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Multi-Level Elementary 2 and 3 Multi-Cycle - Multi-Level Elementary 2 and 3 ESL – 2011-2012 2011.

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Presentation on theme: "Multi-Level Elementary 2 and 3 Multi-Cycle - Multi-Level Elementary 2 and 3 ESL – 2011-2012 2011."— Presentation transcript:

1 Multi-Level Elementary 2 and 3 Multi-Cycle - Multi-Level Elementary 2 and 3 ESL –

2 Who are my students in September? They are all Cycle One students. They are used to… an all English environment participating in classroom routines performing songs and rhymes joining in stories communicating with gestures, words, strings of words and short expressions. Multi-Cycle - Multi-Level Elementary 2 and 3 - ESL

3 Who are my students in September? They are all Cycle One students. In addition students from Elementary 2 are used to… working in pairs creating personalized versions of texts Multi-Cycle - Multi-Level Elementary 2 and 3 - ESL

4 Who are my students in September? Conclusion: Manage the class as one group. Multi-Cycle - Multi-Level Elementary 2 and 3 - ESL

5 How to respect the two ESL programs (Cycles 1 and 2)? Find out what is similar. Competencies: C2 – To Communicate Orally in English C1 – To Interact Orally in English From the POL: classroom routines, familiar situations/familiar environment and strategies Multi-Cycle - Multi-Level Elementary 2 and 3 - ESL

6 How to respect the two ESL programs (Cycles 1 and 2)? Find out what is different. Competencies: C2 – To Communicate Orally in English C1 – To Interact Orally in English From the POL: contextual language and functional language (useful expressions and vocabulary) Multi-Cycle - Multi-Level Elementary 2 and 3 - ESL

7 Conclusion: Multi-Cycle - Multi-Level Elementary 2 and 3 - ESL Manage the class as one group. Plan accountability by level. How to respect the two ESL programs (Cycles 1 and 2)?

8 Find out what is similar. Competencies: C1 – To Act on Understanding of Texts C2 – To Reinvest Understanding of Oral and Written Texts From the POL: contextual language/text components (key elements, events), strategies, cultural elements/products Multi-Cycle - Multi-Level Elementary 2 and 3 - ESL

9 How to respect the two ESL programs (Cycles 1 and 2)? Find out what is different. Competencies: C1 – To Act on Understanding of Texts: personalized version of texts C2 – To Reinvest Understanding of Oral and Written Texts: personalized product Multi-Cycle - Multi-Level Elementary 2 and 3 - ESL

10 How to respect the two ESL programs (Cycles 1 and 2)? Conclusion: Manage the class as one group. Use the same text but find a reinvestment task for Elementary 3 that has similarities with the personalized version for Elementary 2. Multi-Cycle - Multi-Level Elementary 2 and 3 - ESL

11 How to respect the two ESL programs (Cycles 1 and 2)? Find out what is different. Competency C3 - To write texts From the POL: language conventions Only for Elementary 3 students Multi-Cycle - Multi-Level Elementary 2 and 3 - ESL

12 How to respect the two ESL programs (Cycles 1 and 2)? Conclusion: Manage the class as one group. Introduce the writing process checklist to write the reinvestment task. Multi-Cycle - Multi-Level Elementary 2 and 3 - ESL

13 Planning Solution: The Bird’s Eye View From the LES: Can’t Fall Asleep? Multi-Cycle - Multi-Level Elementary 2 and 3 - ESL

14 Supporting teachers and consultants One field-tested LES Can’t Fall Asleep?  Teacher’s Guide in 4 booklets  Teacher Tools  Students Handouts Multi-Cycle - Multi-Level Elementary 2 and 3 - ESL

15 CONCLUSION The answers are in the ESL programs! Multi-Cycle - Multi-Level Elementary 2 and 3 - ESL

16 The LES: Can’t Fall Asleep? Broad Area of Learning: Health and Well-being Educational Aim: To ensure that students adopt a self-monitoring procedure concerning the development of good living habits related to health and well-being Focus of Development: Awareness of his/her basic needs: physical needs Multi-Cycle - Multi-Level Elementary 2 and 3 - ESL

17 The LES: Can’t Fall Asleep? Cross-Curricular Competency 5 To adopt effective work methods Evaluation Criteria 1.Completion of the task : Use of the appropriate resources and time allotted to complete the task 2. Perseverance in performing the task: Satisfaction of presenting a personalized product on time Multi-Cycle - Multi-Level Elementary 2 and 3 - ESL

18 The LES: Can’t Fall Asleep? Description Students are introduced to the Canadian writer, Robert Munsch, author of The Paper Bag Princess and 50 Below Zero, among others. Through his story, Mortimer, students will become aware of conditions leading to a good night’s sleep. Multi-Cycle - Multi-Level Elementary 2 and 3 - ESL

19 The LES: Can’t Fall Asleep? Elementary 2 students will collaborate to create a personalized version of the story. Elementary 3 students will create a personalized product where they provide suggestions to help a child go to sleep. Multi-Cycle - Multi-Level Elementary 2 and 3 - ESL

20 The LES: Can’t Fall Asleep? ESL Competencies Multi-Cycle - Multi-Level Elementary 2 and 3 - ESL Elementary 2Elementary 3 To Communicate Orally in English To Interact Orally in English To Act on Understanding of Texts To Reinvest Understanding of Oral and Written Texts To Write Texts Criteria and explanations from the Framewok for the Evaluation of Learning - ESL Elementary

21 The LES: Can’t Fall Asleep? Essential Knowledge From the Elementary Progression of Learning 1.Contextual and Functional language 2.Strategies 3.Language conventions (Elementary 3 only) 4.Text components (Elem. 2 contextual language) 5.Cultural elements and products Multi-Cycle - Multi-Level Elementary 2 and 3 - ESL

22 The LES: Can’t Fall Asleep? In action… Patricia Finnerty shares her success. Thank you!

23 Supporting teachers and consultants  PowerPoint presentation  The LES Can’t Fall Asleep? documents Multi-Cycle - Multi-Level Elementary 2 and 3 - ESL

24 Supporting teachers and consultants Multi-Cycle - Multi-Level Elementary 2 and 3 - ESL Elementary Resources LES Multi-Level - Elementary 2 and 3


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