Supporting English Language Learners in Grades 1 to 8

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Section 3 Adapting the Ontario curriculum for English language learners Media literacy 3.4 Produce media texts for specific audiences, using a few simple media forms and appropriate conventions and techniques. Assessment and evaluation Assessment for learning •• anticipation guide •• peer feedback •• teacher observations (ongoing) •• student-teacher conferences •• ongoing, direct, and timely feedback from the teacher Unit overview Assessment as learning •• peer assessment 3.4 Modification of this expectation is not necessary for these ELLs. Accommodations outlined in this unit will support their learning. Assessment of learning •• teacher-created rubrics Links to prior knowledge and skills Students may have first-hand experience or knowledge about one or more of the following: •• identifying and using machines •• identifying and using toys •• understanding elements of design •• interpreting advertisements and their purpose •• creating rubrics based on success criteria Students may have acquired the following skills before beginning this unit: •• providing peer feedback •• revising own work based on feedback •• using and reading an anticipation guide •• identifying the purpose and audience, as well as interpreting the messages, of media text Supporting English Language Learners in Grades 1 to 8 69
Instructional Activities Modifications / Accommodations for ELLs Teacher Considerations Hei (Beginner ESL –Stage 1) Samiya (Intermediate ESL – Stage 2) Curtis (Advanced ESL – Stages 3 - 4) Lesson 2 – Introduce simple machines What did you see? •• At the classroom science centre, display a collection of items (or pictures) that are related to the book that will be read aloud. This collection may include items such as a fork, scissors, window blinds, a toy crane, a door stop, a rolling pin, a fan, a ramp, a dump truck, a light bulb, or a jar with a lid. •• Children look at the items or pictures for a few minutes. •• Cover the items with a cloth. •• The children work in partners to identify as many of the items as they can remember. •• Ask each pair, in a large group, to identify an item from the table. Record the items on a class chart. Continue with this task until all of the items on the table have been identified. •• Post the completed chart on a classroom wall for use during this unit. Assessment for learning Students independently complete a short anticipation guide prior to the read-aloud. Read-aloud Read a book about simple machines. Make connections between the items and pictures from the table and the simple machines in the text. Pair Hei with a carefully chosen partner - if possible, one who speaks the same home language. Confirm that Samiya and Curtis have the vocabulary and correct pronunciation for the items and pictures on the table. Hei and Samiya will complete the anticipation guide in a small group of students led by the teacher. Make sure that Hei and Samiya are seated so that the book, words, and pictures are immediately visible to them. Hei and Samiya will need to hear this book several times in order to reinforce the new vocabulary. The ESL teacher (or a parent volunteer) could read it and help them match the items on the table with the illustrations in the book. Curtis will read the anticipation guide with a partner before completing it independently. Since Curtis is interested in how things work, be sure to include him in the conversation through questioning. A letter to parents sent home at the beginning of the unit will note the importance of parents’ talking to their children in English or their home language about the concepts and vocabulary that the children will learn in this unit. During the activity, circulate around the room to check in with all pairs. It might be necessary to assist Hei’s group with the identification and labelling of the items and pictures. This activity would be an ideal time to have the ESL/ ELD teacher in the classroom to work with Hei and her partner. It may be necessary to explicitly teach some of the words required to complete this task. The class will continue to develop this word chart as the unit evolves. This anticipation guide will help the teacher identify vocabulary and concepts that need highlighting during the read-aloud. When selecting a text to read to the whole class, consider the literacy and reading levels of ELLs, the amount of new or challenging vocabulary, how engaging the text is, cultural biases, and how supported the text is by visuals. While reading, support comprehension by stopping to make connections, answering questions, and explaining new vocabulary. 70 Supporting English Language Learners in Grades 1 to 8
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Supporting English Language Learners in Grades 1 to 8

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