Here is a sample calendar to help you organize your ESL teaching over the year. Some steps are necessary, others are suggestions that should be discussed and selected based on your own schedule, your students' needs, as well as the availability and scheduling of other staff members. These suggestions have been submitted by ESL Elementary Teacher Theresa Dow.

Month-by-Month ProceduresSeptember through June
September
1. School start up: ESL teacher may provide support or enroll a class the first few days until the school numbers are confirmed. Once students are placed in their classes, the ESL teacher should set up the ESL Program in collaboration with the School Based Team.

2. Collect ESL data for school Level 1-Level 5 from 1701 and check with clerical on BCeSIS
  • Check class lists to see where the ESL students are placed to consider groupings
  • Write the levels beside each ESL student name and group them for pull-out, in-class support or blended support.

3. Plan timetable for ESL support
  • Pull-Out Scheduling: Some schools observe the practice of setting up scheduled blocks of time that are reserved for Level 1/2 ESL students to be pulled out to the ESL classroom.
  • For example: Monday - Friday 9:45-10:30 Gr. 3,4,5 Level 1/2 Pull-Out
Monday - Friday 10:45-11:30 Gr. 5,6,7 Level 1/2 Pull-Out

*When the classroom teachers know you are reserving set blocks of time for Pull-out groups from different classes they can teach Language Arts/French/other subjects to the rest of the class in that scheduled time in subject areas that are challenging for L1 and L2 ESL students.

  • Level 3's should receive 2 blocks of PO as this level requires extensive support for written language, expressive language, and direction with deeper reading comprehension as students progress from literal to inferential reading. Most teachers schedule silent reading time after lunch and this is a great time to PO L3 students with minimal disruptions for the classroom teacher. (For example: Monday/ Wednesday: Gr. 4/5 ESL 3 PO and Tuesday/Thursday Gr. 6/7 PO)
  • Plan a Pull-Out study block /support block for L4 and L5 ESL students to assist them with project work or classroom assignments.
  • In-Class Support: The ESL teacher should schedule in-class support for all ESL students in each classroom in Level 1-5 for all Divisions in the school with emphasis being on covering the Level 4 and 5 students in the Intermediate Grades. (If servicing a large school, you may only be in-class every other week.)
  • In-Class support is ideal for Kindergarten, Grade 1, Grade 2 and Grade 3 with emphasis on oral/aural, reading and writing language development. Additional pull-out blocks for Primary ESL groupings can be added where space exists in the ESL specialist's timetable.
  • If possible, consider trying to schedule 2 computer blocks in the lab for your two groups for the ESL L1-L2 Pull-Out groups: (late primary/early intermediates) and the (senior intermediate group). *The ESL Teacher can share the computer lab with other students who need to catch up on assignments, LA/Resource Teacher, Math Circle or Gifted Program, or the ESL teacher can be flexible and give up the block if a classroom teacher really needs it for a classroom project. Students can work on ESL recommended websites, Inspiration, Power Point, and Garage Band so ESL learners can listen to themselves and read stories aloud.
  • Plan a Flex-Block: - to test students, do administrative work, catch up a missed prep block or save for team planning.
  • Plan for the "Last 20 minutes of the day" : Games: ESL students go to the ESL room to play ESL games for language practice and cooperation, listen to primary students read aloud, practice pre-reading skills with phonics and flash cards.
  • Center Time Block: Plan a period where the early primary classes make up small groups to go to other teachers' rooms and the ESL teacher's space. This is perfect for oral language development through role drama, dress up, and play. Students from Gr.2-K learn to interact with one another from parallel play to cooperative play. Teachers can observe the students from each other's classrooms in smaller groups when shared with the ESL Teacher.

4. ESL Files
  • prepare an AIP for each ESL child on the 1701 database
  • some schools keep ESL files separately from the office files, preferably use a green coloured folder
  • include a schedule of ESL support with blocks of time for In-Class and/or Pull-Out in the week
  • include the ESL Teacher's name, the ESL child's name, ESL level , Grade, Division, classroom teacher's name, date/year of support, ESL specialist's initials
  • green sheet/card from RSB intake testing
  • Cover check list from RSB
  • Spring Census with matrix and ESL specialist's initials/date
  • Student's reading and writing samples
  • Review new student files
  • Make new files for K students

5. Prepare In-Class Record Booklets/ Master List for every Division in the school
  • List ESL student's name, Grade, Division, Classroom Teacher, Date of Support, Activity covered, comment on student's progress.

6. Daybook : Make a weekly plan overview sheet with scheduled blocks of service listing the class/ division/ groupings.

7. Use the above timetable with service blocks and make another sheet listing every ESL student with their current ESL Level. This can be kept with the day plan/weekly plan and another copy can be used for the TOC booklet.
Make teacher sets of timetables for each division in the school listing the ESL child and their ESL Level for ESL support being provided for " In-Class" and/or "Pull Out".

*Prepare a Master document for the ESL Teacher, the Principal and SBT.

8. Program Plan with Classroom Teachers:
Talk with each Classroom Teacher to determine best support methods. Consider the following possibilities:
a. Team Teaching: Sharing instructions, taking turns instructing whole group during lessons.
b. Alternative: One teacher works with small groups for pre-teaching, re-teaching, supplementary work, or enrichment while the other teacher instructs the larger group.
c. One Teach-One Assist: Both teachers present during instruction; but one takes the lead; the other circulates, observes and assists students.
d. Stations: Teachers divide the content; each one teaches part of it. All students rotate to all stations. Some stations could be independent work.
e. Parallel: Teachers plan jointly. But each teacher instructs half of the class.
f. ESL Teacher has whole class freeing up the classroom teacher to plan, meet, team. *Based on : Friend, Reising, Cook (1993) *Models for Special Needs Students (April 2010) Teaching Children Mathematics : found at
http://www.nctm.org/eresources/view_media.asp?article_id=9235

9. Attend ESL 1701 Meeting and afterschool Networking Meeting : scheduled in September for further updates

10. Discuss delivery of service at School staff Meeting

11. Ministry Reporting 1701 by September 30 checked with clerical listing funded, non-funded and international ESL students

12. Prepare mark books for data collection for Pull-Out Groups and In-Class Support for each Division

13. Set up Bins in cupboard stand with ESL groupings with Day/Time/ ESL Level for easy storage of student's notebooks, assignments and materials. (This is useful for teacher and TOC's to see at a glance each ESL group, time and space where workbooks are kept.)

14. Record Keeping Area: have an easy accessible location for storing records for In-Class support for each Division in the school and Pull-Out support.

15. Set up ESL class:
  • Chart Holders: Verb cards (present & past tense) Categorize into Rule Followers with "ed " endings: [ t ], [ d ], [ ed ] and Rule Breakers with irregular past tense verbs
  • Set up alphabet in room (print and handwritten)
  • Bulletin Board for poetry, charts, pictures
  • Tables for groupings with pencils, crayons, and student supplies
  • Place Visuals in classroom for student reference: Numbers, Colours, Maps/ Globe, Calendar, Mystery Box/ Mystery Bag, Magic Pointers for tracking, Puppets, Toys, Other
  • Set up other Chart Holders for flash cards and seasonal pictures
  • Gather books, pictures, charts, verb flashcards, noun flashcards, ESL Games, Phonics materials/supplies and other language games suitable for ESL students
  • CD player for songs
  • computer /other technical materials

October
  • ESL Networking Meeting-Resources
  • Review ESL Reporting policy (Ministry) and Reporting Guidelines (RSB)
  • Parent/ Teacher Conferencing (check your school calendar)

November
  • consult with teachers about report card writing: embedded statements, separate report cards
  • assessment for reporting
  • report writing
  • Parent/Teacher Conferencing (check your school calendar)
  • File report cards into the ESL files , make a copy of the ESL report card for the Office Files
  • Ensure there is a report card for every ESL student with the ESL teacher's name on it or an embedded statement in the body of the report card

December
  • Program planning /support from ESL timetable
  • Support for January

January
  • Continue schedule of ESL support for Term 2
  • ESL Joint Networking Meeting
  • SBT meetings scheduled to review plans for struggling ESL students

February
  • assessment for reporting
  • Grade 7/8 transition planning
  • Exceptional Needs Data Form
  • Parent/ Teacher Conferences (check your school calendar)
  • consultation with classroom teachers regarding reporting format
  • Ministry "Echo Check"

March
  • Report card writing
  • Parent/Teacher Conferences (check your school calendar)
  • Review and plan for ESL service for Term 3
  • Principal may ask for projected ESL levels for next school calendar year
  • ESL Spring Census Training at IDC

April
  • Plan a schedule for ESL Spring Assessment and share with staff
  • Begin ESL Spring Assessment early, especially if you know a child will be away later in the month
  • Mark, record and gather data from testing
  • Affix matrixes to reading tests and writing samples determining each ESL child's Level of support for the following September
  • Initial matrixes, sign, date carefully
  • Meet with teachers to jointly discuss ESL placement
  • Ensure students know what ESL Level they have been placed in for September delivery

May
  • Kindergarten Orientation
  • Transition meetings for Grade 7/8 students
  • IEP reviews
  • Year end assessment for reporting
  • Review Ministry funded Students with Special Needs
  • Attend ESL Networking Meeting

June
  • Consult with teachers regarding reporting format (embedded comments, separate comments)
  • Each child should receive a separate report card to parents informing them of their ESL census testing results in Listening, Speaking, Reading, and Writing with an overall ESL support Level for September
  • Each report card will state if the child is continuing in the ESL program or has completed the ESL program
  • File third term report to first and second reports in the ESL files and make copies for the Office Files
  • File in alphabetical order
  • Ensure the embedded statements on the report cards list the ESL teacher's name
  • AIP's for ESL students attending school following September
  • Complete Exceptional Needs database
  • September placement meetings: review plans to support struggling ESL students
  • label the student profile sheets (pink -girls and blue-boys) with Sept. ESL Level
  • meet with Secondary Schools' ESL Teachers who visit the Elementary School
  • ensure the Grade 7 ESL files are given to students' feeder secondary schools
  • email teachers about filing procedures
  • pull files of students moving from the school and give to the secretary for mailing
  • Attend Kindergarten transition meetings
  • Create new ESL files for all new ESL K's and all new ESL students entering in September
  • make final copy of 1701 database with latest levels and student registrations and crosscheck with clerical
  • Collect all ESL resources and complete full ESL inventory list
  • Make transition notes for new teacher if time permits