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These glossaries are to provide permitted testing accommodations of ELL/MLL students. They should also be used for instruction during the school year. These glossaries may be downloaded, printed and disseminated to educators, parents and ELLs/MLLs.

Bilingual glossaries are an essential and expected test accommodation for ELLs/MLLs in the State of New York. The languages of these glossaries cover the top 10 languages at the state level, with new languages added based on changing language populations in the NY State student demographic data.

Schools should provide testing accommodations to ELLs/MLLs, as needed, on all NYS ELA and content-area assessments (i.e., Mathematics, Science and Social Studies). Districts/schools must make all necessary arrangements to make these accommodations available for ELLs/MLLs who need them. Please click here for the New York State Office of Bilingual Education and World Languages Webpage on "Assessment and Testing Accommodations".

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These glossaries are to provide permitted testing accommodations of ELL/MLL students. They should also be used for instruction during the school year.

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Guides of Literary Terms & Devices for Language Arts

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Guides of Literary Terms & Devices for Language Arts

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These glossaries are to provide permitted testing accommodations of ELL/MLL students. They should also be used for instruction during the school year. These glossaries may be downloaded, printed and disseminated to educators, parents and ELLs/MLLs.

Bilingual glossaries are an essential and expected test accommodation for ELLs/MLLs in the State of New York. The languages of these glossaries cover the top 10 languages at the state level, with new languages added based on changing language populations in the NY State student demographic data.

Schools should provide testing accommodations to ELLs/MLLs, as needed, on all NYS ELA and content-area assessments (i.e., Mathematics, Science and Social Studies). Districts/schools must make all necessary arrangements to make these accommodations available for ELLs/MLLs who need them. Please click here for the New York State Office of Bilingual Education and World Languages Webpage on "Assessment and Testing Accommodations".

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These glossaries are to provide permitted testing accommodations of ELL/MLL students. They should also be used for instruction during the school year.

# data[].attributes.attachment_link.readable_text
These glossaries are to provide permitted testing accommodations of ELL/MLL students. They should also be used for instruction during the school year. These glossaries may be downloaded, printed and disseminated to educators, parents and ELLs/MLLs.

Bilingual glossaries are an essential and expected test accommodation for ELLs/MLLs in the State of New York. The languages of these glossaries cover the top 10 languages at the state level, with new languages added based on changing language populations in the NY State student demographic data.

Schools should provide testing accommodations to ELLs/MLLs, as needed, on all NYS ELA and content-area assessments (i.e., Mathematics, Science and Social Studies). Districts/schools must make all necessary arrangements to make these accommodations available for ELLs/MLLs who need them. Please click here for the New York State Office of Bilingual Education and World Languages Webpage on "Assessment and Testing Accommodations".

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These glossaries are to provide permitted testing accommodations of ELL/MLL students. They should also be used for instruction during the school year.

# data[].attributes.attachment_link.readable_text
These glossaries are to provide permitted testing accommodations of ELL/MLL students. They should also be used for instruction during the school year. These glossaries may be downloaded, printed and disseminated to educators, parents and ELLs/MLLs.

Bilingual glossaries are an essential and expected test accommodation for ELLs/MLLs in the State of New York. The languages of these glossaries cover the top 10 languages at the state level, with new languages added based on changing language populations in the NY State student demographic data.

Schools should provide testing accommodations to ELLs/MLLs, as needed, on all NYS ELA and content-area assessments (i.e., Mathematics, Science and Social Studies). Districts/schools must make all necessary arrangements to make these accommodations available for ELLs/MLLs who need them. Please click here for the New York State Office of Bilingual Education and World Languages Webpage on "Assessment and Testing Accommodations".

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These glossaries are to provide permitted testing accommodations of ELL/MLL students. They should also be used for instruction during the school year.

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Eligibility

To be eligible for this grant, you must:

successfully apply to and enrol in the first or second year of an eligible program

be an Ontario resident

be a Canadian citizen, permanent resident or protected person

commit to working in the same region where you studied after you graduate

not be receiving funding from any of the following government programs:

The BEGIN Initiative: Bridging Educational Grant in Nursing

Better Jobs Ontario

Skills Development Fund

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Apply for funding to cover the costs of tuition, books and other direct educational expenses for health human resources programs.

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Use Your Skills - Find an Alternative Career​

Some jobs are regulated in Ontario. This means you need a licence or certificate to work in these professions. You might want to work in a non-regulated job in your field first.

View a list of jobs

Access to Professions and Trades Guide

If you are an internationally educated professional or tradesperson coming to Ontario or are already here, this guide can help you access your profession or trade.

Work toward your career goal

Find Services Near Me

Search by location and type of service you are looking for to obtain a list of results on a map

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Information Newcomers Can Trust | Settlement.Org

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The Settlement.Org website provides newcomers with information and resources to settle in Ontario, Canada.

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Lalilo by Renaissance | Practice and instruction on Foundational Literacy skills

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Sign up and invite parents remotely for home access to phonics and reading lessons.

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0:00 / 2:48•Watch full video

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Introducing practice sets in Google Classroom

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This short, eight-page, brightly colored brochure is prepared especially for teachers and parents. It is available in 30 languages, (Arabic, Bahasa Indonesian, Chinese, Czech, Dutch, English, Farsi, Filipino, French, German, Gujarati, Hebrew, Hungarian, Icelandic, Italian, Japanese, Korean, Norwegian, Polish, Portuguese, Punjabi, Romanian, Russian, Slovak, Somali, Spanish, Tigrinya, Turkish, Ukrainian, and Urdu) and provides the following information in an easy-to-read format:

importance of home languages;

reasons for maintaining the home language;

the advantages for children who use two languages;

how two languages work together;

speaking the home language will not confuse children.

The image on the cover of the brochure, a hand holding a red balloon, is more than decorative. It is a reminder that home languages are as fragile as a balloon. If they are not maintained and protected, the hand will open, the balloon will fly away, and the home language will be lost.

Translations: The HOLD ON brochures found below were translated from the original (English) by both native- and non-native speakers (colleagues, students, families, community members). Click on the links below to download the translations. The English language brochure is also available in Power Point format.

University of Toronto Press 2012
Roma Chumak-Horbatsch
Foreword by Jim Cummins

University of Toronto Press: www.utorontopress.com

This widely used book looks at young newcomer children in a new way. Far more than learners of their new language these children are "bilinguals in the making" - who arrive in childcare centres and classrooms with unique language and literacy needs.

To meet these needs, a new three-part classroom practice, called Linguistically Appropriate Practice or LAP is introduced. The first part of LAP provides important background information about young newcomers' language circumstance. The second part focuses on preparing the classroom to launch LAP. It explores four tasks that are central to the adoption of LAP: transitioning newcomers from home to classroom; partnering with families; using home languages in the classroom; and recording classroom language and literacy behaviours. The final part of LAP addresses the following question: How do we work with young children who arrive without proficiency in the school language? The reader will find over fifty exciting classroom activities that can be adapted to match the developmental level of the children. The closing chapter looks to the future. It appeals to those working with young newcomers to turn their attention to this growing population, take their unique language and literacy needs into account and help them realize their bilingual potential.

For a summary of the ideas found in this book see:
https://www.youtube.com/watch?v=wLod5d9mT98

Multilingual Matters 2019
Roma Chumak-Horbatsch
Foreword by Kelleen Toohey

Multilingual Matters: www.multilingual-matters.com

The presence of learners for whom the school language is not their first language creates unique challenges and opportunities for teachers. This book provides an accessible guide to multilingual teaching using Linguistically Appropriate Practice (LAP) in diverse classrooms worldwide. It is firmly grounded in the latest learning and bilingual research and takes a realistic approach to teaching in language-rich schools today. The author argues that multilingual teaching has benefits for everyone, all learners, teachers as well as the wider school community.

Highlights of the book:

provides profiles of multilingual teaching around the world;

explains the relationship between theory and multilingual practice;

lays out the characteristics of the multilingual teacher and the multilingual classroom;

discusses challenges identified by multilingual teachers;

provides a step-by-step guide to implementing multilingual teaching and

includes resources to support multilingual teaching and learning.

This book is an invaluable support and inspiration for practising teachers and trainee teachers. It will help them transform their classrooms into multilingual environments where all children have equal opportunity to participate, learn and grow.

For a review see: https://www.youtube.com/watch?v=srhXHwrYqqA

https://www.youtube.com/channel/UCuznjX7nkcDqDwUJpzlYWsw

The six videos in this YouTube channel provide summaries, highlights and examples of multilingual teaching. Teachers can view them individually or they can be used in meetings or workshops to generate discussion.

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This short, eight-page, brightly colored brochure is prepared especially for teachers and parents.

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Generate Study Notes by uploading the material

Create or use created Flashcards or Multiple choice Quizzes to study individually

Create or use created live quiz with class

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You can find YouTube videos that support the content which tests students while the video plays.

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Easily create beautiful interactive video lessons for your students you can integrate right into your LMS. Track students' progress with hassle-free analytics as you flip your classroom!

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A leading website for English education. High quality English worksheets on reading comprehension, parts of speech, spelling, matching, vocabulary, synonyms and antonyms, phonics, verb tenses, educational games, and more. We're sure you'll find our materials useful. Come learn with us!

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Feel free to make a copy, edit and update to the times.

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We’re currently checking your connection. This shouldn’t take long.If you keep getting this page, check if there’s a problem with Canva.

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Resourceful, knowledgeable, learners

Prior knowledge and experience

Audio and Movie instead of text

Variability of access: image, text

IOS: accessibility tools, voice text, zoom, chrome vox

Manipulatives for math

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Multiple Means of Representation (Week 3)

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Language-Content-Symbols

Options for perception: lived experiences, articles, podcast

Text: text size, colour contrast, speech to text

Language: Help decode and clarify language, reference sheets, diagrams, clues, formulas, academic terms (glossary),

Activate Prior Knowledge: Brainstorming

Meaning: Sound, image, language, touch, taste, kinesthetic

Low Stakes: Ways to reflect on errors where they aren't penalized

Decolonizing Material: Oral tradition

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Universal Design for Learning Module 3: Multiple Means of Representation

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Visual and Auditory options

Options for language and to demonstrate their learning

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ChatGPT Can Make English Teachers Feel Doomed. Here’s How I’m Adapting (Opinion)

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To combat the sense of pointlessness around teaching and AI, I’m making two major changes to the “point” of my English class this year.

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C.W. Howell, Cal Baker, Fayrah Stylianopoulos

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To Educate Students about AI, Make Them Use It

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A college professor and his students explain what they learned from bringing ChatGPT into the classroom

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Families/Students must go to VP to receive funding for school supplies, school activities/trips and food. Each student can receive up to $250 and there is an application

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26: Mentorship, friendship, and UDL: A beautiful trio

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Tracy Pendred and Kimberly Spears of City Neighbors Charter School, a public school in Baltimore, MD, share how their formal mentor/mentee relationship grew into a friendship and how that relationship supports their implementation of UDL.

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The secret to giving great feedback | The Way We Work, a TED series

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Virginia Apgar Academy of Medical Educators

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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Autonomy

Collaboration

Differentiation

Engagement

Reflection

Self-Advocacy

Variety

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Learning Walks: Structured Observation for Teachers

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Dr. Robert Marzano on Instructional Rounds and More!

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Collaborative Teaching: Lesson Study at East Brooklyn Community High School

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What do we expect our students to learn?

How will we know they are learning?

How will we respond when they don’t learn?

How will we respond if they already know it?

What do we expect our students to learn and why is it important?

How can we design flexible assessments so there will be multiple options for our students to demonstrate they are learning?

If students do not learn, what potential barriers exist that can be eliminated through thoughtful design?

If students do learn, how will we provide options and choices for students to optimize challenge?

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What is MTSS (Multi-Tiered Systems of Support)?

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Multi-tiered Systems of Support (MTSS), "Oh, that is just the new name for Response To Intervention (RTI), right?" you say. Nope. Nadda. Sorry.

In order to meet the needs of all learners, we have to create inclusive and equitable systems that ensure that all students have equal opportunities to learn at high levels. We need to make sure students and educators are getting the support they need academically, behaviorally, and social-emotionally in order to succeed. To do this, we have to challenge beliefs, skills, and our systems so our work is learner-driven and evidence informed. All of that together, in a nutshell, is what forms a MTSS. But before we get into the nitty-gritty, let's start with an analogy.

I drive a Suburban. It's the perfect car when you have four kids who lug around giant lacrosse bags and a grumpy old dog. Now, I have very firm goals for my car - I need it to run smoothly and safely. So, I always make sure that I get my routine services.

Tier 1 at the mechanic involves an oil change, topping off fluids, a tire rotation, and a good ole' vacuuming. While there, there are numerous universal screening measures to determine if additional services are needed. They check all the engine fluids, tire pressure, and windshield wipers and hook up machines that talk to the engine to see if there are any potential problems.

Sometimes, as a result of this screening, I need more services. We have all had the oil change appointment that quickly morphed into a radiator, transmission service or tire replacement. These are second level ( Tier 2) services that we only need to get when those fancy assessment machines and mechanics share that we need them. What is important to note is that when Tier 2 services are necessary, I don't lose out on Tier 1. The mechanic doesn't say, "Sorry, Katie, but since you need your transmission serviced, you can't get the oil changed." Why? Because that would lead to more problems. In many cases, the same mechanic can perform both Tier 1 and Tier 2 services right at the same place. And I don't have to get those Tier 2 services every time just because my car needed them now. Once the mechanics have shown that the additional services have done what they need to do, I am free to go back to just getting my oil change.

But let's say the problems continue even after I had a transmission service. The car is jolting about when I get on the highway and makes a funny noise. I take my car in for a level 2 service again, but maybe that isn't enough. Maybe I need more support. Let's say I need a whole new transmission. Again, that doesn't mean I don't get my oil changed! This procedure might be classified as a level three service ( Tier 3) and even fewer people need those services - but when you need them, I guarantee you will be thrilled they are available. As the level of service goes up, the repair is more intensive and progress monitoring is critical. Sometimes, the level 3 service might be out of the wheelhouse (see what I did there?!) of the mechanic and you'll need to bring your car elsewhere, but some will be able to handle it just fine.

Are you still with me? And does that sound like RTI? Well, yes, it does because these tiered interventions do operate similarly to RTI, but they are only at the core of an MTSS - they aren't the whole of it.

Essentially, when your car needs services, you should be able to get those services. And the same is true in our schools. When we have an MTSS, our schools offer multiple levels of support to students, when they need it. Higher levels of service don't replace the "maintenance" (general education) services. It's about supplementing, not supplanting Tier 1.

According to the MTSS Blueprint of the Massachusetts Department of Education, MTSS is a system designed to meet the needs of all students by ensuring that schools optimize data-driven decision making, progress monitoring, and evidence-based supports and strategies with increasing intensity to sustain student growth academically, behaviorally, and social-emotionally. To realize this success, multi-tiered systems must be supported by leadership, implementation, and competency drivers to ensure that all district resources are focused on supporting our students, who can and will learn and succeed with our support.

MTSS are recommended in the Every Student Succeeds Act (ESSA) as a "comprehensive continuum of evidence-based, systemic practices to support a rapid response to students' needs, with regular observation to facilitate data-based instructional decision making." At its heart, according to the Council of Great City Schools, "MTSS is a self-repeating, self-correcting, ongoing methodology for effective decision making at all levels of the system and across all three tiers".

The visual above provides a representation of an MTSS model that is proactively built from the outside in (Novak, Massachusetts Department of Elementary and Secondary Education, 2020). All learners receive Tier 1, where they have opportunities to access grade-level rigor and behavioral and social-emotional support. In order for this to work, we need to build the skill level of educators, the vision of leadership and have the necessary tools to support students (i.e, the drivers).

If we zoom back to the mechanic analogy, an auto shop needs skilled mechanics, who can work with multiple makes and models, and who have numerous tools to diagnose issues and address them immediately so our cars are back on the road. They also need fluids, tools, and an auto-lift. We can't expect mechanics to fix our car if they don't have the right tools. And lastly, who are the leaders who are committed to ensuring high-quality customer satisfaction, ongoing communication, and a vision for success? How much more difficult would it be to get our cars fixed if say, the hours of operation were only 2-5 AM? That system doesn't support improvement for many.

Tier 1 is universal support

It is the foundation of the system and is equitable and all-inclusive. All students will receive tier 1 support as they walk into the "front door" of the school as the visual suggests. Students will receive more support as necessary for their individual needs when data suggests it is necessary.

Tier 2 is for targeted support

Tier 2 is in addition to tier 1 and it is not "instead of" support. Tier 2 services may or may not supplement special education services for students with an IEP, depending on the individual student's needs. The arrows to tier 2 and 3 represent "elevators", and students may move up and down the tiers as data suggests they would benefit from more targeted and intensive support. For example, a student with an IEP for reading comprehension may receive tier 2 targeted supports for math. Another student with an IEP might receive tier 3 intensive supports for behavior and tier 1 universal supports for academics.

Tier 3 is for intensive support

These are often explicit, skills-based, focused interventions that occur individually or in very small groups. Again, tier 3 supports are provided for all students who need them. Tier 3 is not synonymous with special education. Students who receive tier 3 supports may remain in the same physical location as students only receiving tier 1 or tier 2 or both supports.

If we can provide the services we need for our cars, we sure as heck can create systems that provide those supports, when they are needed, to our kids.

Keep Learning

If you need assistance with implementing a multi-tiered system of support, we're here to help. Learn more about our professional development and long-term implementation assistance programs here.

Take action to transform systems and improve the outcomes of learners; register for the online course Building Success with MTSS.

Resources:

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Breaking down Multi-Tiered Systems of Support (MTSS). What it is, why it is needed, and a helpful analogy to bring it all to life!

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Universal design for learning (UDL) is a framework to design learning that enables all learners to succeed. It has seen a resurgence in discussions around the value of UDL in learning at all levels (K-16 and beyond). This resurgence has resulted in rapid development in training and education, including certifications rooted in this framework. UDL supports the consideration of all learners from the onset using a strategic, direct application approach, often explored through the lens of three core principles: multiple means of engagement, action and expression, and representation.

What Is Mindset?

Mindset is the intentional focus of an established perspective that is integrated into practice. By defining mindset in the context of universal design for learning, we can prototype a framing of a UDL mindset.

What Is a UDL Mindset?

A UDL mindset is a firm inclination to mindfully design instructional experiences that benefit all learners, regardless of how they best acquire knowledge and demonstrate understanding. It is also the pursuit of innovation that continues to build on the existing knowledge of UDL integration for the purpose of expanding its value, impact and potential for advancing learning on all levels, for all learners.

Having an intentional focus on implementing UDL in your design for workplace learning assumes that you have already adopted the view that UDL principles are important. The integrated practice of implementing UDL means that you have been embedding UDL principles into your design. To have an established perspective on the importance and benefits of UDL demonstrates that you are no longer in an investigative state. You have adopted the UDL framework and have an established understanding of its value, whether or not you have implemented UDL in practice.

Implementing a UDL Mindset in the Workplace

As the workplace becomes increasingly focused on supporting diverse learners, designing with a UDL mindset serves as the catalyst to shift thinking across an organization. While shifting a group's mindset may appear relatively seamless, there are important considerations for how to effectively implement a UDL mindset for workplace inclusion. While there is no prescriptive formula, the outline below provides beginning steps for shifting to a UDL mindset.

When challenges occur in deploying a UDL mindset in workplace learning, further examination of structural elements within the organization may help you identify where you need to focus efforts to create a sense of urgency and bring others on board.

Leadership

Through an examination of leadership structures, explore how current structures support UDL efforts across the organization:

Is there visibility or central leadership of UDL training and design that you can concretely identify?

How do leaders ensure that the organization implements UDL values systematically?

Core Value

Review current value statements to identify ways the organization is supporting UDL implementation:

How has the organization identified UDL as a value in its mission and value statements?

Are these values visible to outward-facing stakeholders?

Vision

Having created vision statements that provide guidance in forward-thinking for organizational change, explore how adding UDL into those statements could further promote success for all learners:

How has the organization identified goals for long-term strategic UDL implementation for training?

Are there documented efforts for the effective evaluation of systematic change and planning?

How has the organization assessed needs that UDL implementation can support?

Priority

Identify how the organization has concretely prioritized UDL as a framework for effective training and eLearning:

Does the organization prioritize, in documentation, the UDL framework as necessary for supporting a diverse workforce?

Is UDL specifically and addressed identified as an element in planning?

Does UDL receive attention outside of daily tasks and as part of ongoing discussions?

Education/Knowledge

Training is central to advancing an organization and is often designed with various frameworks to support a workforce.

Is the organization's training integrated with UDL strategies for successful learning?

Is required training designed with UDL strategies?

Are learning opportunities available for employees to study the value of a UDL mindset for the workplace?

These questions, and many others, provide a starting point to move from the thinking about UDL to implementing UDL.

Adopting a UDL Mindset in Practice

As with any change, adopting a UDL mindset is a process. One person, group or organization does not simply step into the final stage of adoption. One's own position in the approach must evolve from acknowledgment to progress to trying and, finally, to mastery. Much like learning any new task, developing a UDL mindset strengthens over time.
Image Credit: UDL Mindset in Practice from Ehrlich & Bartlett, AHEAD presentation, 2020
When you first learned to drive a car, there was a period of time where you had to check your seatbelt, fasten your seatbelt, ensure your foot was on the brake, insert the keys and turn on the car. Over time, however, this process became almost one smooth movement that you do without much thought.

Developing a UDL mindset is similar: After you first accept that UDL is important and you want to implement its principles, you revisit the checklist often. As those practices shift from purposeful implementation to "just the way you do things," you are developing and strengthening your UDL mindset. Once you take that first step, keep trying, and be leery of people who say there is only one way to implement UDL correctly. There are many ways to implement UDL successfully, and constant evaluation and iteration are imperative.

Embracing and developing a UDL mindset will give learners the opportunity to achieve greater outcomes, increasing the return on your investment in training and development. A workplace learning designer with a UDL mindset approaches the design, delivery, assessment and evaluation of training through the lens that all learners will benefit from multiple means of engagement, representation, and action and expression.

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Adopting a Universal Design for Learning Mindset in the Workplace

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Universal design for learning (UDL) is a framework to design learning that enables all learners to succeed. It has seen a resurgence in discussions around the value of UDL in learning at all levels (K-16 and beyond). This resurgence has resulted in rapid development in training and education, including certifications rooted in this framework.

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What is UDL? Universal Design for Learning Explained (3 minutes)

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Must have a letter from the office that they are no longer enrolled

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Choose the path that gets you
where you want to go

As Ontario's largest online high school, we're here to help you achieve the goals you want for your education, your career and your life.

Earn my Ontario high school diploma

Prepare for university/college admissions or career accreditation

Take courses to complete prerequisites or upgrade high school marks to achieve post-secondary admission or career requirements.

Develop personally and professionally

Follow your own path: gain the skills employers want, prepare for a career change, or pursue a passion.

Experience the TVO ILC difference

As an Ontario resident, you can study with TVO ILC for just $40 per course.

Students already enrolled in an Ontario high school should speak to their guidance counsellor. Prices may vary.

Since 1926, TVO ILC has been the distance learning partner of the Ontario Ministry of Education. We are diploma-granting, recognized by all Canadian Colleges and Universities.

TVO ILC student applications to Ontario universities & colleges are processed through OUAC and OCAS.

Start any time, according to your own schedule. With no set classes, you can study whenever and wherever you want. You have up to 10 months to complete whichever of our 144 innovative, media-rich courses you choose.

As an Ontario resident, you can study with TVO ILC for just $40 per course.

Students already enrolled in an Ontario high school should speak to their guidance counsellor. Prices may vary.

Since 1926, TVO ILC has been the distance learning partner of the Ontario Ministry of Education. We are diploma-granting, recognized by all Canadian Colleges and Universities.

TVO ILC student applications to Ontario universities & colleges are processed through OUAC and OCAS.

Our experienced academic advisors help you navigate your learning and grade your assignments; and caring guidance counsellors are available to support you as you plan for your future. We are always here to help you reach your goals.

144 courses equals unlimited opportunity

Founded as a not-for-profit with a mission to bring advanced learning to Ontarians, we make courses interactive and interesting so you can best reach your goals, whatever they may be.

Brandon

I took calculus, physics, advanced functions and chemistry with TVO ILC and I've had nothing but a positive experience. Quick and fair marking and easy-to-follow course materials. Now I can become an engineer.

Ali

I became critically ill... TVO ILC made it possible for me to work on my education from my home, when I felt well enough. I completed all my high school credits through ILC and graduated with my friends. Today, I'm healthy, have completed college, and work full-time as an Early Childhood Educator.

Stacey

10 years after dropping out of high school, I earned my grade 12 diploma through TVO ILC. I went on to graduate from college and realize my dream of becoming a Personal Support Worker! Now that I know what I am capable of, I've decided to study nursing.

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TVO ILC | Ontario's largest online high school

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Choose the path that gets you where you want to go As Ontario's largest online high school, we're here to help you achieve the goals you want for your education, your career and your life. Earn my Ontario high school diploma Prepare for university/college admissions or career accreditation Take courses to complete prerequisites or upgrade high school marks to achieve post-secondary admission or career requirements.

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Quality ESL grammar worksheets, quizzes and games - from A to Z - for teachers & learners PAST SIMPLE

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Great teachers need great content. Teach your best class every day with exceptional English lessons, flashcards, and resources from Ellii.

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LyricsTraining is the new way to learn English and other languages through music and the lyrics of your favourite songs

Improve and practise your listening skills with the best music videos. Fill in the gaps to the lyrics as you listen and sing Karaoke to your favourites

Thousands of teachers, all over the world, are already using LyricsTraining to teach languages and motivate their students through this unique immersion process

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Learn Spanish for Free with Music Videos, Lyrics and Karaoke!

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LyricsTraining is the new way to learn English and other languages through music and the lyrics of your favourite songs Improve and practise your listening skills with the best music videos.

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Wordwall - Create better lessons quicker

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Need a fresh teaching resource that fits your class and teaching style? Create a customized pack of interactive and printable activities in just one minute.

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Academic Upgrading

Welcome to Academic Upgrading - a free service to assist students 18+ years of age who are looking to complete their high school equivalency, improve their grades in order to enter a college program, and increase their literacy and numeracy skills. This program is funded by the Ministry of Labour, Training, Immigration and Skills Development.

Steps to Success Information Session

Our Steps to Success Information Sessions allows you to gain information regarding the registration process for Academic Upgrading and speak with a student advisor to ask questions about how Academic Upgrading can help you accomplish your goals. No registration is required for the Steps to Success Information Session - simply click the link below a few minutes before the scheduled meeting time, and our moderator will allow you access to the meeting room. We look forward to seeing you there!

Are you:

18+

Missing courses required to enter a college program?

Trying to upgrade basic or workplace level credits?

Wanting to update your academic skills?

PROGRAMS OF STUDY INCLUDE:

ACE Communications (Gr.12 English)

ACE Apprenticeship Math (Gr.12 Math)

ACE Self Management

ACE Computer Foundations

ACE Biology (Coming Soon Sept 2024)

ACE Chemistry (Coming Soon Sept 2024)

BENEFITS:

Tuition free-program.

Financial support for daycare and/or transportation is also available for qualified learners.

Qualify for an offer of admission to a college program.

Improve your literacy and numeracy skills for employment, apprenticeship or other goals.

A supportive adult learning environment with qualified professors.

Robust and Interactive Instruction.

Take advantage of academic resources such as access to information on How to Apply to College, Applying for Financial Aid & OSAP, and more.

Enjoy the added benefits of the use of the Durham College library, cafeteria, and computers.

You’ll be surrounded by a community of other motivated, friendly students.

ACADEMIC UPGRADING IS:

A free program funded through the Ministry of Labour, Training, Immigration and Skills Development.

Offered every semester, please email academicupgrading@durhamcollege.ca for more information on course start dates.

Personalized to meet your needs!

https://durhamcollege.ca/programs-and-courses/academic-upgrading-college-preparation

Academic Upgrading | Durham College

Welcome to Academic Upgrading – a free service to assist students 18 years of age who are looking to complete their high school equivalency, improve their grades in order to enter a college program…

durhamcollege.ca

https://www.youtube.com/watch?v=nWuHHeRwqb8&t=4s



Academic Upgrading Registration

www.youtube.com

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Welcome to Academic Upgrading – we offer FREE grade 12 equivalent C-level courses for students 18+ years of age to help them qualify for admission to post secondary programs and improve their literacy…

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Learning Spanish with OnlineFreeSpanish is entirely free. We are available for classroom or home with dozens of games, coloring pages and interactive activities ordered by levels that you can access anytime in tablets or desktops.

¿Qué hay de nuevo en Online Free Spanish?

What's new in Online Free Spanish?

We have exciting new Spanish products for your class. Visit 'La tienda de Milan'.

All our interactive games are designed to support kids and adults that want to learn or reinforce their Spanish, at school or home. Our games are a great resource to learn vocabulary in many Spanish topics like colors, alphabet, numbers, city places, farm animals and many more. These interactive games come with audio pronunciation from native speakers, and they can be used in desktops and tablets any time you want!

Actividades por categoría

If you use OnlineFreeSpanish.com, and are happy with it, we'd love if you would consider donating. Donations help keep the updates coming, pay for bandwidth, and help pay for the time spent maintaining and creating new activities.
Donations are entirely voluntary and every donation is greatly appreciated.

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OnlineFreeSpanish: Study Spanish for free

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Study Spanish for free with our bilingual OnLine Lessons, Learn Spanish with our free online tutorial with audio, cultural notes, grammar, vocabulary, verbs drills, games, worksheets and links to helpful sites.

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English and Math

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ABCya! * Second Grade Learning Games, Ages 7 - 8

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Kids LOVE our free online games! Launch rockets, rescue cute critters, and explore while practicing subtraction, spelling, and more 2nd grade skills. Play now!

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First, I selected topics, in part, to align with other listening activities on the Web site, so learners can recycle similar topics for additional language practice.

Second, I chose high-interest topics in everyday life that would interest teachers and learners

The voices are my adult children who have appeared in many of my listening activities for the past 20 years. Now, you get to meet them close up and personal.

These interviews are for intermediate to advanced learners, due in part the the unscripted nature of conversations. We wanted to make them as authentic as possible without digesting the language for the consumption of the learn. Enjoy.

Each activity will have several key parts:

A pre-listening question to stimulate thought around the topic.

A list of vocabulary that appear in the interview with sample sentences to learn how the words are used in context.

The video.

A comprehension quiz that focuses on the main points of the interview.

Post-listening questions that recycle the topic and vocabulary from the video. Some deal with general comprehension, and others deal with inferring meaning.

A list of related listening activities on my site that can extend learning on similar themes.

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Interviews - Randall’s ESL Cyber Listening Lab

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Culture In Content “Interviews” Back to Listening Activity Back to Easy Quizzes Frequently-Asked-Questions Randall explains the purpose and development of this section of his Web site called Culture in Context. What is the main learning objective of this section of your Web site? The main objective…

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Englishpage.com offers free online English lessons for advanced English learners. Lessons include hundreds of English grammar and vocabulary exercises. Everything is free and no sign-up is required.

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A bilingual site for educators and families of English language learners

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Learn vocabulary in 5 different languages

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Learn vocabulary in 5 different languages

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Aims to help students and children to memorize English (US) vocabulary in an easy and efficient way by using images, pronunciation and games. Free and Fun!

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Translating Sora Book - PRSS - Nancy Malcolmson.mp4

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Translating Sora Book - PRSS - Nancy Malcolmson.mp4

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SUPPORTING ENGLISH LANGUAGE LEARNERS COURSE

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SUPPORTING ENGLISH LANGUAGE LEARNERS COURSE

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How to Register for Supporting English Language Learners Course

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A Student Learning Summary can be completed if you feel the student needs extra support from ISS

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First developed in 2007, CCLB updated the CLB Bootcamp in 2014 with funding from the Ministry of Citizenship & Immigration of Ontario with advisory support funded by Immigration, Refugees and Citizenship Canada.

This 10 hour self-directed training allows you to familiarize yourself with the CLB's and their role with planning and assessment.

CLB Basics: which provides an introduction to the Canadian Language Benchmarks (CLB) including the theoretical framework, the revised CLB document and the CLB for Literacy Learners document

Planning and the CLB: which covers module planning and daily lesson planning

Classroom Assessment and the CLB: which deals with ongoing learner assessment as well as an introduction to PBLA

To complete this course, you must achieve at least 70% in each quiz, each activity must be marked as completed (check mark), and you must spend a minimum of 420 minutes on the course contents (this is not monitored, however if you read and work through the course as intended, you will reach this time frame naturally). Once you have the completion check marks for each activity and spent the minimum time required on the course, you will be able to generate your certification of completion. This certificate counts for 10 PD hours.

The CLB Bootcamp also includes Supplementary Activities for TESL Training Students. These activities and assignments can be used in TESL training programs and must be submitted to the TESL instructor of the different courses. CCLB does not monitor or mark these activities.
This course is free! To access it, follow these steps:

Go to learning.language.ca

Create a user account

Confirm your account by following the steps outlined in the system message sent to your email address (if the email does not arrive in your inbox, check your junk/clutter folders)

Once logged in, you will see a hyperlink to this course

Click on the link and start!

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First developed in 2007, CCLB updated the CLB Bootcamp in 2014 with funding from the Ministry of Citizenship & Immigration of Ontario with advisory support funded by Immigration, Refugees and Citizenship Canada. This 10 hour self-directed training allows you to familiarize yourself with the CLB's and their role with planning and assessment.

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Lalilo by Renaissance | Practice and instruction on Foundational Literacy skills

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Sign up and invite parents remotely for home access to phonics and reading lessons.

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Coolenglish.net is your source for interactive English learning material. Games, grammar, and vocabulary for ESL classes, teachers, and students. ESL games and activities, ESL classes.

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The Reading and Writing Brain - The Science To Get You Started!

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120 lessons start with introducing letters and letter sounds. Then students read and write words like "cat" and "fib." Students learn more sophisticated phonics, affixes, and spellings, in a step-by-step way. By the end, they are reading and writing words like "communication" and "chrysanthemum." Tips for tutors are embedded in the lessons, but here are [...]

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Elementary Resources - Kindergarten, Primary, Junior, Intermediate, Twinkl

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Instant access to inspirational lesson plans, schemes of work, assessment, interactive activities, resource packs, PowerPoints, teaching ideas and more at Twinkl!

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Phonics & Stuff is dedicated to providing high-quality resources for learning and teaching phonics. Explore our games for learners or our sophisticated tools to create customized phonics lessons.

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Lesson Resources

The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual. (Don't have a manual yet? Click here to order one) Every lesson has companion resources that will help you implement the lessons efficiently, effectively, and consistently.

Some of the companion lesson resources you will find below include:

Lesson slide decks (in PowerPoint and Google Slide formats)

Decodable passages

Homework sheets

Games and activities for additional practice

We have grouped the lessons into smaller units so you can access these resources more easily. Scroll down to use the buttons below to find the resources for each lesson or groups of lessons.

Please note that we are still building out these free resources, and we will be editing this page over the next few weeks. We wanted you to be able to access some materials as soon as possible, but be sure to come back later to see the rest!
New to UFLI Foundations? Learn about its development, check out a sample lesson plan, view the scope and sequence, and more.

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The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual. (Don't have a manual yet? Click here to order one) Every lesson has companion resources that will help you implement the lessons efficiently, effectively, and consistently.

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The morpheme mapper lets you type in a word and see its morphemes and meanings mapped out.

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Culture-free assessment?

All forms of assessment are based in

a cultural context and this must be

acknowledged when assessing the

performance of L2Ls, or students

who may not share the same cultural

experiences or world view as the

educators who design an assessment

task or interpret the results. For example,

a reading passage about a ski trip would

have little meaning for a child who has

recently arrived from Somalia, or who

has seldom been outside a city. Even

in subjects such as mathematics, often

thought to be "culturally neutral," students

may be confused if a problem is based

on an understanding of how houses are

numbered, how pages are numbered (left

to right in English, odd on the right-hand

page, but not in all languages). If students

come up with unexpected responses, the

possibility of a cultural misunderstanding

should be explored.

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Vocabulary in Science

General academic words such as

observe, observation (instead of high-

frequency words such as watch, look,

and see).

Subject-specific words such as mineral

and igneous. These words can be

challenging for all students.

High-frequency words with special

meanings in a given academic context,

such as face (of a rock). It cannot be

assumed that students will infer the

new meaning.

Figurative language such as

rockhound, and with the naked

eye. These expressions need to be

explained or paraphrased in order to

give them meaning.

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-Word bank (English and L1)

-Read test out loud

-Provide assessment in chunks

-Use language they can understand (simplify)

-Be flexible in the type of response (For example: accept point form)

-Create projects with minimal writing (create/model)

-Extended time

-Take test with small group (can ask questions)

-Word to Word dictionary (translate key words)

-Provide feedback to student and allow time for them to correct and resubmit

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ELL Students and Assessments | Effective Accommodations

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Jump to navigation Jump to Content

You are here

The Importance of Extra-Curricular Activities for ELLs and Immigrant Students

Teachers of English language learners (ELLs), including a former ELL himself, talk about the importance of extra-curricular activities for ELLs and immigrant kids.

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The Importance of Extra-Curricular Activities for ELLs and Immigrant Students

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Jump to navigation Jump to Content The Importance of Extra-Curricular Activities for ELLs and Immigrant Students Teachers of English language learners (ELLs), including a former ELL himself, talk about the importance of extra-curricular activities for ELLs and immigrant kids.

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Benefits of participating in extra curricular activities

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Benefits of participating in extra curricular activities

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When Peter Su first arrived in Canada from Hong Kong as a Grade 10 high school student, he found it hard to fit in.

"I was shy, and my English was terrible," says Su, who now works as a financial adviser in Burnaby, B.C.

"My father and mother thought they could give me a better life in Canada, but I felt angry that I had to leave my friends and especially my grandparents, uncles, aunts and cousins in China. I felt like I was struggling to make things work in my new school."

For six months or so, Su kept his head down and did his best to learn a new language while keeping up with his schoolwork. But he wasn't happy, and often asked his parents why he couldn't return "home" to live with extended family.

"I had no social contact with anyone my age at that time, except for during school hours," he says. "It was very hard, I think, because I was at that age where having friends is quite important. So I felt like I was going nowhere."

One day, a boy in Su's math class asked if he would be interested in joining an after-school badminton club. Su, who had played the sport with friends in China, decided to check it out.

"There were so many kids there that I recognized from my classes, but I never talked to them before," he recalls. "I didn't have a racket with me that day, but one of the girls lent me her spare ... and I jumped right in. I finally felt confident and was having fun. It was like all the hopelessness just melted away."

From that moment badminton became an important part of Su's life - and remains so to this day. Though he graduated from high school several years ago, he continues to play weekly with friends at a community centre near his home.

Besides physical activity and fun (not to mention, helping a shy immigrant student to come out of his shell), the sport has given Su something very valuable: love.

"I met my wife at a badminton meet-up and now we are expecting a baby," he says, excitedly. "I'm certain that when my child is old enough I will bring him or her to badminton, too."

Though Lena Donetsk did not meet her partner at a knitting class, she can relate to many of Su's sentiments when it comes to the benefits of participating in an extra-curricular activity as a newcomer.

Three years ago, when Donetsk immigrated to Toronto from her native Ukraine with her husband and their two children, she felt isolated and alone.

"I felt trapped in my home," says the soft-spoken 42-year-old. "I take care of husband, take care of children, do housework, cook, clean, but I do not work anymore, I do not have friends or family outside to talk to."

Donetsk, who was a bookkeeper in her homeland and enjoyed a variety of social activities, began to feel dejected despite the rest of her family's enthusiasm for their new life in Canada. She knew she had to do something to lift her spirits. She decided to try knitting.

"My grandmother showed me a little bit how to knit when I was small, but I did not do it for a long time," she says. "I wanted to try again, and I think I could maybe learn more English and make new friends at same time."

On the walk to and from her son and daughter's elementary school each morning, Donetsk passed by a small wool shop that, she noticed, offered knitting classes to beginners. She signed up for lessons, bought a pair of needles and some yarn, and hoped she would not have too much trouble following the teacher's instructions.

"My English was so bad, but the teacher was very kind and always showed me what to do," she says, adding that the other women in the group, some of whom were also immigrants to Canada, were quick to lend her a helping hand when needed.

Donetsk says that her first completed project - a wool hat for her husband - did much more than add a new word ("toque") to her vocabulary or keep her spouse's head warm during the cold Canadian winter.

"I make friends, some with struggles like my own, I learn English, I get outside the house and I do something good for myself," she says. "This makes me a better wife, a better mother, a better person. I now am teaching my daughter how to knit."

For some immigrants, a hobby can turn into much more than just an enjoyable way to pass the time. When Soraya Romano started practising yoga in Canada, she never imagined it could become a way to support herself financially as well.

Originally from Brazil, Romano immigrated to Vancouver from Sao Paolo in 2002. A lifelong athlete, she immediately started looking for ways to stay active and physically fit in her new home. After capoeira classes proved to be too hard on her body, a friend introduced her to kundalini yoga.

"After my first class I thought, 'Wow, this isn't just about the body. It's also about controlling your mind and your emotions,'" she says. "It was a very interesting experience for me as an immigrant because I always had this feeling that I don't really belong, that I don't exactly fit in here. Yoga gave me a space where I knew I could fit in anywhere if I could just fit within myself."

The practice also helped Romano deal with feelings of homesickness and being "less than" - an issue that some newcomers may struggle with after immigrating to a developed nation like Canada.

"This yoga definitely makes me stronger, physically, mentally and emotionally," she says. "I am also a lot more confident about myself, especially in dealing with all those barriers that are up against you in a new country, like language and culture. With yoga, you take off all those layers and you realize that, no matter where you come from or how much or how little you have, you are all the same."

Romano was so dedicated to her yoga practice that, eventually, her instructors encouraged her to attend teacher training. She says the nine-month process, which is akin to a rebirth, changed her life.

"I never wanted to or thought I could be a teacher, but the moment I began taking the course, the doors started opening in front of me," she says. "I could very clearly tell you about Soraya before [the training] and Soraya after."

Now a certified instructor, Romano leads yoga classes at various studios throughout the Lower Mainland. But it isn't just the extra income that's made her pastime so fulfilling.

"To be able to pass this knowledge on to other people, especially other immigrants who, like myself, may come to class under stress from trying to make a life for themselves in a new place - it's priceless," she says. "It's a huge reward for me, being in Canada and being able to express myself and to teach others. It truly is a beautiful hobby."

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Extracurricular activities can help newcomers succeed

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Extracurricular activities can help newcomers succeed

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Report Says International Students in Canada Need More Mental Health Support — Erudera

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Suicide among international students in Canada is growing and the impact of the COVID-19 pandemic has worsened the situation, according to a report released in January by One Voice Canada, which is a non-for-profit organization that focuses on bridging gaps between local communities and international students

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Human Development and Sexual Health Terms

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Human Development and Sexual Health Terms

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Scroll to the bottom

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Human Development and Sexual Health Terms - Translated

We believe that all learners in Ontario schools should have access to all curriculum learning opportunities. The Health And Physical Education Curriculum Grades 1-8 (2019) and Grades 9-12 (2015) curriculum include a range of concepts and topics appropriate to each age group focussed on Human Development and Sexual Health to develop the health literacy of all students. We acknowledge that translations apps and websites do not translate all academic language accurately with meaning.

The Human Development and Sexual Health Terms have been professionally translated to offer Ontario educators, multilingual learners and their families opportunities to communicate, build knowledge and ask questions using accurate language to futher develop health literacy.

Thank you to a partnership between ERGO members and the Ontario Assosciation for the Support of Physical Education (OASPE) members for creating this list of terms for grades 1-12. Thank you to funding provided by the Ontario Secondary School Teacher's Federation (OSSTF) for this work. Thank you to educators from various boards across the province that contributed to the development of these resources.

Translations by: www.languagemarketplace.com

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observable language literacy behaviours continuum. ollb

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Scroll past the math ones here

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Human Development and Sexual Health Terms - Translated

We believe that all learners in Ontario schools should have access to all curriculum learning opportunities. The Health And Physical Education Curriculum Grades 1-8 (2019) and Grades 9-12 (2015) curriculum include a range of concepts and topics appropriate to each age group focussed on Human Development and Sexual Health to develop the health literacy of all students. We acknowledge that translations apps and websites do not translate all academic language accurately with meaning.

The Human Development and Sexual Health Terms have been professionally translated to offer Ontario educators, multilingual learners and their families opportunities to communicate, build knowledge and ask questions using accurate language to futher develop health literacy.

Thank you to a partnership between ERGO members and the Ontario Assosciation for the Support of Physical Education (OASPE) members for creating this list of terms for grades 1-12. Thank you to funding provided by the Ontario Secondary School Teacher's Federation (OSSTF) for this work. Thank you to educators from various boards across the province that contributed to the development of these resources.

Translations by: www.languagemarketplace.com

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observable language literacy behaviours continuum. ollb

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Creating Welcoming School Environments for Newcomer Students - School Mental Health Ontario

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How to support the mental health of newcomer students A welcoming school climate and support from caring adults at school are both related to better emotional health in newcomer students. This tip sheet focuses on mental health promotion and proposes suggestions and reflection questions for all school staff to consider when co-creating welcoming school environments […]

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Are you a young person in Canada searching for wellness support? In addition to English and French, you can now connect with Kids Help Phone's professional counsellors in over 100 languages including Plains Cree, Severn Ojibwe, Ukrainian, Russian, Pashto, Dari, Mandarin and Arabic by calling 1-800-668-6868.

Talking to someone about what you're going through can be difficult, especially if you don't use the same language. That's why Kids Help Phone is providing our phone counselling in over 100 languages, with the help of trained interpreters. It's all free, confidential and available 24/7 in Canada. No ID required.

Important note: We're continuously working to evolve our service offerings in additional languages. The links and resources found throughout this page are currently available in English / French. You can use Google Translate to read this page in another language.

Can I use this service?

This service is available to all youth in Canada (regardless of legal status). This includes refugees, newcomers, temporary and permanent residents, and other young people across Canada. You don't need ID to contact us. If you're currently outside of Canada, you can use Child Helpline International's website to find helplines across the world.

Is this service available to adults, too?

If you contact Kids Help Phone's phone counselling service as an adult, we'll help you get the support you need. We may help you search for supports that use the language you're seeking.

Who will I be talking to?

Our counselling service in over 100 languages is delivered over the phone by professional counsellors with the help of trained interpreters including Plains Cree, Severn Ojibwe, Ukrainian, Russian, Pashto, Dari, Mandarin and Arabic.

The interpreters are selected at random from a group of hundreds of interpreters across Canada and the United States. They're professionally trained to understand and translate what is said. We encourage you to pause regularly for the interpreter to translate your words and to help the counsellor understand clearly.

During a conversation, our counsellors can listen, ask questions and help you decide on an action plan. They can also refer you to other programs and services nearest your community (and in more languages, where available). Our counsellors are trained to use culturally responsive practices to support a diverse range of young people.

What can I call about?

You can contact Kids Help Phone for support with any issue on your mind, big or small. You can connect about things like anxiety, depression, isolation, relationships, bullying, abuse, school, jobs, grief, loss, racism, discrimination and more.

Kids Help Phone is here to support your wellness. While we don't offer things like legal or medical advice, or in-person services, we may refer you to people who do, if you'd like. You're welcome to call us more than once, if you need / want to. Each time you call, you'll be interacting with a different counsellor.

How do I access wellness support in additional languages?

You can call Kids Help Phone in over 100 languages across Canada at any time. Are you interested in trying it out? Here's how it works:

Call Kids Help Phone's toll-free number at 1-800-668-6868.

If you are Indigenous, please press 3

For support in additional languages including Arabic, Mandarin, Ukrainian, Russian, Pashto and Dari, please press 4

Listen as a counsellor greets you in English

Let the counsellor know which language you'd like to use

Stay on the line as the counsellor places you on a brief hold while they connect with an interpreter

Follow the prompts from the counsellor / interpreter to start the counselling session.

You may have to wait a little bit to speak to a counsellor. The amount of time can vary depending on how many people are calling us. You may find it helpful to use this time to think about what you want to talk about with the counsellor or to try some well-being activities. Try to keep in mind that a counsellor will always try to answer your call and support you as best they can.

You can share these promotional materials with your network, including images for social media!

Where can I find additional support?

You can visit Resources Around Me to find support programs and services for newcomers, Indigenous youth and others across Canada. When you browse your search results, you can filter by language and communities supported.

You can also check out (and share with your network!) tips, tools and stories for newcomer, Indigenous youth and others by browsing our website.

How does Kids Help Phone protect my privacy?

Kids Help Phone is committed to protecting your privacy. Your phone conversation with a counsellor is confidential and anonymous. This means that our counsellors will not share your information with anyone outside of Kids Help Phone, unless they're worried about your safety, and you give them identifying information and permission to share it. We only store information that helps us understand and improve our service, but we'll never reveal identifying information about you. To learn more, you can check out our phone service's privacy policy, which includes information on duty to report.
Funded by Immigration, Refugees and Citizenship Canada and our caring donors from coast to coast to coast

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Wellness support in additional languages

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Kids Help Phone offers mental health and wellness support in over 100 languages including Plains Cree, Severn Ojibwe, Ukrainian, Russian, Pashto, Dari, Mandarin, Arabic, English or French.

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To type an equation from scratch, press Alt += on your keyboard.

or

Insert > Equation > Insert New Equation.

Use your finger, stylus, or mouse to write your equation.

See the ribbon for more Structures and Convert options.

Select the equation you want to add.

Choose the down arrow and select Save as New Equation....

Type a name for the equation in the Create New Building Block dialog.

Select Equations in the gallery list.

To change or edit an equation that was previously written,

Select the equation to see Equation Tools in the ribbon.

Choose Design to see tools for adding various elements to your equation. You can add or change the following elements to your equation.

In the Symbols group, you'll find math related symbols. To see all the symbols, click the More button. To see other sets of symbols, click the arrow in the upper right corner of the gallery.

The Structures group provides structures you can insert. Just choose a structure to insert it and then replace the placeholders, the small dotted-line boxes, with your own values.

The Professional option displays the equation in a professional format optimized for display. The Linear option displays the equation as source text, which can be used to make changes to the equation if needed. The linear option will display the equation in either UnicodeMath format, or LaTeX format, which can be set in the Conversions chunk.

It is possible to convert all equations in a document to the Professional or Linear formats, or a single equation only, if the math zone is selected or the cursor is in the equation.

On touch- and pen-enabled devices you can write equations using a stylus or your finger. To write equations with ink,

Choose Draw > Ink to Math Convert and then click Ink Equation at the bottom of the built in gallery.

Use a stylus or your finger to write a math equation by hand. If you're not using a touch device, use your mouse to write out the equation. You can select portions of the equation and edit them as you go, and use the preview box to make sure Word is correctly interpreting your handwriting.

When you're satisfied, click Insert to convert the ink equation to an equation in your document.

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Learn how to insert, change, or write an equation or formula in Microsoft Word.

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Human Development and Sexual Health Terms - Translated

We believe that all learners in Ontario schools should have access to all curriculum learning opportunities. The Health And Physical Education Curriculum Grades 1-8 (2019) and Grades 9-12 (2015) curriculum include a range of concepts and topics appropriate to each age group focussed on Human Development and Sexual Health to develop the health literacy of all students. We acknowledge that translations apps and websites do not translate all academic language accurately with meaning.

The Human Development and Sexual Health Terms have been professionally translated to offer Ontario educators, multilingual learners and their families opportunities to communicate, build knowledge and ask questions using accurate language to futher develop health literacy.

Thank you to a partnership between ERGO members and the Ontario Assosciation for the Support of Physical Education (OASPE) members for creating this list of terms for grades 1-12. Thank you to funding provided by the Ontario Secondary School Teacher's Federation (OSSTF) for this work. Thank you to educators from various boards across the province that contributed to the development of these resources.

Translations by: www.languagemarketplace.com

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observable language literacy behaviours continuum. ollb

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Ask the student to explain the math concept, steps, problem step by step as if explaining to someone not in the class, OR have student explain to another student. They can write down the mathematical steps alongside the written instructions. Provide oral and/or written feedback on their explanation. Generally, many MLL students prefer written feedback and explanation to accompany the oral explanation.

If it is a written explanation, provide specific feedback so that the student can rewrite the draft.

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Tell parents/guardian what students will be working on a provide activities they can complete their child

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Resources on Various Subjects

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Latest Resources - Darakht-e Danesh Online Library

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The Darakht-e Danesh Online Library for Educators is a repository of open educational resources for teachers, teacher trainers, school administrators, literacy workers and others involved in furthering education in Afghanistan.

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DHS Student is show in these pictures and was part of the featured school and singing group

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They were young, educated women and girls who loved to sing - and that made them a target of the Taliban. Here's how they made a harrowing escape.

Seated in the back of a vehicle on a dusty highway in eastern Afghanistan, Maryam Masoomi sits quietly next to her mother. Her hair is tucked neatly under her hijab, a mask pulled up over her mouth and nose.

As a Taliban soldier approaches the vehicle, she is careful not to make eye contact.

With a gun slung across his body, the soldier presses Masoomi's brother, who is in the passenger seat. "Where are you coming from? Where are you going?"

The brother does his best to be vague. He shows the soldier the contents of their bags, sparsely filled with a second set of clothes and a Qur'an.

Once the family is allowed to continue their journey, tears of relief flow from their eyes.

Masoomi and her family are part of an international operation to help more than 400people flee the Taliban, many connected to a school in Kabul known for having progressive values.

These teachers, students and their families are desperate to get out of Afghanistan.

And dozens of other families just like theirs are in cars behind them, racing toward the Torkham border crossing into Pakistan, hoping to make it to safety.

Listen to the documentary 'The girls who escaped the Taliban' from The Doc Project:

The girls, who describe themselves as like sisters, are seen as leaders by many.

"We give people [the] sound of the girls and [the] sound of the women. That they want peace, and they want a free life," saidZainab Nazari, a 13-year-old who sang alongside her closest friends as part of the group.

But after the U.S pulled its troops from Afghanistan and the Taliban seized control of the country, all of Marefat's students were made a target - especially the school's young female singers.

The students are featured in videos produced at their school's television station, called SA TV, which remain on the internet, with thousands of views. They also sang and spoke on a school-produced radio show called Radio Marefat.

Marefat produced these TV and radio shows to reach people in Afghanistan - and outside of it - to share messages about education and human rights.

And the world was taking note of the remarkable work being done at the school to educate some of Afghanistan's women and girls; the school received ample international media coverage and its founder was nominated for the Global Teacher Prize, seen by some as the Nobel prize for teachers.

Masoomi was working in the school's television studio when a colleague charged in, saying the Taliban was moving into Kabul. She quickly packed her bags to leave.

"It was ... shocking news for everyone and there was ... panic everywhere. And we just got our bags and then just ran away, from work to our home," she said.

"On the way, when we looked at the people, all the people were very upset and very frustrated. Hopeless."

At the same time, one of her students, 14-year-old Muzhgan Samim, was writing exams. She had to walk home in her school uniform, making her a visible target to the Taliban.

"I was in trouble and it was so dangerous for us," she said.

In the weeks that followed, the women and girls of Marefat school stayed in their homes. It was too dangerous for them to walk the streets of Kabul.

But elsewhere, a small group of people was mobilizing to get the young women and their families to safety as quickly as possible.

"They really embodied the progressive Afghanistan we wanted to achieve in our lifetime," said Mohammad Behroozian, a media and communications consultant from Afghanistan who now lives in Chicago."Everything that, in today's Afghanistan, will put you [at] risk."

The group - made up of eight influential people in the U.S. and the U.K., who worked as lawyers, journalists and human rights activists - would become known as the 30 Birds Foundation.

The students and their families would remain in Islamabad, Pakistan, for a month before some members of their group learned they would be granted asylum by the Canadian government.

​Written by: Leisha Grebinski | Edited by: Amy Husser | Photographer: Don Somers | Artwork by: Ben Shannon | Lead Digital Producer: Althea Manasan | Documentary by: Leisha Grebinski and Alison Cook

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Young, educated and female: These students made a harrowing escape from Afghanistan to Canada

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They were an all-female group of singing schoolgirls, putting them at great risk of Taliban reprisal. But volunteers quickly mobilized to get them out.

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DHS Student is show in these pictures and was part of the featured school and singing group

# data[].attributes.attachment_link.readable_text
They were young, educated women and girls who loved to sing - and that made them a target of the Taliban. Here's how they made a harrowing escape.

Seated in the back of a vehicle on a dusty highway in eastern Afghanistan, Maryam Masoomi sits quietly next to her mother. Her hair is tucked neatly under her hijab, a mask pulled up over her mouth and nose.

As a Taliban soldier approaches the vehicle, she is careful not to make eye contact.

With a gun slung across his body, the soldier presses Masoomi's brother, who is in the passenger seat. "Where are you coming from? Where are you going?"

The brother does his best to be vague. He shows the soldier the contents of their bags, sparsely filled with a second set of clothes and a Qur'an.

Once the family is allowed to continue their journey, tears of relief flow from their eyes.

Masoomi and her family are part of an international operation to help more than 400people flee the Taliban, many connected to a school in Kabul known for having progressive values.

These teachers, students and their families are desperate to get out of Afghanistan.

And dozens of other families just like theirs are in cars behind them, racing toward the Torkham border crossing into Pakistan, hoping to make it to safety.

Listen to the documentary 'The girls who escaped the Taliban' from The Doc Project:

The girls, who describe themselves as like sisters, are seen as leaders by many.

"We give people [the] sound of the girls and [the] sound of the women. That they want peace, and they want a free life," saidZainab Nazari, a 13-year-old who sang alongside her closest friends as part of the group.

But after the U.S pulled its troops from Afghanistan and the Taliban seized control of the country, all of Marefat's students were made a target - especially the school's young female singers.

The students are featured in videos produced at their school's television station, called SA TV, which remain on the internet, with thousands of views. They also sang and spoke on a school-produced radio show called Radio Marefat.

Marefat produced these TV and radio shows to reach people in Afghanistan - and outside of it - to share messages about education and human rights.

And the world was taking note of the remarkable work being done at the school to educate some of Afghanistan's women and girls; the school received ample international media coverage and its founder was nominated for the Global Teacher Prize, seen by some as the Nobel prize for teachers.

Masoomi was working in the school's television studio when a colleague charged in, saying the Taliban was moving into Kabul. She quickly packed her bags to leave.

"It was ... shocking news for everyone and there was ... panic everywhere. And we just got our bags and then just ran away, from work to our home," she said.

"On the way, when we looked at the people, all the people were very upset and very frustrated. Hopeless."

At the same time, one of her students, 14-year-old Muzhgan Samim, was writing exams. She had to walk home in her school uniform, making her a visible target to the Taliban.

"I was in trouble and it was so dangerous for us," she said.

In the weeks that followed, the women and girls of Marefat school stayed in their homes. It was too dangerous for them to walk the streets of Kabul.

But elsewhere, a small group of people was mobilizing to get the young women and their families to safety as quickly as possible.

"They really embodied the progressive Afghanistan we wanted to achieve in our lifetime," said Mohammad Behroozian, a media and communications consultant from Afghanistan who now lives in Chicago."Everything that, in today's Afghanistan, will put you [at] risk."

The group - made up of eight influential people in the U.S. and the U.K., who worked as lawyers, journalists and human rights activists - would become known as the 30 Birds Foundation.

The students and their families would remain in Islamabad, Pakistan, for a month before some members of their group learned they would be granted asylum by the Canadian government.

​Written by: Leisha Grebinski | Edited by: Amy Husser | Photographer: Don Somers | Artwork by: Ben Shannon | Lead Digital Producer: Althea Manasan | Documentary by: Leisha Grebinski and Alison Cook

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Young, educated and female: These students made a harrowing escape from Afghanistan to Canada

# data[].attributes.attachment_link.description
They were an all-female group of singing schoolgirls, putting them at great risk of Taliban reprisal. But volunteers quickly mobilized to get them out.