1. WEST COAST Action plan for ELLs
Vision
Goals
Resources
Expectations
Strategies
reflection
WEST COAST Action plan for ELLs
Cora Conforti • Dec 2,2016

2. Offer ELLs positive identity of themselves founded on their culture and heritage; Provide ELLs exceptional support based on their individual learning needs; Promote continuous growth and improvement in cultivating their background language as well as the English language; Clear the path for all family members to participate, connect with, and support what their children are learning. Offer ELLs equitable opportunities to take part and to progress and succeed in English acquisition, offer accessible education and support, welcome ELLs to work with their classmates to experience ongoing positive learning experiences and feedback.

3. How will ELLs and their families feel welcomed to your school and classroom?
How will the initial assessment inform your planning and goal setting?

4. Launch ELL Positive Identity and ELL development
Encourage parent engagement
Offer Inclusive instruction - equitable assessment
Use Engaging instructional strategies
Help ells gain self esteem through the power of language -For Today, tomorrow, and their future

5. Launch ELL Positive Identity and ELL development
Incorporate ELLs multilingualism and cultural diversity into what is taught through the curriculum and embed in daily routines. Offer support and valuable instruction for Enlish language learning and encourage students to be proud of utilizing their first language and interests to help them learn and develop into English Language Learners. Ensure
Learning environment is always welcoming and inclusive - and encourage ELLs to participate and offer ideas and creativity.
Encourage parent engagement
Get parents and families involved with ELL’s school, class, community – keep them motivated and engaged. Allow them to offer insight and ideas. Encourage parents to offer their educational support that echoes their culture, language, traditions and determine set expectations to help support their children (ELL students) and their families. Keep the lines of communication open in letting them know that teachers value their cultural language and everything their background has to offer to schools, classrooms, communities and families.
Offer Inclusive instruction - equitable assessment
Offer differentiated instruction and collect student work such as student dual language books and other artifacts from activities and tasks. Offer a wide variety of assessments (For and As Learning) that allow students to practise acquired skills and knowledge, collect valuable feedback from peers, and allow teachers to frequently assess their ELLs to determine what their ongoing needs are. Modify instruction and/or tasks/assignments according to their needs. Collect data that demonstrates ELL meeting success criteria (Assessment of) according to curriculum expectations – verify ELL needs and appropriate levels. Have realistic expectations for ELLs to meet. Equity does not mean the same for everyone .

6. Use Engaging instructional strategies
Ensure teachers and support staff are fully trained and equipped with the resources, professional learning, and knowledge they require to offer exceptional instruction for ELLs. Continue offering support that lines up with what ELLs require to be kept motivated and engaged. Align instruction with curriculum expectations and incorporate ELLs interests, culture, primary language, goals, ideas into instruction.
Help ells gain self esteem through the power of language -For Today, tomorrow, and their future
As educators, we need to pave the way for our ELLs to be successful today, tomorrow and for their futures. Educators need to impress upon ELLs how Language has the power to allow them to have their voice heard and to “become more powerful people” as Cummins puts it. Where they may first feel inferior or second-rate, ELLs that tap into their prior knowledge and use that as a tool to spark their interest in learning the English language will be able to realize “who they are and how they can think” (Cummins) and that can make a world of difference in their daily lives.

7. Study and analyze ELL culture as an expression for different cultural groups represented in the classroom from student’s backgrounds and have them share dialogue for how language is used to express your feelings. Students are encouraged to write dual language books, poems or songs, reflections on cds or texts. Use a variety of literary, informational and graphic texts from diverse backgrounds. Have students read autobiographies of other children and have them write their own reflections/stories. Positive identity – have ELLs write about what they know about themselves and the world around them. Reflections on media, tv, commercials, newspapers, websites regarding their own culture. Use curriculum that embeds cross curricular subjects/ texts from diverse backgrounds and popular culture to help ELLs with their acquisition of English language learning. Collaborate with other teachers, support staff, principals to gather ideas, information on interesting activities and tasks that were successful in engaging ELLs. Why were these activities so engaging? Incorporate curriculum that is reflective of ELL families lives, responds to their needs, cultural backgrounds and language, interests, learning preferences of their children. Keep parents involved in offering feedback and support. Keep ELLs involved in offering their creativity and ideas. Encourage positive feedback from ELL peers that will empower ELLs to develop stronger English Language skills and give them the power to let their voice be heard.

8. Academic achievement within a culture of high expectations for learning for all students, from all backgrounds and circumstances, remains the primary responsibility of schools. Finding Common Ground: Character Development in Ontario Schools, K-12. Ontario Ministry of Education, June 2008, p
Essential critical skills are developed, using modified expectations and accommodations and activities appropriate for individual students.
Supporting English Language Learners in Grades 1 to 8
ELLs who have developed oral proficiency in everyday English will still require instructional scaffolding to meet curriculum expectations.
All English language learners] … need to learn the language of instruction in English language schools at the same time as they are working towards meeting the curriculum expectations. English Language Learners/ESL and ELD Programs and Services: Policies and Procedures for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12, 2007, 1.1: Introduction.
Set challenging but attainable expectations for the learner at his or her present level of English proficiency, given the necessary support from the teacher;

10. Provide support and encouragement for ELLs to establish self advocacy skills, realize the power of language, create positive identity, tap into previous knowledge, their culture and language skills that empower them to achieve success and progress with English language acquisition today, improve tomorrow and experience continuous growth for their futures.
Strive for continuous improvement practices and professional development. Align lessons, activities, tasks etc. with curriculum expectations and ensure teachers receive coaching and adequate resources for working with ELLs.
Collaborate with other resource staff and teachers for further insight on issues, impediments and anything that contributed to past and current ELL success in schools and classrooms. Collect as much prior knowledge, information about the ELLs culture, language, interests, opinions and ideas from ELL students, their parents and family as well as community resources to inform any concerns and priorities for the action plan.

11. Set clear expectations and definitions for ELLs to attain learning goals. Tap into ELL prior knowledge and ELLs interests in culture and language to complete artifacts, assignments, activities, reflective writing. Develop appropriate assessments that measure their progress in oral, listening, present, reading, writing skills/knowledge to determine what academic level they are at. Utilized ongoing assessments for ELLs and keep challenging them to meet and exceed curriculum expectations.
Ensure the classroom culture and school environments are conducive spaces for ELLs to learn where they feel valued and encouraged to offer their linguistic and cultural traditions and heritage. English instruction, social justice, well-being and other curriculum must be inclusive and culturally significant to keep Ells engaged and motivated. Teachers need to be examples of leaders who welcome diversity and language of all ELLs.
Keep ELL’s parents and families engaged in supporting their children. Provide education that is infused in diverse languages -offer parents educational ways they can support their families in their classrooms and English language learning environments. Promote and demonstrate the importance of ELLs primary language and culture and give them opportunities to share information about their cultures with their peers.

12. The Power of Wordshttps://www.youtube.com/v/QYcXTlGLUgE

13. I realize the importance of making ELLs and their families feel welcome and involving them in the learning process. I hope to influence my ELL students in a positive way and have them realize they can harness the power of language and use it to their benefit. As their self esteem and confidence improve during their English language learning experience the more power they will acquire to let their voice be heard, in seeing what makes them unique and understand how they think.
reflection

14. · “I learned writing skills.”
Language is a big part of describing culture.”
· “I found that everybody has a unique and diverse culture and personality. You should always respect other people.”
· “I learned writing skills.”
· “I’m going to notice the similarities between other languages after this.”
· “I learned there is a lot more diversity in this class than I thought there was.”
· “Creativity can be expressed through a book.”
· “They [cultures] are all different and the same.”
· “I learned public speaking (in front of the class); how to read properly.”

15. Reviewing what ELL students wrote about their dual language books made me realize how critical it is for educators to use activities, tasks, lessons that connect with our students and help them realize their full potential. One student commented that he/she realizes that language is a big part of describing culture. Students value the exercise they have completed because it helps them use the skills they are acquiring to describe their culture that is such an important part of their lives. Another student realized he/she can use their own creativity to express themselves through their book. Others learned public speaking and grew more confident as his/her peers offered positive feedback. I want to be able to impact my students in meaningful ways that will help them throughout the course of their lives.