Supporting English Language Learners

Links collected from ESL PD in September 2017 by Sherri Johnston & Marie Wood (Edmonton)

Supporting English Language Learners: https://sites.google.com/s/0BxSnLb5DGYeWNndINk1aU2w5dW8/p/0BxSnLb5DGYeWWkppRU43LTRKTjA/preview?authuser=0

Characteristics of ELL (BICS vs CALP): https://sites.google.com/s/0BxSnLb5DGYeWNndINk1aU2w5dW8/p/0BxSnLb5DGYeWb1pMeER4VzB1UTA/preview?authuser=0

Woodcock-Munoz Language Survey Tools: http://www.hmhco.com/hmh-assessments/bilingual/woodcock-munoz

Benchmarks: http://www.learnalberta.ca/content/eslapb/printable_benchmarks.html
How to use benchmarks: http://www.learnalberta.ca/content/eslapb/documents/How_to_Use_the_Alberta_K_12_ESL_Proficiency_Benchmarks.pdf
Tracking Sheets: http://www.learnalberta.ca/content/eslapb/trackingsheets.html

Level 1
Read something every day, write something every day, do homework every day – even weekends.
TA and Pullout Support
Extracurricular clubs and PE
Jolly Phonics: http://jollyworks.org/
Reading Bear: http://www.readingbear.org
Dolche SightWords: http://bogglesworldesl.com/dolch/lists.htm
Learning Chocolate: http://www.learningchocolate.com

Unite for Literacy: http://www.uniteforliteracy.com
many many short books with audio narrations in English many more first languages
1000 Awesome Things: http://1000awesomethings.com/the-top-1000/

Level 2
More emphasis on asking questions, deep thinking, fluently switching between first language and English in short phrases.
http://rightquestion.org/education/
More Read/Write/Think strategies – RAFT: http://www.readwritethink.org/professional-development/strategy-guides/using-raft-writing-strategy-30625.html
“Turn and Talk”: http://minds-in-bloom.com/keep-your-students-engaged-with-turn/
Reading A-Z: https://www.readinga-z.com
Read Theory: https://readtheory.org/

Level 3
More writing for academic purposes, more subject specific vocabulary. Rely on support, visual clues and planners. Respond to W5+H.

 

Level 4
Student may have negative strategies to mask language deficiencies. Ask questions using specialized vocab. Rehearse prior to speaking. Use conventions with increasing accuracy.

 

General Tools:
Chromebooks have Read/Write browser tool
Dictionary.com has ESLsupport
Google Translate and iPhone app
Universal Design for Learning Principles: http://www.udlcenter.org/aboutudl/whatisudl/3principles

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ELA 20-1 Final Exam

DIRECTIONS: Write a well-organized composition on the topic below.

Write an essay, arguing how a Canadian poem you have studied is indeed “rooted in Canada and has drawn its essential characteristics from there”(Northrop Frye – from “Preface to ‘The Bush Garden'”).

Using specific references from the poem and Frye, explain the poem’s “essential characteristics,” the way they shape the discussion of figurative elements of the poem, and their importance to the overall theme of the poem.

As you write your composition, remember to:

  • Give the title and the author of the poem.
  • Focus on a poem’s “essential characteristics.”
  • Give specific examples, reasons, and details from the poem and Frye to explain the poem’s “essential characteristics,” the way they shape the discussion of the figurative elements of the poem, and their importance to the overall theme of the poem.
  • Write in complete sentences.
  • Write coherent and well-developed paragraphs.
  • Use correct grammar, spelling, punctuation, and capitalization.

Hints for “figurative elements of the poem”:

  • Identify emotionally charged words.
  • Explain any images/actions that can be interpreted as symbols/archetypes and defend your choice.
  • Explain any use of poetic devices: repetition, couplet, rhyme, simile, metaphor, personification, hyperbole, juxtaposition, alliteration, irony, stanza, meter, synechdoche, pun, paradox, image, symbol, archetype.

 

Choose your poem from The Essential Canadian Poem list

 

Expository Literary Essay Plan

Expository Literary Essay Plan

Critical Response Rubric

Critical Response Rubric

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Journey of Discovery

Describe and discuss Taylor’s journey of discovery.

As you write your composition, remember to:

  • In your introduction, give the title and author of the text.
  • Give specific examples, reasons, and details from the text to explain Taylor’s journey of discovery.
  • Give any necessary plot information but avoid giving a plot summary.
  • Write in complete sentences.
  • Write coherent and well-developed paragraphs.
  • Use correct grammar, spelling, punctuation, and capitalization

Use Microsoft Word in the iMac lab, no notes, no texts. 80 minutes.

Rubric:

Critical Response Rubric

Critical Response Rubric

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2016 ELA 10 Final Exam

Consider the following two pages of prompts. Then complete ONE the writing assignments.

Equality–Pain and Pride

 

Environment and Technology–Reality and Responsibility

 

Assignment (choose one):

  1. Write a narrative or essay in which you examine the pain and pride in being human.  OR
  2. Write a narrative or essay in which you examine how the environment influences life and shapes human feelings and opinions.

Rubric:

Tips:

  • Enhance your writing with connections to ideas in news, history, culture, music, philosophy, religion, politics, sports, and/or society in your exploration.
  • Enhance your writing with connections to ideas in any texts/media you have studied.
  • Use correct grammar, spelling, punctuation, and capitalization.
  • Enhance the clarity and artistry of communication, make it clear and interesting.
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Questions to Consider for Hamlet

  1. What troubles Hamlet at the opening of the play?
  2. When Horatio tells Hamlet about the apparition, who does Hamlet think it might be? What does he decide to do? What type of omen does Hamlet think the apparition is?
  3. Describe Hamlet’s meeting with the ghost. Who is the ghost? Why has it appeared? What does the ghost tell Hamlet to do? What might be some other reasons for the ghost appearing?
  4. Why does Hamlet act as if he were mad? Why does Polonius think the reason for the madness is? Do you agree with him? Why or why not?
  5. How does Claudius react to the performance of The Murder of Gonzago? Why? What does his reaction convince Hamlet of?
  6. Describe Claudius and Gertrude. What does each think of Hamlet? How does each treat him? What does Hamlet think of them?
  7. Why does Hamlet kill Polonius? How does Hamlet act after he finds out who he killed? What is your opinion of his actions?
  8. How does Claudius feel about what he did to King Hamlet? As he is praying, Hamlet entry with his sword drawn. Why doesn’t he kill Claudius?
  9. Why does Claudius decide to send Hamlet to England? What does he plan for Hamlet’s arrival there? What happens instead?
  10. How does Claudius hope to eliminate Hamlet during the Prince’s duel with Laertes? Describe what happens during the duel?
  11. Would you describe Hamlet as a tragic hero? Why or why not?
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Themes in Canadian Literature

  1. We are myth destroyers.
  2. We are paradoxical – we search for our own identity.
  3. We celebrate victims.
  4. We celebrate individual suffering – defeated by rebellion.
  5. Truly authentic Canadian experience is shrouded in violence and paranoia.
  6. External world defines who we are.
  7. Fear of America, Europe, “Old World.”
  8. Interior Separation
  9. Garrison Mentality
  10. Exploration and Discovery: Quest
  11. Canada is the great asylum for victims the world over.
  12. Long periods of death followed by the rush to (re)produce.
  13. Authors explore three key relationships to determine who we are:
    1. our relationship with the environment
    2. our relationship with each other
    3. our relationship with the Divine.
  14. Societal barriers, systems of all kinds are pulled back to uncover briefly who we are.
  15. Immigrants could not control the land or nature – so they controlled the indians.

Find a few more from Conclusion to ‘A Literary History of Canada’:

A feature of Canadian life that has been noted by writers from Susanna Moodie onward is the paradox of vast empty spaces and lack of privacy, with no defences against the prying or avaricious eye. – Northrop Frye

Other nuggets from Frye:

  • Myth of the hero brought up in the forest retreat, awaiting the moment when his giant strength will-be fully grown and he can emerge into the world.
  • We feel constantly that all the energy has been absorbed in meeting a standard, a self-defeating enterprise because real standards can only be established, not met.
  • The sense of probing into the distance, of fixing the eyes on the skyline, is something that Canadian sensibility has inherited from the voyageurs.
  • Canadian novels associate nobility of character with a faraway look, or base their perorations on a long-range perspective.
  • The feeling of nomadic movement over great distances persists even into the age of the aeroplane, in a country where writers can hardly meet one other without a social organization that provides travel grants.
  • There is something Hebraic about the Canadian tendency to read its conquest of a promised land, its Maccabean victories of 1812, its struggle for the central fortress on the hill at Quebec, as oracles of a future.
  • Civilization in Canada, as elsewhere, has advanced geometrically across the country, throwing down the long parallel lines of the railways, dividing up the farm lands into chessboards of square-mile sections and concession-line roads. There is little adaptation to nature: in both architecture and arrangement, Canadian cities and villages express rather an arrogant abstraction, the conquest of nature by an intelligence that does not love it.
  • Small and isolated communities surrounded with a physical or psychological “frontier,” separated from one another and from their American and British cultural sources: communities that provide all that their members have in the way of distinctively human values, and that are compelled to feel a great respect for the law and order that holds them together, yet confronted with a huge, unthinking, menacing, and formidable physical setting — such communities are bound to develop what we may provisionally call a garrison mentality.
  • The real terror comes when the individual feels himself becoming an individual, pulling away from the group, losing the sense of driving power that the group gives him, aware of a conflict within himself far subtler than the struggle of morality against evil.
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Basic Existentialism, Absurdism, Nihilsm

Basic existentialism, absurdism, nihilism

Basic existentialism, absurdism, nihilism

 

Absurdism

In absurdist philosophy, the Absurd arises out of the fundamental disharmony between the individual’s search for meaning(Existentialist) and the meaninglessness(Nihilist) of the universe. As beings looking for meaning in a meaningless world, humans have three ways of resolving the dilemma. Kierkegaard and Camus describe the solutions…

  1. Suicide
  2. Religious, spiritual, or abstract belief in a transcendent realm, being, or idea.
  3. Acceptance of the Absurd

 

Christian Existentialism

  • Christianity => grace, humility, and love.
  • God => Love.
  • Evil => consequence of action.

 

Nihilism

  • Life is without objective meaning, purpose, or intrinsic value.
  • Knowledge is not possible.
  • Reality does not actually exist.
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Romeo and Juliet: Before You Read

First:

Consider each of the following questions and write a post in your blog inspired by your thinking.

  1. What stories, plays, or TV shows have you seen in which a young couple in love were determined to have their happiness? How did they turn out? Compare two that you remember. Describe some of the features you think were either similar or different.
  2. Most people think that it is necessary for us to control our emotions if society is to be reasonable and safe. However, there are times when people act emotionally. What are some of the feelings that cause people to:
    • fight with each other?
    • defend a friend no matter what?
    • fall in love with each other?
    • fear or resist authority?
    • harm themselves or others?
    • decide if it is better to avoid a confrontation than encourage one?
    • decide not to “take the law into their own hands,” even though they believe they have been wronged?
  3. Can a person really decide that he or she is going to fall in love with another person?
  4. If you are familiar with horoscopes, comment on why some people might like to read them.
  5. When you have an argument with somebody, how do you attempt to resolve it?
  6. When an adult tells you, “I don’t think you should do that,” how do you usually respond?
  7. Sometimes there is a fine line between deciding, “Yes I will” and “No, I will not.” Explain how you decide between the two.

 

These questions raise important ideas for discussion such as love, hate, friendship, emotion, and reason. These are all important themes in Romeo and Juliet. 

Next:

But before you blast ahead and read Shakespeare, start with a bit of background mythology.

Read Pyramus and Thisbe:

Comment on any three of your classmates posts connecting ideas they raised with ideas you encountered in the myth of Pyramus and Thisbe.

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2015 ELA 20-2 Final Exam: Suffer

He drew a circle that shut me out —
Heretic, rebel, a thing to flout.
But Love and I had the wit to win:
We drew a circle that took him in.
– Edwin Markham

DIRECTIONS: Write a well-organized composition on the topic below.

Often in literature, a major character faces a conflict between his or her moral principles and society’s conventions (rules of conduct or behavior). The character must choose between doing what he or she thinks is right or conforming to the demands of society.

By the end of the story, “Of Mice and Men,” the main characters’ dreams have been shattered and they have suffered great losses.

a. Explain what you believe each of the following characters has lost:
• Candy
• George
• Curley’s wife (before she loses her life)
• Crooks

b. In what ways are the losses of these people similar?

c. What were some of the main clues in the story that told us George and Lennie’s dream would probably not come true?

d. Why does George believe his dream is now destroyed? How do you feel when he says, “I guess I always knew we’d never do her?”

 

As you write your composition, remember to:

  • Give the title and the author of the work.
  • Focus on how each character suffered great losses.
  • Give any necessary plot information but avoid giving a plot summary.
  • Write in complete sentences.
  • Write coherent and well-developed paragraphs.
  • Use correct grammar, spelling, punctuation, and capitalization.
Expository Literary Essay Plan

Expository Literary Essay Plan

Critical Response Rubric

Critical Response Rubric

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2015 ELA 20-1 Final Exam: Moral Conflict

He drew a circle that shut me out —
Heretic, rebel, a thing to flout.
But Love and I had the wit to win:
We drew a circle that took him in.
– Edwin Markham

DIRECTIONS: Write a well-organized composition on the topic below.

Often in literature, a major character faces a conflict between his or her moral principles and society’s conventions (rules of conduct or behavior). The character must choose between doing what he or she thinks is right or conforming to the demands of society.

Select a character from “Lord of the Flies,” by William Golding, who faces a conflict between personal morality and society’s conventions. Identify the character. Using specific references from the work, explain the nature of the character’s conflict, the struggle of this character to resolve the conflict, and the overall effect of this conflict on the work.

As you write your composition, remember to:

  • Give the title and the author of the work.
  • Focus on a character who faces a conflict between personal morality and society’s conventions.
  • Give specific examples, reasons, and details from the work to explain the nature of this conflict, the character’s struggle to resolve it, and its overall effect on the work.
  • Give any necessary plot information but avoid giving a plot summary.
  • Write in complete sentences.
  • Write coherent and well-developed paragraphs.
  • Use correct grammar, spelling, punctuation, and capitalization.
Expository Literary Essay Plan

Expository Literary Essay Plan

Critical Response Rubric

Critical Response Rubric

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