Searching ......
Course planning overview
The following is a list of the key course planning documents followed by an overview of model course approaches.
Steps in course planning links to the requirements for NZQA Course Approval and Accreditation for ESOL courses for international students and suggests how the criteria can be met.
Opportunities for multi-levelling identifies some of the ways that teachers can plan learning pathways for classes with learners at different levels.
The course planning template provides a structure for teachers to plan their own courses and includes links to the New Zealand Curriculum, ELLP and ELIP.
Model course approaches
The overview of model course approaches below provides a summary of the course titles, topics and assessments for all five model courses. The model course outlines provide detailed exemplars across a range of ESOL levels and learning situations.
Topics
Assessments
Foundation
(ESOL unit standards in brackets could be used for extension)
Junior ESOL Transition
Portfolio entries including:
Senior NCEA ESOL
The course is based on Our Changing World
The following level two ESOL unit standards:
Senior EAP Literacy
Short term ESOL for International students
Literacy in Secondary School Contexts aims to assist secondary teachers to incorporate subject area literacy teaching and learning into their programmes of work.
The resource has been organised into 5 modules:
Module 1: Introduction
Module 2: Subject area literacy for students in years 9–13
Module 3: Exploring aspects of subject area literacy within a technology context
Module 4: Exploring aspects of subject area literacy within a science context
Module 5: Exploring aspects of subject area literacy within a social studies context
“Literacy is a human right, a tool of personal empowerment and a means for social and human development. Educational opportunities depend on literacy.” UNESCO
Literacy is central to all levels of learning, through all delivery modes. Literacy is an issue that concerns everybody.
The Ministry wishes to acknowledge the lead writer Chris Thornley, the development team, and the subject advisers, teachers, and students who have contributed to the development of this resource.
Making Language and Learning Work 2: Integrating language and learning in secondary English and Social Sciences follows the 2006 / 2007 Making Language and Learning Work 1: Integrating language and learning in secondary Maths and Science. During 2008 a third DVD, with a primary focus, will be produced by the Ministry of Education.
The materials support teachers to meet recommendations in a number of documents which provide guidelines for teaching students from diverse language backgrounds in mainstream classes:
The materials also exemplify the application of the English Language Intensive Programme Years 7 to 13 (Ministry of Education, 2003) and Effective Literacy Strategies In Years 9 to 13 (Ministry of Education, 2004).
The DVDs show how a range of teachers in different subject areas scaffold language and content area learning. The materials model how to personalise learning in a manageable way. Such materials are available overseas but this is the first comprehensive series of New Zealand materials.
This set of notes supports on-going English and Social Sciences department or faculty-based professional learning. The DVD does not attempt to show all aspects of the lesson sequences, nor does it aim to provide step-by-step guidance in how to teach particular units in 2 English or the Social Sciences. It depicts approaches, selected from a series of lessons, which could be incorporated into a wide variety of learning contexts across the curriculum.
The notes are also available from the home page of ESOL Online with links to full explanations of each of the strategies/approaches. Additional support material can be accessed from links on the English and online community.
Know the learner
Begin with context embedded tasks which make the abstract concrete
Provide multiple opportunities for authentic language use with a focus on learners using academic language
Ensure a balance between receptive and productive language
Help students achieve the same explicit learning outcomes using differentiated levels of support
The following two principles are not listed separately but are implicit throughout the DVD.
Identify the learning outcomes including the language demands of the topic
Include opportunities for monitoring and self-evaluation
These notes follow the “Play by Subject” sequences. The notes are sequential. Chapter headings may appear differently on different players, so instead of giving chapter headings for each of the reflective sequences, the principle and the strand are cited. For example – English, Year 9, Know the learner: Finding out the learner’s language and schooling background.
We suggest you initially approach the DVD by zooming in on one or two small snapshots in a focussed faculty meeting. In future meetings during the rest of the year you can return to look at other aspects of the DVD. Each snapshot is linked to a principle of effective teaching for learners from diverse language and cultural backgrounds.
Details of how to use each strategy or approach, the purposes of each strategy or approach, and examples, are available from the strategy section of ESOL Online.
Overview of the notes
A generic reflection template for use at all times when viewing and discussing.
This covers:
Specific templates tailored to particular sequences that model the strategies/ approaches used.
Prompts the facilitator to other items of interest.
Supplementary resources.
Whenever you choose an approach or select a teaching/learning strategy:
Learning is much more likely to be retained and transferred to new situations when this happens.
Learning outcome and language focus
How explicit or implicit is the language focus? What would you infer the language focus to be?
What the teacher does
What is the strategy/approach? What is the teacher planning to achieve? Does the teacher explain why the strategy/approach is being used?
How is strategy use modelled? Consider – instructions to students, content knowledge and language the students will need to complete the task, reflection on how well the strategy worked.
At what point in the lesson cycle is this sequence being used? What other tasks prepared the students for this task?
What the students do
Are the students clear about the purpose for using the strategy? In what ways could it help them learn?
Are the students working individually or collaboratively? If collaboratively, what role does each student have?
Links to The New Zealand Curriculum (2007)
How could you use these approaches/strategies to facilitate the implementation of the new curriculum in your subject area?
Consider the Achievement Objectives, the Key Competencies and Values.
What you would do differently? Why?
Consider your context, your students.
Finding out about learners’ language and schooling backgrounds
Prompt: What does the Afghan student say about what she finds difficult in English?
Finding out about learners’ prior knowledge
Hot Potato
Question to ask before viewing the Hot Potato strategy:
Generic template to observe the Hot Potato strategy.
Prompt: What reasons does the teacher give for circulating around the groups as they work?
Using approaches that build on prior knowledge
Prompt: Note how the teacher amplifies her language when giving task instructions. (Try and visualise, try and make a picture in your mind).
Prompt: What does the Afghan student say about the benefit of using her first language (L1)? (Follows the listening task - What I can see and What I can hear).
Recycling the use of the same language in different ways
Information Transfer
Generic template.
Prompt: What does RIQ stand for? What is the purpose of the RIQ task?
Using approaches that include listening, reading, viewing, speaking, writing and presenting
Text Frame
Planning the learning tasks so that all learners are actively involved
Reading in Four Voices
Use the description of the strategy on ESOL Online as a text for ‘reading in four voices’.
Co-operative Mind Map
Making the lesson comprehensible to all learners
Prompt: What does the student say about the benefit of wall charts?
Creative Cloze
Writing Frame
Writing frames:
The Year 9 teacher uses the Selections series as her initial text. The Selections series provides appropriate, high-interest, theme-based reading for English language learners in years 7-13 who find the usual classroom reading material more difficult. Audio and teachers’ notes are available.
Other appropriate resources to support English language learners:
Back to top
Prompt: What does the Mandarin speaker say is most difficult for her in English?
Finding out learners’ prior knowledge
Vocabulary Jumble
Use these words to practise a vocabulary jumble: lexical word, clusters, grammatical word, collocation, receptive vocabulary, modals, auxiliaries, nouns, phrasal verbs, adverbials, tense, active vocabulary, clines, productive vocabulary, frequency
Prompt: What are some of the ways that diverse students can be used as an asset in the classroom?
Giving learners many opportunities to first notice and then use new language
Prompt: What is the purpose of using the words from the vocabulary jumble in a different task?
5 Ws and an H
Prompt: What does the student say about the value of reusing key words in different ways?
Using approaches that include listening, reading, viewing, speaking, writing, and presenting
Listening Round
Reaching a Consensus
Prompt: How would you stop individual students dominating in group work?
Prompt: What does the Mandarin speaker say about the value of having time before speaking?
Prompt: What does the student say about the focus on text structure?
Prompt: What does the teacher say about the benefit of group work?
Shared Writing
Prompt: What do the teacher and student say about the value of reflection at the end of a lesson?
Prompt: If you have watched the whole of the Year 11 sequence, reflect on how the tasks are sequenced to support the outcomes at the end.
English Language Intensive Programme Years 7-13 Resource (ELIP). See Stage 3: Oral Language (4) and Reading (9), for example.
Setting the learning context
Story Graph
Prompt: What does the student say about the value of the story graph?
New Ideas
Prompt: What do the students say about what helps them work out word meanings in text?
Reading Overview Grid (a type of advance organiser that clarifies a purpose for reading)
Some other advance organisers:
Prompt: What do the students say about the value of group work?
Word Clusters
Double Entry Journal
A double entry journal is used here for... If I had been the teacher I would have...
The teacher says the value of the journal is... In my class I would use it for...
Prompt: What does the student say helps him learn?
Mind Mirror
Co-operative Reading
Freeze Frame
Other appropriate resources to support English language learners
English Language Intensive Programme Years 7-13 Resource (ELIP) See Stage 3: Reading (6) and Writing (12 and 14), for example.
Prompt: What does the student say about his role helping newly arrived students?
Prompt: How does the teacher find out about the students’ Social Studies skills and knowledge?
Prompt: What does the teacher say about integrated rather than withdrawal classes for ESOL students?
Prompt: What does the teacher say about the importance of having both a language and content focus?
Prompt: In what ways might the following tasks based on the Pasifika high achievers text be expanded to include the ethnicities of non-Pasifika students in the class?
Speaking Frame
Prompt: What do you notice about the students’ language when they use the speaking frame? How would you extend your students with a speaking frame?
Concept Star
Dictogloss
Prompt: What is the role of the concept star in the next step in the sequence?
Prompt: How does the teacher use first language (L1)?
Prompt: How does the teacher use the ideas in this dictogloss in another way at the end?
Jigsaw Reading
Prompt: The students use their mother tongues (L1). What conditions are needed in the classroom for this to happen?
Prompt: How does the teacher provide support to different language speakers?
Collaborative Poster
Oral Language in the Introduction and Years 9-13 The English Language Learning Progressions (ELLP)
English Language Intensive Programme Years 7-13 Resource (ELIP)
Prompt: What does the Samoan student say about her language background?
Prompt: What does the Chinese student say about his use of dictionaries/friends?
Generic template re how the teacher finds out prior knowledge
Prompt: What does the teacher say about having a language focus?
Note especially:
Split Information
Writing Definitions
Prompt: How does the teacher support the students in doing this?
Prompt: How does the teacher build in reflection at the end of the lesson?
Prompt: What is the role of the bilingual tutor? How would you use a bilingual tutor?
Prompt: What is the purpose of the quick activity the teacher does at the end of each lesson?
Explanatory notes:
We are learning to.... (Walt)
What I am looking for...... (Wilf)
Verb Story
The teacher explains the process and writes the verbs on the board, with each verb on a new line. The students retell the process using the verbs as prompts. They then write down the process and compare their version with the original. The benefits are that students focus while listening. They also notice and use correct verb forms and can use the verbs on the board as a scaffold for their writing. The students listen, read, speak, and write. This helps learners tofocus on forms of words.
Picture Matching
Writing Frames
Prompt: How could the student who asks “[What is] that long word, that ‘c’ word?” be supported more to learn the word well?
Linking learning to real life
Prompt: What does the teacher say about how to sequence a lesson?
Ask and Answer
Prompt: What does the student say about her role as an expert?
Sequencing
Prompt: How does amplifying text (adding another explanation) help English language learners? (harvested - picked)
Say It!
Note: In the Say It! the student talk is brief. Discuss ways that you could assist students to extend their talk.
(A1) You are the teacher – How might the student talk be extended?
(A2 ) You are the teacher – Why did you use the Say It?
(B1) You are a student – Would you rather use a Say It! in a small group or in the large class?
(B2) You are yourself – In what context could you use this technique in your classroom?
Prompt: On reflection at the end of the sequence of tasks, what does the teacher say she would do another time?
See English Language Intensive Programme Years 7-13 Resource (ELIP), for different types of verb patterns (Stage 2: 3 Oral Language, recount, for example).
Focus On English: English for Science 5 – Weather; English for Science 6 – Conservation
English Language Intensive Programme Years 7–13 Resource (ELIP), Stage 2 Reading: 10 &19 (description), 14 & 20 (explanation); Stage 3: 12 (description), 8 & 16 (explanation).
Prompt: What do the students say is difficult?
Finding out learner’s prior knowledge
Finding Out Table
Prompt: What does the teacher say is the value of prior knowledge?
Prompt: Why (says the student) is it important to make connections from English to the first language (L1)?
Role Play Cards
Generic Template
Guided Writing (statement, explain, example, why it is important)
Listening Dictation (Title, axes, lines, label)
Barrier Exercise
Three Level Guide
Structured Overview
Consensus
In 2006 the Ministry of Education produced the first in a series of DVDs for professional development: Making Language and Learning Work 1: Integrating language and learning in secondary Maths and Science. In 2007 Making Language and Learning Work 2: Integrating language and learning in secondary English and Social Sciences followed. Making Language and Learning Work 3: Integrating language and learning in Years 5 to 8, produced in 2008, is the third DVD in the series.
This resource is aligned with key intentions in The New Zealand Curriculum. For each learning area, students need specific help from their teachers as they learn:
In addition to such help, students who are new learners of English or coming into an English-medium environment for the first time need explicit and extensive teaching of English vocabulary, word forms, sentence and text structures and language uses (The New Zealand Curriculum, 2007, p. 16).
Other aspects of The New Zealand Curriculum can be observed in the teaching and learning sequences. These include (but are not limited to):
Teaching as inquiry – Teacher actions promoting student learning
Effective pedagogy, teacher action that promotes student learning, is an expectation in The New Zealand Curriculum (pp. 34-35). Teaching strategies and approaches work differently in varied contexts and for different students. It is important that teachers inquire into the impact of their teaching on their English language learners.
A number of documents provide guidelines for teaching students from diverse language backgrounds in mainstream classes, including Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis (Alton-Lee, 2003).
This DVD shows how teachers can effectively integrate content area and language teaching. It models how to differentiate learning for students at different levels of English proficiency in mainstream classes in a manageable way. Such resources are available overseas but this is the first comprehensive series developed in New Zealand.
The DVD provides support for the use of these key English language learning resources:
The English Language Learning Progressions (Ministry of Education, 2008)
Literacy Learning Progressions (Ministry of Education, 2007)
English Language Intensive Programme - Primary Resource (Ministry of Education, 2008)
English Language Intensive Programme Resource - Years 7-13 (Ministry of Education, 2004)
Effective Literacy Practice - Years 5-8 (Ministry of Education, 2006)
Selections - reading resources for Years 7-10 with accompanying teacher materials (Learning Media)
ESOL Progress Assessment Guidelines (Ministry of Education, 2006)
Electronic storybooks – a collection of high interest texts for students in Years 5-6 and Years 7-10, with an ESOL audio track e.g Plastic Fantastic (Ministry of Education, 2008)
Supporting English Language Learners in Primary Schools (SELLIPS) (Ministry of Education)
Making Language and Learning Work 3 aims to:
These teaching exemplars show snapshots of learning in four integrated units of work in social studies, science, technology and the arts. They are selective and do not attempt to show all aspects of each unit of work.
This DVD is for all teachers of English language learners: mainstream teachers, specialist teachers, teachers of English for Speakers of Other Languages (ESOL) and other professionals such as Resource Teachers: Learning and Behaviour and Resource Teachers of Literacy.
These facilitation notes follow the menu selection ‘Play by Curriculum Focus’.
It is also possible to use the ‘Play by Principle’ sequences.
The notes provide a framework for teacher viewing and inquiry. A useful initial approach is to use one or two snapshots in a focussed staff or team meeting. In future meetings, other aspects of the DVD could become the focus. Each snapshot is linked to a principle of effective teaching for learners from diverse language and cultural backgrounds. However viewers should be encouraged to notice how other principles might fit or overlap with the one that is highlighted.
Details about the purpose and use of each approach, along with other examples, are available from the Teaching and Learning Strategies section of ESOL Online.
Professional development possibilities include:
The materials could be used by:
These principles have been shown to support the effective teaching of English language learners:
Begin with context-embedded tasks which make the abstract concrete
(This principle is not listed separately but is implicit throughout the DVD.)
There is no single way to use the DVD. You will need to plan for the timing and pace of professional development sessions according to your teachers’ and students’ needs.
Preparing for professional development
Leading the professional development
After the professional development – ‘big questions’ to consider Photocopy the questions opposite onto card and distribute or place around walls in order to direct personal or school inquiry. Ask teachers to provide specific examples of how they are achieving each of these aspects.
(To be used after viewing teaching snapshots)
What does the teacher do?
What do the students do?
What has the teacher identified as the target language learning goals?
What approaches are used?
What is the evidence that students met the learning goals?
What are some implications for your teaching practice?
What happened as a result of your teaching, and what are the implications for future teaching?
NB: Learning is more likely to be retained and transferred to new learning situations if teachers:
At the start of the school year, this year 5 and 6 class were near the beginning of a unit of work which had a social studies focus and used the social studies exemplars, ‘Here’s my History’ and ‘Family Treasures’, as a basis for planning. The class investigated the concept of ‘identity’ through studying the origin and background of their names and the history and genealogy of their families.
In this snapshot the teacher is scaffolding learning for the students so that they can talk and write about their own ‘family treasure.’ A key social studies outcome includes students learning about Identity, Culture and Organisation. Students examined the diverse cultures and identities in their community to understand how people pass on and sustain their culture and heritage. The class was involved in asking questions of their families and gathering information in order to explore their family history and values. Students were able to listen to and value the experiences and perspectives of others in their class.
The teacher identifies some of the specialist vocabulary and models how to read and understand the texts encountered. The snapshot shows only a part of the social studies teaching and learning covered over the whole term’s unit of work. While only one ESOL principle at a time is identified in this snapshot, you are encouraged to notice how other principles might fit or overlap with those that are highlighted.
Other resources to support this teaching exemplar include:
Use a 3-2-1 oral language strategy to activate participants’ prior knowledge and build a focus for the session. Put participants into pairs to discuss these questions:
Give each person 3 minutes to talk, while their partner listens (6 minutes). Move to find a new partner and give each person 2 minutes to talk, while their partner listens (4 minutes). Move to find a third partner and give each person 1 minute to talk, while their partner listens (2 minutes).
Deconstruct the task and discuss:
Approach: Grab bags
Discussion:
Approach:
Jigsaw
A jigsaw task is a valuable approach to engage students and increase their participation and contribution to the learning process. In this classroom it is used so that each group of students has peer support and an appropriate section of text to read. Student participation and contribution is high and all students are engaged in productive and receptive language learning opportunities.
Use the questions below to help focus your viewing and consider how a jigsaw could be used successfully in your own classroom.
Think about:
Approaches:
The teacher refers to a 3-2-1 oral language task. In this strategy each student uses the speaking frame to speak to 3 different buddies, for 3 minutes, then 2 minutes, then 1 minute.Discussion:
In this unit of work the teacher has used a modelling book (a large scrapbook) in which she keeps the learning intentions, success criteria, teaching points and also records any tasks or discussions. Students refer to the book as needed during the unit of work.
There is a section in the English Language Learning Progressions – Years 5–8 document that highlights some key ideas for developing independent learners and promoting students’ metacognition. Please see: The English Language Learning Progressions – Years 5–8 (Ministry of Education, 2008, pp. 77-80)
This year 5 and 6 class was at the beginning of a unit of work on ‘Siapo -Printmaking’ which had a visual arts focus. Initially they viewed artworks, drawing on their own experiences and sharing their responses. Students considered how they could represent themselves as they designed and created a siapo cloth.mThey also explored the body of work of two significant artists. Using elements of their own history and culture and previously taught mathematical concepts and knowledge, they planned a siapo, created a lino block and printed on cloth.
This snapshot shows the teacher identifying some of the specialist vocabulary of this learning area and modeling how to read and understand the texts. It shows only a part of the visual arts teaching and learning covered over the whole term’s unit of work. While only one ESOL principle at a time is identified in the snapshot, you are encouraged to notice how other principles might fit or overlap with those that are highlighted.
Use a concept star to activate participants’ prior knowledge and focus them on the principles of effective teaching. On each point 20 of the star, write one of the principles and in the middle of the star write this question:
Ask participants to record their ideas in small groups on the concept star before they view the exemplars. Return to the concept star to add any new ideas after viewing this teaching snapshot.
Approaches: Think, pair, share Graphic organiser (Venn diagram)
There is a section in the English Language Learning Progressions – Years 5–8 document that highlights some key ideas for developing independent learners and promoting students’ metacognition. Please see: The English Language Learning Progressions – Years 5–8 (Ministry of Education, 2008, pp. 77-80).Discussion:
This year 7 class was at the beginning of a unit of work on lanterns, which had a technology focus. The class drew on their prior knowledge of lanterns, thinking about their use for light and celebration as well as representing cultures and communities. The teaching sequence shows students developing some essential technical skills in order to achieve success with their own lantern design and construction so that the lantern will work safely. Students made a practical model of a simple lantern to help test their ideas. Students were also scaffolded to be able to use the essential language learning skills they needed to participate effectively and understand the key technological concepts.
This snapshot shows the teacher identifying some of the specialist vocabulary of this learning area and modelling how to read, write and understand the texts encountered. It shows only a part of the technology teaching and learning covered over the whole unit of work. While only one ESOL principle at a time is identified in the snapshot, you are encouraged to notice how other principles might fit or overlap with those that are highlighted.
Other resources to support this teaching exemplar include
A dictogloss uses the four language modes of reading, writing, speaking and listening. It is a useful way of presenting new 27 information and encourages participants to listen for key points. It also encourages collaborative work and listening to others’ ideas. The dictogloss provides a context for talking about both content and language.
Read aloud a paragraph from the introduction booklet of The English Language Learning Progressions (Ministry of Education, 2008), for example, page 9, a section of the paragraph on effective teaching and learning, or page 17, an extract from the section on metacognition.
Read the selected passage twice, at normal speaking speed. The first time participants listen for gist and on the second listening participants record key words. They then work together to re-construct the key ideas in the paragraph. After completion of the dictogloss, compare participants’ versions of the text and focus discussion on the value of the task for all learners. Return to the task after viewing the teaching sequence in the DVD which shows students completing a dictogloss. Discuss the adaptations that were made for the English language learners in the classroom.
There is a section in the English Language Learning Progressions – Years 5-8 that highlights some key ideas for developing independent learners and promoting students’ metacognition. Please see: The English Language Learning Progressions – Years 5-8 (Ministry of Education, 2008, pp. 77-80)Discussion:
This year 7 and 8 class were three weeks into a unit of work, ‘Kiwi Forever’, which had a science focus. They focussed on learning area outcomes from The Nature of Science and The Living World. Students learned how scientists carry out investigations and how they intervene to ensure the survival of a species, in this case kiwi. The class visited a kiwi breeding programme and also learned how kiwi respond to environmental changes. In these teaching snapshots the class is discussing specific predators of kiwi using a digital learning object as the basis for their predictions and discussion. Students are also learning about the process used by scientists in a kiwi recovery programme.
This snapshot shows how the teacher identifies some of the specialist vocabulary of this learning area and clearly models how to read, write and understand the texts encountered. It shows only a part of the science teaching and learning covered over the whole unit of work. While only one ESOL principle is identified at a time in the snapshot, you are encouraged to notice how other principles might fit or overlap with those that are highlighted.
English Language Intensive Programme Resource – Years 7-13 (Ministry of Education, 2004)
Selections - reading resources for Years 7-10 (with accompanying teacher materials) Insects (Ministry of Education, 2003) [Weta with Backpacks by Pat Quinn] Animal Rescue (Ministry of Education, 2005) [The Bat Detective by Geraldine Moore] • The English Language Learning Progressions (Ministry of Education, 2008) – Oral Language Exemplars for the English Language Learning Progressions (DVD)
In this teaching snapshot you will see a student from Afghanistan who is featured with her sister in the oral language DVD exemplar (2005) contained in The English Language Learning Progressions resource. The student was then newly arrived in New Zealand and showed typical features of a foundation level speaker of English. As you view the teaching sequence, consider her progress over three years. Notice her engagement and participation in her class programme. View relevant sections and note the specific vocabulary and language structures that she can now use in English. Use the oral language matrix in The English Language Learning Progressions to determine her current stage of English oral language proficiency.
Use a hot potato strategy to begin the session to activate participants’ knowledge about the range of tasks and materials that support students’ vocabulary acquisition. Write each question at the top of a large piece of paper and give one or two minutes for each participant to write all they know. Pass the chart on to the next participant, provide approximately 30 seconds for reading the new information and one minute for writing their own response. Repeat the cycle until each question chart has circulated around the group. It may be useful to have a timer for this task.
Questions for the hot potato charts:
Put the hot potato charts on the wall and compare responses for each question. Add to the charts any relevant ideas and strategies as participants notice new ideas from the teaching sequences.
In the hot potato task, students quickly write their answers to some prepared questions before passing their answers to the next person. They have one minute only to write their responses.Discussion:
In the walking words activity, each group predicts and writes the meanings of two or three new topic-specific words. Two members of each group then ‘walk the words’ to a new group to share their words and meanings, as well as listening to others. Two new students from each group then ‘walk the words’ … and so on for four or five changes.
Towards the end of the lesson, notes about ‘Predators of Kiwi’ are written by students in groups. The notes are later developed to form a group paragraph in an information report.
The teacher wrote two texts about the ‘Operation Nest Egg’ process to include the required language teaching points and to ensure each was at a suitable level. The students had to read and sequence their text appropriately.
Students were asked to read and write about the way scientists work to ensure the survival of another species. The texts had been selected to enable English language learners to succeed with the language demands of the text and the task.
There is a section in the English Language Learning 40 Progressions – Years 5–8 that highlights some key ideas for developing independent learners and promoting students’ metacognition. Please see: The English Language Learning Progressions – Years 5–8 (Ministry of Education, 2008, pp. 77-80]
“I feel really satisfied with the depths of learning of my students. I think they have gained a lot more out of this unit of work than in previous years and that’s probably just because of the activities that I’ve designed and also me being more specific about what I want my kids to understand and to achieve so yes, it’s not just them that have been learning, it’s been me as well.”Year 5-6 Teacher
“I feel really satisfied with the depths of learning of my students. I think they have gained a lot more out of this unit of work than in previous years and that’s probably just because of the activities that I’ve designed and also me being more specific about what I want my kids to understand and to achieve so yes, it’s not just them that have been learning, it’s been me as well.”
Year 5-6 Teacher
“Some of the strengths of the unit are that we’ve been able to integrate some of the language that’s been really important for my foundation level learners into what is a set of reasonably complicated tasks.”Year 7-8 Teacher
“Some of the strengths of the unit are that we’ve been able to integrate some of the language that’s been really important for my foundation level learners into what is a set of reasonably complicated tasks.”
Year 7-8 Teacher
« Previous Next » 1... 1144 1145 1146 1147 1148 1149 1150 1151 1152 1153 1154 1155 1156 1157 ...1214
