https://padlet.com/steven_gillespie/bqugpb7rq3ds Made with a wish on a star en-us 2018-07-04 23:55:23 UTC 2018-07-05 00:19:44 UTC hello@padlet.com steven_gillespie https://padlet.com/steven_gillespie/bqugpb7rq3ds/wish/269417002 - In Ontario schools, over 25 per cent of students are identified as English language learners 
-  Most ELLs in Ontario classrooms are Canadian-born and Canadian-born ELLs are underperforming academically not only in comparison with their English-speaking counterparts but also with more recently arrived immigrant students 
-  Canadian-born ELLs may be: (1) First Nations, Métis and Inuit students whose first language is other than English (2) Children born in Canadian communities where a distinct cultural and linguistic tradition has been maintained (3) Children born in immigrant communities where languages other than English are primarily spoken at home ]]> 2018-07-04 23:57:26 UTC https://padlet.com/steven_gillespie/bqugpb7rq3ds/wish/269417002 steven_gillespie https://padlet.com/steven_gillespie/bqugpb7rq3ds/wish/269417105  Many Candian-born ELLs are raised in families and communities where languages other than English are primarily spoken.
Many have adequate English for social interaction and are comfortable in the school setting in terms of making friends and interacting with teachers; this oral language proficiency may disguise the support they need to navigate more complex English language conversations and academic texts. ]]> 2018-07-04 23:59:15 UTC https://padlet.com/steven_gillespie/bqugpb7rq3ds/wish/269417105 steven_gillespie https://padlet.com/steven_gillespie/bqugpb7rq3ds/wish/269417121  • Organize a short brainstorming session about the meanings of the terms first, second and additional language and encourage students to generate questions such as Where do you use this language? What is your second language? Where did you learn it? 

• Create a chart with the following headings: Language; First; Second; Additional. Invite students to use some of the questions (above) to interview one another and the teacher as well who then places him/herself on the class chart. 

• Have students, in pairs, interview one another about their languages. Beginner ELLs might be more comfortable with someone who shares their linguistic background. However, more experienced ELLs should be encouraged to interview someone with a linguistic background different from their own. 

• Have students contribute data about their partner to the four-column chart 

 • State the message in more than one way. Repeat in small groups to ensure understanding. Ask the student to paraphrase instructions to ensure they understand the task. Use simple vocabulary side by side with the sophisticated new terms. ]]> 2018-07-04 23:59:37 UTC https://padlet.com/steven_gillespie/bqugpb7rq3ds/wish/269417121 steven_gillespie https://padlet.com/steven_gillespie/bqugpb7rq3ds/wish/269417145 Are my instructions clear and understandable? 
How can I best help all students succeed? 
How do I adapt the Ontario curriculum for ELL students? ]]> 2018-07-04 23:59:59 UTC https://padlet.com/steven_gillespie/bqugpb7rq3ds/wish/269417145