Building Understanding of Building Understanding of C2…C2…

C2C2… … the the FinalFinal Word! Word!

Anne MilletteAnne MilletteDerek WrightDerek Wright

Day 2 Morning AgendaDay 2 Morning Agenda (PB Cover)(PB Cover)

WelcomeWelcome

Activating Prior Knowledge – The Three Activating Prior Knowledge – The Three Pillars that Support Development of C2Pillars that Support Development of C2

The Strongest Man in the World! – Louis CyrThe Strongest Man in the World! – Louis Cyr

The Strongest Competency in the World! The Strongest Competency in the World! C2 – Reinvests understanding of textsC2 – Reinvests understanding of texts

Consolidating LearningConsolidating Learning

The great aim of The great aim of education education

is not only knowledge is not only knowledge but actionbut action. .

Herbert SpencerHerbert Spencer

The great aim of The great aim of architecture architecture

is not shelter but is not shelter but artart. .

UnknownUnknown

doric Order

ionic Order

Corinthian Order

C2C2 Order

Morning’s GoalsMorning’s Goals

• Explore the three pillars that support Explore the three pillars that support the development of the development of C2 –C2 – Reinvests Reinvests understanding of textsunderstanding of texts

• Actively reflect on our practices in Actively reflect on our practices in terms of facilitating students’ terms of facilitating students’ development of C2 development of C2

Activating Prior Activating Prior Knowledge – Part AKnowledge – Part A

(PB 1)(PB 1) C2CO

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Acitvating Prior Knowledge Acitvating Prior Knowledge (PB 1)(PB 1)

• Participants who were present on Participants who were present on Day 1, explain the concept of the Day 1, explain the concept of the three pillars to the rest of the team.three pillars to the rest of the team.

• New participants take notes.New participants take notes.

- Construction - Construction ofof

MeaningMeaning

- Text- Text - Text- Text

- - UnderstanUnderstan

dingding

- Strategies- Strategies - Understanding- Understanding- Reinvestment of Understanding- Reinvestment of Understanding - Text- Text - Display- Display- Demonstration of Understanding- Demonstration of Understanding - Transformation- Transformation - Teacher & - Teacher & PeersPeers

Activating Prior Activating Prior Knowledge – Part BKnowledge – Part B

(PB 2)(PB 2) C2

Construction Construction ofof

MeaningMeaning

DemonstratioDemonstration of n of

UnderstandinUnderstandingg

ReinvestmentReinvestmentofof

UnderstandinUnderstandingg

TextText TextText TextText

Teacher & Teacher & PeersPeers

UnderstandinUnderstandingg

UnderstandinUnderstandingg

StrategiesStrategies DisplayDisplay TransformatioTransformationn

Activating Prior Activating Prior Knowledge – Part BKnowledge – Part B

(PB 2)(PB 2) C2

Reinvestment TaskReinvestment TaskWhat a Character!What a Character!

You are going to create two new speech bubbles for two

characters. You will consider:

• storyline • characters’ personality traits• text components

(PB 3)

Trigger Questions

• Who was Louis Cyr?

• Why was he famous?

•When was he famous?

C2 The Strongest Man in the World! – Louis Cyr

Focus: Skim, Scan, Predict

• Activity A – Identify text components

• Activity B – Identify key elements

• Activity C – Predictions

Text + Peers & Teacher+ Strategies

Construction of Meaning Don’t

readthe text

Activity A

Zoom through the text

Activity B

(PB 4)

Activity C Predictions

C2The Strongest Competency in the World! FIRST PILLAR

In the pillar, write the elements from the Core ESL program that help students Construct Meaning

of texts.

(PB 5)

ESL Competencies

Related Content

Construction of Meaning

• Culture

• Functional Language

• Focus on Form

• Strategies

• Response Process

• Texts

C2 – Key Features• Listens to, reads and/or views texts• Constructs meaning of the text

C2 – Evaluation Criteria• Use of communication and learning strategies• Use of resources

C1 – Interacts orally in English

C2 The Strongest Man in the World! – Louis Cyr

Focus: Sequence, Scan, Compare, Connect, Generalize

• Activity A – Determine sequence of events

• Activity B – Understand important details & words

• Activity C – Compare speech bubbles and narrator’s comments

• Activity D – Connect to the story

• Activity E – Generalize beyond the story

Text + Understanding + Display

Demonstration of understanding

What’s

next?

Activity A

Important words

& details

Activity B

(PB 6 – 8)

Speech bubbles

& narrator’

s commen

ts

Activity C

The text &

youActivit

y D

The text &

the world

Activity E

C2The Strongest Competency in the World! SECOND PILLAR

In the pillar, write the elements from the Core ESL program that help students

DEMONSTRATE UNDERSTANDING

of texts.

(PB 9)

ESL Competencies

Related Content

Demonstration of Understanding

• Culture

• Functional Language

• Focus on Form

• Strategies

• Response Process

• Texts

C2 – Key Features• Constructs meaning of the text

C2 – Evaluation Criteria• Evidence of comprehension of texts• Use of communication and learning strategies• Use of resources

C1 – Interacts orally in English

C2 The Strongest Man in the World! – Louis Cyr

Focus: Plan, Select, Organize, Adapt:

• ideas • information • language

• text components

• Activity A – Complete the Planning Chart

• Activity B – Create your two new speech bubbles

Text + Understanding + Transformation

Reinvestment of understanding

What a characte

r!

Activity B

C’MON LOUIS, LET’S SHOW THESE GUYS

WHAT REINVESTMENT IS ALL ABOUT.

GEE GRANDPA, I HOPE I’M JUST AS

SMART AS YOU WHEN I’M BIG…

AND STRONG TOO!(PB 10 – 11)

Planning Chart

Activity A

C2The Strongest Competency in the World! THIRD PILLAR

In the pillar, write the elements from the Core ESL program that help students

REINVEST UNDERSTANDING

of texts.

(PB 12)

ESL Competencies

Related Content

Reinvestment of Understanding

• Culture

• Functional Language

• Focus on Form

• Strategies

• Writing Process

• Production Process

• Texts

C2 – Key Features• Constructs meaning of the text• Represents understanding of the text

C2 – Evaluation Criteria• Evidence of comprehension of texts• Use of understanding from texts appropriate to the task• Use of communication and learning strategies• Use of resources

C1 – Interacts orally in English

C3 – Writes and produces texts

Focus of learning=

Focus of evaluation

Construction Construction ofof

MeaningMeaning

DemonstratioDemonstration of n of

UnderstandinUnderstandingg

Reinvestment Reinvestment ofof

UnderstandinUnderstandingg

C2Consolidating Consolidating LearningLearning (PB 13)(PB 13)

Have a good lunch!Have a good lunch!

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