Maggie Gravelle's Planning for bilingual learners : an inclusive curriculum PDF

By Maggie Gravelle

Jamaica's locate : utilizing a narrative booklet to boost rules approximately writing / Elaine Sturman --
Building self belief for a brand new arrival - and her lecturers / Richard Gifford --
Mufaro's attractive daughters : selling first languages in the context of the Literacy hour / Maggie Gravelle --
Bilingual newbies and numeracy / Zaitun Virani-Roper --
Planning for bilingual newbies yr nine geography : the european and Italy / Steve Cooke and Susan Pike --
Planning for inclusion : studying at Key degree four / Dympna MacGahern and Kwaku Boaten --
Developing language-aware instructing in secondary faculties / Claire Edmunds.

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I then asked her to write what she had told me, concentrating on the syntax, spelling of high frequency words and regular spelling patterns. Keeping the writing process firmly rooted in her own spoken words enabled the task to be meaningful and purposeful and ensured that she was not expected to produce writing that was ahead of her level of spoken competence. In some cases we finished with the word processor to achieve a polished product. 45 PLANNING FOR BILINGUAL LEARNERS Other subject areas March 99: Many bilingual learners demonstrate strengths in Mathematics, because there are opportunities to become free of language hurdles but Pilar was beginning to struggle in Maths.

Not all pairs completed the four sections, but all managed at least one horizontal line. Not all pairs agreed on whether the action was good or bad, but they found ways of resolving their differences (alternating each child’s view, abandoning a first column on which they disagreed, including both views with justification). Not all pairs extended the third column beyond ‘happy’ and ‘sad’ but all discussed how Jamaica would feel in each situation. I think the activity worked because it followed directly from something in which they had all been involved and extended it in ways that made sense without being too demanding in terms of reading and writing.

I hope that this work makes that link by: • having a clear aim (developing writing to include a character’s feelings) • using a supportive framework (a picture book with a familiar setting) • building in plenty of steps to support the writing (whole class and pair discussion; a defined story line; discussion of appropriate vocabulary) • making explicit links between reading and writing My first assessment of the activities related to the fulfilment of my aim, but I also felt children had been given the opportunity to: • understand how authors develop plot • explore a moral dilemma and think about the complexity of emotions associated with it I was also pleased to note the enthusiasm for writing when the preparation is right, and the boost to reading which text-based activities give.

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