Students for whom EAL/D Illustrations of practice

Creating Stories

Summary

A teacher of a class of 27 students, of whom 18 are learning English as an Additional Language or Dialect (EAL/D), selects age-appropriate content from the Year 1 Australian Curriculum: English. The lesson is part of a unit of work to create stories. In the lesson, the teacher integrates the content from the Language, Literature and Literacy strands. The focus of the lesson is the structure and punctuation of written narrative texts. For the EAL/D students, the lesson includes: the consolidation of alphabetic and phonic knowledge, pronunciation, vocabulary, grammar, text structure and punctuation. The teacher employs a range of supportive teaching strategies to personalise learning. These include providing learning opportunities that support and extend students’ written and oral language proficiencies, including explicit whole class instruction through modelling text construction, individual teacher/student conferencing and opportunities for independent text construction and editing of text. In planning for and implementing the unit, the teacher draws on various components of ACARA's EAL/D Teacher Resource including the EAL/D learning progression to monitor the student students’ language proficiency and the English and EAL/D annotated content descriptions. These annotated content descriptions provide relevant teaching strategies and cultural or linguistic considerations implicit in the curriculum content descriptions.

Learning area

English

Year level

Year 1

Content description

Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)
Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts (ACELA1454)
Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)
Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584)
Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788)
Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation (ACELY1662)
Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449)

General capability

Critical and creative thinking / Reflecting on thinking and processes / Transfer knowledge into new contexts

General capability

Intercultural understanding / Recognising culture and developing respect / Explore and compare cultural knowledge, beliefs and practices (Level 2)

EAL/D learning progression

Speaking, Listening, Writing

EAL/D learning phase

F, 1, 2

Teacher intention

To develop her students' SAE language proficiency as they learn how to construct a narrative text.

Personalised learning

Plan from age-equivalent learning area content:
The teacher plans from Year 1 English content to develop a teaching and learning program to develop students’ language proficiency to create both written and spoken narrative texts.

Align individual learning goals with age-equivalent content to personalise the learning:
Teacher draws on material in the EAL/D teacher resource to personalise the learning of her students:
She uses the EAL/D Learning Progression to identify and monitor the students’ language proficiency in Speaking, Listening, Reading and Writing. 
She uses the English EAL/D Annotated content descriptions: English to obtain information about linguistic or cultural considerations implicit in the curriculum content descriptions. She also draws on suggested teaching strategies in this publication. 

 

1. How do you use the Australian Curriculum to design activities that are relevant to the diverse learning needs of your students?

2. What strategies do, or could you use to personalise a teaching and learning program developed from age-equivalent content?

3. How might you use ACARA's EAL/D Teacher Resource to support your teaching of the Australian curriculum?

Standard 1

Know students and how they learn

Focus area 1.1

Physical, social and intellectual development and characteristics of students

Focus area 1.3

Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

Standard 2

Know the content and how to teach it

Focus area 2.3

Curriculum, assessment and reporting

Emmanuel Christian Community School
Girrawheen WA Australia

School type

Non-government

School sector

Primary

School location

Metropolitan

School description

Emmanuel Christian Community School is a co-educational school of 650 students from Foundation to Year 7 in Girrawheen, Western Australia. The School, has a large population of students for whom English is an Additional Language/Dialect.

Copyright

These illustrations of personalised learning are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, you may view, download, display, reproduce, and distribute these materials in unaltered form only for your personal, non-commercial educational purposes or for the non-commercial educational purposes of your organisation, provided that you retain this copyright notice. This means you cannot edit, modify or adapt any of these materials and you cannot sub-license any of these materials to others. Apart from any uses permitted under the Copyright Act 1968 (Cth), and those explicitly granted above, all other rights are reserved by ACARA.