https://padlet.com/andrea_poth/9p6xscxs7zcc ELL Voices in the Classroom en-us 2019-02-02 00:31:10 UTC 2019-02-02 02:18:50 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Templeball.png andrea_poth https://padlet.com/andrea_poth/9p6xscxs7zcc/wish/326908056 -even if ELL's don't say much (silent period) it doesn't mean that they are not listening and understanding (or learning to understand) what is said or written (Krashen, 1981)
-ELL's are both newcomers and are born in Canada (first generation immigrants)  (Coelho, 2007).
-it takes a year or two for students to learn English but five or more years to catch up to English speaking peers academically (if students learn before adollescence) (Cummins, 2007; Garcia, 2000; Thomas & Collier, 2002).

]]> 2019-02-02 00:34:24 UTC https://padlet.com/andrea_poth/9p6xscxs7zcc/wish/326908056 andrea_poth https://padlet.com/andrea_poth/9p6xscxs7zcc/wish/326908132 In my opinion the underlying theory of this article is that ELL's are not alone in Canadian classrooms.  Teachers are not individually programming for 1 student to work independently from others.  Many of the strategies listed would likely benefit all students.  By adopting interactive, social, thorough, safe inclusive, culturally rich, literacy environments, ELL's will experiment and acquire a variety of skills.  

Gone are the days of the teacher telling students what to do and students quietly do what is told.  ]]> 2019-02-02 00:35:31 UTC https://padlet.com/andrea_poth/9p6xscxs7zcc/wish/326908132 andrea_poth https://padlet.com/andrea_poth/9p6xscxs7zcc/wish/326908164 -create a safe non judgmental learning environment for risk taking 
-provide students with flexibility and movement for socializing
-model and provide visuals and experiences to build vocabulary (both formal and informal/conversational)
-lots of small groups, pairs, hands on learning centres
-encourage students to use first language to communicate with others (peers) to encourage understanding of concepts
-provide extra time for students to process information
-model appropriate English including pronunciation, grammar, vocabulary, organizational strategies (e.g., graphic organizers, first, then, next, finally words), voice, etc.
-pre-teach new vocabulary, ask for demonstration of verbal instructions privately to ensure comprehension 
-encourage connections (prior knowledge)
-assist students in learning problem solving (e.g., what to say to someone to ask them to explain it again, or take turns) this will assist them in life]]> 2019-02-02 00:36:07 UTC https://padlet.com/andrea_poth/9p6xscxs7zcc/wish/326908164 andrea_poth https://padlet.com/andrea_poth/9p6xscxs7zcc/wish/326908199 -Am I encouraging ELL's to use their first language to help understand concepts (e.g., talk with another peer in the same first language to understand a math concept)?
-Am I providing ELL's with opportunities to take risks with language (orally both socially and academically, reading, written)
-Am I providing various assessment styles within the 3 levels of assessment (assessment for, of and as learning)]]> 2019-02-02 00:36:43 UTC https://padlet.com/andrea_poth/9p6xscxs7zcc/wish/326908199 andrea_poth https://padlet.com/andrea_poth/9p6xscxs7zcc/wish/326908231 Why have I not thought of the following idea.....
- a whole class interactive activity where ALL students (ELL and non ELL) share their first, second and any additional languages and discuss their skills (reading, writing, speaking) associated.  
This will assist in identifying commonalities, culture confidence, and discuss what students require to develop English reading, writing, speaking skills (e.g., practice, socializing, researching vocabulary)



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