Differentiating curriculum content-driven language for pupils ...

Differentiating curriculum content-driven language for pupils ...

2016 Differentiating curriculum content-driven language for pupils at different stages of English Jonathan Brentnall Language Form (models not methods) Clause and Word Groups (beyond vocabulary) Statements (declaring what we know) Writing and written-like speech (success in education Expanding EAL pupils resources (enabling them to write and say what they know) Two parts 1. why language is structured the way it is and how this affects language across the curriculum 2. one approach to planning for differentiated language development participation Which of these sentences is grammatical? Yamur yadnda, su dereler ad verilen kk Rains when

it, water rills called kanallar yaparak, small channels akar making yoku aa ve yerden toprak ve kk ta hill down flows from-the-ground soil and small paralarn andrr. and stone pieces washes. Cuando llueve, el agua fluye hacia abajo y se lava When the water flows toward down and it washes

pequeasrains, piezas de smalls pieces piedra y tierra of del suelo, haciendo canales pequeos stone andriachuelos. earth from-the ground, making channels smalls llamados calleds rills. When it rains, water flows downhill and washes small pieces of stone and soil out of the ground, making small channels called rills. Resources conceptual first language additional language

not interference but using available resources Sensory information grouped to form 5 different types of concept. Structures Things Features Interactio ns Characteristics stable States & dynamic Behaviours Features Other Structures Manners, Times & Places Relating to other Things Labelling the concepts with words the concepts inform us about: Doing what?

How? Where ? y in g l slow rid cow What like? ro ug h What? b es ide is, has, doing happening ?

how, when, where? l slow y in rid where, when, how, why ? bes ide g ro ug h who/what? what like/ what type? a cow

fairly rough was riding quite slowly beside the pen a large, horned, black and white cow wooden and fairly rough in texture had been happily riding along really quite slowly beside the plastic pen on top of the paper

what who what what who is became is doing what has been happening affected like what like what to whom what when where in what manner why with what linguistic patterns emerge grammar of simple clauses Table 1 Pattern 1 (one main thing involved) what? who? is/has/ does/

happens (to/for) what? whom? what? whom? what like? what type? how?/ in what manner? when? where? where? when? how? why? to/for/in/on the sun shines crystals are forming regular or constant occurrence, habit, permanent fact

happening at the time, continuing for a period the volcano erupted financial conditions have improved Communism had ended of time happened in the past, now finished from a time in the past, continued until now or recently happened prior to another moment in the past Pattern 2 (Family Fortunes) what? who? is/has/ does/ happens

her hair feels the litmus paper is turning some of Blakes spellings seem (to/for) what? whom? what? whom? what like? what type? soft blue odd and oldfashioned how?/ in what manner? when? where?

where? when? how? why? to/for/in/on Pattern 1 the sun crystals the volcano shines are forming erupted Pattern 2 her hair feels Monets wife became the litmus paper is turning soft ill blue Pattern 3 what? who? is/has/ does/ happens

(to/for) what? whom? what? whom? what like? what type? how?/ in what manner? when? where? dormant volcanoes will erupt again acrylic paint dries quite quickly sodium reacts very rapidly

where? when? how? why? to/for/in/on Table 4 Adding more information: to -ing & -ed/-en to some seeds survive, to grow into new plants the reed vibrates to create a pitch sequence cause some people gave themselves static shocks to cure illness reason -ing petals are colourful, attracting insects to the flower the soft rock wears away, leaving steps of hard rock thereby in the process -ed/-en the river becomes wider, fed by its tributaries because the Mayans developed a number system, based on tens which was

who, which, that (where are they pointing?) the Romans defeated the tribes who lived in the east of Britain a prophet is a person who tells people what God wants of them herbivores are animals which only eat plants a current will only flow in a circuit that is complete Why is this important? because: underlying conceptual relationships drive language choice across the curriculum EAL pupils need to learn how these are represented in English characters themes words poems stories numbers rivers rocks equations weather relationships towns cities calculations CBD add subtract act speak multiply convey mean

divide equal entertain solve erode transform develop affect common grammar and distinctive local grammar real world interactions are represented by conceptual interrelationships are represented by linguistic interrelationships experien ce shapes thought shapes languag e 2. Planning for language

development theormost of every opportunity CURRICULUM - make National School AREA OF LEARNING/FACULTY Arts SUBJECT NC Art- Pupils should be taught: (KS1) about the work of a range of artists; (KS2) about great artists; (KS3) about the history of art and major movements. TOPIC Impressionist artists/Impressionism SUB-TOPIC Claude Monet LESSON Who was Claude Monet? LESSON OBJECTIVE Research Monets Life and Work (with a view to producing a biographical report) BIOGRAPHY BIOGRAPHY OF OF AN AN ARTIST ARTIST Phase Phase 11 Orientation: Orientation: Introduction Introduction to to the the Person Person (+ (+ optional optional statement

statement about about their their significance) significance) Stage Stage 11 Identity Identity Who/What Who/What was was Claude Claude Monet? Monet? Handouts: Birth Birth date, date, place place which Stage 2 Stage 2 content? age Significance what did Monet do that was important? Significance what did Monet do that was important?

appropriate? Phase Phase 22 Significant Significant Episodes Episodes in in the the Persons Persons Life Life Stage Stage 11 Move Move to to Le Le Havre Havre (1845) (1845) influence influence of of weather, weather, water, water, sea sea and and sky sky Drawing Drawing skills skills love love of of drawing drawing and

and sketching sketching caricatures, caricatures, earning earning francs francs Meeting Meeting Eugne Eugne Boudin Boudin (1856/57) (1856/57) Boudins Boudins influence influence quotation quotation Stage Stage 22 Move Move to to Paris Paris (1859) (1859) enrolled enrolled at at Atlier Atlier Suisse, Suisse, visited visited Louvre Louvre and and Salon, Salon, met met Pissarro Pissarro and and Manet

Manet -- made made friends friends with with Renoir, Renoir, Bazille Bazille and and Sisley Sisley painting painting together together en en plein plein air air Submissions Submissions to to the the Salon Salon (1865 (1865 onwards) onwards) example example paintings paintings & & techniques techniques Phase Phase 33 Reorientation: Reorientation: Review Review and and Concluding

Concluding Comment Comment From Learning Objectives to Language Models LEARNING OBJECTIVES [Building Knowledge of the Topic] Find information on key dates, places, people and events in Claude Do we know what the Monets life. Select some of his famous paintings. language demands of the lesson are? Find out if he influenced other artists. INTEGRATED LANGUAGE AND LEARNING OBJECTIVES Identify Monets date and place of birth and death. Describe some of the significant events in his life. Name and describe the subjects of some of his most famous paintings. Do these tell us what actual Evaluate his impact on other artists. language pupils are going to have to use to achieve these objectives? Claude Biography Claude Monet Monet Biography Handouts End

Texts End Text 1 End Text 1 Oscar Oscar Claude Claude Monet Monet was was aa famous famous Impressionist Impressionist painter, painter, who who was was born born on on the the 14th 14th November November 1840, 1840, on on the the 5th 5th floor floor of of 45 45 Rue Rue Lafitte, Lafitte, in in Paris, Paris, France. France. He

He painted painted the the changing changing light, light, colour colour and and movement movement of of natural natural landscapes landscapes in in aa new new style style that that influenced influenced many many artists artists and and changed changed the the direction direction of of modern modern art. art. When When Monet Monet was was aa young young boy, boy, he

he liked liked to to draw draw caricatures caricatures of of his his schoolteachers schoolteachers and and local local townspeople. townspeople. He sold some of them for ten or twenty francs. One day, in 1856, while walking on the beaches He sold some of them for ten or twenty francs. One day, in 1856, while walking on the beaches of of

Normandy, Normandy, he he met met aa painter painter called called Eugne Eugne Boudin, Boudin, who who told told him him End End Text Text 22 Claude Claude Monet Monet was was an an Impressionist Impressionist painter, painter, born born in in November November 1840, 1840, in in Paris, Paris, France. France. He He painted painted the the light,

light, colour colour and and movement movement of of nature nature in in aa new new way way and and his his paintings paintings influenced influenced many many other other artists. artists. When When Monet Monet was was young, young, he he drew drew cartoons cartoons of of his his teachers teachers and and people people in in the the town.

town. One One day, day, Monet Monet met met aa painter painter called called Eugne Eugne Boudin, Boudin, who who told told him him End End Text Text 33 Claude Claude Monet Monet was was aa painter, painter, born born in in 1840, 1840, in in France. France. He He painted painted nature nature in in aa new new way

way that that changed changed art. art. When When Monet Monet was was aa boy, boy, he he drew drew people. people. One One day, day, he he met met Eugne Eugne Boudin. Boudin. Boudin Boudin told told Monet Monet Inclusive Differentiation pitch content at appropriate cognitive level (prior knowledge and experience) start with the ideal

make task and language demands comprehensible, maintaining cognitive challenge break it down extend understanding by developing conceptual knowledge and language resources build it up Phase 1: Introduction what type? wellknown? focus of attention: who/what? was Oscar Claude Monet Claude Monet was who/what was he? a famous Impressionist painter an Impressionist painter

Monet a painter Pattern 8 when? focus of attention: who/what? what happened? ClaudeheMonet was born in what circumstances? on 14th November, 1840 in November, 1840 living thing, person, male, one in 1840 Pattern 4 when? time, measurement, day, month, year, European Gregorian calendar

where? focus of attention: who/what? what happened? in what circumstances? he was born in France in Paris on the 5th floor of 45 Rue Laffitte Pattern 4 Access + Language development? Oscar Claude Monet Monet was a famous Impressionist a painter painter, Claude Monet an Impressionist painter

Oscar Claude Monet a famous Impressionist painter who he was born born on 14th November in 1840 1840, in November 1840 on 14th November 1840 on the 5thhe floor of 45 Rue Laffitte, in Paris, was born (in) in France France. in Paris on the 5 floor of 45

Rue Oscar Claude Monet was a famous Impressionist painter, born on Laffitte 14 th November 1840, on the 5th floor of 45 Rue Laffitte, in Paris, (in) France th Access + Language development? Oscar Claude Monet Monet was a famous Impressionist a painter painter, an Impressionist painter Claude Monet a famous Impressionist painter who he was born born on 14th November in 1840 1840,

in November 1840 on 14th November 1840 on the 5thhe floor of 45 Rue Laffitte, in Paris, was born (in) in France France. in Paris on the 5 floor of 45 Rue Oscar Claude Monet was a famous Impressionist painter, born on Laffitte 14 th November 1840, on the 5th floor of 45 Rue Laffitte, in Paris, (in) France th Access + Language development? Oscar Claude Monet Monet

was a famous Impressionist a painter painter, an Impressionist painter a famous Impressionist painter who he was born born on 14th November in 1840 1840, in November 1840 on 14th November 1840 on the 5thhe floor of 45 Rue Laffitte, in Paris, was born (in) in France France. in Paris

on the 5 floor of 45 Rue Oscar Claude Monet was a famous Impressionist painter, born on Laffitte 14 th November 1840, on the 5th floor of 45 Rue Laffitte, in Paris, (in) France th what? who/what? what did he do? what/whom? Monet painted landscapes portraits? landscapes Pattern 8 what? who/what?

what did he do? what/whom? Monet painted nature flowerssky clouds trees sea fields Pattern 8 cliffs water Monet old way Monet new way painted Pattern 4 in a new way how? in what way?

Art after Monet when? when? Monet Art before Monet Monets work changed art the direction of art Language development? Monet painted natural landscapes landscapes nature Monet he

painted in a new way thatwork Monets changed the directionart of modern art. the direction of art Monet painted natural landscapes in a new way that changed the direction of modern art. what? Phase 2: Early life who/what? what did he (like to) do? he drew people liked to draw cartoons Pattern 13/14

of what/whom? caricatures cartoons of his teachers and in the town his teachers and people people in the town who? Pattern 8 he liked to draw when he was cartoons of his teachers and people in the town young a boy Monet

he likedliked to draw to draw caricatures caricatures of his of his teachers teachers and and people people in in the the town. town, When when Monet he was was a young a young boy. boy, OBJECTIVE Combine enough pieces of information to make a coherent Biographical Report Phase 1 Orientation: Introduction to the Person

Claude Monet was a painter, born in 1840, in France. He painted nature in a new way that changed art. Phase 2 Significant Episodes in the Persons Life When Monet was a boy, he drew people. One day, he met Eugne Boudin. Boudin told Monet to paint landscapes outside. Monet painted the sea, the sky and the cliffs and he said, I understood what painting could be. In 1874, Monet and his friends showed their paintings in Paris. People called them Impressionists. Monet painted many pictures of haystacks, trees, buildings and waterlilies. He died in 1926. Phase 3 Reorientation: Review and Concluding Comment Today, Monets paintings are very popular. Newton's first law of motion (not an extended genre text) If an object has no resultant force acting on it, then: if it is at rest, it stays at rest; if it is moving, it keeps moving at a steady speed in a straight line. breaking it down If an object has no resultant force acting on it, then: if it is at rest, it stays at rest;

if it is moving, it keeps moving at a steady speed in a straight line. If an object has no resultant force acting on it, then: if it is at rest, it stays at rest. If an object has no resultant force acting on it, then: if it is moving, it keeps moving at a steady speed in a straight line. if resultant then an object has no force acting on it an object isnt moving if it is at rest it stays at rest no force is acting on it it doesnt move no force pushes it no force pulls it if

resultant then an object has no force acting on it an object is moving if it is moving it keeps moving no force is acting on it it keeps moving no force pushes it no force pulls it at a steady speed in a straight line resultant force 8N 8N 0N 8N = no resultant force

2N = 6N resultant force 6N building it up an object is moving no resultant force is acting on it if an object has no resultant force acting on it then it keeps moving at a steady speed in a straight line it keeps moving if it is moving an object isnt moving no resultant force is acting on it it doesnt move it is at rest it stays at rest. if an object has no resultant force acting on it then it stays at rest if

it is at rest If an object has no resultant force acting on it: if it is at rest, it stays at rest; if it is moving, it keeps moving at a steady speed in a straight line. If an object has no resultant force acting on it, then: if it is at rest, it stays at rest; if it is moving, it keeps moving at a steady speed in a straight line. Ten ways we manipulate information in clauses 1. Add extra elements of information into the clause 2. Put information typically from one slot into another 3. Add or embed wordings from one slot into the wording of another

slot 4. Put elements in different positions to change the focus of attention or emphasis 5. Drop words out when combining information 6. Substitute words for others 7. Move from concrete to abstract 8. Move from general to specific (and vice versa) 9. Move from literal to metaphorical 10.Use vocabulary to convey emotion and bias THE END

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