Learning Areas

High School Block:

English as an Additional Language A1.2

English as an Additional Language (EAL) A1.2 is a course designed to build essential English skills in the areas of speaking, listening, reading, and writing, through meaningful and authentic task-based learning. The focus is placed on communicative tasks required for common social interactions and immediate needs. In addition to focusing on oral communication skills, high frequency language, and essential vocabulary, reading and writing are supported explicitly through foundational literacy skill development. Finally, this course also provides the opportunity for students to begin to explore essential strategies for English language learning, intercultural competency development, and goal-setting.

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 A1.2 level of the CEFR. This means that learners will

be able to understand and use familiar, everyday statements, and very basic phrases. They will be able to introduce themselves and others and ask and answer questions about personal details such as where they live, people they know, and things they have. They will be able to interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

CONTEXTS AND CONCEPTS

Social and Everyday Interactions

Using basic conversational phrases (greetings, introductions, common questions)
Exchanging basic personal information (name, age, address, daily routines)
Expressing likes and dislikes with single words or short phrases
Naming familiar people, objects, and places
Understanding and following basic classroom directions

English Language and Literacy

Recognizing letters, sounds, and common words
Matching simple words to pictures or actions
Understanding and following short, familiar written instructions
Writing very simple sentences
Reading short, predictable texts with support
Using numbers, days, and colors in reading and writing tasks

Skills for School and Life

Participating in classroom routines with guidance
Responding to common classroom instructions
Demonstrating awareness of classroom rules and expectations
Beginning to talk about personal interests with visuals or sentence starters
Recognizing and showing respect for myself and others
Participating in class and with groups
Exploring use of inclusive communication tools and strategies
Using basic self-assessment tools (checklists, portfolios), with support
Practicing organizational and success strategies

Expand All Collapse All

GRADE 11

GRADE 11

Strand: Oral Communication

Big Idea: Listening

Skill Descriptor: Demonstrate understanding of simple everyday expressions, directions, instructions, and questions, about immediate concrete surroundings.

Global Competencies: CM, SASM, CL

Achievement Indicators:

Demonstrate understanding of simple, everyday questions
Demonstrate understanding of simple, everyday expressions
Demonstrate understanding of simple, everyday instructions
Demonstrate understanding of the names and simple descriptions of everyday objects
Demonstrate understanding of numbers, prices, times, and dates given in clear and simple announcements

Big Idea: Spoken Interaction

Skill Descriptor: Communicate in simple and routine tasks provided the other person is prepared to help.

Global Competencies: CM, SASM, CL, CTPS

Achievement Indicators:

Exchange simple, everyday polite forms of greetings and address
Introduce oneself and ask for others’ names
Ask for directions
Ask how people are and react to the response.
Ask and answer simple questions about very familiar topics, with support
Use very common numbers in everyday situations
Communicate very simple, predictable information from one language to another when a sympathetic listener is present

Big Idea: Spoken Production

Skill Descriptor: Produce simple everyday statements, directions, instructions, and questions, about immediate concrete surroundings.

Global Competencies: CM, SASM, CL

Achievement Indicators:

Use simple greetings
Use simple words to describe familiar objects and activities
State what I like and don’t like in familiar contexts.
Give basic information about my school or class
Use appropriate stress on words in a sentence to create meaning
Reproduce sounds in the target language, with support

Strand: Reading and Viewing

Big Idea: Foundational Reading

Skill Descriptor: Demonstrate English literacy skills pertaining to reading.

Global Competencies: CM, SASM, CTPS

Achievement Indicators:

Sound out c-v-c words
Recognize simple c-v-c rhyming words that are part of my oral vocabulary
Use basic decoding strategies to sound out new words
Segment familiar words while reading
Stop at periods at the ends of sentences
Distinguish between periods and commas
Read familiar words, numbers, and phrases in simple texts
Make personal connections to help me understand what I am reading, with guidance and support
Use text features to help me predict
Reread for understanding, with the help of a teacher

Big Idea: English Reading Comprehension

Skill Descriptor: Demonstrate understanding of familiar words, phrases, and short, simple sentences with the help of teacher-selected basic reading comprehension strategies.

Global Competencies: CM, SASM, CTPS

Achievement Indicators:

Recognize familiar words, phrases, and numbers in simple texts
Demonstrate understanding of the layout and format of very familiar texts to find specific information
Understand an information form well enough to know where to add basic information
Find information in short, simple greetings and messages
Follow short, simple written instructions

Strand: Writing and Representing

Big Idea: Foundational Writing Skills

Skill Descriptor: Demonstrate English literacy skills pertaining to writing.

Global Competencies: CM, SASM

Achievement Indicators:

Begin to correctly use uppercase letters and final punctuation in most cases
Write the letters of the Roman alphabet, using upper- and lower-case letters by memory
Spell memorized words correctly, in most cases
Write numbers and symbols related to time of day or money
Use a few grammatical structures and sentence patterns in a learned repertoire
Write using spacing between words

Big Idea: Written Production

Skill Descriptor: Produce words, phrases, and short, simple sentences on very familiar topics, using a model.

Global Competencies: CM, SASM

Achievement Indicators:

Write about who I am and what I like to do, using short phrases and simple sentences, with the help of a model
Write short simple words or phrases in a sequential order by following a model
Write familiar words to describe very common objects
Label images using very familiar and simple words

Big Idea: Written Interaction

Skill Descriptor: Write and respond using simple words and sentences for concrete purposes.

Global Competencies: CM, SASM, CTPS, CL

Achievement Indicators:

Write/post a simple message, providing very basic details
Fill in a form or questionnaire with my personal details

Strand: Intercultural Competence

Big Idea: Multicultural Canadian School Context

Skill Descriptor: Begin to use basic social and school-related norms within the multicultural Canadian context.

Global Competencies: CM, SASM, SGC, CL, ICE

Achievement Indicators:

Identify rights and responsibilities in the classroom, school and community
Use everyday polite forms of greeting and address
Communicate simple, predictable information from one language to another, provided a sympathetic listener is present

Strand: Strategies for Success

Big Idea: Strategies for Success

Skill Descriptor: Practice strategies for academic and personal success, with support.

Global Competencies: CM, SASM, CTPS, CL, ICE

Achievement Indicators:

Use resources to help with language learning
Work collaboratively with peers
Set a goal and define steps to achieve it, with support
Reflect on simple feedback
Group together sets of things with similar characteristics
Organize my learning materials, with support
Ask questions to ensure understanding of teacher or peers during a conversation
Fill in a model to show strengths, needs, and interests
Choose artefacts to show evidence of learning, with support
Ask for repetition or help

Expand All Collapse All

Provide curriculum feedback