ESL Scope and Scales 19 Primary

1
ANANGU EDUCATION CONFERENCE
ALICE SPRINGS June / July 2003
ESL STRATEGIES PRIMARY YEARS Scales 1 9 (1 -
6)
2
Text in Context
Model of Language
Sociocultural Context Genre
Situational Context
Tenor
Field
Mode
3
Field Continuum

• everyday fields...specialised fieldshighly
  technical fields

4
Tenor Continuum

• equal status ... great difference in
  status
• familiar ......very distant
• great deal of emotional expression.little
  emotional expression

5
Mode continuum

• most spoken...... most written

6
Model of Language
Language
Text in Context
Sociocultural Context
Genre
Genre
Tenor
Tenor
Mode
Field
Mode
Field
7
Language
Text in Context

Sociocultural Context Genre

• broader strand

• more specific strand

Situational Context Field

• resources in the English language

Tenor
Mode
8

9
Language
Text in Context

• range of genres
• purposes
• structure

• range of genres
• specific purposes
• structure
• cohesion

• language choices -
• structure texts
• cohesive

Sociocultural Context Genre

• word groups and phrases
• the verbs
• participants
• circumstances

• the what, or content
• its informational elements
• range from everyday to technical vocabulary

Situational Context Field

• the language choices
• who questions or commands
• how degrees of certainty expressed.

• the who
• interpersonal elements
• deal with formality, familiarity and attitude

Tenor

• the language choices -organise texts
• focus foregrounding

• the how
• its textual elements
• deal with the range of spoken, written and
  multimodal texts

Mode
10

Language
Text in Context

• language choices -
• structure texts
• expand sentences
• build cohesion

• language choices -
• structure texts
• build cohesion
• expand sentences

• the range of genres
• purposes
• structure

Sociocultural Context Genre

• word groups and phrases
• the verbs
• participants
• circumstances

• the what, or content
• its informational elements
• range from everyday to technical vocabulary

Situational Context Field

• the language choices
• who questions or commands
• how degrees of certainty expressed.

• the who
• interpersonal elements
• deal with formality, familiarity and attitude

Tenor

• the language choices -organise texts
• focus foregrounding

• the how
• its textual elements
• deal with the range of spoken, written and
  multimodal texts

Mode
11

• Genre Scale 1
• (towards) copying very short groups of words

12

• Genre Scale 2
• participates in short simple texts where there
  are repeated memorisable items
• copies very short basic examples of items
  relevant to immediate context
• uses one or two examples of pronoun reference

Teacher What did you do last night,
Tanya?Tanya Last night. I. watch television
read a book went shopping brush my teeth.

13

• Genre Scale 3
• constructs elementary examples of basic genres by
  speaking and writing with a high degree of
  scaffolding
• demonstrates an understanding of the structure of
  several basic genres
• uses basic pronouns I

14

• Genre Scale 4
• organises the meanings in brief written texts in
  a logical order
• writes several pieces of information about a
  living thing
• topic words at the front of sentences in a report
• begins to expand information using linking
  conjunctions
• uses a limited range of cohesive resources
  possessive pronouns, third person pronouns,
  demonstrative pronouns

15
ORAL RECOUNT Teacher You can say good morning
to everybody. Johnny Good morning
everyone. Everyone Good morning Johnny. Johnny
My name is Johnny and I am 10 years old
and Sunday I woke up I had
breakfastI had breakfast..
then II playwith my brother cricket and
my friend next Ihad my
dinner. I ate fries and
meat round like a thing. Teacher What
colour is it? Johnny Its green. Teacher
Green peas. Is it a vegetable? Yes? Green
peas, vegetables? Johnny
Yes. After that I went to bed.

• Genre Scale 5
• constructs short spoken exchanges relying on
  memorising initiating moves only

16

• Genre Scale 5
• phrases of time and place to structure recounts
  
• linking conjunctions and then, but, or, so
• binding conjunctions because
• small range of reference items

17

• Genre Scale 6
• use conjunctions to organise texts
• a range of linking conjunctions then, but, or,
  so, and
• a range of binding conjunctions because, when,
  before, after
• reference items

18
Strategies Scales 1- 6
Genre Structure Logical order
4. Draw pictures of activities, in order, and
write sentences 1. ... 2. .. 3. .
19
Strategies Scales 1- 6
Genre Structure Time phrases
4. Cloze using a list. On Saturday I... On
Sunday I .. On Monday I .
20
Strategies Scales 1- 6
Genre Structure Conjunctions
4. Cloze using a timeline. I studied
English. I played outside. .. I studied
Maths.
21
Strategies Scales 1- 6
Genre Structure Time Words and Conjunctions

• Time phrases
• before at after
• 7.30 before 8am at 8.30 after 7.30
  to 8.30 from

8am
2. Ordering sentences Then I studied English.
Before school I played outside with my friends.
At 9 oçlock I went inside. I came to school at
8am.
3. Cloze using timetable 7.30 8.30 am
play I played 8 am school
I went to school 9am
inside I went inside . 9.00 ..
English I studied English .
22
Strategies Scales 1- 6

• Genre Structure Action Words - Procedure

1. Play bingo with actions, ingredients and
utensils for cooking.
2. Follow spoken instructions and order pictures
of actions. Label each picture with an action
verb stir, pour, boil
4. Write instructions from the table.
5. Colour the action words and notice their
position. Compare with a recount.
6. Cut and jumble the sentences and give to
another student to order.
7. Complete a cloze of the instructions.
8. List new ingredients.
9. Observe, discuss and write new instructions.
23
Strategies Scales 1- 6

• Genre Structure Topic words - Report

1. List singular and plural forms of words
2. Talk about specific and general nouns
3. Compare sentences A cat has fur. Cats
have fur. My cat has fur.
4. Compare texts with the different sentences.
5. Colour the form of noun in reports
6. Be specific about the form of verb needed for
a report.
24
Strategies Scales 1- 6

• Genre Cohesion Reference Items

• Understanding of reference items
• Where is her book? Put it there.

3. Cloze Once upon a time there lived a man. .
name was Bob. .. lived in a caravan. .. was
new.
4. Compare the pattern of reference items
between a recount and a procedure.
5.Colour use of reference items in own texts.
25
Strategies Scales 1- 6
Genre Expansion - Linking conjunctions and, but

• Shopping basket
• Bob went to the store. Bob bought bread and
  apples.
• Bob went to the store. Bob bought bread, apples
  and .. but he didnt buy chips.

4. True stories Write true stories about Bob.
26
Strategies Scales 1- 6
Genre Expansion - linking conjunctions so

• Illustrate sentence pattern
• It was raining when I got up so I got an
  umbrella.
• I was hungry when I got up so I ate some bread.
• I was sad when I got up so I played with my
  friend.

• Complete sentence starters
• I didnt feel well this morning so .

3. Watch Mr Bean and answer True or False He lost
his keys so he looked for them in the grass. He
was hungry so he climbed through a window to get
food.
27
Strategies Scales 1- 6
Genre Expansion - binding conjunctions because

• Illustrate sentence pattern
• I got an umbrella because it was raining when I
  got up.
• I ate some bread because I was hungry when I got
  up

• Complete sentence starters
• I didnt come to school this morning because

28
Language
Text in Context

• language choices -
• structure texts
• cohesive

• the range of genres
• specific purposes
• structure and cohesion

Sociocultural Context Genre

• informational element
• everyday to highly technical

• word groups and phrases
• the verbs
• participants
• circumstances

Situational Context Field

• language choices -
• structure texts
• expand sentences
• build cohesion

• the language choices
• who questions or commands
• how degrees of certainty expressed.

• the who
• interpersonal elements
• deal with formality, familiarity and attitude

Tenor

• the language choices -organise texts
• focus foregrounding

• the how
• its textual elements
• deal with the range of spoken, written and
  multimodal texts

Mode
29

Language
Text in Context

• language choices -
• structure texts
• cohesive

• the range of genres
• specific purposes
• structure and cohesion

Sociocultural Context Genre

• verbs
• noun groups
• nominalisations
• circumstances
• topic specific vocabulary

• informational element
• everyday to technical vocabulary

Situational Context Field

• the verbs
• participants
• circumstances

• the language choices
• who questions or commands
• how degrees of certainty expressed.

• the who
• interpersonal elements
• deal with formality, familiarity and attitude

Tenor

• the language choices -organise texts
• focus foregrounding

• the how
• its textual elements
• deal with the range of spoken, written and
  multimodal texts

Mode
30

• Field Scale 2
• uses vocabulary that is mainly commonsense but
  chooses isolated concrete technical vocabulary
• understands a small range of vocabulary
  expressing immediate interests
• common noun groups
• common actions

Teacher What did you do last night,
Tanya?Tanya Last night. I. watch television
read a book went shopping brush my teeth.



31

• Field Scale 3
• uses vocabulary that is mainly commonsense but
  chooses some concrete technical vocabulary
  orange juice, church
• expands vocabulary using classifiers orange
  juice

32

• Field Scale 3
• uses vocabulary that is mainly commonsense but
  chooses some concrete technical vocabulary
• uses very basic phrases of location
• expands vocabulary using classifiers and size

Well the story was about as a little fish and
one..boy to go to school and he walk in the
jungle and he pass in the big tree and he sit,
he, he, he..sit on the thing on the ground and he
look to the water and he see some fish and when
he come to school he.. he make some boat and when
he come into the jungle too, he put some fish on
the boat and it the boat and the little boy the
boat on the water
33

• Field Scale 4
• uses vocabulary that is commonsense but begins to
  use some technical vocabulary ball chasy,
  watermelon
• uses very basic phrases expressing circumstances
  On Sunday, outside, at night-time

34

• Field Scale 4
• uses very basic circumstances
• expands vocabulary using numbers, describers,
  classifiers
• uses technical vocabulary for educational fields
  such as science

35

• Field Scale 6
• verbs
• actions
• mental
• circumstances
• manner
• location
• noun groups
• describers

36

• Field Scale 6
• noun groups number, qualifier
• technical vocabulary
• indirect speech

37

• Field Scale 6
• verbs action
• circumstances time, location
• noun groups classifiers
• technical vocabulary

38
Strategies Scales 1- 6
Field Noun groups

• Word groups build groups following the pattern
• one car
• one old brown car
• one old brown car in the street
• one old brown Holden car in the street

2. Deconstruct the order and build groups of
words number opinion fact classifier key concept
qualifier
3. Multiple choice from a story or picture Is she
wearing a big yellow hat or a small blue hat?
4. Describing people A student with one set of
pictures describes them to another student with
another set, to put them in the same order.
5. Draw a 3 legged wooden stool with a fur top.
6. Experiment with the effect of positive and
negative describers sweet smelling /smelly
39
Strategies Scales 1- 6
Field Noun groups with qualifiers

• Word groups build groups following the pattern
• one car
• one old brown car
• one old brown Holden car
• one old brown Holden car in the street

2. Deconstruct the order and build groups of
words number opinion fact classifier key concept
qualifier
3. Multiple choice Is it the old car in the
street or is the old car in the school?
4. Experiment with the effect of different
qualifiers
5. Describing people and objects A student
describes objects and pictures to give clear
instructions of where to place them
40
Strategies Scales 1- 6
Field Comparatives

• Word lists
• adjective comparative form superlative form
• nice nicer than the
  nicest
• happy happier than the
  happiest
• good better than the
  best
• a lot more than the
  most

2. Contextualise use statistics or objects to
make true statements
3. True or false Respond to statements based on
statistic, objects etc
5. Interview Model questions and answers,
requiring comparatives or superlatives, about
students lives One student prepares questions
and interview another student Report back orally
and in writing Dan likes Darwin better than
Alice Springs.
41
Strategies Scales 1- 6
Field Circumstances - location
2. Answering questions Is the vase on the
table? Is the vase under the table? Is the vase
next to the table?
42
Strategies Scales 1- 6
Field Circumstances - location
43
Strategies Scales 1- 6
Field circumstances - manner

• Labelling
• Use a sentence structure
• He is ..ing ..
• (quickly, slowly, quietly)
• to describe the actions of a character in a video

44
Strategies Scales 1- 6
Field verbs

• Colour the verbs in sentences.
• Illustrate the verbs.
• Group the verbs. You may get thinking, doing,
  saying, being verbs.
• Find examples of verbs that have more than one
  meaning eg I see
• Compare the types of verbs in recounts, reports
  and procedures.
• Cloze exercise for verbs.

45
Strategies Scales 1- 6
Field technical vocabulary

• Start with what the students know
• Match the known words with new vocabulary
• Discuss similarities and differences with other
  known vocabulary
• Use the vocabulary in modelled, jointly
  constructed texts
• Ask questions to check comprehension of the new
  vocabulary
• Use the new vocabulary in new contexts

46


Language
Text in Context

• language choices -
• structure texts
• cohesive

• the range of genres
• specific purposes
• structure and cohesion

Sociocultural Context Genre

• word groups and phrases
• the verbs
• participants
• circumstances

• the what, or content
• its informational elements
• range from everyday to technical vocabulary

Situational Context Field

• interpersonal element
• familiar to formal

• the language choices
• who questions or commands
• how degrees of certainty expressed.

Tenor

• the who
• interpersonal elements
• deal with formality, familiarity and attitude

• the language choices -organise texts
• focus foregrounding

• the how
• its textual elements
• deal with the range of spoken, written and
  multimodal texts

Mode
47

Language
Text in Context

• language choices -
• structure texts
• cohesive

• the range of genres
• specific purposes
• structure and cohesion

Sociocultural Context Genre

• word groups and phrases
• the verbs
• participants
• circumstances

• the what, or content
• its informational elements
• range from everyday to technical vocabulary

Situational Context Field

• modality
• appraisal
• speech functions
• idioms
• non-verbal elements

• interpersonal element
• formality, familiarity and attitude

Tenor

• non-verbal elements
• speech functions
• modality
• attitudinal lexis
• idioms

• the language choices -organise texts
• focus foregrounding

• the how
• its textual elements
• deal with the range of spoken, written and
  multimodal texts

Mode
48

• Tenor Scale 2
• responds in socially appropriate ways
• chooses common formulaic expressions
• pronounces most words comprehensively

Teacher What did you do last night,
Tanya?Tanya Last night. I. watch television
read a book went shopping brush my teeth.
49

• Tenor Scale 4
• uses a narrow range of evaluative language to
  express feelings and attitudes

50
Teacher You can say good morning to
everybody. Johnny Good morning
everyone. Everyone Good morning Johnny. Johnny
My name is Johnny and I am 10 years old
and Sunday I woke up I had
breakfastI had breakfast..
then II playwith my brother cricket and
my friend next Ihad my
dinner. I ate fries and
meat round like a thing. Teacher What
colour is it? Johnny Its green. Teacher
Green peas. Is it a vegetable? Yes? Green
peas, vegetables? Johnny
Yes. After that I went to bed.

• Tenor Scale 5
• Chooses formulaic polite expressions
  appropriately
• Demonstrates a good awareness of intonation
  patterns of basic spoken statements, questions

51

• Tenor Scale 5
• auxilliaries
• a small range of evaluative language to express
  feelings and attitudes

52

• Tenor Scale 5
• uses a small range of language elements
  expressing modality
• a range of evaluative language

53
Strategies Scales 1- 6
Modality Offers and Commands
1. Compare the meanings of Can I help you? Can
I have your book? Give me your book. Explore the
relationship between the response, speaker and
the listener.
2. Use pictures Complete speech bubbles with
offers and commands for a range of pictures,
including pictures from story books.
3. Video exchanges between people and explore the
type of language used
54
Strategies Scales 1- 6
Modality Obligation and Certainty
1. Compile statements with degrees of obligation
you might like to you must
2. Compile statements with degrees of certainty
you might It is likely that I will
3. Script exchanges with degrees of certainty and
obligation and role play. Discuss the impact of
the changes.
4. Video exchanges between people and explore the
type of language used.
55
Strategies Scales 1- 6
Tenor feeling and attitude

• Cloze
• like dont like
• I .. ice cream.
• I winter.

2. Find someone who Find someone who likes
winter. Find someone who doesnt like icecream.
3. Rehearse Do you like.? Yes I do. No I dont
4. Report back Who likes ice cream? Sue likes
icecream. Who likes winter? Dan and Bill like
winter.
5. Experiment with intonation and the use of
very, so, much, really.
56
Strategies Scales 1- 6
Tenor feelings and attitudes

• Synonyms
• Compile synonyms of adjectives.
• Change the adjectives of an existing story.
• Explore the effect of the change.
• Draw pictures to show the impact of the change.

2. Feedback Compile lists of words that give
feedback of an event, an object or student
work. eg like, dont like, its beautiful, its
hard
3. Role play Role play being a teacher, a
principal etc giving feedback to a student.
57

Language
Text in Context

• language choices -
• structure texts
• cohesive

• the range of genres
• specific purposes
• structure and cohesion

Sociocultural Context Genre

• word groups and phrases
• the verbs
• participants
• circumstances

• the what, or content
• its informational elements
• range from everyday to technical vocabulary

Situational Context Field

• the language choices
• who questions or commands
• how degrees of certainty expressed.

• the who
• interpersonal elements
• deal with formality, familiarity and attitude

Tenor

• textual element
• spoken to written
• multimodal

• the language choices -organise texts
• focus foregrounding

Mode

• the how
• its textual elements
• range of spoken, written and multimodal texts

58

Language
Text in Context

• language choices -
• structure texts
• cohesive

• the range of genres
• specific purposes
• structure and cohesion

Sociocultural Context Genre

• word groups and phrases
• the verbs
• participants
• circumstances

• the what, or content
• its informational elements
• range from everyday to technical vocabulary

Situational Context Field

• the language choices
• who questions or commands
• how degrees of certainty expressed.

• the who
• interpersonal elements
• deal with formality, familiarity and attitude

Tenor

• textual element
• deals with the range of spoken, written and
  multimodal texts

Mode

• foregrounding
• voice and tense
• print conventions

• foregrounding
• voice and tense
• print conventions

59

• Mode Scale 1
• handwriting legible letters, direction

60

• Mode Scale 2
• follows conventions of printed English
  direction, identifiable letters

61

• Mode Scale 3
• chooses highly repetitive sentence beginnings
  often personal pronouns
• limited control of primary tenses

Well the story was about as a little fish and
one.. boy to go to school and he walk in the
jungle and he pass in the big tree and he sit,
he, he, he..sit on the thing on the ground and he
look to the water and he see some fish and when
he come to school he..
62

• Mode Scale 4
• chooses repetitive sentence beginnings in own
  writing
• some control of primary tenses
• spells most common words and spells others based
  on own pronunciation
• experiments with punctuation

63

• Mode Scale 4
• some control of primary tenses for most common
  regular verbs but a strictly limited control of
  secondary tenses
• experiments with punctuation fullstops and
  capitals used

64

• Mode Scale 6
• control of primary tenses and past tense form of
  most common irregular verbs
• begins to control secondary tenses
• spells with greater accuracy
• legible and uses punctuation

65
Strategies Scales 1- 6
Mode Foregrounding

• Identify foregrounded elements in a recount and a
  procedure
• My brother took me in his car. We went to my
  uncles house. On Saturday we went home.
• Open the box. Lift the paper. Fold the paper.

3. Compile other time words Later that night,
After a while
4. Experiment Shifting foregrounded element from
the front to middle to back
66
Strategies Scales 1- 6
Mode Tense

• Lists of verbs
• go went sit sat
  play played
• have had watch watched

2. Model Everyday I go to school.
Yesterday I played football.
3. Question and answer What do you do
everyday? I go to school. What did you do
yesterday? I played football.
67
Strategies Scales 1- 6
Mode Tense
5.Cloze Yesterday David . (drive) a car. He
.. (drive) a car everyday.
6. Pattern I now. I everyday. I
. yesterday. I .. tomorrow.
68
Strategies Scales 1- 6

• Comparing texts
• Cities are very busy. Some people go to work in
  offices and some people go shopping and some
  people go to look at the old and new buildings.
• Alice Springs is a beautiful city. There are many
  shops. The mountains are around the city.
• I like Alice Springs. I like visiting my
  grandmother there.
• Yesterday I went to visit my grandmother in Alice
  Springs.

A B C D
report about cities description about Alice
Springs personal response recount about yesterday
technical vocab simple present noun
groups circumstances evaluative
language pronouns time past tense pronouns