Bright Future Academy
4433 Sheppard Avenue East, 2nd Floor, Room 202
Toronto, Ontario M1S 1V3
ESLCO – English as a Second Language ESL Level 3
Course Title: English as a Second Language ESL Level 3
Course Code: ESLCO
Course Type: Open
Credit Value: 1
Prerequisite: ESLBO or permission of the department
Curriculum Policy Document: The Ontario Curriculum Grades 9-12, ESL and ELD 2007(revised)
Course Developer: Frank Qin
Development Date: May 2013
This course further extends students’ skills in listening, speaking, reading, and writing in English for a variety of everyday and academic purposes. Students will make short classroom oral presentations; read a variety of adapted and original texts in English; and write using a variety of text forms. As well, students will expand their academic vocabulary and their study skills to facilitate their transition to the mainstream school program. This course also introduces students to the rights and responsibilities inherent in Canadian citizenship, and to a variety of current Canadian issues.
By the end of this course, students will:
LISTENING AND SPEAKING
1. demonstrate the ability to understand, interpret, and evaluate spoken English for a variety of purposes;
2. use speaking skills and strategies to communicate in English for a variety of classroom and social purposes;
3. use correctly the language structures appropriate for this level to communicate orally in English.
1. read and demonstrate understanding of a variety of texts for different purposes;
2. use a variety of reading strategies throughout the reading process to extract meaning from texts;
3. use a variety of strategies to build vocabulary;
4. locate and extract relevant information from written and graphic texts for a variety of purposes.
1. write in a variety of forms for different purposes and audiences;
2. organize ideas coherently in writing;
3. use correctly the conventions of written English appropriate for this level, including grammar, usage, spelling, and punctuation;
4. use the stages of the writing process.
SOCIO-CULTURAL COMPETENCE AND MEDIA LITERACY
1. use English and non-verbal communication strategies appropriately in a variety of social contexts;
2. demonstrate an understanding of the rights and responsibilities of Canadian citizenship, and of thecontributions of diverse groups to Canadian society;
3. demonstrate knowledge of and adaptation to the Ontario education system;
4. demonstrate an understanding of, interpret, and create a variety of media texts.
Teaching / Learning Strategies:
The strategies used are varied to meet the needs and a range of learning styles encountered, and include the following:
Practice and Drill
Assessment and Evaluation Strategies of Student Performance:
Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. The primary purpose of assessment is to improve student learning. Assessment for the purpose of improving student learning is seen as both “assessment for learning” and “assessment as learning”. As part of assessment for learning, teachers provide students with descriptive feedback and coaching for improvement. Teachers engage in assessment as learning by helping all students develop their capacity to be independent, autonomous learners who are able to set individual goals, monitor their own progress, determine next steps, and reflect on their thinking and learning.
Teachers will obtain assessment information through a variety of means, which may include formal and informal observations, discussions, learning conversations, questioning, conferences, homework, tasks done in groups, demonstrations, projects, portfolios, developmental continua, performances, peer and self-assessments, self-reflections, essays, and tests.
As essential steps in assessment for learning and as learning, teachers need to:
• plan assessment concurrently and integrate it seamlessly with instruction;
• share learning goals and success criteria with students at the outset of learning to ensure that students and teachers have a common and shared understanding of these goals and criteria as learning progresses;
• gather information about student learning before, during, and at or near the end of a period of instruction, using a variety of assessment strategies and tools;
• use assessment to inform instruction, guide next steps, and help students monitor their progress towards achieving their learning goals;
• analyse and interpret evidence of learning;
• give and receive specific and timely descriptive feedback about student learning;
• help students to develop skills of peer and self-assessment.
Teachers will also ensure that they assess students’ development of learning skills and work habits, using the assessment approaches described above to gather information and provide feedback to students.
The Final Grade:
The evaluation for this course is based on the student's achievement of curriculum expectations and the demonstrated skills required for effective learning. The percentage grade represents the quality of the student's overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline. A credit is granted and recorded for this course if the student's grade is 50% or higher. The final grade for this course will be determined as follows:
70% of the grade will be based upon evaluations and assessments of learning conducted throughout the course. This portion of the grade will reflect the student's most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of achievement. All assessments of learning will be based on evaluations developed from the four categories of the Achievement Chart for the course.
30% of the grade will be based on a final evaluation administered at the end of the course and may be comprised of one or more strategies including tests and projects.. This final evaluation will be based on an evaluation developed from all four categories of the Achievement Chart for the course and of expectations from all units of the course. The weighting of the four categories of the Achievement Chart for the entire course including the final evaluation will be as follows.
Assessment of learning through the course:
Unit tests 30% + Assignments/Projects 40% = 70 %
Final examination 15% + final assignment/project 15% = 30%
The Report Card:
The report card will focus on two distinct but related aspects of student achievement; the achievement of curriculum expectations and the development of learning skills. The report card will contain separate sections for the reporting of these two aspects.
PROGRAM PLANNING CONSIDERATIONS
THE ROLE OF TECHNOLOGY IN ESL AND ELD PROGRAMS
Information and communications technologies (ICT) provide a range of tools that can significantly extend and enrich teachers’ instructional strategies and support students’ language learning. Computer programs can help students collect, organize, and sort the data they gather, and write, edit, and present reports on their findings. Information and communications technologies can also be used to connect students to other schools, at home and abroad, and to bring the global community into the local classroom.
Whenever appropriate, therefore, students should be encouraged to use ICT to support and communicate their learning. For example, students working individually or in groups can use computer technology and/or Internet websites to gain access to museums and archives in Canada and around the world. Students can also use digital cameras and projectors to design and present the results of their research to their classmates.
English language learners require special attention in the area of career education. These students need guidance in exploring the full range of educational and career opportunities available to them in their new country and/or educational setting. In addition to offering classroom activities that build on the strengths, abilities, and language that students bring with them, teachers should adapt career education materials as needed and provide students with career-related opportunities such as career research, job shadowing, and field trips.
English as A Second Language
Students whose first language is not English will be allowed to use dictionaries during assessments and evaluations. Furthermore, they will be encouraged to speak English in class through pair/group work, and small class presentations.
§ Discover Canada: The Rights and Responsibilities of Citizenship. Citizenship and Immigration Canada. Study Guide, 2012.
§ Various handouts and worksheets provided by the teacher
§ Paperback dictionary and thesaurus
§ General Writing Help: http://owl.english.purdue.edu/owl/section/1/
§ ESL Help: http://owl.english.purdue.edu/engagement/3/