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      <title>ELL Voices in the Classroom by Maureen Ra</title>
      <link>https://padlet.com/maureenjra/6l3h6rrmrjpz</link>
      <description>Capacity Building
</description>
      <language>en-us</language>
      <pubDate>2017-03-06 14:03:39 UTC</pubDate>
      <lastBuildDate>2017-03-07 03:09:49 UTC</lastBuildDate>
      <webMaster>hello@padlet.com</webMaster>
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      <item>
         <title>What an educator should know about this issue before working with ELLs</title>
         <author>maureenjra</author>
         <link>https://padlet.com/maureenjra/6l3h6rrmrjpz/wish/158018284</link>
         <description><![CDATA[<ul><li>Oral language is the foundation of literacy. All children learn to talk long before they begin to learn to read and write, and early literacy instruction is based on what they already understand and can say.&nbsp;</li><li>A good language learning<br>environment enables ELLs to develop the oral language skills (listening and speaking) that will provide a foundation for the development of literacy.</li><li>Research from around the world suggests that oral language activities can be structured<br>to provide maximally effective programs for English language learners in mainstream<br>classrooms&nbsp;</li></ul>]]></description>
         <enclosure url="" />
         <pubDate>2017-03-06 14:05:42 UTC</pubDate>
         <guid>https://padlet.com/maureenjra/6l3h6rrmrjpz/wish/158018284</guid>
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      <item>
         <title>Any relevant underlying theories</title>
         <author>maureenjra</author>
         <link>https://padlet.com/maureenjra/6l3h6rrmrjpz/wish/158018574</link>
         <description><![CDATA[<div>“ELLs learn English primarily by listening to<br>language in use around them, while using<br>context to figure out what the spoken words<br>mean. This language serves as the input or data<br>that learners internalize and use to express<br>their own meanings in their interactions<br>with others.”<br>(Thomas &amp; Collier, 2002)</div>]]></description>
         <enclosure url="" />
         <pubDate>2017-03-06 14:06:24 UTC</pubDate>
         <guid>https://padlet.com/maureenjra/6l3h6rrmrjpz/wish/158018574</guid>
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         <title>Practical strategies that will benefit ELLs</title>
         <author>maureenjra</author>
         <link>https://padlet.com/maureenjra/6l3h6rrmrjpz/wish/158018680</link>
         <description><![CDATA[<ul><li>Teachers need to make space in the classroom for students’ languages&nbsp;</li><li>Respect the silent period. Many ELLs pass through a silent period when they say very little, and what they do say may consist of memorized phrases.&nbsp; Teachers can offer alternative ways for students to demonstrate their learning – for example, using<br>graphic organizers to convey knowledge.</li><li>Maximize co-operative learning strategies. Co-operative learning strategies such as small group discussions, “real world” problem solving and literature circles have been found to be particularly beneficial for all students.&nbsp; The increased opportunities for talk are especially beneficial to ELLs.&nbsp;</li><li>Develop conversational strategies.&nbsp; To implement co-operative learning successfully, it is important to focus on the social skills required to manage disagreement, take turns or offer help. &nbsp;</li><li>Connect to prior knowledge and skills.&nbsp; Finding ways to help children connect new learning to prior knowledge and experience helps all students learn. With ELLs, the challenge is to connect new concepts and new vocabulary to knowledge and skills they already have in their own language.</li><li>Provide additional contextual support including manipulatives/visuals/etc, key words, encourage oral rehearsal of key ideas/vocabulary, give clear instructions, check often for comprehension</li><li>Model language use specifically pronunciation of new words, syntax in modelling specific language patterns, and linking words and phrases </li><li>Provide supportive feedback.</li></ul>]]></description>
         <enclosure url="" />
         <pubDate>2017-03-06 14:06:40 UTC</pubDate>
         <guid>https://padlet.com/maureenjra/6l3h6rrmrjpz/wish/158018680</guid>
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         <title>Questions educators could ask themselves to ensure they are addressing the area</title>
         <author>maureenjra</author>
         <link>https://padlet.com/maureenjra/6l3h6rrmrjpz/wish/158018800</link>
         <description><![CDATA[<ul><li> What kind of language am I using in the classroom?</li><li>Am I providing plentiful opportunities for structured small group interaction in the classroom?</li><li>Am I using a variety of assessment<br>tools to identify ELLs’ strengths and needs? </li></ul>]]></description>
         <enclosure url="" />
         <pubDate>2017-03-06 14:06:55 UTC</pubDate>
         <guid>https://padlet.com/maureenjra/6l3h6rrmrjpz/wish/158018800</guid>
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      <item>
         <title>Any questions you are left with after reading</title>
         <author>maureenjra</author>
         <link>https://padlet.com/maureenjra/6l3h6rrmrjpz/wish/158018944</link>
         <description><![CDATA[<div>Are there any time constraints teachers are working with in implementing the suggested strategies, while needing to cover the curriculum?  Or are the suggested strategies beneficial when it comes to getting through the curriculum?</div>]]></description>
         <enclosure url="" />
         <pubDate>2017-03-06 14:07:17 UTC</pubDate>
         <guid>https://padlet.com/maureenjra/6l3h6rrmrjpz/wish/158018944</guid>
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