Supporting

English
Language
Learners

Vision and Action Plan

byAshley Chau
My Vision
To fully assist English Language
Learners in schools by providing
the supports required to enable
academic growth and personal
achievement.
 The English Language Learners all have
individual strengths and skills to

vision
contribute to the classroom. With that,
they will:
Learn English at the same time as
the Ontario curriculum;

of the
See themselves reflected in the
learning environment;
Be valued for their culture and first
language;

ELL
Have confidence to express
themselves in the classroom;
Meet high expectations and set
individual goals;
Have opportunities to choose
pathways that showcase their
strengths and interests;
Collaborate with classmates and
community members;
Adapted from
http://www.edugains.ca/ Showcase their creativity and talents
resourcesELL/Resources
/ELL_Vision- through a variety of activities.
June2014.pdf
 Plan of Action

Goals and Procedures Resources

Expectations Instructional Strategies &

Accomodations
 Goals and
Procedures

To support English
Language Learners, I will:

Ensure a welcoming
environment for the
students and their
family;
Ensure the students are
familiar with the school
layout and routines;
Assess the students at
the initial interview by
following the proper
assessment methods
to place the student
on the STEP continua; Assign classroom
Partner the students duties for the
with Student students to
Ambassadors who perform, to help
share the L1 and can them transition
guide them in lessons and get more
and classroom involved in the
routines; class.
 Resources

Include bilingual books,

dictionaries, and posters
in the classroom;
Encourage families to
become involved in class
activities;
Use resources available
in the community;
Consult settlement
worker for information;
Empower students by
nurturing an identity-
affirming environment;
Allow opportunities for
students to use their L1
and share information Make students' L1 visible
about their culture; in the classroom, such as
Model and create a in posters, labels and
respectful learning word walls;
environment where Give students
members listen to and opportunities to create
value all voices; identity texts;
Reflect the cultural Learn basic phrases in L1
identities of the class in to check for
the learning understanding and help
environment; students follow along.
 Expectations

Teachers Classmates ELLs

Recommend Value others for Become involved in
appropriate STEP their cultures, creating success
level for ELLs; languages, and criteria and to set
Provide appropriate beliefs; individual goals;
instructional Collaborate with, Meet high
strategies and support, and expectations;
accommodations for encourage ELLs; Participate in
students to achieve Become Student classroom and
their learning goals; Ambassadors to school activities;
Assess students as
help new ELLs View English and
they learn;
transition. their L1 as equally
Communicate with
important.
parents regularly.
 Instructional
Strategies &
Accommodations
Scaffold instruction to Be explicit in giving
build on their prior instructions;
knowledge; Avoid complex
Make learning relevant sentences and idiomatic
to their interests; expressions;
Provide one-on-one Highlightmain ideas
instruction when and new words, pre-
possible; teach vocabulary;
Differentiate instruction Usenon-verbal cues like
to allow for multiple gestures to help convey
ways to access meaning;
information;
 Accommodate for
individual needs;
Modifyexpectations
appropriately based on
STEP.

Usegraphic organizers
to help students keep
track of information;
Breakdown tasks so
that they are
manageable.
 Technological
Tools

Teach students to use Utilize English learning

the computer and apps like Duolingo;
reading software like Incorporate online ESL
The Reading Tutor to games into learning;
help improve their Use Google Translate to
reading skills; find word definitions.
Use Youtube videos with
subtitles for vocabulary
building;