 Identifying
 Naming
 Sequencing
 Describing
 Sorting
 Asking questions
 Comparing and contrasting
 Explaining
 Deducing
 Hypothesising
 Generalising
 Reasoning
 Problem solving
 Analysing
 Ranking
 Evaluating

Science in the National Curriculum
Find out about different plants and animals in the environment
Identify light sources
How a switch can be used to break a circuit
Use knowledge of liquids to decide how a mixture might be separated

What are key visuals?
Visual organisers such as tables, charts, diagrams
An aid to present information clearly
Help pupils’ conceptual development

Scaffolding pupil talk
Meat eaters
Cat
Hawk
Producer
Seeds
Consumer/ prey
Mouse
Plant eaters
Squirrel
Mouse
Predator
Cat

(Pauline Gibbons)
Activity
Sorting animals into plant/me at eaters
Creating a food chain
Visual support Language functions
Language structures
Vocabulary
T chart
Picture of garden
Flow diagram
Picture of garden
Classifying This is a..
It eats..
Sequencing a process
First…
The ..eats..
The …is eaten by..
Meat
Plants
Leaves
Cat
Producer
Consumer
Prey

The Knowledge Framework (Mohan 1986)
Classification Principles Evaluation
Description Sequence Choice

The Knowledge Framework, (Mohan 1986)
Classification
Classify chess pieces
Description
Identify chess pieces
Principles Evaluation
Understand the rules for moves
Sequence
Evaluate moves according to strategies
Choice
Sequence moves
Choose appropriate moves

Ways of classifying Ways of reasoning Ways of evaluating and expressing an opinion
Different sources of electricity wind, water, the Sun……
One source of electricity is….
Different uses of electricity
Lighting, heating….
Electricity is used for heating the home. Its also used for…
Ways of describing
Matching – parts of a circuit to pictures
That’s a battery
Definitions of parts of a circuit.
This is the part that…..
Descriptions of objects that use electricity with pictures
What am I?
Deducing
Look at circuits and work out which ones will light up bulbs
This one won’t light up the bulb because….
Ways of sequencing
Instructions for making a circuit.
First of all….Next…. attach
What is the best way of saving electricity?
I think the best way is by ….
Ways of making decisions
How can you save electricity at home?
One way I can save electricity is by….

The Knowledge Framework
Task
Acid Rain example

Framework for the integration of Language and Content
Content-obligatory language
EAL teacher
Assessment of learner needs
(on-going)
Content teacher
Genesee, Met & Snow (1989)
Content-Compatible Language

Series & parallel circuits
Circuit Switch Prediction Observation Explanation
2
2
1
1
3 off on off on
1.
2.
On off

2
2
3
Series & parallel circuits
Circuit
1
1
Switch off on
Prediction
I think that… off on
1.
2.
On off
If switch 1 is on then…
Observation Explanation
Bulb C is…
A is…
The bulbs are – brighter
- less bright
Bulb A is as bright because..

The Cummins model of language proficiency
High cognitive demand
Context embedded
Shopping abroad
Talking about a shared activity as it is performed
Context unembedded
Listening to a story on the radio
Talking and listening on the phone
Low cognitive demand

The Cummins model of language proficiency
Justifying behaviour
High cognitive demand
Reflecting on and talking about feelings
Hypothesising
Context embedded Context unembedded
Low cognitive demand
Cline & Frederickson (1996)
Curriculum Related
Assessment
Clevedon: Multilingual Matters

The Cummins model of language proficiency
High cognitive demand
Generalises; compares and contrasts;
summarises; plans; classifies by known criteria; transforms, personalises given information; recalls and reviews; seeks solutions to problems
Argues a case using evidence persuasively; identifies criteria, develops and sustains ideas; justifies opinion or judgement; evaluates critically; interprets evidence, makes deductions; forms hypotheses , asks further questions for investigation, predicts results; applies principles to new situation; analyses , suggests solution and tests
Context embedded
Context unembedded
Reading to find specific information:
 Identifies, names, matches, retells
Transfers information from one medium to another
 Applies known procedures; describes observations; sequences ; narrates with sense of beginning, middle, and end
Parrots : repeats utterances of adult or peer
Copies : reproduces information from board or texts
Low cognitive demand

KS1 – Floating and Sinking
High cognitive demand
Makes predictions about other objects in classroom which might float/sink
Can state why they think objects sink or float
Can suggest questions/ideas based on everyday experience which can be tested
Can predict other objects (not present) which would float/sink
Sorts objects by other qualities e.g. heavy/light wood/metal
Can make series of related observations
Uses observations to compare expected outcome with that observed and make conclusions
Context unembedded Context embedded
Sort objects into sets : ‘these sink’ – ‘these float’
Water play: child states ‘this floats’;
‘this sinks’
Language: pre-teach on; under; floats; object names e.g. scissors; cork
Low cognitive demand

What they all share in common
All planning starts with…
The language function

Planning for “What am I” and “Odd one out”
Thinking
Involves skills:
• Speculate
• Hypothesise
• Compare
• Classify
• Organise
Expression
Subject

What am I?
 How big do you think it is?
 Where do you think it might be found?
 What do you think it might be associated with?
 What do you think it is?
 Why might it be important?

The task shapes the language!!
 Model a discussion as if being done in front of a class – record and transcribe
 Analyse language used and prepare scaffolded activities based around this language
 Teachers present same talk in front of class – pupils listen out for particular bits of language on prepared activities and record / tick
 Pupils feed back on language they observed
 Pupils now discuss new picture – film / record

What am I?
1.
What do you think it is?
2.
How big do you think it is?
3.
Where do you think it might be found?
4.
What do you think it might be associated with?
5.
Why might it be important?

What am I?
1.
What do you think it is?
2.
How big do you think it is?
3.
Where do you think it might be found?
4.
What do you think it might be associated with?
5.
Why might it be important?