Presentation on theme: "Teaching strategies for EAL Advanced Learners: Developing approaches and materials to ensure access and progression."— Presentation transcript:
Teaching strategies for EAL Advanced Learners: Developing approaches and materials to ensure access and progression
CALP Compute not your immature gallinaceans prior to the puncture of their brittle epidermis. Cleave gamineous matter for fodder during the period in which the orb of the day is refulgent. Every substance which coruscates is not fashioned from aureate material.
Science, History and Geography in the National Curriculum Find out about different plants and animals in the environment Identify light sources What objects that have survived tell us about Ancient Egypt How a switch can be used to break a circuit Find out what happened in the Great Fire of London Follow a route on a map Recognise how places compare with other places Use knowledge of liquids to decide how a mixture might be separated and interdependent
What are key visuals? Visual organisers such as tables, charts, diagrams An aid to present information clearly Help pupils’ conceptual development
EAL Planning Framework, Pauline Gibbons ActivityVisual support Language functions Language structures Vocabulary Sorting animals into plant/me at eaters T chart Picture of garden ClassifyingThis is a.. It eats.. Meat Plants Leaves Cat Creating a food chain Flow diagram Picture of garden Sequencing a process First… The..eats.. The …is eaten by.. Producer Consumer Prey
Opportunities to report back (AFL) Science: magnets The magnet did attract this The magnet didn’t attract this pin pencil sharpener iron filings plastic
Reporting Back 1.Highly contextualised talk using a key visual (from a shared experience) 2.Using the completed key visual as a means of reporting back to the class (not a shared experience) 1.“try this one…..no it doesn’t go…..it doesn’t move….try that…..yes… it does a bit….that won’t work…..it’s not metal…..these are the best…..it’s making them go really fast” 2. “We tried a pin, a pencil sharpener, some iron filings and a piece of plastic. The magnet didn’t attract the pin, but it did attract the pencil sharpener and the iron filings. It didn’t attract the plastic.”
Using key visuals 1.Completing a diagram 2.Classifying pictures and text 3.Listening to and sequencing a text 4.Using clues 5.Reading texts 6.Matching, classifying, sequencing, ranking/ evaluating statements
Literature Geography History Literature Geography History Describing Evaluating Expressing feelings The top/bottom of the hill… the hillside.. The scenery….down by the river beautiful, rugged, rolling hills, isolated, bleak, grandeur The peak…the slope…the valley…the riverbank…rainfall…erosion steep, contours, features caused by…occurs when… Naming Locating Describing Cause and effect Naming Locating Describing Deducing Hypothesising Hilltop…slope…valley…riverbank…. hill fort.. fortification…rampart…village…dwellings defence…safety…shelter was probably…could have been …most likely because…
Examples of language functions in History, Geography and Science Naming/ identifying That’s the source of the river. He’s a chimney sweep. DescribingTutankhamun’s funeral mask was made of gold with… ClassifyingThese are different kinds of Egyptian jewellery. Those are equipment for cooking. Limestone is a permeable rock. That’s made of glass. SequencingFirst of all the Persians invaded Greece. Then… The first thing that happens is that water flows over rock. The water then… Comparing and contrasting The climate in England is… whereas in Saint Lucia it is… Marble is harder rock than chalk
Examples of language functions in History, Geography and Science ExplainingHenry VIII married six times because…. Ranking/evaluatingI think that rivers are important because they provide water for us. People in….find that the best use of water is for….. The most important man in Egyptian society was the Pharaoh. Cause and effectRivers affect the landscape by…. A cool box is a thermal insulator. As it can keep the heat out so the food inside the box stays cool DeducingI think that he’s a Roman soldier because he’s carrying…. HypothesisingThey found lots of …. in the Mary Rose. That tells us that Tudor sailors probably used to…. In Egyptian times the Pharaoh would have……. We know this because….
The Knowledge Framework (Mohan 1986) ClassificationPrinciplesEvaluation DescriptionSequenceChoice
The Knowledge Framework, (Mohan 1986) ClassificationPrinciplesEvaluation DescriptionSequenceChoice Classify chess pieces Understand the rules for moves Evaluate moves according to strategies Identify chess pieces Sequence moves Choose appropriate moves
Key Visuals Used for: Organising thinking around texts, pictures etc. Enhancing pupil discussion about texts, pictures, videos, artefacts etc. Reporting back
Science rootstemleafseedsfleshflower Carrot Which part of the plant do you eat? Technical Vocabulary Language of reasoning and logic then……because…..must be….can’t be….could be therefore
Explanations Existing conditionCauseEffect How an animal can live in its habitat because… as… which leads to… which means that… therefore….. Why a thermos flask is good for keeping drinks hot which helps it to… Why people like/ dislike a character in a story Why the Romans invaded Britain which lead to… which meant that… Why rivers get polluted as a result… Why/ How? (Causal explanation)
Existing Cause Effect condition A camel is perfect for the desert has large spreading toes can walk on soft sand can close nostrils sand doesn’t go up them because as so therefore this means Another reason
Key visuals for reading Responding to texts Scanning texts Extracting and recording information Recalling information more easily Reading and understanding textual organisation
Trying some texts Activity Which key visuals would / could you use with these texts?
Applications of Key Visuals Explanatory – increase content understanding Evaluative – to assess understanding Generative – to promote language
Examples of interrogating visuals Learning vocabulary through tentative grasp at meanings: –Animal Cells –Plant Cells –Structure of an atom At sentence level –Testing substances for pH
Provide a Pattern…. ‘Vinegar has a pH value of 5.’ Now make up similar sentences, based on the Table: x has a pH value of y, etc …
Follow up…. It is a weak acid / strong acid. It is a strong alkali. It is a weaker acid than ….
Alternative access via written work 1.Pupil is consolidating content of lesson 2.Pupil is practising sentence patterns of that particular subject. 3.Pupil is producing appropriate units of discourse generalised statement exemplification elaboration clarification
Key Visuals CD A CD of key visuals templates produced by HLS was issued. This comprises activities relating to: –Matching –Sequencing –Sorting –Cause/effect –Ranking –Reading –Writing –Planning
Reporting back – a strategy for language development 3. Our experiment was to find out what a magnet attracted. We discovered that a magnet attracts some kinds of metal. It attracted the iron filings, but not the pin. It also did not attract things that were not metal. 4. A magnet is a piece of metal which is surrounded by an invisible field of force within it. It is able to pick up a piece of steel or iron because its magnetic field flows into the metal, turning it into a temporary magnet. 1.“try this one…..no it doesn’t go…..it doesn’t move….try that…..yes..it does a bit….that won’t work…..it’s not metal…..these are the best…..it’s making them go really fast” 2. 2. “We tried a pin, a pencil sharpener, some iron filings and a piece of plastic. The magnet didn’t attract the pin, but it did attract the pencil sharpener and the iron filings. It didn’t attract the plastic.”