1. No category

A unit of work supporting EAL/D students in
learning English.
By Peta-Ashley Milne
s213228
Contents
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Outline
Student Cohort
Curriculum Outcomes
Supporting EAL/D Students
Involving the Community
Lesson Sequences
Assessment
Referencing
‘Education will only be successful when it values
culture and traditions and when teaching is
adapted to the cultural learning styles.’
(Hughes 2004 p. 249)
Inclusive classrooms benefit all children. In an inclusive
environment, children with any kind of disability encourage
teachers and their peers to explore novel ways of sharing
thoughts and intentions (Biechler, 2005).This is extended to
students for whom English is an Additional Language or
Dialect (EAL/D). Inclusion is relevant not because we have
speakers from different linguistic backgrounds, but because all
students are different. Therefore, all students will benefit
from inclusive practices.
Being inclusive does not mean matching pedagogy to
the student. It means identifying ways which allow students
and teachers to expand the terms which inform what they
value and how they engage in the world. (Lian, 2013).
Outline
Through this unit, students will recognise how chapters
and table of contents, alphabetical order of index and
glossary operate to guide access to information.
The focus for this unit will be on using and understanding
dictionaries.
It will link concepts of SAE with other learning areas such
as Numeracy and History.
The Unit will run for about 4 weeks, with approximately
3, 50minute lessons each week.
Student Cohort
Year Level
Year 2
Cohort
25 students
13 boys
12 girls
Two students are EAL/D
They have basic understanding of spoken English however still need some assistance.
One student in class with a behaviour management issue
He/she works well alone however can become frustrated when working in groups.
Classroom Assistance
1 Student Support Officer (SSO) in class for two 90 minute sessions per week.
Curriculum Outcomes
Literacy
Language
Text structure and Organisation
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Understand that different types
of texts have identifiable text
structures and language
features that help the text serve
its purpose
Know some features of text
organisation including page and
screen layouts, alphabetical
order, and different types of
diagrams, for example timelines
History
Historical Knowledge and
Understanding
The impact of changing technology
on people’s lives (at home and in
the ways they worked, travelled,
communicated, and played in the
past)
Elaborations
examining the traditional toys used
by Aboriginal and Torres Strait
Islander children to play and learn
(for example Arrernte children learn
to play string games so they can
remember stories they have been
told)
Annotated Content
Descriptions: English
Expressing and
developing ideas
Understand the use of
vocabulary about
familiar and new topics,
and experiment with
and begin to make
conscious choices of
vocabulary to suit
audience and purpose
(ACELA1470)
Supporting EAL/D Students
Supporting EAL/D students is about more than just providing a modified curriculum.
Teachers need to provide these students with the maximum amount of learning
opportunities possible and allow for change.
Introduce new vocabulary in context, using real objects, picture books, word walls and
websites. Ensure the students are given meaning to every new word. Always accompany
new words with a simple sentence. If possible, learn basic words from student’s first
language and incorporate into their learning of new English words. Give EAL/D students
multiple opportunities to use new vocabulary in guided and independent contexts.
Teach students how to use junior dictionaries and picture dictionaries. Once they have an
understanding, they can continue to use the dictionaries as a learning tool in other aspects
of literacy.
The English as an Additional Language or Dialect Teacher Resource
(ACARA, 2012) states that teachers are able to support EAL/D
students by:
• Identifying each students language proficiency
• Incorporating students cultural understandings and beliefs into the classroom
structure
• Giving students the opportunity to share their experiences
• Providing students with the ability to succeed within their learning
• Creating a safe learning environment where expectations are explicit
• Investigate strategies that suit the individual learner
• As the teacher adapt your strategies to each student
• Be flexible when it comes to learning expectations
Involving the Community
This unit encourages the participation of parents and the community.
At the beginning of the unit, notes would be sent home to students
asking parents/grandparents to bring in any toys they used to play with
when they were a child. Photos would also be an option if they no
longer have their toys.
Many Indigenous families have traditional toys which, if brought in,
would build on the knowledge of traditional Aboriginal toys that they
have been learning about in their History lessons.
The parents/grandparents could then present
their toys/photos to the class.
Importance of Involving the
Community
Parents are the child's first teacher and are important partners
for students and teachers to have. Parental involvement in
schools can be so beneficial to the child’s learning and
development. Parent involvement may not be just about parents
participation in school functions. Often religious and cultural
differences do bot permit active participation in school activities.
Parental involvement could include how parents communicate
high expectations, pride, and interest in their child's academic
life (Nieto, 1996).
Lesson Sequence
Lesson
1
Key
focus:
English
Outline
Differentiation
Introduce topic.
EAL/D
- Using class discussion/teacher-student questioning, establish basic concept of prior
knowledge.
- Explain that dictionaries are a type of information text which tells us the meanings
of certain words.
- Explain all dictionaries put their words in alphabetical order. Revisit meaning of
alphabetical order.
- Make sure all EAL/D students are in
one group and work with them
intensively.
- Ensure their cards are simple and of
objects they are familiar with.
- Always repeat words twice and point
to words to allow for visual and
verbal recognition.
How example on whiteboard.
Whole class activity.
Group activity.
ACTIVITIES
Gain prior knowledge by:
Posing questions such as: ‘what are the different parts of a dictionary?’ to the class.
Whole class activity:
Using IW activities (organising words in alphabetical order)
http://www.roythezebra.com/reading-games-alphabetical-order.html
Group activity:
Small bunches of picture/word cards are handed to small groups of approx. 3. The group has to
sort the cards into alphabetical order. Each member must have some of the cards and the quickest
team to correctly organise them is the winner. Cards should represent words that each start with
a different letter. This activity could be repeated multiple times.
RESOURCES
- Whiteboard
- Whiteboard marker
- Interactive Whiteboard (IW)
- Interactive whiteboard task
(muddled words with accompanying
pictures)
- Picture/word cards
CHANGES TO LESSON 1
Introduce topic by showing class an English picture dictionary.
With class read a couple meanings from dictionary (preferably items which are relevant to topic of Historic
Toys).
Also look at aboriginal picture dictionary. (chosen from EAL/D students language preferably)
https://sites.google.com/site/aboriginalstudiesresources/language-resourcse
Discuss similarities/differences, encourage EAL/D students to discuss personal stories/experiences with topics
mentioned.
Have a range of dictionaries ready for students to look at and explore.
Once children have had a change to look and explore the dictionaries, bring them back on the carpet and start
to gain a sense of knowledge of topic by asking open questions such as:
•
“What did you notice about the dictionaries?”
•
“Are there things they all had in common?”
If nobody mentions that the words were in alphabetical order, ask leading questions to get them to the answer.
•
“Did anybody notice how the words were listed in the books?”
•
“Were they in a certain order?”
•
“There is a special name for this type of order. It is known as alphabetical order.
Ask EAL/D student to add alphabetical order to word wall (pre-printed Velcro laminated card for wall).
Along the side of the whiteboard have letters of the alphabet going down in order. As you point to the letters
say its name and get students to repeat straight after. (Ensure EAL/D students are in full view of this).
Continue with original whole class and group activities.
Discuss as a class that we will be creating our own dictionaries soon and will need to know what parts are
involved in order to be successful.
Lesson
2
Key
Focus:
English
Outline
- Whole class discussion parts of a dictionary.
- Revisit- Alphabetical order for words in dictionary.
- ‘What is alphabetical order?’
Whole class activity
Individual activity
Differentiation
EAL/D
- While students are completing individual
activity, get EAL/D students to view
following IW activity. This will assist with
their phonological awareness.
- http://www.abcya.com/alphabet.htm
- Always repeat words twice and point to
words to allow for visual and verbal
recognition.
ACTIVITIES
Whole class activity:
Using the IW, look at sorting words alphabetically. IW activity starts easy,
gets more difficult. Begins to look at second and third letters.
http://exchange.smarttech.com/details.html?id=2960201d-74f6-491dbb9e-58e59e9db720
IW activity prompts whole class activity, lining up in alphabetical order.
(this can be a continual strategy as part of the transitions between
classes for the rest of the unit).
Individual activity:
IW activity then suggests the students write the names of the class in
alphabetical order. This can be done in their books individually. A class list
can be put up on the board for students to look at spelling of names and
to ensure no one is missed.
RESOURCES
- Whiteboard
- Whiteboard marker
- Interactive Whiteboard (IW)
- Interactive whiteboard task s
- Literacy books
CHANGES TO LESSON 2
Start lesson looking at http://www.abcya.com/alphabet.htm
(IWB activity: alphabet)
Have magnetic letters, block letters and large foam puzzle letters ready for
students to work together in sorting into alphabetical order. This is a handson activity that allows students to engage quickly.
After this the lesson can continue with the whole class and individual
activities.
Remember: EAL/D students have allocated time with an SSO during
this lesson. Utilise this by ensuring SSO is working with EAL/D students
intensively and helping to decode any unknown/tricky words. During the
individual activity, get EAL/D students to work with SSO on a separate task,
sorting out picture cards into alphabetical order. (Picture cards should always
have it’s name written underneath for reference).
- Try to use a range of familiar pictures that encourage discussion such as a
mother (‘What is your mother’s name?”) , tools/games/animals that may
be part of the student’s culture. Being familiar with the topic makes it
easier for the students to understand the genre of the text and it’s
purpose.
Lesson
3
Key
Focus:
English
Outline
Introduction to lesson
Revisit what a dictionary does, how it helps us, what parts are involved.
Hand out picture dictionaries.
Whole class activity.
Brainstorm and create list as a class of words used in History relating to
historic toys. Ensure student adds meaning to each word they contribute.,
e.g. ‘Bubberah’ = a traditional aboriginal game.
Differentiation
EAL/D
- Ensure EAL/D students are seated
together and have support when sorting
words into alphabetical order.
- Ensure EAL/D students are using basic
dictionaries with lots of pictures.
- Always repeat words twice and point to
words to allow for visual and verbal
recognition.
Individual activity.
ACTIVITIES
Whole class activity:
Look at picture dictionaries. Discuss and analyse different parts of the dictionary.
Brainstorm words used in History about historic toys.
Individual activity:
Use brainstormed list to go back to individual seats and start sorting words into
alphabetical order.
RESOURCES
- Whiteboard
- Whiteboard marker
- Picture dictionaries
ELABORATIONS OF LESSON 3
Whole class activity:
- Ensure the range of dictionaries includes the aboriginal picture
dictionaries used in lesson 1. (repetition is important for EAL/D students).
- When brainstorming words used in History, ensure no direct questioning
of EAL/D students. Students could work in small groups to collaborate
ideas.
Individual activity:
This style of activity is not familiar to indigenous students. Allow these
students to work as a group and present work as a collaborative task.
Take time to tell students these words will become part of the dictionaries
they will be creating at the end of the unit.
Also add why the dictionaries will be useful for the students in other
aspects. Meaning behind tasks can be helpful for EAL/D students
understanding of context, especially indigenous students.
Lesson
4
Key
Focus:
English
Outline
Differentiation
Introduction to lesson
- Revisit why we use dictionaries, what are the parts of a dictionary.
http://www.enchantedlearning.com/dictiona
rysubjects/toys.shtml
Whole class activity
EAL/D
- Ensure EAL/D students have a picture
dictionary available.
- Utilise word wall adding unfamiliar
vocabulary regularly
- Always repeat words twice and point to
words to allow for visual and verbal
recognition.
ACTIVITIES
Whole class activity:
Look at a range of different dictionaries including the more concise
dictionaries. Talk about the differences noticed between these
dictionaries and the picture ones. Are they easier to read? Are they
harder? Why?
- Talk about the way dictionaries can show us more than just the
meaning of the word.
IW activity:
http://www.funenglishgames.com/readinggames/dictionary.html
RESOURCES
- Interactive Whiteboard
- Interactive whiteboard activity
- Picture dictionaries
- Concise dictionaries
ELABORATIONS OF LESSON 4
Use site :http://www.enchantedlearning.com/dictionarysubjects/toys.shtml
Choose a few toys/games that may be found around class. Read a few words
out loud along with their meanings. Circle all pictures read aloud. Then ask all
students to search the room and see if they can find the toys/games
mentioned.
Add each word to word wall as the children find them.
At this time EAL/D students can work on separate task as a group with SSO.
The whole class activity requires the reading of complex texts and questioning
suited for higher level literacy. If EAL/D students are left on the floor while the
students complete this task, they will not be gaining anything as the tasks
required are too complex. By working with an SSO they are staying engaged
and gaining literacy skills required in many aspects of their learning.
EAL/D task:
With SSO sort games into alphabetical order. Then use worksheet with
pictures of selected toys/games. Students cut and paste pictures in order
alphabetically. Include lots of toys/games from EAL/D students culture.
Lesson
5
Key
Focus:
Maths
Outline
Introduction to lesson
Maths warm ups. (flashcards of maths terms etc.)
- Revisit why we use dictionaries, what are the parts of a dictionary.
Whole class activity
Individual activity
Differentiation
EAL/D
- Ensure EAL/D students have a picture
dictionary available.
- Utilise word wall adding unfamiliar
vocabulary regularly
- Always repeat words twice and point to
words to allow for visual and verbal
recognition.
- Modify lesson requirements for EAL/D.
Add in first language word as well as
English spelling so student can see the
difference.
ACTIVITIES
Whole class activity:
Brainstorm list of mathematical terms that are frequently used.
Individual activity:
On A4 sized paper, create own picture dictionary using maths terms.
(Students may need to use a dictionary to help find the meanings for
the words in their maths dictionary).
Each dictionary must have the word, a picture and the
meaning/definition. It must follow the structure of a dictionary.
Each dictionary will be assessed, then laminated and stuck in the back
of students’ work books for reference when ever needed.
RESOURCES
- Whiteboard
- Whiteboard marker
- Flashcards
(mathematical terms)
- Plain paper A4
Individual task:
EAL/D students may choose to
work as a group as in many
indigenous cultures, this is the
accepted method of learning.
Lesson
6
Key
Focus:
English
Outline
Introduction to lesson
- Explain contents pages, why we have them, what are the key aspects
etc..
Whole class activity
Individual activity
Whole class activity
Differentiation
- Ensure EAL/D students have a picture
dictionary available.
- Utilise word wall adding unfamiliar
vocabulary regularly
- Always repeat words twice and point to
words to allow for visual and verbal
recognition.
- Worksheets are modified to include lots
of pictures for reference and lots of
vocabulary already recognised
ACTIVITIES
Whole class activity:
Look at a range of texts which have contents pages. Discuss each part.
Use pre-made PowerPoint (jumbled up contents page). On the IW get
students to rearrange the components so they are in the right order.
Individual activity:
Students are given a worksheet with a muddled up contents page. They
must cut out the parts and stick back together correctly in literacy book.
Second whole class activity:
Get back together as a class and look at books with contents pages. Get
students to recognise that each point on the contents page represents a
chapter. Ask students to find where each chapter is in the book, using the
contents page to guide them.
RESOURCES
- Interactive Whiteboard
- Interactive whiteboard activity
- Picture dictionaries
- Worksheets
- Modified worksheets
- Books with contents pages
CHANGES TO LESSON 6
Allow for exploration of topic by giving students the
opportunity to look at a range of books with contents pages.
Allow for small group discussions and observation.
- Read with class (optional to read along) one of the books
containing a title page. Make sure to model how to use a
contents page and tell students what you are doing.
- While students are on floor, gain knowledge of topic by
asking for observations of similarities between all the
contents pages.
- Continue all activities as planned.
Take time to mention to students this knowledge will help us
with creating our own dictionaries.
Lesson
7
Key
Focus:
English
Outline
Create own dictionary using words from spelling, history and reading
Introduction to lesson
- Revisit why we use dictionaries, what are the parts of a dictionary.
Whole class activity
Differentiation
- Ensure EAL/D students have a picture
dictionary available.
- Utilise word wall adding unfamiliar
vocabulary regularly
- Always repeat words twice and point to
words to allow for visual and verbal
recognition.
Individual activity
- Modify expectations of dictionary. EAL/D
students may use lots of pictures to
represent words in their dictionary.
ACTIVITIES
Whole class activity:
Using the IW, look at sorting words alphabetically. IW activity
starts easy, gets more difficult. Begins to look at second and
third letters.
http://exchange.smarttech.com/details.html?id=2960201d74f6-491d-bb9e-58e59e9db720
Individual activity:
Begin to create own dictionary complete with front cover,
pages of correctly organised spelling and history related words.
RESOURCES
- Interactive Whiteboard
- Interactive whiteboard activity
- Picture dictionaries
- Paper A4
- Pens, pencils, coloured pencils
ELABORATIONS OF LESSON 7
Before lesson begins, tell students that they will be starting
their assessment piece today (their own dictionary).
- Start lesson using hands on activity: using magnetic
letters, foam letters, blocks etc. students sort into
alphabetical order.
Continue lesson as planned with Whole Class and Individual
Activities ensuring EAL/D students have support available.
Lesson
8
Outline
Introduction to lesson
- Revisit why we use dictionaries, what are the parts of a dictionary.
Whole class activity
Individual activity
Differentiation
- Ensure EAL/D students have a picture
dictionary available.
- Utilise word wall adding unfamiliar
vocabulary regularly
- Always repeat words twice and point to
words to allow for visual and verbal
recognition.
- Modify expectations of dictionary. EAL/D
students may use lots of pictures to
represent words in their dictionary.
ACTIVITIES
Whole class activity:
Using the IW, look at sorting words alphabetically. IW activity
starts easy, gets more difficult. Begins to look at second and
third letters.
http://exchange.smarttech.com/details.html?id=2960201d74f6-491d-bb9e-58e59e9db720
Individual activity:
Finish creating own dictionary complete with front cover,
pages of correctly organised spelling and history related words.
RESOURCES
- Interactive Whiteboard
- Interactive whiteboard activity
- Picture dictionaries
- Paper A4
- Pens, pencils, coloured pencils
Lesson
9
Key
Focus:
English
Outline
Collect reports written in history on historic toys.
Introduction to lesson
- Revisit why we use dictionaries, what are the parts of a dictionary.
Whole class activity
Differentiation
- Ensure EAL/D students have a picture
dictionary available.
- Utilise word wall adding unfamiliar
vocabulary regularly
- Always repeat words twice and point to
words to allow for visual and verbal
recognition.
ACTIVITIES
Whole class activity
Collaboratively create contents page for class book.
Pose lots of questions to students to gauge their
knowledge on the topic.
Print out contents page and create class book.
Instead of posing direct questions to EAL/D students, use open
questioning as it is less confronting, especially for indigenous
students, and still provides the opportunity for these students to
participate.
Assessment
Formally assessed tasks will include:
1.
An individual dictionary made with students’ personal spelling, reading and historical toy
themed words.
2.
An individual Mathematics dictionary.
3.
A class book will be created at the end of the unit incorporating a page report on various
historical toys, written by each student during History lessons, and a collaboratively created
index or contents page by the entire class.
Learning throughout the unit will be assessed using
the following methods of recording:
-
- Anecdotal records
- Annotated work samples
- Checklists
- Notes on students work samples
Student produced displays of products/learning
EAL/D students will be assessed using the same methods; however their criteria will be modified in order to
meet their personal learning goals.
Referencing
Australian Curriculum, Assessment and Reporting Authority. (2013). Foundation to Year 10 Curriculum. Retrieved 22nd April 2013:
http://www.australiancurriculum.edu.au/
Biechler, C. (2005). Every child strengthens the literate community. Retrieved May 25, 2013, from:
http://www.uni.edu/inclusion/the_benefits_of_inclusion_.html
Government of South Australia, Department of Education. (2013). English as an Additional Language or Dialect Program.
Retrieved 28th April 2013: http://www.decd.sa.gov.au/literacy/pages/esl/about/
Lian, A. (2013). ELA201 Teaching English as an Additional Language. Course notes. Darwin: Charles Darwin University.
Nieto, S. (1996). Affirming diversity: The sociopolitical context of multicultural education (2nd ed.). White Plains, NY: Longman
O’Neill, S., Gish, A. (2011). Teaching English as a Second Language. (4th Ed.) South Melbourne Australia: Oxford University Press.
South Australian Curriculum Standards and Accountability Framework. (2001). English as a Second Language scope and scales.
Retrieved on 28th April 2013: http://www.sacsa.sa.edu.au/eslevidence/esl_keyfeatures.asp
Simpson, J. & Wigglesworth, G. (2008). Children's language and multilingualism: Indigenous language use at home and school.
London: Continuum International.
South Australian Curriculum, Standards and Accountability Framework (2001). SACSA. Retrieved 22nd April 2013:
http://www.sacsa.sa.edu.au/index_fsrc.asp?t=Home
All pictures courtesy of images.google.com.au