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Hello Kindergarten teachers! This page has information on reporting on your ELLs.
Hello Kindergarten teachers! This page has information on reporting on your ELLs.
Click on Spring SK Testing to learn more.
Click on Spring SK Testing to learn more.
Kindergarten ELLs do not receive direct support from ESL/ELD staff in our board as the environment you create is already ideal for language learning.
At the end of SK, we will test any flagged ELLs to see if service will be required next year. In April you will receive an email from your principal asking for the names of any students you think should be tested. Please reply to your ESL/ELD Resource Teacher (you can find the RT for your school here). Your ESL/ELD Resource Teacher will then come do some observations and assessments of your identified SKs in May.
kindergartenELL.pdfworking-with-young-children-who-are-learning-english-as-a-new-language.pdf
Supporting English Language Learners in Kindergarten
Supporting English Language Learners in K-1.mp4Reporting on ELLs in Kindergarten
Reporting on ELLs in Kindergarten
The Growing Success: Kindergarten Addendum states, “When a child’s learning and growth in learning are based on expectations modified from the expectations in The Kindergarten Program (2016) to support English language learning needs, educators will check the “ESL” box for the frame.
“Educators will NOT check the “ESL” box to indicate only:
that the child is an English language learner; or
that accommodations have been provided to support learning.” (Growing Success, K-Addendum, p.16)
Some contexts in which a child may require modifications include:
● The Kindergarten Program is built around expectations that are challenging yet attainable, and is flexible enough to respond to individual differences. However, when educators provide language support in the form of accommodations and a child is not demonstrating growth in learning over time, educators will respond by providing modifications to support the language development for that child. In this case, educators document these modifications by placing a check in the ESL box.
● All children, including ELLs, enter Kindergarten with vast strengths and experiences. English language learners may arrive at the beginning of the school year or at any time during the school year. Depending on their age and immigration experiences, they may have had no previous exposure to English, and modifications to the Kindergarten Program expectations may be required. When an English language learner is welcomed into an Ontario classroom in the second year of the two-year Kindergarten program, educators work quickly to develop authentic, caring relationships, and learn about the unique personal, cultural, and linguistic strengths of the child. In this context, educators are mindful that modifications may be required. Decisions around modifications should be made on an individual basis, in consultation with the school principal, other educators, and/or parents.
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