Facilitators Jackie Bradley Brown Education Officer Janet Giberson Vice Principal YDSB Jennifer Glass Student Achievement Officer Gillian Hall Education Officer 1 Welcome to this session ID: 550925
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Supporting English Language Learners: The Role of Administrators in Welcoming and Programming for Newcomers Requiring ELD Programs in Ontario Classrooms
Facilitators:Jackie Bradley Brown – Education OfficerJanet Giberson – Vice Principal YDSBJennifer Glass – Student Achievement OfficerGillian Hall – Education Officer
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Welcome to this session!
We want to address your questions and concerns regarding supporting Syrian newcomers.
Please draft and post 3 questions that you have.
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Learning GoalsDuring this session participants will:Build a shared understanding of Syrian newcomer ELLs, who may require
an English Literacy Development (ELD) program Discuss effective reception and orientation processes to welcome and include newcomer students and their families: in the registration process throughout the school, and connecting with the community
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eview and explore resources and supports (Welcoming, STEP, Tip Sheets and Responsive Assessment Teams)
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Some Facts About our Newly Arrived NewcomersNewcomer families may have been living in camps or urban situations in Turkey, Iraq, Lebanon, or Jordan prior to resettling in Canada.Children may or may not have had access to education or English lessons while living in the second country.The large majority of Syrian and Iraqi families will speak Arabic since this is the language of business and education in both countries.Some Christian Iraqi families may also speak Assyrian or Chaldean. These are not written languages, except for church documents.
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Using Asset-Based LanguageThere are three refugee categories identified as: GARs – Government Assisted Refugees; PSRs – Privately Sponsored Refugees; andBVORs – Blended Visa Office Referrals.
All of them are Syrian Newcomers(PR, Permanent Residents)
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Supporting Students in an ELD Program
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Professional DialogueReflecting on the video clip:As you listened to Anas tell his story, what did you consider to be his strengths, challenges, and opportunities?How do you support educators in seeing
Anas’s strengths rather than his weaknesses? A PDF document about supporting students in an ELD progarm
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Video SeriesVideo Segments and Facilitator Guides1. Getting to Know Students in an ELD Program 2.
The Importance of a Caring Adult 3. Educators Sharing Ideas to Support Students 4. Using Assessment to Inform Instruction 5. School and System Leaders 6. Welcoming Families to Your Community
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The Vision of the English Language LearnerALL English language learners (ELL) come with many assets and skills. They
will:learn English at the same time as they learn the Ontario curriculum; see themselves in the learning environment;feel that their culture and language are valued;have confidence to express their opinion and know they have a voice; meet high expectations when they are involved in setting goals with appropriate supports;
have opportunities to choose pathways that honour their strengths and interests.
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Who are English Language Learners?Canadian born ELL include:Children born in immigrant communities
Children that were born in communities that have maintained a distinct cultural and linguistic traditionFirst Nation, Inuit or Metis children whose first language is other than English
Newcomer ELL include:
Children born in another countryChildren who have arrived in Canada with their family as part of a planned immigration processChildren who have arrived in Canada as a result of war or another crisis and who may have left their homeland in extreme urgency
The primary language spoken in the home is one other than English or is a variety of English that is significantly different from that taught in Ontario Schools
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A warm and planned welcome is essential for a smooth settlement
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Steps to English Proficiency
(STEP)
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Programs for English Language Learners (ELLs)
English as a Second Language (ESL)
English Literacy Development (ELD)
Students who are born in Canada or newcomers.
Students who are newcomers.
Students whose first language is other than English or is a variety of English significantly different from that used for instruction.
Students whose first language is other than English or is a variety of English significantly different from that used for instruction.
Students have had the educational opportunity to develop age-appropriate first language literacy skills.
Students may have had limited opportunities to develop language & literacy skills in any language and students may have had limited access to education.
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ESL/ELD Secondary Curriculum
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What is STEP?STEP – Steps to English Proficiency STEP
is a framework for assessing and monitoring English language learners’ language acquisition and literacy development across the Ontario curriculum This is an electronic resource This resource has been developed to support the learning needs of ELLs Accessed on The EduGAINS website
This resource can be used by ESL/ELD teachers and/or classroom teachers
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Steps to English Proficiency
(STEP)
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The learning skills are across the top and are the same as the Ontario Provincial Report Card
Measurement scale is vertical and does not use STEPs, it is developing, building, consolidating, sustaining.
Descriptors: describe behaviour that can be observed in a variety of settings. Not all descriptors are stranded.Slide23
slide23As you watch this video clip consider the recommendations these school and system leaders are making.Which suggestions do you feel may apply to your community?Who can help you implement some of these strategies?
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Slide 24What are the implications for the educators in my school as they support students in developing foundational skills?
Review pages 4, 5, 6
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slide25Supporting English Language Learners with Limited Prior Schooling: A practical guide for educators Grades 3 -12
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Ontario’s Policy in Brief and ELL Vision in Action for Students in ELD Programs
Every English language learner with limited prior schooling:Can learn to be successful when given the appropriate supports and opportunitiesCan thrive in a school where everyone has a shared understanding of their backgrounds and where all educators share a vision of high expectations for every student
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Use of First Language
Play Hello Goodbye
Story time Teacher Snack
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Mental Health and Special Education Supports
School Mental Health Assist Website
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Resources
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Exit Ticket
What additional questions have arisen as a result of today
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s dialogue?
Is there a specific area/topic that you would like to see offered in a future Adobe Connect Session?Slide 32
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Curriculum and Assessment Policy BranchGillian Hall gillian.hall@ontario.ca Jackie Bradley Brown
jackie.bradleybrown@ontario.ca
Capacity Building Team Student Achievement
DivisionJennifer Glass jennifer.glass@ontario.ca
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