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Practical strategies to benefit Canadian Born ELLs

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Practical strategies to benefit Canadian Born ELLs

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Get to know your students, find out through fun games/icebreakers who speaks what languages outside of school.

Simply sentence structure but explicitly teach new sentence structures.

Ask students to paraphrase instructions.

Use simple vocabulary.

Have students share their ideas in their first language to encourage participation.

Check frequently for comprehension, especially with complex tasks.

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How sure can I be that I have successfully identified all Canadian-born ELLs in my classroom?  This document makes is appear that these students are more common that I would have thought.

Is the Canadian born ELL's

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Focusing on:
1) Supporting ELLs with limited prior schooling and in ELD classrooms
2) Supporting ELLs who are Canadian Born

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How can I determine if an ELL in an ELD program is experiencing difficulty due to the interruption or gaps in their formal schooling is due to their gaps or due to a learning exceptionality?

Related to my above question, in the early stages of language acquisition for an ELD student does it matter terribly much the reason for the students difficulty or does it make more sense to move forward with a variety of strategies trying to make progress where you can?

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Many ELLs are not fully literate in their first language and may have significant gaps in their schooling

Their formal education has been interrupted by larger circumstances (war, migration, environmental catastrophe)

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Many Canadian born ELLs are raised in families where English is not the primary language.

Oral language proficiency may disguises the support these students need in a textual or academic environment.

Canadian born ELLs may be difficult to identify initially

Social use of English does not necessarily translate into proficient use of English in an academic context

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Practice strategies to  benefit ELLs (ELD)

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Practice strategies to  benefit ELLs (ELD)

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Timetabling that encourage student participations (ex music, phys ed) and matches strengths and interests

Create a student profile as a starting point to determining appropriate adaptations

STEP assessments help to identify strengths as well as areas of need

Incorporating student identity into learning can be helpful in engaging students

Oral langue help to scaffold learning and allow students to activate their thinking before they read and is very helpful for students in an ELD class.