EARLY YEARS & PRIMARY YEARS Scales 1 – 9 EARLY YEARS & PRIMARY YEARS Scales 1 – 9 ESL SCOPE AND SCALES.

EARLY YEARS & PRIMARY YEARSEARLY YEARS & PRIMARY YEARSScales 1 – 9Scales 1 – 9

EARLY YEARS & PRIMARY YEARSEARLY YEARS & PRIMARY YEARSScales 1 – 9Scales 1 – 9

ESL SCOPE AND SCALESESL SCOPE AND SCALESESL SCOPE AND SCALESESL SCOPE AND SCALES

Text in Context

Sociocultural Context

Field

Tenor

Mode

Model of Language

Genre

Situational Context

Field Continuum

everyday fields……..specialised fields……highly technical fields

equal status ……………….…………..….. great difference in status

familiar …….………………………………...……………..very distant

great deal of emotional expression……..little emotional expression

Tenor Continuum

Mode continuum

most spoken………………….…………….....… most written

Model of Language

Language

Situational Context

Genre

ModeField

Tenor

Text in Context

Sociocultural Context

Genre

Field

Tenor

Mode

Situational Context

Sociocultural Context

Mode

Tenor

Situational Context

Field

Sociocultural Context

Genre

LanguageText in Context

•broader strand •more specific strand

•resources in the English language

•foregrounding•coherence•voice and tense•print conventions

•textual element•spoken to written •multimodal texts

Mode

•modality•evaluation•speech functions •idioms •non-verbal elements

•interpersonal element•formality to familiarity

Tenor

•verbs •noun groups•nominalisations •circumstances•topic specific vocabulary

•informational element•everyday to technical vocabulary

Situational Context

Field

Sociocultural Context

Genre

LanguageText in Context

•range of genres•purposes•structure

language choices -•structure texts •build cohesion •expand sentences

•range of genres•specific purposes•structure •cohesion

•the language choices -organise texts•focus foregrounding

•the ‘how’ •its textual elements•deal with the range of spoken, written and multimodal texts

Mode

•the language choices •who questions or commands•how degrees of certainty expressed.

•the ‘who’ •interpersonal elements•deal with formality, familiarity and attitude

Tenor

•word groups and phrases•the verbs •participants •circumstances

•the ‘what’, or content•its informational elements•range from everyday to technical vocabulary

Situational Context

Field

language choices -•structure texts •cohesive

Sociocultural Context

Genre

LanguageText in Context

range of genrespurposesstructure

•the language choices -organise texts•focus foregrounding

•the ‘how’ •its textual elements•deal with the range of spoken, written and multimodal texts

Mode

•the language choices •who questions or commands•how degrees of certainty expressed.

•the ‘who’ •interpersonal elements•deal with formality, familiarity and attitude

Tenor

•word groups and phrases•the verbs •participants •circumstances

•the ‘what’, or content•its informational elements•range from everyday to technical vocabulary

Situational Context

Field

•the range of genres•purposes •structure

Sociocultural Context

Genre

LanguageText in Context

language choices -•structure texts •expand sentences•build cohesion

language choices -structure texts build cohesion expand sentences

Genre: Scale 1 •(towards) copying very short groups of words

S: Good morning, good morning everyone.

All: Good morning everyone

S: My mum buy for me a gun

T: A gun? What do you do with that?

S: and Barbie and car

T: Whoo! Do you enjoy playing with those?

S: nods (goes and sits down)

Genre: Scale 2

•participates in basic spoken exchanges depending on memorising segments

•responds in basic spoken exchanges involving two or three turns

•uses one or two examples of pronoun reference

Genre: Scale 3

•constructs elementary examples of basic genres by speaking and writing with a high degree of scaffolding

•demonstrates an understanding of the structure of several basic genres

•uses basic pronouns: I, my

Genre: Scale 4

•organises the meanings in brief written texts in a logical order

•writes several pieces of information about a living thing

•topic words at the front of sentences in a report

•begins to expand information using linking conjunctions: and, but

•uses a limited range of cohesive resources: possessive pronouns, third person pronouns, demonstrative pronouns

Genre: Scale 5 •constructs short spoken exchanges relying on memorising initiating moves only

ORAL RECOUNT

Teacher: You can say good morning to everybody.

Johnny: Good morning everyone.

Everyone: Good morning Johnny.

Johnny: My name is Johnny and I am 10 years old… and…

Sunday I woke up I had breakfast…I had breakfast..

then I…I play…with my brother… cricket and my

friend… next I…had my dinner. I ate fries… and…

meat… round… like a thing.

Teacher: What colour is it?

Johnny: It’s green.

Teacher: Green peas. Is it a vegetable? Yes? Green peas,

vegetables?

Johnny: Yes. After that I went to bed.

•linking conjunctions: and then, but, or, so

Genre: Scale 5

•phrases of time and place to structure recounts

•binding conjunctions: because

•small range of reference items

3. tadpole – 4 weeks old

3. young frog with front and back legs - 9 weeks old

3. tadpole with back legs - 6 weeks old

Include details about the changes that happen at each stage of the life cycle of a frog.

You should write in sentences and use paragraphs to help organise your writing.

Pay attention to spelling and punctuation.

Genre: Scale 6•reads explanations and begins to write brief examples•use conjunctions to organise texts•a range of linking conjunctions: then, but, or, so and•a range of binding conjunctions:because, when, before, after•reference items

• reads longer more complex sequential explanations and simple charts and begins to write short examples

•organise meanings in short simple paragraphs

•linking conjunctions: and, but, or, so, then

• binding conjunctions: when, if, while

Genre: Scale 7

•use conjunctions to organise texts: Second, Next

Genre: Scale 8

•uses a limited range of features that organise a text:

-phrases of time and place

•begins to use a small range of relative pronouns

•reference items

Genre: Scale 9

•more than one complication

•binding conjunctions: as, as if, since, because, because if

•reference items

•synonyms, antonyms

Task:

•Look at your text and using the criteria from the previous slides or the criteria in the Scales, determine an approximate ESL Scale for genre.

•Decide on some teaching priorities for this student, to develop genre.

•the language choices -organise texts•focus foregrounding

•the ‘how’ •its textual elements•deal with the range of spoken, written and multimodal texts

Mode

•the language choices •who questions or commands•how degrees of certainty expressed.

•the ‘who’ •interpersonal elements•deal with formality, familiarity and attitude

Tenor

•word groups and phrases•the verbs •participants •circumstances

Situational Context

Field

•language choices -•structure texts •cohesive

•the range of genres•specific purposes•structure and cohesion

Sociocultural Context

Genre

LanguageText in Context

language choices -•structure texts •expand sentences•build cohesion

•informational element•everyday to highly technical

•the language choices -organise texts•focus foregrounding

•the ‘how’ •its textual elements•deal with the range of spoken, written and multimodal texts

Mode

•the language choices •who questions or commands•how degrees of certainty expressed.

•the ‘who’ •interpersonal elements•deal with formality, familiarity and attitude

Tenor

•informational element•everyday to technical vocabulary

Situational Context

Field

•language choices -•structure texts •cohesive

•the range of genres•specific purposes•structure and cohesion

Sociocultural Context

Genre

LanguageText in Context

•the verbs •participants •circumstances

•verbs •noun groups•nominalisations•circumstances•topic specific vocabulary

S: Good morning, good morning everyone.All: Good morning everyoneS: My mum buy for me a gunT: A gun? What do you do with that?S: and Barbie and carT: Whoo! Do you enjoy playing with those?S: nods (goes and sits down)

Field: Scale 2

•uses vocabulary that is mainly commonsense but chooses isolated concrete technical vocabulary

•understands small range of vocabulary expressing immediate interest:

•common noun groups

•common actions

Well the story was about as a little fish and one... boy to go to school and he walk in the jungle and he pass in the big tree and he sit, he, he, he...sit on the thing on the ground and he look to the water and he see some fish and when he come to school he.. he make some boat and when he come into the jungle too, he put some fish on the boat and it the boat and the little boy the boat on the water

Field Scale 3

•expands vocabulary by describing according to size

•uses very basic phrases of location

Field Scale 3

•uses vocabulary that is mainly commonsense but chooses some concrete technical vocabulary

•expands vocabulary using numbers, describers, classifiers

Field: Scale 4

•uses vocabulary that is commonsense but begins to use some technical vocabulary

•uses very basic phrases expressing circumstances

Field: Scale 4

•uses technical vocabulary for educational fields such as science

•uses very basic circumstances

•expands vocabulary using numbers, describers, classifiers

Field: Scale 6

•verbs

•circumstances

•location

•noun groups

•describers

•mental

•actions

•manner

Field: Scale 6 •noun groups: number, qualifier

•technical vocabulary

•direct and indirect speech

Field: Scale 7

•noun groups:

•verbs: - action

•circumstances: - location - time

• technical vocabulary

-classifiers-describers

- relational

Field: Scale 8

•common nominalisations

•noun groups: describers, classifiers, prepositional phrases as qualifiers

•circumstances: manner

•technical vocabulary

Field: Scale 9

More delicate choices

• noun groups

•verbs: - action

•circumstances: - manner

•nominalisations

-relational - mental

Task:

•Look at your text and using the criteria from the previous slides or the criteria in the Scales, determine the Scale for Field.

•Decide on some teaching priorities for this student, to develop Field.

•the language choices -organise texts•focus foregrounding

•the ‘how’ •its textual elements•deal with the range of spoken, written and multimodal texts

Mode

•the language choices •who questions or commands•how degrees of certainty expressed.

Tenor

•word groups and phrases•the verbs •participants •circumstances

•the ‘what’, or content•its informational elements•range from everyday to technical vocabulary

Situational Context

Field

•language choices -•structure texts •cohesive

•the range of genres•specific purposes•structure and cohesion

Sociocultural Context

Genre

LanguageText in Context

•the ‘who’ •interpersonal elements•deal with formality, familiarity and attitude

•interpersonal element•familiar to formal

•the language choices -organise texts•focus foregrounding

•the ‘how’ •its textual elements•deal with the range of spoken, written and multimodal texts

Mode

•interpersonal element•formality, familiarity and attitude

Tenor

•word groups and phrases•the verbs •participants •circumstances

•the ‘what’, or content•its informational elements•range from everyday to technical vocabulary

Situational Context

Field

•language choices -•structure texts •cohesive

•the range of genres•specific purposes•structure and cohesion

Sociocultural Context

Genre

LanguageText in Context

•non-verbal elements•speech functions•modality•attitudinal lexis•idioms

•modality•appraisal/evaluation •speech functions •idioms •non-verbal elements

S: Good morning, good morning everyone.

All: Good morning everyone

S: My mum buy for me a gun

T: A gun? What do you do with that?

S: and Barbie and car

T: Whoo! Do you enjoy playing with those?

S: nods (goes and sits down)

•responds in socially appropriate ways

Tenor: Scale 2

•chooses common formulaic expressions

•pronounces most words comprehensibly

•expresses statements in basic ways

Tenor: Scale 3

Tenor: Scale 4

•uses a narrow range of evaluative language

Teacher: You can say good morning to everybody.

Johnny: Good morning everyone.

Everyone: Good morning Johnny.

Johnny: My name is Johnny and I am 10 years old… and…

Sunday I woke up I had breakfast…I had breakfast..

then I…I play…with my brother… cricket and my

friend… next I…had my dinner. I ate fries… and…

meat… round… like a thing.

Teacher: What colour is it?

Johnny: It’s green.

Teacher: Green peas. Is it a vegetable? Yes? Green peas,

vegetables?

Johnny: Yes. After that I went to bed.

Tenor: Scale 5 •Chooses formulaic polite expressions appropriately

•Demonstrates a good awareness of intonation patterns of basic spoken statements, questions

Tenor: Scale 5

•auxilliaries

•a small range of evaluative language to express feelings and attitudes

Tenor: Scale 5

•a range of evaluative language

•uses a small range of language elements expressing modality

Tenor: Scale 6

•uses a range of language elements to express feelings and attitudes

Tenor: Scale 7

•chooses some elementary expressions of modality

•evaluative vocabulary to express feelings and attitudes

•strictly limited range of colloquial and idiomatic language

• uses a range of simple forms of language expressing modality with a greater degree of accuracy in more formal contexts

Tenor: Scale 9

Task:

•Look at your text and using the criteria from the previous slides or the criteria in the Scales, determine the Scale for Tenor.

•Decide on some teaching priorities for this student, to develop Tenor.

•the language choices -organise texts•focus foregrounding

Mode

•the language choices •who questions or commands•how degrees of certainty expressed.

•the ‘who’ •interpersonal elements•deal with formality, familiarity and attitude

Tenor

•word groups and phrases•the verbs •participants •circumstances

•the ‘what’, or content•its informational elements•range from everyday to technical vocabulary

Situational Context

Field

•language choices -•structure texts •cohesive

•the range of genres•specific purposes•structure and cohesion

Sociocultural Context

Genre

LanguageText in Context

•the ‘how’ •its textual elements•range of spoken, written and multimodal texts

•textual element•spoken to written •multimodal

• textual element•deals with the range of spoken, written and multimodal texts

Mode

•the language choices •who questions or commands•how degrees of certainty expressed.

•the ‘who’ •interpersonal elements•deal with formality, familiarity and attitude

Tenor

•word groups and phrases•the verbs •participants •circumstances

•the ‘what’, or content•its informational elements•range from everyday to technical vocabulary

Situational Context

Field

•language choices -•structure texts •cohesive

•the range of genres•specific purposes•structure and cohesion

Sociocultural Context

Genre

LanguageText in Context

• foregrounding• voice and tense• print conventions•foregrounding•voice and tense•print conventions

Mode: Scale 1

•handwriting: legible letters

•representing sounds: some attempt

Mode: Scale 3

•repetitive sentence beginnings: I

•limited control of primary tenses: simple present used instead of simple past

•print conventions: spells with some accuracy

Mode: Scale 4

•some control of primary tenses for most common regular verbs but a strictly limited control of secondary tenses

•experiments with punctuation: fullstops and capitals used

Mode: Scale 4

•repetitive sentence beginnings

•some control of primary tenses

•spells most common words and others on own pronunciation

•experiments with punctuation

Mode: Scale 6 •control of primary tenses, past tense form of common irregular verbs•begins to control secondary tenses•spells with greater accuracy

•legible and uses punctuation

Mode: Scale 8•organises texts in simple, logically ordered paragraphs•foregrounds simple, repetitive patterns most of the time

•demonstrates limited control, with support, of punctuation marks beyond the basic: commas and apostrophes for basic contractions

Mode: Scale 9

organises texts in longer, logically ordered paragraphs

• foregrounds less simple, repetitive patterns:

-phrases of time and place foregrounded more than once

•understands that changes in grammar may be required when using passive, but doesn’t always have control

Task:

•Look at your text and using the criteria from the previous slides or the criteria in the Scales, determine the Scale for Mode.

•Decide on some teaching priorities for this student, to develop Mode.

GENRE•structure

conjunctions: Secondly, Therefore

•cohesion reference: us, they, we, I, you, there (their), the

•expansion linking - and, sobinding -because

FIELD•nouns: Lots of people, the best pets•verbs

action: help, fly, see, brush, put, keepmental: thinkrelational: are, have, is

•where: high, in there (their) hair•technical: pets, clouds, sun, brush, ribbons, hair, Unicorn

TENOR

•series of statements, mostly accurately formed complex sentences

•certainty, obligation: I think

• feelings, attitudes: like (liked), best, beautiful

•colloquial language: Unicorns are cool

MODE

• foregrounded: Lots of people, Unicorn, I think, They, Secondly, Therefore

•simple present: have, are, is, help, fly, can see, can brush, put

•print conventions

Task:

•Look at the Scale levels for each of Genre, Field, Tenor and Mode and determine the overall Scale of the text.

•Determine what kind of additional texts you would require to confirm the Scale level of the student.