- Program Considerations
- Classroom Strategies
- Levels of ESL Literacy
Search this comprehensive Toolbox for resources that support ESL literacy in Alberta. Whether you are an ESL literacy program provider or instructor, the materials and information in the Toolbox will inform your decision making and instruction.
Select from the drop-down category menu and click on Apply to filter Toolbox items.
|Tool Box||Writing Profiles||Learning Outcomes||
This writing profile provides a general summary of writing conditions and proficiencies from Phases I-III, according to the Canadian Language Benchmarks 2000: ESL for Literacy Learners.
|Tool Box||Pre-literacy Concepts and Skills||Foundation Phase||
The purpose of this tool is to provide information on the pre-literacy concepts and skills that are necessary for achieving the learning outcomes in reading and writing for the CLB Foundation Phase.
|Tool Box||Reading Outcomes||Learning Outcomes||
The ESL Literacy Curriculum Framework breaks key reading skills into developmental steps, called proficiency descriptors. Each outcome aligns with the descriptors in the Canadian Language Benchmarks 2000: ESL for Literacy Learners, from Foundation through Phase III Adequate.
|Tool Box||Writing Outcomes||Learning Outcomes||
The ESL Literacy Curriculum Framework breaks key writing skills into developmental steps, called proficiency descriptors. Each outcome aligns with the descriptors in the Canadian Language Benchmarks 2000: ESL for Literacy Learners, from Foundation through Phase III Adequate.
|Tool Box||Curriculum Development Guide: Stage 3||Learning Outcomes||
This curriculum development guide summarizes the process outlined in Stage 3: Set Learning Outcomes of the ESL Literacy Curriculum Framework
|Tool Box||Theme Unit & Lesson Planning Guide||Planning for Instruction||
This tool contains a theme unit development guide, as well as theme unit and lesson planning templates. The purpose of this tool is to help instructors plan effective thematic units.
A program purpose is 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.
|Tool Box||Habits of Mind Outcomes||Learning Outcomes||
The following Habits of Mind outcomes in the ESL Literacy Curriculum Framework include life skills, learning strategies and intercultural competencies. The focus is on supporting learners to demonstrate Habits of Mind in Albertan contexts.
|Tool Box||Habits of Mind Planning for Instruction||Planning for Instruction||
This tool is designed for instructors and is based on the information and learning outcomes provided in Stage 3: Set Learning Outcomes in Learning for LIFE: An ESL Literacy Curriculum Framework. The purpose of this tool is to help instructors gain a general understanding of habits of mind and incorporate habits of mind in long and short-term planning.
|Tool Box||Building a Classroom of Excellence||Planning for Instruction||
What does a classroom of excellence look like? We have collected promising practices in ESL literacy, based on what the research supports, what works for instructors, and most importantly, what proves to be effective for ESL literacy learners. These promising practices are recommendations to instructors, program coordinators and all other stakeholders in ESL literacy.
|Tool Box||Classroom of Excellence Checklist||Planning for Instruction||
The purpose of this checklist is to help instructors and program providers reflect on instructional practices and identify areas of strength and areas for improvement, and to identify strategies for growth, improvement or change in ESL literacy classrooms, in order to align with the promising practices.
|Tool Box||Guiding Principles for Teaching LIFE||Planning for Instruction||
These twelve guiding principles for working with LIFE reflect the diversity of learners and ensure that LIFE learn in an environment that encourages them to succeed
|Tool Box||Theories of ESL Instruction||Planning for Instruction||
There are a number of theories about ESL and ESL literacy acquisition. These theories focus on different ideas of how people best learn literacy in an additional language
|Tool Box||Foundation Phase Learner Profile||Foundation Phase||
This learner profile provides program providers and instructors with a holistic overview of learners in the CLB Foundation Phase.
|Tool Box||Phase I Learner Profile||Phase I||
This learner profile provides program providers and instructors with a holistic overview of learners in CLB Phase I.
|Tool Box||Phase II Learner Profile||Phase II||
This learner profile provides program providers and instructors with a holistic overview of learners in CLB Phase II.