progression of learning elementary english as a second language mels working document 2009

Progression of Learning

Elementary English as a Second Language

MELS Working Document 2009

Workshop Goals

To understand the structure of the Progression of Learning document

To understand its use as a planning tool for teachers

To reflect on how to share the information with teachers


Agenda

Graffiti Activity (Activating prior knowledge)

Developing the Progression of Learning (Working context)

Presenting Driving Questions Exploring the Progression of Learning Workshop Evaluation


Graffiti ActivityActivating Prior Knowledge

What key words and ideas come to mind when thinking about the Progression of Learning?

Write your answers on the poster paper.

Discuss with your team.

Be prepared to share one idea with the entire group.


Driving Questions

How can the Progression of Learning help teachers plan the development of the ESL competencies?

How can we present the Progression of Learning to elementary ESL specialists?

PB, page 2


Developing the Progression of Learning

Mandate & Working Context

Research

Challenges


Read the MELS General Introduction to the Progression of Learning.

Reading intention: Where does the Progression of Learning fit into the PFEQ?

Link to Progression of Learning document:http://www.mels.gouv.qc.ca/progression/anglaisSec/index_en.asp


PFEQ

BALs CCCs SubjectAreas

ESL Competencies

Key Features

Progression of Learning

End-of-Cycle Outcomes

Evaluation Criteria

Essential Knowledge


Comparing the Progression of Learning & the Essential KnowledgeQuiet Reading Time (QRT)

Read the general ESL Introduction on page 3 of the Progression of Learning.

Skim through the Progression of Learning and compare it to the Essential Knowledge section of the ESL programs.

What stands out for you?


Introduction

Learning Contexts

Legend

Chart Format

Footnote

(See page 9)

Sub-CategoryElement

Category 1

Examples

Sub-element

(See PB, page 3)


Category 1: Contextual Language and Functional Language

QRT: Read the Introduction and the Learning Contexts for Cycle One, Cycle Two and Cycle Three of this category. ▪ How is the information organized?

▪ How does the Learning Context evolve over the three cycles?


Category 1: Contextual Language and Functional LanguageLegend and Footnote

How can the symbols be explained? In your team, match the words and phrases with a symbol from the legend or with the footnote.

PB, page 4


Footnote: 1

The Cycle One student constructs new knowledge by gradually becoming aware of new language, strategies, language conventions, text components and cultural elements.

(a) Initial exposure to the language (f) Acquires naturally (i) Imitates (t) Discovers


Legend: Student constructs knowledge with teacher

guidance.

(c) Explicit teaching (d) Teacher prompts students (e) Teacher-centered (g) Resources provided by teacher (o) Teacher scaffolds learning (s) Modeled by teacher (u) Trial & Error


Legend: Student applies knowledge by the end of the

school year.

(b) Most of the students (h) Student-centered (j) Student takes initiative (k) Self-directed use of resources (m) Correctly most of the time


Legend: Student reinvests knowledge.

(l) Reuses (n) Broadens (p) In new contexts (q) Refines (r) Transfers


Category 1: Contextual Language and Functional LanguageSub-Category A – Useful Expressions

Elements and Sub-Elements

Compare the Progression of Learning with the Essential Knowledge.

What do you notice about the elements? (e.g.: Classroom routines, Instructions, Delay speaking, etc.)

What do you notice about the sub-elements? (e.g.: Participates in classroom routines, Gives instructions, Stalls for time, etc.)

Look at the element Opinions on page 6 of the Progression of Learning document. What do you notice?

PB, page 5



Some elements have a vertical progression (i.e. from more simple to more complex).

What elements from Useful Expressions have a vertical progression?

PB, page 5



Vertical Progression: Identification Capabilities (example in PB, p. 5) Agreement, disagreement Offers of assistance Needs Feelings, interests, tastes, preferences Expressions promoting harmonious exchanges and teamwork

PB, page 5



Look at the different sub-elements for Useful Expressions.

Why are they written using action verbs?

PB, page 5


A competency is a set of behaviours based on the effective mobilization and use of a range

of resources.

. . . students’ learnings serve as tools for both action and thought. . .

Source: PFEQ, Chapter 1, page 4.


Brain TeaserAt a workshop, a teacher asks you:

“How is progression shown in Cycle 1?”


Lunch



Examples

Close your Progression of Learning.

In pairs, write your own examples for the sub-elements. Then, compare your answers with the Progression of Learning document.

PB, page 6



Examples

How can the examples help teachers?

How can the examples be misleading?


Category 1: Contextual Language and Functional LanguageSub-Category B - Vocabulary

Which sub-elements of vocabulary should most students be able to apply by the end of each year at elementary?

PB, page 7



Grade 3 Uses vocabulary related to school



Grade 4 E.g. Uses action words Uses vocabulary related to other familiar

environments Uses personal pronouns and possessive forms to talk

about self Uses the alphabet to spell words in context Uses cardinal and ordinal numbers frequently

encountered in class Uses the names of colours and shapes frequently

encountered in class


Category 1: Contextual Language and Functional LanguageSub-Category B – Vocabulary

Grade 5Uses expressions of time frequently

encountered in class

Grade 6E.g. Responds to question words used in

contextUses question words in context


Category 1: Contextual Language and Functional LanguageSub-Category B – Vocabulary

Which sub-elements of vocabulary will still require teacher guidance at the end of elementary school?

Uses targeted vocabulary to carry out tasks Uses personal pronouns and possessive forms to

talk about others Uses preposition and location words required for

tasks


Category 1 Wrap-up

Refer back to the two driving questions. What information would you add?

PB, Page 2


Brain TeaserIn the Progression of Learning document: Why is Circumlocution omitted from the

Useful Expressions section of the document? Why did Yes/No Questions change sub-

categories? Hint: Compare PFEQ and Progression of Learning


Category 2 - Strategies

QRT: Read the Introduction and Learning Contexts for this category.

Close your Progression of Learning.


Category 2 – Strategies Which strategies do you think students should be

able to apply by the end of Cycle 2?

Discuss your choices with your team and then compare with the Progression of Learning.

Which type of strategy is not starred? Why?

PB, page 8.


Grade 3 Grade 4 Grade 5 Grade 6

-Delay speaking-Risk-taking: Dares to use functional language frequently used in class to speak only English, in spite of making errors-Asking for help -Asking for clarification-Practice -Accepting not being able to understand everything listened to or read

-Attention: Decides to concentrate on the right things - Resourcing - Note-taking

-Circumlocution - Risk-taking: Experiments with known language - Attention: Maintains attention during tasks - Use of prior knowledge- Predicting- Inferencing- Skimming- Scanning- Cooperation


Category 3 - Language Conventions

QRT: Read the Introduction and Learning Contexts for this category.



Language conventions are not targeted in Cycle One. Why? Hint: Look at the Learning Contexts.

What do you think is the place of metalanguage (i.e. grammar terminology) in the Progression of Learning?

PB, page 9.MELS Working Document 2009

Context for grammar



The chart below is another way of looking at the Language Conventions Category. Why do you think the sub-elements progress as follows? How would you explain this to teachers?

PB, page 9.



Which sub-elements of Language Conventions will still require teacher guidance at the end of elementary school? Places articles before nouns Uses knowledge of verb tenses to construct

meaning Uses verb tenses targeted to task


Category 4 - Text Components

QRT: Read the Introduction and the Learning Contexts for this category.



Category 4 - Text Components

What additional information do the sub-elements provide teachers in their planning?

Hint: Compare the Progression of Learning document with the Cycles Two and Three program.

PB, page 10.


Category 5 – Cultural Elements and Cultural Products

Read the Introduction and the Learning Contexts for this category.

What do you notice?


Category 5 – Cultural Elements and Cultural Products

Look at the information in the chart of the Progression of Learning.


How would you present this category to teachers? In your team, think of some activities.

PB, page 10MELS Working Document 2009

Driving Questions Go back to the Driving Questions (PB, page 2).

How can the Progression of Learning help teachers plan the development of the ESL competencies?

How can we present the Progression of Learning to elementary ESL specialists?

Share ideas with your teammates.


What Would You Say?

Are teachers required to use the Progression of Learning?

Do we have to give knowledge quizzes? Does the Progression of Learning make

published materials inadequate or incomplete?


What Would You Say?

How many stars () does a student need to pass each year of elementary?

Is the Progression of Learning a tool specifically for new teachers?


Workshop Evaluation


progression of learning elementary english as a second language mels working document 2009

Documents

progression of learning

mels general introduction

progression of learningmandate

contextual language

language conventions

language f

general esl introduction

aware of new language