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LEAP Programming and Curriculum in the Toronto District School Board
Paula Markus, Magda Kalinowska, Jo Nieuwkerk ([email protected])
Programs and Services for Secondary English Language Learners in TDSB
• Three Newcomer Reception Centres where all adolescent students are welcomed and have a full day dynamic assessment of their English and mathematics skills prior to placement in a secondary school – over 3,500 newcomer adolescents served in 2013/14
Programs and Services for Secondary English Language Learners in TDSB
• English as a Second Language Programs in a majority of secondary schools –credit ESL and ELD classes, sheltered courses offered in a variety of subjects such as science, geography, history, mathematics
• One Newcomer School – Greenwood Secondary School – which serves approximately 250 newcomer adolescents
Programs and Services for Secondary English Language Learners in TDSB
• Magnet classes called LEAP (Literacy Enrichment Academic Program) for students with limited prior schooling from their country of origin are offered in 15 secondary schools. These classes have a smaller class size of 15 students:1 teacher, along with annual individual monitoring and review of each student’s progress.
Who are our students in LEAP?• Three years or less in Canada• Ages 13 – 20 • The student’s limited academic
achievement and literacy skills are due to restricted educational opportunity in the country of origin or transit.
Who are our LEAP students?• The student has demonstrated at least average
potential to learn.• The student and parents/guardian are committed
to consistent effort, regular attendance and good behaviour.
• All students are recommended for placement by LEAP Assessment/Resource Teacher.
Top Ten Birth Countries of LEAP Students, 2015
• Afghanistan• Slovakia• Somalia• Pakistan• Iraq• Hungary• Jamaica• Iran• Eritrea• Ethiopia
Demographics of LEAP Program, 2015Top Home Languages:• Somali• Arabic• Dari• Slovak• English/variety of English• Farsi• Hungarian• Pashtu• Spanish• Urdu
The LEAP Program in the Toronto District School Board
LEAP is:• An accelerated program for students from other countries who
have had limited opportunities to learn.• For students who demonstrate potential and motivation to learn.
LEAP is not:• A remedial program for students who have experienced some
learning difficulties in the past.• Appropriate for students with identified Special Education needs.
Goals of the LEAP Program• Students with gaps in their prior schooling will
make significant gains in literacy and numeracy development in one academic year.
• Students will work towards integration with peers and towards the realization of their potential in school and in the community.
LEAP provides:• Intensive instruction in English as a Second Language and
English Literacy Development, with an emphasis on the English language skills needed for social and academic purposes
• Intensive support for accelerated literacy development and academic upgrading in core subjects to enable students to achieve their academic potential
LEAP provides:• Support for students as they adjust socially
and emotionally to their new school environment
• Assistance to students with preparations for future goals
STEM for Students with Limited Prior
Schooling
Magda KalinowskaESL/ELD Instructional LeaderToronto District School Board
Overview
The unit employs an integrated approach to environmental education emphasizing cross-curricular learning in Science and Technology and English Literacy Development.
• develops background knowledge needed to understand the concept of the ecological footprint
• enhances environmental literacy through carefully selected experiential activities
• promotes thinking critically about the connection of personal choice and the health of the planet
Through a variety of integrated language and science activities, students acquire and practice key scientific vocabulary and essential science concepts.
Introductory Module
In this introductory module, students begin to explore the concept of the ecological footprint. Through an investigation of pictures past and present, students learn how habitats change over time.
Module 1
This module explores the concept of energy and its importance in our daily lives.
Students locate information on forms of energy and types of energy sources. They make comparisons between renewable and non-renewable sources by using interactive websites, scientific texts and engaging in hands-on experiences.
Students examine the impact of energy use and its effect on their own ecological footprint, as they begin to engage in higher-order thinking about energy conservation.
Module 2
Students learn about different modes of transportation and energy sources with a focus on how transportation impacts the environment. Through simple inquiry- based research and participation in a Community Transportation Survey, students begin to think critically about energy conservation.
They investigate ways to act locally for change in order to reduce their ecological footprint.
• Students develop a basic understanding of water in our environment: sources and uses of water, the water cycle, water filtration, and dangers to our water supply.
• Through a variety of hands-on experiences, simple inquiry-based research, and integrated language and mathematical activities, they acquire and practice key vocabulary and essential science concepts.
3
of daily water conservation efforts and the creation of a “green” cleaning product in order to promote environmental responsibility and a smaller ecological footprint.
Module 3
Students examine water pollution
Students connect these concepts by pursuing water action projects.
The projects include
● research and implementation of daily water conservation efforts
● creation of a “green” cleaning product
Module 4
This module introduces the food chain by showing how the earth is a sustainable system where energy is transferred from the sun to plants and consumers. Students explore where our food comes from, and how our choices of vegetarian and meat diets affect our ecological footprint. Through simple inquiry-based research and examination of data, students investigate how our habits or decisions regarding buying local versus imported food can determine the size of our ecological footprint. The module encourages students to seek ways to reduce their impact on our ecosystem by making environmentally sound choices that will protect our environment and improve our health.
Students investigate an ecological footprint for food they eat.
Students investigate solutions to reduce the impact.
Module 5
This module explores how garbage production and disposal affects the environment.
Through a series of problem-solving activities, students explore how individual choices regarding consumption impact on the world’s limited natural resources.
Concluding Module
• students make personal connections to the ecological footprint topics of energy, transportation, water, food and garbage by completing an online quiz to calculate their individual ecological footprint.
• students organize and participate in a Go Green Exhibit for other classes.
Activities, Worksheets and Resources
❏ are included in the module
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Wavin’ Flag Digital Story Unit
Jo NieuwkerkESL/ELD Instructional LeaderToronto District School Board
es
Overview of Wavin’ Flag• Used When I Get Older The Story Behind “Wavin’ Flag by
K’naan and Sol Guy as a model. • Planned for ESLB students and differentiated for ESLA and
ELDB• The culminating task for students is writing a digital identity
text about:• life in their home country, • their journey to Canada and • their first year in Canada
Expectation ESLB ESLA ELDB Assessment
Part 1 – The Song Wavin’ Flag
• Uses activities centered on the song “Wavin’ Flag”
• Designed to be used as assessment for learning.
• Assesses students’ ability to write a narrative and make an oral presentation.
Parts 2 to 4Similar Format
1. Read the pages in When I Get Older – the Story behind “Wavin’Flag” that relates either to students’ lives in their home country, their journey to Canada or to their new life in Canada.
2. Pre-writing activity - with a similar graphic organizer.3. Thinking and Speaking- students prepare and present
information4. Listening activity - related to the oral presentation.5. Writing of a narrative using the writing process.6. Collecting pictures, drawings etc. for their digital stories.
Part 5 – Creating a Digital Story • Creation of a digital story using
– the visuals they selected and – the narratives they wrote in Parts 2, 3 and 4 of this unit.
• Instructions have been included for the use of Photo Story 3 (select any software program you wish, like iMoviemaker or iMovie or Adobe Flash)
• Students’ digital stories will be used for assessment of learning.
How to Create a Digital StoryGreenwood Secondary School LEAP Students
How to Create a Digital StoryGreenwood Secondary School LEAP Students
