Course Overview

English for School and Work, Level 3, Open, ESLCO

Course Description

This course is designed to improve students’ accuracy in using English in classroom situations, for personal and career planning, and to understand the changing world around them. Students study and interpret a range of texts and produce a variety of forms of writing. Activities help students to develop their oral presentation skills and acquire study skills (including note-taking and summarizing skills) that will enhance their ability to learn in all subjects.

Course Notes

Even though this course is designed as the third level of the ESL program, it may be an entry point into the Ontario school system for some students who have studied English elsewhere. It is designed not only to build students’ cognitive, language, and academic skills but also to expose them to a variety of teaching/learning strategies. Many students come from educational systems where they have not taken an active role in the classroom and have had limited exposure to cooperative learning techniques and small group activities.

Although many of the students in the course will have completed ESLAO and ESLBO, for others this may be their first ESL course in Canada. It cannot be assumed that all students are equally proficient at all the language skills. Determine these differences and modify the profile and activities accordingly. You may need to review/teach expectations taught in earlier ESL courses.

Many newly arrived ESL students may experience culture shock, family separation, and dislocation at the same time as they begin to cope with attending school in a new country. Another group are Visa or International students. These students face their own special challenges in adjusting to life in Ontario schools, often living on their own, or under the care of a guardian while completing their high school education in Canada. The ESL teacher should be sensitive to the many changes and adaptations which immigrant and refugee students face and create a welcoming and secure environment for all learners. Take time throughout the course to address students’ questions relating to timetables, school routines and structures, and to Canadian holidays and cultural issues.

Providing students with information and background about Canada is essential for acculturation, citizenship and academic success. Because students in this course are of varying ages they may not be taking or may not have taken Canadian History, Geography or the Gr. 10 Career and Civics course and their only exposure to this information could be through their ESL courses. Some students will be taking all or some of these courses concurrently. Most ESL students will benefit from this spiralling of information and the cross-curricular connection; however, it is important to confer with teachers of these other subjects in order to ensure that there is no repetition of materials and that assignments build on students’ knowledge.

As ESLCO is an open course designed for students in any grade, the selection of materials and choice of learning strategies, must take into consideration the age and maturity of the students.

The ESLCO course is called “English for School and Work”. This course has been developed around the broad theme of “Hopes and Dreams” because this relates to the dream of the Canadian immigrant, past and present, and the students’ future educational and career plans. Discussing and examining hopes and dreams is a positive way for students to analyse themselves, their classmates, and find the similarities between themselves and Canadian peers. A study of Canada as a country where dreams can be fulfilled is designed to help the students focus on their dreams and develop a plan to achieve them. Additionally, a study of Canadian geography, history, and culture and art will assist the students with their acculturation. Please note that not every ESL student has immigrated to Canada out of choice. Be sensitive to the thoughts and feelings of students who may have had their hopes and dreams shifted or shattered and who may need time to rethink or rebuild them.

Throughout this course students will be required to build an autobiographical portfolio, which will be developed throughout the units. Students submit entries throughout the course and in the final unit present one entry to a small group of peers. The chart below summarizes this portfolio. See Unit 1, Appendix B and the instructions in each unit for further clarification.

1st Entry - Unit 1	Poem	How I See Myself and How Others See Me
2nd Entry - Unit 1	Linked paragraphs	Comparing and Reflecting on Dreams
3rd Entry - Unit 2	Letter to a friend	Thoughts and Advice
4th Entry - Unit 3	Personal Reflection	“I like you; I like you not”
5th Entry - Unit 4	Expository paragraphs	Memories, Influences and Mentors

Unit 4 is developed around the study of a novel “The Hydrofoil Mystery” by Eric Walters is highly recommended because it centres on the theme of dreams and inventions. It is set in Nova Scotia and one of the main characters is Alexander Graham Bell, a famous Canadian inventor. In the bibliography, a variety of appropriate additional novels have been suggested.

Another focus of this course is to develop media literacy and research skills. This is done through the analysis and creation of advertisements, and through research assignments for which students use the Internet as well as other sources.

This course has been designed to give students opportunities to practise the following reading and writing skills:

· extract direct information from a reading selection

· interpret and make inferences from a selection

· write summaries

· write reports

· write linked paragraphs which express an opinion or give information

Units: Titles and Time

* Unit 1	Hopes and Dreams	25 hours
* Unit 2	Canadian Dreams and Realities	25 hours
Unit 3	Stories, Media, Songs and Art	30 hours
Unit 4	Mysteries and Dreams	30 hours

* These units are fully developed in this Course Profile.

Unit 1: Hopes and Dreams

Time: 25 hours

Unit Description

As an introduction to the theme of dreams and goals, students write a poem that expresses who they are, how the world sees them and how they see themselves. Then, through a study of poetry, articles, and biographies of famous Canadians, students discover that dreams are an integral part of life. Students consider their own short and long term dreams and interview Canadian peers to discover their dreams. The language and grammatical foci of this unit are: note-taking, compound and complex sentence structure, the present conditional, the comparative and the recognition of the passive voice in writing. Students begin an autobiographical portfolio, which will be on-going throughout the course. In this first unit students write a poem and linked paragraphs for their autobiographical portfolio.

Unit Overview Chart

Activity

Expectations

Assessment

Focus/Tasks

1. How I See Myself and How Others See Me

4 hours

CORV.01, COR1.04, CREV.03, CWRV.02, CWR1.02, CWR2.01, CWR2.03, CWR2.04, CWR2.05, CWR3.02, CWR3.07, CWR3.08, CSCV.02, CSC2.01, CSC2.02

Summative: activity assessed

- student written poem
(T/I, C)

Focus: Poetry, Autobiographical Portfolio

Tasks

· poetry reading

· first portfolio entry - poetry writing using the writing process

2. Dreamers and Their Dreams

12 hours

CORV.01, COR2.02, CREV.01, CREV.03, CRE1.O1, CRE2.01, CRE2.02, CRE3.02, CRE3.03, CRE4.03, CWRV.01, CWRV.03, CWR1.01, CSCV.02

Diagnostic: paragraph writing and speaking based on biographies (T/I, C, K/U)

Formative: activities assessed

- note-taking (K/U, T/I)

- comprehension
(K/U, C)

- vocabulary (K/U, C)

Summative: activities assessed

- note-taking (K/U, T/I)

Focus: Study biographies of Canadians and non-fiction articles

Tasks

· read biographies

· reading comprehension

· vocabulary building

· note taking

· comprehension of the passive voice

· oral presentation of material in Appendix D

3. Our Hopes and Dreams

3 hours

CORV.02, CORV.03, COR1.02, COR1.03, COR2.01, COR3.01, COR3.02, CWR3.02, CSC1.04, CSC2.05

Formative: activities assessed

- self assessment of ability to interview and converse with peers in mainstream classes
(T/I, C)

Focus: Interviews of Canadian Peers

Tasks

· question formation

· interview

4. Comparing and Reflecting on Dreams

6 hours

CWRV.02, CWRV.03, CWRV.04, CWR1.03, CWR2.01, CWR2.02, CWR2.04, CWR2.05, CWR3.01, CWR3.02, CWR3.03

Summative: activities assessed

- linked paragraphs
(K/U, T/I, C, A)

Focus: Linked paragraphs, Autobiographical Portfolio

Task

· complex sentences

· present factual conditional

· linked paragraphs

K/U = Knowledge/Understanding C = Communication

T/I = Thinking/Inquiry A = Application

Unit 2: Canadian Dreams and Realities

Time: 25 hours

Unit Description

After reading an essay about Canada with the theme a land of dreams, students consider the dreams that brought them and their families to Canada and use this as a basis for a collage or Venn diagram. Current issues in Canadian society are identified from this essay. Students discover the historical and geographical basis for these issues. Students gather information in a variety of graphic organizers and search newspapers and the Internet to discover how these issues impact life in Canada today. This information forms the basis for the culminating activity, a group presentation. The language focus of the unit is modal verbs, letter writing and the present perfect.

Unit Overview Chart

Activity

Expectations

Assessment

Focus/Tasks

1. Grounding Your Dreams in Reality

6 hours

COR1.04, COR1.05, CREV.03, CRE1.02, CRE1.04, CRE2.02, CRE3.03, CWRV.03, CWR1.04, CWR2.01, CWR2.03, CWR2.04, CWR2.05, CWR3.01, CWR3.02, CWR3.07, CWR3.08, CSC1.04, CSC2.06

Formative:

- ability to work in groups (C)

- collage/Venn diagram (T/I)

- vocabulary (K/U)

- reading comprehension (K/U)

- understanding point of view (K/U)

Summative: activities assessed

- letter to a friend
(K/U, T/I, C, A)

Focus: Group work, reading and Portfolio Assignment

Tasks

· collage/Venn diagram

· reading comprehension

· vocabulary study

· modals

· third portfolio entry: letter to a friend giving thoughts and advice about Canada

2. Understanding Canadian Issues

14 hours

CORV.04, COR1.04, COR1.05, COR4.01, COR4.03, CREV.02, CREV.03, CRE2.01, CRE3.01, CRE3.03, CRE4.02, CRE4.03, CWRV.03, CWR3.01, CWR3.02, CSCV.01, CSC1.01, CSC1.03, CSC1.04, CSC2.04, CSC2.05

Formative:

- reading comprehension (K/U)

- graphic organizers (K/U)

Summative: activities assessed

- ability to work in groups (C, A)

- “wh” questions and answers on media articles (T/I, C)

- linked sentence answers to questions (T/I, C, A)

- Media Watch (T/I, C)

Focus: Developing critical reading and thinking skills through the study of Canadian issues both past and present

Tasks

· read information about Canadian issues and complete comprehension exercises

· complete graphic organizers

· search media for current articles on identified issues/topics

· compile a scrapbook

3. Talking To Canadians

5 hours

CORV.01, CORV.02, COR1.02, COR1.04, COR1.06, COR2.01, COR2.02, CWRV.03, CWR1.02, CWR3.02, CSCV.01, CSC1.01, CSC1.03

Summative:

oral presentation
(K/U, T/I, C, A)

Focus: Dialogue writing and oral presentation

Tasks

· dialogue writing

· oral presentation

Unit 3: Stories, Media, Songs and Art

Time: 30 hours

Unit Description

In the third unit of this course, students are introduced to a variety of art forms. Students develop an awareness and appreciation of literature, fine art, media, and music. They learn literary terms and apply these to short stories. Students also study a variety of print and electronic promotional materials and develop advertisements of their own on a short story of their choice. Through visits to galleries or with the use of visual/oral materials students are exposed to Canadian art forms. Students choose and research a Canadian artist and present their research to the class. For the fourth entry in their autobiographical portfolio students reflect on and write about some of the Canadian artists presented by their classmates. The language emphasis in this unit is on vocabulary building, understanding complex verb forms in reading, and the use of the colon and parenthesis.

Unit Overview Chart

Activity

Expectations

Assessment

Focus/Tasks

1. Short stories

12 hours

CORV.01, COR1.03, COR1.04, CREV.03, CRE1.01, CRE1.03, CRE2.02, CWRV.01, CWR1.03

Formative:

· application of literary terms (K/U, T/I, A)

· character sketches
(K/U, C)

Summative:

· comprehension and vocabulary tests (K/U)

· test on identification and application of literary terms
(K/U, T/I, A)

· dialogues, paragraphs and cooperative activity

Focus

Short Stories and Story Elements

Tasks

· read and view short stories

· learn and use story elements

· write character sketches

· cooperative activities, dialogues and linked paragraphs

2. Marketing

5 hours

CORV.02, CORV.04, COR1.06, COR1.07 COR4.01, COR4.02, COR4.04, CRE1.01

Summative:

· advertisement
(K/U, T/I, C, A)

· presentation
(K/U, T/I, C, A)

Focus: Media Analysis

Tasks

· analysis of print and video advertisements

· creation of a print or video advertisement for a short story

· presentation of advertisement

3. Canadian Arts

8 hours

CORV.01, CORV.02, COR1.01, COR1.06, COR2.02, CREV.02, CREV.03, CRE1.01, CRE2.01, CRE3.01, CRE4.01, CWR3.04, CWR3.05, CRE4.02, CWR1.01, CSCV.01, CSC1.02

Summative:

· research
(K/U, T/I, C, A)

· oral presentation (C)

· graphic organizer (T/I, C)

Focus: Research a Canadian artist

Tasks

· field trip

· research

· colon and parenthesis

· oral presentation

· completion of graphic organizer from oral presentation

4. Responding to Canadian Arts

1 hour

COR4.01, CWR1.03, CWR2.05, CWR3.04, CWR3.05, CSCV.01, CSC1.02

Summative:

· Fifth Portfolio Assignment

Focus: Fourth Portfolio Assignment

- personal response to Canadian art forms

Task

· select Canadian artists from presentations and write a personal response

5. Résumé

4 hours

CREV.04, CRE2.01, CWRV.01, CWR1.05, CWR3.08, CSC2.03

Formative:

· résumé of artist

Summative:

· personal résumé (K/U, T/I, C, A)

Focus: Résumé Writing

Tasks

· personal résumé

Unit 4: Mysteries and Dreams

Time: 30 hours

Unit Description

Students consolidate and demonstrate their skills through the reading of a contemporary novel such as, The Hydrofoil Mystery. They continue to expand their vocabulary and apply their knowledge of story elements, point of view, and character. Using issues from the novel, they write business letters and simulate business meetings through skits and dialogues. The final summative assessment for this course is comprised of the skit and dialogue presentations, expository paragraphs which form the final entry in the autobiographical portfolio, a sight reading passage, and the autobiographical portfolio presentation.

Activity

Expectations

Assessment

Focus

1. Let Me Explore

1 hour

CORV.01, CORV.03, COR1.01, COR1.05, COR4.03, CRE4.03, CSC1.03, CSC2.05

Formative:

· charts, etc. (T/I)

Focus: pre-reading activity - group discussion on teenage issues to prepare for novel study

Tasks

· video

· discussion

· brainstorming

· mind mapping

· impact chart

2. Who? When? Where? What?

3 hours

COR1.07, CREV.02, CRE4.03, CWR3.03, CSCV.01, CSCV.02, CSC1.01

Formative:

· info gap/cloze/note taking
(K/U, T/I, C)

Summative:

· passive voice

Focus: Pre-reading activities (setting/characters/cultural issues)

Tasks

· teacher presentation on activities (setting/ characters/cultural issues)

· note taking

· info gap/cloze using passive voice on setting/characters/ cultural issues

3. “The Hydrofoil Mystery”

15 hours

CREV.03, CRE1.01, CRE1.02, CRE1.03, CRE1.04, CRE2.02, CRE3.02, CRE3.03, CWRV.01, CWR1.03, CSC1.02

Summative:

· summaries
(K/U, T/I, C)

· character sketch
(K/U, T/I, A)

· point of view
(K/U, T/I)

· content and vocab test (K/U, A)

Focus: Novel Study

Tasks

· comprehension

· point of view

· story elements

· word derivation

· vocab study

· summaries

· character study

4. Memories and Mentors

2 hours

CWRV.02, CWRV.03, CWRV.04, CWR1.03, CWR2.04, CWR2.05

Summative: activities assessed

· expository paragraphs
(K/U, T/I, C, A) (final summative writing assessment)

Focus: Portfolio assignment

Tasks

· Fifth portfolio entry (memories of past experiences, influences, and mentors)

· expository paragraphs

5. I Mean Business!

2 hours

CWR1.04, CWR2.01, CWR2.03, CWR3.04, CWR3.06, CWR3.07

Summative: activities assessed

· business letter
(K/U, T/I, C, A)

Focus: Business letter

Tasks

· learn business letter format

· write a business letter related to the novel

6. Making Contact

4 hours

CORV.01, CORV.02, CORV.03, COR1.04, COR1.05, COR2.01, COR2.02, COR3.01, COR3.02, COR3.03, CWRV.01, CWR3.02, CSC2.04

Summative: activities assessed

· skits and dialogues (K/U, T/I, C, A) (final summative oral evaluation)

Focus: Business language

Tasks

· skits and dialogues of business meetings

7. Demonstrating My Reading Skills

1 hour

CREV.03, CRE1.02, CRE1.03, CRE3.02, CRE3.03

Summative:

· reading test (final summative reading evaluation)
(K/U, T/I, C, A)

Focus: Reading

Task

· demonstrate ability to independently read and understand a short story, use literary terminology and relate themes to those previously studied

8. This Is Me

2 hours

CORV.02, CORV.03, COR1.06, CSCV.02, CSC2.03

Summative: activities assessed

· oral presentation of portfolio

· completion and the quality of the portfolio (final summative social/cultural evaluation)

Focus: Portfolio presentation

Tasks

· present one portfolio entry

Teaching/Learning Strategies

Brainstorming, webbing, reflective journals, process writing, linked paragraph writing, portfolio compilation, cooperative learning groups, teacher read-alouds, graphic organizers, think/pair/share, worksheets, information gaps, vocabulary charts, key word lists, viewing and responding to advertisements and videos, class and community interviews and surveys, cloze exercises, questionnaires, oral presentations, Internet searches, independent and group research projects, role play, self and peer assessment, library search with print and electronic materials, book reports, letter writing, résumé preparation, language and social context awareness activities, poetry readings and writing, silent reading, note taking, directed reading, self and peer editing, vocabulary and comprehension exercises, report writing, summarizing.

Assessment & Evaluation of Student Achievement

The assessment and evaluation techniques used in this course are diagnostic, formative and summative. They assess student achievement of the ESLCO learning expectations and relate this achievement to the categories of the Achievement Chart. The categories of the Achievement Chart are indicated in the course overview chart. Students are assessed through a variety of evaluation strategies which include a variety of written assignments, oral presentations, quizzes and tests, research, reports, journals, summaries, teacher observations, creation of a print or video advertisement, self and peer assessment.

Term work is worth 70% of the final course grade.

The required 30% final summative assessment could be composed in the following manner:

· Presentation of portfolio

· Expository paragraphs

· Presentation based on the novel

· Examination or test based on sight reading related to themes in the novel

Accommodations

The following considerations apply to all of the units in this course:

· Identify the strengths and weaknesses of your class (e.g., writing, speaking)

· Provide additional exercises or teaching where needed

· Provide additional independent reading for students

· Provide a variety of assessments to accommodate students’ learning styles

· Create activities which allow students to demonstrate their strengths

· Provide supplementary activities for students

· Adhere to the recommendations of exceptional student’s IEPs

· Tailor assignments, assessment, and evaluation to meet individual needs

· Provide opportunities for practice with English language learning software

· Use first language when appropriate

· Pair and group students for support

· Use visuals in addition to printed material

Resources

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.

Archer, L., C. Costello, and D. Harvery. Reading and Writing for Success. Toronto: Harcourt Canada.
ISBN 0-7747-0197-8
A multi faceted text, which provides fiction and non-fiction readings, and excellent skill building tips and exercises in areas such as: skimming and scanning, note taking, understanding media, paragraph, essay, and résumé writing.

Azar, B. Fundamentals of English Grammar. New Jersey: Prentice Hall, 1992.
ISBN 0-13-338278-8
An extensive grammar text with clear explanations of a wide range of grammatical principles each followed by a variety of activities and exercises.

Barry, J., C. McClymont, and G. Husser. Larger than Life. Toronto: Nelson Canada, 1994.
ISBN 0-17-603954-6
A series of simple autobiographies.

Douglas, A. The Complete Idiot’s Guide to Canadian History. Toronto: Prentice Hall, 1997.
ISBN 0-13-779126-7
An easy reference guide to Canadian history.

Fuchs, M. and M. Bonner. Focus on Grammar: High Intermediate. White Plains N.Y.: Addison Wesley, 1995.
A resource for teachers. This book provides contextualized grammar and explanation of grammatical principles.

Granfield, L. Pier 21. Toronto: McClelland and Stewart, 2000. ISBN 0-88776-517-3
A print and pictorial history of Pier 21, the port where most immigrants of the 1900s entered Canada.

Karpinski, E. and M. Lecompte. Canadian Connections: A Cross-Cultural Reader for Learning English. Toronto: Harcourt Brace, 1997. ISBN 0-7747-3511-2
A compilation of stories, biographies, memories, and articles that relate to Canadian immigration and immigrants, written by Canadians.

McCloskey, M. and L. Stack. Voices in Literature Silver. Boston, Mass: Heinle and Heinle, 1996.
ISBN 0-8384-7019-X
The “Silver” edition of this three set anthology includes a variety of articles, stories, and poetry on the theme of Wishes and Dreams.

Oshima, A. and A. Hogue. Introduction to Academic Writing. White Plains, N.Y.: Addison Wesley Longman, 1997. ISBN 0-201-69509-X
This text provides models and exercises for writing sentences, paragraphs, and essays.

Petrie, A.R. Alexander Graham Bell. Markham: Fitzhenry and Whiteside, 1999. ISBN 1-155041-463-1
Part of “The Canadians” series, this book recounts the history of the great Canadian inventor. Complete with pictures and drawings of Bell, his estate and his inventions (including the hydrofoil), it is a resource for research on inventors and a supplement to the recommended novel.

Pollock, C. Communicate What You Mean. Englewood Cliffs NJ: Prentice Hall Regents, 1982.
ISBN 0-13-153489-6
An extensive overview of English grammar with clear explanations and supporting exercises.

Porter, J. New Canadian Voices. Toronto: Wall and Emerson
An anthology of student writing on the themes of adjustment and immigration.

Porter, J. Voices Past and Present. Toronto: Wall and Emerson, 2000.
An anthology of fables and myths, short stories, essays, Canadian biographies, poetry, etc. Includes classical and current literature, and themes that are pertinent to Canadian ESL students.

Urban Voices. Toronto: Toronto District School Board, 2000.
A compilation of students’ written poetry on a variety of themes.

Wistow, D. and K. McKinley. Meet the Group of Seven. Toronto: Kids Can Press, 1999.
ISBN 1-55-74-494-1
Filled with the art work of these seven talented artists, the book explores the lives and works of the men who dared to depict the Canadian wilderness.

Suggested novels for novel study

Hughes, M. Invitation to the Game. Toronto: Harper Collins Publishers Ltd., 1990. ISBN 0-00-647414-4
A futuristic story of high school graduates who are destined to live a life of leisure because robots have taken over all the jobs. During their leisure years they become enthralled by “The Game”.

Walters, E. The Hydrofoil Mystery. Toronto: Penguin Books, 2000. ISBN 0-14-130220-8
This novel, set in Cape Breton Island during World War l, retells the adventures of a fifteen-year-old Haligonian boy who is sent for the summer to work with Alexander Graham Bell in order to distance him from negative influences, such as gambling. After a number of adventures, and under the guidance of A. G. Bell, the protagonist discovers that he can put his mathematical and personal skills to better use assisting with building a Hydrofoil and foiling enemy spies.

Marchand, B. African Journey. Hull, Quebec: Media Sphere, 1990.

Other novels by Eric Walters, Monica Hughes, Maureen Crane Wartski.

Computer Software

Mazemaster

Job research software

Bridges

Job research software

College and University Websites

OSS Considerations

Education for Exceptional Students

In planning the ESLCO course, the teacher should take into account the needs of exceptional students as set out in their Individual Education Plan. ESL students show the full range of learning exceptionalities as do other Ontario students. Some students arrive with previously identified learning needs while the needs of others may be identified only after they have spent some time in Ontario schools. It is important not to identify students as learning disabled on the basis of performance or behaviours that reflect a normal process of second language acquisition or that reflect a lack of prior opportunity to learn the knowledge and skills being tested.

The Role of Technology in the Curriculum

It is important for all ESL students to be given opportunities to develop competence in using computers and other technology. In this ESLCO course students are afforded opportunities to use word processing and graphic software to produce pieces of written work and to do research on the Internet and with CD-ROM software.

Career Education

ESL students need opportunities to explore the full range of educational and career paths available to them in their new country and educational setting. Students research the skills and education needed for various jobs. They identify their own skills and abilities and develop résumés and covering letters.

Health and Safety

Students who are recent arrivals from other countries may have special health and safety needs.

ESL teachers should explain to their students the services available in the school and community and teach the students the skills to advocate for their own health and safety.

Emotional health is as important as physical health and safety. The experience of immigration, even in the best of circumstances, involves a feeling of loss and disorientation for many students. Throughout this course, the teacher is expected to be sensitive to the range of experiences that students bring with them. Teachers must recognize the equal legitimacy of students choosing to share or keep private their experiences or feelings. In Units 1 and 2 where students are asked to share their hopes and dreams on immigrating to Canada, teachers should be prepared for a wide variety of responses.

A school environment that is free of racial and sexual harassment is as important to students as is a physically safe environment. 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 should be taught to report problems and to get help if they are being harassed in any way.

Coded Expectations, English for School and Work, ESL Level 3, Open ESLCO

Oral and Visual Communication

Overall Expectations

CORV.01 · initiate and take part in conversations, participate in classroom discussions, and make short oral presentations, with teacher guidance, using a variety of subject-specific words and expressions;

CORV.02 · communicate orally, using a variety of the conventions of English grammar with some accuracy;

CORV.03 · use appropriately a variety of features of formal and informal communication in English;

CORV.04 · create and analyse a variety of media works.

Specific Expectations

Developing Fluency in Oral Communication

COR1.01 – initiate and take part in conversations on a range of topics in a variety of social situations;

COR1.02 – use tone of voice and gestures to clarify meaning in conversations (e.g., stress key content words to specify meaning);

COR1.03 – initiate and participate in informal conversations with English-speaking peers;

COR1.04 – participate in group work, cooperative games, and teamwork;

COR1.05 – use a variety of strategies to participate in small-group discussions (e.g., ask questions to clarify a point; elaborate and/or modify statements to find a basis for agreement);

COR1.06 – use appropriate openings and closings in oral presentations (e.g., introduce a topic by asking a question; summarize key points);

COR1.07 – use an outline provided by the teacher to take point-form notes on main ideas from classroom oral presentations.

Developing Accuracy in Oral Communication

COR2.01 – use common grammatical patterns with some accuracy (e.g., make subject and verb agree; make verb tenses consistent; make possessive pronouns agree with antecedents);

COR2.02 – use some transition words and phrases to link ideas (e.g., to show sequence, to compare and contrast).

Using English in Socially and Culturally Appropriate Ways

COR3.01 – determine appropriate language use in a variety of social contexts (e.g., at a school assembly, on the sports field, in a movie theatre);

COR3.02 – rehearse language in a variety of social contexts (e.g., role-play different styles of greetings and apologies to peers or teachers; role-play a telephone conversation making an appointment with a friend, a school counsellor, and a prospective employer);

COR3.03 – recognize and begin to use the style of language appropriate to business transactions, job interviews, and formal meetings.

Developing Media Knowledge and Skills

COR4.01 – respond through discussion to a variety of media works;

COR4.02 – identify some features of language used in advertisements to market various products to specific audiences (e.g., repetitions and synonyms, nonstandard spellings such as lite);

COR4.03 – compare information about current events and issues from more than one media source (e.g., television and newspaper accounts of the same event);

COR4.04 – create a video commercial or print advertisement using features of language appropriate for the intended audience (e.g., create an advertising campaign for the student council).

Reading

Overall Expectations

CREV.01 · choose and read books at the appropriate reading level for a variety of purposes;

CREV.02 · demonstrate knowledge of subject-specific terms;

CREV.03 · read for specific purposes, with teacher guidance;

CREV.04 · locate and evaluate resource materials for guided research and career exploration, with teacher guidance.

Specific Expectations

Reading and Responding

CRE1.01 – read and respond to a variety of fiction and non-fiction materials selected for study and pleasure (e.g., participate in literature study groups; give short book talks; write book reports);

CRE1.02 – identify a writer’s or character’s point of view in short novels;

CRE1.03 – describe the function of various story elements in short works of fiction (e.g., character, plot, setting);

CRE1.04 – identify elements of style appropriate to various text forms (e.g., salutations and closings in letters, summaries in short reports, dialogue in narratives).

Developing Vocabulary

CRE2.01 – demonstrate knowledge of some key specialized terms in different subject areas (e.g., photosynthesis, osmosis, membrane in biology);

CRE2.02 – use dictionaries and a thesaurus to build vocabulary.

Using Reading Strategies for Comprehension

CRE3.01 – extract information from specific features/sections of grade-level texts (e.g., footnotes, chapter summaries, tables, illustrated figures);

CRE3.02 – recognize patterns of word structure and derivation and use them to determine meaning
(e.g., origin/original/originate);

CRE3.03 – demonstrate comprehension of passages containing complex verb forms, with teacher guidance (e.g., sections of grade-level texts containing the past-perfect tense, passive verbs, or conditional structures).

Developing Research Skills

CRE4.01 – select appropriate materials for research on classroom topics and for career planning (e.g., select the career pamphlets or databases that are most relevant for a particular research purpose);

CRE4.02 – compare information from various sources for classroom research (e.g., print and non-print magazines and newspapers, CD-ROMs);

CRE4.03 – take notes from a variety of sources, using graphic organizers such as charts and tables as a guide.

Writing

Overall Expectations

CWRV.01 · write in a variety of forms for various purposes and audiences;

CWRV.02 · use the writing process, with teacher guidance, with an emphasis on peer and independent review of content and organization;

CWRV.03 · arrange ideas in logical order and present them in linked sentences and simple paragraphs;

CWRV.04 · use a variety of sentence patterns and conventions of standard Canadian English with some accuracy in written work.

Specific Expectations

Relating Purpose to Form

CWR1.01 – make notes in some detail as preparation for writing on familiar topics;

CWR1.02 – compose stories, poems, and dialogues;

CWR1.03 – write expository paragraphs related to classroom assignments or on topics of personal interest;

CWR1.04 – write personal and business letters, using appropriate conventions for salutations and closings;

CWR1.05 – organize personal information, using a simple résumé format.

Applying the Writing Process

CWR2.01 – revise first drafts to clarify ideas and improve organization;

CWR2.02 – link simple paragraphs about a central idea, using common transition words (e.g., first, next, then, both) to indicate relationships such as sequence of events or points of comparison;

CWR2.03 – edit their own writing, with attention to specific language features identified by the teacher (e.g., tense consistency, subject-verb agreement, use of articles);

CWR2.04 – use word-processing software to compose and edit their writing;

CWR2.05 – use graphics software to format and embellish their writing.

Developing Accuracy in Written Communication

CWR3.01 – use a variety of simple, compound, and complex sentences in their writing;

CWR3.02 – use appropriately, and with some accuracy, common tenses and verb phrases, adjectives, adverbs, conjunctions, prepositions of direction and time, and interrogative and negative constructions;

CWR3.03 – use passive voice, conditionals, and adverb and adjective phrases in some written work;

CWR3.04 – use a colon before a list of items;

CWR3.05 – use parentheses to insert an explanation or afterthought into a sentence;

CWR3.06 – use correct spelling and punctuation for common abbreviations;

CWR3.07 – use learner dictionaries, thesauri, and spell checkers to develop vocabulary and to check the accuracy of spelling;

CWR3.08 – use some visual features of text for emphasis (e.g., italics, boldface, and underlining).

Social and Cultural Competence

Overall Expectations

CSCV.01 · use knowledge of Canadian culture and history in school and social situations;

CSCV.02 · respond appropriately in most teaching and learning situations.

Specific Expectations

Developing Citizenship Awareness and Skills

CSC1.01 – explain the relationship between some important aspects of geography and history and current Canadian issues (e.g., the effect of rivers on transportation routes and settlement patterns);

CSC1.02 – demonstrate awareness of the influence of Canadian history and geography on artistic expression (e.g., images of nature in Native art and Group of Seven paintings; Celtic influences in Maritime music; portrayals of immigrant experiences in Canadian novels and short stories);

CSC1.03 – demonstrate understanding of and sensitivity to the wide variety of cultures and languages in Canada (e.g., explain the benefits and challenges of living among diverse cultures);

CSC1.04 – initiate and participate in conversations about current events and issues.

Adapting to the Ontario Classroom

CSC2.01 – use English or a shared first language to explain school rules, school and classroom routines and expectations, and emergency procedures to new students, and to introduce them to key locations and personnel in the school;

CSC2.02 – describe and compare different approaches to teaching and learning in different cultures (e.g., the role of teachers in Canada and in their country of origin);

CSC2.03 – describe and compare individual learning styles and strengths (e.g., personal learning-style preferences, learning styles of peers in the classroom);

CSC2.04 – negotiate roles and tasks in cooperative group learning activities;

CSC2.05 – identify and describe appropriate strategies for specific learning tasks (e.g., brainstorming to generate ideas; categorizing to manage information);

CSC2.06 – use first languages appropriately in classroom and social situations (e.g., to clarify a term or concept; to provide assistance to newly arrived students).

Unit 1 | Unit 2 | Course Profiles Main Menu

Acknowledgments

Course Description

Course Notes

Units: Titles and Time

Unit 1: Hopes and Dreams

Unit 2: Canadian Dreams and Realities

Unit 3: Stories, Media, Songs and Art

Unit 4: Mysteries and Dreams

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Accommodations

Resources

Computer Software

OSS Considerations

Education for Exceptional Students

The Role of Technology in the Curriculum

Career Education

Health and Safety

Oral and Visual Communication

Overall Expectations

Specific Expectations

Reading

Overall Expectations

Specific Expectations

Writing

Overall Expectations

Specific Expectations

Social and Cultural Competence

Overall Expectations

Specific Expectations