I have started introducing puzzle pieces with words and punctuation marks for my LA children. It is fantastic to use for one particular child to scaffold his learning of spellings. However, some words he will ask me ‘what does this say?’ and rather than tell him, I encourage him to use his phonic knowledge to sound out the jigsaw piece. It works well as he is encouraged to use his phonics to create interesting sentences that are spelt correctly.
I could also start further differentiating and talking to the parent about areas in English they would like to see an improvement in, and what works well at home.
I have an EAL child in my class who is learning basic English and has a low-level of understanding beyond simple oral sentences. He is lacking the confidence to try and write sentences independently, even though he can write key words and just needs prompting.
To support him I have provided him with resources that he can use at home, given him extra handwriting practice and additional books to read to improve his understanding. He has a buddy in class he can discuss ideas with and is continuing to gradually improve his confidence and try his best to develop independence. He is currently able to orally say the sentence he wants to write correctly to me and I will just repeat it back to him word by word so he is comfortable recording his ideas.
I have a child in my class that started at the start on Autumn 2 although she has little English, she has more than she initially demonstrated. As she is strong in maths so I have used maths lessons to provide opportunities to share answers which has improved her confidence.
She has a different list of weekly spellings which are more accessible for her and open opportunities for her to share sentences about things she is passionate about for example her family and traditions. She is also being supported by the EAL lead in the school and is attending a booster group for EAL students within the school,
On the second session I mentioned I was looking to delivering another session in a series of Geography lessons on Unique UK, and the misconceptions which I was anticipating. I approached the session by initially recapping, TTYP time and then feedback to the class – on a series of questions to identify what they could recall and where misconceptions were before moving onto the next ‘country’ in our unit. This worked well, I was surprised by some of the material that they had retained and by some of the misconceptions that arose – the Thames was a sea, Ben Nevis was a capital. Using maps from previous sessions to help them recall, display boards / work and the pupils themselves we addressed and were ready to move onto that next country.
I have started introducing puzzle pieces with words and punctuation marks for my LA children. It is fantastic to use for one particular child to scaffold his learning of spellings. However, some words he will ask me ‘what does this say?’ and rather than tell him, I encourage him to use his phonic knowledge to sound out the jigsaw piece. It works well as he is encouraged to use his phonics to create interesting sentences that are spelt correctly.
I could also start further differentiating and talking to the parent about areas in English they would like to see an improvement in, and what works well at home.
I have an EAL child in my class who is learning basic English and has a low-level of understanding beyond simple oral sentences. He is lacking the confidence to try and write sentences independently, even though he can write key words and just needs prompting.
To support him I have provided him with resources that he can use at home, given him extra handwriting practice and additional books to read to improve his understanding. He has a buddy in class he can discuss ideas with and is continuing to gradually improve his confidence and try his best to develop independence. He is currently able to orally say the sentence he wants to write correctly to me and I will just repeat it back to him word by word so he is comfortable recording his ideas.
I have a child in my class that started at the start on Autumn 2 although she has little English, she has more than she initially demonstrated. As she is strong in maths so I have used maths lessons to provide opportunities to share answers which has improved her confidence.
She has a different list of weekly spellings which are more accessible for her and open opportunities for her to share sentences about things she is passionate about for example her family and traditions. She is also being supported by the EAL lead in the school and is attending a booster group for EAL students within the school,
On the second session I mentioned I was looking to delivering another session in a series of Geography lessons on Unique UK, and the misconceptions which I was anticipating. I approached the session by initially recapping, TTYP time and then feedback to the class – on a series of questions to identify what they could recall and where misconceptions were before moving onto the next ‘country’ in our unit. This worked well, I was surprised by some of the material that they had retained and by some of the misconceptions that arose – the Thames was a sea, Ben Nevis was a capital. Using maps from previous sessions to help them recall, display boards / work and the pupils themselves we addressed and were ready to move onto that next country.