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Ensure a balance between receptive and productive language such as joint construction of text or Say It!
What to consider:
Joint construction of text
Modelling how to write a paragraph
Acids
Using the information from your tables and sentences to construct a short paragraph stating which chemicals can be classified as acids.
Show the students the Model paragraph (Word 23KB) . Highlight the definition (Bases are solutions that can neutralise acids) that begins the paragraph.
Point out how the second sentence is constructed - "toothpaste is a base because it ...". (Discuss the use of the conjunction (because) and the use of the pronoun referent 'it' that exemplifies other ways of tying the parts of a sentence together.)
Together with the students construct a similar paragraph on the whiteboard on indicators - discuss the students' suggestions with reference to the model paragraph. Be explicit about how language is used in science. Research has found that it is not the technical words that cause the most difficulty but the use of common English words in a scientific context.
The students work in pairs or threes writing their own paragraphs on acids, using the model paragraph and the Joint Construction Checklist (Word 19KB) .
The students work with 2-3 other students in a group discussing paragraphs against the checklist. More on the features of text forms: explanations.
Say It!
Purpose
This activity provides motivation for all students to try new structures and vocabulary within a small group setting where levels of anxiety are lower. It is often used as an end of topic activity for practising orally the language that has been learned during a topic.
Use differentiated learning strategies, for example jigsaw reading.
Jigsaw reading
Jigsaw reading (combined with reciprocal teaching) gives all students a role to focus on when reading, encourages learning from each other, and ensures students use both receptive and productive skills.
Each student in a 'home group' is given a number and moves to join other students with the same number to create an 'expert group'. Each group has a different part of the text to read and discuss, using the steps of reciprocal teaching. When this activity is completed, each member of the expert group should end up with a summary page containing key words and (often) a diagram. They then return to their 'home group' to teach the information to the others in the group (without using the original text). They take turns and the rest of the group listens and records important facts.
After these reading and discussion activities, teachers can set a follow-up task to check comprehension, preferably without students having access to the original text.
Text A (easier reading level - the text is amplified to explain word meaning)
Common acids:
Text B
Common Bases:
Text C
Strengths of acids and bases:
Based on Black, M., Jones, T., O'Connell, B. + Percy L. (1990). Readings for the New World of Science. Takapuna: New House Publishers Ltd.
Summing up task for the home group after completion of the jigsaw activity:
Is formic acid a strong or weak acid?
Student Information (Word 32KB) shows the ESOL students are behind their peers in academic language. In the beginning unit activities Mr L will build his data on the student's scientific language and scientific experiences.
Year: 5-6
Level: 3
Curriculum links
Science
Achievement objectives
Making Sense of the Physical World
Students will:
Students carry out scientific investigations and report on their findings.
Learning task 1Exploratory activity to ascertain language and content knowledge.
Learning task 2Make a nail magnet.
Learning task 3Discuss the poles on a magnet.
Learning task 4Provide multiple opportunities for authentic language use - dictogloss.
Learning task 5Investigate how a compass works - jigsaw reading.
Learning task 6Using receptive and productive language.
Learning task 7Write a question about the ends of a magnet.
Magnets, paper clips, thread, paper, iron nails, scissors, pins, compass.
Assessment activities link directly to the learning outcomes.
Teacher and student organised structured overview:
VocabularyMagnets, magnetism, lodestone, magnetite, metals, iron, to attract, to repel, filings, a compass, to magnetise, to demagnetise, strong, weak, poles, vice versa, energy, force, a molten layer, a tape, some thread, to dangle, a segment, hanging pin, to spin, to sprinkle, patterns.
Jigsaw reading (combined with reciprocal teaching) gives all students a role to focus on when reading, encourages learning from each other and ensures students use both receptive and productive skills.
Use texts (Word 45KB) with differing reading levels that suit the reading levels of groups in your class.
Each student in a 'home group' is given a number and moves to join other students with the same number to create an 'expert group'. Each group has a different part of the text to read and discuss, using the steps of the reciprocal teaching. When this activity is completed, each member of the expert group should end up with a summary page containing key words and (often) a diagram. They then return to their 'home group' to teach the information to the others in the group (without using the original text). They take turns and the rest of the group listens and records important facts.
After these reading and discussion activities, teachers can set a FollowUpTask (Word 24KB) to check comprehension, preferably without students having access to the original text.
Our_cultural_village_template for teachers (Word 95KB)
This template provides guidelines which will help inform decisions about possible content for Our Cultural Village country sites. If you wish to share similar resources you have developed using this template, please consider uploading to the Teacher Resource Exchange.
Our cultural village resources
The resources below have been developed using the template above and could be used as exemplars as well as resources. We aim to develop further resources for this area to assist teachers working with students from other countries.
The following resources are available in a Wiki space. You can access and use these resources but to obtain editing rights to this Wiki please contact Hazel Owen.
Other resource
This resource, intended for mainstream and ESOL teachers, comprises four booklets for different year levels. It gives suggestions for developing students’ academic language in curriculum contexts. SELLIPS is intended for all teachers of students in years 1–8.
The English Language Intensive Programme (ELIP) Primary Resource is designed to support ESOL (English for Speakers of Other Languages) programmes. It provides guidelines for teachers of ESOL programmes by selecting some text examples, language outcomes and language learning focus points at three phases of English language learning
The English Language Intensive Programme (ELIP) Years 7-13 Resource is designed to support ESOL (English for Speakers of Other Languages) programmes for students in Years 7-13. It is not intended to be a whole programme in itself, but provides guidelines for teachers of ESOL programmes by selecting some language outcomes and language learning focus points at three phases of English language learning.
Resources, information and suggested assessment activities for planning an ESOL course for students.
Effective strategies for teaching oral language, vocabulary, reading, writing, and thinking and metacognition, to ESOL students in any school context.
A range of comprehensive cross-curricular teaching and learning units, from Level 1 to NCEA Level 3, for use in ESOL or mainstream classrooms.
Ideas, resources, and tools to help schools design and shape their own ESOL practice.
A range of tried and tested teaching units contributed by the ESOL online community.
School stories that show ideas and approaches some schools are using in their ESOL programmes.
These resources will help strengthen your knowledge and skills for teaching writing across the curriculum and increasing students’ rate of progress. As students move through primary school, the texts they write and the tasks they engage with become increasingly complex. With strategic and focused teaching, students can develop a strong literacy foundation and make greater than expected progress in one year.
Sounds and Words is designed to support teachers and students to learn about phonological awareness and spelling. It builds on the Literacy Learning Progressions in support of the reading and writing standards.
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