Supporting English Language Learners in Grades 1 to 8

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Section 3 Adapting the Ontario curriculum for English language learners Program adaptations: Modifications and accommodations English language learners are accomplishing two simultaneous tasks: they are learning the curriculum while also learning the language of instruction. For this reason, differentiation of program for ELLs must take into account the unique needs of this group of learners. Modifications are changes to the curriculum expectations. Accommodations are strategies and provisions provided by the teacher to enable students to meet the curriculum expectations. When a student’s program is accommodated, the provincial curriculum expectations are not altered. When deciding upon appropriate accommodations or modifications, teachers need to consider the individual ELL’s: •• English language proficiency •• prior knowledge •• learning style •• readiness and interests Describing language behaviours – What students can do and are learning to do At the time of publication of this resource, the Ministry is in the process of developing a new set of descriptors for the continuum of development of English language proficiency. Teachers should continue to refer to the stages of second language acquisition and literacy development that are described in The Ontario Curriculum, Grades 1 – 8: English As a Second Language and English Literacy Development – A Resource Guide, 2001. http://www.edu.gov.on.ca/eng/document/curricul/esl18.pdf For your convenience, these descriptors are included in this resource as an appendix. The following generalized statements describe language behaviours of English language learners whose development of English language proficiency is being tracked. They illustrate how English language proficiency develops over time and are not meant to be used as descriptors for language proficiency assessment. Supporting English Language Learners in Grades 1 to 8 51
ELLs receiving ESL programs and services Listening and Speaking Reading Writing Early beginner level (Stage 1 of Second-Language Acquisition) •• learning basic vocabulary and very simple sentence structure; •• beginning to communicate in single words and phrases; •• often understanding more than they can produce themselves when they are in conversation with a partner who is speaking slowly and clearly. •• learning basic vocabulary and becoming familiar with the conventions of English print; •• initially, gaining understanding mainly from illustrations, and progressing to reading high-frequency words, simple sentences, and a variety of adapted simple texts. •• beginning to express themselves in written English; •• progressing from labelling and copying and or writing personal information to using images, symbols, and printed words to convey meaning; •• starting to write simple sentences. Later beginner level (Late Stage 1/early Stage 2 of Second-Language Acquisition) •• increasingly able to communicate and are developing confidence in asking simple questions, initiating and responding to simple statements, and engaging in short exchanges and conversations. •• developing the ability to read adapted texts for enjoyment and information; •• beginning to use text organization, structural features, and comprehension strategies to locate main ideas and some details. •• developing the ability to write a series of linked sentences around a central idea supported by graphic organizers and using familiar vocabulary. Listening and Speaking Reading Early intermediate level (Stage 2 of Second-Language Acquisition) •• initiating social interaction independently •• beginning to participate in academic classroom discussions; •• increasingly able to understand main ideas and some details presented orally. •• increasingly able to read a variety of familiar text forms for enjoyment and information; •• responding to text with scaffolds provided by the teacher. Later intermediate level (Stage 3 of Second-Language Acquisition) •• are fluent in social communication with English-speaking peers and adults, using a variety of communicative strategies •• participating in academic classroom discussions with growing confidence •• beginning to use vocabulary and sentence structures presented in academic work •• comprehending more detailed information on familiar topics presented orally. •• using a variety of reading strategies to comprehend grade-level reading, with consistent support and scaffolding •• selecting and reading a wide variety of simply structured text forms for pleasure and academic purposes. 52 Supporting English Language Learners in Grades 1 to 8
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Table A1.5: ESL, Grades 1 to 3 - Or
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Table A2.3: ESL, Grades 4 to 6 - Re
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Table A2.5: ESL, Grades 4 to 6 - Or
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Table A3.3: ESL, Grades 7 and 8 - R
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Table A3.5: ESL, Grades 7 and 8 - O
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Table B1.3: ELD, Grades 1 to 3 - Wr
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Table B2.2: ELD, Grades 4 to 6 - Re
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Table B2.4: ELD, Grades 4 to 6 - Or
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Table B3.2: ELD, Grades 7 to 8 - Re
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Table B3.4: ELD, Grades 7 and 8 - O
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Supporting English Language Learners in Grades 1 to 8

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