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

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:

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

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:

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.

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.