1. 03/03/2016MELS Working Document 2011 1 Progression of Learning at the Secondary Level EESL Programs RREALS October 2011 Information Session

2. Activating Prior Knowledge  What is some of the Related Content (knowledge) in the ESL Programs? 03/03/2016MELS Working Document 2011 2

3. Developing the Progression of Learning  Mandate  Research 03/03/2016MELS Working Document 2011 3 Progression of Learning at the Secondary Level

4. 03/03/2016MELS Working Document 2011 4 Three ESL Competencies Key Features Progression of Learning End-of-Cycle Outcomes Evaluation Criteria Related Content

5. Quiet Reading Time  Read the ESL introduction on page 5 of the Progression of Learning. 03/03/2016MELS Working Document 2011 5  Take a few minutes to leaf through the rest of the document.

6. The Progression of Learning is…  compulsory  a supplement to the ESL programs to make the Related Content more explicit 03/03/2016MELS Working Document 2011 6

7. 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 03/03/2016MELS Working Document 2011 7

8. The Progression of Learning is NOT…  a new ESL program  a stand-alone document  a checklist of items to cover only once 03/03/2016MELS Working Document 2011 8

9.  POL 03/03/2016 MELS Working Document 2011 9 Titles and introductions Legend Element #1 Examples (all italicized) Sub-elements a, b, and c Sub-section Section EESL Progression of Learning, page 8

10. 03/03/2016 MELS Working Document 2011 10 EESL Progression of Learning, page 9 All elements have a vertical unfolding. Some elements also have a vertical progression to show complexity.

11. 03/03/2016MELS Working Document 2010 11 Some elements are only introduced in Cycle 2. EESL Progression of Learning, page 10 Some elements are not linked to the elementary POL and are only introduced in Cycle 1.

12. Legend  Read the explanations for the symbols in the legend. (POL, page 4) 03/03/2016MELS Working Document 2011 12

13. Legend 03/03/2016MELS Working Document 2011 13 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.

14. Legend 03/03/2016MELS Working Document 2011 14 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.

15. Legend 03/03/2016MELS Working Document 2011 15 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).

16. Legend 03/03/2016MELS Working Document 2011 16 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.

17. Culture Skim the Culture section. (POL, pages 6-7) How does EESL differ from Core? 03/03/2016MELS Working Document 2011 17 EESL students bring a greater knowledge of English language and culture to the EESL class.

18. Culture 03/03/2016MELS Working Document 2011 18 Excerpt from the Progression of Learning, Core Programs Compare the EESL POL, pages 6-7, with the excerpt below from the Core POL.

19. Culture 03/03/2016MELS Working Document 2011 19 Self-regulation Core StudentsEESL Students – need assistance when reflecting on their learning – are able to provide constructive feedback when reflecting on their learning – need help to notice and correct their errors – notice and correct their errors more autonomously

20. Language Repertoire A. Functional Language 03/03/2016MELS Working Document 2011 20 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?

21. Language Repertoire B. Vocabulary 03/03/2016MELS Working Document 2011 21 Skim sub-section B. Vocabulary. (POL, pages 10-11) What do the arrows throughout letters c and d indicate?

22. Language Repertoire C. Language Conventions 03/03/2016 MELS Working Document 2011 22 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?

23. Language Repertoire D. Language Register and Audience 03/03/2016MELS Working Document 2011 23 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?

24. 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? 03/03/2016MELS Working Document 2011 24

25. Processes Skim the Response Process. (POL, pages 17-18) During the Response Process what should students do prior to answering guiding questions individually? 03/03/2016MELS Working Document 2011 25 EESL students formulate in-depth responses, focusing more on the nuances in texts.

26. Processes Skim the Writing and Production Processes. (POL, pages 18-20) What should students do prior to engaging in the Writing and Production Processes? 03/03/2016MELS Working Document 2011 26 EESL students pay particuliar attention to making adjustments (e.g. revising, editing) to written and media texts when using the writing and production processes.

27. Texts Skim the Texts section. (POL, page 21) 03/03/2016MELS Working Document 2011 27 Why is ‘Explores a variety of popular, literary and information-based texts’ arrowed throughout? Which competencies would you associate with the sub-elements?

28. Texts 03/03/2016MELS Working Document 2011 28 Progression of Learning Core Programs Texts section What is the difference between the Core and EESL Texts sections? Compare page 21 with the chart below.

29. 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? 03/03/2016MELS Working Document 2011 29

30. Visit ESLinsight.qc.ca Available documents  Multimedia Presentation  Bibliography MELS Working Document 201103/03/2016

31. MELS Working Document 2011 31 Questions?