Communication

Marie-Claire Langfeld - English AST

Fiona Hope – Science AST

Today’s Agenda

Introduction to the sessions

Spellings, Speaking & Listening Strategies

Reading for Meaning

The Sequence for Teaching Writing

Summary.

School biography

1204 pupils 34% girls 27% FSM 86% minority ethnic groups 79% English as an additional language 38% SEN 0.40 deprivation factor (nationally 0.22) GCSE 2010 60% 5+A*-C (47% inc. Mat and

Eng)

What is an Advanced Bilingual Learner?

“ …first language is the language to which a child was initially exposed during early development and continues to use this language in the home and community. If a child acquires English subsequent to early development, then English is not their first language no matter how proficient in it they become.” DfES 2007

What barriers do they face?

Vocabulary gaps in commonly used words

and serious gaps in higher order language. Literal vs. metaphorical understanding,

idioms, puns, collocations. In reading, struggle to decode meaning in

texts. In writing, find it hard to express their ideas

clearly.

Further Problems

Unable to decode exam questions Do not make the same progress from KS2 to

KS4 as pupils who are not EAL

Example of an EAL learner’s struggle…

The following question was asked on a KS3 Science SATs Paper:

“How do blocked oviducts prevent fertilisation taking place?”

Which word do you think the EAL learners struggled with?

Data Analysis

Discrepancy of 10 or greater between verbal and non-verbal CAT scores (year 7 & 9).

KS2 – KS3 data in English. Analysis of previous written work (establish

baseline). Questionnaires to establish home language. EAL is not SEN!

Cummin’s Iceberg ModelCummin’s Iceberg ModelDr Cummins has distinguished between basic interpersonal communication skills (BICS), and cognitive academic language proficiency (CALP):

•the first is a helpful shorthand for the sort of language encountered in day-to-day activities, which is heavily dependent on contextual support in a face-to-face situation;

•the second describes the language associated with curriculum subjects that is needed to express higher order thinking skills and is related to learning and the development of cognition.

BasicInterpersonal

CommunicativeSkill

Cognitive and

AcademicLanguage

Proficiency

(Cummins)Remembering (Knowledge)

Understanding (comprehension)

Application

Analysis

Evaluating

Creating

BICS

CALP

Bloom’s taxonomy (revised)

H

I

G

H

E

R

O

R

D

E

R

Spelling

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Spelling rules – Plurals

What about words ending in o?

Potato Patio Rodeo Halo Tomato

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The –ible / -able rule

Possible Manageable Acceptable Horrible Available Incredible Desirable

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Words ending in ‘shun’How do I know whether to use: tion, sion or cian?

Optician

Conversation

Occupation

Electrician

Beautician

Expectation

Musician

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Spelling Strategies

Prefixes

M nemonics

Phonemic segmentation Words

within words

Syllabification

A uditory tactics

M eaning

K inaesthetic tactics

Rules

Identify the prefix A nd the base word E.g. D is—appear Un—necessary

A rhyme or saying Never Eat C hocolate Eat Salad Sandwiches And Remain Young

Breaking the word into

letter sounds E.g.

D-i-a-r-y E.g. I am in parliament

Split the word into beats or syllables E.g. Re-mem-ber

Hearing silent letters E.g. Wed-nes-day

Identifying the origin

E.g. Bi = 2

Cycle = circle

Use diff erent parts of the body to spell E.g. knee, elbow, toe, bottom

E.g. I before E,

except af ter C

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becauseBigElephantsCanAlwaysUnderstandSmallElephants

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piece

A piece

of

pie

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Bir t h Rat e I s a measure of the number of

healthy babies born each year per 1000 people in the populat ion

Deat h Rat e

T he number of deaths per year per 1000 people in the populat ion

M igrat ion

T he permanent movement of people f r om one place to anot her

I mmigrant A person who has come to another country to LI VE there permanent ly

I nvolunt ary M igrat ion T he movement of people against their wishes

Volunt ary M igrat ion

Descr ibes the planned and wanted permanent movement of people

I nt ra-nat ional M igrat ion T he permanent movement of people within a country

Cross-border M igrat ion T he movement of people that involves moving f rom one country to another

Economic M igrat ion T he voluntary movement of one person f rom one place to another in pursuit of a better j ob or other fi nancial r e-ward (e.g. better hospitals)

Civil war A war between people of the same country

Populat ion Pyramid A type of bar char t that shows the populat ion structure of a country (i.e. how many peo-

Low populat ion Densit y Ref ers to there being very f ew people living

in an area. For example, in the countryside

High Populat ion Densit y

ref ers to there being lots of people living in an area. For example, in a city

S t andar d of Living

T he level of wealth or comf or t of a per son, group of people or country

Push f act or

N egat ive t hings which f orce people to move f rom one place to another . A push f actor may be an ear thquake

Pull f act or

Posit ive things which attract people to f r om one place to an-other . A n ex-ample would be better j ob op-por tunit ies

POPULAT I ON

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Speaking & Listening

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Strategies for Managing Group Strategies for Managing Group TalkTalk

Pair Pairs to fours Listening triads Envoys Snowball Rainbow groups Jigsaw groups

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‘Top Tips’ for managing group talk

Clear roles Time limited Clear outcomes Scaffolding

Question Token

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Adjectives

to convey

importance Main Key

Significant I mportant

Crucial

Adjectives to convey

intensity of

beliefs / feelings Strongly Firmly Surely

Connectives Firstly

Nevertheless Moreover

Alternatively On the other hand

I n addition Finally

I n conclusion

Orientation sentences Our group was discussing

We were considering We were looking at

Our discussion was about We were deliberating whether

Statements to introduce

opinion We believe

We support the idea We hold the view

We consider

Sharing ideas

through talk

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More Advanced Strategies Reading

ImagesBack to BackTalk as a ToolCollective

MemoryMarket Place

High-quality inclusive teaching supported by whole school policy, clearly targeted on pupils’ needs.

Talk is an essential component of any strategy to improve writing.

Pupils need to hear good models of formal talk and opportunities to speak in a formal register.

Your turn!

Back to Back

Talk as a Tool

Exploratory talk – partners engage critically but constructively with each other’s ideas.

Relevant information is offered for joint consideration. Agreement is sought as a basis for progress.

http://kitses.com/animation/swfs/digestion.swf

Digestive System

1. Food is eaten.2. Chewing helps to break down

the food so it can be swallowed. The food moves down the Oesophagus by peristalsis into the stomach.

3. The stomach churns the food and mixes it with enzymes to begin the process of chemical digestion. The acid environment ensures the correct pH and helps defend against microbes.

4. The stomach contents then move into the SI. The SI is where enzymes help digest food which can then be absorbed into the blood.

5. Any undigested food and water now moves into the LI. Excess water is reabsorbed into the blood and faecal matter is formed.

6. The faecal matter is stored in the rectum. This waste matter is excreted in a sanitary way.

Reading Images

Right there questions(because the answers are right there in the

photograph)

Think about questions(because these questions really make you think about the

answers; read between the lines)

Reading for Meaning

Types of reading

Skills required to access tasks:

Skim

Scan

Close

Aims for the session

To discuss the key principles for improving reading for pupils across the curriculum who need to improve their literacy skills.

To review a ‘Sequence for Teaching Reading for Meaning’ across the curriculum.

What key academic reading skills do our pupils need?

Ability/willingness to engage the need to know

Focus on meaning Metacognitive (thinking about your own

thinking) i.e. critical questioning. Reading as a writer

A few metacognitive questions to model as a teacher

What do I want to know? Where can I find the information I want? Is this text going to tell me what I want? What type of person wrote this? Do I understand what I’ve just read? What else do I know that will help me judge

whether this is true / useful? Am I enjoying myself?

What do schools need to do?

Model academic-reading cultureEngage a need (or willingness) to know

in pupilsModel interest in importance of text in

their academic subjectModel an effective cognitive and

metacognitive sequence for accessing ‘real’ texts to gratify that need to know

A Sequence for Teaching Reading for Meaning

1. Establish aims and outcomes

2. Which text types would we expect to look at?

3. Explore the features of the predicted text type.

4. Skimming/first filter (suitability)

5. Identify writer’s purpose/second filter

6. Teacher modelling to demonstrate what skills we need to use

7. Independent reading

8. Review and draw out key learning

9. Further outcomes/extension.

Aims and OutcomesWe are finding out about gangs

in the UK and developing our reading skills.

Summarise what a gang is and evaluate whether gangs are inevitable in our society.

2. Which text types would we expect to look at?

Using the non-fiction text types, quickly review the features for all and choose the text type/s that seem(s) the most appropriate.

3. Explore the features of the predicted text and brainstorm prior knowledge.

What are the key features for Inform?

What do we already know about gangs?

Do we know any key words associated with gangs?

5.Identify writer’s purpose

Skim to understand the writer’s viewpoint?

Is this article adequate for our outcomes?

6. What skills do we need to use?

Revisit aims and outcomes.

Close reading for careful study – highlight keywords and anything that seems important, annotate to summarise.

Teacher modelling.

Inside the GangA group of social scientists is infiltrating the UK’s most notorious gangs to understand what drives them to violence.Ian Taylor finds out what life is like behind the headlines.

When police and paramedics arrived at Lavender Avenue in Mitcham, south London, on 4 November 2006, they effectively entered a battlefield. Earlier that night, two rival gangs had clashed there. Up to 60 members of the Stick’em Up Kids (SUK) and Terror Zone (TZ) had chased each other down with knives, baseball bats and broken furniture. And like any battlefield, there were casualties.

The body of 16-year-old Eugene Attram was found lifeless on the street. Together with friends from SUK, he had been on his way to a fireworks display when they crossed into TZ territory. The violence started soon after. Attram, who had 11 GCSEs and was studying A-levels, tripped as he fled and was quickly surrounded by TZ members.

7. Independent reading

In pairs read through the rest of the text, annotate and summarise as required.

Approximately 20 minutes.

8. Review and draw out key learning

What do we now know about gangs?

9. Further outcomes

Write a letter to your local MP about your experiences of gangs.

Debate the problems of gangs and potential solutions available to us.

WritingWriting

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Non-fiction text typesNon-fiction text types

Instructions Information Explanation Recount Discursive (argue) Persuade Analysis Evaluation

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EAL and Communication

At Pleckgate High School Mathematics & Computing College.

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Geography Grammar Mat

ADJ ECTIVES Describing words o Urbanised o Global o Destructive o Sustainable o Developed o I ndustrial

NOUN Naming words

o Atlas o Globe o Map o Rain gauge o Wind vane o Seismometer o Population pyramid

CONJ UNCTIONS Used to link sentences

So, and, but, then, yet

VERB Doing/ action words o To measure o To gauge o To draw o To analyse o To evaluate o To explain o To compare o To erupt o To estimate

CONNECTIVES Used to link ideas and words Theref ore, however, unless,

f urthermore, due to, f or example,

TENSE PAST – I saw the volcano erupt

PRESENT – I see the volcano erupt FUTURE – I will see the volcano erupt

GRAMMAR FOR GEOGRAPHY

GEOGRAPHY WORD ROOTS

Geo – Earth = Geography Bio - Lif e = Biological Demo - People = Demography Glyph - Vertical Groove = Hieroglyphics Hydro - Water = Hydroelectric Loc - Place = Location Metri - Measure = Geometric Morph - Change = Urban Morphology Sol - Sun = Solar panels Terr - Earth = Terrain Therm - Heat = Geothermal power

ADVERB Describe a verb

o Quickly o Accurately o Caref ully

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TAPTAP

TT TaskTask What are the pupils being asked to write?

LetterArticleReport …

AA AudienceAudience Who is the piece for?

ChildAdultFormal / informal …

PP PurposePurpose What is it trying to do?

PersuadeInformArgue …

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1. Blackpool settlement project.

2. Was King John a good or a bad king?

3. Write a recipe for a party fruit cocktail for publication in a summer edition of a teenage magazine.

4. Write about how to play your new computer game.

5. Design a leaflet for Year 6 pupils called ‘How to survive Year 7’

6. Write an article about smoking in public places.

7. Write about the 3 convenience meals you tasted and give your opinions on each.

Setting writing tasks

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The sequence for teaching writingThe sequence for teaching writing

1 Establish clear aims (TAP)2 Provide examples Lesson 13 Explore the features of the text4 Define the conventions5 Demonstrate how it is written 6 Compose together (teacher led) Lesson 27 Scaffold the first attempts (previous lesson)8 Develop independent writing9 Draw out the key learning Lesson 310 Review (transferrable skills)

Writing Tasks Across the Curriculum

ART - To analyse a piece of art work commenting on mood, form, process and content.

Geography – To create a news report on the Kobe earthquake (Explain/inform)

P.E – To produce an information leaflet on the musculoskeletal system. Science – How should we generate electrical energy? (Argue/discuss) Music – Write an evaluation of your performance at the end of the

module. Maths – Critically evaluate the data representation choices. MFL - Produce an informative leaflet for Year 9 pupils on healthy

eating. D&T – Write an evaluation of your product entitled ‘Is my Product

Successful?’