Section I Description of EL/Civics Teaching and … · The description section of the grid...

Section IDescription of EL/CivicsTeaching and Assessment

Activities

A Project of the Spring Institute for Intercultural Learning, 2002

EL/Civics Teaching and AssessmentActivities

The activities in the following grid can be used to teach and/or assess EL/Civics competen-cies and skills. A teaching activity becomes an assessment activity when the performance is com-pleted by the learner without the assistance of the instructor. All of the activities are standard ESL classroom instructional activities as well as assessment activities and should not be used for evaluation until learners are familiar with the activity or technique. There are a variety of ways to evaluate successful completion of a competency. For example, teachers observe learners engaged in dialogue or team activities and evaluate their interaction using listening and speaking rubrics (see Appendices). Teachers use writing rubrics to evaluate successful completion of a form or report. Learner achievement of 65 to75% accuracy in completing tasks on a worksheet, or answer-ing a series of questions correctly, or accurately identifying vocabulary from a list also documents successful completion of a competency.

The activities are grouped according to Language Skill focus: Listening; Speaking; Read-ing/ Vocabulary; Writing; and Multiple Skills. The description section of the grid identifies the activities as whole class, pair, small group, and individual.

9 A Project of the Spring Institute for Intercultural Learning, 2002

EL/Civics Teaching and Assessment Activities

Skill Focus: Listening

Activity

Active Listening (Key to the skill of understanding, active listening is at the heart of true communication. It is what makes many language learning activities effective.)

Description

Small Group, or Pairs

Active listening involves the

listener giving non-judgmentalfeedback (repeating or para-phrasing) to the speaker to be

sure that the message has been

understood. The speakerconfirms that the message was

understood or clarifies the

message.

Evaluation

· Teacher observes interaction and evaluates individual performance based on listening/speaking rubrics

· Marks checklist · Puts checklist in student

file

Examples/Context

· Newspaper article on issue of current interest

· Story of the history of a holiday

· Article about a family facing health challenges or employment issues

· Description of voter registration process, services provided by a community agency, etc.

· Strategy for getting information from a community agency on the phone, when listening to and understanding a guest speaker, when asking questions during a field trip or community meeting

10 A project of Spring Institute for Intercultural Learning, 2002


Skill Focus: Listening (continued)

Activity

Focused Listening (see Listen and Circle/Point or Search and Circle)

Listen and Answer Questions

Description

Whole Class Teacher reads aloud cue statements using target language in context. Using information from the statements, learners perform tasks on a worksheet. For example, “Starting at Main and 1st

Avenue on the map, go north two blocks, then turn right. On your worksheet, write the name of the building on the left.”

Whole class, individual Learners listen to a level-appropriate passage, a short presentation, or a video (e.g. “On Common Ground”) and answer related questions orally or in writing.

Evaluation

· Teacher checks worksheets for correct responses

· Marks checklist · Files worksheet in learner

file

· Teacher listens to individuals for correct responses

· Marks on checklist · If written, files answer

sheet in learner file

Examples/Context

· Road signs · Follow directions · Trace a map · Symptoms, diseases

(measles, mumps) · Personal Information (date

of birth, residence)

· Voter registration requirements

· Employment benefits · News story about holiday

closings or celebration



Skill Focus: Listening (continued)

Activity Description Evaluation

Listen and Circle/ Whole Class · Teacher checks forms or Point/Label Using a written passage or written passages for correct (see Search and Circle) form, learners listen to oral responses

cues and follow the instruc- · Marks checklist tions. For example, “On a · Puts in learner file paycheck, circle the hourly wage.”

Listen, Repeat, Do Pair Activity · Teacher observes and Learners give and follow evaluates individuals using

Examples/Context

· Pay checks · Voter registration require

ments · Credit card bill · Supermarket receipt

· Directions (driving instructions)

· Participate in team activities

directions using active listening listening rubric

(listen, repeat or paraphrase · Marks checklistdirections) to confirm under- · Files checklist in learnerstanding, then perform task. file



Skill Focus: Speaking

Activity Description Evaluation Examples/Context

Brainstorm Whole Class (Warm-up/introductory activ- · Issues in the community Used to generate issues to Teacher writes a topic or ity, not appropriate for assess- · Get students thinking about address in the EL/Civics lesson question on board, elicits ment) any topic and contributing and to establish what learners examples of possible answers what they already know already know about the topic. from class, writes what learners

contribute. Contributions form basis for future activities and class projects.

Cultural Comparison Small Group, Individual · Teacher observes and · Safety Primarily a learning activity Teacher asks learners to evaluates interaction in · Employment (See Discussion) describe two differences small groups using speak- · Voting

between their country and the ing or writing rubric · Holiday celebrations

U.S. in regard to a particular · Marks checklist · How a problem is solved

topic. Learners discuss in small · Files Cultural Comparison (i.e. trash pick-up, recygroups, then write information form in student file cling, etc.)in a chart that compares theircountry with the U.S. and make

oral reports.



Skill Focus: Speaking (continued)

Activity

Discovery Learning Used to introduce a topic, promotes learning through sensory experience

(See Appendix for more complete explanation.)

Discussion

(See Cultural Comparison)

Description

Whole class

Teacher provides a piece ofrealia (U.S. flag, Declaration ofIndependence, etc.). Learners

pass it around to observe

closely, feel, and smell the item.Learners volunteer words and

phrases that describe the item

and share what they know.

Whole class, small group, orpairs

Learners talk about the topic

using language they already

know. Can follow Brainstorm

to probe for more information.Discussion can be managed by

giving learners a topic and

enforce a time limit to discuss,then give a new topic.

Evaluation

(Warm-up/introductory activity, can lead into language experience or drawing activity.)

(Not appropriate for assessment. Warm-up/introductory activity to build fluency and conversation skills. )

Examples/Context

· Flag

· Recycling sign or bin

· Voter registration card

· Articles of clothing worn

for a holiday or celebration · Pamphlet from a govern

ment agency

· Compare each other’s experiences with the topic

· Explore holidays in the US




Activity

Information Gap

Interview An opportunity to gather in-depth information from another person.

Description

Pair Activity Each student has information the other needs to complete a task on a form. Without seeing the other person’s information, each student communicates information to the other person. The object is to produce a correctly completed form (or grid or worksheet) using the shared information. Students use clarification language consistently.

Pair Activity

Learners ask each other questions. Answers are used to fillout a form, questionnaire, orinformation grid or create a

graph.

Evaluation

· Teacher observes and evaluates pairs using rubrics

· Marks on checklist · Files form in student file

· Teacher observes and evaluates pairs using listening, speaking, reading or writing rubrics

· Marks on checklist · Files form and checklist in

Examples/Context

Completing: · Voter registration forms · Tax forms · Complaint forms · Inventory sheet

· Job interview · Opinion survey · Guest speaker · Classmates on specific

topics




Activity

Laser Talk Primarily a learning activity

Line Dialogue

Description

Whole Class, Pairs, Individuals Teacher provides key information about a topic in a short 1 or 2 minute “laser talk” following this outline: identify the problem, give the background causes, suggest a solution and action to be taken. Learners rehearse the main points in pairs. Then one person presents the talk from memory for the class.

Whole Class and Pairs:Two lines of learners face each

other. In one line each person

stays stationary and responds to

a question or asks a question.In the other line, each person

asks a question or responds and

Evaluation

student files · Teacher observes pair

interaction and evaluates individuals using speaking rubric


file

· Teacher stands at one end of the line-up and evaluates pairs


file

Examples/Context

· Community issues · Basis for talk with commu

nity leaders, and agencies · Basis for letters to political

leaders and newspaper editors

· Job interview (practice introductions, ask and answer questions about skills, experience, etc.)

· Personal identification · Ask opinions




Activity

Oral Report Primarily a culminating activity

Role Play/Simulation

Description

then moves on to the next person in line. Each student responds correctly to three out of four questions.

Small group, individual Learners prepare a talk using information gathered in a variety of ways: survey, inter-view, research, computer on-line search, watching a film, etc. Team or individual gives talk that includes 4 to 5 summary statements to others in the class.

Pair or Small Group

In an unrehearsed situation,learners take roles and perform

Evaluation

· Teacher observes and evaluates participation in information gathering and interaction

· Evaluates teamwork, product development

· Evaluates delivery of report for clarity and thoroughness using speaking rubric

· Marks checklist · Files checklist

· Teacher circulates, observes, and evaluates individual performance

Examples/Context

Community issues and solutions:· Crime

· Traffic safety

· School policies· History of a holiday

· Summary of an article read

by a small group

· Telephone conversations · Discuss housing ads, rental

problems




Activity

Survey Learning activity, not used forassessment.An opportunity to gatherspecific information quickly

from a number of differentpeople.

Description

the roles using practiced language. Learners can use visual cues to facilitate questions and answers. In a simulation, classroom set-up may replicate specific location, such as a store, the library, community agency, etc.

Pair or Group/Experiential Activity

Learners interview classmates

or people in the community foractual information. Record

information on form or grid;use information to create a

graph; give an oral report.

Evaluation

based on listening/ speaking rubrics


file

(May be difficult for teacher to

observe this activity for assessment.)· Self-assessment on teacher

generated checklist · Learners mark checklist · File checklist

Examples/Context

· Job interviews · Conversation with police · Problem situations on the

job · Library requests · Returning an item or

making a complaint

· Opinion survey on how to solve community problems

· Identify methods of transportation used by class members

· Identify types and costs of housing of classmates



Skill Focus: Reading/Vocabulary

Activity

Case Study/Problem Solve (See Oral Report, Role Play)

Categorize/Sort

Description

Small group, whole class Students read scenarios, describe the issue or problem, list two possible solutions, choose one, and role play an action to be taken.

Small group, pairs, or individualLearners place word or picture

cards that group together or cutand paste pictures under the

appropriate heading orcategory. Heading may be

identified by teacher or elicited

from students.

Evaluation

· Teacher observes interaction, student participation in identifying the issue and developing the report or role play

· Evaluates solutions · Evaluates effective commu

nication in role play using speaking rubric

· Teacher observes categorizing process and evaluates appropriate placement of words or pictures

· Marks checklist

Examples/Context

· Problems on the job · Community issues and

solutions · Neighborhood Watch · Determine eligibility to

vote

· Levels or branches of government and duties

· Community agencies and services

· True/False statements · Housing problems · Job skills



Skill Focus: Reading/Vocabulary (continued)

Activity Description Evaluation Examples/Context

Cloze Exercise Small group, individual · Teacher evaluates the · Steps to follow to register In a level-appropriate passage, accuracy of the completed to vote teacher omits certain words and passage · Patriotic song or speech replaces them with blanks. The · Marks checklist · Description of a holiday passage may be a set of instruc- · Puts worksheet in learner · Description of government tions, a description, a song, etc. file structure (branches and (Every 5th or 7th word through- levels) out the passage or a particular set of words such as names of political leaders, terms for personal information, adjec-tives, etc. can be omitted). Working in teams or alone, learners fill in a word that complements the meaning and the grammar of the passage.

Games - Bingo Whole class/individual This activity may be used for · Vocabulary related to any Bingo cards may be pre-made review. It is possible to use for topic or learners may put words from assessment. · Holiday symbols, customs




Activity

Games - Concentration

Description

a word bank on their cards in random order. Teacher or a more advanced student gives the clues which may be the word itself (for word recognition), a picture, a synonym, a definition, or a cloze sentence with the target word left out. Object is to complete one or two vertical, horizontal or diagonal lines or the entire card.

Small Group

Turn the cards in packet ofmatching word and picture

cards face down. Students take

turns turning one word card

and one definition or picture

card face up so that everyone in

Evaluation

· Students who complete 1 line or the entire card read their answers

· Teacher checks for accuracy

· Marks checklist

This activity may be used for review. It is possible to use for assessment. · Students who have a

minimum of a certain number of pairs (for ex-ample, five) read their

Examples/Context

· Vocabulary related to any topic

· Holiday information · Personal information




Activity

Games – Crossword Puzzle

Description

the group can see and reading the items aloud. If they match, the student keeps the pair of cards and takes another turn. If they do not match, the cards are turned face down again in the same place. The person with the most pairs wins.

IndividualTarget vocabulary words

relevant to the topic are the

answers in the crossword

puzzle. Provide a word bank

for lower students. Cloze

sentences with the target word

left blank, synonyms, or definitions, may be clues.

Evaluation

cards · Teacher checks for accu

racy · Marks checklist

· Teacher evaluates accuracy of completed puzzle

· Marks checklist · Puts puzzle in learner file

Examples/Context

· Vocabulary related to any topic

· Holiday information · Personal information




Activity

Jigsaw Reading (see Information Gap, Case Study)

Match (see Word and Picture Cards)

Description

Small Group

Each group member has a card

with a few pieces of information about a topic. By using

only what is on the card, each

participant reports information

to others in the group who

complete a form or answersheet.

Small group, individual Using word and picture cards or worksheets with words and pictures or definitions listed, learners match corresponding items.

Evaluation

(Practice activity, not recommended for assessment.)

· Teacher observes matching of cards and evaluates accuracy or checks answers on matching sheets

· Marks checklist · Puts worksheet in learner

file

Examples/Context

· Government form (voter registration)

· Insurance form · Employee complaint form

· Personal information

· Safety

· Housing

· Political offices and duties

· Pictures of leaders with

names · Community agencies and

services




Activity

Read and Answer Questions/Variations:Read & Compute

Read & Demonstrate Com-prehension

Read and Do

Research and Tally or Graph

(see Survey)

Description

Individual Learners read a level-appropriate passage or piece of authentic reading material (newspaper article, brochure, instruction sheet, label, etc.) and answer three teacher-created comprehension or computation questions and one opinion question about details in the article orally or in writing.

Pair or Group

Learners interview classmates

or people in the community foractual information. Record

information on form, questionnaire, or grid, or use information to create a graph.

Evaluation

· Teacher listens to answers · Checks answer sheet to

evaluate accuracy · Marks checklist · Puts answer sheet in learner

file

· Teacher evaluates pairs interaction using speaking rubric

Self-assessment:· Learners mark checklist· Teacher checks information

on form or graph · Puts form in Ss portfolio

Examples/Context

· List duties of government officials

· Consumer rights · Housing issues · Utility bill · Pay check

· Opinion survey on how to solve community problems

· Number of students who drive, take a specific bus, use a service or facility




Activity

Search and Circle (see Focused Listening, Listen, Repeat, Do)

Word and Picture Cards (see Match)

Description

Whole Class

Teacher reads target language

in context aloud. Using information from statements, learners circle vocabulary, pictures

or phrases on answer sheetcorrectly.

Small group, individual Learners receive sets of cards with words and corresponding pictures, definitions, or related information. Initially, learners put cards with corresponding information together. Can be used for games, creating sentences, etc.

Evaluation

· Teacher checks answer sheets for correct responses

· Marks checklist · Files answer sheets in

learner files

· Teacher observes matching of cards and evaluates accuracy

· Marks checklist · Puts checklist in file

Examples/Context

· Road signs

· Follow directions on a map

· Employment or insurance

forms · A picture of an event

· Personal information

· Safety

· Housing

· Political offices and duties

· Pictures of leaders with

names · Community agencies and

services



Skill Focus: Writing

Activity Description

Fill in a Form Individual Teacher introduces target vocabulary through word and picture cards. Provides practice completing information on actual form or simplified version for lower level learners.

Fill in the Blank Teacher composes sentences that contain information that learners should know about a topic. Teacher designs a worksheet with key information from these statements omitted and replaced with blanks. Learners write in the missing words from bank of possible answers, or with no prompts.

Evaluation

· Teacher evaluates accuracy of information on the form using writing rubric

· Marks checklist · Puts form in learner file

· Teacher evaluates the accuracy of the completed statements

· Marks checklist · Puts worksheet in learner

file

Examples/Context

· Voter registration form · Immunization Record · Hospital insurance form

· Description and meaning of the flag

· Statements about qualifications for voters

· Description of government structure (branches and levels)

· Description of community services



Skill Focus: Writing (continued)

Activity

Language Experience Used to generate issues

(See Brainstorm, Discussion)

Worksheet(See Focused Listening, Listen

and Point, Search and Circle,etc.)

Written Report

Description

Whole Class

Learners say what they know

about an event, holiday or othersubject. Teacher writes the

sentences or “story” on the

board for all to see.

Students follow directions on a

handout to complete a reading

and/or writing task. Worksheets

are used in a number of different activities to record information and provide evidence of a

student’s understanding. They

may be teacher-designed forms

or actual documents.

Small group, individual Learners prepare a written report using information

Evaluation

(Warm-up or introductory activity. It can be a springboard to other activities, e.g. Cloze, matching, dictation, etc.)

· Teacher observes activity and evaluates accuracy of answers on worksheet

· Puts worksheet in student file

· Teacher observes and evaluates participation in information gathering

Examples/Context

· Major holidays · Civic events · Community issues · Government structure · Abstract concepts – free

dom, responsibility

· Comprehension of forms (pay checks, rental lease, complaint form)

· Apply knowledge to new situations

Community issues and solutions:· Crime



Skill Focus: Writing (continued)


gathered in a variety of ways: watching an informational video (e.g. “On Common Ground”), survey, interview, or research. State one to three main ideas correctly.

Evaluation

· Teacher observes and evaluates interaction with team, product development

· Evaluates report using writing rubric

· Marks checklist · Puts checklist in learner file

Examples/Context

· Traffic safety · School policies · Immunizations · Services available in the

community



Skill Focus: Culminating Activities Combining Multiple Skills

Activity

Attendance at an Event or Meeting

Field Trip See Appendix for more complete description

Description

IndividualAs a result of identifying issues

of importance to the class,teacher and learners note

relevant community events and

meetings to attend. Learnerwho attends function takes

notes, gives oral report and/oranswers questions from class as

a follow-up.

Whole class

Select a community location to

visit that relates to an issue orservice important to class

members. Teacher and learners

identify information they wantto gather and vocabulary that is

necessary to know. Learners

prepare questions to ask.

Evaluation

Self-evaluation · Learner marks checklist to

document attendance · Teacher evaluates report or

letter using rubrics · Teacher puts checklist in

student file

· Teacher observes learners’ participation in planning activity, in information gathering, and in asking questions

· Evaluates oral report using rubrics

Examples/Context

· Town meeting or forum · City council meeting · Political rally · Housing project council · Neighborhood Watch · School (PTA) meeting · Community “party” or

holiday celebration event

· Police station · Council chambers · State Capitol · Election commission



Skill Focus: Culminating Activities Combining Multiple Skills (continued)

Activity

Guest Speaker See Appendix for more complete description

Project

Description

Teacher or more advanced

student may contact site forvisit and prepare contact person

for the level of English and

types of questions.Follow-up with oral or written

report, or thank you letters.

Whole class

Based on issues of importance

to the class, teacher and students invite a guest speaker to

the class. Learners prepare

questions to ask, then present a

written or oral report, or write a

thank you letter.

Whole class or small group Teacher facilitates but learners create project related to a

Evaluation

· Teacher observes and evaluates student questions

· Marks checklist

· Teacher observes and evaluates student participation, information gathering

Examples/Context

· Police officer · Political candidate Agency representative from · Housing Authority · Social Services

· Resource guide to community services

· Recycling campaign



Skill Focus: Culminating Activities Combining Multiple Skills (continued)


community issue. Learners work together to gather information (research at the library, on the Internet, in the phone book, or with related agencies, etc.). Prepare a one-page report or develop a two to three page resource guide, etc.

Take Action Whole Class After identifying a community issue or need and gathering information through research, a guest speaker, and/or discussion, the class participates in a letter-writing campaign, takes on a project, etc.

Evaluation

and product development · Evaluates report using

writing rubric · Marks checklist · Puts checklist in student

file

· Teacher observes and evaluates learners’ participation in information gathering, planning activity and carrying out the project

· Marks on checklist

Examples/Context

· Events calendar · Fund-raiser for a specific

need or charity

· Letters to the editor · Letters to City Council to

get a stop sign installed · Letters to Congressional

Delegation to gain support for ESL

· Organize a car wash to raise money for daycare

· Participate in company sponsored charity event (Race for the Cure, etc.)


Section I Description of EL/Civics Teaching and … · The description section of the grid...

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