teaching strategies for eal advanced learners: developing approaches and materials to ensure access...
TRANSCRIPT
Teaching strategies for
EAL Advanced Learners:
Developing approaches and materials to ensure access and progression
Key Visuals
CALP
Compute not your immature gallinaceans prior to the puncture of their brittle epidermis.
Cleave gamineous matter for fodder during the period in which the orb of the day is refulgent.
Every substance which coruscates is not fashioned from aureate material.
Language functions
Identifying Naming Sequencing Describing Sorting Asking questions Comparing and
contrasting Explaining Deducing
Hypothesising Generalising Reasoning Problem solving Analysing Ranking Evaluating
Science, History and Geography in the National Curriculum
Find out about different plants and animals in the environment
Identify light sources
What objects that have survived tell us about Ancient Egypt
How a switch can be used to break a circuit
Find out what happened in the Great Fire of London
Follow a route on a map
Recognise how places compare with other places
Use knowledge of liquids to decide how a mixture might be separated and interdependent
What are key visuals?
Visual organisers such as tables, charts, diagrams
An aid to present information clearly
Help pupils’ conceptual development
Meat eaters Plant eaters
Scaffolding pupil talk
Cat
Hawk
Squirrel
Mouse
Producer
Seeds
Consumer/ prey
Mouse
Predator
Cat
EAL Planning Framework, Pauline Gibbons
Activity Visual support
Language functions
Language structures
Vocabulary
Sorting animals into plant/meat eaters
T chart
Picture of garden
Classifying This is a..
It eats..
Meat
Plants
Leaves
Cat
Creating a food chain
Flow diagram
Picture of garden
Sequencing a process
First…
The ..eats..
The …is eaten by..
Producer
Consumer
Prey
Opportunities to report back (AFL)Science: magnets
The magnet did attract this
The magnet didn’t attract this
pin
pencil sharpener
iron filings
plastic
Reporting Back
1. Highly contextualised talk using a key visual (from a shared experience)
2. Using the completed key visual as a means of reporting back to the class (not a shared experience)
1. “try this one…..no it doesn’t go…..it doesn’t move….try that…..yes… it does a bit….that won’t work…..it’s not metal…..these are the best…..it’s making them go really fast”
2. “We tried a pin, a pencil sharpener, some iron filings and a piece of plastic. The magnet didn’t attract the pin, but it did attract the pencil sharpener and the iron filings. It didn’t attract the plastic.”
Using key visuals
1. Completing a diagram
2. Classifying pictures and text
3. Listening to and sequencing a text
4. Using clues
5. Reading texts
6. Matching, classifying, sequencing, ranking/ evaluating statements
Literature Geography History
Literature
Geography
History
Describing
Evaluating
Expressing feelings
The top/bottom of the hill… the hillside..
The scenery….down by the river
beautiful, rugged, rolling hills, isolated, bleak, grandeur
The peak…the slope…the valley…the riverbank…rainfall…erosion
steep, contours, features
caused by…occurs when…
Naming
Locating
Describing
Cause and effect
Naming
Locating
Describing
Deducing
Hypothesising
Hilltop…slope…valley…riverbank….
hill fort.. fortification…rampart…village…dwellings
defence…safety…shelter
was probably…could have been …most likely because…
Examples of language functions in History, Geography and Science
Naming/ identifying
That’s the source of the river.
He’s a chimney sweep.
Describing Tutankhamun’s funeral mask was made of gold with…
Classifying These are different kinds of Egyptian jewellery. Those are equipment for cooking.
Limestone is a permeable rock.
That’s made of glass.
Sequencing First of all the Persians invaded Greece. Then…
The first thing that happens is that water flows over rock. The water then…
Comparing
and contrasting
The climate in England is… whereas in Saint Lucia it is…
Marble is harder rock than chalk
Examples of language functions in History, Geography and Science
Explaining Henry VIII married six times because….
Ranking/evaluating I think that rivers are important because they provide water for us.
People in….find that the best use of water is for…..
The most important man in Egyptian society was the Pharaoh.
Cause and effect Rivers affect the landscape by….
A cool box is a thermal insulator. As it can keep the heat out so the food inside the box stays cool
Deducing I think that he’s a Roman soldier because he’s carrying….
Hypothesising They found lots of …. in the Mary Rose. That tells us that Tudor sailors probably used to….
In Egyptian times the Pharaoh would have……. We know this because….
The Knowledge Framework (Mohan 1986)
Classification Principles Evaluation
Description Sequence Choice
The Knowledge Framework, (Mohan 1986)
Classification Principles Evaluation
Description Sequence Choice
Classify chess pieces
Understand the rulesfor moves
Evaluate moves according
to strategies
Identify chess pieces
Sequence moves Chooseappropriate moves
Key Visuals
Used for:
Organising thinking around texts, pictures etc.
Enhancing pupil discussion about texts, pictures, videos, artefacts etc.
Reporting back
Science
root stem leaf seeds flesh flower
Carrot
Which part of the plant do you eat?
Technical Vocabulary
Language of reasoning and logicthen……because…..must be….can’t be….could be therefore
Explanations
Existing condition Cause Effect
How an animal can live in its habitat
because…
as…
which leads to…
which means that…
therefore…..
Why a thermos flask is good for keeping drinks hot
which helps it to…
Why people like/ dislike a character in a story
Why the Romans invaded Britain
which lead to…
which meant that…
Why rivers get polluted
as a result…
Why/ How? (Causal explanation)
Existing Cause Effect condition
A camel is perfect for the desert
has large spreading toes
can walk on soft sand
can close nostrils
sand doesn’t go up them
because as
so therefore this means
Another reason
Key visuals for reading
Responding to texts
Scanning texts
Extracting and recording information
Recalling information more easily
Reading and understanding textual organisation
Trying some texts
Activity
Which key visuals would / could you use with these texts?
Applications of Key Visuals
Explanatory – increase content understanding
Evaluative – to assess understanding
Generative – to promote language
Examples of interrogating visuals
Learning vocabulary through tentative grasp at meanings:
– Animal Cells
– Plant Cells
– Structure of an atom
At sentence level
– Testing substances for pH
Sentence level
Substance colour pH ValueAcid / alkali /
neutral
vinegar 5 acid
Sodium hydroxide 12 alkali
red 1 Acid
water 7 neutral
Provide a Pattern….
‘Vinegar has a pH value of 5.’
Now make up similar sentences, based on the Table:
x has a pH value of y, etc …
Follow up….
It is a weak acid / strong acid.
It is a strong alkali.
It is a weaker acid than ….
Alternative access via written work
1. Pupil is consolidating content of lesson
2. Pupil is practising sentence patterns of that particular subject.
3. Pupil is producing appropriate units of discourse
generalised statement
exemplification elaboration clarification
Key Visuals CD
A CD of key visuals templates produced by HLS was issued. This comprises activities relating to:
– Matching
– Sequencing
– Sorting
– Cause/effect
– Ranking
– Reading
– Writing
– Planning
Reporting back – a strategy for language development
3. Our experiment was to find out what a magnet attracted. We discovered that a magnet attracts some kinds of metal. It attracted the iron filings, but not the pin. It also did not attract things that were not metal.
4. A magnet is a piece of metal which is surrounded by an invisible field of force within it. It is able to pick up a piece of steel or iron because its magnetic field flows into the metal, turning it into a temporary magnet.
1. “try this one…..no it doesn’t go…..it doesn’t move….try that…..yes..it does a bit….that won’t work…..it’s not metal…..these are the best…..it’s making them go really fast”
2. 2. “We tried a pin, a pencil sharpener, some iron filings and a piece of plastic. The magnet didn’t attract the pin, but it did attract the pencil sharpener and the iron filings. It didn’t attract the plastic.”