1. Getting to know Your Learners
1.1. Strategies For ELLs
1.1.1. STEPS 1 and 2
1.1.1.1. Oral
1.1.1.1.1. Allow students to respond in a variety of ways such as communicating with gestures and providing yes/no responses
1.1.1.1.2. Provide non-verbal cues such as objects,visuals, videos demonstrations and movement
1.1.1.1.3. Consider strategic language partners
1.1.1.1.4. allow students of the same language background to use first language. Provide the necessary scaffolds such as, sentence frames and vocabulary lists to share their thinking in English
1.1.1.1.5. Allow students to observe and listen before they respond to a question or prompt
1.1.1.1.6. Simplify your sentence structures when speaking to students
1.1.1.1.7. Provide structured overviews of discussions for listening
1.1.1.1.8. Use a variety of simple texts with visuals, to introduce concepts of print, such as directionality and features of text
1.1.1.2. Reading
1.1.1.2.1. Introduce musical chants and poems that reinforce everyday expressions and patterned speech
1.1.1.2.2. Create compilations of similar texts such as illustrated language experience charts, poems, chants, etc., for student re-reading
1.1.1.2.3. Allow students to read about a topic in their first language
1.1.1.2.4. Allow students to respond to questions orally rather than in writing
1.1.1.2.5. Encourage students to read first language or dual-language books
1.1.1.3. Writing
1.1.1.3.1. Explicitly teach concepts of print such as one to one correspondence and directionality
1.1.1.3.2. provide students with many opportunities to talk in English or first language in personal dictionaries, word lists, prewriting activities and when preparing outlines or drafts
1.1.1.3.3. Allow students to respond in drawings, words, phrases, simple sentences and first-language
1.1.1.3.4. Act as a scribe, using the language experience approach to record student ideas
1.1.1.3.5. Provide students with writing prompts and sentence starters
1.1.1.3.6. Provide students with dual-language and illustrated disctionaries
1.1.1.3.7. Consider appropriate technology to support writing
1.1.1.3.8. Model and provide opportunities for shared writing with partners and in small groups
1.2. Language-Techniques
1.2.1. Visual Support
1.2.1.1. Pictures
1.2.1.2. Manipulative and physical objects
1.2.2. Copying and Labelling
1.2.2.1. when students are either just starting to learn English or are in early stage of literacy development
1.2.2.2. Make the students draw from a list of words and make it challenging by adding one or two extra words that will not be needed
1.2.3. Physical Activity
1.2.4. Choral work, song, and role plays
1.2.4.1. Use choral repetitions to help students learn how to pronounce new words
1.2.4.2. Provide a simple dialogue in which several students share one role
1.2.4.3. Read aloud often
1.2.4.4. Introduce chants that set common expressions and sentence patterns to music
1.2.4.5. Use songs to help students learn the rhythms of English
1.2.4.6. Create cloze activities from songs by printing the lyrics and deleting individual words or short phrases
1.2.4.7. Provide opportunities for students to rehearse language in role-play situations
1.2.5. A rich print environment
1.2.5.1. Label classroom objects and places in more than one language
1.2.5.2. Introduce students to computers and software
1.2.5.3. Provide plenty of reading material written at a level suitable for beginning language learners
1.2.5.4. Create a word wall with charts of words and phrases related to specific concepts.
1.2.6. Experience-based learning
1.2.7. Language experience stories
1.2.7.1. As students dictate, print their words verbatim; control spelling and punctuation
1.2.7.2. After writing each sentence, read it back, the student decides whether it should be changed if other suggest changes
1.2.7.3. When the story is finished read it aloud
1.2.7.4. When the story is completely familiar ask students to read it individually
1.2.7.5. Instructs students to copy the story into notebooks
1.2.7.6. Print new words on flash cards for students to read aloud
1.2.7.7. Print the story in sentence strips for students to arrange in the correct order
1.2.7.8. Create cloze exercises based on the story by deleting some of the new words and students may need a list of the missing words in random order
1.2.7.9. Analyze the form of words that follow particular patterns
1.2.8. Listening to audio recordings of stories
1.2.9. Using games and puzzles
1.2.9.1. Simple language games
1.2.9.2. Crossword and other puzzles to work on in pairs
1.2.9.3. Information-gap activities in which students must seek information in order to complete a puzzle or solve a problem
1.2.9.4. Teacher created board and card games to practice language
1.2.9.5. Bingo games to help students develop a sight vocabulary of words that they recognize in print
2. Assessment Strategies
2.1. Assessment For Learning
2.1.1. The strategic use of questioning
2.1.2. Effective teacher feedback
2.1.3. Peer feedback
2.1.4. Student self-assessment
2.1.5. The formative use of summative assessment
2.1.5.1. Essays in uncontrolled conditions
2.1.5.2. portfolios
2.1.5.3. Coursework
2.1.5.4. Teacher assessment
2.1.5.5. Tests
2.1.5.6. Exams
2.1.5.7. Essays in Controlled conditions
2.1.6. Teachers gather information about their students' prior knowledge and language learning proficiency.
2.1.7. For ELLs, assessment For learning helps
2.1.7.1. monitoring ELLs progress while targeting and modifying instruction to support the individual's needs
2.2. Assessment Of Learning
2.2.1. Provides information about student achievement
2.2.2. Is designed for the information of those not directly involved in daily learning and teaching (school administration, parents, school board) in addition to educators and students
2.2.3. Is presented in a periodic report
2.2.4. Usually compiles data into a single number, score or mark as part of a formal report
2.2.5. Is reported as part of an achievement grade
2.2.6. Usually compares the student's learning either with other students' learning or the standard for a grade level making learning more collaborative
2.2.7. For ELLs, assessment Of learning should
2.2.7.1. be based on clear statements of expectations
2.2.7.2. take into account the cultural and linguistic background of the student
2.2.7.3. allow for the use of the student's first language as appropriate
2.2.7.4. include clear guidelines for program monitoring
2.2.7.5. reflect appropriate program adaptations
2.3. Assessment As Learning
2.3.1. Develops and supports students' metacognitive skills
2.3.2. It helps students become lifelong learners
2.3.3. Students use teacher, peer and self-assessment feedback to make improvements and changes to what they understand
2.3.4. For ELLs, in assessment As learning
2.3.4.1. teacher monitoring and feedback guides and supports students' learning as ELLs build on prior knowledge
2.3.4.2. develop critical literacy skills
2.3.4.3. set personal learning goals that are developmentally appropriate