1. Secondary Cycle One Enriched English as a Second Language Program Gillian Baxter Derek Wright Winter 2008

2. Workshop Goals To become more familiar with the Secondary Cycle One Enriched English Second Language (EESL) program To become more familiar with the Secondary Cycle One Enriched English Second Language (EESL) program To consider the essential elements of the EESL program in Learning and Evaluation Situations (LES) To consider the essential elements of the EESL program in Learning and Evaluation Situations (LES)

3. Questions, concerns, expectations

4. Workshop Agenda Participant’s Booklet page 1 (PB page 1) 9:00 am – 4:00 pm Welcome Welcome EESL students EESL students The EESL program The EESL program Brainstorming tasks for an EESL learning and evaluation situation (LES) Brainstorming tasks for an EESL learning and evaluation situation (LES) Wrap-up Wrap-up

5. Who Are Our EESL Students? Our enriched students… have completed an intensive English program at the primary level. have completed an intensive English program at the primary level. experiment with the language. experiment with the language. are becoming autonomous language learners. are becoming autonomous language learners.

6. Comparing Core & EESL Students: Who are they and what are they able to do? Read the information about Core students. (PB page 3) Read the information about Core students. (PB page 3) Note down some characteristics of EESL students using pages 579 & 607 of your program. Note down some characteristics of EESL students using pages 579 & 607 of your program.

7. Exploring the EESL program Using the key features and evaluation criteria for C1, describe students in action and what teachers observe. (PB page 4) Using the key features and evaluation criteria for C1, describe students in action and what teachers observe. (PB page 4)

8. Management of strategies and resources:  Knows the strategies/resources available  Chooses the appropriate strategy/resource for the task at hand  Uses it effectively  Analyzes its effectiveness

9. SB page 2

10. BAL and Driving Question (PB pages 5 & 6) Effective Driving Questions… Are open ended Are open ended Are objective Are objective Focus and drive the LES Focus and drive the LES Are answerable Are answerable Require research, investigation and reflection Require research, investigation and reflection Call on students’ previous knowledge Call on students’ previous knowledge Link basic skills and concepts to students’ lives and the real world Link basic skills and concepts to students’ lives and the real world Encourage multiple approaches to problem solving. Encourage multiple approaches to problem solving.

11. Our Driving Question… What can we learn about a culture and its people through its sports?

12. Arctic Winter Games LES Planner Scan page 7 of the PB.

13. Task 1 (Student Booklet) What sport is this? What sport is this? Who plays it? Who plays it? How is it played? How is it played? Why is it played in Québec? Why is it played in Québec? SB page 3

14. 2 4 5 6 13

15. 1 2 3 5 6 4 SB page 4

16. Task 1 (cont’d) Listen, confirm and correct. (SB page 4)

17. E-mail Addresses Gillian Baxter (Montérégie, Abitibi, Kativik) gillian.baxter@mels.gouv.qc.ca Derek Wright (Montréal, LLL) derek.wright@mels.gouv.qc.ca

18. Task 1 (cont’d) Reflection (SB page 7)

19. Arctic Winter Games LES Planner Scan pages 8-10 of the PB.

20.  Talks about familiar sports and arctic winter sports  Shares prior knowledge about Arctic Winter Games  Reflects on functional language used to encourage others Developing the ESL Competency

21. Exploring the EESL Program C2: PB page 11 Reinvestment is selecting, organizing and adapting information and knowledge from texts. C3: PB page 14

22. Planning Tasks 2 & 3 (PB pages 12-13; 15-16) Plan a C2 task and a C3 task for the Arctic Winter Games LES. Select from the texts provided in the Text Booklet and think about other resources students may need.

23. Planning Tasks 2 & 3 (PB pages 12-13; 15-16) Don’t forget to:  activate the key features of the competencies  plan for evaluation using the evaluation criteria and end-of-cycle outcomes  develop the tools  address the Related Content  include specific teaching, modelling and enabling activities

24. Workshop Goals To become more familiar with the Secondary Cycle One Enriched English Second Language (EESL) program To become more familiar with the Secondary Cycle One Enriched English Second Language (EESL) program To consider the essential elements of the EESL program in Learning and Evaluation Situations (LES) To consider the essential elements of the EESL program in Learning and Evaluation Situations (LES)  

25. Wrap-up Compare the MELS EESL program with the local program(s) in your school/school board. (PB page 18) Compare the MELS EESL program with the local program(s) in your school/school board. (PB page 18)

26. Evaluation of the Workshop Please complete the evaluation form.