VISIONS AND PLANS FOR ELLS HARI IM

To promote a safe environment for students to adapt and affirm their own identity To empower students to actively work towards their own success To encourage and value multicultural and multilingualism To connect personal interest and curriculum in meaningful ways To facilitate creative and imaginative thinking and learning To value process and becoming of the individual ELL CLASSROOM –GOALS

It is important to have an understanding of classroom expectations through clear communications: Students are expected to keep their first language and to become bilingual. Students are expected to put their best effort in all works they produce. Students are expected to ask for help when they are struggling or has a problem. Students are expected to be respectful and mindful of other cultural backgrounds of others. EXPECTATIONS how will you address different cultural and pedagogical expectations and assumptions?

ELL CLASSROOM - Reception Promote use of graphic symbols and multilingual signs around the school Ensure classrooms have visual support for routines Have a weekly and daily routine outline for students to familiarize trough repetition Provide welcoming and informative orientation addressing information and concerns parents may have. Have a list of peer ambassadors that will help ELL students adjust to their new school life. ELL CLASSROOM - Reception

ELL CLASSROOM - Routines Daily or Weekly activities Have students write their own quote of the day Have students write bilingual diaries/journals Have students take turn introducing their own culture (they can introduce a song, a place, food, etc.) Have students do a 3 minute how-to instruction where they have to teach something Regularly introduce collaborative works Provide silent reading time Have a movie talk day eating popcorns ELL CLASSROOM - Routines

INITIAL ASSESSMENT – For Parents Welcoming Interview Translated hard copies of all essential information Interpreter for the intake interview Peer Ambassador Program Translated map of the school INITIAL ASSESSMENT – For Parents How will ELLs and their families feel welcomed to your school and classroom?

INITIAL ASSESSMENT - Assessment Process Intake Interview: Getting to know the student Oral Assessment: Student demonstrates listening comprehension and the ability to communicate using spoken English. Reading Assessment: Student to read aloud graded word list and text for the assessor to obtain approximate reading level of the student Writing Assessment: Student writes a 2-30 minute free composition based on a given prompt for assessment. INITIAL ASSESSMENT - Assessment Process

INSTRUCTIONAL STRATEGIES Provide prompts that are connected to student’s interest Combining games and instructions together (ex. board games, zenga, guess who, chess, card games etc.) Give students the option to do work creatively using technological tools. (ex. Storyboardthat, powtoon, prezi, piktochart,blog, etc.) Field trips to explore the community and make meaningful connections (ex. Local library, gallery, recreation centre, mall, etc.) Create lessons with cultural connections Have students translate and share a simplified version of a news article from their own country. Have students take turn teaching simple introductions or a song in their own language. Have students create a classroom soundtrack Have students collaboratively work on projects INSTRUCTIONAL STRATEGIES What are some strategies that could benefit your ELLs? What technological tools could facilitate learning?

RESOURCES Provide multilingual books and dictionaries Provide a reading list and a copy of the book in student’s L1 if possible. Provide a list of activities and events in the city and the community they are a part of (places to go over the weekend or events with their child) A heritage map showing where students are from or gather images and objects that could represent each country to incorporate into lessons Multilingual signs around the school Provide list of websites and online resources for students to use for doing their school work. RESOURCES What kind of multicultural materials will be incorporated into lessons? How will you empower ELLs by affirming their cultural and linguistic identity?