Suggested Student Notebook Standards

SUGGESTED STUDENT NOTEBOOK STANDARDS

Student Notebooks are valuable memory aids as well as daily documents of key concepts and skills learned by a student. Notebooks are evidence to parents and evaluators that the school is teaching the program of study and that the student was exposed to key learner outcomes.

Each Division Professional Learning Team is invited to adapt the notebook standards identified below to suit your local needs. Some PLC Teams may choose another system of ensuring mastery of key concepts, vocabulary and documentation of student learning- ie- a student portfolio system.

Once the PLC members have identified their student notebook standards, it is important that administration and staff ensure that these standards are consistently met and shared with parents in the Agenda Book or during teacher-parent conferences.

DATE ON EVERY MAJOR DAY OF STUDY or ITEM ENTRY

Students need a format to show the day in which an activity is done. Here are some options:

Primary:           Wednesday, August 29, 2011

Gr. 1-3             Wednesday, August 29

Intermediate:  Wednesday, August 29, 2011

Gr. 4-6             Wednesday, July 8

                        Wed. July 8th

Junior High:  Wednesday, August 29, 2011

Gr. 7-9             Wednesday, August 29

                        Wed. August  29th

                        Month/Day/Year :    08/29/11

High School:   07/29/09

IDENTIFY THEME/ACTIVITY/ITEM ENTRY

Notebooks help students identify and reflect on major activities, conceptsin and academic vocab in a field of study. Also, the student notes provide parents evidence that homework was assigned and the material is being covered as per the teacher’s long range plan. The notebooks are invaluable data to be used at teacher-parent conferences.    

Primary:           Wednesday, September 28, 2011

(Theme)           About Our Weather In September

Intermediate:  Wednesday, Sept 8,

                        Addition: Ones and Ten Columns

(Activity)        Key Examples:   Add Ones                        Add Tens

(HWK)           HWK: pg 32- 1-6, 8,10, 14-17

(New Words)  Carry over, the sum,  ones column, tens column

Junior High:  Wednesday, Sept 8th

                        Pollution & Statistics: Local & Provincial

By having a chool or division standard, students can move effortlessly from one grade to another. Further the consistency in practices makes it easier for peers and family members to help each students meet school or class standards. Finally, it demonstrates to parents that the professionals at the school are implementing easily discernible standards.

REVIEW OF SUGGESTED STANDARDS FOR LOCAL STAFF DECISIONS

DATE:                        Wednesday, Sept 8,

THEME:         Addition: Ones and Ten Columns

ACTIVITY      Key Examples:   Add Ones                        Add Tens

HWK               HWK: pg 32- 1-6, 8,10, 14-17

The Division team needs to decide how to handle NEW ACADEMIC VOCABULARY.

Do you want to create a Section at the back third of the Notebook OR Do you want to highlight the NEW WORDS at the start of a lesson or as they pop up during a lesson?

Our students will continue to under achieve if they do not increase their academic vocabulary in each discipline. Mastery of key academic concepts and words are essential for student academic success.

New VOCAB:  Carry over, the sum,  ones column, tens column

The vocabulary needed for each academic activity is subject specific. Scientists, mathematicians,, artists, and writers need specific vocabulary to carry out their activities as well as understand each other as they discuss problems in a discipline.

Acquisition of Science vocabulary is extremely important since it is based on Latin and Greek words whose “roots” are alien to most students. The earlier that students acquire the basic technical words in a field of study, the greater the chances that they will begin feeling comfortable using sophisticated subject matter concepts: ie-cell, mitoses, meiosis etc.

The teacher needs to identify the words but also introduce the words in various subject matter and everyday contexts. If the word is representative of major concepts then these should be illustrated as diagrams or major examples in the Student Notebook. 

Weekly vocabulary activities within each subject are valuable and can be integrated into your review, KWL, Word Wall or test strategies.

Some teachers may wish to consider a Double Entry System for their Key Vocabulary:

1^st it may be introduced as part of your daily lesson vocabulary. Lesson “KEY MATH WORDS” Entry is by heading: KEY MATH WORDS.

This option gives students and adults a clear picture of the new technical words acquired or covered by the students during that lesson. It can be the basis for tests and discussions or exercises on family of words and meanings, multiple meaning of words or how a meaning is determined by its context: ie cell-

The prisoner is in his cell.

The cell of an amoeba splits in two.

 The cell in this battery is dead.

The monk prayed in his cell.   

2^ND teachers may wish to create a GRADE 6 NEW VOCABULARY WORKBOOK or a KEY VOCABULARY Section at the back of the student’s workbook.

Notebooks can make an invaluable contribution in student skill and subject-specific concept acquisition. By providing a Notebook format that is school-wide both parents and students can be enlisted to help the individual learner make use of illustrative  examples as well learn key concepts and vocabulary.

Another Option: COLOR CODE NEW VOCAB SECTION:

You decide on how to use colors to spice up the notebook.  For example, all blue in math, green in science, red in social studies etc. Ultimately, students will realize that the same word may be used to mean different things in different contexts. Also, the earlier that they deal with the literal or figurative meaning of a word the better they will be in building their language arts comprehension and writing skills.

OTHER USES OF NOTEBOOKS:

1. Teachers may have open notebook exams.
2. Use the new words in one or more subjects as a basis of Friday or end of unit test materials.
3. Have students glue to their notebooks key diagrams, picture prompts for a story, marking matrix, graphic organizer templates, study tips, math measuring units etc. Essentially, the notes are a source for students to study key concepts and a place to return to when reviewing a discipline.
4. Teachers may have students who miss classes ( our less than 75% attenders) catch up on their notebooks. By having a format, it’s easy for students to know what they need to do. It is evidence for parents who are called in for a conference.
5. Teachers may award recognition or prizes for best notebook, easiest to read, best illustrated etc.
6. Teachers may take an activity such as a story outline or story and use the student’s narrative as an illustrative example.
7. The vocabulary words may be used for a classroom or inter-school Spelling Bee Competition.
8. Each day or week students would be asked to post the Key words or concepts on the Word Wall or Smart Board sheet for later use by teacher and students.
9. Students are asked to type the words on a computer and put them on the Teacher’s memory stick. The word, its meaning and an illustrative example in context is typed and then printed by the teacher at the end of a Unit. Then the list is glued to the student notebook as part of a test prep activity.
10. Create your system of Notebook Cues: *****,     ****.   ***,   **, *
11. Teachers need to review the quality of student work and ensure that HWK is corrected on a daily or timely basis. Put your initial and date reviewed!!!
12. In the higher grades, teachers may have students and TAs assist with the correction of homework. This is especially useful for ensuring students are involved in maintaining quality standards and assisting with timely marking of notebooks.
13. For those teachers that have students write First Draft and Second draft of a Story, please ensure that 1^st draft is on the Left side of the Notebook and 2^nd draft is all on the Right side. This allows the student to compare the drafts. Some teachers have another student of choice write the 2^nd draft etc.
14. Teachers need to review the student notebooks to gather data in handwriting and spelling skills of students. What are the recurring student problems that show up in a student notebook?
15. Since Student Notebooks ensure that students write everyday, they promote  adherence to Alberta’s printing (K to early Grade 3) and cursive writing standard (Grade 3 on).
16. Students need to be reminded to have a Title for each picture or diagram.
17. The Division’s teachers are encouraged to adopt standards for their whole Division-Primary, Intermediate, Junior High , or High School rather than for each grade!
18. Ability to take notes or summarize key concepts in college and university are a determining factor in student course success.  

Communicative Language Model

Pier De Paola’s Communicative Bilingual Language Model

This Model was created as part of an Alberta Charter School application for parents of students of African heritage. The strategies discussed in the Model may be applied to any bilingual oriented school. The first two columns deal with standards set by the state and the next four columns deal with languagedelivery and theoretical aspects of the Model .  I invite you to email suggestions.

Overview of Maple Tree Bilingual School:  Languages Strategies for Communicative Competencies

Prepared by Dr. Pier De Paola, August 2010; Adapted: June 2011              Email Comments:  pier.depaola@shaw.ca

Alberta  Guide to Education: ECS to Grade 12 :  Provides teachers with  Grade/Course Learner Outcomes, and other leads to resources!! Another Tools4Teachers site is the LearnAlberta.ca Check Latest Guide to Education for all Programs of Study  and Common Curriculum Framework for International Languages for all learner outcomes	Learning By Design: Unit /Theme Planning Tool for teacher to plan, structure experiences, lessons.. For each Unit, teacher plans sequence of student experiences *Use Alberta’s General & Specific Learner Outcomes in Unit Plans and year’s grade-level Program of Study The Key booklets by Castle Rock  are a valuable resources for Unit planning for  grades 3,6,9.	Structural Language Competence Attention & mastery of  Text Forms and Mechanical Conventions * Link  structural language competency to  specific learner outcomes **Use Illustrative Examples. of best practices. ***Students are pre-post  tested on structural skills via picture prompts,  graphic organizers, and ExamBank resources.	Discoursive Competence Discourse is connected speech or writing that extends beyond a single sentence or utterance. *Teachers need to link  a  discourse competency (discussion on a value, point-of-view) to the specific learner outcomes of a discipline *Attention needs to be paid for developing mastery of idioms and more technical vocabulary in the daily  social and academic contexts.
- First task: Gather all materials needed to plan for each course. - Prepare your course Long Range Plan titles for the year. Use Grade At a Glance titles for the core courses. Submit to the principal for posting online. - Once Long Range Themes are in place link at least one General Outcome to each Unit theme. You need to ensure that all general outcomes are covered by the end of June. General Outcomes are broad statements identifying the knowledge, skills and attitudes that students are expected to achieve in the course of the unit and discipline.. -Review the various pre-tests & Benchmark data on each student from CUM folders & /test patterns provided by principal. - For English and core subjects use any Illustrative Examples that are tied to general and specific outcomes. - Use the Title of the Long Range Plan Theme as the basis of your first LBD unit for each course. For each General Outcome select one or more specific outcomes for your unit. The specific outcomes are what students are to achieve by the end of each grade. The specific outcomes are interrelated and interdependent. Within a specific outcome there are various integrated strands that go from cognitive, meta- cognitive to social/ and affective domains - Your choice of outcomes shall help determine type of texts / tasks or language competencies that students will need to experience. Your choices shall influence your selection of Graphic Organizers or concepts you shall develop in the unit. Language acquisition is not merely cumulative but also expansive to include even broader perspectives, broader contexts or at slightly higher levels of proficiency. Learning is reinforced and broadened each time a point is revisited with a different text & if in a different context: book, article, picture, graph  - Use Illustrative Examples or teacher course manuals that emphasize language aquisition strategies. -Identify a  list of your major (10 to 15) BICS and CALP words in each unit. - Once you are clear about specific learner outcomes and tasks, choose Assessment Tools: for the lesson,  unit review or final  test. Each unit should have a student and teacher reflective assessment tool. Ask the principal for details. - Use the Writing Rubric provided by Alberta Education for core subjects - Tie unit language development to class routines, words in context, student tasks, class management and reward systems - Decide how to integrate the citizenship: Values / Virtues. Program into specific learner outcomes/ tasks in each specific course. For example how can our Values / Virtues monthly themes be integrated into the language arts and social studies or science programs? -Share info with Divisional or IL teams for possible synchronization of graphic organizers, class presentations, PAT sub-skill identification - Each Fall there are Divisional Reviews of PAT scores and skills analysis based on June test results. - Teacher needs to decide whether to use general and specific outcome or strand titles for each lesson or use a lesson theme or content approach. - Teachers must use latest Alberta approved course guides. Ask your principal or peers for assistance. The Bilingual Program is structured based on these minimum standards: 800 hours in English 175 in an International Language (IL) Since the 175 hour IL component is delivered at the same time during the day, a school campus can accommodate several IL offerings. However, there must be a minimum of 40 students in a  Division taking the same IL..	- LBD planning tool, developed at University of Calgary is modified to suit our needs. - Other “plan by design” tools may be used if they are found to be more efficient and effective. LBD is suited to our current emphasis on language across the curriculum approach. - LBD is a planning tool used to coordinate such variables are Program learner outcomes, student language, development of major understandings through sequenced teacher lessons. LBD allows for identification of a myriad of comprehensible language delivery strategies (Tomlinson, Coelho) etc) that engage students but are not tied to any one learning philosophy. - LBD may be integrated by grade/level teachers through a common theme or concepts approach across the curriculum. - LBD provisions need to be made for students to share their work, projects or products with peers, public, on the web or with parents. -Use our Language Acquisition and Competency Model for both English & an International Languages. - The “Strategies” section of an LBD basically ensures that you plan to deliver on 4 major learner strategies or student  understandings or : Cognitive, Meta-cognitive, Social and Affective. - A substitute teacher should be able to link your LBD component to deliver a daily lesson: Teacher Lesson, Student Tasks and  Lesson Assessment  . Suggested sequence for daily lesson documentation: 1.Once teacher has identified the Unit Theme/Topic, (s)he must decide on the number of lessons needed to cover the key concepts. 2. Lesson One:L1 must match student Tasks T1 and match Assessments 1. 3. Thus if a unit has 15 Lessons, you  ensure that there are 15 Tasks, and 15 Assessment identified - Use the LBD format for all core subjects and the International Language of choice. - Our bilingual school believes that good language acquisition planning strategies for L1 and L2 are best when teachers work in collaborative teams and share interests and expertise. There are 3 types of teams: Grade Level and Division Level teams Tutorial teams Each grade level team delivers the Program of Study in a way that enhances student learning by use of Divisional standards in use of Graphic templates, picture prompt and Student Workbook  strategies. It is the responsibility of each teacher to seek assistance for LBD and Personal Development  from the principal or peers. At each campus, you have access to ESL and Bilingual / Language resource materials, student level texts, graphic organizer binder and PD teacher resource materials. As needed, seek LBD help from the Divisional Academic Coordinator and divisional / subject specialists available at each campus. Each core and language has a daily skill development and Division-wide contest or performance component. Skill completions and demonstrations of competence must be placed on a school calendar so as to ensure order and variety during the year. The competitions and performance events need to be integrated into your LBD Unit Plans. Also, Language Arts, International Languages, Social Studies teachers need to ensure that the school’s monthly Values Themes are integrated into the LBD Unit Themes and Topics! The Assessment Component of theD must demonstrate that we are using more than test or quizzes. The student performance and contests as well as Alberta’s Language Benchmarks, Leveled Literacy Tools, performance based skill games, software like Mathletics, and commercial tests  should also be considered.	Students experience task-based language  in context: Aural, Oral, Written: ie-Visual, Hyper-textual, Nonverbal and Kinesthetic - Understanding of mechanical conventions and text forms can be organized via graphic organizers, Illustrative Examples - Nonverbal Conventions: gestures, eye contact, facial expressions, body language, physical distance, touching, sounds, noises, and silence - 3 Communicative Modes: Interactive, Interpretive, Productive activities via oral exchanges, visual or written text forms. - Mechanical Conventions: - Written text conventions such as capitalization, punctuation, paragraphs, titles or headings and subheadings - Phonology- sound system: Pronunciation, stress and intonation practices. - Orthography – writing system spelling, mechanical features of writing systems. -Lexicon 1. content words:” goat” 2. function words: him, her, from, but. Includes both vocabulary words and phrases such as lexical phrases: “all of a sudden, lie down, well done” etc.   - Grammar 1. Syntax at sentence level: word order, types of sentences, way sentences are structured 2. Morphology: part that deals with changes in words that mark their function in a sentence: changes in verb endings or adjectives to mark agreement. - Student generated Personal Dictionary and Thesaurus for each core discipline - Speed reading and comprehension strategies tied to structures of text, vocab mastery in a discipline - Identification of text as a text form or a genre Alberta Education: “Text: Any connected piece of language, whether spoken or a piece of writing, that language users/learners interpret, produce or exchange.” TEXT FORMS: Students master these via direct instructional strategies: Each type of text has a specific text form-ie. Letter, Poem, Essay, Newspaper Article etc Benchmark Report System, Regular Progress Report System, Graphic Organizer System per Division - Promote skills in a structural understanding of the knowledge structures and conceptual components of an Academic Subject: History, Arithmetic, Science, Social Studies -Students structure learning experiences as if novice experts in a discipline: What does a scientist do? Gradually master and use the Scientific Method  What does a mathematician do? What does a writer do? What does a newspaper reporter do? Two cognitive strategies to decode the meaning and structure of new words: 1. direct contextual guessing (decode meanings from context, cloze sentences. 2. morphological analysis (build new words from roots, suffixes, prefixes) These two cognitive strategies are used to help students build new word structures form a common underlying proficiency (CUP) pool of 2500 words. Language structure remediation needs to be attended to since speakers of L1 are affected by the way they pronounce words in L2: Arabic has unaspirated voiceless consonants that impact on a students ability to speak English since the latter has aspirated consonants. Students in L1 hear certain sounds that are absent in L2 and vice versa. Teachers of English or IL must make student aware of phonic differences by taking advantage of a teachable moment. Just as with the “Mad Minute in Math”, make provision for a minute or two of “Let’s Practice Saying it Right”: Language software may help as students seek understanding not isolated facts. Teachers need to help students as they seek to understand language patterns and the structural systems within a language!.-	Students have ample opportunity to apply knowledge, manipulate text and create products that are socially valued. Students are partners in language acquisition through social exchanges and peer activities. *Teachers must ensure that students may dominate the discourse during each and every class. Students must be active participants and not passive listeners as teachers stand and deliver!! - Cohesion & Coherence are two major components of discursive competence. Discussions, debates on an issue and written texts that are cohesive and coherent are easier to interpret. COHESION is created by many words or phrases that link one part of a text to another ie – and, because, then. Teachers can enhance student skills by use of a teachable moment by introducing a structural language competency or providing an Illustrative Example (video) related  to the discourse at hand. COHERENCE is more concerned with large structure of texts: a single theme or topic, the sequencing or ordering of the sentences, and the organizational pattern: ie Temporal sequencing, cause and effect, condition and result. Students have opportunities to use and create coherent and cohesive texts via guided experiences: Aural, oral, written, visual, nonverbal kinesthetic, hyper-textual, multimedia Open Questions & Inquiry-based Approach Strategies allow students to package  information for a presentation of a view-point. The discourse component is enhanced by having students ask a series of questions and by challenging the data presented.  - Teacher must choose a variety of socially meaningful tasks and create peer group sharing skills and opportunities.  If a guest is invited to share expertise in an area, ensure that students ask plenty of open ended questions!! - Students can join as learning partners through questioning skills: Discourse is promoted via open and closed questions. - Students go from scripted conversational experience (telephone conversation, greetings) based on basic survival (BICS) vocabulary to more complex talking, listening and writing opportunities (CALP). - Teacher assists student to go from context embedded to context reduced experiences. The school’s daily writing on a topic initiative is meant to allow students to practice and reinforce discoursive skills through experiences with a variety of text forms. Teachers of bilingual students need to take advantage of the Dual Threshold Model (Cummins 1986). Namely, proficiency in one language is parallel to proficiency in 2nd language. Students who are highly proficient in one language have higher meta-linguistic ability, divergent thinking and positive academic attitudes than their monolingual peers. - Bilingual students must be directly taught to identify, use and generate a variety of key Text Forms for each discipline. Opportunities to discourse and share experiences are an invaluable way to acquire language related to a topic or discipline. - Refer to CBE Benchmarks Proficiency levels for discursive themes and opportunities. Major attention must be paid to ensure the maximum opportunities for students to express themselves at all times of the school day. Students need to demonstrate bilingual competency orally and in writing by making the school announcements, publishing monthly newsletter, doing videos on a themes and various projects and competitions. Administration and teachers need to find opportunities for students to perform at major events or to display their writing or projects at public functions. Discourse can be promoted by student plays, assemblies based on a theme, or debates.

Socio-linguistic and Socio-cultural Competence in Unilingual and Bilingual Contexts Promote socially and culturally sensitive democratic and citizenship conventions for life-long learning.  Our bilingual students need to experience and structure these competencies. *Tie a competency to the 8 IL general learner outcomes *This bilingual school will use cultural and social events as vehicles to demonstrate language competencies..

Language Use Competence for Bilingual Students Strategies to repair or avoid language breakdown in communication *Promote student self-help skills whenever blocked or puzzled related to a language or communication opportunity.. *Tie a language competency to the specific learner outcomes in a course **There must be ample opportunities for students to perform or share competencies in a discipline or area of interest.

Students have ample socio-cultural BICS opportunities to affirm diversity in shared values ie volunteer to help peers and greet adults, environmental projects, fund-raising, canteen and newsletter BICS: Basic Interpersonal Communication Skills contribute to socio-cultural discourse and language competency.. - Teacher provides student tasks that ensure success in differentiated learning opportunities - demonstrate our school values/virtues through daily application of social and cultural conventions. - affirm cultural diversity in shared values in assignments and projects: personal journals - demonstrate language use through functional daily activities and routines - demonstrate use of virtues, values and citizenship - Use DO your PART, Peer Mediation, Monthly Values  themes and Cultural Ambassador Program to ensure Interactive experiences - Mix class, group and individual presentation of ideas -Apply Lozanov dual language scripts generated by students - Annual Fine Arts and cultural  Competitions - Cultural week Celebrations, Spelling Bee, Science Fairin a bilingual format etc. - Options Programs (IL, arts, outdoor education, home ec. Etc) opportunities to develop and demonstrate socio-cultural and fine arts activities - Celebration of cultural and Global events and holidays - Give students social or cultural opportunities to demonstrate 6 functional language use competencies: Impart and receive information express emotions & personal perceptions Get things tasks done extend and share knowledge of words Form, maintain and change interpersonal relationships enjoy language use for imaginative, cultural or personal purposes Functional language competence gives students opportunities to share abilities and products that are socially and culturally valued by peers and adults. The bilingual school avoids the Sheltered Language Model and promotes the Differentiated Abilities Model : 1. All students are pre-tested for language abilities but  placed in a  multi-ability class in keeping with the Vygosky Social Learning Model.. 2. Our  students come from homes in which English may be  a second or third language. TThus a mixed ability class gives opportunities for peer sharing. 3. The Mixed Ability Class allows students to share skills via projects and unique social experiences such as ethnic cooking class 4. Once the student has mastered the basic 2500 words in a language they are exposed to the full Alberta curriculum. 5. Benchmark Levels in English and IL are used since language acquisition is applied to all subjects. 6.  Regular academic reports and language benchmark updates are provided for both English &  IL. 7. Teachers plan and deliver the full Alberta curriculum but accentuate language acquisition strategies and competencies. 8. Our field trips and IL projects ensure that our students are tied to social and cultural trends. 9.Teachers need to assist students to develop their language and concept mastery in a discipline as well as in areas of personal interest. This is especially important in the delivery of the Career and Technology Foundations strategy of the bilingual school.  Teachers are asked to make  student lives meaningful beyond the official program of study.

At first, teacher assists students to select the language register to suit the audience and context. Later, students acquire or demonstrate competencies to deliver or repair messages, ideas, concepts that are increasingly complex. Register: is the level of formality of speech or writing based on social context in which language is used. Casual conversation uses an informal register, while public lecture or radio broadcast demand a more formal register. Students demonstrate language use competence by choosing a specific register (Informal letter, journal entry or business letter) and then use the techniques or structural competencies associated with their choice of text forms. CALP: Cognitive Academic Language Proficiency is demonstrated by appropriate use and choice of 3 components: language proficiency in use of text or text forms.  student reflects on and consistently selects relevant materials and responses manipulates concepts to suit topic - Each academic discipline has special terms and cognitive language strategies that need to be demonstrated through the use of a variety of texts, text forms. Assessment tools such as PAT’s and Benchmarks are used to gage levels of academic language proficiencies. - Communicative competence at this level asks students not only to make cognitive choices but also forces the students to use a variety of learning strategies to access the correct references and academic resources to demonstrate high levels of performance in an academic activity. - Student can carry a conversation, communicate by use of a myriad of texts, text forms and can make corrections as needed to suit the occasion. - Student goes from Teachers need to use maximum to minimum scaffolding when choosing any learning strategy: Refer to Jim Cummins Cognitive and Content Quadrants (1982) B   A           C         C I                              A C                             L S    B            D        P Cummins Dual Threshold concept states that cognitive proficiency or deficiency in L1 parallels potential in L2 proficiency. A student with high CALP skills would be able to use L1 skills and metaphors in a L2 context as needed. Teachers need to ensure that differentiated L1 & L2 learning strategies are in place. Students have the language learning skills and self-confidence to respond to any number of learning challenges or teaching methodologies: - Inquiry Methods - Differentiated Instruction - Direct Instruction Method - Models on Bloom’s Taxonomy Constructivist Learning Models - Emotional Intelligence Models - Experiential Learning Models -Multiple Intelligences Models - Cyber Learning Models - CBE/Alberta Benchmarks Model Language use competency needs to be promoted for staff, students and parents by commitment to a learning organization: At the bilingual school provision has been made for a minimum of 10 PD days per year for all school staff.  Students are provided tutoring support services and e-books and online resources. Also, at the Parent Bilingual Support Center PD is provided to assist parents with skills to encourage and supervise their children in language and academic development.

Some Major Supporting Documents or Research Supporting Maple Tree Bilingual School Approaches

Howard Research Consulting Group, Kindergarten to Grade 12 English as a Second Language: Literature Review Update (October 2009) is a key research document that identifies many variables related to first and second language acquisition. Each teacher at Maple Tree Bilingual School shall place on the desktop a copy of this Research Study which is available at www.howardresearch.com . Below we summarize some key research findings that are invaluable to our bilingual language acquisition approaches. We have identified the pages that you may wish to read for those who seek further details:   (Howard Research Group October, 2009)

P 2 Proficiency in First Language

Recent studies indicate that ESL students attain median achievement levels at between the 12th and 45th percentile depending on the model of instruction (Thomas and Collier, 2002) but face high-school drop-out rates that far exceed the average of non-ESL students (Derwing et al., 1999; Fashola, Slavin, & Calderon, 1997; Watt & Roessingh, 2001). It has also been suggested that the acquisition of the first language is associated with ethnic self-identification which, in turn, may contribute to academic success (Bankston & Zhou, 1995).

Recent literature also corroborates the transfer between L1 and L2. According to Haynes (2007), L1 literacy can provide a foundation for skills when learning English, regardless of the English Language Learner’s (ELL’s) age. For example, older ESL students who are literate in L1 can apply L1 reading knowledge (such as predicting what will happen next in a story) to L2 while younger children will be able to transfer concepts appropriate for their age (e.g., knowledge that different letters of the alphabet have different sounds).

Page 3 According to Roessingh (2008), age of arrival and L1 proficiency (as assumed by high socioeconomic status) are the best predictors of overall achievement on Alberta’s English Language Arts exams.

Due to the relationships between of levels of L1 and L2 proficiency, it has been suggested that English Language Learners (ELLs) be exposed to their native languages in the home in order to provide an opportunity to converse about topics that they do not yet have the proficiency to discuss in English. Eventually ELLs will be able to transfer the concepts and skills from their L1 learning to L2. It is also reportedly better for ELLs to be exposed to a rich L1 than an incorrectly used L2 (Haynes, 2007)

Educational Achievement: it has been found that student’s English proficiency at point of entry is a strong predictor of high school drop-out rates (Watt & Roessingh, 1994a, 1994b, 2001). Research also indicates that those with limited proficiency in English are at a greater risk of drop-out than mainstream English students who are in turn at greater risk of drop out than fully bilingual students (Rumbaut 1995; Bankston & Zhou, 1995; Wayne

& Collier, 2002). Watt & Roessingh (2001) describe the successful high-school ESL student as having a good educational background and having studied English prior to arrival in high school.

Parental Involvement

Parental involvement has been found to be an important predictor of educational achievement in the general population (Hardwick & Frideres, 2004). While research indicates a great deal of variability in familial and community support for recent immigrants (Salili & Hoosain, 2001), Hardwick & Frideres suggest that programs designed to involve immigrant parents in their children’s school activities and educational programs are very

important to support their academic achievement.

 P. 4- 5Individual Differences

 The literature indicates that individual difference variables such as attitude and motivation are important in the acquisition of second language proficiency (Clement & Gardner, 2001). It has been found that attitudes about a particular language (Tremblay & Gardner, 1995; Noels, Clement & Pelletier, 1999; Gardner, Tremblay & Masgoret, 1997) and self-confidence (Tremblay & Gardner, 1995) are important pre-cursers to motivation to learn (Tremblay & Gardner, 1995; Noels, Clement & Pelletier, 1999; Gardner, Tremblay & Masgoret, 1997) and that this motivation is, in turn, an important predictor of success (Tremblay & Gardner, 1995; Noels, Clement, & Pelletier, 1999; Gardner, Tremblay & Masgoret, 1997). Experiencing

success is found to further influence feelings of self-confidence (Noels, Clement & Pelletier, 1999; Gardner, Tremblay & Masgoret, 1997).

P 19 There is evidence to suggest that accelerated integration into academic mainstream may lead intermediate level ESL students to drop out of high school sooner than those in sheltered programs (Watt & Roessingh, 2001). It is generally accepted that integrated programming is best for students’ whose English proficiency, concept development, and cultural awareness is at a more advanced level (Alberta Learning, 1996; British Columbia Ministry of Education, 1999). Effective integrated classes make educational opportunities available to all students, function effectively through student involvement and cooperative learning, and consider the language needs of all the students (Korkatsch-Groszko, 1998).

P 21 Integrated Language and Content Based Teaching

The teaching of a second language can be described along a continuum of approaches from content-based, where subject matter content (e.g., math, science, social studies) is the primary focus of instruction, to language-based, where language structure is the primary focus of instruction (Met, 1998). Typically, research on immersion programs (content-based) indicates that content mastery is not adversely affected by instruction in L2 (Pelletier, 1998; Turnbull et al., 2001; Turnbull et al., 2003; de Jabrun, 1997)7. Besides studies demonstrating the effectiveness of content-based teaching strategies, research also indicates that students require focused attention on the grammatical and structural properties of L2 to ensure

linguistic accuracy (O’Byrne, 2001; Short, 1997; Swain, 1996). Currently, it is widely recognized that mainstream teachers in integrated classrooms need to address both language learning as well as content learning as an integrated approach (e.g., Alberta Learning, 1996, 2002; Korkatsch-Grosko, 1998; Pica, 2000; Swain, 1996; Watt et al., 1996).

P 27Interaction / Cooperative Learning                                                                                                                                                                                            Also relevant to collaborative projects is research looking at whether the familiarity of the project or task influences learning outcomes. In investigating how interaction during familiar and unfamiliar tasks may affect ESL learning, Mackey, Kanganas & Oliver (2007) studied communicative tasks between pairs of seven and eight-year-old ESL students. When students were unfamiliar with task procedure (or task content), the number of clarification requests and confirmation checks were significantly higher than when students were familiar with task procedures (or task content). Conversely, when students were engaged in familiar tasks, the incidence of comprehension checks was significantly higher than with unfamiliar tasks. While students in unfamiliar tasks provided more feedback, those in procedurally familiar tasks had more opportunities to use the feedback (no differences were found in terms of content familiarity), and those in tasks with familiar procedures and content ended up incorporating the feedback more often

P 28  Balanced Literacy

A recent study of ESL students in British Columbia indicated that a balanced early literacy program is as effective for ESL learners as it is for

English speakers in the early grades (Lesaux & Siegel, 2003). Cummins (2003) states that when it comes to English language learners, “Virtually all researchers endorse some variant of a ‘balanced’ view of reading instruction that incorporates varying amounts of explicit phonics instruction together with an emphasis on extensive reading as students progress through the grades (p. 10).”

P 26-27 Basic Interpersonal Communication Skills (BICS)

Basic Interpersonal Communication Skills (BICS) may be acquired by learners within approximately two years of arrival (Roessingh & Kover 2002). It is recognized that thesebasic skills are required for early communicative competence but that academic language proficiency is required for academic success (Swain 1996, Cummins, 1999). With communicative approaches the goal is for the learner to develop communicative competence in L2 (Lessard-Clouston, 1997). It has been suggested that the development of oral communication skills should precede English reading instruction unless a reading foundation has already been established in L1 (International Association resolution (1998) cited in August, 2003; Snow, 1998). Other evidence, however, suggests that oral communication skills and literacy skills can develop concurrently (Geva & Petrulis-Wright,

1999 as cited in August 2003; Fitzgerald & Noblit, 1999), and that reading instruction enhances oral communication development (Anderson & Roit, 1996).

P 28 Iceberg Metaphor & BICS and CALP as a continuum. The metaphor of an iceberg has been used to describe the continuum, with BICS being represented by the portion of the iceberg which is above the surface, and CALP lying below the surface (Roessingh, 2006a). When learners are young, they become familiar with “here and now” language, and gradually transition into understanding “there and then” language and metaphoric

competence.

P 31 First Language Support

A growing body of evidence suggests that first language support significantly impacts ESL student achievement levels and recommendations are often made to encourage L1 use and development through L1 support (e.g., Watt et al., 1996; Bankston & Zhou 1995). ESL students schooled entirely in English do make dramatic gains in the early grades but then typically fall progressively behind the achievement levels of English students (Thomas & Collier, 1997). It has been suggested that early success often misleads teachers and administrators into assuming students will continue to make dramatic gains.

Research indicates that early arrivers (five to seven year olds) would acquire English more rapidly if they were provided a minimum of two years of language instruction in L1 (Thomas & Collier, 1997). In addition, it has been found that schools with exemplary ESL student

achievement results all used the student’s primary language as a means of developing literary skills, a tool for developing content, or both (Nelson, 1996).

 An examination the relationship between L1 and L2 proficiency across 15 studies indicated that reading in the primary language promotes second-language literacy and that free reading in L1 makes a strong contribution to continued L1 development (Krashen, 2003). Research supports that if language minority students arrive at a school with no proficiency in English they should, if possible, be taught how to read in their native language while acquiring proficiency in English (Krashen, 2003). While this level of support is not usually feasible, providing other supports to maintain a student’s first language is recognized as best practice in several provincial jurisdictions (British Columbia Ministry of Education, 1999, Alberta Learning 1996, 2002). In Alberta Learning’s English as a Second Language Elementary Guide to Implementation (1996) it is recommended that teachers ensure as much first language support as possible is available, promote positive attitudes toward all languages in the class, make the classroom multilingual through pictures and signs, encourage students to write in their own language, and assure parents that their children

should continue to speak their first language at home. An overall respect for a student’s first language and allowing students to use their first language is recognized as a best practice approach (e.g., August, 2004; Korkatsch-Grosko, 1998).

p. 31 Update:

A review of a number of experimental studies providing comparisons of bilingual and English-only reading programs for ESL students argues that bilingual programs are preferable (Slavin & Cheung, 2005). In particular, the authors note the benefits of teaching native-language reading and English reading separately each day. For example, it allows the acquisition of English skills at the same time as valuing the language students use at home and it acknowledges that many reading and language skills are shared across languages (that is, success in one language can lead to success in another).

P 35 Importance of Promoting Diversity

The environment in which a student learns has been described as being just as important as teaching approaches and strategies (Drucker, 2003). It has been suggested that the most important thing teachers can do to create a positive learning environment for ESL students is to respect rather than judge the English learners, their homes and communities (Meyer, 2000). Wherever possible students should see their history, literature, and cultural

experiences reflected in the classroom (British Columbia Ministry of Education, 1999, Alberta Learning, 1996, 2002; Ernst-Slavit et al., 2002; Korkatsch-Grosko, 1998).

Update:

The literature also touches on the challenge of engaging a diverse group of ESL students. Kerner (2007) presents a variety of ideas for instructional activities and assessment strategies aimed at engaging a wide audience of ELL students in creative ways and supporting their language development (e.g., video, graphic art). Given that student engagement in subject matter is related to how well the students can relate to the subject

matter, the author emphasizes the importance of ensuring the subject matter in each activity is connected to the shared experience of the class

p 40 Music Therapy                                                                                                                                

 Paquette & Rieg (2008) argues that presenting language through music helps to engage young children in an interesting, creative learning environment. For example, songs can be used to teach language skills, or students can be encouraged to read directions in order to make their own instruments.( Maple Tree uses the two concert system developed by Georgi Lozanov.)

P41 The Rational Cloze Procedure

One study found that the use of the rational cloze procedure (RCP), involving the deletion of vocabulary words from a passage of text and having  students “fill in the blanks”, led to significant gains in ESL students’ receptive and productive vocabulary, and an increased ability to use the vocabulary in other contexts (Lee, 2008). The use of RCP in lessons was also shown to have the benefit of promoting teacher-student interaction.

P 42 Family and Community Involvement Various authors have found a strong correlation between parent involvement and students’

scholastic achievement (Lareau, 1989; Epstein & Sanders, 2000), and because of this, suggestions have been made to include diverse activities at home or in schools to help parents engage in children’s schooling (Kauffman, Perry & Prentiss, 2001). Epstein & Dauber (1991) have advised schools to help parents build conditions for learning at home, understand communications from school, become productive volunteers, share

responsibilities in their children’s learning curriculum at home, and include their voices in decisions that affect the school and their children. Other recommendations (Pecoraro & Phommasouvanh, 1992) for greater parent involvement include:

Building on the culture and experiences that new immigrant parents bring to Canada:

1.Building on the culture and experiences that new immigrant parents bring to Canada

2. Building bridges between new immigrant parents’ experiences in their new and native countries

3. Helping parents to perceive themselves as teachers of their children (in partnership with teachers at school)

Further, the school should hire bilingual administration and teaching staff, provide cultural awareness training for teachers and principals, make available translation services for written communication going home, make available translation services for verbal communication in formal and informal meetings of parents and school personnel, and integrate bilingual and multicultural materials in regular classroom instruction (Kauffman, Perry & Prentiss, 2001). Schools should also provide parents with explicit responsibilities to support their children (Epstein, 1995), and encourage parents to write personal histories for their children to read (Eccles, Kirton & Xiong, 1994).

In a recent study, Staff Peterson & Ladky (2007) identified that teachers need to be aware of parents’ perceptions of authority and the role of their first language as a tool for success in their children’s literacy. In their study, Staff Peterson & Ladky noted several successful

strategies aimed at increasing parent involvement:

1.Teachers took professional development courses (three 80-hour non-credit courses)

2. The school board hired translators (or had bilingual teachers)

3. Administrators and support staff acted as translators and encouraged parents to read and write to their children in their native language

4. The school used dual language books and encouraged parents to talk about their jobs and daily lives, and tell stories to serve as models of readers and writers

p 43 Opportunities for First Language Development

Encouraging and providing opportunities for L1 use is recognized as a key leadership strategy in many jurisdictions (e.g., Alberta Learning, 1996, 2002; British Columbia Ministry of Education, 1999; 2004; Donaldson, 2000). For some time, authors have suggested that attitudes of public and school officials toward use of L1 should go beyond tolerance to encouragement (e.g., August & Pease-Alvarez, 1996). Primary language use has been described as a central pillar that supports literacy development across instructional approaches for English learners (Dalton, 1998). It has been recommended that schools actively promote clubs and activities that are aimed at strengthening skills in their ESL students’ first languages (August & Pease-Alvarez, 1996; Bankston & Zhou, 1995), that ESL students should be encouraged to use their first language whenever necessary (e.g.,

Nichols, Rupley, & Webb-Johnson, 2000; August & Pease-Alvarez, 1996), that L1 development at home or in the community be supported and encouraged (Miller & Endo, 2004; Rosberg, 1995; Shore, 2004), and, if feasible, that schools with large numbers of ethnic-group members offer instruction in L1 (Bankston & Zhou, 1995).

p. 43 There is support in the literature for teaching English in both English and native languages. For example, existing evidence points to bilingual strategies that teach reading in the native language and English at different times of the day (Slavin & Cheung, 2005). In their study on

teachers’ perspectives, Lee & Oxelson (2006) found that the nature of teacher training and personal experiences with languages other than English significantly affect teacher attitudes toward heritage language maintenance and bilingualism. Teachers who did not receive training as language educators expressed negative or indifferent attitudes toward heritage language maintenance and did not see a role for themselves and schools in heritage language maintenance efforts. The study highlighted the need for all educators to better understand the critical role and functions of heritage languages in personal, academic, and social trajectories of linguistic minority students.

P46 Diversity Sensitivity

Researchers have identified a school culture that is supportive of diversity as an important characteristic of schools with effective ESL or bilingual programs (August & Pease-Alvarez, 1996). Aspects of diversity sensitivity include fostering a respectful environment, valuing native languages and cultures, and challenging prejudice and discrimination (August & Pease-Alvarez, 1996; Boothe, 2000; Villarreal, 1999). Promoting an environment that values diversity, bridges culture, and works to eliminate discrimination and racism is identified as an important element of school leadership (e.g., Alberta Learning, 1996; British Columbia Ministry of Education, 1999, 2004).

P 51 Importance of Assessment There is general agreement that assessment should include both content knowledge and language proficiency (August & Pease-Alvarez, 1996, Cummins & Watt , 1997; Korkatsch-Grosko, 1998). Various authors recommend that proficiency levels should include assessment of vocabulary recall, conversational output, oral reading and written language ability (e.g., Cummins and Watt, 1997; Edmonton Catholic Schools, 2003; British Columbia Ministry of Education, 1999, Calgary Board of Education, 2004; Edmonton Catholic Schools,

2003; Calgary Board of Education, 2004). In addition, it has been suggested that efforts be made to assess students in their dominant language, usually their first language (August & Pease-Alvarez, 1996; Hargett, 1998; Villarreal, 1999, McCollum, 1999).

P 53 If the school needs to know if a student’s academic skills are at or near grade level in the student’s first language then an assessment in L1 using grade level standards is required (Hargett, 1998). Teachers should also communicate the purpose of assessment to students (August & Pease-Alvarez, 1996).

P56Sensitive Assessment Measures

Researchers recommend selecting proficiency assessment instruments that are sufficiently sensitive to measure student progress rather than placing them in broad classification categories (August 2004; Hargett, 1998). Hargett (1998) provides a review of several of the more commonly -used assessment instruments and methods available and discusses the strengths and limitations of the various tests and approaches. Some of these instruments include Language Assessment Scales, Oral (LAS-O); Language Assessment Scales, Reading and Writing; Woodcock-Munoz Language Survey; IDEA Oral Language Proficiency Tests (IPT); and Secondary Level English Proficiency (SLEP) Test.

  

Further References Related to Bilingual Communicative Language Model

1. Our International Languages K to Grade 9 Learner Outcomes are found in the Alberta Approved WCP  for Collaboration in Basic Education, 2001:This international language curriculum is found at  http://education.alberta.ca/media/832134/ccf_12yr.pdf                                                                 
2.  According to Section 11 of the School Act, a Board may authorize the use of a language other than English as a language of instruction. 
3. The Alberta School Council Resource Manual (2007) provides information on the operation of School Council and on key topics of importance to school councils and other education stakeholders. This manual reflects the revisions to the School Councils Regulation (113/2007).
4. Visit Alberta Learning Resources Center for authorized and recommended texts: http://www.lrc.education.gov.ab.ca/pro/resources/ABfindares.htm

Authorized learning and teaching resources available  for purchase from the LRC are listed in the Learning Resources Centre Resources Catalogue. Also a database of all authorized learning and teaching  resources are available on the Alberta Education website.

5.  Identification of Content Changes Division leaders are encouraged to familiarize themselves with this document in its entirety. A Summary of Key Changes is posted on the Alberta Education website.
6. Kindergarten to Grade 9 teachers with students who are English language learners should refer to the English as a Second Language Kindergarten to Grade 9 Guide to Implementation and Working with  Young Children Who Are Learning English as a New Language. The Alberta K–12 ESL Proficiency Benchmarks have been developed to guide appropriate ESL programming and support teachers in assessing and reporting the progress of English language learners. For more information, see English as a Second Language on the Alberta Education website
7. Howard Research Consulting Group, Kindergarten to Grade 12 English as a Second Language: Literature Review Update (October 2009) is a key research document that identifies many variables related to first and second language acquisition. Each teacher at Maple Tree Bilingual School shall place on the desktop a copy of the Research Study which is available at www.howardresearch.com    
8. Further, on pages 7-8 of the Howard Research Group Study cited above, the authors identified:.” The following predictors of success and achievement for ESL students have been identified in the literature. Proficiency in First Language  A comprehensive meta-analytic review of the literature indicates that proficiency in first language is a strong predictor of academic success in L2 and in L2 language acquisition3. These findings are confirmed by others as well (August & Hakuta, 1997, Ernst-Slavit, 1998; Thomas & Collier, 1997). It is thought that academic skills, literacy development, concept formation, subject knowledge, and learning strategies developed in the first language all transfer to the second language (Collier, 1995). There is a growing body of evidence supporting cross-language transfer of phonological awareness (August et al., 2001; Cisero & Royer, 1995; Gottardo, Yan, Siegel & Wade-Woolley, 2001; Lindsey, Manis & Bailey; 2003) reading errors and fluency (August et al., 2001; DaFontoura & Siegel, 2005; Geva, Wade-Woolley & Shaney, 1997), reading comprehension (Jimenez Gonzalez & Haro Garcia, 1996), letter and word knowledge (Lindsey et al., 2003), print concepts (Lindsey et al., 2003), and sentence memory (Lindsey et al., 2003). 4It has also been suggested that the acquisition of the first language is associated with ethnic self-identification which, in turn, may contribute to academic success (Bankston & Zhou, 1995).

 Update: Recent literature also corroborates the transfer between L1 and L2. According to Haynes (2007), L1 literacy can provide a foundation for   skills when learning English, regardless of the English Language Learner’s (ELL’s) age. For example, older ESL students who are

 literate in L1 can apply L1 reading knowledge (such as predicting what will happen next in a story) to L2 while younger children will be able to  transfer concepts appropriate for their age . 

 Due to the relationships between  levels of L1 and L2 proficiency, it has been suggested that English Language Learners (ELLs) be exposed to    their native languages in the home in order to provide an opportunity to converse about topics that they do not yet have the proficiency to discuss in English. Eventually ELLs will be able to transfer the concepts and skills from their L1 learning to L2. It is also reportedly better for ELLs to be exposed to a rich L1 than an incorrectly used L2 (Haynes, 2007). “

9. Robert Marzano, What Works in Schools: Translating Research Into Practice ((ASCD, 2003). On page 41-42 is found  the protopype for Maple Tree Bilingual School Report Card. On page 80-3 are  found the “Categories of Instructional Strategies That Affect Student Achievement and the student behaviors triggered by each Instructional category!  Pages 79-86 contain suggestions for our Snapshot survey of School Effectiveness factors”.
10. Robert Marzano, Debra Pickering, and jane Pollock, Classroom Instruction that Works : Research-based Strategies for Increasing Student Achievement”(ASCD, 2001) is a resource that will be available to all teachers.”.
11. Robert Marzano, Timothy Waters, Brian McNutty, School Leadership that Works: From Research to Results (ASCD, 2005).
12. Paul Davies, Eric Pearse, Success in English Teaching (Oxford University Press, 2000 ), pg 28-36, identifies how teacher can apply our communicative model by “Organizing Language Practice” around student experiences.
13. Vivian Cook, Second Language Learning and Language Teaching (Oxford University Press, 2001)  pg. 12-18. Cook discusses differences between L1 users and L1 learners and challenges in transferring L1 learning to an L2 language learner.
14. Carol Ann Tomlinson, How to Differentiate Instruction in Mixed-Ability Classrooms (ASCD,, 2001). Excellent for beginning teachers since it focuses on how to start small and gradually expand experiences that give the student opportunities to create products.
15. Rick Wormleli, Differentiation: From Planning to Practice, Grade 6-12 9 (Stenhouse Publishers, 2007). Excellent detailed suggestions on lesson and unit planning for a differentiated classroom.
16. Anthony Mollica, ed.’ Teaching and Learning Languages (Soleil, 1998). The emphasis is how teachers can use teachable moments in a student’s culture to celebrate and acquire language through activities and projects and student products.
17. Diane Larsen-Freeman, Techniques and Principles in Language Teaching (Oxford Press, 2008). This is an excellent source that traces the development of key approaches to teaching a language.
18. Kathy Sanford, Jim Patterson, Playing With Language (Les Editions, 1994). Great source for helping teachers of language acquisition.
19. Ruth Culham & Raymond Coutu ,Using Pictures to Teach Writing With Traits (Scholastic, 2008). Great tool for teachers who want to use picture prompts and prepare students for the Grade 3,6,9 PATs.
20. Lea M. McGee, Transforming Literacy Practices in Preschool: Research Practices That Give Students Opportunities to Reach Their Full Potential (Scholastic, 2007).  Teachers are given proven ways ro ensure all our student get an early start in literacy since the principles are the same in both English and an International language.