BAA [English as a Second Language 11 Beginner] Framework
District Name: Okanagan Skaha
District Number: School District #67
Developed by: Jasmine Hunter
Date Developed: June 14, 2004
School Name: Penticton Secondary School
Principal’s Name: Peter J. Corcoran
Board/Authority Approval Date:
Board/Authority Signature:
Course Name: English as a Second Language
Grade Level of Course: Grade 11 Beginner
Number of Course Credits: 4 credits
Number of Hours of Instruction: 120 hours
Prerequisite(s): ESL student as identified by the school
Special Training, Facilities or Equipment Required: Staff should be familiar with
Ministry of Education ESL policy and standards, second language/culture and
secondary school curriculum
Computer Lab, interactive computer software, Television, VCR, DVD, Listening center,
Tape recorder, CD player
Course Synopsis:
English as a Second Language is a program available to students whose primary
language is not English. They may require language assistance in order to develop their
individual potential within the B. C. School system. This course has been developed to
provide an opportunity for students in the English as a Second Language (ESL)
population to:
 Receive assistance with subject work
 Improve and develop acade3mic vocabulary
 Receive remedial help in the areas of speaking, reading and writing English
where an ESL student has weaknesses
 Help develop social
 Be tested periodically to determine gains in learning English
 Have the Annual Instructional Plan administered
The course is divided into the following components:
BAA English as a Second Language 11 Beginner Framework
Assessment Component:
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Fifty percent (50%) of the student’s grade will be based upon participation
throughout the course. Since eighty percent of success is just showing up,
perfect or near-perfect attendance is expected. This portion of the grade will
reflect participating ESL students who build marks up to 50% of their final
mark if they attend every day.
Fifty percent (50%) of the student’s grade will be based on the completion of
the Daily Planner, LRC Daily Log, tidiness of the locker and binders and
preparedness for class. Entries in the planner and log must be complete
with the name, date, record of day’s activities, evaluation of day’s activities,
and notes for future work. Use of appropriate vocabulary is expected.
Type of
Assessment
Formative
(50%)
Summative
(50%)
Category
Details
Weighting (%)
Practical
Application
(Classroom
Participation)
Record Keeping
Working in ESL
classroom
50
-Daily planner, LRC
(Log/Assignments
and Tests from
subject areas)
50
Total
100%
PERFORMANCE
INDICATORS
-subject teacher/teacher
assistant anecdotal input
-participation in ESL
class/overall performance
as per Levels 3 or 4
-assignment/test
completion in ESL class
-Daily Planner/LRC Log
completion
PERSONAL
COMMUNICATION
-speaking in
class/performance
according to levels
¾(standards)
-reading aloud in
class/performance
according to Levels 3 or 4
-Daily Planner/LRC Daily
Log assessment
-performance on writing
assignments/tests
according to Levels 3 or 4
OTHER
-assessments on
interim/report card dates
-staff referral for entry to
course
-thoroughness of record
keeping
Learning Resources:
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Textbooks by subject (too many to list here- e.g. Socials, English novels, Math
books, etc…)
Direction and guidance from ESL teacher/resource person- Mrs. Jasmine
Hunter
Video: Shared Pair Reading
English as a Second Language: Standards, Ministry of British Columbia: The
Ministry of Education, 2001
BAA English as a Second Language 11 Beginner Framework
The course is divided into the following components:
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Organizational Skills
Participation
Curriculum-Assignment/ Testing Support
Study Skills/Strategies
Cooperative Learning
Rationale
This course was developed to provide support to the many ESL students who attend
Penticton Secondary School. ESL students need assistance with academic work in the
classroom as well as remedial support in the written and spoken work. ESL students
also need assistance with fostering social relationships with the other student
populations in the school. The ESL course provides students with opportunity to learn
lifelong strategies also assist t their learning.
Organizational Structure:
Unit/Topic
Title
Time
Unit 1
Organizational Skills
20 hours
Unit 2
Direct Curricular (Subject) Support
80 hours
Unit 3
Learning Styles and Study Skills /Strategies
10 hours
Unit 4
Cooperative Learning
10 hours
Total Hours
120 hours
Unit /Topic/Module Descriptions:
Unit1: Organizational Skills
Time: 20 hours
Students will become familiar with te organizational skills necessary for success at
school and the management system used in the Learning Resource Centre.
Curriculum Organizers and Learning Outcomes
It is expected that students will:
 recognize the need ad have perfect/near-perfect attendance as 80% of
success is “just showing up”
 maintain appropriate record-keeping tools –Daily planner or Agenda-to
accurately record homework form each class with specific details-LRC
 daily Log- to set goals for the ESL block in the LRC and evaluate their
progress daily.
BAA English as a Second Language 11 Beginner Framework
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recognize the need to keep and have tidy binders and neat lockers
demonstrate appropriate work readiness for and time management in the
ESL class.
Unit 2: Direct Subject Support
Time: 80 hours
It is expected that students will:
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consistently bring any current subject work to class
develop and improve academic vocabulary by subject for success in that
subject\improve, gradually, their writing abilities to Level 3 and perhaps
Level 4( from ESL Standards) in:
-meaning: developing ideas, communicating information, use of detail, use of
sources
-style:
variety, impact and clarity of language
-form:
connecting and transitions words, sequence and organization,
introductions and conclusions, paragraphs, test features and graphics,
awareness of genre
-convention:
capitals, punctuation, spelling, word choice (diction),
grammar, sentence structure
Acquire proficient reading skills in English to Level 3 and perhaps Level 4 (from
ESL Standards) in:
-strategies: phonics, predict and confirm meaning, letter and word
recognition, print conventions, word skills, comprehension strategies
-comprehension:
retelling, predicting, main ideas and details,
drawing inferences, organizing information, knowledge of genres
-response and analysis: connecting to other information, articulating
and supporting personal opinions, evaluation
Improve, at a steady rate, oral language skills to level 3 and perhaps Level 4
(from ESL Standards) in:
-content: word choice and use, definitions, categorizations and
associations
-form: grammar, sentence structure, intonation, pronunciation, fluency
-use: functions of language, social conventions
Unit 3: Learning Styles and Study Skills/Strategies
Time: 10 hours
Students will become familiar with their own learning style and recognize that everyone
has their own learning style. They will learn to “tap into that” style with appropriate
study skills and strategies suited to their own learning style.
Curriculum Organizers and Learning Outcomes-Learning Styles Exploration
It is expected that students will:
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Recognize their own unique learning style and that everyone has their own
learning style
Determine and investigate, with assistance, how best to approach their
learning style
Develop the ability to work independently as well as in a group
BAA English as a Second Language 11 Beginner Framework
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Learn to become comfortable with advocating for oneself with subject and
contact teachers, teacher assistants, counsellors, principals when necessary
regarding their learning style
Gather information about the various sty skills and learning strategies
available
Utilize these same skills and strategies in regular classrooms as well as the
ESL classroom
Distinguish the difference between being assisted as a student and being
“enabled” as a student and not expect anyone to do their work for them
Unit 4: Cooperative Learning
Time: 10 hours
Students will participate in cooperative learning both in the regular classroom and in
the ESL classroom.
Curriculum Organizers and Learning Outcomes- Cooperative Learning
Investigation
It is expected that students will:
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Facilitate positive personal relationships and cooperative learning for themselves
Demonstrate appropriate behaviour both in the classroom and outside of the
classroom
Observe the “Shared Paired Reading” method from the video of the same name
Partake in the employment of the appropriate” Shared Paired Reading” material
Recognize the need to read at their reading level and choose their reading
material
Recognize and analyze their won progress rate
Instructional Component:
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Direct instruction
Indirect instruction
Interactive instruction
Modeling
Brainstorming
Group work
Videotape
Independent instruction
BAA English as a Second Language 11 Beginner Framework