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Filling the Gaps: instructional support for newcomer youth with limited prior schooling

Identifying the learners. Newcomer students who have had limited educational opportunity because:They are from refugee-producing or war-torn countries, and/orThey are from countries where socio-economic or geographic factors limit access to quality schooling, and/orThey have migrated more than on

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Filling the Gaps: instructional support for newcomer youth with limited prior schooling

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    1. Filling the Gaps: instructional support for newcomer youth with limited prior schooling Identifying the learners Models for program delivery Initial assessment and placement Curriculum Ongoing assessment and review Effective literacy practices Parents and community

    2. Identifying the learners Newcomer students who have had limited educational opportunity because: They are from refugee-producing or war-torn countries, and/or They are from countries where socio-economic or geographic factors limit access to quality schooling, and/or They have migrated more than once

    3. Models for program delivery Congregated programs L1 in-class support (Ottawa model) L1 tutoring (North York model) Peer tutoring Core program Integration with age peers Social inclusion Mentoring

    4. Program administration Central co-ordination Admissions and reviews Length of service Who hires the teacher? Choosing the right teacher Ongoing development for teachers Demonstration classroom

    5. Initial assessment and placement Reception centres Dynamic assessment Oral interview L1 writing sample Baseline assessment: Informal reading inventory Mathematics Writing in English: Describing/labelling a picture Telling/writing a story Age-appropriate placement L1 assessment Environmental assessment

    6. Curriculum ESL and beginning/early literacy development, adapted for age level Integration of key concepts and skills from elementary Math, Social Studies, Science Curriculum adaptation: attainable outcomes Compression: intensive accelerated program

    7. Ongoing assessment and review Dynamic assessment Portfolio assessment Repeat testing Program goal: 2 for 1 Placement review

    8. Effective instructional practices for literacy Language experience stories Extensive reading Literature circles Key visuals Modelled/shared/guided reading/writing Writing frames and templates Developmental approach (First Steps) Word walls

    9. Parents and community L1 outreach and communication Special meetings Honest but optimistic appraisal Regular (weekly?) contact Student-led conferences Child and Youth workers Role models and mentors from the community

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