Planning and Team-teaching for EAL Learners: Respect, Scaffolding, and Literacy Activities

1. Session 3 Planning Team-teaching

2. The child’s culture and first language should be respected at home and in school. Scaffolding is a fundamental part of EAL teaching and learning. Literacy activities should have a tangible oral language dimension for EAL learners. Key messages

3. Session 3 • planning • team-teaching workshop • team-teaching footage

4. Planning What’s working well in your school? What are the challenges? Any suggestions regarding how collaboration can work effectively? What would you consider to be the elements of a language programme?

5. Planning – Rule 126 (revised text) • Each teacher is required to make adequate written preparation for his/her school work, as follows: • To prepare at the beginning of each school year or school term a long term programme of work … • To prepare fortnightly or, in the case of probationary teachers, weekly in advance a short term plan of work • Teachers, other than class teachers, are required: • To plan appropriate learning programmes in respect of their pupils, and maintain group or individual pupil progress records, as appropriate

6. Planning - recommendations long-term language programme can be twice a year (13 weeks), termly or half-termly short-term language programme can be fortnightly or weekly template used should reflect the planning practice in your school

7. Models of support Withdrawal Pupils are withdrawn in groups based on: • age • class level • assessment of individual pupil’s needs. In-Class Support/Team Teaching Two or more teachers working together to plan, conduct and evaluate the learning activities for the same group of learners. A balanced approach between a withdrawal model and in-class support model is recommended.

8. Team-teaching Have any of you tried team teaching in your school? What works well? What are the challenges? How can team-teaching be used effectively in an EAL context? What would the benefits be?

9. Team-teaching activity choose either a junior class or a senior class create a team-teaching scenario include organisation, number of teachers, groups, content, etc.

10. Team-teaching footage senior infants: numeracy third and fourth class: literacy

11. Recap: Reading phonological awareness phonics comprehension strategies for fiction: prediction, creating images comprehension strategies for non-fiction: coding, VIPs, fact or fib

12. Recap: Writing six genres (procedural – photostory) seven steps to teaching writing spelling grammar

13. Recap instructional strategies: scaffolding, think-pair-share-square, gradual release of responsibility model assessment planning team-teaching

14. The child’s culture and first language should be respected at home and in school. Scaffolding is a fundamental part of EAL teaching and learning. Literacy activities should have a tangible oral language dimension for EAL learners. Key messages

15. Míle buíochas • evaluation • travel forms • hand-outs • www.ppds.ie

16. ‘If you can read this, then thank a teacher.’ Author unknown