Science inquiry skills The language of comparison in Teach EAL/D students how to English includes the use of the construct sentences to describe Compare results with predictions, comparative adjective forms. These comparisons. suggesting possible reasons for include: adding er’ to one- or findings (ACSIS216) ‘ Provide sentence models that adjectives (for example, ‘The students can modify by adding their metal became softer’), using ‘more’ own content. for adjectives with three or more syllables (for example, metal ‘The became more malleable’), and the irregular comparative adjectives such as not For most ‘better’, ‘gooder’. native English speakers, this is intuitive knowledge that comes from a sense of what sounds right. Science inquiry skills Text structures shift subtly across the Outline explicitly the differences in curriculum areas (for example, types of procedures or reports Represent and communicate ideas scientific procedures have a structure required in Science by working and explanations in a variety of ways of hypothesis, method and results through texts with students before such as diagrams, physical that differs from other procedural expecting independent construction. representations and simple reports texts that students may have (ACSIS071) Provide clear models that indicate encountered, such as recipes). Text the text structure and models of structures differ within curriculum sentences characteristic of the text. areas, with explanations, arguments Build semantic webs, wall and reports all requiring specific text dictionaries, glossaries that explain structures, language features and and define technical vocabulary. vocabulary choices. All students have Allow EAL/D students to use diagrams to learn these for specific learning and physical representations to areas. EAL/D students have to learn communicate their ideas. new vocabulary and how to construct sentences as well as how to develop texts.
Science inquiry skills Compare results with predictions, suggesting possible reasons for findings (ACSIS216) The language of comparison in English includes the use of the comparative adjective forms. These include: adding ‘ er’ to one- or adjectives (for example, ‘The metal became softer’), using ‘more’ for adjectives with three or more syllables (for example, ‘The metal became more malleable’), and the irregular comparative adjectives such as ‘better’, not ‘gooder’. For most native English speakers, this is intuitive knowledge that comes from a sense of what sounds right. Teach EAL/D students how to construct sentences to describe comparisons. Provide sentence models that students can modify by adding their own content. Science inquiry skills Represent and communicate ideas and explanations in a variety of ways such as diagrams, physical representations and simple reports (ACSIS071) Text structures shift subtly across the curriculum areas (for example, scientific procedures have a structure of hypothesis, method and results that differs from other procedural texts that students may have encountered, such as recipes). Text structures differ within curriculum areas, with explanations, arguments and reports all requiring specific text structures, language features and vocabulary choices. All students have to learn these for specific learning areas. EAL/D students have to learn new vocabulary and how to construct sentences as well as how to develop texts. Outline explicitly the differences in types of procedures or reports required in Science by working through texts with students before expecting independent construction. Provide clear models that indicate the text structure and models of sentences characteristic of the text. Build semantic webs, wall dictionaries, glossaries that explain and define technical vocabulary. Allow EAL/D students to use diagrams and physical representations to communicate their ideas.
EALD-Science-Pre-primary-to-Year-10.DOCX