Narrowing the Gap: from data analysis to impact The Golden Thread DfES 09-2009 Ref: 00792-2009PDF-EN-01
Do you know who your bilingual pupils are? Beginner bilinguals are easy to identify Advanced bilinguals are harder to identify
Those that are most difficult to identify often have poor language skills in their first language and English. Do you know children in your schools that fit this profile? It is important to have the correct background information on the admissions application. Is there a place for first language assessments? How useful are they?
BICS Basic Interpersonal Communicative Skill CALP Cognitive and Academic Language Proficiency (Cummins) Jim Cummins
We can support schools with: Developing admission forms that will provide more detailed information New arrival strategies that will enable you to support any child, speaking any language Classroom strategies for teachers and TAs that benefit all pupils
It is essential in our increasingly diverse schools to: Identify EAL learners Track development Carefully plan for language acquisition
Provision for the development of language needs to be a whole school approach. If led from the top it becomes:- routine simple embedded
The task shapes the language Identify a function and plan a scaffold
Even with the best L.O. the teacher needs to understand the language structure required to complete the function. Function Literature Describing Evaluating Expressing feelings Structure There is /there are The scenery in the background is rugged and inspiring.
Function Geography Naming Locating Cause and effect Structure The mountain..the slope…the valley has/is In front of…next to Caused by…..occurs when
Identifying the structures benefits every child Plans can simply be annotated with the structure/s to be the focus for teaching Literacy Year 1 Topic/Subject Area: Tales from other Cultures – ‘Give Me My Yam’ Language Function : recounting (past tense) expressing an opinion Learning IntentionsActivitiesLanguage/Key questionsVocabulary Retell stories giving the main points in sequence Give reasons for events in stories Make predictions about the story’s development (S +L) Use phonic knowledge to write independently Group – sequence the main elements of the story (first half) using sequencing cards. Pick out key words – Eg Jordan, yam, lost etc) Activity – to draw a picture of the start of the story labelling main elements and adding a sentence using the past tense Past tense eg. the boy dug up a yam Expressing an opinion – I think that... What do you think a yam is? What might it be like? What do you think will happen next? yam, Caribbean, culture, traditional story sequence, main events Review Make predictions about how the story may end. Discuss with LP. Success CriteriaKey VisualsEvaluation of success criteria 1.Remember main events in sequence. 2.Make predictions about what will happen next. 3.Use phonic knowledge to write key words independently Picture sequencing cards Artefacts from story sack White board Yam (if possible) 1.
We can support you with: Admissions CPD for teachers and TAs Training for governors Tracking and assessment Parent/ pupil liaison First language assessment Developing the role of EAL co-ordinators More details are soon to be available on the new Improving Schools’ Directory
Contact details: Sue Neville Tel: 01438 844890 firstname.lastname@example.org Chris Green email@example.com@hertscc.gov.uk Trisha Dulcamara firstname.lastname@example.org
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