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Incorporating these seven ESOL principles into your planning will help your students to make both academic progress and language progress in all curriculum learning areas.
The English Language Learning Progressions (ELLP) are key documents for the assessment, planning and teaching of English language learners. They help teachers to choose content, vocabulary, and tasks that are appropriate to each learner's age, stage, and language-learning needs. This may include learners for whom English is a first language but who would benefit from additional language support.
The Literacy Learning Progressions describes the specific literacy knowledge, skills, and attitudes that students draw on in order to meet the reading and writing demands of the curriculum. Teachers need to ensure that their students develop the literacy expertise that will enable them to engage with the curriculum at increasing levels of complexity and with increasing independence.
Begin with context-embedded tasks which make the abstract concrete.
Primary level: Year 5–6 social studies
Secondary level: Year 13 economics
4-3-2 (or 3, 2, 1)
Ask and answer
Barrier exercises
Consensus round/Reaching a consensus
Disappearing definition/Vanishing Cloze
Listening dictation
Listen up
New ideas/Novel ideas
Picture dictation (RTF 2MB)
Role-play cards
Say it
Shared dictation
Speaking frames
Split information
Strip stories
Verb stories
Collaborative posters
Double entry journal
Freeze frame
Information transfer
Mind mirror
Reading in four voices
Say-it
Shared reading
Skills flow (RTF 46KB)
Story graph or story map
Structured overviews
Summarising
Text reconstruction/Sequencing
Three level reading guides
Modelling: (Modelling book, a model text)
Sentence combining
Clines
Collocation
Picture matching (or Matching word and definition)
Vocabulary revision activities
Maintain and make explicit the same learning outcomes for all learners
How can I make the lesson comprehensible to all students? How can I plan the learning tasks so that all the students are actively involved? Do my students understand the learning outcomes?
Primary level: Year 5–6 visual arts
Secondary level: Year 10 social studies
4-3-2
Concept star
Dictogloss
Dramatised listening
Finding out table
Five Ws and an H
Listening round/Round-robin
Picture matching
The doughnut
Think, pair, share
Viewing guides
Anticipatory reading guides
Before and after vocabulary grids
Comprehension strategies
Differentiated texts
Interactive Cloze
Jigsaw reading
Preview/Simplified text summary
New ideas or novel ideas
Reciprocal reading or co-operative reading
Relationships between (RTF 2MB)
Scaffolding
Text reconstruction/sequencing
Think alouds
Creative cloze
Developing higher order questions
Features of text forms
Guided writing
Modelling/Modelling book/Annotating a text
Peer editing
Quick writing
Shared writing or ‘Pass it on’
Writing frames
Venn Diagrams
Vocabulary jumble
Walking words
Word clusters/maps
Concept map
Matching exercises
Learning grid
Matching exercise
Think aloud
Include opportunities for monitoring and self-evaluation.
Am I using 'think alouds' to show students my strategy use? What opportunities are there for reflection and self-evaluation?
Primary level: Year 7–8 science
Secondary level: Year 10 science
Useful teaching strategies to support Principle 7
Learning logs
Consensus: co-operative learning
Guess and check
Hot potato
KWL chart
Learning logs and Reflection journals
RIQ (321)
Think-aloud
The seven ESOL principles are exemplified in the following units:
Learning Outcome
Language Outcome
Capacity
Teacher led discussion on the relationship between volume and capacity.
1mL is 1 cm3
therefore 1Litre is 1000cm3
you can visualise this as a 10cm x 10cm x 10cm cube
Also for water, 1Litre weighs 1kg.
Volume and Capacity problems
School data shows the ESOL students are behind their peers in academic language. In the beginning unit activities Mr G will build his SourcesOfStudentInformation (Word 34KB) on the student's knowledge of scientific language and prior knowledge of acids and bases.
The students will be able to:
Making Sense of the Material World
Investigating in Science
The students will:
Learn the 'language' of chemists:
Learning task 1Provide context - embedded support that scaffolds the learning of ESOL students so they can achieve the same learning outcomes.
Learning task 2Provide a language focus for each lesson. For example - using academic scientific language, especially the present passive tense verb, to explain what bases are used for in the home.
Learning task 3Ensure a balance between receptive and productive language such as as joint construction of text or Say It!
Learning task 4Provide multiple opportunities for authentic language use such as dictogloss.
Learning task 5Use differentiated learning strategies - jigsaw reading.
Learning task 6Explicitly model metacognitive strategies, for example in the three level reading guide.
Both content and scientific language knowledge will be assessed. There will be ClearLinks (Word 26KB) to learning outcomes including language.
Provide context-embedded support that scaffolds the learning of ESOL students so they can achieve the same learning outcomes.
Mainstreaming ESOL students and planning specific language support for them enables the students to develop content knowledge at the same time as they develop language skills.
Support students' learning by:
What to consider:
Write the language and content learning outcomes on the board and refer to these criteria regularly.
Provide context embedding
Use the Picture Sequence (Word 42KB) for discussion before students complete this interactive cloze.
Interactive cloze
Purpose:
Interactive clozes help students to work out meaning from context and to think about how written language works. Some of the gaps can be accurately filled by a variety of words and discussion of these in class can be very productive.
Method:
Read the text carefully and use the context and grammatical clues in the sentence to work out the missing words.
Acids are very common substances and are widely used in everyday life. Citric ..... is found in tomatoes and citrus fruits such as oranges and lemons. The bubbles in fizzy ..... are due to carbon dioxide which dissolves in water to form carbonic acid. Acids on your skin sting because they are corrosive and attack your ..... tissues. This is why lemon juice ..... if you get it in a cut on your finger. You ..... eat fruit that contains acids because the concentration is very dilute. A ..... acid is one that contains a large amount of water and a small amount of acid. Your stomach contains gastric juice. Gastric ..... is made up of hydrochloric acid and enzymes. Both chemicals help to kill microbes and aid in the digestion of food. The stomach wall ..... protected from acid attack by a sticky fluid mucus lining.
Bases are used in the home for two purposes. Firstly, they can neutralise acids. Toothpaste is an example of a weak base that is used to ..... acids formed by plaque bacteria on your teeth. Bases can also be used to dissolve grease ..... dirt. Bases which are soluble in water are called alkalis. Household cleaners are bases which are made up of ..... such as ammonia and sodium hydroxide (commonly called caustic soda). Common alkalis include indigestion powders and tablets ..... neutralize acids in the stomach. Some alkalis feel soapy to touch, this is ..... they turn the oils on your skin into soap.
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