# data[].attributes.headline
Invite to conferences, concerts, education week events, assemblies, Tea and Talk, etc.

# data[].attributes.subject
Invite to conferences, concerts, education week events, assemblies, Tea and Talk, etc.

# data[].attributes.headline
Does my school still have student ambassadors?

# data[].attributes.subject
Does my school still have student ambassadors?

# data[].attributes.body
inclusive, caring, respectful, cooperative, responsible, honest

# data[].attributes.body
motivation + self-confidence + low anxiety = ability to acquire language + comprehensible input = ELL will acquire language

# data[].attributes.headline
Provide lots of opportunities for natural communication.

# data[].attributes.subject
Provide lots of opportunities for natural communication.

# data[].attributes.headline
Provide comprehensible input - they will understand me if I give them messages they can understand

# data[].attributes.subject
Provide comprehensible input - they will understand me if I give them messages they can understand

# data[].attributes.headline
Don't use miscue analysis because ELLs are so focused on pronunciation that they can't focus on meaning.

# data[].attributes.subject
Don't use miscue analysis because ELLs are so focused on pronunciation that they can't focus on meaning.

# data[].attributes.headline
Use pictures, gestures, and background knowledge

# data[].attributes.subject
Use pictures, gestures, and background knowledge

# data[].attributes.headline
Natural order hypothesis - don't directly teach grammar

# data[].attributes.subject
Natural order hypothesis - don't directly teach grammar

# data[].attributes.headline
CALP = Cognitive Academic Language Proficiency

# data[].attributes.subject
CALP = Cognitive Academic Language Proficiency

# data[].attributes.headline
BICS = Basic Interpersonal Communication Skills

# data[].attributes.subject
BICS = Basic Interpersonal Communication Skills

# data[].attributes.headline
Don't assume a student with well-developed BICS also possesses CALP.

# data[].attributes.subject
Don't assume a student with well-developed BICS also possesses CALP.

# data[].attributes.headline
Arrived in Canada in grade 3 or above, with limited prior schooling = ELD

# data[].attributes.subject
Arrived in Canada in grade 3 or above, with limited prior schooling = ELD

# data[].attributes.body
-observations
-conversations
-products

# data[].attributes.headline
Don't force ELLs to speak before they are ready.  It will increase anxiety.  

# data[].attributes.subject
Don't force ELLs to speak before they are ready.  It will increase anxiety.  

# data[].attributes.headline
See chart on page 44 of Supporting English Language Learners

# data[].attributes.subject
See chart on page 44 of Supporting English Language Learners

# data[].attributes.headline
Monitor movement on the STEPs.  Increase support?  Decrease support?  Change support?

# data[].attributes.subject
Monitor movement on the STEPs.  Increase support?  Decrease support?  Change support?

# data[].attributes.headline
Current level on STEPs?  Ask ESL teacher for an updated printout of the STEPs for my class.

# data[].attributes.subject
Current level on STEPs?  Ask ESL teacher for an updated printout of the STEPs for my class.

# data[].attributes.headline
ESL or ELD?  Read report from We Welcome the World.

# data[].attributes.subject
ESL or ELD?  Read report from We Welcome the World.

# data[].attributes.headline
Question #2:  How can I best support ELLs with their orientation to the Ontario school environment, while respecting their knowledge, ideas, and previous experiences?

# data[].attributes.subject
Question #2:  How can I best support ELLs with their orientation to the Ontario school environment, while respecting their knowledge, ideas, and previous experiences?

# data[].attributes.headline
Question #1:  How can I work with ELLs to collect authentic evidence of learning?

# data[].attributes.subject
Question #1:  How can I work with ELLs to collect authentic evidence of learning?