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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.

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)

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

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

“I spent so much time thinking about what would happen when I got there
that I didn’t spend enough time in the right now. That’s where life was happening.”
– Melissa Etheridge

In my first few years of teaching, I couldn’t wait to be a “good teacher”. I wanted to know everything there was about curriculum, about newest and best strategies, about lingo and processes and students and classroom management….. I thought if I could just attend as much professional learning as possible and immediately implement everything I learned then I would do the best possible things for the students. Then things would be easier and less overwhelming and the students would be excited to come to school each day.

I thought a lot about what things would be like once I got “there”.

Working with new teachers this year, I see and hear that same desire to learn everything. Their determination is energizing and inspiring! They are always so eager to learn, so thoughtful in their interactions with students, and so caring about creating classroom environments that are welcoming and inclusive. They wonder and ask questions about the things they notice about children, school, and learning. Despite the overwhelming list of things to do, they are always striving to learn as much as possible and be the best they can be.

The truth is, that journey never ends. In education, impermanence is the only permanence. There’s always the next challenge – a new grade, a new school, a new teaching partner. There’s changing curriculum expectations and addendums to current curriculum to learn. New research informs strategies; new books and new thinking evolve and inform our learning as educators. Student lived experiences change and who they are differs from year to year and generation to generation. After almost 25 years, I’m still trying to get ‘there’…. And I’m still wondering when I will.

Instead, I want to focus on what is happening right now and shifting my desire from reaching that goal to becoming and evolving as an educator. I still spend a lot of time thinking and learning about curriculum and teaching, but I am spending more time in the ‘now’ – connecting with students and families, finding joyful moments together, and giving myself grace for imperfection that comes with good intentions. I’m doing the best I can with the knowledge I have and I will keep learning more as time marches swiftly on.

In the meantime, I’m going to love our moments together. This may be the last year I see these students before they move to another teacher, grade, or school. I’m treasuring this space where life is happening; making memories together, seeing excitement in moments we share, letting them know that they are important and cared for. I want to be a teacher that is present, that helps them feel like they can take up space and be celebrated for who they are. We spend so much of our time together at school, I want to remember to find joy in the place where life is happening every day.

A few years ago, my colleagues and I were running workshops for students about implicit and explicit bias. The majority of students who attended that space identified as equity-deserving or sovereignty-seeking, such as Black, racialized, Indigenous, 2SLGTBQI+, and more identities. During this workshop, the student discussions shifted to courageous conversations about the students’ experiences with microaggressions and macroaggressions. They were brave and vulnerable sharing their thoughts, asking questions out loud, and holding space for each other’s emotions.

At the time, one of my colleagues turned to me and marvelled at how listening to the students’ experiences was telling of how much they needed space to let their voices be heard. The shared perspectives and experiences were so important for them. She also wondered, “Where is this space for other children who are not here? When do they get to have these conversations and build their understanding?”

That experience has sat with me for the past three years. I think back to that conversation when she was asking me a question that I didn’t understand at the time. Now, I believe that she was acknowledging that all students need to learn about implicit/explicit bias, how it is enacted upon others, and the effects of upholding white, cis-hetero supremacy. That learning and understanding isn’t reserved for those who experience it negatively, it’s necessary learning for all. I realise that the space we cultivated wasn’t really the learning space we thought it would be, it was more of a healing space and that’s what the students needed at the time. But it still left me with the question what does the anti-oppression conversation look like? How can we make that lesson impactful? Maybe I just wasn’t there yet in my own thinking and learning yet.

Fast forward another year and my own experiences in having conversations with others about oppression, actions, and barriers both current and historic. I am realising that when we solely react to situations of harm, we are trying to repair harm and there’s not a lot of time for the depth of work we need to be impactful. I believe that we need to work consistently to humanise all lived identities, to build student understanding that all identities are valid and human and deserve to be treated as such. This needs to happen within the context of curriculum, for both students and educators.

To help, ETFO has some great resources and learning opportunities for educators to seek out ways to build their understanding of anti-oppression and how to navigate those conversations and situations. If you haven’t yet had the opportunity to attend the Anti-Oppressive Framework workshop, then I highly suggest that you apply. This workshop is a prerequisite for Collective Bargaining Academy, Parliamentarian Training, and Union school applicants; however, it’s valuable for every educator. Being in space with conversations about recognizing oppression and how to be actively anti-oppressive is a learning opportunity for all individuals.

If you are looking for some classroom resources to help you have conversations about identity, then ETFO also has some incredible lessons that are designed to be part of the curriculum. If you haven’t had the opportunity to use the Race Matters resource yet, then I highly recommend checking out the resource. The step by step lessons enable educators to engage in conversation and learning in each division from primary to intermediate. The content is age appropriate and equips teachers to engage with anti-racist pedagogy.

Another wonderful resource is The Places We Meet: Embedding Intersectional Feminism in the Classroom, Kindergarten to Grade Eight. In this resource, there are a variety of lessons that help educators and learners critically examine issues of intersectional feminism. The resource has webinars, videos, and posters to support your thinking and learning and which accompanies the lessons so that you feel confident and able to enter conversations around equity issues, change-making, and shifting power to achieve social justice for all.

These resources and opportunities are ways that ETFO supports members in understanding curriculum, their own identities, and how to be anti-oppressive. The classroom resources are valuable in bridging knowledge and understanding for everyone and work toward building and providing inclusive spaces. I reflect back on that wondering of my colleague from years ago: where is that space for all children to have these conversations about equity and social justice and anti-oppression? I think we know the answer is the classroom they spend time in each day. I hope these resources help us all to feel confident to do that.