You can use language from the digital portfolio for your comments. All the classroom teachers have access to the digital STEP portfolio for their students. If you are a rotary teacher and would like access, ask the homeroom teacher, administration, or ESL Resource Teacher. Find out more about digital portfolios in the STEP Portfolios menu above.
In your comments, write about what they can do and take comments directly from the OLBs. (i.e. "______ can copy single words to label a diagram.", "_____ is learning to use a dual-language dictionary to look up subject-specific language.", or " _____ responds with single words in English or Arabic when asked direct questions about family, weather, sports, or other personally relevant topics.")
You can personalize your comments by providing examples of how your ELL shows the skills mentioned. For example, “{Name} follows simple instructions for classroom routines as evidenced by the way {he/she} enters the classroom and opens {his/her} agenda.”
Below are examples of STEP 1 reports for primary, junior and intermediate ESL students.
These were created using descriptors found in the observable language behaviours (OLB). These are examples and can be modified to represent your students’ progress. You can find these exemplars as an easy-to-print document here.
Primary Step 1 Student
Oral: {Name} follows simple instructions for classroom routines. {He/She} uses gestures, English key words, phrases and {his/her} first language to communicate {his/her} understanding. {Name} reads and follows simply worded instructions with visual support. {He/She} can recognize patterns in text, directionality of print and the letters of {his/her} name.
Reading: {Name} can locate information in a highly visual text. {He/She} reads and understands personally relevant words, using visuals, pre-taught vocabulary and sound-symbol connections. {He/She} would benefit from learning and reviewing high frequency words.
Writing: In writing, {Name} can generate key ideas by answering simple questions about {his/her} personal experiences. Using a simple template, {he/she} can organize key information and write simple sentences following a model. {Name} will have continued opportunities to discuss {his/her} writing with the teacher and use feedback and resources, such as word walls and anchor charts, to improve {his/her} writing.
Junior Step 1 Student
Oral: {Name} follows instructions for classroom routines. {He/She} expresses {his/her} personal needs using gestures, English key words, phrases and {his/her} first language. As well, {he/she} uses non-verbal communication and personally meaningful vocabulary to convey and receive messages.
Reading: {Name} reads and follows simply worded instructions with visual support and uses concepts of English print (e.g., directionality of print, English alphabet, sound/ symbol patterns, and upper and lower case letters). {He/She} can locate information in a highly visual text. {He/She} reads and understands high frequency words and pre-taught vocabulary in context and is beginning to apply sound-symbol connections to decode unfamiliar words in context.
Writing: In writing, {Name} can use a template to generate key ideas in {his/her} first language and English to organize key information and write simple sentences. An area of growth {Name} will continue to participate in shared writing experiences and discuss {his/her} writing with the teacher to improve {his/her} English grammar.
Intermediate Step 1 Student
Oral: {Name} follows instructions for classroom routines. {He/She} communicates to express meaning and understanding and using gestures, English words, phrases and {his/her} first language. {Name} reads and follows simply worded instructions with visual support.
Reading: {He/ She} uses concepts of English print (e.g., directionality of print, and upper and lower case letters). {He/She} can locate information in a highly visual text. {He/She} reads and understands high frequency words and pre-taught vocabulary in context. {He/She} is beginning to apply sound-symbol connections to decode unfamiliar words in context.
Writing: In writing, {Name} can use a teacher generated model to generate and organize key ideas using single words and phrases. {He/She} can write simple sentences following a model provided by the teacher. {Name} is encouraged to participate in shared writing experiences to continue to develop vocabulary and elements of grammar.
Name has been working on vocabulary development with the aid of a computer and/or a picture dictionary.
Name reads with a partner during novel study.
Name participates in science experiments and labels diagrams.
Name makes journal entries in his/her first language.
Name researches and completes some written assignments in his first language and translates them with the help of the computer.
Name copies notes from the board or from another student's workbook.
Name reads orally whenever possible.
Name labels maps.
Name completes worksheets where he/she is required to fill in the blanks, with the assistance of word walls, word banks on the worksheet, or picture cues.
Name uses the internet to translate the instructions into his/her first language to support comprehension.
Name demonstrates understanding of some of the tasks and procedures through modelling by teacher and peers.