- 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||Long-term Action Plans||Supporting LIFE||
An action plan is a set of steps to attain a long-term educational or career goal. Each step in the process is broken down to create a visual pathway for the learner. Check out the examples of long-term action plans that can be used with ESL literacy learners.
|Tool Box||Methods of Assessment||Assessment||
The purpose of this tool is to help instructors gain a general understanding of the three purposes of assessment and select assessment methods that align with the purpose for assessment.
|Tool Box||Methods of Conducting a Needs Assessment||Understand Needs||
There are many ways to conduct a needs assessment. For a learner needs assessment, a face-to-face interview is the most recommended method. For a community needs assessment, you can use a range of methods.
|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.
|Tool Box||Phase III Learner Profile||Phase III||
This learner profile provides program providers and instructors with a holistic overview of learners in CLB Phase III.
|Tool Box||Portfolio Planning and Implementation||Assessment||
The purpose of this portfolio planning and implementation tool is to help instructors select a portfolio type that is appropriate for their purpose and plan effectively for portfolio assessment.
|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||Process of Strategy Instruction||Strategy Instruction||
The purpose of this tool is to help instructors provide explicit and focused strategy instruction. It is based on information from Stage 3: Set Learning Outcomes in the ESL Literacy Curriculum Framework.
|Tool Box||Program of Excellence Checklist||Program Development||
The purpose of this checklist is to help program providers reflect on their program as a whole, identify areas of strength and areas for improvement, and to identify strategies for growth, improvement or change in their program, in order to align with the promising practices.
|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||Reading Profiles||Learning Outcomes||
This reading profile provides a general summary of reading conditions and proficiencies from Phases I-III, according to the Canadian Language Benchmarks 2000: ESL for Literacy Learners.
|Tool Box||Recommendations for Integrating Numeracy||Numeracy||
The ESL Literacy Curriculum Framework provides these recommendations for integrating numeracy. This section includes a sample excerpt of a curriculum and guiding principles for effective instruction.
|Tool Box||Recommendations for Integrating Technology||Technology||
The ESL Literacy Curriculum Framework provides these recommendations for integrating technology. This section includes a sample computer skills curriculum and suggestions for effective instruction.
|External Link||Rethinking Classroom Assessment with Purpose in Mind||Assessment||
Rethinking Classroom Assessment with Purpose in Mind (Western and Northern Canadian Protocol for Collaboration in Education, 2006) outlines an assessment structure that addresses the variety of purposes for classroom assessment in the grade school system. Bow Valley College’s ESL Literacy Curriculum Framework has adapted this model to reflect the assessment needs in adult ESL Literacy classrooms.