1. ALICE SPRINGS June / July 2003 ESL STRATEGIES: PRIMARY YEARS Scales 1 – 9 (1 - 6) ANANGU EDUCATION CONFERENCE

2. Text in Context Sociocultural Context Genre Situational Context Field Tenor Mode Model of Language

3. Field Continuum everyday fields………...specialised fields……highly technical fields

4. equal status ……………….…………….. great difference in status familiar …….………………………………...……………..very distant great deal of emotional expression….little emotional expression Tenor Continuum

5. Mode continuum most spoken………………….…………….....… most written

6. Model of Language Language Situational Context Sociocultural Context Genre Field Tenor Mode Field Tenor Text in Context

7. Mode Tenor Situational Context Field Sociocultural Context Genre LanguageText in Context broader strand more specific strand resources in the English language

8. foregrounding coherence voice and tense print conventions textual element spoken to written multimodal texts Mode modality appraisal speech functions idioms non-verbal elements interpersonal element formality to familiarity Tenor verbs noun groups nominalisations circumstances topic specific vocabulary informational element everyday to technical vocabulary Situational Context Field Sociocultural Context Genre LanguageText in Context range of genres purposes structure language choices - structure texts build cohesion expand sentences

9. range of genres specific purposes structure cohesion the language choices -organise texts focus foregrounding the ‘how’ its textual elements deal with the range of spoken, written and multimodal texts Mode the language choices who questions or commands how degrees of certainty expressed. the ‘who’ interpersonal elements deal with formality, familiarity and attitude Tenor word groups and phrases the verbs participants circumstances the ‘what’, or content its informational elements range from everyday to technical vocabulary Situational Context Field language choices - structure texts cohesive Sociocultural Context Genre LanguageText in Context range of genres purposes structure

10. the language choices - organise texts focus foregrounding the ‘how’ its textual elements deal with the range of spoken, written and multimodal texts Mode the language choices who questions or commands how degrees of certainty expressed. the ‘who’ interpersonal elements deal with formality, familiarity and attitude Tenor word groups and phrases the verbs participants circumstances the ‘what’, or content its informational elements range from everyday to technical vocabulary Situational Context Field the range of genres purposes structure Sociocultural Context Genre LanguageText in Context language choices - structure texts expand sentences build cohesion language choices - structure texts build cohesion expand sentences

11. Genre: Scale 1 (towards) copying very short groups of words

12. Genre: Scale 2 participates in short simple texts where there are repeated memorisable items copies very short basic examples of items relevant to immediate context uses one or two examples of pronoun reference Teacher: What did you do last night, Tanya? Tanya: Last night…. I…. watch television read a book went shopping brush my teeth.

13. Genre: Scale 3 constructs elementary examples of basic genres by speaking and writing with a high degree of scaffolding demonstrates an understanding of the structure of several basic genres uses basic pronouns: I

14. Genre: Scale 4 organises the meanings in brief written texts in a logical order writes several pieces of information about a living thing topic words at the front of sentences in a report begins to expand information using linking conjunctions uses a limited range of cohesive resources: possessive pronouns, third person pronouns, demonstrative pronouns

15. Genre: Scale 5 constructs short spoken exchanges relying on memorising initiating moves only ORAL RECOUNT Teacher: You can say good morning to everybody. Johnny: Good morning everyone. Everyone: Good morning Johnny. Johnny: My name is Johnny and I am 10 years old… and… Sunday I woke up I had breakfast…I had breakfast.. then I…I play…with my brother… cricket and my friend… next I…had my dinner. I ate fries… and… meat… round… like a thing. Teacher: What colour is it? Johnny: It’s green. Teacher: Green peas. Is it a vegetable? Yes? Green peas, vegetables? Johnny: Yes. After that I went to bed.

16. Genre: Scale 5 phrases of time and place to structure recounts linking conjunctions: and then, but, or, so binding conjunctions: because small range of reference items

17. Genre: Scale 6 use conjunctions to organise texts a range of linking conjunctions: then, but, or, so, and a range of binding conjunctions: because, when, before, after reference items

18. Strategies Scales 1- 6 Genre: Structure – Logical order 3. Write sentences I went to church. I went camping. I went to school. 1………church 2………camping 3………school 1. List events in order 4. Draw pictures of activities, in order, and write sentences 1. ……...……… 2. ……….. 3. ……………. 2. Order I went to school. I went camping. I went to church. 123123

19. Strategies Scales 1- 6 Genre: Structure – Time phrases 3. Sentences On Saturday I went to church. On Sunday I went camping. On Monday I went to school. Saturday………church Sunday………. camping Monday……….school 1. List events 4. Cloze using a list. On Saturday I……...……… On Sunday I ……….. On Monday I ……………. 2. Order I went to school. I went camping. I went to church. On Saturday On Sunday On Monday

20. Strategies Scales 1- 6 Genre: Structure – Conjunctions 3. Sentences First I got up. Then I brushed my teeth. Then I went to school. 2. Order I went to school. I brushed my teeth. I got up. 1. I got up. 2. I brushed my teeth. 3. I went to school. First Then 4. Cloze using a timeline. …………I studied English. ……… I played outside. ……….. I studied Maths. got up brushed teeth went to school 1. Order events or pictures on a timeline – label pictures

21. Strategies Scales 1- 6 Genre: Structure – Time Words and Conjunctions 2. Ordering sentences Then I studied English. Before school I played outside with my friends. At 9 o’çlock I went inside. I came to school at 8am. 3. Cloze using timetable 7.30 – 8.30 am playI played …… 8 am school I went to school …… 9am insideI went inside ……. 9.00 ….. English I studied English …. 1.Time phrases before at after 7.30 = before 8am = at 8.30 = after 7.30 to 8.30 = from 8am

22. Genre: Structure – Action Words - Procedure Strategies Scales 1- 6 7. Complete a cloze of the instructions. 2. Follow spoken instructions and order pictures of actions. Label each picture with an action verb: stir, pour, boil… 3. Listen again to the spoken instructions and complete the table actionhow longwhat 4. Write instructions from the table. 6. Cut and jumble the sentences and give to another student to order. 5. Colour the action words and notice their position. Compare with a recount. 1. Play bingo with actions, ingredients and utensils for cooking. 9. Observe, discuss and write new instructions. 8. List new ingredients.

23. Genre: Structure – Topic words - Report Strategies Scales 1- 6 2. Talk about specific and general nouns 3. Compare sentences A cat has fur. Cats have fur. My cat has fur. 4. Compare texts with the different sentences. 6. Be specific about the form of verb needed for a report. 5. Colour the form of noun in reports 1. List singular and plural forms of words

24. Genre: Cohesion – Reference Items Strategies Scales 1- 6 Once upon a time there lived a lady. Her name was Sadie. She lived in a house. It was a pretty one 2. Tracking participants in a short text 3. Cloze Once upon a time there lived a man. ………. name was Bob. …….. lived in a caravan. …….. was new. 4. Compare the pattern of reference items between a recount and a procedure. 1.Understanding of reference items Where is her book? Put it there. 5.Colour use of reference items in own texts.

25. 1. Shopping basket: Bob went to the store. Bob bought bread and apples. Bob went to the store. Bob bought bread, apples and ….. but he didn’t buy chips. Strategies Scales 1- 6 Genre: Expansion - Linking conjunctions: and, but Bob bought ……and …but he didn’t buy ……….. bought didn’t buy 2.Cloze with pictures 3. True or False He went to the store but he didn’t buy bread. He went to the store but he didn’t buy chips. He went to the store. He bought bread and chips. 4. True stories Write true stories about Bob.

26. 1. Illustrate sentence pattern: It was raining when I got up so I got an umbrella. I was hungry when I got up so I ate some bread. I was sad when I got up so I played with my friend. Strategies Scales 1- 6 Genre: Expansion - linking conjunctions – so 2.Complete sentence starters I didn’t feel well this morning so …. 3. Watch Mr Bean and answer True or False He lost his keys so he looked for them in the grass. He was hungry so he climbed through a window to get food. 4. Diagrams Draw diagrams from sentences and write sentences from diagrams got up rain umbrella

27. 1. Illustrate sentence pattern: I got an umbrella because it was raining when I got up. I ate some bread because I was hungry when I got up Strategies Scales 1- 6 Genre: Expansion - binding conjunctions – because 2.Complete sentence starters I didn’t come to school this morning because… 4. Diagrams Draw diagrams from sentences and write sentences from diagrams got up rain umbrella 3. Matching He caught a bus because he was sick. He went home because he wanted to visit his aunt.

28. the language choices -organise texts focus foregrounding the ‘how’ its textual elements deal with the range of spoken, written and multimodal texts Mode the language choices who questions or commands how degrees of certainty expressed. the ‘who’ interpersonal elements deal with formality, familiarity and attitude Tenor word groups and phrases the verbs participants circumstances Situational Context Field language choices - structure texts cohesive the range of genres specific purposes structure and cohesion Sociocultural Context Genre LanguageText in Context language choices - structure texts expand sentences build cohesion informational element everyday to highly technical

29. the language choices -organise texts focus foregrounding the ‘how’ its textual elements deal with the range of spoken, written and multimodal texts Mode the language choices who questions or commands how degrees of certainty expressed. the ‘who’ interpersonal elements deal with formality, familiarity and attitude Tenor informational element everyday to technical vocabulary Situational Context Field language choices - structure texts cohesive the range of genres specific purposes structure and cohesion Sociocultural Context Genre LanguageText in Context the verbs participants circumstances verbs noun groups nominalisations circumstances topic specific vocabulary

30. Teacher: What did you do last night, Tanya? Tanya: Last night…. I…. watch television read a book went shopping brush my teeth. Field: Scale 2 uses vocabulary that is mainly commonsense but chooses isolated concrete technical vocabulary understands a small range of vocabulary expressing immediate interests: common noun groups common actions

31. Field: Scale 3 uses vocabulary that is mainly commonsense but chooses some concrete technical vocabulary: orange juice, church expands vocabulary using classifiers: orange juice

32. Field: Scale 3 uses vocabulary that is mainly commonsense but chooses some concrete technical vocabulary uses very basic phrases of location expands vocabulary using classifiers and size Well the story was about as a little fish and one..boy to go to school and he walk in the jungle and he pass in the big tree and he sit, he, he, he..sit on the thing on the ground and he look to the water and he see some fish and when he come to school he.. he make some boat and when he come into the jungle too, he put some fish on the boat and it the boat and the little boy the boat on the water

33. Field: Scale 4 uses vocabulary that is commonsense but begins to use some technical vocabulary: ball chasy, watermelon uses very basic phrases expressing circumstances: On Sunday, outside, at night- time

34. Field: Scale 4 uses very basic circumstances expands vocabulary using numbers, describers, classifiers uses technical vocabulary for educational fields such as science

35. Field: Scale 6 verbs actions mental circumstances manner location noun groups describers

36. Field: Scale 6 noun groups: number, qualifier technical vocabulary indirect speech

37. Field: Scale 6 verbs: action circumstances: time, location noun groups: classifiers technical vocabulary

38. Strategies Scales 1- 6 Field: Noun groups 1.Word groups: build groups following the pattern one car one old brown car one old brown car in the street one old brown Holden car in the street 2. Deconstruct the order and build groups of words number opinion fact classifier key concept qualifier 3. Multiple choice from a story or picture Is she wearing a big yellow hat or a small blue hat? 5. Draw a 3 legged wooden stool with a fur top. 6. Experiment with the effect of positive and negative describers: sweet smelling /smelly 4. Describing people A student with one set of pictures describes them to another student with another set, to put them in the same order.

39. Strategies Scales 1- 6 Field: Noun groups with qualifiers 1.Word groups: build groups following the pattern one car one old brown car one old brown Holden car one old brown Holden car in the street 2. Deconstruct the order and build groups of words number opinion fact classifier key concept qualifier 3. Multiple choice Is it the old car in the street or is the old car in the school? 4. Experiment with the effect of different qualifiers 5. Describing people and objects A student describes objects and pictures to give clear instructions of where to place them

40. Strategies Scales 1- 6 Field: Comparatives 1.Word lists adjective comparative form superlative form nice nicer than the nicest happy happier than the happiest good better than the best a lot more than the most 2. Contextualise use statistics or objects to make true statements 3. True or false Respond to statements based on statistic, objects etc 5. Interview Model questions and answers, requiring comparatives or superlatives, about students lives One student prepares questions and interview another student Report back orally and in writing: Dan likes Darwin better than Alice Springs.

41. Field: Circumstances - location 1.Follow instructions Draw a book near the vase. Draw a ball under the table. Draw a man behind the flower. 3. Describe a picture. next to in behind The car is …… the garage. The fence is ……. the tree. The tree is …….. the house. Strategies Scales 1- 6 2. Answering questions Is the vase on the table? Is the vase under the table? Is the vase next to the table?

42. Field: Circumstances - location Strategies Scales 1- 6 1.Questions Where is the vase? Where is the ball? Where is the clock? Where are the flowers? 2.Noughts and crosses in behind next to in frontnear on between under over

43. Field: circumstances - manner 1.Labelling Use a sentence structure He is ………..ing …….. (quickly, slowly, quietly) to describe the actions of a character in a video Strategies Scales 1- 6

44. Field: verbs Strategies Scales 1- 6 1.Colour the verbs in sentences. 2.Illustrate the verbs. 3.Group the verbs. You may get thinking, doing, saying, being verbs. 4.Find examples of verbs that have more than one meaning eg I see 5.Compare the types of verbs in recounts, reports and procedures. 6.Cloze exercise for verbs.

45. Field: technical vocabulary Strategies Scales 1- 6 1.Start with what the students know 2.Match the known words with new vocabulary 3.Discuss similarities and differences with other known vocabulary 4.Use the vocabulary in modelled, jointly constructed texts 5.Ask questions to check comprehension of the new vocabulary 6.Use the new vocabulary in new contexts

46. the language choices -organise texts focus foregrounding the ‘how’ its textual elements deal with the range of spoken, written and multimodal texts Mode the language choices who questions or commands how degrees of certainty expressed. Tenor word groups and phrases the verbs participants circumstances the ‘what’, or content its informational elements range from everyday to technical vocabulary Situational Context Field language choices - structure texts cohesive the range of genres specific purposes structure and cohesion Sociocultural Context Genre LanguageText in Context the ‘who’ interpersonal elements deal with formality, familiarity and attitude interpersonal element familiar to formal

47. the language choices -organise texts focus foregrounding the ‘how’ its textual elements deal with the range of spoken, written and multimodal texts Mode interpersonal element formality, familiarity and attitude Tenor word groups and phrases the verbs participants circumstances the ‘what’, or content its informational elements range from everyday to technical vocabulary Situational Context Field language choices - structure texts cohesive the range of genres specific purposes structure and cohesion Sociocultural Context Genre LanguageText in Context non-verbal elements speech functions modality attitudinal lexis idioms modality appraisal speech functions idioms non-verbal elements

48. Teacher: What did you do last night, Tanya? Tanya: Last night…. I…. watch television read a book went shopping brush my teeth. Tenor: Scale 2 responds in socially appropriate ways chooses common formulaic expressions pronounces most words comprehensively

49. Tenor: Scale 4 uses a narrow range of evaluative language to express feelings and attitudes

50. Tenor: Scale 5 Chooses formulaic polite expressions appropriately Demonstrates a good awareness of intonation patterns of basic spoken statements, questions Teacher: You can say good morning to everybody. Johnny: Good morning everyone. Everyone: Good morning Johnny. Johnny: My name is Johnny and I am 10 years old… and… Sunday I woke up I had breakfast…I had breakfast.. then I…I play…with my brother… cricket and my friend… next I…had my dinner. I ate fries… and… meat… round… like a thing. Teacher: What colour is it? Johnny: It’s green. Teacher: Green peas. Is it a vegetable? Yes? Green peas, vegetables? Johnny: Yes. After that I went to bed.

51. Tenor: Scale 5 auxilliaries a small range of evaluative language to express feelings and attitudes

52. Tenor: Scale 5 uses a small range of language elements expressing modality a range of evaluative language

53. Strategies Scales 1- 6 Modality: Offers and Commands 1. Compare the meanings of Can I help you? Can I have your book? Give me your book. Explore the relationship between the response, speaker and the listener. 2. Use pictures Complete speech bubbles with offers and commands for a range of pictures, including pictures from story books. 3. Video exchanges between people and explore the type of language used

54. Strategies Scales 1- 6 1. Compile statements with degrees of obligation you might like to you must 3. Script exchanges with degrees of certainty and obligation and role play. Discuss the impact of the changes. 4. Video exchanges between people and explore the type of language used. Modality: Obligation and Certainty 2. Compile statements with degrees of certainty you might It is likely that I will

55. Strategies Scales 1- 6 Tenor: feeling and attitude 1.Cloze like don’t like I ………….. ice cream. I ………… winter. 2. Find someone who Find someone who likes winter. Find someone who doesn’t like icecream. 3. Rehearse Do you like….? Yes I do. No I don’t 4. Report back Who likes ice cream? Sue likes icecream. Who likes winter? Dan and Bill like winter. 5. Experiment with intonation and the use of very, so, much, really.

56. Strategies Scales 1- 6 Tenor: feelings and attitudes 1. Synonyms Compile synonyms of adjectives. Change the adjectives of an existing story. Explore the effect of the change. Draw pictures to show the impact of the change. 2. Feedback Compile lists of words that give feedback of an event, an object or student work. eg like, don’t like, it’s beautiful, it’s hard 3. Role play Role play being a teacher, a principal etc giving feedback to a student.

57. the language choices -organise texts focus foregrounding Mode the language choices who questions or commands how degrees of certainty expressed. the ‘who’ interpersonal elements deal with formality, familiarity and attitude Tenor word groups and phrases the verbs participants circumstances the ‘what’, or content its informational elements range from everyday to technical vocabulary Situational Context Field language choices - structure texts cohesive the range of genres specific purposes structure and cohesion Sociocultural Context Genre LanguageText in Context the ‘how’ its textual elements range of spoken, written and multimodal texts textual element spoken to written multimodal

58. textual element deals with the range of spoken, written and multimodal texts Mode the language choices who questions or commands how degrees of certainty expressed. the ‘who’ interpersonal elements deal with formality, familiarity and attitude Tenor word groups and phrases the verbs participants circumstances the ‘what’, or content its informational elements range from everyday to technical vocabulary Situational Context Field language choices - structure texts cohesive the range of genres specific purposes structure and cohesion Sociocultural Context Genre LanguageText in Context foregrounding voice and tense print conventions foregrounding voice and tense print conventions

59. Mode: Scale 1 handwriting: legible letters, direction

60. Mode: Scale 2 follows conventions of printed English: direction, identifiable letters

61. Mode: Scale 3 chooses highly repetitive sentence beginnings: often personal pronouns limited control of primary tenses Well the story was about as a little fish and one.. boy to go to school and he walk in the jungle and he pass in the big tree and he sit, he, he, he..sit on the thing on the ground and he look to the water and he see some fish and when he come to school he..

62. Mode: Scale 4 chooses repetitive sentence beginnings in own writing some control of primary tenses spells most common words and spells others based on own pronunciation experiments with punctuation

63. Mode: Scale 4 some control of primary tenses for most common regular verbs but a strictly limited control of secondary tenses experiments with punctuation: fullstops and capitals used

64. Mode: Scale 6 control of primary tenses and past tense form of most common irregular verbs begins to control secondary tenses spells with greater accuracy legible and uses punctuation

65. Strategies Scales 1- 6 Mode: Foregrounding 1.Identify foregrounded elements in a recount and a procedure My brother took me in his car. We went to my uncle’s house. On Saturday we went home. Open the box. Lift the paper. Fold the paper. 2. Compare foregrounding Recount: My brother Person We Person On Saturday Time Procedure: Open Action Lift Action Fold Action 3. Compile other time words: Later that night, After a while 4. Experiment Shifting foregrounded element from the front to middle to back

66. Mode: Tense 1.Lists of verbs go wentsit sat play played have hadwatch watched 2. Model Everyday I go to school. Yesterday I played football. 3. Question and answer What do you do everyday? I go to school. What did you do yesterday? I played football. Strategies Scales 1- 6 What did the boy do yesterday? He sat …………………….. He…………… a game on the computer. 4. Picture cloze

67. Mode: Tense Strategies Scales 1- 6 5.Cloze Yesterday David …………. (drive) a car. He ………….. (drive) a car everyday. 6. Pattern I …………… now. I …………… everyday. I ……………. yesterday. I …………….. tomorrow. 7. Time What are they doing now? What were they doing an hour ago? What will they do soon? What were they doing yesterday? now are …….ingwill ………. futurepast …..ed change word were …ing past perfect

68. Comparing texts Cities are very busy. Some people go to work in offices and some people go shopping and some people go to look at the old and new buildings. Alice Springs is a beautiful city. There are many shops. The mountains are around the city. I like Alice Springs. I like visiting my grandmother there. Yesterday I went to visit my grandmother in Alice Springs. Strategies Scales 1- 6 ABCDABCD report about cities description about Alice Springs personal response recount about yesterday technical vocab simple present noun groups circumstances evaluative language pronouns time past tense pronouns