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During my practicum observations. I realized the diverse setting my classes have. A new student came to class one day, she was shy and spoke Arabic. My AT instructed another girl who spoke Arabic, to help her get use to routine and to talk to her in Arabic. The welcoming action by the teacher and student helps to integrate the student's culture into her own learning with in the classroom. Reading Literacy and understanding literacy is two different components and we often forget ESL students have comprehension already built from their first language.

- Jimmy Hon

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...but pause briefly between phrases.
I can relate to the importance of learning your second language, whether it's English or French Immersion, in as authentic a manner as possible.
We have all seen people slow down their speech and raise their voice to speak with someone who is not a native speaker of our language.  The last thing we want to do is communicate to our students or their classmates that speaking a foreign first language is in any way a detriment to their education or intelligence!  Quite the contrary, multilingual learners have a trove of knowledge at their disposal that teachers should be making use of.
The advice to speak naturally but pause briefly between phrases is good advice to help teachers model correct language while allowing ELL's the processing time needed for them to make meaning from what they have heard.

-Adriana Laliberté

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One example I found in the first ministry document was to teach students how to use the computers. In my practicum I do have one ELL and one tactic that is used is the implementation of technology in the classroom. I personally like the addition of tech in the classroom, to use an extra resource. When working with students last year, computers were encouraged when working on assignments, but not mandatory. The use of technology meant that students were able to use resources like voice recognition, which made it easier for them to speak instead of type or write their answers and work. This helped them see the words they were speaking and can help them with their literacy and writing by seeing the correct spelling of the words they are using. Technology also means that students are able to use translations when reading, as well as using e-books to listen and follow along so they can hear and see the words they are reading at the same time to get the mental image of the words they are hearing and reading. This is one instructional strategy I would like to implement in the future as well, as we are moving towards a more technological world.

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I was happy to see the curriculum documents recommend finding a place for, and allowing, the student's other language in the classroom. As the daughter of European immigrants I feel this is very important. I've heard countless stories of my parents growing up and struggling to learn English and being reprimanded for it. I think the complete stripping of someone’s language -and therefore part of their culture and identity- is not the approach that should be taken. I believe as teachers we need to come from a place of respect and balance and understand that our students have a home life and culture that deserves inclusion.

To practice this in class we can start with something as simple as allowing extra time for students to respond or communicate orally (in the same way we have to remind ourselves to pause and slowly count to 5 when asking if there are any questions from the class). This not only benefits those who need time to gather their thoughts and express themselves, but also those who need to translate their responses before saying them out loud.

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Graffiti Wall / Gallery Walk - Erica Warriner

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Graffiti Wall / Gallery Walk - Erica Warriner

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I don't have any ESL or ELD students in my practicum class, however several of the students have language IEPs. Many if not all of the suggestions for ESL/ELD modification can be extended to students who struggle with language in general.

One of the instructional activities I liked from the Supporting English Language Learners document was the use of a "Graffiti Wall" or "Gallery Walk". In this activity, an emotionally captivating world issue is introduced to the students using pictures in a gallery wall format. The example used in the document was environmental issues and disasters around the world. Students visit and analyze each of the images and then record their reaction in any way they feel comfortable: single word, phrase, or sketch. I would extend this to allow them to use body movements/facial expressions to convey their reaction as well.

Through this activity, ELL students are provided with a way to express their thoughts and opinions through non-verbal and non-written avenues. At the same time, students who are strong in language skills can practice using verbal/written language to communicate their thoughts and emotions.

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I currently do not have any ELL students within my practicum however I was so intrigued by the resources provided. I specifically liked the use of visual signals in the classroom because personally, when I talk I like to use hand gestures and that's what came to mind while I was reading.  I would like to incorporate visual signals into my classroom wherever I can. Having visuals up for reference around the classroom helps ease ELL's anxiety as they are not accustomed to the culture or language. Some examples of visual signals and signs can be;
- Agenda written on the board
- Vocabulary wall (i.e. for math, having "division" alongside a photo of the division symbol)
- Copy of any book recorded for ELL students to follow along
- Graphic representations
Visual aids help ELL students decode and increase their comprehension.

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I hadn't really noticed any ESL or ELD students in my practicum until last week. My AT pointed out that a number of the students were ESL students and I honestly had no idea since they were such strong students in the classroom. This brought me to realize that I had a personal bias and opinion about ESL students, in thinking that because English is not their first language, they could be academically behind their peers; but this is obviously not the case. I also have realized how many visual cues there are in my placement classroom for a variety of math and English related topics, and am realizing how much these visuals can help with ESL learners.

-Anna Parks

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I don't have any ELL/ELD students in my practicum classes, but what struck me reading through these documents was that the suggestions offered would be universally helpful to all learners, not just those for whom English is their second language.

One example was the emphasis on ensuring that instructions are clearly outlined, underlined, and written in step-by-step form.  I taught a lesson this past week where I assumed that the instructions were self-explanatory.  I went through what was expected on the board, and then I handed out the activity for students.  I immediately fielded a half dozen of the same question: "What do I do first?" When I repeated the lesson in the afternoon, I wrote out the question prompt that appeared on the handout, and underlined the key instructions.  What's more, I wrote out the first three steps on the board in a numbered list.  This made a huge difference - students understood better what was expected, and were subsequently able to succeed.

It seems that each document we work through with recommendations for students with special needs falls into the same category: the best practices are good for not just those students, but *all* students.  With that in mind, I think I will take the approach of making many of the classroom recommendations universal in my classroom.

-Aaron McFarlane

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I don't have any non-English speakers in my class in my practicum, and in my elementary and high school there weren't any non-English speakers, so I am not familiar with the techniques to help with ESL students. I find these documents very helpful and will definitely keep them accessible for if I never need to refer to them. These hand gestures are used in my practicum class which would be good to use for English Language Learners as well. These hand gestures are used in my practicum classroom to allow for students to no disrupt the class and allow for things to be more discrete.

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The idea of using non-verbal cues (gestures, facial expressions, and miming) to support ELLs resonated with me. There is universal language that many can speak and it is expressed through our bodies. It is often the most accessible and sometimes only resource we have available. It also can sometimes get a laugh or get students up and moving. I feel like this ties into the theme of this course, that we all have many different literacies we can tap into in order to communicate and make meaning and that these literacies can all connect with each other. I am currently working with 4 ELL students in my practicum during a support period, they span the STEP levels and only 2 share a language and can support each other in that way. I'm finding that, with my limited resources in a support period (and thus far only once a week and with limited influence on planning) that miming has been a great tool for filling in vocabulary words and communicating in general. It can be done on the fly and speak to all 4 of my ELL students.

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Upon reading both excerpts from the MEO documents, it is clear that having an engaging, inclusive and experiential based classroom is a strong way to support ELL&ELD students.

As a base to build my future classroom, I will be certain to ensure my students have access to many resources. My classroom would be filled with visual charts/posters that highlight key words/phrases that include the same words/phrase in all of the first-languages of the students in my class. Additionally, a word-wall will be put up and updated regularly with important words of the week/month, and also supported by the many languages in the classroom. These resources will actively support the students who speak English as their first language and those who are ELL & ELD students.

The idea I would love to pursue though is Multilingual Bingo! This activity is a simple activity to organize and it is a fun way to have students feel included and engaged in the activity. The BINGO card would be composed of Nouns/Verbs/Adjectives that are being focused on in the class and they would be listed in English as well as the first languages of the students in my classroom. The squares would also be supported with a visual of the word in the box. When students get a BINGO they can choose to share their "winning words" in the language they are most comfortable with.

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There are no ELL or ESL students in my practicum, but I have had experiences in an ELD classroom and an EFL context. One thing that I find useful is using visuals when giving instruction or explaining a concept. This can be text on a PowerPoint or chalkboard, or pictures and diagrams. For example, when explain the instructions of an activity, ELLs or ESL learners may not catch everything that a teacher is saying, but if they can see and read the instructions on the board, step-by-step, students can try to follow along with what the teacher is saying, while confirming their understanding based on the text they see and read. I also find it helpful to use animations in powerpoint presentations. Rather than overwhelming students with a slide full of text and pictures, I think it's more effective to have the text and images appear as you go through them. When using PowerPoint, one thing that I have learned in the past is that font size is really important! When adding text to a slide, it may seem big enough on our screens, but we must consider how students will see it from the back of the classroom.

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Both documents encourages the use of the first language. We all agree that everyone will be more comfortable in their first language. The right way to help the student learn from my point of view is not to ignore her first language. The right way is to use the first language as a mean for facilitating learning. The documents mention how it's important to ask the student to write their ideas or drafts in their first language. This may help them into the writing process. Other recommendation is to assign a partner who may speak the same language and be able to help. That doesn't mean decreasing the ELL students' opportunity to learn the new language, but it helps them learn it comfortably. It also brings true welcoming and diversity into the classroom. It teaches students to respect the others development. A very nice idea online was to make a language to celebrate every month. That could include activities and learning for all students not only the ELLs.

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The posted documents provide a very good resources for the teachers. As someone that went through this program (admittedly, a long time ago and at a much smaller capacity) there are few things that I would be on also take into consideration (this is obviously anecdotal evidence, so please take it with a grain of salt). Having a “buddy” that speaks the same language is a double edge sword. It might partially slow down the ELL at latter stages as the ELL student has a “way out” and it might be less motivated to learn. It is still a very good idea, especially at the beginning for immediate support and comfort. 

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The posted documents provide a very good resources for the teachers. As someone that went through this program (admittedly, a long time ago and at a much smaller capacity) there are few things that I would be on also take into consideration (this is obviously anecdotal evidence, so please take it with a grain of salt). Having a “buddy” that speaks the same language is a double edge sword. It might partially slow down the ELL at latter stages as the ELL student has a “way out” and it might be less motivated to learn. It is still a very good idea, especially at the beginning for immediate support and comfort. 

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Labelling Classroom items using student's first language as well as English

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Labelling Classroom items using student's first language as well as English

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I like this idea because it helps ELL students to connect their first language with English and reinforces that we're not looking to replace their first language but rather to build on it. These labels would also serve as a reference for the teacher and helper students as a means of communication with the ELL student and would even help the English speaking students in the class learn a bit about the ELL student's first language creating a better peer connection.

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Ontario Ministry of Education (2009) highlights the importance of using non-verbal cues to help ELLs. When I taught in China, I discovered the importance of non-verbal communication and learned many techniques to assist with teaching and living in China. One of the activities we did in training was from the perspective of the child, but we were taught the lesson in Chinese. I learned how important non-verbal cues were for conveying information, like facial expressions and movement. It really changed my perspective and I hope to continue to use non-verbal skills to enhance my teaching.

Activity: Students can choose any topic and create a drama skit using only non-verbal skills. This could be a fun and challenging activity where students act-out and use non-verbal skills to convey meaning. The class will have to interpret what the play is about and discuss how and if they were able to understand.

By: Kate Panayotopoulos

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Both ministry documents have many useful ways to support English language learners. Currently, in my practicum placement there are many ELL students. One student has just arrived a couple of months ago from Russia. Fortunately, there is another student in the class who speaks Russian and English. These students are paired together where they can discuss the instructions of the lesson and work together to achieve the goals of the day. Since the three weeks I have been at the school on Wednesdays, I have seen a great difference in her confidence and speaking. My AT uses a lot of visuals and makes learning relevant to this student. My AT knows that this student loves badminton so she will speak to her about badminton and have the student speak briefly about her experience with badminton. There is a vocabulary word wall in the classroom where unfamiliar words will be placed so it is easily accessible for students to see. I can see how my AT applies the strategies into her classroom and lessons for the English language learners in her class. The best way for students to learn another language is to be fully immersed in it too. In my future classroom I hope to use a lot of visuals, student interests and learn from all our diverse backgrounds.

In my experience teaching English, I also found that singing through song and chant with picture books really helped my young students have fun learning a new language. Once they would get comfortable with a song they loved singing it throughout the school day. I also found it very helpful to be expressive and using different tones of voice to express language.

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It is suggested throughout the Ministry documents to encourage the use of the ELLs first languages, and to provide notes highlighting new words and ideas. I think it would benefit all students, not just ELLs, to have a living word wall to which the students, and teacher(s), can add unfamiliar words. This would allow students to have a constant reference in the classroom. It can also be taken home in the form of a copy, whether that be from the teacher or copied by the student. A word wall can also work as a community building activity, as the class could work together to help translate or define words.

It would also be useful to have subject specific word walls, highlighting everyday words, math words, social studies words and so on. This would help ELLs differentiate which words are useful in which specific situations.

Further, having images to go with the word wall, and labeling classroom items can help develop English skills. Visuals are very important in the development of language learning, as suggested by the Ministry documents, so adding images to the word walls would also help to bridge the gap between students' first languages and English.

Overall, I think the use of students' first language, an ongoing visual word wall, and subject specific references would be helpful to ELLs.

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Kyla Ramsey

The ELL documents were very helpful for me. I do not have any experience instructing English language learners, and I appreciated the practical tips and strategies for the classroom. In particular I thought it was really important to focus in on the verbal strategies. If students don't understand, or can't follow what you are saying, all other pieces of the lessons are going to be impacted.
I have seen these speaking techniques though, work first-hand on my kids. Often when I am speaking to them I use simple vocabulary, explain the same thing different ways, give them time to process information, enunciate clearly, and pause often. They watch my lips and mouth as I form the sounds, and I watch as they try to reproduce them. It is helpful for me to have seen the benefits of these techniques in my personal life, so I can carry them forth into my teaching practice, and build on these skills.
Also, as a visual learner, I can appreciate the other strategies mentioned in the effective practice chart (pg. 22). These are all things that I appreciate as a student, and will try to use thoughtfully in my practice:
- use images and objects to illustrate content.
- use gestures and body language to supplement words.
- print key words and instructions on the board while saying them aloud.
- use overheads and charts where appropriate.
Lastly, I have become aware of how much 'slang' I use. While working with people where English is not their first language, I would need to often check my vocabulary and phrases. It is funny to think back on the looks people would give me when saying things like "let's give it the old college try" or "not to beat a dead horse, but...". As an aside, it also forces me to reflect on what these phrases actually mean, and wonder why I'm using them in the first place.

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By Fanni Csaba

For my future classroom, to support the learning of ELL students, I would have an assignment where they can bring in their favourite comic book and read that to enhance reading comprehension. According to the ‘Supporting English Language Learners: A practical guide for Ontario educators, Grades 1 to 8’ document, an appropriate modification includes using a variety of resources including visual material. The pictures that accompany the comics will be helpful for my ELL student when advancing reading comprehension. Since the student also gets to pick which comic, I am also hoping to activate prior knowledge, as is a suggestion according to the ‘Many Roots, Many Voices’ document. Most likely, my student will have read this comic in his or her own mother tongue, therefore the main themes or concepts will be familiar and help with understanding the English version.

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Key Visuals & Background Knowledge/Experiences - Jennie Seaborn

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Key Visuals & Background Knowledge/Experiences - Jennie Seaborn

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ELL students have better comprehension of what they learn when they can see the “big picture” of a lesson or unit. Providing key visuals can support their understanding of the “big picture.” Key visuals can include: Venn diagrams, classification trees, charts, flow charts, story maps, and timelines (Ontario Ministry of Education, 2005).

I think that using these sorts of visuals can also support visual learners. In my practicum class there are no ELL students; however, I find many students benefit from visual representations. I have taught some music classes during practicum, and using the visual of a rhythm tree (see picture above) has been very beneficial to supporting students’ understanding of music notation. I plan on continuing to practice incorporating key visuals into lessons in preparation teaching ELL students.

It is also important to incorporate ELL students’ background knowledge and experiences into lessons and activities (Ontario Ministry of Education, 2009). Obviously, this is important for all learners, but it is of great importance to ELL students. I learned how this and key visuals can be combined by using a table to have an ELL student compare information like climate, oceans, and resources/products of Canada and another country (Ontario Ministry of Education, 2005). Of course, this country can be their country of origin, but it is important that students don’t feel like they are confined to using their country of origin. This simply provides an opportunity for students to employ their background knowledge and experiences. I believe that this is an activity that I could use with ELL students, and it would be particularly effective in a Geography lesson context.

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The 'sinking child' can express themselves in the universal language of art to convey difficult to articulate concepts. Not only is art therapeutic but art activities can assist in teaching verb forms and prepositions as well as colour and shapes. Using simple art supplies, have students create watercolour and crayon resist paintings and explain their creations. The ESL/ELD student can describe the details in their artwork and what is occurring using a template and point form notes. Next, in a pair and share, the junior learner can practise using various verb forms (tenses as well as singular and plural) - this is, these are; I chose, I made, I used - and prepositions - on, into, under, through. This exercise engages the student by beginning with what the already know how to do. From this place of confidence they can make strides in their English language learning.

Ontario Ministry of Education (2003). Many Roots, Many Voices: Supporting English Language Learners in Every Classroom

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By: Antonio Sicoli

When I was in high school, I was responsible for assisting ELL students make the transition into Canadian culture and develop their English skills.

One best practice that we always tried to instill was simply to talk. We would organize activities in small groups (i.e. safety in small number) providing ELL students the opportunity to freely practice their English. Over the course of my final year in high school, the ELL students not only became more comfortable speaking English, but their English skills drastically improved in a short time.

Another practice we implemented was cultural sharing. In other words, we would spend time with ELL students sharing what Canadians like to do (e.g. Tim Horton's, skating on the canal, hockey, etc.), then the ELL students would spend time sharing what the people in their culture like to do (e.g. holidays, sports, foods, etc.). Not only was it a great exercise in learning more about each other, but this opportunity for ELL students to practice their English related to something they know well and are passionate about went a long way in making them want to speak English.

All that to say, some of these practices I learned while working with the ELL students in high school will most likely come full circle when I'm a teacher one day.

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By Megan O'Keefe

Working with second language learners both in English and French has taught me two things:
1) Not knowing English in an English-dominated environment creates both anxiety and a feeling of loneliness. Students want to fit into their environment but without knowing the language creates a language barrier that often discourages students too easily.
2) Learning a second language is very difficult for students at a young age, especially if there is no motivation.

In Supporting English Language Learners: A practical guide for Ontario educators  by the Ontario Ministry of Education, they highlight some instructional strategies to support English language learners. Some being creating word walls, pre-teaching vocabulary, modelling activities. One that I frequently loved doing and found a very big need of is allowing students response time when students are interacting orally with the English language. In most cases, are receptive skills are more developed than our productive skills, both in the first language and ESPECIALLY in the second language. If students feel anxious or rushed, they will automatically turn to answer in their first language, and-or never speak at all, which inhibits the development of the productive skills in the second language. This development is so necessary for all language because students can actively DO tasks with the language.

Some other fun production-enhancing activities are creating language buddies where once in a while (or once a week ideally) students can be paired up with an English-speaking student or teacher to just talk. Another activity that enhances risk taking is a risk-taking passport. The University of Ottawa does it with their ELLs where students are challenged in different ways to use English outside the classroom (i.e. one of the challenges they have is ordering in English at a restaurant. Something that seems so easy for us, but is anxiety-inducing and often avoided for second language learners.)

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By Erica English:
As future teachers it is our responsibility to ensure that all students are successful. We should guide students to meet their own learning goals. With this responsibility in mind it is all important to remember that not all students learn the same. Our classrooms will be filled with students from different backgrounds, and have different learning styles. We must ask ourselves, "Are we serving students
effectively? What can we do in our own classrooms to create an environment in
which students of varied cultures and languages thrive and grow, academically and personally? How can we deepen our knowledge and expand our professional practice not only to support these valued students, but to celebrate their presence in our classrooms and enrich the learning experience for all students?" We must adapt and make appropriate accommodations/modifications in order reach the entire class.

Student assignment:
ELL (English language learner students) may struggle with reading or writing the English language. At the junior/intermediate age students are focused on communicating for the social aspect. They want to talk at recess and play games, they want to do work together to complete school work and do things on the weekends. In my grade 4/5 practicum class I can see this behaviour often. My class consists of students who speak various languages, and those who are unable to speak English (or learning to speak English) often struggle to participate in activities (in class and at recess). I thought that the picture dictionary would be an excellent idea/activity to do with my class. I would split the students into groups. Each group would be given a different subject matter, for example; lunch time, recess, classroom objects, DPA, Language, Math, Science, Art, Drama. Each student will be asked to come up with 2 or 3 words of phrases that may be used in that particular area. They will provide a description through the use of pictures. By the end of the activity these should be a variety of relevant actions/phrases that students may utilize throughout their school day. The teacher can post these around the classroom (as word wall) so that students can view them. As the semester goes on students can be encouraged to add to the word walls. This activity will allow students to recognize words and verbally practice them. As soon as beginners can recognize and produce these words orally, they can learn to read them.

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According to the Ontario Ministry of Education: Supporting English Language Learners: A practical guide for Ontario educators, Grades 1 to 8 it is important for students to see English not as a replacement for their native language, but as a supplement. Students come into the classroom with a wealth of linguistic and cultural knowledge, and it is important to include and value this prior knowledge in the classroom. A dual-language approach is beneficial to the student because it incorporates their prior knowledge and uses it as a basis for learning English.

An activity that can be done in the classroom is the translation of a poem or a short story. The student chooses a poem or story from their own language. Then the student writes a translation next to the original text. The student then reads the original text out loud, followed by their translation. This activity draws on the student's background and cultural experiences, and allows the student to discover the similarities and differences between their language and English.

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Using their second Language in the classroom

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Using their second Language in the classroom

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Elyse

Both the documents advocated for allowing the student's other language in the classroom to get them comfortable with the new learned language.  This concept is so basic and yet not one I ever considered before.  As a French immersion student my teachers advocated the magic line approach where no English was allowed past the doorway of the classroom, in order for us to be completely surrounded by French, thinking that by providing solid exposure it starts to get easier.  So I never thought about the merits of incorporating student's first languages.
This I see was a drastic oversight on my part. The idea of bringing their previous writing experience forward into, this new language space, seem like such an inclusive and comforting strategy,  which I will now be adding to my toolbox of differentiation strategies moving forward. This I feel would work especially well for the writing exercises on voice and format, where the focus is on conventions more then vocabulary.

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By Matthew Allen

One point in the curriculum documents that I found to be insightful was to allow sufficient time for English Language Learners to respond to an oral question/statement. I suppose just from how comfortable we are with English and the flow of conversations it's easy to expect a response right away to a question or statement; but it's important to keep in mind that ELL students need to take time to process what has been said and formulate a response in their first language and convert it into English. Additionally, when speaking to ELL students in practicum, teachers can introduce brief pauses between phrases so students can process the flow of information. This is just one example of how the 'little' things can get overlooked and how teachers need to make the effort to learn how to connect with and reach these students.

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"Challenge" or "Bonus" Questions to Better Assess Language Proficiency Development Throughout the Year

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"Challenge" or "Bonus" Questions to Better Assess Language Proficiency Development Throughout the Year

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The OME document suggests modifying “some or all of the subject expectations so that they are challenging but attainable for the learner at [their] present level of English proficiency, given the necessary support of the teacher” (50). I think this is an excellent idea, though it may be difficult to assess exactly where the student is placed on the STEP program as the year progresses and they develop their language proficiency. Each student progresses at a different pace. It may therefore be useful to include an optional “challenge” or “bonus” question which would normally be assigned to students one or two steps higher in the ELL program every once in a while to allow the student to try and push their knowledge further. This additional question would only be evaluated upon the student’s success, and would otherwise be used as a formative assessment and an opportunity to provide feedback.

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Many Roots, Many Voices: Supporting English Language Learners in Every Classroom discusses the dual-language approach and how it can be an effective tool to help support a student's learning. Using a dual-language approach can also help ensure that the student's parents feel included in their child's learning and development.

The dual-language approach shows students the benefits of knowing more than one language. In fact, having translations of words on a word wall in the classroom is a great idea and encourages students to appreciate languages beyond their first language. The dual-language approach helps create a more inclusive and educational environment.

For my own current practicum, I have already used translations. When teaching Shakespeare to a student, we used the original text of Hamlet, and the translation in modern English. The student benefitted from this translation because they were able to understand the text better and engage with it in a critical way. This experience showed me that offering translations and using the dual-language strategy in classrooms can have a positive impact on English language learners.

If possible, teachers should include books in their classroom that have translations available in the student's preferred language. This way, the student can follow along during read-alouds or silent-reading activities.

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Audiobooks:
Using audiobooks in the classroom could help ELD and ESL students with oral comprehension and vocabulary skills. The audiobooks could be made available alongside hardcopies so that students can follow along and learn pronunciation. Audio recordings of picture books would provide students with visual cues to help increase comprehension (OME, 2009, p. 56). The files could be readily accessible for students so that they can be used at their leisure.

A way to make this more of a group activity, would be to have fellow classmates make their own recordings of picture books (OME, 2009, p. 57). This could be tied to the media literacy and drama curricula. This activity would benefit both ELL/ELD students and other classmates as it helps to build a sense of community. Moreover, ELL/ELD students will become used to different voices.

Audio Guides
Like in a museum, students and teachers could record audio guides for ELL/ELD students to access should they need a refresher on school/classroom tours and rules (OME, 2009, p. 57). This could become a writing activity as classmates could script their guides before recording and they could include personal anecdotes to help make the guides more fun.

Teachers could also make recordings of instructions for assignments in the event that ELL/ELD students need continued guidance with a task. This wouldn't replace one-on-one teacher support, but would rather enhance it. The teacher could provide additional instructions, slow the pace of speech, repeat and/or define difficult words (OME, 2009, p.56).