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Communication

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

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Communication

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  1. Communication Marie-Claire Langfeld - English AST Fiona Hope – Science AST

  2. Today’s Agenda • Introduction to the sessions • Spellings, Speaking & Listening Strategies • Reading for Meaning • The Sequence for Teaching Writing • Summary.

  3. 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)

  4. 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

  5. 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.

  6. Further Problems • Unable to decode exam questions • Do not make the same progress from KS2 to KS4 as pupils who are not EAL

  7. 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?

  8. 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!

  9. Cummin’s Iceberg Model • Dr 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.

  10. Bloom’s taxonomy (revised) Remembering (Knowledge) Understanding (comprehension) Application Analysis Evaluating Creating BICS CALP Basic Interpersonal Communicative Skill (Cummins) H I G H E R O R D E R Cognitive and Academic Language Proficiency

  11. Spelling MCL/EAL/22/11/2010

  12. Spelling rules – Plurals What about words ending in o? Potato Patio Rodeo Halo Tomato MCL/EAL/22/11/2010

  13. The –ible / -able rule Possible Manageable Acceptable Horrible Available Incredible Desirable MCL/EAL/22/11/2010

  14. Words ending in ‘shun’How do I know whether to use: tion, sion or cian? Optician Conversation Occupation Electrician Beautician Expectation Musician MCL/EAL/22/11/2010

  15. MCL/EAL/22/11/2010

  16. because Big Elephants Can Always Understand Small Elephants MCL/EAL/22/11/2010

  17. piece A piece of pie MCL/EAL/22/11/2010

  18. MCL/EAL/22/11/2010

  19. Speaking & Listening MCL/EAL/22/11/2010

  20. Strategies for Managing Group Talk Pair Pairs to fours Listening triads Envoys Snowball Rainbow groups Jigsaw groups MCL/EAL/22/11/2010

  21. ‘Top Tips’ for managing group talk Clear roles Time limited Clear outcomes Scaffolding Question Token MCL/EAL/22/11/2010

  22. MCL/EAL/22/11/2010

  23. More Advanced Strategies • Reading Images • Back to Back • Talk as a Tool • Collective Memory • Market 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.

  24. Your turn!

  25. Back to Back

  26. 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

  27. Digestive System

  28. Food is eaten. Chewing helps to break down the food so it can be swallowed. The food moves down the Oesophagus by peristalsis into the stomach. 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. The stomach contents then move into the SI. The SI is where enzymes help digest food which can then be absorbed into the blood. Any undigested food and water now moves into the LI. Excess water is reabsorbed into the blood and faecal matter is formed. The faecal matter is stored in the rectum. This waste matter is excreted in a sanitary way.

  29. Reading Images

  30. 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)

  31. Reading for Meaning

  32. Types of reading Skills required to access tasks: • Skim • Scan • Close

  33. 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.

  34. 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

  35. 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?

  36. What do schools need to do? • Model academic-reading culture • Engage a need (or willingness) to know in pupils • Model interest in importance of text in their academic subject • Model an effective cognitive and metacognitive sequence for accessing ‘real’ texts to gratify that need to know

  37. A Sequence for Teaching Reading for Meaning • Establish aims and outcomes • Which text types would we expect to look at? • Explore the features of the predicted text type. • Skimming/first filter (suitability) • Identify writer’s purpose/second filter • Teacher modelling to demonstrate what skills we need to use • Independent reading • Review and draw out key learning • Further outcomes/extension.

  38. Aims and Outcomes • We 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.

  39. 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.

  40. 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?

  41. 5.Identify writer’s purpose • Skim to understand the writer’s viewpoint? • Is this article adequate for our outcomes?

  42. 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.

  43. 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.

  44. 7. Independent reading • In pairs read through the rest of the text, annotate and summarise as required. • Approximately 20 minutes.

  45. 8. Review and draw out key learning • What do we now know about gangs?

  46. 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.

  47. Writing MCL/EAL/22/11/2010

  48. Non-fiction text types Instructions Information Explanation Recount Discursive (argue) Persuade Analysis Evaluation MCL/EAL/22/11/2010

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