|ESLAO- English as a Second Language, Level 1|
|Course Title:||English as a Second Language, Level 1|
|Curriculum Policy Document:||English as a Second Language and English Literacy Development, The Ontario Curriculum, Grades 9 to 12, 2007|
|Department:||English as a Second Language|
|Course Developer:||Peak Centre Online|
|This course builds on students’ previous education and language knowledge to introduce them to the English language and help them adjust to the diversity in their new environment. Students will use beginning English language skills in listening, speaking, reading, and writing for everyday and essential academic purposes. They will engage in short conversations using basic English language structures and simple sentence patterns; read short adapted texts; and write phrases and short sentences. The course also provides students with the knowledge and skills they need to begin to adapt to their new lives in Canada.|
Getting Acquainted 25 hours In this unit students develop the ability to use simple oral and written language for beginning communication at home, at school, and in the community. Using authentic orientation materials, students demonstrate the ability to use simple sentence patterns and key conventions of standard English to participate in social interactions in the classroom and the community. They begin to use reading strategies to acquire beginning English vocabulary and to adapt to key teacher expectations and school routines.
|Unit Two: A Time for All Seasons
In this unit students acquire essential vocabulary and language structures to describe the passage of time, the seasons, and celebrations in Canada. Students are able to locate information in reference materials and from media works. Through studying Canada’s common customs and holidays, students continue to demonstrate the ability to use simple English sentences in oral and written communication, including sharing customs from their countries of origin
|Unit Three: O Canada!
In this unit, students demonstrate knowledge of basic facts about Canada’s geography and peoples. By using reference materials and media works, students obtain and record basic information in a variety of written forms, and develop a beginning awareness and appreciation of Canada’s regional and cultural diversity. Students continue to add to their reading logs begun in Unit 1.
|Unit Four: The Balance of Nature
Students study ecology as a vehicle for English language development and explain some simple scientific concepts as a first step in preparation for the study of other content courses. Students determine the meanings of unfamiliar words using pictures and illustrations. They continue to build their personal vocabulary lists and are introduced to expository writing of short structured compositions.
|Unit 5: Wellness (Culminating Activity)
Students study health and nutrition to further develop their English language skills. Communications with the medical community and the maintenance of a well-balanced lifestyle are emphasized. Students complete personal information forms, and through role playing, express their state of health and feelings in a variety of contexts.
|Rich Task Summative 20%
This is a summative task assigned at the end of the course that brings together many of the expectations covered throughout the course and is created to assess and evaluate a student’s ability to demonstrate their understanding of the expectations through not only the product, but through conversation and observation.
|Final Exam 10%
This is a proctored exam worth 110% of your final grade.
|Total Hours||110 hours|
Resources required by the student:
Note: This course is entirely online and does not require or rely on any textbook.
- A scanner, smart phone camera, or similar device to upload handwritten or hand-drawn work
Teaching and Learning Strategies (include, but are not limited to):
- Youtube Channel
- Video Support & Demonstrations
- Skype/Google Hangout Conferences
- Live Instructional Tutorials & Performance Test Assessments
- Structured Discussions
- Collaborative Learning Platform
- Group Work
Teaching & Learning Strategies:
This ESL course provides a content-based, thematic approach to language instruction. Students are supported to learn vocabulary from a range of subject areas while developing academic and language skills. The teaching of grammatical structures is integrated with context rather than taught or practiced in isolation.
Strategies for Assessment and Evaluation of Student Performance
The teacher will obtain assessment information through a variety of means as indicated in the chart below. Assessment and Evaluation Strategies are to include the evidence or proof the teacher sees in the Product, Observations and Conversations related to the curriculum expectations. The student must demonstrate achievement of the course expectations. Once demonstrated, the student is assigned a level of achievement.
Assessment As: takes place during or while learning.
Assessment Of: takes place after learning.
Students will analyse literary texts from contemporary and historical periods, interpret informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on the use of strategies that contribute to effective communication.
Teachers differentiate instruction to meet the diverse learning needs of students. Instructors use Discussion Boards, Google Apps for Education, Multi-Media element, constant valuable feedback, Google docs, Google forms, Google slides, Google drive to meet the needs of students and to assist students in reflecting on their learning, and in setting goals for improvement in key areas while developing 21st century skills. These tools help facilitate the development of 21st century learners and ensure the development of students that can self assess, work independently and demonstrate their ability to critically analyze text.
- Communicating – several opportunities are provided for students to write and communicate orally and for teachers to assess work based on conversation and observation.
- Generating ideas and topics – teachers encourage students to design their own approaches to the material by maintaining frequent (often daily) online communication with students, by allowing some freedom in how students respond to topics and questions, and by encouraging students’ independent thinking through discussion posts.
- Researching – various approaches to researching are practised. Students learn how to use various online research tools, cite sources, evaluate web sources and provide a works cited page at the end of longer assignments using MLA formatting.
- Thinking critically – students learn to critically analyze texts and to infer through their deeper analysis. . Students use their critical thinking skills to identify themes, morals, and the use of literary elements and devices.
- Producing published work and making presentations – students engage in the editing and revising process, including self-revision, peer revision, and teacher revision all of which strengthen texts with the aim to publish or present student work.
- Reflecting – through the variety of assignments, lessons and discussions, students reflect on the learning process, focus on areas for improvement, and make world to text, self to text and text to text connections between course content and their personal experiences.
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.
- 70% of the grade will be based upon evaluations 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
- 10% of the grade will be based on a Rich summative task administered in the last weeks of the course. This RST will be based on an evaluation of achievement from all four categories of the Achievement Chart for the course and of expectations from all units of the course.
- 20% of the grade will be based on a final examination administered at the end of the course. This exam will be based on an evaluation of achievement from all four categories of the Achievement Chart for the course and of expectations from all units of the course. This exam includes well-formulated multiple-choice questions, long-answer type questions and an essay.
Student achievement will be communicated formally to students via an official report card. Report cards are issued at the midterm point in the course, as well as upon completion of the course. Each report card will focus on two distinct, but related aspects of student achievement. First, the achievement of curriculum expectations is reported as a percentage grade. Additionally, the course median is reported as a percentage. The teacher will also provide written comments concerning the student’s strengths, areas for improvement, and next steps. Second, the learning skills are reported as a Needs Improvement, Satisfactory, Good and Excellent. The report card also indicates whether an OSSD credit has been earned. Upon completion of a course, Kanata Academy will send a copy of the report card back to the student’s home school (if in Ontario) where the course will be added to the ongoing list of courses on the student’s Ontario Student Transcript. The report card will also be sent to the student’s home address.
Teachers who are planning a program in English must take into account considerations in a number of important areas. Essential information that pertains to all disciplines is provided in the companion piece to this document, The Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment, 2000. The areas of concern to all teachers that are outlined here include the following:
- types of secondary school courses
- education for exceptional students
- the role of technology in the curriculum
- English as a second language (ESL) and English literacy development (ELD)
- career education
- cooperative education and other workplace experiences
- health and safety
In planning courses, teachers should take into account the needs of exceptional students as set out in their Individual Education Plan. English courses reflect the creative part of our literary world, which offers a vast array of opportunities for exceptional students. Students who use alternative techniques for communication may find a venue for their talents as writers. Just as English responds to the needs and demands of the greater world of work, English courses are largely shaped by the needs and demands of students who will all eventually end up in this greater world.
Information and communications technologies (ICT) provide a range of tools that can significantly extend and enrich teachers’ instructional strategies and support students’ language learning. ICT tools include multimedia resources, databases, Internet websites, digital cameras, and word-processing programs. Tools such as these can help students to collect, organize, and sort the data they gather and to 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 virtual classroom. Although the Internet is a powerful learning tool, there are potential risks attached to its use. All students must be made aware of issues of Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred. Information technology is considered a learning tool that must be accessed by students when the situation is appropriate. As a result, students will develop transferable skills through their experience with word processing, internet research, presentation software, and telecommunication tools.
With exposure to the English language in a supportive learning environment, most young children will develop oral fluency quite quickly, making connections between concepts and skills acquired in their first language and similar concepts and skills presented in English. However, oral fluency is not a good indicator of a student’s knowledge of vocabulary or sentence structure, reading comprehension, or other aspects of language proficiency that play an important role in literacy development and academic success. Research has shown that it takes five to seven years for most English language learners to catch up to their English-speaking peers in their ability to use English for academic purposes. Moreover, the older the children are when they arrive, the greater the language knowledge and skills that they have to catch up on, and the more direct support they require from their teachers. Responsibility for students’ English-language development is shared by the course teacher, the ESL/ELD teacher (where available), and other school staff. Volunteers and peers may also be helpful in supporting English language learners in the language classroom. Teachers must adapt the instructional program in order to facilitate the success of these students in their classrooms. Appropriate adaptations include:
- modification of some or all of the subject expectations so that they are challenging but attainable for the learner at his or her present level of English proficiency, given the necessary support from the teacher;
- use of a variety of instructional strategies (e.g., extensive use of visual cues, graphic organizers, scaffolding; previewing of textbooks, pre-teaching of key vocabulary; peer tutoring; strategic use of students’ first languages);
- use of a variety of learning resources (e.g., visual material, simplified text, bilingual dictionaries, and materials that reflect cultural diversity);
- use of assessment accommodations (e.g., granting of extra time; use of oral interviews, demonstrations or visual representations, or tasks requiring completion of graphic organizers or cloze sentences instead of essay questions and other assessment tasks that depend heavily on proficiency in English).
Note: When learning expectations in any course are modified for an English language learner (whether the student is enrolled in an ESL or ELD course or not), this information must be clearly indicated on the student’s report card.
Expectations in the English program include many opportunities for students to apply their language skills to work-related situations, to explore educational and career options, and to become self-directed learners. To prepare students for the literacy demands of a wide array of postsecondary educational programs and careers, English courses require students to develop research skills, practice expository writing, and learn strategies for understanding informational reading materials. Making oral presentations and working in small groups with classmates help students express themselves confidently and work cooperatively with others. Regardless of their postsecondary destination, all students need to realize that literacy skills are employability skills. Powerful literacy skills will equip students to manage information technologies, communicate effectively and correctly in a variety of situations, and perform a variety of tasks required in most work environments.
By applying the skills they have developed, students will readily connect their classroom learning to real-life activities in the world in which they live.Cooperative education and other workplace experiences will broaden their knowledge of employment opportunities in a wide range of fields. Kanata Academy will try to help students link to Ministry programs to ensure that students have information concerning programs and opportunities.
The program provides the reading skills for the student to be able to explore the variety of concepts relating to health and safety in the workplace. In order to provide a suitable learning environment for the Kanata Academy staff and students, it is critical that classroom practice and the learning environment complies with relevant federal, provincial, and municipal health and safety legislation and by-laws, including, but not limited to, the Workplace Safety and Insurance Act, the Workplace Hazardous Materials Information System (WHMIS), the Food and Drug Act, the Health Protection and Promotion Act, the Ontario Building Code, and the Occupational Health and Safety Act (OHSA). The OHSA requires all schools to provide a safe and productive learning and work environment for both students and employees.