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The more vocab the students know, the higher their comprehension abilities

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The more vocab the students know, the higher their comprehension abilities

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Strong vocab leads to stronger reading comprehension which then leads to overall higher academic achievement

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Strong vocab leads to stronger reading comprehension which then leads to overall higher academic achievement

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Learners need to contiually use words in numerous ways and situations to truly understanding the meaning of words

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Learners need to contiually use words in numerous ways and situations to truly understanding the meaning of words

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For ELLS, receptive knowledge (knowing meanings of words) is greater than productive knowledge (knowing when and how to use those words)

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For ELLS, receptive knowledge (knowing meanings of words) is greater than productive knowledge (knowing when and how to use those words)

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ELLs need to learn the most frequently used words first in order to get the communication flowing

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ELLs need to learn the most frequently used words first in order to get the communication flowing

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ELLs have to work twice as hard to catch up to their peers in a subject matter

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ELLs have to work twice as hard to catch up to their peers in a subject matter

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In a shared reading context, ELLs can identify and learn the words that most closely correlate to the subject matter at hand; then we can try to help them see the linguistic origin of the word.

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In a shared reading context, ELLs can identify and learn the words that most closely correlate to the subject matter at hand; then we can try to help them see the linguistic origin of the word.

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What is the most efficient way for ELLs to ask the questions they have? For example, perhaps students could write words they do not understand in one area of the classroom, and concepts in another and expression in yet another; the students could then be instructed to go around the classroom and respond to/explain as many of the terms as possible; this would enable shared learning and inspire a sense of accomplishment within the individual if they can answer another student's question

# data[].attributes.subject
What is the most efficient way for ELLs to ask the questions they have? For example, perhaps students could write words they do not understand in one area of the classroom, and concepts in another and expression in yet another; the students could then be instructed to go around the classroom and respond to/explain as many of the terms as possible; this would enable shared learning and inspire a sense of accomplishment within the individual if they can answer another student's question

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Word charts can help students understand words from as early as 2nd grade onwards; the chart becomes more complex as the student progresses

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Word charts can help students understand words from as early as 2nd grade onwards; the chart becomes more complex as the student progresses

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30 on the Wall: a school-wide and community-wide approach to language learning; teachers incorporate these words into curriculum for a specific time period

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30 on the Wall: a school-wide and community-wide approach to language learning; teachers incorporate these words into curriculum for a specific time period

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Cloze sentences: a reading strategy that asks the students to complete a sentence with options for the appropriate vocabulary

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Cloze sentences: a reading strategy that asks the students to complete a sentence with options for the appropriate vocabulary

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25% of all students in Ontario are considered ELLs; this percentage is expected to continue to increase. UNEXPECTED:  most of these ELLs are born in Canadian and are not excelling as much as other Canadian-born students

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25% of all students in Ontario are considered ELLs; this percentage is expected to continue to increase. UNEXPECTED:  most of these ELLs are born in Canadian and are not excelling as much as other Canadian-born students

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You can learn about the various languages in your classroom by having students talk with a peer and conduct an interview with them regarding their first, second and other their languages

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You can learn about the various languages in your classroom by having students talk with a peer and conduct an interview with them regarding their first, second and other their languages

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BICS, basic interpersonal communication skills, take two or more years to acquire, according to researchers;  CALP, cognitive academic language proficiency, on the other hand, requires 5 to 7 years of acquisition, according to research

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BICS, basic interpersonal communication skills, take two or more years to acquire, according to researchers;  CALP, cognitive academic language proficiency, on the other hand, requires 5 to 7 years of acquisition, according to research

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Provide authentic learning opportunities such as: asking students to paraphrase, use simply vocabulary for a concept, then replace them one-by-one with more complex vocab, and explaining in a variety of ways (dramatic for example) the idiomatic expressions that first language speakers incorporate unconsciously into speech

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Provide authentic learning opportunities such as: asking students to paraphrase, use simply vocabulary for a concept, then replace them one-by-one with more complex vocab, and explaining in a variety of ways (dramatic for example) the idiomatic expressions that first language speakers incorporate unconsciously into speech

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When teachers are able to incorporate students' cultures in the classroom, they are more inclined to learn and apply knowledge in authentic, meaningful ways

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When teachers are able to incorporate students' cultures in the classroom, they are more inclined to learn and apply knowledge in authentic, meaningful ways

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Have students be identifiable in the resources used in the classroom, from materials posted on the wall, to the choice of reading material, etc.

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Have students be identifiable in the resources used in the classroom, from materials posted on the wall, to the choice of reading material, etc.

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Give students the option of practising their oral communication in small groups before asking them to present material before a class

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Give students the option of practising their oral communication in small groups before asking them to present material before a class

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Allow more response time for students to think not only about the response to the question, but how to respond to it in the desired language

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Allow more response time for students to think not only about the response to the question, but how to respond to it in the desired language

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The more we learn from our students, the more likely they are to learn from us. 

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The more we learn from our students, the more likely they are to learn from us. 

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How can we ensure that our assessment and evaluation practices are sound? Is a student's language proficiency affecting our vision of achievement?

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How can we ensure that our assessment and evaluation practices are sound? Is a student's language proficiency affecting our vision of achievement?

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It is important to collect information about what students are reading at home as a diagnostic tool

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It is important to collect information about what students are reading at home as a diagnostic tool

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How can we be culturally responsive and culturally sensitive teachers? Perhaps the more we know about our students, the better we will be able to address cultural issues

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How can we be culturally responsive and culturally sensitive teachers? Perhaps the more we know about our students, the better we will be able to address cultural issues

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Involve students in creating the goals of an assignment and what constitutes success; have students conduct peer assessment using the rubric they helped create; ensure feedback has been provided to students on multiple occasions

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Involve students in creating the goals of an assignment and what constitutes success; have students conduct peer assessment using the rubric they helped create; ensure feedback has been provided to students on multiple occasions