Overhead 1

1
Literacy Making the Second Language Connection
2
ESL/ELD Enrolment in HPEDSB

• Ministry Report for Elementary
• 2001-2002 25
• 2002-2003 36
• 2003-2004 36, plus 10 after Oct. 31
• 2004-2005 50 (projected)
• Ministry Report
• does not include Canadian-born ESL students
• does not include International Student Program

3
ESL/ELD Elementary Student Support in HPEDSB

• Withdrawal and Monitoring by 2 part-time
  itinerant teachers
• 2001-2002 14 (25 on report)
• 2002-2003 23 (36 on report)
• 2003-2004 46 (36 10 after Oct. 31)
• 2004-2005 50 (projected)
• 17 Elementary Schools with ESL students (3 of
  these sites also host ISP students)
• 2 additional elementary schools with ISP students
  
• 20 schools with ESL/ELD programming needs

4
English As a Second LanguageandEnglish Literacy
Development
Ministry of Education The Ontario
Curriculum Grades 1-8

• A Resource Guide

Orientation/Training Materials
2001
5
Part 1 --- Program Considerations

• The three parts of the document are
• (p. 1-3)
• Part 1. ESL/ELD Program Considerations
• Part 2. Stages of Language Acquisition
• Part 3. Adapted Sample Units
• The ESL/ELD program at the elementary level is
• (p. 6)
• a support or intervention program for English as
  a Second Language and English Literacy Development

6
An ESL student

• enters an Ontario school with little or no
  previous knowledge of English but has received
  educational experiences in his/her own country.
• or
• may be Canadian-born but have limited proficiency
  in standard Canadian English

(p. 6)
7
An ELD student

• has had limited access to schooling
• may come from a country in which English is not
  spoken, or
• may come from a country in which a variety of
  English is in common use and,
• has not had opportunities to develop
  age-appropriate literacy skills in his/her first
  language.

(p. 6 and 7)
8
The Four Stages in the Acculturation Process
(p. 8)
9

• For an ESL/ELD student to acquire
• social English takes
• 1-2 years
• academic English takes
• 5-7 years

(p. 11)
10
Years to Achieve Native-Like English Proficiency
Optional
Adapted from Teaching to Diversity, Mary
Meyers, ?1993 designed by P. Steinhouse, 1997
11
Factors Influencing Second- Language Acquisition

• age on arrival
• effects of possible personal trauma
• length of time in Canada
• stage of acculturation
• previous educational experience

• level of first-language literacy
• previous exposure to English
• language(s) spoken in the home
• presence of learning exceptionalities

(p. 7)
12
During the Initial Reception Phase

• School staff should
• collect background information about the student
  and
• take steps to establish open and positive
  communication with the home
• (p. 13)

13
Reception and Orientation

• Identify a school reception team.
• Provide essential orientation information.
• Establish communication with the home.
• Collect background information.

14
The Role of the Parents

• When parents continue to support the development
  of the first language, the childs underlying
  knowledge, conceptual base, and language ability
  are improved.
• (p.20)

15
Diagnostic Assessment

• May include
• first-language assessment
• an ESL/ELD assessment and
• a mathematics assessment
• Informally gathered over several weeks

16
Report Cards for ESL/ELD Students

• ESL/ELD students should be given time to develop
  their skills in English before their achievement
  is assessed by the criteria used for other
  students.
• In some cases, it may be appropriate to avoid
  giving a mark in a particular subject, or even in
  all subjects, on the report card.
• Use the space to make clear that insufficient
  evidence of achievement is available at that time
  and write anecdotal comments about the students
  progress.

(p. 23)
17
The ESL or ELD Box on the Report Card

• Checking the ESL or ESD box indicates that
  accommodations and/or modifications of curriculum
  expectations are in place for that student.
• When expectations have been modified, the
  following statement must be included on the
• report card
• The (grade/mark) for (strand/subject) is based on
  achievement of the expectations in the (ESL or
  ELD) program, which vary from the Grade ___
  expectations
• (p. 22)
• Ministry of Education, Ontario, Guide to the
  Provincial Report Card, Grades 1-8 (Toronto
  Ministry of Education, Ontario, 1998), p. 8

18
Report Card Implications

• Expectations modified, accommodations made ESL
  or ELD box checked and Rider Statement included,
  mark on modified expectations
• Expectations NOT modified, accommodations made
  ESL or ELD box checked, mark is class mark
• no accommodation made ESL or ELD box not
  checked, mark is class mark

19
Part 2 --- Stages of Second Language Acquisition
for ESL Students

• Four Stages
• Skill Areas of
• Listening,
• Speaking,
• Reading,
• Writing, and
• Orientation
• Grades 1-3, Grades 4-6, Grades 7-8

20
Stages of Second Language Acquisition and
Literacy Development for ELD Students

• Four Stages
• Skill Areas of
• Oral Expression and Language Knowledge,
• Reading,
• Writing, and
• Orientation
• Grades 1-3, Grades 4-6, Grades 7-8

21
Stages of Second-Language Acquisition

• Stage 1 Survival/Beginning English
• Stage 2 English in Familiar and Supported
  Contexts
• Stage 3 English with Some Independence and
  Inaccuracies
• Stage 4 Independent and Accurate English

22

• Programming
• basis for ESL/ELD program planning
• to establish identification of expectations for
  ESL/ELD learners
• guide for development of Ontario Curriculum
  adaptations
• basis for collaboration between ESL/ELD and
  classroom teachers
• Tracking
• map of student progress
• basis for observation
• Assessment/Evaluation
• initial assessment tool
• conference/ team resource
• evaluation of progress
• development of report card comments
• reporting to parents
• student self-evaluation

23
Part 3

• Sample Adaptations and Modifications for Selected
  Teaching Units

24
An Overview of Part 3
discusses specific literacy and numeracy needs of
ELD students
outlines OC expectations and modified expectations
25
multifaceted task used to assess unit expectations
provide criteria for assessing modified
expectations
identifies basic knowledge and skills needed to
perform unit tasks
26
designed to meet the needs of ESL/ELD students in
a particular unit
describe diagnostic, formative, and summative
assessment strategies for each unit
27
Steps for Program Adaptation
28
Example 1 Expectations and ESL Modified
ExpectationsGrade 5 Science and Technology
Earth and Space Systems Weather
Modified Expectations for Stage 2 ESL Students
Modified Expectations for Stage 1 ESL Students
Science Expectations
demonstrate understanding of the difference
between climate and weather
demonstrate an understanding of selected key
vocabulary related to weather and climate
demonstrate an understanding of the major
climatic factors and patterns associated with
weather
29
Example 1 Assessment Rubric for ESL Stage
1Grade 5 Science Technology Earth Space
Systems - Weather
level 4
level 3
level 2
level 1
Category

• demonstrates understanding of all (or almost all)
  selected key vocabulary related to weather and
  climate

• demonstrates understanding of most selected key
  vocabulary related to weather and climate

• demonstrates some understanding of selected key
  vocabulary related to weather and climate

• demonstrates minimal understanding of selected
  key vocabulary related to weather and climate

Knowledge

• independently examines how weather forecasts
  influence peoples decisions about their homes

• begins to independently examine how weather
  forecasts influence peoples decisions about
  their homes

• with some assistance examines how weather
  forecasts influence peoples decisions about
  their homes

• with much assistance examines how weather
  forecasts influence peoples decisions about
  their homes

30
Modifying Expectations

• ESL/ELD students may need 5-7 years to understand
  academic language and express complex and
  abstract concepts
• adjust the language requirements to suit the
  students age and stage of English language
  acquisition
• set expectations that are challenging and
  attainable

31
ESL/ELD Students in FSL

• It is expected that ESL/ELD students will
  participate in the French as a second language
  (FSL) program along with their grade-level peers.
  Core French curriculum expectations may need to
  be modified according to the age, ability and/or
  background of individual students.

32
Jai le français au coeur
33
The Benefits of Second Language Learning

• Research confirms that knowledge of a second
  language strengthens first-language skills, and
  that the ability to speak two or more languages
  generally enhances problem-solving and reasoning
  skills, and the capacity for creative
  thinking(The Ontario Curriculum French as a
  Second Language Core French Grades 4 8, 1998)

34

• the development of competence in two or more
  languages can result in higher levels of
  metalinguistic awareness. These facilitate the
  acquisition of language by exploiting the
  cognitive mechanisms underlying these processes
  of transfer and enhancement. (Jessner, 1999)

35

• research suggests that bilingualism enhances
  childrens understanding of how language itself
  works and their ability to manipulate language in
  the service of thinking and problem-solving.
  (Cummins, 1990)

36

• Successful language learners transfer their
  knowledge about language from one language to
  another. (Simpson Norris International, 2001)

37

• Successful language learners often use strategies
  in an orchestrated fashion. For example, L2
  writing, like L1 writing, benefits from learning
  strategies of planning, self-monitoring,
  deduction, substitution. (Oxford, 1994)

38
Les stratégies dinstruction pour la lecture
39
Les activités pour les stratégies dinstruction
de la lecture

• Établir des liens --- une toile des mots
• Visualiser --- des notes visualisées
• Questionner --- la grande question
• Inférer --- une note en deux colonnes
• Déterminer limportance --- le problème et des
  solutions
• Synthétiser --- un diagramme de lhistoire

40
We have teaching in our hearts