K:Knowledge W: What I want to learn more of?
L: What I have learned
- No two students are the
same. Therefore, their
needs and learning styles
will be different.
- ELLs can benefit from
the use of visual strategies
when learning new
concepts
- I learned that EQAO is
not administered in the
students dominant
language. Therefore, many
students face a great deal
of anxiety when writing
these tests as they
struggle to understand
what is expected of them.
I have witnessed one
student cry when writing
his EQAO.
- ELL students are given 7
years to develop their
language skills and bridge
the gap with their typical
peers
- It can be more difficult
for an ELL to become
English proficient when
they are not speaking
English at home.
- What do these steps look
like?
- What are the steps used
for?
- How does one assess
where a student is at
according to the steps?
- How does one get
assessed? Is it an automatic
process?
- Why are standardized tests
not administered in the
dominant language?
- There are 6 steps to English proficiency as outlined in the document STEP: Steps to English Proficiency,
A Guide for Users. This document can be retrieved from:
http://www.edugains.ca/resourcesELL/Assessment/STEP/STEPUserGuide_November2015.pdf
- Assessment is ongoing and students move through the steps based off of these ongoing assessments
(e.g. as students begin to demonstrate skills consistently in one level, they are moved onto another area).
Student products (e.g. course work, assignments and formative/summative assessments as well as
anecdotal notes) can all be used to move students up a level
- STEPs broken down in 3 different areas: reading, writing and oral skills
- Initial assessment consists of family interview, student oral interview and assessment, first language
writing sample, language assessment and mathematics assessment
- Although standardized tests are not administered in first languages, students can have access to
technological support such as speech-to-text and text-to-speech to aid them in writing their tests. Students
can also be exempted from standardized tests if it can be argued that they do not have sufficient language
proficiency to write the tests.
- Cultural Responsive Pedagogy: deepens understanding of teaching practices that engage student
populations with a full range of differences in learning such as learning background, strengths, needs and
interests
- Teachers who are culturally responsive use these differences to create a learning environment that is
reflective of its students.
- Cultural responsive pedagogy is also used to create a learning environment where students feel safe,
secure, supported and valued.
- Effective strategies: activating prior knowledge, modeling, scribing, visuals (e.g. anchor charts, visual
word banks, graphic organizers, etc.), read alouds, technological support and oral interviews
- Steps for Advocacy:
1. Isolate the issue: clarify the source of the issue; the immediate environment and external factors
2. Identify allies: make relationships with others and listen to all viewpoints; including opposing views
3. Be clear on the rights of ELLs: have a clear understanding of all policies and laws (e.g. policy for
standardized test exemptions and Children and Family Services Act)
4. Organize and educate others
5. Identify an outlet for change: what can i do in my classroom? What can I do in my school?
- Teachers need to strive to create a collaborative learning environment; one in which students feel
safe/secure in sharing their thoughts and/or beliefs with their classmates. Ground rules need to be
established prior to using a collaborative learning approach to ensure that all students are active participants
in their learning.
- Active listening is an important skill to teach students as it teaches them how to listen to their peers,
adults, etc and make them feel heard (e.g. make eye contact, listen, acknowledge what they are saying with
a head nod, rephrase, etc.)