Supporting English Language Learners in Grades 1 to 8

More documents

Recommendations

Info

Section 3 Adapting the Ontario curriculum for English language learners Sample parent letter (to be translated into all home languages) [date] Dear Parents/Guardians, This letter is to inform you that during Term 3, our class will be studying how simple machines move. To help us with this study, we invite parents/guardians to: •• send flyers with your child that advertise toys in your home language; •• send a (non-battery operated) toy with moving parts. Please make sure that your child’s name is on the toy. The toy will be returned home at the end of our study. If your child does not bring a toy from home, there will be a selection of toys available in the classroom that your child may choose from to work with throughout this unit of study. •• send in any recycling items that can be used for building (e.g., tissue boxes, paper rolls, juice cans, paper, cartons); •• talk with your child in your home language about the unit we are doing in class – he/she can point out the hinges, levers, wheels that are on toys or simple machines. Please make sure that the flyers, toys, and recycling items come to school by Friday of next week. By responding to this request, your child will be able to build a simple machine/toy at the end of our study. Thank you for your support. Sincerely, Grade 2 teachers Supporting English Language Learners in Grades 1 to 8 73
Sample adapted unit framework for Grade 5: Early Civilizations – A museum of innovations Mr. Mitchell is a Grade 5 classroom teacher with a group of energetic students that includes many ELLs. Among them are three students – Benjime, Min-su, and Olesya. Mr. Mitchell has planned a unit focussing on innovations as part of his class’ study of early civilizations. The class has already investigated other aspects of two early civilizations in terms of environments, political and economic systems, leisure activities, values and beliefs, and social structures. They will learn about different innovations of these civilizations and how they have influenced modern society. The tasks leading to the culminating task for this unit will help the students make important connections between early civilizations and their lives today. The following unit framework includes opportunities for making cross-curricular connections, meeting a range of expectations, and addressing different learning styles. The unit was planned in collaboration with the itinerant ESL/ELD teacher who works with the ELLs two times per week. The unit reinforces skills (e.g., research skills, making notes, summarizing) that some of his students were introduced to during their study of medieval society in Grade 4. Mr. Mitchell’s unit provides opportunities to make connections with the prior knowledge and experience of all the learners in his classroom. When planning, he is careful to consider the needs of all learners, including the ELLs. ESL ESL ESL Benjime, Grade 5, Beginner (Stage 1 ELD of Second-Language Acquisition) Benjime arrived in Canada one month ago. Prior to coming to Canada, he attended school sporadically because of political instability in his country of origin. He communicates in English using single words and gestures. Benjime enjoys animals and nature and likes looking through the books that his teacher has selected for him. He has quickly learned the English alphabet and is beginning to recognize and copy a few familiar words such as classroom objects, colours, and numbers. Benjime enjoys drama and likes to observe his classmates during role play activities. Min-su, Grade 5, Intermediate (Stage 2 of Second-Language Acquisition) Min-su arrived in Canada a few months ago. He lives with his parents and younger sisters. He has age-appropriate literacy skills in L1. He studied English in his country of origin and is able to talk about topics that he has learned. Min-su enjoys reading adventure stories in L1 during his free time. He writes simple stories, journal entries, and email messages using familiar vocabulary. He uses a bilingual learner dictionary independently. Min-su eagerly participates in classroom activities and uses short sentences to communicate ideas. He reads some material independently but requires support with unfamiliar vocabulary. He learns best when information is supported by visuals. Min-su enjoys interacting with his friends who speak his home language and often spends recess playing with them. Olesya, Grade 5, Advanced (Stage 4 of Second-Language Acquisition) Olesya speaks a variety of English that differs from the English of classroom instruction. She has been living in Canada for three years. She lives with her mother and her brother. Olesya is able to lead and participate in small group discussions. She uses a variety of reading strategies to help her determine the meaning of grade-appropriate text. Olesya often requests assistance with organizing ideas and using standard English grammar in her written work. She is an active member of the martial arts club at school and enjoys performing for her peers. Olesya has begun training to become a “playground peacemaker.” 74 Supporting English Language Learners in Grades 1 to 8
Page 1 and 2:
Supporting English Language Learner
Page 3 and 4:
Introduction This document replaces
Page 6 and 7:
1 Understanding English language le
Page 8 and 9:
Section 1 Understanding English lan
Page 10 and 11:
Page 12 and 13:
Page 14 and 15:
Page 16:
Page 19 and 20:
Building a whole-school approach Cr
Page 21 and 22:
Parents Parents will be made aware
Page 23 and 24: —— a variety of other school-ba
Page 25 and 26: which teachers spend less time disc
Page 27 and 28: What a welcoming school looks like
Page 29 and 30: •• Classroom and library materi
Page 31 and 32: Orientation is not a one-time event
Page 33 and 34: There is no one at home who can hel
Page 35 and 36: Important considerations for the in
Page 37 and 38: Initial assessment of reading and w
Page 39 and 40: In all situations, English language
Page 41 and 42: It is a challenge for a school to p
Page 43 and 44: If English language learners were r
Page 45 and 46: It is imperative that English langu
Page 47 and 48: The development of an Individual Ed
Page 50 and 51: 3 Adapting the Ontario curriculum f
Page 52 and 53: Section 3 Adapting the Ontario curr
Page 94 and 95: Glossary success in school. Most En
Page 96 and 97: Resources Freeman, D., & Freeman, Y
Page 98: Resources The Ontario Curriculum, G
Page 101 and 102: Table A1.1: ESL, Grades 1 to 3 - Li
Page 103 and 104: Table A1.5: ESL, Grades 1 to 3 - Or
Page 105 and 106: Table A2.3: ESL, Grades 4 to 6 - Re
Page 107 and 108: Table A2.5: ESL, Grades 4 to 6 - Or
Page 109 and 110: Table A3.3: ESL, Grades 7 and 8 - R
Page 111 and 112: Table A3.5: ESL, Grades 7 and 8 - O
Page 113 and 114: Table B1.3: ELD, Grades 1 to 3 - Wr
Page 115 and 116: Table B2.2: ELD, Grades 4 to 6 - Re
Page 117 and 118: Table B2.4: ELD, Grades 4 to 6 - Or
Page 119 and 120: Table B3.2: ELD, Grades 7 to 8 - Re
Page 121: Table B3.4: ELD, Grades 7 and 8 - O
show all

Supporting English Language Learners in Grades 1 to 8

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?