- Program Considerations
- Classroom Strategies
- Levels of ESL Literacy
A system of associating letters with the sounds they represent. Phonics can aid learners in decoding and in spelling.
A person’s understanding of the sound structure of a language, which involves being able to hear and distinguish units of speech and includes individual sounds, rhymes and syllables.
An assessment tool that provides information on learners’ language and literacy learning needs. This information is then used to inform the grouping of learners and to determine which class a new learner will be a part of.
A systematic and purposeful collection of learners’ work that demonstrates achievement of learning outcomes over time. With support, and over time, learners begin to take more responsibility for their own learning portfolios.
A description of the developmental steps to achieving a Specific Learning Outcome (SLO). In this framework, each SLO is described in stages along a continuum that aligns with the Canadian Language Benchmarks 2000: ESL for Literacy Learners, from Foundation through Phase III.
The specific aims of a program; a statement of how the program will achieve its purpose. Effective programs have clear, explicit goals that are focused on the particular needs of the learners and the community.
The guiding principles for curriculum development, from a program perspective. Each stage of the ESL Literacy Curriculum Framework includes a section on program principles.
A statement that describes the general intent and broad aims of a program. Effective programs have a clear and articulate purpose, which guides all aspects of program and curriculum development.
Individual or group learning in which learners create tangible products, performances or presentations. In the process of completing the project, learners acquire new knowledge and skills and practice them at the same time.