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Course Profile
Study Skills in English, Open, Public
Course Overview
Course
Profiles are professional development materials designed to help teachers
implement the new Grade 11 secondary school curriculum. These materials were
created by writing partnerships of school boards and subject associations. The
development of these resources was funded by the Ontario Ministry of Education.
This document reflects the views of the developers and not necessarily those of
the Ministry. Permission is given to reproduce these materials for any purpose
except profit. Teachers are also encouraged to amend, revise, edit, cut, paste,
and otherwise adapt this material for educational purposes.
Any
references in this document to particular commercial resources, learning
materials, equipment, or technology reflect only the opinions of the writers of
this sample Course Profile, and do not reflect any official endorsement by the
Ministry of Education or by the Partnership of School Boards that supported the
production of the document.
© Queen’s
Printer for Ontario, 2001
Public
District School Board Writing Team – Study Skills in English
Leading
Board
Toronto District School Board Writing Team
Writers
Denise Gordon
Paula Markus
Advisory
Team
Vilma Blenman
Hazel Excell
Sandra Katz
Alison Kelsey
Jo Nieuwkerk
Betty Ann Taylor
Secondary English Consultant
Dianne Fenner
Course Overview
Study Skills in English, Open, ESLDO
This
course prepares students to use English with increasing accuracy in most
classroom and social situations and to participate in society as informed
citizens. Students develop the reading, writing, and oral presentation skills
required for success in all subjects. Students study and interpret a variety of
grade-level texts, develop oral communication skills through participation in
informal debates and seminars, and extend their range of research skills.
The
thematic units have been chosen to reflect the maturity and interests of
adolescent newcomers to Canada. These students are continuing to develop their
oral and written English communication skills in preparation for full
integration into mainstream secondary school courses. Each unit of this course
provides students with a challenging and motivating culminating performance
activity which will allow them to demonstrate the integration of many English
language skills needed for success in the school program.
This
full course overview was developed as a collaboration between the Public and
Catholic Course Profile writing teams for ESLDO. The unit overview charts
highlight the main components of each unit including the clustering of expectations
into activities and the types of tasks to be done in each activity. Unit 2:
Journeys to Freedom is completely fleshed out in the public Course Profile. For
an example of how Unit 1: Coming of Age could be delivered, teachers may
consult the Catholic Course Profile ESLDO found at the website
www.curriculum.org.
Students
in ESLDO may have progressed from the first course, ESLAO, through the series
of Ontario secondary school ESL courses. Others may have entered Ontario with
some background in English and have therefore begun their ESL studies further
along the continuum of courses at the ESLBO or ESLCO level. Students who have
been in previous ESL courses will already have had exposure to a range of
teaching strategies, such as cooperative learning, self- and peer assessment,
and performance-based assessment. Those who have more recently entered Ontario
schools may not yet have had the opportunity for exposure to these teaching and
assessment strategies. Teachers need to be aware of the range of student
background experiences in their classes and accommodate accordingly.
In
addition to the varied teaching, learning, and assessment strategies presented
in this Course Profile, teachers will want to establish at the beginning of the
course a number of ongoing classroom routines and activities which are integral
parts of a balanced language learning program. These routines include: journal
writing; silent reading of English; using first language and bilingual
materials where appropriate; reading aloud of a variety of materials by the
teacher; keeping vocabulary lists or notebooks; learning relevant Canadian
cultural information at appropriate times throughout the year; and compiling
media scrapbooks.
Students
in this ESLDO course are required to independently read and report on a novel
of their choice. An annotated list of suggested novels is included in the
course resource section of this Course Profile overview. Novels were chosen for
their appropriateness to both the ESLDO student’s level of reading proficiency,
and their links to the various themes presented in this course. It is suggested
that the teacher, in collaboration with the library staff, begin to compile a
classroom collection of these novels so that they are readily available early
on in the year when students begin to work on this assignment.
In order to graduate from an Ontario Secondary
School, all students must pass the Grade 10 Test of Reading and Writing. This
ESLDO course has been designed to give students opportunities to practise the
following reading and writing skills demanded for success on the test:
·
Extract
information from graphical and informational texts;
·
Interpret
and make inferences from a reading selection;
·
Write
summaries;
·
Write
reports;
·
Write
a series of linked paragraphs which give information or express an opinion.
Many newly arrived students will be
experiencing culture shock, family separation, and dislocation at the same time
as they begin to cope with adjusting to school in a new country or province.
ESL teachers should be aware of and sensitive to the many changes and
adaptations which immigrant and refugee students face. Another category of
students who may also be in the ESLDO class is International or fee-paying
(Visa) students. These students face their own special challenges in adjusting
to life in Ontario schools, often living on their own, or under the care of a
guardian while completing their high school education in Canada. Teachers
should strive to create a welcoming and secure classroom environment for all
learners.
Inclusiveness
of all ethnic, racial, and cultural groups, and both genders, is embedded in
this course. ESLDO often deals with sensitive but important issues, and
students’ reactions to these issues must be respected. Teachers should be
sensitive to the class dynamic and level of trust before embarking on some
activities. They should always be prepared for potential painful student
revelations. In such cases teachers must collaborate closely with school
counsellors who will have outside agency contacts. Similarly, teachers should
be sensitive to the variety of socio-economic levels, family structures and
past political experiences of students. Teachers should be prepared to make
accommodations in certain learning situations so that all students will find the
classroom comfortable and non-threatening.
|
Unit 1 |
Coming
of Age |
25
hours |
|
* Unit
2 |
Journeys
to Freedom |
30
hours |
|
Unit 3 |
It’s
Your Right! |
30
hours |
|
Unit 4 |
Unsung
Heroes |
25
hours |
* This
unit is fully developed in this Course Profile.
Time: 25 hours
Unit
Description
Students
begin the process of building study skills such as vocabulary development, use
of the writing process, research, time management, self-evaluation, and goal
setting through reading short stories, poetry, and non-fiction prose. The
theme, Coming of Age, allows students to explore their places in family and
society through the examination of a variety of literary genres and associated
print and media resources. Through discussions of differences in rites of
passage among societies, students examine the ethical issues of bias and
inclusion. Students are introduced to some elements of critical analysis and
literary terminology. As they move toward being effective communicators in
English, they are encouraged to find their own voices in oral and written
presentations. In the culminating activity student reactions to literature are
gathered, polished, and published.
Unit 1
Overview Chart
|
Activity/ |
Expectations |
Assessment |
Focus/Tasks |
|
1.
Milestones 300 min |
DORV.01,
.02, .03; DREV.01, .02, .04; DWRV.01, .04; DSCV.01, .02; DOR1.03, .04, .05,
.07; DOR2.01, .02; DOR3.05; DRE1.01, .02.; DRE2.01, .02; DRE3.01, .02, .03;
DRE4.01; .02, .03; DWR1.01; DWR2.02; DWR3.01, .02, .05; DSC1.03; DSC2.03 |
Knowledge/ |
Focus: Understanding short story
structure, developing reading strategies, and accessing community support
material using the themes Milestones and Rites of Passage Tasks -
Create a personal profile and introduce another student - Read
and respond (orally and in a short paragraph) to a short memoir -
Establish Vocabulary/Structure Journal. Use word attack skills - Read
short story. Review literary terms - Use
transition phrases -
Categorize -
Research support material for major rites of passage events -
Practise skimming/scanning techniques |
|
2. Blueprints
for New Directions 300 min |
DORV
.01, .03; DREV.01, .02, .04; DWRV.01, .02, .03, .04; DSCV.01, .02., DOR1.05,
.06, .09, .10, .11; DRE1.01, .02, .03; DRE2.01, .02; DWR1.02, .03, .05;
DWR2.03, .05, .06; DWR3.01, .02, .04, .05; DSC1.01; DSC2.01, .03 |
Knowledge/ |
Focus: Self-evaluation and goal setting
by finding personal relevance in prose and poetry Tasks - Read
and respond to short prose and poetry as a class and in groups (jigsaw) - Write
comprehension responses using quotations - Take
notes -
Respond creatively: diary, journal, letter, personal reflection using the
writing process -
Self-evaluate |
|
3.
Getting There 180 min |
DORV.01,
.02, .03; DREV.01, .02; DWRV.01, .02; DSCV.01, .02; DOR3.01, .02, .03, .04,
.05; DRE2.01, .02; DRE3.02; DSC2.03 |
Knowledge/ |
Focus: Time-management, study habits,
Canadian classroom challenges and expectations through examination of school
related scripts Tasks -
Analyse using mind maps - Read
autobiographical stories - Scan
and write summaries -
Practise group work: note-taking, oral presentations -
Role-play - Use
peer evaluation - Videotape |
|
4. Imprints 180 min |
DREV.02,
.04; DWRV.01, .02; DSCV.02; DRE2.01, .02; DRE4.01, .02, .03; DWR1.02, .05;
DWR2.05, .06; DWR3.01; DSC1.03; DSC2.01, .02 |
Knowledge/ |
Focus: Application of time management,
good study habits, organization and research techniques Tasks - Read
and respond to a short story -
Research project using research terminology, appropriate reading strategies,
vocabulary development, note-taking, graphic organizers, résumé, cover
letter, and journal writing |
|
5.
Listening to Other Voices 300 min |
DORV.01,
.03; DREV.01; DWRV.01, .02, .03; DSCV.02; DOR1.03, .04, .05, .11; DOR3.03,
.05; DRE1.02, .03; DWR1.03, .04; DWR2.01, .05, .06; DWR3.01, .02; DSC2.03 |
Knowledge/ |
Focus: Read and critically respond to
non-fiction and poetry with the theme of teenage conflicts Tasks: - Read
and critically respond to two non-fiction short stories and poetry selections -
Analyse main idea and point of view -
Review poetic devices - Read
and write in journal -
Maintain personal glossary - Read
a poem to music -
Present in a small group |
|
6. Using
Our Voices 240 min |
DORV.01;
DREV.02, .03; DWRV.01, .02, .03; DSCV.02; DOR1.05; DRE2.01; DWR1.01, .03,
.04; DWR2.01, .03, .04, .05, .06, .07; DWR3.01, .02; DSC2.03 |
Knowledge/ |
Focus: Writing and publishing creative
pieces on themes of self-discovery and growing up Tasks - Use
the writing process for creative extension of personal voice in writing
non-fiction and poetry -
Develop editing skills -
Publish booklet of class writing -
Maintain personal glossary, specifically computer software terminology |
Time: 30 hours
Unit
Description
Canada
continues to be a destination for people from all over the world who come here
seeking to live in freedom. As an introduction to Canadian immigrants’ journeys
to freedom, students compile a media watch scrapbook by collecting and writing
summaries of newspaper and magazine articles. They also engage in vocabulary
study arising from this reading. Students view and respond to a video on the
experience of immigrant and refugee groups in Canada. For a research report and
oral presentation, students research, extract, and organize information about
immigrants to Canada, citing non-fiction sources such as newspaper articles and
on-line research materials in a bibliography. The unit culminates in the
exploration of a literary journey to freedom in Canada through the analysis of
the Canadian novel, The Road to Chlifa.
Students write a five-paragraph essay on a theme arising from the novel. This
novel also forms the basis for vocabulary building, as well as the focused
study of the use of modal verbs to offer advice and express regret.
Unit 2
Overview Chart
|
Activity/Time |
Expectations |
Assessment |
Focus/Tasks |
|
1.
Media Watch 420 min |
DORV.01,
DORV.04, DOR1.05, DOR4.01, DOR4.02, DOR4.03, DOR4.04, DREV.02, DREV.04,
DRE1.03, DRE2.01, DRE2.02, DRE3.01, DRE3.06, DWRV.04, DWR2.02, DWR3.01,
DWR3.02, DWR3.05, DSCV.01, DSC1.05, DSC2.03 |
Diagnostic:
Participation in group discussions and presentations (Communication) Formative:
In-class practise article summary (Thinking/Inquiry, Communication) Summative:
Media Watch Scrapbook, using teacher-created checklist or rubric
(Knowledge/Understanding, Thinking/Inquiry, Communication, Application) |
Focus:
Analyse and
Respond to Media Tasks -
Activating prior knowledge -
Independent reading of unit novel using content reading logs - Read,
analyse, and summarize newspaper articles -
Contrast fact vs. opinion - Compile
a media watch scrapbook -
Vocabulary logs - View
and analyse a video |
|
2.
Research Report 300 min |
DREV.04,
DRE3.02, DRE3.03, DRE4.01, DRE4.02, DRE4.03, DWRV.02, DWRV.03, DWRV.04,
DWR1.05, DWR2.01, DWR2.03, DWR2.04, DWR2.05, DWR3.01, DWR3.02, DWR3.05 |
Formative:
Bibliography for Research Project (Knowledge, Communication) Formative:
First Draft of Research Report (Knowledge, Thinking/Inquiry, Communication,
Application) Summative:
Research Report, using teacher-created rubric (Knowledge, Thinking/Inquiry,
Communication, Application) |
Focus: Writing a Research Report Tasks - Use
research skills to locate and read articles on immigration issues -
Compile a bibliography - Take
notes using an organizer and expand into a report - Take
report through writing, revising and editing process |
|
3. Oral
Presentations 240 min |
DORV.01,
DORV.02, DOR1.03, DOR1.04, DOR1.05, DOR1.07, DOR1.09, DOR1.11, DOR2.01,
DSCV.01, DSCV.02, DSC1.06, DSC2.01 |
Formative:
Self-Assessment of Speaking Skills in Oral Presentation with checklist
(Communication, Application) Summative:
Oral Presentations, using teacher-created rubric (Knowledge,
Thinking/Inquiry, Communication, Application) Summative:
Graphic Organizer Folders, using a checklist (Knowledge,
Thinking/Inquiry, Communication, Application) |
Focus: Oral Presentations Tasks -
Teacher models oral presentation format - Oral
presentations using accurate standard English -
Note-taking on each presentation using a graphic organizer |
|
4. The Road to Chlifa: Karim’s First
Months in Canada 240 min |
DREV.01,
DRE1.01, DRE1.02, DRE1.03, DRE3.04, DRE4.01 |
Formative:
Content Reading Logs (Knowledge, Communication) Formative:
Comprehension Quiz (Knowledge, Communication) Formative:
Reading Response Journal (Knowledge, Thinking/Inquiry, Communication) |
Focus: Read and respond to part one of
novel; learn about literary devices Tasks -
Think/pair/share -
Response journal writing -
Vocabulary logs - Class
and small group discussions -
Discussion of literary devices |
|
5. The Road to Chlifa: Understanding
Characterization 300 min |
DORV.01,
DORV.03, DOR1.04, DREV.01, DRE1.02, DRE1.03, DWRV.04, DWR3.05 |
Formative:
Response Journal (Knowledge, Thinking/Inquiry, Communication) Summative:
Paired Dramatization, using a checklist (Communication, Application) Summative:
Character Study (Knowledge, Thinking/Inquiry, Communication, Application) Summative:
Grammar Exercise (Knowledge, Communication) |
Focus: Read and respond to part two of
novel Tasks - Study
of plot, character and setting -
Compilation of character studies -
Response to novel through dramatization -
Contextualized grammar study |
|
6. The Road to Chlifa: Themes 300 min |
DREV.01,
DREV.02, DRE1.04, DRE2.01, DRE2.02, DWRV.01, DWRV.02, DWRV.03, DWRV.04,
DWR1.01, 1.03, 2.01, 2.02, 2.03, 2.05, 3.01, 3.02, 3.05 |
Summative:
Five-paragraph Essay, using teacher-created rubric (Knowledge,
Thinking/Inquiry, Communication, Application) Summative:
Vocabulary Log (Knowledge, Communication) Summative:
Response Journal (Knowledge, Thinking/Inquiry, Communication) |
Focus: Discuss and write a
five-paragraph essay on a theme from the novel Tasks - Study
models of essay format on literary themes - Write
and edit a five-paragraph essay -
Select a novel for independent study (to be submitted at end of course) |
Time: 30 hours
Unit
Description
Students
develop an awareness of their rights and responsibilities as members of
Canadian society through reading and discussing sections of grade-level texts,
such as the Canadian Charter of Rights and Freedoms, the Aboriginal Charter of
Rights, the Ontario Human Rights Code, District School Board equity policies,
and individual school Codes of Conduct. Reading newspaper and magazine articles
which illustrate human rights issues, viewing of a video on Canadian human
rights issues, debates on the interpretation of individual or group rights, and
the development of positive communication and conflict-resolution skills all
form part of this unit. The comprehension and use of the formal register of
language in oral and written communication are emphasized. As a culminating
task, students prepare and present posters related to a current issue involving
the rights and responsibilities of living in Canada.
Unit 3
Overview Chart
|
Activity/Time |
Expectations |
Assessment |
Focus/Tasks |
|
1.
Universal Human Rights 120 min |
DSCV.01,
DSC1.01 |
Formative:
Vocabulary Cloze Exercise (Knowledge, Communication) |
Focus: Building background knowledge of
basic Human Rights Tasks -
Activating prior knowledge about human rights -
Brainstorm concepts of human rights -
Vocabulary development |
|
2.
Human Rights: The Canadian Context 240 min |
DREV.02,
DRE2.01, DRE2.02, DRE3.03, DRE3.05, DRE3.06, DWRV.04, DWR3.03, DSCV.01,
DSC1.01, DSC1.02, |
Summative:
Reading Comprehension Quiz (Knowledge, Thinking/Inquiry, Communication) |
Focus: Reading Canadian Human Rights
texts from various levels of government Tasks - Read
and comprehend excerpts from Charter of Rights and Freedoms, Ontario Human
Rights Code, etc. -
Contextualized Grammar study |
|
3.
Human Rights in Canada: Raising Awareness 360 min |
DORV.01,
DORV.03, DOR1.06, DOR3.06, DREV.03, DRE3.01, DRE3.04, DRE3.06, DWRV.01,
DWRV.04, DWR1.01, DWR1.05, DWR3.04, DSCV.01, DSCV.02, DSC1.01, DSC1.05,
DSC1.06, DSC2.03 |
Formative:
Group Oral Summary (Communication) Summative:
Written Summary (Knowledge, Thinking/Inquiry, Communication, Application) |
Focus: Human rights issues Tasks - Read
sections of newspaper and magazine articles on Canadian human rights issues - Class
discussions - Group
discussions and oral summaries - Write
a summary -
Contextualized Grammar study |
|
4. Human Rights in Action 240 min |
DORV.03, DORV.04, DOR3.06, DOR4.01, DREV02,
DREV.03, DRE2.01, DRE3.01, DRE3.03, DRE3.04, DRE3.05, DRE3.06, DSCV.01,
DSC1.03 |
Formative: Video viewing worksheet
(Thinking/Inquiry, Communication, Application) Summative: Case Study Assignment (Knowledge,
Thinking/Inquiry, Communication, Application) |
Focus: Application of human rights principles in
school and community Tasks - Case studies and readings - Discussions of issues - View and discuss a video on human rights in
Canada |
|
5.
Communicate Right! 240 min |
DORV.03,
DOR1.01, DOR1.02, DOR3.01, DOR3.02, DOR3.03, DOR3.04, DOR3.05, DSCV.02,
DSC1.04 |
Summative:
Role play (Communication, Application) |
Focus: Respect for others’ rights
through positive communication and conflict resolution skills Tasks - Model
and practise positive communication skills such as “I” messages and active
listening -
Student role plays -
Idiom/colloquial language study |
|
6. The
Right to Express your Views: A Debate 240 min |
DORV.01,
DORV.03, DOR1.08, DOR1.10, DOR1.11, DOR3.03, DSCV.01, DSCV.02, DSC1.06,
DSC2.01, DSC2.03 |
Summative:
Debate (Knowledge, Thinking/Inquiry, Communication, Application) |
Focus: Debate on Canadian human rights
issues Tasks -
Debate preparation on issues such as freedom of speech and hate literature;
freedom of the press and censorship; North American Free Trade Agreement Act? - Class
debate -
Language focus on persuasion and polite disagreement |
|
7. Post
It!: A Human Rights Poster Presentation 360 min |
DORV.02,
DORV.04, DOR1.02, DOR1.10, DOR1.11, DOR3.03, DOR4.05, DWRV.01, DWRV.02,
DWRV.04, DWR1.01, DWR2.04, DWR2.05, DWR2.06, DWR2.07, DWR3.01, DWR3.02,
DWR3.05 |
Summative:
Poster Presentation (Knowledge, Thinking/Inquiry, Communication, Application) |
Focus: Poster Presentation on a Canadian
human rights issue Tasks - Model
of an effective poster and presentation (text and visual elements) - Class
presentations - Peer
assessment - Use
of formal language in oral presentations |
Time: 25 hours
Unit
Description
Students
explore volunteerism and contributions to the school and wider community as
they respond to a collection of short stories, poetry, media works, and brief
biographies. They research and report on community and charitable organizations
which offer opportunities for volunteer community service. Students examine the
format and preparation of personal resumes and application letters. Students
conduct interviews with community members who make a wide variety of quiet but
vital contributions to society. Students write and edit a biography focusing on
an individual who has made a difference in their community. They also complete
the independent book report begun earlier in the course.
Unit 4
Overview Chart
|
Activity/ |
Expectations |
Assessment |
Focus/Tasks |
|
1.
Unsung Heroes: Making a Difference 360 min |
DREV.01,
DRE1.02, DRE1.03, DRE3.01, DWRV.01, DWR1.03 |
Formative:
Personal response to short stories and poetry (Knowledge, Communication,
Thinking/Inquiry) |
Focus: Short Stories/Poetry about
“Unsung Heroes” Tasks -
Literary analysis -
Personal response |
|
2.
Unsung Heroes: Reading their Stories 360 min |
DORV.04,
DOR4.02, DREV.03, DRE3.01, DRE3.04, DRE3.05 |
Formative:
Reading comprehension exercises (Knowledge, Communication, Thinking/Inquiry) Summative:
grammar exercises (Knowledge, Thinking/Inquiry, Communication) |
Focus: Brief Biographies of Unsung
Heroes Tasks -
Reading comprehension – biographies of people who contribute in subject
fields such as math, science, technology, the arts, human rights -
Discussion: What makes a “good citizen”? -
Analysis of the biography genre and appropriate language style -
Contextualized grammar study |
|
3.
Making a Difference in Our Communities 420 min |
DORV.01,
DORV.02, DOR1.05, DOR1.11, DREV.04, DRE3.02, DRE4.01, DRE4.02, DRE4.03,
DSCV.01, DSC1.03, DWRV.01, DWRV.02, DWRV.04, DWR1.02, DWR1.05, DWR2.05,
DWR3.01, DWR3.02, DWR3.05 |
Formative:
Peer Evaluation of Oral Presentation (Knowledge, Communication) Summative:
Oral Presentation (Knowledge, Thinking/Inquiry, Communication, Application) Formative:
First Draft of Application Letter Summative:
Final Draft of Application Letter (Knowledge, Communication, Application) |
Focus: Report on Community/Charitable
Organizations Tasks -
Research community/charitable organization -
Prepare short report based on a model - Oral
presentation -
Complete a peer evaluation of oral presentations - Study
application letter models - Write
and edit a personal application letter for a community service placement |
|
4.
Unsung Heroes: Telling their Stories 360 min |
DORV.01,
DOR3.06, DREV.01, DRE1.04, DRE1.05, DWRV.02, DWRV.03, DWRV.04, DWR2.01,
DWR2.02, DWR2.03, DWR2.05, DWR3.01, DWR3.02, DWR3.05, DSCV.02, DSC2.01 |
Formative:
Role-Play and Interview (Communication) Summative:
Biography (Communication, Thinking/Inquiry, Application) Independent
Book Report (Knowledge, Communication, Thinking/Inquiry, Application) |
Focus: Writing a Biography Tasks - Plan,
role-play, and conduct an interview -
Compose the biography from interview notes -
Language focus on organization and connecting devices -
Process writing and editing -
Collect book reports assigned in Unit 2 |
Brainstorming,
K-W-L charts, webbing, modelled writing, journal writing, essay writing,
portfolio compilation, cooperative learning groups, teacher read-alouds,
graphic organizers, think/pair/share, worksheets, field trips, vocabulary
charts, key word lists, vocabulary/grammar journal, media watch scrapbook
journal, viewing and responding to videos, class and community surveys and
interviews, cloze exercises, information gap activities, questionnaires, oral
presentations, Internet searches, small group and class interaction, sharing
languages and cultures, independent research projects, role-play, follow
teacher and student presentations, self- and peer assessment, library research
with print and electronic materials, book reports, writing editorials and news
reports, debates, letter writing, resume preparation, language and social
context awareness activities, poetry readings and writings.
The
assessment and evaluation techniques used in this course are diagnostic,
formative, and summative. They are constructed to link the teaching/learning
strategies to the various curriculum expectations focused on in each unit
through the four Achievement Chart categories of Knowledge, Thinking/Inquiry,
Communication, and Application, which appear in the ESL/ELD Ontario Curriculum
Policy document.
A
number of different strategies are used for assessment and evaluation in this
course, including: response scrapbooks, group and individual presentations,
written pieces in a variety of forms including essays and research reports,
quizzes, written tests, and journals.
Term
work is worth 70% of the overall final course mark.
The
required 30% final summative assessment could be composed of:
1) a final examination
2) the independent book report assigned in Unit
2
3) the biography which forms the culminating
activity of Unit 4
An ESLDO class is of a heterogeneous
nature, encompassing students of varying ages and backgrounds, and may also
feature continuous intake of newly arrived students throughout the semester or
school year. To support students with varying levels of English proficiency,
differing previous school experiences and varying learning styles, teachers
should incorporate the following strategies into their classroom programs:
making available newspapers, magazines and taped books at various proficiency
levels; tailoring assignments, assessment, and evaluation to meet individual
needs; and providing opportunities for practice with English language learning
software.
Among the
suggestions for accommodations provided in the various activities of this Course
Profile are: using the first language when appropriate; pairing and grouping
students for support; coaching and buddy reading; chunking information into
smaller units; providing opportunities for consolidating and building on
background conceptual knowledge; using visuals in addition to printed material;
using taped texts as a support to print material; and modifying assessment and
evaluation techniques when appropriate.
Azar,
Betty. Understanding and Using English
Grammar. New York: Prentice Hall Regents, 1999.
Archer,
Lynn, Cathy Costello, and Debbie Harvey. Reading
and Writing for Success. Harcourt Brace, 1997.
Lennox,
Corinne and Ian Wildeboer. Action Guide:
A Human Rights Resource Manual for Secondary Schools. Ottawa: United
Nations Association in Canada, 1998.
Lim,
Phyllis L. and William Smalzer. Across
Cultures: Universal Themes in Literature. Nelson Publishing, 1994.
Porter,
Jessie. Voices Past and Present.
Toronto: Wall and Emerson, 2000.
Sauvé,
Virginia L. and Monique Sauvé. Gateway to
Canada. Toronto: Oxford University Press. 1997.
At every
point in this course, teachers should take into account the needs of any
exceptional students as set out in their Individual Education Plans. ESL
students show the same range of learning exceptionalities in the same
proportions as other Ontario students. Some students arrive with previously
identified learning needs, while the needs of others are identified when their
progress in English language acquisition, and cultural adjustment differs
significantly form that of students from similar backgrounds and with similar
educational experiences. It is important not to identify students as learning
disabled on the basis of performance or behaviour that reflect, a normal
process of second language acquisition or that reflect a lack of prior
opportunity to learn the knowledge and skills being tested.
It is
important for all ESL students to be given opportunities to develop competence
in using computers and other technology. In this ESLDO course, students are
afforded opportunities to use word processing and graphics software to produce
pieces of written work and to do research on the Internet and with CD-ROM
software. Students are encouraged to work with their peers to help each other
access and learn about technology.
ESL students need opportunities to
explore the full range of educational and career paths available to them in
their new country and educational setting. At the ESLDO level of English
proficiency, students should be encouraged to consider cooperative education
placements to enhance their school programs and give them exposure to a variety
of career choices. In Unit 4: Unsung Heroes, students learn to prepare personal
resumes and application letters. They also research community and charitable
organizations for opportunities for volunteer and community service. Students
discuss the role of volunteerism both as a service to the community and as an
enhancement to future employability.
Students
who are recent arrivals from other countries may have special health and safety
needs. In Unit 3: It’s Your Right!, students consider issues of human rights at
the local, provincial, and federal levels. Students focus on both the rights
and responsibilities of the individual in school, the workplace, and the larger
society. Conflict-resolution skills also form part of the unit.
Emotional
health is as important as physical health and safety. The experience of
immigration, even in the best of circumstances, involves feelings of loss and
disorientation for many students. Throughout this course, the teacher is
expected to be sensitive to the range of experiences that students bring with
them. The teacher must recognize the equal legitimacy of students choosing to
share or keep private their experiences and feelings. Unit 2: Journeys to
Freedom, addresses issues such as the trauma of war, flight, loss, and
dislocation in depth. Teachers should be prepared for a wide variety of
responses to this theme. The study of the experiences of various recent
immigrant and refugee communities in Canada in this unit should be approached
from a factual and historical perspective to diffuse any emotional conflicts
which may arise between class members.
A school
environment that is free of racial and sexual harassment is as important to
students as a physically and emotionally safe environment. Activities
throughout the course, and in particular in Unit 3: It’s Your Right!, focus on
the importance of school rules, rights, and responsibilities and include a
review of the board’s racial and sexual harassment policy. Students are taught
how to report problems and how to get help if they feel they are being
harassed.
Up to
three ESL or ELD courses may be substituted for compulsory English courses.
Coded Expectations, Study Skills in English, ESL Level 4, Open, ESLDO
DORV.01 · communicate orally in English in
a wide variety of daily activities in the community, the classroom, and the
workplace;
DORV.02 · use the elements of English
grammar with increasing accuracy in speech;
DORV.03 · use appropriate language and
non-verbal communication strategies in a variety of situations;
DORV.04 · create, analyse, and interpret a
variety of media works.
Developing
Fluency in Oral Communication
DOR1.01 – respond to and use some implicit
commands and messages (e.g., indirect requests and orders such as: Would you
like to rewrite that?, meaning You should rewrite that; Is that where
the dictionaries go?, meaning Please put the dictionaries away);
DOR1.02 – recognize and use a variety of conversational
strategies (e.g., opening formulas such as How are you?,
attention-getting phrases such as Excuse me, turn-taking signals such as
I’d like to add, and closing formulas such as I’ve got to go now);
DOR1.03 – use a variety of communication
strategies to bridge gaps in their English-language knowledge (e.g., ask for
clarification; paraphrase; use facial expressions and gestures to convey
meaning);
DOR1.04 – use the pronunciation, stress,
rhythm, and intonation patterns of spoken English with accuracy most of the
time;
DOR1.05 – participate in classroom
discussions and oral presentations;
DOR1.06 – provide a summary of a group
discussion or an activity;
DOR1.07 – use a variety of transition words and
phrases in classroom discussions and oral presentations to express
relationships such as comparison, contrast, sequence, and cause and effect;
DOR1.08 – follow complex sequences of
instructions;
DOR1.09 – take notes from classroom presentations,
using a written outline or graphic organizer as a guide;
DOR1.10 – express and support a point of
view in classroom discussions;
DOR1.11 – use formal speech for oral
classroom presentations.
Developing
Accuracy in Oral Communication
DOR2.01 – use important elements of English
grammar with increasing accuracy (e.g., verb tenses, negatives, adjectives,
adverbs, conjunctions, articles, and prepositions of time, direction, and
location);
DOR2.02 – correct some common grammatical
errors in their own speech (e.g., inconsistent verb tenses, unclear pronoun
reference).
Using
English in Socially and Culturally Appropriate Ways
DOR3.01 – analyse social contexts to
determine the appropriate type of language to use (e.g., the suitability of
colloquialisms, emphasis, and eye contact in a videotaped speech or interview);
DOR3.02 – recognize and respond appropriately to
verbal and non-verbal cues (e.g., identify inappropriate aspects of language
and behaviour in comedy);
DOR3.03 – use formal and informal styles of language
appropriately (e.g., compare and role-play the use of forms of address in
different situations);
DOR3.04 – use some idioms and slang where appropriate
(e.g., Off the top of my head; Run that by me again);
DOR3.05 – use polite forms to negotiate and reach
consensus in small-group tasks (e.g., Would you like to...?, How
about...?, Don’t you think...?);
DOR3.06 – recognize and use the appropriate style of
language for various workplace situations (e.g., evaluate customer and employee
interactions as presented in a video; role-play an employee asking for advice
from a supervisor).
Developing
Media Skills and Knowledge
DOR4.01 – respond to a wide variety of media works
through discussion and comparison of their own and others’ reactions to the
works (e.g., advertisements, news programs, dramatic presentations);
DOR4.02 – identify strategies used in different media
to influence specific audiences (e.g., figurative language, provocative visual
images, youth-oriented music);
DOR4.03 – analyse media productions to identify
different media perspectives on social and cultural issues (e.g., how
newspapers and television companies select and present facts, images, and
opinions on issues related to race, gender, and age);
DOR4.04 – explain some of the causes and consequences
of local, national, and international current events (e.g., explain how
Canadian immigration patterns are related to world events; explain the causes
and consequences of some forms of pollution);
DOR4.05 – create a documentary or news report on a
current issue.
DREV.01 · read and respond to literature,
with teacher guidance;
DREV.02 · use a range of strategies to
build vocabulary;
DREV.03 · extract information from
grade-level texts, with teacher guidance;
DREV.04 · locate, evaluate, and use
information from a variety of sources for academic, social, and career
purposes, including guided research projects.
Reading
and Responding
DRE1.01 – identify some common
cross-cultural themes in literature (e.g., coming of age, creation of the
universe, quests);
DRE1.02 – identify and explain literary
elements and devices in teacher-selected texts (e.g., theme, character
development, plot, setting, simile, metaphor);
DRE1.03 – make inferences about a writer’s
point of view or a character’s actions;
DRE1.04 – choose and respond to personal
reading material comparable in scope and difficulty to some materials selected
by their English-speaking peers;
DRE1.05 – explain their reasons for
choosing specific authors and genres (e.g., in book reviews, in literature
study groups).
Developing
Vocabulary
DRE2.01 – use a variety of strategies to
build vocabulary (e.g., check learner dictionaries; keep a personal list of
words and phrases; seek opportunities to use new words);
DRE2.02 – infer the meaning of many Latin-based
words from context and from prefixes, suffixes, and word roots.
Using
Reading Strategies for Comprehension
DRE3.01 – recognize the elements and purposes of
different forms of texts and participate in discussions about them (e.g.,
subject-area texts, short stories, magazine articles);
DRE3.02 – skim texts for main ideas and overall
organization (e.g., skim a section of a reference book to evaluate its
relevance for a specific project; skim brochures for career information);
DRE3.03 – scan texts for specific
information (e.g., locate required information in a reference book; locate
information about specific aptitudes or qualifications in a career brochure);
DRE3.04 – determine meaning in texts that
contain complex grammatical elements (e.g., conditionals, modals, passive
verbs);
DRE3.05 – recognize transition words and
phrases used to indicate definition of terms, classification, sequence,
summary, conclusion, comparison and contrast, cause and effect, and hypothesis
(e.g., that is, in conclusion, by contrast, as a result, possibly);
DRE3.06 – identify facts, opinions, and
perspectives in text.
Developing
Research Skills
DRE4.01 – use knowledge of a variety of
conventions of formal texts to locate information (e.g., footnotes, end notes,
and lists);
DRE4.02 – compare ideas and information
from a variety of sources for guided research projects (e.g., sources such as
print and non-print magazines and newspapers, CD-ROMs, the Internet);
DRE4.03 – summarize main points for guided
research projects, using graphic organizers (e.g., charts, tables, Venn
diagrams).
DWRV.01 · write in a variety of forms
appropriate to different subject areas, personal needs, and career goals, with
teacher guidance;
DWRV.02 · use the writing process to
prepare final drafts, with teacher guidance;
DWRV.03 · arrange ideas in logical order
and present them in linked paragraphs;
DWRV.04 · use the sentence patterns and
conventions of standard Canadian English with accuracy most of the time in
written work.
Relating
Purpose to Form
DWR1.01 – write to carry out assignments in
different subject areas (e.g., short reports, outlines, summaries, editorials,
notes, essays, examination answers);
DWR1.02 – write for career-related purposes
(e.g., résumés, covering letters, memos, e-mail messages);
DWR1.03 – select and use appropriate forms
for personal and creative writing (e.g., diaries, journals, personal letters
and e-mail messages, dialogues, poetry, narratives);
DWR1.04 – use descriptive words and phrases
to convey mood, atmosphere, and emotion;
DWR1.05 – use the conventions appropriate
to particular forms of writing (e.g., letter salutations and closings, cover
pages and headings, bibliographies).
Applying
the Writing Process
DWR2.01 – write a passage of three or more paragraphs
to develop a central idea;
DWR2.02 – use transition words and a
variety of sentence patterns to express relationships such as comparison and
contrast (e.g., similarly, on the other hand) and cause and effect
(e.g., as a result of);
DWR2.03 – edit to improve writing style
(e.g., to convey a personal voice, to stress objectivity);
DWR2.04 – use visual elements to enhance
the effectiveness of published text (e.g., margins for ease of reading, headings
and typeface for emphasis);
DWR2.05 – produce final drafts, using appropriate
writing tools (e.g., dictionaries, editing checklists);
DWR2.06 – use word-processing software to
compose and edit pieces of writing;
DWR2.07 – use graphics software to format
and embellish pieces of writing.
Developing
Accuracy in Written Form
DWR3.01 – spell words accurately in final drafts,
including subject-specific terms;
DWR3.02 – use periods, commas, apostrophes,
quotation marks, colons, and parentheses correctly in final drafts;
DWR3.03 – use the semicolon to separate
main clauses in a list of ideas;
DWR3.04 – use ellipses to show that words
have been omitted from a quotation;
DWR3.05 – use common tenses and verb
phrases, adjectives, adverbs, conjunctions, prepositions of direction and time,
and interrogative and negative constructions appropriately and with accuracy
most of the time.
DSCV.01 · demonstrate understanding of the rights and
responsibilities of living in Canada;
DSCV.02 · demonstrate flexibility as learners in
different teaching and learning situations.
Developing
Citizenship Awareness and Skills
DSC1.01 – participate in discussions about important
social and political documents (e.g., the Canadian Charter of Rights and
Freedoms, the Ontario Human Rights Code, district school board race relations
policies);
DSC1.02 – identify and explain the role of
some components of the Canadian political system (e.g., parties, levels of government,
the electoral process);
DSC1.03 – identify and use the skills
needed to seek assistance in the school and community (e.g., use, and help
others to use, the services of school guidance departments and community and
school support services; explain their district school board’s harassment
policy and procedures);
DSC1.04 – demonstrate knowledge of
strategies for conflict resolution by participating in simulations, role plays,
and group discussions;
DSC1.05 – research and participate in
discussions comparing the needs and values of people of different ages and
cultures and both genders;
DSC1.06 – participate in discussions and
debates about local, national, and global issues and events.
Adapting
to the Ontario Classroom
DSC2.01 – participate effectively in a
variety of learning and teaching situations (e.g., independent research; oral
presentations; varied assessment situations such as tests, examinations, and
student-teacher conferences);
DSC2.02 – use study skills effectively (e.g., select
appropriate study strategies; use self-monitoring and self-correcting
strategies);
DSC2.03 – participate fully in group
activities, (e.g., contribute productively to all group tasks, assist others in
the group, and help keep the group on task).
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