A structured learning programme for students who have a language background other than English
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©Essential Resources Educational PublisherLtd.
Title: English Language Toolkit
A structured learning programme for students who have a language background other than English – Book 2
Author: Jenny Pyatt
Editor: Tanya Tremewan
Designer: Diane Williams
Book code: 5838
ISBN: 978-1-927273-55-5
Published: 2014
Publisher: Essential Resources Educational Publishers Limited
United Kingdom: Australia: New Zealand: Units 8–10 Parkside PO Box 906 PO Box 5036 Shortgate Lane Strawberry Hills Invercargill Laughton BN8 6DG NSW 2012 ph: 0845 3636 147 ph: 1800 005 068 ph: 0800 087 376 fax: 0845 3636 148 fax: 1800 981 213 fax: 0800 937 825
Websites: www.essentialresourcesuk.com
www.essentialresources.com.au www.essentialresources.co.nz
Copyright: Text: © Jenny Pyatt, 2014
Edition and illustrations: © Essential Resources Educational Publishers Limited, 2014
About the author: Jenny Pyatt has taught at all levels in primary schools in a variety of classroom and management positions. Moving around New Zealand with her family has meant teaching in schools from Culverden District High School in Canterbury, to schools in the Manawatu and on the East Coast of the North Island. Teaching in East and South Auckland invoked a strong interest in helping those for whom English is a second language. For the past 16 years Jenny and husband Mike have been living on a six-hectare lifestyle block in Hawke’s Bay with a couple of rowdy donkeys. While thoroughly enjoying the lifestyle they try to use appropriate farming practices and have a 1.6 hectare park-like garden that is open to the public. Jenny is currently teaching full time in a small rural school and writes poetry for pleasure.
Copyright notice
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Contents Introduction 4 1. Taskboard labels 5 2. Learning outcomes 7 3. First words in English – vocabulary cards 11 Talk about it – first words 25 4. Sequence stories 26 5. Positional vocabulary 28 6. Following instructions 31 Talk about it – colours and objects 34 7. Singular and plural – making more than one 36 8. Consonant blends 41 9. Rhyming words 44 Talk about it – fun activities 50 10. Adjectives – describing words 53 Selected answers 54 EVALUATIONCOPY ©Essential Resources Educational PublisherLtd.
All students need to learn to communicate orally, visually and in writing, for a range of purposes and audiences. This series has been written to support students with a language background other than English in achieving this learning goal. Specifically it provides structured, learning activities to transition them into an English-speaking classroom and to steadily build their skills as English speakers, listeners, readers and writers. Each book builds on the skills and strategies in the preceding book(s) and the level of difficulty increases.
Each of the books provides the teacher with a resource they can use with all students who arrive in their classrooms as English language learners. However, many of the activities are suitable for whole-class vocabulary extension.
Interspersed throughout this book are oral language “Talk about it” activities. These are designed to encourage your new students to begin to participate in small-group discussion where they can listen, and begin to contribute, while having the support of their classmates.
Answers to selected activities are provided at the back of the book. With these, the student can check their work and discuss the answers with a classmate, as a further step towards working independently in the classroom.
Some effective teaching strategies
• Continue to acknowledge and celebrate the different backgrounds of your students. Each child brings unique and new experiences to your room.
• Use visual aids to help teach new vocabulary.
• Keep instructions short and repeat the same instructions frequently.
• Ask questions that require short answers and make them literal rather than inferential.
• Include non-fiction texts as guided readers.
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• When setting children a task, write the task on the whiteboard or record your instructions on a Talking Tin or other recording device. Students who are learning will need more time to process what you are asking of them than other children.
• Ask children to solve problems in pairs or small groups so that they have support.
Using peer tutors
Peer tutors who have been trained to help their classmates gain self-esteem from being given an area of responsibility. Acknowledge their efforts with the peer tutor certificates in Book 1.
© Essential Resources Educational Publishers Ltd 4
Introduction
1. Taskboard labels
The following taskboard labels can be used on your taskboard to help your students know what they are required to do and to become more independent in the classroom.
To prepare the labels:
• photocopy and laminate them
• attach Velcro or a magnetic strip to the back if needed for your type of taskboard.
To use them in the classroom:
• keep the learning outcome cards (see Section 2) beside the taskboard
• display the relevant learning outcome card for what the students are practising beside the taskboard card.
Taskboard labels
Learning outcome 1
First words in English
Learning outcome 3
First words in English
The weather
Learning outcome 2
First words in English Sport
Learning outcome 4
I think that …
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My home
Talk about it
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Educational PublisherLtd.
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© Essential Resources Educational Publishers Ltd 6 Taskboard labels (continued) Learning outcome 5 Sequence stories Learning outcome 9 Consonant blends Learning outcome 6 Positional vocabulary Learning outcome 10 Rhyming words Learning outcome 7 Instructions Learning outcome 11 Adjectives –describing words Learning outcome 8 Singular and plural –making more than one Learning outcome ________ Under On top of 1 car, 2 cars st tr star tractor EVALUATIONCOPY ©Essential Resources Educational PublisherLtd.
