PJS Manual

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‘Teaching is more than imparting knowledge; it

is inspiring change.’William Arthur Ward

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Content5 5 6 6 7 8 9 9

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Description

General objectives

Teacher profile

Student profile

Discipline

Methodology

Materials

Exams content

Class Grade level on platform

How to shorten URL code to add students

Daily planners

Calendars A and B

Saturdays

Grading criteria

Portfolio

Ongoing oral assessment

Online Work: Assignment Categories on Platform

Administration of exams and assessments

Allotted time for exams and assessments

Key for recording grades on the attendance list

Online forms

Guía para llenar la boleta de calificaciones

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Description PROULEX Juniors Secundaria

(PJS) is for adolescents who are 11 to 14 years old. The program consists of fifteen 40-hour levels, and the courses are semi-intensive with three options:

• Calendar A: Mondays and Wednesdays• Calendar B: Tuesdays and Thursdays• Saturdays

General objectivesStudents finishing this program will have developed skills and micro skills that will assure the achievement of the following goals.

• Students should be able to listen to and understand vocabulary, phrases, expressions, questions and conversations related to a variety of topics that are relevant to them, and that take place in a variety of familiar contexts: school, leisure time, traveling and technology, among others.

• They should be able to communicate fluently and accurately at an intermediate level with English speaking people in common everyday situations that require spontaneous interaction and exchange of information.

• They will be able to ask for and give information about familiar topics in different situations and contexts, and they will be able to express personal opinions.

• Students should be able to read and understand both short and long texts of different kind: articles, messages, letters, notes, forms, and signs that are at their level of proficiency or a little higher.

• They should be able to write single words, notes, brief messages, paragraphs and letters in order to provide or express information related to contexts, topics and situations familiar and relevant to them.

• They will have the opportunity to do activities on the platform Connect 2 at home and in class.

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Teacher profileA teacher from the Juniors Program is a person who enjoys teaching, has a very good command of the English language and training in ELT. Specific training in teaching children and adolescents and previous experience with the target age groups are preferable and highly recommended.

A teacher from the juniors program should be responsible, cooperative, creative, patient, have good classroom management skills, and be willing to work on his/her professional development. Therefore, PROULEX encourages teachers to attend seminars, conventions and/or courses related to language teaching, and it provides teachers with in-service training.

Student profileAdolescent students come from different socio-cultural and educational backgrounds. They come from lower middle class and higher middle class, so some of them go to public junior high schools, while others go to private schools. English is part of the curriculum in both type of schools, but the number of contact hours, the materials and the methodology are very likely to vary. Therefore, students’ prior knowledge of English varies. There might be true and false beginners, and sometimes it is necessary to administer a placement test.

Generally speaking, all students are sent by their parents (they are forced to come). Nevertheless, adolescents are aware of the generalized need to learn English, thus most of them have instrumental motivation, and if they have a good experience at PROULEX, their motivation becomes integrative. PROULEX teachers’ personality, methodology, and classroom management practices have an important role here. They can have a positive impact on those adolescents who join PROULEX with little motivation and a negative attitude towards the language due to their previous English learning experiences.

Students’ most common interests are technology, music, movies, sports, famous people, internet, television, fashion, video games, and food. Additionally, one of the aspects students enjoy the most about PROULEX is the opportunity to make new friends. For that reason, teacher’s ability to establish a good rapport not only with students, but among students is very valuable.

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DisciplineIn order to favor good discipline in the classroom it is necessary that teachers establish a discipline contract with their new groups of students. These need to be involved in the contract design as to avoid imposing rules and to promote a positive and cooperative attitude towards the contract. Below is a list of standard PROULEX rules and their consequences.

In all cases teachers need to explain the meaning of the rules, make sure students understand what they mean and explain the reasons for each rule to their students. In the rules below, each number indicates the action to be taken each time the inappropriate behavior is repeated by the same student.

a) Eat / drink outside the classroom (not in class, including last day of course)

1. Reminder: Ask student to put the food/drink away.

2. Confiscate: Take the food/drink away and return it when going to break or after class.

3. Throw away: Have the student throw his/her food/drink away.

b) Always keep cell phones in your bags during class or any other gadget such as tablets, magazines, video games, etc.

1. Reminder: Ask student to put his/her stuff away.

2. Confiscate: Take the gadget away and return it when going to break or after class.

3. Confiscate: Take the gadget to coordination. The student and his/her parent have to pick it up there.

c) Respect classmates and teacher. Some common misbehavior is fooling

around, distracting others, getting off task, not paying attention to teacher, taking or hiding belongings from their owners, etc.

1. Reminder: Ask student to apologize, give things back or get back to work, depending on the situation.

2. Warning: Move student to a different place. During break or after class, talk to student to make him/her aware

of his/her behavior and why it is not appropriate. In addition, you could keep student from participating in a game due to his/her behavior or write his/her name up on the board.

At the end of the class, students whose name is on the board will have extra homework, which will count for the final grade.

3. Academic coordination: Take student to coordination to discuss why his/her behavior is not acceptable and what we expect of him/her.

4. Parents: Send a note for parents requesting to talk to them or have coordination (or somebody else) call parents for you.

d) Use English in class. We can be flexible, depending on

students’ level and important needs to communicate something. In other words, the consequences can be considered when students speak Spanish unnecessarily.

1. Reminder or: Do not answer questions in L1. / Have students monitor each other’s use of L1 / Praise students who do speak English.

2. Warning: Talk (again) about the reasons for the use of English.

3. Board: Write student’s name up on the board. If he/she reduces the use of L1 and makes an effort to practice what he/she knows in L2, erase the name by the end of the class. If not, assign any extra homework you consider relevant and useful for the student. Not doing this extra homework will affect student’s grade negatively.

4. Academic coordination: Take student to coordination to talk about the reasons for this rule and how the student can benefit from trying to use English.

e) Levels in the program. 1-15. Students will receive a diploma after

they finish level 15.

OTHER OPTIONS:Teachers may add other rules depending on the groups they get or what they consider important, for example: arriving on time. The list of rules should be kept short, and it is highly recommended to discuss it with Academic Coordination in advance.

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In the case of more disrespectful behavior or serious offenses, we can use different consequences depending on each situation, and those need to be also discussed by Academic Coordination and the principal from the school.

AVOID: • Penalties which involve bringing money,

candy, cookies, food, etc.• Punishments such as making the student

stand up in a corner or in the middle of the classroom or having the student write a sentence down a hundred times.

• Having students who are eating or drinking in class share their food or drink with others.

• Deducting points for using Spanish. This is not part of the grading criteria.

• Giving extra points for any reason.• Sending PJ students out of the classroom

(by themselves).• Sending students for exams or copies.• Giving so many permissions to go out

and drink water to the same student during one hour. It is necessary to remind students to go to the restroom and drink water during break time.

• Leaving students in the classroom during break time unless they are sick.

• Videos not included in the program unless the material used is authorized by academic coordination with a lesson plan.

MethodologyELLevate English provides instruction based in real-life experiences and is designed to transform students’ understanding of the language through practical, inspiring and multi-dimensional coursework, making the learning experience truly engaging and immersive. ELLevate English also makes use of a wide range of multimedia, including audio, video, games and interactive assessments to promote the development of important 21st century skills like critical thinking, collaboration, communication, creativity, and digital literacy, as well as the four main skills of the language: reading, writing, listening and speaking. ELLevate English provides an open, configurable platform and flexibility for teachers to create, modify and enhance coursework for their specific classroom needs. The platform is Connect 2. Teachers also will have access to powerful data analytics, enabling them to target instruction where students need it most and increase overall student engagement and progress.

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MaterialsThis program uses a special PROULEX edition of the series ELLevate by McGraw-Hill Education. The series includes:

VComponents (digital)1. Interactive student book (laptops,

smartphones, tablets)2. Connect 2 platform3. Offline teaching tool (e-book)4. Interactive Workbook (laptops,

smartphones, tablets)5. Online Teacher´s book6. Interactive games and projects7. Videos

Components (printed)1. Student book2. Workbook

Exams contentThe table below indicates the units to be covered for both midterm and final exams in all levels.

ELLevate Proulex CEFR Midterm Final Book Level exam exam 1 1 A 1 Units 1-2 1/2 Units 2 1/2-3 (grammar) 1 2 A 1 Units 4-5 1/2 Units 5 1/2-6 (grammar) 1 3 A 1 Units 7-8 1/2 Units 8 1/2-9 (grammar) 1 4 A 1 Units 10-11 1/2 Units 11 1/2-12 (grammar) 2 5 A 2 Units 1-3 Units 4-6 2 6 A 2 Units 7-9 Units 10-12 3 7 A 2-B 1 Units 1-3 Units 4-6 3 8 A 2-B 1 Units 7-9 Units 10-12 4 9 B 1 Units 1-3 Units 4-6 4 10 B 1 Units 7-8 1/2 Units 8 1/2-9 (grammar) 4 11 B 1 Units 10-11 1/2 Units 11 1/2-12 (grammar) 5 12 B 1-B 2 Units 1-2 1/2 Units 2 1/2-3 (grammar) 5 13 B 1-B 2 Units 4-5 1/2 Units 5 1/2-6 (grammar) 5 14 B 1-B 2 Units 7-8 1/2 Units 8 1/2-9 (grammar) 5 15 B 1-B 2 Units 10-11 1/2 Units 11 1/2-12 (grammar)

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Class Grade level on platform Global Core Product Proulex CEFR Connect2 ELLevate Grade Level

ELLevate Proulex Level 1 Middle & High School Level 1 A1 7th ELLevate Proulex Level 2 ELLevate Proulex Level 3 ELLevate Proulex Level 4

ELLevate Proulex Level 5 ELLevate Middle & High School Level 2 A1 Y A2 8th ELLevate Proulex Level 6

ELLevate Proulex Level 7 ELLevate Middle & High School Level 3 A2 9th ELLevate Proulex Level 8

ELLevate Proulex Level 9 ELLevate Middle & High School Level 4 A2 Y B1 10th ELLevate Proulex Level 10 ELLevate Proulex Level 11

ELLevate Proulex Level 12 ELLevate Middle & High School Level 5 B1 11th ELLevate Proulex Level 13 ELLevate Proulex Level 14 ELLevate Proulex Level 15

No solicitado ELLevate Middle & High School Level 6 B1 Y B2 12th

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How to shorten URL code to add studentsStep 1 Copy URL code

Step 2 Go to: https://goo.gl/

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Step 3 Paste URL code, click on I’m not a robot, verify with an image and click on shorten URL

Step 4 You have a shortened URL code which you can give your students to avoid mistakes with a long URL

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Daily plannersThe daily planners vary according to the number of units to be covered in each level. Following are the planners corresponding to calendars A and B, which are followed by those for Saturdays.

Calendars A and BLevels 1 and 4 Day 1 Day 2 Day 3 Day 4 Day 5 Unit 1/4/7/10 Unit 1/4/7/10 Unit 1/4/7/10 Unit 1/4/7/10 Unit 2/5/8/11

Day 6 Day 7 Day 8 Day 9 Day 10 Unit 2/5/8/11 Unit 2/5/8/11 Unit 2/5/8/11 Unit 2/5/8/11 ME Review Unit 2/5/8/11 Day 11 Day 12 Day 13 Day 14 Day 15 Unit 2/5/8/11 Unit 2/5/8/11 Unit 2/5/8/11 Unit 3/6/9/12 Unit 3/6/9/12

Day 16 Day 17 Day 18 Day 19 Day 20 Unit 3/6/9/12 Unit 3/6/9/12 Unit 3/6/9/12 Review LA SA SA FE Final grades

Levels 5 to 9 Day 1 Day 2 Day 3 Day 4 Day 5 Unit 1/7 Unit 1/7 Unit 1/7 Unit 2/8 Unit 2/8

Day 6 Day 7 Day 8 Day 9 Day 10 Unit 2/8 Unit 3/9 Unit 3/9 Unit 3/9 ME Review Unit 4/10 Day 11 Day 12 Day 13 Day 14 Day 15 Unit 4/10 Unit 4/10 Unit 5/11 Unit 5/11 Unit 5/11 Unit 6/12 Day 16 Day 17 Day 18 Day 19 Day 20 Unit 6/12 Unit 6/12 Unit 6/12 Review LA SA SA FE Final grades

Levels 10 to 15 Day 1 Day 2 Day 3 Day 4 Day 5 Unit 1/4/7/10 Unit 1/4/7/10 Unit 1/4/7/10 Unit 1/4/7/10 Unit 2/5/8/11

Day 6 Day 7 Day 8 Day 9 Day 10 Unit 2/5/8/11 Unit 2/5/8/11 Unit 2/5/8/11 Unit 2/5/8/11 ME Review Unit 2/5/8/11 Day 11 Day 12 Day 13 Day 14 Day 15 Unit 2/5/8/11 Unit 2/5/8/11 Unit 2/5/8/11 Unit 3/6/9/12 Unit 3/6/9/12

Day 16 Day 17 Day 18 Day 19 Day 20 Unit 3/6/9/12 Unit 3/6/9/12 Unit 3/6/9/12 Review LA SA SA FE Final grades

ME = Midterm ExamSA = Speaking AssessmentFE = Final ExamLA = Listening Assessment

SaturdaysLevels 1 and 4 Day 1 Day 2 Day 3 Day 4 Unit 1/4/7/10 Unit 1/4/7/10 Unit 2/5/8/11 Review Unit 2/5/8/11 ME Unit 2/5/8/11 Day 5 Day 6 Day 7 Day 8 Unit 2/5/8/11 Unit 3/6/9/12 Unit 3/6/9/12 Unit 3/6/9/12 SA LA Review SA FE Final grades

Levels 5 to 9 Day 1 Day 2 Day 3 Day 4 Unit 1/7 Unit 1/7 Unit 2/8 Unit 3/9 Unit 2/8 Unit 3/9 Review ME Day 5 Day 6 Day 7 Day 8 Unit 4/10 Unit 5/11 Unit 6/12 Unit 6/12 SA LA Review SA FE Final grades

Levels 10 to 15 Day 1 Day 2 Day 3 Day 4 Unit 1/4/7/10 Unit 1/4/7/10 Unit 2/5/8/11 Review Unit 2/5/8/11 Midterm exam Unit 2/5/8/11 Day 5 Day 6 Day 7 Day 8 Unit 2/5/8/11 Unit 3/6/9/12 Unit 3/6/9/12 Unit 3/6/9/12 SA LA Review SA FE Final grades

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Grading criteriaStudents are evaluated through the following elements. The minimum passing grade is 80.

Midterm exam 20%

Final exam 20%

Listening assessment 10%

Portfolio 10%

Ongoing oral assessment 10%

Formal oral assessment 10%

Online Work 10%

Homework 10%

Total 100%

PortfolioThe portfolio includes two pieces of written work that students need to develop throughout the course. The procedure for each piece of work is as follows.

1. Teacher assigns a written work and a due date. The writing task needs to have a clear objective and is it is pre-selected by the teacher in the book. It is marked in the book. Students do their work and hand it in to the teacher.

2. Teacher gives formative feedback (comments on presentation, content and task fulfillment) and marks linguistic mistakes (grammar, vocabulary, spelling, and punctuation) by using correction symbols that need to be presented to students in advance.

3. Students rewrite and resubmit their piece of work.

4. Self-evaluation.

Presentation = 1 point Clear handwriting (if not typed), clean, and organized

Task fulfillment = 2 points Completeness of the task

Proof-reading and edition = 1 pointCorrected and improved after teacher’s feedback (Feedback for first draft will be on presentation, task fulfillment, content, and linguistic areas: grammar, vocabulary, spelling and punctuation)

Submitted on due date = 1 pointTeacher may modify the score if he/she thinks it does not cover all of the aspects mentioned above.

Ongoing oral assessmentThis is formative assessment that is carried out throughout the course. It focuses on attitude, cooperation, and performance. That is, it assesses non-linguistic factors that also have an impact on students’ performance when working with speaking activities. By being formative, the objective of this type of assessment is to help students improve in the different areas it includes. The specific guidelines and the corresponding form are available in Academic Coordination.

Online Work: Assignment Categories on Platform (Configure settings)

The percentage is the result for Online Work.

Assignment Percentage Points

Grammar 20% 2

Vocabulary 20% 2

Listening 20% 2

Reading 20% 2

Writing 20% 2

Total 100% 10

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Administration of exams and assessments

Before1. Request exam binder from the office

before the class begins. 2. Verify that the binder has enough exam

copies for all your students. 3. In the case of listening assessments,

tracks are online and in the computer in the classroom, as well.

4. Have students help you arrange chairs in a traditional classroom seating arrangement.

5. Instruct students to put all their material away (schoolbags, books, cell phones, tablets etc.), except for a pencil and an eraser. Wait until everybody has done so before distributing the exam or assessment.

During6. Hand out the exams.7. Go over the instructions from each

section in order to clarify any possible question. If necessary, explain the examples that might be included.

8. Ask students to be silent during the exam. Indicate that cheating is penalized by invalidating the exam. Trying to take photos or copying questions from the exam to take them away may involve a more serious disciplinary action.

9. Indicate students how much time they have to answer.

10. Take a proctor role.11. If students finish the exam before the time

is up, they have to stay in the classroom. They need to continue being silent, and cannot take out their books. They may leave to go to the bathroom or drink water, but students must come back to the classroom.

12. You can start marking the exams from the first three students who finish. These marked exams can be used as answer keys for you to mark the rest of the exams at home.

After13. Make sure you collect all the exams.14. Return binder with exams in numerical

order and the answer key to the office right after class.

15. Handout results the following class.16. Hand in answer sheets to academic

coordination office in order to keep in a folder with your name throughout the course.

Allotted time for exams and assessments

Exam type Duration

Midterm exam 1 hr

Final exam 1 hr

Formal oral assessment 2 hr

Listening assessment 30 min

Key for recording grades on the attendance list

Midterm exam ME

Final exam FE

Listening assessment LA

Portfolio P

Ongoing oral assessment OO

Formal oral assessment FO

Online Work OW

Homework H

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Online formsThere are several online forms that teachers need to fill out throughout each course. The forms are added on the platform following the next procedure:

Step 1

Log in Step 2

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Click on Dashboard Step 2

Click on Messages icon

Step 3 Click on Compose

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Step 4 Click on blue box to find contacts (Students)

Step 5 Click on attach and upload form

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Step 5 Type message

Step 6 Click on Send message

These are the following forms:

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Mandatory 1. Boleta de calificaciones (Report card) Teachers record students’ performance

throughout the course, as well as their exam and assessment grades. This form is in Spanish, because it is directed to students’ parents who reply they have received it in students’ accounts. Specific guidelines to fill out the form are available in manual.

2. Homework record This is for teachers to keep record of the

homework students do, because it is part of the grading criteria.

Example:

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Example:

3. Ongoing oral assessment As indicated above, this form is to record

students’ performance during speaking activities throughout the course. See Ongoing Oral Assessment Section.

4. Student management record This is to record key characteristics of

each student so that the following teacher gets information about his/her group to be. The form is filled out at the end of the course and is printed so it is handed to the coordinator. The coordinator will be in charge of giving it to the next teacher as a reference of the student.

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When necesarry1. Inasistencias (Absences) It is to inform students they have reached

the maximum number of absences allowed per course. The form is in Spanish, because it needs to be read by parents and they need to send a reply or write a note they have received it.

2. Incumplimiento de tareas (Lack of homework notice)

In case there are students who constantly miss homework, teachers need to notify parents through this form.

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3. Reporte (Warning) It is for students who are very disruptive

and have not improved their behavior after being warned. It can also be used when a student causes a serious problem, even if it is the very first time. The form is in Spanish, since it is directed to parents, who have to reply or write a note.

4. Portfolio It is to record grades from the students’

portfolio tasks. It is optional, because the information is to be recorded directly in the Excel report online (report card)

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Guía para llenar la boleta de calificaciones

Instrucciones generales1. Al inicio de cada curso, se deben explicar

a los alumnos que esta boleta estará en la plataforma en la cuenta de cada alumno.

2. La boleta se encuentra en archivo Excel y hay que llenar los datos de cada alumno en la parte superior (su nombre, nombre del maestro, calendario, y nivel).

3. Se explica a los alumnos que el maestro llenará sus boletas cada dos semanas y que es necesario que la enseñen a sus padres y ellos respondan de enterado.

4. El maestro deberá proteger los archivos de Excel una vez que haya llenado la información para evitar que los alumnos cambien calificaciones o anotaciones. Los pasos para proteger el archivo son los siguientes:

Paso 1 Ir a la pestaña de Revisar

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Paso 2 Dar click en Proteger hoja

Paso 3 Ingresar una contraseña y dar click en aceptar.

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Paso 4 Se vuelve a ingresar la contraseña y se da click en aceptar. (Ya queda bloquedo el archivo para evitar modificaciones.

Los pasos para desbloquear el archivo y agregar información son los siguientes:

Paso 1 En la pestaña Revisar se debe dar click en Desproteger hoja

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Paso 2 Ingresar de nuevo la misma contraseña con que se bloqueó el archivo y dar aceptar. (el archivo ya se puede modificar)

Nota: Son los mismos pasos para proteger cualquier forma en Excel.

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Instrucciones específicasLa siguiente tabla muestra una descripción de la escala de evaluación de la boleta de calificaciones. Es una guía para que el maestro evalúe de manera más objetiva el desempeño de sus alumnos y también servirá para explicar el desempeño a los padres de familia, cuando sea requerido, aunque estos tendrán una copia de esta tabla.

Desempeño general

MB Muy bien

B Bien

R Regular

NSNo satisfactorio

Asistencia Sin faltas ----- 1 falta 2 ó más faltas

Puntualidad Sin retardos 1 retardo 2 retardos 3 ó más retardos

Participación

Siempre trabaja eficientemente (ya sea de manera activa o reservada).

Trabaja eficientemente, pero a veces se distrae.

Trabaja con pausas a causa de distracciones constantes o falta de concentración.

No trabaja en clase a pesar de las instrucciones continuas del maestro.

Conducta Cumple con las reglas de conducta.

Rara vez tiene comportamiento no aceptable.

Algunas veces tiene comportamiento no aceptable. Es necesario llamarle la atención.

Es indisciplinado en casi todo momento. No cumple con las reglas de conducta.

Tareas Cumple con todas las tareas.

Faltó una tarea o estuvo incompleta.

Trae tareas incompletas o a veces no las hace.

No hace tareas.

Desempeño por habilidad MB B R NS

Expresión oral Sin ninguna dificultad para reconocer, entender y/o producir el idioma (de acuerdo al nivel).

Tiene poca dificultad para reconocer, entender y/o producir el idioma.

Algunas veces le cuesta trabajo reconocer, entender y/o producir el idioma.

Casi siempre le cuesta trabajo reconocer, entender y/o producir el idioma

Comprensión auditiva

Lectura