Grade 2 EAL Weekly Update

This week, Grade 2 EAL students continued to build understanding of unit related vocabulary and make connections to books and their own lives. We also inquired into some reading strategies and reflected on what helps us understand best when we read.

“We know so many more words about health now. For example I know that hygiene means that you need to keep clean to stop germs from growing and that it is my responsibility to  keep myself clean.”

“We were reading with our partners and giving them feedback about how they can read better. Feedback means you tell them what you noticed about things they did well and things they can get better at. I told my partner that they should not miss the end of the word, like you have to say ‘your’ and not just ‘you’ or it doesn’t make sense.”

“We also read with our partners to ask question. We ask question so we can know if they understand the book.”

“This week I think i was a thinker, because I had to think about what the words mean.”

“I think I was a communicator because I had to talk and listen to my partner reading.”

“I was knowledgeable because I know what all those new words mean.”



  • Read to your child and listen to your child read.
  • Talk about your child’s book in your home language.
  • Talk about the new health related vocabulary that they have learned, for example: hygiene, nutrition, vitamins, lifestyle, health, germs, responsibility, leisure, relaxation, meditation.
  • Ask your child about which of the Learner Profile words they showed each day – thinker, communicator, knowledgeable, caring, balanced, principled , inquirer, risk-taker, open-minded, reflective. Talk about these in your home language.

Grade 3 EAL – Weekly Update

This week, the students were learning about writing about sequential events and using transition words and phrases to make their writing more interesting and informative.

“We went to the garbage and the recycling centre last week and we used a sequence brain frame to plan writing about what happens to our trash and recycling things.”

“Then we thought of different ways to say ‘and then’ between each part of the sequence. If you only use ‘and then’ lots of times, the writing will not be so interesting. You can also give more details when you use other transition words.”

“Transition means that you move from one part to another part, for example moving from grade 3 to grade 4. In our sequence, transition means moving from one part to another part.”

“When we did our writing, it was better because we didn’t just say ‘and then’ lots of times.”


  • Talk about what your child has been learning about at school in your home language.
  • Discuss differences in the way past tense works in your home language compared to English.
  • Talk about transition words/phrases and how they can improve sequences.

Grade 4: Building Our Vocabulary

How do you build vocabulary?
This week, we spent a lot of time building our understanding of the unit vocabulary words. We used the following words:
  • erosion
  • weathering
  • deposition
  • plates
  • plate tectonics
  • Earth
  • inner core/outer core
  • earthquakes
  • Pangaea
  • mantle
  • crust
The students had to become experts in at least two words. Their job as ‘experts’ was to teach that word to another student. Additionally, the students had to rate their knowledge of the words using a “Red/Green” system. Green meant that they understood the word and could explain its Form, Function and How it Changes the Earth. Red meant that they were still developing an understanding of that word/concept.
By the end of the week, you can see that we have more “Green” names than red, which also shows growth in understanding!
Beginning of the week.
Becoming Experts
End of the week.
We even had students explaining words in their Mother Tongue:

Grade 1: Weekly Update

Here are somethings that the Grade 1 EAL students said when they reflected about their learning this week:

“We learned about sounds. A, E, I, O, U and sometimes Y are vowel. Every word has one vowel or more. Some words have 5 vowel!”

“We played a game called Quiz, Quiz, Trade. It helps us to practice speaking and listening. We learn about our friends.”

“We have to think about letters and sounds when we write them on the board. We think about the sounds of the letters to make a word.”

How you can help at home:

Please take time to read with your child! If you need more books or different books, please ask Mr Laing, Ms Zoe or Ms Donna. You can also visit this website to find some games that will help children to remember letter sounds. Have fun!

Grade 2: Weekly Update

“We learned about more words that are connected to our unit. They are all words that are connected to health.”

“We learned by finding out what the words mean. Sometimes you can ask people. Sometimes you can use google translate or just google. Sometimes you can look at the book to find what the word means.”

“We also learned what are synonyms. Synonym is a word that means the same but it is a different word. For example sad is a synonym for upset and angry is a synonym for mad. Synonym is a hard word to say!”

“We learned about that it is important to speak clear so that people can understand you. If you don’t then you are mumbling and that is not good because people can’t understand you. If you don’t open your mouth wide then you will mumble.”

“We were communicators because we had to talk about the words and practice speaking. We were also thinkers because we had to find out what the words mean.”

How you can help at home:

Please take time to talk about some of the words we have been learning about in your own language. You could also talk about :

Lifestyle, nutrition, relaxation, hygiene, balance, well-being, leisure,  diet, exercise.

Also, you could play a synonym game with your child! One of you says a word and the other says a word that means the same thing – a synonym. 



Grade 3: Weekly Update

“Waste, pollution, consume, compost, reduce, recycle, reuse and finite. We learned what these words mean. We learned it by reading books, for example finite. We researched on google translate and asked our friends.”

“We were inquirers because we needed to know how to save the world and what the words mean. We were caring because we want to know these words and learn how to help the world more.  We were thinkers because we had to figure out what the words mean.”

“We practiced speaking and listening because we had to explain what the words mean to other people.”

“We learned about open and closed questions more. Closed questions are when there is only one answer or it could be yes or no. Open questions are when you must think of how to answer the question – it is more challenging… for example: Do you think this makes or solves a problem for the earth and why? If you add why to the question it can make it an open question.”

How you can help at home:

Please take some time to talk about the following words at home and discuss whether they cause a problem or solve a problem for the word.

Waste, pollution, consume, compost, reduce, recycle, reuse, finite.

Grade 3 EAL – Weekly Update

This week in Grade 3 EAL, we have been starting to make connections in our new unit of inquiry. We have also been generating and building understanding of new vocabulary as well as sharing and practicing reading strategies and questioning skills. Here are some of the students’ reflections on the week of learning:

“We were looking at pictures of trash and recycling and smoke and pollution and thinking of connections. We noticed different connections and we made lists of words that are about waste and recycling. Then we helped each other to know what they mean. Sometimes it is better to find it in your own language first and then think what it means.”

“We were reading with partner and then we had to ask question about the book. Like fat question and skinny question. Fat question means that you have to think about what to say more and you can say many thing. Skinny question, maybe only yes or no. Fat questions are better to ask because you must think!”

How you can help at home:

Please take time to discuss the vocabulary in the table below in your own language or in English. It may also help to talk about the type of waste you create at home, where it comes from and where you think it goes when we dispose of it:










throw away




changes of state








chemical and physical changes


Grade 2 EAL – Weekly Update

This week we were beginning to inquire into the language that will help us understand the new unit of inquiry in Grade 2. Here are some of the children’s reflections on the week of learning:

“We were thinkers because we had to think about how some things are connected our our health. One new word was hygiene and it means keeping your body clean – like brush your teeth and shower and bath. It means you don’t get germs and get sick. It also means have clean clothes too.”

“We were communicators because we had to be experts about a word and then tell other people what it means and tell them example. Like… causation means… well it is like because. It is why something happens. Like if I have a clean body it is because shower and cleaning everyday.”

“We also learned about germs. I wonder if you can ever see germs.”

How you can help at home:

Please take time to research and talk about some of these words in your home language and how they affect our health:


sleep/rest nutrition exercise hobbies
fiber relaxation vitamins choices
diet lifestyle minerals balance
water being clean nutrients energy
safe causation feeling unhappy feeling happy
illness/sick active living hygiene well-being
fitness information leisure our feelings
responsibility relationships

Grade 3 Weekly Update

This is what the Grade 3 students said when asked to reflect on their week of learning…

“We were reflecting on things that we had learned about before the holidays, in the first part of Grade 3. We made a list: Paraphrasing; past tense; adjectives; poetry; character characteristics; synonyms; prefix, root and suffix. There were many things that we learned about!”

“We also told our new student about what we had learned and reflected about if we know these things well, a bit or we don’t understand. We all had different things that we knew and didn’t know.”

“We started our Learning Wall. Each time we have EAL we will write something on the wall that we learned. It can be a new word, something new we learned, something we wonder about or one of the learning words (Learner Profile skills).”

“We played Quiz, Quiz, Trade to help tell each other what all of the things we had learned about were.”


Ask your child (in any language) about the Learner Profile (Communicators, Thinkers, Inquirers, Knowledgeable, Caring, Open-minded, Risk-taker, Balanced, ReflectivePrincipled). Discuss what these words mean and how they help them learn.