https://padlet.com/adrianna_medyk/eybv22wv556f "This country is your country. It’s up to you to give it your imagination, your talent, your view of the world. And you know what? I believe that nothing is impossible for children like you…who have courage, heart and a head brimming with ideas." - Former Governor General of Canada Michaëlle Jean on English language learners en-us 2019-07-10 00:49:22 UTC 2023-12-21 23:40:04 UTC hello@padlet.com adrianna_medyk https://padlet.com/adrianna_medyk/eybv22wv556f/wish/370688000 I selected to include this video, featuring Allan Luke, as my first portfolio entry because as a budding educator, it is important for me to begin to identify my "default mode", and continue to challenge myself to step outside my comfort zone in order to continue my growth in the teaching profession.  Similarly to Luke's position as a lifelong basketball player to becoming a U12 coach, I am looking forward to developing my prior knowledge and experiences as a former English language learner as I now teach English language learners from diverse backgrounds.]]> 2019-07-10 00:58:33 UTC https://padlet.com/adrianna_medyk/eybv22wv556f/wish/370688000 adrianna_medyk https://padlet.com/adrianna_medyk/eybv22wv556f/wish/370689177 In teaching Grade 6 this past year, I administered EQAO testing for the first time in my career. As such, I had to become familiar with the guidelines for English language learners as they also partook in the writing of literacy and numeracy tests. Not only was it important to adjust how ELLs prepared to write the tests, but ensuring that all permitted accommodations were in place for my students made a great difference in their levels of comfort and ease during testing periods.]]> 2019-07-10 01:13:25 UTC https://padlet.com/adrianna_medyk/eybv22wv556f/wish/370689177 adrianna_medyk https://padlet.com/adrianna_medyk/eybv22wv556f/wish/371620916 An important facet of teaching English language learners is building a relationship with the student so they feel comfortable to be vulnerable and open to learning the language of their new home country. ELLs come to our classroom with a rich background of culture and language, and it is our job to acknowledge and respect these students' stories. One way of empowering these students in sharing their stories is providing the opportunity to curate dual-language picture books that can be shared with the class. These examples are ones I would use to model a similar task with my future ELL students.]]> 2019-07-18 22:35:01 UTC https://padlet.com/adrianna_medyk/eybv22wv556f/wish/371620916 adrianna_medyk https://padlet.com/adrianna_medyk/eybv22wv556f/wish/371621120 Since my years in undergrad where I first learned about Canada's true history with its Indigenous peoples, I have become incredibly passionate about learning more about how to reshape what I know, and how I understand my positionality in relation to First Nations, Métis and Inuit peoples. Considering that Indigenous students in my classroom may not speak English, it is critical to find strategies that allow for the meaningful acquisition of English while simultaneously placing a great deal of respect on the preservation of their native language. This document is one that spoke to me because it shares effective practices that combine literacy with Indigenous ways of learning and knowing.]]> 2019-07-18 22:39:49 UTC https://padlet.com/adrianna_medyk/eybv22wv556f/wish/371621120 adrianna_medyk https://padlet.com/adrianna_medyk/eybv22wv556f/wish/372967950 Although I had previously heard of the distinction between academic and social English, "BICS" and "CALP" were unfamiliar acronyms.  The intricate relationship between BICS and CALP is one that I find interesting because it is one that I saw in several of my students this past year.  Simply by overhearing conversations with their peers, and even what was shared during whole-class discussions, I would have never known that students' CALP was still developing.  This table, from Colorin Colorado, provided meaningful examples to show the difference between BICS and CALP that often comes to light in student work. Working alongside students to improve their content-based, topic-specific vocabulary through guided and shared writing would significantly improve how effectively they are able to express their ideas, both orally and through writing.]]> 2019-08-01 17:05:32 UTC https://padlet.com/adrianna_medyk/eybv22wv556f/wish/372967950 adrianna_medyk https://padlet.com/adrianna_medyk/eybv22wv556f/wish/373964207 Even before I started Teachers' College, I had several volunteering experiences in schools, so I was able to learn a lot about how different classrooms in different schools and school boards functioned on a daily basis.  It was during this time that I really realized that each student has their own story.  Personal to the student is their cultural background, traditions and norms, their familial relationships, their hobbies, interests, and so much more.  More so than any other article I have read in this whole course, I was touched by Rusul Alrubail's article on Empowering ELLs with Digital Stories. Throughout this course, we have learned that a critical point of success for a student is when they have been given the opportunity to share about themselves in ways that are meaningful and relevant. Rusul's article focused on a digital story by her student, Oleksii, who is from Ukraine. Considering that Ukraine is considered to be a "tech hub" in Europe, I could see how this could be the perfect medium for Oleksii to present his story. After watching his video (and totally understanding all of the humour), I realized how this tool could be effective for ELLs at any grade level. With the right program and setting, students could be given an opportunity to shine through digital storytelling.]]> 2019-08-10 13:48:40 UTC https://padlet.com/adrianna_medyk/eybv22wv556f/wish/373964207 adrianna_medyk https://padlet.com/adrianna_medyk/eybv22wv556f/wish/373967720 For my inquiry in this module, I decided to focus on trauma-informed teaching.  Not only did I want to discover more about how I, as a mainstream classroom teacher, could best integrate trauma-informed teaching tools and strategies in my daily practice, but I also wanted to see "what else is out there" in terms of welcoming, nurturing, and teaching students who have experienced, or are currently experiencing trauma in their lives.  I stumbled upon this article by Joan Miles and Mary-Catherine Bailey-McKenna, who reported on the LEAD program. Based in Calgary, this specialized, yet temporary classroom setting has been structured to address four core stressors in ELLs' lives -- resettlement, acculturation, isolation and of course, trauma. This breakdown gave me a well-rounded picture of the elements of a child's life that I should be paying attention to, even as a classroom teacher. Employing evidence-based practices on a day-to-day basis, even prior to the arrival of an ELL in my classroom.]]> 2019-08-10 14:42:37 UTC https://padlet.com/adrianna_medyk/eybv22wv556f/wish/373967720 adrianna_medyk https://padlet.com/adrianna_medyk/eybv22wv556f/wish/373975767 A concept that is so important when teaching English language learners is scaffolding.  This teaching practice allows for a gradual release of responsibility, beginning with guided practice and modelling, moving forward to shared practice with the teacher and/or peers, and continues with independent work.  ELLs require scaffolding much like non-ELLs, and it is up to the teacher to continuously monitor student progress so readiness can be determined.

This video, presented by TEFL, shows a teacher using a competitive game to engage her students in consolidating their learning about vocabulary associated with time. By the end of the video, students are running the game themselves, which shows that in a comfortable and nurturing environment, ELLs can take risks in their learning and thrive as a result.]]> 2019-08-10 18:27:54 UTC https://padlet.com/adrianna_medyk/eybv22wv556f/wish/373975767 adrianna_medyk https://padlet.com/adrianna_medyk/eybv22wv556f/wish/374015984 Throughout this course, I feel that I have experienced immense professional growth.  Upon enrolling, I knew that my goal was to become more well-versed to serve the ever-evolving populations in our schools, and by learning more about English language learners, I feel that I can now reach more students and ascertain their growth and progress.  The resources, tools and strategies I have acquired in the past several weeks are ones that I will ensure to continuously reference as I develop lessons, activities and assessments for years to come.

As I revisited tasks that I completed in previous modules, I can see that I have learned so much.  In my KWL chart, it was my goal to learn more about conducting initial diagnostics (--> STEP program), effectively differentiating lessons and assessments(--> scaffolding, alternative assessment methods), and welcoming students from refugee backgrounds in the mainstream classroom (--> trauma informed practices).  

When looking back at my vision for ELLs, I remain rooted in the notions that each child has great potential to be successful. With a clear direction for intervention and instruction, evidence-based practices, and a true respect for each student's story, I believe that I can support ELLs through their journey of living in a new country and learning a new language in a safe, holistic and nurturing classroom community.]]> 2019-08-11 16:44:46 UTC https://padlet.com/adrianna_medyk/eybv22wv556f/wish/374015984 adrianna_medyk https://padlet.com/adrianna_medyk/eybv22wv556f/wish/374018525 Throughout this module, we discussed the importance of scaffolding students' learning in literacy.  We were tasked with selecting a meaningful text that could be used as part of a scaffolded activity, but also focuses on an ecological issue.  Stewardship of the environment is a value that my school board takes very seriously, and respect for the land is a sacred part of many cultures.  Of any task, I really enjoyed reading through my colleagues' posts for this topic the most.

One text that I feel that I will use in my teaching practice is titled "The Water Princess" by Susan Verde.  I love that Peter Reynolds illustrated the book, and that the story reflects such universal issues - safe water and water preservation.

(Thanks for sharing, Stacey!)]]> 2019-08-11 18:07:00 UTC https://padlet.com/adrianna_medyk/eybv22wv556f/wish/374018525 adrianna_medyk https://padlet.com/adrianna_medyk/eybv22wv556f/wish/374022479 From Grade 7 to Grade 12, I was enrolled in a private school.  In the Intermediate elementary years, not only did we learn about reading and writing, but grammar was its own subject.  Yes - we received a grammar mark on our report card.  When I first started at the school, I was immediately included in grammar tutoring because the textbook with hundreds of pages in it was just too daunting.  Needless to say, I became a bit of a grammar and proofreading "nut" over the years.

While I've come to realized that grammar in writing and oral communication isn't everything, it is still something that should be paid attention to, and taught. What I liked most about this article was the references to the types of feedback we tend to provide (e.g., "Awkward"), and that this is not the solution when teaching ELLs. ]]> 2019-08-11 19:43:52 UTC https://padlet.com/adrianna_medyk/eybv22wv556f/wish/374022479