ACP Portfolio

Alice Savage
Fall 2015

ACP
PORTFOLIO

CONTENTS

Presentation power point
 Syllabus
Getting students to read
BOPPPS lesson
Classroom assessment technique
Group presentation rubric
Technology component
Formal assessment

ACP Showcase Portfolio Alice Savage
ESOL

November 2015

The ESOL classroom

Teaching English is like a dance.
The content is the music, but
what happens between people
determines whether the dance
actually happens. Teachers must
move with the student, making
constant adjustments to stay in
rhythm.

Table of Contents

• Student preparation strategy
• BOPPS lesson

– Bridge
– CAT
– Questions
– Technology

• Reflection

Student Preparation Strategy

Goal: To get students to read mindfully
Class: Intermediate Reading
Text: Ed Pulaski and the Big Burn

After brainstorming the qualities of a hero, e.g., courage, self-
sacrifice, caring about others, I will set a prereading question.

Is Ed Pulaski a Hero?

How do you know? Which qualities of a hero does he possess or
not possess? Write a paragraph to support your opinion. Include
the characteristics of a hero and evidence from the text.

BOPPPS - Bridge 10 mins

Post question: When did you arrive in Houston?

Set Mingler

• Students stand up walk around and ask, When did
you arrive in Houston?

• Next they line up with the person who has been
here the longest at one end, and the shortest at
the other.

• Third have students say when they arrived.

BOPPS Pre-assessment I.
10 mins

MODEL: I have lived in Houston for 20 years.

RESPONSE: Students say how long along the line
up

Meaning and context are
combined.

BOPPPS - Objectives

• Students will understand the form of the
present perfect as a means for generating
language and self-correcting.

• Students will use the present perfect orally
and in writing with verbs that reflect contexts
that started in the past but are still true today.

Participatory Lesson Materials

BOARD PLAN

I have + past participle since + start time.
been
lived
spoken English

Participatory Lesson Materials

BOARD PLAN

I have + past participle since + start time.
been for + no. of years
lived
spoken English weeks
hours
etc,

Participatory Lesson
Materials

BOARD PLAN

I have + past participle since + start time.

been for + no. of years

lived weeks

spoken English hours

Meaning etc,
Something started in the past and is still true.
Draw a time line.

Participatory Lesson
15 minutes

CLASSROOM ASSESSMENT TECHNIQUE

Give students an irregular verb chart to
complete on their own. Then have them
compare with a partner. Then have pairs work
in groups of 4 to complete. Then complete the
whole chart on the projector.

What past participles do
students know? Which ones
do they need to work on?

Pre-Assessment CAT
Materials

Base form Past simple Past participle
Go Went gone
saw
Take eaten
knew

worked

BOPPS – Participatory Lesson
45 minutes

Practice
Give A/B pairs questions to prepare a survey with
present perfect in same group pairs.
Then they line up with As facing Bs to ask the
questions.
Switch.

BOPPS – Participatory Lesson
materials

Group A Group B

How long/live/current How long/speak/English?
home
How long/know/a good
How long/have/driver’s friend.
license
How long/take classes (at
How long/ drive/car Lone Star College)

BOPPPS – Post-Assessment CAT

Monitor groups, gather samples of
students production.

Delayed error correction

1. Elicit samples of correct and incorrect
usage/form.

2. Have students look silently for one minute.
3. Pair/share analysis.
4. Correct incorrect forms and clarify.

Technology CAT 10 minutes

BOPPPS – Post-Assessment Formal

Application Question Test Question
1. You look good for your age.
Write a brief autobiography
about your life as an English a. Yes, I have eaten healthy
learner. food since childhood.
b. I will eat healthy food.
• How long have you been c. Yes, I had eaten good
here? food and exercises.
d. I used to eat healthy
• How long have you food.
studied English in your
life? At LSCS?

• How long have you lived
in your current home?

•

BOPPS - Summary

WRAP UP

Ask students what they have done today in class and
for how long.

Homework

Write about your health history. Think about your diet,
exercise, and conditions such as allergies. Point out that
not all their sentences will be present perfect.
Textbook pages.

Personal Reflection

Thank you Sunnye!

Scariest issue – Navigating D2L
Most fun activity – Playing jeopardy/other games
Biggest challenge – Fitting ESOL materials into an

already comprehensive course
Most informative session – Learning online tools
Most influential insight – Technology as a new

literacy

SYLLABUS SNAPSHOT

ESOL Grammar Skills 3

ESOL 0393 / ENGLC 3000801

Monday/Wednesday 8 – 9:50 a.m. A132

Instructor: Alice Savage
Phone: 281-618-5507
E-mail: Alice.O.Savage@lonestar.edu
Office: A221-F
Office Hours: M/W 12:00 - 2 p.m. Tuesdays 1 – 2 p.m.
Thursdays & Fridays by Appointment

Textbook:

Grammar Dimensions 2, 4th
edition (Heinle). by Ingrid
Wisniewska, Heidi Riggenbach &
Virginia Samuda.

Materials:

6 blue books, notecards, pens and pencils

Course Description: This course continues to develop the existing knowledge of grammatical structures and
helps students to acquire new ones. Emphasis is placed on the complex verb tenses, passive voice, and
compound sentences. This course will help students apply grammatical accuracy to their writing and speaking.
Prerequisite ESOL 0392 or placement by exam.

Learning Outcomes Upon successful completion of this course, students will be able to:

1. Discriminate between the uses of simple present, present progressive, present perfect progressive, present
perfect and simple past verb tenses.

2. Use basic infinitives and gerunds.
3. Use present and past participles.
4. Identify and use verbs in the passive voice.
5. Form sentences with simple time and conditional clauses.
6. Use a variety of modal verbs

Classroom Policies:

•arrive on time and be ready to participate in class.
•put cell phones on vibrate during class.
•activate and use the Lone Star email account for correspondence.
T•uctoonrtiancgt tahnedteoanchlienrewshuepnpaobrstent, preferably through email.
•complete 20-30 minutes of work outside the classroom each day

GRADES

5 tests 75% Academic students: A,B,C, IP*
Journal 15% Continuing Education: S or N
Final Exam 10% *IP means in progress/repeat course.
100%

TESTS

•There are 5 tests in this course. Each test will review previously tested material along with new items. You will
be asked to provide a writing sample as part of each test to show your ability to use grammar to communicate.

•I will grade and return feedback within two class sessions.

•If you wish to make up a test, you must arrange the makeup beforehand. After I return tests to the class to
review, I can no longer give the test.

•You will have a final exam on all the material covered in the course on. That will be the final meeting time. Look

for your grade on line at the end of finals week.

 The final will cover everything taught in the Tests are about giving you information
semester so far. about your learning and me information
about how to teach you.
 The final will be on Decy 7, 9:30 – 11:20

JOURNAL
•For practice, write ½ a page after every class in a blue book.
•Use the grammar from the previous class in your writing. Highlight
three examples of the form.
•I will provide some topics, but you can write about anything you want.
•Turn in your blue book regularly.

International Students:

International students on an F-1 visa must meet attendance requirements in order to retain their
status. International students who miss more than 10% of a class during the semester are considered
"out of compliance" and will be dropped. This will result in a termination of the student's F-1 visa. The
termination will be reported to Immigration and Custom Enforcement and may lead to
deportation. International students who are not attending class regularly will be contacted by the
International Student Advisor.

Counseling:

Linda Mark, Counselor for Languages and Communications, is available in Academic 162G to assist you in
meeting your career, educational, and personal goals. Confidential counseling services are available by
appointment to help you overcome academic challenges, make a career choice, plan your transfer, and gain self-
understanding. To schedule an appointment call, 281.260.3569/281.618.5481, email linda.mark@lonestar.edu
or stop by Academic Building, Room 162G.

Code for Academic Honesty:

Personal and academic honesty are important in the Lone Star College System. Students must do their own
work and must give appropriate credit to the work of others. Students must not copy, cheat, or plagiarize on any
work they do at Lone Star College. Working together or sharing answers without permission of the teacher is
academic dishonesty. Consequences for academic dishonesty can include failing the assignment or test, failing
the course, being dropped from the course, or having to leave the school.

Procedure for the North Harris ESOL Program:

 When an instructor finds a student cheating, the student’s name will be sent to the ESOL Department
Chair.

 If the student cheats a second time, the Department Chair will meet with the student and send the
student’s name to the Vice President of Student Development, who may also meet with the student.

 If the student cheats a third time, his or her name will be sent to the Dean of Instruction and the Vice
President of Student Development. Upon review, the student may be expelled from the ESOL program
and/or the college.

Student Complaints
If you have a problem with a teacher or another student, talk to the teacher first. Next, talk to the ESOL advisor
in the ESOL Center in SSB 108. Formal complaints may be made with Margaret Ghazi in the ESOL Center or
with the ESOL Department Chair in ACAD 221.

ADA statement:

The American Disabilities Act (ADA) is a federal anti-discrimination statute that provides civil rights protection
for persons with disabilities. If you have a disability that requires accommodation(s) to participate in this
course, please contact the LSC-North Harris Learning Accommodations Center Office as soon as possible
(Winship 120, 281-765-7940). The office will provide you with documentation I need to provide your
accommodation(s). Failure to handle this in a timely manner may delay your accommodations.

Emergency Notification Info:

LSCS is committed to maintaining the safety of the students, faculty, staff, and guests while visiting any of our
campuses. See http://www.lonestar.edu/oem for details. Register at http://www.lonestar.edu/12803.htm to
receive emergency notifications. In an emergency, contact LSCS Police at 281-290-5911 or x5911.

Six Drop Rule:

Students who enrolled in Texas public institutions of higher education as first-time college students during the
Fall 2007 term or later are subject to section 51.907 of the Texas Education Code, which states that an
institution of higher education may not permit a student to drop (withdraw with a grade of “W”) from more than
six courses, including courses that a transfer student has previously dropped at other Texas public institutions of
higher education that have already been counted against their six drop limit. Each student should fully
understand this drop limit before you drop any course. Please see a Counselor or Advisor in our Student
Services area for additional information and assistance.

Note: The Six Drop Rule does not apply to ESOL courses or to Continuing Education students. It applies only
to college-level credit courses.

Division Information: Communications and Languages

ESOL Chair: Colin Ward Advisor: Margaret Ghazi Dean: Jennie Harrison
ACAD 221-I Student Services A162A
281-618-5497 281-765-7822 281-618-5540
Colin.S.Ward@lonestar.edu Margaret.E.Ghazi@lonestar.edu Jennie.w.harrison@lonestar.edu

GETTING STUDENTS TO READ

Goal: To get students to read mindfully
Text: Read This: Level 3, Alice Savage, Cambridge University Press
Chapter 5 reading: Ed Pulaski and the Big Burn

This is a low level reading that is well within students’ ability so I can start introducing academic skills.

Before the students read, we will do a prereading activity in which we brainstorm the qualities of a hero
on the board. Students will take notes.

Next I will assign a question for the reading.

Is Ed Pulaski a Hero?
How do you know? Which qualities of a hero does he possess or not possess? How do you know? Find
evidence in the reading to support your opinion and write a paragraph. Include evidence from the text.

After assigning the task, I will tell students that we will have a modified debate on the topic in the
following class.

Comment
This task fits McKeachie’s suggestion that we should support our students in reading mindfully. With a
purpose for reading, they can evaluate (Bloom’s taxonomy) Pulaski’s decisions and behavior with preset
criteria and start to become familiar with academic ways of reading and demonstrating learning.

BOPPPS LESSON PLAN

 By the end of this 110 minute class (with one break), students will be able to use resource material to create
accurate present perfect sentences and questions with for and since.

 By the end of this class, students will be able to use present perfect questions and answers to talk and write about
their lives with at least some of the time in a scaffolded conversation.

Time Name ESOL MATERIALS
10 mins Bridge-in Post question on board for students to answer.
When did you arrive in Houston?

Mingler: Students stand up walk around and ask. When did

you arrive in Houston in order to line up with the person
who has been here the longest at one end, and the shortest at
the other.

Next have each student in turn say when he/she arrived.

10 mins Objective or Situate the lesson in a familiar context for the student and prepare the

Outcome groundwork for eliciting target language. Board plan

Elicit target language by asking the obvious question, so are you all
still here in Houston? Lead student to say “I’ve been here since…

Let students sit and elicit the form and the rules to the board. Then

elicit a few other verbs, including irregular.

BOARD PLAN since + start time.
I have + past participle

been
lived
spoken English

Something started in the past and is still true.
Draw a time line.

Clarify use of for and add to the chart.

45 mins Participatory 1. Pre-teach irregular past participles Past
learning Give students an irregular verb chart to complete as best they can. participle
Then have them compare with a partner. Then have pairs work in chart
groups of 4 to complete. Then complete the chart on the projector.

2. Practice
Give A/B pairs question Qs and have them prepare a survey with
present perfect. First they form questions with the present perfect in
same group pairs. Then they line up with As facing Bs. As ask Bs.
Then Bs ask as.

Group A
How long/live/current home
How long/have/driver’s license

How long/ drive/car

Group B
How long/speak/English?
Tell me about a hobby. How long/do (your hobby)
How long/know/a good friend.
How long/take classes (at Lone Star College)
Monitor, listen for correct forms and errors.

Break

3. Raise awareness of form and meaning through
delayed error correction
Do a delayed error correction by writing errors and correct
sentences on the board, having students look silently for one
minute. Then put them in pairs to share which sentences are
correct and which are not. Then elicit the correct forms to
the board.

4. Clarify
point out that some verbs don’t make sense. Ask them to
discuss (in pairs) which verbs would work in the present
perfect with for or since and which wouldn’t.

Meet my friend, buy a car, sell my house, be on a diet, win the
lottery, take a vacation, own a bicycle, ride a bicycle, fall down,
take pictures

5. Feedback
Elicit examples and clarify.
6. Do practice in textbook

15 mins Post- Set Homework: Students write a brief autobiography about their lives
assessment as English learners. They should write about how long they have been
here, how long they have studied English, and how long they have
lived in the area. They can use sentences from the practice.

Students exchange papers with a partner. Partners respond by writing

in what ways they are similar to or different from the writer beneath
the writer’s text.

10 mins Summary/ Ask students to log into poll everywhere to write about their health Poll everywhere
Closure and wellness activities with the present perfect. E.g., I have not eaten
meat for two years. They should use present perfect with for and
since.

Go over any submissions that are illogical or ungrammatical.

Homework: Write about your health history. Think about your diet,
exercise, and conditions such as allergies. Point out that not all their
sentences will be present perfect.
Textbook pages.

CLASSROOM MATERIAL

Base Past tense Past participle

Become Built
Bought
Began Done
Eaten
Break Found
Forgotten
Brought
Hit
Catch Known
Paid
Came
Shaken
Fall Slept
Feel Spoken

Go Got Understood
Hide Gave

Leave Kept
Made
Ride
See Sold

Shut

Steal Thought
Take Won
Tell

Throw

write

CLASSROOM ASSESSMENT TECHNIQUE

In teaching the present perfect, students need to learn the past participle forms, and the context in which the
present perfect is used. I will get this feedback in two ways.

As a review, warmer and CAT, I can use Halloween to revisit the present perfect lesson taught previously.

First I initiate a list of Halloween verbs in the past participle form, and elicit additional participle phrases from
students:

 gone trick or treating
 seen a ghost
 visited a haunted house
 eaten pumpkin pie
 woken up in the middle of the night
 screamed at a shadow
 dressed up in a costume.
 carved a pumpkin

Second, I ask students to circle the phrases they want to know more about. (This seems to work better than
saying the ones they don't know.) Then I mime, draw, or use google images to explain.

Third: I instruct students to ask each other present perfect questions, nominating people around the room in
rapid fire succession. E.g., Naomi ask Linda a question/Linda answer, Linda ask Sergio. Sergio ask Nabil.

If students make an error of form or meaning, I stop and use finger correction to guide them to self-correct. This
reinforces the correct form for the speaker and his/her classmates, and tells me whether the class as a whole is
ready to move on.

GROUP PRESENTATION RUBRIC

Presenters: In groups of three prepare an architectural design presentation. Together you will discuss a region and
climate, location and neighborhood, the style of house and its features. Next you will divide the presentation into
sections, and each of you will present a section as part of a panel.

Panel Presenters
1) Discuss all the questions.
2) Decide who will speak for each section
3) Practice your presentation with another group
4) Change groups and give your presentation again for evaluation.

A. Content Presentation is well sequenced. Presentation may be difficult to Presentation is difficult to follow
Speaker introduces his or her follow in some sections because due to limited content. It may be
section and supports it with it repeats general information, or too short and/or lack details and
details and examples. There is overlaps with other speakers’ examples that pertain to the
no overlap with other topics, but most of the content is speaker’s assigned section,
presenters. relevant to the topic. suggesting that the speaker has
not developed content.
3 2
1

notes Presentation flows smoothly Presentation may include Presentation delivery has frequent
B. Delivery from the introduction through occasional pauses while the pauses while presenter searches
the explanation with a minimum speaker searches for a word or for a word or idea. The presenter
of pauses. Speaker uses time idea but still moves clearly from may speak softly, and/or there are
effectively, and has clearly main idea to support. Speaker frequent start-overs suggesting a
practiced beforehand. may have minor hiccups with lack of practice.
timing or start-overs. There is
3 some evidence of practice. 1

2

notes Presentation includes mostly Presentation includes mostly Presentation has many grammar
C. Language correct grammar and word correct grammar and word order. and word order errors that
order. Minor errors may be the However, there may be interfere with comprehension.
notes result of grammar or occasional errors of grammar Difficulty with pronunciation may
pronunciation, but they do not and/or pronunciation that also be a factor in making the
interfere with comprehension. interfere with comprehension. presentation mostly
There is vocabulary from the the vocabulary from the unit may incomprehensible. Vocabulary
unit. be limited. from the unit may be limited or
absent.
3 2
1

TECHNOLOGY COMPONENT

FORMAL ASSESSMENT
This is a grammar class, but meaning is the biggest challenge with the present perfect, so I am working with
short dialogs that will give them a meaningful context. This will be echoed later when they write a dialog of
their own.
Choose the letter of the most appropriate response.
1. You look tired.
a. Yes, I have been running.
b. No, I am a runner.
c. Yes, I had been working in the garden.
d. I will work in the garden.
2. Let's go out to eat.
a. Can I go too?
b. We will go to Chili's?
c. Have you eaten at Chili's?
d. Were you eating at Chili's last night?
3. Check the completed items from your own life history. Then use the present perfect with already for
statements and yet with questions to write sentences.
Example: __ have children [I have not had children yet.]
__ graduate from high school.
__ learn to ride a bike.
__ finish college.
__ buy a house.
4. Writing: Write a dialog between an interviewer and an applicant for an ESL teaching job at our
collage. The first part has been done for you. Write at least 6 more lines, and use the present perfect at
least three times.
Interviewer: Welcome, Have you been waiting long?
Applicant: Oh no, I've been here about ten minutes.
Interviewer: Great let's get started. Tell me about your work history.

REFLECTIVE ESSAY

ESOL INTO ACP

The circumstances of my participation in facilitator training have been a little different from other
participants in that I have been recruited to prepare an adapted curriculum for adjuncts in the ESOL program
(English for Speakers of Other Languages.) Department chairs felt that many of the new hires were
underprepared for the unique needs of English learners and wanted to use the opportunity provided by the ACP
to provide awareness, strategies and techniques for nonnative speakers.

I knew that trying to blend the traditional ACP with ESOL elements was going to be a challenge, but I
hoped to be able to implement the best of both worlds. Fortunately the goals of participatory learning are in
keeping with the pedagogy of applied linguistics.

In the spring of 2015 I was given a stipend to create materials for the ESOL ACP. I created three
teaching practice videos, and I wrote several articles that included small amounts of research connected to
specific classroom practice activities, hoping that these could form the basis of a participant-centered
curriculum. The topics discussed the role of board/screen work, vocabulary learning, grammar activities, error
correction techniques, speaking and listening tips, test writing tips, lower level reading issues, academic writing
techniques and tips, and pronunciation activities. I posted all these on a blog as a way to make them easily
accessible to adjuncts.

As a result of all this work, I felt ready when the course began in September, and I went in to the first
session prepared to discuss the roles of the teacher, provide active participatory practice of different
configurations, and classroom management issues, and a feedback reflection. I included several classroom
assessment techniques, and multiple modalities. The session seemed to go well, and I was pleased to attend the
first ACP training and find that what I had done in my first session met the curricular objectives of the ACP
lesson.

The following courses and assignments flowed well on the whole. However, I experienced some
pushback from the participants. They felt that they could not reasonably be expected to do the ACP coursework
and the ESOL component. I quickly realized that they were right. The existing course has many moving parts,
and people who were struggling with D2L features were challenged in that way as well.

I adjusted by making the final hour (of 4) a flipped homework workshop so participants could work on
the content assignments with the support of peers and myself. I also refrained from asking them to read or
watch any of the ESOL material I had prepared so I could focus on the mainstream course.

In general, I felt that the ACP lesson plans were valuable, learner-centered and very well presented by
Sunnye Pruden. I admired the way content was delivered through participatory learning and that she had
amassed a great cache of teaching resources. I especially liked the tech session because that is not something
that I had explored, and I was pleased to see how many of the available resources support participatory learning.
Not only did I enjoy the resources, but I noted the skillful, efficient manner in which she loaded everything onto
computers so that we were ready to go. She has been a truly inspiring presenter, and the experience is a great
reminder of all the moving parts in a dynamic classroom.

In learning from the past to prepare for the future, and in an ideal world, I would make some
adjustments to the curriculum to meet the objectives of the overall ACP course as well as the objectives of the
ESOL program. I think there are ways to do both by streamlining and making connections to ESOL pedagogy.

Overall, it has been a great experience and I am grateful for the opportunity to work on my teaching with
my colleagues.

THANK YOU