Secondary Cycle One Secondary Cycle One Enriched English as a Second Language Enriched English as a Second Language ProgramProgram

Gillian BaxterGillian BaxterDerek WrightDerek Wright Winter 2008Winter 2008

Workshop GoalsWorkshop Goals

• To become more familiar with the To become more familiar with the Secondary Cycle One Enriched English Secondary Cycle One Enriched English Second Second LanguageLanguage (E (EESL) programESL) program

• To consider the essential elements of the To consider the essential elements of the EESL program in Learning and Evaluation EESL program in Learning and Evaluation Situations (Situations (LES)LES)

• Questions, concerns, expectations

Workshop AgendaWorkshop AgendaParticipant’s Booklet page 1 Participant’s Booklet page 1 (PB page 1)(PB page 1)

9:00 am – 4:00 pm

• Welcome Welcome

• EESL studentsEESL students

• The EESL program The EESL program

• Brainstorming tasks for an EESL learning and Brainstorming tasks for an EESL learning and evaluation situation (LES)evaluation situation (LES)

• Wrap-upWrap-up

Who Are Our EESL Who Are Our EESL Students?Students?

Our enriched students…Our enriched students…

• have completed an intensive have completed an intensive English program at the primary English program at the primary level.level.

• experiment with the language.experiment with the language.

• are becoming autonomous are becoming autonomous language learners.language learners.

Comparing Core & EESL Students:

Who are they and what are they able to do?

• Read the information about Core Read the information about Core students. students. (PB page 3)(PB page 3)

• Note down some characteristics Note down some characteristics of EESL students using pages 579 of EESL students using pages 579 & 607 of your program.& 607 of your program.

Exploring the EESL programExploring the EESL program

• Using the key features and Using the key features and evaluation criteria for C1, describe evaluation criteria for C1, describe

students in action and what teachers students in action and what teachers observe. observe. (PB page 4)(PB page 4)

• Management of strategies and resources: Knows the strategies/resources available Chooses the appropriate strategy/resource

for the task at hand Uses it effectively Analyzes its effectiveness

SB page 2SB page 2

BAL and Driving Question BAL and Driving Question (PB pages 5 & 6)(PB pages 5 & 6)

Effective Driving Questions…Effective Driving Questions…

• Are open endedAre open ended• Are objectiveAre objective• Focus and drive the LESFocus and drive the LES• Are answerableAre answerable• Require research, investigation and reflectionRequire research, investigation and reflection• Call on students’ previous knowledgeCall on students’ previous knowledge• Link basic skills and concepts to students’ lives and Link basic skills and concepts to students’ lives and

the real worldthe real world• Encourage multiple approaches to problem solving.Encourage multiple approaches to problem solving.

Our Driving Question…Our Driving Question…

What can we learn about What can we learn about a culture and its people a culture and its people

through its sports?through its sports?

Arctic Winter Games LES Planner

• Scan page 7 of the PB.

Task 1 (Student Booklet)

• What sport is this?What sport is this?

• Who plays it?Who plays it?

• How is it played?How is it played?

• Why is it played in Québec?Why is it played in Québec?

SB page 3

2

4

5

6

1 3

1

2

3

56

4

SB page 4

Task 1 (cont’d)

• Listen, confirm and correct. (SB page 4)

E-mail Addresses

• Gillian Baxter (Montérégie, Abitibi, Kativik)

gillian.baxter@mels.gouv.qc.ca

• Derek Wright (Montréal, LLL)

derek.wright@mels.gouv.qc.ca

Task 1 (cont’d)

• Reflection (SB page 7)

Arctic Winter Games LES Planner

• Scan pages 8-10 of the PB.

Talks about familiar sports and arctic winter sports

Shares prior knowledge about Arctic Winter Games

Reflects on functional language used to encourage others

Developing the ESL Competency

Exploring the EESL Program

• C2: PB page 11

Reinvestment is selecting, organizing and adapting information and knowledge from texts.

• C3: PB page 14

Planning Tasks 2 & 3 (PB pages 12-13; 15-16)

• Plan a C2 task and a C3 task for the Arctic Winter Games LES.

• Select from the texts provided in the Text Booklet and think about other resources students may need.

Planning Tasks 2 & 3 (PB pages 12-13; 15-16)

Don’t forget to: activate the key features of the

competencies plan for evaluation using the evaluation

criteria and end-of-cycle outcomes develop the tools

address the Related Content include specific teaching, modelling and

enabling activities

Workshop GoalsWorkshop Goals

• To become more familiar with the To become more familiar with the Secondary Cycle One Enriched English Secondary Cycle One Enriched English Second Second LanguageLanguage (E (EESL) programESL) program

• To consider the essential elements of To consider the essential elements of the EESL program in Learning and the EESL program in Learning and Evaluation Situations (Evaluation Situations (LES)LES)

Wrap-up

• Compare the MELS EESL program with Compare the MELS EESL program with the local program(s) in your the local program(s) in your school/school board. school/school board. (PB page 18)(PB page 18)

Evaluation of the Workshop

• Please complete the evaluation form.