https://padlet.com/jlwooder/umrwohjbx8mz en-us 2017-08-12 23:20:24 UTC 2017-08-13 02:36:33 UTC hello@padlet.com jlwooder https://padlet.com/jlwooder/umrwohjbx8mz/wish/180815568 2017-08-12 23:22:38 UTC https://padlet.com/jlwooder/umrwohjbx8mz/wish/180815568 jlwooder https://padlet.com/jlwooder/umrwohjbx8mz/wish/180815605 - Students enter Ontario schools with significant gaps in their education as a result of inconsistent, disrupted or unavailable access to schooling.
- Students with significant gaps in formal schooling may require 10 or more years to acquire academic language proficiency compared to their peers who have literacy skills in their first language (may only require 5 years to develop proficiency in English language).
- Students with limited prior schooling are placed into ELD (English Language Development) Programs which combines language learning and literacy development. 
- Elementary students in ELD programs are provided with accommodations to help them meet the same academic standards as their peers.
- Teachers need to know who their students are, so that they can create an environment/program that will best meet their individual needs.

]]> 2017-08-12 23:24:35 UTC https://padlet.com/jlwooder/umrwohjbx8mz/wish/180815605 jlwooder https://padlet.com/jlwooder/umrwohjbx8mz/wish/180815717 - Create a student profile that includes personal, cultural and educational information and experiences.
 - Conduct STEP assessments for English Language Proficiency and Orientation to School Life in Ontario.
 - View student's knowledge, experiences and unique insights as an asset to their learning.
 - Provide students the opportunity to use their first language to discuss new learning/clarify understanding of concepts. Conversations in first language help facilitate ones ability to share their thinking in English.
 - Oral language can be used to help scaffold learning (e.g. talk about a text before reading it).
 - Pictures and visual cues are effective strategies that can be used to help promote language development.
 - Small group work is an essential component in helping students to develop English proficiency (e.g. guided reading groups help teachers develop fluency, reading comprehension and language skills).
 - Select texts based off of individual student profiles (e.g. STEP level, background knowledge/experiences, age appropriate texts, etc).
 - Conduct regular assessments to help monitor student progress. Make accommodations where needed. 

]]> 2017-08-12 23:34:05 UTC https://padlet.com/jlwooder/umrwohjbx8mz/wish/180815717 jlwooder https://padlet.com/jlwooder/umrwohjbx8mz/wish/180816338 -  Has a STEP assessment been conducted on both English language proficiency and Orientation to School Life?
 - Do I know my ELL's strengths? Have I incorporated those strengths into their instructional strategies? Am I differentiating lessons appropriately?
 - Am I supporting my students to learn the routine and understand expectations of school life?
 - Am I setting my students up for success? Am I effectively using small group instruction, visual cues and pictures, and their first language?
 - Am I creating a learning environment that is engaging and welcoming to all students?
 - Are my students motivated to learn? If not, what can I do to capture their interests?
 - Am I conducting regular assessments so that I can better monitor and understand my student’s needs?

]]> 2017-08-13 00:15:42 UTC https://padlet.com/jlwooder/umrwohjbx8mz/wish/180816338 jlwooder https://padlet.com/jlwooder/umrwohjbx8mz/wish/180816464 - How can I better support ELL's outside of the school environment to ensure that they continue to progress in their language development?
- What can we do to prevent language regression over extended breaks (e.g. Christmas, summer holidays, March break, etc) in home environments where English is not spoken?
- What resources and supports can be provided to parents to ensure that their children continue to make progress over extended school breaks?

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