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Dear EAL Parents, Please see in blue the EAL instructions for all EAL students.

If your child works with Ms. Ya and/or Ms. Eva in the mornings from 7:30 – 7:45 see the special instructions by our names. If you have any questions or problems feel free to e-mail me at ekucera@nist.ac.th. I will be checking e-mails every morning and every evening. Please remember to date your work every day. If you can put it in a journal or diary to bring back to school for me to check then that would be wonderful!!! Stay safe until we are all back at NIST! Ms. Eva and Ms. Ya Parents to make it easier we have not included any new print outs for you to use as many of you may not have access to printing facilities. Instead, please record any learning on paper you have available to you wherever you are and record the date and the title of the activity at the top of the page. For example “3.11.12 Monday – Writing”. Photos can be emailed to your child’s classroom teacher. Monday Reading EAL Learners: This can be done using books from home that are in your first language ( Mother Tongue). Discussions can also be in your Mother Tongue or in English. *Learning Intention: To listen to stories read aloud and discuss Please read every day to your child.

Writing *Learning Intention: To write an instructional text that teaches and instructs others. Write and illustrate a set of instructions explaining how to make or play something. EAL Learners: Either write or a combination of drawing pictures and labelling in either your Mother Tongue or English or a combination of both. Limit instructions to no more than 3-4 steps. EAL Learners with Ms. Eva and/or Ms. Ya: Limit instructions to 3-4 steps. Draw a picture of each step and label the picture in your Mother Tongue and/or English. *The instructional text template has been emailed to you last week.

Speaking and Listening *Learning Intention: To use describing words to identify an object around the house. Guess what I am? Student provides clues about the attributes, properties and uses of a household item. The partner has to guess what it is. EAL Learners : Give it a go in English or a combination of English and your Mother Tongue. If you are doing this with a parent, you might be learning new words in your own language. If you do,

please write these new words down in a journal or diary in your language. If an adult at home knows the word in English then write this down too. If not, we will do so at school when you get back! Ms. Eva and Ms. Ya’s EAL Learners: You can do this in your own language. You can make a game of this to play either at home or at school. Write the clues in your language on one side of a piece of paper. On the other side, draw a picture of the object. When you are making up your clues remember how we played Headbanz at school. Put as much detail into your clues as possible! For example: I am hard, see through, I can break easily, you can drink from me. What am I? Answer: A drinking glass

Math *Learning Intention: To practise skip counting Students to count forwards and backwards by 2’s, 5’s and 10’s For example: 2,4,6,8,10… EAL Learners can do this in their own language to start with but, each day challenge yourself to go further and further in English.

Tuesday Reading *Learning Intention: To develop students’ comprehension of what they read by making connections between the book and their own personal experience. After reading a picture book from home ask your child to discuss the characters and events in the story. Ask your child to think about how the events in the story may be similar to things they have experienced or know about. Ms. Eva and Ms. Ya’s EAL Learners: Discuss this with your parent in your Mother Tongue. The books that you are reading as well, will most likely be in your first language. EAL Learners in general: Try to do the above exercise in English. If there are some words you are unsure of then use your Mother Tongue. In your journal or diary write down any of these words in your own language ( and in English is there is someone at home who knows the English word) . We will look at these words when we all get back to NIST and make them a part of your own, personal EAL Pictionary. Some discussion starters might include: *This reminded me when… *I felt like that the main character when… *Remember the time when…

For a good selection of online e-books visit Tumblebook (http://www.tumblebooks.com/library/asp/customer_login.asp?accessdenied=%2Flibrary%2Fasp%2 Fhome_tumblebooks%2Easp) Username: nist Password: books

Writing EAL Learning Intention: Text to self connection. For the remainder of the week, each day pick one book from home. Discuss one character from the book that you connected with personally. Answer the following questions first verbally and then in written form: 1.) What traits or characteristics did the character you related to from the book have in common with you? Why? Give proof from the book. 2.) Are there any traits of the character you did not like or you thought were not good? Why? 3.) Would your character be a model of a good NIST student? What attitudes does he/she exhibit that you have learned about so far at NIST? Remember each day to write down the date and the title of your book. Then write out each question above and answer it. Do this each day for the remainder of the week ( this is your speaking, listening, reading and writing for each day.) Ms. Eva and Ms. Ya’s EAL Learners: Read and discuss with your parent the book and draw the character that you think is a lot like you or that you like the best. In your Mother Tongue write why you think the character is like you ( or maybe not like you!). *Learning Intention: To recognise how instructional texts are used in everyday life. Start a log to record all the different ways instructional texts are used in everyday life. Talk about with your child when you see or hear instructions being given. Some example may include: *Safety instructions on a plane *Recipes *Instructions for games *How to instructions for building things *Oral instructions given by adults on how to behave Continue this activity throughout the week.

Math *Learning Intention: To practice quick recall of addition and subtraction facts. Practice with your child addition and subtraction facts as outlined below. EAL Learners: Can do so in either English or their Mother Tongue or a combination of both. You can also pretend to be the teacher and teach someone else in your home this Math. How would you explain it to someone who is having a hard time remembering the facts?

You can practise the following: *Combinations to 10 (1+9, 2+8, 3+7, etc), if they are confident with these move on to combinations to 20 (11+9, 12+8, 13+7, etc) *Subtractions facts from 10 (10-1, 10-2, 10-3, etc), if they are confident with these move on to combinations from 20 (20-1, 20-2, 20-3, etc) *5 plus fact. (5+1, 5+2, 5+3 etc), if they are confident with these move on to combinations from 15 (15+1, 15+2, 15+3, etc) Extension *If children know these facts automatically you can see if they can use them to solve harder problems such as:    27+3, 37+3, 47+3 etc 40-1, 50-2, 60-3, etc 25+3, 35+4, 45+2 etc

Revision of addition and subtraction facts can continue throughout the week. *For those students still working on correct number formation please practise the writing of number 1-20. Wednesday Science – Written Observation Learning Intention: To practice observational skills Students are to pretend they are a scientist. They need to observe and record changes when mixing detergent with water. Students add a detergent such as shampoo, soap or washing liquid to water and mix. Observe closely what happens and record in writing their observations. EAL Learners: Divide a piece of paper into 4-8 sections. Draw pictures of what you see happening (it would be great if you also drew a picture of a clock or wrote down the time that you saw each event happening!) . Under each picture in a word or phrase ( in English or your Mother Tongue) write what you saw happening. Ms. Eva and Ms. Ya’s EAL Learners: Draw the pictures and get an adult at home to write down, in your language, what happened in that picture. Sample observation: When the detergent was added to the water it sunk to the bottom of the bowl. After mixing with a fork small bubbles were made at the top of the water and stuck to the edge of the bowl. When mixed more times the bubbles started to grow and cover the top of the water. Some bubbles were bigger. The smell of the detergent got stronger. When I stopped stirring some bubbles started to disappear. Math *Learning Intention: To revise addition and subtraction strategies

Rainforest Math - Work at your own pace through the different levels relating to addition and subtraction http://scs.mathletics.com/signIn.asp Username: IR-7072 Password: from27 UOI Learning intention: For students to explore the properties of materials. Flexibility Students will look at how rigid or flexible materials are around the home. Rigid: Unable to bend or be forced out of shape Flexible: Able to bend easily without breaking Collect an assortment of objects from around your home. Discuss whether the items are rigid or flexible. Organise the objects from most flexible to most rigid. Record your findings by taking a photograph. EAL Learners: Once you have discussed the properties of rigid and flexible draw a picture of two objects that are rigid and two that are flexible. Label the objects. In either English or your Mother Tongue, in one sentence, explain why you think the objects are rigid or flexible. Extension: Do you know why? Ms. Eva and Ms. Ya’s EAL Learners: Draw the pictures of the objects just like for the other EAL students but, get an adult at home to write down in your language why you think the objects are rigid or flexible and why. Thursday UOI Learning Intention: For students to explore the properties of materials. Transparency Learning Intention: For students to explore the properties of materials. Students will look at the transparency of materials around the home. Transparent: The ability to be able to see clearly through an object. Opaque: The inability to see through an object Choose different objects/materials from around the house and shine light from a torch or lamp through them. Sort items into transparent/opaque. Students could grade items from most transparent to least transparent (opaque). Record your findings by taking a photograph.

EAL Learners: Once you have discussed the properties of transparent and opaque draw a picture of two objects that are transparent and two that are opaque. Label the objects. In either English or your Mother Tongue, in one sentence, explain why you think the objects are transparent or opaque. Extension: Do you know why? Ms. Eva and Ms. Ya’s EAL Learners: Draw the pictures of the objects just like for the other EAL students but, get an adult at home to write down in your language why you think the objects are transparent or opaque and why.

Absorbency Students will look at the absorbency of materials around the home. Absorbent: The ability to soak up liquid easily. Waterproof: Unaffected by water. Choose different objects/materials from around the house and pour a small amount of liquid onto each of them. Record what happened.    Did the water sit on top? Did it soak in slowly or disappear quickly? Can you see a mark on the object?

Students could grade items from most absorbent to least absorbent (waterproof). Record your findings by taking a photograph. EAL Learners: Once you have discussed the properties of absorbent and waterproof draw a picture of two objects that are absorbent and two that are waterproof. Label the objects. In either English or your Mother Tongue, in one sentence, explain why you think the objects are absorbent or waterproof. Extension: Do you know why? Ms. Eva and Ms. Ya’s EAL Learners: Draw the pictures of the objects just like for the other EAL students but, get an adult at home to write down in your language why you think the objects are absorbent or waterproof and why. Alternative UOI Activity IF you have access to the internet. If you have access to the internet, sit with your child and find one YouTube clip for each of the following materials ( it can either be a simple English version or one in your Mother Tongue). Tuesday – glass Wednesday – metal Thursday – plastic Friday – wood

For each material discuss with your child the properties that material has e.g. transparent, opaque, rigid, flexible, etc. Draw a picture of the material. In one sentence ( English or Mother Tongue) under the picture describe the property the material has and why you think so. Extension: Draw four boxes and in each box draw a picture of one thing you learned from the YouTube clip. Explain in one sentence below each picture. Ms. Eva and Ms. Ya’s students can have an adult write this in their Mother Tongue.

Spelling *Learning Intention: To instantly recall the spelling of common words. Using the First 100 Sight Word list students choose up to 5 words that are unknown to practice. Some ideas might be to write them with their finger on the wet wall of the shower or window, on a tray of rice or flour, on someone’s back, paint them on the concrete with water, write them on paper with eyes closed, make words with macaroni etc. If possible take a photo of the different ways students chose to write their words to share with the class. *If students know all 100 words choose words from their writing or Reading Response homework which they may have written incorrectly to practise.

Friday Speaking and Listening *Learning Intention: To use describing words to identify an object around the house. Guess what I am? Student provides clues about the attributes, properties and uses of a household item. The partner has to guess what it is. This time see if you can use the properties you learned about yesterday. For example: I am rigid, transparent, I can break easily, I stop rain from getting inside because I am waterproof. What am I? Answer: A window

Writing Learning Intention: To practise using new vocabulary to describe the properties of various materials. Using the information gathered from yesterday’s learning experiences. Write down 3 factual sentences about wood, plastic and fabric.

For example: Glass is rigid. Glass is transparent. Glass is waterproof.