<html><body style="word-wrap: break-word; -webkit-nbsp-mode: space; -webkit-line-break: after-white-space; ">
Hello Margaret and all EFA users,<div><br></div><div>I love John's description of what we did to EFA as "efa on steroids." It sounds illegal, but empowering. I hope only the later is true. Let me add to what John has listed on the differences (and similarities) of EFA and Second Course in USAL.</div><div><br></div><div>- All sections within each episode are the same, though we have renamed a couple. So, for example, Comprehension is now called Story Startup and Special Skills is called Making Choices. Your students could use EFA (and the CDs if they are using those) to watch the video segments, but get more practice with the activities on the USAL site.</div><div><br></div><div>- Each Unit (aka episode in efa) offers 20 vocabulary words with definitions and a variety of activities as John mentioned: matching, spelling and, speaking (Say It) just on the word level. These words are taken from the script and they are used throughout in readings, comprehension questions, listening activities, and dictation so students can practice the words in context. Each unit has 20 new words. The videos do a fine job of recycling vocabulary so words that are learned in one unit are repeated in other stories and students get a review in other stories. In Study Tools (top right corner), students will find a glossary of all the words and definitions (and audio) presented in Second Course. (also in the other two courses) </div><div>For current EFA users, the words are NOT the same as those in EFA, so material you may have created may not work with USAL vocabulary. A scope and sequence will be posted later and all words are listed in that document. </div><div><br></div><div>- In order to build background knowledge to increase comprehension of the video segment, there is a short pre-reading, called Getting Ready. There is always a question at the end of the reading asking the student to listen for a specific piece of information in the video. The answer to that question is always contained in the first question following the video viewing. In some cases, the students are asked to predict what they think will happen in the video segment based on what they already know. </div><div><br></div><div>-All video segments are followed by a variety of activities to encourage students to listen again and work with the language of the script. To keep learners motivated, the activities vary using audio, images, or video clips. </div><div><br></div><div>-Dictation and writing that can be corrected -- In USAL students can get feedback on writing in dictation activities or activities that have only one correct answer. In order to use the "active" skill of writing, we used this kind of activity in some Grammar activities where students are asked to type the correct past tense form of a verb or to put words in the correct order of a sentence when this is the only grammatically correct order.</div><div><br></div><div>-Writing -- There is at least one open-ended writing activity in each unit. The computer can not give feedback on these writing activities, but as John noted, teachers can see and comment on the writing if the student is enrolled in a class. </div><div>Because the basic design for USAL was for an independent learner, we were concerned about learners who may not have a teacher, tutor or even a peer who would give feedback. We look forward to what research tells us about open-ended writing in this kind of program.</div><div><br></div><div>-Grammar - the grammar points are the same as in EFA (the wizard introduces them) but activities are more numerous in USAL and we hope more directed to ESL students' problems. Grammar is presented in charts, but usually practiced in context. Sometimes students listen for the grammar in the context of the script; sometimes they repeat sentences or write sentences using the grammar point.</div><div><br></div><div>-Life Skills activities have been revamped and they always appear in the Life Skills section. :). You may find the flyer or want ad is very similar to what existed in EFA, but the comprehension questions are different.</div><div><br></div><div>-Activities using critical thinking skills. In USAL students are asked to draw conclusions, make connections, determine sequence.</div><div><br></div><div>-Learning Log - This is a very simple form of self-assessment, asking students to check words and skills they have learned at the end of the unit.</div><div><br></div><div>Let me know if you still have more questions.</div><div><br></div><div>Evelyn Fella</div><div><br></div><div><br></div><div><br></div><div><br></div><div><br></div><div><br></div><div><br><div><div>On Nov 18, 2008, at 3:09 PM, John Fleischman wrote:</div><br class="Apple-interchange-newline"><blockquote type="cite"> <div align="left" style="text-align:left;"><font face="Arial" size="+0" color="#000000" style="font-family:Arial;font-size:12pt;color:#000000;">Hello, Margaret. I'm pleased to hear that you're using English for All. That Web site was created here at Sacramento County Office of Education and will continue to be supported by OTAN (<a href="http://www.otan.us" target="_blank">www.otan.us</a>), a CA statewide leadership project.</font></div> <br> <div align="left" style="text-align:left;"><font face="Arial" size="+0" color="#000000" style="font-family:Arial;font-size:12pt;color:#000000;">You're right, U.S.A. Learns (USAL) Second English Course is based on English for All (EFA). But you might think of USAL as EFA on steroids. Our creative team of content experts, led by Evelyn Fella, have made significant modifications, things that have been asked for since EFA was created more than 7 years ago. Some of the differences between the old (EFA) and the new (USAL Second English Course) include:</font></div> <br> <div align="left" style="text-align:left;"><font face="Arial" size="+0" color="#000000" style="font-family:Arial;font-size:12pt;color:#000000;">- Vocabulary: words are presented individually with audio and definitions; learners match words with definitions</font></div> <br> <div align="left" style="text-align:left;"><font face="Arial" size="+0" color="#000000" style="font-family:Arial;font-size:12pt;color:#000000;">- Spelling: learners listen to a word or phrase, spell it, then get immediate feedback</font></div> <br> <div align="left" style="text-align:left;"><font face="Arial" size="+0" color="#000000" style="font-family:Arial;font-size:12pt;color:#000000;">- Listening: learners click a word or words they hear in a sentence; learners listen and read text; learners listen to characters in context and "click" on the person who said it.</font></div> <br> <div align="left" style="text-align:left;"><font face="Arial" size="+0" color="#000000" style="font-family:Arial;font-size:12pt;color:#000000;">- Dictation: learners listen to a sentence then type what they hear and get feedback</font></div> <br> <div align="left" style="text-align:left;"><font face="Arial" size="+0" color="#000000" style="font-family:Arial;font-size:12pt;color:#000000;">- Grammar: charts and tables are presented with comprehension checks</font></div> <br> <div align="left" style="text-align:left;"><font face="Arial" size="+0" color="#000000" style="font-family:Arial;font-size:12pt;color:#000000;">Of particular note is the addition of listen and record (Say it!) exercises where learners can record and play back an oral exercise, comparing their pronunciation with that of a native English speaker. Another new feature is writing exercises. If the learner is studying the Second English Course while enrolled in a USAL "class," the teacher or tutor can review the writing and provide feedback right in the online record.</font></div> <br> <div align="left" style="text-align:left;"><font face="Arial" size="+0" color="#000000" style="font-family:Arial;font-size:12pt;color:#000000;">Evelyn may want to add her two cents on the additional changes (improvements) that have been made.</font></div> <br> <div align="left" style="text-align:left;"><font face="Arial" size="+0" color="#000000" style="font-family:Arial;font-size:12pt;color:#000000;">A student does not need to complete EFA before using USAL. USAL was designed with the idea that it would serve learners at a distance. As Leslie has pointed out, USAL was not designed for use in school or agency computer labs (at least not if you want to stay on good terms with your computer network manager). EFA includes a hybrid (CD-ROM) version which is more appropriate for use in labs. </font></div> <br> <div align="left" style="text-align:left;"><font face="Arial" size="+0" color="#000000" style="font-family:Arial;font-size:12pt;color:#000000;">John</font></div> <br> <div align="left" style="text-align:left;"><font face="Arial" size="+0" color="#000000" style="font-family:Arial;font-size:10pt;color:#000000;"><b><a href="mailto:specialtopics@nifl.gov">specialtopics@nifl.gov</a> on Tuesday, November 04, 2008 at 9:28 AM -0800 wrote:</b></font></div> <div align="left" style="text-align:left;"><span style="background-color:#d0d0d0;"><font face="Times New Roman" size="+0" color="#000000" style="font-family:Times New Roman;font-size:12pt;color:#000000;">The discussion looks very interesting. Here are my questions for USA Learns:</font></span></div> <br> <div align="left" style="text-align:left;"><span style="background-color:#d0d0d0;"><font face="Times New Roman" size="+0" color="#000000" style="font-family:Times New Roman;font-size:12pt;color:#000000;">1. We are currently offering an online class for intermediate level ESOL students using English for All. We understand that USA Learns uses similar content for its intermediate level course. Please describe the difference between the intermediate level course in USA Learns and English for All.</font></span></div> <br> <div align="left" style="text-align:left;"><span style="background-color:#d0d0d0;"><font face="Times New Roman" size="+0" color="#000000" style="font-family:Times New Roman;font-size:12pt;color:#000000;">2. Can a student make a smooth transition from EFA to USA Learns or does the student need to complete EFA if he/she is enrolled in that class? </font></span></div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">-------------------------------</div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">National Institute for Literacy</div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">Special Topics mailing list</div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><a href="mailto:SpecialTopics@nifl.gov">SpecialTopics@nifl.gov</a></div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">To unsubscribe or change your subscription settings, please go to <a href="http://www.nifl.gov/mailman/listinfo/SpecialTopics">http://www.nifl.gov/mailman/listinfo/SpecialTopics</a></div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">Email delivered to <a href="mailto:evfella@san.rr.com">evfella@san.rr.com</a></div> </blockquote></div><br></div></body></html>