Here We Grow! · •ESL/ELD Summer School Documentation Summary. A Guided Planning Session. Session...
Transcript of Here We Grow! · •ESL/ELD Summer School Documentation Summary. A Guided Planning Session. Session...
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Set Up
• Presentation on Screen
• Notes on iPad(s)
• Display Board (with Newcomer Summer School Pics, resources, and student work samples)
• On tables: • Planning Framework (Placements)
• Newcomer Summer School Planner
• ESL/ELD Summer School Documentation Summary
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A Guided Planning Session
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Session Goals
1. Share the Planning Framework for our Newcomer Summer School
2. Describe our 2018 Newcomer Summer School
3. Considering/Plan for the needs of ELLs in your board
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First think, then talk:
In a few words, describe/define an ideal summer school program for English language learners
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Evolution: 3 Years of Newcomer Summer School2016: Our New Community
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Evolution: 3 Years of Newcomer Summer School
2017: Exploring Identities
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Evolution: 3 Years of Newcomer Summer School2018: Here We Grow!
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What Emerged: 7 Steps Planning Framework
1. Identify and Prioritize ELL Needs (Goals and Locations)
2. Identify Experiential Learning Opportunities within A Theme and Program Approach
3. Secure Funding Commitments
4. Connect to Community and Board-Specific Supports
5. Hire and Train
6. Secure Learning Resources
7. Report/Share
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Identify and Prioritize ELL Needs (Goals and Locations)
• High number of ELLs K-8 from refugee backgrounds
• Many have interrupted schooling and limited literacy skills in L1 (ELD)
• Three schools with 40% of ELD
• Eagle Heights PS
• Northbrae PS
• W Sherwood Fox PS
• Newcomer parents struggling to engage with school and meet family support needs
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Who are your ELLs, where are they, and what are their demonstrated needs?Discuss with your table or board colleagues:
• What needs come to mind when thinking of your newcomers/ELLs?
• Are there areas/schools with high numbers of ELLs?
• How can you assess needs in your system?
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Identify Experiential Learning Opportunities within Theme and Program Approach
• Students requiring ELD Support learn language and content best through experiences
• Our goal: provide weekly field trips that allow for authentic language learning
• 2018 Theme: Here We Grow!
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Newcomer Summer School 2018: Here We Grow!
A theme that:
● Recognizes & affirms the heritage of
students as connected to land
(farmers, food producers, garden
growers, food consumers, traditional
lands, family histories, etc.)
● Serves as a metaphor for their own
progress in their new lives and with
learning in Canada.
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Newcomer Summer School2018: Here We Grow!
Experiential Learning Trips:
● Planned to provide language learning in
context and foster a desire to explore
their new communities
● 1 Field trip per site, each week
●Fanshawe Park Conservation Area
●Kusterman's Bluebarry Farm
●Clovermeade Apiaries
●The true star: A Local Working Dairy Farm
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An Experiential Language LearningFramework
ExperientialLearning (Trip or
Activity)
Connect to Life
Experience & Build
Vocabulary
Compelling Content for
Oral Engagement, Shared, and Independent
Writing
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What learning experiences could you provide for ELLs?Discuss with your table or board colleagues:
• What opportunities exist in your school/board area?
• Could learning opportunities come to your students/schools?
• How could learning opportunities connect to cultural identities of your students?
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Secure Funding Commitments
Sources of Funding for TVDSB Newcomer Summer School:
● CODE Summer Learning Funding
● ESL/ELD Budget (Language Grant)
● Environmental Education (for Learning Trips)
● Experiential Learning Fund
● Continuing Education (for Adult ESL Classes at sites)
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Connect to Community and Board-Specific Supports
• Newcomer Support Agencies
• Portfolios with Experiential Learning Opportunities
• Adult/Secondary ESL
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MRCSSI: Muslim Resource Centre
• A Newcomer Support Agency in
London
• Second Year of partnership in
Summer School
• Asssmbled, trained, and supervised a
FANTASTIC youth mentors team
• Delvered a rotating literacy-based
project:
• 2017 – Student Voice Project
• 2018 – Poetry Live Event/Book
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MRC Youth Mentors Team
• Newcomer Youth, Trained and Organized by MRC
• Staff Leader, Yasmin Hussein
2017
• Newcomer Photo Voice
2018
• Identity Poems – Spoken and Written Words
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MRC Youth Mentors Team
2017
Newcomer Photo Voice
• Set of TVDSB iPads
• Worked at 3 sites
• Students learned how to compose and take photos that connected to their own lives
• Results were remarkable, moving, telling
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“This door is where I started in Grade 6. Before entering this door, I worked for three years in Lebanon doing jobs like moving rocks, in a restaurant, in a water bottle factory...
When I entered this door, I didn’t know any English.”
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“This is the door for Grade 8. This is where I will be entering next. Now, I feel that I have learned more English.
I feel more comfortable at school.”
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“This picture represents a happy memory for me.
During recess, I play basketball with all my new friends from school. We spent many recesses playing bump.”
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MRC Youth Mentors Team
2017
• Identity Poems: Spoken and Written Words
• Used engaging activities to teach students how to use the words they know to tell about themselves
• Students performed for their classmates, parents, and teachers
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MRC Youth Mentors Team - Strategies2018
Identity Poetry: Spoken and Written Words
Short poetry using prompts such as:
• MY NAME• My name sounds like...• My name is like.... (something in nature)
• PAINT CHIP• The colour ______ looks like• The colour ______ smells like• The colour _______ feels like
Word Wall
• We placed a group of different words on the wall or floor to inspire writing and poetry, words included:• Hope, Peace, Future, Family, Light, Home, Mother,
Sadness, Laughter, Sunset, Waves etc...
Photo Write
• We printed photos of nature and students would pick their favourite photo and write about it.
• We invited students to take photos outside in the school yard and write a poem
Collective Poem
• Shared prompts with students and they crafted a shared poem. Some prompts included:• I am In the future• I believe Someday• I hope We are
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Fatima’s Poem
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SWIS London: Settlement Workers in Schools
• SWIS London Partnership
• SWIS Workers placed in each of the
3 Newcomer Summer School sites
• Support for Parents directly at the
children's and adults' classes
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Parents: Adult ESL Classes
• Multi-level ESL Classes at the 3
Newcomer Summer School sites
• Coordinated through partnership
with TVDSB Continuing Ed ESL
• SWIS Workers staffed in each of the
3 Newcomer Summer School sites
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Adult ESL – Creating the Family Experience
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Hire and Train
• Multi-level ESL Classes at the 3 Newcomer Summer School sites
• Coordinated through partnership with TVDSB Continuing Ed ESL
• SWIS Workers staffed in each of the 3 Newcomer Summer School sites
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ExperientialLearning
(Trip or Activity)
Connect to Life
Experience& Build
Vocabulary
Compelling Content for
Oral Engagement, Shared, and Independent
Writing
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Instructional Strategies
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Secure Learning Resources
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Report/Share
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ESL/ELD Summer School Documentation Summary
Brief documentation of student language learning in the summer
Refer to STEP:OLBs for ESLOLLB for ELD
For help with making anecdotal comments
Anecdotal comments on Oral, Reading, Writing (observed behaviours); avoid
comments about what “they can’t do”
Copies/Originals of writing, pictures of learning activities, etc. would be very
helpful too!
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What learning experiences could you provide for ELLs?Discuss with your table or board colleagues:
• What opportunities exist in your school/board area?
• Could learning opportunities come to your students/schools?
• How could learning opportunities connect to cultural identities of your students?
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