ELL (English Language Learners)
Johnston Heights Secondary - English Language Learner (ELL)
ELL/International Students Counsellor: Mr. Szutu Principal: Ms. Mclaughlin
A Surrey District language assessment is administered to all ELL students annually. The assessment includes reading comprehension, vocabulary, and writing. A composite score places the student at one of the following levels:
450 - Starting BEGINNER
450 - Emerging BEGINNER
460 - Developing INTERMEDIATE
460 - Expanding INTERMEDIATE
470 - Bridging ADVANCED
Following the assessment, an AIEP is written for each students and a letter is sent to the parent/guardian regarding the status of the student. All the current IEP’s are kept in graded binders in 7HL. Teachers are welcome to peruse these binders and if additional information is required on a specific student, the case manager should be contacted.
At Johnston Heights, only Beginner students (450) and some Intermediates (460 – Developing) receive ELL support classes but the progress of all ELL students is monitored by their case manager.
The following ELL courses are offered to our Starting, Emerging and Developing learners:
ELL Beginner 1 (Junior and Senior level)
ELL Writing Grade 10/11 (Senior level – BAA course)
ELL Reading Strategies 11 (Senior level – BAA course)
Note: Board Approved ELL courses carry four credits and introduce ELL students to grade appropriate subject content.
Report Card Grades for ELL Students
Letter grades are assigned to all ELL students who are capable of meeting expected learning outcomes set out in the curriculum for the course or subject.
A “NM” (No Mark) may be giving to a Beginner ELL student if:
- The student is attempting to meet learning outcomes and is failing due to poor language skills, they can receive a “NM”
- But if the student is attempting to meet the learning outcomes and is passing the course, they can receive a letter grade.
- However, if the student is not attempting to meet the learning outcomes and is failing the course, at your discretion, they can receive a “NM” or a failing mark.
- Teachers may/should adapt and/or modify instruction and learning resources to help students with content.
Surrey School District’s MC Workers communicate with the families of ELL students as well as supporting the student directly. Multicultural Workers are available and eager to assist. Messages can be left at 604-543-3060 if you wish to contact a worker.
Other languages can be accessed through the Settlement Workers at the Welcome Centre (604-543-3060). These languages include: Farsi, French, German, Karen, Polish, Urdu, Russian, and Swahili.
25 Ways to Work with ELL Students in the Regular Classroom
1. Establish a language – rich learning environment.
2. Activate and build upon prior knowledge.
3. Repeat key phrases often to ensure student learning.
4. Slow the rate of presentation.
5. Draw connections between course content and real life.
6. Provide hands-on activities.
7. Establish a daily routine.
8. Break information into manageable chunks.
9. Paraphrase information using simplified language, especially after reading.
10. Provide ample “wait time” for students so they can formulate a response.
11. Control new vocabulary: it should be simplified but include key technical terms.
New vocabulary should be clearly introduced and reinforced. Providing students with new vocabulary ahead of time will allow them some control over the material.
12. Design lessons which integrate language and content.
13. Provide word lists for quizzes and fill-ins.
14. Use global strategies when introducing a new unit or chapter in a text:
Show a related film clip and discuss the major topics. Tell students what the chapter
is about and arouse their interest with personal anecdotes and class sharing; read
portions of the chapter aloud while students follow along.
15. Allow use of first language dictionaries.
16. Provide example sheet of correct format and procedures for written work.
17. Use lots of gestures and facial expressions.
18. Provide visuals support – models, charts, manipulatives, pictures, diagrams, or actual objects.
19. Write down what you say on the board or overhead.
20. Allow students to work with peers. Be sure students know the difference between
Cooperative work, where both students are giving input and learning, and the out
and out copying of another student’s work.
21. Always summarize the key points of your lesson.
22. Allow students to work at their own pace.
23. Consider giving separate tests.
24. Be creative in thinking of tasks that demonstrate competence without demanding a lot of language.
25. Make the ELL student a part of the class as much as possible.
ELL/ Inclusion Department Leader; Teacher
Counsellor (F-Le; International; ELL)