Expressing and developing ideas EAL/D students will not have had the Introduce new vocabulary in context, same extensive exposure to English using real objects, picture books and Understand the use of vocabulary vocabulary as other students, nor the websites. familiar and new topics, and same prior knowledge to build upon experiment with and begin to make Give EAL/D students multiple and so special attention must be paid conscious choices of vocabulary to opportunities to use new vocabulary to vocabulary development in the suit audience and purpose in guided and independent contexts. classroom. (ACELA1470) Provide word lists and definitions of challenging words prior to tackling new texts. Encourage the use of junior dictionaries, including picture dictionaries. Encourage personal dictionaries EAL/D students can write new words in the context the word appeared in, its meaning in English as well as their first language if they can do this. Expressing and developing ideas Morphemes are the smallest Pay explicit attention to prefixes and meaningful parts of words, and play suffixes, explaining how they Recognise common prefixes and an important role in helping us to function to change the word’s suffixes, and how they change a comprehend words and spell them. meaning. word’s meaning (ACELA1472) This knowledge is crucial for EAL/D Cut the words into their morphemic students as it allows them to chunks. efficiently expand their vocabulary Build word families from the through building word families, and morpheme under study to allow to increase their comprehension. EAL/D students to efficiently expand their vocabulary and increase their comprehension. Sound and letter knowledge English has 26 letters and 44 the variability of English phonemes, and each phoneme has matches. Useful strategies Recognise most sound/letter matches an average of 12 different graphic include underlining graphemes with including silent letters, representations. Sounds and letters the same phoneme (for example, vowel/consonant digraphs and many match only about 12% of the time, boat, know, no) as they occur in texts less common sound–letter compared to almost 100% matches in being read. combinations (ACELA1474) some other alphabetic languages such as Finnish or Greek. Many other languages are far more transparent, and so decoding is predictable and spelling is not taught. Literature
Expressing and developing ideas Understand the use of vocabulary familiar and new topics, and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA1470) EAL/D students will not have had the same extensive exposure to English vocabulary as other students, nor the same prior knowledge to build upon and so special attention must be paid to vocabulary development in the classroom. Introduce new vocabulary in context, using real objects, picture books and websites. Give EAL/D students multiple opportunities to use new vocabulary in guided and independent contexts. Provide word lists and definitions of challenging words prior to tackling new texts. Encourage the use of junior dictionaries, including picture dictionaries. Encourage personal dictionaries EAL/D students can write new words in the context the word appeared in, its meaning in English as well as their first language if they can do this. Expressing and developing ideas Recognise common prefixes and suffixes, and how they change a word’s meaning (ACELA1472) Morphemes are the smallest meaningful parts of words, and play an important role in helping us to comprehend words and spell them. This knowledge is crucial for EAL/D students as it allows them to efficiently expand their vocabulary through building word families, and to increase their comprehension. Pay explicit attention to prefixes and suffixes, explaining how they function to change the word’s meaning. Cut the words into their morphemic chunks. Build word families from the morpheme under study to allow EAL/D students to efficiently expand their vocabulary and increase their comprehension. Sound and letter knowledge Recognise most sound/letter matches including silent letters, vowel/consonant digraphs and many less common sound–letter combinations (ACELA1474) English has 26 letters and 44 phonemes, and each phoneme has an average of 12 different graphic representations. Sounds and letters match only about 12% of the time, compared to almost 100% matches in some other alphabetic languages such as Finnish or Greek. Many other languages are far more transparent, and so decoding is predictable and spelling is not taught. the variability of English matches. Useful strategies include underlining graphemes with the same phoneme (for example, boat, know, no) as they occur in texts being read. Literature
EALD-English-Pre-primary-to-Year-10.DOCX