Oral Language & ELL

Collection by Katie Kovacs

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Supporting English Language Learners: A practical guide for Ontario educators (2008) states that “oral language is the basis for learning and literacy” for students whose home language is different than the language being used in the classroom (pg. 30). Teachers must provide a rich, meaningful, learning experiences that encourages oral language, literacy instruction for ELLs should make connections to real life contexts, and visual supports should support meaning making (MOE, 2008).

Speaking skills// The Conversation Station - A Centre for Developing Oral Language and Vocabulary Skills: Food Group - Oral Language & ELL Communication Orale, Communication Skills, Anecdotal Notes, Professor, Ell Students, Balanced Literacy, English Language Learners, Literacy Stations, Language Development

BALANCEDLITERACYDIET :: index :: Balanced Literacy Diet

INSTRUCTION – The Conversation Station: This center provides a designated space for students to engage in “everyday English” allowing them to work on interpersonal communication skills, an important foundation for ELLs (OME, 2008). Here, students are provided with topics through either words or artifacts, that springboard conversation among peers. It’s a fun way to foster interactions and can relieve pressures for any student who find it difficult to initiate conversation among peers.

Instruction/Understanding/Assessment A Community Circle is a great way to encourage oral language development. In the discussions that occur in the community circle, oral language proficiency and progress can be anecdotally assessed Literacy Skills, Early Literacy, Oral Communication Skills, Ell Students, Balanced Literacy, English Language Learners, Listening Skills, Language Development, Read Aloud

BALANCEDLITERACYDIET :: index :: Balanced Literacy Diet

INSTRUCTION - Community Circle Fostering Oral Language Development: Engaging ELLs in a community circle is an excellent way to foster the development of oral language. Here, the teacher models conversational strategies such as taking turns and use of “daily language”, which is beneficial for all students but especially ELLs as oral language modeling is an important source of learning for the development of a second language (MOE, 2008).

INSTRUCTION: ELLs benefit from seeing their home language represented in their classroom – this reinforces the notion that while learning English, their home language is still very important and seeing their home language in the classroom environment helps students feel welcome and represented (MOE, 2008). A Home Language Tree is an excellent way to celebrate all the languages of a classroom community, and provide students the opportunity to learn more about the languages of their peers. Classroom Environment, A Classroom, English Language Learners, Classroom Community, Learning English, Ell, Languages, Literacy, Benefit

INSTRUCTION: ELLs benefit from seeing their home language represented in their classroom – this reinforces the notion that while learning English, their home language is still very important and seeing their home language in the classroom environment helps students feel welcome and represented (MOE, 2008). A Home Language Tree is an excellent way to celebrate all the languages of a classroom community, and provide students the opportunity to learn more about the languages of their peers.

ASSESSMENT: STEP is resource used by teachers in Ontario as a diagnostic assessment of English Language proficiency of ELLs. This document provides an excellent flowchart depicting every step a teacher should take in the initial assessment process. Further, there are Early Literacy Tasks in the document that can be used for the assessment, as well as a guide for developing additional assessment tasks – everything you need is included! This document is evidence-based and backed by MOE (2012). Literacy Skills, Early Literacy, Welcome Students, Inclusion Classroom, Ell Students, Language Proficiency, English Language Learners, Classroom Environment, Online Portfolio

ASSESSMENT: STEP is resource used by teachers in Ontario as a diagnostic assessment of English Language proficiency of ELLs. This document provides an excellent flowchart depicting every step a teacher should take in the initial assessment process. Further, there are Early Literacy Tasks in the document that can be used for the assessment, as well as a guide for developing additional assessment tasks – everything you need is included! This document is evidence-based and backed by MOE (2012).

This helped my understanding because it broke down what critical literacy entails. It talks about the skills you wish to develop and how to foster this within the classroom. Listening Skills, Reading Skills, Writing Skills, Direct Instruction, Capacity Building, Ministry Of Education, 2nd Grade Reading, English Language Learners, Literacy Strategies

UNDERSTANDING: This addition of Capacity Building, developed by Ontario’s Literacy Secretariat, provides some excellent strategies for classroom practice supporting the needs of ELLs. This document provides an outline for how to learn more about the linguistic diversity of the classroom, how to foster quality interactions between students, and how to celebrate languages, which is also recommended by Supporting English Language Learners (MOE, 2008, pg. 16).

UNDERSTANDING- Supporting English Lanaguage Learners - A practical guide for Ontario educators Grades 1 to 8 This document clearly outlines a strategies, activities, and best practices that should be present in classrooms with English language learners. Ell Students, Ministry Of Education, English Reading, English Language Learners, Literacy Skills, Language Development, Ways To Communicate, Teaching English, Learn English

UNDERSTANDING - Supporting English Language Learners: A practical guide for Ontario educators (2008). This policy document is a valuable resource providing information and evidence-based practices for instruction and assessment of ELL primary/junior students in Ontario.

The Very Hungry Caterpillar book cover: Eric Carle, The Very Hungry Caterpillar, anniversary WIN a KINDLE Eric Carle, The Very Hungry Caterpillar Activities, Caterpillar Book, Best Children Books, Childrens Books, Young Children, Toddler Books, Chico Yoga, Yoga For Kids

INSTRUCTION – Dual-language books: Supporting English Language Learners (2008) suggests that school libraries and classrooms should not only have books in students’ home languages, but also dual-language books (pg. 27). Dual language books are important because they reflect the diversity of the classroom, important for inclusive practice, but also allows students to make meaningful connections between the words in their home-language and the unfamiliar words they see on the page (OME, 2008).

INSTRUCTION – Café Drama Center Developing Language and Vocabulary Through Play: Role playing is one approach outlined by the Supporting Early Language Learners document to support oral language use for ELLs as these are playful contexts that students can engage in and make meaningful connections to new vocabulary (MOE, 2008). The drama center also provides materials that are relevant to the students, and ELLs can make connections between words and the labeled objects. Balanced Literacy, English Language Learners, Ell, Vocabulary, Objects, Drama, Students, Gift Wrapping, Learning

BALANCEDLITERACYDIET :: index :: Balanced Literacy Diet

INSTRUCTION – Café Drama Center Developing Language and Vocabulary Through Play: Role playing is one approach outlined by the Supporting Early Language Learners document to support oral language use for ELLs as these are playful contexts that students can engage in and make meaningful connections to new vocabulary (MOE, 2008). The drama center also provides materials that are relevant to the students, and ELLs can make connections between words and the labeled objects.