Franko, (Fictitious Case) Grade 3 Boy Factors that Impact his learning and information teachers should know
by Christina K
1. Classroom and Learning Environment -No official routine established with the ESL/ELD teacher to create a sense of structure in new environment -Franko responds to basic instructions and understands routines - expresses his needs through gestures -Lack of dual language texts to aid transition into new language acquisition
2. Observable Language Behaviors Assessment -Oral Step 1 -Reading Pre Step 1 : -Writing Step 1
3. Social Factors - Isolated and withdrawn from the class - Will play and speak quietly with one classmate who speaks his native language at recess - Does not like team games but rather playing one on one with a classmate in gym
4. Academic Achievement - Evidence of prior schooling in his OSR but not translated - Initially assessed at STEP 1 in all language domains and at grade level for math - Franko does not participate orally during guided reading sessions despite prompts - Listens to attentively to read alouds with lots of visuals -Learned to spell his name - Requires extensive one on one assistance to produce any written work with an awkward pencil grip -English word utterances
5. Reflections Highly Visual Dual Language texts for Franko to listen to with headphones Read Aloud Picture Books to Support Attentive listening and engagement via Storyline Online https://www.storylineonline.net/
6. Reflections Regularly scheduled ongoing withdrawal support with the ESL/ELD teacher to have explicit modeling, experience and exposure to Basic Interpersonal Communication Skills
7. “Many Roots, Many Voices”: pre- teach subject specific vocabulary before a lesson to allow frank to build connections while also learning about word families -Word wall for visual support
8. Model essential Phrases
9. Associate phrases with actions/gestures (support his existing primary expression of needs through gestures)
10. Use a "think-pair-share" for group work to build his confidence with the student who has the same L1 in his classroom (less overwhelming)
11. Encourage the use of L1 through meaningful activities; utilize language spoken by Franko to build on prior knowledge (e.g. he loves music and he can listen/mouth along to practice oral movements)
12. Bilingual visual and picture cards
13. Possible Special Education Implications : Fine motor difficulties -Use stress balls to massage tired hands and to strengthen hand Dysgraphia(Learning Disability that affects handwriting):Trouble forming letters or spacing words consistently Awkward or painful grip on a pencil Difficulty following a line or staying within margins
14. Language Learning Context: Doesn’t know sounds/letters Different alphabet system
15. Ongoing Observations to Check Progress and if no improvements than set up an In-School Support Team Meeting for proper assessment
16. Possible keyboard accommodation in the class used to help Franko build /strengthen his hand flexibility and coordination that could slowly build to transition to writing support while also developing his confidence with something he enjoys
17. Cross Curricular activities involving music and literacy to support vocabulary development in a less overwhelming format
18. Cross Cultural Factors - Arrived in Canada 3 months ago - no prior exposure to English - No evidence Franko speaks L1 at home
19. Personal and Family Factors - Middle child of three children, older sister in grade 4 and a younger brother in jk - Lives with both parents who aren't very involved and haven't met the teacher in person -Franko often falls asleep towards the end of the day -Loves music and has been playing piano since he was five years old
20. Dual language communication book sent between parent and teacher to discuss progress of Franko
21. First Language Assessment
22. “Link to Learning: ESL” to help build phonemes e.g. the game “Digby Mole's Word Activities”,(technology aid to reduce any anxiety with writing struggles)
