Level 3 - English Literacy Development ELDCO

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: use a variety of strategies to build 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 more detailed directions, instructions, and classroom presentations, with moderate contextual and visual support (e.g., identify major weather trends from weather broadcasts; use a teacher-prepared graphic organizer to note main ideas from classroom presentations)

demonstrate understanding of spoken English on familiar topics that are relevant to community and school in interactive situations (e.g., use the telephone to check the availability of an item advertised in a flyer; interview a classmate about a favourite book)

engage in spoken interactions on personal and content-area topics (e.g., conduct surveys with other students and graph the results; interview a partner about how a past experience compares with a new experience in Canada, and record the results in a Venn diagram; participate in planning for a class celebration)

use a number of conversational expressions to negotiate spoken interactions (e.g., engage in small talk with classmates using expressions such as “How’s it going?”, “What’s up?”, “What do you think?”; start a telephone inquiry for information with expressions such as “Could you please tell me …?”, “I’m calling about …”)

present ideas and information orally for academic purposes in supported situations (e.g., give an oral presentation supported by pictures or graphics; assume a variety of roles in smallgroup activities; explain geometric concepts with the aid of a model; create questions in groups for a class quiz)

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

use appropriately a number of pronunciation, stress, rhythm, and intonation patterns of spoken English to communicate meaning accurately (e.g., move syllable stress and reduce vowels in words within a word family [multiply, multiplication]; apply general rules about rhythm and stress patterns to unfamiliar words from rap songs or jazz chants)

use a number of oral communication strategies to bridge gaps in spoken communication (e.g., restate complex ideas in simple language and invite feedback; describe the features or components of objects for which they do not know or remember the word)

read a number of adapted texts and simple authentic texts (e.g., short stories from diverse cultures, poems, short novels, letters, memos, and a variety of electronic texts)

demonstrate an understanding of adapted and simple authentic texts in a number of ways (e.g., present role-plays; summarize key points; compose an alternative ending to a work of fiction; use a Venn diagram to record similarities and differences)

respond to adapted and simple authentic texts, with minimal support (e.g., participate in an informal class discussion about a text; complete a reader’s response journal; participate in a roleplay dramatizing the resolution of a conflict in a text; identify the main ideas and supporting details in a text)

identify the characteristics of a number of text forms (e.g., columns and rows in charts and tables, abbreviations in recipes, numbered steps in instructions and procedures, frames with dialogue in comics, a simple W-5 format in newspaper articles, quotation marks for dialogue in a narrative)

identify a number of literary elements in short stories, poems, and simple novels (e.g., the theme of a story, turning points in the plot of a short story or novel, words that create mood or describe character traits)

familiarize themselves with texts before they read them (e.g., brainstorm with a partner to predict content; ask questions about illustrations, photographs, and graphic organizers; activate prior knowledge of a topic through a concept web; preview key vocabulary using picture dictionaries and other materials related to the topic of the text)

understand texts while they are reading them (e.g., reread with a partner or read on; identify common prefixes, suffixes, and roots; chunk information and distinguish between main ideas and supporting details; pose questions to clarify meaning; highlight key words and make jot notes; use contextual clues such as signal words and phrases; look up unfamiliar words in learner dictionaries)

confirm understanding of texts after they have read them (e.g., participate in literature circles; use graphic organizers to compare and contrast two texts; write a summary; work in a small group to create questions about a text for a class game)

identify a number of features of adapted and simple authentic texts, and use them to aid or increase comprehension (e.g., different fonts, italics, boldface type, bullets, table of contents, chapter titles, labelled diagrams)

identify a number of connecting devices and transition words and phrases that are used to show relationships among ideas in adapted and simple authentic texts (e.g., as, when, if, while; first of all, secondly, as well, finally)

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

use a number of vocabulary acquisition strategies to build vocabulary (e.g., complete graphic organizers of word families, synonyms, antonyms, and homonyms; use memory and visualization strategies to learn new words; refer to learner dictionaries; play a variety of word games)

use knowledge of familiar patterns of word structure to determine the meaning and pronunciation of unfamiliar words and expressions (e.g., use common prefixes and suffixes to deduce meaning; identify word families; apply knowledge of the adverb ending “ly” to assist with pronunciation)

use a number of resources to build vocabulary and to determine the meaning of unfamiliar words (e.g., simplified print and online encyclopaedias, a classroom word wall showing how prefixes and suffixes extend word families, a personal word list of simple phrasal verbs and their prepositions)

locate information in adapted and simple authentic texts pre-selected in collaboration with the teacher-librarian (e.g., e-zines, brochures, simplified newspaper and magazine articles, simplified print and online encyclopaedias, websites)

extract, record, and organize information from adapted and simple authentic texts for a variety of purposes (e.g., make point-form notes, cue cards, and poster boards to prepare for oral presentations; complete a concept web for a guided-research project)

identify sources of information from research, and discuss the reliability of the information, with teacher support (e.g., newspapers, entertainment tabloids, personal blogs, books from school and public libraries, flyers, brochures)

write short texts to convey information and ideas for academic purposes using a variety of scaffolded forms (e.g., use a model to write a short informational paragraph about a landform in a region of Canada; complete a science lab report following an outline provided by the teacher; outline safety instructions in a technology class; label a timeline showing important dates in Canada’s history)

write short texts to express ideas and feelings on personal and familiar topics using a number of forms (e.g., notices about items lost, found, or for sale; personal letters or e-mails describing experiences and impressions; letters of apology; responses to online surveys)

write short texts to communicate information for official and personal purposes using a number of forms (e.g., a school or work accident report, a short history of past work experience, a change-of-address request form, a request for information from a government agency or website)

organize information to develop a central idea in a scaffolded paragraph with a topic sentence, supporting ideas, and a concluding statement (e.g., use a paragraph frame to structure an informational, narrative, or procedural paragraph)

use a number of transition words and phrases to show relationships between ideas and information (e.g., when, first, secondly, in the beginning, in addition, as well, finally)

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

use a number of spelling strategies to spell words accurately (e.g., apply rules for forming plurals, contractions, and possessives; follow rules for changing base words when adding common endings; pronounce the silent letters in words: knock; relate new words to known words with similar sounds; find familiar words within longer words; keep a personal spelling list; use computer spell-check software)

use a number of pre-writing strategies to generate vocabulary and develop and organize ideas for writing (e.g., generate ideas using collaborative concept webs; map out storyboards; write jot notes about a topic; complete Venn diagrams to see relationships; conduct interviews and do background reading to expand knowledge of a topic)

produce draft pieces of writing using a number of different strategies and models (e.g., teacher-prepared models; templates and student exemplars; graphic organizers)

revise, edit, and proofread drafts using a number of teacher-directed and independent strategies (e.g., discuss ideas, content, and organization in peer and teacher conferences; reread for punctuation, clarity of ideas, appropriate verb tenses, and subject-verb agreement; confirm spelling using learner dictionaries; refer to checklists of editing/proofreading tasks)

use a number of elements of effective presentation to publish a final product (e.g., labelled diagrams; graphs; different fonts for headings and subheadings; proper paragraph form, including spacing and margins)

select and use a number of writing strategies before, during, and after writing, and reflect after writing on the strategies they found most helpful (e.g., choose an appropriate graphic organizer to sort ideas for writing; identify pieces of writing that they think show their best work and explain the reasons for their choice)

determine and use the appropriate language register in a variety of social and classroom contexts (e.g., role play how to offer advice to a friend; simulate a telephone inquiry about community and/or school support services; create a dialogue in which they describe symptoms to a doctor)

use non-verbal communication cues appropriately in a variety of social, academic, and workplace contexts (e.g., exchange a “high five” with a friend, but shake hands with an interviewer; maintain a bigger personal space in a workplace than in a social gathering)

demonstrate knowledge of a variety of facts about Canadian geography (e.g., name and locate on maps the provinces and territories, major cities, and major rivers and lakes; complete charts showing the distribution of natural resources in some provinces/territories)

describe the process by which immigrants become Canadian citizens (e.g., application, residence in Canada for three years, knowledge of English or French, preparation for the citizenship test, participation in the citizenship ceremony)

demonstrate an awareness of the variety of languages and cultures represented in their local community (e.g., compare gender roles, family structures, days of significance, and naming customs among linguistic or cultural groups in the community)

describe a number of policies and practices in place in the Ontario secondary school system (e.g., the role of teachers; involvement of parents in school life and changes after their child turns eighteen; discipline expectations and consequences; district school boards’ equity and antidiscrimination policies)

use a number of appropriate time-management and study skills and strategies to carry out learning tasks in all subject areas (e.g., establish a study schedule; organize notes for study; meet with peers to plan projects; use graphic organizers to categorize information; highlight key information; create a personal mnemonic device)

interact appropriately and respectfully in cooperative learning activities (e.g., help keep the group on task; take turns; take on different roles as needed; show respect for other points of view)

identify and use a number of school and community resources that are available to support lifelong learning (e.g., school/community clubs and sports teams; the public library; guidance department brochures and personnel; career information databases; career days, field trips, and job shadow programs; settlement agencies)

view, read, and listen to media texts in a variety of forms to identify their key elements and characteristics (e.g., compare the format of television sitcoms, game shows, and reality programs; compare the styles of news delivery used on television and in newspapers and tabloids; compare advertisements in magazines, on billboards, and in pop-ups on the Internet)

identify features in media texts that are used to appeal to specific audiences (e.g., font style and size on packaging and in advertisements; pictures, illustrations, and colour in a brochure; images that feature people in a specific age group; celebrity endorsement in advertisements; type of music played in television advertisements)

create media texts for a number of different audiences and purposes, and explain their choice of format (e.g., create a brochure to attract young travellers to their country of origin; produce a board game related to a classroom unit of study; create an advertisement for a new or imaginary product)