Supporting English Language Learners in Grades 1 to 8

Section 3 Adapting the Ontario curriculum for English language learners
Instructional Activities Modifications / Accommodations for ELLs Teacher Considerations
Culminating Task
Museum of Innovations
••
Students set up their exhibits
(artefacts and associated
research) according to their
group plans.
••
Students display their
artefacts in the “Museum of
Innovation.”
••
Students make their
presentations first to their
classmates, and then to a
public audience, such as
students from other classes
and visitors.
Assessment of Learning
••
Teacher conducts assessment
of student performance,
using a teacher-created
rubric.
Assessment as learning
••
Students use the same
checklist to reflect on
their own performance
and make suggestions for
improvement. They respond
in writing to the assessment
by answering the following
questions (added to the
bottom of the checklist):
••
What did you do well in the
presentation?
••
What changes could you
make to improve your
presentation?
Benjime
(Beginner EDL –Stage 1)
After having
practised his short
presentation with
classmates and
teachers, Benjime
will make his
presentation to a
small group in the
class. He may also
present to visitors,
but only if he
chooses to do so.
Use a modified
rubric for
assessing his
success.
Min-su
(Intermediate ESL –
Stage 2)
Provide focussed
feedback to
Min-su including
positive
comments and
suggestions for
improvement,
such as
pronunciation of
difficult words
and ways to
develop fluency.
Olesya
(Advanced ESL –
Stages 3 - 4)
Olesya has
received
appropriate
support to this
point and is
ready to make
the presentation.
In addition to
feedback about
strengths, it may
be necessary,
after making
the class
presentation, to
provide Oleysa
with focussed
feedback on
specific linguistic
elements
(e.g., positive
comments, word
choice, grammar,
sentence
structure, nuance
of language).
Encourage students to use a
variety of presentation formats
(e.g., posters, slideshow,
diorama, booklet, photomural,
interview, news report).
Multiple times for practice
have been built into this
lesson. The students will have
many opportunities to make
their presentations before
others visit the museum. If
any student is uncomfortable
presenting to an unfamiliar
audience, they will not
be required to make the
presentation and will have
been assessed before that
time.
The students will be aware of
the “look-fors” on the checklist
because they helped to
develop it.
ELLs such as Benjime will be
assessed using a teachermade
list, because they are
working to meet modified
expectations.
Supporting English Language Learners in Grades 1 to 8 81