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ELL learning Model - and Curriculum development

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Melanie Hill

on 10 January 2013

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Transcript of ELL learning Model - and Curriculum development

"Passport to Canada" ELL K-3 Curriculum Development for Golden Hills School Division Created By: Claire Wade & Melanie Hill What does the Research suggest? In language learning, the processes of listening, speaking, reading and writing are interrelated and mutually supportive. A person’s second language, like the first, develops holistically, not linearly in a specific sequence of structures and vocabulary. Alberta Education , 2007 When comprehensible input occurs within a meaningful activity, children acquire language more easily.
GHSD ELL Course Considerations,2011 What we know about
ELL learners K-3 Listening
• begin to recognize that the new language has a musical shape
•follow simple directions, with support from visual cues
•respond briefly to short, simple questions
•begin to put waves of sound into comprehensible units Speaking
• speak little English
•share personal information; e.g., name, address
•express basic needs, using single words
•identify familiar names, objects and actions
•speak with sufficient clarity for teacher comprehension Reading
• recognize the alphabet in print
•know the direction of English print
•read pictures and use picture clues
•begin to use phonetic and context clues and sight recognition to understand simple
texts; e.g., pattern books, chart stories, songs, chants, rhymes
•recognize familiar words and repeated phrases in plays, poems, stories and environmental print Writing
• begin to dictate labels, phrases and sentences to a scribe
•print the English alphabet in upper-case and lower-case letters
•copy written information, following left-to-right and top-to-bottom progression
•complete sentence patterns, based on familiar and meaningful context and vocabulary Program Outcome
What Matters? Opportunities for Multiples learning styles Engaged, motivated learners Authentic, meaningful assessment Exposure and increased confidence speaking, writing, viewing and representing in English Assessment Combination of self assessment, peer assessment and instructor assessment
Rubrics and checklists
Ongoing, formative and summative assessments
Built upon the Alberta Ed ESL benchmarks for K-3
Feedback for parents Student
Engagement Unifying theme - Passport to Canada Students work through units of study that prepare them to come to Canada. Tasks will be built around obtaining an imaginary passport, packing a suit case and learning information about Canada. After each unit, they will receive a stamp in their passport. This mission to accumulate stamps will help to focus the lessons and to maintain the engagement of the learners. Facilitator to guide students, provide basic assessments, share progress with parents and monitor implementation Opportunities for independent,
and collaborative learning Incorporates graphics, real life photographs, apps, movies, voice recording programs, and games. Unique to GHSD, southern Alberta and socially and culturally relevant to students Opportunities for additional program development Teacher training (webinar), program guide, supplemental resources for students Develop additional resources, connect with schools in GHSD as partnered learning opportunities, pen pals or e pals forums or social media What will it look like? Lessons within each unit include oral language development; listening & speaking, written language; reading and writing, and visual language: viewing and representing. Take home activities and facilitator
activities provide additional learning
opportunities and exposure Students will require access to computer, microphone and headphones Parent letter will outline the focus and outcomes for each unit and provide activities that parents can do at home with their children to build upon and extend the learning opportunities.

A detailed assessment that outlines each child's strengths and areas for improvement will also be provided as a summative assessment.
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