1. A unit of work supporting EAL/D students in learning English. By Peta-Ashley Milne s213228

2. Contents Outline Outline Student Cohort Student Cohort Curriculum Outcomes Curriculum Outcomes Supporting EAL/D Students Supporting EAL/D Students Involving the Community Involving the Community Lesson Sequences Lesson Sequences Assessment Assessment Referencing Referencing

3. ‘Education will only be successful when it values culture and traditions and when teaching is adapted to the cultural learning styles.’ (Hughes 2004 p. 249) ‘Education will only be successful when it values culture and traditions and when teaching is adapted to the cultural learning styles.’ (Hughes 2004 p. 249)

4. Inclusive classrooms benefit all children. In an inclusive environment, children with any kind of disability encourage teachers and their peers to explore novel ways of sharing thoughts and intentions (Biechler, 2005).This is extended to students for whom English is an Additional Language or Dialect (EAL/D). Inclusion is relevant not because we have speakers from different linguistic backgrounds, but because all students are different. Therefore, all students will benefit from inclusive practices. Being inclusive does not mean matching pedagogy to the student. It means identifying ways which allow students and teachers to expand the terms which inform what they value and how they engage in the world. (Lian, 2013). Inclusive classrooms benefit all children. In an inclusive environment, children with any kind of disability encourage teachers and their peers to explore novel ways of sharing thoughts and intentions (Biechler, 2005).This is extended to students for whom English is an Additional Language or Dialect (EAL/D). Inclusion is relevant not because we have speakers from different linguistic backgrounds, but because all students are different. Therefore, all students will benefit from inclusive practices. Being inclusive does not mean matching pedagogy to the student. It means identifying ways which allow students and teachers to expand the terms which inform what they value and how they engage in the world. (Lian, 2013).

5. Outline Through this unit, students will recognise how chapters and table of contents, alphabetical order of index and glossary operate to guide access to information. The focus for this unit will be on using and understanding dictionaries. It will link concepts of SAE with other learning areas such as Numeracy and History. The Unit will run for about 4 weeks, with approximately 3, 50minute lessons each week.

6. Student Cohort Year Level Year 2 Cohort 25 students 13 boys 12 girls Two students are EAL/D They have basic understanding of spoken English however still need some assistance. One student in class with a behaviour management issue He/she works well alone however can become frustrated when working in groups. Classroom Assistance 1 Student Support Officer (SSO) in class for two 90 minute sessions per week.

7. Curriculum Outcomes LiteracyHistory Language Text structure and Organisation -Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose -Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines Historical Knowledge and Understanding The impact of changing technology on people’s lives (at home and in the ways they worked, travelled, communicated, and played in the past) Elaborations examining the traditional toys used by Aboriginal and Torres Strait Islander children to play and learn (for example Arrernte children learn to play string games so they can remember stories they have been told) Annotated Content Descriptions: English Expressing and developing ideas Understand the use of vocabulary about familiar and new topics, and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA1470)

8. Supporting EAL/D Students Introduce new vocabulary in context, using real objects, picture books, word walls and websites. Ensure the students are given meaning to every new word. Always accompany new words with a simple sentence. If possible, learn basic words from student’s first language and incorporate into their learning of new English words. Give EAL/D students multiple opportunities to use new vocabulary in guided and independent contexts. Teach students how to use junior dictionaries and picture dictionaries. Once they have an understanding, they can continue to use the dictionaries as a learning tool in other aspects of literacy. Supporting EAL/D students is about more than just providing a modified curriculum. Teachers need to provide these students with the maximum amount of learning opportunities possible and allow for change.

9. The English as an Additional Language or Dialect Teacher Resource (ACARA, 2012) states that teachers are able to support EAL/D students by: Identifying each students language proficiency Incorporating students cultural understandings and beliefs into the classroom structure Giving students the opportunity to share their experiences Providing students with the ability to succeed within their learning Creating a safe learning environment where expectations are explicit Investigate strategies that suit the individual learner As the teacher adapt your strategies to each student Be flexible when it comes to learning expectations

10. Involving the Community This unit encourages the participation of parents and the community. At the beginning of the unit, notes would be sent home to students asking parents/grandparents to bring in any toys they used to play with when they were a child. Photos would also be an option if they no longer have their toys. Many Indigenous families have traditional toys which, if brought in, would build on the knowledge of traditional Aboriginal toys that they have been learning about in their History lessons. The parents/grandparents could then present their toys/photos to the class.

11. Importance of Involving the Community Parents are the child's first teacher and are important partners for students and teachers to have. Parental involvement in schools can be so beneficial to the child’s learning and development. Parent involvement may not be just about parents participation in school functions. Often religious and cultural differences do bot permit active participation in school activities. Parental involvement could include how parents communicate high expectations, pride, and interest in their child's academic life (Nieto, 1996).

12. Lesson Sequence LessonOutlineDifferentiation 1 Key focus: English Introduce topic. - Using class discussion/teacher-student questioning, establish basic concept of prior knowledge. - Explain that dictionaries are a type of information text which tells us the meanings of certain words. - Explain all dictionaries put their words in alphabetical order. Revisit meaning of alphabetical order. How example on whiteboard. Whole class activity. Group activity. EAL/D -Make sure all EAL/D students are in one group and work with them intensively. -Ensure their cards are simple and of objects they are familiar with. -Always repeat words twice and point to words to allow for visual and verbal recognition. ACTIVITIES Gain prior knowledge by: Posing questions such as: ‘what are the different parts of a dictionary?’ to the class. Whole class activity: Using IW activities (organising words in alphabetical order) http://www.roythezebra.com/reading-games-alphabetical-order.html Group activity: Small bunches of picture/word cards are handed to small groups of approx. 3. The group has to sort the cards into alphabetical order. Each member must have some of the cards and the quickest team to correctly organise them is the winner. Cards should represent words that each start with a different letter. This activity could be repeated multiple times. RESOURCES - Whiteboard - Whiteboard marker - Interactive Whiteboard (IW) - Interactive whiteboard task (muddled words with accompanying pictures) -Picture/word cards

13. CHANGES TO LESSON 1 Introduce topic by showing class an English picture dictionary. With class read a couple meanings from dictionary (preferably items which are relevant to topic of Historic Toys). Also look at aboriginal picture dictionary. (chosen from EAL/D students language preferably) https://sites.google.com/site/aboriginalstudiesresources/language-resourcse Discuss similarities/differences, encourage EAL/D students to discuss personal stories/experiences with topics mentioned. Have a range of dictionaries ready for students to look at and explore. Once children have had a change to look and explore the dictionaries, bring them back on the carpet and start to gain a sense of knowledge of topic by asking open questions such as: “What did you notice about the dictionaries?” “Are there things they all had in common?” If nobody mentions that the words were in alphabetical order, ask leading questions to get them to the answer. “Did anybody notice how the words were listed in the books?” “Were they in a certain order?” “There is a special name for this type of order. It is known as alphabetical order. Ask EAL/D student to add alphabetical order to word wall (pre-printed Velcro laminated card for wall). Along the side of the whiteboard have letters of the alphabet going down in order. As you point to the letters say its name and get students to repeat straight after. (Ensure EAL/D students are in full view of this). Continue with original whole class and group activities. Discuss as a class that we will be creating our own dictionaries soon and will need to know what parts are involved in order to be successful. Introduce topic by showing class an English picture dictionary. With class read a couple meanings from dictionary (preferably items which are relevant to topic of Historic Toys). Also look at aboriginal picture dictionary. (chosen from EAL/D students language preferably) https://sites.google.com/site/aboriginalstudiesresources/language-resourcse Discuss similarities/differences, encourage EAL/D students to discuss personal stories/experiences with topics mentioned. Have a range of dictionaries ready for students to look at and explore. Once children have had a change to look and explore the dictionaries, bring them back on the carpet and start to gain a sense of knowledge of topic by asking open questions such as: “What did you notice about the dictionaries?” “Are there things they all had in common?” If nobody mentions that the words were in alphabetical order, ask leading questions to get them to the answer. “Did anybody notice how the words were listed in the books?” “Were they in a certain order?” “There is a special name for this type of order. It is known as alphabetical order. Ask EAL/D student to add alphabetical order to word wall (pre-printed Velcro laminated card for wall). Along the side of the whiteboard have letters of the alphabet going down in order. As you point to the letters say its name and get students to repeat straight after. (Ensure EAL/D students are in full view of this). Continue with original whole class and group activities. Discuss as a class that we will be creating our own dictionaries soon and will need to know what parts are involved in order to be successful.

14. LessonOutlineDifferentiation 2 Key Focus: English -Whole class discussion parts of a dictionary. -Revisit- Alphabetical order for words in dictionary. -‘What is alphabetical order?’ Whole class activity Individual activity EAL/D -While students are completing individual activity, get EAL/D students to view following IW activity. This will assist with their phonological awareness. -http://www.abcya.com/alphabet.htmhttp://www.abcya.com/alphabet.htm -Always repeat words twice and point to words to allow for visual and verbal recognition. ACTIVITIES Whole class activity: Using the IW, look at sorting words alphabetically. IW activity starts easy, gets more difficult. Begins to look at second and third letters. http://exchange.smarttech.com/details.html?id=2960201d-74f6-491d- bb9e-58e59e9db720 http://exchange.smarttech.com/details.html?id=2960201d-74f6-491d- bb9e-58e59e9db720 IW activity prompts whole class activity, lining up in alphabetical order. (this can be a continual strategy as part of the transitions between classes for the rest of the unit). Individual activity: IW activity then suggests the students write the names of the class in alphabetical order. This can be done in their books individually. A class list can be put up on the board for students to look at spelling of names and to ensure no one is missed. RESOURCES - Whiteboard - Whiteboard marker - Interactive Whiteboard (IW) -Interactive whiteboard task s -Literacy books

15. CHANGES TO LESSON 2 Start lesson looking at http://www.abcya.com/alphabet.htmhttp://www.abcya.com/alphabet.htm (IWB activity: alphabet) Have magnetic letters, block letters and large foam puzzle letters ready for students to work together in sorting into alphabetical order. This is a hands- on activity that allows students to engage quickly. After this the lesson can continue with the whole class and individual activities. Remember: EAL/D students have allocated time with an SSO during this lesson. Utilise this by ensuring SSO is working with EAL/D students intensively and helping to decode any unknown/tricky words. During the individual activity, get EAL/D students to work with SSO on a separate task, sorting out picture cards into alphabetical order. (Picture cards should always have it’s name written underneath for reference). -Try to use a range of familiar pictures that encourage discussion such as a mother (‘What is your mother’s name?”), tools/games/animals that may be part of the student’s culture. Being familiar with the topic makes it easier for the students to understand the genre of the text and it’s purpose. Start lesson looking at http://www.abcya.com/alphabet.htmhttp://www.abcya.com/alphabet.htm (IWB activity: alphabet) Have magnetic letters, block letters and large foam puzzle letters ready for students to work together in sorting into alphabetical order. This is a hands- on activity that allows students to engage quickly. After this the lesson can continue with the whole class and individual activities. Remember: EAL/D students have allocated time with an SSO during this lesson. Utilise this by ensuring SSO is working with EAL/D students intensively and helping to decode any unknown/tricky words. During the individual activity, get EAL/D students to work with SSO on a separate task, sorting out picture cards into alphabetical order. (Picture cards should always have it’s name written underneath for reference). -Try to use a range of familiar pictures that encourage discussion such as a mother (‘What is your mother’s name?”), tools/games/animals that may be part of the student’s culture. Being familiar with the topic makes it easier for the students to understand the genre of the text and it’s purpose.

16. LessonOutlineDifferentiation 3 Key Focus: English Introduction to lesson Revisit what a dictionary does, how it helps us, what parts are involved. Hand out picture dictionaries. Whole class activity. Brainstorm and create list as a class of words used in History relating to historic toys. Ensure student adds meaning to each word they contribute., e.g. ‘Bubberah’ = a traditional aboriginal game. Individual activity. EAL/D -Ensure EAL/D students are seated together and have support when sorting words into alphabetical order. -Ensure EAL/D students are using basic dictionaries with lots of pictures. -Always repeat words twice and point to words to allow for visual and verbal recognition. ACTIVITIES Whole class activity: Look at picture dictionaries. Discuss and analyse different parts of the dictionary. Brainstorm words used in History about historic toys. Individual activity: Use brainstormed list to go back to individual seats and start sorting words into alphabetical order. RESOURCES - Whiteboard -Whiteboard marker -Picture dictionaries

17. ELABORATIONS OF LESSON 3 Whole class activity: -Ensure the range of dictionaries includes the aboriginal picture dictionaries used in lesson 1. (repetition is important for EAL/D students). -When brainstorming words used in History, ensure no direct questioning of EAL/D students. Students could work in small groups to collaborate ideas. Individual activity: This style of activity is not familiar to indigenous students. Allow these students to work as a group and present work as a collaborative task. Take time to tell students these words will become part of the dictionaries they will be creating at the end of the unit. Also add why the dictionaries will be useful for the students in other aspects. Meaning behind tasks can be helpful for EAL/D students understanding of context, especially indigenous students. Whole class activity: -Ensure the range of dictionaries includes the aboriginal picture dictionaries used in lesson 1. (repetition is important for EAL/D students). -When brainstorming words used in History, ensure no direct questioning of EAL/D students. Students could work in small groups to collaborate ideas. Individual activity: This style of activity is not familiar to indigenous students. Allow these students to work as a group and present work as a collaborative task. Take time to tell students these words will become part of the dictionaries they will be creating at the end of the unit. Also add why the dictionaries will be useful for the students in other aspects. Meaning behind tasks can be helpful for EAL/D students understanding of context, especially indigenous students.

18. LessonOutlineDifferentiation 4 Key Focus: English Introduction to lesson -Revisit why we use dictionaries, what are the parts of a dictionary. Whole class activity http://www.enchantedlearning.com/dictiona rysubjects/toys.shtml EAL/D -Ensure EAL/D students have a picture dictionary available. -Utilise word wall adding unfamiliar vocabulary regularly -Always repeat words twice and point to words to allow for visual and verbal recognition. ACTIVITIES Whole class activity: Look at a range of different dictionaries including the more concise dictionaries. Talk about the differences noticed between these dictionaries and the picture ones. Are they easier to read? Are they harder? Why? -Talk about the way dictionaries can show us more than just the meaning of the word. IW activity: http://www.funenglishgames.com/readinggames/dictionary.html http://www.funenglishgames.com/readinggames/dictionary.html RESOURCES -Interactive Whiteboard -Interactive whiteboard activity -Picture dictionaries -Concise dictionaries

19. ELABORATIONS OF LESSON 4 Use site : http://www.enchantedlearning.com/dictionarysubjects/toys.shtml http://www.enchantedlearning.com/dictionarysubjects/toys.shtml Choose a few toys/games that may be found around class. Read a few words out loud along with their meanings. Circle all pictures read aloud. Then ask all students to search the room and see if they can find the toys/games mentioned. Add each word to word wall as the children find them. At this time EAL/D students can work on separate task as a group with SSO. The whole class activity requires the reading of complex texts and questioning suited for higher level literacy. If EAL/D students are left on the floor while the students complete this task, they will not be gaining anything as the tasks required are too complex. By working with an SSO they are staying engaged and gaining literacy skills required in many aspects of their learning. EAL/D task: With SSO sort games into alphabetical order. Then use worksheet with pictures of selected toys/games. Students cut and paste pictures in order alphabetically. Include lots of toys/games from EAL/D students culture. Use site : http://www.enchantedlearning.com/dictionarysubjects/toys.shtml http://www.enchantedlearning.com/dictionarysubjects/toys.shtml Choose a few toys/games that may be found around class. Read a few words out loud along with their meanings. Circle all pictures read aloud. Then ask all students to search the room and see if they can find the toys/games mentioned. Add each word to word wall as the children find them. At this time EAL/D students can work on separate task as a group with SSO. The whole class activity requires the reading of complex texts and questioning suited for higher level literacy. If EAL/D students are left on the floor while the students complete this task, they will not be gaining anything as the tasks required are too complex. By working with an SSO they are staying engaged and gaining literacy skills required in many aspects of their learning. EAL/D task: With SSO sort games into alphabetical order. Then use worksheet with pictures of selected toys/games. Students cut and paste pictures in order alphabetically. Include lots of toys/games from EAL/D students culture.

20. RESOURCES -Whiteboard -Whiteboard marker -Flashcards (mathematical terms) -Plain paper A4 Individual task: EAL/D students may choose to work as a group as in many indigenous cultures, this is the accepted method of learning. Individual task: EAL/D students may choose to work as a group as in many indigenous cultures, this is the accepted method of learning.

21. LessonOutlineDifferentiation 6 Key Focus: English Introduction to lesson -Explain contents pages, why we have them, what are the key aspects etc.. Whole class activity Individual activity Whole class activity -Ensure EAL/D students have a picture dictionary available. -Utilise word wall adding unfamiliar vocabulary regularly -Always repeat words twice and point to words to allow for visual and verbal recognition. -Worksheets are modified to include lots of pictures for reference and lots of vocabulary already recognised ACTIVITIES Whole class activity: Look at a range of texts which have contents pages. Discuss each part. Use pre-made PowerPoint (jumbled up contents page). On the IW get students to rearrange the components so they are in the right order. Individual activity: Students are given a worksheet with a muddled up contents page. They must cut out the parts and stick back together correctly in literacy book. Second whole class activity: Get back together as a class and look at books with contents pages. Get students to recognise that each point on the contents page represents a chapter. Ask students to find where each chapter is in the book, using the contents page to guide them. RESOURCES -Interactive Whiteboard -Interactive whiteboard activity -Picture dictionaries -Worksheets -Modified worksheets -Books with contents pages

22. CHANGES TO LESSON 6 Allow for exploration of topic by giving students the opportunity to look at a range of books with contents pages. Allow for small group discussions and observation. - Read with class (optional to read along) one of the books containing a title page. Make sure to model how to use a contents page and tell students what you are doing. -While students are on floor, gain knowledge of topic by asking for observations of similarities between all the contents pages. -Continue all activities as planned. Take time to mention to students this knowledge will help us with creating our own dictionaries. Allow for exploration of topic by giving students the opportunity to look at a range of books with contents pages. Allow for small group discussions and observation. - Read with class (optional to read along) one of the books containing a title page. Make sure to model how to use a contents page and tell students what you are doing. -While students are on floor, gain knowledge of topic by asking for observations of similarities between all the contents pages. -Continue all activities as planned. Take time to mention to students this knowledge will help us with creating our own dictionaries.

23. LessonOutlineDifferentiation 7 Key Focus: English Create own dictionary using words from spelling, history and reading Introduction to lesson -Revisit why we use dictionaries, what are the parts of a dictionary. Whole class activity Individual activity -Ensure EAL/D students have a picture dictionary available. -Utilise word wall adding unfamiliar vocabulary regularly -Always repeat words twice and point to words to allow for visual and verbal recognition. -Modify expectations of dictionary. EAL/D students may use lots of pictures to represent words in their dictionary. ACTIVITIES Whole class activity: Using the IW, look at sorting words alphabetically. IW activity starts easy, gets more difficult. Begins to look at second and third letters. http://exchange.smarttech.com/details.html?id=2960201d- 74f6-491d-bb9e-58e59e9db720 http://exchange.smarttech.com/details.html?id=2960201d- 74f6-491d-bb9e-58e59e9db720 Individual activity: Begin to create own dictionary complete with front cover, pages of correctly organised spelling and history related words. RESOURCES -Interactive Whiteboard -Interactive whiteboard activity -Picture dictionaries -Paper A4 -Pens, pencils, coloured pencils

24. ELABORATIONS OF LESSON 7 Before lesson begins, tell students that they will be starting their assessment piece today (their own dictionary). -Start lesson using hands on activity: using magnetic letters, foam letters, blocks etc. students sort into alphabetical order. Continue lesson as planned with Whole Class and Individual Activities ensuring EAL/D students have support available. Before lesson begins, tell students that they will be starting their assessment piece today (their own dictionary). -Start lesson using hands on activity: using magnetic letters, foam letters, blocks etc. students sort into alphabetical order. Continue lesson as planned with Whole Class and Individual Activities ensuring EAL/D students have support available.

25. LessonOutlineDifferentiation 8Introduction to lesson -Revisit why we use dictionaries, what are the parts of a dictionary. Whole class activity Individual activity -Ensure EAL/D students have a picture dictionary available. -Utilise word wall adding unfamiliar vocabulary regularly -Always repeat words twice and point to words to allow for visual and verbal recognition. -Modify expectations of dictionary. EAL/D students may use lots of pictures to represent words in their dictionary. ACTIVITIES Whole class activity: Using the IW, look at sorting words alphabetically. IW activity starts easy, gets more difficult. Begins to look at second and third letters. http://exchange.smarttech.com/details.html?id=2960201d- 74f6-491d-bb9e-58e59e9db720 http://exchange.smarttech.com/details.html?id=2960201d- 74f6-491d-bb9e-58e59e9db720 Individual activity: Finish creating own dictionary complete with front cover, pages of correctly organised spelling and history related words. RESOURCES -Interactive Whiteboard -Interactive whiteboard activity -Picture dictionaries -Paper A4 -Pens, pencils, coloured pencils

26. LessonOutlineDifferentiation 9 Key Focus: English Collect reports written in history on historic toys. Introduction to lesson -Revisit why we use dictionaries, what are the parts of a dictionary. Whole class activity -Ensure EAL/D students have a picture dictionary available. -Utilise word wall adding unfamiliar vocabulary regularly -Always repeat words twice and point to words to allow for visual and verbal recognition. ACTIVITIES Whole class activity Collaboratively create contents page for class book. Pose lots of questions to students to gauge their knowledge on the topic. Print out contents page and create class book. Instead of posing direct questions to EAL/D students, use open questioning as it is less confronting, especially for indigenous students, and still provides the opportunity for these students to participate.

27. Assessment Formally assessed tasks will include: 1.An individual dictionary made with students’ personal spelling, reading and historical toy themed words. 2.An individual Mathematics dictionary. 3.A class book will be created at the end of the unit incorporating a page report on various historical toys, written by each student during History lessons, and a collaboratively created index or contents page by the entire class. EAL/D students will be assessed using the same methods; however their criteria will be modified in order to meet their personal learning goals. Learning throughout the unit will be assessed using the following methods of recording: -Anecdotal records -Annotated work samples -Checklists -Notes on students work samples -Student produced displays of products/learning

28. Referencing Australian Curriculum, Assessment and Reporting Authority. (2013). Foundation to Year 10 Curriculum. Retrieved 22 nd April 2013: http://www.australiancurriculum.edu.au/ http://www.australiancurriculum.edu.au/ Biechler, C. (2005). Every child strengthens the literate community. Retrieved May 25, 2013, from: http://www.uni.edu/inclusion/the_benefits_of_inclusion_.html http://www.uni.edu/inclusion/the_benefits_of_inclusion_.html Government of South Australia, Department of Education. (2013). English as an Additional Language or Dialect Program. Retrieved 28 th April 2013: http://www.decd.sa.gov.au/literacy/pages/esl/about/http://www.decd.sa.gov.au/literacy/pages/esl/about/ Lian, A. (2013). ELA201 Teaching English as an Additional Language. Course notes. Darwin: Charles Darwin University. Nieto, S. (1996). Affirming diversity: The sociopolitical context of multicultural education (2nd ed.). White Plains, NY: Longman O’Neill, S., Gish, A. (2011). Teaching English as a Second Language. (4th Ed.) South Melbourne Australia: Oxford University Press. South Australian Curriculum Standards and Accountability Framework. (2001). English as a Second Language scope and scales. Retrieved on 28 th April 2013: http://www.sacsa.sa.edu.au/eslevidence/esl_keyfeatures.asphttp://www.sacsa.sa.edu.au/eslevidence/esl_keyfeatures.asp Simpson, J. & Wigglesworth, G. (2008). Children's language and multilingualism: Indigenous language use at home and school. London: Continuum International. South Australian Curriculum, Standards and Accountability Framework (2001). SACSA. Retrieved 22 nd April 2013: http://www.sacsa.sa.edu.au/index_fsrc.asp?t=Home http://www.sacsa.sa.edu.au/index_fsrc.asp?t=Home All pictures courtesy of images.google.com.au