UNDERSTANDING THE ENGLISH LANGUAGE LEARNING (ELL) PROGRAMS IN VANCOUVER SECONDARY SCHOOLS

UNDERSTANDING THE ENGLISH LANGUAGE LEARNING (ELL) PROGRAMS IN VANCOUVER SECONDARY SCHOOLS

ELL Program and Curriculum 1. Why does my child need ELL classes? Reading grade level/writing ability is significantly below age appropriate school grade Writing contains frequent errors in grammar, vocabulary usage, sentence mechanics, logic, etc. See Ministry of Education ELL Standards / Matrices

ELL MATRICES GRADES 8-12 Name: BCeSIS #: Aspect LEVEL 1 (Beginning) LEVEL 2 (Developing) LEVEL 3 (Expanding) LEVEL 4 (Consolidating) Listening understanding limited requires significant wait time before responding may follow simple spoken instruction accompanied by teacher gestures may respond when teacher prompts understands simple concrete words, phrases, and sentences, with repetition requires wait time to respond to questions may understand simple questions and answers may have difficulty following what is said, even when spoken slowly requires extensive support with understanding content / academic language begins to understand idioms and figurative language, with support requires less wait time to respond understands some teacher/student discussion understands familiar language, spoken at a normal pace needs support with understanding content/academic language requires support with understanding complex sentence structures understands colloquial expressions, idioms and figurative language, with support requires minimal wait time to respond understands most classroom discussion requires some support with understanding content/ academic language understands a variety of complex sentence structures Speaking has a limited vocabulary of concrete objects, single words and/or phrases repeats words uses halted and fragmented speech; often includes L 1 words and phrases is unable to pronounce some English sounds begins to communicate personal and survival needs is often silent uses limited vocabulary, omitting words and word endings speaks hesitantly, rephrases and searches for words, and uses circumlocution incorporates L1structures in English discourse (code switching) poor pronunciation may impede communication asks and responds to simple questions; retells a story or experience uses expanded vocabulary, including content-specific language, colloquial, idiomatic and figurative language, with support may use circumlocution incorporates fewer L1 structures in English discourse pronunciation, grammar, and/or word omission errors occasionally impede communication begins to self-correct able to give short presentations uses varied vocabulary, including contentspecific language, colloquial, idiomatic and figurative language, with support uses words appropriately approximates English discourse patterns pronunciation rarely interferes with communication able to make longer content-based presentations participates in classroom discussions, with support begins to participate in small group and pair discussions; may be silent participates in small group discussions, and attempts large group discussions Reading sounds out and reads simple words is developing strategies to aid comprehension (e.g., sight words, vocabulary review) begins to derive understanding from illustrations, graphics and print begins to locate details in simple text and answer literal questions begins to retell simple narrative previously read begins to read simple text independently is developing strategies to aid comprehension (e.g., context clues and transition words) begins to understand explicit ideas but may not notice or understand implied information begins to understand simple content-based materials and can answer literal questions is beginning to predict and interpret Please note- These ELL matrices are an abbreviated version of the original ELL Standards that can be found at: http://www.bced.gov.bc.ca/esl/standards.pdf (p. 43) begins to read a variety of materials (fiction, non-fiction, internet) is developing strategies to aid inferential comprehension understands some explicit ideas and may begin to notice or understand implied information understands more complex text requires support to predict and interpret is able to connect easier reading material to personal experience via class discussion, response journals given modelling and prompting, begins to take notes and summarize begins to read complex text, involving critical or inferential reading, with support is developing strategies to aid critical and evaluative comprehension understands most of the explicit ideas but still may need assistance with understanding implied information begins to identify main ideas and key points of grade level texts begins to identify patterns of text organization to extract information, with support continues to require support to predict, evaluate and interpret begins to connect more complex reading material to personal experiences (via discussions, debates, persuasive writing, research) beginning to take notes and summarize text independently

Writing LEVEL 1 (Beginning) LEVEL 2 (Developing) LEVEL 3 (Expanding) LEVEL 4 (Consolidating) Meaning ideas information detail topics addressed are restricted by limited vocabulary output is short; no elaboration attempts to express ideas on a range of topics central idea is apparent, but possible topic hopping, awkward phrasing and incomplete elaboration word omission obscures meaning with support, may develop writing with central idea with modelling, may attempt precise meaning using concrete descriptive details, examples and explanations word omission may obscure meaning language mixing may persist expresses ideas with more elaboration, including abstract thought attempts to connect content with own ideas using content-specific vocabulary, although reader may need to infer links in thought progression word omission rarely obscures meaning language mixing sometimes evident Style / Vocabulary variety impact clarity limited and repetitious vocabulary simple vocabulary with occasional descriptive words makes incorrect word choices increased use of descriptive and specialized vocabulary, and figurative language may make incorrect word choices with modelling, begins to use idiomatic expressions vocabulary is usually precise and matches genre of writing circumlocution may persist with support, may make use of metaphoric and idiomatic language produces some personal writing in which writer s voice is evident Form sequence organization organization and sequencing of ideas may be unclear or weak may use some conjunctions (and, but, or) needs support of graphic organizers to write coherent paragraphs begins to use more conjunctions (and, but, or, because, so, since) begins to divide written work into paragraphs continues to require help with paragraph transitions and unity begins to write cohesive paragraphs, with supporting details begins to apply essay format includes links between sections or paragraphs, with some errors Convention subject-verb agreement capitalization punctuation spelling prepositions articles plurals etc. may write mostly phrases (fragments) or patterned sentences begins to be aware of writing conventions uses mostly simple present tense writes simple sentences; run-on sentences and fragments are evident uses writing conventions more consistently, but may omit prepositions, articles and plurals begins to use a variety of verb tenses but with frequent errors makes grammatical and mechanical errors that sometimes diminish or obscure meaning writes simple and compound sentences; may attempt complex sentences uses writing conventions with greater ease continues to make tense consistency errors literal translation of L1 thinking obscures L2 output uses compound and complex sentences more consistently makes occasional convention / grammar errors uses a wider variety of tenses, gerunds and infinitives more spontaneously and, often, correctly less evidence of literal translation in L2 output Date (month/day/year) Teacher Signature Code (use a different symbol or colour highlight for each year)

2. How many ELL levels are there? How are the ELL levels determined in the district? ELL 1 - Reading Grade Kindergarten Grade 2.5 ELL 2 - Reading Grade 2.0 Grade 3.5 ELL 3 - Reading Grade 3.0 Grade 5.0 ELL 4 (Transitional) - Reading grade level above 5.0-5.5 *Non-ELL students generally read at their grade level or near their grade level. **Note: Reading comprehension is only one of several indicators that teachers look at. Others include writing, grammar, oral skills, etc.

3. How do schools provide and organize ELL support? ELL programs may differ from school to school depending on student numbers or program design (e.g. some programs may be multi-ability grade 8-12 or multiability for junior and seniors or ELL 1, 2 and Transitional or ELL 1, 2, 3 and Transitional, etc.) Some ELL programs have split levels

Typical Timetable Regular ELL 1 English (8-12) ELL English 2 Socials (8-11) ELL Socials 3 Science (8-11) ELL Science 4 Math (8-11) Math 5 Physical Education (8-10) Physical Education 6 Language (8-11) ELL Reading/Writing or Elective 7 Elective Fine Arts Elective Fine Arts 8 Elective Applied Skills Elective Applied Skills

4. Are the ELL curricula the same in Elementary and Secondary? There is no established curricula, only guidelines as ELL is a language support course aimed at supporting student success in all subject areas. Guidelines are taken from Kindergarten to Grade 10 English, Math and Social Studies Provincial Learning Outcomes

Assessment and Exit from ELL 5. How long do students need to stay in an ELL program? Varies from student to student - see exit criteria

What are the Exit Criteria? Learner Profile: Reading minimum Grade 5.0 5.5 Writing approaching Ministry s Level 4 Listening/Speaking Ministry s Level 4 exceptional achievement in ELL and subject courses age of student length of time in reception programs previous schooling student s work habits, motivation, personality Other considerations: availability of space in the mainstream course compatibility with student s timetable ELL teacher is confident that the student will perform successfully with minimal support (Teacher s judgment is based on the progress reports of previous ELL learners who have had similar learner profiles and who had completed Transitional or mainstream courses successfully.) consultation with mainstream department heads/teachers *** Please note- Students need to continue building on their English skills, even after exiting the ELL program.

6. Is there an exam that a student can write and upon passing, exit ELL? There is no one exam that students can write that will reflect their overall English language proficiency Understand that teachers conduct formative assessment assessment for learning is ongoing in the classroom Understand how summative assessment (test/exam) is only a snapshot of a student s ability student may have a bad day or be under stress, which will then negatively affect his/her exam performance. A final assessment is only one tool to determine ability Student assessment is ongoing; some schools may have scheduled assessment to look at student progress - assessment for learning.

7. Is there an ELL exit assessment in August before school begins in September? No. Some schools may have an assessment in September/October to see if students have made progress with their language acquisition.

Vocabulary is Important Grade 1 expected to know 6000 words Grade 8 expected to know 25000 words Grade 12- expected to know 50000 words After Grade 3, students need to learn 2000-3000 words a year. (Deborah Short)

8. Are there any online programs to help my child improve his/her English? Google: Vancouver public library + tumblebook readables NAS program: www.nas.ca/vsb

Tumblebook Library Vancouver Public Library http://www.vpl.ca/electronic_databases/cat/c88

http://www.vpl.ca/extdb/login.remotedb?tu mblebooklibrary

Tumblebooks is also available on Telus T.V. channel 88

PHONICS Websites to Help Students: ABC Fast Phonics http://www.abcfastphonics.com/ - for children & adults. Fast, easy. Interactive audio Starfall s Learn to Read with Phonics http://www.starfall.com/ - for preschool to Grade 1. Phonics games, interactive books GRAMMAR Basic English - Essential Lessons for Beginning English Learners http://esl.about.com/od/beginningenglish/ig/basic-english/ -for beginning students. Each lesson includes a short quiz to test the understanding of these basic English concepts. Azar Grammar.com http://www.azargrammar.com/materials/fwg_toc.html Free PowerPoint and worksheets to download. Excellent grammar resource VOCABULARY ESL Desk Vocabulary http://www.esldesk.com/vocabulary Many word lists Dolch List by Grade, Vocabulary List by Grade, Essential ESL vocabulary, proverbs,idioms. Words linked to online dictionary. Spelling tests available. Spelling-Words-Well Sight Words and Spelling Lists by Grade Level http://www.spelling-words-well.com/index.html -learn spelling words by grade level

READING Easy Reading for Beginning Students http://www.rong-chang.com/easyread/index.html - audio recording and online exercises 365 ESL Short Stories http://www.eslfast.com/ For intermediate ELL students. Comes with audio recordings and online exercises. Tumble Books free online books in public library http://www.yourlibrary.ca/content.cfm?lev1=182&lev2=590 Scholastic.com Book Lists www.scholastic.com/parents/books-and-reading/book-lists Find a book list to inspire every kind of reader, from bookworms to reluctant readers. Browse books by topic, award winners, and age.

Writing Write Source http://thewritesource.com/writing_topics/ Writing Den http://www2.actden.com/writ_den/ Guide to Writing a Basic Essay http://lklivingston.tripod.com/essay/links.html My English Teacher http://www.myenglishteacher.net/previous.html SRJC Online Writing Center http://srjcwritingcenter.com/lab.html

Learning Strategies Study Guides and Strategies http://www.studygs.net/index.htm How to Study English Effectively http://esl.about.com/od/intermediateenglish/a/study_engli sh.htm?p=1 Top 40 Study Strategies http://www.lib.uoguelph.ca/assistance/learning_services/t op_40_study_strategies.cfm (Recommended by Cathy Zhang, David Thompson Secondary)

9. Do English tutoring classes outside the school help students exit ELL faster? - Yes, they can provide additional support and practice. - Monitor your child s tutor involvement if he/she has one. Tutors can play a helpful role, but they should never do the student s work.

10. How can parents help their child be successful in school? Multi-language brochures containing information about the school system and ways parents can help their child be successful in school can be found on the Vancouver Board of Education s website: www.vsb.bc.ca Click on: Home Families Info for ESL parents/students Multi-Language Brochures

What else can I do to help my child be successful in school?

Continue to Develop and Use Your First/Home Language Teachers want to encourage you and your family to continue using your first language at home. If students are good readers and writers in their first language, these skills will transfer to reading and writing in English. When students have a strong knowledge of the first language, it will ensure greater communication and connection with their parents during their post-adolescent years, especially when they want to hold dialogue that focuses on deeper, meaningful content. Enhances

Get Involved in your Child s Education at School

take an interest in what your child is learning. Make it clear to your child that education is important and is valued. visit the classroom/school. Parents are encouraged to talk to teachers, counsellors or administrators. Remember: Multicultural Liaison Workers can help you understand the school system. go with your child to activities or events at the school. Volunteer at the school attend parent/teacher conferences attend the Parent Advisory Committee (PAC) meetings. Each school has a cooperative parent-teacher association which works together to support children and learning in public schools. Members of the PAC welcome ELL parents and would be pleased to provide interpreters if requested. encourage after school activities

Know that Physical Education (PE) and the Arts are valued in Canadian education and are required for graduation. All students must take PE until the end of Grade 10. Your positive reaction toward these subjects will influence your child s involvement and performance in class.

At Home Have a quiet place in your home where your child can do homework Help your child establish a balanced schedule of regular home study and leisure activities. Generally, 30-40 minutes of homework per class each evening is sufficient. This may vary depending on the assignment and whether or not he/she is studying for an exam. Ask your child about homework or class assignments Ask your child to summarize a particular idea or a chapter in a book Allow your child to work with other classmates outside of school to discuss homework and to complete assignments. Often assignments involve group projects

TV and Computer limit television and computer games allow some TV in English and some in your home language

Supporting Your Child Maximize opportunities for your child to achieve social success. Encourage your child to enroll in community and extra-curricular school activities where English is used. These may include team sports, volunteer work, clubs or service groups, etc. Much can be gained by interacting with other students and by making use of the wide variety of school and community resources.

Ensure that a responsible adult lives in the home at all times. Canadian law requires this kind of support. A publicly funded education requires both the student and the parents to be ordinary residence in B.C. Teachers have found that students whose parents are present at home to provide daily guidance and encouragement generally make the most progress. As well, ensure that your child has adequate sleep and proper nutrition.

LIBRARY

Encourage Your Child Encourage your child to strive towards realistic goals. Parents would do well to refrain from putting excessive pressure on their child or comparing him/her with peers. Your child may be working hard but may need more time to acquire the English skills necessary to attain better grades. Be patient. Contact your child s teachers or counsellor if you have concerns.

10 Frequently Asked Questions 1.Where will my child go to school if the catchment school has no space? 2.Will my child get a better education and improve his/her chances for university admission by attending a better school? 3.How will my child graduate from high school? 4.Will my child graduate sooner if he/she can drop ELL classes and take more regular classes? 5.When can my child take Transitional or regular English courses? 6.Can my child still graduate from high school if he/she is already 18 years old and is still in an ELL program? 7.How is Adult Education similar or different from the high school program? 8.How will my child go to university? 9.What other options are available for my child after high school? 10.How can I best help my child to succeed in high school?

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