1. TheSecondary The Secondary Cycle One Core (ESL) and Enriched (EESL) Programs Regional Workshop #2 -2005 An Introduction to the Response, Writing and Production Processes

2. The good teacher explains. The good teacher explains. The superior teacher demonstrates. The superior teacher demonstrates. The great teacher inspires. The great teacher inspires.

3. Discover how the Response, Writing and Production Processes help students develop the three ESL competencies Goal of the Workshop

4. Workshop Agenda  A A A Activate prior knowledge of the PFEQ  S S S Skim through the Related Content of the Core ESL program  R R R Read the Response, Writing and Production Processes  D D D Discover and use the Response Process  L L L LUNCH  R R R Review the Writing Process  D D D Discover the Production Process  R R R Reflect on the day  E E E Evaluate the day

5. Action Cards Write down:  N N N New ideas  R R R Resources  B B B Books  S S S Something someone said  N N N Next step in class  …

6. Activating Prior Knowledge About the PFEQ  In your group, brainstorm the answers to your three questions.

7. P. 187 to 193  Culture  Language Repertoire  Strategies  Response Process  Writing Process  Production Process  Texts Skimming the Related Content Of the Core Program

8. What is a text? The term “text” refers to any form of communication - spoken, written and visual - involving the English language Authentic texts refer to materials that reflect natural speech or writing as used by native speakers. Teacher-made or adapted materials may qualify as authentic if they resemble real- world texts students will encounter. What does ‘authentic’ mean?

9. Read the three Processes in the Core program: Core: p. 190 to 192 SQUIRT S ustained, Q uiet, U ninterrupted I ndividual R eading T ime

10. Discovering the Response Process How have cartoons changed since we were children?

11. 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

12. 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?

13.  Using a Response Process 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.

14. Read the Response Process in the EESL program: EESL: p. 215 & 216 Compare with Core Response Process Core: p. 190

15. Discovering the Response Process  What Key Features of Reinvests Understanding of Texts did you activate? Understanding of Texts did you activate? (Core Program, p. 183) (Core Program, p. 183)  How could you represent understanding?

16.  Exploring the Text: p. 11 & 12  Establishing a Personal Connection with the Text: p. 13 & 14  Generalizing Beyond the Text: p. 15  Different Reinvestment Tasks: p. 18  Characteristics of Great Questions: p. 24 Discovering the Response Process Handbook

18. Using a Response Process  Choose a text.  Decide on how to prepare students to read the text (pre-reading). the text (pre-reading).  Find guiding questions and prompts for each phase of the Response Process. for each phase of the Response Process.  Use the Core & EESL Programs and The Response Process Handbook The Response Process Handbook to help you. to help you.  What are some possible reinvestment tasks? tasks?

19. 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?  On your Action Card - Knowing what I now know about the - Knowing what I now know about the Response Process, how will I exploit Response Process, how will I exploit the texts I already use? the texts I already use? - What will I do differently? - What will I do differently?

20. Why do students need a Writing Process?

21. The Writing Process The phases…  Preparing to write  Writing the draft(s)  Revising  Editing  Publishing The movie Ice Age…

22. Compare the Writing Process in both programs: Core: p. 191 EESL: p. 217

23. Reflection on the Writing Process  What challenges do students have when they write?  What can I do to support the students in their writing?

24. The Production Process  How is the Production Process different from the Writing Process? different from the Writing Process?  Why do you think the Production Process is included in the ESL programs? is included in the ESL programs?

25. The Production Process The phases…  Preproduction  Production  Postproduction

26. Compare the Production Process in both programs: Core: p. 192 EESL: p. 218

27. Look at the Key Features for Competency Three, Writes and Produces Texts, in both programs: Core: p. 185 EESL: p. 209

28. Develop a TV commercial for a new product  Choose an item  Decide on target audience  Name the product  Write a Focus Sentence  Design a television ad for your product  Create the storyboard for your ad  Present your product & storyboard Production Process Activity Instructions

29. Reflection on the Production Process What is new for you in the Production Process?

30. Discover how the Response, Writing and Production Processes help students develop the three ESL competencies Reminder of Goal of the Workshop

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

32. Break Time Break Time Please be back in 10 minutes…

33. Lunch Lunch Please be back in 1 hr & 15 mins…

34. While you are waiting… On your Action Card, answer the following questions:  Based on what I learned this morning, what will I try out in the classroom? what will I try out in the classroom?