Creating texts In order to edit, students need to Provide EAL/D students with have the linguistic resources to alternative word options when Reread and edit text for spelling, identify mistakes. An error is usually editing work. punctuation and text structure indicative of the student’s position (ACELY1672) Use personal words books, to record on the EAL/D learning progression words within the sentence and use a and reflective of what they have yet translation in the student’s first to learn. language if desired and available. EAL/D students may have limited vocabulary banks from which to draw alternative words when editing text. Creating texts Not all languages are alphabetic. Provide explicit instruction in the Some EAL/D students will have construction of letters with letter legibly and with growing fluency experiences with other languages guides and starting points marked. using unjoined lower-case and that are not alphabetic (for example, letters (ACELY1673) Find out what experiences with print logographic languages such as EAL/D students have had. Chinese, syllabic languages such as Korean) or with alphabetic languages that have different scripts such as Russian. Students from some alphabetic language backgrounds who arrive with schooling experience will have already commenced using joined script in the first language. Creating texts EAL/D students’ knowledge of ICT Explicitly teach keyboard skills, may be much less or much better including charts that show upper-case Construct texts featuring print, visual developed than their peers. Different and lower-case matches (as and audio elements using software, languages have different placement keyboards are in the upper case). including word processing programs of keys on the keyboard, and so (ACELY1674) EAL/D students’ ability to word process may be compromised.
Creating texts Reread and edit text for spelling, punctuation and text structure (ACELY1672) In order to edit, students need to have the linguistic resources to identify mistakes. An error is usually indicative of the student’s position on the EAL/D learning progression and reflective of what they have yet to learn. EAL/D students may have limited vocabulary banks from which to draw alternative words when editing text. Provide EAL/D students with alternative word options when editing work. Use personal words books, to record words within the sentence and use a translation in the student’s first language if desired and available. Creating texts legibly and with growing fluency using unjoined lower-case and letters (ACELY1673) Not all languages are alphabetic. Some EAL/D students will have experiences with other languages that are not alphabetic (for example, logographic languages such as Chinese, syllabic languages such as Korean) or with alphabetic languages that have different scripts such as Russian. Students from some alphabetic language backgrounds who arrive with schooling experience will have already commenced using joined script in the first language. Provide explicit instruction in the construction of letters with letter guides and starting points marked. Find out what experiences with print EAL/D students have had. Creating texts Construct texts featuring print, visual and audio elements using software, including word processing programs (ACELY1674) EAL/D students’ knowledge of ICT may be much less or much better developed than their peers. Different languages have different placement of keys on the keyboard, and so EAL/D students’ ability to word process may be compromised. Explicitly teach keyboard skills, including charts that show upper-case and lower-case matches (as keyboards are in the upper case).
EALD-English-Pre-primary-to-Year-10.DOCX