Engaging EAL students in their learning involves best practices that are sensitive to the students’ specific needs and provide a safe and inviting environment where they are willing to take risks and involve themselves in their language acquisition. The strategies included here are good teaching practices for all students, including those just learning to speak, read, write and understand the intricacies of the English language.

The "EAL Toolkit" includes 50 strategies for the effective teaching of EAL learners

INTRODUCTION Adoption of the Common Framework of Reference (CFR) as a language reference tool has facilitated ministry collaboration with school divisions on approaches that promote greater consistency with planning, instruction, and assessment of learners with English as an Additional Language (EAL) needs.
The CFR is an international, skill-based language framework that focuses on language use to perform meaningful tasks in authentic contexts. For school-aged children with EAL needs, an authentic context is the school and meaningful tasks are associated with learning outcomes. For children learning English, the CFR outlines success through a continuum of observable behaviours and descriptors of language progress that are applicable to the context of schooling.
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Adoption of the Common Framework of Reference (CFR) as a language reference tool has facilitated ministry collaboration with school divisions on approaches that promote greater consistency with planning, instruction, and assessment of learners with English as an Additional Language (EAL) needs.
The CFR is an international, skill-based language framework that focuses on language use to perform meaningful tasks in authentic contexts. For school-aged children with EAL needs, an authentic context is the school and meaningful tasks are associated with learning outcomes. For children learning English, the CFR outlines success through a continuum of observable behaviours and descriptors of language progress that are applicable to the context of schooling.

"The EAL and Newcomer Settlement Portal (the Portal) offers a repository of resources for supporting English as an Additional Language (EAL) learners. Users can access important ministry documents, helpful resources and learning materials shared by school divisions. Important announcements regarding upcoming events are also available.
Key items available on the Portal are:

*EAL Initial Assessment Toolkits that include guidelines, documents and resources to support school divisions in conducting the initial assessment of EAL learners.

*Supporting EAL Learners: Getting Started modules intended to provide practical, hands-on resources for all educators.
EAL resources on creating welcoming learning environments, as well as educator supports in addressing the language and learning needs of EAL students."

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« Le Portail EAL (apprentissage de l'anglais langue additionnelle) et d'établissement des nouveaux arrivants propose un répertoire de ressources pour soutenir les apprenants d'EAL, [ainsi que quelques ressources pour les apprenants de français - surtout des services d'interprétation multilingues]. Les utilisateurs peuvent accéder à des documents ministériels importants, des ressources utiles et du matériel pédagogique partagé par les divisions scolaires. Des annonces importantes concernant les événements à venir sont également disponibles. »

ESSP Level Three School Strategic Plan PeBL REORDER Template. This is the template to be used by the Sun West Triads.

Use this website to:
Login to your EYE-TA account
Confirm each student's details
Print class lists for observation of the EYE-TA
Access the 100 Activities
Access frequently asked questions and responses
Enter your EYE-TA data
Run the reports for your class
Run the individual student report

This Module, a DEC-recommended resource, includes information on how to create developmentally appropriate behavior rules for early childhood classrooms so that they link to a given school's behavior expectations. The importance of communication with families about rules and expected behaviors is also stressed (est. completion time: 1.5 hours).

This Module, a DEC-recommended resource, offers information on how to set up effective inclusive early childhood classroom environments for young children. It also provides details about the interrelated physical, social, and temporal components of those environments, as well as adaptations to help teachers meet the needs of children with disabilities (est. completion time: 1 hour).

The Early Learning Portal provides current information on these initiatives, easy access to early years documents, resources and learning opportunities created to support those working with young children and their families in Saskatchewan. We encourage educators working with children in the early years to access the portal for information.

As stated on the website, "The Early Years Evaluation – Teacher Assessment (EYE-TA) measures a variety of items and provides a holistic picture for school leaders." This link will provide an overview and explanation of each component of the assessment as well as the research behind it.

Seesaw is a valuable learning and communication tool to bring the classroom experience into the homes of your students and engage parents as partners in their child’s education. Documentation of learning, through Seesaw, will have an incredible impact on engagement as it showcases evidence and growth of learning in a timely and family-friendly manner. The continuum guide is intended to provide educators with concrete formative assessment examples of the types, and depth, of information that educators can track and share with families. Adapted and developed with permission from Prairie Valley School Division No. 208 and Saskatchewan Rivers Public School Division No.119

Photo of the Earth & Moon created from images from the the Galileo spacecraft.

Eat Well Saskatchewan – Free Nutrition Services for Families, Educators and Policy Makers.

Moose stew? Char? Blueberries? Bannock? For the first time, a national food guide has been created which reflects the values, traditions and food choices of First Nations, Inuit and Métis.

This new tailored food guide includes both traditional foods and store-bought foods that are generally available, affordable and accessible across Canada and provides unique images and content.

Recommendations are based on the new 2007 version of Canada's Food Guide.

This publication is also available in Inuktitut, Ojibwe, Plains Cree and Woods Cree.

If you find you have only a passing understanding of the daily barrage of economic news and you want to learn more, you're in the right place. Each month in Economy 101, we'll approach a different aspect of the economy in clear and simple language. Economics is about choices, and our choices are only as good as our understanding of the issues.

This framework from the Government of Saskatchewan was developed by education sector partners based on feedback from public engagement sessions and an online survey. The framework will be used to help create an action plan for education in Saskatchewan from 2020 to 2030.

"This action toolkit contains a variety of resources:

*Short sample introductions to use during announcement time, at a display table or in one-on-one conversations
*A two-hour workshop to introduce your community to the campaign
*Winds of Change Series (If you have a full day or 3 sessions)"

*** All products including free downloads must be added to the shopping cart by clicking on the ‘Add to cart’ button.

This guide covers the age range 6 years to 18 years. It also encompasses all students with reading difficulties, including those who have specific learning difficulties (dyslexia) as well as those who have made generally poor progress in reading and may or may not have additional general learning difficulties. Information here can be applied to students from disadvantaged backgrounds, minority groups and to students with reading difficulties for whom English is not a first language. While the full range of literacy involves more than just reading, the focus here is particularly on reading skills: the ability to decode and understand text.

This Module focuses on the entire school population and highlights partnerships between general education and special education faculty that result in the creation of a 'collective responsibility' and shared high expectations for all students (est. completion time: 2 hours).