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ESL Unit of Work - 'School'

Page history last edited by Emelia Bishop 8 years, 1 month ago

This unit of work started with the text 'School' which was written by women with little or no schooling in their L1 who, at the time of writing, were studying in English in Melbourne. I delivered this unit as part of the delivery of Certificate 1 ESL (Access) using the ESL Frameworks Curriculum at Wyndham Community and Education Centre (WCEC). Speaking generally, the students in this class, like those who wrote the text, have low L1 literacy skills as a result of little or no schooling in their L1 in their own country before coming to Australia. Intially it was the student's engagement with this text which developed into this unit of work of relevant, context specific learning.

 

I hope that you find this Unit and the resources useful.

 

Emelia Bishop

emeliabishop@gmail.com

 

Core Skill

Learning Skill

Resources

Activity

Practice

Evidence of Student Learning

Reading 

Reading skills: word recognition, using initial letter, following text whilst listening to the story, recognizing pauses, emphases and features of converting written to spoken text.

  • Following instructions
  •  Active listening
  •  Shared reading practices
  • Taking turns
  • Active and passive participation in pair/ group activities
  • Repetition necessary for learning
  • Independent learning

Treerat, M., et al (1993) School, ACFE Board, Department of Education, Victoria.

 

Read and Re-read text. Including repeated reading of individual stories and repetition at the sentence level.

Teacher reads. Students follow. Check for students following the text. Explicitly instruct lower students to follow the text with their finger.

Shadow Reading

Individual students reading sections out loud (stronger students)

Read stories in pairs. Pair weaker students with stronger students

  • Engaged with text
  •  Took book home
  • Taking learning out of the classroom
  •  Using dictionary/other students to understand the text

 

Speaking and Reading

  • Following instructions
  • Active listening
  • Active and passive participation in pair/ group activities
  • Locating information in texts
  • Learning features of stories as text, at the level of sentence, paragraph and short story
  •  Thinking skills
  • Problem solving

 

Treerat, M., et al (1993) School, ACFE Board, Department of Education, Victoria.

 

Oral comprehension questions relating to the reading of each story and text.

 

Analysis of the book

 

Oral comprehension:

Teacher asks questions in group setting. Students answer the questions by locating information in the text. Answers as a class then working towards calling on individual students randomly.

Follow structure of the text then working towards random asking of questions from the story.

Ask higher level students to ask some questions about the text.

Meta text questions:

-          What is it about?

-          Do you think it was hard/easy/ too young/old…

Analysis of the book:

Liked/Disliked stories – why?

Relate to stories

Explore countries the students come from – what do you know about them – where, what, how, why

  •  Engaged with text
  • Locating information in the text
  •  Ability to talk about text
  • ·         Following the structure of the text
  • Participating in group and pair work

 

Vocabulary/ Writing

  •  Following instructions
  •  Active listening
  • Taking turns
  •  Active and passive participation in pair/ group activities
  •  Repetition necessary for learning
  •  Independent learning
  •  Using bilingual and picture dictionaries

Treerat, M., et al (1993) School, ACFE Board, Department of Education, Victoria.

 

Vocabulary List

Students pick out words from the text that they do not understand and we compose a class vocabulary list that we work on throughout the unit.

Students use their dictionaries or the support of peers first to understand the meaning of words.

The teacher gives meaning of words.

Teacher provides visuals for the vocabulary list. From this:

  • ·         Match the word to picture
  • ·         Play concentration
  • ·        
  • ·         Act out the word (if possible)
  • ·         Spelling game in groups with scrabble letters or alphabet on cards

 

  • Increase vocabulary
  •  Ability to use words in different context
  •  Participating in group and pair learning activities
  •  Use of dictionaries/ picture dictionaries

Writing

  •  Following instructions
  •  Following model to complete activities
  •  Understanding teaching and learning expectations
  •  Brainstorming
  •  Active listening
  • ·         Active and passive participation in pair/ group activities
  •  Taking notes

 

Generic Book report worksheets

1. Student record of reading - Generic template.doc

2. Reading at home- book review - Generic template.doc

 

Student work sample - Book review - student work sample.pdf

Book report –

generic format

Completed as part of a larger reading focus over the term. Students complete a generic comprehension book report. The same task for different books.

Elicit answers in word form from the students – Brainstorm.

Use these words to write sentences. Shared. On the board. Students to copy in their book.

  •  Engaged with text
  • Locating information in the text
  •  Ability to talk about text – meta cognition
  •  Participating in group and pair work

Speaking / Listening then Writing

  •  Following instructions
  •  Following model to complete activities
  •  Active listening
  •  Miming/acting words to express meaning
  •  Taking notes
  •  Active and passive participation in pair/ group activities
  •  Taking turns
  • Repetition necessary for learning
  •  Independent learning

 

School – Class Survey Template

School - Class Survey.doc

Class Survey

Survey composed by the teacher (can elicit questions) about work/education history in own country.

Model Text with student

Student complete the survey

Compose sentences about a peer (shared model)

Compose sentences about self

 

 

 

  •  Engaged with text
  •  Using/reading visual representations of text (table)
  •  Sharing information with peers
  •  Participating in group and pair work

Writing

  •  Following instructions
  • Following model to complete activities
  • Organising writing
  •  Processes of writing (draft/ correct/good copy)
  •  Taking notes
  • Peer review – the peer as teacher
  •  Taking turns
  •  Repetition / practice necessary for learning
  • ·          Independent learning

 

Treerat, M., et al (1993) School, ACFE Board, Department of Education, Victoria.

 

- paragraphs composed during class survey writing activity

 

Completed student work - School history story - student work sample.pdf

Write about own education history

Students choose a story from the book to use as a modeled text to write their own story about their education history.

 

Teacher to guide, support and correct.

 

Peers to read stories and correct and support each other’s writing.

  •  Using a model to compose a text relevant to the learner
  •  Engaged in writing
  •  Locating relevant information in the text
  •  Participating in pair work and peer review

Game

  •  Following instructions
  •  Taking notes
  •  Participating in group activities
  •  Taking turns
  • Repetition / practice necessary for learning

 

 

Maps of the world – cut into 5 pieces (enough for one piece for each student in the class)

 

Source:

Free World Maps

 

 

Map activity

The map of the world is in a number of pieces. The students have to put the map back together.

Follow instructions:

Locate the countries that the students from the book come from on the map.

Locate the countries that the students in the class come from on the map.

Locate Australia

 

Oral comprehension about the countries and locating the countries on the map

  • Engaged with activity
  • Working in a team
  • Taking turns

 

Writing

  • Following instructions
  • Taking notes
  • Chronological sequencing
  • Participating in a group/pair work activity
  • Independent learning

 

School

 

Modelled Timeline

 

Timeline template - School - Timeline Template.doc

 

Student work- School timeline - student work samples.pdf

Timeline activity

Compose a Timeline for one of the students in the text as a class activity as if the student was now in the class and followed a similar education path in Australia as many of the students in the class.

Students use the class timeline as a model to complete their own Educational History Timeline

 

Add in pictures and photos where appropriate

 

Write sentences about major events in the life of the student.

 

  • Engaged with activity
  • Using/reading visual representati-ons of text and information (timeline)
  • Sharing information with peers
  • Participating in group and pair work

 

Teacher to compile stories into a class text – students to choose pictures that are relevant or photos that they are willing to share.

Reading and Listening

  • Following instructions
  • Active listening
  • Reading out loud
  • Repetition necessary for learning
  •  Independent learning
  • Taking turns

Ipadio

 

How to use ipadio - Guide

 

Student work sample: Email me to have access to this site

 

If you have access to a computer in the classroom this is a great, easy to use audio recorder:

Voxopop

Record stories onto the internet

 

Listen to own story and others on the internet

The teacher records each student reading their story using Ipadio in class.

 

The teacher and other English speakers record the stories as well.

 

Store the stories on a class website

The student can access the recording in class or at home.

 

 

  • Reading
  • Active listening
  • Engaged with text

 

 

Reading 

  • Following instructions
  • Active listening
  • Shared reading practices
  •  Taking turns
  • Active and passive participation in pair/ group activities
  • Repetition necessary for learning
  • Independent learning

Class reader

 

 

Read and Re-read class reader. Including repeated reading of individual stories and repetition at the sentence level.

Teacher reads. Students follow. Check for students following the text. Explicitly instruct lower students to follow the text with their finger.

Shadow Reading

Individual students reading sections out loud (stronger students)

Read stories in pairs. Pair weaker students with stronger students

Independent reading. Students can read the book independently. Take it home.

 

 

 

  • Engaged with text
  • Took book home
  • Taking learning out of the classroom
  • Using dictionary/other students to understand the text

 

 


 

 

 

 

 

 

 

 


 

 

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