TheSecondary The Secondary Cycle One Core (ESL) and Enriched (EESL) Programs SPEAQ 2005 An Introduction to the Response Process.

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Presentation transcript:

TheSecondary The Secondary Cycle One Core (ESL) and Enriched (EESL) Programs SPEAQ 2005 An Introduction to the Response Process

Discover and experiment the Response Process Goal of the Workshop

Activating Prior Knowledge  How do students come to an understanding of texts in your ESL class?

Authentic Texts The term “authentic text” refers to any form of communication—spoken, written and visual—involving the English language, and that reflects natural speech or writing as used by native speakers. The term “authentic text” refers to any form of communication—spoken, written and visual—involving the English language, and that reflects natural speech or writing as used by native speakers. Text Types  Popular – e.g. cartoons, s, songs, posters  Literary – e.g. short stories, poems, plays  Information based – e.g. advertisements, newscasts, magazines magazines

Discovering the Response Process What are some popular cartoons today?

Discovering the Response Process  What attracts your attention in this text? attention in this text?  What experiences does this text make you think of? this text make you think of?  What is the lesson of the text? of the text? ICE AGE IS COMING

Discovering the Response Process The three phases:  Exploring the text - What attracts your attention in this text? attention in this text?  Establishing a personal connection with the text connection with the text - What experiences does this text make you think of? this text make you think of?  Generalizing beyond the text - What is the lesson of the text? of the text?

 The Response Process is a framework that enables students to go beyond a literal students to go beyond a literal understanding of a text and arrive understanding of a text and arrive at a deeper, more meaningful one.

 Read the Response Process from the EESL program

Planning the Response Process The Ice Age  Find more guiding questions and prompts for each phase of the Response Process. for each phase of the Response Process.  Use the EESL program and the pages from the Response Process Handbook to help you. the Response Process Handbook to help you.

Listens to, reads, and/or views texts Constructs meaning of the text Represents understanding of the text Core ESL Program Evaluation Criteria - Evidence of comprehension of texts - Use of knowledge from texts appropriate to the task - Use of communication and learning strategies - Use of resources

Reflection on the Response Process  What are the winning conditions to help my students carry out the Response Process? students carry out the Response Process?

The time to stop talking is when people are still listening.