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Progression of Learning at the Secondary Level EESL Programs

Progression of Learning at the Secondary Level EESL Programs. SPEAQ November 2011 Information Session. Activating Prior Knowledge. What is some of the Related Content (knowledge) in the ESL Programs?. Quiet Reading Time.

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Progression of Learning at the Secondary Level EESL Programs

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  1. Progression of Learning at the SecondaryLevel EESL Programs SPEAQ November 2011 Information Session MELS Working Document 2011

  2. Activating Prior Knowledge • What is some of the Related Content(knowledge) in the ESL Programs? MELS Working Document 2011

  3. Quiet Reading Time • Read the ESL introduction on page 5 of the Progression of Learning. MELS Working Document 2011

  4. The Progression of Learning is… • compulsory • a supplement to the ESL programs to make the Related Content more explicit MELS Working Document 2011

  5. Three ESL Competencies Related Content Progression of Learning MELS Working Document 2011

  6. The Progression of Learning... • clarifies the knowledge that students need to learn, acquire and use in context • a planning tool for teachers to incorporate knowledge in the development of the ESL competencies for each year of secondary MELS Working Document 2011

  7. The Progression of Learning is NOT… • a new ESL program • a stand-alone document • a checklist of items to cover only once MELS Working Document 2011

  8. Legend • Go to POL, page 4 E MELS Working Document 2011

  9. Legend E MELS Working Document 2011

  10. Legend 10 MELS Working Document 2011 2014-08-29

  11. Legend 11 MELS Working Document 2011 2014-08-29

  12. Legend 12 MELS Working Document 2011 2014-08-29

  13. Culture Skim the Culture section. (POL, pages 6-7) • What should a teacher plan with regards to Culture? EESL students bring a greater knowledge of English language and culture to the EESL class. MELS Working Document 2011

  14. Language Repertoire A. Functional Language Skim sub-section A. Functional Language. (POL, pages 8-10) • What does the prevalence of shading in Functional Language indicate? • Why does element #6 ‘Reflecting on own development as an English Language Learner’ require much teacher guidance? EESL students focus on the accuracy of their message. MELS Working Document 2011

  15. Language Repertoire B. Vocabulary Skim sub-section B. Vocabulary. (POL, pages 10-11) • What do the arrows throughout letters c and d indicate? MELS Working Document 2011

  16. Language Repertoire C. Language Conventions Skim sub-section C. Language Conventions. (POL, pages 11-12) • Look at 1c. Why is this sub-element arrowed throughout? • How is grammar defined in this section? MELS Working Document 2011

  17. Language Repertoire D. Language Register and Audience Skim sub-section D. Language Register and Audience. (POL, p. 13) • What are some examples of informal register? • What are some examples of formal register? • What is the difference between 1a and 1b? MELS Working Document 2011

  18. Strategies Skim the Strategies section. (POL, pages 14-16) • ‘Communication Strategies’ show a prevalence of shading. Why? • Look at element #2 ‘Self-regulation of communication strategies’. What is the difference between Cycle 1 and Cycle 2? MELS Working Document 2011

  19. Processes 19 EESL students formulate in-depth responses, focusing more on the nuances in texts. MELS Working Document 2011 Skim the Response Process. (POL, pages 17-18) • During the Response Process what should students do prior to answering guiding questions individually? 2014-08-29

  20. Processes 20 EESL students pay particuliar attention to making adjustments (e.g. revising, editing) to written and media texts when using the writing and production processes. MELS Working Document 2011 Skim the Writing and Production Processes. (POL, pages 18-20) • What should students do prior to engaging in the Writing and Production Processes? 2014-08-29

  21. Texts Skim the Texts section. (POL, page 21) • Why is ‘Explores a variety of popular, literary and information-based texts’ arrowed throughout? • Which competencies would you associate with the sub-elements? MELS Working Document 2011

  22. What Would You Say? • Are teachers required to use the Progression of Learning? • Does the Progression of Learning make publishers’ materials incomplete? • Are the ESL competencies pushed aside in place of knowledge (Related Content)? • How can teachers use the Progression of Learning to help students construct and acquire knowledge as they develop their ESL competencies? MELS Working Document 2011

  23. Visit ESLinsight.qc.ca • Available documents • Multimedia Presentation • Bibliography MELS Working Document 2011

  24. Thank you! Enjoy the rest of the convention… MELS Working Document 2011

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