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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

Factors to Consider

Academic Achievements

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

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

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)

Proficiency in Oral Language

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

Speaks Tigrinya Fluently

Encourage the use of L1 at school and home; share her language with others

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)

Physical and Psychological

Dad taken by the government (not seen or heard from in a few years)

Remembers "bad men" coming to steal children

Time Spent in Refugee Camp

Communication with Parent/Sponsor Family

Help Parents to Understand Realistic Expectations and Goals

Use of Planner

Explain OLBs and STEP

Emails Also Sent to Sponsor Family

Explain Ontario Report Card

Encourage volunteering/Attending Field Trips

Translator

Type of Program Support

Small Group Literacy/Numeracy

Currently receives 4-5 periods a week of 1:1 or small group (focus on reading, writing, math)

Integrated with Same-Aged Peers

Targeted Instruction 1:1

With ELL teacher, co-op student, classroom teacher, peers

ESL (arrived in Grade 2))

Had some gaps in learning but not 2 continuous years (older brother is ELD)

Classroom

Clear Visual Lines

Multicultural Posters/Books

Materials Readily Available

Organized Space

Items Labelled

Strategic Seating

Anchor Charts

Highly Visual

Other Supports

Support to Deal with Trauma

Consider "Rainbows" program at school

Link to Citizenship and Immigration Canada

Continued Support Through Local Church

Co-op students

Provides 1:1 support

Assessments

Student-Teacher conferences

Benchmark/C.A.M. (for Reading)

Portfolios

Checklists

PAST: Phonological Awareness

Regular and On-Going

Anecdotal

Teacher Created Assessments such as Math Unit Tests

Strategies

Peer Support in L1 with Older Student

Predictable Routines

Provide Choice

Dual Language Learning

With older cousin in Grade 4

Use of Technology

gws.ala.org/category/mathematics-computers

www.aplusclick.org

www.oise.utoroton.ca/eslinfusion/Home/index.html

Google Read And Write

Google Translate

www.mathprodigy.com

www.starfall.ca

www.abcya.ca

Visuals

Multi-linguistic Approach

Teach Academic Vocabulary

Flexible Groupings

Daily Rich Read-a-Louds

Phonics/Phonemic Awareness

Teach suffixes/prefixes

Collaboration

Differentiated Instruction

Cross-Curricular Planning with all teachers/subjects

Word Families

Reduce Topics to Essential Understandings

Frequent Comprehension Checks

Personal Picture Dictionary

Allow time to process

Scaffolding

Google Read and Write