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Bell Foundation Assessment for EAL

1. Easy for class teachers to use

2. Shows the progressive journey of attaining language for EAL learners.

3. EYFS/ Primary Level

4. Current research coming through from the University of Oxford.

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Blog: EAL Children and the Early Years Sector - The Best Start?

In this blog, Professor Claudine Bowyer-Crane and Dr Silke Fricke look at the achievement gap for EAL pupils in early years, exploring the reality behind the misleading data and what this means for policy.

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The Bell Foundation - Changing lives and overcoming exclusion through language education

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The Bell Foundation is a charity which aims to overcome exclusion through language education by working with partners on innovation, research, training and practical interventions.

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Logistical wish

There was more resources available about how to implement an EAL support model in-class of a school of this size.

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Can we learn from the Melbourne, Australia and adjust our curriculum to include some EAL pathways at DUCKs level just like Senior school do.

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Melbourne, Australia

Education State Curriculum for EAL

Lots of resources coming from here for class teachers and specialists.

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A clear grammar pathway for EAL learners that works alongside the curriculum.

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Time to implement a CHANGE

1. Peer Visits

2. Planning Teams

3. How is your change beneficial for learning?

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Attribution

Developed by Joseph McDonald, Coalition of Essential Schools; Revised by David Allen.

Description

The Tuning Protocol was originally developed as a means for the 5 high schools in the Coalition of Essential School's Exhibitions Project to receive feedback and fine-tune their developing student assessment systems, including exhibitions, portfolios, and design projects. Recognizing the complexities involved in developing new forms of assessment, the project staff developed a facilitated process to support educators in sharing their students' work (sometimes students brought their own work) and, with colleagues, reflect upon the lessons that are embedded there. This collaborative reflection helps educators design and refine their assessment systems, and supports higher quality student performance. Since its trial run in 1992, the Tuning Protocol has been widely used and adapted for looking at both student and adult work in and among schools across the country.

Last Updated

March 30, 2017

[acf_ProtocolInfo_Related Tools]

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Attribution Developed by Joseph McDonald, Coalition of Essential Schools; Revised by David Allen. Description The Tuning Protocol was originally developed as a means for the 5 high schools in the Coalition of Essential School's Exhibitions Project to receive feedback and fine-tune their developing student assessment systems, including exhibitions, portfolios, and design projects.

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I wish there was a clearer 'checklist' of what to do if we believe a child is neurodiverse. When do we speak to parents? What do we need to do first? What can we suggest to parents?

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I wonder if we could have some more PLD on spotting children with needs and next steps to ensure they meet the curriculum.

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A great website with songs and stories with makaton signs.

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Hello and welcome to Singing Hands! We are Suzanne and Tracy and we would like to introduce you to the amazing world of signing with Makaton. Our unique and enthusiastic approach is designed to help develop someone's communication potential through music, songs, games & activities. We focus on learning language in a way that it is motivating, engaging and most of all, fun!

To find out more about 'What We Do' - please see the information about our classes, our resources, our educational concerts and our work in schools, nurseries, with young adults and our training workshops for professionals. Join us and learn how to sign the 'Singing Hands' way!

Suzanne & Tracy

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Hello and welcome to Singing Hands! We are Suzanne and Tracy and we would like to introduce you to the amazing world of signing with Makaton. Our unique and enthusiastic approach is designed to help develop someone's communication potential through music, songs, games & activities.

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I wish I had more time within the day to deliver the Word Aware session and be able to consolidate with the games and activities.

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Introducing a word during register time and having Good Morning as an option to greet/ register themselves

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Jolly Grammar

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Phonics & Grammar Teaching Guides Archives

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A selection of free phonics & grammar teaching guides that can be downloaded to assist teachers and parents seeking to provide high-quality literacy education for their children with the Jolly Phonics & Grammar programme.

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I wonder if we could implement Word Aware from the beginning of the year, with pre-planned vocabulary linked to the inquiry units/writing topics. Would this make the classroom a more language rich environment?

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Visuals to do alongside the sign

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The children love making the vocabulary cards and refer back to these to help them with spellings when including the words within their writing.

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to see how it's used in Nursery and rolled out. Sharing any resources they have.

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I wish we can access more training for Makaton in Singapore, either through school pld sessions or a session with a specialised practitioner.

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Joyful Learning PLD

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I wonder if we could have a shared resource bank to ensure continuity throughout DUCKS.

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I wonder if it would be able to integrate T4W and Makaton symbols more during literacy to have greater continuity across curriculum

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More time for checkins at the beginning of small group lessons. Often children want to talk about their feelings and there isn't time

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A really good website that highlights the Word Aware approach.

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Do you need a Word Aware trained therapist in your school?

We can place a therapist trained in Word Aware in your school, to set up whole class approaches, small group and 1;1 Word Aware work.

We can also train Teachers and Teaching Assistants in using Word Aware. The next training date is the 27th March 2018 at the RCSLT in London - follow this link to Eventbrite to book your place

Word Aware is a whole school vocabulary approach to promote vocabulary development in children. This method of developing spoken and written vocabulary in all children is evidence-based following extensive research by Anna Branagan and Stephen Parsons. It is of particular value for children with special education needs and for those learning English as an additional language.

It is a known fact that children with good vocabulary go on to become good readers. Orally tested vocabulary at the end of first grade is a significant prediction of reading comprehension 10 years later (Cunningham and Stanovich,1997). However, children do not always come into schools with a basic vocabulary. Although vocabulary development is crucial for school success, it has not received the attention and interest that work on identifying printed words and spellings have received (Biemiller and Slonim, 2001). The evidence is clear - we can make a difference by providing consistent attention to vocabulary growth, which in turn would improve literacy growth.

Principles of vocabulary teaching:

1. Link oral and written vocabulary

2. Use a range of methods

3. Sustain Effort

4. Go with the child (at the right rate)

5. Use multiple exposures

6. Teach words in context

7. Teach strategies

8. Have fun

Using a Four pronged approach (4 strands)

1. Teaching vocabulary (STAR)

2. Word detective: Making phonological and semantic associations

3. Make words count: Word learning strategies, identifying whole words

4. Fun with words: Big Brain (I think with my big brain something that is (meaning clue) and it starts with a (letter clue)

Teaching vocabulary: Teaching topic related vocabulary using STAR approach.

S- Select words from the curriculum

Anchor words are basic words that are really useful and the whole class should know

Goldilocks words are useful words that are likely to be encountered in reading/oral language

Step on words that are less familiar but helpful as extensions.

T- Teach words

Symbol: link it to visual

Phonology: Clap, rhyme, initial sound

Semantics: meaning (Collins Cobuild dictionary, word parts, different contexts)

Sentence: put it into a sequence

Action: act it out

Song: song or rap

Word wall: write it on the wall

A - Activate

Practical group work that engages the children.

Adults use the word many times

Prompt children to use the word

Link vocabulary to activity

R - Review

Reviewing words helps words fix into long term memory.

This needs to be done through words games or another simple way is to have a 'word pot'.

A copy of the words can be sent home

Encourage parents and children to use the word at home

Further information

For more information on the approach visit www.thinkingtalking.co.uk

For helpful videos from Stephen Parsons: Word Aware Vocabulary Approach - Therapy Ideas Live click here.

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Word Aware - Integrated Treatment Services

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Word Aware is a whole school vocabulary approach to promote vocabulary development in children. It is of particular value for children with special education needs and for those learning English as an additional language.

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Maybe we should have some dedicated time to look at other wellbeing strategies