communication marie-claire langfeld - english ast fiona hope – science ast
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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?’
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