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      <title>Using multicultural picture books to promote student voice in ELL learners by Narissa Deen</title>
      <link>https://padlet.com/narissa_deen/rprxwpgp57hy</link>
      <description>Made with wonder</description>
      <language>en-us</language>
      <pubDate>2019-07-07 17:32:32 UTC</pubDate>
      <lastBuildDate>2024-10-28 00:36:49 UTC</lastBuildDate>
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         <title>Question # 1 ) How can teacher-librarians​ use multicultural picture books on the themes of social justice and equity to promote student voice in ELL learners?</title>
         <author>narissa_deen</author>
         <link>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/370435792</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2019-07-07 17:36:51 UTC</pubDate>
         <guid>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/370435792</guid>
      </item>
      <item>
         <title>Using children&#39;s literature with ESL students</title>
         <author>narissa_deen</author>
         <link>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/370436658</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://www.gov.nl.ca/eecd/files/k12_curriculum_guides_esl_literature_esl.pdf" />
         <pubDate>2019-07-07 17:56:49 UTC</pubDate>
         <guid>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/370436658</guid>
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      <item>
         <title>Exploring the use of picture books in developing the language acquisition of students learning English as a second language</title>
         <author>narissa_deen</author>
         <link>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/370437503</link>
         <description><![CDATA[<div>The article below looks a five ways picture books develop language acquisition :<br><br>#1)  picture books allow the students to be immersed<br>in meaningful text.<br><br>#2)  Picture books allow for incidental language learning. Children can<br>acquire new language vocabulary, story elements and sentence structure from the context of a book <br><br>#3) Picture books integrate oral and written language. Students not only see the text but they also hear it.<br><br>#4) Picture books allow for a focus on meaning rather than on form. By focusing<br>discussion on the content of the picture book, students will acquire new forms and vocabulary in a meaningful context <br><br>#5) Picture books are highly motivating. Grammatical exercises require teachers to maintain the motivation but picture books allow the use of four skills, listening, reading, writing and speaking at the same time.</div>]]></description>
         <enclosure url="https://open.library.ubc.ca/cIRcle/collections/graduateresearch/42591/items/1.0078029" />
         <pubDate>2019-07-07 18:13:39 UTC</pubDate>
         <guid>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/370437503</guid>
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         <title>The effects of multicultural literature in the classroom</title>
         <author>narissa_deen</author>
         <link>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/370437674</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://commons.emich.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&amp;httpsredir=1&amp;article=1061&amp;context=honors" />
         <pubDate>2019-07-07 18:16:43 UTC</pubDate>
         <guid>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/370437674</guid>
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      <item>
         <title>Capacity building series : student voice transforming relationships </title>
         <author>narissa_deen</author>
         <link>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/370438178</link>
         <description><![CDATA[]]></description>
         <enclosure url="http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_StudentVoice.pdf" />
         <pubDate>2019-07-07 18:28:07 UTC</pubDate>
         <guid>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/370438178</guid>
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         <title>(Embracing the rainbow : Enhancing cultural identity with multicultural children&#39;s literature in Canadian classrooms)</title>
         <author>narissa_deen</author>
         <link>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/370438314</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://tspace.library.utoronto.ca/bitstream/1807/72305/1/Yin_Wenting_201606_MT_MTRP.pdf" />
         <pubDate>2019-07-07 18:31:38 UTC</pubDate>
         <guid>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/370438314</guid>
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      <item>
         <title>40 picture books for young activists</title>
         <author>narissa_deen</author>
         <link>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/370439097</link>
         <description><![CDATA[]]></description>
         <enclosure url="http://www.allthewonders.com/books/forty-picture-books-for-young-activists/" />
         <pubDate>2019-07-07 18:50:26 UTC</pubDate>
         <guid>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/370439097</guid>
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      <item>
         <title>Question # 2)</title>
         <author>narissa_deen</author>
         <link>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/372464998</link>
         <description><![CDATA[<div>What reading strategies can help support ELL learners? <br><br>* picture Dictionaries <br>* label objects in the classroom <br>* use printed materials such as brochures, pamphlets, and posters with words ELL learners use in everyday life <br>*use images from magazines, posters, newspapers in students first language and English <br>* use visual maps<br>* use advertising materials such as local newspapers, ads, flyers, and supermarket inserts<br>* create multilingual displays or signs <br>* simplify vocabulary <br>* recycle new words <br>* highlight key ideas and instructions <br>* make use of concrete and visual supports<br>* use non-verbal cues<br>* be conscious of words that need further explanation<br>* Create a word wall with pictures<br>* encourage the use of first language writing <br>* pre-teach key vocabulary <br>* create student-authored dual language texts <br><br><br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2019-07-28 03:29:52 UTC</pubDate>
         <guid>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/372464998</guid>
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         <title>As I began thinking about what research would best help support my role as teacher-librarian in the school and ELL learners, picture books seemed a natural choice. Picture books have the power to connect people to their past as well as introduce them, to the experiences of others. As a teacher-librarian, my purchasing goals are to incorporate student voice, choice and opinion in purchasing books. As well as honoring and reflecting student identity. For ELL learners this connection to &quot;who&quot; they are becomes important in giving these students a &quot;voice&quot; in the Canadian school system. </title>
         <author>narissa_deen</author>
         <link>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/372465955</link>
         <description><![CDATA[<div>One of the benefits of using multicultural picture books includes greater student engagement . Students will be more invested in learning if they can see themselves represented. Families will feel more invested in their child's education if they see themselves honoured in the school system. Throughout the course I learned about " Identity " texts and I tried to tie the use of multicultural picture books into lessons where ELL learners create their own identity text. <br><br>I also needed to think about what social justice means to me :<br><br>* everyone deserves to enjoy the same rights regardless their race, religion, economic status, gender , country of origin etc.<br><br>ELL learners are 21st century learners just the same as Canadian born students. They are savy and understand stand the concept of injustice at a young age . Picture books can help to bring to light many of the injustices that children all over the world face. Some ELL learners can connect deeply with some of the texts we read in class because they have experienced it or seen it before. All students can connect to what it means to be a child and the rights that should be allotted to all children around the globe. <br><br>Some strategies I have found in the research include:<br><br>- use age appropriate literature <br>- use stories in the news media <br>- teach anti-bias lessons<br>- give familiar examples ( draw on students past experiences)<br>- explore solutions with the students to the problems posed in texts <br><br>I also needed to explore my own personal beliefs about equity:<br><br>- equity is giving opportunity to everyone to succeed <br>- equity does not mean everyone is the same <br>- equity is recognizing students needs in order to level the playing field to ensure everyone gets an equal chance of success<br>-equity is empowering others to do for themselves <br><br>Luckily there is so much great fiction to support both themes of equity and social justice. Two great bookstores in Toronto, Another Story Book Shop and A Different Booklist offer book on these themes.<br><br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2019-07-28 03:56:22 UTC</pubDate>
         <guid>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/372465955</guid>
      </item>
      <item>
         <title>Question # 3) How do we ensure Student Voice in the Classroom ?</title>
         <author>narissa_deen</author>
         <link>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/372481446</link>
         <description><![CDATA[<div>The research points to the use of frequent Formative assessments. It gives practical ideas for quickly assessing students in the classroom. It cites the need for greater student voice in the design and delivery of formative assessments, and cultural sensitivity in the way in which assessments are designed. <br><br>Some practical ideas included in the article are :<br><br>* The ELL exit ticket <br>* Letter Writing <br>* Snapshots <br>* Expanding The Conversation<br>* Cultural Sensitivity and Assessment Design <br><br><br><br></div>]]></description>
         <enclosure url="http://teachersnetwork.org/ntol/howto/eslclass/voice.htm" />
         <pubDate>2019-07-28 12:26:57 UTC</pubDate>
         <guid>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/372481446</guid>
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         <title>The INFOGRAPHIC &quot; Students Imagine The Future of Ontario&#39;s Education System&quot; shows a great example of student voice ! </title>
         <author>narissa_deen</author>
         <link>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/372482471</link>
         <description><![CDATA[<div><br>https://www.google.ca/url?sa=i&amp;source=images&amp;cd=&amp;ved=2ahUKEwiG4p3L1NfjAhWNW80KHeW_B7UQjRx6BAgBEAU&amp;url=http%3A%2F%2Fwww.edu.gov.on.ca%2Feng%2Fstudents%2Fspeakup%2FpreMSAC.html&amp;psig=AOvVaw03lnznMCqdAFJoeKo-yFBt&amp;ust=1564404866225328<br><br></div>]]></description>
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         <pubDate>2019-07-28 13:02:05 UTC</pubDate>
         <guid>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/372482471</guid>
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      <item>
         <title></title>
         <author>narissa_deen</author>
         <link>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/372482626</link>
         <description><![CDATA[<div><a href="http://www.edu.gov.on.ca/eng/students/speakup/msac_poem.html#first">http://www.edu.gov.on.ca/eng/students/speakup/msac_poem.html#first</a><br>Below is an example of student voice poems that are found on the Ministry of Education website. <br><br>This framework can be adapted to be used with ELL learners and their families cultural identities. <br><br><br><br>We are from a place called home.<br><br></div><div><br>We are from a place called home.<br>Where soft, green fields of corn roll away to tired little towns, and rivers splash over mossy tractor wheels, left there long ago.<br>We are from a land of golden opportunity.<br>Where skyscrapers tower over you and crystal clear waterfalls flow freely.<br>Nous sommes d’un petit village où on connaît tout le monde et où on tient nos jeunes à cœur.<br>We are from a maple syrup festival.<br>A small town where the locals meet at the drive-in, where a single tower has risen above the old, war-time homes.<br>We are from a place where people can be seen skating down the canal in the middle of the city. Where streets are filled with colourful language and libraries are overflowing with withering books.<br>We are from a place called home, whose car engines roar like lions on the prowl. Where laughter, the scent of kettle corn and fresh flowers brighten each passing day.<br>We are from a community where food fills the bellies and music fills the schools. A community whose youth want to make a change. A community that welcomes diversity and heritage with open arms.<br>Nous sommes d’un endroit où l’art fleurit des âmes des élèves. Un endroit qui captive l’esprit canadien où on peut célébrer le Ramadan et la journée du Canada.<br>We are from a place where the Great lakes touch, where the stars are invisible and the suburban environment meets urban. We are from a place where the wait time on the bridge takes hours, where very few live and where wildlife is prominent.<br>We are from a place of knowledge and acceptance. A place we want to be a part of.  A place where we live freely, and we are close to nature. We are from a place where corn is celebrated and a place that shares the stories of Canada each evening.<br>We are from a town with a sculpture of a musky, a small town hidden in a valley, from a place that is falling apart, from a place where many people roam the streets alone.  We are from a place where BBQs are prevalent.<br>We are from a home where two mixed backgrounds create a symphony of flavours and spice. Where jalebis swirl in the streets, where we eat mooncakes with green tea and pick raspberries from the patch in the backyard. We are from a home where the authentic Arabic language sounds like poem verses.<br>We are from steak and potatoes, Finn pancakes and bannock, fresh dumplings and sticky rice. We are from a place where fried food smells float through the air and notes of music dance in the breeze.<br>Nous somme d’une demeure de joyeuses raclettes en famille, de shawarma, de spaghetti et de Poutine avec le fromage de St-Albert.<br>We are from a history of Italian and Greek, Pow-wows on sacred mountains and home grown veggies and locally raised beef.  We are from a history of watching football games together, attending fall fairs in our community, Italian dances on Saturdays and church on Sunday mornings.<br>We are from food with spices that entertain your tongue, from the smell of Turkish coffee and fresh dough baking and from sushi and shawarma alike.  We are from Indian taco nights, pierogis and Grandma’s favorite stuffing. <br>We are from the call of prayer that fills the skies five times a day. We are from a mixture of English, French and Tibetan. We are from a place of happiness mixed with anxiety where you can hide in the dark or shine in the light.<br>Nous sommes d’une communauté fière qui célèbre sa diversité.  Une communauté qui permet aux religions de se marier, aux cultures de se toucher et aux citoyens de s’aimer.<br>We are from a school where the attendance is small but the passion is great. Where there is a fight for the always meager budget and there is sometimes bullying and a lot of drama.<br>We are from a school where there are teacher-student volleyball games, a trip to New York and a painted Sturgeon Falls mural. We are a school that has moments of laughter, sorrow, tears and who usesthe LGBTQ terms. We are from a school whose body is covered by a grey coat but that only masks the colour that lies within.<br>We are from a school of minorities, discrimination and cliques. A school with a very first graduating class. A school that is still learning about the students within.<br>Nous sommes d’une école qui est isolée de sa patrie, isolée de sa culture et de son histoire. Une école avec des moments d’inclusions et d’exclusions, de diversités et d’inégalités.<br>We are from a school of sports championships, academic awards and special leaders that are yet to learn that not every family is economically privileged.  We are from a school where there is cyber bullying and bad behaviour, where students are trying to find out who they are and where they want to be.<br>We are from a school where I am the cool kid that everyone comes to see, where I learn about my learning disability and self-advocacy and the use of technology.<br>We are from a school that is a sea of uniforms where acceptance, inclusion and a warm welcome greet us every day. A place whose academic-driven climate will produce tomorrow’s leaders.<br>We are from a place where each voice is respected and has a chance to be heard loud and clear.  We are from a place where students are looking to make a positive change, to raise our voices and speak up.<br>We are from a place we call our own. We are from a place called home.<br><br></div><div><br>Read the poem. (English Only)<br><br></div><div><br>We are from a place called home.<br><br></div><div><br>We are from a place called home.<br>Where soft, green fields of corn roll away to tired little towns, and rivers splash over mossy tractor wheels, left there long ago.<br>We are from a land of golden opportunity.<br>Where skyscrapers tower over you and crystal clear waterfalls flow freely.<br>We are from a small village where everyone knows each other and where our children are close to our hearts. <br>We are from a maple syrup festival.<br>A small town where the locals meet at the drive-in, where a single tower has risen above the old, war-time homes.<br>We are from a place where people can be seen skating down the canal in the middle of the city. Where streets are filled with colourful language and libraries are overflowing with withering books.<br>We are from a place called home, whose car engines roar like lions on the prowl. Where laughter, the scent of kettle corn and fresh flowers brighten each passing day.<br>We are from a community where food fills the bellies and music fills the schools. A community whose youth want to make a change. A community that welcomes diversity and heritage with open arms.<br>We are from a place where art blossoms in the souls of students. It is a place that captures the Canadian spirit and where we can celebrate Ramadan and Canada Day.<br>We are from a place where the Great lakes touch, where the stars are invisible and the suburban environment meets urban. We are from a place where the wait time on the bridge takes hours, where very few live and where wildlife is prominent.<br>We are from a place of knowledge and acceptance. A place we want to be a part of. A place where we live freely, and we are close to nature. We are from a place where corn is celebrated and a place that shares the stories of Canada each evening.<br>We are from a town with a sculpture of a musky, a small town hidden in a valley, from a place that is falling apart, from a place where many people roam the streets alone. We are from a place where BBQs are prevalent.<br>We are from a home where two mixed backgrounds create a symphony of flavours and spice. Where jalebis swirl in the streets, where we eat mooncakes with green tea and pick raspberries from the patch in the backyard. We are from a home where the authentic Arabic language sounds like poem verses.<br>We are from steak and potatoes, Finn pancakes and bannock, fresh dumplings and sticky rice. We are from a place where fried food smells float through the air and notes of music dance in the breeze.<br>We are from a home of joyous family raclettes, shawarma, spaghetti and poutine made with St-Albert cheese.<br>We are from a history of Italian and Greek, Pow-wows on sacred mountains and home grown veggies and locally raised beef. We are from a history of watching football games together, attending fall fairs in our community, Italian dances on Saturdays and church on Sunday mornings.<br>We are from food with spices that entertain your tongue, from the smell of Turkish coffee and fresh dough baking and from sushi and shawarma alike. We are from Indian taco nights, pierogis and Grandma’s favorite stuffing.<br>We are from the call of prayer that fills the skies five times a day. We are from a mixture of English, French and Tibetan. We are from a place of happiness mixed with anxiety where you can hide in the dark or shine in the light.<br>We are from a proud community that celebrates its diversity. It is a community that allows religions to marry, cultures to touch and people to love one another.<br>We are from a school where the attendance is small but the passion is great. Where there is a fight for the always meager budget and there is sometimes bullying and a lot of drama.<br>We are from a school where there are teacher-student volleyball games, a trip to New York and a painted Sturgeon Falls mural. We are a school that has moments of laughter, sorrow, tears and who uses the LGBTQ terms. We are from a school whose body is covered by a grey coat but that only masks the colour that lies within.<br>We are from a school of minorities, discrimination and cliques. A school with a very first graduating class. A school that is still learning about the students within.<br>We are from a school that is isolated from its homeland, isolated from its culture and history. It is a school that has moments of inclusion and exclusion, diversity and inequality.<br>We are from a school of sports championships, academic awards and special leaders that are yet to learn that not every family is economically privileged. We are from a school where there is cyber bullying and bad behaviour, where students are trying to find out who they are and where they want to be.<br>We are from a school where I am the cool kid that everyone comes to see, where I learn about my learning disability and self-advocacy and the use of technology.<br>We are from a school that is a sea of uniforms where acceptance, inclusion and a warm welcome greet us every day. A place whose academic-driven climate will produce tomorrow’s leaders.<br>We are from a place where each voice is respected and has a chance to be heard loud and clear. We are from a place where students are looking to make a positive change, to raise our voices and speak up.<br>We are from a place we call our own. We are from a place called home.<br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2019-07-28 13:08:46 UTC</pubDate>
         <guid>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/372482626</guid>
      </item>
      <item>
         <title>How can I change my practice? </title>
         <author>narissa_deen</author>
         <link>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/372482937</link>
         <description><![CDATA[<div>As a teacher-librarian, I can use what I have learned to change my practice in many ways. I can incorporate student voting and surveys for the purchasing new books for the school library. I can take a closer look at the walls in the library. I can ask myself if they represent ELL learners identities. I can make a conscious effort to purchase books around the themes of social justice and equity. I can also incorporate more dual-language texts into the library collection.  I can find ways to increase parent engagement in the library and library resources. For example, having parents help with creating multicultural displays. I can create <br>" identity texts with the students " and display them in the school library. To be honest, before this course I didn't see an obvious representation of ELL learners and their language identities in the school library. My goal in September is to make a conscious effort to make ELL learners voices heard in our school library. </div><div><br></div><div><br><br>The videos below look at how libraries can better serve the ELL community. </div>]]></description>
         <enclosure url="" />
         <pubDate>2019-07-28 13:21:17 UTC</pubDate>
         <guid>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/372482937</guid>
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      <item>
         <title>Video</title>
         <author>narissa_deen</author>
         <link>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/372506737</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://www.youtube.com/watch?time_continue=158&amp;v=zsoxNg-Oeec" />
         <pubDate>2019-07-28 23:38:23 UTC</pubDate>
         <guid>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/372506737</guid>
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      <item>
         <title></title>
         <author>narissa_deen</author>
         <link>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/372507330</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://soundout.org/student-voice-tip-sheet/" />
         <pubDate>2019-07-28 23:45:37 UTC</pubDate>
         <guid>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/372507330</guid>
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      <item>
         <title></title>
         <author>narissa_deen</author>
         <link>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/372510368</link>
         <description><![CDATA[<div>"Good pictures are as close to universal language as the world is likely to get... picture books are an invaluable aid to communication across linguistic lines. " <br>                                                                                                         REID 2002 p. 35</div>]]></description>
         <enclosure url="" />
         <pubDate>2019-07-29 00:17:22 UTC</pubDate>
         <guid>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/372510368</guid>
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      <item>
         <title></title>
         <author>narissa_deen</author>
         <link>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/372531520</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://anotherstory.ca/" />
         <pubDate>2019-07-29 03:24:51 UTC</pubDate>
         <guid>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/372531520</guid>
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      <item>
         <title></title>
         <author>narissa_deen</author>
         <link>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/372533026</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://www.adifferentbooklist.com/" />
         <pubDate>2019-07-29 03:41:11 UTC</pubDate>
         <guid>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/372533026</guid>
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         <title></title>
         <author>narissa_deen</author>
         <link>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/372533612</link>
         <description><![CDATA[<div>The powerpoint " Using Children's Literature with ESL students " gives before, during and after reading strategies for ELL learners. It also speaks to the importance of re-reading a text multiple times with ELL learners because it gives strength to the ELL learner when it comes time to do follow up writing tasks. </div>]]></description>
         <enclosure url="" />
         <pubDate>2019-07-29 03:49:17 UTC</pubDate>
         <guid>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/372533612</guid>
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         <title></title>
         <author>narissa_deen</author>
         <link>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/372567184</link>
         <description><![CDATA[<div>The Capacity Building Series on Student Voice examines the SPEAKUP initiative. The article defines student voice as:<br><br> “... connecting what’s happening in the classroom to real-life experiences outside school,” with a focus on supporting students to shape their “learning environment while building skills and abilities” and “preparing for active citizenship” (http://www.edu.gov.on.ca/eng/students/speakup/).<br><br>It lists some ways teachers can promote student voice : <br><br>-<strong>writing in role <br>-speaking <br>- drama <br>-art <br><br>The article also examines some of the negative expressions of student voice such as aggression, over erasing, and non-compliance. It asks educators to challenge their views on student voice. </strong></div>]]></description>
         <enclosure url="" />
         <pubDate>2019-07-29 11:30:32 UTC</pubDate>
         <guid>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/372567184</guid>
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      <item>
         <title></title>
         <author>narissa_deen</author>
         <link>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/372567263</link>
         <description><![CDATA[<div>The article below " The Effects of Multicultural Literature in the Classroom" looks at how to choose multicultural books. It sites three main criteria :<br><br>- ensure that the characters in the story are not stereotypes of the culture. (They should be authentic representations of that culture's belief system and they should show good and bad characters from that culture) <br><br>- the settings should be authentic <br><br>- the book should be sensitive to the cultures values and perspectives </div>]]></description>
         <enclosure url="" />
         <pubDate>2019-07-29 11:31:37 UTC</pubDate>
         <guid>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/372567263</guid>
      </item>
      <item>
         <title></title>
         <author>narissa_deen</author>
         <link>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/372568930</link>
         <description><![CDATA[<div>The article " Embracing The Rainbow : Enhancing Cultural Identity with Multicultural Children's Literature in Canadian classrooms" looks at how multicultural children’s literature enhances students’ cultural identity and creates an inclusive learning environment. It states: <br><br>- teachers need to view students as cultural beings and provide opportunities for them to validate their cultural identity. <br><br>-teachers should first examine their own cultural biases and be aware of how their personal views influences instructional decision making. <br><br>-the successful use of multicultural literature to enhance cultural identity relies on both the quality of multicultural book selection as well as the effectiveness of instructional approaches. <br><br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2019-07-29 12:02:21 UTC</pubDate>
         <guid>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/372568930</guid>
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         <title></title>
         <author>narissa_deen</author>
         <link>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/372584994</link>
         <description><![CDATA[<div>The article " Student Engagement : Meaningful Student Involvement " looks at the role of responsible educators. It gives useful tips on how to make student voice meaningful :<br><br>1) Listen to your students<br>2) Validate your students and let them know you listened <br>3) Give your students authority by making them the experts on new learning <br>4) Allow your students to take action with the support of adults<br>5) Reflect on what was learned and wha steps will be taken next </div>]]></description>
         <enclosure url="" />
         <pubDate>2019-07-29 15:25:04 UTC</pubDate>
         <guid>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/372584994</guid>
      </item>
      <item>
         <title></title>
         <author>narissa_deen</author>
         <link>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/372600997</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://www.youtube.com/watch?v=_utD0uTB9xg" />
         <pubDate>2019-07-29 19:07:16 UTC</pubDate>
         <guid>https://padlet.com/narissa_deen/rprxwpgp57hy/wish/372600997</guid>
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