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Course Profile
Literacy in Daily Life, ELD Level 3, Public
Course Overview
Course
Profiles are professional development materials designed to help teachers
implement the new Grade 11 secondary school curriculum. These materials were
created by writing partnerships of school boards and subject associations. The
development of these resources was funded by the Ontario Ministry of Education.
This document reflects the views of the developers and not necessarily those of
the Ministry. Permission is given to reproduce these materials for any purpose
except profit. Teachers are also encouraged to amend, revise, edit, cut, paste,
and otherwise adapt this material for educational purposes.
Any
references in this document to particular commercial resources, learning
materials, equipment, or technology reflect only the opinions of the writers of
this sample Course Profile, and do not reflect any official endorsement by the
Ministry of Education or by the Partnership of School Boards that supported the
production of the document.
© Queen’s
Printer for Ontario, 2001
Public
District School Board Writing Team – Literacy in Daily Life
Lead Board
Toronto District School Board
Writers
Vilma Blenman
Alison Kelsey
Advisory
Team
Hazel Excell
Denise Gordon
Sandra Katz
Paula Markus
Jo Nieuwkerk
Betty Ann Taylor
Course Overview
Literacy in Daily Life, ELD Level 3, ELDCO
English Literacy Development, 1999
This
course helps students to expand their reading and writing skills and their
ability to use language to analyse the changing world around them. Students
learn effective study skills and personal management and career-planning
strategies. Students improve their language proficiency through a variety of
practical reading and writing tasks, short guided research projects, classroom
discussions, and oral presentations.
ELDCO
is designed to provide an accelerated program of literacy development for
students who have significant gaps in their previous education. This course is
for students of all language backgrounds who have recently arrived from
countries where access to education may have been very limited and who have not
had opportunities to develop age-appropriate literacy skills in their first
language. The ELDCO candidate is generally a student who is comfortably ahead
of the emergent reading stage but is just beginning to read independently short
novels and multiple paragraphs from non-fiction material. This student is still
in need of teacher-led, guided reading and writing support to comprehend
various types of print and to present ideas in written form.
Some
students taking ELDCO may have already taken ELDBO, but in other cases it may
be the students’ first ELD course in the Ontario school system. Students who
have been in previous ELD courses will have already had exposure to a range of
teaching strategies such as cooperative learning, self-and peer-assessment and
performance based assessment. Those who have more recently entered Ontario
schools may not yet have had the opportunity for exposure to these teaching and
assessment strategies. Teachers need to be aware of the range of student
background experiences in their classes and accommodate accordingly. A
diagnostic activity given to students early in the course is necessary for
teachers to get an overview of their students’ literacy needs and previous
learning experiences. See Activity 1 for a sample diagnostic activity.
The
suggested list of teacher resources also contains assessment materials that
would be helpful in formulating an alternative diagnostic activity.
Since
the level of difficulty in activities varies, teachers may need to adapt or
modify the teaching/learning strategies, resources, and the
assessment/evaluation techniques to match the level of their students.
Teachers
should be aware of the sensitivity of teenagers who are trying to close gaps in
their educational background. It is important to provide a learning environment
that fosters confidence and self-esteem while challenging students to achieve
academic excellence. The role of the ELD teacher is both to facilitate academic
success and to continue to support students in their adjustment to their new
setting. Since students enter the school system throughout the year,
orientation to school and community is ongoing. It is important, then, that new
students be made aware of school rules, routines and expectations.
The
units in ELDCO are linked by the overall theme of Canadiana so that students
continue to develop literacy skills while learning about Canadian fiction,
Canadian government, and the Canadian workplace. Another thematic link between
the units is learning to learn – developing and using effective study skills
and personal life-management strategies. These two themes are woven into each
unit through various activities. Two of the units end with a summative test.
Units
1 and 3 introduce students to three of the major genres in literature: poems,
short stories, and the novel. The introduction of the short story in Unit 1 is
the foundation for the novel study in Unit 3. The stories suggested are linked
thematically to the novel, touching on themes of the inner journey to
understanding, the power of memories, and finding one’s identity in a
multicultural setting. Secondly, through studying the short story, students
become familiar with the concepts of plot, setting, characterization, and
theme, concepts essential to the analysis of a novel. This introduction to
literature is meant to strengthen reading comprehension and provide a
transition to future studies in English. The emphasis on writing in both Units
1 and 3 also keeps the course grounded in the foundations of literacy
development. Students are taught to write a single, well-developed paragraph in
Unit 1 and progress to writing linked paragraphs in Units 3 and 4. A variety of
creative-writing activities help students to express themselves and see
themselves as writers. The use of multicultural literature allows students to
experience the rich diversity in Canadian fictional voices and reflect on their
own experiences in Canada.
Unit
2 focuses on the levels of government and the electoral process. This focus
helps students to gain valuable cross-curricular knowledge and develop social
and cultural competence. Developing an understanding of the main elements of
the Canadian political system helps students in their compulsory Grade 10
Civics course. The creation of a Government and Me scrapbook, as well as the
ongoing updates to the current events bulletin board display, give students
ample opportunities to participate in discussions about local, national, and
global issues. This unit also serves as an introduction to Unit 4, since
students gain some understanding of Canadian civics and history. In Unit 4, the
study of the workplace past and present helps students to analyse the changing
world around them and begin an exploration of their personal career paths. Both
Units 2 and 4 build in activities through which students develop skills in
doing short guided research projects, participating in classroom discussions,
and making oral presentations.
In
addition to the varied teaching, learning, and assessment strategies presented
in this Course Profile, teachers will want to establish at the beginning of the
course a number of ongoing classroom routines and activities which are integral
parts of a balanced literacy development program. These routines include the
following: journal writing; silent reading; reading aloud of a variety of
materials by the teacher; keeping vocabulary logs; managing a portfolio; using
an agenda book to keep track of homework assignments, and learning relevant
Canadian cultural information at appropriate times throughout the year.
Teaching
methodologies differ for speakers of a second language and for students who
speak non-standard English. Since ELDCO is designed, however, as a transition
literacy course with the focus on beginning the study of literature and
developing the writing process, both groups of students can normally be taught
in the same groupings. Teachers should be alert to instances where teaching
learning methodologies may need to differ, for example, in lessons requiring
certain background knowledge and a higher oral proficiency.
In
ELDCO students are required to read independently and report on a novel of
their choice. It is suggested that the teacher, in collaboration with the
library staff, begin to compile a classroom collection of these novels so that
they are readily available. Novels on the following themes are particularly
relevant: childhood memories, a personal journey, survival, and WWII.
In ELDCO,
stress should be on students taking more responsibility for their learning. It
is important, then, that students be given opportunities to be made aware of
and articulate the most effective learning strategies as well as review or
learn effective study skills.
|
*
Unit 1 |
Writer’s
Craft: Poems and Canadian Short Stories |
30
hours |
|
*
Unit 2 |
Make
Your Mark: Government in Canada |
30
hours |
|
Unit
3 |
The
Inner Journey: A Canadian Novel Study |
25
hours |
|
Unit
4 |
Past,
Present, and Future Jobs in Canada |
25
hours |
*
These units are fully developed in this Course Profile.
Time: 30 hours
Unit
Description
Students
are introduced to the study of poems and short stories. Word webs, vocabulary
logs, guided reading, and writing exercises help students deepen their
understanding of how writers choose words to create meaning. The focus is on
vocabulary building and the writing process. Through response journals,
students have opportunities to reflect on their learning progress and discuss
personal life-management issues. In culminating tasks, students present
portfolios and share final drafts of writing with peers.
Unit 1
Overview Chart: Writer’s Craft
|
Activity |
Expectations |
Assessment |
Focus/Tasks |
|
1.
Poems, Please 480 min |
CORV.01L,
COR1.01L, CREV.01L, CRE2.02L, CRE3.01L, CWRV.01L, CWR1.01L, CWR2.01L,
CWR3.01L, CWR1.02L, CSCV.03L, CSCV.02L |
Knowledge/Understanding Thinking/Inquiry -
Diagnostic reading/writing task Thinking/Inquiry -
Response to a poem -
Response Journal Thinking/Inquiry Communication -
Poetry writing |
Focus: Poetry Writing and Language
Development Tasks -
Diagnostic worksheet -
Portfolio making - Vocabulary
log -
Poetry writing -
Response to poem -
Response journal |
|
2.
Write and Right 360 min |
COR1.01L,
CRE2.02L, CRE3.01L, CWRV.01L, CWR2.01L, CWR1.02L, CWR2.02L, CWR3.01L,
CWR3.04L, CSC2.02L, CSC2.03L |
Thinking/Inquiry Communication -
Paragraphs developed with topic sentence, supporting sentences and concluding
sentence Knowledge/Understanding Communication -
Spelling and Vocabulary quiz Thinking/Inquiry -
Response journal |
Focus: Paragraph Writing/Spelling Tasks -
Identification of types of sentences in a paragraph -
Identification of main ideas in a paragraph -
Hamburger paragraph writing -
Self-/peer editing -
Spelling and Vocabulary quiz |
|
3.
Short and Sweet 480 min |
COR1.01L,
COR2.03L, CREV.01L, CREV.02L, CRE1.03L, CRE1.04L, CWRV.01L, CWRV.03L,
CWR1.03L, CWR3.01L, CWR3.02L, CWR1.03L, CWR3.04L, CSC1.05L, CSC1.06L |
Knowledge/Understanding Communication -
Written retelling Knowledge/Understanding Communication -
Role play Knowledge/Understanding Thinking/Inquiry Communication -
Short Story quiz |
Focus: Reading/understanding short story
components: plot, setting, characterization, theme Tasks -
Completion of grammar chart -
Discussion of stories -
Addition of new words in vocabulary log -
Review of simple past tense -
Written retelling -
Role play of conflict in stories -
Review of short stories -
Short story quiz |
|
4.
Portfolio Preparation 240 min |
CORV.01L,
CRE2.02L, CWRV.02L, CWR1.02L, CWR3.01L, CWR3.02L, CWR3.04L, CSC2.01L, CSC2.03L |
Knowledge/Understanding Thinking/Inquiry Communication Application -
Portfolio contents Knowledge/Understanding -
Vocabulary log |
Focus: Organizing
Portfolios/Teacher-student conference Tasks -
Completion of portfolio checklist and reflection sheet -
Participation in portfolio teacher-student conference -
Revision of story retelling -
Journal entry on learning progress -
Review of words in vocabulary log |
|
5.
Publish and Present 240 min |
CORV.01L,
COR1.01L, COR1.02L, CREV.01L, CWR2.03L, CSCV.03L |
Thinking/Inquiry Communication Application -
Presentation of best piece from portfolio |
Focus: Publication of class anthology
and Presentation skills Tasks -
Creation of class anthology -
Participation in author’s chair |
Time: 30 hours
Unit
Description
Students learn about the main
elements of the Canadian political system. Through research, role-plays,
interviews, and oral presentations, students increase their understanding of
the rights and responsibilities of the Canadian electorate. The literacy focus
is on expanding reading and writing skills by locating and using information
from print and non-print sources. Students create and maintain a political
issues response journal and a vocabulary log throughout the unit. In the
culminating activity students participate in a mock election and the creation
of a Government and Me scrapbook.
Unit 2
Overview Chart: Make Your Mark: Government in Canada
|
Activity |
Expectations |
Assessment |
Focus/Tasks |
|
1. Who
Does What? Levels of Government in Canada 300 min |
COR1.01L,
CRE2.02L CRE3.02L, CWRV.03L, CWR3.01L, CSCV.01L, CSC1.01L |
Knowledge/Understanding -
Completion of chart showing structure of government - Quiz
on levels and structure of government |
Focus: Levels and Structure of
Government in Canada Tasks -
Jigsaw -
Graphic organizer of key facts about government in Canada -
Viewing of a video - Quiz |
|
2. How
Does Government Affect My Life? 300 min |
CRE3.02L,
CRE3.03L, CWR1.02L, CWR1.03L, CWR3.02L, CSC1.01L, CSC1.04L |
Communication -
Written Paragraph in the past tense Thinking/Inquiry -
Response journal on how government affects daily life in Canada |
Focus: Government in Daily Life Tasks -
Completion of the 24-hour Log - Use
of Blue Pages to find key information -
Matching Exercise on levels of government -
Response journal -
Completion of a past-tense paragraph -
Creation of Government and Me scrapbook |
|
3. Who
Is Involved? Political Parties in Canada 240 min |
CORV.03L,
COR1.02L, COR3.03L, CREV.04L, CRE3.03L, CRE4.01L, CWR1.03L, CWR2.04L,
CWR3.03L, CSC1.03L, CSC1.04L |
Communication - Group
oral presentations -
Written paragraph explaining the poster Knowledge/Understanding Thinking/Inquiry Application -
Poster with facts on a political party |
Focus: Major Political Parties in Canada Tasks -
Research political parties -
Completion of a graphic organizer on note taking - Group
oral presentations -
Creation of a poster -
Written paragraph explaining poster |
|
4.
Who Is Who? Famous Canadian Politicians 180 min |
COR1.02L,
CRE3.03L, CRE4.01L, CRE4.02L, CWR1.04L, CWR3.02L |
Knowledge/Understanding Thinking/Inquiry Communication -
Written paragraph on a famous Canadian politician |
Focus: Famous politicians/Verb tenses Tasks -
Cloze exercise -
Review of sentences for correct verb tense -
Completion of research -
Completion of word family chart -
Written paragraph |
|
5.
What’s Your Issue? Having Your Voice Heard 300 min |
COR2.02L,
COR2.03L, CRE3.01L, CRE4.01L, CWR1.03L, CWR3.01L, CWR3.02L, CWR3.03L,
CWR3.04L, CSC1.04L |
Thinking/Inquiry Application -
Letter to an editor Communication -
Participation in a radio show simulation |
Focus: Stating an Opinion Tasks -
Identification of issue in a letter to an editor -
Discussion of current political issues -
Letter writing -
Script writing -
Simulation of radio phone-in show |
|
6. How
Do I Vote? Electoral Process in Canada 480 min |
COR1.01L,
COR1.02L, COR3.01L, COR3.03L, CREV.01L, CRE1.02L, CRE4.02L, CWR1.03L,
CWR3.01L, CWR3.02L, CWR3.04L, CSC1.01L, CSC1.02L, CSC1.03L |
Thinking/Inquiry -
Response to the story The Day GoGo Went
to Vote Communication - Oral
Presentation of a campaign ad, speech, or town hall meeting questions Knowledge/Understanding Thinking/Inquiry -
Canada and Me scrapbook - Unit
test |
Focus: Components of an election Tasks -
Response to story -
Discussion of why voting is important -
Creation of checklist for a campaign advertisement or speech -
Presentation of written campaign speeches or advertisement -
Editing of Canada and Me scrapbook for assessment - Mock
election |
Time: 25 hours
Unit
Description
The core
of this unit is the study of a short Canadian novel, such as Naomi’s Road,
by Joy Kogawa. Through guided reading and writing exercises, literature
circles, and response journals, students are introduced to the basic literary
components of a novel study. The focus is on developing the skills to retell
significant details and reflect on what is read. The culminating task is a
written test demonstrating comprehension of the key elements of a novel through
short-answer and paragraph format questions.
Unit 3
Overview Chart: The Inner Journey
|
Activity |
Expectations |
Assessment |
Focus/Tasks |
|
1. Memories 180 min |
CORV.01L, COR1.01L, CREV.01L, CWRV.01L,
CWR1.02L, CWR3.02L, CSC1.05L |
Thinking/Inquiry - Journal entries Thinking/Inquiry Communication - Autobiography scrapbook |
Focus: Reflective Writing on Childhood Memories Tasks - Journal writing - Creation of personal timeline - Creation of autobiography scrapbook |
|
2.
Novel Beginnings 360 min |
COR1.01L,
CREV.01L, CREV.02L, CRE1.02L, CRE1.04L, CRE2.02L, CRE3.01L, CWRV.01L,
CWRV.02L, CWR1.02L, CWR3.01L, CWR3.02L, CSCV.03L |
Knowledge/
Understanding -
Chapter summary Thinking/Inquiry -
Response to reading assignment Communication -
Assignment on past tense verbs |
Focus: Elements of the novel:
characterization, setting, plot, theme/Retelling Tasks -
Identification of common elements of a novel - Oral
retell of plot details -
Written chapter summaries -
Response to reading and prediction of plot details -
Identifying and using past tense verbs -
Vocabulary log |
|
3. Who
Are You? 300 min |
CORV.01L,
CREV.01L, CREV.02L, CREV.03L, CRE1.02L, CRE3.01L, CWR1.02L, CWR2.01L,
CWR3.01L, CWR3.02L, CWR3.04L, CSCV.02L, CSCV.03L |
Thinking/Inquiry Communication Application -
Letters to characters -
Written and oral presentations on personal symbols in collage |
Focus: Understanding characterization
and use of symbolism/making personal links to a novel Tasks -
Character sketches -
Letters to characters -
Personal response journals -
Identification of symbols -
Collage of personal symbols -
Presentation on personal symbols |
|
4.
Context Clues 180 min |
COR3.01L,
CREV.01L, CREV.02L, CREV.03L, CRE1.02L, CRE3.01L, CWRV.01L, CWRV.02L,
CWRV.03L, CWR1.02L, CWR3.01L, CWR3.02L, CWR3.04L, CSCV.03L |
Knowledge/
Understanding -
Completion of chart on historical facts about WWII Thinking/Inquiry Communication -
Three-paragraph composition on topics from the novel study |
Focus: The Historical Context of a novel/Writing
Process Tasks - Note
taking on videos related to history of novel setting of Japanese internment
in Canada during WWII -
Completion of cloze passage on Canada during WWII related to historical
setting -
Oral/written comparisons of events in the novel and events seen in WWII
movies -
Writing compositions with linked paragraphs |
|
5. Test Your Knowledge 180 min |
COR1.01L, CREV.01L, CRE1.02L, CRE1.04L,
CWRV.03L, CWR1.03L, CWR3.01L, CWR3.02L, CSC2.03L |
Application - Graphic organizer for review Knowledge/ Understanding Thinking/Inquiry - Test on the novel studied |
Focus: Personal Life Management and Study
Skills/Test on the novel Tasks - Vocabulary log review - Discussion of the novel’s message - Completion of a graphic organizer to aid
studying - Test on the novel |
|
6.
Reflections of a Reader 300 min |
COR1.01L,
COR2.04L, CRE1.01L, CRE1.02L, CRE1.03L, CRE3.01L, CRE4.02L, CWR1.02L,
CWR1.03L, CWR2.01L, CWR3.01L, CWR3.02L, CWR3.04L, CSCV.03L, CSC2.01L |
Thinking/Inquiry Knowledge/
Understanding -
Completion of logs Knowledge/
Understanding Thinking/Inquiry Communication Application -
Independent novel study Communication -
Presentation on group’s novel |
Focus: Independent Reading/Literature
Circles Tasks -
Silent reading -
Reading response -
Reading logs -
Discussion in a literature circle - Small
group presentation on novel -
Independent novel study |
Resources
Kogawa,
Joy. Naomi’s Road. Toronto: Stoddart,
1995. ISBN 0-7737-5769-4
This mini novel tells the poignant story of Naomi Nakane, a young
Japanese-Canadian girl, and her journey to understanding life’s trials during
and after the internment of Japanese-Canadians in World War II.
MacLachlan,
Patricia. Journey. New York: Dell Yearling,
1991. ISBN 0-440-40809-1
Journey is 11 years old the summer his mother leaves him and his sister with
their grandparents. Sad and angry, he embarks on an inner and outer journey for
clues as to why his mother left and where he belongs. Journey learns to accept
the love he is given and the love he has lost.
Creel,
Ann Howard. A Ceiling of Stars.
Middleton: Pleasant Company Publications, 1999.
ISBN 1-56247-753-6
After her father’s death, Vivien’s mother cannot cope and abandons her. Through
letters and journal entries, Vivien tells the story of her struggle to survive
and her journey in search of her mother.
Woodruff,
Elvira. Dear Austin: Letters From the
Underground Railroad. New York: Alfred Knopf, 1998.
A historical novel set in 1853. This story of the perilous journey of a white
and black boy in search of a just society is told through letters.
The
abridged classics series published by Apple Books introduces literacy learners
to classic stories, including: Anne of
Green Gables, Robin Hood, Pinocchio, Jane Eyre, Tom Sawyer.
Time: 25 hours
Unit
Description
Students
learn some basic facts about jobs in Canada from the past to the present as
well as explore future job trends. The focus is on developing research and
presentation skills. Information from videos, texts, CD-ROMS, Internet sites,
and local agencies helps students to deepen their understanding of the values,
attitudes, and skills needed in the Canadian workplace. In the culminating
activity, students use their knowledge of the Canadian workplace to plan and
participate in a job fair.
Unit 4
Overview Chart: Past, Present, and Future Jobs in Canada
|
Activity |
Expectations |
Assessment |
Focus/Tasks |
|
1. Jobs
Way Back Then 300 min |
CORV.O3L,
COR1.01L, CRE3.02L, CWR1.04L, CWR3.02L, CWR3.03L |
Knowledge/Understanding -
Completion of chart from video Thinking/Inquiry Communication -
Paragraph on “A Day in the Life of …” |
Focus: Jobs in Canada in the 1800s Tasks -
Viewing of excerpts from Canada: A
People’s History -
Completion of note taking chart -
Discussion of the importance of trading, fishing, etc., in Canadian pioneer
society -
Paragraph in past tense on “A Day in the Life of a Trader/Fisherman” |
|
2. Jobs
From Then ‘Til Now 360 min |
COR1.01L,
CREV.01L, CRE3.02L, CRE3.03L, CWR1.02L, CWR1.03L, CSC2.03L |
Knowledge/Understanding Thinking/Inquiry -
Written summary of a video Thinking/Inquiry Communication -
Personal response to Ghost Train story |
Focus: How Jobs Have Changed From the
Past to the Present Tasks -
Discussion of workplace issues in videos; e.g., A Balancing Act, The Glass Ceiling -
Written summary of a video -
Written response to a story; e.g., Ghost
Train story -
Research information on jobs at the turn of the 20th century and the current
job market -
Interview of adult about jobs held |
|
3. Jobs for the New Millennium 420 min |
CRE2.02L, CRE4.01L, CRE4.02L, CWRV.01L,
CWR1.04L, CWR2.02L, CWR3.02L, CSCV.04L, CSC3.01L, CSC3.02L, CSC2.02L |
Thinking/Inquiry Communication - Three-paragraph composition Knowledge/Understanding Thinking/Inquiry Communication Application - Research project |
Focus: Future Job Trends in Canada/Research Skills Tasks - Beginning of KWL chart on research topic - Research project on a job for the future - Conference with teacher on progress of
research project - Completion of KWL chart - Three-paragraph composition on “Past,
Present and Future Jobs in Canada” |
|
4. Job
Fair 420 min |
COR1.01L,
COR1.02L, CREV.04L, CRE3.03L, CRE4.01L, CRE4.02L, CWRV.01L, CWR3.03L,
CSCV.04L, CSC2.01L, CSC3.01L, CSC3.02L |
Knowledge/Understanding Thinking/Inquiry Communication Application - Group
creation of posters and newspaper ads on future jobs - Use
of WH6 format in oral presentation -
Information pamphlet Thinking/Inquiry -
Journal Entry |
Focus: Planning and Participating in a
Job Fair/Presentation Skills Tasks - Group
creation of posters and newspaper ads advertising future jobs for Job Fair
display - Oral
presentation of research project on a specific job using the WH6 format - Group
creation of job information booth -
Creation of an information pamphlet on research topic -
Creation of interview questions for guest speakers or members of a panel |
Resources
Videos
Canada: A People’s History. CBC, 2000.
“A
Balancing Act,” Women and Work Series.
National Film Board, 1990. Working men and women look at changes in the
workplace of the 90s, such as flex-time, satellite offices, and job sharing.
“The
Glass Ceiling,” Women and Work Series.
National Film Board, 1990. Five women from a variety of backgrounds discuss how
they use humour and persistence to attain equality in the workplace.
Texts
Greenwood,
Barbara. A Pioneer Story. Toronto:
Kids Can Press, 1994. ISBN 1-5 5074-237
This is a story about the daily life of a Canadian family in 1840.
Misener,
J. and S. Butler. Exploring Your Horizons.
Toronto: McGraw-Hill Ryerson Ltd., 1998.
ISBN 0-07-552864-9
Misener,
J. and S. Butler. Exploring Your
Horizons-Teacher’s Resource. Toronto: McGraw-Hill Ryerson Ltd., 1998. ISBN
0-07-552865-7
Yee, Paul. Ghost Train. Canada: Groundwood Books, 1996. ISBN 0888992572
A Chinese peasant girl learns of her father’s death when she arrives in North
America. She came to visit her father who had been working building the
railroad. Her father’s spirit tells her to paint “the fire car” that rides the
rails he helped build. Her paintings come alive and enable the spirits of those
killed building the railroad to board the train and return with her to their
homeland.
Websites
Note: The URLs for the websites have been
verified by the writer prior to publication. Given the frequency with which
these designations change, teachers should always verify the websites prior to
assigning them for student use.
http://youthjobs.gov.on.ca
http://youth.gc.ca
(Youth Resource Network of Canada)
http://youth.hrdc-drhc.gc.ca
(Human Resource Development Canada/National Youth Site)
www.interlog.com
(Ontario Association of Youth Employment Centres)
www.jobconnectontario.org
www.workinfonet.ca
www.yes.on.ca
(Youth Employment Services)
A variety
of strategies are used throughout the course to support ELD learners as they
further their literacy skills: brainstorming, categorizing, checklists,
comparing, cooperative learning, copying, listening to radio, role playing,
inquiry approach, response journals, vocabulary logs, patterned writing, viewing
television and videos, authentic materials, guest speakers, oral presentations,
homework, teacher-directed questions, visual organizers, cooperative writing,
guided reading and writing, small group/pair work, cognitive mapping,
experience charts, think/pair/share, peer teaching, Internet searches, reading
aloud to students, process writing, literature circles.
The
assessment and evaluation techniques used in this course are diagnostic,
formative, and summative. They are constructed to link the teaching/learning
strategies to the various curriculum expectations in each unit through the four
categories of knowledge/understanding, thinking/inquiry, communication, and
application, which appear in the Achievement Chart of the ESL/ELD Curriculum
Policy Document.
A
number of different methods and tools are used for assessment and evaluation in
this course, including: performance tasks, rubrics, portfolios, group and
individual presentations, role plays, written pieces in a variety of forms,
quizzes, written tests, self-and peer-assessments, tracking of reading logs and
journals, and diagnostic teacher observations.
Seventy
percent of the grade will be based on evaluations conducted throughout the
course.
The
required 30% final summative assessment could be composed of:
a final
examination, the portfolio, the independent novel study, and the job fair.
An ELDCO class is of a heterogeneous nature
encompassing students of varying ages and backgrounds, and may also feature
continuous intake of newly arrived students throughout the course.
Instructional and assessment activities must take into account the strengths,
needs, learning expectations, and accommodations as identified in the IEPs,
whether students are formally identified or not. To support students with
varying levels of literacy, differing previous school experiences, and varying
learning styles, teachers should consider the following accommodations:
·
Additional
time for learning and completion of tasks;
·
Simplified
tasks;
·
Graphic
organizers (diagrams, flow charts, etc.) as options for recording and reporting
work;
·
Computer-assisted
learning;
·
Expanded
expectations and opportunities for enrichment.
Note
Concerning Permissions
Units in
this profile make reference to the use of specific texts, magazines, films, and
videos. Before reproducing materials for student use from books and magazines,
teachers need to ensure that their board has a Cancopy licence and that
resources they wish to use are covered by this licence. Before screening videos
for their students, teachers need to ensure that their board/school has
obtained the appropriate public performance videocassette licence from an
authorized distributor (e.g., Audio Cine Films Inc.). Teachers are also
reminded that much of the material on the Internet is protected by copyright.
That copyright is usually owned by the person or organization that created the
work. Reproduction of any work or a substantial part of any work on the
Internet is not allowed without the permission of the owner.
The
following is a list of general resources that provide an overview of teaching
strategies for literacy instruction and assessment. The developed units contain
lists of materials for specific topics.
Bell,
Jill and Barbara Burnaby. A Handbook for
ESL Literacy. Toronto: OISE Press, 1984. This practical primer for literacy
teaching has chapters on teaching reading, teaching writing, and managing
multi-level classes.
Coelho,
Elizabeth. Caribbean Students in Canadian
Schools, Book 2. Markham: Pippin Publishing, 1991. This text gives
socio-cultural background information on Caribbean students and specific
teaching/ learning strategies for their language needs.
O’Malley,
J. Michael and Lorraine Valdez Pierce. Authentic
Assessment for English Language Learners: Practical Approaches for Teachers.
Addison-Wesley, 1977.
This text contains great samples of diagnostic, formative, and summative
assessments.
Phenix,
Jo. Teaching Writing: The Nuts and Bolts
of Running a Day-To-Day Writing Program. Markham: Pembroke Publishers
Limited, 1990.
This text tells how and why to set up a balanced writing program, how to manage
the writing process, and how to conduct teacher-student conferences.
Schwartz,
Susan and Maxine Bone. Retell, Relate,
Reflect: Beyond the 3R’s. Irwin Publishing, 1995.
This text is used for the teaching of foundational reading skills. It is a
resource aid for teaching students to make summaries and to respond critically
and personally to reading.
Silberstein,
Sandra. Techniques and Resources in
Teaching Reading. New York: Oxford University Press, 1993.
This text encourages teachers to develop a range of reading tasks so that the
literacy learner is exposed to different reading materials and different
strategies. It has a chapter on teaching poetry and fiction.
Education
for Exceptional Students
In
planning the ELDCO course, the teacher should take into account the needs of
exceptional learners as set out in their Individual Education Plans. ELD learners
show the same range of learning exceptionalities as other Ontario students.
Some students arrive with previously identified learning needs, while the needs
of others may be identified after they have spent more time in an Ontario
school.
The Role
of Technology in Curriculum
It is
important that ELDCO learners have opportunities to develop competence in using
computers and other technology. Computer-assisted learning is integrated
throughout the activities. Students are given opportunities to use draw
programs, to produce and edit pieces of writing using word processing programs,
to do Internet research, and to access information through the use of CD-ROM
software.
Career
Education
ELD
teachers are expected to work closely with Guidance staff to help students
explore the full range of educational and career opportunities available to
them in their new country and educational setting and to ensure that the ELDCO
students are included in school-wide career education initiatives. Specific
activities focusing on job-related training programs and post-secondary
institutional options have been developed in this Course Profile to provide ELD
students with the tools to begin to explore a variety of career choices.
Health
and Safety
Students
who are recent arrivals from other countries may have special health and safety
needs. ELDCO students need confidence to handle health and safety situations in
their new environment and in the workplace. They must learn to respond to
situations effectively with their level of literacy.
Emotional
health is as important as physical health and safety. The experience of
immigration, even in the best of circumstances, involves feelings of loss and
disorientation for many students. The units and activities have been carefully
chosen and structured to promote the cultural adjustment process. Teachers need
to be sensitive to the range of experiences that students bring with them and
recognize the equal legitimacy of students choosing to share or keep private
experiences and feelings especially those resulting from the trauma of war,
flight, loss, and dislocation. A school environment that is free of racial and
sexual harassment is as important to students as physical safety. Teachers
should ensure that students are aware of important school rules and routines
for personal safety and should review the board’s racism and sexual harassment
policy. Students need to know how to report problems and get help if they are
being harassed in any way.
Compulsory
English Credits
Up to
three ESL or ELD credits may substitute for Compulsory English Credits.
Coded Expectations, Literacy in Daily Life, ELD Level 3, Open, ELDCO
CORV.01L · participate in discussions and
guided presentations on a variety of personal and school-related topics;
CORV.02L · demonstrate awareness of
different varieties of spoken English and use formal and informal styles of
spoken English appropriately and competently most of the time;
CORV.03L · create and analyse a variety of
simple media works.
Developing
Proficiency in Oral Communication
COR1.01L – contribute to discussions by
sharing ideas and information and responding to the contributions of others;
COR1.02L – use non-verbal communication
techniques appropriately in discussions and guided presentations (e.g., eye
contact, variations in pace, gestures, pause for effect).
Using
English in Socially and Culturally Appropriate Ways
COR2.01L – identify and compare different
varieties of spoken English (e.g., standard Canadian English, Newfoundland
English, standard Trinidadian English, Trinidadian Creole);
COR2.02L – compare the styles of language
used in various situations (e.g., the colloquial language used in a television
sitcom segment versus the formal language of a news broadcast);
COR2.03L – use the appropriate style of
language in a variety of role plays (e.g., use colloquial, polite, and formal
styles, respectively, for a request or an apology to a peer, a teacher, or an
employer);
COR2.04L – self-monitor language use some of
the time (e.g., use gonna and going to appropriately in informal
and formal situations).
Developing
Media Knowledge and Skills
COR3.01L – identify important similarities
and differences among different types of media (e.g., compare news events as
presented on television, on radio, and in newspapers; compare fictional stories
as presented on television, in films, and in magazines);
COR3.02L – participate in discussions about
the use and effect of stereotypes in the media (e.g., gender roles in
television sitcoms, family relationships in advertising);
COR3.03L – create news reports and brief
dramatic presentations, using technology (e.g., short videotapes and
computer-generated visuals).
CREV.01L • read and respond to a variety of fiction and
non-fiction materials, with teacher guidance;
CREV.02L • use a variety of strategies to
build vocabulary;
CREV.03L • choose appropriate reading
strategies;
CREV.04L • locate and use information from
print and non-print sources for guided research projects, with teacher
guidance.
Reading
and Responding
CRE1.01L – choose and read books for a variety of
purposes, including study and personal enjoyment;
CRE1.02L – express opinions and participate in discussions
about fictional characters, stories, and books (e.g., through literature study
groups, short book talks, and drama presentations);
CRE1.03L – report on their personal reading
(e.g., provide short summaries and recommendations for other readers);
CRE1.04L – describe the function of key
elements in a story (e.g., character, plot, setting);
CRE1.05L – identify a writer’s or
character’s point of view in short stories.
Developing
Vocabulary
CRE2.01L – use knowledge of common prefixes,
suffixes, and root words to determine the pronunciation and meaning of
unfamiliar words;
CRE2.02L – use a variety of strategies to
learn specialized terms in subject areas (e.g., create and consult personal
word lists or dictionaries; create graphic organizers; chart word families).
Using
Reading Strategies for Comprehension
CRE3.01L – identify the main idea and
supporting details in a piece of writing;
CRE3.02L – read efficiently for information
(e.g., compare product prices; check schedules; make appointments);
CRE3.03L – scan texts for specific
information (e.g., dates, names, places).
Developing
Research Skills
CRE4.01L – find information in a variety of classroom
and library sources (e.g., print and non-print magazines and newspapers,
CD-ROMs);
CRE4.02L – organize information for oral or
written presentation (e.g., using point-form notes, cue cards, poster boards).
CWRV.01L · write in a variety of forms for various
purposes and audiences, with teacher guidance;
CWRV.02L · use the writing process to edit
written work, with teacher guidance;
CWRV.03L · use some sentence structures and
conventions of standard Canadian English correctly in written work.
Relating
Purpose to Form
CWR1.01L – write creatively and to describe
personal experiences (e.g., compose stories, poems, or dialogues on topics of
personal interest);
CWR1.02L – use journals to record events, observations,
and opinions;
CWR1.03L – write in a variety of forms
(e.g., short descriptions, narratives, short reports);
CWR1.04L – take notes from texts, videos,
and group presentations, with teacher guidance.
Applying
the Writing Process
CWR2.01L – participate in prewriting
discussions and activities (e.g., brainstorm to generate ideas; use graphic
organizers to organize main ideas);
CWR2.02L – edit a first draft to correct
specific items outlined in a checklist (e.g., items of grammar, spelling, and
punctuation);
CWR2.03L – use simple word-processing software to
compose and edit pieces of writing;
CWR2.04L – use simple graphics software to
format and embellish pieces of writing.
Developing
Accuracy in Written Communication
CWR3.01L – use conventional spelling for
commonly used and personally significant words;
CWR3.02L – use appropriate verb tenses and make
subjects and verbs and nouns and pronouns agree in written work, some of the
time;
CWR3.03L – vary sentence structure to create
interest and emphasis, following models provided by the teacher;
CWR3.04L – use correct punctuation in simple sentences
(e.g., statements, questions, explanations).
CSCV.01L · demonstrate an understanding of the main
elements of the Canadian political system;
CSCV.02L · participate in discussions about
the connections among cultures in Canada;
CSCV.03L · respond appropriately to most
teaching and learning situations;
CSCV.04L · identify potential educational
and career goals and appropriate strategies to use in pursuing them;
CSCV.05L · participate in discussions about
local, national, and global issues.
Developing
Citizen Awareness and Skills
CSC1.01L – demonstrate knowledge of basic
facts about the levels of government in Canada;
CSC1.02L – explain basic facts about the
Canadian electoral system (e.g., how voters are enumerated, who has the right
to vote, how to mark a ballot);
CSC1.03L – find and discuss information
about the political parties in Canada;
CSC1.04L – participate in discussions about
important local, national, and international current events and issues;
CSC1.05L – compare customs of different
cultural groups in Canada (e.g., dating, marriage, and child-rearing
practices);
CSC1.06L – participate in discussions about
the benefits and challenges of living among diverse cultures;
CSC1.07L – demonstrate respect for the
languages and language varieties spoken by others.
Adapting
to the School Setting
CSC2.01L – negotiate roles and tasks in group learning
activities;
CSC2.02L – accept responsibility for their
own learning (e.g., keep track of homework; complete assignments on time; be
prepared for class);
CSC2.03L – use a variety of study skills to complete
assignments (e.g., establish a study schedule; organize notes and study for
tests and examinations; meet with peers to plan group projects).
Developing
Personal and Career Goals
CSC3.01L – find and share information on the education,
experience, and skills required for a variety of careers (e.g., consult
guidance department brochures and personnel; use computer programs such as
career-information databases; participate in job shadow programs);
CSC3.02L – identify and explore possible
individual career goals (e.g., participate in career days and field trips to
career centres and local businesses).
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