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Copies words from environmental print and phrases from the classroom context with limited understanding of meaning |
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Understands the writing processes expected at current year level |
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Translates (using a bilingual dictionary) |
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Draws as a means of self expression (esp. middle primary) and provides limited English comments verbally |
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Develop cloze activities (gap filling choices provided) omitting content words i.e. nouns, adjectives (including possessive adjective –my) and verbs in formulaic phrases around familiar topics such as colours, numbers, days, months, animals, school items, - This is a …., The __is mine.
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Have student fill out forms (including a space to enter date-in short form day/month/year) about personal details/likes and dislikes using simple present tense e.g., My name is____, I come from____. I like_____.
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Use the ‘language-experience approach’ i.e. student and teacher jointly record student’s own speech (or a conversation) in relation to personal experiences encountered in both L1 culture and English speaking culture
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Extend student’s comments about own drawings by -asking yes/no questions, labeling elements of student’s drawing and having student relate further comments and explanations to L1 speaking peer or adult for translation
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Dictate teacher scribed text e.g., related to drawing, for joint reconstruction using spelling scaffold such as phoneme-grapheme chart
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Engage in transformations work on student’s writing to improve word order i.e., cut up a sentence into individual words for student to place back in order
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Provide storyboards i.e., a series of pictures which tell a short story for student to attempt joint construction of captions
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Keep a photographic record of shared experiences and use as basis for writing captions and descriptions
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Involve student in adding to environmental print through group or paired participation in making a bulletin board display, writing a welcome sign for the classroom with a peer, labeling objects/pictures around classroom with single word or short sentence- This is a computer, copying names to label the class seating plan or compile a checklist for a specific purpose
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Jointly construct and model writing (e.g., write a message or note to another teacher or to parents) in groups and as a whole class so student can base writing on teacher’s modeled example
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Deconstruct/translate and cloze the language of instructions for writing and other tasks e.g. action verbs, prepositions e.g., _____your book and ____the words from the board.
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Supplement use of a bilingual dictionary with illustrated content word banks on familiar topics; structural word banks (simple, high frequency) presented in sentences e.g., primary verb ‘be’- is, am; pronouns-demonstrative: this, that, these, those, personal: subjective case-I, we, it, objective case-me, possessive: objective case-mine; articles-a, the; conjunctions- and; simple prepositions- in, on, up, to; high frequency word lists e.g. The 230 words that account for 70% of most writing and picture dictionaries (commercially produced or classroom made using magazines or junk mail)
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Become familiar with the features and conventions of student’s L1 script e.g., Romanised/non-Romanised, direction, spacing, case, punctuation
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Alert student to mechanical errors carried over from L1 script such as capital and lower case letters mixed in words, lack of spaces between words e.g., Arabic and Chinese have no capitals; Cambodian and Kmer have no spaces between words
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Draw attention to common spelling patterns such as vowel digraphs
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Develop fluency through having student write the same word many times in ‘look, say, cover write check’ exercises
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Gauge student’s willingness to make mistakes and allow student to choose how much responsibility they wish to take for their writing and how adventurous they want to be in approximating spelling -older students may be self-conscious about making errors
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Encourage and praise efforts to write in L1 to clarify and organize thoughts/concepts, show ability and boost self –confidence
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Beginning ESL (Victoria) |
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Written Conversation Magnetic board and letters |
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Flip Charts (Mt Gravatt) |
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Mike Teaches English CD |
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Bingo-letter/picture, word/picture |
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Winwida |
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Storyboard- Software |
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PM CD |
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Bridge Reading Scheme |
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Thrass |
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Oxford Picture Dictionaries |
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High Frequency Word List (orange sheet) |
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City Kids-non text version |
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Claymation Software |
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