Week Seven
Around Town & Communities
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| I love using the episode THE WEDDING during this theme. Here is a link to the WANY website: The Wedding A Jazz Chant: The Wedding Jazz Chant Key Lines from all the episodes: WANY Key Lines Discussion pictures from all the episodes: Discussion Pictures |
TEACHING RESOURCES
I love using Tongue Twisters in class. I couldn't resist sharing these with you when I came across these this week:
Larry Ferlazzo: The Best Ways To Use Tongue Twisters With ELLs
70 Tongue-Twisters From 70 Countries
TEACHER SHARE
HUB Manager Stephanie Burnes will be sharing some COOPERATIVE LEARNING ACTIVITIES with us each week.
TEACHER READING
HUB Manager Stephanie Burnes will be sharing some COOPERATIVE LEARNING ACTIVITIES with us each week.
30-Second Speech
Grouping structure: Individuals → Partners
Main modality or function: Speaking
Suggested WIPEAR segments: Warm-Up/Review, Practice, Evaluation/Student Reflection
The 30-Second Speech is a strategy to give intentional and extended ‘think time’.
It allows students process time so that their thinking is more organized and goes deeper than a surface response.
It allows students process time so that their thinking is more organized and goes deeper than a surface response.
30-Second Speech works like this:
Students have just been given new information or content (maybe from reading, a video clip, a lecturette, etc.) and you know they need time to make sense of this new content.
You, as the teacher, pose a question to the class and ask them to “Plan a 30-second speech.”
Students can jot down thoughts or just quietly examine their thinking.
Students are then paired-up (A/B partners; shoulder buddies; whatever grouping makes sense) and each person gives their 30-second speech to their partner.
Students have just been given new information or content (maybe from reading, a video clip, a lecturette, etc.) and you know they need time to make sense of this new content.
You, as the teacher, pose a question to the class and ask them to “Plan a 30-second speech.”
Students can jot down thoughts or just quietly examine their thinking.
Students are then paired-up (A/B partners; shoulder buddies; whatever grouping makes sense) and each person gives their 30-second speech to their partner.
The opportunity to orally process information and engage in social interaction is aligned with brain research that informs us that much learning occurs during social interaction.
TEACHER READING
On February 16, Working Papers in Applied Linguistics & TESOL had the great pleasure of interviewing Dr. Roy Lyster, the invited speaker for the APPLE Lecture Series hosted by the Applied Linguistics and TESOL Program at Teachers College, Columbia University.
You can see the interview with Dr. Lyster on our YouTube channel.
CLASSROOM SHOWCASE
This week Lizz Kaune at BLC shared some work from her level 1/2 class:
Just wanted to share something my class worked on the past few weeks. Our librarian put them on display at BLC. Another teacher suggested I share it for the blog.
Health care pioneers for black history month
The grammar focus was on sentences like... I was born on... I was born in... I was (profession in my country)... I graduated from... Sentences that you must talk about in the past. Example, you can't say "I am born".
This week Lizz Kaune at BLC shared some work from her level 1/2 class:
Just wanted to share something my class worked on the past few weeks. Our librarian put them on display at BLC. Another teacher suggested I share it for the blog.
Health care pioneers for black history month
The grammar focus was on sentences like... I was born on... I was born in... I was (profession in my country)... I graduated from... Sentences that you must talk about in the past. Example, you can't say "I am born".
And then the vocabulary was health care professions (nurse, doctor, surgeon, pediatrician, etc).
The biographies on the internet were a little too difficult for them so I made simpler sentences and we just focused on locating the verbs in each sentence. You can see them in green on the poster board. Subject first and then verb.
I cut up the simple sentences and they put them in order and then glued them to the poster board. This helped keep it simple.
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| This is a handout that the students used to find out information about each health care pioneer. It was a carousel activity: two students stayed at the table to present and the other two walked around gathering information (circling the correct answer). Then we stopped, talked about how it went, and then switched. The other two students from the group stayed at the table and the other two did the carousel. |
Angela Thompson shared this from her Harlem level 5/6 class.
They were researching volunteer organizations. I think Read Across America is coming up, so they were doing research ways to participate as well.
Want to have your class featured? Please send me pictures, and be sure to include the branch name and level. I need them by the end of the business day on Wednesday.
If I already have enough submissions for the week- that just means your pictures will be published the next week.
Personally, I think the pictures that you share are the best part of the blog.
Thank you! elizabethschade@nypl.org
END QUOTE
“A teacher affects eternity: He can never tell where his influence stops”
Henry Adams
“A teacher affects eternity: He can never tell where his influence stops”
Henry Adams
Thank you for all that you do! Have a great week!
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TEACHER HUB is a weekly blog of resources and information for instructors and staff of the English for Speakers of Other Languages (ESOL) and Adult Literacy (ABE) programs of the New York Public Library in the Bronx, Manhattan and Staten Island
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