STEP

Since students have experienced gaps in their formal schooling, it is critical to determine a starting point for targeted instruction that supports accelerated learning and student growth and success.

The assessment procedure will include:
a structured interview to assess oral communication skills (i.e., listening and speaking);
an assessment of reading comprehension;
an assessment of student writing;
an assessment of mathematical knowledge and skills.

Learn English at the same time as Ontario curriculum

Meet high expectations when they are involved in setting goals

Provide a consistent, safe place in which to learn, with clear parameters, where values of equity and inclusion are evident and demonstrated.

Ensure that learning environments reflect the diversity of the learners, so that all students can see themselves represented in their classrooms.

Recognize that the learner’s needs go beyond academic needs.

Learn about geographical, linguistic, and cultural backgrounds of students through reading, settlement resources, and positive, informal interaction with students.

Confer with other subject teachers to monitor progress, share information and ideas, and ensure appropriate degrees of challenge for students.

Establish peer buddy groups, perhaps related to fi rst language, and monitor relationships to ensure that the relationships are beneficial for all.

Strengths and Weaknesses

Ongoing assessment of, as, and for learning

Assessment is used for at least six purposes with English language learners, including those with limited prior schooling: for screening and identification, for placement, for reclassification or exit, for monitoring student progress,
for program evaluation, and for accountability.

English language learners require authentic assessment with multiple opportunities (e.g., performance, portfolios, and self-assessment) to demonstrate their achievement of curriculum
expectations and learning skills.

Ongoing assessment allows the teacher to monitor
student progress while targeting and modifying instruction to support the student’s
individual learning needs.

Assessment of English language learners should:
• focus on improving student learning;
• be linked directly to curriculum expectations (as modified for each ELL’s degree of English
language proficiency);
• recognize linguistic and academic progress, while taking into account realistic and
varying rates of second-language learning;
• incorporate student self-assessment;
• actively involve students and parents.

Intensive ELD program support

Modification of some or all curriculum expectations in all subject areas, as needed, to provide appropriate challenges and opportunities that accelerate learning so students can reach the level expected of their age peers

Intensive instruction to develop and build on their conceptual understanding and knowledge in key curriculum areas

Daily integration with English-speaking peers

Opportunities to maintain and use first language as a bridge to new learning

Recognition of the learners’ abilities, strengths, and experiences through programming that builds on these capabilities

Help to develop and adjust to the academic expectations and the behaviours that address conduct and routines in the school environment

Guidance and support for making transitions (e.g., Grade 5 to 6, 8 to 9, and secondary and beyond

Subtopic

In supporting English language learners, teachers:
• learn about their students’ backgrounds, experiences, and languages;
• provide engaging and challenging opportunities for English language
development for all learners with appropriate modifications/
accommodations, as needed;
• use a variety of instructional, assessment, and evaluation strategies that are
designed to facilitate the success of English language learners;
• collaborate with the person responsible for ELLs to plan for the needs of the
English language learners in their classrooms;
• create a classroom environment which reflects and celebrates the linguistic
and cultural diversity of all students;
• support English language learners in their integration into the academic and
social life of the school;
• communicate effectively with parents, taking into account the varied
background experiences of diverse families;
• work together to increase the capacity of the whole school in meeting the
needs of English language learners.