2.
6 – Vision and Action Plan
PAMELA BALIKIS
The Vision and Goals
• To have students advocate for themselves and take ownership
of their learning (The Ontario Curriculum, Grades 9 –12 | ESL
and ELD 4)
• Co-create expectations for success
• Build student confidence and on existing English skills (4)
• Communicate effectively in multiple scenarios (4)
• “Use critical-literacy and critical-thinking skills to interpret
the world around them” (4)
• Use academic English, especially in mainstream classes
Procedures – Reception
• Have students fill in a chart similar to the
one on the left. Some can be discussed at
entry into the school such as having
students and their parents/guardians ask
about:
• Small class sizes
• How much choice a student gets within the class
• What the classroom looks like
• Other aspects can be completed later in the
year or even in the following year such as:
• How many continuing teachers
• How well versed in cultural education the
teachers are
• How well connected the student feels to
teachers, the school, and other students
Procedures – A Baseline Assessment…
• Ties into course theme (identity, choice, happiness, etc.)
• Is one grade level lower than class
• For example: My English 12 baseline assessment is targeted towards grade 11 students. The grade levels are
pre-determined by Common Lit but I pre-screen the resource to make sure it is a grade lower than I would
expect my students to read at and respond to.
• Has multiple question options
• I usually give students three options to choose from based on Common Lit’s discussion questions.
• Can be completed within a class period
• When giving the baseline assessment I give students anywhere from one full class to half a class
(depending on the grade).
• Can be “assessed” quickly so I can adjust my instruction to suit needs to students
• The baseline assessment is not worth any marks but is a way for me to see where my students’ writing
abilities are. So if many students are weak in one area then I will spend more time on that as a class.
Expectations
• Give clear, explicit instructions:
• “Explanations and expectations need to be articulated explicitly and completely. Don’t simply
expect ELL students to “pick up on” assumptions, unstated premises, or subtle nuances of
meaning” (Government of British Columbia 17)
• Writing:
• “ideas in clear, detailed and connected paragraphs on many topics, using a wider range of
vocabulary and sentence complexity” ("ELL Planning Tool" 5)
• Reading:
• “read grade-level texts with basic understanding and response. Response is generally accurate
but support is needed for communicating details and making inferences and connections” (4)
• Oral Language:
• “with support, communicate main ideas on common topics and course content; use some
variety of vocabulary and sentence structures with increasing accuracy” (3)
Instructional Strategies and Resources
• Be culturally relevant:
• “develop an understanding of the similarities and differences between their home culture and the value system
upon which their schooling is based” ("ELL Planning Tool" 10)
• “To facilitate learning, students should wherever possible see their history, literature, and cultural experiences
in general reflected in the classroom” (11)
• Make use of the students’ first language:
• “Invite English language learners to develop ideas in their first language (example: mind mapping)” (Many
Roots, Many Voices 17)
• Use a resource like the “Bilingual Glossaries and Cognates” from NYU Steinhardt
• Speak with the ELL Department:
• The department can “suggest adaptations to the classroom environment or the curriculum” (25)
• Use the Multicultural Worker to:
• “facilitate the involvement of ELL parents or guardians in school activities” (26)
• “help interpret cultural and educational practices and expectations for parents (or guardians) and students”
(26)
Works Cited
"Bilingual Glossaries and Cognates." NYU Steinhardt,
steinhardt.nyu.edu/metrocenter/language-rbern/education/bilingual-glossaries-and-
cognates. Accessed 8 July 2021.
"ELL Planning Tool." Province of British Columbia,
www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/english-
language-learners/ell_planning_tool.pdf. Accessed 8 July 2021.
Government of British Columbia. English Language Learners: A Guide for Classroom
Teachers. 1999, www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-
grade-12/english-language-learners/classroom.pdf. Accessed 7 July 2021.
Ontario Ministry of Education. Many Roots, Many Voices: Supporting English Language
Learners in Every Classroom: A Practical Guide for Ontario Educators. Ontario Education,
2005, www.edu.gov.on.ca/eng/document/manyroots/manyroots.pdf. Accessed 7 July 2021.
---. The Ontario Curriculum, Grades 9 –12 | ESL and ELD. Ontario Ministry of Education,
2007, www.edu.gov.on.ca/eng/curriculum/secondary/esl912currb.pdf. Accessed 9 July 2021.
