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Teaching strategies for EAL Advanced Learners:

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.

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Teaching strategies for EAL Advanced Learners:

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  1. Teaching strategies for EAL Advanced Learners: Developing approaches and materials to ensure access and progression

  2. Key Visuals

  3. 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.

  4. Language functions • Identifying • Naming • Sequencing • Describing • Sorting • Asking questions • Comparing and contrasting • Explaining • Deducing • Hypothesising • Generalising • Reasoning • Problem solving • Analysing • Ranking • Evaluating

  5. 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

  6. What are key visuals? Visual organisers such as tables, charts, diagrams An aid to present information clearly Help pupils’ conceptual development

  7. Scaffolding pupil talk Cat Hawk Squirrel Mouse Consumer/ prey Producer Predator Seeds Mouse Cat

  8. EAL Planning Framework, Pauline Gibbons Sorting animals into plant/meat eaters T chart Picture of garden Classifying This is a.. It eats.. Meat Plants Leaves Cat Flow diagram Picture of garden Creating a food chain First… The ..eats.. The …is eaten by.. Sequencing a process Producer Consumer Prey

  9. Opportunities to report back (AFL)Science: magnets

  10. Reporting Back • Highly contextualised talk using a key visual (from ashared experience) • Using the completed key visual as a means of reporting back to the class (not a shared experience) • “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” • “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.”

  11. Using key visuals • Completing a diagram • Classifying pictures and text • Listening to and sequencing a text • Using clues • Reading texts • Matching, classifying, sequencing, ranking/ evaluating statements

  12. Literature Geography History The top/bottom of the hill… the hillside.. The scenery….down by the river beautiful, rugged, rolling hills, isolated, bleak, grandeur Describing Evaluating Expressing feelings The peak…the slope…the valley…the riverbank…rainfall…erosion steep, contours, features caused by…occurs when… Naming Locating Describing Cause and effect Hilltop…slope…valley…riverbank…. hill fort.. fortification…rampart…village…dwellings defence…safety…shelter was probably…could have been …most likely because… Naming Locating Describing Deducing Hypothesising

  13. Examples of language functions in History, Geography and Science

  14. Examples of language functions in History, Geography and Science

  15. The Knowledge Framework (Mohan 1986)

  16. The Knowledge Framework, (Mohan 1986) Evaluate moves according to strategies Classify chess pieces Understand the rules for moves Choose appropriate moves Identify chess pieces Sequence moves

  17. Key Visuals Used for: • Organising thinking around texts, pictures etc. • Enhancing pupil discussion about texts, pictures, videos, artefacts etc. • Reporting back

  18. Technical Vocabulary Language of reasoning and logic then……because…..must be….can’t be….could be therefore Science Which part of the plant do you eat?

  19. Explanations Why/ How? (Causal explanation)

  20. Existing Cause Effect condition A camel is perfect for the desert has large spreading toes can walk on soft sand sand doesn’t go up them Another reason can close nostrils because as sothereforethis means

  21. Key visuals for reading • Responding to texts • Scanning texts • Extracting and recording information • Recalling information more easily • Reading and understanding textual organisation

  22. Trying some texts Activity Which key visuals would / could you use with these texts?

  23. Applications of Key Visuals • Explanatory – increase content understanding • Evaluative – to assess understanding • Generative – to promote language

  24. 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

  25. Sentence level

  26. 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 …

  27. Follow up…. It is a weak acid / strong acid. It is a strong alkali. It is a weaker acid than ….

  28. Alternative access via written work • Pupil is consolidating content of lesson • Pupil is practising sentence patterns of that particular subject. • Pupil is producing appropriate units of discourse generalised statement exemplification elaboration clarification

  29. 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

  30. 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. “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.” Reporting back – a strategy for language development

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