Programming Strategy | Instructional Strategy | Mod. | Acc. | Goal | Success Indicator |
Model all activities for students. (p. 59) | ✔️ | Students will have a clear understanding of the expectations for each assessment and task. | Students will be able to apply and replicate the modeled skills to their learning tasks. | ||
Assign buddies, mentors, and peers to support and encourage class participation (p. 58) | ✔️ | To have students collaborate with others, find shared interests, and to provide a leadership role for mentor students. To let students know they are valued. | Students will create connections with their peers, feel valued, and become more encouraged to participate in class. | ||
Use key visuals. Examples: T-charts, Venn diagrams, flow charts, story maps, timelines, and decision trees (p. 57) | ✔️ | The use of visuals is presented in a step-by-step and scaffolded process to support the student’s learning in an alternative way that is not all through text. | Overtime, there will be improved comprehension in student learning, mastery of skills, and the ability to produce work that showcases their understanding. | ||
Use musical chants that reinforce everyday expressions and patterned speech. (p. 60) | ✔️ | Suitable for a music classroom, but also includes all learners to help remember things like classroom routines, without making ELL students feel singled out | Students will develop a retention of language acquisition using music, engage in classroom participation, and improve their confidence. |
References
Ontario Ministry of Education. (2008). Supporting English language learners. Supporting English Language Learners. A practical guide for Ontario educators Grades 1-8.
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