Supporting English Language Learners in Grades 1 to 8

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Table B2.3: ELD, Grades 4 to 6 – Writing Stage 1 Students begin to write using basic structures. They: – print and write the alphabet in upper- and lower-case letters – copy words, phrases, and sentences – write short, patterned compositions (e.g., personal information, dialogues) – write short journal entries, narratives, lists, stories, and poems, with assistance – begin to keep notebooks appropriate to subject areas – begin to apply the conventions of standard Canadian English in their writing (e.g., correct punctuation, spelling, and cap italization; appropriate tenses) – begin to use computers for word processing Stage 2 Students write for a variety of purposes, with support. They: – use cursive writing – begin to use, in guided situa tions, a variety of forms, such as short journal entries, notes, narratives, and reports, to answer questions, convey facts and information, express personal views, and describe scenes, events, and people – organize information around a central idea using graphic organizers (e.g., charts, webs, graphs, diagrams, tables) – begin to make notes (e.g., on texts, videos) – use the writing process, with assistance (e.g., participate in prewriting activities, write drafts, revise content independently or with a peer, produce an edited copy of written work) – apply knowledge of the con ventions of standard Canadian English in their writing, with increasing accuracy – use computers for word processing Stage 3 Students write in a variety of contexts with increasing independence and accuracy. They: – write in a variety of forms on topics of personal and academic interest – make notes in some detail on familiar topics – use the stages of the writing process, with assistance, to produce an edited copy of written work – produce, with some consistency, appropriately structured prose with suitable verb tenses and connectors, subject–verb agreement, noun, adjective, and adverb phrases and clauses, and correct spelling – use a varied vocabulary and a range of sentence structures – use computers for a variety of writing tasks Appendix Stage 4 Students write for a variety of purposes, applying knowledge of the conventions of written English appropriately. They: – produce paragraphs, summaries, and notes on a variety of topics, with few grammatical or spelling errors – use the writing process – spell, understand, and use vocabulary from all subject areas – write with some competence in all subject areas, with a clear focus, coherent organi zation, and varied vocabulary Supporting English Language Learners in Grades 1 to 8 115
Table B2.4: ELD, Grades 4 to 6 – Orientation Stage 1 Students begin to Stage 2 Students adapt to new environments, demonstrate understanding both personal and academic. of and adaptation to new They: environments, both personal and academic. They: – take pride in and respect their own culture – begin to understand and follow essential school norms, schedules, and emergency procedures, and accept the importance of regular school attendance and punctuality – begin to understand teacher expectations and follow classroom routines (e.g., doing homework, coming to class prepared) – ask for assistance and commu nicate needs to appropriate school personnel and/or peers – identify specific times and locations in which to do school work and/or study – begin to relate information about Canadian culture, climate, holidays, and geography to their own activities and interests – work with a partner on a shared academic task – begin to adapt to a variety of teaching approaches and strategies used in a Canadian classroom – respect other cultures – locate and use school services (e.g., guidance counsellor, library) – participate with increasing ease and confidence in classroom activities – use some community facilities and resources (e.g., the library) – begin to accept responsibility for own learning by recognizing consequences and managing own time – demonstrate understanding of basic information about the neighbourhood, municipality, province, and Canada – participate in directed group work – respond with increasing confi dence to a variety of teaching approaches and strategies – begin to identify personal and educational goals Stage 3 Students demonstrate increasing understanding of and involvement in new environments, both personal and academic. They: – show interest in other cultures – explain school norms, routines, behaviour expectations, and emergency procedures to new students – use school and some commu nity resources appropriately (e.g., public library, recreation centre) – accept responsibility for own learning by making up missed work, recognizing consequences, and managing own time – discuss current events – show increasing initiative in group activities – respond appropriately to most teaching approaches and strategies – locate and use information, with assistance, in order to pursue personal, educational, and career goals and opportunities Stage 4 Students demonstrate awareness of self and others as part of the Canadian context. They: – identify and appreciate the contributions of various cultures – explain the significance of current events at the local, national, and international levels – contribute fully in a small, cooperative group to create a final product or presentation – learn effectively from a variety of teaching approaches and strategies – locate and use information in order to pursue personal, educational, and career goals 116 Supporting English Language Learners in Grades 1 to 8
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Supporting English Language Learner
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Introduction This document replaces
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1 Understanding English language le
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Section 1 Understanding English lan
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Building a whole-school approach Cr
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Parents Parents will be made aware
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—— a variety of other school-ba
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which teachers spend less time disc
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What a welcoming school looks like
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•• Classroom and library materi
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Orientation is not a one-time event
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There is no one at home who can hel
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Important considerations for the in
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Initial assessment of reading and w
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In all situations, English language
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It is a challenge for a school to p
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If English language learners were r
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It is imperative that English langu
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The development of an Individual Ed
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3 Adapting the Ontario curriculum f
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Supporting English Language Learners in Grades 1 to 8

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