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Learning about my students' needsWhat is important (and therefore worth spending time on), given where my students are at? This focusing inquiry establishes a baseline and a direction. The teacher uses all available information to determine what their students have already learned and what they need to learn next.
What is important (and therefore worth spending time on), given where my students are at? This focusing inquiry establishes a baseline and a direction. The teacher uses all available information to determine what their students have already learned and what they need to learn next.
In years 9 and 10 the values, key competencies and learning areas lay the foundation for living and further learning. For senior students, schools need to enable access to future school programmes, the workplace, and tertiary courses.
What literacy knowledge and skills do my students have in Science?
Use multiple sources of information to determine the focus of your inquiry – student voice, assessment information, diagnostic tasks.
Some of the resources have a specific literacy focus. For example:
What literacy knowledge and skills need to be developed?
This page contains a number of resources suitable for librarians (and teachers) under the following headings.
Libraries | Library resources | Reference resources | Book-related sites
Planning for my students' needs What strategies (evidence-based) are most likely to help my students learn this? In this teaching inquiry, the teacher uses evidence from research and from their own past practice and that of colleagues to plan teaching and learning opportunities aimed at achieving the outcomes prioritised in the focusing inquiry.
What strategies (evidence-based) are most likely to help my students learn this? In this teaching inquiry, the teacher uses evidence from research and from their own past practice and that of colleagues to plan teaching and learning opportunities aimed at achieving the outcomes prioritised in the focusing inquiry.
The key purpose of assessment is to enhance student learning and the quality of teaching and learning programmes. Assessment also enables the provision of feedback to both parents and learners about learning progress. Assessment is linked to qualifications at secondary school. Assessment should:
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NCEA Standards:
Other Resources:
Mastery of literacy in a second language is supported by literacy in the student's first language. Language and literacy knowledge in one language can serve as the foundation for a new language. Dual language books, high interest readers, and in class or withdrawal remediation, can all add to success for literacy learning for ESOL students. Also important is the contribution of whānau and the wider school community, who in many cases are the primary knowledge holders of literacy in a students first language. Social literacies may develop before academic, where language is more formal, restrained, and requires strong subject-specific and technical knowledge.
The following features of effective early literacy programs are recommended:
1. Oral language and literacy development is supported by the student's first language.
2. Literacy learning in English is an on-going process that requires time and appropriate support.
3. Instruction and materials are culturally and developmentally appropriate.
4. Literacy programs are meaning-based and balanced.
5. Assessment is reliable, valid, and ongoing.
6. Professional preparation and development is continually provided for educators regarding linguistic and cultural diversity.
from Position Paper on Language and Literacy Development for Young English Language Learners (ages 3-8), Teachers of English to Speakers of Other Languages, 2010
Making Language and Learning Work DVD 3 – Visual Arts, Year 5/6.Using differentiated texts is when a teacher uses different texts with different groups of students rather than the same text with the whole class, while still maintaining the same curriculum learning outcomes. The text choice is based upon the student’s level of English or their first language. Effective differentiation is only possible with good assessment knowledge. Some of the texts used may be bilingual texts in order to support the student’s first language. The use of bilingual texts helps students to make connections to their own prior learning and experience, as well as supporting their first language.
Supporting ESOL students to read independentlySchool librarian, Kim Bizo explains how the Lexile reading programme supports ESOL students to read independently with comprehension. Parent meetings are provided to explain the programme and provides a useful tool for parents to engage with their child's learning.
Bilingual digital storiesPrimary school teacher Bridget Harrison talks about using digital stories to support students with English as a second language.
Resources
English Language Learning ProgressionsThe English Language Learning Progressions (ELLP) explain what ESOL specialists and mainstream teachers need to know about English language learners. They will help teachers to choose content, vocabulary, and tasks that are appropriate to each learner's age, stage, and language-learning needs. This may include learners for whom English is a first language but who would benefit from additional language support.
Working with ESOL learners with basic literacy needsAn article that examines who ESOL literacy learners are, what skills they may have, and practical ways to help them learn in the classroom.
Bilingual Assessment Service InformationThis service enables state and state-integrated schools to access a targeted group of trained Resource Teachers (Learning and Behaviour, RTLBs) to administer bilingual assessments of the learning needs of students from language backgrounds other than English. A bilingual assessment can distinguish between language learning needs, additional special learning needs, and social/emotional needs, through dual assessment in their first language and English.
Migrant and refugee background students with special education needs, including those who receive ESOL funding, are entitled to special education services available in New Zealand schools. They would need to meet the eligibility criteria for that particular service (for example, RTLB and RT Lit support, speech language therapy, ORS funding, Supplementary Learning Support). International fee-paying students are not eligible for these services.
The same applies for ESOL funding. A student who has any kind of special education funding is still eligible for ESOL funding as well, provided they meet the ESOL funding criteria.
What literacy knowledge and skills do my students have in English?
The Government have confirmed the final change package for NCEA, following a comprehensive review of NCEA and announcement of seven changes in May 2019.
There are two changes to the original proposed package and they relate to strengthening NCEA’s literacy and numeracy requirements:
Although no changes to NCEA will be implemented in 2020, the Ministry has started work to progress the changes. We’ll be working alongside teachers and other experts from the education sector, through subject expert groups, to develop the new achievement standards and resources across all NCEA subjects – starting with Level 1.
The full NCEA change package is available online.
Students study several aspects of the novel Tomorrow When the War Began, then plan and write about responses based on a selected aspect.
Learning Outcomes | Teaching and Learning | Assessment and Evaluation | Printing Version
(What do my students need to learn)
Processes and strategies
Integrate sources of information, processes, and strategies purposefully and confidently to identify, form, and express increasingly sophisticated ideas:
Ideas
Select, develop, and communicate connected ideas on a range of topics.
Language features
Select and use a range of language features appropriately for a variety of effects.
Structure
Organise texts, using a range of appropriate, effective structures.
(What do I need to know and do?)
Effective Practices in Teaching Writing in NZ Secondary Schools [available from February 2011]
Planning using inquiry
English Teaching and Learning Guide [available from February 2011]
Assessment and Examination Rules and Procedures
Learning task 1:
Learning intention(s)
Establishing prior learning and linking it to the text
KCs:
Thinking – explore texts
Relate to others – peer discussion
Learning task 1
Exploring the text
Learning task 2:
Examining key text aspects
Thinking – using a range of thinking strategies to build understandings
Learning task 2
Examining plot, setting, character and theme
Plot sequence
Photocopy these events resources and cut them up. In groups, refer to your copies of the novel to put the events in the order in which they occur in the novel.
Plot - building tension
Map key events listed on the plot graph resource to show rising tension within the text.
Being succinct about setting
The broader setting for the novel is modern day Australia. This exercise asks you to clarify exactly what you believe is important and to think carefully about how you express your opinions. Talk about these two questions then develop an answer to each of them within a tight word limit of no more than 25 words for each:
Understanding characters
Themes
A theme is a "big" idea contained in a text. It should be a generalised statement that has no reference to the actual text. Using the themes resource, find three events from the novel and identify the themes these events make you think about.
Learning task 3:
Thinking – close reading
Learning task 3
Close reading - style
One of the reasons Tomorrow When the War Began is so successful as a novel is the way that John Marsden maintains suspense through his writing. Explore exactly how he does this by completing the following activities.
In this passage, the narrator, Elle, is entering a house where she suspects foreign soldiers might be present. This analysis focuses on the passage which begins on P 127 (McMacmillan edition) with "I sidled closer to the door and stood in an awkward position ...... to P 128 "Robyn!" I screamed.” Read the passage a couple of times. The author has created a mood of suspense and tension. He has done this through:
Choice of words
Imagery
Sounds
Dialogue
The only dialogue used is the one word "Robyn!" which together with the "I screamed" and the exclamation mark helps emphasise her panic, her fear of being shot.
Evaluation
Read the sample evaluation of this passage:
Although written in simple language the passage is mainly successful in depicting the tension felt by the narrator. The short, sometimes staccato sentences, together with the well chosen verbs such as "sidled" and "grip" help us understand her fear and adverbs like "silently and smoothly" and "desperately" are also effective in conveying her state of mind.
I found the author's choice of images less convincing as I could not imagine how a door opening could sound like "the screech of a tortured soul". Also, to compare Homer to "an old dog trying to get comfortable" in such a tense and dangerous situation, seemed homely, friendly and inappropriate.
Overall though John Marsden succeeded in making me feel the tension of the scene and the fear of the narrator.
Thinking Critically
Read this review of the novel . Identify the key reasons why the reviewer thought the book was excellent. For each reason, decide whether you agree or disagree with the reviewe and provide a piece of evidence (different from examples contained in the review) from the novel to back up your opinion.
Learning task 4:
Drafting and polishing writing.
Use language, symbols and texts – structure and express understandings about texts
Learning task 4
Developing a piece of formal writing
Preparing for the external standard 1.1
Look back at the formal writing piece you developed earlier and use it to help prepare for AS 1.1 Show understanding of specified aspect(s) of studied written text(s), using supporting evidence. Don’t rote learn this essay then attempt to somehow adapt a learnt essay to a topic in the exam. You will be much better prepared if you familiarise yourself again with the text as well as its ideas and supporting evidence, then adapt your understandings and supporting evidence to fit the requirements of the topics set.
(What is the impact of my teaching and learning?)
Provision for identifying next learning steps for students who need:
This piece of writing should be an integrated part of the year’s writing programme. Refer to
English Teaching and Learning Guide
Conditions of Assessment Guidelines for formal writing
Effective Practices in Teaching Writing in NZ Secondary Schools
for more details.
Tools or ideas which, for example might be used to evaluate:
leading to :
If you are not able to access the zipped files, please download the following individual files.
Students respond to controversial ideas in the film Heavenly Creatures and the play Daughters of Heaven then deliver presentations to the class about important aspects of the film and/or the play.
Integrate sources of information, processes, and strategies purposefully, confidently, and precisely to identify, form, and express increasingly sophisticated ideas.
Select, develop, and communicate sustained ideas on a range of topics.
Select and integrate a range of language features appropriately for a variety of effects.
Organise texts, using a range of appropriate, coherent, and effective structures.
Using inquiry to plan secondary English programes
Building Prior Knowledge
Before engaging with either text explore the Parker Hulme Case newspaper archive on the Canterbury Public Library website, which contains an archive of newspaper articles discussing the case.
Select the appropriate information in order to complete a fact sheet.
KCs: Thinking – using a range of thinking strategies to build understandings
KCs:Thinking – explore texts
Reading the play Daughters of Heaven
Viewing the film Heavenly Creatures
Pre-viewing
Before viewing the film consider the choice of title. It comes from a poem, The ones that I worship, written by Juliet and Pauline. Using the text of the poem to support your ideas, write a journal entry discussing the significance of the title and its relationship to what you already know about Juliet and Pauline from your study of Daughters of Heaven.
Viewing
Use the viewing focus sheet. As each group views Heavenly Creatures they should record information to help them answer the questions listed under their allocated heading. At the conclusion of the film each group should present its information to the class. Students can then incorporate relevant information as they develop their presentations.
Setting
Peter Jackson went to great lengths to use actual locations and archival film footage to precisely recreate the environment. Discuss the following points as a class:
Heavenly perspectives
Heavenly Creatures and Daughters of Heaven feature different narrative perspectives. In Daughters of Heaven the audience is largely shown the situation through the eyes of Bridget O'Malley, housekeeper of the Hulme household. In Heavenly Creatures, however, Pauline's diary entries are used in a voice-over method to convey her motivation and intentions
In small groups choose a sequence from Heavenly Creatures or Daughters of Heaven which presents a subjective point of view. Talk about the effects that the subjective point of view has upon the audience's reaction to the content of the film.
Learning task 5
Preparing and delivering an oral presentation
Deciding on a presentation topic
Rehearsing and delivering your presentation
Conditions of Assessment Guidelines for oral presentations.
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