Building Understanding of C2… C2 … the Final Word! Anne Millette Derek Wright

Day 2 Morning Agenda (PB Cover)  Welcome  Activating Prior Knowledge – The Three Pillars that Support Development of C2  The Strongest Man in the World! – Louis Cyr  The Strongest Competency in the World! C2 – Reinvests understanding of texts C2 – Reinvests understanding of texts  Consolidating Learning

The great aim of education is not only knowledge but action. Herbert Spencer

The great aim of architecture is not shelter but art. Unknown

doric Order

ionic Order

Corinthian Order

C2 C2 Order

Morning’s Goals Explore the three pillars that support the development of C2 – Reinvests understanding of textsExplore the three pillars that support the development of C2 – Reinvests understanding of texts Actively reflect on our practices in terms of facilitating students’ development of C2Actively reflect on our practices in terms of facilitating students’ development of C2

Activating Prior Knowledge – Part A (PB 1) C2 CONSTRUCTION OF MEANING DEMONSTRATION OF UNDERSTANDING REINVESTMENT

Acitvating Prior Knowledge (PB 1) Participants who were present on Day 1, explain the concept of the three pillars to the rest of the team.Participants who were present on Day 1, explain the concept of the three pillars to the rest of the team. New participants take notes.New participants take notes.

- Construction ofMeaning - Text - Understanding - Strategies- Understanding - Reinvestment of Understanding- Text- Display - Demonstration of Understanding- Transformation- Teacher & Peers Activating Prior Knowledge – Part B (PB 2) C2

ConstructionofMeaning Demonstration of Understanding ReinvestmentofUnderstandingTextTextText Teacher & Peers UnderstandingUnderstanding StrategiesDisplayTransformation Activating Prior Knowledge – Part B (PB 2) C2

Reinvestment Task 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 read the text Activit y A Zoom through the text Activit y B (PB 4) Activit y C Predictions

C2 The 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? Activit y A Important words & details Activit y B (PB 6 – 8) Speech bubbles & narrator’s comment s Activit y C The text & you Activit y D The text & the world Activit y E

C2 The 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 character ! 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

C2 The 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

ConstructionofMeaning Demonstration of Understanding ReinvestmentofUnderstanding C2 Consolidating Learning (PB 13)

Have a good lunch!

C2 UNDERSTANDING DEMONSTRATION REINVESTMENT