1. The ESL Learning Continuum Jeanne Errico and Deborah Solice ESL Specialists-The American School of Doha

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3. The Learning Continuum signifies the holism of learning. It includes both formal aspects of controlled, planned learning and unstructured, impromptu informal learning moments. Developmental continuums provide the link between instruction, assessment, standards, and student portfolios. The continuums are based on current research about literacy acquisition and reflect a child- centered, constructivist, developmental philosophy of teaching and learning (Bonnie Campbell Hill).

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5. by Bonnie Campbell Hill: A continuum is a visual representation of literacy development using descriptors to depict the developmental stages of learning. The continuums are based on four basic concepts: 1. They focus on what students can do by stating the descriptors in a positive way. 2. The emphasis is on what students learn, rather than on what is taught. 3. The stages are only approximations. (Children’s behavior may fit primarily into one stage, but they are probably still consolidating one or two strategies from the previous stage and showing evidence of a few new skills at the next stage.) 4. The continuums clearly show that reading and writing are complex processes. (Literacy skills evolve over time and build upon each other in a developmental progression.)

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7. 1. Create a common language for teachers, parents and students. 2. Reflect progress and growth. 3. Provide a roadmap for instruction. 4. Create a structure for classroom based-assessment. 5. Provide clear targets and benchmarks. 6. Provide specific information about each student. 7. Involve students in the assessment process and facilitate goal setting. 8. Communicate clear information to families. 9. Encourage professional conversations.

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9. ESL-English as a second language ESOL- English to Speakers of Other Languages ELL- English Language Learners EAL- English as an additional language EFL- English as a foreign language TESOL- Teaching English to Speakers of Other Languages

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11. Domains of Language Learning:  Reading  Speaking  Writing  Listening

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13. BICS- Basic Interpersonal Communication Skills 2-3 years for BICS (Conversational Language) CALP- Cognitive Academic Language Proficiency 5-7 years for CALP (Academic Language)

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15. From ASD’s Standards and Benchmarks, the ESL Team developed the continuums from an analytical point of view, taking into account the process of language acquisition. Based on the continuums currently used in the LES and UES Provides continuity between divisions Acts as a supplement to the data piece on student learning

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17. NWEA MAPS STAR/AR data Woodcock Munoz Language Survey- Revised Continuum DRA2

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19. For example: LA Standard 1: Students will read fluently using the skills and strategies of the reading process. LA Standard 2: Students will comprehend, respond to and analyze a wide variety of literary and informational text including fiction and non-fiction. Correlating Descriptor: (Later Advanced)- Uses a variety of grade appropriate comprehension strategies and text features for academic purposes (Early Advanced)- same, but with some support

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23. 1. Require time to talk and share ideas and student work. 2. Require time to match continuums to curriculum and standards. 3. Require time to develop consistency within and between schools. 4. Require time to develop and refine assessment tools. 5. Require time to observe and assess students. 6. Require time to help students learn to self-evaluate and set goals. 7. Require organization and demand a high level of accountability. 8. Require parent education and support. 9. Require administrative support and ongoing professional development.

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25. Classroom literacy activity- introduce videos, book talk response sheet and rubrics

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29. Bonnie Campbell Hill Jim Cummins Stephen Krashen Ontario Standards ESL Guide