Level 2 - English Literacy Development ELDBO

English as a Second Language

Listening and Speaking

Reading

Writing

Socio-Cultural Competence and Media Literacy

Developing Listening Comprehension: demonstrate the ability to understand, interpret, and evaluate spoken English for a variety of purposes

Developing Fluency in Speaking: use speaking skills and strategies to communicate in English for a variety of classroom and social purposes;

Developing Accuracy in Speaking: use correctly the language structures appropriate for this level to communicate orally in English

Reading for Meaning: read and demonstrate understanding of a variety of texts for different purposes;

Using Reading Comprehension Strategies: use a variety of reading strategies throughout the reading process to extract meaning from texts;

Developing Vocabulary

Developing Research Skills: locate and extract relevant information from written and graphic texts for a variety of purposes.

Writing for Different Purposes: write in a variety of forms for different purposes and audiences;

Organizing Ideas in Writing: organize ideas coherently in writing

Developing Accuracy in Writing: use correctly the conventions of written English appropriate for this level, including grammar, usage, spelling, and punctuation;

Using the Writing Process: use the stages of the writing process.

Using English in Socially and Culturally Appropriate Ways: use English and non-verbal communication strategies appropriately in a variety of social contexts;

Developing Awareness of Canada, Citizenship, and Diversity: demonstrate an understanding of the rights and responsibilities of Canadian citizenship, and of the contributions of diverse groups to Canadian society;

Adapting to School Life in Ontario: demonstrate knowledge of and adaptation to the Ontario education system;

Developing Media Knowledge and Skills: demonstrate an understanding of, interpret, and create a variety of media texts.

demonstrate comprehension of specific information in directions, instructions, and classroom presentations on familiar and new topics, with contextual and visual support (e.g., retell key ideas from school announcements; play language games; follow oral instructions to assemble an object; complete an oral true/false quiz)

demonstrate understanding of clearly articulated, simple English on personal and familiar topics in structured interactive situations (e.g., respond to questions relating to familiar topics in a role-play; play barrier games; participate in choral speaking and singing)

engage in structured spoken interactions on personal and school-related topics (e.g., share information to solve a math problem; play board games; plan and perform a role-play about purchasing an item from a store)

use some common conversational expressions and non-verbal communication cues to negotiate structured spoken interactions (e.g., polite forms that signal agreement and disagreement, such as “Right”, “That’s fine”, “I’m not sure about that”; expressions that signal admiration, such as “Awesome!”, “Amazing!”, “Wow!”; non-verbal cues, such as nodding or shrugging)

use correctly the grammatical structures of spoken English appropriate for this level

use appropriately some pronunciation, stress, rhythm, and intonation patterns of spoken English to communicate meaning accurately (e.g., pronounce final consonant sounds in past tense verbs [like d, wanted, answered] and plurals [books, pen s, wishes]; place stress on the first syllable of most compound words [handshake, toothbrush, bedroom]; articulate certain consonant sounds for increased clarity [tank, thank])

3 use some oral communication strategies to bridge gaps in spoken communication (e.g., ask for confirmation that a word used is correct; use pause fillers such as “Well … um … oh …” to gain time to organize thoughts; start again using different phrasing when listeners seem confused; use rehearsed phrases from a stock of learned expressions)

read some different types of simple texts, with teacher support (e.g., group language-experience stories, readers for a specific level, simple poems, labels, advertisements, e-mail messages, simple maps, posters)

demonstrate an understanding of some types of simple texts, with teacher support (e.g., comment on words, expressions, and ideas in a text; create illustrations or storyboards to accompany a text; complete a graphic organizer; prepare a word collage of key words from a text)

respond to adapted texts, with teacher support (e.g., complete a reading log; create a poster or book jacket to reflect some aspect of a text; present a tableau depicting a key scene in a text)

identify the characteristics of some simple text forms (e.g., maps: labels, different colours for land and water; bus schedules: dates, times, destinations; personal letters and e-mails: salutations and closings; simple poems: rhythm, endof-line rhymes; menus: grouping of different types of food, such as salads, drinks, desserts)

identify some common literary elements in short prose texts and poems (e.g., repetition and rhyme in simple poems, descriptive words and expressions in a story, conflict between characters in a story)

familiarize themselves with texts before they read them (e.g., complete a K-W-L chart with the class; predict content from visual cues, title, and organizational features; complete an anticipation guide; preview key vocabulary on a word wall)

understand texts while they are reading them (e.g., use think-aloud as modelled by the teacher; ask questions to confirm meaning; use graphic organizers and visuals to aid comprehension; use knowledge of familiar grammatical structures and punctuation to determine meaning; look up unfamiliar words in picture and learner dictionaries)

confirm understanding of texts after they have read them (e.g., connect themes or scenes to personal experience in class discussions; complete cloze activities; depict plot events or characters through drawing; complete the remaining portions of a K-W-L chart)

identify some key features of simple texts and use them to determine meaning (e.g., title, author, numbered steps in a set of instructions, chronological order in a narrative, charts, icons)

identify some simple connecting devices and transition words and phrases that are used to show relationships among ideas in simple texts (e.g., because, so; first, next, then, after; first of all)

demonstrate an understanding of the grammatical structures of English and conventions of print used in texts appropriate for this level

use some basic vocabulary acquisition strategies to build vocabulary (e.g., make thematic word lists to classify words; record new words in a personal dictionary; play simple word games)

use knowledge of simple patterns of word structure to determine the meaning of unfamiliar words (e.g., irregular plural noun endings, regular present and past verb tense endings, comparative and superlative adjective endings, familiar words within compound words)

use some different resources to build vocabulary and determine the meaning of new words (e.g., consult informational picture texts, atlases, and learner dictionaries; check meaning with a partner)

locate information in simple texts relating to the school and community, and connect it to personal experiences and previous reading (e.g., picture dictionaries, telephone directories, posters, the Internet, atlases, graphic texts, flyers)

extract, record, and organize information from a variety of teacher-selected resources (e.g., complete a simple weather chart)

identify sources of information used for a variety of everyday purposes (e.g., local transit schedules, Ministry of Transportation maps, telephone directories, flyers, public service brochures, websites, newspapers)

write short, simple texts to convey information and ideas for academic purposes using a number of scaffolded forms (e.g., complete sentences in a cloze exercise; label a bar graph showing the results of a survey; complete a T-chart about the pros and cons of fast-food lunches; develop a word web to describe a character in a story)

write short texts to express ideas and feelings on personal and familiar topics using some simple forms (e.g., reminders in an agenda about appointments or significant dates; simple messages expressing thanks, congratulations, or condolences; invitations; directions; simple telephone messages; simple e-mail messages; a “to-do” list; a postcard)

write short texts to communicate basic information for official and personal purposes using some simple forms (e.g., simple jobapplication and medical-information forms, cheques, bank withdrawal and deposit forms, a labelled map of the neighbourhood, a list of community involvement activities, an application form for a Social Insurance Number)

organize a series of linked sentences chronologically, sequentially, or spatially to develop a central idea (e.g., follow the model of a teacher think-aloud to write a description of a favourite activity, person, or place; use a graphic organizer to identify and order main ideas and supporting details on a topic)

use some different types of transition words and phrases to show relationships between ideas and information (e.g., first, next, and, but, so, because)

use correctly the grammatical structures and print conventions of written English appropriate for this level

use some spelling strategies to spell words accurately (e.g., consult word walls, personal word lists, and learner dictionaries; refer to classcreated word webs; apply rules for forming plurals to nouns; segment words to identify and record sound-symbol correspondences; identify rhyming p

use some pre-writing strategies to generate vocabulary and develop and organize ideas for writing (e.g., brainstorm to gather ideas about topics for writing; draw or sketch to clarify thinking; consult the teacher-librarian for resource materials; formulate “wh” questions; scan newspapers and magazines for information and ideas; use T-charts to sort and classify information)

produce draft pieces of writing following models provided by the teacher (e.g., sentence starters, cloze passages, a teacher think-aloud, student exemplars)

revise, edit, and proofread drafts using some teacher-directed strategies (e.g., discuss ideas and content in conferences with the teacher; use checklists; consult picture dictionaries, class charts, and word walls during editing)

use some different elements of effective presentation to publish a final product (e.g., a cover page, titles and headings, drawings and maps, imported images, charts and illustrations, different font sizes and colours)

identify and use some different writing strategies before, during, and after writing, and reflect after writing on the strategies they found most helpful, with teacher support (e.g., use word walls, class charts, and a teacher think-aloud to develop ideas for writing)

determine and use the appropriate language register in a number of social and classroom contexts (e.g., offer and/or accept apologies to/from a peer; communicate suggestions and requests to teachers or classmates; disagree politely with an adult)

use non-verbal communication cues appropriately in a number of different contexts (e.g., eye contact, gestures, physical distance/proximity, handshakes)

demonstrate knowledge of some Canadian celebrations and sites of historical, social, or civic significance (e.g., Canada Day, Remembrance Day, Victoria Day, Thanksgiving Day; the federal Parliament Buildings, the Peace Tower, Queen’s Park, local memorials, provincial and national parks, tourist attractions)

demonstrate knowledge of some basic facts about Canadian citizenship (e.g., the words to the national anthem, the symbolism of the Canadian flag, the principle of free speech, the concept of multiculturalism, the rights and responsibilities of community members)

demonstrate an awareness of the variety of languages and cultures represented in the school community (e.g., map the countries of origin of classmates; make graphs of the first languages used in the school)

describe some features of the Ontario secondary school system (e.g., kinds of secondary schools and types of secondary school courses, the credit system, field-trip procedures, immunization requirements)

use a few appropriate study skills and timemanagement and goal-setting strategies to carry out learning tasks (e.g., use a planner/agenda to record homework and other assignments; draw up and follow a schedule to help complete assignments on time and make up missed work; complete a personal timeline to project goals for the school year

negotiate roles and tasks in group learning activities (e.g., take on the roles of recorder, time keeper, or facilitator, as needed)

identify some school and community resources that are available to support classroom learning (e.g., school guidance services, school settlement workers, newcomer resources available from www.settlement.org, school and public libraries, in-school study and computer rooms, tutoring programs, community recreation centres)

view, read, and listen to different types of media texts to obtain and record key information (e.g., compile a weather report based on television forecasts; summarize sports results from the newspaper; obtain transportation schedules from websites)

identify the purpose and intended audience of different types of media texts (e.g., advertising flyers, public service or travel brochures, television commercials)

create media texts for different purposes (e.g., a poster to advertise a school event, a stamp to commemorate an invention or discovery, a coat of arms to represent themselves or their families, a song to tell people about a favourite activity)