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

A Guided Planning Session

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

First think, then talk:

In a few words, describe/define an ideal summer school program for English language learners

Evolution: 3 Years of Newcomer Summer School2016: Our New Community

Evolution: 3 Years of Newcomer Summer School

2017: Exploring Identities

Evolution: 3 Years of Newcomer Summer School2018: Here We Grow!

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

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

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?

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!

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.

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

An Experiential Language LearningFramework

ExperientialLearning (Trip or

Activity)

Connect to Life

Experience & Build

Vocabulary

Compelling Content for

Oral Engagement, Shared, and Independent

Writing

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?

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)

Connect to Community and Board-Specific Supports

• Newcomer Support Agencies

• Portfolios with Experiential Learning Opportunities

• Adult/Secondary ESL

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

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

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

“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.”

“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.”

“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.”

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

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

Fatima’s Poem

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

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

Adult ESL – Creating the Family Experience

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

ExperientialLearning

(Trip or Activity)

Connect to Life

Experience& Build

Vocabulary

Compelling Content for

Oral Engagement, Shared, and Independent

Writing

Instructional Strategies

Secure Learning Resources

Report/Share

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!

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?