dpcdsb-ell.wikispaces.comdpcdsb-ell.wikispaces.com/file/view/secondary+esl+… · web...

SECONDARYSECONDARY

Dufferin-Peel Catholic District School Board

ESL/ELD

AcknowledgmenAcknowledgments ts

PROJECT LEADERS

Rose Asta, Academic Consultant, ELL/Early YearsChad Low, Academic Consultant, ELL/Aboriginal ConsultantEdde Stolf, Academic Coordinator, MISA / ELL

WRITERS

Lisa Melo, ESL Assessment Teacher and Subject Council Co-ChairVesna Nikolic, Assessment Teacher

CONTRIBUTORS

Arlene Aguilar, Religious Education/Faith Formation ConsultantDaniela Biagi, Assessment TeacherLidija Biro, Co-author of the first edition of the Secondary HandbookAgata Bojarska, ESL Teacher and Subject Council Co-ChairLeslie Hutchinson, Special Education Consultant Sara Kavcic, ESL TeacherJoanna Kubica, Student Settlement Support OfficerMaria Nichols, Co-author of the first edition of the Secondary HandbookAnn Tierney, Assessment Teacher Rob Weatherbee, Guidance Consultant

SPECIAL THANKS

This project could not have been completed without hard work, co-operation and dedication of many colleagues, who have indebted us in countless ways. We would like to thank:

Marianne Mazzoratto, Superintendent of Program, for her continuous support for ESL programs

Daniel Reidy, Academic Co-ordinator, for embracing the ESL program, and his support for the project

Dufferin-Peel Catholic District School Board ESL teachers, for their love of the profession, their commitment to newcomer students, and the endless hours dedicated to ELLs, above and beyond their line of duty

Dufferin-Peel Catholic District School BoardSecondary ESL/ELD Handbook (Last updated on October 6, 2009)

20092009

HandbooHandbookk

2

PrayerPrayer

Almighty and ever-loving God,Your breath fills all creation.

It fills each of us,making us all Your children,

sisters and brothers ofmany roots, many colours, and many languages.

Within this gift of diversity,we remain united by our faith in God,

and by our pride in our schools,our communities, and our majestic country.

May you bless our role as [ELL/ELD] teachersfor we are the faces and voices

that greet new faces and new voices to our country ----teaching and learning, loving and growing.

Help us to reverence diversityas an expression of Your divine creativity and grace

for it is Your love that unites us all.

AMEN.

(Source unknown)

Dufferin-Peel Catholic District School BoardSecondary ESL/ELD Handbook (Last updated on October 6, 2009) 3

Table of Table of Contents Contents

1. INTRODUCTION………………………………………… 51.1 Mission statement 6

1.2 Foreword 7

2. ENGLISH LANGUAGE LEARNERS……………………….. 82.1 Who are ELLs? 92.2 Cultural adjustment 102.3 Making ELLs feel welcome 112.4 Languages our ELLs speak 122.5 Differences in school systems 142.6 ELLs and Special Education 17

3. THE TEACHER……………………………………………18 3.1 The role of ESL/ELD teacher 193.2 Trillium data entry 213.3 Self-evaluation checklist 22

4. PROGRAM DELIVERY………………………………….. 234.1 Models of ESL/ELD support 244.2 ESL/ELD-related Ministry documents 254.3 ESL/ELD courses 274.4 ESL stages and courses at a glance 314.5 Differentiated instruction 324.6 Assessment and evaluation 384.7 OSSLT 404.8 ELLs and Report Cards 45

5. PROGRAM INFORMATION……………………………… 465.1 Newcomer Reception and Assessment Centres 47 5.2 English tests for post secondary 535.3 Adult ESL programs 54

6. SUPPORT AND SERVICES………………………………. 566.1 MSEP and SWIS 576.2 NOW 586.3 Newcomer Services in Dufferin and Peel Region 59

7. RESOURCES……………………………………………. 617.1 Books 62

APPENDICES………………………………………………. 64

Appendix 1: Procedure for ELLs with Special NeedsAppendix 2: ESL Stages at a GlanceAppendix 3: ESL Courses at a Glance Appendix 4: Language Reference ChartsAppendix 5: Accounting for All Students Eligible to Write Tests Appendix 6: Newcomer Reception and Assessment Centre Brochure


Now the whole earth had one language and the same words.Now the whole earth had one language and the same words.~ ~ Genesis 11:1Genesis 11:1


IntroductioIntroductionn

PART 1

5

1.1 Mission Statement1.1 Mission Statement

Dufferin-Peel Catholic District School Board

The Mission of the Dufferin-Peel Catholic District School Board, in partnership with the family and church, is to provide, in a responsible manner, a Catholic education which develops spiritual, intellectual,

aesthetic, emotional, social, and physical capabilities of each individual to live fully today and to meet the challenges of the future, thus

enriching the community.

Commitment to Newcomers

In harmony with the Dufferin-Peel Catholic District School Board’s mission statement, the Newcomer Reception and Assessment Centre, in partnership with the schools, will provide families and students with a welcoming and supportive introduction to the Ontario School system.

Through a clearly defined initial assessment process, the students’ abilities, talents, and interests are recognized and shared, enabling a

smooth entry into the school community.


Over the past years, Ontario’s population has become more multiethnic and multicultural, resulting in a diverse newcomer student population at the Dufferin-Peel Catholic District School Board. Since 2000 the Board has annually assessed and registered approximately 1500 elementary and secondary English language learners (ELLs), who come from many different countries and speak a variety of world languages.

In keeping with the Catholic teaching and Gospel values, the administration, trustees, and teachers of the Dufferin-Peel Catholic District School Board have been committed to welcoming these learners and their families through a variety of programs and services. The Newcomer Reception and Assessment Centre provides families with an orientation session and settlement support; it also ensures that the students are appropriately placed. The schools offer a supportive environment, and courses and programs that cater to the needs of ELLs. Guided by the Ontario Catholic Graduate Expectations, which reflect the universal expectations of any responsible community, teachers help ELLs develop their talents and acquire the language proficiency, knowledge and skills they need “to achieve personal succcess and to participate and contribute to Ontario society.” *

The Secondary ESL/ELD Handbook shows another aspect of the Board’s commitment to English language learners. Its purpose is to assist ESL/ELD teachers in effectively meeting the newcomer students’ needs. Revised in response to the new ESL/ELD documents released by the Ontario Ministry of Education, this document aims to:

gather, in one place, all the updated information and documents that ESL teachers may need or find useful

offer responses to frequently asked questions respond to and include the changes in partnership agreements with

Citizenship and Immigration Canada reflect recent Dufferin-Peel’s GAP (General Admission Policy) revisions align the content of the Elementary and Secondary ESL/ELD Handbook.

The Handbook will serve as a valuable resource for: teachers new to ESL/ELD ESL/ELD teachers already working with ELLs mainstream teachers who work with ELLs all educators supporting ELLs and their families.

This document has been posted in the D.P.C.D.S.B. Program Portal. ESL teachers will also find many other useful documents posted in the Board’s Public Folders under ESL Subject Council. Of particular note, a resource section is available with a list of ESL-related websites and links, information regarding assessment and evaluation, Report Card Comments, classroom activities, lesson plans, and Culminating Activity Tasks.

* English Language Learners / ESL and ELD Programs and Services: Policies and Procedures for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12, 2007, page 7.


1.2 Foreword1.2 Foreword

7

The LORD is my shepherd, I shall not want; he makes me lie down in green pastures. The LORD is my shepherd, I shall not want; he makes me lie down in green pastures. He leads me beside still waters; he restores my soul. He leads me in paths of He leads me beside still waters; he restores my soul. He leads me in paths of righteousness for his name's sake. Even though I walk through the valley of the righteousness for his name's sake. Even though I walk through the valley of the shadow of death, I fear no evil; for thou art with me; thy rod and thy staff, they shadow of death, I fear no evil; for thou art with me; thy rod and thy staff, they comfort me. comfort me. ~ Psalm 23: 1-4Psalm 23: 1-4


English Language English Language LearnersLearners

PART 2

8

ENGLISH AS A SECOND LANGUAGE LEARNERS (ELLs)

According to the Ontario Ministry of Education:

“…English language learners are students in provincially funded English language schools whose first language is a language other than English, or is a variety of English that is significantly different from the variety used for instruction in Ontario’s schools, and who may require focused educational supports to assist them in attaining proficiency in English.”

From English Language Learners / ESL and ELD Programs and Services: Policies and Procedures for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12 (Section 1.2, Page 8, 2007)

According to The Ontario Curriculum, Grades 9-12, ESL and ELD, 2007, two kinds of programs are offered for ELLs. The key difference between the two programs has been underlined.

SUPPORT PROGRAMS for ELLs

English as a Second Language programs English Literacy Development programs

WHERE DO OUR ELLs COME FROM?

Our ELLs come from a variety of countries and an array of cultural and religious backgrounds. The chart below lists top eleven countries of citizenship in 2007/2008.

Top Citizenship Number of students Philippines 137

India 89Canada 71


2.1 Who are 2.1 Who are ELLs?ELLs?

Students who report Canada as their country of citizenship arrived from India, Jamaica, Pakistan, Trinidad, Jordan, Hong Kong, USA, other Canadian provinces, Nigeria, Portugal, China, Colombia, Kuwait, Poland, Ukraine, Sri Lanka, Guatemala, Chile, UAE, Ecuador, Croatia, Malaysia, Ghana, Philippines, Taiwan, Iran, Spain and Egypt (respectively).They follow two scenarios:

Their parent(s), who are Canadian citizens, sponsored them to become Canadian citizens

They were born in Canada, but spent some time living elsewhere for a period of time

“English as a Second Language (ESL) programs are intended for students whose first language is a language other than English or is a variety of English significantly different from that used for instruction in Ontario schools. Students in these programs have age-appropriate first-language literacy skills and educational backgrounds.” (p. 6)

“English Literacy Development (ELD) programs are intended for students whose first language is a language other than English or is a variety of English significantly different from that used for instruction in Ontario schools. Students in these programs are most often from countries in which their access to education has been limited, so that they have had limited opportunities to develop language and literacy skills in any language… As a result, they arrive in Ontario secondary schools with significant gaps in education.” (p. 6)

10

Pakistan 37Colombia 34Iraq 34Jamaica 27Sri Lanka 26China 19Nigeria 18Korea 15


English language learners and their families experience cultural adjustments in varying ways and degrees. The following are predictable stages of adjustment for most newcomers after arriving in a new country.

ARRIVAL AND FIRST IMPRESSION

Newcomers may:

▪ Be excited to be in an new environment▪ Be optimistic about new opportunities▪ Be relieved to have arrived in a safe environment

CULTURE SHOCK

Newcomers may:

▪ Be less optimistic as the challenges of resettlement become more evident▪ Find it difficult to make friends, or they may miss friends and family and familiar

environment▪ Find the challenge of learning in English insurmountable▪ Cling to their own language and culture▪ Require support and encouragement during this period

RECOVERY AND OPTIMISM

Newcomers may:

▪ Begin to feel more confident about learning English and fitting in while preserving their cultural identity

▪ Accept everyday activities and school routines more readily, and begin to develop more confidence in their ability to overcome difficulties

▪ Be able to communciate adequately for most day-to-day purposes and feel more relaxed in the new environment

ACCULTURATION

Newcomers may:

▪ Become more comfortable with their new identity and balance between cultures▪ Choose to integrate and adopt habits, customs and even some of the values and

practices of the new culture ▪ Feel a comfort level with friends and associates

Many Roots Many Voices, Supporting English Language Learners in Every Classroom, A Practical Guide for Ontario Educators, 2005, p.39.


2.2 Cultural 2.2 Cultural AdjustmentAdjustment

12

The adjustment process in the new educational community may be challenging for ELLs, due to cultural and other factors. Supportive ESL teachers play a crucial role in this process. By creating a positive learning environment in ESL courses, advocating for ELLs, being sensitive to cultural differences, and building students’ self-esteem, they create a link between ELLs and the Catholic school community. The chart below lists a few tips on how ESL teachers can fulfill that role.

▪ Make the students feel welcome and provide orientation to the school system (specifically for your own school and program)

▪ Create an inclusive learning environment

▪ Help the students feel that they are valued members of the class

▪ Facilitate a buddy-system with another student

▪ Assist students in viewing themselves as an integral part of a multicultural society and school

▪ Acquaint parents with available community resources; involve a Settlement Worker who speaks their first language, where possible

▪ Be sensitive to the needs of the new student

▪ Provide literature in learner’s native language, or learn or post a few basic words in their first language

▪ Encourage learners to share strengths arising from their own cultural background

▪ Provide opportunities for involvement in class activities

▪ Assign some responsibilities so that the students feel they are valued

▪ Be an advocate for ELLs▪ Be sensitive to possible

difficulties in the new surroundings, and show empathy

▪ Differentiate your instruction to cater to the needs of ELLs

▪ Help learners build their self-esteem

▪ Use sincere praise for every effort ELLs make

▪ Encourage learners to take risk and express themselves in oral and written English, regardless of the errors they make


2.3 Making ELLs Feel 2.3 Making ELLs Feel WelcomeWelcome

Learning environment

ELLs’ self-esteem

Support

Cultural sensitivity

13

Our ELLs speak a variety of languages. The chart below is a list of languages newcomer ELLs reported as their first language in 2007/2008, and the countries of citizenship, in alphabetical order. There were no significant changes in 2008/2009.

For some of our ELLs, English or a variety of English is the first language. A typical scenario includes students born in India, who have completed all or most of their education in an English-medium school in the United Arab Emirates, Saudi Arabia, or Oman. Another typical scenario includes some Jamaican students, who speak a variety of English, but are still listed in our database as speakers of English, as it is the only language they speak.

LANGUAGE COUNTRY OF CITIZENSHIPAlbanian Albania

Arabic Egypt Armenian Lebanon, IraqAssyrian Iraq, SyriaBengali BangladeshBicol PhilippinesCantonese China, Hong KongCebuano PhilippinesChavacano Philippines

Croatian Croatia

English CanadaFarsi IranFrench Congo, Canada, Cameroon, MauritiusGa GhanaGerman GermanyGreek GreeceGujarati IndiaHindi IndiaIgbo NigeriaIlocano PhilippinesIndonesian IndonesiaIshan NigeriaItalian ItalyJapanese JapanKonkani India


2.4 Languages Our ELLs 2.4 Languages Our ELLs SpeakSpeak

English speakers also come from: India, UAE, Jamaica, Philippines, Nigeria, Trindad, Pakistan, Sri Lanka, Ghana, Guyana, Dominica, Antigua, Liberia, Mauritius, Saudi Arabia, Iran, Taiwan, Tanzania, Trinidad, USA

Arabic speakers also come from: Iraq, Jordan, Palestine, Syria, Yemen, Lebanon and UAE

14

Korean KoreaKutchi (Kenya) KenyaMalayalam (India) IndiaMalaysian MalaysiaMaltese MaltaMandarin China, Taiwan, PhilippinesNepalese NepalPampango PhilippinesPatois/Patwa JamaicaPolish PolandPortuguese Portugal, BrazilPunjabi IndiaRomanian RomaniaRussian Belarus, RussiaSerbian SerbiaShona Zimbabwe

Sindhi PakistanSinhalese Sri LankaSpanish Colombia Sudanese SudanSwedish SwedenTagalog PhilippinesTamil Sri LankaTelugu IndiaTurkish TurkeyTwi GhanaUkrainian UkraineUrdu Pakistan, IndiaVietnamese VietnamVisaya PhilippinesYoruba Nigeria


In 2007/2008, 104 students have reported that English is their first language

Where are they from?

Speakers of different languages have different needs: most Spanish ELLs are AO level learners; most Tagalog ELLs are DO level

J amaicaTrinidad

UAEIndia

NigeriaUS A

0 20 40

Number ofs tudents

Spanish speakers also come from: Mexico, Venezuela, Peru, Cuba, Ecuador, El Salvador, Dominican Republic, Bolivia, Guatemala, Argentina and Chile

ESL AO ESL BO ESL CO ESL DO ESL EO Not taking ESL

0

5

10

15

20

25

30

35

40

Spanish

Arabic

Tagalog

15

Differences in school systems around the world are numerous and varied, not only between countries, but also between regions in large countries. The chart below, based on the common scenarios encountered at the Newcomer Reception and Assessment Centre, and the information from the WES Regional Education Links*, illustrates some of these differences. The information may not be applicable to all regions in a country, or to a particular case. If so, check the Grading Scale on the student’s transcript, or look up the information on the school website.

*http://www.wes.org/ewenr/research.asp Click on the appropriate Continent-Country-System of Education link.

Country & School year(from - to)

Students start Grade 1 at the age of …

Years of elementary school

Years of secondary school Passing grade/Grading system

China September-June

6 6 Junior Middle Secondary 3Senior Middle School 3

Passing grade: 60%

Colombia February-November

6 5 Lower Secondary 4Upper Secondary 2 (equivalent of Grade 11)Students earn a diploma (Bachillerato) by completing Grade 11

Passing grade: 6 (on a scale of 10)

Croatia September-June

7 8 Secondary School: 4 yearsAlso available: Vocational Schools (4 years)

Grading system 5-15- Excellent; 2- Passing grade; 1- Fail

Cuba September-June

6 6 Basic Secondary Education – 3 yearsPre-University Secondary Education (Bachillerato) – 3 years

Passing grade: 3 (out of 5)

EcuadorOctober - July

6 6 Basic Secondary – 3 yearsDiversified Secondary – 3 yearsStudents earn a diploma (Bachillerato)

Passing grade: 55% or 6/7Grading scales: 1-100% or 1-10

EgyptSeptember-June

6 5 (age 6-11) Preparatory School – 3 years (age 11-14)General Secondary School – 3 years (14-17): students earn a General Secondary Education Certificate –GSEC - (academic option required for University entry)Also available: Technical Secondary School – 5 years (age 14-19): students earn an Advanced Technical Diploma and Vocational Schools (3-5 years) Also available: religion-based schools

Passing grade: 50% – acceptable

Grading system:50% – 64% - acceptable 65-74% - good75-84% – very good85-100% - excellent

El SalvadorJanuary- November

6 9 years (7-15) Secondary School – 3 years Students earn a diploma (Bachillerato General)

Passing grade: 5Grading system: 1-10

Ghana September-June

5 6 JSS (Junior Secondary School) - 3 yearsStudents take Basic Education Certificate Examination (BECE, West African Examination Council)SSS (Senior Secondary School) - 3 yearsSenior Secondary School Certificate (SSCE)Also available: Technical/Vocational School (3 years after JSS)

Passing grade: 50%Grading system A-F: A excellent, B very good, C good, D credit, E passF fail(or 1-4; 1 is the Highest grade)

Guyana September-June

5 6 Secondary – 4 years +General Secondary – 5 yearsStudents earn Caribbean Examinations Council Certificate (CXC) up to the age of 16ORSenior Secondary – 2 years (up to the age of 18)

CXC: 5 grades:1) comprehensive working knowledge of the syllabus; 2) working knowledge of most aspects of the syllabus; 3) working knowledge of some aspects of the syllabus; 4) limited knowledge of few aspects of the syllabus; 5)


2.5 Differences in School 2.5 Differences in School SystemsSystems

Speakers of different languages have different needs: most Spanish ELLs are AO level learners; most Tagalog ELLs are DO level ESL AO ESL BO ESL CO ESL DO ESL EO Not taking

ESL

0

5

10

15

20

25

30

35

40

Spanish

Arabic

Tagalog

16

Student take Caribbean Advanced Proficiency Examination (CAPE) and earn General Certificate of Education Advanced Level

insufficient evidence on which to base judgement.

India July-Aprilor April to March, depending on the area

5 or 6 8 4-5-O level exams in Grades 10 and 11-A level exams in Grades 12 and 13-AS - Advanced Subsidiary Level, offered to gifted students in Grades 10/11OR-All India Secondary School Examination (AISSE) for Grade 10 -All India Senior School Certificate Examination (AISSCE), a school-leaving examination for Grade 12; both administered by the Central Board of Secondary Education (CBSE, a recognized board of education in India)-Medium: English or Hindi

Passing grade: 35%(30% in some schools)or A, B and C are passing grades

Passing grade: 33%

33% or D2 Grades are based on a nine-point scale, from A1 (reserved for the top 1/8th of the passing candidates) to E, which is a failing grade

Iraq September-June

6 8 4 Passing grade: 50%

Jamaica September-June

6 6 5-7 (vocational schools 4)

Passing grade: 4 or E(1=A)or C (First Class Honours is A)

Korea March-February

6 6 Lower Secondary - 3 years (age 12-15)Upper Secondary - 3 years (age 15-18)Students earn a High School Diploma

Passing grade: 60% or D Highest on scale: A Pass: B,C,D Lowest on scale: F- fail

Nigeria September-July

5(may start earlier)

6 (students sometimes skip classes based on academic achievement)

JSS (Junior Secondary School) - 3 yearsStudents earn a Junior School Certificate (JSSC)SSS (Senior Secondary School) - 3 yearsStudents earn a Senior School Certificate (SSSC)ORTechnical Secondary School – 6 years Students earn a Senior School Certificate (SSSC)

Passing grade: 50%ORGrading system 1-9Highest on scale: A 1Pass/fail level: P 8Lowest on scale: F 9

Pakistan Depends on the area: April – MarchAugust – May

5 or 6 5 (Primary school, Grades 1-5) +3 Middle school (Grades 6-8)

2 systems:Modern Educational System (School Boards):High level: 2 years (Grades 9 and 10) leading to Secondary School Certificate Examination (SSCE)Intermediate level: 2 years (Grades 11 and 12) leading to Higher Secondary Certificate Examination (HSCE)Most private schools: British system with 0-level and A-level exams (for details, see info on India)There are also religion-based schools, called Madrassas.

Passing grade: 33%(miniumum score requirement for universities 45%)

Peru April-December

6 6 General Secondary – 2 yearsAcademic Secondary – 3 years (up to age 16)Students earn a diploma called Certificado de Educación Secundaria Común CompletaAlso available: Technical Secondary – 3 years

Passing grade: 11 (out of 20)

Philippines June-March

6 or 7 6 in most schools (7 in some private schools)

4 (year 4 is the equivalent of Grade 10)Year 1 of College - equivalent of Grade 11 Year 2 of College - equivalent of Grade 12(to apply to the UofT program, students need to have completed the second year of College at a recognized University in the Philippines)

Passing grade: 75%

Poland September-June

6 in Grade 0 (Zero), not

Grade 0 + 1-6 3 (Gymnasium) + 3 (Lyceum – LO)The Gymnasium grades are turned into a point system (out of 50 points); admission to Lyceums is based on that score.

Passing grade: 50%


grade 1Sri Lanka January-November

5 or 6 5 Lower 6 (GCE O level)Upper 2 (GCE A level)

Passing grade: 35% Passing grade: 40%

Trinidad & TobagoSeptember-June

5 or 6 6 Junior Secondary – 3 yearsSenior Secondary – 2 yearsStudents earn Caribbean Examinations Council Secondary Education CertificateSixth Form – 2 years (age 17-19)Students earn General Certificate of Education Advanced 'A' Level; Caribbean Advanced Proficiency Examination (CAPE)

For CXC Secondary Education Certificate, there is no pass/fail mark. Six grades are awarded, on a scale of 1 (maximum) – 6 (lowest grade).

Ukraine September-June

6 (compulsory ed. from 7-15)

4( age 6-10) Lower Secondary – 5 yearsUpper Secondary - 3 yearsAlso offered: Vocational Schools (Technikum), 5 years after Lower Secondary (age 15-20)

Passing grade: 4Grading system 1 to 12: 1-3 – unsatisfactory4-6 - satisfactory 7-9 – good10-12 - excellent

United Kingdom September-June

5 6 Primary & Junior (age 5-11)

4 years: Comprehensive School (age 11-16) – students receive GCSE (General Certificate of Secondary Education) or VCSE in vocational schools2 years: Sixth Form (16-18) – students earn GCE Advanced level or VCE Advanced Subsidiary Level

Passing grade: DGrading system A to EA- excellent B- above averageC- averageD- below averageE- failing

United Arab EmiratesSeptember – JuneNOTE: Private Indian Schools usually follow the Indian school year: April to March

6 6 Preparatory – 3 years (Grades 7, 8, 9)General Secondary – 3 years (Grades 10, 11, 12)Students earn a Secondary School Leaving CertificateAlso available: Technical schools (6 years; students earn a Technical Secondary DiplomaPrivate Schools (some offer Indian Curriculum)

Passing grade: 60% or 2.4

4.0-0 and above: excellent; 3.0-3.5: very good; 2.5-2.9: good; 2.0-2.4: pass; below 2: fail

USA September-June

6 Elementary School (Grades 1-4, or Grades 1-6 or 7; may vary).

Middle School (Grades 4-6, 5-7 or 6-8)High School (Grades 7-12 or 8-12)

No national regulation on grading systems.Passing grade: D or EA, B, C, D, sometimes E and F; “I” is "incomplete"The letters may be linked to numerical grade scores


Like their native-speaking peers, ELLs may have special needs. The parents may or may not report it during the assessment at the Newcomer Reception and Assessment Centre. If they do report that a student has special needs, and they provide documentation for it, details are usually included in the ESL Assessment Report. Any related documents that the parents bring are checked at the school.

Many countries do not have established procedures for identifying students with special needs, nor do they offer support and special programming for them. If the ELL comes from such a country, and a learning disability is suspected, the assessors alert the school that there might be a need for special programming, and include their observations in the report. However, the assessment done at the Newcomer Reception and Assessment Centre is still based on language and mathematics; any additional testing is done at the school.

ESL teachers are encouraged to follow the Dufferin-Peel’s process for pre referral protocol, and monitor the ELL for whom a learning disability is suspected. Special Education Consultants have created a set of guidelines and procedures for ELLs with special needs. This document is available in the Appendices section of this document (Appendix 1).

If the ELL comes with an identified exceptionality, the ESL teacher will work in conjunction with the Special Education Department at the school to facilitate programming and move towards identification.


2.6 ELLs and Special 2.6 ELLs and Special EducationEducation

19

“Let nothing perturb you, nothing frighten you. All things pass. God does not change. “Let nothing perturb you, nothing frighten you. All things pass. God does not change. Patience achieves everything.” Patience achieves everything.” Mother TeresaMother Teresa


The The TeacherTeacher

PART 3

20

STUDENT RESOURCE

Support during Resource Period/ESL Room (if available) or Academic Resource shared with ESL (welcoming environment)

Language instruction and support with editing Exams and tests written in the ESL Room/Academic Resource OSSLT preparation

SUBJECT COUNCIL LINK

Board information sharing and networking Exchange of ideas and materials Link with elementary panel (liaison with feeder schools to prepare for entry to

secondary schools) Guest speakers, workshops and other forms of professional development

organized by the Subject Council


3.1 The Role of the ESL/ELD 3.1 The Role of the ESL/ELD TeacherTeacher

STUDENT RESOURCECOMMUNITY LIAISON

ESL/ELD TEACHERSUBJECT COUNCIL

COLLABORATION

LEADERSHIP

21

COLLABORATION

Liaison with Special Education Department Liaison with Guidance Department (monitoring of ELLs’ academic success;

support with course selection and appropriate programming) Liaison with subject area teachers Advocacy for ELLs Liaison with other resource personnel at school and within the Board OSSLT (after-school preparatory classes)

LEADERSHIP

Database of ELLs Tracking of ELLs during Resource Period Liaison with SAAC

COMMUNITY LIAISON

Information sharing with school staff o List of ELLs o ESL Course descriptorso List of Accommodations and Modificationso Tips on content classroom support and assessment of ELLs

Parents and staff Settlement workers and/or MSEP Facilitator


Every school year teachers are required to enter data regarding their ELLs. This data should be completed by the end of November and submitted to Principals and Vice-Principals, who then submit it to the appropriate administrator. In order to enter data in Trillium, you need access to the database, which you can gain by contacting the ICT department. Information on how to enter ESL data is available on the ICT Service Desk Portal. You can access it by following these easy steps:

1. Open Internet Explorer. Type 'help' into the address bar. 2. Scroll down to 'Resources’...' (located at the bottom, in the middle column)

and click on the folder titled Trillium. 3. Scroll to 'the folder titled ‘ESL_ELD Trillium Resources' and open it. 4. Here are a number of resources about ESL/ELD and Trillium.5. Click on 'Entering ESL Info into Trillium 2008', then open the folder and read

the informationBelow are tips for updating students’ data, which may be particularly useful for new teachers.

USEFUL TIPS

Update your students in Custom Tab where you have to fill out the following fields:

1. Type of Service - select ESL/ELD for students who are attending ESL classes or are withdrawn from formal ESL/ELD program but still are getting help (resource room/monitoring) from ESL resource teacher. 2. Regular - select In class if student is attending ESL class, or select Withdrawn if student has moved to a mainstream English class. 3. Monitor and Consultation - select the appropriate option according to how often student gets help in the resource room/being monitored (for instance: daily, 1-3 times a month, etc.). 4. ESL Stage - there are no stages in secondary level, so this is how we select appropriate level for ESL/ELD students:

Stage 1= ESL/ELD AO Stage 2 = ESL/ELD BO Stage 3 = ESL/ELD CO Stage 4 = ESL/ELD DO and Stage 5 = ESL/ELD EO and beyond, meaning that student has completed

level EO and has been moved to a mainstream English class but still receives some type of accommodation.

5. Comments - select one option from the list provided, for instance, attended school in another country. The N/A option is for students who come from our feeder schools and go straight to mainstream English class and do not need any help or accommodations from the resource room,

To print ESL master list in Trillium - the names of all ESL/ELD students in your school, both students attending formal ESL/ELD program and students who are withdrawn from the program, appear on the master list therefore the numbers will be higher than the actual number of ESL students in classes.


3.2 Trillium Data 3.2 Trillium Data EntryEntry

23

Reflection is an important part of our work. You may want to use the chart below to monitor the effectiveness of your work.

My ESL coursePlace a in the appropriate box.

DonePlanning to do it in the future

I know the names and personal circumstances of all of my ELLs.I have the contact information for parents.I have included group-building activities in my ESL course.I create a positive and supportive atmosphere in the classroom.I display artifacts from different cultures in the classroom. I include activities that promote different cultures and diversity.I display students’ work in the classroom.I co-operate with the Settlement Worker allotted to my school.I have notified all my ELLs of the ESL Resource Period schedule.Other:ESL Resource Period

I monitor and document the support I offer to ELLs.The door of the ESL Room is open, and the atmosphere inviting whenever an ESL teacher is in the room.Other:Communication with mainstream teachers

I have provided all teachers at school with the list of ELLs and their levels.I have provided my colleagues at school with copies of useful documents from this binder.I am prepared to in-service mainstream teachers on how to effectively work with ELLs.I have notified all my colleagues of the ESL Resource Periods.I have in-serviced my colleagues on the test and exam procedures for ELLs.Other:Communication with Guidance Department and the school Administration

I am continually in touch with the Guidance Department and/or Administrators re: ELLs in my course/ at school.I am prepared to advocate for ELLs.I have worked with the school Administrators on provisions for ELLs during EQAO, when appropriate.Other:


3.3 Self-Evaluation 3.3 Self-Evaluation Checklist Checklist

25

Wherever you go I will go, wherever you lodge I will lodge, Wherever you go I will go, wherever you lodge I will lodge, your people shall be my people, and your God my God. your people shall be my people, and your God my God. ~ ~ Ruth 1:16Ruth 1:16


Program Program DeliveryDelivery

PART 4

26

The Ontario Ministry of Education allows for flexibility in the way English as a Second Language programs are administered from school to school. Please refer to pages 28 and 29 of The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007, where program delivery and support models for English as a Second Language are outlined.

English as a Second Language Program Delivery in Dufferin-Peel C.D.S.B.

Local School Model

Students receive an ESL course administered by a qualified ESL teacher.Students are offered other credit courses adapted to their needs (e.g. History, Mathematics, Science).

Resource Support Model

Students receive individual assistance on a regular basis by a qualified ESL teacher.

ELL Support in Dufferin-Peel C.D.S.B.

English language learners may be supported in a variety of ways.

Intensive support

Intensive literacy support is offered to students who are in the early stages of learning English and therefore are scheduled in an ESL course and also enrolled in at least one mainstream subject.

Partial Support

Partial support is offered to students with basic skills in English and a foundation level of literacy. Students are enrolled in an ESL course and at the same time are taking mainstream courses in compulsory or optional subjects.

Tutorial Support

Tutorial support is offered to students who are enrolled in all mainstream subjects and require support from an ESL resource teacher, subject teacher and peer tutors. This type of support is available for English language learners of all levels of language proficiency in many Dufferin-Peel school through the ESL Resource Periods, during which an ESL teacher is available in the ESL Room for one-on-one support.


4.1 Models of ESL/ELD Support 4.1 Models of ESL/ELD Support

27

CURRICULUM AND POLICY DOCUMENTS

Three Ministry documents are crucial for successful implementation of secondary school ESL programs in Ontario.

The Ontario Curriculum, Grades 9-12. English as a Second Language and English Literacy Development, 2007

http://www.edu.gov.on.ca/eng/curriculum/secondary/esl912currb.pdfhttp://www.edu.gov.on.ca/eng/curriculum/secondary/esl912currb.txt (plain

text format)

Supporting English Language Learners. A Practical Guide for Ontario Educators. Grades 1-8. 2008.

http://www.edu.gov.on.ca/eng/document/esleldprograms/guide.pdf

English Language Learners / ESL and ELD Programs and Services: Policies and Procedures for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12, 2007

http://www.edu.gov.on.ca/eng/document/esleldprograms/esleldprograms.pdf

The list of all ESL-related documents can be accessed at:

http://www.edu.gov.on.ca/eng/curriculum/secondary/esl.htmlorhttp://www.edu.gov.on.ca/eng/document/esleldprograms/esleldprograms.pdf

NOTE: You can find these links under Program/Special Ed on the Dufferin-Peel Catholic District School Board’s website, in Program Portal, using the link below. An alternate route would be to type Help in the address line on the DPCDSB website, then click on Program/Special Ed.

http://dp24/sites/ictWeb/default.aspx

OTHER ESL-RELATED DOCUMENTS

Supporting English Language Learners in Kindergarten: A practical guide for Ontario educators. 2008

http://www.edu.gov.on.ca/eng/document/kindergarten/index.html

Supporting English Language Learners with Limited Prior Schooling. A practical Guide for Ontario Educators (Grades 3 to 12). 2008

http://www.edu.gov.on.ca/eng/document/manyroots/schooling.html

Many Roots, Many Voices: Supporting English Language Learners in Every Classroom. 2007

http://www.edu.gov.on.ca/eng/document/manyroots/


4.2 ESL/ELD-related Ministry 4.2 ESL/ELD-related Ministry DocumentsDocuments

28

http://www.edu.gov.on.ca/eng/document/manyroots/

http://www.edu.gov.on.ca/eng/document/kindergarten/index.html

http://www.edu.gov.on.ca/eng/document/esleldprograms/esleldprograms.pdf

http://www.edu.gov.on.ca/eng/curriculum/secondary/esl.html

http://www.edu.gov.on.ca/eng/document/esleldprograms/guide.pdf

http://www.edu.gov.on.ca/eng/curriculum/secondary/esl912currb.txt

The Ontario Curriculum. Grades 1-8. Writing. 1999http://www.edu.gov.on.ca/eng/curriculum/elementary/writing18ex.pdf

Ontario Secondary School Curriculum: www.edu.gov.on.ca/eng/curriculum/

The Ontario Curriculum Unit Planner (OCUP) http://www.ocup.org/(click on Resources; click on Resources for the Ontario Curriculum, Grades 9-12, ESL and ELD, 2007; click on Download ESL and ELD 9-12 Resources)

The Ontario Curriculum Exemplars, Grade 9. Samples of Student Work: A Resource for Teachers

http://www.edu.gov.on.ca/eng/curriculum/secondary/esl9ex/

The Ontario Curriculum Exemplars, Grade 11. Samples of Student Work: A Resource for Teachers


The Ontario Curriculum, Grades 1-8. English as a Second Language and English Literacy Development. A Resource Guide

http://www.edu.gov.on.ca/eng/document/curricul/esl18.pdf

ESL/ELD Companion (2002) http://www.ocup.org/resources/documents/companions/esleld2002.pdf

LINKS TO OTHER ONLINE DOCUMENTS, RESOURCES AND ORGANIZATIONS

Newcomer’s Guide to Secondary School (Catholic School Board) : www.settlement.org

(Click on “Are you new to Ontario?” – Education-Secondary Schools-Newcomer’s Guide to Secondary School - Catholic School Board

The document is available in English, Arabic, Chinese Simplified and Traditional, French, Korean, Russian and Spanish.)

Ontario Ministry of Education: www.edu.gov.on.ca

The Ontario Curriculum http://www.curriculum.org

Ontario Immigration: www.OntarioImmigration.ca

Citizenship and Immigration Canada: http://www.cic.gc.ca

Canadian Immigrant Magazine: http://www.thecanadianimmigrant.com/index.php

NOW http://www.settlement.org/site/ED/GUIDE/videos/NOW/


http://www.settlement.org/site/ED/GUIDE/videos/NOW/

http://www.thecanadianimmigrant.com/index.php

http://www.cic.gc.ca/

http://www.OntarioImmigration.ca/

http://www.edu.gov.on.ca/

http://Www.settelement.org/

http://www.ocup.org/resources/documents/companions/esleld2002.pdf

http://www.edu.gov.on.ca/eng/document/curricul/esl18.pdf



http://www.edu.gov.on.ca/eng/curriculum/

During the past two years, 70% of secondary newcomer ELLs in Dufferin-Peel required English as a Second Language support. They received it through (up to) four or five ESL courses, depending on their placement and age:

ev

(Pathways to English chart from The Ontario Curriculum, Grades 9-12. English as a Second Language and English Literacy Development, 2007)

ESL AND ELD COURSE PROFILES

The information in this section includes an overview of each of the five ESL and ELD courses. The overviews have been quoted fromThe Ontario Curriculum, Grades 9-12. English as a Second Language and English Literacy Development, 2007.

This section also includes links to the ESL Course Profiles, materials designed to help teachers implement the curriculum. Teachers are encouraged to amend, revise, and


4.3 ESL/ELD Courses4.3 ESL/ELD Courses

English as a Second Language English Literacy Development

ELD Level 1ELDAO

ELD Level 2ELDBO

ELD Level 3ELDCO

ELD Level 4ELDDO

ELD Level 5ELDEO

ESL Level 1ESLAO

ESL Level 2ESLBO

ESL Level 3ESLCO

ESL Level 4ESLDO

ESL Level 5ESLEO

ENG 3U/3CENG 4U/4C

ENG 1P/1DENG 2P/2DENG 3E/4E

ENG LDCCENG 1P/2PENG 3E/4E

30

adapt them, as they have not been revised to align with the newly revised ESL/ELD Curriculum.

ESL COURSES: AO-EO

Open ESL AO – Level 1“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.” (p. 59).

ESL AO course Profile http://www.curriculum.org/csc/library/profiles/9/esl_c.shtml

Open ESL BO – Level 2“This course extends students' listening, speaking, reading, and writing skills in English for everyday and academic purposes. Students will participate in conversations in structured situations on a variety of familiar and new topics; read a variety of texts designed or adapted for English language learners; expand their knowledge of English grammatical structures and sentence patterns; and link English sentences to compose paragraphs. The course also supports students' continuing adaptation to the Ontario school system by expanding their knowledge of diversity in their new province and country.” (p. 71)

ESL BO course Profile http://www.curriculum.org/csc/library/profiles/9/esl_c.shtml

Open ESL CO – Level 3“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.” (p. 83)

ESL CO course Profile http://www.curriculum.org/csc/library/profiles/9/esl_c.shtml

Open ESL DO – Level 4“This course prepares students to use English with increasing fluency and accuracy in classroom and social situations and to participate in Canadian society as informed citizens. Students will develop the oral-presentation, reading, and writing skills required for success in all school subjects. They will extend listening and speaking skills through participation in discussions and seminars; study and interpret a variety of grade-level texts; write narratives, articles, and summaries in English; and respond critically to a variety of print and media texts. (p. 95)


http://www.curriculum.org/csc/library/profiles/9/esl_c.shtml



ESL DO course Profile http://www.curriculum.org/csc/library/profiles/11/esl_c.shtml

Open ESL EO – Level 5“This course provides students with the skills and strategies they need to make the transition to college and university preparation courses in English and other secondary school disciplines. Students will be encouraged to develop independence in a range of academic tasks. They will participate in debates and lead classroom workshops; read and interpret literary works and academic texts; write essays, narratives, and reports; and apply a range of learning strategies and research skills effectively. Students will further develop their ability to respond critically to print and media texts.” (p. 107)

ESL EO course Profile http://www.curriculum.org/csc/library/profiles/10/esl_c.shtml

ELD COURSES: AO-EO

Open ELD AO “This course is intended for English language learners who have had limited access to schooling and thus have significant gaps in their first-language literacy skills. Students will use basic listening and speaking skills to communicate in English for everyday purposes; develop readiness skills for reading and writing; begin to read highly structured texts for everyday and school-related purposes; and use basic English language structures and sentence patterns in speaking and writing. The course will also help students become familiar with school routines and begin to adapt to their new lives in Canada.” (p. 119).

ELD AO course Profile (Public) http://www.curriculum.org/csc/library/profiles/9/esl_p.shtml

Open ELD BO “This course is intended for English language learners who have had limited access to schooling and thus have gaps in their first-language literacy skills. Students will use their developing listening and speaking skills to communicate in English for a variety of purposes; develop reading strategies to understand a variety of simple texts; produce simple forms of writing; apply increasing knowledge of English grammatical structures in speaking and writing; expand their vocabulary; and develop fundamental study skills. The course will also provide opportunities for students to become familiar with and use school and community resources and to build their knowledge of Canada and diversity.” (p. 131).

ELD BO course Profile (Public) http://www.curriculum.org/csc/library/profiles/10/pdf/ELDBOP.pdf

Open ELD CO “This course builds on students' growing literacy and language skills and extends their ability to communicate in English about familiar and school-related topics. Students will make brief oral presentations; improve their literacy skills through a variety of contextualized and supported reading and writing tasks; distinguish between fact and opinion in short written and oral texts; complete short guided-research projects; and engage in a variety of



cooperative learning activities. The course will also enable students to strengthen and extend their study skills and personal-management strategies and to broaden their understanding of Canadian diversity and citizenship.” (p. 144).

ELD CO course Profile (Public) http://www.curriculum.org/csc/library/profiles/11/pdf/ELDCOP.pdf

Open ELD DO “This course extends students' literacy skills and ability to apply learning strategies effectively, and teaches them how to use community resources to enhance lifelong learning. Students will communicate with increased accuracy and fluency for a variety of academic and everyday purposes; perform a variety of guided reading, writing, and viewing tasks; and use media and community resources to complete guided-research projects. This course further develops the critical thinking skills students will need to participate in Canadian society as informed citizens.” (p. 153).

ELD DO course Profile (Public) ttp://www.curriculum.org/csc/library/profiles/11/pdf/ELDDOP.pdf

Open ELD EO “This course provides students with skills and strategies that will allow them to continue their education successfully and pursue pathways to employment that may involve apprenticeship and/or cooperative education programs. Students will communicate orally and in writing on a variety of topics; perform a variety of independent reading and writing tasks; interpret and create media texts; and use a range of media and community resources. This course also expands the critical thinking skills students will need in order to contribute to Canadian society as informed citizens.” (p. 163).

ELD EO course Profile is not available, as the course was added to the revised Secondary ESL/ELD Curriculum in 2007.

NOTE: Course profiles for ELD courses AO-DO were created in 2001. They may not correspond with the 2007 ESL/ELD Curriculum, but they are a starting point. They are posted at …

http://www.curriculum.org/csc/library/profiles/profiles.shtml

… and listed under Course Profiles Grades 9-11 (respectively), Public Schools, English as a Second Language and English Literacy Development.


http://www.curriculum.org/csc/library/profiles/profiles.shtml

You will find three support documents in the Appendices section of this hanbook:

Appendix 2: ESL Stages at a Glance

The two-sheet overview of ESL stage descriptors for different age groups lists the language competencies for all four skills. It has been included here to help secondary ESL teachers better understand how stages correlate to ESL courses.

There are four stages in the elementary curriculum, and five ESL levels in the secondary curriculum. However, ESL EO is not an option for a grade 9 ELL. From the perspective of a Grade 8 teacher who needs to make a recommendation for student’s placement, stages 1-4 and courses AO-DO relate to the same level of English proficiency.

Placement of Grade 8 students in ESL COURSES

STAGE 1 STAGE 2

STAGE 3

STAGE 4

ESL AO ESL BO ESL CO ESL DOENG 1D1 ENG 1P1 ENG 1L1

Appendix 3: ESL Courses at a Glance

This one-page overview of ESL course descriptors outlines the essence of language competencies for all four skills for each of the courses. It is suggested that this handout be shared with school staff. Some mainstream teachers may not be familiar with the competencies for each of the levels. The information will help them set realistic expectations for content area courses and align them with the competencies for each of the levels. It will also help them decide which modifications or accomodations their ELLs may require in order to be successful.

Appendix 4: Language Reference Charts - Overview of Grammatical Structures

In the secondary ESL/ELD curriculum, grammar and structures that ELLs my able to use by the end of each level are listed separately for each of the levels. In our Language Reference Chart, the same information is in one file, but classified by the grammatical structures students are able to use in each of the five ESL levels. The objective of this chart is to facilitate level identification in terms of the ELL’s ability to use grammatical structures. For example, if the student is able to use Present Perfect (“I have never seen this movie …”), the teacher can look it up on the chart and determine that the ability to use Present Perfect correctly or with minor errors is not typical of students at levels 1, and 2 (ESL AO and ESL BO), but rather, at level 3 (ESL CO) or higher.


4.4 ESL Stages and Courses at a 4.4 ESL Stages and Courses at a GlanceGlance

End of stage 1

End of stage 2

End of stage 3

End of stage 4

34

DIFFERENTIATED INSTRUCTIONModifications and Accommodations

DIFFERENTIATED INSTRUCTION for English language learners includes modifications, accommodations, and a variety of effective teaching strategies. It refers to teaching practices which cater to the individual needs of ELLs. They all work towards meeting the expectations, but may benefit from a particular methodology, technique, grouping, delivery and presentation style, material, or type of activity.

MODIFICATIONS are adaptations of the content and/or curriculum expectations. The subject expectations are significantly altered, or substituted by expectations from a lower grade. For example:

Reduced number of expectations Reduced complexity and fewer details Reduced amount of content or volume of information

For ELLs with limited prior schooling, lower expectations could be used (for example, Grade 9 for Grade 10), but only as a last resource. Credit can be granted for a somewhat modified course; however, the Ministry does not stipulate it in any of its documents. Only the school Principal can grant the credit.

Modifying Curriculum Expectations

Here are examples of how to modify curriculum expectations to meet the needs of ELLs*:

Contemporary Canadian History: CHC2D1Strand: Citizenship and Heritage

Specific Expectation:ESL AO1 Student

STRAND: Citizenship and Heritage

ESL BO1 StudentSTRAND: Citizenship and

Heritage

▪ assess the backgrounds, careers, and contributions of twentieth-century Canadian prime ministers, in both formal and anecdotal reports

Modified Expectation:▪ select one twentieth-century

Canadian prime minister and provide some information about his background, career, and contributions using a graphic organizer

Modified Expectation:▪ list the Canadian prime

ministers of the twentieth century and create a chart which includes some information about their backgrounds, careers


Effective teaching strategies

4.5 Differentiated 4.5 Differentiated InstructionInstruction

35

and contributions

Science: SNC2D1Strand: Physics- Motion

Specific Expectation: ESL AO1 Student STRAND: Strand: Physics – Motion

ESL BO1 Student Strand: Physics – Motion

▪ evaluate the costs and benefits, including the safety and environmental factors, of technologies which have enabled us to travel at ever-greater speeds, and the impact of the increased capacity for speed on risk behaviour and subsequent injuries

Modified Specific Expectation:▪ list the advantages and

disadvantages of technologies which have enabled us to travel at ever-greater speeds, using short phrases and simple sentence patterns

Modified Specific Expectation:

▪ determine the advantages and disadvantages of technologies which have enabled us to travel at ever-greater speeds and rate the degree of possible injury (low, medium, high)

ACCOMMODATIONS are adjustments to the learning process that do not alter the essence of the grade-level curriculum expectations. For example:

Extra time on tests and in-class assignments Simplified instructions on texts; sample answers Part marks on assignments Reduced number of questions Extra drafts and outlines Reduction of visual/auditory distractions in the learning environment or access

to a quiet work place to complete assignments or write tests/exams Use of dictionaries (monolingual/bilingual) Use of first language (for brainstorming, first drafts, etc.) Seating near front Opportunities to work within flexible physical structures (e.g., movement to

check in with a peer regarding the steps of the task) Labelled classroom equipment Use of “buddy-system” No marks taken away for spelling and grammar errors in drafts Less writing (shorter assignment) or fewer examples Grouping students with empathic native-speaking peers Alternative assignment / test / exam format that meets the students’

language proficiency level and cultural competence (e.g., oral interviews and tasks including graphic organizers, rather than essay questions; “cloze” exercise with missing words, rather than essay questions, etc.)

Use of visually supported, simplified text

The way in which the expectations are presented does not determine the student’s achievement of that expectation. The expectation remains the same regardless of the delivery of the information. For example, instructions may be read step by step to the student; a peer may be assigned to guide the student with the next steps in the process, review, etc.

Accommodations also include:

1. Supportive instructional (teaching/learning) strategies:

o diagnostic assessment to identify students’ prior knowledge and skillso consistency in routineso one-on-one conferencing, whenever possible


o key words on the boardo printing, instead of cursive writing on the boardo supportive discourse: slower speaking pace and simpler language, clearly

articulated and stressed new words, positive body language, effective listening skills, increased wait time when asking questions

o frequent comprehension checkso no idiomatic/slang expressions, abbreviations and acronymso pre-teaching of vocabulary, concepts, cultural components and

background knowledgeo both oral and written instructions, or repeated oral instructionso visual representation of information (especially with abstract concepts)o real-world links and associationso variety of resources and support materialso chunked-up informationo longer texts broken into segmentso vocabulary lists and word bankso modeling or scaffolding of new activities, learning situations and skillso encouraged risk-taking

2. Accommodations for evaluation:

o major assignments broken down into smaller componentso evaluation of what the student can do or really knows, as opposed to what

s/he put down on papero choices related to how the student is going to present the materialo taped presentations instead of oral oneso use of spell and grammar-check (the student is allowed to work on the

computer)o peer editingo variety of evaluation strategies and varied testso recognition questions used to assess understanding rather than recall

(higher-order thinking is not dependent on recall of facts)o additional time beyond the given tasko a quiet workplaceo a variety of techniques for assignments (diagrams, drawing, modeling or

taped information)o alternative forms of assessment (oral interviews, learning logs, portfolios)o simplified language and instructions

Appropriate adaptations for ELLs include modified expectations, a variety of instructional strategies, a variety of learning resources, extra scaffolding, and flexible assessment strategies. Most ELLs require accommodations and/ or modifications even when they no longer take ESL courses.NOTE: This list of Modifications and Accommodations is based on a number of Ontario Ministry of Education documents and the previous version of the Secondary Handbook created by Lidija Biro and Maria Nichols. Suggestions for CHC 2D and SNC 2D were created by Lidija Biro.

EFFECTIVE TEACHING STRATEGIES

There are many strategies that can be used to support ELLs in ESL classes or in mainstream classes. A selection is listed in this section.


Classroom Label objects around the classroom and school to introduce the written form of

new language Write important/key words on the board and use triple reinforcement (say the

word, say it louder one more time as you are writing it on the board, and then say it again as you turn towards your students)

Write homework or assignment instructions on the board

Teacher-student relationship Introduce student to the class, and be inviting Use a buddy system Encourage students to seek assistance Be explicit and direct about extra help Smile - remember that everyone smiles in the same language Reinforce your message with gestures and hand signals

Instructions and teacher language Keep explanations concise and relevant to the task Do a trial run for speaking activities to make sure that ELLs have understood the

instructions Provide step-by-step instructions when lengthy directions are involved Speak slowly, enunciate clearly and avoid idiomatic expressions Use simple sentence structure vocabulary; make your instructions direct, short

and clear Increase wait time when asking questions

Materials Use culturally appropriate materials Using simplified language, create teacher-developed material as an alternative to

the regular curriculum material, or provide support with instructional textbook material

Pre-teach the missing background knowledge Provide visual support and graphic organizers Encourage ELLs to focus on the information and vocabulary they understand,

rather than the information they don’t understand Encourage students to read the sections they find difficult more than once Offer scaffolding Provide practice in language structures related to the given subject area, e.g.,

Passive Voice in Science Practice language in context (e.g., teach word and sentence stress using a text

from the Science textbook) Make use of authentic materials: films, TV, radio, and have students report (orally

or in written form) what they have viewed Keep in mind that it is not the material that makes an activity challenging; it is

the task Assign tasks simple enough for ELLs to experience success (e.g., ask low level

students to circle the words they have heard, rather than write them down) Expose students to a variety of quality literature, both in English and other

languages

First language


Use Effective Teaching

Strategies

38

Provide access to materials in the first language Make available vocabulary and language support material in the students’ first

language (dictionaries, word walls, charts and posters) Encourage students to use bilingual dictionaries

Teaching and learning Use pre-reading, pre-writing and pre-listening activities to assist students with the

background knowledge and information they are lacking Repeat/Emphasize important information Reinforce and review academic vocabulary (time and repetition are required for

language learning) Provide numerous examples of concepts, structures and vocabulary you are

teaching

Assessment Be flexible and reasonable about expectations; evaluate the skills and outcomes

attained Reduce the language requirement (e.g., phrases rather than complete sentences;

point form rather than paragraph format) Adjust the weighting for ELLs Extend test time; have ELLs write tests in the ESL Resource Room Have a folder to store each person’s writing to reflect the student’s progress Try oral assessment techniques

Verbal and non-verbal differences between cultures

Verbal Differences Appropriateness of volume (when speaking, some cultures use a higher volume

than others) Appropriateness of small talk Appropriateness of questions (in some cultures people are very direct, which may

sound rude; ELLs may ask inappropriate questions, e.g., questions about how much things cost, or how much money someone makes)

Interference of first language

Many pronunciation features, typical of speakers of the same language, are often due to interference of their first language. In order to help ELLs work on these pronunciation features, ESL teachers need to understand what they are, and why they occur. For example,

Chinese speakers (Cantonese and Mandarin) tend to produce a choppy, staccato-like sounding speech. There may be no linking, which occurs due to separating the words, and consonant-vowel sequencing in their first language.

Final consonants and consonant clusters, as well as tense markers (-s and –ed) are a problem for Chinese and Vietnamese speakers, who tend not to pronounce them (e.g., “speak” sounds like “spea”)


Understand verbal and non-verbal cultural

differences

39

Spanish speakers tend to drop final consonants, as final consonants in Spanish are limited to /n/, /s/, /l/, and /r/ (e.g., “eight “ sounds like “eigh”). In addition, they tend to use /sh/ for /ch/ (“she” sounds like “che”).

In Tagalog (Philippines), sounds /d/, /l/, and /n/ are lighter sounds. Tagalog speakers pronounce them the same way in English; as a result, they may not sound as assertive as native speakers do.

Retroflex consonants are typical of Punjabi and Hindi speakers. They pronounce their consonants the way /r/ is pronounced in English – with the tongue curled back. In particular, /t/ and /d/ may be retroflex in Hindi and Punjabi, creating a recognizable accent.

Sound /sh/ is often a problem for Korean and Nepalese speakers: their “she” sounds like “se”. They also tend to add a short vowel sound after the final “sh” or “ch” sound, making “fish” sound like “fishi.” Another typical Korean pronunciation feature is using sound /l/ for /r/, making “light” sound like “right.”

Many Arabic speakers have difficulty distinguishing between vowels, particularly /i/ and /e/, since /e/ in Arabic is pronounced differently than the English /e/.

Non-verbal Differences

Most cultural behaviours are outside of voluntary control, and ELLs may not be aware of them. For example, they do not come to school with a conscious decision to stand close to their peers, touch their shoulders or arms while talking to them, or avoid eye contact. They grew up with certain cultural behaviours; their brain shaped itself according to the features of its environment and culture.

In order for ELLs to understand verbal and non-verbal cultural differences, ESL teachers need to discuss them. ELLs can only work on those verbal or non-verbal behaviours of which they are aware.

Some common cultural differences are related to: Handshake (firm handshake versus weak handshake, or no handshake in many

cultures) Eye contact (considered inappropriate in many cultures, particularly if it involves

women) Punctuality and time (being on time is not as important in many countries as it is

in Canada) Personal distance (4 feet considered appropriate Canada; it is much closer than 4

feet in many cultures, where people consider the person who does not stand close to them unfriendly and aloof)

Touch (in some cultures, people tend to touch each other in a friendly manner while talking)

Gestures o in Canada, while moving their arms, people do not go out of the

triangle between their shoulders and the waist; moving one’s arms above or beyond these points may be interpreted as threatening

o Canadians nod their heads (2-3 times per utterance) to show that they are listening; in some cultures, e.g., in India and Sri Lanka, people nod their heads sideways

o In Korea, people do not use gestures or nod their heads, as it is considered low class.


o

The current categories of knowledge and skills are: Knowledge and Understanding, Thinking, Communication and Application. Outlined in the The Ontario Curriculum, Grades 9-12. English as a Second Language and English Literacy Development, 2007, they appear as follows:

Categories of Knowledge and Skills

The categories, defined by clear criteria, represent four broad areas of knowledge and skills within which the subject expectations for any given course are organized. The four categories should be considered as interrelated, reflecting the wholeness and interconnectedness of learning.

The categories of knowledge and skills are described as follows:

Knowledge and Understanding (K/U) Subject-specific content acquired in each grade (knowledge) and the

comprehension of its meaning and significance (understanding)

Thinking (T) The use of critical and creative thinking skills and/or processes

Communication (C) The conveying of meaning through various forms

Application (A) The use of knowledge and skills to make connections within and between

various contexts

The ESL Subject Council votes to decide on category weightings for ESL classes. The two tables on the next page outline the current category weightings for all ESL/ELD courses, as well as weightings for the final 30% of the course mark.


4.6 Assessment and 4.6 Assessment and Evaluation Evaluation

41


Revised Category WeightingsK/U T C A

Level 1

ESLAO 25 25 25 25 ELDAO 25 25 25 25 Level 2

ESLBO 25 25 25 25 ELDBO 25 25 25 25 Level 3

ESLCO 25 25 25 25 ELDCO 25 25 25 25 Level 4

ESLDO 25 25 25 25 ELDDO 25 25 25 25 Level 5

ESLEO 25 25 25 25 ELDEO 25 25 25 25

Revised Final 30% Values Course Code Exam Culminating

Performance TaskLevel 1

ESLAO 15 15

ELDAO 15 15

Level 2

ESLBO 15 15

ELDBO 15 15

Level 3

ESLCO 20 10

ELDCO 20 10

Level 4

ESLDO 20 10

ELDDO 20 10

Level 5

ESLEO 20 10

ELDEO 20 10

PROVISIONS

One of the major roles of the ESL teacher is preparing the English language learners for the Ontario Secondary School Litercy Test, which most ELLs find challenging. In order to accommodate them and make the procedures easier, the Ministry has allowed for some provisions, as outlined in the following document:

Guide for Accommodations, Special Provisions, Deferrals and Exemptions, March 2008. Support for Students with Special Education Needs and English-Language Learners

http://www.eqao.com/pdf_e/08/Accom_Gd_Xe_0308.pdf

Section D, called Special Provisions for English-Language Learners, lists the permitted special provisions for ELLs related to setting, timing, and the required documentation. The document also stipulates that ELLs with special education needs and an IEP are entitled to accommodations, as explained in Sections A, B, and C in the document (pages 2-8).

Sections E and D of the document, Deferrals and Exemptions, (pages 10 and 11) are also applicable to ELLs. The Ministry stipulates that an ELL needs to acquire a level of proficiency inEnglish sufficient to participate in the test. It is common practice that ELLs take it while taking ESL DO (or ESL EO). However, the decision is made at the Principal’s discretion.

The Guide is reviewed and updated every year; the updated version is always posted on the EQAO website prior to the scheduled OSSLT date in March. It may be wise to check it out every year.

ERGO GUIDELINES

ERGO (ESL Resource Group of Ontario) usually sends a Memo to all its members - School Board Administrators - prior to the OSSLT date, with the objective to clarify procedures related to ELLs and OSSLT, and to answer frequently asked questions raised by ESL administrators. A sample of such a Memo from 2008 is included on the next two pages.

Another 2009 Memo from ERGO, Accounting for All Students Eligible to Write Tests, may provide further clarification. It has been added to this document as Appendix 5.

RESOURCES

ESL teachers can refer ELLs to online resources available to them. They facilitate practice of their reading and writing skills in preparation for the OSSLT:

EQAO Assessments for Learning: http://www.eqao.com http://www.eqao.com/Students/Secondary/10/10.aspx?

Lang=E&gr=10&Aud=Students&App=Students


4.7 4.7 OSSLT OSSLT

43

http://www.eqao.com/Students/Secondary/10/10.aspx?Lang=E&gr=10&Aud=Students&App=Students

http://www.eqao.com/Students/Secondary/10/10.aspx?Lang=E&gr=10&Aud=Students&App=Students

http://www.eqao.com/

http://www.eqao.com/pdf_e/08/Accom_Gd_Xe_0308.pdf

The same site offers resources for parents and educators, as well as suggestions for preparation for the test and sample test questions:

EQAO Educator Resourceshttp://www.eqao.com/Educators/educator.aspx?status=logout&Lang=E

Another website (see link below) may be quite useful in preparation for OSSLT. Your students can practice OSSLT-style tasks online, and the website provides feedback.

http://www.ilc.org/cfmx/AAT/EQAO/aat_G10_TestPreparation.cfm? Menu_ID_Sel=11300&Lang_Sel=1

OSSLT RESULTS

If you wish to view results for a particular school, School Board or grade results, you can use the link below. Select the grade and school year for which you would like to see the results. Download Provincial report and click on Trends in the Table of Contents at the left-hand side of the screen.

http://www.eqao.com/results/results.aspx?grade=9&year=2005&Lang=E&submit=View+Results




http://www.ilc.org/cfmx/AAT/EQAO/aat_G10_TestPreparation.cfm?Menu_ID_Sel=11300&Lang_Sel=1

http://www.ilc.org/cfmx/AAT/EQAO/aat_G10_TestPreparation.cfm?Menu_ID_Sel=11300&Lang_Sel=1

http://www.eqao.com/Educators/educator.aspx?status=logout&Lang=E

ELLs and EQAO AssessmentsMarch 4, 2009

This following information is provided to clarify the participation of English language learners (ELLs) in the Ontario Secondary School Literacy Test, the Grade 9 Assessment of Mathematics and the Grades 3 and 6 EQAO Assessments.

All students who meet the criteria of an English language learner as defined by English Language Learners: ESL and ELD Programs and Services - Policies and Procedures for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12 (2007) are to be identified as ELLs in the EQAO Student Data Collection (SDC) system.

All students who meet the criteria of an English language learner as defined by English Language Learners: ESL and ELD Programs and Services - Policies and Procedures for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12 (2007) are entitled to the Special Provisions for ELLs outlined by EQAO.

Special Provisions and Accommodations for ELLs

All ELLs (as defined in Ministry Policy) who require special provisions are entitled to them, regardless of whether or not they are receiving direct language support through ESL or ELD programs.

EQAO allows ELLs to use a bilingual dictionary in the writing section only of the Grade 3 and Grade 6 assessments only. It is assumed that these students use bilingual dictionaries as a regular classroom accommodation.

The use of electronic translators is NOT permitted. This applies to all EQAO assessments.

For the Grades 3 & 6 Assessments only, accommodations may be provided to ELLs in the early stages of English language acquisition in addition to the special provision for ELLs outlined in the Guide to Accommodations, Special Provisions and Exemptions.It is assumed that these students require accommodations for classroom assessment tasks throughout the school year. As the student is identified as an English language learner, it is not necessary to record the accommodations on the SDC.Note that this provision is under review for the 2009-2010 school year.


OSSLTFor the OSSLT, all students (with the exception of mature students) are required to write the test at least once before enrolling in the OSSLC literacy course. Students may be deferred; however, at some point they must write the test at least once.(A mature student is at least 18 years of age on or before December 31 of the school year in which he or she returns to school, who was not enrolled in a day school program for a period of at least one year, and who is enrolled in a secondary school program for the purpose of obtaining an OSSD.)

ERGO Recommendations

ERGO supports using the following information as a guide for making decisions about individual English language learners and their participation in large-scale provincial assessments.

ELLs are encouraged to participate in large-scale assessments when they have acquired the level of proficiency in English required for success. (ELL Ministry Policy 2.9.1; 2.9.3)

Decisions about exemptions or deferrals will be made according to the requirements articulated in the EQAO administration guide. (ELL Ministry Policy 2.9.2)

ELL Exemptions - Grades 3 & 6 Assessments

Read the full explanation of and requirements for exemptions on page 10 of the Guide for Accommodations, Special Provisions and Exemptions, Spring 2009.

An exemption is appropriate when an ELL in Grade 3 or 6 is unable to participate in the assessment. If the full range of permitted special provisions and accommodations has been considered and it is determined that the student would still be unable to provide evidence of learning under these assessment conditions, an exemption is appropriate.

English language learners in Grades 3 & 6 should be exempted from:

reading, if the student has to be read to by a teacher or other adult


mathematics, if mathematical terms have to be defined

ERGO Recommendations for ELL Participation in EQAO Assessments

To facilitate the process of determining participation, special provisions, exemptions or deferrals for ELLs in provincial large-scale assessments, ERGO offers the following guidelines. Decisions are made on an individual basis and according to EQAO guidelines.

Students in ESL & ELD Programs at:

Grades 3 & 6 EQAO Testing

Stage 1 consider for exemption; participating students should be provided with special provisions and/or accommodations as outlined by EQAO

Stage 2 consider for exemption; participating students should be provided with special provisions and/or accommodations as outlined by EQAO

Stages 3 & 4 provide special provisions as outlined by EQAO and as required by the student

Students in ESL Programs at:

The Ontario Secondary School Literacy Test

***Note that the student MUST write the OSSLT at least once before taking the OSSLC course. Teachers will need to plan effectively with each student to ensure that the date of writing the OSSLT provides adequate access to all options within the student’s secondary school timeframe.

Level 1 (ESLAO) consider for deferralLevel 2 (ESLBO) consider for deferralLevel 3 (ESLCO) provide special provisions as outlined by EQAOLevel 4 & 5 (ESLDO/EO) provide special provisions as outlined by EQAO if requiredStudents in ELD Programs at: The Ontario Secondary School Literacy TestLevels 1, 2, 3 (ELDAO/BO/CO) deferral recommendedLevel 4 (ELDDO) consider for deferralLevel 5 (ELDEO) provide special provisions as outlined by EQAO

**See attached information from EQAO (Appendix B: Accounting for All Students Eligible to Write Tests) for definitions of “first-time eligible” and “previously-eligible” students.


REPORT CARDS

In the recently released document, English Language Learners, ESL/ELD programs and Services, Polices and Procedures for Ontario Elementary and Secondary Schools, Kindergarten – Grade 12 (2007), the Ontario Ministry of Education outlines the following mandatory procedure:

“When learning expectations are modified for English language learners, evaluation will be based on the documented modified expectations. This will be noted on the report card and explained to parents.” (P. 27, Section 2.8.2. )

The Ministry also suggests the following:

“Teachers will indicate, using the appropriate box on the report card, when modifications to curriculum expectations have been made to address the ESL or ELD needs of English Language Learners.”

In completing the report card, teachers do not check the modification box to indicate:

that the student is participating in ESL or ELD programs or courses; or that accommodations have been provided (e.g., extra time to complete

assignments, access to a bilingual dictionary, opportunities to work in the students’ first language).” (p. 28)

Additional clarification: If the program expectations do not vary from the expectations of the regular

program, the students will receive a grade /mark based on the expectations of the regular program.

If the program expectations vary from the expectations of the regular program, the students will receive a grade /mark based on the expectations of the modified program.

REPORT CARD COMMENTS

To access comment banks posted in the ESL Subject Council, go to:

Public folders- All Public Folders- Secondary Interest Groups- Subject Resources- ESL Subject Council- Report Card Comment folder (2006)


4.8 ELLs and Report 4.8 ELLs and Report Cards Cards

48

And the Lord said, “Look, they are one people, and they have all one language; and this is only the beginning of what they will do; nothing that they propose to do will now be impossible for

them. ~ Genesis 11:6


5.1 Newcomer Reception and Assessment 5.1 Newcomer Reception and Assessment CentresCentres

Program Program InformationInformation

PART 5

49

Newcomer Reception and Assessment Centre was established in 2000, with the objective to facilitate the assessment and registartion process for newcomer ELLs. As of August 2009, the process is facilitated at two Newcomer Reception and Assessment Centres: one at St. Veronica elementary school in Mississauga, and the other one at St. Isaac Jogues in Brampton.

The role of the centres is twofold:1. To assess the student and send a report to the appropriate school2. To offer settlement support to the family, in partnership with MSEP (see

Section 6.1.).

The role of the assessment teachers at the Centres is to Welcome the family Provide orientation to the Ontario school system Gather information about the student’s personal circumstances and

educational backgroud during the initial interview with the parents and the student

Assess the student’s Mathematics and English proficiency Write a report and send it to school via e-mail Maintain a database of students assessed at the centre Provide the information and stats to the ESL Consultant at the Board.

Form GF008

For many years, ELLs’ immigration documents were photocopied at the Newcomer Reception and Assessment Centres and/or at schools. As of September 2009, school boards can no longer make photocopies of immigration documentation, based on the Municipal Freedom of Information and Protection of Privacy Act. A new form, introduced by the Ministry of Education and called Confirmation of Pupil Eligibility for English as a Second Language/Literacy Development funding, (GF008), acts as a replacement for photocopied immigration documents. It is used for students who arrived to Canada within the past five years, or are tranferring from a school to school and have been in Canada for less than five years. The school fills in the form; it is signed by a board official or a school official, designated by the Principal.

Newcomer Reception and Assessment Centre brochure, GAP Policy and sample report

The Newcomer Reception and Assessment Centre brochure (Appendix 6) provides information about the centre, contact information and address. For details, check the recently revised GAP (General Admission Procedures) Policy, which outlines the registration procedure. In order to do so,

Log on to the DPSDSB website Enter Help on the subject line to get to the ICT – Information and Technology

Portal Click on GAP under the General Links heading Check Procedure no. 105.08, Section 100.

The sample report on the pages that follow illustrates the type of information related to student’s personal circumstances, English and Mathematics proficiency collected


during the initial assessment at the Newcomer Reception and Assessment Centre. The report is sent to school within 24 hours of the assessment via e-mail to

Vice Principal Guidance Department Head Guidance Counselor ESL Department Head Guidance Secretary and ESL teachers.

It is placed in the OSR.


Dufferin-Peel Catholic District School BoardReception & Assessment Centre, St. Veronica

(905) 361- 2344

Secondary School English Language Learner Assessment Report Please place this report in the student’s OSR..

School: XXVice Principal: XXGuidance Counselor: XXAssessed by: XXX

Date: XX

Student name: (Surname, first name)

XX

DOB:(YYYY/MM/DD)

1989/03/04 Age: 18 Gender: Male

Date of Arrival: (YYYY/MM/DD)

2008/01/19

Country of Birth: China Last Country of Residence:

China

Country of Citizenship: China Language(s) spoken at home:

Mandarin

Status: Permanent ResidentHome Telephone: XXAddress: XXStudent living with: His mother and step father, Mr.XX, who sponsored them

Education

Grades Completed: The student completed Grades 1- 11; the student also attended the first semester of Grade 12, and passed the exams. He attended a public school in China, where the school year begins in September and ends in June.

Gaps in education No

School documentation available:

Suggested equivalent credits:

Yes XX’s school documentation shows that he was an academically strong student in China (overall average 90%).

XX could be granted 23 credits; however, he may need to attend secondary school until the age of 21 due to low language proficiency. If he does not graduate by that age, he can take credit courses in an Adult Education facility.

The suggested number of equivalent credits is tentative and may be adjusted upon further monitoring of the student in the school.

Language of instruction: Mandarin Dufferin-Peel Catholic District School Board

Secondary ESL/ELD Handbook (Last updated on October 6, 2009) 52

Studied English:Studied French:

Yes, since Middle School NO

MSEP Referral: Yes Medical Concerns: Learning needs:

None N/A

Special interests/hobbies: Plays drums and saxophone; good at basketball Favourite school subject(s): Science Future career: UnsureComputer skills (Microsoft office, Internet etc.): 1 2 3 4 5

not proficient average proficiency very proficient

Suggested Program for 2007/2008:

The student does not yet have enough English proficiency for a Grade 11 or 12 Religion class. Instrumental Music is suggested instead.

Semester One Semester Two_____________________________________________________

MCR 3UESL AOAMI 4M1 or OptionPAL 3OB or PPL 4O1 or Option

OSSLT (Literacy test) first attempt: March 2009 Community Service hours: 20

Note: The placement is tentative and may be adjusted according to availability of courses at the school of registration and / or upon further monitoring of the student in the school.

Details of assessment:

ESL/ELD Level

STEP (Pilot Assessment Tool: Steps to English Proficiency) ORAL: STEP 1 READING STEP 1 WRITING: STEP 1

Suggested placement:

ESL AO

Oral XX is a low-level beginner learner of English who still has difficulty following a simple, clearly articulated conversation. He can occasionally provide one-word responses to simple questions. He can also identify some everyday objects in English.

XX was able to describe a picture using single words or phrases. While writing a response to the picture, he used nouns and verbs with no plural or tense markers. He is not yet able to use the Present tense of “to be” (e.g., I am, he is, etc.).

While pronouncing English words, he has difficulty pronouncing final consonants. Some pronunciation practice at this early stage of language proficiency may prove to be beneficial.


Reading

XX read a low level AO (STEP 1) text with good comprehension. As a follow-up to reading, he correctly answered true-false questions, and completed a vocabulary exercise (opposites), but he needed his electronic dictionary for some words. He will require instruction and practice in everyday language, basic English grammar, vocabulary and pronunciation.

WritingXX is not yet able to write a complete sentence in English on his own. He can write a simple, guided paragraph about himself, in which structures and most of the vocabulary are provided for him. In such a structured format, he is able to fill in a few missing words.

Math Level

Suggested placement:

Mathematical Skills XX displays very good Math skills. Math assessment indicates knowledge and skills suitable for placement in MCR 3U. The student is able to meet the following expectations:

Part B (Grade 9 Applied Math) : 94 % Measurement & Geometry – solve problems involving the measurements of two-

dimensional shapes (i.e. solve problems using the Pythagorean theorem) Measurement & Geometry – solve problems involving volumes of three-

dimensional figures Number Sense & Algebra - simplify numerical expressions involving integers and

rational numbers Number Sense & Algebra – add and subtract polynomials; multiply a polynomial by

a coefficient Number Sense & Algebra - solve first-degree equations with non-fractional

coefficients Geometry & Spatial Sense – plot points in all four quadrants of the Cartesian Plane

Part D (Grade 10 Applied Math): 88 % Modeling Linear Relations – solve first-degree equations involving one variable Modeling Linear Relations - determine the value of a variable in the first degree,

using a formula (i.e. isolating the variable) Modeling Linear Relations - solve systems of two linear equations involving two

variables with integral coefficients, using the algebraic method of substitution or elimination or by graphing

Quadratic Relations – state the x-intercepts of a quadratic relation given its equation in factored form

Measurement & Trigonometry – state basic trigonometric ratio value Measurement & Trigonometry – solve for an angle measure using a basic

trigonometric ratio value Measurement & Trigonometry - determine the measure of an angle in a right

triangle using a primary trigonometric ratio Measurement & Trigonometry - determine the measure of a side in a right triangle

using a primary trigonometric ratio Modeling Linear Relations – determine the equation of a line given its graph (with

support)


Part E Grade 10 Academic Math): 81 % Quadratic Relations - explain the roles of a, h, and k in y = a(x – h )2 + k, using the

appropriate terminology to describe the transformations Quadratic Relations - solve quadratic equations that have real roots, using factoring Quadratic Relations – solve quadratic equations that have real roots, using the

quadratic formula Analytic Geometry – determine co-ordinates of midpoint and length of a line

segment Analytic Geometry – write the equation of a circle with centre (0,0) given its radius Analytic Geometry - implement a multi-step strategy that uses analytic geometry and

algebraic techniques to verify a geometric property (i.e. parallelism) Trigonometry - determine the measures of sides and angles in acute triangles, using

the sine law and the cosine law (partially correct)

Part H Grade 11 University Math): 50 % Exponential Functions – simplify algebraic expressions involving integer and

rational exponents Characteristics of Functions – simplify a rational expression and state restrictions

on the variable Characteristics of Functions – simplify rational expressions by adding Characteristics of Functions – simplify radical expressions Characteristics of Functions – determine the maximum or minimum value of a

quadratic function Trigonometric Functions – prove simple trigonometric identities Trigonometric Functions - determine the exact values of the sine,

cosine, and tangent of the special angles 0º, 30º, 45º, 60º, and 90º

The student is not yet able to meet the following expectations:

Number Sense & Algebra - substitute into and evaluate algebraic expressions involving exponents

Quadratic Relations – factor binomials, differences of squares, simple trinomials Trigonometric Functions – describe the roles of parameters in a trigonometric function

by identifying the transformations applied to y = sinx and sketch the corresponding graph Characteristics of Functions – determine the intersection of a linear and quadratic

function algebraically Characteristics of Functions – determine the algebraic representation of the inverse of a

linear (part a) and/or a quadratic (part b) function


WHO REQUIRES THE ENGLISH TEST FOR POST-SECONDARY?

English facility requirements differ from university to university. It is highly recommended that students

Start this process early (some testing sites fill up quickly) Contact the Admissions Office at the selected university, or check their

website prior to registering for the test, in order to find out which test they use, and how they use it

For example, at the University of Toronto, proof of adequate English facility is required for anyone except for those:

whose language (i.e., the language learned at home as a child) is English, or who have achieved satisfactory academic progress in at least four years of

full-time study in an English-language school system located in a country where the dominant language is English

whose first language is French, and who have achieved satisfactory academic progress in at least four years of full-time study in Canada

For details, click on

http://www.adm.utoronto.ca/adm/adm_other_req/adm_english_facility.htm

LIST OF ACCEPTABLE TESTS

This list may vary from university to university. Some commonly acceptable tests are:

TOEFL – Test of English as a Second Language (www.toefl.org ; e-mail: [email protected])

MELAB - Michigan English Language Assessment Batteryhttp://www.library.utoronto.ca/melab/index.html orhttp://141.211.177.75/eli/testing/melab/

IELTS – International English Language Testing Systemhttp://www.ielts.org/

CAEL – Canadian Academic English Language Assessmenthttp://www.cael.ca/taker/who.shtml

COPE – Evaluations and Language Resources Distribution Agencyhttp://www.copetest.com /

LANGUAGE REQUIREMENTS INFORMATION

For information on language requirements and to check the requirements for Ontario universities go to http://www.electronicinfo.ca/en/page.php?id=7&uid=0


5.2 English Tests for Post-5.2 English Tests for Post-SecondarySecondary

56

http://www.electronicinfo.ca/en/page.php?id=7&uid=0

http://www.copetest.com/

http://www.cael.ca/taker/who.shtml

http://www.ielts.org/

http://141.211.177.75/eli/testing/melab/

http://www.library.utoronto.ca/melab/index.html

http://www.toefl.org/

http://www.adm.utoronto.ca/adm/adm_other_req/adm_english_facility.htm

Programs for students over 18

Our Board does not offer credit ESL courses in the summer. However, it does offer non-credit ESL programs in July. Some other providers (see below) offer them in August, too. Students over 18 are allowed to take them, providing they fulfill the following requirements:

They must be 18 years old before the start of the classes They cannot take a credit course at the same time They must have appropriate immigration status*

If they qualify, they can attend the following programs: Adult ESL (and a variety of similar classes, some with a focus on writing) LINC (Language Instruction for Newcomers) or LINC Youth (Language

Instruction for Newcomers who are 18-25) TOEFL classes.

Adult ESL, TOEFL, LINC and LINC YOUTH classes are offered during the year and in the summer by our Board, Peel Board of Education, and a number of other providers, both on a part-time and full-time basis. Even though the pace in these classes (except for LINC Youth) may be somewhat slow for adolescents, they may still be helpful, particularly for low level ELLs who do not yet have enough proficiency to take a summer credit course.

The links and phone numbers below will assist your students in finding the location and the most appropriate program.

1. Dufferin Peel Catholic District School Board’s Continuing Education Department (Adult ESL, LINC and TOEFL)http://www.dpcdsb.org/CEC/CNE/ESL/ or http://coned.dpcdsb.orgPhone: 905 891-9263 Ext. 0

2. Peel Board ESL Program (Adult ESL, LINC and TOEFL)Phone: 905 890-1099

3. LINC YOUTH Programs (to attend these programs, students must be 18-25, and assessed at level 2 or 3) in Mississauga and Brampton are offered at:

Newcomer Centre of Peel, 165 Dundas Street West, Ste # 200, Mississauga, ON L5B 2N6 (Dundas & Confederation)Phone: 905 306-0577

Brampton Neighbourhood Resource Centre, 50 Kennedy Road South, Unit 24 Brampton, ON L6W 3R7 Phone: 905 452-1262 and 2260 Bovaird Drive East, Unit 101 Brampton, ON L6R 3J5 Phone: (905) 792-1641 Email: [email protected]


5.3 Adult ESL 5.3 Adult ESL ProgramsPrograms

57

http://coned.dpcdsb.org/

http://www.dpcdsb.org/CEC/CNE/ESL/

Quality Continuous Improvement Centre for Community Education & Training (offering LINCing Youth Focus Groups), 190 Robert Speck Parkway, Mississauga, ON L4Z 3K3 Phone: 905 949-9900

Dixie-Bloor Neighbourhood Centre, 1420 Burnhamthorpe Road East, Suite 315, Mississauga, ON L4X 2Z9Phone: 905 629-1873Email: [email protected]: Bus tickets are provided to students who live more than 2 km away from the Centre

Muslim Community Services, 3190 Ridgeway Drive, Unit 35, Mississauga, ON L5L 5S8

Phones: 905 828-1328, 905 828-2001 and 905 790-8487Email: [email protected]

*What is meant by appropriate immigrant status?

I. For ADULT ESL and TOEFL classes, the student must be

Permanent resident or Convention refugee

As far as Refugee Claimants are concerned, their eligibility depends on whether their Refugee paper reads,"Eligible for education in Canada" or "Restricted."

Students whose parents came to Canada on a Work Visa need to have a note on their visa, “Permitted to attend schools.”

II. For LINC - Language Instruction for Newcomers to Canada, and LINC Youth, the student must be a

Permanent resident (who has not yet become a Canadian citizen) or Convention refugee

For LINC and LINC Youth program, students need to be assessed prior to starting the program (English Testing Centre, 905 279-0024).


I will instruct you and teach you the way you should go; I will counsel you with my eye upon you. ~ Psalms 32:8


Support andSupport and ServicesServices

PART 6

59

Multicultural, Settlement and Educational Partnership (MSEP)

The Dufferin-Peel Catholic District School Board, in partnership with Peel District School Board, a variety of settlement agencies in Mississauga and Brampton, and Citizenship and Immigration Canada, offers support for newcomer familes with the Settlement Workers in Schools program.

What is MSEP?The Multicultural, Settlement and Education Partnership helps newcomer parents and students successfully integrate into their school community. MSEP provides settlement services to new immigrant families from the base of the Newcomer Reception and Assessment Centre and their local school. Settlement workers of MSEP help parents to get a better understanding of the Canadian educational system and help schools identify the needs of newcomer students and families.

Who is eligible for this program?Newcomers to Canada with first year settlement needs including:

Permanent residents (also know as landed immigrants) Convention Refugees or Refugee Claimants Study permit holders Work permit holders International students (also known as Visa students)

How is the family referred to MSEP? New arrivals are referred for settlement support through the Dufferin-Peel

C.D.S.B. Newcomer Reception and Assessment Centre Families can be referred to MSEP workers (who are assigned to schools) for

more extensive needs

What services are offered by MSEP? Settlement assistance Integration and linking of student and family to community resources, school

services and programs Referral to specialized resources Development of strategies for cultural understanding between schools and

families, staff and students Facilitate follow-up groups and workshops

Information and referral to:

Education Employment Housing Health SIN card Transportation LINC-Language Assessment and

English classes Family issues Legal services

Financial information Community services Recreation Immigrant settlement and

adaptation program Job search workshops Newcomer Information Centre NOW program WIN program


6.1 MSEP and 6.1 MSEP and SWISSWIS

60

Newcomer Orientation Week (NOW) is an initiative of Citizenship and Immigration Canada, which started in 2007/2008 with the objective to make the transition into the Ontario school system easier for newcomer ELLs. In August 2008, one week before school started, two Dufferin-Peel secondary schools participated in the pilot Newcomer Orientation Week.

The program provides orientation to the people and activities that can help them settle in their new school. They learn the layout of the school building, create skits about the challenges of school in a new country, visit the local library and get introduced to the support available in their school.

A key feature of NOW is the role of Peer Leaders, students who were themselves newcomers in previous years. In the week before the NOW, the Peer Leaders are trained to run the program, which they deliver with the support of teachers and settlement workers.

NOW is part of the Settlement Workers in Schools program and is funded by Citizenship and Immigration Canada through local settlement agencies.

For details, sample videos, and related resources, visithttp://www.settlement.org/site/ED/GUIDE/videos/NOW/


6.2 NOW6.2 NOW

61

http://www.settlement.org/site/ED/GUIDE/videos/NOW/

There are numerous organizations, agencies, and institutions located in Dufferin and Peel Region offering a variety of services for newcomers and their families. All these organizations assist their clients in all aspects of the settlement and adaptation process. They offer services related to education, second language acquisition, evaluation of professional credentials, employment standards and search, self-employment, housing, legal matters, translation, taxes, and health matters. Access to these services is free of charge and the organizations offer flexible hours of operation.

The initial source of the information on services available in specific neighbourhoods and communities can be the Settlement Worker in school, local library, a flyer or poster obtained in a community centre, place of worship, at the local store, or from a friend. In number of communities there are also Newcomer Information Centres (NIC) offering assistance and information on all topics important to newcomers. Details are available on the following website: http://www.settlement.org/site/EVENTS/NIC_home.asp .

There are a number of websites offering names, addresses, and descriptions of services in local communities. The most popular and comprehensive website is www.settlement.org , which includes an impressive range of information useful for newcomers, immigrants, and refugees. The site offers not only information and links, but also an open forum where any topic raised by the newcomer can be discussed, and any question can be answered individually; support and assistance can be given by other immigrants participating in the discussion and by the monitoring site’s staff. It is offered by the OCASI (Ontario Council of Agencies Serving Immigrants) and funded by the CIC (Canada Immigration and Citizenship) and the Immigration Ontario. Immigration Ontario has also its own website with information more specific to the services available in the Province of Ontario: www.ontarioimmigration.ca/english , while the Ontario Government runs its own immigration related site: www.ontario.ca/en/communities/newcomers.

The Region of Peel’s local information available and designed for the newcomers can be found at: www.immigrationpeel.ca

Newcomers can also use the Canadian Immigrant Magazine www.canadianimmigrant.ca as a valuable source of information exchange.

Settlement services in Dufferin County are provided by The County of Dufferin Community Services229 Broadway, Unit 4Orangeville, ON L9W 1K4519-941-6991www.dufferincounty.on.ca

Settlement Services in Peel Region:

MississaugaDufferin-Peel Catholic District School Board

Secondary ESL/ELD Handbook (Last updated on October 6, 2009)

6.3 Newcomer Services in Dufferin and Peel 6.3 Newcomer Services in Dufferin and Peel Region Region

62

http://www.dufferincounty.on.ca/

http://www.canadianimmigrant.ca/

http://www.immigrationpeel.ca/

http://www.ontario.ca/en/communities/newcomers

http://www.ontarioimmigration.ca/english

http://www.settlement.org/

http://www.settlement.org/site/EVENTS/NIC_home.asp

Afghan Women’s Counselling & Integration Community Support Organizationwww.afghanwomen.org

Catholic Cross-Cultural Serviceswww.ccspeel.org

Chinese Association of Mississaugawww.chineseassociationmississauga.com

Dixie-Bloor Neighbourhood Centrewww.dixiebloor.ca

India Rainbow Community Services of Peelwww.indiarainbow.org

Inter-Cultural Neighbourhood Social Serviceswww.icnss.ca

Muslim Community Centrewww.muslimcommunity.org

Newcomer Centre of Peelwww.ncpeel.com

Palestine House Educational and Cultural Centrewww.palestinehouse.com

Polycultural Immigrant and Community Serviceswww.polycultural.org

Toronto Chinese Community Services Association Peelwww.tccsa.on.ca

Brampton

African Community Services of Peelwww.africancommunityservices.com

Brampton Multicultural Centrewww.bmccentre.org

Brampton Neighbourhood Resource Centrewww.bnrc.org

Catholic Cross-Cultural Serviceswww.ccspeel.org

Malton Neighbourhood Centrewww.mnsinfo.org

Muslim Community Centrewww.muslimcommunity.org


http://www.muslimcommunity.org/

http://www.mnsinfo.org/

http://www.ccspeel.org/

http://www.bnrc.org/

http://www.bmccentre.org/

http://www.africancommunityservices.com/

http://www.tccsa.on.ca/

http://www.polycultural.org/

http://www.palestinehouse.com/

http://www.ncpeel.com/

http://www.muslimcommunity.org/

http://www.icnss.ca/

http://www.indiarainbow.org/

http://www.dixiebloor.ca/

http://www.chineseassociationmississauga.com/

http://www.ccspeel.org/

http://www.afghanwomen.org/

Then the Lord answered me and said: Write the vision; make it plain on tablets,so that a runner may read it. ~ Habakkuk 2:2


ResourcesResources

PART 7

65

A BOOK EVERY ESL TEACHER IN ONTARIO SHOULD READ

Coelho, Elizabeth. Adding English. A Guide to Teaching in Multilingual Classrooms. Toronto: Pippin Publishing, 2004. Print.

TEACHER RESOURCES

Reiss, Jodi. ESOL Strategies for Teaching Content: Facilitating Instruction for English Language Learners. Upper Saddle River, N.J.: Merrill Prentice-Hall, 2001. Print.

Freeman, Yvonne, and Freeman, David. Closing the Achievement Gap: How to Reach Limited-Formal-Schooling and Long-Term English Learners. New York: Heinemann, 2002. Print.

Reiss, Jodi. Teaching Content to English Language Learners: Strategies for Secondary School Success. New York: Prentice Hall, 2004. Print.

Hamayan, Else, Marler, Barbara, Sanchez-Lopez, Cristina, and Domico, Jack. Special Education Considerations for English Language Learners Delivering a Continuum of Services. Caslon Publishing and Consulting, 2007. Print.

RESOURCES FOR USE WITH ELLs

Kaskens, Anne Marie. A Beginning Look at Canada. Don Mills, ON: Prentice-Hall Canada, 1998. Print.

Writers at work series. New York, NY: Cambridge University Press, 2008. Print. Singleton, Jill. The Paragraph Strauch, Ann O. The short composition Zemach, Dorothy, and Stafford –Yilmaz, Lynn. The Essay.

Blackwell, Angela, and Naber, Therese. Open Forum. Academic Listening and Speaking. Oxford, England: Oxford University Press, 2006. Print.

Engkent, Lucia. Skill Set. Strategies for Reading and Writing. Don Mills, Ontario: Oxford University Press, 2007. Print.

Savage, Alice and Mayer, Patricia. Effective Academic Writing 1: The Paragraph. New Your, NY: Oxford University Press, 2005. Print.(also available as The Short Essay and Essay; answer key is free)

Hux, Alan, Bandao, Jose, and Wong, Moira. My Country, My History. Toronto, ON: Pippin Publishing, 2002. Print.(a Grade 10 History book designed for ELLs) includes a Textbook and Teacher’s resource book)

RECOMMENDED BOOK SERIES

NorthStar Series. Reading and Writing. Listening and speaking. Third Edition. Pearson Longman (integrated series with a thematic approach, Introductory – Advanced)


7.1 Books7.1 Books

66

Larsen-Freeman, Diane. Grammar Dimensions 1, 2, 3, 4. Form. Meaning. Use. Fourth Edition. Thomson Heinle. Print.

PRONUNCIATION TEXTBOOKS(mostly suprasegmental – stress and intonation)

Gilbert, Judy. Clear Speech from the Start. Student's Book with Audio CD: Basic Pronunciation and Listening Comprehension in North American English. New York, NY: Cambridge University Press. 2005. Print.

Grant, Linda. Well Said. High Intermediate to Advanced Pronunciation. New York, NY: Heinle & Heinle. 2000. Print.Grant, Linda. Well Said. Pronunciation for Clear communication. New York, NY: Heinle & Heinle. 2000. Print.

Miller, Sue. Targeting Pronunciation: Communicating Clearly in English. Second Edition. Boston, MA: Heinle, Cencage Learning. 2007. Print.

RESOURCES RECOMMENDED BY OUR ESL TEACHERS:

1. Betty Azar Grammar series (Beginner, Intermediate, Advanced)2. Focus on Grammar I, II, II3. A Beginning Look at Canada by Anne Mary Kaskens4. Voices Past and Present5. The Headway (Beginner, Intermediate, Advanced)6. Oxford Picture Dictionaries (available in many languages)



1.1. Procedure for ELLs with Special Needs Procedure for ELLs with Special Needs2.2. ESL Stages at a Glance ESL Stages at a Glance3.3. ESL Courses at a Glance ESL Courses at a Glance4.4. Language Reference Charts Language Reference Charts5.5. Accounting for All Students Eligible to Write Accounting for All Students Eligible to Write

TestsTests6.6. Newcomer Reception and Assessment Newcomer Reception and Assessment

Centre BrochureCentre Brochure

APPENDICES

68