Transcript EAL and Communication

EAL and Communication
At Pleckgate High School Mathematics &
Computing College.
Background information
 85% ethnic minority pupils.
 74% of pupils have EAL.
 >10 Verbal/Non-Verbal CAT discrepancy:
Year 7
Year 8
Year 9
Year 10
Year 11
20%
18%
17%
21%
19%
Background
 Reading age (on entry) 36% pupils < 10.6.
 White British heritage pupils also struggle
with Literacy.
What is an EAL 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?
 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.
Example of an EAL learner’s
struggle…
 The following question was asked on a recent
KS3 Science SATs Paper:
“How do blocked oviducts prevent
fertilisation taking place?”
Which word do you think the EAL learners
struggled with?
The Iceberg Model
Bloom’s taxonomy
Remembering
(Knowledge)
BICS
Understanding
(comprehension)
Basic Interpersonal
Communicative
Skill
Application
H
Cognitive
and
Academic
Language
Proficiency
I
G
Analysis
H
E
R
Evaluating
O
CALP
R
D
E
R
Creating
What does this mean?
 They don’t progress as well as other pupils at
KS3 and KS4.
3
WAHEED Umer
VALLY Hasan
SIDAT Nafeesa
SHAH Aamna
SAGHIR Junaid
QURAISHI Tasneem
QAZI Faisal
6
PATEL Shirin
PATEL Heena
PATEL Anisa
NAVEED Zohib
NATHA Salman
NATHA Muniza
MALIK Sofia
KHAN Ismail
IQBAL Aakif
IBRAHIM Layla
HUSSAIN Yasmin
GHAFOOR Hizqeel
DOUGLAS Harley
CHOPDAT Nabeela
BROWN Reece
BROWN Jamie
BHOBHA Hasim
ALI Kamran
Level
EAL Pilot - Year 8 results versus fft target
Y8 Model D fft target
Y8 exam result
5.5
5
4.5
4
3.5
Talk
Strategies for Managing Group
Talk
 Pair
 Pairs to fours
 Listening triads
 Envoys
 Snowball
 Rainbow groups
 Jigsaw groups
‘Top Tips’
for managing group talk
 Clear roles
 Time limited
 Clear outcomes
 Scaffolding
Question
Token
To keep pupils on task:
Timekeeper
Researcher
Reporter
Observer
Recorder
Organiser
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
Firstly
Nevertheless
Moreover
Alternatively
On the other hand
In addition
Finally
In conclusion
Talk prompts for plenaries
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The main points in this lesson were …
Today we covered … but the main point was …
I thought … was useful because …
I would like to know more about …
I really understand …
I found … difficult because …
… would be useful for …
I think this was similar to … because
I can see how I could use this in …
Another way of looking at this is …
Spelling
TASK
Try and work out which levels
the following words belong in.
Write a level between 2 and 6
under each word.
Spelling rules – Plurals
When a word ends in y when do I change
it to –ies?
Strawberry
Lady
Donkey
Jockey
Similarity
Storey
Spelling rules – Plurals
What about words ending in o?
 Potato
 Patio
 Rodeo
 Halo
 Tomato
The –ible / -able rule
 Possible
 Manageable
 Acceptable
 Horrible
 Available
 Incredible
 Desirable
Words ending in ‘shun’
How do I know whether to use -tion, sion or cian?
Optician
Conversation
Occupation
Electrician
Beautician
Expectation
Musician
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
E.g. I am in parliament
Words
within
words
Syllabification
Hearing silent letters
E.g. Wed-nes-day
Split the word into
beats or syllables
E.g. Re-mem-ber
because
 Big
 Elephants
 Can
 Always
 Understand
 Small
 Elephants
piece
A piece
of
pie
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
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)
Writing
Non-fiction text types
 Instructions
 Information
 Explanation
 Recount
 Discursive (argue)
 Persuade
 Analysis
 Evaluation
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 …
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.
The sequence for teaching writing
1 Establish clear aims
2 Provide example(s)
3 Explore the features of the text
4 Define the conventions
5 Demonstrate how it is written
6 Compose together
7 Scaffold the first attempts
8 Develop independent writing
9 Draw out the key learning
10 Review
Key points
 Plan for group talk – include strategies for managing
the activity: role cards, question tokens / talk toolkits
(scaffolding)
 Spelling – offer a range of strategies for learning key
words
 Writing – make TAP clear; follow the sequence for
teaching writing
Final Thought…
 Literacy is everyone’s responsibility not
just the English Departments!!!!