Joint Construction

We are learning to write collaboratively. This means we are writing one piece of text, but each of us is responsible for writing different paragraphs, or for covering different topics.

We plan the text together, sharing our ideas and possible vocabulary that will suit this particular text.

We then write our part independently, making sure we include ideas from the planning session.

Once we have finished writing our part, we come together again to proofread and edit our draft. At this time we make decisions about the order in which we should organise the different parts of the text and if we need to add words or phrases to make sure our final written piece is cohesive- that it makes sense.

Click on the link below to read our joint construction about School. It is an example of an explanation text.

 

School PPT-1r39n7w

Kinder Buddies

We have been spending some time in the Bethal PS Kindergarten over the last month. Our reason for going to the Kinder was to practise our English speaking and listening skills.

 We have had many opportunities to get to know our Kinder buddies. Together, we are practising using our growing English vocabularies.

   

One of the activities we enjoy is reading with our buddies.

         

The children in the Kinder are learning how to play together. We all enjoy playing outdoors, even when it is cold.

    

 

Learning English By Playing Games

Playing Hopscotch

Snteya and Todin read a procedural text about how to play hopscotch during their reading lessons. Afterwards, they wanted to teach the class how to play the game. So, on a beautiful winter afternoon, we went down to the yard where the new hopscotch courts were marked.

     

Snteya and Todin explained what we needed to play the game (the equipment) and then they explained some of the rules (the procedure). They learnt some of the words in their guided reading book, Playing Hopscotch.

     

Whilst we were playing the game, we were able to ask questions about some of the rules that were a bit unclear. Abdullah, Mustafa, Marita and Esho found out that there are different versions of the game played by children all over the world. Can you believe it that even our parents and teachers played Hopscotch when they were kids like us?

       

Snteya and Todin answered our questions by showing us how to do something or by explaining parts of the game in their first languages; Assyrian and Arabic. It really helped Lazar, Olga, Maeda and Mousa that they had already played a version of the game before.

     

We learnt that there are different ways to play the game. Sarkis  and Okin knew that this meant we had to negotiate some of the rules so the game was fair. Another challenge for some of us was waiting for our turn because we were all so keen to play and show our friends what we could do.

     

We all had a great afternoon practising our English verbs (jump, pick up, throw, miss a turn, line up, wait for your turn), nouns (rock, game board, players, game, opponent) and connectives (first you have to, then you must, next you should, finally you can) whilst learning how to play the game of Hopscotch. We practised using negation (I can’t hop over the number 3; my rock didn’t land in number 7) and praising each other’s efforts (Good job, Antaniaus!).

 

             

 

I wonder which game we will learn and play next time?

Learning English through Language Experience

We are learning English in many different ways. One way we learn is through Language Experience.

We studied the language of procedural writing in class, including action words, connectives and simple sentences. We learnt that procedural writing lists ingredients (or materials) and equipment then lists a set of steps to follow to complete the procedure. Then, we read different procedural writing in class to become familiar with them.

Our next step was to read a recipe and understand and follow the procedure so we made our healthy salad wraps in class. We built on our growing  English vocabulary by reading the list of ingredients and then describing them using adjectives for colours, textures, size and shape- e.g. a head of crisp lettuce, ripe and juicy red tomatoes, long, green spring onions, crunchy cucumber and carrots, freshly baked wrap bread, etc. 

 

 

We used verbs and sequencing language which are key to procedural writing to describe the steps we needed to follow to make our wraps. Why don’t you make lunch for your family following our procedure…

 

How to Make Healthy Salad Wraps

First, wash your hands with soap and water.

 

Then, wash the vegetables in the sink.

 

Next, tear the lettuce leaves gently.

 

After that, slice the tomatoes, cucumber and capsicum.

 

Finally, grate the carrots carefully.

 

Now, make your wrap by filling the bread with the salad. Roll your wrap nice and tight.

 

 

Eat your healthy salad wraps.

 

Don’t forget to wash the dishes afterwards.