High School Block:
English as an Additional Language A1.1
English as an Additional Language (EAL) A1.1 is a course designed to build essential English skills in the areas of speaking, listening, reading, and writing, with a particular focus on building foundational literacy and communicative skills. In addition to focusing on foundational literacy and basic oral communication skills, this course provides the opportunity for students to learn and practice new cultural norms in a supportive environment.
An important objective across all courses in the English as an Additional Language course pathway is to support learners’ English proficiency development in order to communicate effectively in varied contexts and with members of a diverse Canadian society. Learners are afforded dedicated time to focus on speaking, listening, reading, and writing, as aligned to the Common European Framework of Reference (CEFR) for Language and by using an action-oriented approach.
By the end of this course, learners will be consistently demonstrating competencies in English at the A1.1 level of the CEFR.* This means that learners will
be able to understand and use simple, everyday statements, instructions and questions, in highly scaffolded contexts. They will be able to produce simple words and phrases in writing and complete sentences by copying a very familiar modeled word.
*Students are still at a pre-A1 level, but they are progressing toward A1.
CONTEXTS AND CONCEPTS
Social and Everyday Interactions
- Giving basic personal information (name, country, age)
- Using very simple greetings
- Following very simple instructions in classroom or social settings
- Responding to yes/no and either/or questions in predictable exchanges
English Language and Literacy
- Recognizing letters and sounds
- Using high-frequency words
- Using common classroom vocabulary
- Copying or writing very basic words, phrases, or simple sentences
- Identifying key words in familiar contexts (school signs, schedules)
Skills for School and Life
- Understanding simple school routines
- Handling materials and personal belongings appropriately
- Asking for help using simple words and gestures
- Using very common numbers
- Acting with respect for myself and others
- Participating in class
- Exploring use of inclusive communication tools
- Using basic self-assessment tools (checklists, portfolio), with support
- Practicing organizational and success strategies
GRADE 11
Strand: Oral Communication
Big Idea: Spoken Interaction
Skill Descriptor: Recognize and use words, very simple statements, and questions in highly scaffolded contexts to communicate with others
Global Competencies: CM, SASM, CL
Achievement Indicators:
- Ask for help
- Express lack of understanding
- Point to something and ask what it is
- Exchange basic greetings
- Ask and answer very simple questions about very familiar topics
- Talk to someone using very simple words, supported by gestures
- Use basic numbers in simple, everyday exchanges
Big Idea: Spoken Production
Skill Descriptor: Produce very simple words, everyday statements, instructions, and questions, about immediate concrete surroundings, with scaffolds in place.
Global Competencies: CM, SASM
Achievement Indicators:
Strand: Reading and Viewing
Big Idea: Foundational Reading
Skill Descriptor: Demonstrate English literacy readiness skills pertaining to reading.
Global Competencies: CM, SASM
Achievement Indicators:
- Name all letters of the Roman alphabet, in sequence
- Name all letters of the Roman alphabet, out of sequence
- Recognize the letters of the alphabet in lower case form, with some confusion of similar letters
- Match or circle the same letters and familiar names and a few sight words in different sizes, colours, or fonts
- Identify name in print
- Recognize letter sounds and link them to print
- Identify and sound out the first letter in a word
- Identify and sound out the last letter in a word
- Recognize that spaces are used to differentiate words in a sentence
- Track left to right with finger as words are read aloud
- Stop at periods in modelled and practiced exercises
Big Idea: English Reading Comprehension
Skill Descriptor: Demonstrate understanding of very familiar words, and phrases, with the help of teacher-selected basic reading comprehension strategies.
Global Competencies: CM, SASM
Achievement Indicators:
- Follow very simple written instructions, if supported by visuals
- Recognize and read very familiar words in short, simple texts, supported by visuals
- Find information on lists, posters, brochures, texts, and ads
- Recognize times and places in simple notes, invitations and text messages, provided there are no abbreviations
- Understand common signs
- Follow very simple instructions, if supported by visuals
Strand: Writing and representing
Big Idea: Foundational Writing Skills
Skill Descriptor: Demonstrate English literacy readiness skills pertaining to writing.
Global Competencies: CM, SASM
Achievement Indicators:
- Write from the left to the right side of the page (lined and unlined paper)
- Write name with support
- Identify and copy lower case letters
- Identify and copy upper case letters
- Identify and copy final punctuation
- Spell very familiar words, using phonetic (invented) spelling
- Place spaces between words (e.g., when copying sentences)
Big Idea: Written Interaction
Skill Descriptor: Interact with simple words and sentences on very familiar topics using a model.
Global Competencies: CM, SASM
Achievement Indicators:
- Write/post simple texts or messages, using basic formulaic expressions and/or emoticons and/or emojis
- Write/post a short, simple personal statement, using a translation tool if necessary
