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Handbook for TeachersofENGLISH‐AS‐AN‐ADDITIONAL LANGUAGE STUDENTSinGOOD SPIRIT SCHOOL DIVISIONPrepared by:Carol McCullough, B.Ed. CerTESLEAL Teacher/CoordinatorGood Spirit School Divisioncmccullough@mail.gssd.caPhone: Yorkton Regional High School – 786‐5560or 641‐9150 (direct line)1

Philosophy of EAL in Good Spirit School DivisionIn keeping with our “Students Come First” motto and our mission of “Excelling Through StudentLearning”, the philosophy of Good Spirit School Division for an EAL (English as an AdditionalLanguage) student is immersion in an age appropriate mainstream classroom withaccommodations and supports that are appropriate to individual EAL skill levels and studentneeds, so that the student will “excel now and succeed tomorrow”.Definition of EALGood Spirit School Division embraces the EAL definition as set out by the Ministry of Education:English as an additional language learners are those whose first or primary language(s) is otherthan English and who require specific programming and/or additional services to developlanguage proficiency to achieve successful educational and social outcomes.The term “additional” recognizes that learning English is an additive process that builds on andexpands the learner’s linguistic repertoire.This definition includes:Canadian‐born EAL Students, First Nation and Métis students,some of whom speak a First Nation language or dialect.• may speak English, French, a First Nations or Metis language, or a combination of languages intheir homes and communities.(Many of these students live in Northern Saskatchewan.)• have skills in their first language that range from minimal to fluent• may use culturally specific nonverbal communications and have specific cultural values andbeliefs regarding listening and speaking, passing of stories and sacred relationships• have cultural and language diversity between nations and regionsFrancophone students• come from within the province or from other areas of Canada• may enter English speaking schools at any age or may be learning English as an additionallanguage in a Francophone school• may be culturally diverseCanadian‐born children of immigrants• may come from homes where English is not used or is not the dominant language• come from homes where English is used as an additional language between parents who donot speak the same first language• may have fluent everyday conversational skills in English and (an)other language(s) butrequire monitoring and additional support• culturally and linguistically diverse3

Foreign‐born EAL Students/Recently arrived immigrants• make up a large and growing group of EAL students in Saskatchewan• may arrive at anytime in the school year and may be at any grade level• have usually attended school on a regular basis in their home countries and may have goodoral and literacy skills in (an)other language(s)• may have already studied English, although this typically involves only a basic introduction tothe language• culturally and linguistically diverseRefugees• have all the needs of regular immigrants as well as issues relating to war, disaster, trauma,disorientation and loss of freedom• may not have wished to leave their home countries• may be worried about family members left behind• may have little or no formal schooling and have complex needs that go beyond learningEnglish• may qualify for additional assistance from the federal government on arrival• may require assistance from government, social and community agencies for several years• culturally and linguistically diverseFee‐paying and funded international visa students• come specifically to learn English, get a high school diploma, perhaps pursue post‐secondaryeducation, and then return home• usually live in situations without their family and/or immediate family• literate in dominant language• culturally and linguistically diverse4

Registration Procedures for EAL Students:Complete the EAL Registration Form with a family member present.(A copy of the form is available in the Appendix of this handbook.)‐ Retain form in student cumulative file and fax or e‐mail a copy to Carol McCullough,EAL teacher/co‐ordinator for Good Spirit School Division: cmccullough@mail.gssd.caExplain to the student and family the first attendance date:‐ If the student is enrolling after the beginning of the school year, delay the start dateuntil the classroom teacher has had time to prepare the class, so that a welcomingenvironment can be created.‐ Offer the parent the option to accompany the student for the first few days, if thestudent is young and/or fearful of attending alone.Give the student and the family:‐ A bus schedule‐ The starting and ending times of the school day and the break timesthroughout the day.‐ The yearly school calendar. Point out holidays and other “days off”.‐ The name of the classroom teacher. (Place the student in an age‐appropriate gradeif the report card is unavailable.)‐ A school supply list.‐ A tour of the school (especially the student’s classroom and the location ofwashrooms).Contact the classroom teacher re: the new student, and provide the teacher with acopy of this handbook and contact information for the EAL teacher/co‐ordinator.If the student and family are recent immigrants,‐ Provide a copy of the Ministry’s Handbook for Recent Immigrants.‐ Make the family aware of the services offered by the Newcomer Welcome Centre inYorkton: 222 Smith Street East, Yorkton, SK. S3N 3S6Website: http://www.yorktonnewcomercentre.caPhone: 306‐783‐2777 Fax: 306‐782‐69675

Orientation: The First Few Days of SchoolPreparing for the EAL Student with limited English Language ProficiencySuggestions for the Classroom Teacher: Do your best to learn the correct pronunciation of the student’s name. Familiarize yourself with the student’s previous location. Display a globe or world map in the classroom so that you (or your new student) canshow the other students the location of new EAL student’s home country. Display a flag of the EAL student’s home country in the classroom.‐ Paper flags can be accessed from the internet and printed on a colour printer. Display “welcome” in the student’s first language in the classroom.‐ Google Translate is an excellent site which offers translation in over 50languages. Choose the language you need; type in the English word, and thetranslation appears instantly. Assign a peer buddy from the class who will help the new student with classroomroutine.‐ If the student is arriving after the beginning of the class year, discuss with theclass what can be done to make the student feel welcome. Ask for a volunteerto be the peer buddy. Assign the student a desk close to you so that you are able to monitor the student’sneeds.‐ Be aware of the “silent period”. Most recent immigrants need time to watch,listen and process the new sights and sounds around them as they are immersedin the new language. They need to absorb and adapt to the new world aroundthem before becoming active participants. Often they will speak their newlanguage very little or not at all. This is referred to as the “silent period”, and itshould be respected for up to four months. Administer a Quick Initial Assessment. A quick initial assessment of an EAL student’sEnglish language proficiency should be done either prior to placing the student in aclassroom, or very soon afterward, to enable the teacher and/or support staff to6

develop and implement appropriate academic support. Please see the Appendix in thishandbook for a quick initial assessment that you may find useful. Be aware that many EAL students are able to read printed text, but not cursive writing,especially if the alphabet in their first language differs from the English alphabet. Allow yourself and the student time to develop language proficiency.‐ A picture dictionary is extremely useful for vocabulary building and ensuringcomprehension. Check the school library to see if a picture dictionary is available or seeif it is possible to purchase one for your classroom:Adelson‐Goldstein, Jayme, & Norma Shapiro. Oxford Picture Dictionary: Monolingual. Canadian ed. Don Mills:Oxford University Press Canada, 1999.Bliss, Bill, & Molkinsky, Steven. Word By Word Basic Picture Dictionary – International, 2 nd ed. London: PearsonESL, 2006. (Second Canadian Edition)‐ Teach the student survival phrases:“Hello.”“Good‐bye.”“I don’t understand.”“Where is………?”“May I …………..?”“What is this?” Try to spend time every day building a relationship with the student. Don’t make assumptions. Realize that behavior issues may be related to culturaladaptation. Familiarize yourself with the “cultural awareness” information in the next section of thishandbook.7

Cultural AwarenessCulture is a system of beliefs and behaviours which vary from country to country andeven area to area. What may be normal or acceptable in one part of the world may beconsidered rude or offensive in another.Culture must be taken into account when you are communicating with your EALlearners. You will be speaking, reading, writing and listening together, but you will becommunicating through non‐verbal behavior, as well.Although many immigrants make every effort to understand and adapt to Canadianculture, we need to be sensitive to their confusion and unexpected reactions during thetransition, and, we also need to recognize that since Canada is such a cultural mosaic, Canadianculture is not easy to define.Gestures:‣ These gestures can be considered offensive or rude in other cultures:- The “thumbs up” sign or the thumb to forefinger circle sign for “okay”.- Pointing with a finger. (Use the entire hand with the palm up or a pen or other objectwhen you need to point.)- Sitting in a position in which you expose the sole of your shoe. (Example: with your footon your knee).- Using your curled index finger to beckon a person. (Use entire hand.)- Touching the head and shoulders of Asian children.- Standing with your hands on your hips. (May be interpreted as displaying anger.)Eye Contact:In Canada, eye contact between people is considered important. If a child does not “look you inthe eye”, depending on the situation, you may assume that he is very shy or perhaps evendishonest. However, in other cultures, avoiding eye contact with people who are older or of ahigher rank is considered polite and respectful.Attitudes About Cooperation:Attitudes about cooperation vary from culture to culture. What North Americans consider“cheating” in school may be considered “sharing” for learners from other cultures.EAL students may not be aware that plagiarism is forbidden in Canadian schools.8

Inappropriate Smiling:In some cultures, people smile to cover embarrassment or anger. Smiling and nodding may alsoindicate, “Yes, I hear what you’re saying”, rather than “Yes, I agree” or “Yes, I understand”.Fear of Making Mistakes:Canadian students are usually encouraged to try. Incorrect responses are not seen as a failure,but as a learning opportunity. However, a student from another culture may have had verydifferent experiences at school. They may believe that answering incorrectly would bringshame to their family or their teacher, so unless they are absolutely sure their answer iscorrect, they may not respond. They may also be reluctant to ask questions or provideopinions.Touching:In Canadian schools, we avoid physical contact such as a hug or a pat on the shoulder. In somecultures, gestures which we consider encouraging or affectionate may be considered an affront.In other cultures, hugging, touching noses or touching cheek to cheek may be ways of greetinganother person, and two females or two males holding hands as they walk together may beconsidered normal behavior.Personal SpaceIn North America, we prefer 24 – 30 inches (or about an arm’s length) of personal space whenwe are talking to someone. Asians prefer more space. Latinos and Middle Easterners standmuch closer – sometimes literally toe‐to‐toe.Expressions and Interjections:There is cultural meaning in certain words and phrases. For example, what do you mean whenyou say: “Oops!”, “Huh?”, “Shhh”, “Oh‐oh”, “Ouch!”, “Hey!”, “Eh?”, “Good Lord!” Expressionslike these may have no meaning for an EAL learner.Cultural Expectations regarding Children:Keep in mind that what is expected of children varies from culture to culture. For example, inmany Asian cultures, children are expected to excel academically. Parents are willing to workhard to provide educational opportunities for their children, but the children are expected tostrive for excellence and pursue a respected profession.Most immigrant children learn English much more quickly than their parents. As a result, youngchildren may become responsible for communication in adult situations such as asking9

directions, banking, purchasing expensive items, or making appointments and providingtranslation during interactions with doctors, lawyers, accountants, etc., and they may be kepthome from school to assist in these situations. In many cases, it is also the responsibility of thechild to explain newsletters and phone calls from the school.Culture Shock:Culture Shock may manifest itself in several ways in the behaviours of immigrant children:1) Isolation and Loneliness – Close friends and extended family are half a world away. Theolder the child is, the harder the adjustment. Older children may isolate themselves andspend their free time communicating electronically with their friends and family in theirnative country, rather than pursuing relationships with new friends.2) Frustration and Confusion ‐ Tasks that were easily done in their own language andculture are now challenging and frustrating. Behaviours and traditions that wereacceptable and familiar may now cause a negative response from peers or teachers.This may result in frustration and anger.3) Rebelliousness ‐ A youth who wants to fit in, in his new country, may abandontraditional dress or engage in activities that his parents do not approve. Alternately,the youth may be angry about leaving his home country. This may result in a refusal tolearn English or assimilate in any way, in an effort to reject the new culture andlanguage. This may be manifested in depression and withdrawal, and may be perceivedas a prolonged silent period.Four Stages of Culture Shock:1) Honeymoon – Initial reaction to arrival in Canada: Genuine excitement about thenew place and a belief that the new life will be an adventure. Students may alsoexperience some anxiety about school.2) Hostility (Culture Shock) – The newcomer gradually becomes aware of thedisadvantages and obstacles. For example, he may not be able to get the food he isused to, or it may be very expensive and unaffordable. He may find it difficult toparticipate in activities enjoyed in his home country due to language difficulties orexpense. He may find that the education and skills from his home country do notmeet Canadian requirements. He misses family and friends and feels lonely andisolated. He may experience frustration and pessimism, or he may becomedepressed and withdraw. The newcomer may complain, avoid contact with Englishspeakers, reject anything associated with Canadian culture (language, food, people)10

and may be irritable and even angry.fatigue. Learning at school may plateau.He may also experience headaches and3) Humour (Recovery) – The newcomer gradually resolves negative feelings about thenew culture, has probably made some new friends. He tries to come to terms withboth the old and the new lifestyles; feelings of optimism and hope return.Students may begin to feel more confident and more willing to take risks.4) Home (Acculturation) – The new place is accepted as home and the newcomer feelshe is here to stay. He begins to integrate into the new society and may choose toassimilate.These four stages are experienced by both children and their parents, but children usuallypass through the stages more quickly than their parents. Younger children may hardlyexperience the stages at all, but they still may be affected by their parents’ emotionalstruggles with culture shock. Older children will need understanding and support from theirteachers as they cope with the intense emotion they experience.If you wish to further enhance your understanding and empathy of immigrant students andgain an appreciation of the adjustment they must make, please read “A Sad Day” in theAppendix. This is an informal reflective essay written by Dusan Stojanovic, a Grade 11student at Yorkton Regional High School during the 2010‐11 academic year. The essay hasbeen printed in this handbook with his permission.11

Suggested Supports and Accommodationsfor EAL Students in Middle Years and Secondary Classrooms(The Adaptive Dimension)You may wish to consider some of the following accommodations or adaptations to assistyour EAL students in accomplishing their academic goals:‐ Allow the use of first language dictionaries and bilingual dictionaries wheneverpossible, including electronic translators.‐ Be aware that many EAL students are able to read printed text, but not cursivewriting, especially if the alphabet in their first language differs from the Englishalphabet. You may need to provide notes in printed rather than cursive form.‐ Plan your teaching to be as visual and as concrete as possible – print key words onthe board as you are explaining; use visual content (diagrams, pictures, photos,videos, real objects, etc.) to support explanations, as often as possible.‐ Give verbal instructions in print form, as well. Be prepared and willing to explain themeaning of words commonly used in your verbal and written “instructionallanguage”. Examples of instructional language are words like underline, circle, copy,match, define, explain, state, observe, compare, contrast, evaluate, calculate, categorize,predict, paraphrase, estimate, identify, characterize, conflict, simplify...‐ Pre‐teach vocabulary to aid content learning. Subject specific or technicalvocabulary in high school subjects is particularly challenging. (Provide a list ofrelated vocabulary, with definitions, if possible, in advance of teaching a particulartheme or concept, so the student has time to translate the terms and definitions toenhance comprehension.)‐ Let students know ahead of time which textbook pages to read, so that they canprepare in advance.‐ Provide photocopies of typewritten or printed notes or allow EAL students to copythe notes of another student in the class. Be aware that many EAL students cannotread cursive writing.‐ Allow students to work with partners for assistance.12

‐ Include EAL students in group activities, but omit detailed write‐ups other studentsmight be expected to complete, or provide a separate written assignment at the EALstudent’s level of written English ability.‐ Pick through assignments and ask EAL students to complete only certain questionsor sections, OR reword questions in a simplified format to enhance comprehension.(Avoid higher‐level questions and complicated vocabulary).‐ Encourage students to watch DVD productions of novels covered in class, ifavailable.‐ Allow students to read novels in their first language, if available, to enhancecomprehension and to enable them to complete related assignments in English.‐ Provide audio books, if possible. If you have a library card, audio books can bedownloaded from the Parkland Regional Library website: www.parkland.lib.sk.ca.Encourage students to obtain their own library cards for this purpose.‐ Allow extra time for EAL students to complete assignments, especially if a great dealof reading and writing is involved.‐ Extend time lines, when necessary.‐ On exams, consider marking only the work completed, or allow extra time for examcompletion.‐ Depending on the reading and writing ability of the student, consider requesting theassistance of an E.A. to read and explain vocabulary and terminology used in thequestions on exams for EAL students.‐ Consider allowing the EAL student to write exams in “open book” format in anisolated setting. Often the student knows the correct response, but isn’t able toarticulate it in the vocabulary and terminology used in the subject area.‐ Consider oral examination of concepts if the EAL student is stronger in his/herlistening and speaking skills than in reading and writing, or arrange the use of ascribe.13

Assessment of Language ProficiencyQuick Initial Assessment:A quick initial assessment is an informal assessment that will reveal a student’s approximatelevel of English language proficiency according to the following criteria:True Beginner – Student does not understand or speak English, except for isolated words and phrases.Beginner – Student speaks and understands limited English; reading and writing level is pre‐emergent.Intermediate – Student speaks and understands with some hesitancy and difficulty. He/she may havedifficulty with academic, context‐reduced language. Reading and writing skills in English are developing.Advanced – The student understands and speaks conversational and academic English well and isnearing proficiency. Reading, writing and content skills are nearing grade level.A quick initial assessment of an EAL student’s English language proficiency should be doneeither prior to placing the student in a classroom, or very soon afterward, to enable the teacherand/or support staff to develop and implement appropriate academic support. It isrecommended that the Quick Initial Assessment be administered by a school administratorand/or the Student Support Teacher. Immediately upon completion of the Quick InitialAssessment a copy should be sent to the EAL Co‐ordinator by fax or scanned and e‐mailed.(Fax: 786 – 7723 at Y.R.H.S. or e‐mail to cmccullough@mail.gssd.ca)Please see the Appendix in this handbook for a quick initial assessment that you may find useful.Informal Language AssessmentAn informal language assessment may be requested if the teacher and/or support staff wouldlike more a more detailed assessment of an EAL student’s speaking, listening, reading andwriting abilities, than is provided by the quick initial assessment. This assessment divides thebeginner and intermediate levels into three sub‐levels: the early stage, the developing stageand the completing stage of the beginning or the intermediate Level. A commentary on theskills and abilities at each stage is also provided to assist the teacher and/or support staff inchoosing appropriate strategies and resources for the student.14

Woodcock‐Munoz Formal Language DiagnosticGood Spirit School Division has chosen the Woodcock‐Munoz Language Assessment tool for usefor formal and extensive assessment of the English skills of EAL students. The Woodcock‐Munoz consists of seven tests: Vocabulary, Verbal Analogies, Letter‐Word Identification,Dictation, Understanding Directions, Story Recall and Passage Comprehension. Thecombination of the seven tests provides an assessment of “broad English ability” and a“cognitive academic language proficiency” (CALP) score.Woodcock‐Munoz Levels of Cognitive Academic Language Proficiency (CALP)CALP Score CALP Level Instructional Implications6 Very advanced Extremely easy5 Advanced Very easy4‐5 (4.5) Fluent to Advanced Easy4 Fluent Manageable3‐4 (3.5) Limited to Fluent Difficult3 Limited Very difficult2 Very limited Extremely difficult1 Negligible ImpossibleCALP is the academic language used for education and instruction.CALP includes abstract concepts, specialized vocabulary and complex language structures.CALP is context‐reduced.CALP involves analysis, synthesis, evaluation, semantic meaning and functional meaning.o It is achieved by immersion in content area study.o It may take 5‐7 years to become proficient.o The focus is on development of both fluency and accuracy.A CALP score of 4 is average ability compared to English‐speaking (first language) peers of the same age.Please contact your EAL teacher/co‐ordinator to arrange for administration of the Woodcock‐Munoz or other language assessments: cmccullough@mail.gssd.ca15

Communicating with Immigrant Parents- Avoid telephone conversations with parents unless you (or a colleague) have alreadymet them and you are fairly sure that their English comprehension is adequate.Telephone conversations are very difficult for people who are in the process of learninga new language, because there is no opportunity to read facial expressions or bodylanguage. Phone calls from their child’s school may cause the parents confusion andanxiety, if they don’t understand the reason for the phone call, or they may pass thephone to their child, if his/her English is better than theirs.- Written notes in simple English allow the parents the time to translate using a dictionaryor to consult a friend who is more fluent. Most immigrants have an e‐mail address, soe‐mail is an effective communication tool as well.- Written notes or e‐mail using an on‐line translator such as “Google translate” are alsoan option. To use “Google translate”, type the note, choose the language into whichyou want to translate the note, and the note is translated for you in a few seconds. Thetext in the note should be kept as simple as possible for the most accurate translation.Parent‐Teacher Conferences‐ Many parents of immigrant students are not familiar with the idea of meeting with theirchildren’s teachers, and therefore, are not sure what to expect at such a meeting. Manyparents do not speak English well enough to understand what the teacher iscommunicating.- When meeting face‐to‐face with the parent, it is handy to have a picture dictionary orreal objects (report card, student work, the textbook or novel being studied) available toassist the explanation. It may also be helpful to print key words on a sheet of paperwhile you are talking to the parents. If the parents have studied English in their homecountry prior to immigrating, they are often able to read and write more efficiently thanthey can speak and understand orally.‐ Be aware of your body language.o Greet the parents warmly, as you would greet a guest in your home.o Refrain from crossing your arms on your torso or standing with your hands onyour hips. (Both stances can be interpreted as anger or aggression in manycultures.)16

o Avoid sitting with your foot on your knee so that the sole of your shoe isexposed. (This is rude and insulting in many cultures.)o Do not shake hands unless the parent offers his/her hand first.- Speak more slowly than is normal for you, and allow time for the parent(s) to processwhat they have heard and to formulate a response. Keep in mind that they may bementally translating every word they have heard and will say, from their first languageinto English, before they are able to respond.- Speak in short sentences, using simple English and enunciating clearly.- If you have the benefit of a translator for the parent/teacher conference, speak in short,uncomplicated sentences, and stop frequently to allow the translator to accuratelycommunicate your message. Refrain from using “educational jargon” and acronyms, asneither the translator nor the parents are likely to understand.- The Newcomer Welcome Centre in Yorkton (783‐2777) has a limited volunteer base andmay be able to provide volunteer translation services, if the situation warrants it.17

Supports and Resources for Classroom Teachers of EAL StudentsYour EAL Teacher/Co‐ordinatorCarol McCullough, B. Ed., CerTESLcmccullough@mail.gssd.caPhone: 641‐9150 or 786‐5560 (Yorkton Regional High School)The EAL Co‐ordinator is able to provide the following supports:‣ Assessment of the language needs of EAL students‣ Conversations with teachers to discuss EAL needs, and strategies and techniques tomeet those needs, within the classroom setting‣ Classroom observation of EAL students‣ Recommendation of resources and/or strategies for teachers who have EAL students intheir classes‣ A weekly afternoon appointment to meet with EAL students within one school toprovide dedicated instructional time to focus on their EAL needs, if no other supportscan be arranged or until other supports are in place.‣ Workshops or short‐term coaching to address specific EAL teaching needs.Interactive On‐line Learning Activities for English Language Learners in Elementary Schoolswww.eslkidslab.comThis website includes video lessons, printable handouts and flashcards as well as phonicshandouts and a video for English language learners to practice the sounds of the alphabetletters.The video lessons are very good. Once you have entered the site, scroll down to “videolessons”. Select Course 1. A list of all topics and language objectives featured in the videolessons opens. Choose a unit and click on it.A video screen appears and the video downloads. The screen is small and is located on the lefthand side of the page. You may have to scroll down to find it. Click on the arrow button tostart the video.18

www.eslkidsworld.comThis site includes power point activities on a variety of topics to build vocabulary. Some of thetopics are: actions, adjectives, animals, birthday, body parts, colours, fruit, comparatives andsuperlatives, countries, days of the week, family, festivals etc.Open the power point and click on “slide show”, then select and click on “From Beginning”. Thelearner will need to click the space bar to progress through the slides. Printed textaccompanies the picture on each slide.www.kidseslgames.comThis is an excellent site for online games to practice grammar and vocabulary. There are manytopics for both skills, and the action in the games is good quality, interactive and engaging.This site also includes on‐line “Jeopardy‐style” power points for beginner, mid and advancedlevels. It would be a worthwhile whole‐class activity as it reviews a variety of “generalknowledge” facts as part of the vocabulary building activities.www.billybear4kids.comThere are a few useful activities on this site: WORD MEISTER, CROSSWORD PUZZLES andWORD SEARCHES. Once you’ve accessed the site, go to “Fun and Games” and then to “On‐lineGames”. To locate “Word Meister”, scroll down to the bottom of the list. Word Meister issomewhat like “Hangman”, except that it is a timed activity.To locate crossword puzzles and word searches, click on “Puzzle Mania”, and then select“Crossword Puzzles”. Look for the list of crosswords and word searches on the right hand sideof the screen. Those with “O” beside them can be played on‐line; those with “P” beside themcan be printed.www.1‐language.com/memorymatchelem/index.htmThis site contains memory (or concentration) games on the following topics: animals, body,face, food, sweets, fruit, school, occupations, family, feelings and weather. The first game is apicture match, then the student can select “level up”, and the next game is a word match. Thethird level is a match between the picture and the word. All of the games have audio, and thevocabulary word is repeated every time the picture or the word is selected. This is an excellentsite for vocabulary building, pronunciation, word recognition and spelling.19

www.learningchocolate.comThis site builds vocabulary using matching, fill‐ins and word dictation. Topics range from verysimple to more complex, and students can choose from a wide variety of topics at various levelsof ability.http://www.mes‐english.com/games.phpMemory games, spelling games and question and answer games with audio are available tobuild vocabulary on a variety of topics such as animals, body parts, colours, feelings, food, fruit,nature, numbers, people and jobs, transportation, vegetables and verbs. The on‐line gameportion is just a small part of www.mes‐english.com, which offers a wealth of free, printableresources for teachers, as well.www.parkland.lib.sk.caFor Older EAL Students:To access the English language learning activities available through Parkland Regional Library,the student will need to have a library card (or you could use yours). There are three on‐linelearning programs suitable for older elementary students: TENSE BUSTER, MY CANADA andTELL ME MORE.On the main page, select “Adult Learners and Newcomers”. Scroll down to select the learningprogram. TENSE BUSTER and MY CANADA have an “out of library” option, click on it, and theprogram will download to the computer. An account must be set up to access TELL ME MORE.TUMBLE BOOKS and TUMBLE READABLES on the library site are also great learning tools forEnglish language learners to build vocabulary and reading comprehension skills.AUDIO BOOKS can also be downloaded to an MP3 player from the library site.www.learningchocolate.comThis site builds vocabulary using matching, fill‐ins and word dictation. Topics range from verysimple to more complex. Topics such as “in a car”, “on the road”, “internal organs”, “two andthree‐dimensional shapes”, “occupations”, and others, are suitable for older students at anintermediate level of English.20

www.englishclub.comThis site contains Hangman, Crossword Puzzles, Jumbled Words, and Matching Games atelementary, intermediate and advanced levels for EAL learners of all ages. The students canselect games from a wide variety of topics.www.eslgold.comStudents can practice language skills in many ways at various levels. Beginners can start bychecking out the vocabulary pages, where they can see, hear, and say new words in English. Ifhelp is needed with grammar, listening, or reading, there are pages of explanations, examples,and exercises and a section of quiz links.Useful Websites and Print Materials for teacher use:- http://a4esl.org- www.bogglesworldesl.com- www.esl.about.com- www.eslflow.com- www.esl‐galaxy.comA great source for printable crosswords and word search puzzles- www.eslgold.com- www.123listening.com ‐ audio files on a variety of topics with accompanyingworksheets for younger students- www.mes‐english.com ‐ free printable materials for teachers including flashcards,English vocabulary sets, worksheet templates, communicative games, projects andlesson plans and interactive on‐line games.- www.tefl.netProvides “snippets” that can be added to any class for the benefit of both EAL andCanadian students. The “snippets” include This Week in History, which relates inone or two paragraphs one historical event that occurred during this week. It alsoincludes an Idiom of the Day, Slang of the Day, Saying of the Day, Phrasal Verb ofthe Day and a Cartoon of the Day.21

- www.teflgames.com – (Select free EAL games.)Includes interactive games, ESL activities and games for the classroom, onlinequizzes and hundreds of printable quiz questions in graded sets- “google translate” at www.google.ca – (Select “Language Tools”)Scroll down to “translate text”. You can then type, in English, the message youwant translated, choose the language into which you want your message to betranslated, and then click on “translate text”. Your message will appear in thelanguage of your choice.Appendices“Sad Day” – an informal reflective essay by Dusan Stojanovic, immigrant student from SerbiaThe Registration FormThe Quick Initial Assessment22

SAD DAYA personal reflective essay, written by Dusan Stojanovic, March 4, 2011Reprinted with permissionIn life, everyone has a day when you are sad, and at the same time happy and excited.For me, it was the day before I came to Canada. It was one of the harder days of my life,because my family and I needed to leave the place I love and where I lived all my 17 years. Itwas the 14 th April, 2010. We were supposed to go to Canada the 15 th of April.I woke up in the morning, and like every morning, I saw my beautiful room with a TVand DVD player and small coffee table and many posters of celebrities on my wall. I lay thereand stared at the ceiling thinking about what I am leaving and all that awaits me in Canada. Myexcitement was an ocean wave first strong and then weaker as I became sad again.When I got up, on the way to the bathroom where I went to wash my face and brush myteeth, I heard the sound of quiet crying. When I looked into the room next to the bathroom, Isaw my grandmother in tears looking at old family pictures. Although I did not want to see hercrying, I could not tell her to stop because I understood how she felt. I continued to thebathroom quietly so that she would not hear. When I came out of the bathroom later, I sawhow my parents slowly packed all the things for the trip and talked about how and what to dowhen we get to Canada. A little later we had breakfast together for the last time in our oldhouse.After breakfast I got ready and went to wait for a bus that would go into town. When Iarrived in town it was noon, and my friend was waiting for me. We went for a drink, and satdown and talked. We recalled the various events of the previous days. After that we saidgoodbye and I went to my school to say goodbye to my friends from school. At the entrance inthe school I met my best friend Jovana. She asked me:She: Hi, Dusan, what are you doing here, aren’t you already gone?Me: No, I came to say goodbye.She: After you say goodbye to your friends could we go for a drink?Me: Sure, why not? See you later.She: Yeah, see you.I went to the classroom and entered the class where my friends were. They sat in rowslike soldiers one after the other and wrote their lessons, and the teacher dictated like a captainissuing orders. Because they were busy we did not have time to talk a lot. When we weresaying goodbye, some of them asked me:They: You will not forget us when you go?Me: Of course I won’t.23

I promised that I would not forget them when I left. I gave my sunglasses to one of my friendsbecause I knew he liked them a lot. When I gave him the glasses, I said, “Keep them as our longfriendship, and do not lose them.” He began to cry and through his tears he said that he wouldkeep them and take care of them. I was greeted by everyone and we made a group photographas a souvenir.When I left the school, I invited my friend Jovana to go for a drink as we had previouslyagreed. While we went to the café, “Easy Steps”, I called my girlfriend, Ana, who was her sister.She was the sun in my sky. Ana told us to go to the club and that she would get there later. Wewent to the club, and until Ana came, we talked about school days we spent together, since wewere 8 years together in school and all our games and mischief. When Ana came we sat a littlelonger and then Jovana had to go, and my girlfriend and I stayed alone.We left the club. While we walked along the park, we embraced and listened to thebirds. Her hair was golden silk streaming in the afternoon breeze. We talked about all thewonderful moments we had for the two years that we were together. We went to the bench inthe park where we first met and kissed for the first time. That bench I called a “bench ofmemories” because it wakes many good memories in me. When we sat on the bench, shepulled out a nail. “What are you doing?” I said. She told me to print our names in the shape ofa heart on the bench to stay forever as our love. We were together until 5 pm when it was timefor me to return home. We walked to the bus station and I wished to never split up. We cameto the station, and stood embracing. She watched me with her sad eyes full of tears. She askedme:She: Can I ask you something?Me: Yes of course you can.She: Are you in love with me?Me: NoShe: Do you think I’m beautiful?Me: NoShe: Am I in your heart?Me: NoShe started to cry and she wanted to leave me. I hugged her and said: “I’m not in lovewith you – I love you. You are not beautiful – you are the most beautiful in the world. You arenot in my heart – you are my heart.” I kissed her and felt something that even now I cannotdescribe, but I can say that it is a wonderful feeling like flying into the clouds. At that momentmy bus came and I had to go. I was watching out the window as she waved though crying.When I arrived in the village, I didn’t go home. I called my friends to ask them if theycan come to say goodbye, and they told me that they are in the school park and to go there. Iwent there and saw five of my friends sitting drinking beer. They persuaded me to drink withthem. I drank a few beers with them. We said goodbye, but they didn’t let me go until they24

gave me a gift and told me they were already planning to come to my house before I go, toescort me. They gave me a gold pendant on which was engraved their names. I headed home.I walked slowly and looked all around, trying to remember a picture of my village, all those nicethings, a playground full of children, three or four shops, the river that flows quietly through thevillage, her smell. I walked slowly towards the house and it seemed to me to be increasinglymoving away.It was 8 o’clock in the evening when I arrived home. I saw a house full of people. Therewere our cousins, our neighbours, my two grandmothers, and even some friends of my parents.We sat with them until two o’clock in the morning when our taxi came that was supposed totake us to the capital city from where we had a plane to Canada. Slowly I placed our suitcasesinto the taxi. When it was time to say goodbye to everyone, everyone started to cry. I wantedto cry too but I felt ashamed to cry in front of them. I ran in the house, quickly washed my facewith cold water and returned to say goodbye. We said goodbye to everyone, and got into thetaxi and left. The windows of our house watched us drive away. Behind us stayed goodmemories. And the last thought that came to my mind was “goodbye Serbia”.25

Good Spirit School DivisionSchool: _____________________________Fairview Education CentreSchool Address: ____________________________63 King Street East ____________________________Yorkton, SK S3N 0T7____________________________Phone: 306.786.5500 Fax: 306.783.0355 School Phone: ____________________________Phone Toll Free: 1.866.390.0773 School Fax: ____________________________Registration FormStudents for whom English is an Additional Language(To be completed in person with family members present.)Student InformationName: _______________________ _____________________ ________________ ____________Surname First Name Second Name English NameStreet Address/Box Number: ____________________________________________________________________Town/City ______________________________, Saskatchewan.Postal Code: _______________________Home phone number: ____________________E‐mail address: ____________________________________Birthday: ______/ ______/ ______ Age: ________________ Gender: ____________Day Month Year1 st Language: ______________________ Language spoken at home: ________________________Other languages spoken: ________________________________________________________________In homeland, this student lived in a: city _____ village _____ rural area _____Country of Birth: __________________________Date of Entry into Canada: _____/ _____/ _____Day Month YearCitizenship: Permanent Resident (Landed Immigrant) ______ Student Visa _____ Visitor Visa _____Parent Work Permit _______ Refugee ______ Canadian Citizen ______Medical Alerts/Disabilities/Allergies: ___________________________________________________________________________________________________________________________________________Saskatchewan Health Number: ___________________________________________________________26

Family InformationIs family together? _____ If not, explain: ____________________________________________________Name of Parent/Guardian: __________________________________ __________________________SurnameFirst namePlace of Employment: ___________________________________________________________________Phone – Home: ______________________________Work: _______________________________Street Address/Box Number: _____________________________________________________________________Town/City ______________________________, Saskatchewan.Postal Code: _________________________E‐mail address: _________________________________________________________________________________Bilingual Contact: ________________________________________ ____________________________________SurnameFirst NameRelationship: ____________________________Phone number: _______________________Family MembersRelationship Name (and Age of Siblings) Place ofEmployment/SchoolKnowledge of EnglishSpeak/Read/Write**Other extended family or social connections in the community? (Church, ethnic community, etc.)_____________________________________________________________________________________**Is the family aware of the services provided by the Newcomer Welcome Centre in Yorkton? Yes/NoEmergency Contact Information (Other than parents)Emergency Contact Name: ______________________________ ______________________________SurnameFirst NamePlace of Employment: ___________________________________________________________________Phone – Home: ______________________________Work: _______________________________Cell Phone Number: __________________________E‐mail Address: ________________________________________________________________________27

Educational BackgroundHas student’s schooling been interrupted? _____ If yes, explain:_____________________________________________________________________________________Has student attended a Canadian School previously? _______Name of School: _____________________________________ Location: ___________________________________Education in Home Country: Public _____ Private _____Language of Instruction in Home Country: __________________________________________________Amount/Type of previous English Instruction: (Explain)_____________________________________________________________________________________________________________________________Last Grade Completed __________Date: _______ _______ _______Day Month YearHas the student completed secondary schooling in his/her home country? Yes/NoDoes the report card need to be translated? Yes/NoEvaluation completed by Ministry? Yes/NoStudent’s previous academic progress in his/her first language:Below Average _____ Average _____ Above Average _____Talents or Interests of Student: (art, athletics, drama, hobbies, music, etc.)__________________________________________________________________________________________________________________________________________________________________________Additional Information/Concerns: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________Use the Quick Initial Assessment to assign an initial language proficiency level.Please send a copy of this registration form to the EAL Co‐ordinator.28

Quick Initial AssessmentA quick tool to determine a student’s approximate English language level according to thefollowing criteria:True Beginner – Student does not understand or speak English, except for isolated words and phrases.Beginner – Student speaks and understands limited English; reading and writing level is pre‐emergent.Intermediate – Student speaks and understands with some hesitancy and difficulty. He/she may havedifficulty with academic, context‐reduced language. Reading and writing skills in English are developing.Advanced – The student understands and speaks conversational and academic English well and isnearing proficiency. Reading, writing and content skills are nearing grade level.1. Show the student the QIA picture.Look at the picture with the student and follow the prompts in the accompanying tablesto determine beginner, early intermediate, intermediate or advanced level of Englishlanguage ability.2. Ask the student to write about the picture:(Choose one activity from the list below at the level indicated by the oral assessment.)• write words that tell what is in the picture• write sentences about the picture• write a story about the picture• make up a story about what the children will do next• write a paragraph about a similar experience that you have had29

Quick Initial Oral AssessmentNAME: ____________________________________ASSESSOR: _________________________________DATE: _______________________LEVEL: _______________________The assessor begins by saying: “Let’s look at this picture together.I am going to ask you some questions about it.”Beginner LevelAssessor Says:Student Response:1. Point to the bus. 1. Points to the bus2. Show me the boy. 2. Points to the boy3. How many children do you see? 3. Three4. Where are they standing? 4. On the street/sidewalk; in the rainProceed to next level if 3/4+Early Intermediate LevelAsk the student to answer in complete sentences.Assessor Says:Student Response:5. What is happening in the picture? 5. It is raining. The bus is full. Thechildren are getting wet. They have towait for the next bus.(present progressive)6. Ask me what the cat is doing. 6. What is the cat doing?7. Tell me how the children usually go to 7. They usually ride the bus.school.8. What do you think the cat is going to do 8. It is going to catch (chase) the mouse…next?(future tense)Proceed to next level if 3/4+Intermediate LevelAssessor Says:9. Why did the bus not stop for thechildren?10. Why is one of the girls holding a paperover her head?11. What do you think the children shoulddo now?12. What would you do if this happened toyou?Student Response:9. The bus was full. (simple past)10. She doesn’t have an umbrella/doesn’twant to get wet…(simple negative past)11. I think the children should………(present conditional)12. I would …….Proceed to next level if 3/4+30

Advanced LevelAssessor Says:13. What do you think would havehappened if the bus had not been full?Student Response:13. The bus would have stopped to pickup the children.(present perfect conditional)14. The bus might not have been full.(negative present perfect conditional)15. I think it means that it is raining veryhard.14. Complete this sentence: If the childrenhad caught an earlier bus………….15. If someone says to you, “it is rainingcats and dogs”, what do you think thatmeans?16. What part of this picture is fiction? 16. The mouse using the leaf as a boat isfiction.Fluent English proficiency if 3/4+31