https://padlet.com/jennifer_hanson_barry1/zvpb3dpyudu4 English Literacy Development Supporting English Language Learners with Limited Prior Schooling Secretariat Special Edition #36 April 2014 en-us 2019-04-22 20:44:53 UTC 2019-04-22 21:34:49 UTC hello@padlet.com jennifer_hanson_barry1 https://padlet.com/jennifer_hanson_barry1/zvpb3dpyudu4/wish/353179770 *English Literacy Development (ELD) is a program for students learning English with limited prior schooling.
^ Access to schooling prior to arriving in Canada has been inconsistent, unavailable or interrupted. 
*ELD program combines language learning with literacy development.
   *Elementary- students learn English and develop literacy skills through the elementary curriculum with appropriate adaptations.
   * Secondary- students may take five ELD credit courses before moving into ESL credit courses. Students are entitled to modifications and/or accommodations, as outlined in each subject curriculum document ]]> 2019-04-22 20:47:44 UTC https://padlet.com/jennifer_hanson_barry1/zvpb3dpyudu4/wish/353179770 jennifer_hanson_barry1 https://padlet.com/jennifer_hanson_barry1/zvpb3dpyudu4/wish/353179949 * Important to begin with their strength of oral language, this is the basis for all instruction.
*Pictures are less intimidating than text and can push language development and thinking skills about a topic. ]]> 2019-04-22 20:48:42 UTC https://padlet.com/jennifer_hanson_barry1/zvpb3dpyudu4/wish/353179949 jennifer_hanson_barry1 https://padlet.com/jennifer_hanson_barry1/zvpb3dpyudu4/wish/353180073 *Students may have modifications such as adjustments to the curriculum expectations and/or performance criteria when a student is unable to meet the curriculum expectations. Some examples are: revising/reducing the number of expectations or substituting alternative expectations that are more appropriate.
*Students may have accommodations to help the student meet the curriculum expectations. Curriculum expectations are not reduced or modified. Some examples are :  extensive use of visual cues, learning resources such as adapted text, and assessment strategies, such as oral responses, extra time. 

]]> 2019-04-22 20:49:26 UTC https://padlet.com/jennifer_hanson_barry1/zvpb3dpyudu4/wish/353180073 jennifer_hanson_barry1 https://padlet.com/jennifer_hanson_barry1/zvpb3dpyudu4/wish/353180159 *Have I provided ample opportunities for my students to work in small group and partners to practice their oral language skills?
*Have I permitted speaking in their first language to activate prior knowledge of a topic or for brainstorming before reading and writing?
*Am I building on my students prior knowledge of a topic?]]> 2019-04-22 20:49:51 UTC https://padlet.com/jennifer_hanson_barry1/zvpb3dpyudu4/wish/353180159 jennifer_hanson_barry1 https://padlet.com/jennifer_hanson_barry1/zvpb3dpyudu4/wish/353180232 *How do I incorporate guided practice and intentional teaching of the English language in a classroom that needs differentiated instruction, accommodations and modifications for other students? (How do I set time aside for explicit teaching of the English language everyday?)
*Do I provide enough tests based on their culture, reading level, interests and a wide variety of texts (non-fiction, websites, graphic format, fiction)

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