Beruflich Dokumente
Kultur Dokumente
(ELL) Profiles
2008
PRO
428.007
ENG
Bill Hogarth
Director of Education
Bill Crothers
Chair of the Board
ELL 007
COPYRIGHT STATEMENT
All rights reserved. No part of this publication may be reproduced in any form without
permission from the YORK REGION DISTRICT SCHOOL BOARD.
For any inserted materials, copyright has been extended to the York Region District School
Board only. Individual boards must seek direct copyright approval for all indicated items
requiring such permission.
ii
iii
Acknowledgements:
Literacy/ELL Consultant
Patricia Obadia
Literacy/ELL Consultant
Dorothy Schmauder
Literacy/ELL Consultant
Sharon Schlesinger
Literacy Consultant
Jill Maar
Cheryl LaPointe
Janis Nelson
Donnalee McGill
Clerical Support
Clerical Support
Clerical Support
Contributing Writers:
Christine Phillips
Armadale P.S.
Natasa Vujanovic
Armadale P.S.
Naly Kim
Cedarwood P.S.
Angie Vasilakos
Naomi Morris
Julie Fenwick
Parkland P.S.
Donna Pereira-Mckenzie
Parkland P.S.
iv
Purpose...........................................................................................................
Learner Profile.................................................................................................
11
23
35
48
60
72
Additional Resources..
74
Purpose
The purpose of this document is to provide English Language Learner (ELL) profiles
that will support teachers when analyzing student writing samples for their strengths,
needs, and instructional next steps. To demonstrate the continuum of language
acquisition, learner profiles have been identified from each of the four English as a
Second Language stages as outlined in the Ministry of Education document, English as
a Second Language/English Literacy Development A Resource Guide, 2001.
Student Needs
Instructional Focus
To meet the needs of our English Language Learners, program supports may include
direct programming support from an ESL/ELD teacher/designate and/or targeted
classroom instruction and supports provided by the homeroom and content area
teachers.
2.
Language Acquisition
Current research indicates that it may take English Language Learners five to seven
years to achieve English language proficiency similar to that of their English speaking
peers. Language acquisition involves a developmental continuum of skills; there are
four stages of ESL and ELD programming. Generally, English Language Learners
(ELL) acquire proficiency and fluency in day-to-day language within the first two years.
Academic language, the language of the classroom and textbooks, takes much longer
to learn because of its complexity, low frequency vocabulary, and unfamiliar context.
High Support
Minimal Support
student
teacher
Modelled
Shared
Guided
Independent
Although the four approaches listed provide a foundation for effective literacy
instruction, there are many instructional strategies which support literacy development
(e.g., Readers Theatre, literature circles, interactive writing etc). For further information
please refer to YRDSB Guidelines for Literacy, 2007.
For further ELL resources and supports consider the following:
ELL teacher
ELL Consultants
ESL\ELD Ministry Curriculum Documents
ELL Network and Professional Development sessions
ELL Sharepoint
https://teamserver.yrdsb.net/department/cis/esl/default.aspx
Literacy@School Demonstration Classrooms
Media Resource Kits available from the YRDSB Media
Library
3.
LISTENING AND
SPEAKING
READING
WRITING
SUGGESTED ASSESSMENT
STRATEGIES
ESL
Stage 1
ESL
Stage 2
ESL
Stage 3
9 reads high
frequency
vocabulary
9 reads simple
sentences with
visual supports
9 reads print, not
cursive text
9 reads adapted
9 writes simple
fiction and nonsentences
9 writes short
fiction text
paragraphs, with
selections, with
visual supports
teacher support
9 identifies, with
teacher support, text
elements (e.g., main
idea, characters,
setting, mood) and
some supporting
details
9 participates in everyday
discussions and unfamiliar
academic topics, with
support
9 responds with increasing
detail in a variety of contexts
and classroom groupings on
familiar and unfamiliar topics
9 writes words,
short phrases, or
simple sentences
with
organizational
supports (e.g.,
sentence stems)
9 writes linked
paragraphs, with
teacher support
9 writes using a
variety of forms
with organizational
supports
4.
STAGE
LISTENING AND
SPEAKING
READING
WRITING
9 writes for a
variety of
audiences and
purposes using
appropriate
forms, with some
support
9 includes gradeappropriate
vocabulary with
increasing
accuracy
SUGGESTED ASSESSMENT
STRATEGIES
o answering multiple-choice
questions with glossary
provided
o composing linked paragraphs
o preparing an oral
presentation
Notes to Teachers:
1) Students at any ESL overall stage may be more or less proficient in each specific skill area. For example, a student
at Stage 3 may also be demonstrating skills within Stage 4 for speaking. It is best to discuss the specific skill level
of any student with the ELL teacher or refer to the Ministry of Education, ESL/ELD Resource Guide, 2001.
2) Teachers should begin the year using strategies for instruction and assessment appropriate for the ESL/ELD stage
that the student has completed as these expectations are exit indicators.
5.
STAGE
LISTENING AND
SPEAKING
READING
WRITING
SUGGESTED ASSESSMENT
STRATEGIES
ELD
Stage 2
9 reads simple
9 composes simple
sentences that are
sentences using
supported visually
familiar vocabulary
9 reads classroomand organizational
created materials
supports
(e.g., anchor charts,
bilingual texts)
ELD
Stage 3
9 reads sentences
and simple
paragraphs
9 begins to identify
the main idea and
some supporting
details using
adapted texts
ELD
Stage 1
9 copies text
accurately
9 completes simple
sentence stems
with single words
9 composes and
links simple
sentences on
everyday and
academic topics,
with organizational
and teacher
support
6.
LISTENING AND
SPEAKING
READING
WRITING
SUGGESTED ASSESSMENT
STRATEGIES
ELD
Stage 4
9 participates in conversations
9 participates in academic
discussions on familiar and
unfamiliar topics, with
teacher support
9 reads adapted
fiction and
nonfiction texts,
with increasing
independence
9 uses some
comprehension
strategies to
understand
unfamiliar adapted
texts
9 composes simple
paragraphs on
everyday and
academic topics,
with organizational
support
Notes to Teachers:
1) There are two distinct groups of ELD students. Some students may come from a country in which English is their
first language but they have had limited or no experience acquiring literacy skills in reading and/or writing. Other
students come from countries in which English is not spoken and may have had little or no formal education and
development of literacy in their first language. Thus, skills are listed for both groups of students. Teachers need to
probe discrete skill levels to determine the learners ability to read and write which may not align with their listening
and speaking skills.
2) Students may not be able to participate in all activities at the start of the year, but with explicit instruction, students
will move along the skills continuum. Teachers should begin the year using assessment strategies outlined in the
previous ELD stage.
7.
Activate Prior
Knowledge
Make It
Comprehensible
Focused
Instruction
Student
Engagement
Adapted from TIPS for English Language Learners in Mathematics, Grades 7, 8, 9 Applied, 10 Applied, Ministry of Education, 2005
8.
Oral
Strategies
Visual Strategies
Instructional Strategies
9.
Scaffolding Strategies
Assessment Strategies
10.
Kindergarten
Stage 1
English Language Learner Profile
Name: Male
Age: 4
ESL Stage: 1
Sample Context
Gradual Release of Responsibility
High Support
Minimal Support
student
teacher
Modelled
Shared
Guided
Independent
11.
Independent
Modelled
Instructional Focus
Guided
Shared
Guided
Needs
Modelled
Independent
Strengths
Shared
Additional Considerations:
Mini-lessons based upon Launching a Writing Workshop (2003) a professional resource by
Lucy Caulkins.
12.
Car
PS NM
house car
S
House
HS
house
13.
Kindergarten
Stage 2
English Language Learner Profile
Name: Female
Age: 4
ESL Stage: 2
Sample Context
Gradual Release of Responsibility
High Support
Minimal Support
student
teacher
Modelled
Shared
Guided
Independent
14.
Independent
Modelled
Instructional Focus
Guided
Shared
Guided
Needs
Modelled
Independent
Strengths
Shared
Additional Considerations:
Mini-lessons based upon Launching a Writing Workshop (2003) a professional resource by
Lucy Caulkins.
15.
SH N
This is me and my brother. We are
going to trick or treating.
8mSBBYBPDD8DrYl96ieto
e8RPOlolRDIWCChtteSeSittllrree
There is a rainbow and flowers on the
road.
e ms eewe eilaisorf
I am eating a picnic with my brother.
Apples.
16.
Kindergarten
Stage 3
English Language Learner Profile
Name: Female
Age: 5
ESL Stage: 3
Sample Context
Gradual Release of Responsibility
High Support
Minimal Support
student
teacher
Modelled
Shared
Guided
Independent
17.
Independent
Modelled
Instructional Focus
Guided
Shared
Guided
Needs
Modelled
Independent
Strengths
Shared
Additional Considerations:
Mini-lessons based upon Launching a Writing Workshop (2003) a professional resource by
Lucy Caulkins.
18.
I NMYCNMY is PLAASOSEDVrare
PLAarePL
I and my cousin is playing with my
bike.
UBU test/ILmeBL/BeR/BUCS/ILCme
We mKSCXOmhusVWtoUBR
LtDL/I Lc me LtLBBte/ I LC me
WfURRUeo
When my cousin came to my house, we BUCC/ I LC me
About Toys/I like my ball/bear/books
went for a bike ride.
I like my little doll/I like my little
baby toy/ I like my bike/ I like my
19.
Kindergarten
Stage 4
English Language Learner Profile
Name: Female
Age: 6
ESL Stage: 4
Sample Context
Gradual Release of Responsibility
High Support
Minimal Support
student
teacher
Modelled
Shared
Guided
Independent
20.
Independent
Modelled
Instructional Focus
Guided
Shared
Guided
Needs
Modelled
Independent
Strengths
Shared
Additional Considerations:
Mini-lessons based upon Launching a Writing Workshop (2003) a professional resource by
Lucy Caulkins.
21.
BootsruKa KNdaos
Boots are walking in the house.
Myctr
is goitn To the hais
oPtnthedorTogotn
My cousin is going into the house,
open the door to go in.
I am hod my ambrL
dan re anis sotp
I am holding my umbrella
down, rain is stop.
22.
Grade One
Stage 1
English Language Learner Profile
Name: Male
Age: 6
ESL Stage: 1
Sample Context
Gradual Release of Responsibility
High Support
Minimal Support
student
teacher
Modelled
Shared
Guided
Independent
23.
Independent
Modelled
Instructional Focus
Guided
Shared
Guided
Needs
Modelled
Independent
Strengths
Shared
Additional Considerations:
24.
Grade One
Stage 2 (Early)
English Language Learner Profile
Name: Female
Age: 7
ESL Stage: 2
Sample Context
Gradual Release of Responsibility
High Support
Minimal Support
student
teacher
Modelled
Shared
Guided
Independent
Student Sample:
Monday, April, 2007 Day 5
On the weekend I play.
and on the weekend I
wath to the parc.
and on weekend I
pat the flawls.
25.
Independent
Modelled
Modelled
Independent
Strengths
copies words and phrases from various sources (e.g., morning message,
anchor charts, texts)
Needs
Instructional Focus
Guided
Guided
Shared
Shared
Additional Considerations:
26.
Grade One
Stage 2 (Late)
English Language Learner Profile
Name: Male
Age: 7
ESL Stage: 2
Sample Context
Gradual Release of Responsibility
High Support
Minimal Support
student
teacher
Modelled
Shared
Guided
Independent
27.
Independent
Modelled
uses a variety of strategies for spelling (e.g., Word Wall, stretching out
sounds in words)
Needs
Guided
Instructional Focus
Shared
Guided
Modelled
Independent
Strengths
Shared
Additional Considerations:
28.
Grade One
Stage 3 (Early)
English Language Learner Profile
Name: Male
Age: 7
ESL Stage: 3
Sample Context
Gradual Release of Responsibility
High Support
Minimal Support
student
teacher
Modelled
Shared
Guided
Independent
29.
Independent
Modelled
Instructional Focus
Guided
teacher-student conference to
build sentences with greater detail
Shared
Guided
Needs
Modelled
Independent
Strengths
Shared
Additional Considerations:
30.
Grade One
Stage 3 (Late)
English Language Learner Profile
Name: Female
Age: 7
ESL Stage: 3
Sample Context
Gradual Release of Responsibility
High Support
Minimal Support
student
teacher
Modelled
Shared
Guided
Independent
31.
Independent
Modelled
Needs
Instructional Focus
Guided
Shared
Guided
Modelled
Independent
Strengths
Shared
Additional Considerations:
32.
Grade One
Stage 4
English Language Learner Profile
Name: Female
Age: 7
ESL Stage: 4
Sample Context
Gradual Release of Responsibility
High Support
Minimal Support
student
teacher
Modelled
Shared
Guided
Independent
33.
Independent
Modelled
beginning to use figurative language (e.g., idiom: "I had tuns on fun")
Instructional Focus
text organization
Guided
Shared
Guided
Needs
Modelled
Independent
Strengths
Shared
Additional Considerations:
34.
Primary
Stage 1
English Language Learner Profile
Name: Male
Age: 9
ESL Stage: 1
Sample Context
Gradual Release of Responsibility
High Support
Minimal Support
student
teacher
Modelled
Shared
Guided
Independent
35.
Independent
Modelled
Needs
Instructional Focus
Guided
Shared
Guided
Modelled
Independent
Strengths
Shared
Additional Considerations:
36.
Primary
Stage 2 (Early)
English Language Learner Profile
Name: Female
Age: 7
ESL Stage: 2
Sample Context
Gradual Release of Responsibility
High Support
Minimal Support
student
teacher
Modelled
Shared
Guided
Independent
37.
pe
nd
Modelled
Mo
del
led
Independent
38.
Strengths
Needs
Instructional Focus
Guided
Guided
Shared
Shared
Additional Considerations:
39.
Primary
Stage 2 (Late)
English Language Learner Profile
Name: Female
Age: 9
ESL Stage: 2
Sample Context
Gradual Release of Responsibility
High Support
Minimal Support
student
teacher
Modelled
Shared
Guided
Independent
40.
Independent
Modelled
Needs
Instructional Focus
Guided
Shared
Guided
Modelled
Independent
Strengths
Shared
Additional Considerations:
41.
Primary
Stage 3 (Early)
English Language Learner Profile
Name: Female
Country of Origin:
Age: 8
India
ESL Stage: 3
Sample Context
Gradual Release of Responsibility
High Support
Minimal Support
student
teacher
Modelled
Shared
Guided
Independent
Student Sample:
Dear Mrs. Penny,
My name is XXX. Im seven years old. I will be turning eight on June, 1992. My birthday
isin the season of spring. My dads birthday is on June 20th, just 11 day away from my
birthday. My sisters birthday in on March 15, 1994. Her is in the winter My mothers
birthday is on March 26. Her is in the spring and is just a 11 day diffens from my sisters
birthday One thing in comen is that it is only a 11 days difference in my family.
42.
Independent
Modelled
Instructional Focus
Guided
Shared
Guided
Needs
Modelled
Independent
Strengths
Shared
Additional Considerations:
43.
Primary
Stage 3 (Late)
English Language Learner Profile
Name: Female
Age: 8
ESL Stage: 3
Sample Context
Gradual Release of Responsibility
High Support
Minimal Support
student
teacher
Modelled
Shared
Guided
Independent
44.
Independent
Modelled
Needs
Instructional Focus
Guided
Shared
Guided
Modelled
Independent
Strengths
Shared
Additional Considerations:
45.
Primary
Stage 4
English Language Learner Profile
Name: Male
Age: 9
ESL Stage: 4
Sample Context
Gradual Release of Responsibility
High Support
Minimal Support
student
teacher
Modelled
Shared
Guided
Independent
46.
Independent
Modelled
Needs
Modelled
Independent
Strengths
Instructional Focus
Guided
Guided
Shared
Shared
Additional Considerations:
Junior
Stage 1
47.
Age: 10
ESL Stage: 1
Previous Education: four years
Sample Context
Gradual Release of Responsibility
High Support
Minimal Support
student
teacher
Modelled
Shared
Guided
Independent
Independent
Modelled
Mo
del
l d
pe
nd
48.
Strengths
Needs
Instructional Focus
Guided
Guided
Shared
Shared
Additional Considerations:
49.
Junior
Stage 2 (Early)
English Language Learner Profile
Name: Male
Age: 11
ESL Stage: 2
Sample Context
Gradual Release of Responsibility
High Support
Minimal Support
student
teacher
Modelled
Shared
Guided
Independent
Student Sample:
I learned how to make comic strpes. I gejoy reading other people speech. I like it. It was
fun to read onther people speech. I like it. It was fun to read onther people speechbubbles. I
learned more new pictures and new word. I learned how to write speech bubbles. It was vere
fun to do more, more comic, and I like to read comic and every one like to do the to.
50.
Independent
Modelled
Needs
Instructional Focus
Guided
Shared
Guided
Modelled
Independent
Strengths
Shared
Additional Considerations:
51.
Junior
Stage 2 (Late)
English Language Learner Profile
Name: Female
Age: 10
ESL Stage: 2
Sample Context
Gradual Release of Responsibility
High Support
Minimal Support
student
teacher
Modelled
Shared
Guided
Independent
52.
Independent
Modelled
Instructional Focus
Guided
Shared
Guided
Needs
Modelled
Independent
Strengths
Shared
Additional Considerations:
53.
Junior
Stage 3 (Early)
English Language Learner Profile
Name: Female
Age: 11
First Language:
Mandarin
ESL Stage: 3
Sample Context
Gradual Release of Responsibility
High Support
Minimal Support
student
teacher
Modelled
Shared
Guided
Independent
Student Sample:
Page
106
Quote
It doesnt seem normal.
124
127
131
Note
Everyone is going to think Fern is weird
because she said the animals can talk
Sometimes I dont like people telling me to do
listen to them because it fells like theyare
bosing me around.
I like taking a shower in the cold water when it
very hot in summer times.
I think that isnt enough money to go the fair
for kids.
54.
Independent
Modelled
Needs
Instructional Focus
Guided
Shared
Guided
Modelled
Independent
Strengths
Shared
Additional Considerations:
55.
Junior
Stage 3 (Late)
English Language Learner Profile
Name: Female
Age:
11
ESL Stage: 3
Sample Context
Gradual Release of Responsibility
High Support
Minimal Support
student
teacher
Modelled
Shared
Guided
Independent
Conclusion: What happened to the ice cube was for about until 15 minutes, it just started to
melt and after two full periods (SS and science), the ice was still there. soon during language, I
estimate that it started melting faster.
Application and Reflection: I think that I did a good job of keeping the ice cold for a very long
time because of the main material I used, which is cotton.
Things I could have improved on to make my thermos work better, I could have put a
layer of cotton on the outside with the plastic and alumium wrap/foil!
56.
Modelled
Strengths
Needs
Instructional Focus
Guided
Shared
Guided
Modelled
Independent
Independent
Shared
Additional Considerations:
57.
Junior
Stage 4
English Language Learner Profile
Name: Female
Age: 11
ESL Stage: 4
Sample Context
Gradual Release of Responsibility
High Support
Minimal Support
student
teacher
Modelled
Shared
Guided
Independent
58.
Independent
Modelled
Instructional Focus
Guided
Shared
Guided
Needs
Modelled
Independent
Strengths
Shared
Additional Considerations:
59.
Intermediate
Stage 1
English Language Learner Profile
Name: Male
Country of Origin: Philippines
Age: 14
Date Entered Canada: May 9, 2006
ESL Stage: 1
Sample Context
Gradual Release of Responsibility
High Support
Minimal Support
student
teacher
Modelled
Shared
Guided
Independent
60.
Independent
Modelled
Guided
Instructional Focus
Shared
Guided
Needs
Modelled
Independent
Strengths
Shared
Additional Considerations:
61.
Intermediate
Stage 2 (Early)
English Language Learner Profile
Name: Female
Country of Origin:
Age: 13
China
ESL Stage: 2
Previous Education:
Sample Context
Gradual Release of Responsibility
High Support
Minimal Support
student
teacher
Modelled
Shared
Guided
Independent
62.
Independent
Modelled
Instructional Focus
Guided
Shared
Guided
Needs
Modelled
Independent
Strengths
Shared
Additional Considerations:
63.
Intermediate
Stage 2 (Late)
English Language Learner Profile
Name: Male
Age: 13
Country of Origin:
India
ESL Stage: 2
Previous Education: Formal schooling in India with some English language instruction
Living With: Mother, grandmother and older sister
Sample Context
Gradual Release of Responsibility
High Support
Minimal Support
student
teacher
Modelled
Shared
Guided
Independent
64.
Independent
Modelled
Needs
Instructional Focus
Shared
Guided
Guided
Modelled
Independent
Strengths
Shared
Additional Considerations:
65.
Intermediate
Stage 3 (Early)
English Language Learner Profile
Name: Female
Age:
13
ESL Stage: 3
Sample Context
Gradual Release of Responsibility
High Support
Minimal Support
student
teacher
Modelled
Shared
Guided
Independent
66.
Independent
Modelled
Instructional Focus
Guided
Shared
Guided
Needs
Modelled
Independent
Strengths
Shared
Additional Considerations:
67.
Intermediate
Stage 3 (Late)
English Language Learner Profile
Name: Female
Age: 14
ESL Stage: 3
Previous Education: two years basic English instruction in Sri Lanka; formal schooling from 5
years of age
Living With: Both parents
Sample Context
Gradual Release of Responsibility
High Support
Minimal Support
student
teacher
Modelled
Shared
Guided
Independent
Independent
Modelled
Needs
Modelled
Independent
Strengths
Instructional Focus
Guided
Guided
Shared
Shared
Additional Considerations:
69.
Intermediate
Stage 4
English Language Learner Profile
Name: Female
Age: 13
ESL Stage: 4
Sample Context
Gradual Release of Responsibility
High Support
Minimal Support
student
teacher
Modelled
Shared
Guided
Independent
70.
Modelled
Strengths
Instructional Focus
Guided
Shared
Guided
Needs
Modelled
Independent
Independent
Shared
Additional Considerations:
71.
Division __________________
Stage ___
Age:
Country of Origin:
First Language:
ESL Stage:
Previous Education:
Living With:
Sample Context
Gradual Release of Responsibility
High Support
Minimal Support
student
teacher
Modelled
Shared
Guided
Independent
72.
Independent
Modelled
Modelled
Independent
Strengths
Instructional Focus
Guided
Shared
Guided
Shared
Needs
Additional Considerations:
73.
Additional Resources
https://teamserver.yrdsb .net/department/cis/esl.
74.