KHDA - WHAT WORKS How we successfully teach grammar and improve expressive language with upper primary/lower secondary students of English as second language

KHDA - WHAT WORKS How we successfully teach grammar

and improve expressive language with upper primary/lower secondary

students of English as second language at Jumeira Baccalaureate School.

12th February 20121

Aysha Kamal – Head of Learning Support Primary Staff Inclusion Training

Agenda School Context Links to DSIB Indictors What EAL students need to know Ideas and strategies of how to teach EAL

students what they need to know Ideas and strategies of how to enhance

and develop expressive language Questions and Answers

2Aysha Kamal – JBS Head of Inclusion

KHDA – What Works Presentation (February 2013)

Jumeria 1 Open since 2010638 students Pre-K to Grade 11 65 Nationalities357 EAL Students



IPC in Primary National Curriculum for Maths and English

(Primary)MYP in secondary Diploma Grade 11

Jumeira Baccalaureate School

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3.1 Teaching for Effective Learning •Teaching strategies to meet the needs of all groups of students4.1 Curriculum quality •Provision for all the different groups of students 5.2 Quality of Support•Identification of students with special education needs•Support for students with special education needs•Advice and support for all students

DSIB Inspection Handbook 2012-2013

Aysha Kamal – JBS Head of InclusionKHDA – What Works Presentation (February 2013)

Bloom’s Taxonomy


COMPARINGCONTRASTING

CLASSIFYING

QUESTIONING

SEQUENCINGDESCRIBING

NAMING SORTING (from known

criteria)

EXPLAININGLANGUAGE FUNCTIONS


PROBLEM SOLVING

ANALYSING RANKINGJUSTIFYING

HYPOTHESISINGGENERALISINGDEDUCING REASONING

EVALUATINGLANGUAGE FUNCTIONS


EAL Student Language

Acquisition Needs

Lexical sets

Specialist vocabulary

Antonyms

Synonyms

HomophonesHomographs

Word stress

Tenses

Lexical cohesion

Sentence stress

Linking learning

Word relationshipsTechnical vocabulary

Verbs/Nouns/Adjectives/Adverbs

Language functions

Sentence structure

Academic structures

Functional language

Modals

Survival language

Language Acquisition & Grammar ComparativesConditionals

Connectives


GrammarQuestioning Plurals

Linguistic Gymnastics Warming up the word Paint a picture Zone of relevance /

Emotion scale Barrier games Question harvest Making links Openers


Language seminars Structures Readers theatre Technical language /

descriptive language Adverbs / Adverbial

phrases Possibilities

Sunflower, Daisy or Rose• The dog was by the gate. Art C.N Verb Prep Art C.N

• The doberman placed himself in-front of the gate.

• The poodle was perched beside the gate.


Substitutions Adjectives

The dark forest . . . The forest . . . The forest . . . The forest . . . The forest . . . The forest . . .

Sentence structures The cat on the sick is carpet has been. The cat has been sick on the carpet.


Shane’s Home


Emotion ScaleShane looking at the

cat in the window

uneasy resignedtrying to be brave fearful carefree

Shane running at the beginning of

the story

Shane at home

envious


glummiserable

sadheartbroken

unhappy

grief-strickendistraught

blue

low

depressed

dark

dingyshabby

homely

safe

convenientsecluded

dangerous

derelict

cosy

large

cold

warm

spacious

luxurious

basic

cramped

tiny


As it gets darker and you are standing outside …

• What might Shane be thinking, feeling or saying…?• What would you be thinking, feeling or saying?



http://www.partnersinrhyme.com/soundfx/city_sounds/city_traffic_wav.shtml

http://www.partnersinrhyme.com/soundfx/city_sounds/city_Police_wav.shtml

http://www.partnersinrhyme.com/soundfx/city_sounds/city_179_wav.shtml

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Up, Down, All Around I’m very ashamed at it. He did it by purpose. Daniele went in bed. She got trouble from her mother. They waited for a lot of time on the line.


Connectives

• I got up late. I missed the bus.• I got up earlier. I caught the train.• Ali was clever. He got good marks at school.• I stayed awake. I got tired.

• Pirate Pete sailed on his boat. (after / so / until / whenever / but / before )

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Up-LevelHow can we make this sentence better.•The cat ran along the wall

– What sort of cat? (adjective)– How did it run (adverb)– Better word for run? Crept, scampered,

prowled– Add a connective – because…, when…

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Expanding A giant lived in a castle. He was hungry. He found some food. He went home.

Vary for mood - I went to the park. Vary the verb, noun, adjective, setting, atmosphere.

In the heart of the forest lived a wicked old woman, with her three brainless brothers.


Language Seminars

Articles Bring me a pencil. Bring me the pencil. Bring me the pencils.

Which would I use if I wanted one pencil? Which would I use if I wanted a specific pencil? Which would I use if I wanted all the pencils? Which would I use if I didn’t mind which pencil I had? How else could I ask for a pencil if I didn’t mind

which one I had?


Language Seminars

Key connective Suggested action

Once upon a time Open hands like a book

Early one morning Hands to one side of head and pretend to wake up

Who Finger circle - index finger in air

First One finger

Next / second 2 fingers pointed to one side

After / after that Roll hands over in turning gesture

Meanwhile / in the meantime / while Tap ‘watch’

But Fingers down

Because Hands out open-palmed

So Roll hands forward and open as if giving

However Wave pointed index finger

Luckily / fortunately Thumbs up

Unluckily / unfortunately Thumbs down

Suddenly / To his amazement etc Stand agape, hold hands either side of face -show surprise

Finally Hand - one chop to other hand

In the end Bring hands together as if closing bookAysha Kamal – JBS Head of Inclusion


Readers theatreMax is a cat. He is a big cat. He is a big, He is a big, fat cat. fat cat. He is a black and white cat. Max likes to be in the garden. He likes He likes to jump and runto jump and run, then he likes to come into the house and go to sleep on my bed. Best of all, he likes to play with he likes to play with me!me!


Making Links in Texts REFERENCE A tall black figure was outside Sophie’s house. The figure turned andfaced her window, then he walked on. He came to Mr Goochey’s houseand then he stopped.

CONJUCTIONS He walked all day although he was exhausted. Finally he stopped outsidea small hotel in a village. If he went in, someone might recognise him,butunless he stopped to rest he would go no further. So, hoping he wouldremain unrecognised, he opened the door.

SUBSTITUTION He was given a new bike for his birthday. His old one was too small forhim.


IMITATION ‘Newark was an old town, but it was an angry uneasy, place when

I first knew it. In snowy weather the streets turned to ice-rinks, the people shivered with cold. Dead brown, crisp leaves lay scattered over the deserted ground. The old, tired, helpless cathedral screamed with pain as it crumbled effortlessly, more and more each day. Down every street you could hear the gentle trot, trot, trotting of a horse and cart over the shiny cobbles.’

Paris is an old, withered place. In the summer the sun looks lazily over the crumbling town. Travelling dust clouds come and go like ships bringing goods from around the world. People are rarely seen, like nocturnal animals. It was a very small town.


Book talk – Pie Corbett

Col sat quietly, grabbed by a peace thathe had not known for a long while. ‘Atlast,’ he said aloud, letting the paddlesrest as he drifted on through the rushes.


A door banged. Kanwal jumped. What was that? It wasn’t Mr Ahmed because she could hear him whistling at the other end of the playground. Out of the silence, she heard steps. Somebody was coming closer. Somebody or something was coming down the corridor. Nearer. She stood still, so still that even the tables and chairs froze with her. Carefully, she peered round the edge of the door. A shadow slipped, quick as a knife, into the next room. Kanwal clenched her fist around the pen, her heart racing.

Reading as a Writer – Pie Corbett


She came down the lane. Aysha stormed across the Emirates Road without looking eitherway.

Coral Ocean stood on the edge of the playground and waited.No one came near. All the other kids seemed to be absorbed intheir own games. She gazed out through the railings andpretended to notice something interesting in the distance.Blinking back tears, she roughly rubbed her eyes and hopedthat no one would notice. ‘What’s up?’ A tall boy had comeacross and stood bouncing a tennis ball against the wall. ‘Clearoff,’ snapped Coral, turning away from him.

Writing as a Reader – Pie Corbett


Learning is a Social ActivityWhen learning new words, EAL pupils need to:

SEE them HEAR them

WRITE them READ them

USE them in sentences

REVISE them

TRANSFER them in different contexts

Pupils learn best together !Aysha Kamal – JBS Head of Inclusion


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KHDA - WHAT WORKS How we successfully teach grammar and improve expressive language with upper primary/lower secondary students of English as second language