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For Adult ELLs the ROM offers guided tours at a PRICE OF $16. However, depending on socio-economic background there may be a need for subsidies to pay for it.

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Activity Type : Combined program (Tour & Lab)Subject : General,History,Native Studies,Grade : Adult ESL,

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Very cool online tool and app that can allow teachers to create museum tours (I found this for the ROM) subscriptions are pretty expensive but could be worthwhile if the school has the budget and/ or will be using it quite frequently. Students can participate in activities while they explore the museum.

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GuidiGO - Discover or create guided tours for iPhone iPad and Android

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The Royal Ontario Museum strives to nurture discovery and inspire wonder by fostering innovative, engaging ways to interact with museum collections. By developing tours for visiting families, school groups, and the general public, we provide a new look at some familiar objects with behind-the-scenes tidbits, highlights of ROM research, and interactive games that let users collect virtual objects to feature in their souvenir photos.

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The AGO offers programs to teachers and students for the regular exhibits but also special exhibits. This offers more experiential learning outside the classroom for ELLs. It is also a good source for Canadian culture pieces.

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Activities and Resources | AGO Art Gallery of Ontario

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Find resources and activities you can use in your classroom to help students build visual literacy and develop their skills in observation, interpretation, critical thinking and creativity.

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Brings Canadian film to the class. It has a section where you can ask for resource to support ESL students. This could also meet curriculum needs not only in ESL for Canadian culture knowledge but also arts, history, indigenous studies etc.

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REEL CANADA offers several different film festival types. In all cases, we provide advice and ongoing logistical and planning support, as well as access to our catalogues, promotional materials and, of course, the films themselves. We also have lesson plans in a variety of subject areas for all the films in our catalogue.

Because we value live engagement at all our events, we're frequently able to provide trained facilitators for our larger-scale events, who can introduce the films and lead discussions after the screenings. We also always try to bring film industry professionals to events or connect them to students via Skype, though this is not something we can ever guarantee.

The level of screening support that we can provide depends on the size and scope of each event and is determined in consultation with our lead teachers on a case by case basis. Please contact us if you'd like to put on a festival at your school.

"Full Service" Festival
This is our largest-scale festival model, and often involves a large number of participants (such as an entire school population), and takes place over the course of an entire school day, with participating students watching one film in the morning and another after lunch. Because of the size and scope of our Full Service festivals, they are often multi-venue events, in which up to three rooms (an auditorium, gym, and library, for example) are transformed into screening venues to accommodate the large numbers of participants, turning the school into a multiplex for the day.

These festivals involve a lot of planning and close collaboration with a lead teacher and a team of their colleagues, and we encourage schools to involve participating students as much as possible in selecting films, planning the event, and promoting it to their peers. Full Service festivals are our largest, "showpiece" events and we put a lot of resources into them. These events are also the most demanding on our teacher partners, because of the amount of work and planning involved. For these reasons, we are only able to do a very limited number of these events each year.

Full Day Single-Venue Festival
In this style of festival, two screenings are held in a single venue (such as an auditorium) for two different groups of students - for example, senior grades in the morning and junior grades after lunch. The school commits to a full day event, but each participating student may only participate for half the day, and attends classes during the other half of the day.

Half Day Single-Venue Festival
This style of festival is nearly identical to the Full Day Single-Venue Festival described above, but takes place over the course of a half day (morning or afternoon) only. All the same considerations apply.

DIY (Do It Yourself) Classroom Festival
Working with our team, the lead teacher will choose a film that fits a particular subject area or theme(s) being addressed in class, and plan an in-class screening for a smaller group of students (usually a single class). For teachers who wish to show films during a single class, we can create programmes of short films that will fit the 60-75 minute period. We encourage those who wish to show a feature-length film to treat the event as an in-class field trip, which (like all of the other festival models described above) takes place over two class periods, so that the film can be screened in its entirety without interruption.

Special Presentations
REEL CANADA offers several special presentation screenings throughout the school year. These special screenings include but are not limited to, Black History Month, Asian Heritage Month, Remembrance Day, Halloween. etc. Schools can participate in one of our existing special presentations, which we promote throughout the year. Or, they can approach us about doing a special "themed" screening on a topic or date that is meaningful to the school.

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REEL CANADA offers several different film festival types. In all cases, we provide advice and ongoing logistical and planning support, as well as access to our catalogues, promotional materials and, of course, the films themselves. We also have lesson plans in a variety of subject areas for all the films in our catalogue.

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Unit plan for bringing students into the creative process and visual arts by using a variety of teaching and learning strategies that are geared towards ESL students and is very self- reflective.

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Visual Arts, Grade 9, "Picturing My Imagination"

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Think Literacy by EduGAINS offers crosscurricular approaches to literacy teaching and learning strategies. I will be using this!!!

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Think Literacy Cross-Curricular Approaches, Grades 7-12:

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Think Literacy offers instructional approaches for literacy in Visual Arts at the intermediate and senior levels. I find this particularly useful.

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Offers suggestions to engage students in what they are learning with particular focus on identity and listening to what students want to learn.

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Rubrics to mark student ESL success at all levels. Useful as assessments in subject courses as well. (Not suitable for evaluation unless the Overall Expectations can be connected to the rubrics).

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The Observable Language Behaviours continua describe ELLs' English proficiency development in three broad strands-oral, reading, and writing. Each strand is guided by the Ontario language curriculum. The Oral strand is defined in terms of listening and speaking skills. Reading is organized by the elements: meaning, form and style, and fluency. The Writing strand emphasizes the view of writing as a process, progressing from prewriting and organization of ideas, to writing and editing. The Observable Language Behaviours continua have two main purposes: one is to inform programming and the other is to track the student's language proficiency. For further information on the OLBs refer to the STEP - A Guide for Users document.

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English as a Second Language Observable Language Continua

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The Observable Language Behaviours continua describe ELLs' English proficiency development in three broad strands-oral, reading, and writing. Each strand is guided by the Ontario language curriculum. The Oral strand is defined in terms of listening and speaking skills. Reading is organized by the elements: meaning, form and style, and fluency.

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The TESL website provides a lots of information on ELL support and for students needing IELTs help. I would mostly use this for lesson and differentiate instruction ideas.

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http://ontarioarteducationassociation.org/rezources/curriculum-support-documents/

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A blog that identifies 3 clear reason why the arts are not only important in general but particularly to ESL students. It also provides several resource links that can be used, mostly technology based.

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During my tenure as a teacher, I had the privilege of teaching English to non-native speakers -- both young people and adults. Those of you with English learners in your classroom (I'm guessing that's nearly everyone) are well aware of the challenges these students face. Beyond struggles with language and communication, many are grappling with their own identities as they learn to navigate two cultures.

A fantastic way to support English language learners both academically and emotionally is to integrate creativity and arts-based projects into your teaching. Art projects can help lower kids' affective filters, giving them more confidence to break out of their shells and get talking. From the classic arts such as painting and dance to newer forms like remix and digital storytelling, every classroom across the content areas should make room for creative expression. Here are three reasons why arts integration is essential for English language learners:

1. Art is a universal language. Because we develop receptive language more quickly than expressive language, students often understand more than we realize. Project options that require less language production give English learners opportunities to show what they know. Provide students with limited English a chance to be successful and demonstrate learning through visual media projects -- drawing, animation, video, photography, collage, and more.

2. Art expresses culture. Immigrant students can often feel pressured to assimilate into the dominant culture. Whether it's food, clothing, music, or language, kids sometimes get the message that their family's traditions are something to be ashamed of. Celebrate the diversity of your students' backgrounds, and give them opportunities to share their family's culture through arts-based projects.

3. Art experiments with identity. Music, acting, visual arts, dance, and other art forms are terrific avenues for reflection and experimentation. Tweens and teens are hungry to try on different personas and often step in and out of various communities. Remember that your English language learners are figuring out how to become both bilingual and bicultural. Create a safe space for students to figure out who they are by encouraging creative expression in your classroom.

The Top Picks lists below can help you find the right tools for integrating the arts into your classroom today.

Photo: "Who Am I?" by Ahmad Hammoud. Used under a CC BY 2.0 license.

How do you use the arts to empower English learners in your classroom? Share your tips in the comments below!

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3 Reasons Why Your ELLs Need Arts Integration

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During my tenure as a teacher, I had the privilege of teaching English to non-native speakers -- both young people and adults. Those of you with English learners in your classroom (I'm guessing that's nearly everyone) are well aware of the challenges these students face.

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3 basic steps to set up your class and ESL student for success. Mostly geared to elementary levels but can be extrapolated for secondary use.

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I will never forget one of my sweetest 1st grade students. Picture this: It was my first year of teaching art, and my student's fourth day in the United States. He had art on his very first day at our school. He had cried all day in his classroom because (of course) he hadn't understood anything. Then, he came into art, and the tears stopped. It was the first day of a new lesson that started with a "follow along with me" procedure. Because art is visual, he was instantly able to connect to and participate in the lesson.

I felt so proud to provide an experience that was successful for him, at least for that day. Of course, it won't always be 'easy as pie' when there are language barriers, but the visual nature of art is a tremendous asset for teaching ELL students in the art room.

Today I'd like to share a few specific strategies we discuss in our Reaching All Artists Through Differentiation class, which are helpful when teaching ELL students in the art room.

We'll go through some things you may notice when teaching ELL students and how to help.

1. ELL students have a tendency to copy the teacher or another student.

One strategy to help ELL students make their own unique pieces is to keep file folders for each student with photos of things that interest them. If a student is strapped for an idea, simply pull out the folder and have him look through it. For example, let's say you're doing an animal portrait project. Showing the student that other students are all working on different favorite animals, then looking through the folder for his favorite animal can be very helpful in showing that the assignment is not narrow, but that there are many solutions.

2. Students don't always understand the verbal directions you give.

This is where visuals come in handy. Having directions "written" out in pictures is helpful. In addition, and maybe more importantly, having a word wall or labels around the classroom can help ELL students start to connect words to objects. In the elementary setting, these types of signs can be helpful for all students!

Smart Tip - Remember: Talking slower helps. Talking louder doesn't!

3. Students can become frustrated easily.

Be proactive to minimize frustration. The buddy system is an excellent approach. Seat ELL students with 'helper' students at first. The helper should be someone you can trust to not do the art for the student, but simply reiterate directions when needed. Proximity is key. Think: Does your seating chart easily help you give quick verbal and visual prompts to your ELL students?

I've asked ELL expert, Shelly Medlock to present on strategies for ELL students at the AOE Winter 2015 Online Conference. She's attended a week-long intensive institute on ELL, and has come back to her room with art -specific connections she's made. She'll be sharing some of her favorites with you!

What do you notice when working with ELL students? What helpful strategies do you have to share?

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Help Your ELL Students in Art Class with These Simple Steps - The Art of Ed

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I will never forget one of my sweetest 1st grade students. Picture this: It was my first year of teaching art, and my student's fourth day in the United States. He had art on his very first day at our school. He had cried all day in his classroom because (of course) he hadn't understood anything.

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Lots of good ideas for Visual Arts lessons that can be adapted. They address not only subject content but also speaking, reading, writing and listening in ways that engage critical and creative thinking

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ESL Enrichment Curriculum (Education at the Getty)

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Lessons for adult ESL students that build language skills though art.