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      <title>ELL Voices in the Classroom by Nicole Castonguay</title>
      <link>https://padlet.com/nicole_jcastonguay/migmpgnxm9wj</link>
      <description>Capacity Building</description>
      <language>en-us</language>
      <pubDate>2019-02-05 01:53:00 UTC</pubDate>
      <lastBuildDate>2019-02-05 03:01:30 UTC</lastBuildDate>
      <webMaster>hello@padlet.com</webMaster>
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         <title>What Educator&#39;s should know: </title>
         <author>nicole_jcastonguay</author>
         <link>https://padlet.com/nicole_jcastonguay/migmpgnxm9wj/wish/327604718</link>
         <description><![CDATA[<div>*Immigration has intensified in Ontario by globalization and there are a greater number of ELLs in mainstream classroom<br>*Supporting English Language Learner's is a team effort within the school</div>]]></description>
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         <pubDate>2019-02-05 01:55:00 UTC</pubDate>
         <guid>https://padlet.com/nicole_jcastonguay/migmpgnxm9wj/wish/327604718</guid>
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      <item>
         <title>Research has shown...</title>
         <author>nicole_jcastonguay</author>
         <link>https://padlet.com/nicole_jcastonguay/migmpgnxm9wj/wish/327605245</link>
         <description><![CDATA[<div>*Many who begin learning English before adolescence acquire everyday language skills within a year or two, but most take 5 or more years to catch up to their peers in using English <br>*Many Canadian-born ELLs take at least as long as newcomers to acquire academic English <br>*Many ELLs pass through a silent period<br>*Students who continue to develop age-appropriate proficiency in their own language do better in school than students who abandon their first language </div>]]></description>
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         <pubDate>2019-02-05 01:58:05 UTC</pubDate>
         <guid>https://padlet.com/nicole_jcastonguay/migmpgnxm9wj/wish/327605245</guid>
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         <title>Oral Language in the Classroom</title>
         <author>nicole_jcastonguay</author>
         <link>https://padlet.com/nicole_jcastonguay/migmpgnxm9wj/wish/327605613</link>
         <description><![CDATA[<div>Oral language is the foundation of literacy <br><br>A good language-learning environment enables ELLs to develop the oral language skills that will found the development of literacy</div>]]></description>
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         <pubDate>2019-02-05 02:00:29 UTC</pubDate>
         <guid>https://padlet.com/nicole_jcastonguay/migmpgnxm9wj/wish/327605613</guid>
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         <title>Promoting a Positive Language Learning Environment </title>
         <author>nicole_jcastonguay</author>
         <link>https://padlet.com/nicole_jcastonguay/migmpgnxm9wj/wish/327606487</link>
         <description><![CDATA[<div>1. Encourage the use of a student's First Language (through brainstorming, peer-to-peer discussion in their first language)<br>2. Be mindful of an ELLs silent period <br>3. Cooperative learning through small group discussions and activities are a great way to learn social skills while also developing on their language acquisition </div>]]></description>
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         <pubDate>2019-02-05 02:08:04 UTC</pubDate>
         <guid>https://padlet.com/nicole_jcastonguay/migmpgnxm9wj/wish/327606487</guid>
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      <item>
         <title>Tips and Tricks for the Classroom</title>
         <author>nicole_jcastonguay</author>
         <link>https://padlet.com/nicole_jcastonguay/migmpgnxm9wj/wish/327607530</link>
         <description><![CDATA[<div>- Encourage students culture and diversity through making questionnaires, charts, and alphabet lists of student's first languages<br>- Use visuals, charts, movements and miming to help with meaning <br>- Simplify vocabulary and instructions <br>- Use hands-on activities<br>- Establish clear routines <br>- Use models to provide additional support<br>- Orally rehearse vocabulary and simple sentences <br>- Constantly "check-in" for comprehension<br>- Pre-teach key words <br>- Develop on conversational strategies (taking turns etc.)<br><br><br></div>]]></description>
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         <pubDate>2019-02-05 02:17:55 UTC</pubDate>
         <guid>https://padlet.com/nicole_jcastonguay/migmpgnxm9wj/wish/327607530</guid>
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         <title>Assessing Oral Language Development </title>
         <author>nicole_jcastonguay</author>
         <link>https://padlet.com/nicole_jcastonguay/migmpgnxm9wj/wish/327609099</link>
         <description><![CDATA[<div>- Assessment AS, OF and FOR learning are important methods of documenting, observing and assessing throughout the year <br>- Providing indirect feedback through modelling the proper form and structure is effective in helping ELLs with corrections *Repeating what a language learner has said with rising intonation, turning it into a question, will encourage the learner to self-correct<br>- Offer alternative ways for students to demonstrate their learning (graphic organizer etc.) <br><br></div>]]></description>
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         <pubDate>2019-02-05 02:32:09 UTC</pubDate>
         <guid>https://padlet.com/nicole_jcastonguay/migmpgnxm9wj/wish/327609099</guid>
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      <item>
         <title>I wonder... </title>
         <author>nicole_jcastonguay</author>
         <link>https://padlet.com/nicole_jcastonguay/migmpgnxm9wj/wish/327611477</link>
         <description><![CDATA[<div>* How I can make the transition easier for ELLs to enter into a new school, classroom and learning environment so that it becomes a positive experience from the beginning <br>* How to provide ELLs with the proper resources and strategies in the classroom without making the students feeling isolated or self conscious <br>* Is it effective to encourage parent participation into the classroom and oral conversations ?<br>* How to reduce the gaps ELLs may have in their learning in comparison to their English-speaking peers. <br>* How to promote oral language and second language learning outside of the classroom</div>]]></description>
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         <pubDate>2019-02-05 02:53:26 UTC</pubDate>
         <guid>https://padlet.com/nicole_jcastonguay/migmpgnxm9wj/wish/327611477</guid>
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