Matt's ELL Mind Map

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Francis 10 Year Old from South Korea Grade 5, STEP 2 ELL Factors Impacting Learning

Teaching Strategies

-Use of positive reinforcement for encouragement and motivation via class and individual student points system -Given responsibility through assigned classroom jobs -Use of L1 is encouraged

-Universal Design for Learning: well-organized classroom, simplified, clear language, variety of teaching strategies. -Differentiated instruction using open-ended math tasks and inquiry projects that gives students choice and voice in their learning including the format to present work -Using technology and apps such as bitsboard to develop English vocabulary -Balanced literacy and guided reading - looking into being pulled to work in small reading groups with LRT -Listen to English non-fiction using EPIC! Books App -Write dual-language texts with a partner about a topic of interest (ie: space) -Provides timely descriptive feedback pointing out strengths and next steps -Modified rubrics

-Instructional accommodations are strategic seating, chunking of instructions, iPad (part of classroom's 6-pack bundle) with Google Translate and other Google Apps such as Docs, Slides and Classroom, L1 reading resources and picture dictionary and use of graphic organizers. -Environmental accommodations are strategic seating and visual supports (visible success criteria, anchor charts related to current unit of study) -Modification of curriculum expectations being developed for Language, Social Studies and Science with support from ESL coach

Personal and Family Factors

-Limited information available regarding schooling in Korea -Believed to have attended school regularly in a stable household -Appears there was some rote practice of English words while in Korea but weak conversational skills and low in academic English

-He is interested in space, science-fiction and gaming (i.e: Minecraft) -Proficient in mathematics -Little to no interest in reading or writing

-Born in Seoul, South Korea -Lives with mom and dad, no siblings -Parents are supportive, do not speak much English themselves and Dad works late often -Fluent in Korean and speaks L1 at home mostly -Family moved to Vancouver first when he was 8 years old and then Hamilton 6 months later for Father's work

Welcoming Learning Environment

-Inclusive Programming -Integration of Technology -Teacher working with ESL consultant to develop accommodated and modified ESL activities -Student not withdrawn for extra ESL support

-School Welcoming Process -Initial Interview, Parental Involvement -Peer Buddy for support in moving around the school -Interest inventory assigned by teacher -Treated with kindness and positivity from homeroom teacher -Introduce parents to settlement.org website and local agencies

-TRIBES Community Building Activities -Community Circle - Brags and Drags

Social Factors

-Developing positive relationship with homeroom teacher -Meeting was arranged between homeroom teacher, learning resource teacher, ESL teacher, VP, Parent (Mom) & behaviour consultant with aim to identify underlying issues causing behavioural challenges -Recommendations to SNAP (stop now and plan) programming are being considered to improve self-regulation

-Experiencing difficulties with his peers -Hands-on behaviour during unstructured times -Frequent outbursts (yelling, crying) over what appear to be minor issues such as a missing pencil -Reluctant to speak to adults to explain his behaviour -Isolating himself from his peers -Struggles when working in collaborative groups

Academic Profile

-Participates in math, confident in abilities, mastery of math facts -Reluctant to start work that isn't math, will sit and do nothing if teacher does not intervene -DRA was started but incomplete, below grade-level in reading and writing -Shows interest in using technology to complete tasks -Teacher to explore webquests and introduce coding using code.org

-Placed on STEP 2 of the STEP continua following Initial Assessment at Board Assessment Centre -Orally, Francis is able to respond to simple questions in English, can read and understand high frequency words to use in simple sentences and uses a small range of personal phrases to make and respond to requests in familiar situations. -In writing, Francis has shown he is capable of generating ideas by brainstorming with peers and teachers using graphic organizers. He can select appropriate high-frequency words to write simple sentences when a framework is provided by the teacher. -In reading, Francis can respond to a simple text by drawing or speaking in Korean. Francis can identify common text features to locate information in a text with visual support. Francis is learning to decode unfamiliar vocabulary using key visuals.