ESL SCALES

Donna McFadzean Grace Brunetta Antonietta Mamone

St Therese Sadleir 2010

Thanks

• Thank you to Lyn Sweetnam from St John’s Auburn for her ideas that were used in designing this presentation

• Other slides have been adapted from the ESL Modules Day Two presented by CEO Sydney March 2010.

NATIONAL PARTNERSHIP AGREEMENT

Dr. Kate O’Brien

NPA schools 97% students have English as a second language

In the first NPA CEO Survey 5% of principals and 34.1% of teachers believed that the ESL scales were used to identify, monitor and assess language development of LBOTE students

30% of principals and 45% of teachers believed that tracking procedures are in place to monitor language development of LBOTE students

Data collected so far...

Curriculum Implementation

Instrumental Action Practical Action

Doing curriculum implementation is installing an ESL focussed curriculum, faithfully and efficiency

Within the framework is for teachers to come to a deep understanding of the vision, beliefs and assumptions of ESL pedagogy and curriculum and to transform this based on the school context

How Students LearnSelfOthersApplicationProcess through

communication (metalanguage)

Authentic Educators

The authentic educator cultivates and sustains an environment that promotes the work of authentic teaching and learning

(Starratt, 2004; Stoll and Fink, 1996).

Authentic Learning Authentic teaching

and learning are moral activities because “they engage both teachers and students in a deeper understanding of the nature and purpose of their lives and in determining how they can best contribute to the greater good of society”

(Duignan, 2006, p. 129).

Practices that Promote Authentic Learning

Why ESL Scales for NPA ?

• Federal Government Requirement

• Required to be used by all schools involved in the project

• ESL scales is a National document

• Great opportunity to increase teacher quality and student outcomes

Benefits

Benefits

Developing Understandings

What is an appropriate assessment task for ESL students?

Assessing Young Language Learners

Penny McKay, 2006Cambridge University Press

Bridge Bookshop10 Grafton Street,

Chippendale9211 1660

$67.00

Professional Reading Selecting writing tasks for young language

learners

‘’English mother tongue benchmarks are invalid for ESL learners ... as they fail to acknowledge the distinctiveness of ESL development.’’

‘’ESL students should not be excluded from testing and reporting, but their progress should be reported against ESL standards that accurately describe second language development.”Penny McKay TESOL in ContextVolume 19 Number 2 December 2009

Remember....

Rationale

Language Progression

Using the ESL Scales

Level and Strand

Strand Organisers

OutcomesPointers

Previous Level’s Outcomes

Next Level’s Outcomes

Source: ESL Scales

ESL Scales

Glossary

Pages 124-8

Process for Using the ESL Scales

Don’t forget……

Table Buzz…….

ESL Scales Workshop: Writing

Sample texts + school writing sample.

Sample Matrix

Documenting ESL Scales

ESL Scales Workshop: Reflection

How Are You Feeling …• How are the ESL Scales making you feel?

Linked to Teaching /Learning Cycle

Types of Assessment

NPA EXPECTATIONS - WEEK 4 TERM TWO

Assessment of all ESL students K-6 using the ESL Scales (We will test all students)Two pieces of data for each strand of the ESL Scales : Oral Interaction, Reading and Responding and Writing

Backward MappingGrade Assessment Planning

When Oral/Reading Responding/

Writing

What is the assessment?Which KLA?

Week 8 T1

Week 9 T1

Week 10 T1

Week 1 T2

Week 2 T2

Week 3 T2

Support For Teachers: Release for...

Useful Resources

Parking Lot

References

ESL in ActionCatholic Education Office, Sydney

ESL K-12 Position PaperCatholic Education Office, Sydney

Language Features of Text Types for ESL Learners

LFTTCatholic Education Office, Sydney

Teaching English Language LearnersTELLDepartment of Education, Sydney