EAL lesson plan

Conclusion

Lesson Plan

KS1 Literacy

targets to be met:

“access the curriculum via key visuals and the pupils preferred language/s”

(Haslam, Wilkin and Kellet, 2005:60)

Overall, it is clear to see that there a number of aspects that a teacher needs to consider when they are planning lessons. There is an importance of catering for different abilities and individual needs, as well ensuring all staff involved understand what they need to teach and know what resources they need for the lesson. In addition to this, there is the consideration of whether including the child within a classroom will help to meet their needs and the other children's needs or if it is better to remove the child to meet everyone's needs. The main aim of the teacher is for every child within the classroom, whether they are high, medium, low ability or EAL or SEN pupils to have their needs met and the curriculum aims met.

KS1 Reading targets to be met:

Comprehension:

• Knowing popular and well known books, tales, poems and rhymes, which they can understand and recall.
• Work out what might happen next in a story using what they have already read.

(DfE, 2014:22)

Word Reading:

• Use phonic knowledge and skills to help decode words
• Re-read books to build up their fluency and confidence.

(DfE, 2014:21)

Aspects to be discussed…

Scenario- EASL Pupils

1. Differentiation

2. SEN

3. Classroom layout and management

4. Effective use of Teaching assistants

Pupil 1 – Little engagement with English at home, making good progress at school

Pupil 2 – Little engagement with English at home, struggling a lot more than Pupil 1, which could suggest a SEN.

Scenario

The school is a large county primary. There is a class of 30, in which two children are EAL at Level 1/New to English. Both are from the same linguistic background; Somali. The children’s parents do not speak English therefore there is currently little engagement with English in the home. One of the children appears to be struggling much more than the other. National Curriculum level is Key Stage 1.

Focus on year one

EAL lesson plan

Key Stage 1 Reading Targets:

Two concepts:

1. Word Reading - decoding

2. Comprehension – reading and listening

Charlotte Orme, Fahima Begum, Stephanie Ashby and Tayla Reade

Whole Class Activity

Differentiation

Differentiation

Useful tool for EAL learners is to transform information into another form:

(Haslam, Wilkin and Kellet, 2005:26)

Book/Text

Visual Aid

Verbal recall

Acting out/ Drama Performance

Home Development Writing Booklet

Whole class will listen to the reading of Handa’s Surprise.

Lesson Plan

EAL Beginners:

“reliant on pictures, repetitive structures and familiar contexts for understanding.”

(Pim, 2010:12)

Differentiation

Differentiation– Task 1

Three literacy groups:

• Higher Ability (HA)

• Middle Ability (MA)

• Lower Ability (LA)

• Identify fruit using pictures in Handa’s Surprise

• Find the correct pictures and stick onto a poster to create story

• Match up animals and label with correct pictures (write or stick labels)

• Talk through story to ensure understanding

Differentiation – Task 2

• Acting out Handa’s Surprise in groups - every child will have a role.

• Will decorate pre cut masks and have real fruit to act out the different animals taking the different fruit.

• Perform to rest of class at the end.

“where possible, use texts that are reflective of the linguistic, cultural and religious heritages of the target EAL learners”

(Pim, 2010:44)

Differentiation - Home

Task Four: Playdoh Mats

H/A – write a sentences next to each picture using adjectives e.g. The colourful parrot took the purple passion-fruit.

M/A – write sentences e.g. The zebra took the mango.

L/A – write in the correct animal and fruit, but the rest of the sentence will already be present e.g. The ….. took the …..

SEN- Pupil 2

Task One: Re-reading Handa’s Surprise

• SEN Specialist to read each question on the playdoh mat out loud.
• Specialist letting the child work out the meaning of the question and then solving it independently. If child doesn’t understand a question the specialist can then step in and help to explain differently, or through use of Makaton, hand gestures and/or the matching cards.
• Child making each mat themselves and repeating this process for each one, with specialist to help keep on task.

During this one hour session, the specialist will conduct two checklist observations taken from how to support and teach children with special educational needs. I will also use praise such as stickers, stamps and reward charts. When the child does not understand the instructions I will use the use of hand gestures and makatone to help confirm understanding.

Differentiation – Pupil 1 Home

Task One

Activity One

Starter: Whole class listening to the story

Task one: reread handa’s surprise- allowing the child to look and compare the words and interact with the book. 5-10 minutes depending on the needs of the child.

Pupil 1 will have:

• Access to the book so they can use Somali to aid their English understanding if necessary.

• Labels available from them to stick down if struggling to copy and write words – phonics knowledge and sentences not appropriate as Pupil 1 struggles with speaking English.

(Pim, 2010:58)

Task Two

Task two-: using the A4 cards, to match the Somali word to English with the prompts of the pictures. 5-10 minutes depending on the child’s reaction.

• Creating a storyboard of the Handa's Surprise story
• Children will be sat on the carpet in circles
• Lofty (2012) argues that sitting in circle encourages behavior as children will be task focused
• Encourages interaction (Lofty 2012)
• Inspires children to work orally (Lofty 2012:20)
• Pichon (2013) argues that some children use the carpet as a sense of security and comfort.

Task Three

• SEN Specialist reading the story to the child using a dual language book.
• Child can see the Somali next to the English to gain understanding
• Giving the child the opportunity to attempt to read the English, as well as the specialist questioning what has just happened to see the child’s understanding
• Hand gestures and Makaton used if needed to help develop child’s understanding

Activity Four

Task three- using the worksheets with picture prompts on, the child will be required to write Handa started with a bowl of fruit, the antelope took a piece of fruit, using the prompt matching cards to assist the child. 30 minutes

• Teacher reading the story to the whole class using dual lingual book

• EASL pupils sat at the front of the carpet to be able to see the Somali and pictures clearly.

• Teaching Assistant’s sat around the carpet for behaviour management

Effective Use of the Teaching Assistants.

Task Four

• Using play-doh to make an animal
• Specialists and pupil 2 will be sat in the classroom to promote inclusivity.
• "Children with Special Educational Needs (SEN) or a Disability have the right to be educated in Mainstream Schools..." (Gov.uk, 2001)

Task Three: Worksheet

Classroom Layout and Management

Activity Two

Task four- using the play-doh mats which require the child to read instructions such as can you make stripes for the zebra? The child will be around other children for peer support with the specialist nearby for support. 10 minutes.

Within the classroom we have:

The Class Teacher

Teaching Assistant (1)

Teaching Assistant (2)

SEN Specialist

• Script to help with role play task (remain on the carpet)
• Decorating masks and props (5 children to a table)
• According to Rosenfield (1985), arranging desks in circles facilitates social interaction
• Working on tables allows children to work independently but still be part of the group and contribute/share ideas (Desailly, 2012:63)
• Performing role play to rest of the class
• Children will be sat on the carpet in straight rows.
• According to Dean (2004), sitting in rows is less '... satisfactory for discussion...' (Dean 2004:14)
• Dean (2004) also argues that sitting in rows can be a good thing if teachers don't want their students to talk to each other or communicate (Dean 2004:36)

Starter Activity:

• Whole class activity: reading Handa's Surprise
• Children will be sat on the carpet in rows
• Sitting in rows allows the teacher to take the stage (Lofty 2012)
• Lofty (2012) argued that sitting is rows decreases 'student-student interaction' (Lofty 2012:9)
• According to Desailly (2012) storytelling needs to be 'soft' (Desailly, 2012:63)

• Explain the worksheet to the child and give example for the first sentence. Using hand gestures and/or Makaton where necessary if child is not understanding explanations
• With the matching cards still out, this allows the child to find key words with the assistance of the use of the pictures. Specialist pointing these out to the child as a reminder.

Task One: Storyboard’s

Activity One, Two and Three: SEN Child (Pupil 2)

Task Two: Acting Out the Story - Performances

Specialist and Pupil 2 – EAL & SEN

• Re-reading Handa's Surprise (Activity 1)
• Comparing words and recognizing items in Handa's Surprise and matching game (Activity 2)
• Story sequence writing activity (Activity 3)
• Pupil 2 and specialist will be sat in a seperate room outside the classroom on a table
• According to Merrett (1990), sitting in a room with the specialist; the child will achieve more than in a group situation
• Group work is a distraction. One to one support is better as there is no distractions (Merrett 1990:42)

• The specialist will most likely need to use the EYFS (Early Years Foundation Stage Statutory Framework) while working with this pupil (2) as their English level is extremely low and they could possibly have a SEN.
• They will primarily be trying to encourage and teach the child using Handa’s Surprise some basic English through reading and writing.
• The following points are from the 40-60+ months reading section of the EYFS. These are the types of targets the specialist would set for pupil 2 as they are new to English.

“Hears and says the initial sound in words. Can segment the sounds in simple words and blend them together and knows which letters represent some of them. Begins to read words and simple sentences. Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books.” (EYFS, 2013:21)

All groups are creating a storyboard:

Lower Ability – Teacher

• Book available for the group
• Explaining the activity to the children

Discussion as a circle – go round and each child says which picture they need to stick down and what label to put with it e.g. zebra, banana etc. If not correct, question and encourage others to help.

Middle Ability – Teaching Assistant (1) and Higher Ability – Teaching Assistant 2

• Explain the task and then ask questions to ensure understanding of the task
• Discussion as a circle – go round and each child says which picture they need to stick down/label to write. If not correct, question and encourage others to help
• Reminding children to be write the correct labels on the correct pictures.

SEN pupil 2 Rewards

Role of Teachers and Teaching Assistants

Task Two: Matching Game

During the one to one time with pupil 2, the specialist can have a reward chart, for when the child has made an achievement or has a positive attitude towards the task, a sticker can go onto the chart. For every five stickers they get a reward such as a sweet, ruler etc. This is also related to Skinners positive reinforcement theory.

• Encouraging the child to use the pictures as guidance but still having the child attempt to read the words. Specialist helping with pronunciation
• Pointing out the pictures for reinforcement when teaching the language, “look for the monkey cards”, for example

• Help children to learn words if needed
• Support with when children need to act out their parts.

Lower Ability – Teacher

• Teacher potentially the narrator of the acting (or helping the narrator to read the script); prompting each child and the whole group as to what happens next
• Teacher shows EAL child beforehand who is before them so they know who they go after

Middle Ability – Teaching Assistant 1

• Prompting children where needed when it is their part; helping them to read lines
• When practicing, the TA will guide each child through their part to make sure they know exactly what they have to do for their part; if any lines need to be said.
• TA1 will be stood by the narrator or group of children who are not acting at that time, ready to prompt any child if/when necessary.

Higher Ability – Teaching Assistant 2

• When practicing, the TA will guide each child once through their parts, and then will let them run through independently; only prompting when they get stuck to try and encourage them to be able to perform on their own.
• TA2 will be stood by the narrator or group of children who are not acting at that time,

• The Department for Education’s teaching standards set out expectations for teaching staff. With EAL and SEN numbers growing in mainstream classrooms, teachers need to be able to:

“5. Adapt teaching to respond to the strengths and needs of all pupils

• Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
• Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
• Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them. “ (Department for Education, 2011)

Task Two: Acting Out the Story

T, TA1 and TA2:

Read the group the task sheet and show them the example for understanding – try to encourage writing their own script, example as backup if children really struggle (L/A)

Assign roles and then discuss scripts as a group “use discussion in order to learn; they should be able basic script outline looks like - to elaborate and explain clearly their understanding and ideas” (Department for Education, 2013:3)

All children should be encouraged by the teacher to take part.

Help children by prompting; “Will all the characters speak?” “What will they say?”

The adult should also show the children the fruits in a quick demonstration as some children may not know what some of the fruits are.