Rashmee Karnad-Jani Advocacy for change, agency, Anti-bullying, Anti-Racism, Building Inclusion, Classroom Management, Communication with Parents and Guardians, Constant Learning, Inspiring Students, Inspiring Teachers, Language Learning, Learning About Your Students, Learning in a Real Life Context

Sweet Moments, Different Names

Hello Fellow Travellers,

I’ve written in previous posts about the wonderful opportunity of learning from and with students when I’m invited to collaborate with educators who work with students from kindergarten to age 21.

This past week as we approached the end of a cooler-than-usual April, the sun shone warmer and a long awaited Spring peeped out from behind grey clouds that had greeted us in previous months. One Friday afternoon before the long weekend, I was in a Grade 7 classroom. I arrived during lunch and went upstairs as pre-decided with the teacher. I found a corner to work until lunch time was over and the teacher came back.
Soon, the students came in also and the two nearest to me asked who I was and as always, I respectfully mentioned that I’d introduce myself when their teacher invited me to. As always students had questions – my name, where am I from, what’s my favourite food and so on. I usually stay with 10 questions so the teacher’s planned lesson can continue and we review classroom expectations prior so that students remember that every person who enters their class deserves respect.
Something To Think About
One student asked me what is the most important thing about my job and I said that I get to experience hope and joy when I interact with students. They asked me if I was part of their history lesson and while I was not co-teaching it, I could be. Our lives as people are interconnected after all.  I enjoyed the interaction among students during their history lesson that was about the fur trade in this land now known as Canada. There were many deep questions they asked their teacher.
Moving On To Other Topics
Then it was time for their reading buddies to come in. There was a bustle of activity as everyone was excited. Their teacher reviewed the expectations for them and students prepared to welcome the younger students. One student whose ancestral heritage was different from mine at first glance to them, approached me and said, “I have one more question: Do you like sooji ka halwa?”
I replied “Yes, I do. But I don’t call it sooji ka halwa”
“Really? What do you call it then?”, they asked.
In my mother tongue, we call it sheeraa” I said.
“It is cool that sooji ka halwa has another name. I have heard some people call it just sooji then?” the student said. “Yes”, I said. “Why is that?” the student asked.
I replied from a knowledge I had received over the years, and which has grown stronger since travelling far and learning from many. “Languages are beautiful. They grow and change over time and become richer also. The same thing can have many names and be experienced in many different ways by different people”
“Sooji Ka Halwa has many names then!”, the student remarked with a smile.
“And you know, sooji is semolina, so sooji ka halwa is “halwa/dessert made from sooji. Sometimes it’s called sooji also”, I said.
This was an unexpected sweet moment in my day and that evening, to commemorate that day, I made some sheera (or sooji ka halwa) following the recipe I learned from my Amma. I am sharing it here.
Perhaps if we meet sometime, we can connect over conversation about food that we know and love, even if they have different names. I am looking forward to those times.
Rashmee’s Amma’s Sheeraa Recipe 
Ingredients
2 tbsp ghee (clarified butter)
1 cup sooji (semolina)
2 cups milk
1 cup sugar
1 tsp elaichi (cardamom) powder
Method
In a kadhai (thick bottomed pan or wok), add ghee and let it melt
Turn the heat down and add sooji gently
Keep stirring until the sooji changes to a pinkish colour and becomes fragrant.
After 3-4 minutes add two cups of milk and keep stirring until the mixture cooks well
Add sugar and elaichi powder and keep stirring
Put the pan on a frying pan for indirect heat (so it’s not directly on the stove)
Cover it
In a few minutes remove the lid and stir again.
The sheera is ready to share and enjoy!
I wish you many sweet experiences and special interactions in your travels…
With you, in solidarity
Rashmee Karnad-Jani
P.S: Before I left, the student smiled and said “I also like your shoes”
red and white sneakers against a white classroom floor.
My Earned Shoes
Iyanuoluwa Akinrinola Inspiring Students, Language Learning

Picture Books Are Pure Gold (Even with Older Students)

Picture Books Are Pure Gold

When we think of picture books, we often picture tiny tots cuddled up with a big, colourful book, eyes wide with wonder. But here’s a little secret: picture books aren’t just for the little ones. Picture books are powerful tools that can engage students well beyond the early years. They’re like those classic animated movies, full of bright colours and fun for the kids but packed with deeper messages that all can appreciate. Whether you’re teaching Kindergarten or Grade 8, picture books can foster a love of reading, help build literacy, spark creativity, and enhance social and emotional learning in ways that resonate deeply with students of all ages. Picture books should remain a staple in your classroom, regardless of your student’s grade level.

Picture books are not just for entertainment; they are powerful tools for building literacy skills. The combination of text and illustrations helps young learners connect words to meanings, making reading an enjoyable and accessible experience. The rhythm, rhyme, and repetition found in many picture books are excellent for developing phonemic awareness, a cornerstone of early literacy.

And for older kids? Picture books are like the ultimate plot twist. Just when they think they’re too cool for storytime, these books sneak in with deeper themes, clever wordplay, and illustrations that make them think, “Wait, there’s more to this than meets the eye!” It’s like discovering that the animated movie you loved as a kid actually has jokes meant for adults. For intermediate students, picture books can serve as a sophisticated tool for exploring complex themes, making inferences, and analyzing characters. The visual elements encourage students to think critically about how images complement or enhance the text, developing their skills in visual literacy, an increasingly important competency in our multimedia world. Whether using a wordless picture book to teach inferencing or discussing symbolism in a beautifully illustrated story, picture books offer rich opportunities for literacy instruction across all grade levels. The role of picture books in sparking curiosity and critical thinking in older students is truly intellectually stimulating and engaging.

Picture books are a gateway to creativity, inviting students to explore new ideas, perspectives, and artistic expressions. These books inspire drawing, storytelling, and creative play for younger students. Activities like having students create their picture books can help them develop their writing skills while fostering a sense of ownership over their learning. Picture this, your students are so inspired by a picture book that they want to create their own story. Before you know it, they’re drawing, writing, and coming up with ideas that blow you away. Suddenly, the lockers, folders, and cubbies are covered in original artwork, and you have a budding author on your hands. The sense of ownership and pride students feel when creating their own stories inspired by picture books is truly empowering and rewarding.

For older students, these books can kick-start creative projects that are more than just fun. They are an educational goldmine. They may start analyzing how different illustrators use colour to set a mood, or they may even try their hand at creating a comic strip. The point is that picture books are like a trampoline for the imagination. They give kids a bounce; where they land is up to them. Picture books can serve as a springboard for more complex creative projects. They might analyze the artistic choices made by illustrators, experiment with different artistic styles, or even create their own visual narratives. These activities not only stimulate creativity but also deepen students’ appreciation for the craft of storytelling and visual arts. Encouraging students to think critically about the text and the artwork can lead to engaging discussions and innovative projects that tap into their creative potential.

Here’s the thing: kids don’t always love getting “a talk” from adults. Whether it’s about sharing, feelings or why it’s important not to run in the hallway, a lecture rarely gets the job done. But a story? That’s a different ballgame. The stories told in picture books often resonate deeply with students, making them powerful tools for social and emotional learning (SEL). Through relatable characters and situations, picture books help students navigate their own emotions, understand the perspectives of others, and develop empathy. Books that address themes such as friendship, kindness, resilience, and diversity provide a safe space for students to explore complex emotions and social dynamics.

Picture books are like a sneaky way to talk about big ideas. Want to teach empathy? There’s a book for that. Need to address bullying? Grab a picture book. These stories tackle everything from friendship and kindness to dealing with tough emotions without making kids feel like they’re sitting through a sermon. It’s like tricking them into eating their veggies by hiding them in a smoothie—effective and deliciously sneaky. And let’s be honest, even older kids need these lessons. Picture books can open discussions about more complex topics such as identity, bullying, and social justice. These conversations can be particularly meaningful in the intermediate grades, where students are beginning to grapple with these issues in their own lives. Picture books create a safe space for students to explore and discuss complex topics, helping them develop the emotional intelligence and interpersonal skills they need to succeed in and out of the classroom. When a picture book breaks down a complicated issue with a relatable story, suddenly, your students might just want to explore this topic more in-depth. When that happens, you know the book did its job.

In a diverse classroom, picture books can be a powerful tool for bridging cultural and generational gaps. They provide windows into different cultures, traditions, and experiences, allowing students to see both themselves and others reflected in the stories they read. By sharing picture books highlighting different cultural backgrounds, you can foster a more inclusive classroom environment and promote respect for diversity. Picture books can also connect students with historical events and figures in a way that is engaging and accessible. Stories featuring historical figures or events can make history come alive for students, helping them understand the past in a personal and relevant way. This connection to history through picture books can spark curiosity and inspire further exploration of historical topics, making them an invaluable resource in any subject area.

We all know that getting kids to read can sometimes feel like pulling teeth. But here’s the kicker: when kids find books they love, they actually want to read. Picture books are the gateway to that love. They’re short, sweet, and visually appealing, perfect for even the most reluctant readers. And don’t think older kids won’t get on board. The beauty of picture books is that they offer something for everyone. From witty humour to jaw-dropping artwork, there’s always something to keep them engaged. Before you know it, they’re asking for more books, and you’re left wondering when they got so interested in reading. It’s a win-win.

Picture Books Are Pure Gold

Incorporating picture books into your classroom offers many benefits beyond early literacy. These books support literacy development, spark creativity, enhance social and emotional learning, and bridge cultural and generational gaps. Picture books also help with synthesizing presented information by looking at how the different sections/pieces of the story build/form together. By recognizing the value of picture books at every stage of a child’s education, you can give your students the tools they need to succeed academically and personally while nurturing their curiosity, empathy, and imagination.

So, whether you’re teaching Kindergarten or Grade 8, don’t hesitate to pull out a picture book. You might just find that these books can engage your students in unexpected ways, helping them see the world—and their place in it—in new and exciting ways.

Some books to consider:
“Amira’s Picture Day” by Reem Farqui
“Your Name is a Song” by Jamilah Thompkins-Bigelow
“Everyone is Welcome” by Phuong Truong
“Firebird” by Misty Copeland
“Runs with the Stars” by Darcy Whitecrow and Heather M. O’Connor.

Check out some educator-reviewed picture books at ETFO’s Voice Website: https://etfovoice.ca/books

Kelly.McLaughlin Language Learning, Literacy

Word Study using a fun game

The Fun Way to Ace Spelling: Playing a spelling game using “Reading Rods”

Hey there, word wizards and spelling enthusiasts! 

Today, I want to share a super fun and effective way to improve your student’s spelling skills, especially those tricky high-frequency words we use every day. Using this game is a great way to get your students spelling. I find my students are asking me “Is this a word?” when creating different words so they still need practice identifying words. 

Why Spelling High-Frequency Words Matters

High-frequency words are the building blocks of our daily communication. Getting these words right is crucial because:

  1. They enhance readability: Misspelled high-frequency words can make your writing hard to understand.
  2. They build confidence: Mastering these common words boosts your overall confidence in writing.
  3. They improve literacy: Strong spelling skills contribute to better reading and comprehension.

But let’s face it—drilling spelling words can be a bore. That’s where using “Reading Rods” comes in! Using “Reading Rods”  is a game designed to make spelling practice both fun and interactive. The game can be played solo or with friends, and it’s perfect for classrooms or at-home learning. Here’s how it works:

The Basics

  1. Materials Needed:
  •     The actual game which comes with snap cubes for: vowels, consonants, common word endings (ex: ing, in, le, ed…) and common word beginnings (ex: sh, ch, th, sn…)
  • Paper to write down the words they created on with a spot for the score on the bottom
  1. Set Up:
  •    Provide students with a few cubes from each category

How to Play

  1. Students create words using different combinations of cubes for example:
    1. Round 1- Create as many words as you can using the green word beginning cubes and the yellow word ending cubes (set timer for one minute)
    2. Round 2- Create as many words as you can using the red vowel cubes, the consonant cubes, and the word ending cubes (set timer for two minutes)
    3. Any combination of the above 
    4. Students pass their paper to me at the end and I count up their score (one point for each word)
    5. I always make sure I have students who are the same level playing at the same time so nobody is spelling 100 words where their friend has spelt three.

Why this game works

Not only are you getting your daily word work in for the day in your literacy program, this game isn’t just about fun—it’s rooted in educational benefits:

  • Engagement: Turning spelling into a game keeps you engaged and motivated.
  •  Hands-On Learning: Using blocks adds a tactile element that can help with memory retention.
  • Competition: Friendly competition (even with yourself) encourages quick thinking and reinforces learning.

Feel free to share your word work experiences or any other fun spelling games you love in the comments below. Let’s make spelling fun together!

 

Kelly.McLaughlin Curriculum Planning, Language Learning, Literacy

MVP of 2023

Every new year, I start a writing assignment where students have to brainstorm to decide who their MVP of 2023 will be. We generate lists based on possible categories such as:

  • Actors
  • Musicians
  • Athletes
  • Educators
  • Political Figures
  • Doctors
  • Youtubers
  • Citizens
  • Environmentalists

Then, I teach my students how to write a five paragraph essay. They start off by identifying the three main reasons that they think their person had an incredible year. This is usually a challenge as some of the main ideas are based around the same reasons such as they are generous, kind and charitable. We then talk about how our three main ideas should be very different from each other. I then approve the three main ideas before students start to research their person.

Students are encouraged to search through various sources to find quotes to prove their point- why their person should be the MVP of last year. They are encoruaged to find relevant, recent ideas that would make their person a stand out citizen. Then, they work on explaining their proof with their own ideas. I created an essay organizer which they filled out during their research stage to help with organization and flow. After that, they could start to type their first draft.

So many of my students were excited to see how long their first essay was. They were so excited to be able to write about a role model of their choosing and were excited to share their choice with the class. They also learned about proper citation format as well as thesis writing. Many of my students are in grade eight so this is something that they will be doing lots of this time next year. One of my old students came to me halfway through his grade nine English course and reminded me of how important the MVP assignment is that we did last year because it teaches all the necessary skills needed for high school English. I was very glad to hear this as I know it helped prepare him.

At the end of the essay assignment, students are able to read their peer’s essays and review them with our success criteria. Students are assessed based on:

  • developing ideas
  • organizing ideas
  • voice
  • word choice
  • revisions

After marking all of their essays this year, I was very proud to say that everyone excelled at developing and organizing ideas. I am wishing I had done a word choice lesson with similes, etc. before the writing process started as that was the area students needed to work on.

We also had a bracket tournament where everyone’s MVP was listed on the board. Students had to read their thesis for the competition so classmates could vote for the MVP of 2023. The final two canditates were one of the student’s moms vs. Cristiano Ronaldo. The winner for this year was…”My Mom” as it is hard to compete with a mom.

I look forward to doing this assignment again in the future as their are many present and future applications for it and students get to look for role models and reflect why they are important to them and to our world.

Kelly.McLaughlin Curriculum Documents, Curriculum Planning, Language Learning, Literacy, Small group instruction

Word Study meets Novel Study

My students just recently took a trip down to our learning commons to select a novel that they will read for the next month or so. With their novel, I like to do many activities that relate to reading such as comprehension, word study and fluency. 

In the past, I have put a few questions on the board that students can connect to such as:

  • Connect the part you just read in your novel to your own life. How was it similar or different?
  • How does the part in your novel that you just read contribute to the overall storyline?
  • Summarize what just happened in your novel 
  • Why does the author spend so much time describing certain parts of the text?
  • Identify a time in today’s reading that you had to use imagery
  • Why do you think the author selected the title for your story? Use evidence to support your answer
  • How would your story be different if a specific character was changed in some way?

These questions I would have my students answer in their language book or sometimes orally in a small group. 

However, since our annual plan and school focus is on small group instruction with a focus on decoding, I am incorporating the word study from the new language curriculum into my novel study this year. I will save the comprehension for when students have finished their novel. 

This week, I worked with students in groups of six and had them read a specific section of their book to me. I told students that we would be focused on suffixes today. I had them guess what a suffix is which few knew. Then, I asked students to bring their whiteboards and to copy this chart on them:

ed ing ly s

These are some of the most common suffixes I explained. Then, students were asked to find words in the page of their novel that they had just read and fill them in on the chart. Students found many words and were able to do this. However, when asked to underline the root word, many students find this part challenging as some words that they put under “s” were words that ended in yes but did not have a suffix (ex: yes, us, his). They then found out that the “s” was added to singular words. They did not have as much trouble with the other three prefixes. 

Next lesson, we will try prefixes. Once again, this lesson and related concepts are from the resource from our reading specialist team that I will cite again here:

“Teaching phonics & word study in the intermediate grades” by Wiley Blevins.

Kelly.McLaughlin Curriculum Documents, Curriculum Planning, General, Language Learning, Science

Word Study with different subjects

Earlier this month I posted about the work our intermediate team was focusing on in terms of word study and teaching our students how to read. The focus for my class specifically is multisyllable words- reading them in everyday contexts as a whole group and in small groups.

In science, my grade eights are currently studying the “Top 10 Green Technology Innovations”. I used an article that focuses on ten systems that are entirely green. They are doing a science project on this topic where they are asked to select one technology and study it further. In small groups, I read parts of the article to my students. I told them to raise their hand when they heard multiple syllables. That word they identified was then theirs to write on the board. I had them break up the word into syllables and asked them to try to read it. I then repeated that with all students in my small group. 

Additionally, I asked students to try to guess the meaning of the words after I read them the sentence for context. In most cases, my students could read the words once broken up into syllables but could not provide its meaning. This means that more comprehension work is needed in the future. 

After they each got to break up their multi-syllable word and attempted to read it, they went back to their groups. Each student from my small group got to pick a student from the class to read their word. We went through them all until they had all been read. In most cases, my students were able to read the words because of the syllable break up. However, earlier that week when we had read the article as a class, many students struggled at most multi-syllable words. It was good to see that breaking it up helped!

Later in the week, our school participated in “Joy Day” (which I blogged about in 2022) and I taught a Hanukkah lesson with a group of grade eights. We did the same activity, selecting multi-syllable words and attempting to read them. Students had to come up and underline the word and then read it out to the class. We then clapped out the syllables and read it together. It was great seeing the students trying to find the words in each paragraph all while learning about the history of Hanukkah.

 I look forward to incorporating more small group and whole class word study activities as we work on this new curriculum expectation: B2.1- use generalized knowledge of the meanings of words and morphemes (i.e., bases, prefixes, and suffixes) to read and spell complex words with accuracy and automaticity

 

Kelly.McLaughlin Combined Grade Classes, Curriculum Planning, Language Learning, Literacy, Professional Learning and Growth, Resources, Struggling Readers

Intermediate Reading- Part One

This year, myself as well as the other intermediate teachers in my school will be taking place in a three-part reading school sponsored professional development. We will be looking at phonics and its place in the intermediate classroom. I look forward to blogging about these three sessions.

For these sessions, Kate and Ashley (our consultants) came in to lead us through our reading PD. We had our first session last week with the focus on what everyone’s current literacy block looks like and how much time we are devoting to word studyfocus on the right to read report. To start our PD session, we looked at our different students and what their current needs are. We know that some of our students are starting to read, reading with some understanding or reading with a good knowledge of what they are learning about. We want to focus on assisting each student at where they are at.

We were introduced/re-reminded of what a literacy block should look like:

Literacy Block

  1. Whole group oral language and knowledge building- 30 minutes
  2. Whole group word study- 20 minutes
  3. Small group instruction- 20 minutes
  4. Reading and writing- 20 minutes 

Our focus for our first PD would be whole group word study and how we can incorporate that into our language lessons. Recently, our school support staff helped complete a CORE phonics assessment for our students. The data showed where students were at and what their needs were. Some examples of needs were: reading  multisyllabic words and di & trigraphs. The lessons we use in our class should be based on our core phonics reading data and the gaps displayed in that data. 

Our focus and curriculum expectation for our the lesson we would be co-creating would be:

Grade 7:

B2.1- use generalized knowledge of the meanings of words and morphemes (i.e., bases, prefixes, and suffixes) to read and spell complex words with accuracy and automaticity

B2.2-  demonstrate an understanding of a wide variety of words, acquire and use explicitly taught vocabulary flexibly in various contexts, including other subject areas, and use generalized morphological knowledge to analyze and understand new words in context

B2.3- read a variety of complex texts fluently, with accuracy and appropriate pacing, to support comprehension, and when reading aloud, adjust expression and intonation according to the purpose of reading

Grade 8:

B2.1- use consolidated knowledge of the meanings of words and morphemes (i.e., bases, prefixes, and suffixes) to read and spell complex words with accuracy and automaticity

B2.2- demonstrate an understanding of a wide variety of words, acquire and use explicitly taught vocabulary flexibly in various contexts, including other subject areas, and use consolidated morphological knowledge to analyze and understand new words in context

B2.3- read a variety of complex texts fluently, with accuracy and appropriate pacing, to support comprehension, and when reading aloud, adjust expression and intonation according to the purpose of reading

 

Throughout our PD, we looked at how to teach our students these important skills and how they could be integrated into our other subjects. Some strategies include:

  • Using the vocabulary from our science units 
    • Break up the syllables, read, identify consonants and vowels
  • Using the vocabulary from Nelson literacy texts
    • Break up the syllables, read, identify consonants and vowels

Our school provided us with a book that would help us teach this new learning. The book is:

“Teaching phonics & word study in the intermediate grades” by Wiley Blevins. I have already tried one lesson from this book and my students had a great time. This lesson was designed with Kate & Ashley with other intermediate teachers.

Word Study Lesson

Activity: 

Write the word “fabric” on the board. Have the students count the syllables in the word and divide the syllables with a line. Identify underneath the consonants and vowels in the word. Then, repeat with several other words without saying the word aloud to them. Have students read the word out together after they have broken up the syllables. 

Duration:

We did this for about 20 minutes as a whole class with multiple words. 

Consolidation:

We talked about patterns and how we noticed that the word was broken up in between its consonants. We also talked about what type of words we were reviewing and how they were all closed vowel words.

Other words used:

  • Husband
  • Beverage
  • Jogger
  • Active
  • Package
  • Splendor 

I look forward to trying another lesson from the book during my next language class. 

Kelly.McLaughlin Challenging Topics, Language Learning, Literacy, Small group instruction

Holocaust Education Week

In my school, the focus is on small group instruction, specially targeting reading. On a daily basis, I am looking at pulling small groups to focus on a literacy skill. During Holocaust Education Week (November 1-9), I pulled my small groups and we read “My Secret Camera”, an article in the Nelson literacy grade eight text that focuses on making inferences. 

With each small group, students took turns reading the photo essay. I also looked at vocabulary as on each page, students came across words that they were unsure of. So we made sure to define unknown words, especially as for some, this was new learning and a very sensitive topic. Students had some prior knowledge and were able to use that as well as looking at the photos to make inferences. Students were shocked as the photos in this photo essay were quite telling as they painted the picture of the harsh realities during the Holocaust. 

After reading the essay, I gave students a chance to answer orally. We have been doing a lot of written responses and I thought it was a great opportunity (especially seeing as I wanted to be finished with the activity in one class) to answer orally. Students were asked to answer one of the three questions:

  • Do you find it easier to make inferences by viewing the photos or reading the text?
  • How does the author want you to feel after reading this photo essay?
  • What inferences about the Łódź Ghetto can you draw from the photos? 

Students were able to refer to specific parts of the text and certain photos while answering each question. 

I was able to work with each student by the end of the week and felt that everyone learned a lot and were able to give it their all. As many schools have copies of the Nelson Literacy text, I encourage you to have your students read this photo essay as it was a very powerful lesson for my students. 

For more information about Holocaust Education, please visit this ETFO resource page which was featured in our member news on November 8th:https://www.etfo.ca/socialjusticeunion/anti-semitism/resource-links

Additional resources can also be found here: Link

Reference:

Hume, K., & Ledgerwood, B. (2008). My Secret Camera. In Nelson Literacy (pp. 20–23). essay, Nelson Education.
Arianna Lambert Coding, Constant Learning, FSL, Language Learning

Unplugged Coding in the FSL Classroom

This past weekend was ETFO’s French as a Second Language Conference. It was an incredible opportunity to meet and connect with educators from across the province to share ideas about best practices in the FSL Classroom. I had the fortunate opportunity this year to present on fun and creativity in the FSL classroom. My brother, Sean Lambert, was also a facilitator and shared about students getting up and moving.  Planning for this conference gave us the opportunity to bounce ideas off of one another and share some of what we have been doing in our classrooms. In his session, he shared about unplugged coding activities to support reading and to help students in learning about directional language. In this post, I’m sharing a bit about his session.

What Is Unplugged Coding

Unplugged coding is teaching coding concepts without using devices. By using directional arrows, and/or coding blocks, students are learning how to code without writing lines of code. When coding unplugged, students can use their knowledge to work on computational challenges that will help them understand the concepts they may use in coding projects. Unplugged coding offers students the opportunity to get up and moving and this in turn might help to support students in deepening their understanding of vocabulary and/or some of the concepts taught in a unit. 

Reading & Directional Language

In his presentation, my brother set up grid mats on the floor for participants. On the mat, there were a number of images that were directly related to the story about the events of a person’s day. Participants were asked to read the story and then use the cards with directional arrows to determine how they could move across the mat, landing on the images, in order of their occurrence in the person’s day. Participants mentioned that the kinesthetic nature of getting up and moving around and connecting the images to the story made it a fun way to interact with the text.

An Extension

Given a model and a list of the vocabulary used in the unit, an extension would be for students to write their own stories to share with others in their class and have them navigate the mat to determine the code. Students could also create a game or activity whereby they use directional language and the reader has to determine the steps they took in sequential order. For example, if we are still talking about daily activities or routines, students could follow directions to determine what happened from the beginning to the end of someone’s day. 

The conference was amazing and it was really great to meet so many educators from different parts of Ontario and to hear about the work they are doing with students in their classrooms. Throughout the day, I kept going back to my notebook to jot down notes about new ideas that I could take back and use in my classroom. Up next, some unplugged coding!

 

Colleen Elep English As Second Language (ESL), English Language Learners (ELLs), General, Language Learning

What is Translanguaging?

A few years ago I had the pleasure of welcoming Maryam (student’s actual name has been changed), a grade 8 newcomer student from Afghanistan. She had multiple years of interrupted schooling due to the political situation in her home country, and arrived in middle school speaking a very emergent level of English while being fluent and literate in Pashto and Urdu. At the time, I was working as an ESL/ELD teacher in the school, supporting all classes in the school with programming for English Language Learners. Her homeroom teacher raised the inevitable question: how do I program and assess a student with such unique needs?

One of the best ways to accommodate newcomer students with literacy and oral communication skills is to use translanguaging strategies. So what exactly is translanguaging?

Translanguaging, as academic and educator Ofelia Garcia states in EAL Journal, is “the act performed by bilinguals of accessing different linguistic features or various modes of what are described as autonomous languages, in order to maximize communicative potential.” Translanguaging is all about students using all of their linguistic resources to explore new learning, making connections with prior knowledge, and communicating their knowledge and lived experiences. It is asset-based and honours the rich linguistic resources multilingual learners bring to the classroom.

Sure – there are moments during instruction where accuracy, concision and proficiency in English will be the focus. But translanguaging practices should be encouraged in areas where the work is content-based. Language acquisition is a journey, and learning should always be accessible no matter what part of that journey a student is on.

How Can I use Translanguaging in the Classroom?

Start by creating a translanguaging-friendly learning space by encouraging students’ use of home languages at the start of the year. Take a language survey to find out what students are speaking at home and with friends and relatives, who has literacy skills in a different language, or who is taking heritage language classes. Once you know the linguistic and cultural assets students are bringing to the classroom, you will also be better equipped to be more culturally responsive. Keep multilingual dictionaries in students’ languages in the classroom, or teach a lesson on how to use digital translation tools like Microsoft Translate, Google Translate, or SayHi. Show students how to set multilingual captions on sites like Youtube. While students may find that digital translations are not always accurate, they can help students who are in the earlier steps of English language acquisition to understand new content.

Use multilingual word walls, media, signs, and posters in your school’s or class’s top languages. If you are multilingual, model translanguaging by communicating with students that also speak the same language. Pair same language speaking students strategically in seating plans or group work. Once multilingualism is seen as an asset and a norm in the learning environment, you can start to see translanguaging occur organically in academic and social contexts.

Translanguaging from Instruction to Assessment

Embed translanguaging throughout your teaching cycle, from instruction to assessment. Encourage multilingual language learners (MLs) to take notes in their home language and/or English during class: it is common for newcomer students think that they are only allowed to use English in class, which should never be the case. Offer multilingual content whenever possible, encouraging the use of subtitles when video content is being shared. When labeling diagrams or visuals, MLs can have the option of using multiple languages, which helps to build critical academic vocabulary for content based subjects.

Text sets are another great way to scaffold and differentiate learning in content-based areas like Science, History, or Geography. To create a text set, gather a set of materials related to one area of learning that enable students to engage with the content in different ways. For example, text set might include similarly themed articles at different reading levels, content in languages used by students in the classroom, related diagrams and photos, photos, and links to different sites and videos. Creating text sets can take time – team up with other teachers to create different sets you can use throughout the year or a teaching cycle.

Finally, offer students opportunities to complete summative learning tasks or assignments in the language or languages they feel most confident using in addition to English. When students with more confident in their first language have the opportunity to use it in school, it can be empowering and create an opportunity for families to engage with their child’s learning. If you do not speak the same language as the student, you can ask a colleague who does to help with assessment, or ask the student to complete a secondary task to translate their work using dictionaries and translators. Make sure your rubric and success criteria are adapted to reflect the curriculum expectations and the student’s STEP: keep in mind that their learning goals may be different from that of their non-ELL peers.

Interested in taking a more detailed look at using multiple languages in your teaching? Check out Classroom Assessment in Multiple Languages (2021, Corwin Press)  by Margo Gottlieb for a comprehensive guide. There are so many ways for multilingual students to share their knowledge beyond writing and speaking in English. Once you identify the best strategies for enabling MLs to express their ideas and learning, you will see their growth and confidence flourish.