EARLY YEARS & PRIMARY YEARSEARLY YEARS & PRIMARY YEARSScales 1 – 9Scales 1 – 9
EARLY YEARS & PRIMARY YEARSEARLY YEARS & PRIMARY YEARSScales 1 – 9Scales 1 – 9
ESL SCOPE AND SCALESESL SCOPE AND SCALESESL SCOPE AND SCALESESL SCOPE AND SCALES
equal status ……………….…………..….. great difference in status
familiar …….………………………………...……………..very distant
great deal of emotional expression……..little emotional expression
Tenor Continuum
Model of Language
Language
Situational Context
Genre
ModeField
Tenor
Text in Context
Sociocultural Context
Genre
Field
Tenor
Mode
Situational Context
Sociocultural Context
Mode
Tenor
Situational Context
Field
Sociocultural Context
Genre
LanguageText in Context
•broader strand •more specific strand
•resources in the English language
•foregrounding•coherence•voice and tense•print conventions
•textual element•spoken to written •multimodal texts
Mode
•modality•evaluation•speech functions •idioms •non-verbal elements
•interpersonal element•formality to familiarity
Tenor
•verbs •noun groups•nominalisations •circumstances•topic specific vocabulary
•informational element•everyday to technical vocabulary
Situational Context
Field
Sociocultural Context
Genre
LanguageText in Context
•range of genres•purposes•structure
language choices -•structure texts •build cohesion •expand sentences
•range of genres•specific purposes•structure •cohesion
•the language choices -organise texts•focus foregrounding
•the ‘how’ •its textual elements•deal with the range of spoken, written and multimodal texts
Mode
•the language choices •who questions or commands•how degrees of certainty expressed.
•the ‘who’ •interpersonal elements•deal with formality, familiarity and attitude
Tenor
•word groups and phrases•the verbs •participants •circumstances
•the ‘what’, or content•its informational elements•range from everyday to technical vocabulary
Situational Context
Field
language choices -•structure texts •cohesive
Sociocultural Context
Genre
LanguageText in Context
range of genrespurposesstructure
•the language choices -organise texts•focus foregrounding
•the ‘how’ •its textual elements•deal with the range of spoken, written and multimodal texts
Mode
•the language choices •who questions or commands•how degrees of certainty expressed.
•the ‘who’ •interpersonal elements•deal with formality, familiarity and attitude
Tenor
•word groups and phrases•the verbs •participants •circumstances
•the ‘what’, or content•its informational elements•range from everyday to technical vocabulary
Situational Context
Field
•the range of genres•purposes •structure
Sociocultural Context
Genre
LanguageText in Context
language choices -•structure texts •expand sentences•build cohesion
language choices -structure texts build cohesion expand sentences
S: Good morning, good morning everyone.
All: Good morning everyone
S: My mum buy for me a gun
T: A gun? What do you do with that?
S: and Barbie and car
T: Whoo! Do you enjoy playing with those?
S: nods (goes and sits down)
Genre: Scale 2
•participates in basic spoken exchanges depending on memorising segments
•responds in basic spoken exchanges involving two or three turns
•uses one or two examples of pronoun reference
Genre: Scale 3
•constructs elementary examples of basic genres by speaking and writing with a high degree of scaffolding
•demonstrates an understanding of the structure of several basic genres
•uses basic pronouns: I, my
Genre: Scale 4
•organises the meanings in brief written texts in a logical order
•writes several pieces of information about a living thing
•topic words at the front of sentences in a report
•begins to expand information using linking conjunctions: and, but
•uses a limited range of cohesive resources: possessive pronouns, third person pronouns, demonstrative pronouns
Genre: Scale 5 •constructs short spoken exchanges relying on memorising initiating moves only
ORAL RECOUNT
Teacher: You can say good morning to everybody.
Johnny: Good morning everyone.
Everyone: Good morning Johnny.
Johnny: My name is Johnny and I am 10 years old… and…
Sunday I woke up I had breakfast…I had breakfast..
then I…I play…with my brother… cricket and my
friend… next I…had my dinner. I ate fries… and…
meat… round… like a thing.
Teacher: What colour is it?
Johnny: It’s green.
Teacher: Green peas. Is it a vegetable? Yes? Green peas,
vegetables?
Johnny: Yes. After that I went to bed.
•linking conjunctions: and then, but, or, so
Genre: Scale 5
•phrases of time and place to structure recounts
•binding conjunctions: because
•small range of reference items
3. tadpole – 4 weeks old
3. young frog with front and back legs - 9 weeks old
3. tadpole with back legs - 6 weeks old
Include details about the changes that happen at each stage of the life cycle of a frog.
You should write in sentences and use paragraphs to help organise your writing.
Pay attention to spelling and punctuation.
Genre: Scale 6•reads explanations and begins to write brief examples•use conjunctions to organise texts•a range of linking conjunctions: then, but, or, so and•a range of binding conjunctions:because, when, before, after•reference items
• reads longer more complex sequential explanations and simple charts and begins to write short examples
•organise meanings in short simple paragraphs
•linking conjunctions: and, but, or, so, then
• binding conjunctions: when, if, while
Genre: Scale 7
•use conjunctions to organise texts: Second, Next
Genre: Scale 8
•uses a limited range of features that organise a text:
-phrases of time and place
•begins to use a small range of relative pronouns
•reference items
Genre: Scale 9
•more than one complication
•binding conjunctions: as, as if, since, because, because if
•reference items
•synonyms, antonyms
Task:
•Look at your text and using the criteria from the previous slides or the criteria in the Scales, determine an approximate ESL Scale for genre.
•Decide on some teaching priorities for this student, to develop genre.
•the language choices -organise texts•focus foregrounding
•the ‘how’ •its textual elements•deal with the range of spoken, written and multimodal texts
Mode
•the language choices •who questions or commands•how degrees of certainty expressed.
•the ‘who’ •interpersonal elements•deal with formality, familiarity and attitude
Tenor
•word groups and phrases•the verbs •participants •circumstances
Situational Context
Field
•language choices -•structure texts •cohesive
•the range of genres•specific purposes•structure and cohesion
Sociocultural Context
Genre
LanguageText in Context
language choices -•structure texts •expand sentences•build cohesion
•informational element•everyday to highly technical
•the language choices -organise texts•focus foregrounding
•the ‘how’ •its textual elements•deal with the range of spoken, written and multimodal texts
Mode
•the language choices •who questions or commands•how degrees of certainty expressed.
•the ‘who’ •interpersonal elements•deal with formality, familiarity and attitude
Tenor
•informational element•everyday to technical vocabulary
Situational Context
Field
•language choices -•structure texts •cohesive
•the range of genres•specific purposes•structure and cohesion
Sociocultural Context
Genre
LanguageText in Context
•the verbs •participants •circumstances
•verbs •noun groups•nominalisations•circumstances•topic specific vocabulary
S: Good morning, good morning everyone.All: Good morning everyoneS: My mum buy for me a gunT: A gun? What do you do with that?S: and Barbie and carT: Whoo! Do you enjoy playing with those?S: nods (goes and sits down)
Field: Scale 2
•uses vocabulary that is mainly commonsense but chooses isolated concrete technical vocabulary
•understands small range of vocabulary expressing immediate interest:
•common noun groups
•common actions
Well the story was about as a little fish and one... boy to go to school and he walk in the jungle and he pass in the big tree and he sit, he, he, he...sit on the thing on the ground and he look to the water and he see some fish and when he come to school he.. he make some boat and when he come into the jungle too, he put some fish on the boat and it the boat and the little boy the boat on the water
Field Scale 3
•expands vocabulary by describing according to size
•uses very basic phrases of location
Field Scale 3
•uses vocabulary that is mainly commonsense but chooses some concrete technical vocabulary
•expands vocabulary using numbers, describers, classifiers
Field: Scale 4
•uses vocabulary that is commonsense but begins to use some technical vocabulary
•uses very basic phrases expressing circumstances
Field: Scale 4
•uses technical vocabulary for educational fields such as science
•uses very basic circumstances
•expands vocabulary using numbers, describers, classifiers
Field: Scale 7
•noun groups:
•verbs: - action
•circumstances: - location - time
• technical vocabulary
-classifiers-describers
- relational
Field: Scale 8
•common nominalisations
•noun groups: describers, classifiers, prepositional phrases as qualifiers
•circumstances: manner
•technical vocabulary
Field: Scale 9
More delicate choices
• noun groups
•verbs: - action
•circumstances: - manner
•nominalisations
-relational - mental
Task:
•Look at your text and using the criteria from the previous slides or the criteria in the Scales, determine the Scale for Field.
•Decide on some teaching priorities for this student, to develop Field.
•the language choices -organise texts•focus foregrounding
•the ‘how’ •its textual elements•deal with the range of spoken, written and multimodal texts
Mode
•the language choices •who questions or commands•how degrees of certainty expressed.
Tenor
•word groups and phrases•the verbs •participants •circumstances
•the ‘what’, or content•its informational elements•range from everyday to technical vocabulary
Situational Context
Field
•language choices -•structure texts •cohesive
•the range of genres•specific purposes•structure and cohesion
Sociocultural Context
Genre
LanguageText in Context
•the ‘who’ •interpersonal elements•deal with formality, familiarity and attitude
•interpersonal element•familiar to formal
•the language choices -organise texts•focus foregrounding
•the ‘how’ •its textual elements•deal with the range of spoken, written and multimodal texts
Mode
•interpersonal element•formality, familiarity and attitude
Tenor
•word groups and phrases•the verbs •participants •circumstances
•the ‘what’, or content•its informational elements•range from everyday to technical vocabulary
Situational Context
Field
•language choices -•structure texts •cohesive
•the range of genres•specific purposes•structure and cohesion
Sociocultural Context
Genre
LanguageText in Context
•non-verbal elements•speech functions•modality•attitudinal lexis•idioms
•modality•appraisal/evaluation •speech functions •idioms •non-verbal elements
S: Good morning, good morning everyone.
All: Good morning everyone
S: My mum buy for me a gun
T: A gun? What do you do with that?
S: and Barbie and car
T: Whoo! Do you enjoy playing with those?
S: nods (goes and sits down)
•responds in socially appropriate ways
Tenor: Scale 2
•chooses common formulaic expressions
•pronounces most words comprehensibly
Teacher: You can say good morning to everybody.
Johnny: Good morning everyone.
Everyone: Good morning Johnny.
Johnny: My name is Johnny and I am 10 years old… and…
Sunday I woke up I had breakfast…I had breakfast..
then I…I play…with my brother… cricket and my
friend… next I…had my dinner. I ate fries… and…
meat… round… like a thing.
Teacher: What colour is it?
Johnny: It’s green.
Teacher: Green peas. Is it a vegetable? Yes? Green peas,
vegetables?
Johnny: Yes. After that I went to bed.
Tenor: Scale 5 •Chooses formulaic polite expressions appropriately
•Demonstrates a good awareness of intonation patterns of basic spoken statements, questions
Tenor: Scale 5
•auxilliaries
•a small range of evaluative language to express feelings and attitudes
Tenor: Scale 5
•a range of evaluative language
•uses a small range of language elements expressing modality
Tenor: Scale 7
•chooses some elementary expressions of modality
•evaluative vocabulary to express feelings and attitudes
•strictly limited range of colloquial and idiomatic language
• uses a range of simple forms of language expressing modality with a greater degree of accuracy in more formal contexts
Tenor: Scale 9
Task:
•Look at your text and using the criteria from the previous slides or the criteria in the Scales, determine the Scale for Tenor.
•Decide on some teaching priorities for this student, to develop Tenor.
•the language choices -organise texts•focus foregrounding
Mode
•the language choices •who questions or commands•how degrees of certainty expressed.
•the ‘who’ •interpersonal elements•deal with formality, familiarity and attitude
Tenor
•word groups and phrases•the verbs •participants •circumstances
•the ‘what’, or content•its informational elements•range from everyday to technical vocabulary
Situational Context
Field
•language choices -•structure texts •cohesive
•the range of genres•specific purposes•structure and cohesion
Sociocultural Context
Genre
LanguageText in Context
•the ‘how’ •its textual elements•range of spoken, written and multimodal texts
•textual element•spoken to written •multimodal
• textual element•deals with the range of spoken, written and multimodal texts
Mode
•the language choices •who questions or commands•how degrees of certainty expressed.
•the ‘who’ •interpersonal elements•deal with formality, familiarity and attitude
Tenor
•word groups and phrases•the verbs •participants •circumstances
•the ‘what’, or content•its informational elements•range from everyday to technical vocabulary
Situational Context
Field
•language choices -•structure texts •cohesive
•the range of genres•specific purposes•structure and cohesion
Sociocultural Context
Genre
LanguageText in Context
• foregrounding• voice and tense• print conventions•foregrounding•voice and tense•print conventions
Mode: Scale 3
•repetitive sentence beginnings: I
•limited control of primary tenses: simple present used instead of simple past
•print conventions: spells with some accuracy
Mode: Scale 4
•some control of primary tenses for most common regular verbs but a strictly limited control of secondary tenses
•experiments with punctuation: fullstops and capitals used
Mode: Scale 4
•repetitive sentence beginnings
•some control of primary tenses
•spells most common words and others on own pronunciation
•experiments with punctuation
Mode: Scale 6 •control of primary tenses, past tense form of common irregular verbs•begins to control secondary tenses•spells with greater accuracy
•legible and uses punctuation
Mode: Scale 8•organises texts in simple, logically ordered paragraphs•foregrounds simple, repetitive patterns most of the time
•demonstrates limited control, with support, of punctuation marks beyond the basic: commas and apostrophes for basic contractions
Mode: Scale 9
organises texts in longer, logically ordered paragraphs
• foregrounds less simple, repetitive patterns:
-phrases of time and place foregrounded more than once
•understands that changes in grammar may be required when using passive, but doesn’t always have control
Task:
•Look at your text and using the criteria from the previous slides or the criteria in the Scales, determine the Scale for Mode.
•Decide on some teaching priorities for this student, to develop Mode.
GENRE•structure
conjunctions: Secondly, Therefore
•cohesion reference: us, they, we, I, you, there (their), the
•expansion linking - and, sobinding -because
FIELD•nouns: Lots of people, the best pets•verbs
action: help, fly, see, brush, put, keepmental: thinkrelational: are, have, is
•where: high, in there (their) hair•technical: pets, clouds, sun, brush, ribbons, hair, Unicorn
TENOR
•series of statements, mostly accurately formed complex sentences
•certainty, obligation: I think
• feelings, attitudes: like (liked), best, beautiful
•colloquial language: Unicorns are cool
MODE
• foregrounded: Lots of people, Unicorn, I think, They, Secondly, Therefore
•simple present: have, are, is, help, fly, can see, can brush, put
•print conventions
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