A bit about us…. Teresita Alano Cassie O’Boyle Donna McGufficke
Evans context A co-educational secondary school located in South Blacktown. An IEC is located on site. 2011 enrolments of 606, 160 in the IEC. 62% of the school population is LBOTE. ESL students are mainly from, Sudan, Afghanistan, Philippines, Sri Lanka, India. some of these are refugees. Growing population of Nepali and Burmese refugees.
Student context 4 3 3 3 3 2Write down what it was like on your first day at Evans HighSchool.Onmy first day of my schoolBut the room because weIn my first day it was nice I’m a little bit nervous butdont know the room.. my nervous went down, whenwhen I see my friendsthe bells go we all to hall to set our groups, lucky Ihave some friends in my groups
Action inquiry focus How does the use of ESL pedagogy improve ESL students’ ability to write descriptive texts?
Focus for todayBuilding the noun group &Cohesive devices – referencing and connectives.
Clause and Phrase T1 – Investigating the World Designed to show students the difference between a clause and a phrase. This was required for their assessment task on a World Heritage site
Simple and ComplexSentences•Built upon knowledge of clauseand phrase•Demonstrated how to find clauses•Built upon knowledge of clauses•Demonstrated how independentand dependent clauses functionedtogether to make a complexsentence
Nouns, Verbs and Adjectives(Adnounials) In Term 3 students were introduced to a proforma to help them build their noun group to write a descriptive sentence about housing in ancient Egypt This was built upon in Term 4 with a proforma on Rights and Freedoms in Medieval Europe Communication in the classroom was balanced between talk about language and talk about historical terminology Rossbridge and Rushton (2010), Conversations about Text, p28
Assessment for Learning Term 3 ‘Rich task’ Based on the key characteristics of Assessment for learning – Davison 2007, as quoted in the Assessment reform group 1999, pg 7. Teacher activities Program – Feedback – Hattie .72 Student samples
Contingent scaffolding Extending the IRF Linking to prior experiences Recapping and meta comment
Cohesive devices Talking about language and not just content This led to students being confident in writing in the first and third person in their rich task Teaching and learning activities were structured to achieve this.
Pre test Post testIf their natural life is destroyed, the first and If their natural habitat is destroyed, the1 2 3 + may become extinct. animal and plant may become extinct.If their natural homes are destroyed… If their natural habitats are destroyed…Also, people of the future will not be able to Also, people of the future will not be able tosee these plants and animals in their own see these plants and animals in theirenvironment. natural environment.…. In their houses environment. … in their natural environment.Another thing why National Parks are Another reason…important is that native animals and plantswill be safe and survive.In conclusion, we try and keep National In conclusion, we must…Parks…In conclusion, we have keep National In conclusion, we must keep NationalParks why they are … Parks because they are…Firstly, is who live in cities … Firstly, people who live in cities…Firstly, why who live in cities… Firstly, people who live in cities…As we all know, because they are used for As we all know, they ____ are used forplaying, picnics and bushwalking. playing, picnics and bushwalking.
Significance Professional Learning Teacher practice has changed dramatically. We have shifted in our approach to pedagogy from teacher centred, content focused lessons to pedagogy that is focused on metalinguistic and metacognitive awareness. Future directions Programs, AFL, ‘rolling out’