Supporting English Language Learners in Grades 1 to 8

Section 3 Adapting the Ontario curriculum for English language learners
Writing
Early intermediate level
(Stage 2 of Second-Language Acquisition)
••
developing the ability to write English for
personal and academic purposes, using
a variety of forms and a wider range of
grammatical structures;
••
beginning to revise their own work with
teacher support.
Later intermediate level
(Stage 3 of Second-Language Acquisition)
••
expanding their skills and confidence in
writing;
••
using expanded vocabulary;
••
using a wider range of grammatical
structures to express ideas and make
connections.
Listening
and
Speaking
Reading
Writing
Early advanced level
(Stages 3 - 4 of Second-Language Acquisition)
••
developing fluency, accuracy, and
confidence in using English in a
wide variety of social and academic
situations;
••
able to comprehend most details and
vocabulary on unfamiliar topics.
••
able to comprehend a variety of gradeappropriate
text forms for personal and
academic purposes with increasing
confidence and some support;
••
increasingly able to recognize point
of view and understand most cultural
references and contexts.
••
developing a high level of competence
in writing in English;
••
independently using key vocabulary
presented in academic classroom
contexts;
••
independently using basic ageappropriate
grammatical structures to
express sequence, causality, hypothesis,
and connection – with minor errors;
••
using a variety of forms for specific
purposes and audiences;
••
elaborating ideas and paraphrasing and
summarizing information with increasing
accuracy;
••
self-editing with some effectiveness.
Later advanced level
(Stage 4 of Second-Language Acquisition)
••
developing a level of English fluency,
accuracy, and confidence approximating
that of English-speaking peers for most
social and academic purposes;
••
using and understanding gradeappropriate
language structures and
subject-specific vocabulary;
••
understanding and responding
appropriately to nuances of tone and
inflection.
••
developing a level of reading
comprehension approaching that of
most English-speaking peers on a range
of grade-appropriate texts;
••
using a variety of grade-appropriate
comprehension strategies and text
features for personal and academic
purposes;
••
able to recognize point of view and
understand most cultural references
in context.
••
developing a level of competence in
English writing that approaches that of
most English-speaking peers;
••
using a range of grade-appropriate
stylistic elements and organizational
formats for a variety of personal and
academic purposes;
••
independently using a full range of ageappropriate
grammatical structures to
express sequence, causality, hypothesis,
and connection – with few errors;
••
writing and editing with an awareness of
audience and nuance, reflecting a sense
of their own writing voice;
••
self-editing effectively.
Supporting English Language Learners in Grades 1 to 8 53