https://padlet.com/p_frigault/d1dl8pxsxh0h Summary of how to support english literacy development students and what school means to them. en-us 2018-06-28 17:34:50 UTC 2026-01-15 05:03:20 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Lightdecrease.png p_frigault https://padlet.com/p_frigault/d1dl8pxsxh0h/wish/268889467 First off - educators =  responsible for the social and academic integration of English language learners 

• "Students in ELD programs are most often from countries where their access to education has been inconsistent, disrupted or even completely unavailable"
• "They arrive in Ontario schools with significant gaps in their education. ELD programs are for students in Grades 3 to 12"
•  Elementary panel
  • "Students are expected to learn English and develop literacy skills through the elementary curriculum with appropriate adaptations" 
• Secondary level
  • "Students have the option of taking five ELD credit courses before moving into ESL credit courses"
  • "Secondary students are entitled to modifications and/or accommodations, as outlined in each subject curriculum document"
•  "ELD program combines language learning with literacy development" 

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"ELD Students come from many regions of the world:

• countries experiencing war, conflict or environmental catastrophes.
• come from refugee camps and isolated rural communities and many have been in transit for a number of years."

In all these circumstances, their formal education has been limited, interrupted or even non-existent (Brubacher, 2013) 

Discrimination, culture shock, isolation, identity issues and socio-economic constraints further complicate settlement and education (Strkalova & Hoot, 2008).

 Cummins (2008) and Collier (1989) state that students with significant gaps in their formal schooling may need 10 years or more to acquire the academic language proficiency 

• In that time this will enable them to understand and express concepts and ideas that are relevant to long-term success in school
• Can sometimes mean almost double the catch-up period predicted for students who have literacy skills in their first language. 

"When working with all students, but perhaps most urgently with English language learners with limited prior schooling, we need to take an asset stance"

• Build on the vast funds of knowledge and unique insights that these students have as a result of their life experiences (Moll, Amanti, Neff, & Gonzalez, 1992, p. 133) 

]]> 2018-06-28 17:36:58 UTC https://padlet.com/p_frigault/d1dl8pxsxh0h/wish/268889510 p_frigault https://padlet.com/p_frigault/d1dl8pxsxh0h/wish/268889539 Use the students own story to work through literacy and print skills.  The student can orally tell the story using Google Read and Write and then work with the teacher to understand what has been written.

Take time the get to know your students. Their needs may go beyond academic needs and if you are not aware of this, they may struggle for no apparent reason. 

Identify language and literacy, social and orientation goals based on the student’s profile.]]> 2018-06-28 17:37:14 UTC https://padlet.com/p_frigault/d1dl8pxsxh0h/wish/268889539 p_frigault https://padlet.com/p_frigault/d1dl8pxsxh0h/wish/268889562

Am I aware of all accommodations and/or modifications my students may need for each lesson?

Have I reviewed the STEP levels of my students and ensured each activity appropriately matches their levels?

Do I allow my students enough opportunities to use their first language to reduce social and emotional anxiety of a new place? 

Have I gotten to know my students so that they feel safe and included in my classroom?

]]> 2018-06-28 17:37:23 UTC https://padlet.com/p_frigault/d1dl8pxsxh0h/wish/268889562 p_frigault https://padlet.com/p_frigault/d1dl8pxsxh0h/wish/268889663

How do you balance the different STEP levels that you can have in a classroom? Is it better to alter the evaluation levels but have the same activities or would you separate students and have different activities for each group of the same level?

How much time, in one class, should be allotted to teaching and how much time should be spent practicing?

Is it better to have most of a class spent giving instructions or content and then spending the day after practicing?

]]> 2018-06-28 17:38:07 UTC https://padlet.com/p_frigault/d1dl8pxsxh0h/wish/268889663 p_frigault https://padlet.com/p_frigault/d1dl8pxsxh0h/wish/268965786 This is from the monograph I read and I absolutely loved the message it sends.

 "Feeling too low ...
“I’m standing alone in a new, strange 
world.
This is not my place. 
Disoriented. 
Which way to go? 
Afraid to ask. 
Feeling too low. 
No person I can talk with. 
No person I can walk with. 
Does anybody notice me? 
Oh…I see. I am just an invisible stranger.”
 – Biljana Josifova 
Turning a New Leaf: A Collection of 
Writings and Reflections from New Canadians"]]> 2018-06-29 12:13:27 UTC https://padlet.com/p_frigault/d1dl8pxsxh0h/wish/268965786 p_frigault https://padlet.com/p_frigault/d1dl8pxsxh0h/wish/268967904 http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_LiteracyDevelop.pdf]]> 2018-06-29 12:40:16 UTC https://padlet.com/p_frigault/d1dl8pxsxh0h/wish/268967904