Up and Away - National Council for Curriculum and Assessment

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Initial interview assessment for new pupils ✓ appropriate box as interview proceeds * response may not be accurate but indicates a reasonable level of comprehension 1 2 3 4 5 6 7 8 9 10 11 12 13 What is your name? What is your age? What language do you speak at home? Where do you live? Have you got brothers and sisters? What games do you like to play? How did you come to school today? Did you go to school in another place? (if applicable) Tell me about your last school. What was your best subject? What did you not like in school? What will you do today after school? What would you like to be when you finish school? No response Section 2 The language support programme Some comprehension but unsure response Only proceed to 7 if the pupil has answered some or all of questions 1-6 Performance Interpretation Action Questions 1-6 No real response. Questions 1-6 Responds to some or all questions. Questions 7-13 Pupil understands the questions but responds inaccurately. Questions 7-13 Pupil understands the questions and responds with general accuracy. Has little or no English language proficiency. May be passing through a Silent Period. Some level of proficiency at least to A1 level. More rigorous assessment after ‘settling down’ will clarify this. Some level of proficiency at A2 level. More rigorous assessment later. Proficiency in spoken interaction in the A2/B1 range. Further assessment required later. Response indicating comprehension* First learning target is A1 in the English Language Proficiency Benchmarks. Apply the Observation checklist for the Silent Period (see page 25) over the following weeks. Work at A1 level and observe the pupil’s performance in different skills – listening, speaking, reading and writing. Work at A1/A2 level and observe the pupil’s performance in different skills – listening, speaking, reading and writing. Work at A2/B1 level and observe the pupil’s performance in different skills – listening, speaking, reading and writing. It is important to remember that language proficiency will generally not be consistent at the same level across all skills areas and units of work. Learning objectives should be set in accordance with observed individual strengths and weaknesses. 21
22 First feedback from class teacher shortly after arrival of new language support pupil Name of teacher: Class: Name of pupil: Date: Is there evidence of this pupil mixing with other pupils? Has this pupil volunteered information in class? Has this pupil asked for clarification or help in class? Can you see evidence of this pupil making progress in general? Can you provide any insights into what this pupil already knows in different subjects? What subject areas does this pupil seem most comfortable with? What subject areas are creating the most difficulty for this pupil? Please indicate any particular areas that would benefit from language support in the next 6-8 weeks. If appropriate, name of textbook and chapter would be helpful. YES NO SOMETIMES The answers to the questions in this form will help the language support teacher to identify on-going areas of priority for this pupil. This information would be useful at intervals throughout the school year. It is not necessary to complete the form as the information may easily be exchanged informally. The form is merely to provide guidance.
Page 1 and 2: Upand Away A resource book for Engl
Page 3 and 4: Published by: Integrate Ireland Lan
Page 5 and 6: Contents Section 1 General informat
Page 7 and 8: 2 Notes
Page 9 and 10: 4 How can the class teacher and lan
Page 11 and 12: 6 What are the challenges facing th
Page 13 and 14: 8 How can we deal with problems of
Page 15 and 16: 10 The role of the language support
Page 17 and 18: 12 2. Integrating pupils The follow
Page 19 and 20: 14 4. School - home communication I
Page 21 and 22: 16 1 2 3 4 5 1 2 3 4 5 6 7 8 Checkl
Page 23 and 24: 18 Learning English as a second lan
Page 25: 20 What is the objective of languag
Page 29 and 30: 24 The Silent (or non-verbal) Perio
Page 31 and 32: 26 Organising the timetable for lan
Page 33 and 34: 28 The principal purpose of languag
Page 35 and 36: 30 Name of teacher: Class: Name of
Page 37 and 38: 32 Name of teacher: Class: Name of
Page 41 and 42: The curriculum framework for langua
Page 43 and 44: 38 Global benchmarks of communicati
Page 45 and 46: 40 Global scales of underlying ling
Page 47 and 48: 42 UNDERSTANDING SPEAKING WRITING U
Page 63 and 64: 58 ✓ ✓ ✓ My First English Boo
Page 65 and 66: 60 Classroom activities using flash
Page 67 and 68: 62 Pronunciation and rhythm (speaki
Page 69 and 70: 64 Happy families (speaking - askin
Page 71 and 72: 66 Twenty questions (speaking - ask
Page 73 and 74: 68 ✁ ear nose eye mouth
Page 75 and 76: 70 ✁ pen pencil case copy book wa
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72 ✁ shorts short-sleeved shirt l
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74 ✁ sandals cap socks skirt
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76 ✁ zip apple banana carrots
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78 ✁ ice cream burger cake fish
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80 ✁ fish and chips lemon cornfla
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82 ✁ square circle triangle bus
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84 ✁ snowman egg nest flower
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86 ✁ pig rabbit lion frog
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88 ✁ bird cat dog cow
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90 Word stress 1 Resources Laminate
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92 Using stories 2 - for pupils lea
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94 ✁ Worksheet A
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96 What is the European Language Po
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98 Using the ELP with individual pu
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Sample activities for European Lang
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102 ELP page 8 WHERE I use and lear
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104 ELP page 10 Myself Draw a pictu
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106 ELP page 12 Food and clothes Us
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108 ELP page 15 Weather + ELP page
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110 ELP page 18 The local and wider
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112 ELP page 21 Animals and plants
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114 Notes
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116 Drawing materials - e.g. crayon
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118 It is important to develop reso
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120
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122
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124 I do not like Circle 4 things t
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126 ✓
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128
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130 Fill in each box with the corre
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132
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134
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136
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138 Can you spot the 5 differences?
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140 Can you spot the 5 differences?
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142 My meals
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144
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146
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148 Notes
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150 This section contains the follo
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152 Find these words in the grid.
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154 What do you see in the picture?
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156 Making multiple-choice question
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158 What does it mean? What do the
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160 Look at the clues. Write the an
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162 Class Organisation Pairs/small
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164 Clues 1. 2. 3. 4. 5. Write your
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166 The purpose of the following ac
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168 Autumn: Shorter days Falling le
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170 For drinking For washing For ce
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172 Months of the year Winter What
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174 Experiments with water Key word
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176 Look at Unit 10 - The Telephone
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178 Look at Unit 19 - Milk’s the
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180 Fionn and the Giolla Deacair He
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182 Example of Yes/No exercise. Rea
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184 Reading Read paragraph . Put th
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186 Notes
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188 Introduction This section is in
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190 Names and countries Class organ
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192 Stage 2 - Speaking and reading
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194 ✁ • • • • • k l m n
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196 a b c d e f g h i j k l m n o p
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198 Developing writing skills - Wor
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a b c d e f g h i j k l m n o p q r
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a b c d e f g h i 206 Worksheet E a
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s t u v w x y z 208 Worksheet E a b
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210 Cycle 2. What is this? - object
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212 Class organisation Whole class.
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218
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✁ 220 armchair cushion pot bed bi
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222 1. is in the kitchen. 2. is in
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224 Where 1. Where is ? 2. Where is
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226 1. The table is in the kitchen.
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228 Where 1. Where is the table? 2.
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230 3. Developing reading and writi
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232 Match the word: List A List B m
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234 ✁ ✁ ✁
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236 Notes
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238 Introduction Generally speaking
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240 This refers to the work of the
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242 Dictionaries It is very importa
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