G1 Intermediate EAL (Hercus Theron)

This week, the focus was on vocabulary. At the start of the week, we learned the names of things while interacting in fun activities both in groups and individually. Wednesday, we decided to have a little spelling competition. Students competed in groups against each other to see who the spelling kings and queens were. Students worked well together and encouraged their friends to do their best. On Thursday, we learned about grouping our vocabulary words. We sorted words into fruits, vegetables, zoo animals, and stationery to name but a few. Finally, we finished the week with some reading and listening comprehension on Raz-Kids as well as a short activity to practice our speaking and presentation skills.

G1 Beginner EAL (Tom Wickham)

This week in Grade 1, diverse card-matching exercises tailored to individual levels were implemented for verbs, grammar, and phonics. These exercises targeted reading, listening, and speaking skills. We reviewed WIDA results, identifying areas for improvement. Writing practice included letter writing and short story composition. Raz-Kids reading sessions allowed for personalized exercises, focusing on each student's specific needs in phonics, grammar, and more. Additionally, stronger students assisted those facing challenges during shared reading sessions.

G2 Beginner EAL (Tom Wickham)

In Grade 2, the week featured dynamic card-matching exercises designed for verbs, grammar, and phonics, catering to individual levels. These exercises aimed at refining reading, listening, and speaking skills. WIDA results were discussed to pinpoint areas requiring improvement. Writing practice involved crafting letters and short stories. Raz-Kids reading sessions were personalized, and an innovative group reading exercise tested comprehension through drawing words from the story. Shared reading sessions involved collaboration, with stronger students supporting those with reading difficulties.

G2 Intermediate EAL (Hercus Theron)

This week in Grade 2 EAL, our main focus was on vocabulary expansion. We began the week by engaging in interactive and group activities to learn the names of various objects and items. These activities allowed the students to learn new words while having fun. On Wednesday, we had an exciting spelling competition where students formed groups and competed against each other to showcase their spelling skills. It was a great opportunity for teamwork and encouraging one another to do their best. Thursday was dedicated to grouping our vocabulary words. To wrap up the week, we incorporated reading and listening comprehension activities using Raz-Kids. This helped students further develop their understanding of vocabulary in context. Additionally, we had a short activity to practice speaking and presentation skills, allowing students to express themselves confidently.

G2 Intermediate EAL (Chris Marionni)

In Mr. Marionni’s G2 Intermediate EAL, students read the short story “The Washing Machine Box”, discussed the story in detail, answered story questions (both verbally and in writing), and focused on story vocabulary using visuals. Subject-verb agreement is one of the most difficult grammar focuses and students have been working hard and practicing over the course of three weeks; this week, all students completed both IXL activities before the end of class demonstrating significant growth since week one. Great job G2 Intermediate! On Friday, the last class of the first semester, students played a vocabulary game where reading, speaking, and listening skills were also a focus.

G3 Beginner EAL (Tom Wickham)

This week in Grade 3, a variety of card-matching exercises targeted verbs, grammar, and phonics, ensuring individualized challenges in reading, listening, and speaking. Detailed discussions on WIDA results guided personalized improvement plans. Writing practice included letter writing and short story development. Raz-Kids reading sessions allowed for tailored exercises, focusing on specific student needs. Individual attention was given during reading exercises to address individual areas of focus.

G3 Intermediate EAL (Hercus Theron)

The Grade 3 EAL students focused on vocabulary expansion this week. We started the week by engaging in various interactive activities in both individual and group settings to learn new words and their meanings. These activities ensured that learning was fun and engaging. On Wednesday, we had an exciting spelling competition where students formed groups and competed in spelling challenges. Thursday was dedicated to categorizing and grouping our vocabulary words. Students sorted the words into different categories such as animals, food, countries, weather, and more. This activity allowed them to develop a stronger understanding of word associations and connections. To conclude the week, we incorporated reading and listening comprehension activities using educational resources. We also used IXL to build our phonics and grammar understanding.

G4 & G5 Beginner EAL (Tom Wickham)

Grade 4&5 experienced a week filled with versatile card-matching exercises for verbs, grammar, and phonics, catering to individual levels and needs in reading, listening, and speaking. Discussions on WIDA results aided in identifying improvement areas. Writing practice encompassed letter writing and short story composition. Raz-Kids reading sessions were personalized, addressing each student's specific needs. A group reading exercise tested comprehension, engaging all students despite differences in reading ability.

G4 & G5 Intermediate EAL (Hercus Theron)

In EAL this week, we turned our focus to enhancing our vocabulary skills. We began the week with engaging and interactive activities aimed at expanding our knowledge of words and their meanings. On Wednesday, we had a quick spelling competition before turning our focus to reading. We read a short story followed by a class discussion and some comprehension questions. We also found time to explore word relationships and categories. Students worked on grouping vocabulary words into various categories. This exercise facilitated a deeper understanding of word connections and expanded their vocabulary knowledge. To wrap up the week, practiced grammar and phonics using educational tools like IXL on our iPads.

G4 & G5 Intermediate EAL (Chris Marionni)

In Mr. Marionni’s G4 & G5 Intermediate EAL, students read the short story “Locked Out”, discussed the story in detail, answered story questions (both verbally and in writing), and focused on story vocabulary using visuals. Students also practiced speaking and listening skills throughout the week and participated in several gamified group learning activities; teamwork was also very important during the activities and, in general, teams that worked well together produced better results. On Friday, the last class of the first semester, students played a vocabulary game where reading, speaking, and listening skills were also a focus.

G6 & G7 EAL (Richard McNamara)

The Grade 6 curriculum delved into exploring the nexus between religion and belief, with a focus on understanding how various faiths may impact our lives. Expanding upon the foundational (WIDA 3.0) task conducted earlier, my advanced exercise titled "What is the Relationship between Religion and Belief" (WIDA 3.5) aimed to further enrich students' comprehension of the complex relationship existing between different religions and beliefs. Both scaffolded reading exercises comprised ten thought-provoking questions, skillfully designed to evaluate students' comprehension and critical thinking abilities. The outcomes sought to foster a more nuanced understanding of the intricate interplay between religion and belief. This week, G7 students acquired two crucial skills: In-Text citations and paraphrasing. Practice materials, including a PPT and handouts, were distributed, and group lessons in the main class facilitated the sharing of answers. Subsequent to additional online EAL class practice in paraphrasing, students initiated work on their rough draft summative essays. A sample essay and accompanying PPT were made available for reference, aiding students in incorporating in-text citations and constructing paragraphs to elevate the quality of their summative essays. To further refine their output, where necessary, I addressed individual student needs in detail, specifically guiding them on how to improve and what to include and exclude in an effective paraphrase. This was a difficult concept for them to grasp. Following that, daily IXL diagnostics were performed, and recommendations for individual skills such as passive and active voice, identifying the author's main idea, and using action verbs in the past participle were provided as time allowed.

G8 & G9 EAL (Jess Macur)

In Teacher Jess’s class, G8 and G9 students revisited I&S vocabulary through flashcards and creatively represented their understanding. An interactive “I spy” activity challenged them to locate vocabulary words in class handouts, read aloud, and apply the OREO method for paragraph development. This week included brainstorming sessions for upcoming science and I&S projects due after the Chinese New Year break. Closing the week on a high note, students enjoyed the Typhoon game, enhancing their comprehension of citations. Overall, Teacher Jess’s class experienced a dynamic week, fostering language skills and a joyful grasp of essential concepts. Looking ahead, the upcoming week promises continued language development through diverse activities and focused academic engagement.

G10 EAL (Ayana Najuma)

In Ms. Najuma's 10th-grade EAL class, students explored a new vocabulary root, "ono, nym, onym," which pertains to words and names. They incorporated visual aids while creating flashcards. Additionally, the class was introduced to the skill of comparing and contrasting during their introduction to reading. Students also received support in their I&S studies through reading and discussing a text and in science, they were aided by the early introduction of vocabulary and a preview of a video on genetics.

Grade 1

Sascha Wandkowsky

In our grade 1 German class this week, we explored the letters Ä/ä and Äu/äu. The students enthusiastically practiced writing, reading, and identifying these letters in various words. We reinforced our understanding through free writing exercises, revisiting the letters we've learned earlier.

In our reading sessions, we delved into interesting texts about animals and the importance of keeping the environment clean. The students actively participated in comprehension exercises and completed reading/writing tasks related to the texts.

Grade 2

Sascha Wandkowsky

In our grade 2 German class this week, we worked on a free writing exercise. The students crafted stories of their own choosing, showcasing their language skills. We also focused on the fundamental rules of capitalization for nouns. Through interactive activities like noun check and categorizing, the students showed their ability to recognize and appropriately use nouns.

Our reading sessions were centred around texts about families, sparking discussions about familial bonds. The related exercises not only strengthened their comprehension but also provided a platform for applying newly acquired language concepts.

Grade 3

Sascha Wandkowsky

In our grade 3 German class this week, we focused on storytelling skills. Students engaged in the process of writing and structuring their own stories, showcasing creativity and language proficiency. We also delved into the art of reworking and improving stories, emphasizing the importance of refining ideas for stronger narratives.

Our reading materials explored the theme of having more than one language and encountering different languages. This not only broadened cultural awareness but also incorporated a bit of geography into our language learning journey.

In addition, we delved into exercises related to word field, enriching vocabulary and providing a comprehensive understanding of word associations.

Grade 4

Sascha Wandkowsky

In our German class this week, we have dived into reading texts centred around jobs and dream profession. We dedicated extra time to comprehension exercises, encouraging students to delve deeper into the texts. The focus extended to understanding the reasons behind characters choosing specific jobs, fostering critical thinking. Additionally, we delved into the students' own dream jobs, prompting them to express and justify their aspirations. This not only enhanced their language skills but also encouraged independent reasoning and self-expression.

Grade 5

Robert Jordan

In our fifth-grade German class this week, the students were writing about a dream, and completing grammar and spelling exercises (unbestimmte Mengenangaben, capital letters, adjectives to nouns and vice versa, endings). They also created a personal profile, writing a spontaneous text and speaking about other educational topics. We also read an excerpt from the fantasy story Die unendliche Geschichte and spoke about it, some students created even a little stage roleplay about the story.