Whole class Structure- Explanation Analysis of student writing Observe how the students, in pairs, jointly construct the Guided writing in partners. Figure 9-Modified text frame’ ‘Explanation explanation text using the guided scaffold. Are they able to use Students in partners jointly plan an explanation on their focus group topic the linguistic features, such as: e.g. physical fitness, mental fitness or nutrition. technical action verbs, time connectives, EAL Focus group causal connectives and conjunctions, simple Jointly plan with the students an explanation text on how an apple would be digested using present tense, pronouns, circumstances of time, the modified text frame’ which has sentence starters as an additional scaffold ‘Explanation manner and place. (Figure 9). Teacher acts as a scribe, modelling and encouraging students to use the metalanguage they have learnt explanation texts. Students use the Planning (Figure ...) and sentence starters to ‘Explanation Metalanguage associated with explanation text type jointly construct the explanation text with a partner. e.g. technical nouns, action verbs, time connectives, causal connectives and conjunctions, simple present tense, pronouns, circumstances of time, manner and place class Vocabulary Observation Pictures/images, sound effects, voice, visual Compare two digital texts: the Difference’ ‘Spot Observe students as they contribute their ideas to the Teacher presents two digital explanation texts about the human body to students. effects, transitions, purpose, audience. discussion. Are they able to: Teacher directs students to focus on the digital features of the texts, i.e. the images, compare and contrast the features of a music, sound effects, spoken elements, visual effects etc. Complex sentences with subordinating causal digital explanation. Students provided with a Venn Diagram and students asked to the differences conjunctions ‘spot describe the various features and digital between these features. Teacher scribes response into the Venn Diagram. e.g. I like the first digital because it has louder sound effects of the digital text. effects. express ideas about what makes a good digital explanation. Students choose which text they feel is more effective in achieving the purpose of Comparatives explaining how a body system works. Better, louder, funnier, longer, shorter List compiled of what makes a good digital explanation e, g, pictures, images, sound e.g. the first digital text had better graphics effects, graphics, transitions, voice…. Joint Construction: Teaching and learning activities Linguistic focus Assessment for learning ideas
Whole class Guided writing in partners. Students in partners jointly plan an explanation on their focus group topic e.g. physical fitness, mental fitness or nutrition. EAL Focus group Jointly plan with the students an explanation text on how an apple would be digested using the modified ‘Explanation text frame’ which has sentence starters as an additional scaffold (Figure 9). Teacher acts as a scribe, modelling and encouraging students to use the metalanguage they have learnt explanation texts. Students use the ‘Explanation Planning (Figure ...) and sentence starters to jointly construct the explanation text with a partner. Structure- Explanation Figure 9-Modified ‘Explanation text frame’ Metalanguage associated with explanation text type e.g. technical nouns, action verbs, time connectives, causal connectives and conjunctions, simple present tense, pronouns, circumstances of time, manner and place Analysis of student writing Observe how the students, in pairs, jointly construct the explanation text using the guided scaffold. Are they able to use the linguistic features, such as: technical action verbs, time connectives, causal connectives and conjunctions, simple present tense, pronouns, circumstances of time, manner and place. class Compare two digital texts: ‘Spot the Difference’ Teacher presents two digital explanation texts about the human body to students. Teacher directs students to focus on the digital features of the texts, i.e. the images, music, sound effects, spoken elements, visual effects etc. Students provided with a Venn Diagram and students asked to ‘spot the differences between these features. Teacher scribes response into the Venn Diagram. Students choose which text they feel is more effective in achieving the purpose of explaining how a body system works. List compiled of what makes a good digital explanation e, g, pictures, images, sound effects, graphics, transitions, voice…. Vocabulary Pictures/images, sound effects, voice, visual effects, transitions, purpose, audience. Complex sentences with subordinating causal conjunctions e.g. I like the first digital because it has louder sound effects. Comparatives Better, louder, funnier, longer, shorter e.g. the first digital text had better graphics Observation Observe students as they contribute their ideas to the discussion. Are they able to: compare and contrast the features of a digital explanation. describe the various features and digital effects of the digital text. express ideas about what makes a good digital explanation. Joint Construction: Teaching and learning activities Linguistic focus Assessment for learning ideas