03/03/2016MELS Working Document 2011 1 Progression of Learning at the Secondary Level EESL Programs...

23-05-08MELS Working Document 2011

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Progression of Learningat the Secondary Level

EESL Programs

RREALS October 2011

Information Session

Activating Prior Knowledge

What is some of the Related Content (knowledge) in the ESL Programs?


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Developing the Progression of Learning

Mandate

Research


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Progression of Learning at the Secondary Level


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Three ESL Competencies

Key Features

Progression of Learning

End-of-Cycle Outcomes

Evaluation Criteria

Related Content

Quiet Reading Time

Read the ESL introduction on page 5 of the Progression of Learning.


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Take a few minutes to leaf through the rest of the document.

The Progression of Learning is…

compulsory

a supplement to the ESL programs to make the Related Content more explicit


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The Progression of Learning...

clarifies the knowledge that students need to learn, acquire and use in context

a planning tool for teachers to incorporate knowledge in the development of the ESL competencies for each year of secondary


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The Progression of Learning is NOT…

a new ESL program

a stand-alone document

a checklist of items to cover only once


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POL


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Titles and introductions

Legend

Element #1

Examples (all italicized)

Sub-elements a, b, and c

Sub-section

Section

EESL Progression of Learning, page 8


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All elements have a vertical unfolding.

Some elements also have a vertical

progression to show complexity.


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Some elements are only introduced in

Cycle 2.


Some elements are not linked to the

elementary POL and are only introduced in

Cycle 1.

Legend Read the explanations for the symbols in the legend.

(POL, page 4)


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Legend


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The symbol E is directly linked to the elementary POL.

When there is no E, the knowledge is being introduced at the secondary level.

Items are starred or shaded in Sec 1 if they were starred or shaded in Grade 6 at the elementary level.

If it is arrowed in Sec 1, students need to continue constructing knowledge with teacher guidance in Sec 1.

Legend


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Teacher plans for students to start learning during the school year or to continue or conclude learning in the following year, with ongoing systematic intervention.

Teacher guides students through modelling and provides ample practice opportunities and constructive feedback.

Legend


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Students do not need to achieve a certain number of stars at the end of the school year in order to succeed each year (i.e. not cumulative).

Teacher plans for the majority of students to have acquired this knowledge by the end of the school year (i.e. most of the students, most of the time, mostly correctly).

Legend


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Teacher plans for previously acquired knowledge to be applied during the school year.

Students broaden and refine their knowledge, use knowledge in new contexts and are more autonomous.

‘Reinvest’ does not refer to C2. It means that students reuse the acquired knowledge in a variety of meaningful contexts.

Culture

Skim the Culture section. (POL, pages 6-7)

• How does EESL differ from Core?


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EESL students bring a greater knowledge of English language and culture to the EESL class.

Culture


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Excerpt from the Progression of Learning,Core Programs

Compare the EESL POL, pages 6-7, with the excerpt below from the Core POL.

Culture


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Self-regulation

Core Students EESL Students

– need assistance when reflecting on their learning

– are able to provide constructive feedback when reflecting on their learning

– need help to notice and correct their errors

– notice and correct their errors more autonomously

Language Repertoire

A. Functional Language


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EESL students focus on the accuracy of their message.

Skim sub-section A. Functional Language. (POL, pages 8-10)

• What does the prevalence of shading in Functional Language indicate?

• Why does element #6 ‘Reflecting on own development as an English Language Learner’ require much teacher guidance?

Language Repertoire

B. Vocabulary


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Skim sub-section B. Vocabulary. (POL, pages 10-11)

• What do the arrows throughout letters c and d indicate?

Language Repertoire

C. Language Conventions


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Skim sub-section C. Language Conventions. (POL, pages 11-12)

• Look at 1c. Why is this sub-element arrowed throughout?

• How is grammar defined in this section?

Language Repertoire

D. Language Register and Audience


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Skim sub-section D. Language Register and Audience. (POL, p. 13)

• What are some examples of informal register?

• What are some examples of formal register?

• What is the difference between 1a and 1b?

StrategiesSkim the Strategies section. (POL, pages 14-16)

• ‘Communication Strategies’ show a prevalence of shading. Why?

• Look at element #2 ‘Self-regulation of communication strategies’. What is the difference between Cycle 1 and Cycle 2?


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ProcessesSkim the Response Process. (POL, pages 17-18)

• During the Response Process what should students do prior to answering guiding questions individually?


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EESL students formulate in-depth responses, focusing more on the nuances in texts.

ProcessesSkim the Writing and Production Processes. (POL, pages 18-20)

• What should students do prior to engaging in the Writing and Production Processes?


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EESL students pay particuliar attention to making adjustments (e.g. revising, editing) to written and

media texts when using the writing and production processes.

TextsSkim the Texts section. (POL, page 21)


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• Why is ‘Explores a variety of popular, literary and information-based texts’ arrowed throughout?

• Which competencies would you associate with the sub-elements?

Texts


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Progression of LearningCore ProgramsTexts section

What is the difference between the Core and EESL Texts sections? Compare page 21 with the chart below.

What Would You Say?

1. Are teachers required to use the Progression of Learning?

2. Does the Progression of Learning make publishers’ materials incomplete?

3. Are the ESL competencies pushed aside in place of knowledge (Related Content)?

4. How can teachers use the Progression of Learning to help students construct and acquire knowledge as they develop their ESL competencies?


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Visit ESLinsight.qc.ca

Available documents

Multimedia PresentationBibliography

MELS Working Document 2011 23-05-08


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03/03/2016MELS Working Document 2011 1 Progression of Learning at the Secondary Level EESL Programs...

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