-12SOCIAL AND INTERACTIONAL LANGUAGE: Classroom Routines

LOWEST LEVEL MIDDLE` HIGHEST PROFICIENCY

Per oral requests, carry out commands (point to the board)

Match spoken idioms to pictures

Identify relvant information about school routines from high level complex discourse

A LESSON OBJECTIVECREATING A MORE ENVIRONMENTALLY FRIENDLY

COMMUNITY

A LESSON OBJECTIVE FIRST GRADEUSING OBJECTS TO LEARN MEASURING

What Did All Activities Have in Common?

What Did All Activities Have in Co

Students Learn AuthenticallyTeachers Know from Actions That Students Learned

Mechanical Flower

They are Observable and Measurable

We Discussed…• The Relevance of Personal Relationship Between

the Teacher and Student• Authentic Use of Language and Non-Authentic

One• Reasons to Use Language/Listen• That Listening is Language Production• Stating Authentic Listening Activity Objectives• Support Tools for Creating Authentic Listening

Skills• Topics for Beginning Listening Activities• Comprehensible Input/Krashen• Planning specific activities by grade level

Make Every Activity and Lesson Count

Questions?

It’s your turn:

E-mail: Christel_Broady@georgetowncollege.edu

Find daily updates on:http://broadyesl.wordpress.com/http://digitallearningandteaching.wordpress.com/Twitter @ BroadyESLLinkedIn

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References:

All specific examples of activities for grade levels and content, examples of resources, and topics for instruction are from the following WIDA materials:

World Class Instructional Design and Assessment. (2009). The English language learner can do booklet; grades 1-2. Board of Regents of the University of Wisconsin System. http://www.wida.us/standards/CAN_DOs/ World Class Instructional Design and Assessment. (2012). 2012 Amplification of the English Language Development Standards, Kindergarten-Grade 12. Board of Regents of the University of Wisconsin System. www.wida.us/get.aspx?id=540