INDEPENDENT

LEARNING
(Extended opportunity for students to work in pairs, small groups or individually on a set task. Time for teacher to probe students thinking or work with a small group for part of the time. Reference to Wing Jan include page details)
Shared reading
Teacher and students will read an information report together on the Islamic tradition of Ramadan on the IWB.
Refer to appendix 2.

Discuss with children what TYPE of information report it is and how they know?
(A: Social studies report)

The information report will then be re-read and unknown words will be identified via highlighting them.

Children will then work in partners to complete a vocab grid.
Refer to appendix 3.

(ESOL, 2013)

Each child will receive a copy of the annotated text.
First children will read the sentence and look at the unknown word in context. From here they will write down what they think the word means. They will
then check their definitions with a dictionary meaning.


Teaching group: small group of EAL students:

Read To -
Re-read the same information report.
Ask children if there are any other unknown words found other then the ones identified earlier.

One by one read the words in its context and discuss its possible meaning, then find dictionary meanings. Label these ideas on individual vocab grids.
Shared reading
As a group the information report will be read again and key topics/ideas will be identified and then discussed.
Eg. Food/fasting, prayer, when and why it occurs each year? Etc.

Text mapping
Children will work in pairs to create a text map.
Refer to appendix 6.

(Wing Jan, 2009, pg 115)

Children will receive a copy of the annotated information report (print these off: one per person). Children will then identify main topics from paragraphs using
coloured pencils. From here they will list dot points underneath the topics of any related information.


Teaching group: small group of EAL students:

Think aloud:
The children will be split into groups of two. Each group will receive one topic paragraph. Each pair will read the topic paragraph and list all important points
related to it. These ideas will be discussed with the group.

Once the main ideas have been identified, children will write their ideas into an A3 text map.
Think Aloud.
Children are split into groups of either 2 or 3. Each group has an information text to analyse but on different topics.
Note: depending on how many children are in the class, there may be two groups on one topic.

Tell children the different information reports are on topics which are mentioned in the information report which we have been analysing over the past three
lessons.

Group 1: Food/Fasting
Group 2: Muslims in Australia.
Group 3: Prayer
Group 4: Beliefs/values
Group 5: Does it affect schooling for children?
Refer to appendix 5.

Children will need to read the information report as a group and with their new vocab knowledge children should be able to pick and understand nine sentences
from the article.
From here they are to locate simple, compound and complex sentences and then put them into the correct category using a Y Chart under headings simple,
complex and compound to help define the differences (as per the mini lesson).
Refer to appendix 4.



Teaching group: small group of EAL students:

Use sentences from their given article which are laminated prior to the discussion.
Refer to appendix 11.

Children will have the opportunity to cut up the sentences and clearly identify independent and dependent clauses as well as conjunctions.
Roving Conference (this will occur for a short period of time when EAL/D students are on task)
Children will be split into pairs, but with a child who was in the same group for lesson 3.

Each pair are to re read the same information report and highlight any unknown words.

Groups:
Group 1: Food/Fasting
Group 2: Muslims in Australia.
Group 3: Prayer
Group 4: Beliefs/values
Group 5: Does it affect schooling for children?
Refer to appendix 5.


As a pair children will complete another vocab grid (as per lesson one).
Note: as children are already familiar with this grid and its use, allow them to select their own words to explore and find the meaning of rather then the teacher.
Refer to appendix 8.

(ESOL, 2013)

Ask: Can you tell me about one new word you have learnt today?
How could you use this word in a sentence of your own?


Teaching group: small group of EAL students:

Shared reading -
Re read the groups given text. Share the reading amongst all members of the group. Ask each child if there are any words which they do not understand or have
never heard of before. In pairs children are to high light these words. From here as a group we will read the word in its context to help identify meaning and
then back our thoughts up with searching it in a dictionary.
As the teacher model the correct use of a dictionary, so children know this is a resource which is easy to use and always available to them.

Note: Teacher also has a copy of the information report and model what you want the children to do. Demonstrate the Vocab Grids use.
Modelled Writing
As per lesson 3 children will work in the same groups of 2 or 3 to create informative facts/statements about their topic.
They will use their vocab grids to guide their writing.

Model this idea using lesson ones vocab grid.
Refer to appendix 12 for examples.
Explain to children that we can construct a variety of sentences using multiple words from the vocab grid in one sentence.

When modelling, show them the difference between simple sentences and how a complex sentence can make for a much more informative and interesting
sentence.
Eg.
1. Ramadan is an Islamic celebration.
2. Ramadan is an Islamic celebration, which all Muslims abstain from engaging in bad habits.
Yellow = new vocab

Understanding new vocab.
Children should come up with at least 10 sentences using topic specific vocab.

Once children have come up with all possible solutions, allow them time to rehearse the sentences, as they will be getting videoed.


Teaching group: small group of EAL students:

Cut up words from their vocab grid. Get the children to select a word and relay its meaning to the group. Work out how we could put the word into an
independent clause. Continue this process. Once all words are in an independent clause format, see if it is possible to join to clauses with a conjunction to make
for a more detailed sentence.