Progression of Learning Elementary English as a Second Language MELS Working Document 2009

Workshop Goals  To understand the structure of the Progression of Learning document  To understand its use as a planning tool for teachers  To reflect on how to share the information with teachers MELS Working Document 2009

Agenda  Graffiti Activity (Activating prior knowledge)  Developing the Progression of Learning (Working context)  Presenting Driving Questions  Exploring the Progression of Learning  Workshop Evaluation MELS Working Document 2009

Graffiti Activity Activating Prior Knowledge  What key words and ideas come to mind when thinking about the Progression of Learning?  Write your answers on the poster paper.  Discuss with your team.  Be prepared to share one idea with the entire group. MELS Working Document 2009

Driving Questions  How can the Progression of Learning help teachers plan the development of the ESL competencies?  How can we present the Progression of Learning to elementary ESL specialists?  PB, page 2 MELS Working Document 2009

Developing the Progression of Learning  Mandate & Working Context  Research  Challenges MELS Working Document 2009

 Read the MELS General Introduction to the Progression of Learning.  Reading intention: Where does the Progression of Learning fit into the PFEQ?  Link to Progression of Learning document: MELS Working Document 2009

Progression of Learning PFEQ BALsCCCs Subject Areas ESL Competencies Key Features Progression of Learning End-of-Cycle Outcomes Evaluation Criteria Essential Knowledge MELS Working Document 2009

Comparing the Progression of Learning & the Essential Knowledge Quiet Reading Time (QRT)  Read the general ESL Introduction on page 3 of the Progression of Learning.  Skim through the Progression of Learning and compare it to the Essential Knowledge section of the ESL programs.  What stands out for you? MELS Working Document 2009

Introduction Learning Contexts Legend Chart Format Footnote (See page 9) Sub-Category Element Category 1 Examples Sub-element (See PB, page 3) MELS Working Document 2009

Progression of Learning Category 1: Contextual Language and Functional Language  QRT: Read the Introduction and the Learning Contexts for Cycle One, Cycle Two and Cycle Three of this category. ▪ How is the information organized? ▪ How does the Learning Context evolve over the three cycles? MELS Working Document 2009

Progression of Learning Category 1: Contextual Language and Functional Language Legend and Footnote  How can the symbols be explained? In your team, match the words and phrases with a symbol from the legend or with the footnote.  PB, page 4 MELS Working Document 2009

Footnote: 1  The Cycle One student constructs new knowledge by gradually becoming aware of new language, strategies, language conventions, text components and cultural elements.  (a) Initial exposure to the language  (f) Acquires naturally  (i) Imitates  (t) Discovers MELS Working Document 2009

Legend:  Student constructs knowledge with teacher guidance.  (c) Explicit teaching  (d) Teacher prompts students  (e) Teacher-centered  (g) Resources provided by teacher  (o) Teacher scaffolds learning  (s) Modeled by teacher  (u) Trial & Error MELS Working Document 2009

Legend:   Student applies knowledge by the end of the school year.  (b) Most of the students  (h) Student-centered  (j) Student takes initiative  (k) Self-directed use of resources  (m) Correctly most of the time MELS Working Document 2009

Legend:   Student reinvests knowledge.  (l) Reuses  (n) Broadens  (p) In new contexts  (q) Refines  (r) Transfers MELS Working Document 2009

Progression of Learning Category 1: Contextual Language and Functional Language Sub-Category A – Useful Expressions Elements and Sub-Elements  Compare the Progression of Learning with the Essential Knowledge.  What do you notice about the elements? (e.g.: Classroom routines, Instructions, Delay speaking, etc.)  What do you notice about the sub-elements? (e.g.: Participates in classroom routines, Gives instructions, Stalls for time, etc.)  Look at the element Opinions on page 6 of the Progression of Learning document. What do you notice?  PB, page 5 MELS Working Document 2009

Category 1: Contextual Language and Functional Language Sub-Category A – Useful Expressions  Some elements have a vertical progression (i.e. from more simple to more complex).  What elements from Useful Expressions have a vertical progression?  PB, page 5 MELS Working Document 2009

Category 1: Contextual Language and Functional Language Sub-Category A – Useful Expressions Vertical Progression:  Identification  Capabilities (example in PB, p. 5)  Agreement, disagreement  Offers of assistance  Needs  Feelings, interests, tastes, preferences  Expressions promoting harmonious exchanges and teamwork  PB, page 5 MELS Working Document 2009

Category 1: Contextual Language and Functional Language Sub-Category A – Useful Expressions  Look at the different sub-elements for Useful Expressions.  Why are they written using action verbs?  PB, page 5 MELS Working Document 2009

A competency is a set of behaviours based on the effective mobilization and use of a range of resources.... students’ learnings serve as tools for both action and thought... Source: PFEQ, Chapter 1, page 4. MELS Working Document 2009

Brain Teaser At a workshop, a teacher asks you: “How is progression shown in Cycle 1?” MELS Working Document 2009

Progression of Learning Lunch MELS Working Document 2009

Progression of Learning Category 1: Contextual Language and Functional Language Sub-Category A – Useful Expressions Examples  Close your Progression of Learning.  In pairs, write your own examples for the sub- elements. Then, compare your answers with the Progression of Learning document.  PB, page 6 MELS Working Document 2009

Category 1: Contextual Language and Functional Language Sub-Category A – Useful Expressions Examples  How can the examples help teachers?  How can the examples be misleading? MELS Working Document 2009

Category 1: Contextual Language and Functional Language Sub-Category B - Vocabulary  Which sub-elements of vocabulary should most students be able to apply by the end of each year at elementary?  PB, page 7 MELS Working Document 2009

Category 1: Contextual Language and Functional Language Sub-Category B - Vocabulary Grade 3  Uses vocabulary related to school MELS Working Document 2009

Category 1: Contextual Language and Functional Language Sub-Category B - Vocabulary Grade 4  E.g. Uses action words  Uses vocabulary related to other familiar environments  Uses personal pronouns and possessive forms to talk about self  Uses the alphabet to spell words in context  Uses cardinal and ordinal numbers frequently encountered in class  Uses the names of colours and shapes frequently encountered in class MELS Working Document 2009

Category 1: Contextual Language and Functional Language Sub-Category B – Vocabulary Grade 5  Uses expressions of time frequently encountered in class Grade 6  E.g. Responds to question words used in context  Uses question words in context MELS Working Document 2009

Category 1: Contextual Language and Functional Language Sub-Category B – Vocabulary Which sub-elements of vocabulary will still require teacher guidance at the end of elementary school?  Uses targeted vocabulary to carry out tasks  Uses personal pronouns and possessive forms to talk about others  Uses preposition and location words required for tasks MELS Working Document 2009

Category 1 Wrap-up  Refer back to the two driving questions. What information would you add?  PB, Page 2 MELS Working Document 2009

Brain Teaser In the Progression of Learning document:  Why is Circumlocution omitted from the Useful Expressions section of the document?  Why did Yes/No Questions change sub- categories? Hint: Compare PFEQ and Progression of Learning MELS Working Document 2009

Category 2 - Strategies  QRT: Read the Introduction and Learning Contexts for this category.  Close your Progression of Learning. MELS Working Document 2009

Category 2 – Strategies  Which strategies do you think students should be able to apply by the end of Cycle 2?  Discuss your choices with your team and then compare with the Progression of Learning.  Which type of strategy is not starred? Why?  PB, page 8. MELS Working Document 2009

 Grade 3  Grade 4  Grade 5  Grade 6 -Delay speaking -Risk-taking: Dares to use functional language frequently used in class to speak only English, in spite of making errors -Asking for help -Asking for clarification -Practice -Accepting not being able to understand everything listened to or read -Attention: Decides to concentrate on the right things - Resourcing - Note-taking -Circumlocution - Risk-taking: Experiments with known language - Attention: Maintains attention during tasks - Use of prior knowledge - Predicting - Inferencing - Skimming - Scanning - Cooperation MELS Working Document 2009

Category 3 - Language Conventions  QRT: Read the Introduction and Learning Contexts for this category. MELS Working Document 2009

Category 3 - Language Conventions  Language conventions are not targeted in Cycle One. Why? Hint: Look at the Learning Contexts.  What do you think is the place of metalanguage (i.e. grammar terminology) in the Progression of Learning?  PB, page 9. MELS Working Document 2009

Context for grammar MELS Working Document 2009

Category 3 - Language Conventions  The chart below is another way of looking at the Language Conventions Category. Why do you think the sub-elements progress as follows? How would you explain this to teachers?  PB, page 9. MELS Working Document 2009

Category 3 - Language Conventions  Which sub-elements of Language Conventions will still require teacher guidance at the end of elementary school?  Places articles before nouns  Uses knowledge of verb tenses to construct meaning  Uses verb tenses targeted to task MELS Working Document 2009

Category 4 - Text Components  QRT: Read the Introduction and the Learning Contexts for this category.  What stands out for you? MELS Working Document 2009

Category 4 - Text Components  What additional information do the sub- elements provide teachers in their planning?  Hint: Compare the Progression of Learning document with the Cycles Two and Three program.  PB, page 10. MELS Working Document 2009

Category 5 – Cultural Elements and Cultural Products  Read the Introduction and the Learning Contexts for this category.  What do you notice? MELS Working Document 2009

Category 5 – Cultural Elements and Cultural Products  Look at the information in the chart of the Progression of Learning.  What stands out for you?  How would you present this category to teachers? In your team, think of some activities.  PB, page 10 MELS Working Document 2009

Driving Questions  Go back to the Driving Questions (PB, page 2).  How can the Progression of Learning help teachers plan the development of the ESL competencies?  How can we present the Progression of Learning to elementary ESL specialists?  Share ideas with your teammates. MELS Working Document 2009

What Would You Say?  Are teachers required to use the Progression of Learning?  Do we have to give knowledge quizzes?  Does the Progression of Learning make published materials inadequate or incomplete? MELS Working Document 2009

What Would You Say?  How many stars (  ) does a student need to pass each year of elementary?  Is the Progression of Learning a tool specifically for new teachers? MELS Working Document 2009

Workshop Evaluation MELS Working Document 2009