# data[].attributes.body
Graphic organizer source- pin interest

# data[].attributes.body
Source pin interest

# data[].attributes.body
WHO: Student who is having a difficulty with language

WHAT: we need to know is When to Worry

·       trouble understanding instructions

·       trouble understanding new concepts

WHERE: at home and in the classroom in social settings and in academic settings.

WHY:

The students will  display:

·       a limited understanding of ambiguous terms and statements, for example “The bat flew through the air”

·       problems understanding figurative language, for example, “She’s as high as a kite” or “it’s raining cats and dogs”

·       difficulty making inferences, for example: The little girl looked at the grass and sighed. The ground was white when she looked out the next morning. What happened? Problems making inferences will limit the child’s ability to draw conclusions about what she is reading.

WHEN:

To seek intervention – earlier the better.

Modified programming

# data[].attributes.body
Inquiry based learning opportunities that are student centred, student interest driven and considering differentiated approach and entry points to teach students.

# data[].attributes.body
Link from our class:
http://www.aboutkidshealth.ca/En/HealthAZ/LearningandEducation/LiteracyandNumeracy/Pages/speech-language-milestones.aspx

# data[].attributes.headline
3 Days of Guided Reading - pg.407 - "It is impossible to create a description that is true of all readers for whom a level is appropriate for independent reading or instruction"

# data[].attributes.subject
3 Days of Guided Reading - pg.407 - "It is impossible to create a description that is true of all readers for whom a level is appropriate for independent reading or instruction"

# data[].attributes.body
Day 1 - We will select a text, make a prediction, take a picture walk, read to self, teach the skill
Day 2 - Read to a partner, listen to a partner, review the skill, read as a circle, communicate their understanding of the text (journal, iPad, ask questions, write/draw about favourite part)
Day 3 - Re-read the text (practice the skill) Reassemble the cut-up story, practice the consonant blends (white boards)

# data[].attributes.body
When we refer to resource, this is the hard copy.

# data[].attributes.body
The Fountas and Pinnell

# data[].attributes.body
Small group focus instruction happens with the variometer strategies.

Documentation around reading behaviours.

Focus on reading process, along with reading behaviour, observe throughout the day and see what students demonstrating their reading and understanding.

# data[].attributes.headline
English as a Second Language Observable Language Continua

# data[].attributes.subject
English as a Second Language Observable Language Continua

# data[].attributes.body
http://edugains.ca/newsite/ell/step/english_second_language.html