Guramrit

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Guramrit

Universal Design: -regular use of smart board to introduce and reinforce concepts through interactive games -ipads are also used regularly to support math and language areas -Guramrit participates readily during smart board activities

Planning/Support: -the classroom teacher works collaboratively with the ESL teacher to provide some support -working on alphabet, -has only worked with him a few times, not on site on a regular basis due to workload

Recommended Teaching Strategies Reading: -accelerated language study to fill in the gaps -ongoing assessment to guide programming and scaffolding -continue with alphabet practice, incorporating online games, and weekly learning of high frequency words -build word families (do vocabulary sorts) -visual dictionary (include words in Punjabi that he knows) with other ELL student -daily book bag program (pattern books) -partner with a native speaking reading buddy -teacher and parent volunteer to read with him -continue to practice finger tracking -listen to simple book tapes and books online -read with sister at home daily -set a learning goal, number of books per month -interactive reading sites (Raz kids kindergarten, ESL Learning Village -slower pace, simple text )

Rich tasks to support the student: -create a duolingo pattern book with other ELL student on structures (online structures, photos of their structures)

Main topic

Accommodations/modifications: -check in with teacher for understanding after instructions -scribe as needed -picture dictionaries for language and math -visuals, pre-teach new vocabulary -word wall -simplify vocabulary -extra time to complete assignments -encourage use of L1 -provide lots of repetition -provide writing aids (sentence starters, graphic organizers, word banks,models) -use assistive tecnology -explicit teaching and modelling of concepts -oral rehearsal prior to writing -chunk writing tasks -reduce amount of writing required -use of drawings and phrases to write simple ideas, using familiar vocabulary

Other considerations: -meet with family and translator, -stress importance of regular attendance and home reading program and learning concerns -encourage him to practice L1 skills at home -recommend online dual digital book site to family for books in Punjabi -encourage peers to be inclusive at recess -give Guramrit classroom jobs and pair him up regularly in small groups to promote oral literacy and make him feel more comfortable sharing -encourage him to join some school clubs -promote cultural diversity in the classroom(e.g, talk about special foods, celebrations)

Progress to date: -reading and writing at Step 1 -oral proficiency is Step 3 -recognizes some alphabet letters and most sounds -knows beginning but not middle sounds -does not yet finger track -avoids writing (easily distracted) -does not appear to pay close attention -has difficulty following classroom instructions

Family Dynamics: -parents speak Punjabi, limited English (translator required) -do not read books in Punjabi at home due to lack of resources -limited support with schooling -has a sister in grade five with strong English skills

Background information: -6 year old male -born in Ontario -first language is Punjabi -parents from India -missed fifty days of school in Kindergarten -rarely participates in whole class oral activities -shy and often chooses to play on his own at recess -enjoys math, technology and building structures out of blocks and Lego -there is another ELL student of the same background in the class -his peers are quite willing to interact with him in the classroom environment

Useful Websites: www.kidslearningville.com/language-esl-efl/ -http://en.childrenslibrary.org/ Thornhill Public School online duolanguage books

Subtopic

Special Ed Concerns: -give time to incorporate learning -take to school team at end of year if not making suitable gains in reading and writing for possible learning disorders (e.g., expressive language disorder)