1. 02/06/2016MELS Working Document 2011 1 Progression of Learning at the Secondary Level EESL Programs SPEAQ November 2011 Information Session

2. Activating Prior Knowledge  What is some of the Related Content (knowledge) in the ESL Programs? 02/06/2016MELS Working Document 2011 2

3. Quiet Reading Time  Read the ESL introduction on page 5 of the Progression of Learning. 02/06/2016MELS Working Document 2011 3

4. The Progression of Learning is…  compulsory  a supplement to the ESL programs to make the Related Content more explicit 02/06/2016MELS Working Document 2011 4

5. 02/06/2016MELS Working Document 2011 5 Three ESL Competencies Progression of Learning Related Content

6. The Progression of Learning...  clarifies the knowledge that students need to learn, acquire and use in context  a planning tool for teachers to incorporate knowledge in the development of the ESL competencies for each year of secondary 02/06/2016MELS Working Document 2011 6

7. The Progression of Learning is NOT…  a new ESL program  a stand-alone document  a checklist of items to cover only once 02/06/2016MELS Working Document 2011 7

8. Legend  Go to POL, page 4 02/06/2016MELS Working Document 2011 8

9. Legend 02/06/2016MELS Working Document 2011 9 The symbol E is directly linked to the elementary POL. When there is no E, the knowledge is being introduced at the secondary level. Items are starred or shaded in Sec 1 if they were starred or shaded in Grade 6 at the elementary level. If it is arrowed in Sec 1, students need to continue constructing knowledge with teacher guidance in Sec 1.

10. Legend 02/06/2016MELS Working Document 2011 10 Teacher plans for students to start learning during the school year or to continue or conclude learning in the following year, with ongoing systematic intervention. Teacher guides students through modelling and provides ample practice opportunities and constructive feedback.

11. Legend 02/06/2016MELS Working Document 2011 11 Students do not need to achieve a certain number of stars at the end of the school year in order to succeed each year (i.e. not cumulative). Teacher plans for the majority of students to have acquired this knowledge by the end of the school year (i.e. most of the students, most of the time, mostly correctly).

12. Legend 02/06/2016MELS Working Document 2011 12 Teacher plans for previously acquired knowledge to be applied during the school year. Students broaden and refine their knowledge, use knowledge in new contexts and are more autonomous. ‘Reinvest’ does not refer to C2. It means that students reuse the acquired knowledge in a variety of meaningful contexts.

13. Culture Skim the Culture section. (POL, pages 6-7) What should a teacher plan with regards to Culture? 02/06/2016MELS Working Document 2011 13 EESL students bring a greater knowledge of English language and culture to the EESL class.

14. Language Repertoire A. Functional Language 02/06/2016MELS Working Document 2011 14 EESL students focus on the accuracy of their message. Skim sub-section A. Functional Language. (POL, pages 8-10) What does the prevalence of shading in Functional Language indicate? Why does element #6 ‘Reflecting on own development as an English Language Learner’ require much teacher guidance?

15. Language Repertoire B. Vocabulary 02/06/2016MELS Working Document 2011 15 Skim sub-section B. Vocabulary. (POL, pages 10-11) What do the arrows throughout letters c and d indicate?

16. Language Repertoire C. Language Conventions 02/06/2016 MELS Working Document 2011 16 Skim sub-section C. Language Conventions. (POL, pages 11-12) Look at 1c. Why is this sub-element arrowed throughout? How is grammar defined in this section?

17. Language Repertoire D. Language Register and Audience 02/06/2016MELS Working Document 2011 17 Skim sub-section D. Language Register and Audience. (POL, p. 13) What are some examples of informal register? What are some examples of formal register? What is the difference between 1a and 1b?

18. Strategies Skim the Strategies section. (POL, pages 14-16) ‘Communication Strategies’ show a prevalence of shading. Why? Look at element #2 ‘Self-regulation of communication strategies’. What is the difference between Cycle 1 and Cycle 2? 02/06/2016MELS Working Document 2011 18

19. Processes Skim the Response Process. (POL, pages 17-18) During the Response Process what should students do prior to answering guiding questions individually? 02/06/2016MELS Working Document 2011 19 EESL students formulate in-depth responses, focusing more on the nuances in texts.

20. Processes Skim the Writing and Production Processes. (POL, pages 18- 20) What should students do prior to engaging in the Writing and Production Processes? 02/06/2016MELS Working Document 2011 20 EESL students pay particuliar attention to making adjustments (e.g. revising, editing) to written and media texts when using the writing and production processes.

21. Texts Skim the Texts section. (POL, page 21) 02/06/2016MELS Working Document 2011 21 Why is ‘Explores a variety of popular, literary and information-based texts’ arrowed throughout? Which competencies would you associate with the sub-elements?

22. What Would You Say? 1. Are teachers required to use the Progression of Learning? 2. Does the Progression of Learning make publishers’ materials incomplete? 3. Are the ESL competencies pushed aside in place of knowledge (Related Content)? 4. How can teachers use the Progression of Learning to help students construct and acquire knowledge as they develop their ESL competencies? 02/06/2016MELS Working Document 2011 22

23. Visit ESLinsight.qc.ca Available documents  Multimedia Presentation  Bibliography MELS Working Document 201102/06/2016

24. Enjoy the rest of the convention… 02/06/2016MELS Working Document 2011 24 Thank you!