Day 3 Handouts Primary

CEFR-aligned curriculum cascade
workshops: Day 3
Handout D3.S1.1
Differentiation: Teacher questions
Look at the questions and decide what kind of question the teacher
is asking:
1. Teacher holds up a flashcard and asks the class: What’s this?
2. How many friends will you talk to? (in the activity)
3. Is Noora right? (Teacher asks the class after a pupil has given an
answer)
4. Have you got a pet, Sara?
5. What would happen if I dropped the egg? (Teacher asks the class
when demonstrating using realia)
6. Why do you like cats? (Teacher asks a pupil)
7. Why do you say that? (Teacher asks a pupil who has given an
answer)
8. Are elephants big or small? (Teacher asks the class when teaching
adjectives)
3.3_2017_Primary 2
Handout D3.S2.1 (Page 1 of 7)
Differentiation in the Scheme of Work
Strategy 1: Differentiate by the task pupils are given
If teachers are using the same task for the whole class, using open-ended tasks
such as brainstorming allows a large number of correct responses. Open-ended
tasks (e.g. Tell me the food words you know, or What will happen next?) allow more
proficient pupils to contribute with more unusual words, more complex language, or
more original ideas. Sometimes, the teacher can also give different tasks to more
proficient and less proficient groups of pupils according to their needs and interests:
see strategy 5 for more on this.
3.3_2017_Primary 3
Strategy 2: Differentiate by the type and amount of support provided
The teacher can support pupils to understand and use language with:
 their own teacher talk (e.g. “It begins with B. You read it. It’s on the desk.”)
 with gestures
 with visuals (e.g. flashcards on the board to help pupils understand or use
vocabulary
 with written words (e.g. written words on a worksheet to help pupils with spelling).
Different types and amount of support can be given to less proficient pupils,
depending on their needs, and can provide extra challenge for more proficient pupils.
3.3_2017_Primary 4
Strategy 3: Differentiate by the outcome expected from pupils
The teacher may expect more language from some pupils, and less from others. The
main aim is that every pupil says or writes something, so that they feel successful.
Two useful strategies here are:
 Compulsory plus optional

 Remember and share
i) Compulsory plus optional

Here, the teacher sets pupils targets such as With your partner, write 2
sentences or more, or In your group, say 3 colours or more. The minimum
target (2 sentences, 3 colours) is compulsory, and everyone needs to achieve
this to be successful. But the ‘or more’ is optional, and gives a chance for
stronger language pupils to challenge themselves.
Some pupils will stop at the minimum target at first, but with more practice, they
will soon get the idea of going beyond the minimum target.
ii) Remember and share

If pupils are asked to remember and share, they have to tell the teacher words
or ideas they learned in a previous lesson or task. (e.g. Look at the classroom
objects on my table. In one minute, I’ll cover them… Now, share with your
group what you remember and then tell me).
Sometimes, less proficient pupils have good memories, and so this task also
allows different pupils to make successful contributions.
3.3_2017_Primary 5
Strategy 4: Differentiate by the time pupils are given to complete a task
Some pupils need longer than others to complete tasks, especially when writing is
involved. When it’s appropriate, these pupils should be given a little more time to
finish, and extra tasks for pupils who complete the task early should be provided
(e.g. Write as many animal words as you can; Name the things in this picture in the
textbook; Talk with your friend in English: You choose what to talk about).
Avoid rewarding fast finishers with something ‘fun’ to do (such as playing with toys or
drawing a picture), as this will encourage pupils to work quickly, rather than to work
carefully at their own speed. Extra tasks should extend and enrich learning.
3.3_2017_Primary 6
Strategy 5: Differentiate by supporting individual learning preferences and

needs
When appropriate, teachers can support preferences by letting pupils make choices
about what they do and how they do it. Sometimes, for example, pupils decide for
themselves which tasks they want to do (e.g. the gestures they create for an action
song, or a revision game), depending on the ways they prefer to learn (for example
visually, through speaking or listening or through movement).
Different pairings and groupings will allow pupils to work in different ways - teachers
can sometimes pair up pupils who can help and support each other (e.g. one who
can write and one who cannot yet write well) or who enjoy working together.
Sometimes teachers might want to mix girls and boys, or have single-sex
pairs/groups. In some tasks, pupils can be assigned different roles to do, for example
a group manager, writer or artist. Teachers should make sure to vary pairing and
grouping over time.
Teachers can support needs by setting individual tasks and targets for pupils, based
on your assessment. For example, if a number of pupils are not able to read well yet,
a teacher might decide on a Reading target for each child, and provide them with
different tasks from those pupils who can already read. If a few pupils are proficient
readers, they could be given extra tasks. It should be noted that the Schemes of
Work for Primary Year 1 and 2 give recommendations for less proficient readers to
be given support during some reading lessons.
3.3_2017_Primary 7
Strategy 6: Differentiate by the types of question asked
Closed questions are questions in which the choice of possible answers is very
limited. They often involve very short responses. Open questions usually have more
possible answers, and longer responses. Asking closed questions to less proficient
pupils (e.g. Which boy is Thunder? Is it a dog or a cat?) gives them a chance to
produce accurate answers, as they are usually easier to answer than open
questions.
Asking open questions to more proficient pupils (e.g. What can Misty do now?)
provides extra challenge. As less proficient pupils grow in confidence and
competence, teachers can ask them more open questions. Sometimes there are
also good reasons for asking more proficient pupils easier questions, as this involves
them in the lesson and helps the pace of the lesson.
3.3_2017_Primary 8
Strategy 7: Differentiate by the feedback given
Feedback given to pupils should be varied according to their ability to act on the
feedback. For example, if a pupil who is weak at writing has tried hard and produces
work with a number of misspellings, feedback can be given on what they did well,
and only one 2 or 3 misspellings of common or important words highlighted. The
pupil should respond to this feedback because the suggested improvement is
achievable for them.
If a stronger pupil writes well and makes 2 misspellings, the teacher can tell them the
lines in which the misspellings are, and ask them to find and correct them. The pupil
should be able to respond to the extra challenge built in to this feedback. The same
principle applies to giving feedback on pupils’ Speaking skills.
3.3_2017_Primary 9
Match the examples from teachers’ planning to the Differentiation

Strategies in the Scheme of Work
Example 1.
In this lesson, pupils will look at camouflaged animals (Superminds 1, p.42). When they
look at the pictures in Activity 2, I will ask Alex and Ameer what colour they can see in the
picture. I will ask Ain about the animals she can see. Then for Activity 3, I’ll ask Daniel or
Nurul why it’s difficult to see the animals as a model, then ask some less proficient pupils
the same question. Last of all, I’ll see which pupils can tell me which animal they think is
best camouflaged.
Example 2.
In this Language Arts lesson, pupils are going to create a
new line to the song. I know some of them love singing and
dancing, but others feel a bit nervous of singing in front of
the class. So, I’m going to give the groups a choice – they
can write song lyrics or a rap (or even just a sentence for
Hana!). I think Alyssa and Kim will want to dance too, and
that’s fine.
Example 3.
This is a writing lesson, and I know that I have really mixed levels of proficiency in writing
skill in my class. I’m going to plan my lesson so that together we build a model on the
board. I’m going to ask pupils to copy the model into their exercise books. Then, I’ll erase
the model from the board and ask pupils to close their exercise books before the writing
task. I will use my happy writer stickers to put on some pupils’ papers, which tells them
quietly that they can open their books and use the model (this will be for Sasha, Nisa,
Aiman, Ali and Farah, and others who I see struggling).
Example 4.
At the beginning of the lesson, I’m going to review
animal vocabulary. I’ll ask pupils to write down as
many animals as they can remember in pairs. They
don’t need to worry about spelling at this point
though.
3.3_2017_Primary 10
Example 5.
This lesson, pupils are going to play Kim’s Game using toy animals. We’re going
to arrange the animals on the table in a zoo, with different enclosures for
each animal. Pupils will decide how many animals belong in which enclosures,
and we’ll put the animals in the zoo. Then I’ll ask pupils to turn around while I
take away some animals. I will ask pupils to tell me at least two animals that
have escaped from the zoo. If they can’t remember the words, then they can
always mime the animal and their classmates can help with the English. Each
time, I’ll take away more animals, so they need to remember more each time,
but always with a minimum (i.e. ‘more than three’, not ‘three’).
Example 6:
Step 6:
Pupils complete the gapped sentence to say what they do Fridays (5
minutes). NB: Allow more time if needed. Fast finishers can look at
Handout 2 again and try to complete more of it.
Example 7:
16 May:
Mark pupils’ work this evening.
NB:
- Jeremy had problems with spelling colour words today (especially blue and purple). Make
sure to comment on his spelling – he made a real effort to spell correctly.
- Mira is still having trouble forming letter shapes. Check her work and comment on this to
encourage and support her.
- Ivan did this task very quickly and didn’t take much care over his handwriting. Comment
on this?
3.3_2017_Primary 11
Handout D3.S2.3
Differentiation in lesson planning
Class profile:
Differentiation
Lesson:
Learning Objectives:
Differentiation strategy number(s):
Details:
3.3_2017_Primary 12
Handout D3.S2.4
Evaluating differentiation plans

Name: Year: Lesson:
Criteria for evaluation Yes, Not at A

well all little
Do the strategies support lower as well as higher
proficiency pupils?
Comment:
Can all pupils be successful?

Comment:
Do the strategies fit into the lesson plan?

Comment:
Are the strategies realistic in terms of lesson

preparation?
Comment:
Are the strategies practical in terms of lesson delivery?

Comment:
Do the strategies support pre-/low literacy pupils?

Comment:
-
Comment:
-
Comment:
-
Comment:
-
Comment:
-
Comment:
-
Comment:
3.3_2017_Primary 13
Handout D3.S3.1
Planning a sequence of lessons
Decide if the statements are True or False
1. A sequence of lessons is a series of free-standing lessons.
2. Lessons in a sequence can be connected by topic.
3. A sequence of lessons for Lower Primary pupils should include

plenty of recycling and reviewing of language and vocabulary.
4. Within a sequence of lessons, we can build pupils’ language and

skills, moving from simpler to more complex.
5. We need to repeat activities within a sequence of lessons.
6. We should balance interaction patterns across lessons and

sequences of lessons (group, pair, individual work).
7. Across a sequence of lessons, there must be a completely equal

balance of skills (L/S/R/W).
8. Each lesson within a sequence should be linked to the previous

one by repeating the final activity at the beginning of the lesson.
9. There is no flexibility in the Learning Outline for lessons in a

sequence in the Scheme of Work.
10. Once we have planned a sequence of lessons, we need to teach

to that plan.
3.3_2017_Primary 14
Planning a sequence of lessons: Workshop
Task
• Use the Year 2 Scheme of Work to identify a sequence of four non-textbook
lessons to plan. You are recommended to look at lessons 16-19, but can
choose a different set using the Scheme of Work overview if you prefer.
• Consider incorporating lessons you have already planned in this training.
• You will need:

– Scheme of Work overview (Year 2)
– Scheme of Work (Year 2)
– Superminds 1
– Lesson plan Template x4 (See the following pages)
• You need to follow:

– Content and Learning Standards
– Topic
– Language/grammar focus
– Cross-curricular element
• You need to plan:

– Learning Objectives
– Lesson procedure (Learning Outline)
– Materials (no need to make these, just define)
– Differentiation strategies (use class profile)
– Other notes for the teacher
• Points to remember:
– Balance skills
– Balance interaction type
– Balance activity type
– Link lessons
– Review and recycle language and vocabulary
– Build and enrich language and vocabulary gradually
– Work within the limitations of the Scheme of Work
– Plan with your class in mind
3.3_2017_Primary 15
Plan for Year 2 Lesson:
SUBJECT :
YEAR/FORM :
DURATION :
THEME :
TOPIC :
FOCUS SKILLS : L/S/R/W/LA :
CONTENT STANDARD :
LEARNING STANDARD :
LEARNING OBJECTIVES :
CROSS CURRICULAR ELEMENTS :
*ACTIVITIES : i. PRE-LESSON :
ii. LESSON :
DEVELOPMENT
iii. POST-LESSON :
TEACHER’S REFLECTION
3.3_2017_Primary 16
SUBJECT :
YEAR/FORM :
DURATION :
THEME :
TOPIC :
CONTENT STANDARD :
LEARNING STANDARD :
ii. LESSON :
DEVELOPMENT
iii. POST-LESSON :
3.3_2017_Primary 17
SUBJECT :
YEAR/FORM :
DURATION :
THEME :
TOPIC :
CONTENT STANDARD :
LEARNING STANDARD :
ii. LESSON :
DEVELOPMENT
iii. POST-LESSON :
3.3_2017_Primary 18
SUBJECT :
YEAR/FORM :
DURATION :
THEME :
TOPIC :
CONTENT STANDARD :
LEARNING STANDARD :
ii. LESSON :
DEVELOPMENT
iii. POST-LESSON :
3.3_2017_Primary 19
Handout D3.S4.1
Evaluating materials
Criteria 0/1/2 Comments

1. Do the Learning Standards
match the material?
2. Is the language level right for

my pupils?
3. Is the vocabulary level right

for my pupils?
4. Are the tasks appropriate for

my pupils?
5. Is there plenty of support for

my pupils?
6. Are the instructions clear?
7.
8.
9.
10.
11.
12.
3.3_2017_Primary 20
Handout D3.S4.2
Put the correct word into each heading 1–5

add delete modify simplify re-order
1. 4.
1. Remove some of the questions in 1. Include an extra vocabulary task before
the task so it is shorter. a speaking activity to help pupils.
2. Cut down the text or only play part 2. Think of a follow-up task to give to fast
of an audio. finishers after listening – an extra question
3. Take out some of the unnecessary or some writing for example.
language in rubrics or texts. 3. Put in some extra language or grammar
4. Remove a task completely. focus to review previous work in a
5. Reduce the number of instructions different way.
in a complex task. 4. Put in extra speaking tasks after
reading or listening, either for pupils
needing further practice or for fast
finishers.
2. 5.
1. Look at the vocabulary and grade it 1. Change a writing task into a speaking
lower if in written text. task in order to support pupils.
2. Make the language of the questions 2. Set an individual task as group work so
easier. peers can help each other.
3. Change the questions to make 3. Break up a complex task into smaller
them easier. sections and do them over more than one
4. Alter the outcome of a task to make lesson.
it easier e.g. instead of preparing and 4. Change a task so that pupils can
doing a presentation for the class, prepare for longer e.g. at home.
pupils make notes using a table
format you have given them and talk
to a partner
4. Add labels to pictures or add a
vocabulary definition list for pupils to
use as they work on a text.
3.
1. Move a vocabulary task to the
beginning, so pupils can get familiar
with it before they do a task instead of
after.
2. Allow pupils to read a text before
they listen if the audio is very difficult.
3. Move a writing task later in the
activity sequence so that pupils can
get all the unit language before
writing.
3.3_2017_Primary 21
Handout D3.S4.3
Primary pupils: Considerations for adaptation

 Materials need to create a balance between challenge and the
opportunity for pupils to get it right.
 Activity types should let pupils practise and learn in different ways;
activities should not involve sitting at a desk for long periods.
 A visual focus is useful for this age group as many pupils learn well
visually; images have more impact on Primary learners than text.
 If possible, try to include computer-based learning to increase

motivation.
 At this age, pupils will respond well to receptive tasks, but need to
be active.
 Speaking tasks work better after reading or hearing information on

a topic so that pupils have some background knowledge.
 Adapt activities so there is a focus on working together to

accomplish shared goals.
 Include activity types such as analysing or sequencing to develop

higher-level thinking skills.
 Provide opportunities for text types that focus on learning about

the world, as well as English, to increase learning.
3.3_2017_Primary 22
Handout D3.S4.4
Internet sites for Primary materials and activities
English for Primary pupils – EFL/ESL

 http://learnenglishkids.britishcouncil.org/en/
 https://www.englishclub.com
 http://www.teachingideas.co.uk
 http://www.eslfast.com
 http://esl-kids.com
 http://www.teachchildrenesl.com
 https://www.eslkidstuff.com
Primary education (for native speakers)

 https://www.theschoolrun.com
 https://www.kizphonics.com
 http://www.songsforteaching.com/index.html
 http://www.brucevanpatter.com/getcreative.html
 http://www.kidsgen.com
 https://www.teachingpacks.co.uk
 http://www.primaryresources.co.uk
 http://www.twinkl.co.uk
 https://www.planbee.com
 https://www.primaryclassroomresources.co.uk
 http://supersimplelearning.com
For various classroom video material

 https://www.youtube.com
Lists of recommended sites:

http://www.studentguide.org/the-50-best-esl-resources-for-kids/
3.3_2017_Primary 23
Handout D3.S4.5
Selecting materials
You are going to select some materials to supplement your lessons.

Use the following stages to help you.
Stages in choosing and preparing non-textbook materials
1. Consider the Learning Standard and skills you need to cover.

Explore resources suited to this e.g. online texts or audio.
2. Is there a ready-made lesson that fits or is close and could be
adapted?
3. If not find a few examples of material/texts that might work. This
could be used for text work (Reading /Listening) or as a starting
for productive work (Speaking/Writing).
4. Is the topic appropriate and interesting at first glance? Does it
suit the level and age of pupils?
5. Consider the length of the text or resource – is it appropriate for
the level and age of your pupils? If not could you cut or adapt it?
6. Are there any factors that would help pupils e.g. pictures / titles?
7. Look at the content in more detail. What is the level of
language? Look at the vocabulary and grammar, and cross
reference with the Schemes of Work. Use English Profile to
check word and grammar levels:
http://www.englishprofile.org/
8. Now think about what you could do with it.
If it is text work (Listening and Reading) can you create a task
easily (ordering pictures/brief True/False questions/ choose a
title etc.)?
For Speaking and Writing, does it provide a good basis for the
pupils to work from – will it encourage them to speak or write
after they have seen or read the content?
9. What kind of detailed task could you provide?
10. Do all of your ideas link back to the Learning Standard you
started with?
3.3_2017_Primary 24

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CEFR-aligned curriculum cascade

Differentiation: Teacher questions

1. Teacher holds up a flashcard and asks the class: What’s this?

4. Have you got a pet, Sara?

6. Why do you like cats? (Teacher asks a pupil)

Differentiation in the Scheme of Work

Strategy 1: Differentiate by the task pupils are given

Differentiation in the Scheme of Work

Strategy 2: Differentiate by the type and amount of support provided

Differentiation in the Scheme of Work

Strategy 3: Differentiate by the outcome expected from pupils

 Compulsory plus optional

i) Compulsory plus optional

ii) Remember and share

Differentiation in the Scheme of Work

Strategy 4: Differentiate by the time pupils are given to complete a task

Differentiation in the Scheme of Work

Strategy 5: Differentiate by supporting individual learning preferences and

Differentiation in the Scheme of Work

Strategy 6: Differentiate by the types of question asked

Differentiation in the Scheme of Work

Strategy 7: Differentiate by the feedback given

Differentiation in the Scheme of Work

Match the examples from teachers’ planning to the Differentiation

Differentiation in lesson planning

Differentiation strategy number(s):

Evaluating differentiation plans

Criteria for evaluation Yes, Not at A

Can all pupils be successful?

Do the strategies fit into the lesson plan?

Are the strategies realistic in terms of lesson

Are the strategies practical in terms of lesson delivery?

Do the strategies support pre-/low literacy pupils?

Planning a sequence of lessons

Decide if the statements are True or False

1. A sequence of lessons is a series of free-standing lessons.

2. Lessons in a sequence can be connected by topic.

3. A sequence of lessons for Lower Primary pupils should include

4. Within a sequence of lessons, we can build pupils’ language and

5. We need to repeat activities within a sequence of lessons.

6. We should balance interaction patterns across lessons and

7. Across a sequence of lessons, there must be a completely equal

8. Each lesson within a sequence should be linked to the previous

9. There is no flexibility in the Learning Outline for lessons in a

10. Once we have planned a sequence of lessons, we need to teach

Planning a sequence of lessons: Workshop

• Consider incorporating lessons you have already planned in this training.

• You will need:

• You need to follow:

• You need to plan:

FOCUS SKILLS : L/S/R/W/LA :

CROSS CURRICULAR ELEMENTS :

FOCUS SKILLS : L/S/R/W/LA :

CROSS CURRICULAR ELEMENTS :

FOCUS SKILLS : L/S/R/W/LA :

CROSS CURRICULAR ELEMENTS :

FOCUS SKILLS : L/S/R/W/LA :

CROSS CURRICULAR ELEMENTS :

Criteria 0/1/2 Comments

2. Is the language level right for

3. Is the vocabulary level right

4. Are the tasks appropriate for

5. Is there plenty of support for

6. Are the instructions clear?