Saturday 19 March 2011

1. Saturday 19 March 2011 SATEAL CONFERENCE Scaffolding language learning Identifying language functions and using key visuals Manny Vazquez Hounslow EAL Team

2. Academic Vocabulary Compute not your immature gallinaceans prior to the puncture of their brittle epidermis. Cleave gamineous matter for fodder during the period in which the orb of the day is refulgent. Every substance which coruscates is not fashioned from aureate material.

3. After 6-8 months Polish speaker Year 6 Q.Why do houses have to have a roof? Because when it raining you cannot..wet. Q.Why do you wear football boots. Because when you’re running on the grass you cannot flip over the edge. If you have these (pointed to studs in the picture) go little bit ground. Q.Can you describe how a hot air balloon works? Fire…. When you pull the arm there is fire and the smoke go out and… (gesture - pressed arm down) and then the air pull out the smoke and then air comes in.

4. Aims • To explore ways of developing thinking skills and language functions in our learners • To look at how key visuals can help us do this

5. Starting point:Know the Language Functions and their language patterns Naming Sequencing Describing Sorting from known criteria Asking questions Comparing and contrasting Classifying Explaining Deducing Hypothesising Generalising Reasoning Problem solving Analysing Ranking Evaluating

6. Science, History and Geography in the National Curriculum Find out about different plants and animals in the environment Identify light sources What objects that have survived tell us about Ancient Egypt How a switch can be used to break a circuit Find out what happened in the Great Fire of London Follow a route on a map Recognise how places compare with other places Use knowledge of liquids to decide how a mixture might be separated and interdependent

7. All language functions are expressed in language patterns or structuresexample Cognitive language

8. 3. Identify the language functions in a task How to break a circuit explaining Find out about animals and plants in the local environment Describing, classifying What objects that have survived tell us about Ancient Egypt Identifying/ describing/ deducing/ hypothesising

9. The Knowledge Framework(Mohan 1986)

10. The Knowledge Framework(Mohan 1986) Classify chess pieces Understand the rules for moves Evaluate moves according to strategies Identify chess pieces Choose appropriate moves Sequence moves

11. 6 main ways of expressing language

12. Activity types

13. 6 types of activity and their matching language functions

14. Language patterns across a topic

15. What are key visuals? • Visual organisers such as tables, charts, diagrams • An aid to present information clearly • Help pupils’ conceptual development

16. Using key visuals • 1.Completing a diagram • 2.Classifying pictures and text • 3.Listening to and sequencing a text • 4.Using clues • 5.Reading texts • 6.Matching,classifying,sequencing, ranking/ evaluating statements

17. Scaffolding pupil talk Cat Hawk Squirrel Mouse Consumer/ prey Producer Predator Seeds Mouse Cat

18. EAL Planning Framework (Pauline Gibbons) Sorting animals into plant/meat eaters T chart Picture of garden This is a.. It eats.. Meat Plants Leaves Cat Classifying Flow diagram Picture of garden First… The ..eats.. The …is eaten by.. Creating a food chain Producer Consumer Prey Sequencing a process

20. Literature Geography History The top/bottom of the hill… the hillside.. The scenery….down by the river beautiful, rugged,rolling hills, isolated, bleak, grandeur Describing Evaluating Expressing feelings The peak…the slope…the valley…the riverbank…rainfall…erosion steep, contours,features caused by…occurs when… Naming Locating Describing Cause and effect Hilltop…slope…valley…riverbank…. hillfort..fortification…rampart…village…dwellings defence…safety…shelter was probably…could have been …most likely because… Naming Locating Describing Deducing Hypothesising

21. Examples of language functions in History, Geography and Science

22. Examples of language functions in History, Geography and Science

23. Key Visuals Used for: • Organising thinking around texts, pictures etc. • Enhancing pupil discussion about texts, pictures, videos, artefacts etc. • Reporting back

24. Language of History Interpreting and explaining when/ how Past tense : passive forms Modal verbs: might have, would have Abstract nouns Punishment, the poor Specialist vocabulary for History Henry viii ruled….reigned…. Idiomatic language Sat on the throne

25. What is this? I think it is a ,,,,,,because……………. It could also be ……since it……. As it is …………at the bottom it might be…………… pointed heart-shaped metallic scalloped edges Reasoning and deducing

26. WHAT ARE THEY TALKING ABOUT? TEXT 1(verbal discussion – context bound) “try this one…..no it doesn’t go…..it doesn’t move….try that…..yes..it does a bit….that won’t work…..it’s not metal…..these are the best…..it’s making them go really fast” TEXT 4 A magnet is a piece of metal which is surrounded by an invisible field of force within it. It is able to pick up a piece of steel or iron because its magnetic field flows into the metal, turning it into a temporary magnet.

27. Reporting back – a strategy for language development 3. Our experiment was to find out what a magnet attracted. We discovered that a magnet attracts some kinds of metal. It attracted the iron filings, but not the pin. It also did not attract things that were not metal. 4. A magnet is a piece of metal which is surrounded by an invisible field of force within it. It is able to pick up a piece of steel or iron because its magnetic field flows into the metal, turning it into a temporary magnet. “try this one…..no it doesn’t go…..it doesn’t move….try that…..yes..it does a bit….that won’t work…..it’s not metal…..these are the best…..it’s making them go really fast” 2. “We tried a pin, a pencil sharpener, some iron filings and a piece of plastic. The magnet didn’t attract the pin, but it did attract the pencil sharpener and the iron filings. It didn’t attract the plastic.”

28. Opportunities to report back (assessment for learning)Science: magnets

29. Reporting Back • Highly contextualised talk using a key visual (from ashared experience) • Using the completed key visual as a means of reporting back to the class (not a shared experience) • “try this one…..no it doesn’t go…..it doesn’t move….try that…..yes..it does a bit….that won’t work…..it’s not metal…..these are the best…..it’s making them go really fast” • “We tried a pin, a pencil sharpener, some iron filings and a piece of plastic. The magnet didn’t attract the pin, but it did attract the pencil sharpener and the iron filings. It didn’t attract the plastic.”

30. Key Visuals for reading • Scanning texts • Extracting and recording information • Recalling information more easily • Reading and understanding textual organisation

31. Trying some texts Activity Which key visuals would / could you use with these texts?

32. Key Visuals to generate writing For writing notes Sentence level and text level writing – a form of writing frame Tables – for sentence and paragraph construction Matrices and tick charts – for writing descriptions Sequence charts – for writing stories, about processes Explanation(cause and effect charts) – for writing explanations at sentence or paragraph level Ranking charts – for ranking and evaluating

33. Write explanations Existing Cause Effect condition A camel is perfect for the desert has large spreading toes can walk on soft sand sand doesn’t go up them can close nostrils Anotherreason because as sothereforethis means

34. Explanations Why/ How? (Causal explanation)

35. KEY VISUALS • Explanatory • Evaluative • Generative

36. PLENARY • Try out some Key Visuals to help mediate and develop language in your next lessons • Key Visuals CD • Questions