Sun West endorsed resources.
Sun West endorsed resources.
Word Document Assessment on Middle Level CFR progress
Categories: Entering, Emerging, Beginning, Developing, Expanding, Proficient
Check boxes: Listening, Speaking, Reading, Writing
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.
Sign into your Blackboard account to access resources for the EAL and Immigration Portal.
This site gives a long list of sites that offer support to EAL teachers and their students.
A complete outline of the ELA A10 course including: themes, questions for deeper understanding, "must do" lists, outcomes and I Can statements.
Explicitly teach connotative and denotative language. (See notes & scanned advertisements, which are completed as a class – teacher directed - and handout, which is done in a small group and then corrected as a class). Students will then partner up, select an innocent everyday item, get it approved, and design a “safe” or “family friendly” advertisement for placement in an innocuous magazine such as Family Circle, Canadian Home Workshop, or Knitting World. Students then start thinking outside the box for what loaded language they can incorporate into their advertisement to appeal to readers’ humour and sell to a very different audience. These advertisements will be somewhat racier and more riské as they are designed to be placed in magazines such as Men’s Health, Cosmopolitan, and the like. I then encourage students to complete the ads using an appropriate computer program, but this isn’t a set requirement. Some students are very artistic and prefer to free hand their work.
The following resources includes literature examples for modules in grade 10 ELA.
The following are Saskatchewan's Core Learning Resources and curriculum's for grades 1-11.
Human beings all over the world are in the middle of a technological revolution, the likes of which have not been seen since the industrial revolution. New inventions are being created daily with varying degrees of success. However, we are also dependent on many inventions that may not be new, but are imperative for our daily lives. In this lesson, students will choose one invention and create an inquiry poster, explaining its significance.
In the past, Eatonia Colony School published a school newspaper monthly. It was decided that while focusing on creativity and collaboration, we would bring the paper to life again! This project was a collaborative school effort. Every student in grades 1-8 participated and had a job to do. We brainstormed ideas together and put our two oldest girls in charge of being the editors. We set deadlines and every grade/student was in charge of designing their own pages.
We have included pictures of our process as well as the cover, table of contents and pictures from our finished product! We have also included a lesson plan and our assessment rubrics.
The following resources include:
- Grade 1 Rubric: Comprehend and Respond
- Grade 1 I Can Statements
- Key Language Cues and Conventions for Grade 1
This Your Curriculum at a Glance document
was developed to provide a complete outline of the Saskatchewan ELA 2 curriculum including: unit themes, questions for deeper understanding, must do
lists, outcomes and I can statements. This document should be shared with
students for transfer of responsibility opportunities.
The following resource includes "I Can Statements" that students should be able to achieve at the end of ELA 20.
This assignment is intended to display your understanding of the novel that you have chosen. Written work should be typed (12pt font) and double-spaced. You will have some class time to work on this assignment, but it is sometimes difficult to book computer time that will accommodate our schedule. Please plan ahead. You may choose a book from any of the senior ELA sections, but I would prefer if you tried to find a novel in the ELA 20 section before looking elsewhere.
These rubric exemplars were developed to provide a consistent and common resource that aligns with the Saskatchewan curriculum and provide opportunities for transfer of responsibility between educator and student. These rubrics are designed to be edited by educator and student.
A complete outline of the ELA 20 course including: themes, questions for deeper understanding, "must do" lists, outcomes, and I Can statements.
Grade 2 ELA Curriculum at a Glance
First, we studied fairytales and fractured fairytales. We learned about the elements of each story and compared them. During the learning process students were practicing a variety of reading comprehension strategies: predicting, inferring, compare and contrast, main idea, theme etc. After learning about all the elements of fractured fairytales my students took their shot at writing them. They were split into partners based on the fairytale that they wanted to fracture. Then they had to work through the five stages of the writing process. First, the partners had to plan their fractured fairytale. They were given the choice of what kind of graphic organizer to use to begin their planning and brainstorming. They had to plan their plot, setting, problem and solution. Then the students worked through the rough draft, editing and revising stages of the writing process. Throughout those phases they were completing self-assessment checklists to keep on track with their work. Lastly, they wrote a good copy of their fractured fairytale and illustrated it. This also included a cover page and a back page. The back page included a teaser to hook the reader.