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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.
Ensure a balance between receptive and productive language such as joint construction of text or Say It!
Joint construction of text
Modelling how to write a paragraph
Acids
Using the information from your tables and sentences to construct a short paragraph stating which chemicals can be classified as acids.
Show the students the Model paragraph (Word 23KB) . Highlight the definition (Bases are solutions that can neutralise acids) that begins the paragraph.
Point out how the second sentence is constructed - "toothpaste is a base because it ...". (Discuss the use of the conjunction (because) and the use of the pronoun referent 'it' that exemplifies other ways of tying the parts of a sentence together.)
Together with the students construct a similar paragraph on the whiteboard on indicators - discuss the students' suggestions with reference to the model paragraph. Be explicit about how language is used in science. Research has found that it is not the technical words that cause the most difficulty but the use of common English words in a scientific context.
The students work in pairs or threes writing their own paragraphs on acids, using the model paragraph and the Joint Construction Checklist (Word 19KB) .
The students work with 2-3 other students in a group discussing paragraphs against the checklist. More on the features of text forms: explanations.
Say It!
Purpose
This activity provides motivation for all students to try new structures and vocabulary within a small group setting where levels of anxiety are lower. It is often used as an end of topic activity for practising orally the language that has been learned during a topic.
Use differentiated learning strategies, for example jigsaw reading.
Jigsaw reading
Jigsaw reading (combined with reciprocal teaching) gives all students a role to focus on when reading, encourages learning from each other, and ensures students use both receptive and productive skills.
Each student in a 'home group' is given a number and moves to join other students with the same number to create an 'expert group'. Each group has a different part of the text to read and discuss, using the steps of reciprocal teaching. When this activity is completed, each member of the expert group should end up with a summary page containing key words and (often) a diagram. They then return to their 'home group' to teach the information to the others in the group (without using the original text). They take turns and the rest of the group listens and records important facts.
After these reading and discussion activities, teachers can set a follow-up task to check comprehension, preferably without students having access to the original text.
Text A (easier reading level - the text is amplified to explain word meaning)
Common acids:
Text B
Common Bases:
Text C
Strengths of acids and bases:
Based on Black, M., Jones, T., O'Connell, B. + Percy L. (1990). Readings for the New World of Science. Takapuna: New House Publishers Ltd.
Summing up task for the home group after completion of the jigsaw activity:
Is formic acid a strong or weak acid?
Student Information (Word 32KB) shows the ESOL students are behind their peers in academic language. In the beginning unit activities Mr L will build his data on the student's scientific language and scientific experiences.
Year: 5-6
Level: 3
Curriculum links
Science
Achievement objectives
Making Sense of the Physical World
Students will:
Students carry out scientific investigations and report on their findings.
Learning task 1Exploratory activity to ascertain language and content knowledge.
Learning task 2Make a nail magnet.
Learning task 3Discuss the poles on a magnet.
Learning task 4Provide multiple opportunities for authentic language use - dictogloss.
Learning task 5Investigate how a compass works - jigsaw reading.
Learning task 6Using receptive and productive language.
Learning task 7Write a question about the ends of a magnet.
Magnets, paper clips, thread, paper, iron nails, scissors, pins, compass.
Assessment activities link directly to the learning outcomes.
Teacher and student organised structured overview:
VocabularyMagnets, magnetism, lodestone, magnetite, metals, iron, to attract, to repel, filings, a compass, to magnetise, to demagnetise, strong, weak, poles, vice versa, energy, force, a molten layer, a tape, some thread, to dangle, a segment, hanging pin, to spin, to sprinkle, patterns.
Jigsaw reading (combined with reciprocal teaching) gives all students a role to focus on when reading, encourages learning from each other and ensures students use both receptive and productive skills.
Use texts (Word 45KB) with differing reading levels that suit the reading levels of groups in your class.
Each student in a 'home group' is given a number and moves to join other students with the same number to create an 'expert group'. Each group has a different part of the text to read and discuss, using the steps of the reciprocal teaching. When this activity is completed, each member of the expert group should end up with a summary page containing key words and (often) a diagram. They then return to their 'home group' to teach the information to the others in the group (without using the original text). They take turns and the rest of the group listens and records important facts.
After these reading and discussion activities, teachers can set a FollowUpTask (Word 24KB) to check comprehension, preferably without students having access to the original text.
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