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Teacher Jan Foote
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Oral Language - English Exemplar Project
Select and adapt these learning activities to best meet the needs of your students, and to fit the time available:
Learning task 1
Learning task 2
Learning task 3
See these Assessment Resource Banks resources for assessment activities focusing on speeches for other purposes eg.
It became apparent that the pupils wanted to find more information both for their speeches and about Martin Luther King. However, their information skills were pretty limited and more work needs to be done in this area. Because there is so much information on Martin Luther King on the web, this lends itself to a comparative trash or treasure exercise where different websites are compared for their usefulness.
Ready to Read Phonics Plus books offer teachers an evidenced based approach to “cracking the code” of reading by providing a focus on word recognition skills, including decoding. This supports an explicit, systematic, sequential approach to teaching reading and writing to children in their first year of school.
While the Phonics Plus books have been written to meet the needs of all learners, phonics-based texts such as these are ideal for teaching learners with dyslexia or other reading difficulty, to read. These books have been designed to support children who need extra support to learn to read by:
There will be three releases of books, most of which are at the beginning of the scope and sequence. This will ensure that learners who need more support to learn to read have enough books available in the Kākano | Seed phase. The MoE will evaluate the effectiveness and impact of the Phonics Plus series to identify what works well and what needs improving, including where more books could be added to provide maximum flexibility for all learners ensuring they have access to enough books to learn, practice, and reinforce their skills.
Supporting teachers to meet the needs of all learners.
Inclusive Education: Tiered support model pdf This is a flexible whole-school approach, designed to help you ensure the right levels of support are in place to improve children’s learning outcomes.
Inclusive Education: Understanding dyslexia Find out about dyslexia, what it is, how it affects learning, and the adaptations and modifications you can make to support dyslexic children.
Inclusive Education: Learning the code and literacy acquisition This slideshow provides guidance on supporting dyslexic learners with literacy acquisition. It includes an explanation of phonological awareness, phonemic awareness, and the alphabetic principle.
Te Whāriki Online: Supporting bilingual and multilingual learning This section of Te Whāriki Online describes inclusive practices you can use to support children living in bilingual and multilingual households when they transition to school.
Inclusive Education: Understanding how to build fluency Find out how to build fluency (automatic word reading) so that learners can focus on the meaning of texts, instead of trying to work out key words.
Information on literacy acquisition, structured literacy, and the goal of phonics instruction to support teachers' use of the Ready to Read Phonics Plus books.
Literacy is a foundational skill. To be successfully literate, children need to master three key areas of reading and writing: learning the code, making meaning, and thinking critically.
Learning the codeThe ability to decode and encode written language. Students:
Making meaningThe knowledge, strategies, and awareness to gain and convey meaning when reading and writing. Students understand:
Thinking criticallyAnalysing meaning. Students:
The goal of phonics instruction is to help children to learn and be able to use the alphabetic principle. Phonics instruction helps children learn the relationships between the letters of written language and the sounds of spoken language.
As children learn the predictable relationships between sounds and letters, they are increasingly able to apply these relationships to familiar and unfamiliar words. As they do this, they begin to read with fluency.
Inclusive Education: The simple view of reading and literacy acquisitionFind out how to support learners to “crack the code” and build their language comprehension. This gives information about early literacy acquisition, the simple view of reading, and Scarborough’s Reading Rope.
This page provides a range of professional readings designed to support literacy development.
Guidelines for integrating readymade commercial packages into teaching programmes: An evidence-based approach: These guidelines are based on research published in An evaluation of the use and integration of readymade commercial literacy packages into classroom programmes.
Lifelong Literacy: The Integration of Key Competencies and Reading: This NZCER report details research that explored how the key competencies might be integrated with the teaching of reading in the middle years of primary (years 3–6).
Learning from the Quality Teaching Research and Development Programme (QTR&D) – Findings of the External Evaluation
Thinking About How Language Works: This resource from the New Zealand Council for Educational Research (NZCER) provides teachers with additional information about language that will help them to analyse student responses to Assessment Resource Bank (ARB) items.
Motivating Literacy Learners in Today's World provides insights into a broad spectrum of children's literacy learning. Motivation is the key theme and the authors show how this can be achieved through reading for pleasure; in writing activities at a number of levels; and through oral language development.
Lifelong Literacy: The integration of key competencies and reading: This report presents the findings of a research project which explored how the key competencies described in The New Zealand Curriculum might be integrated with the teaching of reading in the middle years of primary school (years 3–6). The project involved researchers supporting teachers to conceptualise key competencies more deeply and design and implement reading programmes which integrate the competencies.
Should Transliteracy Replace Language Arts? Two viewpoints are shared by Patricia Russac and Jody Lambert. One in favour of the need to move literacy into the technology age to prepare our students for their future, and the other arguing that students must first learn to read and write effectively before they can interact transliterally. Both make very valid points in this five minute read.
Planting Seeds: Embedding critical literacy into your classroom programme, Susan Sandretto, NZCER Press: Literacy once meant reading and writing words on paper. Today’s students need to be able to understand, use and critically analyse many different text types for different purposes in diverse contexts.
Teaching and leadership strategies proven to enhance accelerated progress for priority learners in literacy. Paul Grundy, Lucknow School. Sabbatical report, 2015
If "Daily Five" and "Cafe" reading has the potential to support diversity, connectedness and coherence in a New Zealand integrated curriculum and improve learning outcomes for all. Sue Allomes, Terrace End School. Sabbatical report, 2015
Ways in which the progress of children who are achieving below what is expected of children in their cohort in writing can be accelerated. Andrew Watson, Lumsden School. Sabbatical report 2014
Gerard continues to use these types of lessons when working on writing. The students are becoming increasingly confident giving each other clear and specific feedback related to language features and they are also able to articulate their own specific areas of strength and areas that need improvement.
Video clip: Next step feedback
Student:
One of my strengths for writing, being creative, like, again, create new storylines. Example, here's a sentence I wrote and he liked it:
"Delicious, scrumptious cupcakes – green, yellow, red. One crush of this mouthwatering cupcake and all your miseries vanish."
That was one of my sentences. And yeah, I think he thought it was very interesting.
I need to work on making full sentences like this because I normally just write and keep writing, not knowing that I don't put full stops or commas. Well then... when I realised I have to reread it, and then edit; keep editing until it makes sense.
Our teacher gave us a set task – to try and improve in our writing. So I've come along a word, name, "pursue". I've gone online to look at the dictionary and the thesaurus, and I've come up with the word, "proceed".
I'm trying to decide whether I should use "proceed" more than "pursue". I don't know whether I should use pursue or proceed.
Back to Gerard's class - Learning Inquiry
The vision of New Zealand Curriculum (NZC) is for all young people to be “confident, connected, actively involved lifelong learners”. Particular curriculum principles that set the direction for a school’s support for English language learners are:
The curriculum is ... non-discriminatory; it ensures that students’ identities, languages, abilities and talents are recognised and affirmed and that their learning needs are met. NZC p.9
The curriculum is ... non-discriminatory; it ensures that students’ identities, languages, abilities and talents are recognised and affirmed and that their learning needs are met.
The statement in the NZC that most clearly relates to the cross-curricular language learning needs of English language learners is from p. 16:
Learning areas and language
Each learning area has its own language or languages. As students discover how to use them, they find they are able to think in different ways, access new areas of knowledge, and see their world from new perspectives.
For each 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.
As language is central to learning and English is the medium for most learning in the New Zealand Curriculum, the importance of literacy in English cannot be overstated. (NZC, p. 16)
Schools are accountable for English language learners through the National Administration Guidelines. For example, in (NAG) 1:
c) on the basis of good quality assessment information, identify students and groups of students:
i. who are not achieving;
ii. who are at risk of not achieving;
iii. who have special needs (including gifted and talented students); and
iv. aspects of the curriculum which require particular attention;
d) develop and implement teaching and learning strategies to address the needs
of students and aspects of the curriculum identified in (c) above
Teachers are accountable for all ākonga. The interests of English language learners are highlighted in the Practising Teacher Criteria Overarching Statement 3:
In an increasingly multi-cultural Aotearoa New Zealand, teachers need to be aware of and respect the languages, heritages and cultures of all ākonga.
LearnersStudents who are learning English as an additional language must be understood as being bilingual or multilingual, having rich heritages and often being able to read and write competently. By drawing on and strengthening students’ existing literacy, accelerated progress in developing English literacy can be expected.
Multi-lingual/
Bi-lingual students
Status
A students’ status will impact on some of your decisions. Refer to Ministry of Education Circular 2012/01 Eligibility to enrol in New Zealand schools
Citizenship
citizenship
Refugee
From a refugee background
Asylum-seeker
Teaching English in a way that is responsive to the diversity in our classrooms has the most profound effect on our learners. Strong school–whānau relationships, culturally responsive classrooms, and the deliberate use of effective teaching strategies can help Pasifika learners achieve success.
The Pasifika effective teacher pedagogical practices
from Effecting change for Pasifika students (Word 39KB)
There are a range of resources and readings to help us begin to understand and use appropriate pedagogies that will enhance learning for Pasifika learners, and all learners, when engaging with the English Learning area in The New Zealand Curriculum.
Building relationships with Pasifika students and fanauMalae Aloali’i has taught English at Aorere College for over 10 years and establishes caring relationships with her students and fanau, and this impacts positively on student achievement. In this interview with Togi Lemanu, Malae shares her approaches to academic mentoring.
Salem and the Dawn RaidsThis snapshot from the English senior secondary curriculum guide describes how a teacher used a local context and community resources to help students get into the text and the themes of a play set in seventeenth century America.
Pasifika poetry and English classicsThis snapshot, from the English senior secondary curriculum guide, describes how a teacher designed a year 13 course specifically for her class of Pasifika students and how, by making thematic connections across Pasifika poetry,Othello, and The Crucible, their understanding and appreciation of the literature of both cultures was enriched.
LEAP (Language Enhancing the Achievement of Pasifika)LEAP is a web-based guideline for teachers that supports the learning of bilingual Pasifika students in mainstream (English-medium) classrooms in New Zealand schools.
Takiala Pasifika 2020–2023Helpful information and resources to help support Pasifika learners engaged in the New Zealand secondary education system. Including NZQA's Takiala Pasifika, a commitment to enabling Pacific learners, families and communities to achieve their aspirations.
Effective literacy strategies Pasifika focus (PDF 192KB) Summary of findings from the 2006 professional development project.
Tapasā: Cultural Competencies Framework for Teachers of Pacific LearnersTapasā is designed to support teachers to become more culturally aware, confident and competent when engaging with Pacific learners and their parents, families and communities.
David Riley shares useful tips on how to engage Pasifika boys in literacy. He also discusses ways that we can be more culturally responsive in our teaching.
Big Idea - A Light source is required to create a shadow
Foggy Foggy Forest by Nick Sharatt’s shared by the teacher with the class as a starting point with the Shadows unit. The text uses a number of known fairy tale characters. There is a sequence of questions posed with silhouettes in the illustrations on a double page spread followed by a colour illustration showing the characters involved in contemporary activities. The graphic design of the book layout as takes the reader on a journey through the Foggy Foggy Forest.
The text was chosen as the pages are translucent and there is a sense of heading into the forest with illustrations showing more is to come becoming evident in each turn of the page. Also the reader can use the preceding shadows on the translucent pages to see where they have come in the walk through the foggy foggy forest.
Students are encouraged to predict what some of the unknown objects could be. Working in pairs the students use the Think Pair Share strategy.
The teacher is focussing on the students’ ability to:
Confirmation of skills and strategies to predict what the hand silhouettes could be further developed by viewing the following clip twice.
Hands - Fundacion
Students articulate why they selected those animals and what difference the introduction of sound made in their interpretation.
The teacher uses students’ oral responses used as a result of the What Makes A Shadow activity to build vocabulary word bank of words associated with size and movement. Generate discussion for students to look at comparatives etc and use orally in a sentence sharing their understanding with others. (ie vocabulary - small, smaller, smallest, larger, larger largest, big, bigger biggest.) Shadows Vocabulary (PDF 26KB) Shadows Vocabulary Teacher Notes (PDF 100KB) Teacher then asks students to share key words and ideas that can be recorded and shared on the Shadows Word Bank (PDF 91KB) . Students also contribute and write words on the Word Bank.
Investigative Activity
WHAT MAKES A SHADOW?
What You Need
What You Do
Discuss with the class where an object needs to be held for it to cast a shadow.
Demonstrate how a shadow is formed when an object is held between the light source and the wall.
Close down the light source by covering the lens on the data projector or turn off the overhead projector and ask the class why there is no shadow anymore?
Turn on the light source again and repeat the first demonstration. Discuss why there is a shadow again?
Close down the light source and ask why there is no shadow?
What to Look For
Make sure the students understand;
Opportunities for students to explore –
Allow the students the opportunity to try different objects.
When you vary the distance from the light source, what happens to the shadow?
What happens if you use a different light source:
Is the edge of the shadow sharp or blurry?
This is what some students thought about their shadow:
‘The shadow is bigger when the object is held closer to the screen.’
‘If you stand closer to the projector the shadow will be bigger.’
‘It does not matter where the object is held between the projector and the wall, it will always be the same size.’
‘When you hold the object close to the light source it will be very and sharp shadow.’
What do you think? Give students the opportunity to explore their ideas with a range of equipment and get them to share back in small groups Then each group selects one exploration they all were interested in and share with the class.
Definition Word Match (to be used throughout the unit, and can easily used more than once) There are seven key terms used in this task that are required to be used and understood by students in the class in this unit. This task has been designed to be used at any point throughout the Shadows Unit and not just once. (examples are given in the teacher notes). Cross cultural vocabulary and culturally significant phrases and beliefs to be incorporated throughout the unit and advocated in meaningful ways encouraging students to inquire into their understanding and use/explain meaningfully. Shadows Definition Match Template (PDF 239KB) Shadows Definition Match Teacher Notes (PDF 126KB)
Optional
Writing Opportunity that could run throughout the unit alongside the planned investigations and learning tasks Students will attempt to create three different shadow puppet actions with their hand.
As a result of trials and practice they select the one the like the best (e.g. a rabbit hopping).
They write a set of instructions underneath 5 static visual images (photographs, drawings etc) to teach someone else how to make the shadow action. 5 Step Sequence (PDF 77KB)
Assessment opportunities by the teacher using the teaching as inquiry framework
Observation of students’ conversations and working in groups
Students’ opportunity to assess their learning
Students are able to orally explain and demonstrate their understanding of a light source generating a shadow using some key words from the Vocabulary Word Bank.
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