Ever used a Kahoot in class before? Check out this free resource for a quick run down on What St.Patrick's Day is! Check out this link below for the full free resource
https://www.teacherspayteachers.com/Store/Resources-By-Bono
This next link is included in the resource, but if you don't have the TPT account needed, then feel free to check out the Kahoot and see what I have been working on.
https://create.kahoot.it/share/st-patrick-s-day-quick-discussion-eng/a3a3f18b-743b-45d2-8b81-9967c3dd9716
This is a link to my teacher's pay teachers store, this is a FREE resource, help yourself to whatever else you like in the store. If you are interested in collaborating and creating-get in touch!
Remember when download the resource, READ-RATE, and REVIEW! If you feel generous, follow as well!
Thanks!
Tuesday, March 26, 2019
Monday, March 25, 2019
Interested in introducing "April Fools Day" to Students? (SAFE)
This is a bit of an ELA/ELL/ELD lesson in which high school students are practicing English by talking and briefly viewing pranks done in High Schools in North America (Senior Pranks, as we call them).
This is a link to the TPT (FREE DOWNLOAD) item, please feel free to help yourself to other free resources, and don't forget-->READ, REVIEW, and RATE !
If you really like what I have in the store, follow!
All the best!
Friday, March 22, 2019
Assignment 2-Written Component 2 (Caribbean ENGLISH)
Read the sentence below.
Me na know if them gan ova there.
You will also gather research to back up your thoughts based on the questions below.
Do students from the Caribbean spell the way they talk? What are some of the language barriers they may face as well as the teachers in the classroom? Does speed of their dialect affect learning and processing? How would you interpret the sentence above?
You will write a 1 page single spaced reflection on how this is a Social Justice issue and how it directly affects you and the ELLs in today’s classrooms.
Background notes from Wikipedia,
"Caribbean English is influenced by the English-based Creole varieties spoken in the region, but they are not the same. In the Caribbean, there is a great deal of variation in the way English is spoken. Scholars generally agree that although the dialects themselves vary significantly in each of these countries, they primarily have roots in British English and West African languages" (2019)
Samples of their different dialects,
An interesting thing about trying to translate the sentence, "Me na know if them gan ova there." is that standard translators won't recognize or even have the proper dialect titles available to choose from. This tells me that the sentence is most certainly an English Creole (if it is really a sentence at all). If I made a guess, it means, "I don't know if they've gone over there".
"Caribbean English is influenced by the English-based Creole varieties spoken in the region, but they are not the same. In the Caribbean, there is a great deal of variation in the way English is spoken. Scholars generally agree that although the dialects themselves vary significantly in each of these countries, they primarily have roots in British English and West African languages" (2019)
Samples of their different dialects,
Standard English: Where is that boy? /hwɛər
- Barbados: 'Wherr dah boi?' ([hwer ɪz dæt bɔɪ]) (Spoken very quickly rhotic, and contains glottal stops)
- San Andrés and Providencia: 'Weh dah boi deh?' ([hwe dæt bɔɪ deh])
- Jamaica: 'Weh dah bwoy deh?' ([weh da buoy de]) (sporadic rhoticity; Irish and Scottish influence); or 'Wey iz dat boi?' [weɪ ɪz dæt bɔɪ] (non-rhotic; similar to the accents of south western England and Wales)
- Belize: 'Weh iz dat bwoy deh?' ( [weh ɪz dɑt bɔɪ deɪ]) (British and North American influence, deeper in tone)
- Trinidad: 'Wey dat boy deh?'
- Bahamas: 'Wey dat boy iz?' [Some would more likely say bey instead of boy]
- Guyana and Tobago: 'Weyr iz daht boy/bai?' (urban) or 'Wey dat boy dey?' (rural) ([weɪɹ ɪz dɑt baɪ]) (Many variations dependent on urban/rural location, Afro or Indo descent or area, and competency in standard English; Sporadic rhoticity )
- Saint Vincent and the Grenadines: 'Wey dah boy deh deh?' ([weɪ dɑ bɔɪ deɪ deɪ]) (Non-rhotic)
- Belize, Nicaragua, the Bay Islands, Limón, Puerto Rico, and the Virgin Islands: 'Wehr iz daht booy?' ([weɹ ɪz dɑt buɪ]) (Distinct, sporadic rhoticity, pronunciation becomes quite different from "Creole" pronunciation.)
- Dominica: 'Weh dat boy nuh?'/'Weh dat boy be nuh?' (Spoken harshly and with a deep tone)
The written form of the English language in the former and current British controlled Caribbean countries conforms to the spelling and grammar styles of Britain.
Furthermore to quantify what Creole are for my research, wikipedia states, "An English-based creole language (often shortened to English creole) is a creole language derived from the English language, for which English is the lexifier. Most English creoles were formed in British colonies, following the great expansion of British naval military power and trade in the 17th, 18th and 19th centuries. The main categories of English-based creoles are Atlantic (the Americas and Africa) and Pacific (Asia and Oceania)." (2019)
___________________________________________________________________________________
According to Richard Nordquist (freelance writer of Thoughtco,
"The term Caribbean English is problematic because in a narrow sense it can refer to a dialect of English alone, but in a broader sense it covers English and the many English-based creoles . . . spoken in this region. Traditionally, Caribbean creoles have been (incorrectly) classified as dialects of English, but more and more varieties are being recognized as unique languages. . . . And although English is the official language of the area that is sometimes called the Commonwealth Caribbean, only a small number of the people in each country speak what we might consider regionally accented standard English as a native language. In many Caribbean countries, however, some standard version of (mostly) British English is the official language and taught in schools.
"One syntactic feature shared by many West Atlantic Englishes is the use of would and could where British or American English uses will and can: I could swim for I can swim; I would do it tomorrow for I will do it tomorrow. Another is the formation of yes/no questions with no inversion of auxiliary and subject: You are coming? instead of Are you coming?" (Kristin Denham and Anne Lobeck, Linguistics for Everyone: An Introduction. Wadsworth, 2009)
___________________________________________________________
From what I have read so far I feel that to begin this discussion the key part to understanding what is being discussed is the fact that the colonialism still lingers, if not through the depleted amount of resource and infrastructure available for local people but the extravagance of tourism, then through their language.
Above the figures (maps), clearly show a trail of lingering colonization (because it is known which country is responsible for the spread or beginning of globalization throughout history). Even in the 21st Century, IELTS is a socially acceptable form of globalization (yes, speaking English is important when traveling to a place that uses English predominately, but this spreads back into the earlier part of this assignment regarding teachers with thick accents). Conspiracies of globalization through "certification" aside, the reality is, English was spread throughout the earth through the assimilation of cultures and after all that, cultures are left with what they have now. Some are highly successful and doing extremely well in regards to over all happiness, while others are still picking up the pieces and figuring out a balance.
The language is influenced heavily by the wandering European cultures that colonized and made the exotic lands (the local's home) feel like that of Europe. I reflect heavily on a reading I had completed by Jamaica Kincaid, 'A Small Place". Kincaid is one who hails from Antigua and speaks of her life as a spokesperson of those who are struggling to get what they deserve in life. Kincaid in "A Small Place" describes the tourist as an ugly person, for every observation that could be made about beautiful Antigua, there is an alarming reality to why things are the way they are (1988). The colonization of these places in the Caribbean had lasting effects on the culture that were housed there. Much like to that of what happened in Canada in regards to the First Peoples of Canada, a culture is struggling to re-identify itself as an independent culture, unfortunately they only have the guidance of those are brought to these places by visiting cultures. A cultural mosaic is an excellent way to describe the cultural history of the Caribbean, but from generation to generation it is characterized as a shifting melting pot.
Language is apart of culture and the lingual attitudes of English speakers (variants or standard) are what makes them who they are. When a teacher from Newfoundland or Quebec decides to walk into their class and teach their content with their natural speaking attitudes, this is apart of their right as humans in a multicultural country such as that of Canada. It is not right to say that a person does not need to have English Language Communication abilities to be an educator, but there needs to be benchmark in place that distinguishes acceptable communication skills from those that are still developing. It would not be a terrible thing if a needed to change who they are as people to teach students how to be themselves.
As an ELL, students can be speaking English Creole and still be placed accordingly for the fact that their English hinders their abilities to complete tasks. As a student who needs to be accommodated and have modifications because of their variations of the English language will not receive assistance because psychological needs, therefore there is no other way to offer assistance to the extent that they may need without categorizing their abilities as ones that need development in "Standard English". Students with thick accents receive more scrutiny and judgement than teachers with thick accents in my opinion because of the fact that students are constantly being taught to respect all cultures and nationalities. For students on the other hand, there is a level of respect for culture and ethnicity that should resonate within learning communities, however at times there are incidents of bullying that occur, not to mention the difficulties students face within themselves, being able to maybe understand the standard English, but unable to reciprocate it in writing, students will appear as ones who have a learning exceptionalism rather than just English Creole as their first language.
Ultimately, the social justice issue as I see it, comes from the identification of English Creole as ELL .
Assignment 2-Written Component 1 (My Point of View on Accents and Equity)
Are there any downfalls of a teacher teaching with a strong accent?
How do teachers with accents and dialects affect the classroom and student learning in Ontario schools?
Can the use of dialects and accents have detrimental effects or positive effects?
Is there a difference supporting an ELL from the Caribbean?
How is this related to pronunciation?
Are all dialects considered an issue?
How can we assess these issues?
What are the implications for parents with accents/dialects?
_________________________________________________________________________
Teachers with accents teaching their materials and content using their natural speaking attitudes are within their rights to do so and no one has the right to tell them otherwise. Firstly, Canada is a cultural mosaic, regarding language, there are people in Chinatown (Toronto) who I know and others who I have met, that haven't learned English for the 14 years that they had been living there. Say its "a rare case", but a person would be surprised how little the English levels are of immigrants at times and how long they remain unlearned in English. Therefore, if the country is willing to allow people who do not speak the native languages of Canada (because even born Canadians can't speak the Native Languages of true Canada), then there needs to be a level of understanding. Once people are let in as citizens, or residents of this great country, it is a "free" country. It is highly controversial if suddenly people's job opportunities are limited due to their language or culture, there is no easy line to be drawn. Unfortunately, there needs to be a level of professionalism that is carried out from government positions of public servants like that of a teacher, in which English levels are monitored at a scrutinizing level. The level of scrutiny that someone with an accent would face, should not be as bad as to say that if a Francophone is teaching in British Columbia they would be turned down from a teaching job, but that is the discussion being had at this moment. The Centre for Canadian Language Benchmarks developed a series of descriptors and rubrics in which newcomers are expected to be assessed through, this document clearly distinguishes English speaking abilities versus communication abilities (2012). The need for communication abilities is necessary to participate in some professional environments based on needed skills, not race or ethnicity. Equitable teaching in Ontario is important however they clearly state that for teachers who are internationally trained and then applying for the a position through the college, that they need to meet in order to become certified OCT members (2019). I think the assessment of these teachers is important to ensure that the students are getting the skills training they need form the system, it could very well be recognized that there are inherent benefits to cultures shared through the listening and appreciation of an accent.
In a BBC news article, Hannah Richardson, describes the event of a teacher needing to lose a thick "yokel" accent due to fear of discrimination in England (2017). This is particularly surprising to hear, that a teacher from England is in need of accent neutralization to avoid ridicule and keep a professional impression in the minds of their colleagues. In a place that is responsible as a lead facilitator in delivering standardized English, there is a citizen who needs Accent neutralization. This could leave a lot of things for speculation, but the fact of the matter is that through history the English language was adapted to later become "North American English". If a Canadian speaking English as a first language travels, works and teaches to/in England, they do not need an accent neutralization, nor are they questioned about their English Language communication skills. Ultimately, the point being made is that there is a standard level of English communication skills that a teacher should have, however it should not be solely determined based on their "accent" or "dialect", a teacher who is truly capable of educating is able to communicate their ideas. Teachers or candidates do deserve an opportunity to prove themselves in a probationary period. In a situation like this one, the concern would seemingly be in the superficial aspect of the accent, but it could be stated the real negative impact an accent may have on a student is the inability to be understood by the student. This is an opportunity and real discussion, students in this teacher's classroom would need to understand the language but struggle to do so (genuinely). The students who do speak standard English will now be confused because they were not prepared to be decoding and/or learning a new language in "English" class. Granted then, ELL would find the class very difficult and frustrating because all the work done before in standard English would now be felt as if it is being completed in a foreign conversation that is not English
This is concept of needing to neutralize an accent even though a person is a born and raised Canadian citizen is a rather uncommonly heard of phenomenon in Canada in the teaching profession, as there is little data about these sorts of situations. The majority of the discussion seems to stem from Quebec though for any of the discussion that does occur regarding Canada. The Hammer (an online news cast) put out an article June 29th 2001, in which the students of a Grade 8 class were on a year-end trip to Quebec as apart of a French Immersion trip. The students studied French very hard all year and they believed that the teacher spoke French fluently, being ready to take them to Quebec as a tour guide. When they arrived, they were a little less than prepared to say the least, "Edouardo speculated that Ms. Bassett doesn't really speak French, she just tries to make it sound like how the class thinks French should sound. "The way she talks French sounds nothing like the way that guy in the gas station talked. It's like, no way at all" (The Hammer 2019). I think that the last sentence there is crucial, the first language French speaker sounds nothing like the French Teacher that the students had guiding them through Montreal. Teachers, professionals, the public can say whatever they want about the situation and trip in general. There is however a inherent relativity to the discussion of an English teacher with a thick accent teaching English. It could be inferred that if the student experiences working with the accent for a sustained period of time, that they would indeed develop the accent themselves. The student won't develop and only speak with a British accent after one year of grade school unless the student is really trying to develop the accent. Nonetheless, the teacher in this article is clearly unable to speak proper French, yet she taught it to her students, they then put it into practice and found that they really struggled to get by. Even though the students probably knew and understood French, the true French accent was seemingly too difficult for the students to grasp due to their lack of experience with the accent. it could be deduced then, that teachers teaching English in Quebec, would like face difficulties if the roles were switched.
Resources
http://thehammer.ca/content/view.php?news=2001-06-29-children-visit-quebechttps://www.theglobeandmail.com/canada/article-school-boards-desperately-short-of-french-language-teachers-report/
https://www.cbc.ca/news/canada/toronto/the-accent-effect-toronto-4-1.4407769
https://www.bbc.com/news/education-39028994
https://www.canada.ca/content/dam/ircc/migration/ircc/english/pdf/pub/language-benchmarks.pdf
Feedback from the Facilitator:
Thank you for your assignment Carmelo. You
have provided excellent information! I appreciate your research and attempt!
You have provided information which was insightful. Note that pronunciation is
a huge part of ELL students learning the English language. ELL students who at
older (/junior/intermediate/senior) will have a harder time grasping the sounds
of the English language as this as something that was learned very early on in
their first language. Pronunciation should be “taught” to ELL students through
the use of various techniques using symbols to help represent sounds, avoid
correcting them in front of their peers, individual instructions,
read alouds, listening to books on tape, digital books on the computer,
and visual organizers. I find these techniques/strategies very beneficial to
ELL students and I do believe that teachers can easily implement these
strategies to assist ELL students with learning the sounds of the English
language.
The teacher's role is to teach the right
way of pronouncing each words and correcting mistook pronunciation.
ELL students are then to use the English immersed environment to practice what
they've learned. There should always be a mini lesson on how to pronounce words
correctly via teacher/adult during school lessons. For example, every time a
new vocabulary word is introduced to students, teacher model how to pronounce
the word correctly. For words that have more than one syllable, dividing them
up into syllables (by clapping: pho-to-graph) can help ELL students to
learn how to pronounce long, difficult words easily. Also by
being naturally immersed in language-rich environment, ELL students
can listen and see how English-speaking students pronounce words/sentences when
communicating with others. From my personal experience as an ESL student, I
used to 'copy' exactly in speaking what other English-speakers did when
communicating. I would gradually learn when and where English-speakers use
certain vocabulary words when speaking and then simply copying them. So
teaching pronunciation should be taught in-class by a teacher and outside the
class by others (friends, family).
Thursday, March 21, 2019
TELL Pt.1: M4-Essentials for Assessments
UPDATED: Come the release of "Street Data: A Next Generation Model for Equity, Pedagogy and School Transformation" (2021), the discussion of the EQAO testing as "relevant" and "reliable" resurfaces and begs questions of "why?"/"how?"
With so many opportunities to discuss and viewpoints available, SHARE! Where do you stand? Post in the comment box!
Well, as our professors say, "try to be current with the news". Anything older than 5 years I try to explain to my students that it is outdated and needs to be reevaluated as legitimate research or archived history (to an extent obviously). Unfortunately, yes for large-scale testing this is current and still being practiced today. I think it is important to recognize that after this 2011 document came out (two years later or so) there was a discussion paper that was addressed to the public school boards association in which a number of issues were brought up with areas for improvement on the part of the association's.
The following pieces of information were recognized and brought up as concerns on the teachers' behalf in "Discussion Paper: EQAO and Large-Scale Testing in Ontario" (2013); equity and accessibility; OSSLT; Integration of Technology and Emphasis on HOS; Diagnostic Assessment; Student Well-Being; and The Public Positioning on EQAO Results. What these are each essentially discussing are the areas in which teachers know that are areas of differentiation and focus for teachers in everyday lessons. Teachers understand that these are important things to consider when even not in testing situations, therefore in the testing situations these things are even more important.
Granted, the EQAO is not meant to be a detrimental experience for students, however sometimes it very much ends up feeling like that. The EQAO results do have a serious impact on the way that people view schools, students and teachers in some regards and the way that the data collected from the EQAO is collected/shared needs to be carefully considered.
This is the 21st century, however far behind BC is from Ontario in regards to large scale testing, it is a talking point that BC does offer students assistance (technology) during their large-scale testing. Technically all students must to use it, but nonetheless its there. British Columbia has said that they are stepping down from their large scale testing, and they aren't lying (technically). The reality is this, with thousands of students applying to university, they need to ensure that the people who are graduating these students are actually teaching the future generation the things they need to know in order to be successful.
I think there really is something to be said for this profession and our professional judgement in regards to the integrity of the teaching profession. The fact is that there are teachers who make mistakes and who students who maybe get through on a fluke, how is an entire province supposed to audit every single student, teacher and graduate transcript (without discrimination nonetheless). I think what we need to really be talking about here in order to effectively make change and to see change is to focus on an integral element/talking point. Rather than just looking at all students and facing a problem that is too big for bureaucracy, focus on the students who are suffering the most from this. Teachers, schools and administration need to consider how the large scale testing is impacting ELL in our communities. Based on the idea that (in BC at least) the large scale testing "used to" directly impact the mark using a differentiation mark of 25 percent, what would that be doing students who are learning English as a second language late in their student career? Granted, Ontario's large scale testing has long since surpassed the ferociousness of BC's but still, the OSSLT is fairly powerful on a student's further education decision-making.
With the ideas I have put forward, I would propose that the teachers collect the data and have shipped to a big data warehouse in which it is audited by interns and then filed for inspection based on population sizes or literacy levels (whatever the school board's "theme" or "goal" might be of that year). The assessments done may be best done as in class "community projects" that are graded using a community impact rubric for each classroom. Teachers would need to have proposals in before the year begins and arrange this as a mandatory project that all students need to participate in (Grade 12). Grades 9-11 will be conducting testing based on criteria set out by the board and approved by the individual department heads of each school (before the beginning of the year) possibly as a professional development/Collaborative Inquiry day.
-----------------------------------------------------------------------------------------------------------------
(a post I shared in the first decade of the 2000's)
What are the challenges in
assessing ELLs? What are your thoughts on large-scale testing? Why is it
essential that Assessment For, As and Of Learning is implemented when
assessing ELLs? List some examples of how you supported ELLs with Assessment
For, As, and of learning? How can you reflect the diversity of the classroom
within your assessments?
Well, as our professors say, "try to be current with the news". Anything older than 5 years I try to explain to my students that it is outdated and needs to be reevaluated as legitimate research or archived history (to an extent obviously). Unfortunately, yes for large-scale testing this is current and still being practiced today. I think it is important to recognize that after this 2011 document came out (two years later or so) there was a discussion paper that was addressed to the public school boards association in which a number of issues were brought up with areas for improvement on the part of the association's.
The following pieces of information were recognized and brought up as concerns on the teachers' behalf in "Discussion Paper: EQAO and Large-Scale Testing in Ontario" (2013); equity and accessibility; OSSLT; Integration of Technology and Emphasis on HOS; Diagnostic Assessment; Student Well-Being; and The Public Positioning on EQAO Results. What these are each essentially discussing are the areas in which teachers know that are areas of differentiation and focus for teachers in everyday lessons. Teachers understand that these are important things to consider when even not in testing situations, therefore in the testing situations these things are even more important.
Granted, the EQAO is not meant to be a detrimental experience for students, however sometimes it very much ends up feeling like that. The EQAO results do have a serious impact on the way that people view schools, students and teachers in some regards and the way that the data collected from the EQAO is collected/shared needs to be carefully considered.
This is the 21st century, however far behind BC is from Ontario in regards to large scale testing, it is a talking point that BC does offer students assistance (technology) during their large-scale testing. Technically all students must to use it, but nonetheless its there. British Columbia has said that they are stepping down from their large scale testing, and they aren't lying (technically). The reality is this, with thousands of students applying to university, they need to ensure that the people who are graduating these students are actually teaching the future generation the things they need to know in order to be successful.
I think there really is something to be said for this profession and our professional judgement in regards to the integrity of the teaching profession. The fact is that there are teachers who make mistakes and who students who maybe get through on a fluke, how is an entire province supposed to audit every single student, teacher and graduate transcript (without discrimination nonetheless). I think what we need to really be talking about here in order to effectively make change and to see change is to focus on an integral element/talking point. Rather than just looking at all students and facing a problem that is too big for bureaucracy, focus on the students who are suffering the most from this. Teachers, schools and administration need to consider how the large scale testing is impacting ELL in our communities. Based on the idea that (in BC at least) the large scale testing "used to" directly impact the mark using a differentiation mark of 25 percent, what would that be doing students who are learning English as a second language late in their student career? Granted, Ontario's large scale testing has long since surpassed the ferociousness of BC's but still, the OSSLT is fairly powerful on a student's further education decision-making.
With the ideas I have put forward, I would propose that the teachers collect the data and have shipped to a big data warehouse in which it is audited by interns and then filed for inspection based on population sizes or literacy levels (whatever the school board's "theme" or "goal" might be of that year). The assessments done may be best done as in class "community projects" that are graded using a community impact rubric for each classroom. Teachers would need to have proposals in before the year begins and arrange this as a mandatory project that all students need to participate in (Grade 12). Grades 9-11 will be conducting testing based on criteria set out by the board and approved by the individual department heads of each school (before the beginning of the year) possibly as a professional development/Collaborative Inquiry day.
Wednesday, March 20, 2019
TELL Part 1:M4-Student Voices
Students are humans, they have voices, whether they can speak or not. How students present their voice is what represents their strengths and interests. Weebly.com piczo.com twitter.com edmodo, freshgrade.com all offer ways for students to present their voices. They can present their voices in which ever languages they are interested in. There is always an innate fear of the teacher that the students will be saying something "bad" and the teacher won't know, but that is where technology is beneficial for teachers, regardless of what language is spoken.
There is always the need to express oneself, work, class, social circles. To not offer students a chance to determine how they like to express themselves is to remove an opportunity of success for them. I personally use edmodo rather than weebly.com The website builder is great, but to be honest, I rather the students start with the basics and then develop their voice in a community forum first. I feel building a website might be a more advanced step to begin with as there is a lot of internet and cyber safety training that needs to be explained in open source websites like that. Actually, more advanced website builder (but great for students because its almost inaccessible unless someone has a link to the developer's page) is wix.com
I understand that we do not need to necessarily have students make a website. In general though, it is important to remember there is a level of caution a teacher needs to demonstrate before just setting the students rampant onto the internet. Yes, its true there are blocks for the servers to protect students and school systems, but even as a student I remember learning how to proxy break the firewalls in school to have a wider range of access to resources on the internet. I didn't create a website for this activity, but I had attached a list of websites and resources for us by students and teachers with the main beneficial use of the website as the classification method:
English Language Building Skills
https://esl-lab.com/
https://clickonenglish.blogspot.com/2013/10/english-speaking-countries-in-world.html
readtheory.org
commonlit.org
kahoot.com
memrise.com
socrative.com
Chinese-English Language Skills
Chinese Skill APP:
https://www.youtube.com/watch?v=WF8j1ucx8WI
Chineasy Intro Video;
https://www.youtube.com/watch?v=T5FNvW19GbA&list=PLLwIG1DObjQtmyKkksbJn6ke-zZdQo4wq&t=0s&index=2
Online Classrooms
edmodo.com
schoology.com
freshgrade.com
Social Media
twitter.com
Document Processing Software
padlet.com
smore.com
canva.com
piktochart.com
powtoon.com
prezi.com
weebly.com
wix.com
Module 4: Reflection
https://www.smore.com/187j0
The link will take you to the newsletter (Smore) created for the final reflection of the course.
Below are the text blocks from the newsletter.
The discussions that stuck with me the most were regarding the initial assessment. Along with the initial assessment we talked about the observable learning skills and how that would look if we were to incorporate it into a lesson plan. It was an exceptional experience because, until it is complete, it simply feels daunting to even just consider. Once it is complete though, you find it is relatively easy and malleable if you have an exceptional template.
The link will take you to the newsletter (Smore) created for the final reflection of the course.
Below are the text blocks from the newsletter.
The discussions that stuck with me the most were regarding the initial assessment. Along with the initial assessment we talked about the observable learning skills and how that would look if we were to incorporate it into a lesson plan. It was an exceptional experience because, until it is complete, it simply feels daunting to even just consider. Once it is complete though, you find it is relatively easy and malleable if you have an exceptional template.
As an Advocate for ELL,
My next step is to get more experience working with parents that are newcomers or have children that are currently enrolled and recognized as ELL/ELD. I want to be a teacher that offers support and expertise in areas that can help their children succeed in the education system, rather than get left behind or struggle because of choice they didn't really get a say in. Learning any language is difficult, but learning a new language and culture, that is tough, who will anchor these students down in a school if not the teachers?
Carmelo Bono
This course has done a lot for me as an educator, I found that in my practice I am more likely to catch moments that would be much more valuable for students had I been using differentiation related to the observable learning skills. The aspects of my classroom management that could be improved upon are more my endorsement in the use of Language 1 as a vehicle of information delivery. Not only should I encourage its use, but foster it with additional areas for recording L1 on worksheets. My practice has improved I feel, but next is my experience. I need to find a position that will allow me to develop my new found expertise in the field.
Wednesday, March 13, 2019
M4: Feedback
NOTE: Attached at the bottom is a link to Short-hand correction notes for students in Language arts (writing)
In regards to feedback and assessment I feel this reading was extensive, yet basic. It provided teachers who are beginning teaching, with basic language feedback skills. But I feel it did not answer the advanced ideas of feedback. For example, a teacher provides a student with feedback, but the student is still generating ideas in their first language, I would like to see it addressed on recommended practices for feedback.
I find that the TEFL/TESOL/IELTS models of feedback are always great in theory, but do not actually get practiced. From the experiences I have working with these international teachers who take the 120-hr course and get certified, I feel they emphasize most of their practice on their classroom management and delivery of content (which in most cases is great), but tend to fall short of producing authentic feedback.
In regards to English language learners, a teacher providing feedback needs to practice the delivery of that feedback. When I say practice, I mean, a teacher really needs to know what it is they are trying to say because if a student inquires about a failure in an oral assessment, a teacher cannot say "Well, you need to 'use better' words", which I have noticed in some experiences. The two stars and a wish thinking in regards to feedback is an excellent structure, but as a teacher of ELL, it needs to be deeper than surface level observations. I actually "STEP" my feedback for students to be honest. I begin with the assessment purpose and build possible feedback from there. This is helpful when I have my units already designed with ELL in mind.
I completed a unit on Business Letter writing in a Grade 12 College (equivalent) class, in which students (ELL namely) needed to produce evidence of formal structure, from there the feedback is in class performance based (the content is assessed with a checkrubric (yet or not yet). From the structural knowledge of a formal letter, the class scaffolds content. The content is in which the students need very precise feedback based on their "STEP". If a student is still developing ideas in L1 then translating to ENG, I will be producing feedback based on their need for idea development (first), over practices and time (possibly tutorials), they will begin to receive feedback on their grammar and language conventions.
It needs to be recognized in STEP the student's development from assessment to assessment as they may be taking away different skill focuses based on their own progress. In the BL unit, my fluent English students area immediately receiving feedback on their grammar and language conventions because (fortunately they do not have learning exceptionalisms), it is a simple process of telling them to add more details into their content/body paragraphs of the letter.
I feel sometimes my feedback strategies are too complicated for even me, but I do see progress and efficiency (even when I sometimes get lost in the semantics of simplifying personalized feedback for students). I also feel though, in a classroom, it is easy for a teacher to get bogged down in marking if they are provided personalized feedback for ever single student. Something else i have been "experimenting" with has been producing peer evaluations that I use as a basis. In most cases the students are really only producing superficial feedback or basic grammar and language convention corrections needed. I do find it help though in peer evaluating, when students are practicing the creation of feedback, they can better understand my feedback to them.
TPT Link to Editing Symbols Handout/Poster
https://www.teacherspayteachers.com/Product/Editing-Symbols-Handout-4442640
Dropbox Link to Editing Symbols PDF
https://www.dropbox.com/s/w5f67yfy30cvpnp/Editing%20Symbols%20Poster.pdf?dl=0
In regards to feedback and assessment I feel this reading was extensive, yet basic. It provided teachers who are beginning teaching, with basic language feedback skills. But I feel it did not answer the advanced ideas of feedback. For example, a teacher provides a student with feedback, but the student is still generating ideas in their first language, I would like to see it addressed on recommended practices for feedback.
I find that the TEFL/TESOL/IELTS models of feedback are always great in theory, but do not actually get practiced. From the experiences I have working with these international teachers who take the 120-hr course and get certified, I feel they emphasize most of their practice on their classroom management and delivery of content (which in most cases is great), but tend to fall short of producing authentic feedback.
In regards to English language learners, a teacher providing feedback needs to practice the delivery of that feedback. When I say practice, I mean, a teacher really needs to know what it is they are trying to say because if a student inquires about a failure in an oral assessment, a teacher cannot say "Well, you need to 'use better' words", which I have noticed in some experiences. The two stars and a wish thinking in regards to feedback is an excellent structure, but as a teacher of ELL, it needs to be deeper than surface level observations. I actually "STEP" my feedback for students to be honest. I begin with the assessment purpose and build possible feedback from there. This is helpful when I have my units already designed with ELL in mind.
I completed a unit on Business Letter writing in a Grade 12 College (equivalent) class, in which students (ELL namely) needed to produce evidence of formal structure, from there the feedback is in class performance based (the content is assessed with a checkrubric (yet or not yet). From the structural knowledge of a formal letter, the class scaffolds content. The content is in which the students need very precise feedback based on their "STEP". If a student is still developing ideas in L1 then translating to ENG, I will be producing feedback based on their need for idea development (first), over practices and time (possibly tutorials), they will begin to receive feedback on their grammar and language conventions.
It needs to be recognized in STEP the student's development from assessment to assessment as they may be taking away different skill focuses based on their own progress. In the BL unit, my fluent English students area immediately receiving feedback on their grammar and language conventions because (fortunately they do not have learning exceptionalisms), it is a simple process of telling them to add more details into their content/body paragraphs of the letter.
I feel sometimes my feedback strategies are too complicated for even me, but I do see progress and efficiency (even when I sometimes get lost in the semantics of simplifying personalized feedback for students). I also feel though, in a classroom, it is easy for a teacher to get bogged down in marking if they are provided personalized feedback for ever single student. Something else i have been "experimenting" with has been producing peer evaluations that I use as a basis. In most cases the students are really only producing superficial feedback or basic grammar and language convention corrections needed. I do find it help though in peer evaluating, when students are practicing the creation of feedback, they can better understand my feedback to them.
TPT Link to Editing Symbols Handout/Poster
https://www.teacherspayteachers.com/Product/Editing-Symbols-Handout-4442640
Dropbox Link to Editing Symbols PDF
https://www.dropbox.com/s/w5f67yfy30cvpnp/Editing%20Symbols%20Poster.pdf?dl=0
Saturday, March 9, 2019
Word Problems in Math-Grades and Questions
As apart of the ELL initial assessment for incoming students from abroad (or without data of their educational background), it is important to understand their many literacy faucet's abilities. Along with the tradition bounds of language as most people recognize it, mathematics is also included. I have attached resources for word problem exemplars that could potentially be used in the practice of incorporating language and content into classrooms (CLIL).
Grade 1 (Excellent examples, using pictures to help ELL with understanding)
https://www.kidzone.ws/math/wordproblems.htm
Grade 3
https://www.k5learning.com/free-math-worksheets/third-grade-3/multiplication-word-problems
Grade 4
https://www.k5learning.com/free-math-worksheets/fourth-grade-4/word-problems/4-operations
Grade 6
https://www.analyzemath.com/middle_school_math/grade_6/problems.html
Grade 8
https://www.analyzemath.com/middle_school_math/grade_8/problems.html
Grade 9
https://www.analyzemath.com/middle_school_math/grade_9/problems.html
Grade 11
https://www.analyzemath.com/high_school_math/grade_11/problems.html
Grade 12
https://www.analyzemath.com/high_school_math/grade_12/problems.html
Grade 1 (Excellent examples, using pictures to help ELL with understanding)
https://www.kidzone.ws/math/wordproblems.htm
Grade 3
https://www.k5learning.com/free-math-worksheets/third-grade-3/multiplication-word-problems
Grade 4
https://www.k5learning.com/free-math-worksheets/fourth-grade-4/word-problems/4-operations
Grade 6
https://www.analyzemath.com/middle_school_math/grade_6/problems.html
Grade 8
https://www.analyzemath.com/middle_school_math/grade_8/problems.html
Grade 9
https://www.analyzemath.com/middle_school_math/grade_9/problems.html
Grade 11
https://www.analyzemath.com/high_school_math/grade_11/problems.html
Grade 12
https://www.analyzemath.com/high_school_math/grade_12/problems.html
Friday, March 8, 2019
Little bit of a feel good from the Course Prof!
Its things like this that make me feel like I have a chance to really make it in Ontario as a teacher, but then when I'm here at this particular school (maybe the size of the school makes it easy to be lost in the fray), I just feel-not the way I feel when I read this from a professor who is reading over my understanding of theory, and practice. Thank you Professor, this means a lot to me, and I don't get this type of feedback often. When I do get this feedback though, I do feel very accomplished, and I hope that this is how my students feel when they read the success feedback I give them in class. In regards to work and accomplishments, sometimes this is one of the best feelings.
#teachingisnotathanklessjob
Link below goes to the dropbox so that you can view this if interested.
https://www.dropbox.com/s/va81dcno7truj8p/Completion%20of%20M3.pdf?dl=0
In five weeks, I am hoping to be on the final step of my further education, with a specialization in Reading and soon to have a specialization in TELL, I am excited to announce, my wife and I are making arrangements to move back to Ontario for a long term settling in 2021. Next year, I will be completing my (most likely) final contract with MLIS. At which point, my goal is to continue a full time career in or around Toronto.
Wish us luck.
#teachingisnotathanklessjob
Link below goes to the dropbox so that you can view this if interested.
https://www.dropbox.com/s/va81dcno7truj8p/Completion%20of%20M3.pdf?dl=0
In five weeks, I am hoping to be on the final step of my further education, with a specialization in Reading and soon to have a specialization in TELL, I am excited to announce, my wife and I are making arrangements to move back to Ontario for a long term settling in 2021. Next year, I will be completing my (most likely) final contract with MLIS. At which point, my goal is to continue a full time career in or around Toronto.
Wish us luck.
Monday, March 4, 2019
Assignment 2 TELL AQ-Dialects and Accents
When we think of ELLs, we think of multilingualism and at times may not consider the dialects spoken, or give a conscious awareness to accents. There are many immigrants arriving from the Caribbean, and meeting the needs of these learners’ falls within the ESL umbrella. Also, not only students, but teachers as well may have dialects and/or accents. There are different opinions about this. Some argue that this is not an issue and that as teachers and learners in today’s multicultural world, we should be more tolerant to the varieties of English.
On the other hand there are those who argue that this may or may not be a problem depending on what teachers are teaching. Teachers with strong accents may not be good choices for “speaking” classes but can be effective in teaching other aspects of language learning (i.e., reading, writing, grammar etc.). This is a complex and often sensitive and political issue. To be fair, most complex issues are rather political and ideological rather than based in only theoretical discussions. Jamaican-English is not broken-English, it’s a variety of English. Australian, Canadian and American-English are also considered varieties of English, but some linguists consider them to be dialects. There is quite a large amount of literature on non-native speaking teachers of English discussing this complex and often sensitive issue. Robert Phillipson is one name associated with work in this area. Several journals have addressed this topic, including TESOL Quarterly and the ELT journal.
The English language is so difficult to comprehend due to its multiple meanings and possible misinterpretations which are always issues for ELLs. For example, an ELL parent may say “my son forgot his tablet”. This at times can be interpreted as medication such as an acetaminophen pill to treat headaches, or it could be interpreted to mean an electronic device used in school.
For this task, you will be conducting your own research based on the questions below. Try to find Canadian sources to back up your findings and provide an overall reflection that enables others to better understand accents and dialects, and how this has a huge impact within the school community. Ensure that you review Ministry documents that support the ESL and ELD programs as well as antiracist, diversity and equitable practices that support your views.
Think about the misinterpretations and relate and make connections to the following questions.
Are there any downfalls of a teacher teaching with a strong accent?
How do teachers with accents and dialects affect the classroom and student learning in Ontario schools?
Can the use of dialects and accents have detrimental effects or positive effects?
Is there a difference supporting an ELL from the Caribbean?
How is this related to pronunciation?
Are all dialects considered an issue?
How can we assess these issues?
What are the implications for parents with accents/dialects?
Think About:
Read the sentence below.
Me na know if them gan ova there.
You will also gather research to back up your thoughts based on the questions below.
Do students from the Caribbean spell the way they talk? What are some of the language barriers they may face as well as the teachers in the classroom? Does speed of their dialect affect learning and processing? How would you interpret the sentence above?
You will write a 1 page single spaced reflection on how this is a Social Justice issue and how it directly affects you and the ELLs in today’s classrooms.
https://www.theglobeandmail.com/canada/article-school-boards-desperately-short-of-french-language-teachers-report/
https://www.cbc.ca/news/canada/toronto/the-accent-effect-toronto-4-1.4407769
https://www.bbc.com/news/education-39028994
Assignment 1 TELL AQ-Steps to English Proficiency Workshop
https://www.teacherspayteachers.com/Product/ELLELD-Action-PlanObservation-Charts-Templates-ON-Canada-4457693
Above is the document link in TpT
Above is the document link in TpT
You will create a workshop based on the STEP resource. You will not just reiterate the STEP resource through a summarization. You may highlight this resource and list the rationale, uses, how to implement it, provide an actual sample of tracking and give specific steps on the benefits of the resource by stating how to place students based on their proficiency. Imagine you are creating a binder for teachers that have limited knowledge about the STEP resource.
You will create 3 scenarios of students as well as his/her grade level and state the rationale for the STEP he or she is on in reading, writing and oral language. Discuss how you would place the students based on the OLB. You must provide the descriptors for the STEPs that the student is on within the case studies so your colleagues can identify how to place them on the STEP. In the real world you will not have descriptors for a student but for this task we will use them. You should identify a student and give a brief outline of him/her. You can choose either student’s from the Elementary or Secondary panel (primary, junior, intermediate or secondary). A mix would be great!
Think about a first year teacher who has no background knowledge and needs a practical way to use the information in an easy format with clear examples. Please give step by step instructions for support.
You are looking at your case studies you have created and then you are stating what STEPs they are in for the various areas. Then you will be devising a plan on how to assess and move the students to the next STEP on the continua.
Here is the link to the OLB descriptors.
http://www.edugains.ca/newsite/ell/step/english_second_language.html
_________________________________________________________________________________________
Student Case Studies:
Yuki Li, grade 7 student from China. Parents moved to Canada for work. Not really sure what she is interested in, but doesn't enjoy writing. She often struggles explaining her ideas in full sentences. She tends to abuse the washroom breaks to sneak away and use her cellphone. She has people who she seldom speaks to in class, but often wants to move seats.
Collected Evidence: @
Business letter done in L1 first
Business Letters and Vocabulary Quiz
Redone in L1 (Quiz)
NOTE: Yuki skipped class the day of the test (no doctor's note included), therefore an emergency meeting with the parents will be made.
Notes on collected resources:
1. This business letter draft 1 was mainly built to build on the following OLB:
Business Letter Draft 1-completed in tutorials
*Writing, Organizing Ideas and Information, sort ideas and information using a familiar organizer (Step 3)
*Reading, Meaning, Understand and Respond to Texts, Demonstrate understanding by responding to simple or adapted texts; Read and follow instructions consisting of a few variety of tasks (Step 3)
2.This vocabulary quiz was mainly built to build on the following OLB:
Vocabulary Quiz-completed in tutorials
*Reading, Read and Understand Familiar and Unfamiliar Words, Read and understand pre-taught academic vocabulary; Determine the meaning of unfamiliar vocabulary using root words, prefixes and suffixes. (Step 3)
Teacher Supports:
Tutorials
-->Does not comply with expectations
In-class support
-->seeks forgiveness and acts sheepish
-->barrier is language or is it behaviour
End of 3 Months:
_________________________________________________________________________________________ Aimee Xu, grade 11 student from China. Moved to Canada with her family as her elder brother was accepted to university and the family wanted to go with him. Very artistic and interested in theatre. Does not want to work with or next to other students. Speaks very quietly and takes notes in class. Easily distracted by her cellphone, but very respectful and asks questions. She still struggles significantly in her writing. She often translates her work into L1 and then writes. Sometimes she will write in L1 and then translate it into English.
Collected: @
Business Letter done in L1 first
Business Letters and Vocabulary Quiz
NOTE: Aimee has began strategies to help her surpass the "STEP" of needed use in L1
*Redone in L1 (Quiz) has been redacted from action plan
1. This business letter draft 1 was mainly built to build on the following OLB:
Business Letter Draft 1-completed in tutorials
*Writing, Organizing Ideas and Information, sort ideas and information using a familiar organizer (Step 3)
*Reading, Meaning, Understand and Respond to Texts, Demonstrate understanding by responding to simple or adapted texts; Read and follow instructions consisting of a few variety of tasks (Step 3)
https://www.dropbox.com/s/seiqqqauuw6ldju/aimee%20business%20letter%20forst%20draft.pdf?dl=0
2.This vocabulary quiz was mainly built to build on the following OLB:
Vocabulary Quiz-completed in tutorials
*Reading, Read and Understand Familiar and Unfamiliar Words, Read and understand pre-taught academic vocabulary; Determine the meaning of unfamiliar vocabulary using root words, prefixes and suffixes. (Step 3)
https://www.dropbox.com/s/w6vyxnw3wr2ac3d/aimee%20business%20letter%20vocab.pdf?dl=0
Teacher Supports:
Tutorials
End of 3 Months:
________________________________________________________________________________________
Annilia He, grade 11 student from China. Her parents needed to return to Canada after leaving for an extended period of time. Very social, energetic and wants to be apart of the class. She sits in the front, answers all the questions and often will get out of her seat to walk over and talk to the teacher about how she is trying to constantly improve her English and shares details of what she is doing to improve her English. Other students do not welcome her into their circles and often avoid extended conversations with her. She tries to avoid using and reading L1 to derive understanding unless absolutely necessary.
Collected: @
Business Letter done in L1 first
Business Letter and Vocabulary Quiz
Redone in L1 (Quiz)
1. This business letter draft 1 was mainly built to build on the following OLB:
Business Letter Draft 1-completed in tutorials
*Writing, Organizing Ideas and Information, sort ideas and information using a familiar organizer (Step 3)
*Reading, Meaning, Understand and Respond to Texts, Demonstrate understanding by responding to simple or adapted texts; Read and follow instructions consisting of a few variety of tasks (Step 3)
https://www.dropbox.com/s/5oh6wdoymmp1lad/annilia%20business%20letter%20forst%20draft.pdf?dl=0
2.This vocabulary quiz was mainly built to build on the following OLB:
Vocabulary Quiz-completed in tutorials
https://www.dropbox.com/s/7092mj1lm02pwcw/annilia%20vocab%20business%20letter.pdf?dl=0
*Reading, Read and Understand Familiar and Unfamiliar Words, Read and understand pre-taught academic vocabulary; Determine the meaning of unfamiliar vocabulary using root words, prefixes and suffixes. (Step 3)
Teacher Supports:
Tutorials
End of 3 Months:
Feedback from the Facilitator:
Nice work presenting the information from the STEP document. It was very informative and you brought up great points to discuss. You did have many points from the STEP document and provided great pieces from the document to make the learning clear. Remember we are all ELL teachers here, even if we teach math, geography, history or physical education. Note that when we keep this in mind and become aware of the strategies available to us to promote this goal of integrated language instruction within mainstream classrooms, we are serving the interests of some of the most vulnerable and disadvantaged students in our system.
_________________________________________________________________________________________
Student Case Studies:
Yuki Li, grade 7 student from China. Parents moved to Canada for work. Not really sure what she is interested in, but doesn't enjoy writing. She often struggles explaining her ideas in full sentences. She tends to abuse the washroom breaks to sneak away and use her cellphone. She has people who she seldom speaks to in class, but often wants to move seats.
Collected Evidence: @
Business letter done in L1 first
Business Letters and Vocabulary Quiz
Redone in L1 (Quiz)
NOTE: Yuki skipped class the day of the test (no doctor's note included), therefore an emergency meeting with the parents will be made.
Notes on collected resources:
1. This business letter draft 1 was mainly built to build on the following OLB:
Business Letter Draft 1-completed in tutorials
*Writing, Organizing Ideas and Information, sort ideas and information using a familiar organizer (Step 3)
*Reading, Meaning, Understand and Respond to Texts, Demonstrate understanding by responding to simple or adapted texts; Read and follow instructions consisting of a few variety of tasks (Step 3)
2.This vocabulary quiz was mainly built to build on the following OLB:
Vocabulary Quiz-completed in tutorials
*Reading, Read and Understand Familiar and Unfamiliar Words, Read and understand pre-taught academic vocabulary; Determine the meaning of unfamiliar vocabulary using root words, prefixes and suffixes. (Step 3)
Teacher Supports:
Tutorials
-->Does not comply with expectations
In-class support
-->seeks forgiveness and acts sheepish
-->barrier is language or is it behaviour
End of 3 Months:
The
following descriptors come from the ministry documents, ESL_Gr.7-12_Writing (June 2014);
ESL_Gr.7-12_Reading (June 2014)
“At the end of Step 2, students can generate and organize ideas and
information in a paragraph using supports such as teacher think-alouds,
graphic organizers and/or L1. They write simple compound sentences using content
vocabulary and high frequency words. Students bring prior literacy knowledge
from their other language(s) to writing in English. They still require editing
checklists, guiding questions and descriptive feedback to develop and revise
writing.“
“At the end of Step 2, students can read and understand graphic,
simple texts with visual support. They read and understand pre-taught
vocabulary and high-frequency words and phrases. Students can read and
respond to simply worded instructions. They may use their first language
(L1), bilingual dictionaries, and cueing systems to support and/or
demonstrate their understanding of text and the meaning of unfamiliar words.
Students still require pre-teaching and modelling of multiple meaning words
and key academic vocabulary in small group instruction.“
“At the end of Step 3, students can understand and respond to
simplified oral English texts related to content areas and personal topics,
with supports such as pre-taught vocabulary, activating prior knowledge and
discussing the topic in first language (L1) with a partner. In English, they communicate ideas and
information using compound sentences. Students use an expanded range of key
academic vocabulary in small and whole group settings. They still require support using
conversational strategies to maintain fluency. “
Behaviours of Yuki, have balanced out as she is learning that there are
things that are acceptable and things that are not. She still wants to do
things her away (which is accommodated to an extent), but does not disappear
randomly or act out aloud in class when unhappy.
|
_________________________________________________________________________________________ Aimee Xu, grade 11 student from China. Moved to Canada with her family as her elder brother was accepted to university and the family wanted to go with him. Very artistic and interested in theatre. Does not want to work with or next to other students. Speaks very quietly and takes notes in class. Easily distracted by her cellphone, but very respectful and asks questions. She still struggles significantly in her writing. She often translates her work into L1 and then writes. Sometimes she will write in L1 and then translate it into English.
Collected: @
Business Letter done in L1 first
Business Letters and Vocabulary Quiz
NOTE: Aimee has began strategies to help her surpass the "STEP" of needed use in L1
*Redone in L1 (Quiz) has been redacted from action plan
1. This business letter draft 1 was mainly built to build on the following OLB:
Business Letter Draft 1-completed in tutorials
*Writing, Organizing Ideas and Information, sort ideas and information using a familiar organizer (Step 3)
*Reading, Meaning, Understand and Respond to Texts, Demonstrate understanding by responding to simple or adapted texts; Read and follow instructions consisting of a few variety of tasks (Step 3)
https://www.dropbox.com/s/seiqqqauuw6ldju/aimee%20business%20letter%20forst%20draft.pdf?dl=0
2.This vocabulary quiz was mainly built to build on the following OLB:
Vocabulary Quiz-completed in tutorials
*Reading, Read and Understand Familiar and Unfamiliar Words, Read and understand pre-taught academic vocabulary; Determine the meaning of unfamiliar vocabulary using root words, prefixes and suffixes. (Step 3)
https://www.dropbox.com/s/w6vyxnw3wr2ac3d/aimee%20business%20letter%20vocab.pdf?dl=0
Teacher Supports:
Tutorials
End of 3 Months:
The following descriptors come from the ministry documents, ESL_Gr.7-12_Writing (June 2014);
ESL_Gr.7-12_Reading (June 2014)
“ At the end of
Step 3, students can generate and organize ideas and information using familiar
graphic organizers. They write linked paragraphs in specific text forms using
complex sentences. They use teacher and peer feedback to revise writing and to
select appropriate transitional phrases. Students still require support to
build background knowledge for writing tasks related to Canadian cultural
topics, as well as content area dictionaries and exemplars to support writing. “
“At the end of Step 2, students can read and understand
graphic, simple texts with visual support. They read and understand pre-taught
vocabulary and high-frequency words and phrases. Students can read and respond
to simply worded instructions. They may use their first language (L1),
bilingual dictionaries, and cueing systems to support and/or demonstrate their
understanding of text and the meaning of unfamiliar words. Students still
require pre-teaching and modelling of multiple meaning words and key academic
vocabulary in small group instruction.“
“At the end of Step 4, students can understand
and respond to linguistically complex oral English texts with supports such as
closed captioning, note-taking outlines, and Think-Pair-Share. They can
communicate ideas and information using complex, linked sentences,
low-frequency and subject-specific vocabulary. Students can paraphrase
information and use a variety of strategies to initiate and maintain
conversations and discussions. They still require speaking prompts to express
opinion in academic contexts.”________________________________________________________________________________________
Annilia He, grade 11 student from China. Her parents needed to return to Canada after leaving for an extended period of time. Very social, energetic and wants to be apart of the class. She sits in the front, answers all the questions and often will get out of her seat to walk over and talk to the teacher about how she is trying to constantly improve her English and shares details of what she is doing to improve her English. Other students do not welcome her into their circles and often avoid extended conversations with her. She tries to avoid using and reading L1 to derive understanding unless absolutely necessary.
Collected: @
Business Letter done in L1 first
Business Letter and Vocabulary Quiz
Redone in L1 (Quiz)
1. This business letter draft 1 was mainly built to build on the following OLB:
Business Letter Draft 1-completed in tutorials
*Writing, Organizing Ideas and Information, sort ideas and information using a familiar organizer (Step 3)
*Reading, Meaning, Understand and Respond to Texts, Demonstrate understanding by responding to simple or adapted texts; Read and follow instructions consisting of a few variety of tasks (Step 3)
https://www.dropbox.com/s/5oh6wdoymmp1lad/annilia%20business%20letter%20forst%20draft.pdf?dl=0
Vocabulary Quiz-completed in tutorials
https://www.dropbox.com/s/7092mj1lm02pwcw/annilia%20vocab%20business%20letter.pdf?dl=0
*Reading, Read and Understand Familiar and Unfamiliar Words, Read and understand pre-taught academic vocabulary; Determine the meaning of unfamiliar vocabulary using root words, prefixes and suffixes. (Step 3)
Teacher Supports:
Tutorials
End of 3 Months:
The following is referenced from
“ESL_Gr.7_12_Writing” (June 2014)
“At the end of Step 3, students can generate and organize ideas and
information using familiar graphic organizers. They write linked paragraphs
in specific text forms using complex sentences. They use teacher and peer
feedback to revise writing and to select appropriate transitional phrases.
Students still require support to build background knowledge for writing
tasks related to Canadian cultural topics, as well as content area
dictionaries and exemplars to support writing.“
“At the end of Step 4, students can read and understand authentic
texts approaching grade level. They
comprehend increasingly complex subject-specific vocabulary and descriptive
language. Students can determine the meaning of unfamiliar words through the
use of context and other cueing systems. They can read and respond to
instructions consisting of multiple steps.
Students still require explicit instruction and guided practice to
understand how syntax, word choice, and organizational patterns help
communicate meaning.“
“At the end of Step 6, students can understand and respond to English
used in social, academic, formal and informal situations. They communicate ideas and information, using
a range of oral text forms for a wide variety of different purposes and
audiences. They use academic vocabulary and a variety of complex sentences
and grammatical structures. Students
still require support to effectively use idiomatic language and cultural
references.”
Annilia was giving an assistant to help her in class and language
studies at first because of the possibility of an unidentified learning
exception, however she has shown a lack of interest (to almost a detrimental
level socially) by having someone with her everyday. The assistant has since been
asked to visit her once a day for Science (to assist with vocabulary if
needed), but even then Annilia prefers to have the teacher answer her
questions as she likes to get approval of learning from the teacher.
|
Feedback from the Facilitator:
Carmelo,
Nice work presenting the information from the STEP document. It was very informative and you brought up great points to discuss. You did have many points from the STEP document and provided great pieces from the document to make the learning clear. Remember we are all ELL teachers here, even if we teach math, geography, history or physical education. Note that when we keep this in mind and become aware of the strategies available to us to promote this goal of integrated language instruction within mainstream classrooms, we are serving the interests of some of the most vulnerable and disadvantaged students in our system.
Overall you have sound knowledge of the
document and have created a structured way to enable teachers and staff to
understand how to support ELLs in the STEP process. You were clear and
concise...The information documented definitely shows your growth and how you
can implement success and apply meaningful strategies!
Technology such as audio tools, iPads
etc..are very helpful! Rather than marginalizing or alienating these students
by placing them in mainstream classes, we are including them and supporting
that policy of inclusion with appropriate support and training. Note that it is
also important that we recognize the potential for students to enhance their
learning experience in English when they are able to transfer skills from their
first language. Strong foundations in first languages represent foundations
upon which we can help students develop mental flexibility; problem solving;
communication with family; cultural stability and continuity; cultural and
family values; awareness of global issues; and expansion of career opportunities.
The idea here is that we are not asking students to just turn their back on
what they have learned of their first language; these forms of knowledge are
important building blocks that we as educators must build upon. Rather than
dismantling student’s cultural capital so that we can begin with a blank slate,
we must realize that second language acquisition is enhanced by strong
foundations in first language use.
Our ELL’s arrive from a variety of
backgrounds. Newcomers arrive from countries around the world at various stages
in their educational careers. As in my own situation, many ELL’s arrive before
they even enter Kindergarten while others may enter anywhere along to grade 12.
My family arrived from a English speaking country in the Caribbean where the
sentence structure differs from that used in North America so my brother and I
were considered ELL’s by the educational system. English is an international
language, and many varieties of English – sometimes referred to as dialects.
Some varieties of English are very different – not only in pronunciation or
accent but also in vocabulary and sentence structure – from the English
required for success in Ontario schools. Some varieties are so different from
Standard English that many linguistics consider them to languages in their own
right.
In order to meet the needs of our ELL and
ELD students, we also have to have a strong grasp of the process and the
structure of the language and literacy learning experience. By understanding
that learners move through recognizable stages, we are able to effectively
assess learners and respond to their needs and skill levels. As you have
demonstrated here with your STEP workshop, we must take specific steps to
encourage and promote success.
Remember that as a working document we must structure our teaching towards it!
1) Teachers should design lessons and activities and select resources that recognize and capitalize upon students’ background and knowledge (i.e. their cultural capital). Use subject content.
2) Instructors should use content as an opportunity for English language education.
3) Teachers need to adapt or modify programming to include students in early stages of English language or literacy development.
Remember that as a working document we must structure our teaching towards it!
1) Teachers should design lessons and activities and select resources that recognize and capitalize upon students’ background and knowledge (i.e. their cultural capital). Use subject content.
2) Instructors should use content as an opportunity for English language education.
3) Teachers need to adapt or modify programming to include students in early stages of English language or literacy development.
4) Teachers need to highlight the different
ways that English is used in various distinct subject content areas.
5) All teachers of classrooms and content should work collaboratively with other teachers of these students.
Strategies for Integrating ELLs and ELD Students into the Academic and Social Environment:
1) Simplify vocabulary. Choose words that are straightforward and clear.
2) Recycle new words. Show how a learned word can be used in a different context.
3) Simplify sentence structure. Avoid complex sentences and verb tenses.
4) Highlight Key Ideas and Instructions. Get students’ attention and emphasize important ideas.
5) Provide notes. Supplementary handouts help a great deal.
6) Give clear instructions. Students can’t be expected to perform if the language used by the teacher is not accurate and precise.
7) Use many non verbal cues. Body language speaks volumes and reinforces meanings.
8) Make frequent use of visual supports. Using a variety of visual aides creates a meaning rich environment.
9) Allow sufficient response time. Students must not feel pressured.
10) Check often for comprehension. By asking students to clarify their understanding it is reinforced and any shortcomings are immediately addressed.
11) Provide bilingual support. Help the student by allowing them to refer to their existing language knowledge.
12) Speak naturally. When we simulate normal patterns of speech and communication we are conditioning students for the real world.
13) Use key visuals. These include graphic organizers and charts symbolizing the content of instruction.
14) Be aware of figurative language: Try not to confuse language learners by using sayings that only a long time English user would know.
5) All teachers of classrooms and content should work collaboratively with other teachers of these students.
Strategies for Integrating ELLs and ELD Students into the Academic and Social Environment:
1) Simplify vocabulary. Choose words that are straightforward and clear.
2) Recycle new words. Show how a learned word can be used in a different context.
3) Simplify sentence structure. Avoid complex sentences and verb tenses.
4) Highlight Key Ideas and Instructions. Get students’ attention and emphasize important ideas.
5) Provide notes. Supplementary handouts help a great deal.
6) Give clear instructions. Students can’t be expected to perform if the language used by the teacher is not accurate and precise.
7) Use many non verbal cues. Body language speaks volumes and reinforces meanings.
8) Make frequent use of visual supports. Using a variety of visual aides creates a meaning rich environment.
9) Allow sufficient response time. Students must not feel pressured.
10) Check often for comprehension. By asking students to clarify their understanding it is reinforced and any shortcomings are immediately addressed.
11) Provide bilingual support. Help the student by allowing them to refer to their existing language knowledge.
12) Speak naturally. When we simulate normal patterns of speech and communication we are conditioning students for the real world.
13) Use key visuals. These include graphic organizers and charts symbolizing the content of instruction.
14) Be aware of figurative language: Try not to confuse language learners by using sayings that only a long time English user would know.
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