1. ALICE SPRINGS June / July 2003 ESL STRATEGIES: EARLY YEARS Scales 1 – 6 (1 – 4) 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 basic spoken exchanges depending on memorising segments responds in basic spoken exchanges involving two or three turns uses one or two examples of pronoun reference S: Good morning, good morning everyone. All: Good morning everyone S: My mum buy for me a gun T: A gun? What do you do with that? S: and Barbie and car T: Whoo! Do you enjoy playing with those? S: nods (goes and sits down)

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: and, but uses a limited range of cohesive resources: possessive pronouns, third person pronouns, demonstrative pronouns

15. Strategies Scales 1- 4 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

16. Genre: Structure – Action Words - Procedure Strategies Scales 1- 4 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.

17. Genre: Structure – Topic words - Report Strategies Scales 1- 4 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

18. Genre: Cohesion – Reference Items Strategies Scales 1- 4 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.

19. 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- 4 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.

20. 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

21. 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

22. Field: Scale 2 uses vocabulary that is mainly commonsense but chooses isolated concrete technical vocabulary: Barbie understands a small range of vocabulary expressing immediate interests: common noun groups common actions S: Good morning, good morning everyone. All: Good morning everyone S: My mum buy for me a gun T: A gun? What do you do with that? S: and Barbie and car T: Whoo! Do you enjoy playing with those? S: nods (goes and sits down)

23. Field: Scale 3 uses very basic phrases of location expands vocabulary by describing according to 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

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

25. 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

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

27. Strategies Scales 1- 4 Field: Noun groups 1.Word groups: build groups following the pattern a car a brown car one old brown car one old brown Holden car 2. Deconstruct the order and build groups of words number opinion fact classifier key concept 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.

28. 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- 4 2. Answering questions Is the vase on the table? Is the vase under the table? Is the vase next to the table?

29. Field: Circumstances - location Strategies Scales 1- 4 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

30. Field: verbs Strategies Scales 1- 4 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.

31. 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

32. 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

33. Tenor: Scale 2 responds in socially appropriate ways chooses common formulaic expressions pronounces most words comprehensively S: Good morning, good morning everyone. All: Good morning everyone S: My mum buy for me a gun T: A gun? What do you do with that? S: and Barbie and car T: Whoo! Do you enjoy playing with those? S: nods (goes and sits down)

34. Tenor: Scale 3 expresses statements in basic ways

35. Tenor: Scale 4 uses a narrow range of evaluative language

36. Strategies Scales 1- 4 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.

37. Strategies Scales 1- 4 Speech functions 1.Understanding of patterns of statements, questions, offers Do you have a pen? Do you have a book? Do you have lunch? Can I help you? Can I write for you? Can I visit you? Can I have your book? Can I have my book? Can I have your attention? Give me your book. Give me my book. Give me your attention. 2. Compare Can I help you? Can I have your book? Give me your book. Note their level of politeness. Discuss their appropriateness.

38. 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

39. 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

40. Mode: Scale 1 handwriting: legible letters representing sounds: some attempt

41. Mode: Scale 3 repetitive sentence beginnings: I limited control of primary tenses: simple present used instead of simple past print conventions: spells with some accuracy

42. 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

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

44. Strategies Scales 1- 4 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 time words action words

45. 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- 4 What did the boy do yesterday? He sat …………………….. He…………… a game on the computer. 4. Picture cloze

46. Mode: Tense Strategies Scales 1- 4 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

47. 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- 4 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