Grade 11 ELL Student;
for September 2019

Male

16 years old

Only child

International student-visa

2nd year in Canada,
same school;
composed of entirely of students from China

Resides in school-dorm during the academic year;
returns home for summers

Completed ESLEO prior to his successful completion of grade 10 ‘credit courses'

Accustomed to a “traditional”, lecture-based form of schooling

The antithesis of our system, as we emphasize student-inquiry and active participation

Significantly longer school hours

Superb illustration skills

Increasingly understanding the
benefits of active participation

Great interpersonal skills
(Basic Interpersonal
Communicative Skills)

Notably - aware of social cues
- respectful and *considerate to everyone*
- outgoing

Works phenomenally
well with peers

Seemingly excited to learn;
great attitude;
positive source of energy

Seems to fall within ESLD in terms of
his written and oral communication skills

Increase understanding of
formal academic language
(Cognitive Academic
Language Proficiency)

Struggles to make inferences

Often initially hesitant to share,
despite providing excellent ideas
and contributions

Submitted work often does not reflect
his best effort, despite considerable
demonstration of course expectations

Entire school community shares similar culture,
i.e. fellow students are resources

Breaks

Constant consolidation of ideas

Large task divided and explained as many smaller tasks

Peer-to-peer teaching/learning

Prompts

Classroom is increasingly decorated with student work and achievements, including but not limited to some anchor charts co-constructed with students + VISUALS DURING LESSONS

Repetition

Extra time for in-class assessments, provided they aren't already catered to ELLs

Use of simple language

Information and ideas always presented both orally and in writing (ideally on the board to prevent waste)

Use of paper or electronic dictionaries (despite only permitting paper dictionaries during in-class assessments, as per school policy)