CLIP TITLE: Clip 7 - Providing multiple opportunities for authentic language use with a focus on learner’s academic language
CLIP DURATION: 14 minutes 34 seconds

TIMECODE	TRANSCRIPT	
00:26	We’re now going to move into a 3/2/1 oral language activity. And I’d like you to use this speaking frame when you are talking to your partners and to think about using full complete sentences and give as much detail about your treasure as you can.
	
00:43	I had a greenstone necklace which is here. Well I’ve enjoyed 3/2/1 oral language because um, other people can know what your treasure is and I like learning about other people’s treasures. Got passed down by my great great great grandfather and he um, got it from his um brother.
	
1:19	Um Daddy’s I got it when I was born and it’s really expensive, and wear in the Chinese New Year…. And you can touch it, and you can feel soft if you touch it. No it’s really cold to wear. Yeah. And they were wearing every time a long times ago. 
	
1:51	You now have 2 minutes to share with this partner.
	
1:55	(speaking in Korean) I was proud to show them Korean national clothes. (Speaks in Korean)
	
2:15	(Boys speaking in Cantonese)
	
2:41	I spoke to Jack in Cantonese, he understood me easier than English.
	
2:49	Allow other children to speak in their first language in the classroom because that helps them to understand the content, to discuss it, to repeat it several times over and then they’re able to more confidently speak in English to others. I spoke to Jack in Cantonese, he understood me easier than English.
	
3:05	Our 3/2/1 oral language activity is complete. You have shared with 1 partner for 3 minutes, another partner for 2 minutes, and a third partner for 1 minute. Okay so you’ve now talked to each other about what treasures you have brought to school with you, and I want to know of some examples that you have heard today, of somebody else’s treasures, that their family thinks are important and valuable. So can I have some hands up. Excellent. Can I have some more hands up please.
	
3:39	Niamh had a … and she said um some medals from her, his grand, granddad and um there was medal and she she said this is a treasure because um, she she never seen her grand granddad.	
4:03	So up here we’ve now got a big list of what treasures, what treasure is. From a first time of going to our home groups and these are some examples of what you said were treasure. And then in green here these are some examples that you looked at and read about, of people who had treasures in their families.
	
4:29	Um in order to aim at the language aspects of my unit, I’ve created outcomes for those. And some of them are looking at various specific grammar details, or the structure of the text that they’ll be writing. And by doing that explicitly, when they go to their desks and they start their writing they can refer back to that and it’s a very clear. For my ESOL students and for the class.
	
4:58	What we’re going to do now is we’re going to look at a model of writing that I wrote about my family treasure and we’re going to read it and have a look at some of the language features that I used when I wrote my model text. We’re going to work together here and identify some of the things that were special about this piece of writing. First of all I’m going to read it to you. My treasure is a dancing costume that my grandmother wore when she was a ballet dancer. It is 60 years old. It is treasure because I loved my grandmother and our family values the talent that she had at dancing. Can you tell me something that you notice about the way that I’ve organised it? David?
	
5:49	You’ve organised it into 4 paragraphs.
	
5:52	Excellent.
	
5:53	Um at the end when you did it, you did it in like, in 1 paragraph is about the, your treasure, what it is and then what it looked like. And then how your grandma liked it.
	
6:07	What we’re going to do now is just have a look at some language features that I’ve used in my, my writing. Wonder if you can identify any um particular adjectives that I’ve used to describe the costume? Jamie.
	
6:23	Um black and silver.
	
6:27	So black and silver are describing the costume. So they are all the adjectives that we’ve used to describe it. Notice that we’ve got it in the paragraph that talks about what does it look like, and that’s something I’d like to see in your text as well. There we go, I’ll draw a little arrow to show it is the pronoun used instead of the word costume. I’m just gonna write the word pronoun there because it’s an interesting language feature to us. One more language feature I want you to identify, and this is a word that shows us that we’ve got a reason coming after it. It is a treasure because, now I’m going to know that I’m going to find out a reason why is it a treasure. In a moment I’m going to give you a copy of the text and you can go to your desks and highlight these 3 language features, and label what they are in the margins. And you have a choice. You can do this on your own or you can do it in partners.
	
7:38	Well my teacher Miss Dryden’s written an example for us, and in the first paragraph it was about what her treasure was and how was it. And the second paragraph it was describing the adjectives. And the third one it was how she felt. And in the fourth paragraph it was why it was her treasure. And it helped me because I will look back at her writing and remember, and write my own treasure story. 
	
8:05	NO I only want this. And then you like this. Weeee. Waving. Yep and …. What colour is it?
(general classroom talking)
	
8:53	So the tasks that I’ve designed have just allowed the children to have multiple opportunities to um encounter the same concepts and to practice the same concepts um that have been in this unit.
	
9:05	Okay for our language learning goals we are learning to use mathematical language to describe a design. I find that when I’m really explicit the language that I’m expecting my students to use um they’re a lot more successful because they know what is expected of them and they’ve got the structures in place for them to be able to you know, achieve those goals.
	
9:27	I want you to quickly put on your thinking brains and I want you to think back to when we started our symmetry unit a couple of weeks ago. Think of all the different types of mathematical words, or words to do with symmetry.
	
9:41	Translates to … No that’s tessellate. Translates to this one. (All talking and unable to hear) … direction without rotation. Let’s read them To move an object. To move…
	
10:08	Well we’re doing matching up … it helps me learn by um like matching the word, the definition and the picture and the example. And for reflection I didn’t know what that meant, and then I did the matching activity and it helped me to know the definition.
	
10:28	And the final example is the diamond shape that is fitted all together, no gaps in between. So give yourselves a round of applause if you got it all right.
	
10:38
	So some of the um tasks that I designed like the matching tasks and things, um although they took a little bit of work to put together, I can see myself using them again and I can see the benefits the kids have got from just being able to do such a simple thing as match a definition to a word, and then to an example. And also I’m really um happy with the results of their designs. Some of them have just come out and they’re so amazing and so much better quality than any other time I’ve taught this unit, so it’s been awesome.
	
11:10
	Right what we’ve got up here is an activity called a cline, based on the idea that we’ve got a line in front of us. And the purpose of this is for you people to think along that line, where would you place these key words here that are describing how endangered kiwi are. 
	
11:35	Does it go downwards or does it go upwards?
	
11:37	Now that’s a really good question. And in your group you’re going to have to make that decision and then you’ll have to be able to give your reasoning as to which end you put it at and why.
	
11:50	So what line do you think is gonna come next? I think this one, yeah. So do I. Cos that’s already like gone, like that means it’s really like doesn’t exist anymore. 
	
12:06	Um … means that it’s still in a good state so as it gets more endangered it will go down until I guess extinct, which means that it’s hit rock bottom. 
	
12:16	Right what’s hit rock bottom?
	
12:19
	They all died out from the species.	
12:21	So the species yep. Okay thank you.
	
12:28	The cline that we started off was only goes to extinct to vulnerable and we had to place it in a certain order. Like from vulnerable, endangered, critically endangered to extinct. 
	
12:50	So having a look here, the little spotted kiwi. You have a look at your um book, where should this be placed on the line? Vulnerable right so you’d like to go and place that one. Nearly endangered so you’re getting those ideas of degree of how endangered.
	
13:10	When I asked my Dad for the word he didn’t tell the meaning straight away. He tells me to look in the dictionary first so that I can be good at looking at the dictionary. I look in the dictionary, if I can’t find it in the dictionary so I go into computer.
	
13:27	Particularly the successful activity that look at um perhaps more degrees of difference that there can be between words and make them think a lot more clearly. They also enjoyed going and looking up thesauruses to find out alternative words that mean the same or similar to. And they also enjoyed looking for words that perhaps came off the cline, so how we could actually carry on and how there are other words that are close in meaning as you progress on, on the cline.
	
13:57	Right this morning we’re going to start off with a really fun word game, designed to get you thinking about those definitions and those special topic words that we’ve got in our glossary. And what will happen is I’m going to read out definitions and you people in your groups of 3, have to find the words that matches and put them in the order in which I call the definitions. Fourth word, a species that is at risk of dying out. A species that is at risk of dying out.
	
14:34	ENDS