Advanced search

In this module you will:

• gain some specific knowledge about reading in a new language
• examine the texts you have selected for your primary students
• plan further opportunities to develop students’ reading
• gain some examples of texts your secondary students can read and comprehend

You will need:

• The Progressions: ELLP booklet that is relevant (Years 1-4, 5-8 or 9-13). 
  This is the booklet which you will use throughout this module.
• Some examples of texts that are at your primary students’ current instructional reading level.
• ELLP reading matrix (PDF 72KB)

Getting started

To start you thinking about reading, please read the relevant section in The Progressions: ELLP. This is a useful summary, easy to read and contains important ideas about your English language learners.

Years 1-4 pp.13-17
Years 5-8 pp.13-17
Years 9-13 pp.13-17

Summary of key messages about reading

• It’s important that teachers recognise what makes reading a text easy or difficult for a particular learner so they can choose the right text for that learner.
• There is a range of different systems for levelling a text, but aspects that make a text difficult for an English language learner include idioms and colloquial language.
• The features that make a text more complex for English language learners include; the length of the text, vocabulary, sentence structure and how familiar the learner is with the content.
• Teachers are able to make the most of a text by careful choice, building on learners’ experiences and engaging in meaningful and purposeful conversations around the text.
• English language learners should be encouraged to read in their home language(s).
• Supporting learners to talk about text in either home languages or English enables learners to think critically.
• Plan the steps in reading instruction carefully to include pre-reading, during reading and after reading support. Pre-reading is particularly important for activating students’ prior knowledge and identifying what needs to be explicitly taught in advance of the reading.
• Reading a text for different purposes across the curriculum requires a different approach from reading for personal interest or recreation.
• Teachers need to support learners to draw on all reading cues simultaneously. This means using prior knowledge, letter and sound knowledge, meaning cues, structural knowledge about the way the English language is organised. Learners need to be able to integrate these sources of information very rapidly to be competent readers.
• It is important that primary teachers do NOT assume that if a text shown in The Progressions: ELLPis a ‘best-fit’ for the stage of their learner, then all other texts at a similar ‘colour wheel’ level will also be suitable. Similarly, it is important for secondary teachers not to assume direct relationships between texts in The Progressions: ELLP and ESOL unit standards. However the rough correlation between them could be a starting point for exploring further.

Using the reading section of The English Language Learning Progressions: ELLP

Open the fold-out page for the reading matrix in your booklet which is colour-coded for each stage.

Years 1-4 p.19
	Click the above image to enlarge
Years 5-8 p.19
	Click the above image to enlarge
Years 9-13 p.19
	Click the above image to enlarge

You will notice that this matrix focuses on text features within each broad stage, rather than learners’ reading skills. The features of text are described in relation to topic development, language structures, vocabulary and layout.

Look for these aspects of reading across the top of the matrix and the different stages down the side.

For each stage of The Progressions: ELLP the matrices show some text features that learners are likely to read at different stages.

Opportunities for reading assessment

There are many different reading assessment tools being used by schools.

Informal tools include observations in a variety of contexts:

• in social and academic contexts
• during classroom activities in pairs, small groups or whole class
• in a range of curriculum areas
• taking a running record.

Information from these observations might include:

• aspects of text that learners find difficult/easy
• reading processes
• use of particular cues/sources of information
• behaviours when meeting unknown words/phrases/ideas
• fluency, clarity and phrasing
• attitude.

Further opportunities for reading assessment

Some of the formal tools include:

• PAT reading
• Observation survey
• asTTle reading
• ARBs
• NEMP tasks
• STAR
• NCEA and other secondary assessments

Assessment Tools Selector

Further information about a range of assessment tools is available at  Assessment Online

Examining the ELLP reading exemplars

On the pages following the matrix you will see examples of texts that learners could be reading at each stage. 

Years 1-4 pp.21-35
Years 5-8 pp.21-41
Years 9-13 pp. 21-51

Skim through the sample texts and look at how they have been analysed and organised into each category.

- How do these text examples compare with the instructional texts or subject area texts you have selected for your learners?
- What characteristics of the text are described for each stage and sub-stage?
- Are the descriptions of Language structures and Vocabulary similar to your instructional texts or subject area texts?

Thinking about text selection

Collect some texts that you are planning to use with your English language learners. These may be from a range of curriculum areas and text types as well as instructional reading texts.

You should also collect some of the following:

• notes from informal observations (for example, from a guided reading lesson)
• scripts and analysis from any formal assessments

When you have some information about your own learners and texts, you will be ready to start the next section - Making a 'best-fit'.

How do I go about making a ‘best-fit’?

In this section you will use this information to decide on a ‘best fit’ stage for your students. You will also 

Video: Reading
See how one teacher and her colleague work together to decide on a student’s reading stage.

Where do your English language learners fit on the reading matrix?

Now you have seen the digital clip it is time for you to place your own students on the reading matrix.

Use the reading matrix to decide which stage each text is likely to fit into – make a general decision at this stage.

To confirm your ‘best fit’ decision, go to the pages following the matrix that have more detail and contain some text exemplars.

Years 1-4 pp.21-35
Years 5-8 pp.21-41
Years 9-13 pp.21-51

Sit the text alongside the sample text at your best-fit stage.
Examine the key characteristics at the top of each sample text and compare them with your own text.
 - does this look like the right stage?

Examine the topic development, language structures and vocabulary in the sample text, looking to confirm these features.
 - does this confirm your identification of the best-fit stage?

If not, look at the text sample before and after the one you are looking at, to try and find the appropriate stage for your text. Note that there are fiction and non-fiction text examples illustrated at each stage.

You’ll notice that each stage is broken down into sub-stages, but you may prefer not to record the sub-stage level of detail.

You will probably notice that texts show some aspects across more than one stage. You are aiming for an overall ‘best fit’.

Monitoring your learners

Keeping track of your learners’ stages is important. One purpose is to show progress over time and this could be done in a variety of ways.

You could:

• highlight and date the indicators on the matrix and record the student’s ‘best-fit’ level.
• annotate the matrix with extra notes that support your decision
• collate the information on a student ‘record of progress’ form. See the example which you could use or adapt from the booklets.
  Years 1-4 p.64
  Years 5-8 p.81
  Years 9-13 p.89
• record on your school manager or database system

When you have confidently completed this section, you are ready to consider how this information helps you and what you should do next to help your learners.

• What do my students need to learn next? 
• What do I need to do next?

Acting on the reading information

Suggestions to further develop your students’ reading proficiency include:

• using the matrices and looking ahead to the indicators at the next stage
• actively modelling what effective readers do
• using visuals of real life objects or concrete experiences to support English language learners’ understanding of ideas
• explicitly teaching new vocabulary and/or language structures that students can use in their reading
• reading to learners so that they see a model of effective reading
• thinking about the ways to plug the gaps in any identified learner knowledge.

Suggestions to further develop your own ability to effectively develop reading with English language learners include:

• consider your recent choices of texts
• compare the text characteristics to those illustrated in the Reading and Writing Standards for Years 1-8

Many of these strategies are found:

• on the DVD  Making Language and Learning Work 3
• in the English Language Intensive Programme (ELIP)  Primary and Years 7-13
• in  Supporting English Language Learning in Primary Schools (SELLIPS)
• within ESOL Online

If you need to order copies of these materials, please email  [email protected] or telephone 0800 660 662.

Leading professional learning - Reading

Some specific ideas to use the material in this module to develop knowledge around The Progressions: ELLP with other teachers:

• Summary of key messages about reading (PDF 57KB)The content of the module contains the key messages for teachers to understand. You could copy these messages to include in a handout for teachers.

• The facilitation manual of The Progressions: ELLP also has some helpful ideas. Look at pp.25-27 for tasks, templates and focus questions around the reading section of The Progressions: ELLP.

• Text analysis task: Teachers could use the template provided to record an analysis of texts and identify the features that are easy or difficult for English language learners. This will help guide teachers in their text selection process and teaching foci. It will be important to ensure that teachers discuss different text types that predominate in different learning areas. For example Science texts will have different features from a novel.
  Please view the following pdf entitled ‘Analysing Text’. 
  Analysing text (PDF 9KB)

• Use the series of DVD  Making Language and Learning Work (1, 2 & 3) to help you plan for specific teaching ideas and support your discussion about reading with teachers.

In this module, you will explore:

• the background information that is relevant to reporting progress and achievement for English language learners in primary schools
• key ideas about reporting progress and achievement to parents
• specific ideas for leading the professional development and learning of others in your school.

To help you, you will need:

• The English Language Learning Progressions: Years 1–4 and/or Years 5–8
• The New Zealand Curriculum Reading and Writing Standards for Years 1–8
• The Literacy Learning Progressions
• The New Zealand Curriculum
• a copy of your school reporting format(s).

Summary of key messages about reporting progress

• Most English language learners will be able to work at the curriculum level of their cohort in their first language/s. However, they will need scaffolding so that they can access curriculum content that is delivered in English. They will need support with:
  • English language and literacy development
  • background knowledge and understandings about contexts
  • ways of learning in New Zealand classrooms.
• Teachers, deans, families, and whānau all benefit from understanding the English language learner pathways described in The English Language Learning Progressions and how these pathways are related to The New Zealand Curriculum, The Literacy Learning Progressions, and The New Zealand Curriculum Reading and Writing Standards for Years 1–8.
• A key purpose of reporting student progress and achievement is to inform the students themselves and to ensure they are able to track their own pathway and reflect on their own progress.
• Making accelerated progress must be the goal for English language learners who are achieving below their age-level cohort in English literacy and who need to reach this constantly moving cohort. The reading and writing standards describe the expectations for year-appropriate literacy skills.
• Some English language learners are working below or well below the expectations for their year level. In these cases it would be advantageous for a school to use the English language learning Progressions as well as National Standards to report to parents.
• Some English language learners are working above the expectations for their year level. In these cases, schools will use the reading and writing standards to report their progress.
• In order to ensure the school’s reporting processes are understood and acceptable, schools need to recognise the diversity of their family and whānau communities and engage in discussion with relevant groups. It is helpful if guardians can pass information on to the families of international students.

Purpose

In this section of the module, you will explore background information that is relevant to reporting the progress and achievement of English language learners.

This includes:

• Key messages
• The New Zealand Curriculum – Setting the direction
• Who The English Language Learning Progressions are for
• Why schools should use The English Language Learning Progressions
• Making an overall teacher judgment for English language learners
• Moderation using The English Language Learning Progressions.

Key messages: Questions to think about or discuss with colleagues

Read the key messages for this module and prepare to discuss the questions below.

key messages about reporting - primary (PDF 63KB)

What are the different purposes for reporting progress and achievement to:

• students?
• parents, families, and whānau?
• Boards of Trustees?
• the Ministry of Education?

The New Zealand Curriculum – Setting the direction

• 
  One of the visions of The New Zealand Curriculum is to develop “confident, connected, actively involved, and lifelong learners” (page 8). Engaging English language learners and their families in monitoring each student’s progress and achievement can contribute to this outcome.

• All the learning areas of The New Zealand Curriculum provide the appropriate contexts for cognitively rich and challenging teaching and learning for all students, regardless of their English language proficiency. However, for English language learners, teachers will need to provide scaffolding to help them access curriculum content (which includes amplifying language rather than simplifying it).

• Focusing on developing key competencies will support learning.

• The principles in The New Zealand Curriculum (page 9) underpin all decisions teachers and schools make about their teaching and learning programmes.
  • The principle of inclusion states that we “ensure that students’ identities, languages, abilities, and talents are affirmed and that their learning needs are addressed”.
  • The principle of high expectations states that “the curriculum supports and empowers all students to learn and achieve personal excellence, regardless of their individual circumstances”.
  • The principle of coherence requires us to provide for “coherent transitions, and [to] open up pathways for further learning”.

Think about or discuss with colleagues:

• What do you do in your classroom to address each of the points above?
• How does your school address each of the points above?

Who are The English Language Learning Progressions (ELLP) for?

The English Language Learning Progressions is effective with a wide range of learners, including:

• students from homes where a language other than English is spoken
• ESOL-funded students from migrant, refugee, or New Zealand backgrounds
• previously ESOL-funded students who have exceeded their funding period
• students transitioning from kura to English-medium learning environments
• students from bilingual education settings
• international fee-paying students.

Why should schools use The English Language Learning Progressions?

The English Language Learning Progressions provides:

• a nationally consistent set of progressions that enable teachers to identify and describe specific stages of English language learning
• a detailed description of English language learners’ progress and achievement in reading, writing, speaking, and listening as they move towards the relevant curriculum expectations
• a means for showing a student’s pace of progress and achievement over time (which will ensure you know if their pace of progress is limited and consider whether the student’s learning needs are being met)
• a document for teachers to use to track, monitor, and report the progress and achievement of individual students
• guidance about learning an additional language and learning in an additional language
• matrices and exemplars that support teachers to give feedback to students and families on a student’s next learning steps
• a tool for aggregating information about groups of students in a school (which is especially useful for reporting to the Board of Trustees).

Please note: The English Language Learning Progressions are valuable for all of the purposes described above, even if schools choose not to use them for reporting to parents, families, and whānau.

Making an overall teacher judgment for English language learners

Teachers use several sources of information to place a student on the appropriate stages of The English Language Learning Progressions.

Teachers draw on a variety of information from a range of sources, including assessment tools, learning conversations, and observations.

The process of making an overall teacher judgment is similar for all students, but there are some important points of difference for English language learners.

When assessment tools that have been norm referenced for students whose first language is English are used with an English language learner, the results may lead their teacher to make inappropriate judgments about aspects of the student’s ability, for example:

• the student may be able to make inferences and draw conclusions from reading, but the unfamiliar vocabulary or context may prevent them from displaying this skill
• the student’s performance in some tests might result in them being placed in lower levels or groups when they have the potential to work at a more advanced level.

If you need to order these materials, please email  [email protected] or telephone 0800 660 662.

Moderation using The English Language Learning Progressions

In the process of moderation, teachers are sharing their understandings to improve the consistency of their decisions about student progress and achievement.

Moderation with a classroom teacher and an ESOL teacher

In many schools, a classroom teacher and an ESOL teacher can work together to moderate their overall teacher judgments in relation to the ELLP stages. This is a valuable process as each professional brings different knowledge of and perspectives on a student.

Moderation in groups

Moderation may also involve teachers in a group, either within a school or from different schools. Local ESOL cluster meetings and ESOL workshops are possible contexts for supporting this process of group moderation.

Purpose

In this section of the module, you will explore reporting learners’ progress to parents in primary schools. This includes:

• National Administration Guidelines (NAGs)
• Guidelines for reporting to parents using the ELLP or the reading and writing standards
• Which students will have their English literacy progress and achievement reported using The English Language Learning Progressions?
• What will you say to parents, families, and whānau about learning in school
• Guidelines for English language learners and The New Zealand Curriculum Mathematics Standards for Years 1–8
• Written reports for English language learners
• Community engagement.

Guidelines for reporting to parents using the ELLP or the reading and writing standards

• “National Standards will set benchmarks of progress that may be unrealistic for children who are new learners of English.” ( The national standards fact sheets)
• The Reading and Writing Standards for years 1-8 set benchmarks of progress for all students.
• English language learners’ progress and achievement in learning to read and write in English will be tracked, monitored, and reported on to parents/ families, and whānau, using the reading and writing standards
• It is also recommended that schools use the English Language Learning Progressions (ELLP) to report progress towards meeting the Standards.
• As many English language learners will initially be below the expectations of National Standards, assessing progress in relation the English Language Learning Progressions will help parents see that their child is making progress towards meeting the reading and writing standards. Teachers will be better able to support students’ language learning and therefore English language learners will be more likely to make accelerated progress towards meeting the expectations of the National Standards.
• Schools and teachers will need to make informed decisions whether to report each English language learner’s progress and achievement using ELLP as well as in relation to the National Standards.
• Parents, family, and whānau benefit from understanding the English language learner pathways towards the curriculum expectations for each year group.

Which students will benefit from having their English literacy progress and achievement reported using the ELLP?

For all students, it is critical that the expectations described in the reading and writing standards, which provide signposts for year-appropriate achievement, are the long-term goal.

Guidelines for English language learners who are not yet meeting the expectations of the National Standards:

For Years 1-4 students
Students working within Foundation Stage and Stage 1 of ELLP should be tracked and monitored, and have their progress reported to parents and students using the ELLP as well as in relation to the National Standards.

For Years 5-8 students
Students working within Foundation Stage, Stage 1, or Stage 2 of ELLP should be tracked and monitored, and have their progress reported to parents and students using the ELLP as well as in relation to the National Standards.

When students move to a higher stage than that described in the guidelines above, they are getting closer to cohort level but The Progressions: ELLP will continue to be a helpful tool for informing teacher practice.

For further information see the National standards and the NZC factsheets

What will you say to the parents, families, and whānau of English language learners about the student’s learning?

This diagram from The English Language Learning Progressions illustrates the relationships between the progress of English language learners in acquiring proficiency in English and the levels in the learning areas of the curriculum.

You could copy this diagram and the explanation of the relationship between learning in the curriculum learning areas and learning English from the PDF and use them to support your discussions with parents, families, and whānau. You could use them as part of a school report and/or as a prompt when conferencing with parents, families, and whānau.

The key points in the diagram and the relationship between students’ progress in English language learning and their learning across the curriculum in primary school are summarised below.

• The learning areas of the curriculum are represented in different colours on the right-hand side of the diagram.
• As students in years 1–4 progress in English, they move through Foundation Stage, Stage 1, and Stage 2. These stages are shown on the left-hand side of the diagram.
• As students in years 5–8 progress in English, they move through Foundation Stage, Stage 1, Stage 2, and Stage 3. These stages are shown on the left-hand side of the diagram.
• Students might start at primary school at any of the ELLP stages. Depending on their prior knowledge and experiences, primary students may take five years to develop enough academic English to meet the national expectations described in The New Zealand Curriculum Reading and Writing Standards for Years 1–8.
• English language learners are usually tracked on the ELLP stages until they approach the national expectations for English literacy.

Guidelines for English language learners and The New Zealand Curriculum Mathematics Standards for Years 1–8

Maths is taught in the English language, and students often need to show their maths knowledge and understanding through language. Teachers consider this when judging a student’s progress and achievement. At all times, teachers and principals need to know the English language proficiency level of English language learners, their learning needs, and the implications of this for displaying their knowledge and understanding of mathematics.

Teachers need to make judgments about a student’s readiness for participating in assessment procedures. Teachers base these judgements on information they gain from regular formative assessment during daily lessons, balanced by a sense of urgency and a need for accelerated progress.

At times there is a mismatch between teacher and/or student expectations and assessment results. Teachers will need to explore with the student whether the results can be attributed to difficulties with the language of a task or a lack of mathematical knowledge and understanding.

English language learners’ progress and achievement in mathematics will be reported in relation to the mathematics standards. 

Written reports for English language learners

Schools will need to consider the method, content, and layout of their written reports to parents, families, and whānau. Some choices include:

• a student-led conference
• a portfolio
• a written report
• a student self-assessment.

Think about or discuss with colleagues:

• How will you describe English language learner’s progress in relation to the Standards?
• How will you show English language learners’ progress and achievement in reading, writing, and oral language using the ELLP stages but also report the learning areas and key competencies?
• Will you use the ELLP to determine what has been learned and the next learning steps in reading, writing, and oral language?
• Will some aspects of the report need to be translated and/or an interpreter provided for a parent conference to ensure the parent can understand and respond to the information and/or participate in the conference?

Teachers may find it useful to use The English Language Learning Progressions matrices or exemplars as a source for specific comments and “next learning steps”.

Community engagement

In successful community engagement, the school both communicates well and listens effectively to their parent community.

Schools may have groups of parents who would benefit from having important educational messages translated into their home languages. In some cases, the school needs to organise translations. In other cases, translated written materials may be available from the Ministry of Education.

Parents should always have opportunities to discuss and ask questions about their children’s learning.

• How would your parent community like their children’s progress and achievement reported?
• What methods will you use to communicate key messages about students’ learning to parents?
• How can you ensure that parents understand the role of The English Language Learning Progressions?

Materials to support parents’ understanding of the reading and writing standards, including leaflets, posters, and foldouts, are available online, for example:

• How Well Is My Child Doing? (leaflets in 15 languages as well as English)

• A Snapshot of the New Zealand Curriculum: Reading, Writing, and Mathematics Standards (a poster that shows examples of learning progress in reading, writing, and mathematics)

• Supporting Your Child’s Learning (foldouts containing information on how parents can get involved in children’s learning and providing visual ways of showing curriculum expectations for each year group to parents).

You can include these materials in discussion sessions and conferences about student’s learning rather than just sending them home to parents.

Purpose

This section of the module will support you to lead the professional development and learning of others in your school.

• The content of the module contains some key messages for teachers. You could copy these messages as a prompt for your discussions.

key messages about reporting - primary (PDF 63KB)

• You may also find the  Self-review tools on The New Zealand Curriculum Online useful in your discussions.

Task one

Task 1: In the scenarios below decide if it is beneficial for the student to be tracked, monitored and reported using the English Language Progressions in conjunction with the National Standards.

Scenario 1: Yu Wen was born in New Zealand and speaks Mandarin at home. She had some time in pre-school and started school in New Zealand on her fifth birthday. She has had nine months at school. She is at Foundation Stage in oral language and Stage 1 in writing and reading.

Scenario 2: Sione has just started school in New Zealand in year 4 after his family have newly arrived from Sāmoa. He speaks gagana Sāmoa fluently, but in English, he is at Stage 1 in oral language and Foundation Stage in writing and reading.

Scenario 3: Anahita is an 11-year-old girl (year 6) of Afghani background. She was born in a refugee camp and spent the first six years of her life there before being settled in New Zealand. She is very quiet and makes very few oral contributions in English in her class. She is a fluent Farsi speaker. Her teacher has assessed her English language proficiency at Stage 1 in oral language, Stage 2 in reading, and Stage 1 in writing.

Scenario 4: Hiran is seven years old (year 3) and was born in Fiji. He came to New Zealand when he was four years old and speaks Hindi and English fluently. He is having more difficulty with reading and writing in English. Using the stages of the ELLP, Hiran’s teacher has placed him at Stage 2 in oral language, Stage 2 in reading, and Foundation Stage in writing.

Task two

Who are the English language learners in your school?

Examine your school enrolment information and ensure you have a picture of the cultural and linguistic diversity in your school. Does your enrolment form ensure you collect all of the important and relevant information about each student?

Use the school enrolment information to:

• identify students who would benefit from being tracked and monitored using the matrices in the ELLP
• highlight those students who meet the guidelines for using the ELLP stages for reporting to parents, families, and whānau in conjunction with the reading and writing standards.

For the English language learners who meet the guidelines for reporting using the ELLP stages, discuss a reporting plan.

Task three

Reporting to parents

Examine the models provided in this module and/or analyse your current school reports from the perspective of your English language learners and their families. 

Look for evidence of:

• the student’s strengths
• the student’s current learning goals
• the student’s achievement and progress in relation to the reading and writing standards and/or the ELLP stages
• the student’s achievements across the learning areas and evidence of developing key competencies
• what the school will do to support the student’s learning
• what parents, family, and whānau can do to support the student’s learning
• other aspects of school involvement or service.

Discuss with colleagues your current school reporting formats. Record comments and ideas on the table attached.

Task four

Analyse the school-wide achievement data for English language learners that is reported to the Board of Trustees.

Review the progress of groups such as:

• those receiving ESOL support intervention
• international students
• students who have previously received ESOL funding
• students born in New Zealand
• recent arrivals.

What are the strengths of individual students and groups of students? What are the learning needs of these students? Which intervention and support has been most effective for individual students and groups of students? How can you support teachers to incorporate identified effective practice into their teaching?

In this module, you will explore:

• the background information that is relevant to reporting progress and achievement for English language learners in secondary schools
• key ideas about reporting progress and achievement to parents
• specific ideas for leading the professional development and learning of others in your school.

To help you, you will need:

• The English Language Learning Progressions: Years 9–13
• The Literacy Learning Progressions
• The New Zealand Curriculum
• a copy of your school reporting format(s).

Summary of key messages about reporting progress

• Most English language learners will be able to work at the curriculum level of their cohort in their first language/s. However, they will need scaffolding so that they can access curriculum content that is delivered in English. They will need support with:
  • English language and literacy development
  • background knowledge and understandings about contexts
  • ways of learning in New Zealand classrooms.
• Teachers, deans, families, and whānau all benefit from understanding the English language learner pathways described in the English Language Learning Progressions and how these pathways are related to The New Zealand Curriculum, The Literacy Learning Progressions, and NCEA.
• A key purpose of reporting student progress and achievement is to inform the students themselves and to ensure they are able to track their own pathway and reflect on their own progress.
• Making accelerated progress must be the goal for English language learners who are achieving below their age-level cohort in English literacy and who need to reach this constantly moving cohort. TheEnglish Language Learning Progressions (ELLP) provide a pathway towards the English language proficiency level that students need so they can meet the expectations for learning at years 9–13 of the curriculum.
• Some English language learners are working above the expectations for their year level. In these cases, schools may choose to use the ELLP or the NCEA literacy requirements rather than the ELLP matrices to report their progress. TheLiteracy Learning Progressions describe the expectations for year-appropriate literacy skills for the junior secondary school. The NCEA literacy requirements indicate some expectations in the senior secondary school.
• In order to ensure the school’s reporting processes are understood and acceptable, schools need to recognise the diversity of their family and whānau communities and engage in discussion with relevant groups. It is helpful if guardians can pass information on to the families of international students

Purpose

In this section of the module, you will explore background information that is relevant to reporting the progress and achievement of English language learners.

This includes:

• Key messages
• The New Zealand Curriculum – Setting the direction
• Who the English Language Learning Progressions are for
• Why schools should use the English Language Learning Progressions
• Making an overall teacher judgment for English language learners
• Moderation using the English Language Learning Progressions.

Key messages: Questions to think about or discuss with colleagues

Read the key messages for this module and prepare to discuss the questions below.

key messages about reporting - Secondary - 1 (PDF 69KB)

What are the different purposes for reporting progress and achievement to:

• students?
• parents, families, and whānau?
• Boards of Trustees?
• the Ministry of Education?

The New Zealand Curriculum – Setting the direction

• One of the visions of The New Zealand Curriculum is to develop “confident, connected, actively involved, and lifelong learners” (page 8). Engaging English language learners and their families in monitoring each student’s progress and achievement can contribute to this outcome.
• All the learning areas of the curriculum provide the appropriate contexts for cognitively rich and challenging teaching and learning for all students, regardless of their English language proficiency. However, for English language learners, teachers will need to provide scaffolding to help them access curriculum content (which includes amplifying language rather than simplifying it).
• Focusing on developing key competencies will support learning.
• The principles in The New Zealand Curriculum (page 9) underpin all decisions teachers and schools make about their teaching and learning programmes.
  • The principle of inclusion states that we “ensure that students’ identities, languages, abilities, and talents are affirmed and that their learning needs are addressed”.
  • The principle of high expectations states that “the curriculum supports and empowers all students to learn and achieve personal excellence, regardless of their individual circumstances”.
  • The principle of coherence requires us to provide for “coherent transitions, and [to] open up pathways for further learning”.

Think about or discuss with colleagues:

• What do you do in your classroom to address each of the points above?
• How does your school address each of the points above?

Who are The English Language Learning Progressions for?

The English Language Learning Progressions is effective with a wide range of learners, including:

• students from homes where a language other than English is spoken
• ESOL-funded students from migrant, refugee, or New Zealand backgrounds
• previously ESOL-funded students who have exceeded their funding period
• students transitioning from kura to English-medium learning environments
• students from bilingual education settings
• international fee-paying students.

Why should schools use The English Language Learning Progressions?

The English Language Learning Progressions provides:

• a nationally consistent set of progressions that enable teachers to identify and describe specific stages of English language learning
• a detailed description of English language learners’ progress and achievement in reading, writing, speaking, and listening as they move towards the relevant curriculum expectations
• a means for showing a student’s pace of progress and achievement over time (which will ensure you know if their pace of progress is limited and consider whether the student’s learning needs are being met)
• a document for teachers to use to track, monitor, and report the progress and achievement of individual students
• guidance about learning an additional language and learning in an additional language
• matrices and exemplars that support teachers to give feedback to students and families on a student’s next learning steps
• a tool for aggregating information about groups of students in a school (which is especially useful for reporting to the Board of Trustees).

Please note: The English Language Learning Progressions are valuable for all of the purposes described above, even if schools choose not to use them for reporting to parents, families, and whānau.

Making an overall teacher judgment for English language learners

Teachers use several sources of information to place a student on the appropriate stages of The English Language Learning Progressions.

Teachers draw on a variety of information from a range of sources, including assessment tools, learning conversations, and observations.

The process of making an overall teacher judgment is similar for all students, but there are some important points of difference for English language learners.

When assessment tools that have been norm referenced for students whose first language is English are used with an English language learner, the results may lead their teacher to make inappropriate judgments about aspects of the student’s ability, for example:

• the student may be able to make inferences and draw conclusions from reading, but the unfamiliar vocabulary or context may prevent them from displaying this skill
• the student’s performance in secondary school entrance tests might result in them being placed in lower-band classes when they have the potential to work well in higher-band classes.

 
If you need to order these materials, please email  [email protected] or telephone 0800 660 662.

For general information and guidelines on using appropriate assessment processes, see  ESOL Progress Assessment Guidelines - Using assessment tools and processes in diagnosing the needs and monitoring the progress of English language learners.

Moderation using The English Language Learning Progressions

Moderation with a classroom teacher and an ESOL teacher

In many schools, a classroom teacher and an ESOL teacher can work together to moderate their overall teacher judgments in relation to the ELLP stages. This is a valuable process as each professional brings different knowledge of and perspectives on a student.

Moderation in groups

Moderation may also involve teachers in a group, either within a school or from different schools. Local ESOL cluster meetings and ESOL workshops are possible contexts for supporting this process of group moderation.

Purpose

In this section of the module, you will explore reporting learners’ progress and achievement to parents in secondary schools. This includes:

• Relevant aspects of the National Administration Guidelines (NAGs)
• Which students will have their English literacy progress and achievement reported using The English Language Learning Progressions?
• What will you say to parents, families, and whānau about learning in school?
• Assessing the progress of English language learners in curriculum learning areas in years 9–13
• Written reports for English language learners
• Community engagement

Relevant aspects of the National Administration Guidelines (NAGs)

Relevant aspects of the National Administration Guidelines (NAGs) are:

NAG 1: (c) on the basis of good quality assessment information, identify students and groups of students:

• who are not achieving
• who are at risk of not achieving
• who have special needs (including gifted and talented students)
• aspects of the curriculum which require particular attention.

NAG 2: (c) report to students and their parents on the achievement of individual students, and to the school's community on the achievement of students as a whole and of groups (identified through NAG 1(c) above).

The progress and achievement of secondary English language learners may be reported to parents in relation to the listening, speaking, reading, and writing matrices in ELLP rather than in relation to the English curriculum levels.

Which students will have their English literacy progress and achievement reported using the ELLP?

For all students, it is critical that TheLiteracy Learning Progressions and the NCEA literacy requirements, which are signposts for age or year-appropriate achievement, are the long-term goal.

• Students who are English language learners may be reported in relation to the national expectations described in The Literacy Learning Progressions and the NCEA literacy requirements or in relation to the matrices in the ELLP.
• When deciding whether a student should be reported in relation to the national expectations or in relation to the ELLP stages, teachers need to understand background information about the student (for example, how long they have been in the New Zealand education system and whether they have had interrupted schooling).
• Generally, teachers should encourage secondary students learning at Foundation Stage, Stage 1, and Stage 2 of the ELLP to view their own progress in relation to these stages. Reporting progress to parents for these students in relation to English curriculum levels may be of limited value. It may be unhelpful in establishing learning needs and next steps and may not enable progress in language learning to be reported and acknowledged.
• When students are working at ELLP Stage 3 or 4, they are getting closer to cohort level and may be reported in relation to The Literacy Learning Progressions and the NCEA literacy requirements.
• The English Language Learning Progressions continue to be a helpful tool for informing teaching and learning even when students are working at or above ELLP Stage 3.

What will you say to the parents, families, and whānau of English language learners about the student’s learning?

This diagram from The English Language Learning Progressions illustrates the relationships between the progress of English language learners in acquiring proficiency in English and the levels in the learning areas of the curriculum.

You could copy this diagram and the explanation of the relationship between learning in the curriculum learning areas and learning English from the PDF and use them to support your discussions with parents, families, and whānau. You could use them as part of a school report and/or as a prompt when conferencing with parents, families, and whānau.

The key points in the diagram and the relationship between students’ progress in English language learning and their learning across the curriculum in secondary school are summarised below.

• The learning areas of the curriculum are represented in different colours on the right-hand side of the diagram.
• As secondary students progress in English, they move through Foundation Stage, Stage 1, Stage 2, Stage 3, and Stage 4. These stages are shown on the left-hand side of the diagram.
• New students usually join classes in the curriculum learning areas with other students who are the same age.
• Students might start at secondary school at any of the ELLP stages. Depending on their prior knowledge and experiences, secondary students may take five years to develop enough academic English to meet the national expectations described in The Literacy Learning Progressionsand the NCEA literacy requirements.
• English language learners are usually tracked on the ELLP stages until they approach the national expectations for English literacy.
• When secondary students reach Stage 4, they are approaching the same level as national expectations.

Assessing the progress of English language learners in curriculum learning areas in years 9–13

Generally, English language learners’ progress and achievement in curriculum learning areas is reported in relation to the year-appropriate curriculum levels.

Students learn through language and, to a great extent, display their knowledge and understanding through language. At all times, teachers need to know the English language proficiency level of English language learners, their learning needs, and the implications of this for displaying their knowledge and understanding in curriculum learning areas.

For many new learners of English, the language demands of norm-referenced standardised assessment tools may mean that an assessment does not measure their performance in the learning area accurately (ESOL Progress Assessment Guidelines, Ministry of Education, 2005, p. 5).

Teachers need to make judgments about a student’s readiness for participating in assessment procedures. Teachers base these judgments on information they gain from regular formative assessment during daily lessons, balanced by a sense of urgency and a need for accelerated progress.

At times there is a mismatch between teacher and/or student expectations and assessment results. Teachers will need to explore with the student whether the results can be attributed to difficulties with the language of a task or a lack of subject conceptual knowledge and understanding. Comments on reports reflect learning and achievement in language and subject knowledge.

Written reports for English language learners

Think about or discuss with colleagues:

• How will you show English language learners’ progress and achievement in reading, writing, and oral language in relation to the ELLP stages but also report the learning areas and key competencies?
• Will you use the ELLP to determine what has been learned and the next learning steps in reading, writing, and oral language?
• Will some aspects of the report need to be translated and/or an interpreter provided for a parent conference to ensure the parent can understand and respond to the information and/or participate in the conference?

Teachers may find it useful to use The English Language Learning Progressions matrices or exemplars as a source for specific comments and “next learning steps”.

The PDF documents below provide possible models that schools can adapt to suit the school format. It may be necessary to create a specific format for English language learners so that these students are reported against the stages in The English Language Learning Progressions and/or against curriculum levels.

Xxx High School Rep intro (PDF 156KB) Xxx High School Rep 9 10 (PDF 197KB) Xxx High School Rep 11 12 13 (PDF 199KB)

Community engagement

In successful Community engagement, the school both communicates well and listens effectively to their parent community.

Schools may have groups of parents who would benefit from having important educational messages translated into their home languages. In some cases, the school needs to organise translations. In other cases, translated written materials may be available from the Ministry of Education.

Parents should always have opportunities to discuss and ask questions about their children’s learning.

• How would your parent community like their children’s progress and achievement reported?
• What methods will you use to communicate key messages about students’ learning to parents?
• How can you ensure that parents understand the role of The English Language Learning Progressions?

Purpose

This section of the module will support you to lead the professional development and learning of others in your school.

This section has some specific ideas about how you might use this online material with other teachers to develop knowledge about tracking, monitoring, and reporting English language learners’ progress.

The content of the module contains some key messages for teachers. You could copy these messages as a prompt for your discussions.

Task one

Can you identify which students should have their progress and achievement monitored, tracked, and reported in relation to the ELLP stages?

Read and discuss the scenarios below, using these questions and instructions to guide your discussions.

• Decide if it is beneficial for the students to be tracked, monitored, and reported using the stages of the ELLP.
• What are the pros and cons of assessing the junior students using norm-referenced tests? If you were giving an asTTle test to the students, what level would you set it at? What might such tests show or not show? What would you do with the information?
• Decide which NCEA literacy assessment pathways the senior students should follow.
• Discuss the best way to report the students’ English language and literacy development to parents.

Scenario 1: Mei came to New Zealand when she was five and attended primary school in Auckland for 18 months. She then went back to China and has returned to New Zealand at the beginning of year 9. She is at Stage 2 in oral language and Stage 1 in writing and reading. Her writing in Mandarin, her first language, has been assessed by the Mandarin teacher as being below the level expected for a student of her age.

Scenario 2: Afia has just started school in New Zealand in year 10. He speaks gagana Sāmoa fluently. In his writing in gagana Sāmoa, he tells us that he has been living in a small village in Sāmoa. The gagana Sāmoa teacher explained that Afia was able to express some complex ideas in this writing and that the content shows he has strong Samoan values. His English is at Stage 2 in oral language and Stage 1 in writing and reading.

Scenario 3: Bikram is a 17 year old Bhutanese boy (year 12). He was born in a refugee camp in Nepal and spent the first 16 years of his life there before being settled in New Zealand. He’d had schooling in English in the refugee camp before coming to New Zealand. His ESOL teacher has assessed his English proficiency at Stage 2 in oral language, reading, and writing. Bikram has a sound understanding of mathematics and has gained some credits in level 2 chemistry, maths, and physics. He is very keen to go to university.

Scenario 4: Rajeev is 17 years old (year 12) and was born in Fiji. He came to New Zealand when he was 14 years old and speaks Hindi and English fluently. He is having more difficulty with reading and writing in English. Rajeev’s ESOL teacher last year determined he was at ELLP Stage 4 in oral language and Stage 3 in reading and writing. He is not having any specific ESOL support this year.

Task two

Who are the English language learners in your school?

Examine your school enrolment information and ensure you have a picture of the cultural and linguistic diversity in your school. Does your enrolment form ensure you collect all of the important and relevant information about each student?

Use the school enrolment information to identify students who would benefit from being tracked and monitored using the matrices in the ELLP.

Task three

Reporting to parents

Examine the models provided in this module and/or analyse your current school reports from the perspective of your English language learners and their families. Do the reports fulfil the requirements of the NAGs? Are there any aspects of your reports that need to be adapted or changed?

Look for evidence of:

• the student’s strengths
• the student’s current learning goals
• the student’s achievement and progress in relation to English language and literacy
• the student’s achievements across the learning areas
• developing key competencies
• what the school will do to support the student’s learning
• what parents, family, and whānau can do to support the student’s learning
• other aspects of school involvement or service.

Discuss with colleagues your current school reporting formats. Record comments and ideas on the table attached.

Task four

Analyse the school-wide achievement data for English language learners that is reported to the Board of Trustees.

Review the progress of groups such as:

• those in the intensive programme
• international students
• students who have previously received ESOL funding
• students born in New Zealand
• recent arrivals.

What are the strengths of individual students and groups of students? What are the learning needs of these students? Which intervention and support has been most effective for individual students and groups of students? How can you support teachers to incorporate identified effective practice into their teaching?