A second language opens so many professional and personal doors for people in life. ESL courses will provide students with the knowledge and skills they need in life and assist newcomers begin to adapt to their new lives in Canada.
English as a Second Language Level 5 – ESLEO course provides students with the skills and strategies they need to make the transition to college and university preparation courses in English and other secondary school disciplines.
Students will be encouraged to develop independence in a range of academic tasks. Students will further develop their ability to respond critically to print and media texts, including the ability to:
|Unit||Titles and Descriptions||Time and Sequence|
|1||First Nations/First Cultures/First Stories
Reading – Reading and understanding of Human Rights, social injustice, and diverse cultures in Canada, then review and extend their understanding of literacy elements
Socio-Cultural Competence and Media Literacy – Identify and connect pieces with similar themes
Writing Examining Canada’s treatment of its aboriginal peoples into modern prose and the writing of narratives plus personal response journals to develop the structure of a short story
Listening and Speaking Dramatic readings and oral presentations, demonstrate their ability to apply the elements of a short story and connect its themes
Summative Evaluation Produce a short story or personal writing (e.g. letter writing) that expresses ability to apply short story elements
|2||Media Studies: Unpacking Propaganda
Reading Language of media using a variety of examples (advertisements, commercials, photographs, works of art, etc.
Writing Explain relationships between some important aspects of geography, history and current Canadian issues with a variety of resources from other cultural organizations and perspectives. Understand and compare diverse perspectives
Listening and Speaking Note-taking, completing graphic organizers, and answering comprehension questions including grammar, punctuation, etc.
Socio-Cultural Competence and Media Literacy Evaluate the effectiveness of their own and peers’ media plus current events research presentation
Summative Assessment Oral and written presentation with research project (e.g. newspaper article)
|3||Making a Difference
Reading Analysis and study of essays, short stories, poetry, film, and an independently read novel with comparison of literary genre, study of the hero cycle in literature, etc.
Writing Summaries, response journals, essays, critical reviews, news reports, etc.
Listening and Speaking Oral presentations
Socio-Cultural Competence and Media Literacy Evaluate the effectiveness of their own and peers’ work on current issues
Summative Assessment Writing of critical reviews, poetry presentation, sight passage reading comprehension, and literary genre comparison test
Reading Locate and extract relevant information from written essays, debates, and graphic texts for a variety of purposes
Socio-Cultural Competence and Media Literacy Identify and connect pieces with similar themes using English non-verbal communication strategies appropriately in a variety of social contexts
Writing 1. Types of essays: persuasive, descriptive, narrative, expository, and parts of an essay, noting organization, thesis statement, and 5 written paragraphs. 2. Use correctly the conventions of written English appropriate for this level including grammar, usage, spelling, and punctuation throughout the writing process
Listening and Speaking – Use speaking skills and strategies to communicate in English for a variety of classroom and social purposes
Summative Assessment Essay and paragraph writing (5 paragraph persuasive essay)
Reading Novel study unit – Review and extend understanding of a variety of literary and stylistic devices in literature
Socio-Cultural Competence and Media Literacy Research using the Internet and other resources to understand different perspectives
Writing Define personal interests of each character such as hobbies, interest, etc. in a summary report, and develop the structure of stories
Listening and Speaking Present a portion of the final report
Summative Assessment Complete a final report (e.g. book talk)
|Final ExamThis is a proctored exam worth 30% of your final grade.||2 Hours|
All course material is online and no textbook purchase is required. Resources and reference for course materials will be provided on course webpage. Students are expected to watch and read all lecture videos and reading materials provided and complete relevant exercises at student’s time of continence.
This course is entirely online and does not require any textbook.
As in a conventional classroom, instructors employ a range of strategies for teaching a course:
In addition, teachers and students have at their disposal several tools that are unique to electronic learning environments.
All course material is online and no textbook is required. Assignments are submitted electronically. Tests are completed online at a time convenient for the student, and the course ends with a final exam which the student writes under the supervision of a proctor approved by QW Language School at a predetermined time and place. The final mark and report card are then forwarded to the student’s home school.
Students must achieve the Ministry of Education learning expectations of a course and complete 110 hours of planned learning activities, both online and offline, in order to earn a course credit. Students must keep a learning log throughout their course which outlines the activities they have completed and their total learning hours. This log must be submitted before the final exam can be written.
The chart below indicates some general examples of online and offline activities.
|Online Learning Activities||Offline Learning Activities|
|Watching instructional videos||Reading materials for course|
|Watching additional resources videos||Studying instructional material|
|Completing online timed assignments||Practicing skills|
|Contributing to Forums||Completing assignments|
|Uploading video presentations||Completing essays|
|Communicating with instructor||Preparing presentations|
|Participating in live conferences||Reviewing for tests and exams|
|Practicing through online quizzes||Researching topics on internet|
|Reviewing peer submissions|
|Assessing peer presentations|
|Completing online timed exam|
Students are expected to access and participate actively in course work, and course forums on a regular and frequent basis. This interaction with other students is a major component of this course and there are minimum requirements for student communication and contribution.
QW Language School’s approach to assessment and evaluation is based on the Ontario Ministry of Education’s Growing Success 2010 document. Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. The primary purpose of assessment is to improve student learning. Assessment for this purpose is seen as both “assessment for learning” and “assessment as learning”. As part of assessment for learning, teachers provide students with descriptive feedback and coaching for improvement. Teachers engage in assessment as learning by helping all students develop their capacity to be independent, autonomous learners who are able to set individual goals, monitor their own progress, determine next steps, and reflect on their thinking and learning. QW Language School teachers use evidence from a variety of sources in their assessment. These include formal and informal observations, discussions, conversations, questioning, assignments, projects, portfolios, self-assessments, self-reflections, essays, and tests.
Assessment occurs concurrently and seamlessly with instruction. Our courses contain multiple opportunities for students to obtain information about their progress and achievement, and to receive feedback that will help them improve their learning. Students can monitor their own success through the tracking of learning goals and success criteria throughout all courses.
Summative “assessment of learning” activities occur at or near the end of periods of learning. Evidence of student achievement for evaluation is also collected over time from different sources, such as discussions, conversations and observation of the development of the student’s learning. Using multiple sources of evidence increases the reliability and validity of this evaluation. The evaluations are expressed as a percentage based upon the levels of achievement.
Growing Success articulates the vision the Ministry has for the purpose and structure of assessment and evaluation techniques. There are seven fundamental principles that ensure best practices and procedures of assessment and evaluation by QW Language School teachers. Assessment and evaluations:
The Final Grade
The evaluation for this course is based on the student’s achievement of curriculum expectations and the demonstrated skills required for effective learning. The percentage grade represents the quality of the student’s overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline. A credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade for this course will be determined as follows:
The general balance of weighting of the categories of the achievement chart throughout the course is:
|Knowledge and Understanding||25%|
The Report Card
Two official report cards are issued: midterm and final. Each report card will focus on two distinct but related aspects of student achievement. First, the achievement of curriculum expectations is reported as a percentage grade. Additionally, the course median is reported as a percentage. The teacher will also provide written comments concerning the student’s strengths, areas for improvement and next steps. Second, the learning skills are reported as a letter grade, representing one of four levels of accomplishment. The report cards contain separate sections for the reporting of these two aspects. The report card also indicates whether an OSSD credit has been earned.
Teachers should explore aspects of intercultural communication – for example, how different cultures interpret the use of eye contact and body language in conversation and during presentations. Teachers should be aware of global events that may affect students and that can also be used as opportunities for instruction.
Note: A student whose achievement is below 50% at the end of a course will not obtain a credit for the course.
The purpose of the achievement chart is to:
The achievement chart provides a reference point for all assessment practice and a framework within which achievement will be assessed and evaluated.