and learning is taught in a scaffolded manner through class work, group and paired work through to individual work to cover the speaking and listening, reading and writing requirements. This variety of class, group, pair and
individual work opportunities allows teachers to pace work according to the different learners in the class and to use different groupings of learners to cater for different learning styles and to help learners with specific barriers to learning – for example by giving a strong reader a responsibility for working with weaker readers for certain types of activities to support their reading and understanding. Questions in activities have been
graded to provide solid scaffolding through the different cognitive levels. Not all learners will manage the higher order questions but the opportunities for enrichment exist to extend learners naturally within the themed cycles. Enrichment activities have been indicated with a *. The Learner’s Books all have a fully integrated reference section, the Toolbox, to encourage learners to help themselves independently to check and develop their own knowledge and skills. In addition to the flow of the cycles,
the structured activities and the Toolbox, each cycle contains a number of specific interactive support tools for use by both teacher and learner. Supporting learners with different learning styles, with different paces of work, with potential barriers to learning and diverse abilities and talents requires a flexible and multi- faceted approach from the teacher. Furthermore, most learners in the Intermediate Phase are still in the process of developing independent learning habits and need to be guided by the teacher into using learning strategies the begin with an independent initiative. The notes that follow support the
diagram on page 12 showing examples of the different support tools found in the Learner’s Books.
A: Key features The Learner’s Book contains clearly defined Key Features for a variety of text types and language activities. These are repeated often across the phase so that they become as familiar as the ingredients in a well-followed recipe.
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B: Glossary words Difficult vocabulary is glossed on the page to assist learners who have a limited vocabulary and to extend the learners’ general vocabulary.
C: Annotated labels Texts are labelled and annotated to offer teaching and support for learners unfamiliar with the key features of the text type. Learners can refer to these examples when producing their own writing.
D: Labelled support tasks in the margin The Support Tasks have been specifically designed to support children with different learning styles and/or barriers to learning. Sometimes the tasks provide questions to support the in-built scaffolding of the activity – to provide an extra entry point. Sometimes the tasks provide further opportunities to embed the new skill or apply new skills in a slightly different context. Some of the activities key directly into learners who benefit from an advance preparation or concrete base to more open-ended activity or who respond to peer group interaction to orientate themselves before, during or even after a task. The tasks are not an integral part of the main activity and therefore can be used in a variety of ways at the discretion of the teacher and the enthusiasm of the learner.
E: Hints and Tips The Hints are designed to support the activity and to guide learners who need to be reminded of a previously learnt skill or some prior knowledge. In the same way, Tips encourage broader thinking and alternative approaches.
F: Bushbaby comments The Bushbaby is a familiar thread running through the Learner’s Book. He also gives tips and asks questions to encourage learners either to reflect on what they are doing in the activity itself or to link the activity to a broader issue. His role is to encourage learners to ask questions to reflect on their own approach.
G: Did you know? feature The Did you know? feature provides useful information to support activities in a chapter. It is deliberately structured
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