Supporting English Language Learners
Grades 1- 8 Video and Print Resources
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This resource provides a rich source of exemplary teaching practices that can be put to immediate use in the classroom and in the school. It also exemplifies best practices of schools welcoming newcomers, and working effectively with community partners and families.
The print resources facilitate note-taking, inquiry, reflection and planning before, during and after viewing. Download the Viewer’s Guide in PDF for complete instructions on how to use the print and video resources.
| Supporting English Language Learners Grades 1- 8 |
| Segment 1: Understanding English Language Learners |
| Who are ELLs? What are their challenges? What can schools do to support their learning? |
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Who are English language learners?
Everyone is a language teacher.
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| Segment 2: Building a Whole School Approach |
How can schools build a whole school approach to welcome and support ELLs?
What can schools do to engage students and parents in the school community? |
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Building a Whole School Approach
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| Segment 3: Closing the Learning Gap |
| Which learning strategies benefit not just ELLs but all students? What are the advantages of co-teaching and small group instruction? |
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Adapting Assignments to Support ELLs
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| Segment 4: Learning Through the Curriculum |
| How can teachers make the most of a student’s first language skills in classroom experiences? Which instructional supports help ELLs acquire English while meeting the demands of the curriculum? |
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A Personal Plan of Action
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| Segment 5: Talking about Language Acquisition and Learning |
| Why is early exposure to reading and storytelling so important for ELLs? What are the benefits of direct teaching of word knowledge and how language works? Listen to experts Elizabeth Coelho and Jim Cummins discuss the role of first language(s) and the concept of “universal design.” |
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| Segment 6: Finding Starting Points to Enable Learning |
| How do initial assessment practices impact learning? How do you establish an effective learning environment not only for ELLs, but for all students. Why are multiple opportunities to talk and process thinking so important for ELLs? |
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Analyzing Instructional Strategies
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| Segment 7: Adapting the Classroom Program for ELLs |
| What modifications and accommodations allow ELL students, even at beginning levels of English proficiency, to participate successfully in the classroom and acquire understanding in content areas? |
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The Gradual Release of Responsibility
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| Segment 8: Differentiating Instruction for ELLs |
| How is differentiated instruction beneficial for ELLs? What instructional strategies are especially powerful? |
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Learning Content and the English
Differentiating Instruction for English Language Learners
Conferencing with English Language Learners – An Anchor Chart
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| Segment 9: Aligning the Work |
| Why does the whole school community need to support ELLs? Listen to system leaders discuss alignment (school/district/province) to support ELLs in Ontario schools. |
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The Strengths and Challenges of Different Support Models
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| Segment 10: Concluding Thoughts |
| Synthesis of key ideas presented in the video. |
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