FATIMA
-8 years old
-in Gr. 3 class with ESL support
-born in Eritrea; escaped to Sudan
-L1 Tigrinya with some exposure to Arabic
-moved to Canada in Jan. 2018
Strategies
Google Read and Write
Scaffolding
Allow time to process
Personal Picture Dictionary
Frequent Comprehension Checks
Reduce Topics to Essential Understandings
Word Families
Cross-Curricular Planning with all teachers/subjects
Differentiated Instruction
Collaboration
Teach suffixes/prefixes
Phonics/Phonemic Awareness
Daily Rich Read-a-Louds
Flexible Groupings
Teach Academic Vocabulary
Multi-linguistic Approach
Visuals
Use of Technology
Google Translate
Google Read And Write
gws.ala.org/category/mathematics-computers
Dual Language Learning
With older cousin in Grade 4
Provide Choice
Predictable Routines
Peer Support in L1 with Older Student
Assessments
Teacher Created Assessments such as Math Unit Tests
Anecdotal
Regular and On-Going
PAST: Phonological Awareness
Checklists
Portfolios
Benchmark/C.A.M. (for Reading)
Student-Teacher conferences
Other Supports
Co-op students
Provides 1:1 support
Continued Support Through Local Church
Link to Citizenship and Immigration Canada
Support to Deal with Trauma
Consider "Rainbows" program at school
Classroom
Highly Visual
Anchor Charts
Strategic Seating
Items Labelled
Organized Space
Materials Readily Available
Multicultural Posters/Books
Clear Visual Lines
Type of Program Support
ESL (arrived in Grade 2))
Had some gaps in learning but not 2 continuous
years (older brother is ELD)
Targeted Instruction 1:1
With ELL teacher, co-op student, classroom teacher, peers
Integrated with Same-Aged Peers
Small Group Literacy/Numeracy
Currently receives 4-5 periods a week of 1:1 or
small group (focus on reading, writing, math)
Communication with Parent/Sponsor Family
Translator
Encourage volunteering/Attending Field Trips
Explain Ontario Report Card
Emails Also Sent to Sponsor Family
Explain OLBs and STEP
Use of Planner
Help Parents to Understand Realistic Expectations
and Goals
Factors to Consider
Physical and Psychological
Time Spent in Refugee Camp
Remembers "bad men" coming to steal children
Dad taken by the government (not seen or heard from
in a few years)
Previous Schooling
Homeschooling with 7 other refugees (in secret) for 1 year when in Sudan (had schooling in K, Gr. 1 and some Gr. 2 in Eritrean Government School)
Proficiency in Oral Language
Speaks Tigrinya Fluently
Encourage the use of L1 at school and home; share
her language with others
Step 3 Oral in English
Allow time to process, don't over-correct but model one correction, provide lots of opportunities to talk with her peers, collaborations, specific lessons on grammatical structures
Academic Achievements
Step 2 in Reading and Writing
Further guided reading and writing tasks (using decodable texts, highly visual texts, teacher frames, graphic organizers, personal dictionaries, scaffolding, editing strategies)
With modifications, completes math at Grade 2-3
level
Continue to provide modification and accommodations
that allow her to be successful at Grade level, continue
to pre-teach math vocabulary
Making Good Progress; no red flags to suggest special
education considerations
Continue to monitor progress; alert LRT if any concerns
that may indicate special education needs