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BEGINNER EAL

BEGINNER EAL. Beginners are pulled out 6-8 times per week Small group instruction and in-class support Students quickly benefit from this additional support. EAL Inclusion programme.

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BEGINNER EAL

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  1. BEGINNER EAL • Beginners are pulled out 6-8 times per week • Small group instruction and in-class support • Students quickly benefit from this additional support

  2. EAL Inclusion programme • EAL Teacher = Language Development Teacher for all students, in combination with the classroom teachers • all children are learning English in Grade 1 whether native speaker or beginners • language is presented in the context of Literacy, Units of Learning (e.g. houses and homes unit) and Maths with differentiated instruction and tasks • language consists of phonemic awareness, phonics, grammar, sentence structure, vocabulary and spelling • language is often taught through role-play, acting, movement, songs, stories and the active learning centres

  3. Active learning in First Grade at ISL • Student’s thinking is engaged and challenged using real-life and imaginary situations. Learning in this way takes full advantage of the opportunities for skill acquisition through their interests and reaping the benefit of skilful intervention and high quality interaction. • Students learn through exploration • Apply what they know • Have own ideas • Become risk takers • Be involved and focused • Achieve objectives • Persevere • Choosing ways to solve problems and explore new ideas. • http://prezi.com/iysdfpvwvzef/active-learning-in-grade-1/?auth_key=8f78530e1a840f4ac6283608f1c27fb77d3d77d0

  4. Curriculum - LiteracyWhat we do Reading: Guided Reading Silent Reading Read Aloud Shared Reading 2. Language and Word Study Spelling Grammar Phonemic Awareness Phonics Conventions of Print Vocabulary Development

  5. Curriculum - literacyHow we do it (reading/language and word study) Guided Reading groups – according to needs (using levelled reading materials) Phonics groups –differentiated and whole class Read aloud and shared reading – whole class (for teaching specific skills and specific genres) Silent reading – partners and individual (own choice and some direction) Spelling – Linked to phonics programme (using Nelson Thornes, students' own writing and appropriate words encountered) Grammar – Linked to phonics programme and reinforced through speaking, listening, reading and writing. (Using Nelson Thornes and concepts encountered in reading and writing) Phonemic awareness – whole class and groups. Based on speaking and listening games Vocabulary development – Using high frequency words and words encountered in reading and writing activities.

  6. Curriculum - Literacy 3. Writing Guided Writing Regular writing Shared writing Group and individual writing Handwriting Assessments Common Formal ( running records, rubrics, specific common assessment tasks) and informal (observations, questioning/discussion, work samples) Used to group students, make decisions about needs of individual students and direction of the programme, provide feedback for students.

  7. Curriculum – literacy How we do it (writing) Guided Writing – grouped according to needs. Using excellent models and students' own writing. Teaching of specific skills at students' level. Editing skills – whole group and peer editing. Shared writing – whole group. Direct teaching of specific writing skills and the craft of writing. Group and individual writing – practice in writing both narrative and non-narrative writing for a particular purpose. Handwriting – Using Nelson Thornes text. Focused instruction for individuals with particular needs.

  8. Curriculum – Mathematics What we do Thinking mathematically Number and numeration Estimation and computation Measurement Pattern and function Shape and space Data handling

  9. Curriculum – MathematicsHow we do it Group work – students grouped according to needs Whole class teaching of new concepts Individual assistance where needed Extensive use of concrete materials Range of resources Assessments Common Formal (specific assessment tasks) and informal (observation, discussion) Individual/group/whole class Used to group students, make decisions about needs of individual students and direction of the programme, provide feedback for students.

  10. Curriculum – Units of Learning Families at home First Grade Friends Push and Pull Authors and Illustrators incorporated into all other units 4. Space 5. Animals Assessment Designed to assess understanding, knowledge skills and attitudes Common Formal and informal

  11. Thankyou for coming!

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