I've received a non-speaker (recent refugee or immigrant) almost every year that I've taught. Here is what I have done during D5 time. I have the student participate in listen to reading - the more they hear, the more they will learn. I sometimes have them use tumblebooks or starfall for that time. I also have them participate in partner reading. Ideally you can pair them with a student who doesn't mind reading some simple pictures books with the student.
During word work, I have the student work with a partner and make flashcards using a bilingual dictionary. They spend the time drawing the picture, making the cards etc.
One other thing I do is teach a lesson in a non-dominant language for everyone when the child is out of the room. I try to do this during ESL time.
Before teaching the lesson, I have the students answer some questions on paper - like how would you feel if you didn't understand anything that was happening at school. I ask them what thoughts they would have while they were in school? Would they want to come to school? Etc.
Then, after I teach the lesson 100% in Spanish (most of them don't speak Spanish, and the ones that do understand what it's like to have a non-dominant language), we review how they felt. This really seems to increase students' compassion for the new student! After teaching the lesson, I ask for volunteers that would like to help the new student learn English. Invariably the whole class is interested in volunteering!
I suppose if you didn't speak a second language, you could still have someone from the community come in to do a demo lesson. The lesson doesn't need to last more than 10 minutes for the students to get the concept. It is a lesson that years later students will remember.