ESLCO– ENGLISH AS A SECOND LANGUAGE – LEVEL 3

COURSE OVERVIEW

This course is the third course in the Ontario ESL program as mandated by the Ontario Ministry of Education. It is designed to help ESL students with basic literacy and language skills as well as help integrate into mainstream classes. ESLCO focuses on building the conversational vocabulary and language skills required for an English classroom and general conversation. Students will improve their reading, writing, speaking and listening through a variety of content, materials and activities. By the end of the course, students will be able to write effective sentences, short reflective assignments and understand some elements of Canadian culture, helping them to become both culturally and linguistically literate. 

OVERALL LEARNING OUTCOMES

By the end of this course students will have learned:

á      How to use speaking skills and strategies to effectively communicate in the classroom for basic academic uses.

á      How to read a variety of texts including narrative, informational and media texts.

á      Reading strategies to extract explicit and implicit meanings from text.

á      Vocabulary and vocabulary strategies for a variety of topics and uses.

á      To write using appropriate grammar to coherently express ideas in writing.

á      The stages of the writing process

á      Non-verbal communication strategies for appropriate contexts

OUTLINE OF COURSE CONTENT

 

Name of Unit

Time Allocated in Hours

Unit 1

Mind Your Manners

11

Unit 2

Staying Healthy

11

Unit 3

Get it Done

11

Unit 4

Welcome to Canada

11

Unit 5

Natural Disasters

11

Unit 6

Life Plans

11

Unit 7

Holidays and Traditions

11

Unit 8

Inventions and Discoveries

11

Unit 9

Get Debating

11

Unit 10

Superstitions

11

 

Total

110 hours

TEACHING / LEARNING STRATEGIES 

A variety of teaching and learning strategies are used in this course to meet the needs of a diverse range of learners.

Oral Language

Reading

Wring

Learning Strategies

Repetition

Script enactment

Debate

VoiceThread Response

Socratic Questioning

Oral presentation

Conversation Practice

Journal Responses

Graphic Organizers

Reading Guides

Independent Reading

Media Analysis Guides

Text Annotation

Vocabulary Acquisition Strategies

 

Writing Guides

Brainstorming / Concept Mapping

Graphic Organizers in Writing

Writing Outlines

Opinion Writing

News Paper Article Writing

Peer Revision

Self-Assessments

Personal Reading Habits Metacognitive Activity

Reflective Activities

 

GRADE BREAKDOWN

The grade for this course is divided into two main components:

á      70% for Evaluation Activities (50% are Unit Tests and 50% are Assignments.)

á      30% for the Final Exam

ASSESSMENT AND EVALUATION CATEGORIES

The achievement chart that follows identifies four categories of learning in science. The achievement chart is a standard Ontario guide for teachers and students. It enables teachers to make judgements about student work that are based on clear performance standards and on a body of evidence collected over time.

 

Category

Description

Percentage

Knowledge & Understanding

This category measures how much the student knows about a topic, readings and taught vocabulary.

25%

Thinking & Investigation

This category measures planning, inferences and critical thinking skills.

20%

Communication

This category measures speaking and writing skills including grammar, writing skills and pronunciation.

35%

Application

This category measures how knowledge and skills are used to make connections within and between various contexts.

20%

 

STRATEGIES FOR ASSESSMENT AND EVALUATION 

Assessment for Learning

Assessment as Learning

Assessment of Learning

Student Product

á   Journals/Letters/Emails (checklist)

á   Learning Logs (anecdotal)

á   Entrance tickets

á   Exit tickets

á   Peer Assessment

á   Surveys

á   Practice Worksheets

á   Pre-skills Check

 

Student Product

á       Assignment

á       Journals/Letters/Emails (checklist)

á       Pre-tests (scale/rubric)

á       Quizzes (scale/rubric)

á       Rough drafts (rubric)

á       Portfolios (rubric)

á       Posters (rubric/scale)

á       Graphic organizers (scale)

á       Peer feedback (anecdotal/checklist)

á       Webbing/Mapping (rubric/scale)

á       Entrance ticket

á       Vocabulary notebooks (anecdotal)

Student Product

á       Assignment

á       Journals/Letters/Emails (checklist)

á       Tests (scale/rubric)

á       Exam

á       Rough drafts (rubric)

á       Portfolio (rubric)

á       Posters (rubric/scale)

á       Graphic organizers (scale)

á       Presentations

á       Individual Project

Observation

á   Whole class discussions (anecdotal)

á   Self-proofreading (checklist)

á   Discussion (anecdotal)

 

Observation

á       Class discussions (anecdotal)

á       Debate (rubric)

á       Presentations (rubric)

Observation

á       Presentations (rubric)

á       Performance  tasks (anecdotal/scale)

Conversation

á   Student teacher conferences (checklist)

á   Small Group Discussions (checklist)

á   Pair work (checklist)

 

 

Conversation

á        Student teacher conferences   

á        Small group discussions   (checklist)

á        Pair work (anecdotal)

á        Peer-feedback (anecdotal)

á        Peer-editing (anecdotal)

á        Oral pre-tests (scale/rubric)

Conversation

á       Oral tests (scale/rubric)

á       Oral Presentation with question and answer session