EAL and Communication At Pleckgate High School Mathematics & Computing College.
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Transcript of EAL and Communication At Pleckgate High School Mathematics & Computing College.
EAL and Communication
At Pleckgate High School Mathematics & Computing College.
Background information
85% ethnic minority pupils. 74% of pupils have EAL.
>10 Verbal/Non-Verbal CAT discrepancy:Year 7 20%Year 8 18%Year 9 17%Year 10 21%Year 11 19%
Background
Reading age (on entry) 36% pupils < 10.6. White British heritage pupils also struggle
with Literacy.
What is an EAL 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.
Example of an EAL learner’s struggle… The following question was asked on a recent
KS3 Science SATs Paper:
“How do blocked oviducts prevent fertilisation taking place?”
Which word do you think the EAL learners struggled with?
The Iceberg ModelThe Iceberg Model
Basic InterpersonalCommunicative
Skill
Cognitive andAcademicLanguageProficiency
Remembering (Knowledge)
Understanding (comprehension)
Application
Analysis
Evaluating
Creating
BICS
CALP
Bloom’s taxonomy
H
I
G
H
E
R
O
R
D
E
R
What does this mean?
They don’t progress as well as other pupils at KS3 and KS4.
EAL Pilot - Year 8 results versus fft target
3
3.5
4
4.5
5
5.5
6
ALI
Kam
ran
BH
OB
HA
Has
im
BR
OW
N J
amie
BR
OW
N R
eece
CH
OP
DA
T N
abee
la
DO
UG
LAS
Har
ley
GH
AF
OO
R H
izqe
el
HU
SS
AIN
Yas
min
IBR
AH
IM L
ayla
IQB
AL
Aak
if
KH
AN
Ism
ail
MA
LIK
Sof
ia
NA
TH
A M
uniz
a
NA
TH
A S
alm
an
NA
VE
ED
Zoh
ib
PA
TE
L A
nisa
PA
TE
L H
eena
PA
TE
L S
hirin
QA
ZI F
aisa
l
QU
RA
ISH
I Tas
neem
SA
GH
IR J
unai
d
SH
AH
Aam
na
SID
AT
Naf
eesa
VA
LLY
Has
an
WA
HE
ED
Um
er
Pupil
Lev
el
Y8 Model D fft target
Y8 exam result
Talk
Strategies for Managing Group Strategies for Managing Group TalkTalk Pair Pairs to fours Listening triads Envoys Snowball Rainbow groups Jigsaw groups
‘Top Tips’ for managing group talk
Clear roles Time limited Clear outcomes Scaffolding
Question Token
Timekeeper
To keep pupils on task:To keep pupils on task:
ReporterRecorder
OrganiserObserver
Researcher
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
Talk prompts for plenariesTalk prompts for plenaries The main points in this lesson were … Today we covered … but the main point was … I thought … was useful because … I would like to know more about … I really understand … I found … difficult because … … would be useful for … I think this was similar to … because I can see how I could use this in … Another way of looking at this is …
Spelling
TASK
Try and work out which levels the following words belong in. Write a level between 2 and 6 under each word.
Spelling rules – Plurals
When a word ends in y when do I change it to –ies?
Strawberry
Lady
Donkey
Jockey
Similarity
Storey
Spelling rules – Plurals
What about words ending in o?
Potato Patio Rodeo Halo Tomato
The –ible / -able rule
Possible Manageable Acceptable Horrible Available Incredible Desirable
Words ending in ‘shun’How do I know whether to use -tion, -sion or cian?
Optician
Conversation
Occupation
Electrician
Beautician
Expectation
Musician
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
because Big Elephants Can Always Understand Small Elephants
piece A piece
of
pie
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
WritingWriting
Non-fiction text typesNon-fiction text types Instructions Information Explanation Recount Discursive (argue) Persuade Analysis Evaluation
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 …
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
The sequence for teaching writingThe sequence for teaching writing
1 Establish clear aims2 Provide example(s)
3 Explore the features of the text4 Define the conventions
5 Demonstrate how it is written6 Compose together
7 Scaffold the first attempts8 Develop independent writing
9 Draw out the key learning10 Review
Key pointsKey points
Plan for group talk talk – include strategies for managing the activity: role cards, question tokens / talk toolkits (scaffolding)
SpellingSpelling – offer a range of strategies for learning key words
WritingWriting – make TAP clear; follow the sequence for teaching writing
Final Thought…
Literacy is everyone’s responsibility not just the English Departments!!!!