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Developing a Student Profile-Tips and Tricks

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Developing a Student Profile-Tips and Tricks

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As a teacher, it is important to learn about your students. Each student enters the classroom with a different set of skills. This includes their knowledge and understanding of English. Depending on his or her background, each student has unique experiences that have built their informal and formal abilities to use English.
For example, a student who was born in a Spanish-speaking country will have a knowledge of Spanish, but may also have a good grasp of English.

Follow this stream to take a look at the literature to determine how to develop a student's profile:
STEP 1: Initial assessment
STEP 2: Make use of language
STEP 3: Follow an IEP
STEP 4: Intensive instruction
STEP 5: Incorporate culture

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English Language Learners with Learning Disabilities

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Colorín Colorado is a national multimedia project that offers a wealth of bilingual, research-based information, activities, and advice for educators and families of English language learners (ELLs). Colorín Colorado is an educational service of WETA, the flagship public broadcasting station in the nation's capital, and receives major funding from the American Federation of Teachers and National Education Association.

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-assess in original language and English (cultural, social and academic knowledge and understanding)

-gather information about previous learning opportunities and the students’ success in meeting those learning goals

n.b. Students who require, "accomodations or program modifications," will need an IEP according to the IEP-"what you need to know" online article, (Professional Relations Services).

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-gather information about previous learning opportunities and the students’ success in meeting those learning goals

-explicitly teach the similarities and differences between native language and language of instruction

-the student needs to be immersed in language of instruction in order to see results

BUILDING BLOCKS OF ENGLISH

-phonological awareness, phonics and vocabulary

-sentence structure, grammar and verb tenses

-practice reading, writing, speaking and listening, with the support of their teachers

n.b. The ‘silent period’ is sometimes misunderstood as an LD, but this is not the case. The ‘silent period’ is a common stage during second language acquisition

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STEP 3: Follow an Individualized Education Plan (IEP)

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STEP 3: Follow an Individualized Education Plan (IEP)

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According to the 'Learning for All' document, "Research confirms that gaps in student achievement can be narrowed and overall improvement in achievement attained if: the responsibility for making these changes is shared by all partners in the education system – students, parents,  educators, and community partners."

"Classroom teachers need to be aware of the instructional, environmental, and assessment accommodations that are recorded in the student’s IEP…Teachers should consult the lists of permitted accommodations for provincial assessments when considering assessment accommodations,"(http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/iepresguid.pdf).

n.b. Weekly records, such as anecdotal notes, are needed, "as diagnostic and prescriptive assessment of students’ developing knowledge and understanding to inform instruction."

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-spend time getting to know the student, working with them in a small group setting
-model ‘good practice’ (roleplay, rehearsal, repetition)

See image below from the 'Learning for All' document

-make use of peer-assisted learning by assigning students to groups with differentiated instruction tasks

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-effective ways to engage students is to bring culture into the classroom by encouraging students to share their routines and celebrations