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The Art of Asking Questions

In the beginning of my teaching, I believed that my job was to impart knowledge, to fill my students with the facts and information they needed to succeed. But over the years, I’ve come to realize that my most powerful tool is not the answers I give—it’s the questions I ask.

I remember a particular lesson on ecosystems with my Grade 4 class. We had spent the week learning about different habitats and the various plants and animals that live in them. I had prepared a quiz to assess their understanding, filled with straightforward questions like, “What is the main predator in a forest ecosystem?” and “Name three plants found in a desert.” The quiz went as expected. Most students did well, but the energy and excitement in the room was flat. It was clear that my students were just going through the motions.

Feeling like I had let my class down a bit, I began to reflect on what I could change to better engage my students. This moment sparked a memory from my early days of teaching kindergarten—a time when I skillfully used questions to promote deeper, more meaningful conversations. Inspired by this recollection, I went on a journey of research and collegial discussions, focusing on how to ask good questions. The answer to my inquiry was; open-ended questions.

Here is what I learned. Regardless of which subject, there are a few requirements that make a good open-ended question.  

  1. A good open-ended question should encourage a detailed, thoughtful response, rather than a yes or no answer.
  2. It should allow individuals to draw from personal experiences and knowledge, validating their diverse perspectives.
  3. It often starts with words like how, why or what.
  4. It should be neutral and avoid suggesting any specific answer. 

I then decided to try something different the next day. Instead of giving my students more facts, I asked them an open-ended question: “What do you think would happen if we introduced a new species into this ecosystem?” The response was immediate. Hands went up, and the room buzzed with excitement. Students began to think critically, imagining the consequences of their hypothetical scenarios. Some suggested that a new predator might disrupt the food chain, while others argued that it could balance an overpopulated species. The discussion was much livelier, and I could see the gears turning in their minds. We then took our learning outdoors and played games to reenact possible scenarios. In the process, I asked more open ended-questions and the discussions became more interactive. Some questions I asked were:

  1. How might the existing animals adapt to the presence of this new species?
  2. What changes do you think we might see in the plant life of this ecosystem?
  3. If you were in charge of protecting this ecosystem, what steps would you take?
  4. How do you think human activities might influence the success or failure of this new species?

These questions sparked even more thoughtful discussions, encouraging students to apply their knowledge, make connections, and think critically about the complex interactions within ecosystems.

This experience taught me that there is something very satisfying about asking questions that have multiple answers.  It does more than just assess knowledge; it sparks curiosity and creativity, it encourages students to think deeply and explore possibilities and feel valued in their diverse perspective. It’s not about getting to the right answer, but about the process of thinking, questioning, and discovering. And that, for me, was a beautiful thing to witness.

Over the years, I’ve made it a point to incorporate more open-ended questions into my teaching. Whether it’s in a science lesson, a language discussion, or even math. Asking good questions push students to move beyond surface-level understanding and engage with the material on a deeper level.

So, to my fellow educators, I ask: How often do you ask open-ended questions in your classroom? What happens when you give your students the freedom to explore without the pressure of finding the right answer? Consider the possibilities that can unfold when we shift from simply imparting knowledge to guiding our students in their own discovery process. What questions might you ask today to open up a world of possibilities for your students?

The Importance of Explicit Writing Instruction and Practice: Part I – The Writing Process

I must admit, I haven’t always enjoyed writing or considered myself to be a good writer. Part of the reason for this statement is that in previous years I had a questionable understanding of the writing process. Meaning, while I understood the steps in the process to include prewriting, drafting, revising, editing, and publishing, I lacked strategies to engage in each stage and I didn’t know what to do when I experienced challenges at any stage in the process.

To develop my understanding, I read writers manuals to gain essential insights, watched videos where skilled and published writers shared their writing processes, and recalled the lessons I learned from good teachers from all levels of my education. What I’ve learned from these collective experiences is that navigating the writing process is contingent on a host of other factors I had yet to consider. Some of them include the genre, the purpose of the writing composition, the intended audience, the length of the piece, the background knowledge and evidence required to support claims, a robust vocabulary, competent spelling skills, and proficient transcription skills. In essence, I grew to understand that writing is a much more complex contextual interconnected and iterative process than I anticipated and that even the most skilled and successful writers, those who write and publish their work often, experience challenges.

Reflecting on the challenges I experienced with writing and learning to improve my writing skills as an adult and in service teacher, coupled with witnessing the students I taught in prior years struggle through the writing process due to what I perceived to be a questionable understanding of how to navigate it, motivated me to now prioritize explicit writing instruction and practice in my language program and advocate that other teachers do the same.

When I work with students in junior/intermediate grades who are developing their writing skills or teachers who want to improve their writing instruction, I begin by sharing the insights above to provide what I believe to be a more comprehensive overview of the writing process. I then explain that that students require explicit instruction in all parts of the writing process and lots of regular practice to become confident competent writers. I conclude by debunking the myth that writing is easy or straightforward and remind audiences that challenges are a natural part of the process; yet a clear knowledge of what I believe to be the comprehensive writing process, useful strategies to navigate it, and regular practice will help to alleviate some of the stress and perhaps anxiety associated with teaching writing and learning to write.

In, What the Science of Reading Says about Writing, authors Jennifer Jump and Hillary Wolfe support this approach. They write, “Research confirms that students need strategies to successfully engage in each of these stages. They need modeling and explicit instruction, with a gradual release of responsibility to boost their confidence and foster perseverance. When students are taught how to engage in the process of writing, their compositions become longer, full, and qualitatively better”.

I now enjoy writing and consider myself to be a competent writer because I have a variety of strategies to engage in the writing process and I know what to do when I experience challenges. While my hope is that the students I teach learn to enjoy writing because in part, they develop the knowledge and skills to engage in the writing process. The real lesson that I hope to impart is the value of good writing; that is writing that is coherent and cogent, in addition to the importance of developing competent writing skills and how those skills increasingly become an asset as they progress through life within and beyond school.

Integrating Science and Art

A tissue box covered in paper, pipe cleaners, pom poms and drawings to become a boat.
A boat sculpture crafted out of a tissue box.

What do science and art have in common? Plenty! The achievement chart for the Ontario grade 1-8 Science curriculum is very similar to the achievement chart for the Arts. Both of these areas of the curriculum allow for curiosity and experimentation. Planning summative assessments that use critical and creative thinking are a fantastic way to bring these subjects together in a way that makes learning feel like a celebration.

When integrating science and art there is also a great opportunity to explore the worldview of Indigenous peoples and learn about two-eyed seeing. We can invite a guest to share arts and crafts and explore the relationship between science and art. For example, I have a beautiful talking stick created with guidance from a Métis artist. During the process she taught us about the important role of water and the gifts of the earth. On another occasion, my students painted stones that were added to a memorial at a First Nation school with teachings about mother earth and the impact of residential schools on generations of Indigenous children.

Here are some suggestions for science lessons using different mediums in art.

Draw, Sketch, Paint

Whether it’s pencil, charcoal, watercolour, acrylic or pastels, there are opportunities in every science unit to create scenes and/or diagrams of the subjects we study. Painting trees in every season, making a pastel scene of a habitat with animal silhouettes cut out and glued on top, or doing a star filled sky with planets and comets. These materials are the most common in our schools and you just need some paper or sketchbooks to get started. One of my favourite things about sketching is you can easily do this outside!

Four green vases are drawn on the paper with a brightly coloured finger painting of a lupin flower in each one.
A finger painting of lupins.

Sculpt

One memorable lesson I’ve done a few times is to create sculptures using cardboard in grade 3 science. We used plenty of masking tape and learned about creating a sturdy, solid base. Then students were able to paint their creations as well. Castles, towers, hockey arenas and more have been created this way. We have also used plasticine in a CD case, with inspiration for author/illustrator Barbara Reid to do studies of natural phenomena like clouds, flowers and planets. Sculpting with air-dry modelling clay is another wonderful medium to use. Creating a diorama can use a variety of materials together to demonstrate learning. Using natural materials to create designs and models gives us more reasons to get those kids outside to build a positive relationship with the environment.

Digital Art

Going back quite a few years we got permission to use Minecraft education and grade 7 students created a digital model of the school yard with the design of the new outdoor classroom included. The students did an amazing job and added in all kinds of details of wildlife, plants and playground equipment. We have used more basic software like Paint and Kidpix (that should be nostalgic for you teachers who were in elementary school in the early 2000’s!). Whatever drawing software is available, there will be students who absolutely love it.

Photography

This is another favourite medium for getting kids outdoors to make scientific observations. Whether you are comparing types of leaves, soil, rocks or habitats, a picture is worth a thousand words. Based on some past experiences, I do recommend putting some limits on the number of photos allowed! Putting the photos into a slide deck makes it easy to share the work with each other.

Eight bright pink yarrow flowers in bloom with green leaves.
Yarrow in the school garden.

Multimedia and more

Combining mediums to create brings so much fun and higher order thinking into play. Could we create art that also incorporates electrical circuits? Could we paint paper mache planets in a solar system model? How about a mural or a collage that explores the impact humans are having on the natural environment?

Famous Artists who Study Science

We are not alone integrating science and art. Our students may be interested in learning about artists who also contributed to the world of science including: Leonardo Da Vinci, Beatrix Potter, James Audubon, and Frederick Banting.

Art display in the school gym.

Make a Day of It!

If our schedule allows, it’s always exciting to dedicate a day to a culminating task and have it completed in time for an art/science show for other students to view. We can integrate more learning by writing advertisements for the show and consider adding peer evaluation to the assessment.

Happy Creating!

Brenda

*Photo credits: B. MacNaughton

The Importance of Questions (Part 2)

Noticing The Questions

As I  composed this piece in the last weeks of December, I was aware that it has the potential of being more than a 2 part piece. I continue to notice questions in everyday professional spaces. Questions asked around me stand out because the language that goes from seemingly innocuous talk to formal texts that in turn guide trajectories of educational work and the outcomes for students.

If those outcomes unfold on paths of equity and social justice, I always look deeper for the driving gear: who is the person – parent, family friend, educational worker or combination of all three or more who have made it their mission to ensure that that student achieves their fullest potential. 

Also, sometimes the topics I write about invite readers to take a deep and honest look around so that we can be authentically inclusive in our professional practice towards all with whom we interact. A twinge here and there is therefore okay, it helps us sharpen out growth mindset as ETFO members.

Some Spaces Are Special

A black metal park bench beside a walking track with three red-leafed trees behind it. The grass around it glows in the sunshine
A Special Park Bench (Karnad-Jani, 2024)

Notice this beautiful bench situated along the walking track around the cricket pitch beside the school with the gorgeous sunrise where I worked for 14 years. In 2018, after considering many factors, mostly around breathing room and well being, I had decided to move to another school. But I still walk here every season as long as the paths are ice-free. So it was that one late summer in the last week of August, shall we say, I met up with a former student now an educator who wanted to talk through some career decisions.

Such walks are mutually supportive as I can give back to the communities of practice that steady me and another educator can have an unconditional space to air their ideas and possibilities. We walked a few laps and sat down to take in the view. A warm breeze was blowing and I was thinking of 6 students in my last three years at this school with whom our team used to walk this track daily for our observation skills, social skills, and conversational and communication goals with our flip and talk books etc. One student had clearly described this very bench as “A park bench is like a chair that’s outside. It is longer than the chair inside our class and you can’t pick it up.” How delighted we were at this description! It is one of the special memories of that time

 

What are YOU doing here?

Just then, someone I knew from years ago stopped in front of me and demanded, “What are you doing here?” and without waiting for a response, walked on.  My walking companion was as startled as I was at this interaction if one could call it that. “What was that, Ms. Karnad-Jani? They did not even wait for a response.”

My heart beat quickened from past memories of having faced this question in various spaces. 

Deep breath in. Look around. Exhale. I was glad I was in a beautiful space outside that helped me compose myself. We walked some more and that was that.

I have thought about this question often as it appears in our lives in many ways.

When one is asked “What are YOU doing here?”  we can claim space individually and collectively to support one another when this question comes up  that may challenge our very presence in some, many, any spaces.  

I am sharing Claiming Space: Self-Identifying With My Union from 2018 which is always relevant. Also please read the Letter from the Editor highlighting the writing from the issue in which this article was published.

Also, always consult and implement the guidelines outlined in ETFO’s Terms of Use when using any published materials in professional learning and elsewhere because all of us who write academically and professionally work very diligently to think about the ideas we share with you. 

 

"I am ETFO" button with the word "also" added in reads " I am also ETFO"
I wear my “I am ETFO ” button proudly.

With You, In Solidarity,

Rashmee Karnad-Jani

“Just Right”

I am a self-proclaimed avid reader.  During summer holidays, I can’t wait to get to the local library and pick up a stack of books.  Spring break?  I’ve already got a hold of the Canada Reads list to make my way through.  I do love a great story. 

It’s funny how stories can take on different meanings for me throughout my life.  As I’ve heard, then read, then re-told the story of Goldilocks and the Three Bears, I notice that it has taken on different meanings for me.  As a child, I felt like this was a serious warning: respect others’ privacy and property, be careful when you’re out alone.  As an adult, I thought about Goldilocks as a curious child getting into mischief. And as of late, I’ve learned of interpretations that compare the story to gentrification and colonization.  In all the ways I have thought of this story over the years, I’ve found it interesting to revisit, to turn it over in my mind, and consider different messages. 

As an educator, I think of Goldilocks’ story as a metaphor for the way children try different things to discover what they like and don’t like. Those famous phrases, “This porridge is too hot!  This porridge is too cold!  This porridge is just right!” are the ways I hear children moving through the world.  I hear them trying on clothing, activities, identity, and yes, even the ways they figure out what they like about school. 

Building a love of reading in students can look like this as well; trying out many different stories and authors.  Reading a variety of genres helps students to know what they like best: mysteries, drama, science fiction, comedy, non-fiction, etc.  There’s also different forms of writing: poetry, prose, verse, graphic novels, and more.  There are so many more options for children to explore and love than I had when I was a student. Libraries have a beautiful, wide selection for students and learning how to navigate that space can expose them to many different worlds. 

I used to be a real stickler for reading the entire story.  For myself, I used to insist on reading a book right to the end – even when I didn’t fully enjoy it, I powered my way through every page.  My perspectives have now changed; life is too short to spend reading books that don’t resonate with me.  I might try a ‘bite’ of a chapter or two and then decide it’s too wordy, the setting isn’t quite right, the pacing feels uncomfortable.  It’s just not for me.  And, like Goldilocks, I am giving myself permission to put it down and try something else. 

Extending this invitation to students also gives them the opportunity to think about themselves as readers. Of course, I want them to find a book they love and read it through to the end, but sometimes the book they’ve selected just isn’t the book for them.  If students aren’t finishing books they’ve self selected, that also speaks to them as a reader.  Perhaps they need to think about what they like or what style of writing works for them.  If they want to ‘take a bite’ of a book then put it down for another, a conversation may help to guide some of this self-reflection.  Using questions like:  

  • What’s this book about? What made you pick it up?  
  • Why isn’t this book for you? What made you change your mind about this book?
  • What type of book do you think you would like to try next? 
  • How can we track the types of books, authors, styles you like so you will know what to look for in the school library? 

These conversations may help to guide your discussions with students.  Taking on a curious stance means that it’s less about students feeling like they are wrong for not finishing their book and more about how we care about helping them find the right fit book for them.  When the educator takes on a guiding role, mentoring students from a position of care, we are developing relationships. Instead of telling them what kind of reader they should be, we are helping them to learn more about themselves and what kind of reader they are. 

What makes Goldilocks and the Three Bears interesting is that there is no wrapped up happy ending, like in other fables.  We don’t know what happens to Goldilocks as she is “never seen again” at the end of the story.  I wonder where she went and if she told anyone what she saw or did. If I could rewrite this ending from my educator lens, I’d love it if the surprised bears taught Goldilocks how to make porridge and build furniture she thought was best. Goldilocks would learn these skills from the bears, perhaps even sharing some skills and knowledge of her own that the bears could use in their cottage.  And both of them would learn that there are many different ways to be ‘just right’.  

 

Understanding Program Adaptations for Multilingual Language Learners: Part 2

In part 1 of this blog, we explored the first two steps of developing programming adaptations for MLLs: know the learner and determine the language demands of your program. Next, we will take the insights gathered from these initial steps to create appropriate accommodations and modifications for MLLs.

When educators have an understanding of MLL learner variability and the language demands of the curriculum we are teaching, we are well equipped to develop programs that are flexible enough to meet the needs of all students. And while you will inevitably run into challenges, make mistakes, and find that some ideas simply won’t work – it is all part of the growth we are privileged to experience as teachers.

Let’s start by reviewing definitions of MLL accommodations and modifications, and how we can select adaptations to correlate with the student’s level of language proficiency and learner variability.

Accommodations for MLLs

Accommodations are tier 1 supports that educators can implement at any time. They benefit more than just the MLLs in your classroom, and are effective for all students. These strategies do not require any alteration in curriculum expectations, and help MLLs access the same content as their peers.

There are many accommodations for MLLs out there, but they can broadly be categorized as follows.

Instructional Accommodations, which involve changes in teaching strategies, materials, or approaches that help students access the curriculum. Some examples include:

  • Visual supports
  • Pre-teaching vocabulary
  • Use of visual cues
  • Sentence frames and starters
  • Modeling
  • “Chunking” tasks
  • Use of role-playing, manipulative, and other interactive tasks

Learning Resource Accommodations are adjustments to the tools and materials used for learning. Some examples include:

  • Audiobooks
  • Bilingual or picture dictionaries
  • Graphic organizers
  • Digital learning tools
  • Infographics
  • Translation tools
  • Dual language books
  • Alternative Reading Materials

Assessment Accommodations are adjustments to the way students demonstrate their learning. Some examples include:

  • Oral response instead of written
  • Use of media tools to demonstrate learning
  • Use of assistive technology to complete assignments
  • Cloze sentences
  • Use of translation tools to evaluate a student’s response in their preferred language

With so many different options for MLL accommodations available, you may find it handy to keep a list somewhere visible for easy reference. They will be particularly relevant when you can align them with areas of the curriculum that have high language demands for input and output: for example, a reading in a subject like social studies, or an assignment that previously involved solely a written response.

Modifications for MLLs

Modifications are changes made to grade level curriculum expectations for a subject in order to meet the MLL’s language learning needs. They may include changes to the number of curriculum expectations, and changes to the complexity of a curriculum. Modifications for ELLs in English as a Second Language programs typically do not involve a change in grade level. This is because the modifications are put in place to address language learning needs, not cognitive demands.

In most cases, modified curriculum expectations are needed for students in the earliest Steps to English Language Proficiency, such as STEPs 1-3. Students with an emergent level of English realistically require modifications because they may still be in the process of acquiring basic interpersonal communication skills (English for social and practical situations).

Keep in mind, however, that it is important to maintain high expectations for students and to not “water down” the curriculum. It can be demotivating, particularly for older children, to be offered picture books with content that is not aligned with their age group. Check with your teacher-librarian to see if there are hi-lo novels or visually supported non-fiction or interest-related texts that MLLs will be excited to explore.

In some situations, such as math, you may find that an MLL needs to develop a skill that was taught in earlier grades because they did not have the opportunity to learn it in their previous school, have not attended school, or because they were not able to learn the skill as a result of language learning in the past. Modifications are essential in this context to ensure that the student can meet grade level curriculum learning as soon as possible. Focus on accelerating the student’s learning in that area, and monitor the student’s growth so you know whether or not a higher tier of support may be required.

Example of modifications for MLLs.

Grade 7 History: By the end of Grade 7, the student will…

Analyse some of the main challenges facing various individuals, groups, and/or communities, including First Nations, Metis, and Inuit individuals and communities, in Canada between 1713 and 1800 and ways in which people responded to those challenges.

Modified:

Understand how different Indigenous communities and peoples in Canada responded to challenges between 1713 and 1800.

Assessment and Evaluation

When modified curriculum expectations are used to adapt instruction for MLLs, be sure to assess students based on the modified expectations. When assessing early STEP MLLs, remember to adjust language output goals according to the student’s STEP. Look for growth in language and literacy skills, and focus on evaluating student work that happens closer to reporting periods, as this is when students will have had opportunities to learn and acquire more English skills.

Supporting Multilingual Learners: Final Thoughts

Learning how to develop and implement program adaptions for MLLs is another step you can take toward enhancing your teaching practice for all the learners you teach. Know your learner, identify the language demands of the curriculum you are teaching, determine the accommodations and modifications that will best support your learners, and you’ll enable the MLLs you teach to participate and engage more actively in their learning.

Transgender Day of Visibility

As the inspiring Laverne Cox once said, “Who you are is beautiful and amazing.”  The joy of knowing who oneself and living authentically is a worthy of celebration.  Throughout the year, there are a number of opportunities to celebrate different identities and on March 31st, the focus is on the lives and achievements of transgender people.

Since 2009, March 31st has been recognized as the International Transgender Day of Visibility because of the tireless work of Rachel Crandall-Crocker*.  Different from Transgender Day of Remembrance which occurs annually on November 20th, Transgender Day of Visibility is a day to honour and celebrate transgender people.  This day, recognized by the Canadian government, also raises awareness of discrimination faced by the trans and non-binary community by sharing the stories of transgender people.

March 31st will be a day to centre transgender identities.  As educators, we strive to create welcoming and inclusive educational spaces for all children and families to feel part of the community.  If it’s your first time recognizing International Trans Day of Visibility, start with building your own knowledge.  Take some time to learn about trans people, their histories, and their stories.  There are a number of resources online, including many from ETFO, that can support your learning. 

There are also many beautiful stories that would make a lovely book display in the classroom or library.  Being visible about your support for gender diverse people is noted by those who need your support the most.  It also creates space for transgender voices to be heard. As educators, we can use our privilege to amplify the voices of trans people who have been typically silenced. 

Learn how to recognize transphobia and what to say or do when you see or hear it arise. Reflect on the spaces in your schools. How can you prepare spaces for children, colleagues, and community members to feel comfortable and seen in your school – whether they have arrived yet or not?  How can we learn this together with our colleagues? 

As educators, we have the power to shape a joyful observance of  International Transgender Day of Visibility in schools. I urge you to consider how you will help transgender children, community members, and staff to feel celebrated for their brilliance, achievements, and ongoing contributions to our world on March 31st and beyond. 

Books  

Sparkle Boy by Leslie Newman

I Am Jazz by Jessica Herthel and Jazz Jennings

Jacob’s New Dress by Sarah Hoffman

Born Ready by Jodie Patterson

Ana on the Edge by AJ Sass

Night of the Living Zed by Basil Sylvester and Kevin Sylvester

For Educator Learning

Elementary Teachers’ Federation of Ontario – 2SLGBTQ+ Resources

TRANS KIDS BELONG

Elementary Teachers’ Federation of Ontario – No One’s Gender Identity Should Be Up for Debate

Egale – Trans Day of Visibility

International Transgender Day of Visibility: An opportunity to honour our transgender community – Canada.ca

*Rachel Crandall Crocker is a licensed psychotherapist specializing in transgender issues.  She is also an international transgender activist, and the founder and organizer of the International Transgender Day of Visibility.  (from Transgender Michigan)

Understanding Program Adaptations for Multilingual Language Learners: Part 1

It’s not uncommon for educators to wonder how to adapt programming for emergent speakers of English. How do you engage newcomer students while teaching the curriculum to the rest of the class – most of which are already proficient or fluent users of English?

Newcomer multilingual language learners, or MLLs, face the daunting challenge of learning English while also learning the same curriculum content as their peers. As educators, we must take on the challenge of ensuring that the program is adapted appropriately for them through accommodations and modifications.

To support educators in adapting programming for MLLs, ETFO has created an easy-to-use resource that can be used to develop modifications and accommodations. You can download this resource from the ETFO website, along with other fantastic resources on topics like translanguaging and literacy screeners for MLLs.

In this 2-part blog, we will take a deeper dive into Program Adaptation for MLLs, specifically the process of determining which adaptations will best serve the needs of the MLLs in our classrooms. Part 1 will focus on understanding the importance of knowing the learner and determining the language demands of your program. Part 2 of this blog will unpack accommodations and modifications for MLLs.

Source: ETFO.

Know The Learner

MLLs are not a monolithic group: they include Canadian born MLLs, long term learners of English, newcomers, or they may have missed significant amounts of formal schooling. They may come from a variety of lived experiences, such as separation from family members, trauma, or live in communities in Canada where a language other than English is spoken.

Part of knowing the MLLs you teach is also understanding their language and literacy skills in English and the other languages they speak. In Ontario, English language proficiency levels are identified using the Steps to English Language Proficiency continua, which contains a detailed continuum of observable language behaviours that will enable you to understand where they are in terms of their English learning.

It is also useful to know if the MLLs you teach have writing and reading skills in another language. Being able to leverage those literacy skills is an easy way to create an entry point to the curriculum: if you can provide them with translated content, then they can continue building critical language skills that will be transferred as they learn and acquire English.

There are many other elements that make MLLs unique, so it is important to gather information from conversations with students and their families, or from an initial assessment report if one is available.

How does knowing the learner impact programming?

Imagine you have a grade 7 student who has never attended school until their arrival in your school. As such, they will need a significantly modified curriculum where they can build foundational literacy and numeracy skills.

Or perhaps you have a student that arrives in grade 4 with strong reading and math skills from their education in their previous country of residence. They will benefit from strategies like translanguaging and opportunities to read level appropriate texts in their preferred language so they can continue building their cognitive skills.

Knowing the goals, interests, and backgrounds of students will also enable you to be culturally responsive in your teaching practice and foster strong relationships with the student and their family. Some fun ways to gather this information include the creation of “identity texts”, like poems or art projects, multi-modal journaling, or student surveys and interviews.

Determine the Language Demands of the Program

The next step of adapting instruction involves examining your program critically to determine its language demands. Some key questions to ask include:

  • Does my teaching incorporate multiple entry points into content, such as video, illustrations, audio, or opportunities for experiential learning?
  • Am I offering students multiple ways to demonstrate their learning, such as oral presentations, recordings, or visuals?
  • Do I intentionally use Universal Design for Learning strategies?
  • Do I have a clearly articulated language policy where MLLs know they can leverage the entire repertoire of their language skills (ex. Home or preferred languages)?
  • What am I doing to make curriculum content comprehensible to students with different levels of language proficiency?
  • Am I explicitly teaching academic language skills and do students have opportunities to practice using unfamiliar, subject-specific vocabulary?

The most important takeaway here is that program adaptation requires an understanding of the language skills students need to engage with the programming you have developed for the students you teach. You will want to look for opportunities to tweak and enhance your programming so emergent speakers of English can participate alongside their peers.

Looking Ahead: Accommodations and Modifications

With a clear understanding of the MLLs you teach and the language demands of the programming you have developed, you are well-positioned to create and implement the appropriate accommodations and modifications for MLLs. We will go into more detail in part 2 of this blog.

Fostering a Sense of Community


In the Ontario Language Curriculum, Strand A.3 emphasizes the importance of applying language and literacy skills in cross-curricular learning. It focuses on the demonstration and understanding of, and making connections to, diverse voices, experiences, perspectives, histories, and contributions. This includes recognizing and learning from the voices of First Nations, Métis, and Inuit communities, groups, and nations. By fostering a sense of community and collaboration within our classrooms, we align directly with Strand A.3’s goal to help students see themselves and others through the lens of their unique experiences and histories.

When I think about collaboration in the classroom, I picture moments where students from different walks of life come together, share their voices, experiences, and learn from one another. These moments go beyond just working on a project together—they represent a deeper connection between students, fostering an environment where barriers are challenged and broken down and respect is built. The Elementary Teachers’ Federation of Ontario (ETFO) places a high priority on equity and social justice. One of ETFO’s key priorities is “…to promote social justice in the areas of peace, anti-poverty, non-violence, and equity”. Thus creating not only inclusive and collaborative classrooms but also school communities and beyond.

ETFO’s anti-oppressive framework is important for educators to understand and implement. This framework is defined as:

“The method and process in which we understand how systems of oppression such as colonialism, racism, sexism, homophobia, transphobia, classism and ableism can result in individual discriminatory actions and structural/systemic inequalities for certain groups in society. Anti-oppressive practices and goals seek to recognize and dismantle such discriminatory actions and power imbalances”.

By incorporating this framework into our teaching and learning practices, we can reflect on our actions and begin to recognize which voices are being represented, and then make intentional choices to work towards creating truly inclusive learning environments.

Schools are beautiful mosaics of cultures, and our classrooms should reflect that. In our classrooms, students represent a range of ethnicities, religions, and traditions. Collaboration provides an opportunity for students to connect, share their unique perspectives, and develop a deeper understanding of the world around them.


Many of us already create shared experiences for students, but there’s always room to deepen collaboration. One meaningful way is to celebrate student identities year-round—not just at the start of the year. This could mean weaving culturally relevant materials into lessons or designing projects that tackle issues impacting their communities.

For instance, in a junior class, a language and social studies lesson combined with math might begin with reading a book like If The World Was a Village of 100 People by David J. Smith and David Julian Smith. Students could explore the fraction of countries or cultures represented in their classroom, then create visual representations of these fractions and then discuss how different cultures shape their community’s identity.

Collaboration with the community can also be woven into the school community. One way to do this is by partnering with local organizations, activists, or leaders to tackle real-world issues such as poverty, environmental sustainability, or social justice. Students could work on projects that address these challenges—whether it’s creating awareness campaigns, conducting surveys, or designing solutions such as policy changes to specific problems in their neighborhood.

Take for example the topic of environmental sustainability. In a primary or junior classroom, you could read I am Connected by Ḵung Jaadee to explore our bond with the planet, then visit Indigenous-led conservation initiatives to learn about traditional land stewardship. To further the collaboration, have students take action and make a difference in their local community. Have them address issues such as how access to basic living needs like food can be improved through community-driven solutions, such as establishing school gardens or advocating for policy change to reduce food insecurity in partnership with local organizations. By collaborating with local organizations in our community, we can challenge students to think critically about social issues and inspire them to be agents of positive change both in their community and beyond.

Collaboration begins with us in our schools, it extends to families, community groups, and local organizations, and this external collaboration also plays an important role in supporting students’ holistic development. In Ontario, where students come from a wide range of cultural and linguistic backgrounds, it is important to create opportunities for students to work together, learn from each other, and develop an appreciation for the variety of cultures and our similarities and differences.

For further resources on ETFO’s Equity resources, Anti-Oppressive Framework, collaboration and building inclusive schools, check out these resources:

ETFO’s Programs and Workshops

ETFO’s Anti-Oppressive Framework: A Primer

ETFO’s Equity Resources


Ontario’s Building Capacity series titled, Culturally Responsive Pedagogy Towards Equity and Inclusivity in Ontario Schools

Human Rights, Equity, and Inclusive Education. Considerations for Program Planning, Ontario Ministry of Education, June 2024, https://www.dcp.edu.gov.on.ca/en/program-planning/considerations-for-program-planning/human-rights-equity-and-inclusive-education

Integrated Learning – Unforgettable Drama

Covering two subjects in one lesson, it’s a teacher’s dream! Integrated lesson planning, also called cross-curricular lesson planning, is a wonderful way to combine creativity and content. For some students with diverse learning needs, using drama as a way to help them master new information is especially helpful. I still remember a high school science lesson about acid rain and a student doing a presentation had created a life sized raindrop costume by spray painting blue foam. Decades later I still think about that. Here are a few of my favorite examples of integrating drama expectations with content from other subjects.

The News Report

Whether it’s science, social studies, or health, creating a news report or interview demonstrates the students’ understanding of the course content. For example, I have had students create questions and responses for an interview with an expert on a planet (grade 6 science), a cultural celebration (grade 2 social studies), or the dangers of smoking, (grade 3 health). Working in groups of 2-4, students would play the role of interviewer or expert.  Some groups perform for the class and some have a smaller audience. We have had instances where their work was polished enough to perform for other classes as well.

The Narrated Scene

This integrated lesson plan can be done with the entire class. Have a student (or a teacher) read out a script and all students perform all parts.  This is a fantastic body movement activity and can be used to break up a content heavy lesson. For example, in grade one science we can act out different animal activities during the day compared to night time. In grade 4 social studies we can role play how humans or animals use the natural environment in different parts of Canada.

Charades

This versatile role-playing game is a handy one to have on hand! It can be especially good for learning new vocabulary and content. Have some words in a hat, for example: deposition, sublimation, evaporation from grade 5 science. Call up one student to act out that word or phrase and students who guess the correct answer can go next or choose who goes next.

Curriculum Expectations, Learning Goals, and Success Criteria 

For grades 1-8 in Ontario there is a drama expectation about role-play so each of these activities can give you information about a student’s ability to perform this expectation. In fact, this is such a key component to drama that it could be posted as a learning goal throughout the year. The success criteria would be written in grade appropriate language. Role play is a beautiful way to have students see the perspective of someone they might not have understood otherwise. It’s a demonstration of the kind of empathy we appreciate in our classrooms and society.

I have more to say about integrated lesson planning so come back to Heart and Art for more helpful tips.

Signed, that teacher who takes your class for prep and sometimes brings them back buzzing with excitement. Sorry!

Brenda