overhead 1 literacy: making the second language connection
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Overhead 1
Literacy: Making the
Second Language
Connection
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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
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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
English As a Second LanguageandEnglish Literacy Development
A Resource Guide
Orientation/Training Materials
Ministry of Education
The Ontario CurriculumGrades 1-8
2001
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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
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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)
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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)
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The Four Stages in the Acculturation Process
initial enthusiasm
culture shock
recovery
integration(p. 8)
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For an ESL/ELD student to acquire– social English takes…
• 1-2 years
– academic English takes…• 5-7 years
(p. 11)
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Years to Achieve Native-Like English Proficiency
Adapted from “Teaching to Diversity”, Mary Meyers, 1993; designed by P. Steinhouse, 1997
Optional
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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)
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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)
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• Identify a school reception team.• Provide essential orientation infor
mation.• Establish communication with the
home.
• Collect background information.
Reception and Orientation
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The Role of the Parents
When parents continue to support the development of the first language, the child’s underlying knowledge, conceptual base, and language ability are improved.
(p.20)
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Diagnostic Assessment
• May include:– first-language assessment;– an ESL/ELD assessment; and– a mathematics assessment
• Informally gathered over several weeks
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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 student’s progress.
(p. 23)
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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
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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
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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
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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
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Stages of Second-Language Acquisition
Stage 1: Survival/Beginning EnglishStage 2: English in Familiar and Supported
Contexts Stage 3: English with Some Independence
and Inaccuracies Stage 4: Independent and Accurate
English
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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
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Part 3
Sample Adaptations and Modifications for Selected
Teaching Units
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outlines OC expectations and modified expectations
discusses specific literacy and numeracy needs of ELD students
Expectations
ELD Considerations
how to use descriptors to adapt curriculum
ESL/ELD Descriptors
Contents and/or PurposeSection
An Overview of Part 3
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multifaceted task used to assess unit expectations
identifies basic knowledge and skills needed to perform unit tasks
provide criteria for assessing modified expectations
Culminating Task
Prior Knowledge & Skills
Assessment Rubrics
Contents and/or PurposeSection
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describe diagnostic, formative, and summative assessment strategies for each unit
designed to meet the needs of ESL/ELD students in a particular unit
Assessment & Evaluation Strategies
Teaching Strategies
Contents and/or PurposeSection
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Steps for Program Adaptation
Determine student’s
ESL/ELD stage in each
language strand and
stage in orientation
Adapt program in curriculum areas, where
needed, based on stage of proficiency
Evaluation based on:
– modified expectations, or
– grade expectations
ModificationsAdjustments to
expectations and/or performance criteria
(generally for stages 1 and 2)
AccommodationsStrategies used to help
student meet the expectations (generally
for stages 1 to 4)
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Example 1: Expectations and ESL Modified ExpectationsGrade 5 Science and Technology: Earth and Space Systems – Weather
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
Modified Expectations for Stage 2 ESLStudents
Modified Expectations for Stage 1 ESLStudents
Science Expectations
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Example 1: Assessment Rubric for ESL Stage 1Grade 5 Science & Technology: Earth & Space Systems - Weather
•independently examines how weather forecasts influence people’s decisions about their homes
•begins to independently examine how weather forecasts influence people’s decisions about their homes
•with some assistance examines how weather forecasts influence people’s decisions about their homes
•with much assistance examines how weather forecasts influence people’s decisions about their homes
•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
level 4level 3level 2level 1Category
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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
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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.
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J’ai le français au coeur…
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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)
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• …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)
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• …research suggests that bilingualism enhances children’s understanding of how language itself works and their ability to manipulate language in the service of thinking and problem-solving. (Cummins, 1990)
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• Successful language learners transfer their knowledge about language from one language to another. (Simpson Norris International, 2001)
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• 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)
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Les stratégies d’instruction
pour la lecture
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Les activités pour les stratégies d’instruction 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 l’importance --- le problème
et des solutions • Synthétiser --- un diagramme de
l’histoire
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We have teaching in our hearts…
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