Hallway Expectations. Be There, Be Ready Be Respectful Be Responsible Be Your Best.
Be your Best Expect the Best Succeed Together€¦ · Be a good model of spoken and...
Transcript of Be your Best Expect the Best Succeed Together€¦ · Be a good model of spoken and...
Be your Best Expect the Best Succeed Together
Be your Best Expect the Best Succeed Together
1. Buddy Booklet
2. Topic List
Contents
3. Teaching Resources List
4. Website List
5. Pamphlet—Access and Learning
6. Pamphlet—Developing Literacy
7. Teacher Fan for Daily Activities
8. Pupil Fan for Daily Activities
9. Pupil Fan for Emotions
10. S.O.S Phrases
11. Classroom Objects and Commands (Flashcards)
12. School Subject Pictures (in colour)
13. School Vocabulary and Pictures– subjects, classroom,
school bag.
15. Numbers 1-10 Flashcards
16. Numberline 1—20
17. Number Square
18. Colours
19. Alphabet Sheet
20. Question Words
21. Days of the Week
22. Body Parts
23. Clothes
24. Initial Verbs—Pictures and Words
Be your Best Expect the Best Succeed Together
Be your Best Expect the Best Succeed Together
Be your Best Expect the Best Succeed Together
Be your Best Expect the Best Succeed Together
Be your Best Expect the Best Succeed Together
Name
Vocabulary Topic List
Please tick when visited
Colours
Numbers 1 – 10
Simple Verbs
Numbers 10 – 20
Everyday Objects
Adjectives of Size
Opposites
Prepositions
The Outside of the House
The Garden
The Living Room
The Bedroom
The Kitchen
The Bathroom
Clothes
Fruit
Vegetables
Drinks
Body Parts
Pets
Farm Animals
Zoo Animals
Days
Months
Seasons
Weather
The Street
The Park
The Hospital
The Farm
Sports
Shops
Toys
Shapes
Time
Words for +, -, x, ÷, =
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Teaching Resources
www.guardian.co.uk – an archive of articles which can be used as reading materials for students
www.games.englishclub.com
www.bbc.co.uk/revision
www.primary.resources
www.english-to-go
www.collaborativelearning.org – curriculum accessible activities for EAL pupils
www.practicalpreschool.com – nursery rhymes and resources in other languages
www.newburypark.redbridge.sch.uk – interactive language program
* www.senteacher.org
* www.bristol-cyps.org.uk/services/emas/materials/newtoenglish-html
* www.mes-english.com
* www.resourceshop.co.uk
* www.sparklebox.co.uk
* www.dvhooldlinkd.vo.uk – dual language signs
* www.schoolslinks.com.uk
* www.dltk-teach.com
Be your Best Expect the Best Succeed Together
DFES / DCSF Publications
Aiming High : Understanding the educational needs of minority ethnic pupils in
mainly white schools. DfES/0416/2004.
‘A Language in Common’: Assessing English As An Additional Language.
QCA/00/584.
The National Numeracy Strategy Supporting Pupils Learning English As An Ad-
ditional Language, DfES2000.
The National Literacy Strategy Supporting Pupils Learning English As An Addi-
tional Language, DfES 1999.
Excellence & Enjoyment : Learning & teaching for bilingual pupils in the primary
years (Toolkit). DFES 0013-2006 PCK-EN
Excellence & Enjoyment : Learning & teaching for bilingual children in the
primary years – Teaching units to support guided sessions for writing in EAL
(pilot material). DFES 00068-2007FLR-EN
PNS – New Arrivals : Excellence Programme : Guidance.
Ref –650-2007 BKT-EN
Supporting children learning EAL – Guidance for practitioners in the Early
Years Foundation Stage. DCSF 00683–2007BKT-EN
DfES – Key Stage 3 National Strategy
Access & Engagement in English (all subjects available)
(Teaching pupils for whom EAL is an additional language)
Ref : DfES 0609/2002
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WEBSITES
Government websites offering guidance on EAL issues
www.britishcouncil.org – teaching ideas and materials.
www.inclusion.ngfl.gov.uk – lists of materials for EAL pupils produced by NALDIC and the col-
laborative learning project.
www.emaonline.org.uk – information, resources and materials for EAL theory and practice.
www.standards.dfes.gov.uk
www.ealinhounslow.org.uk – general guidance on supporting bilingual pupils in the mainstream
classroom.
www.manchester.gov.uk/education/emas - general guidance as above.
www.blss.portsmouth.sch.uk/default.htm - general guidance as above.
Websites offering translation services
www.hearofeurope.co.uk
www.worldlingo.com
www.yourdictionary.com/dictionl.html
www.englishpage.com – lesson and language exercise with online dictionaries and thesaurus.
www.a4esl.org
www.bbc.co.uk/worldservice/learningenglish
www.newburypark.redbridge.school.uk
www.dgteaz.org.uk – (www.oxysearch.com) Dingle Granby Toxteth EAZ Action Zone, Liverpool.
Be your Best Expect the Best Succeed Together
Creating a supportive learning environment Supporting curriculum access and language learning
Create a friendly, stress-free environment
Welcome new arrivals into your class
Ask them to sit near the front of the class
Be prepared for the pupils to be reluctant to talk at first
Allow them plenty of time to listen and tune in to English
Formalise support from class 'friends' or 'buddies'
Make sure buddies are clear about their role
Decide how to acknowledge and reward their support
Help pupil’s understanding of the lesson focus
Use visual and other contextual support
Communicate objectives simply and clearly
Support pupils' understanding of instructions
Speak clearly and use language consistently
If possible, encourage other pupils or adults to interpret and allow time for
this to occur
Structure lessons to avoid lengthy, unbroken periods of teacher talk
Ensure opportunities for pair or small group work
Find out about pupils' strengths and build on them
Make use of initial assessment information from EAL staff
Make books or other resources available to take
home Where possible, talk to parents about the work pupils
are doing
Suggest ways in which they can provide support
When EAL specialists are available to support pupils, work
in partnership, when possible
Use drawings, photographs, objects and picture dictionaries to
communi- cate key vocabulary
Present information in the form of key visuals such as diagrams and
charts
Communicate meaning through activity e.g. practical
demonstrations, video, role-play, drama
Encourage use of pupils' home languages by parents and
where available bilingual staff and pupils who speak the
same language
Give examples appropriate to pupils' experience to
illustrate ideas
Plan activities that enable pupils to hear English in contexts that
support understanding e.g. practical activities that encourage talk
during the activ- ity, games and role-play activities and other focused
collaborative tasks
When pupils are ready, plan simple communicative
activities which encourage them to talk, using language
they have previously heard
Be a good model of spoken and written English -Use language clearly, consistently and precisely -Be aware that not only technical vocabulary, but also many
everyday words and expressions can be very confusing
Draw pupils into whole-class discussion -Address them by name and be prepared to repeat questions -Allow time for pupils to answer
Be your Best Expect the Best Succeed Together
Helping pupils use their home languages for learning
Where pupils speak a common language, encourage pupils to talk
together in their home languages
Maintaining a positive ethos to promote this is essential
Praise and reward pupils who act as interpreters
Make sure other pupils see that you respect and value pupils' bilingual competence
Welcome and encourage home language support from parents
Encourage other pupils to teach you simple phrases in the languages
spoken by new arrivals e.g. well done, please, thank you
Learn key technical vocabulary in advance of
lessons Use bilingual dictionaries
Prepare resources which includes some of this key vocabulary e.g.
picture cards, worksheets
Where possible make pupils' home languages central to the work of
the whole class e.g. in drama, role-play
Encourage literate pupils to use and make bilingual dictionaries and word lists
Encourage pupils who are literate to read and write in their home or
community languages
Supporting Pupils,
New to English,
in the Classroom
Access & Learning
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Useful resources for New to English pupils 1. Key visuals e.g. tables, maps, diagrams, grids, mind-mapping
2. Pictures and photographs
3. Vocabulary lists
4. Rough notebooks and whiteboards for planning
5. Artefacts and props e.g. puppets, story sacks, mini-worlds, story boxes
6. Bilingual dictionaries
7. Simplified texts and text summaries
8. Adapted worksheets to enable pupils to read and write small chunks of
information
9. Audio-visual resources e.g. story tapes in pupils’ home languages
10. Games (picture based), e.g. barrier games, picture lotto
11. Use of drama strategies e.g. role play, acting out stories, hot seating
12. ICT e.g. programmes in English that are well-supported by graphics, multi-
media software
13. Resources that reflect pupils’ previous experiences and cultural
back grounds
Supporting Pupils,
New to English,
in the Classroom.
Developing Literacy
Be your Best Expect the Best Succeed Together
Developing reading and writing
Build in discussion before reading, and oral practice
before written work
Include plenty of visual support in texts
Involve pupils in supportive shared reading experiences e.g.
whole class work with visually rich enlarged texts, reading and
discussion in small groups, using texts with rhyme and repetition
Plan active reading tasks for pairs or small groups of pupils
e.g. text sequencing, gap filling
Encourage bilingual staff and other pupils to translate and
summarise texts in pupils' home languages
Avoid asking pupils to 'complete' the same tasks that are carried
out by other pupils, without understanding. Consider adapting
worksheets, matching level of difficulty to pupils' needs
Include tasks such as labelling and matching sentence halves
Use simple writing frames e.g. sentence completion
Encourage collaborative writing with other pupils who share
the same home language
Be explicit about the key features of different types of writing
Encourage pupils who are literate to write in their community
languages
Agree support for homework with EMA staff e.g. at homework
clubs or through work with parents
Encourage pupils to make use of other provision after school, e.g.
City Learning Centre, community clubs
Make books available to take home
Practical activities to support pupils in their reading and writing
development
Labelling pictures e.g. maps or diagrams with words,
phrases or sentences provided elsewhere on the worksheet
Matching text and visuals - where pupils match sentences
or paragraphs to a sequence or set of pictures
Cloze procedure – filling in gaps in sentences or paragraphs:
-where the words are provided but mixed up
-where a picture of each word is given
-where the first letter of each word is given, but
pupils supply the words
Text highlighting or underlining – where pupils identify
key words or parts of the text that relate to a particular
question
Sequencing sentences to form a short, continuous piece
of writing, which can then be written out
Writing sentences following a model sentence structure
e.g. from a choice table which enables a range of sentences
to be generated
Using writing frames which provide structure for text &
highlighting the variety of genres
Compiling a glossary of subject specific vocabulary
provided by the teacher, including
pictures and/or translations
Using ICT that supports
understanding
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Be your Best Expect the Best Succeed Together
Be your Best Expect the Best Succeed Together
Be your Best Expect the Best Succeed Together
Be your Best Expect the Best Succeed Together
Be your Best Expect the Best Succeed Together
Emotions fan
Be your Best Expect the Best Succeed Together
S.O.S Phrases
I don’t understand.
I don’t know.
Pardon?
I don’t speak English.
Help me.
Excuse me.
Please.
Be your Best Expect the Best Succeed Together
S.O.S Phrases
Repeat please.
Please.
Thank you.
My name is...
Hello.
Yes.
No.
Be your Best Expect the Best Succeed Together
School Subject Pictures
Maths Physics Chemistry Biology
English Geography History Art
R.E. Physical Education Music Food Tech
Design Tech Drama Dance ICT
PSHE
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School Subject Pictures
French Italian German Spanish
English
Salut!
Au revoir!
Ciao!
Arrivederci!
Tschus!
Guten Tag!
Buenos
Días!
Adiós!
Hello!
Goodbye!
Be your Best Expect the Best Succeed Together
Be your Best Expect the Best Succeed Together
writing
geography
music
drama
spelling
art
Subjects
PE
ICT
maths
√
English
history
design and technology languages
X PSHE
reading science
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h
o
m
e
w
o
r
k
RE
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PE kit
calculator
desk
board
teacher’s desk
The Classroom folders
tray
cloakroom
bin
register
paints
chair
display
scissors
Be your Best Expect the Best Succeed Together
paper
computer
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pencil case
crayons
book
drink
pen
key rubber
lunch box
sweets
School Bag
colour pencils
money / purse
pencils
letter
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chocolate bar
ruler
bag gel pens
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1 one
11 eleven
2 two
12 twelve
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3 three
13 thirteen
4 four
14 fourteen
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5 five
15 fifteen
6 six
16 sixteen
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7 seven
17 seventeen
8 eight
18 eighteen
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9 nine
19 nineteen
10 ten
20 twenty
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0
-20
Num
ber
Lin
e
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
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100 Square
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
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Basic Colours with words
red
yellow
pink
brown
green
blue
purple
orange
white
black
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Basic Colours without words
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a b
c d
e f g
h i j k l m
n
o
p q r s t u
Alp
hab
et
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v w x
y
z
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Question Words
Who
Where
When
Why
today
tomorrow
?
What
How
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Days of the week
Monday
Tuesday
Wednesday
Thursday
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Saturday
Sunday
Friday
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Keyw
ords
- bod
y pa
rts
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head
eyes
nose
ears
mouth
teeth
body
leg
hands
feet
knee
arm
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Basic Clothes
socks
scarf
trainers
shorts
gloves
jeans
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ti
e
hat
jacket
skirt
trousers
pumps
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blouse
coat
cardigan
underwear
swimsuit
tracksuit
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pyjamas
t-shirt
dress
shir
t
jumper
shoes
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Initial Verbs Words and Pictures
dig skip
sing paint
eat dance
laugh swim
cry talk
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talk listen
run yawn
cut throw
jump play
crawl climb
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hide watch
sleep read
make write
ride brush
build wash
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catch
draw
clap
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Be your Best Expect the Best Succeed Together