1. BEGINNER EAL BEGINNER EAL Beginners are pulled out 6-8 times per week Beginners are pulled out 6-8 times per week Small group instruction and in-class support Small group instruction and in-class support Students quickly benefit from this additional support Students quickly benefit from this additional support

2. EAL Inclusion programme EAL Inclusion programme EAL Teacher = Language Development Teacher for all students, in combination with the classroom teachers EAL Teacher = Language Development Teacher for all students, in combination with the classroom teachers all children are learning English in Grade 1 whether native speaker or beginners all children are learning English in Grade 1 whether native speaker or beginners language is presented in the context of Literacy, Units of Learning (e.g. houses and homes unit) and Maths with differentiated instruction and tasks language is presented in the context of Literacy, Units of Learning (e.g. houses and homes unit) and Maths with differentiated instruction and tasks language consists of phonemic awareness, phonics, grammar, sentence structure, vocabulary and spelling language consists of phonemic awareness, phonics, grammar, sentence structure, vocabulary and spelling language is often taught through role-play, acting, movement, songs, stories and the active learning centres language is often taught through role-play, acting, movement, songs, stories and the active learning centres

3. Active learning in First Grade at ISL Student’s thinking is engaged and challenged using real-life and imaginary situations. Learning in this way takes full advantage of the opportunities for skill acquisition through their interests and reaping the benefit of skilful intervention and high quality interaction. Student’s thinking is engaged and challenged using real-life and imaginary situations. Learning in this way takes full advantage of the opportunities for skill acquisition through their interests and reaping the benefit of skilful intervention and high quality interaction. Students learn through exploration Students learn through exploration Apply what they know Apply what they know Have own ideas Have own ideas Become risk takers Become risk takers Be involved and focused Be involved and focused Achieve objectives Achieve objectives Persevere Persevere Choosing ways to solve problems and explore new ideas. Choosing ways to solve problems and explore new ideas. http://prezi.com/iysdfpvwvzef/active-learning-in-grade- 1/?auth_key=8f78530e1a840f4ac6283608f1c27fb77d3d77d0 http://prezi.com/iysdfpvwvzef/active-learning-in-grade- 1/?auth_key=8f78530e1a840f4ac6283608f1c27fb77d3d77d0

4. Curriculum - Literacy What we do 1.Reading: ✔ Guided Reading ✔ Silent Reading ✔ Read Aloud ✔ Shared Reading 2. Language and Word Study ✔ Spelling ✔ Grammar ✔ Phonemic Awareness ✔ Phonics ✔ Conventions of Print ✔ Vocabulary Development

5. Curriculum - literacy How we do it (reading/language and word study)  Guided Reading groups – according to needs (using levelled reading materials)  Phonics groups –differentiated and whole class  Read aloud and shared reading – whole class (for teaching specific skills and specific genres)  Silent reading – partners and individual (own choice and some direction)  Spelling – Linked to phonics programme (using Nelson Thornes, students' own writing and appropriate words encountered)  Grammar – Linked to phonics programme and reinforced through speaking, listening, reading and writing. (Using Nelson Thornes and concepts encountered in reading and writing)  Phonemic awareness – whole class and groups. Based on speaking and listening games  Vocabulary development – Using high frequency words and words encountered in reading and writing activities.

6. Curriculum - Literacy 3. Writing ✔ Guided Writing ✔ Regular writing ✔ Shared writing ✔ Group and individual writing ✔ Handwriting Assessments ✔ Common ✔ Formal ( running records, rubrics, specific common assessment tasks) and informal (observations, questioning/discussion, work samples) ✔ Used to group students, make decisions about needs of individual students and direction of the programme, provide feedback for students.

7. Curriculum – literacy How we do it (writing) Guided Writing – grouped according to needs. Using excellent models and students' own writing. Teaching of specific skills at students' level. Guided Writing – grouped according to needs. Using excellent models and students' own writing. Teaching of specific skills at students' level. Editing skills – whole group and peer editing. Editing skills – whole group and peer editing. Shared writing – whole group. Direct teaching of specific writing skills and the craft of writing. Shared writing – whole group. Direct teaching of specific writing skills and the craft of writing. Group and individual writing – practice in writing both narrative and non-narrative writing for a particular purpose. Group and individual writing – practice in writing both narrative and non-narrative writing for a particular purpose. Handwriting – Using Nelson Thornes text. Focused instruction for individuals with particular needs. Handwriting – Using Nelson Thornes text. Focused instruction for individuals with particular needs.

8. Curriculum – Mathematics What we do 1.Thinking mathematically 2.Number and numeration 3.Estimation and computation 4.Measurement 5.Pattern and function 6.Shape and space 7.Data handling

9. Curriculum – Mathematics How we do it Group work – students grouped according to needs Group work – students grouped according to needs Whole class teaching of new concepts Whole class teaching of new concepts Individual assistance where needed Individual assistance where needed Extensive use of concrete materials Extensive use of concrete materials Range of resources Range of resourcesAssessments Common Common Formal (specific assessment tasks) and informal (observation, discussion) Formal (specific assessment tasks) and informal (observation, discussion) Individual/group/whole class Individual/group/whole class Used to group students, make decisions about needs of individual students and direction of the programme, provide feedback for students. Used to group students, make decisions about needs of individual students and direction of the programme, provide feedback for students.

10. Curriculum – Units of Learning 1.Families at home 2.First Grade Friends 3.Push and Pull Authors and Illustrators incorporated into all other units incorporated into all other units 4. Space 5. Animals Assessment ✔ Designed to assess understanding, knowledge skills and attitudes ✔ Common ✔ Formal and informal

11. Thankyou for coming!