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How can we manage our time better in an FI system to make sure we are able to work with students who are in the ELL stages?

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How do we differentiate tasks for ELL students without making them feel "different" from their peers?

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How do we differentiate tasks for ELL students without making them feel "different" from their peers?

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How often are we working with these students? Is this daily? Weekly?

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How often are we working with these students? Is this daily? Weekly?

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Some success using Step to begin the process of placing one of my students. Some wonderings about now what.

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Can the SERT help with designating students as ELL?

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Still working on putting all of the ELL support pieces together. New learning this week = filling out a STEP profile, reading about the four support models, Kindergarten is still following the stages, accessing the online accommodations tracking checklist, etc.

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What resources/websites are helpful for supporting students and families at home?

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How do you get resources like readers, short of buying them- can they be borrowed from somewhere in the board?

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How do you get resources like readers, short of buying them- can they be borrowed from somewhere in the board?

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Just wondering if some students are simply low readers, or if they are ELL (or is it the same thing?).

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For students who need explicit spelling/grammar support.

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It was rewarding to work with a Gr. 1 teacher this week to access resources and support her as she welcomes a Step 1 learner to her Gr. 1/2 class.

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Are there specific sounds that we should start off with first when working with ELL learners?

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There seems to be limited English resources in FI. How can this be worked around?

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There seems to be a gap between K-3 that must be filled in grade 4. How do we do this effectively?

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Do students in Gr. 1 -3 get "identified" or assessed for being ELL?  

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Do students in Gr. 1 -3 get "identified" or assessed for being ELL?  

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Gaps- curriculum expectations vs reality

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Gaps- curriculum expectations vs reality

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Issues with resources and not having ESL support person

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How do we know when to check off the ELL box?

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How can we identify what the more prominent needs are for a student? Sometimes it is hard to ascertain if they need a Growth Plan -> IEP (general difficulty in language acquisition) or if they are simply struggling with English due to minimal exposure.

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When and how often do ELL stages get updated?

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When and how often do ELL stages get updated?

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Is there a way to conduct reading recovery in FI?

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Do schools still have a designated ELL support person?

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Are there sets of books (levels?) that would be more/less beneficial for students when conducting guided reading?

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What resources do you recommend to help students in ELL develop phonological understanding?

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What do the different levels of ELL mean?

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ELL and IEP - English and French acquisition difficulties 

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ELL and IEP - English and French acquisition difficulties 

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Support in the classroom when limited

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How is STEP the same/different from the using the ELL Stages?

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How is STEP the same/different from the using the ELL Stages?