ELL - Capitol Hill

Helen.Koster@burnabyschools.ca

Month: April 2020

Lion and Mouse

April 28, 2020 / / 1 Comment

If we were in ‘real’ school I would still be reading a story to my kindergarten ELL students every lesson. We would continue to be learning about the features of a story such as the characters,the  setting, the plot, the problem and the solution. Before reading, we would look at the title and picture walk through the book and make our predictions about what will happen. After reading we would check our predictions and then do an activity. Children would be practicing their listening and speaking skills while developing more vocabulary.  In Term 3, I often read some fairy tales and fables.

The classroom teachers have prepared lots of wonderful learning opportunities for the kindergarten students. If there is time after doing their assigned work, your child may like to listen to a fairy tale or fable and do an activity that helps with the sequencing of events and the retelling of a story. I have attached a page with 6 pictures.

click here – The Lion and the Mouse

If your child likes to colour, they could colour in the pictures as a pre-reading activity. You could talk about:

  • How many characters can you see?
  • Where is this story taking place?
  • What do you think will happen?

Instead of a read aloud, the child can watch this video.

After watching the video, cut the page into the 6 sections. Ask your child to put them in order. Send me a picture if you can. I would love to see it.

Invite them to retell the story. If they are reluctant to respond you can prompt with questions and words. Here are some examples:

  • What happened first and point to picture #1, second, third, fourth, fifth, finally pointing to the pictures each time.
  • Alternatively, you could use prompts like first, then, next, after that, soon, later, (in any order) finally while pointing to each picture in turn.
  • Or use leading phrases followed by a question for each picture, e.g. When the mouse got caught, what happened? When the mouse bit the rope …what happened next?
  • They could just describe what happened in the beginning, the middle, the end of the video story?
  • You could ask ‘What is the problem in the story? What is the solution? This may still be difficult for many of the children to express in words. That’s okay.

Enjoy this reading experience together.

Adaptations to the Seasons

April 28, 2020 / / 0 Comments

Readworks assigned for this week will help you understand this topic. Go to the website Readworks.org and use your classroom code and password to find your reading work.

The reading passage is called ‘Animals Get Ready’. Don’t forget to switch on the audio for the passage and the questions.

Read the articles ‘The Earth’s Moon‘ and ‘The Movement of the Earth‘  Write sentences about 5 things you learned from these readings.

 

In class you are learning about how plants and animals adapt to the seasons.

The video below explains how seasons affect plants and animals.

The two  videos below give lots of background information about how plants and animals adapt to their environment which you will find interesting.

You will hear lots of science words in English.


Readworks Assignments

April 25, 2020 / / 1 Comment

Hi Parents/Guardians,

Just before we begin with the Readworks program, I need to clarify my expectations about these assignments.

First, I need to emphasize that this is not intended to replace the classroom literacy program, but to supplement it. The recommendation for K-3 is one hour of school work a day. If your child finishes their classroom work early or they want additional reading practice, then Readworks is an option. If students just want to read in the student library for enjoyment, that’s okay too.  Readworks should be a positive experience and not a battle between parent and child.

Just to clarify some aspects of the program that I am assigning once a week on Mondays. I assign either an Article-a Day reading package or a Reading Passage, not both.

Article a Day – should only take 10 minutes.

Within the package your child has a choice of what to read. They can read one article or more if they get interested. The article marked ‘boost’ is easier to read and the article marked ‘challenge’ is more difficult to read. There is an audio feature which they can switch on at the top of the text. The child can read along or just listen to the text if the reading text is a challenge. After listening/reading to the article, the child responds. Click on the Book of Knowledge and your child will write 1 or 2 things they have learned from the passage in sentence form. Submit. I will read it and respond. If writing is a challenge, they can tell you 1 or 2 things they learned or draw a picture. If your child wants to write more in their Book of Knowledge that would be great.

The article a day section is aimed at developing vocabulary and building background knowledge. It also supports the reading – writing connection.

Reading Passages – Time needed will vary.

There is one reading text assigned. Not all texts have e-books. If there is an e-book I will attach it. I will attach the audio function, but if your child does not need it and can read the text independently, don’t use the audio. I can remove the audio for any students if you let me know. There is audio for the questions by clicking on the speaker button in the top right corner.

After reading the text there are different kinds of comprehension questions that address various reading skills. Your child can answer all the questions or just the multiple-choice questions, whatever can be done independently or without a fuss. There is a button to click for split screen when doing the comprehension, so the reading passage is on the left and the questions appear on the right side.

Submit when the child has completed as much as they are able or willing to do. I have hidden the answers but I will reveal them when I return the results.

The vocabulary tab is added but that is a feature for parents to use with their child if they don’t know the meaning of a word. It is not part of the child’s reading program and does not need to be read by the child.

I will try to find passages that relate to classroom curriculum when possible.

Remember, your child can always read in the student library that is enabled in the program.

Your child will need some support to navigate the website at first, but hopefully they will be able to do this assignment more independently over time.

Any feedback would be helpful and welcome as I am still learning the steps in administrating this program.

Thanks for supporting your child’s reading.

 

Readworks

April 24, 2020 / / 0 Comments

Dear Parents/Guardians,

As part of the ELL distance learning support I will be using the online platform ReadWorks, (www.readworks.org). ReadWorks is a nonprofit organization dedicated to improving students’ reading comprehension. ReadWorks provides my groups with high quality and engaging nonfiction and literary texts, question sets, vocabulary practice, and other supports through their platform.

Here’s how it works:  

I have set up an account for all my groups and will be inviting your child to join the class using a unique group code. This is not intended to replace the classroom literacy program, but to supplement it, as time allows.

  • For my groups, your child will only have access to ReadWorks through the account that is linked to my class account. Your child will not have a separate, personal account on ReadWorks. quick_start_guide.roster
  • I will provide your child with assignments through ReadWorks. Assignments will include reading nonfiction and literary articles, learning vocabulary, answering multiple choice and written response questions, and engaging with other Readworks content and curriculum as assigned by me.
  • Your child and I will be able to view his or her assignments and results.
  • Your child is expected to act responsibly and honestly when using ReadWorks, engaging with ReadWorks content, and completing assignments on the ReadWorks website

ReadWorks wants you to know that they are as committed to your child’s privacy and online safety as they are to your child’s reading achievement. ReadWorks is dedicated to providing a safe and secure online experience. For more information, please see ReadWorks’ privacy policy at www.readworks.org/privacy.

The goals of the program are developing reading comprehension through:

  • Growth in background knowledge and vocabulary
  • Effective and engaged reading practice

There are 3 parts to the reading program.

  • Article-A-Day
  • The student library
  • Reading passages and questions

Article a Day builds vocabulary and background knowledge. This is a 10-minute Article-A-Day routine.

Step 1: Set the purpose for reading (at the top of the page)

Step 2: Students read or listen to an article

Step 3: Students complete their “Book of Knowledge”

Step 4: Students share knowledge with the teacher.

*In just 10 minutes a day it has been shown that 3rd graders for example read an additional 49 500 words in a school year.

The Student Library

A place for independent reading

There are 1000s of passages on topics from science to history to art

No assessments are involved—just reading for the joy of learning.

Reading Passages and Text-Dependent Questions

This section will develop reading skills. There are thousands of nonfiction and fiction reading passages at levels appropriate for Kindergarten through 12th grade. Your children can dig into the texts I assign with the help of high-quality question sets! I can directly track and assess their reading development from their responses that they submit to me. Also, I can try to find reading material that will relate to their classroom learning.

On the website about.readworks.org/parents_remote  there are many more resources created specifically to support parents and others educating children at home.   

On this website you can find

  • Live and on-demand webinars
  • Tips and Ideas
  • Videos

I am looking forward to using ReadWorks .

The seasons – Earth Moon and Sun

April 22, 2020 / / 0 Comments

Hi Division 8,

This is my first time sending you some ELL work in a blog. Ms. Cox tells me that you are learning about the seasons this week in the classroom.

Here is the ELL seasons assignment for you to do this week.

I have attached a booklet about the seasons and sunlight – click here earthmoonsun_k-2_focus_book_seasonssunlight_2-sided.
(The pages are not in order because they are supposed to be made into a booklet.) Look at the page numbers to read the pages in order. Remember you can translate any parts you do not understand by copy/ paste into Google translate or Microsoft translate.

  • Please answer the 4 questions on page 10.

There is another worksheet click here – ‘Why are there seasons?‘
Read, translate if needed, and answer the 4 questions at the bottom of the page ‘fill in the blanks’.

I have also attached some vocabulary cards and pictures that you will need to know for the science unit.

Please complete the vocabulary translation page like we have done in class for these words. Write the translation in your home language.
See word document attached. Earth Moon and Sun vocab

  • Send me your answers and the vocabulary page by email.

I will also include 2 videos you can watch to understand the seasons.

Take care.

Respiratory System

April 22, 2020 / / 0 Comments

For Division 6

Here is some information that could be helpful for your assignment. There are some experiments to try as well if you wish

click here – Reason for Breathing

click here – Respiration Basics

click here – The Air We Breathe

click here – The Nose

click here – It’s an Open and Shut Case

click here – You Can Say That Again

click here – The Great Exchange

click here – The Chest Cavity

click here – The Complete Breathing Process

click here – Human Respiratory System

Below are some experiments you could try

click here – Lung Capacity

click here – Secret Passage

click here – Model of a Lung

Here are some pictures that may be helpful.

click here – My Respiratory System

click here – Nose and Throat Picture

click here – Left Lung Picture

click here – Right Lung Picture

Welcome

April 21, 2020 / / 0 Comments

To the parents/guardians of my ELL students

By way of introduction, my name is Helen Koster and I am one of your child’s ELL support teachers at Capitol Hill Elementary School.  This is my ninth year at Capitol Hill and so I have met many of you. I want you to know that I will continue to work with your child during these very different learning circumstances. Having experienced immigration three times in my lifetime, I do understand the some of the challenges of arriving and living in a different country/culture where another language is spoken, Also, I know how hard it is to not have extended family to support you during this time. Further, I have had the experience of home schooling 3 of my 4 children during the 8 years we lived in Indonesia. I know how difficult it is to be mom and teacher, even when you are supervising another teacher’s program. However, we did not have to endure social distancing as well. So, I can only begin to imagine the stresses and strains you may be currently experiencing. I want you to know that I am here to support your child with English language skills and academic learning in English as best I can. However, my technology learning curve is steep so it may be through emails and attachments to start with.

During this school year I have been working with 82 of the 120 ELL students. Some students I work with for 45 minutes per week and some students I work with for 3 or 4 blocks of 45 minutes per week. The time varies according to the language skills and needs of each student. Therefore, my current role is to focus my support on the newcomers, beginners and developing ELL students in terms of English Language Acquisition. I will also support the other ELL students who need help or guidance to complete the classroom teacher’s assignments. These students are usually able to access the classroom curriculum and can speak and understand everyday English but need support with academic reading and writing. I am communicating and collaborating with classroom teachers on an ongoing basis, but please reach out to me by email helen.koster@burnabyschools.ca. You can click the translate button for translation.

My best wishes to you

Helen

Arabic – يمكنك النقر فوق زر الترجمة للترجمة.

Cantonese – 你可以单击翻譯按鈕進行翻譯。

Chinese – 您可以单击翻译按钮进行翻译。

Serbian – Možete da kliknete na dugme “Prevedi” za prevođenje.

Korean – 번역을 위해 번역 버튼을 클릭할 수 있습니다.

Spanish – Puede hacer clic en el botón de traducción para la traducción.

Persian – شما می توانید با کلیک بر روی ترجمه دکمه برای ترجمه.

Filipino – Maaari mong i-click ang isalin button para sa pagsasalin.

Hindi – आप अनुवाद के लिए अनुवाद बटन पर क्लिक कर सकते हैं।

Punjabi – ਤੁਸੀਂ ਅਨੁਵਾਦ ਲਈ ਅਨੁਵਾਦ ਬਟਨ ‘ਤੇ ਕਲਿੱਕ ਕਰ ਸਕਦੇ ਹੋ।

Kannada – ಭಾಷಾಂತರಕ್ಕೆ ಭಾಷಾಂತರ ಬಟನ್ ಕ್ಲಿಕ್ ಮಾಡಬಹುದು.

Gujarati – તમે ભાષાંતર માટે અનુવાદ બટન પર ક્લિક કરી શકો છો.

Ukrainian – Ви можете натиснути кнопку перекласти на переклад.

Bulgarian – Можете да щракнете върху бутона за превод за превод.

Japanese – 翻訳ボタンをクリックすると翻訳ができます。

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