English Literacy Development by Sidney Toole

English Literacy Development by Sidney Toole https://padlet.com/sidneytoole/zff7se5gt5xjxkje Supporting English Language Learners with Limited Prior Schooling en-us 2021-05-18 15:10:18 UTC 2021-05-18 15:26:40 UTC hello@padlet.com what an educator should know about this issue before working with ELLs sidneytoole https://padlet.com/sidneytoole/zff7se5gt5xjxkje/wish/1536045300

ELD (English Language Development) program are designed for students that have major gaps in schooling or may have no prior formal schooling.

These students are experiencing major life adjustments as they come to the classroom from countries experiencing war, conflict, environmental disasters, or from isolated communities and refugee camps.

It can take up to twice as long (up to 10 years) for these students to develop the academic language that they need as compared to students who have literacy skills in their first language.

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First language use is especially beneficial as it eases the adjustment into the classroom and helps students feel comfortable sharing their valuable perspectives.
Oral language skills are the basis for other literacy skills and the development of oral language is paramount.

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Incorporate student-created identity texts to help affirm and reflect on their cultural background and experiences.
Use small groups to have students engage in conversations about texts in order to scaffold the use of academic language.
Have students engage with texts while relating them to their experiences and background.
Encourage students to share a story orally or using pictures and visuals.

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Curriculum goals:

What in the curriculum is critical for the student to understand, know and be able to do?
Which expectations can the student successfully achieve with the appropriate adaptations based on his or her STEP?
How will they be expressed as learning goals and shared with the student?
Which expectations will require modification based on his or her STEP?
What accommodations can be provided to support the student?

Language goals:

Based on the STEP ELD Reading, Writing and Oral continua, what are the student’s language and literacy learning needs?
What opportunities need to be provided to support the student’s language and literacy acquisition?

Social goals:

What types of interaction will engage the student throughout the lesson/unit?
What social skills will the student need to support his or her learning? Orientation goals
What are the student’s needs based on the STEP ELD Orientation to School Life in Ontario continuum?
Where are there opportunities to support the student’s orientation to school life?

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How do we balance the benefits of having students share their experiences with the reality that many of those experiences may be traumatic or very negative?
How do we integrate trauma-informed teaching in order to address the complex needs of students in ELD programs?

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