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Instructional Supports by Level of English Language Proficiency
Explicit Language Instruction:
the intentional teaching of language form, function and vocabulary in all core and complementary subject areas.
Level 1
Beginning |
Level 2
Developing |
Level 3
Expanding |
Level 4
Bridging |
Level 5
Extending |
- Basic vocabulary and simple phrases and sentences to engage in classroom experiences
- Early literacy skills (as developmentally appropriate)
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- Basic and utility vocabulary and structures for social interaction and academic experiences
- Strengthening decoding and reading comprehension
- Developing essential writing skills
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- Attention to vocabulary, grammatical forms and language functions required for academic tasks
- Explicit instruction in reading and writing strategies
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- Attention to broadening scope and use of vocabulary and syntax
- Explicit instruction in typical patterns of academic discourse for grade level (e.g., expository paragraphs, reports)
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- Strengthening the range of language patterns for oral and written production; e.g., style, tone, voice, audience
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Differentiation:
when teachers attend to the curricular outcomes and alter the resources, learner tasks, teaching strategies, student products and assessment based on the proficiency of English language learner.
Level 1
Beginning |
Level 2
Developing |
Level 3
Expanding |
Level 4
Bridging |
Level 5
Extending |
- Provide process support; e.g., guided practice, strategic grouping, supportive templates, labelled graphic organizers with instructional support, cloze, group-generated projects
- Provide scaffolded opportunities for students to demonstrate their learning with products, such as scripted and practised presentations, categorizing and labelling
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- Provide process support; e.g., guided practice, strategic grouping, supportive templates, labelled graphic organizers with instructional support, cloze, group-generated projects
- Provide scaffolded opportunities for students to demonstrate their learning with products, such as scripted and practised presentations, categorizing and labelling
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- Provide scaffolded support for learning tasks; e.g., supported rehearsal for oral presentation, support for editing final products, support to expand on ideas
- Provide scaffolded opportunities for students to demonstrate their learning with products, such as formatted or patterned texts, structured group activities
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- Provide scaffolded support for learning tasks; e.g., writing prompts, supported research or inquiry, problem solving with language support, support to generate a greater level of detail, some support with rehearsals, some editing support with more complex and specific language
- Have students generate texts based on models
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- Provide scaffolded support for learning tasks; e.g., specific and higher level language scaffolding
- Have students give and receive peer support
- Have students generate a variety of text types independently
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Modification:
although all students are expected to work toward achieving grade-level curricular outcomes, teachers may, in certain cases, need to modify outcomes or select outcomes from earlier grades to meet the needs of English language learners at the beginning stages of English language acquisition. Refer to jurisdiction policy on reporting and awarding credits when course outcomes have been modified.
Level 1
Beginning |
Level 2
Developing |
Level 3
Expanding |
Level 4
Bridging |
Level 5
Extending |
- Modification of curricular outcomes or select from earlier grades based on the needs of English language learners
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- Modification of curricular outcomes or select outcomes from earlier grades based on the needs of English language learners
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Culturally Responsive Practices:
acknowledges the home language and prior knowledge of English language learners, supports the use of the students’ home languages to understand the English language and academic concepts, and encourages opportunities for students to share their cultures.
Level 1
Beginning |
Level 2
Developing |
Level 3
Expanding |
Level 4
Bridging |
Level 5
Extending |
- Use first language buddies
- Use dual language books
- Ensure visuals represent multicultural perspectives; e.g., food, shelters and structures, landforms
- Organize centre activities that reflect various cultures; e.g., imaginative play area provides clothing from many cultures
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- Encourage students to generate first draft writing in their first language
- Pre-teach language and social norms for participating in cooperative learning tasks
- Use a storytelling approach to introduce new information
- Teach social interaction skills for conflict resolution
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- Explicitly teach background information related to Canadian culture
- Provide translation and first language interaction opportunities
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- Select materials that demonstrate multiple perspectives; e.g., global literature
- Model expectations related to Canadian forms of products and assignments; e.g., essays, lab reports
- Provide technologies to access multiple sources of information in multiple languages
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- Provide students with opportunities to demonstrate understanding through their culture
- Address stylistic differences in literature and discourse patterns in writing between languages/ cultures
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Resources:
engage students through the multimodal resources through multiple perspectives.
Level 1
Beginning |
Level 2
Developing |
Level 3
Expanding |
Level 4
Bridging |
Level 5
Extending |
- Realia and visuals to build background knowledge
- Manipulatives
- Simple levelled texts, high interest/low vocabulary texts, modified texts, visually supported texts
- Video with an adjusted rate of speech, subtitles, essential concepts only
- Preselected websites at an appropriate level
- Digital tools; e.g., translator dictionary,
text-to-speech and speech-to-text software
- Interactive multimedia at appropriate level
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- More specific realia and visuals to build background knowledge
- Manipulatives
- Texts introducing design features, high interest/low vocabulary texts, modified texts, abridged texts, visually supported texts
- Video with an adjusted rate of speech, subtitles, essential concepts, with some detail
- Preselected websites at an appropriate level
- Technologies; e.g., translator dictionary,
text-to-speech and speech-to-text software
- Interactive multimedia at appropriate level
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- Realia to activate prior knowledge
- Visuals with text, concept maps
- Manipulatives
- Highly formatted texts, levelled texts, abridged texts, visually supported texts
- Video with appropriate content and supporting visuals
- Choice of preselected websites at an appropriate level
- Technologies; e.g., translator dictionary,
text-to-speech and speech‑to‑text software
- Interactive multimedia at appropriate level
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- Realia to activate prior knowledge
- More detailed visuals with text with increased vocabulary, e.g., diagrams, concept maps, might be student generated
- Manipulatives
- Highly formatted texts
- Video with appropriate content and visuals
- Student-selected websites with teacher support
- Technologies; e.g., translation tools, online thesaurus/ dictionary
- Interactive multimedia at appropriate level
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- Realia to activate prior knowledge
- Visuals with increased complexity and specificity, e.g., diagrams, concept maps, might be student generated
- Manipulatives
- Highly formatted texts
- Video with appropriate content and visuals
- Independent selection and navigation of websites
- Technologies; e.g., translation tools, online thesaurus/ dictionary
- Interactive multimedia at appropriate level
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