Up and Away - National Council for Curriculum and Assessment

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✓ ✓ ✓ ✓ ✓ ✓ For teachers: It is most important to achieve a means of communicating with parents whose mother tongue is not English. Parents may, because of inadequate proficiency in English, feel excluded from their children’s education. For parents: Encourage parents to speak to their children in the mother tongue, and to do all the things they would normally do – reading stories, talking about the day, telling the children about the home country, etc. Encourage parents to ask their children about what they are learning – in doing so, parents learn the words that are important in their children’s lives. If possible, provide dual-language books for pupils to take home so that parents can read stories to their children in the mother tongue and children can read the story back to their parents in English. Involve parents in projects which celebrate multiculturalism in the school. Section 2 The language support programme Working with parents of newcomer pupils ! Points to remember! Newcomer parents may not be familiar with the routines of parent-teacher meetings – where to go, where to wait, etc. Make sure that you have a helper to smooth the way. Create a welcoming environment in the classroom or meeting room, and remember that the parent will be depending on visual clues. Set aside additional time to speak to a parent so that you do not feel under pressure. Prepare for the meeting by having examples to hand of the child’s work (particularly the European Language Portfolio), the books/resources that you are using, and the pictorial report forms on the next pages. Do not use another child to interpret. Remember that a parent coming from a different educational culture may not be aware of some of the most basic routines and procedures in Irish education – see if there is anything you think could/should be explained. Involve parents in school activities which do not require a high level of English language proficiency – book-covering sessions, tidy-up projects, preparing celebrations, etc. It is most important that parents continue to speak to children in the mother tongue. Children need to develop their L1 in order to maintain contact with the extended family and home culture. In addition, children need this level of interaction in their mother tongue in order to develop cognitively during these critical years. Parental involvement is critical for school success. It is necessary to: Find appropriate ways of involving parents in school matters. Provide support to parents who may feel intimidated or inadequate in the educational context. 29
30 Name of teacher: Class: Name of pupil: Date: Parent–Teacher Meeting Report Punctuality and attendance: Time school starts: Interaction with other pupils: Interaction/answering in classroom activities: Reading: Writing: Speaking: Listening:
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 and 26: 20 What is the objective of languag
Page 27 and 28: 22 First feedback from class teache
Page 29 and 30: 24 The Silent (or non-verbal) Perio
Page 31 and 32: 26 Organising the timetable for lan
Page 33: 28 The principal purpose of languag
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
Page 77 and 78: 72 ✁ shorts short-sleeved shirt l
Page 79 and 80: 74 ✁ sandals cap socks skirt
Page 81 and 82: 76 ✁ zip apple banana carrots
Page 83 and 84: 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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Up and Away - National Council for Curriculum and Assessment

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