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Course Profile English in Daily Life, ESLBO,
ESL Level 2, Open, Public
Course Overview
Course Profiles are professional development materials designed to help teachers implement the new Grade 10 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.
Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document.
© Queen’s Printer for Ontario, 2000
Public District School Board Writing Team – English as a Second Language
Lead Board
Toronto District School Board
Course Profile Writing Team
Hazel Excell
Sandra Katz
Alison Kelsey
Barbara Landry
Barbara Leitch
Lesley Macdonald
Paula Markus (Team Leader)
Betty Ann Taylor
Moira Wong
Word Processing Consultant
Françoise Laraia
Course Overview
English in Daily Life, ESL Level 2, Open, ESLBO
Course Title: English in Daily Life
Course Type: Open
Development Date: February 2000
Ministry Course Code: ESLBO
Credit Value: 1
Secondary Policy Document: ESL/ELD
Course Developers: Hazel Excell, Sandra Katz, Alison Kelsey, Barbara Landry, Barbara Leitch, Lesley Macdonald, Paula Markus, Betty Ann Taylor, Moira Wong
This course expands students’ essential English communication skills and cultural knowledge and introduces the language of classroom studies. Students will develop oral classroom skills and reading strategies, expand their vocabulary, and use more complex sentence patterns. Students will also learn how to use some school and community resources.
|
Unit 1 |
Tell Me a Story |
20 hours |
|
Unit 2 |
Survive and Thrive |
20 hours |
|
Unit 3 |
Canada: How It Works |
25 hours |
|
Unit 4 |
Searching for Answers |
20 hours |
|
Unit 5 |
Teen Culture |
25 hours |
Time: 20 hours
Description
Through the study of folk tales, myths, and legends of diverse origins, students will gain an understanding of the elements of a story and of storytelling. Students will be introduced to a variety of storytelling techniques, including visualizations, vocal expression, and mime. Simple sentence structure, adjectives and adverbs, and common verb tenses will be emphasized through creative writing exercises. In the culminating activity students will individually create a story for class presentation as well as for publication in a class collection of stories.
Strand(s) and Expectations
Strand(s): Oral and Visual Communication; Reading; Writing; Social and Cultural Competence
Overall Expectations: BORV.01, BORV.02, BORV.04, BREV.03, BREV.04; BWRV.01, BWRV.02, BWRV.03, BSCV.04.
Specific Expectations: BOR1.01, 1.02, 1.03, 1.06, 1.07, 1.08, 2.04, 3.01, 3.03; BRE1.02, 3.06, 4.02; BWR1.02, 2.01, 2.02, 2.03, 3.01, 3.02, 3.03, 3.05; BSC2.01.
Time: 20 hours
Description
The backbone of this unit is the study of the short novel, Mieko and the Fifth Treasure. Students explore and respond to the novel through literature circles, writing a first-person diary in the role of Mieko, as well as a variety of language development activities. Using the novel as a vehicle, students learn to recognize specific suffixes, parts of speech, and some vocabulary of emotions. In addition, students practise problem-solving techniques and the language for agreeing and disagreeing. As a culminating activity, students use decision-making models, expressive language, and the writing process to compose a survival story.
Strand(s) and Expectations
Strand(s): Oral and Visual Communication; Reading; Writing; Social and Cultural Competence
Overall Expectations: BORV.01, BORV.03, BORV.04, BREV.01, BREV.03, BREV.04, BWRV.01, BWRV.02, BWRV.03, BSCV.01, BSCV.04.
Specific Expectations: BOR1.01, 1.02, 1.03, 1.06, 1.07, 1.08, 2.04; BRE1.01, 2.01,2.02, 3.02, 3.03, 3.05, 3.06; BWR1.01, 2.01, 2.02, 2.03, 3.01, 3.02, 3.03, 3.04, 3.05, 3.06; BSC1.03, BSC1.04, BSC2.02.
Time: 25 hours
Description
In this unit students will develop language skills while gaining an awareness of Canada’s three levels of government, the electoral system, political parties, and regional economies. They will read and gather information from textbooks, CD-ROMs, and authentic materials such as government publications, maps, newspapers, charts, and telephone blue pages. Students will gain familiarity with the democratic process, regional differences, government services and how to access these services. Students will write letters, make telephone calls, and skim and scan texts to locate specific information. They will practise the present tense and interrogatives and develop a basic vocabulary of government terms. As a culminating activity, students will demonstrate their increased knowledge of Canada by producing games, such as puzzles, board games and TV-style quiz shows.
Strand(s) and Expectations
Strand(s): Oral and Visual Communication; Reading; Writing; Social and Cultural Competence
Overall Expectations: BORV.01, BORV.02, BORV.03, BORV.04, BORV.05, BORV.06, BREV.01, BREV.03, BREV.04, BREV.05; BWRV.01, BWRV.02, BWRV.03, BSCV.01, BSCV.02, BSCV.04.
Specific Expectations: BOR1.01, 1.02, 1.03, 1.04, 1.05, 1.06, 1.07, 2.01, 2.02, 2.03, 2.04, 3.03, 4.01; BRE1.01, 1.03, 2.01, 2.02, 2.03, 3.01, 3.02, 3.03, 3.04, 3.05, 3.06, 4.01, 4.02; BWR1.01, 1.02, 3.02, 3.03, 3.04, 3.05, 3.06; BSC1.01, 1.02, 1.04, 1.05, 2.02, 2.03, 2.04.
Time: 20 hours
Description
In this unit, students explore and learn about some of the mysteries in our world. They read from a variety of sources and examine information from a range of cross-curricular material. In addition, students learn the past progressive tense and practise a variety of reading strategies such as skimming, scanning, and stating the main idea. Through the use of graphic organizers, they learn to take notes and organize information in paragraphs and other ways that can be applied to and used in their studies in other disciplines. As a culminating activity, students work independently to research a mystery of their choice for inclusion in a class booklet.
Strand(s) and Expectations
Strand(s): Oral and Visual Communication; Reading; Writing; Social and Cultural Competence
Overall Expectations: BORV.03, BORV.06; BREV.01, BREV.02, BREV.04, BREV.05; BWRV.01, BWRV.02, BWRV.03; BSCV.04.
Specific Expectations: BOR1.02, 1.06, 2.04, 4.01; BRE1.01, 1.02, 1.03, 2.01, 2.02, 3.01, 3.02, 3.03, 3.04, 3.05, 3.06, 4.01, 4.02; BWR1.01, 2.01, 2.02, 2.03, 2.04, 3.01, 3.02, 3.03, 3.04, 3.05, 3.06; BSC1.05, 2.01, 2.02, 2.03, 2.04.
Time: 25 hours
Description
This unit on teen culture will integrate the language and skills developed in the preceding units. Students will explore aspects of teen culture such as peer pressure, consumerism, violence prevention, and strategies for conflict resolution. The final product, a group “Teen-zine” (magazine), will include reports, reviews, interviews, letters, and surveys.
Strand(s) and Expectations
Strand(s): Oral and Visual Communication; Reading; Writing; Social and Cultural Competence
Overall Expectations: BORV.01, BORV.02, BORV.04, BORV.05, BORV.06; BREV.01, BREV.02, BREV.04; BWRV.01, BWRV.02, BWRV.03; BSCV.01, BSCV.03, BSCV.04.
Specific Expectations: BOR1.01, 1.03, 1.04, 1.06, 1.07, 1.08, 2.04, 3.01, 3.02, 3.03, 4.01; BRE1.01, 1.02, 1.03, 3.01, 3.03, 3.04, 3.05, 3.06; BWR1.01, 2.01, 2.02, 2.03, 2.04, 3.01, 3.02, 3.03, 3.05, 3.06; BSC1.03, 1.05, 2.02, 2.03, 2.04, 2.05.
In this ESLBO course, the thematic units have been chosen to reflect the maturity and interests of adolescent newcomers to Canada who are expanding their essential communication skills in English. The units also serve as a vehicle for the integration of academic language and a range of cognitive skills in facilitating the students’ participation in classroom and other school activities. Each unit also provides students with a challenging and motivating culminating activity which will allow them to demonstrate the integration of many language skills needed for success in the school program.
Although ESLBO is a second level course, it may serve as the first course taken in the Ontario school system. Students may enter the school system at this point with varying degrees of exposure to teaching strategies such as co-operative group work and projects. Teachers will want to present a well-paced introduction to the concept of working and learning in groups, and to continue to develop this strategy throughout the course. In building towards group activities, teachers may want to start students off in pairs or homogeneous groups and then progress to larger and more diverse groups. Teachers should be aware that the strategic use of students’ first languages in oral and written forms will greatly assist in second language acquisition.
In addition to the detailed teaching and learning strategies presented in this Course Profile, teachers will want to establish at the beginning of the course a number of ongoing classroom routines and activities which are integral parts of a balanced language learning program. These routines include the following: journal writing; silent reading of English; using first language and bilingual materials; keeping a reading log; reading aloud of a variety of materials by the teacher; keeping vocabulary lists or notebooks; learning relevant Canadian cultural information at appropriate times throughout the year; compiling class career lists; maintaining individual portfolios of student work; and compiling a variety of co-operative class publications.
Many newly arrived ESL students will be experiencing culture shock, family separation, and dislocation at the same time as they begin to cope with attending school in a new country. ESL teachers should be aware of and sensitive to the many changes and adaptations which immigrant and refugee students face, and strive to create a welcoming and secure classroom environment for all learners. At the ESLBO level, another important role of the teacher is to facilitate growing student comfort and integration into broader school and community life, for example, participation in school events, teams, and clubs.
Inclusiveness of all ethnic, racial, cultural groups, and both genders is embedded in this course. ESLBO often deals with sensitive but important issues and the students’ reactions to these issues must be respected. Teachers should be sensitive to the class dynamic and level of trust before embarking on some activities. They should always be prepared for potential disclosures. In such cases, they will collaborate closely with school counsellors who will have outside agency contacts. Similarly, teachers should be sensitive to the variety of socioeconomic levels and family structures of students and be prepared to make accommodations to learning experiences and resources as needed.
All expectations in a course are to be taught and assessed. In this Course Profile, v is used at the Unit and/or Activity level to indicate those expectations which are the specific teaching focus of that Unit and/or Activity.
Brainstorming, semantic webbing, modelled writing, journal writing, process writing, co-operative learning groups, literature circles, teacher read-alouds, silent reading, listening centre, graphic organizers, Know-Want to know-Learn (K-W-L) charts, think/pair/share, worksheets, field trips, language games, vocabulary charts, key word lists, student-created books and magazines, class and community surveys, information gap activities, cloze exercises, questionnaires, guided reading, Internet searches, pair, group, and class interaction, directed problem-solving, role plays, viewing videos, sharing languages and cultures, following teacher and student presentations, extracting information from overhead transparencies, self- and peer-assessment, portfolios, CD-ROM research, library research with print and electronic materials, songs, interviews, drama and skits, posters, storyboards.
The assessment and evaluation techniques used in this course are of diagnostic, formative, and summative types. They are constructed so as to link the teaching/learning strategies to the various curriculum expectations focussed on in each unit through the four categories of knowledge/understanding, thinking/inquiry, communication, and application which appear in the Achievement Chart of the ESL/ELD Curriculum Policy Document.
A number of different methods and tools are used for assessment and evaluation in this course, including: performance tasks, rubrics, portfolios, group and individual presentations, skits and workshops, written pieces in a variety of forms, quizzes, written tests, self- and peer-assessments, tracking of reading logs and journals, and diagnostic teacher observations.
An ESLBO class is of a heterogeneous nature encompassing students of varying ages and may also feature continuous intake of newly arrived students throughout the semester or school year. Teachers need to be aware that some ELD students whose schooling may have been interrupted or limited, or who may have varying levels of literacy in their first language, may also be placed in an ESL class. To support students with varying levels of English proficiency, differing previous school experiences and levels of first language literacy, and varying learning styles, teachers should incorporate the following strategies into their classrooms: making available newspapers, magazines, and taped books at various proficiency levels; providing class stocks of visuals and word cards for learning and reviewing vocabulary independently, in pairs or small groups; providing manipulative and concrete materials for learning; pre-teaching to ensure prior knowledge; tailoring assignments, assessment and evaluation to meet individual needs; and providing opportunities for practice with English language learning software.
Among the suggestions for accommodations provided in the various activities of this course profile are: scribing for students when appropriate; using the first language when appropriate; pairing students for support, coaching and “buddy” reading; using visuals in addition to print material; using taped texts as a support to print material; and modifying assessment and evaluation techniques.
The following list includes general resources for use for the entire course. Each unit also contains a more specific resource list of books and other resources pertaining to the unit topic and activities.
Adelson-Goldstein, Jayme, Norma Shapiro, and Renee Weiss. The Oxford Picture Dictionary, Teacher’s Book. Toronto: Oxford University Press, 1998.
Azar, Betty. Basic English Grammar, 2nd ed. Toronto: Prentice Hall Allyn and Bacon, 1996.
Azar, Betty. Fundamentals of English Grammar, 2nd ed. Toronto: Prentice Hall Allyn and Bacon, 1992.
Bates, Susan. Amazing 2! Canadian Newspaper Stories. Toronto: Prentice Hall Allyn and Bacon, 1997.
Berish, Lynda and Sandra Thibaudeau. Canadian Concepts Books 2 and 3, 2nd ed, Toronto: Prentice Hall Allyn and Bacon, 1997.
Berish, Lynda, Sandra Thibaudeau and Maria De Rosa Wilson. Grammar Connections 1 and 2. Toronto: Prentice Hall Allyn and Bacon, 1995.
Fuchs, Marjorie. The Oxford Picture Dictionary: Intermediate Workbook, Canadian Edition. Toronto: Oxford University Press, 1999.
Fuchs, Marjorie, Miriam Westheimer and Margaret Bonner. Focus on Grammar: An Intermediate Course for Reference and Practice. White Plains, New York: Addison-Wesley Longman, 1994.
Kaskens, Anne-Marie. A Beginning Look at Canada. Toronto: Prentice Hall Allyn and Bacon, 1998.
Molinsky, Steven and Bill Bliss. Side by Side, Secondary School Edition, Book 2. Toronto: Prentice Hall Allyn and Bacon, 1997.
Schoenberg, Irene E. Focus on Grammar: A Basic Course for Reference and Practice. White Plains, New York: Addison-Wesley Longman, 1994.
Shapiro, Norma and Jayme Adelson-Goldstein. The Oxford Picture Dictionary: Canadian Edition. Toronto: Oxford University Press, 1999.
Short, Deborah J., ed. New Ways in Teaching English at the Secondary Level. Alexandria, Virginia: TESOL Publications, 1999. Available by telephone order through TESOL (Teachers of English to Speakers of Other Languages) at their toll free number 1-888-891-0041.
Zuern, Gunther. Ontario Reader 1999. Toronto: Newcomer Communications, 1999.
At every point in this course, teachers should take into account the needs of any exceptional students as set out in their Individual Education Plan. ESL students show the full range of learning exceptionalities in the same proportions as do other Ontario students. Some students arrive with previously identified learning needs, while the needs of others are identified when their progress in English language acquisition and cultural adjustment differs significantly from that of students from similar backgrounds and with similar educational experiences.
It is important not to identify students as learning disabled on the basis of performance or behaviours that reflect a normal process of second language acquisition or that reflect a lack of prior opportunity to learn the knowledge and skills being tested.
It is important for all ESL students to be given opportunities to develop competence in using computers and other technology. In this ESLBO course, students are afforded opportunities to use word processing and graphics software to produce pieces of written work, to do research on the Internet and with CD-ROM software, and to correspond with their peers and others through the exchange of e-mail messages. Students will be encouraged to work with their peers to help each other access and learn about technology.
ESL students need help in exploring the full range of educational and career opportunities available to them in their new country and educational setting. This ESLBO course provides students with career education-related opportunities such as bringing in guidance counsellors as guest speakers, and ongoing compilation of a careers list. In addition, co-operative education students who may be tutors in ESLBO classes, or with individual ESLBO students, will make these new Canadian students aware of future co-operative education opportunities available in the school program.
Students who are recent arrivals from other countries may have special health and safety needs. This ESLBO course includes a unit entitled “Teen Culture” in which students will consider a number of health and safety related issues relevant to their age group such as responses to peer pressure, conflict resolution, and violence prevention. In addition, in the unit Canada: How It Works students will learn about and actually access services provided by different levels of government including those dealing with health and safety concerns.
Emotional health is as important as physical health and safety. The experience of immigration, even in the best of circumstances, involves feelings of loss and disorientation for many students. The units and activities created in this course have been carefully chosen and structured to relate to the adjustment process that students experience during their initial period of residence in Canada. As well, throughout this course, the teacher is expected to be sensitive to the range of experiences that students bring with them. The teacher must recognize the equal legitimacy of students choosing to share or keep private their experiences and feelings resulting from the trauma of war, flight, loss, and dislocation.
A school environment that is free of racial and sexual harassment is as important to students as being in a physically safe environment. Activities throughout the course focus on the importance of school rules and routines for personal safety and include reviewing the board’s racism and sexual harassment policy. Students are taught how to report problems and how to get help if they feel they are being harassed.
Coded Expectations, English in Daily Life, ESLBO
Overall Expectations
BORV.01
– participate in conversations on familiar topics in some social situations;
BORV.02
– recognize and respond appropriately to body language, pauses, and common stress and intonation patterns in English speech;
BORV.03
– understand and use some key subject-specific vocabulary in classroom discussions when visual aids are used;
BORV.04
– communicate orally, using accepted word order, common tenses, and other features of English grammar with some accuracy and consistency;
BORV.05
– use appropriately some features of language that indicate different levels of formality in English;
BORV.06
– demonstrate comprehension of key information from media works.
Developing Fluency in Oral Communication
BOR1.01
– maintain face-to-face conversations on familiar topics;
BOR1.02
– determine meaning by requesting clarification and restating information when necessary;
BOR1.03
– listen to others and stay on topic in group discussions;
BOR1.04
– offer and respond to greetings, introductions, invitations, farewells, compliments, and apologies;
BOR1.05
– use the telephone to obtain some specific information (e.g., determine movie schedules, transportation arrival and departure times, store opening and closing times);
BOR1.06
– use short sentences and phrases to tell stories, recount events, provide directions or instructions, and give opinions;
BOR1.07
– use tone of voice, gestures, and other non-verbal cues to help clarify meaning when describing events, telling stories, and stating opinions;
BOR1.08
– use the customary stress and intonation patterns of English speech to emphasize meaning or to express feelings (e.g., add emphasis to certain words; use intonation to express surprise).
Developing Accuracy in Oral Communication
BOR2.01
– use, in simple contexts, some key vocabulary learned in other subject areas (e.g., explain how to solve a mathematics problem);
BOR2.02
– restate important information from presentations that include visual aids (e.g., pictures, charts, models);
BOR2.03
– ask others the meaning of words for clarification;
BOR2.04
– use common tenses, adjectives, adverbs, conjunctions, prepositions, common idioms, some two-word verbs, and some interrogative and negative constructions appropriately and with some consistency.
Using English in Socially and Culturally Appropriate Ways
BOR3.01
– use and respond appropriately to common non-verbal signals (e.g., gestures, handshakes, eye contact);
BOR3.02
– exchange information about cultural variations in non-verbal communication (e.g., discuss the gestures, facial expressions, or conventions of eye contact of various cultures);
BOR3.03
– demonstrate knowledge of appropriate verbal behaviour in a variety of contexts (e.g., conventions for making requests, interrupting, leave-taking).
Developing Media Knowledge and Skills
BOR4.01
– view, read, and listen to media works to obtain information and complete assigned tasks (e.g., school announcements, television and radio news, newspaper advertisements, short geography documentaries on Canada, CD-ROMs, online databases with information on and images of Canada).
Overall Expectations
BREV.01
– respond to a range of short fiction and non-fiction texts, using a variety of strategies;
BREV.02
– choose reading materials for study and personal enjoyment, with teacher guidance;
BREV.03
– demonstrate knowledge of English vocabulary related to classroom studies;
BREV.04
– read texts with familiar content or vocabulary, using a variety of reading strategies;
BREV.05
– choose appropriate resources from preselected materials for use in teacher-directed assignments.
Reading and Responding
BRE1.01
– demonstrate understanding of fiction and non-fiction texts designed or adapted for second-language learners (e.g., by completing graphic organizers, participating in teacher-led discussions, retelling content, relating information to background knowledge, and making a personal response);
BRE1.02
– read and respond to a variety of materials selected for study and pleasure (e.g., explain a preference for a book; participate in a literature study group or informal class discussion);
BRE1.03
– use classroom, school, and local libraries to find reading materials for study and personal enjoyment.
Developing Vocabulary
BRE2.01
– use context and familiar vocabulary in texts to infer the meaning of new words;
BRE2.02
– use vocabulary-acquisition strategies (e.g., check learner dictionaries; recognize common prefixes, suffixes, and word families; use knowledge of common sound-symbol relationships and dictionary pronunciation guides to aid in pronouncing new words);
BRE2.03
– maintain a vocabulary notebook or list for various subject areas (e.g., “Words for Science”, “Words for Mathematics”).
Using Reading Strategies for Comprehension
BRE3.01
– extract information from specific features of text (e.g., headings, margin notes, glossaries, charts, diagrams, photos);
BRE3.02
– demonstrate comprehension of teacher-prepared texts and summaries (e.g., through completion of close passages related to the content of text);
BRE3.03
– state the main idea of individual passages that contain familiar vocabulary;
BRE3.04
– skim text with familiar vocabulary or content for overall comprehension (e.g., find the main idea; determine the author’s purpose);
BRE3.05
– scan text with familiar vocabulary or content for specific information (e.g., locate key information in a mathematics problem expressed in narrative form);
BRE3.06
– demonstrate comprehension of syntactic cues (e.g., possessives, verb phrases, comparatives, progressive tenses, and conjunctions), with teacher guidance.
Developing Research Skills
BRE4.01
– locate information in subject-specific non-fiction sources (e.g., math posters, natural science series, abridged biographies);
BRE4.02
– use a graphic organizer provided by the teacher to extract information from preselected texts (e.g., to find examples or supporting details).
Overall Expectations
BWRV.01
– write in a variety of forms;
BWRV.02
– use some elements of the writing process, with teacher guidance, with an emphasis on prewriting activities;
BWRV.03
– use a variety of simple sentence patterns and basic conventions of standard Canadian English with some accuracy in written work.
Relating Purpose to Form
BWR1.01
– write short journal entries, notes, dialogues, narratives, autobiographies, reports, personal responses, and letters, with teacher guidance;
BWR1.02
– respond appropriately to written questions based on familiar academic content (e.g., by writing short sentences or phrases; by completing graphic organizers).
Applying the Writing Process
BWR2.01
– generate and organize ideas for writing, using graphic organizers provided by the teacher (e.g., charts, webs, and timelines);
BWR2.02
– compose a first draft of a simple composition;
BWR2.03
– use simple word-processing software to compose and edit pieces of writing;
BWR2.04
– use simple graphics software to format and embellish pieces of writing.
Developing Accuracy in Written Communication
BWR3.01
– compose a short paragraph containing simple and compound sentences;
BWR3.02
– use common tenses and verb phrases, adjectives, adverbs, and some conjunctions in their writing;
BWR3.03
– use a variety of simple sentence patterns in their writing;
BWR3.04
– use vocabulary-acquisition strategies to spell words correctly (e.g., knowledge of prefixes, suffixes, and word families);
BWR3.05
– check spelling, using a variety of resources (e.g., learner dictionaries, word lists, spell checkers);
BWR3.06
– use capitals for proper nouns, commas to separate items in lists, and quotation marks for direct speech, with some consistency.
Overall Expectations
BSCV.01
– demonstrate understanding of and respect for the wide variety of cultures and languages in Canada;
BSCV.02
– demonstrate knowledge of a variety of facts about Canadian culture, geography, and history;
BSCV.03
– participate in some school and community activities;
BSCV.04
– demonstrate adaptation to school norms, key teacher expectations, and classroom routines.
Developing Citizenship Awareness and Skills
BSC1.01
– describe the three levels of government in Canada and the electoral process for each, and identify the main political parties;
BSC1.02
– compare the regions of Canada with respect to their major economic activities;
BSC1.03
– compare and contrast the traditions and behavioural norms of a number of cultures (e.g., compare gender roles, schooling, family structures);
BSC1.04
– demonstrate awareness of the variety of languages in the community and school environment (e.g., share information about first-language media gathered from class or school surveys);
BSC1.05
– communicate information about current events (e.g., write brief notes or send e-mail messages about current events as presented on television; discuss elections as presented in newspapers or magazines).
Adapting to the Ontario Classroom
BSC2.01
– use time-management skills to organize homework, complete assignments on time, and make up missed work;
BSC2.02
– ask questions of teachers and peers for clarification and to obtain information;
BSC2.03
– use their first language when appropriate to understand and communicate (e.g., request clarification; link new learning to background knowledge; use a bilingual dictionary);
BSC2.04
– use school and community resources to support classroom learning (e.g., libraries, computers, tutoring programs, study rooms);
BSC2.05
– participate in some school activities, special events, sports, or clubs.