Transcript EAL and Communication

Communication
Marie-Claire Langfeld - English AST
Fiona Hope – Science AST
Today’s Agenda
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Introduction to the sessions
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Spellings, Speaking & Listening Strategies
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Reading for Meaning
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The Sequence for Teaching Writing
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Summary.
School biography
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1204 pupils
34% girls
27% FSM
86% minority ethnic groups
79% English as an additional language
38% SEN
0.40 deprivation factor (nationally 0.22)
GCSE 2010 60% 5+A*-C (47% inc. Mat and
Eng)
What is an Advanced Bilingual
Learner?
“ …first language is the language to which a
child was initially exposed during early
development and continues to use this
language in the home and community. If a
child acquires English subsequent to early
development, then English is not their first
language no matter how proficient in it they
become.” DfES 2007
What barriers do they face?
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Vocabulary gaps in commonly used words
and serious gaps in higher order language.
Literal vs. metaphorical understanding,
idioms, puns, collocations.
In reading, struggle to decode meaning in
texts.
In writing, find it hard to express their ideas
clearly.
Further Problems
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Unable to decode exam questions
Do not make the same progress from KS2 to
KS4 as pupils who are not EAL
Example of an EAL learner’s
struggle…
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The following question was asked on a KS3
Science SATs Paper:
“How do blocked oviducts prevent
fertilisation taking place?”
Which word do you think the EAL learners
struggled with?
Data Analysis
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Discrepancy of 10 or greater between verbal
and non-verbal CAT scores (year 7 & 9).
KS2 – KS3 data in English.
Analysis of previous written work (establish
baseline).
Questionnaires to establish home language.
EAL is not SEN!
Cummin’s Iceberg Model
Dr Cummins has distinguished
between basic interpersonal
communication skills (BICS), and
cognitive academic language
proficiency (CALP):
•the first is a helpful shorthand for the
sort of language encountered in dayto-day activities, which is heavily
dependent on contextual support in a
face-to-face situation;
•the second describes the language
associated with curriculum subjects
that is needed to express higher order
thinking skills and is related to
learning and the development of
cognition.
Bloom’s taxonomy (revised)
Remembering
(Knowledge)
Understanding
(comprehension)
BICS
Basic
Interpersonal
Communicative
Skill
(Cummins)
Application
H
I
G
Cognitive
and
Academic
Language
Proficiency
Analysis
H
E
R
Evaluating
O
CALP
R
D
E
R
Creating
Spelling
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Spelling rules – Plurals
What about words ending in o?
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Potato
Patio
Rodeo
Halo
Tomato
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The –ible / -able rule
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Possible
Manageable
Acceptable
Horrible
Available
Incredible
Desirable
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Words ending in ‘shun’
How do I know whether to use: tion,
sion or cian?
Optician
Conversation
Occupation
Electrician
Beautician
Expectation
Musician
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Identify the prefix
And the base word
E.g. Dis—appear
Un—necessary
A rhyme or saying
Never
Eat
Chocolate
Eat
Salad
Sandwiches
And
Remain
Young
Use different parts of the body to spell
E.g. knee, elbow, toe, bottom
E.g.
I before E,
except after
C
Identifying
the origin
E.g.
Bi = 2
Cycle = circle
Kinaesthetic
tactics
Prefixes
Rules
Meaning
Spelling
Strategies
Mnemonics
Auditory tactics
Phonemic
segmentation
Breaking the
word into
letter sounds
E.g.
D-i-a-r-y
Words
within
words
Syllabification
Hearing silent letters
E.g. Wed-nes-day
Split the word into
beats or syllables
E.g. Re-mem-ber
E.g. I am in parliament
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because
Big
 Elephants
 Can
 Always
 Understand
 Small
 Elephants
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piece
A piece
of
pie
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Birth Rate
Is a measure of the number of
healthy babies born each year per 1000 people
in the population
Standard
of Living
The level of
wealth or
comfort of a
person, group
of people or
country
Death Rate Migration
The permanent movement
of people from one place
to another
The number of
deaths per year
per 1000 people
in the population
Involuntary Immigrant
A person who has come to another
Migration
The movement
of people against
their wishes
country to LIVE there permanently
Describes the
planned and
wanted
permanent
movement of
people
POPULATION
Low population Density
Refers to there being very few people living
in an area. For example, in the
countryside
Pull factor
Voluntary
Migration
Intra-national Migration
The permanent movement of
people within a country
High Population Density
refers to there being lots of people living in
an area. For example, in a city
Positive things
which
attract people
to from one
place to another. An example would be
better job opportunities
Crossborder
Migration
The movement
of people that
involves moving
from one
country to
another
Population
Pyramid
Push factor
Negative things which force people to move from one
place to another. A push factor may be an earthquake
A type of bar
chart that
shows the
population
structure of a
Civil war
country (i.e.
how many peo- A war between people of the same
country
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Economic Migration
The voluntary movement of one person from one place to
another in pursuit of a better job or other financial reward (e.g. better hospitals)
Speaking &
Listening
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Strategies for Managing Group
Talk
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Pair
Pairs to fours
Listening triads
Envoys
Snowball
Rainbow groups
Jigsaw groups
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‘Top Tips’
for managing group talk
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Clear roles
Time limited
Clear outcomes
Scaffolding
Question
Token
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Orientation sentences
Our group was discussing
We were considering
We were looking at
Our discussion was about
We were deliberating whether
Sharing ideas
through talk
Statements to introduce
opinion
We believe
We support the idea
We hold the view
We consider
Connectives
Adjectives
to convey
importance
Main
Key
Significant
Important
Crucial
Adjectives to convey
intensity of
beliefs / feelings
Strongly
Firmly
Surely
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Firstly
Nevertheless
Moreover
Alternatively
On the other hand
In addition
Finally
In conclusion
More Advanced Strategies
Reading
Images
 Back to Back
 Talk as a Tool
 Collective
Memory
 Market Place
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High-quality inclusive teaching
supported by whole school
policy, clearly targeted on pupils’
needs.
Talk is an essential component of
any strategy to improve writing.
Pupils need to hear good models
of formal talk and opportunities
to speak in a formal register.
Your turn!
Back to Back
Talk as a Tool
Exploratory talk – partners engage
critically but constructively with each
other’s ideas.
Relevant information is offered for
joint consideration. Agreement is
sought as a basis for progress.
http://kitses.com/animation/swfs/digestion.swf
Digestive System
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Food is eaten.
Chewing helps to break down
the food so it can be swallowed.
The food moves down the
Oesophagus by peristalsis into
the stomach.
The stomach churns the food
and mixes it with enzymes to
begin the process of chemical
digestion. The acid environment
ensures the correct pH and
helps defend against microbes.
The stomach contents then
move into the SI. The SI is
where enzymes help digest food
which can then be absorbed into
the blood.
Any undigested food and water
now moves into the LI. Excess
water is reabsorbed into the
blood and faecal matter is
formed.
The faecal matter is stored in the
rectum. This waste matter is
excreted in a sanitary way.
Reading Images
Right there questions
(because the answers are right there in the
photograph)
Think about questions
(because these questions really make you think about the
answers; read between the lines)
Reading for
Meaning
Types of reading
Skills required to access tasks:
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Skim
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Scan
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Close
Aims for the session
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To discuss the key principles for improving
reading for pupils across the curriculum who
need to improve their literacy skills.
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To review a ‘Sequence for Teaching Reading
for Meaning’ across the curriculum.
What key academic reading
skills do our pupils need?
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Ability/willingness to engage the need to
know
Focus on meaning
Metacognitive (thinking about your own
thinking) i.e. critical questioning.
Reading as a writer
A few metacognitive questions
to model as a teacher
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What do I want to know?
Where can I find the information I want?
Is this text going to tell me what I want?
What type of person wrote this?
Do I understand what I’ve just read?
What else do I know that will help me judge
whether this is true / useful?
Am I enjoying myself?
What do schools need to do?
Model academic-reading culture
 Engage a need (or willingness) to know
in pupils
 Model interest in importance of text in
their academic subject
 Model an effective cognitive and
metacognitive sequence for accessing
‘real’ texts to gratify that need to know
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A Sequence for Teaching
Reading for Meaning
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Establish aims and outcomes
Which text types would we expect to look at?
Explore the features of the predicted text type.
Skimming/first filter (suitability)
Identify writer’s purpose/second filter
Teacher modelling to demonstrate what skills we
need to use
Independent reading
Review and draw out key learning
Further outcomes/extension.
Aims and Outcomes
 We
are finding out about gangs
in the UK and developing our
reading skills.
 Summarise
what a gang is and
evaluate whether gangs are
inevitable in our society.
2. Which text types would we
expect to look at?
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Using the non-fiction text types, quickly
review the features for all and choose the text
type/s that seem(s) the most appropriate.
3. Explore the features of the
predicted text and brainstorm
prior knowledge.
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What are the key features for Inform?
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What do we already know about gangs?
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Do we know any key words associated with
gangs?
5.Identify writer’s purpose
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Skim to understand the writer’s viewpoint?
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Is this article adequate for our outcomes?
6. What skills do we need to use?
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Revisit aims and outcomes.
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Close reading for careful study – highlight
keywords and anything that seems important,
annotate to summarise.
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Teacher modelling.
Inside the Gang
A group of social scientists is infiltrating the UK’s most
notorious gangs to understand what drives them to violence.
Ian Taylor finds out what life is like behind the headlines.
When police and paramedics arrived at Lavender
Avenue in Mitcham, south London, on 4 November 2006,
they effectively entered a battlefield. Earlier that night,
two rival gangs had clashed there. Up to 60 members of
the Stick’em Up Kids (SUK) and Terror Zone (TZ) had
chased each other down with knives, baseball bats and
broken furniture. And like any battlefield, there were
casualties.
The body of 16-year-old Eugene Attram was found
lifeless on the street. Together with friends from SUK,
he had been on his way to a fireworks display when they
crossed into TZ territory. The violence started soon
after. Attram, who had 11 GCSEs and was studying Alevels, tripped as he fled and was quickly surrounded by
TZ members.
7. Independent reading
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In pairs read through the rest of the text,
annotate and summarise as required.
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Approximately 20 minutes.
8. Review and draw out key
learning
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What do we now know about gangs?
9. Further outcomes
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Write a letter to your local MP about your
experiences of gangs.
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Debate the problems of gangs and potential
solutions available to us.
Writing
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Non-fiction text types
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Instructions
Information
Explanation
Recount
Discursive (argue)
Persuade
Analysis
Evaluation
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EAL and
Communication
At Pleckgate High School Mathematics
& Computing College.
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Geography Grammar Mat
ADJECTIVES
Describing words
o
o
o
o
o
o
Urbanised
Global
Destructive
Sustainable
Developed
Industrial
NOUN
Naming words
o
o
o
o
o
o
o
Atlas
Globe
Map
Rain gauge
Wind vane
Seismometer
Population pyramid
CONJUNCTIONS
Used to link sentences
So, and, but, then, yet
VERB
Doing/action words
GRAMMAR FOR
GEOGRAPHY
GEOGRAPHY WORD ROOTS
Geo –
Bio Demo Glyph Hydro Loc Metri Morph Sol Terr Therm -
Earth = Geography
Life = Biological
People = Demography
Vertical Groove = Hieroglyphics
Water = Hydroelectric
Place = Location
Measure = Geometric
Change = Urban Morphology
Sun = Solar panels
Earth = Terrain
Heat = Geothermal power
o
o
o
o
o
o
o
o
o
To
To
To
To
To
To
To
To
To
measure
gauge
draw
analyse
evaluate
explain
compare
erupt
estimate
ADVERB
Describe a verb
o Quickly
o Accurately
o Carefully
TENSE
CONNECTIVES
PAST – I saw the volcano erupt
PRESENT – I see the volcano erupt
FUTURE – I will see the volcano erupt
Used to link ideas and words
Therefore, however, unless,
furthermore, due to, for example,
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TAP
T
Task
What are the pupils
being asked to write?
Letter
Article
Report …
A
Audience
Who is the piece for?
Child
Adult
Formal / informal …
P
Purpose
What is it trying to
do?
Persuade
Inform
Argue …
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Setting writing tasks
1. Blackpool settlement project.
2. Was King John a good or a bad king?
3. Write a recipe for a party fruit cocktail for publication
in a summer edition of a teenage magazine.
4. Write about how to play your new computer game.
5. Design a leaflet for Year 6 pupils called ‘How to
survive Year 7’
6. Write an article about smoking in public places.
7. Write about the 3 convenience meals you tasted and
give your opinions on each.
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The sequence for teaching writing
1 Establish clear aims (TAP)
2 Provide examples
Lesson 1
3 Explore the features of the text
4 Define the conventions
5 Demonstrate how it is written
6 Compose together (teacher led)
Lesson 2
7 Scaffold the first attempts (previous lesson)
8 Develop independent writing
9 Draw out the key learning
Lesson 3
10 Review (transferrable skills)
Writing Tasks Across the
Curriculum
 ART - To analyse a piece of art work commenting on mood, form,
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process and content.
Geography – To create a news report on the Kobe earthquake
(Explain/inform)
P.E – To produce an information leaflet on the musculoskeletal system.
Science – How should we generate electrical energy? (Argue/discuss)
Music – Write an evaluation of your performance at the end of the
module.
Maths – Critically evaluate the data representation choices.
MFL - Produce an informative leaflet for Year 9 pupils on healthy
eating.
D&T – Write an evaluation of your product entitled ‘Is my Product
Successful?’