1. VISIONS AND PLANS FOR ELLS
HARI IM

2. 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

3. 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?

4. 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

5. 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

6. 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?

7. 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

8. 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?

9. 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?