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Primary ESOL

English

• Writing a thank you letter

Science

• Magnetism

Social studies

• Family Treasures

Maths

• Foil fun
• Make 1000
• Making benchmarks - length
• Money matters
• Prime search

The Arts

• Freeze-frame characters

Learning task 3

‘My Family Treasure’ (Jigsaw)

The teaching and learning sequence moves into an adaptation of ' Family Treasures'.

Resources

• Template 4 - 1st language Homework (Word 36KB)
• Template 5 - Vocab list (Word 33KB)
• Template 6 - Treasure is ... (Word 27KB)

For the Jigsaw task

• List of names for Home Groups and Expert Groups
• SJ P1 N3 2007 “Family Treasures.”
• Please note: Teacher to photocopy in advance the text for summarising using pp 3-7 of SJ P1 N3 2007 with the Summary template beside it
• Template 7 - Teacher model answer (Word 22KB)
• Template 8 - Summary (Word 22KB)
• Students have highlighters

Prior Knowledge (our definition of treasure)

We are going to think about what we mean when we say that something is treasure.

The class will have had opportunities to think about and discuss some key vocabulary in this unit. For examples see Template 4 - 1st language Homework (Word 36KB)  and  Template 5 - Vocab list (Word 33KB)

To foster collaboration and inclusion, the teacher organises groups so that learners have an opportunity to engage with others who speak their first language in order to talk about their ideas.

In order to do this the class will complete a jigsaw activity.

Students are being asked to think about and talk about these two questions:

• What is an example of treasure?
• What is treasure? 

Teaching Sequence

We are learning to write a definition of treasure

1. Home Groups

   Students move into their Home Groups

   These groups are pre-selected by the teacher, but students select their roles within the group (Leader, Reader, Recorder, Sharer)

   Students discuss and record their answers in the 'Time 1' column of Template 6 - Treasure is ... (Word 27KB)

   Students share their thinking using the sentence starter, ‘Treasure is…’

   Teacher Questioning

   • What are some of the examples of treasure that your group wrote?
   • Has any group got a different example of treasure than we’ve had so far?

2. Teacher Modelling

   We are learning to find main ideas in a text to write a summary.

   Now that students have thought about some examples of treasure and what treasure is, they are going to read some information from a variety of families that tell them about their treasure. Resource: SJ P1 N3 2007 “Family Treasures”.

   Teacher models finding main ideas using p 2 “Family Treasures,” by highlighting
   a) the treasure in the text
   b) the key ideas

   

   Teacher: I now need to make a summary which shows I have understood the ideas. My summary is:
   Rupuha has a _______as __ treasure.
   It is treasure because…(refer to the pronoun, use of because..)

   You will have 5-8 minutes to do your highlighting and write your summary (Word 22KB) .

3. Expert Groups

   Each group receives a summary template (Word 22KB) with one page of the School Journal text.

   Students move into their Expert Groups. They highlight and summarise the text.
   Note: in this jigsaw task everyone will need to agree on what to highlight first of all. Then they will write their answers. Everyone will need to leave the group with the same information. Foundation level English language learners can work with a buddy.

   Teacher: You have learned something about one child’s family. Now you need to take this information back to your home group.

4. Home Groups
   Teacher: Now you are the expert in your information about one family’s treasure. Each member shares their summary and talks about the treasure in their text.

   Now write in the ‘Time 2’ column of Template 6 - Treasure is ... (Word 27KB) any new ideas that you have heard.

   Now you need to consider what you have found out. Can you now think of any new thoughts about what is treasure? Write any new ideas for your definition of treasure in the ‘Time 2’ column (4 or 5 mins).

5. Whole class - Examining the students’ work

   Did you have any surprises about the family’s treasure? Did your group add or alter the definition?

   Students reply using speaking frame:
   We changed treasure from _____ to ______

   What is you new definition of treasure? Record on strips of paper and put onto your class vocab wall.

   Return to the Learning Intentions. What helped you to learn about treasure today?

   Did we meet the learning intentions?

Home Learning Links
Students write these questions to ask their family:

• What is something our family would think of as a treasure? Where is it from?
• Why is it important to us? How old is it?
• Do we know words for ‘treasure’ in other languages?

Students bring their treasure to school (or a photo or sketch of things of value).

Teacher records a list of treasures for the class to see and add to throughout the unit.

Assessment

Have students consider the Big Idea again and record their thinking on Template 2 - Before, During and After (Word 2007 17KB) .

Lesson 1: What is your name and where do you come from?

Specific objectives

 The children will:

• learn and say the name of each group member
• answer questions about their name and country of origin.

Equipment 

• ball or bean bag
• large world map
• booklet (RTF 852KB)
• artifacts, or pictures from students' culture

Preparation

• Write each student's name, and your name, clearly in large print on the white board.
• Prepare a large question and answer cards with the text "Where do you come from" and "I come from_________."

Lesson sequence

1. Seat the students in a circle and greet them individually by name. Encourage them to greet you by name. Point to your name and yourself. It may be necessary at first for the students to copy you in 'parrot' fashion.
2. Use a ball to roll to students one at a time (or throw a bean bag) and greet them by name as you do so. When the students are confident enough, they can roll the ball to each other as they say "Hello ________."
3. Use the world map to show the children where you come from. Point to the country and say "I come from _________." Introduce the question and answer card and pointing to the question ask students one by one where they come from. They may be able to point to the map and show you. They may need to 'parrot' their answer with you at first. If there is a confident student, let them be the 'teacher' and sit in the teacher's chair and ask the question of each student.
4. Put the children in pairs and encourage them to practise the question and answer sequence. Do this many times with different partners. It may be necessary for you to circulate and continue modelling the questions and answers.
5. Introduce the booklet. Give each student a booklet. Have a booklet for yourself and model how to complete page one. If the students are unable to write in the name of the country they come from, the teacher should do this. In the box, you should draw some things typical of the country you come from, eg. if you come from NZ you might draw a kiwi, some forests, or some sheep. If you have artifacts or pictures from a student's country, give these to the student. Encourage the children to draw some things that are typical of their country. If this is too difficult, trace an outline of their country, from your map, and let the student colour this in.
6. As the students are doing their pictures circulate and talk to them about their pictures. You may be able to label some of the things in English (always include the article when you are labelling, eg. a tree the buildings). Assist each student to read the sentence and point to each word.
7. To conclude the lesson each student could show their picture to the group and read the sentence "I come from ___________."

Note: Ask the students to bring along things from their culture for the next lesson.

Colours

Teacher: Yolanda Perisco

Teaching and learning sequence

The tasks all fit within the Cummins and Swain framework (RTF 11KB) .

Task 1

• Brainstorm 'colour' in order to gauge students' prior knowledge. Introduce the students to the three primary colours (red, yellow, blue) by circling these in the brainstorm. Add 'primary colours' to the brainstorm.
• Students paint a piece of paper with one primary colour. Use the language of instructions (Hold the brush here, Go from side to side) to explain how to do this task. The students use the concrete experience of the painting to DescribeAndExplain (Word 48KB) what they have done. The students' learning is scaffolded as they move from the concrete to the abstract - the writing task.
• Write a joint construction. Teacher elicits the information from the students and models the writing of a recount on the whiteboard. Students copy this into their books.

Task 2

Students mix two primary colours to get a secondary colour. The teacher scaffolds the students' talk.

Students write a recount. Explain what this is. Write on the whiteboard an opening sentence to get students started:

• Yesterday we painted with the primary colours.
• Today we mixed two primary colours to make one secondary colour.

Model one student's oral recount on the whiteboard. From this write a list of TopicWords (Word 25KB) that the students might need in their writing. After erasing the modelled story, the students write their own recount in their book using the topic words if necessary.

Task 3

Create WallColourChart (Word 25KB) through dialogue (Word 41KB) with the students. Model the sentence structure. If the students say "sky" when asked what things are blue, say "Yes, the sky is blue."

Students write sentences and add these to the charts. For example:

• An apple is red.
   
• The sun is yellow.
   
• Blueberries are blue.

The students use the charts as a learning or editing scaffold.

Task 4

Writing instructions: how to make a secondary colour.

Head up a large blank sheet of paper "How to Make a Secondary Colour".

Give the students a sequence of instructions to get them familiar with the genre - "Go to the door. Open the door. Go out. Shut the door."

Discuss the steps of the second painting exercise with the students, breaking it into four steps. Write each instruction on the whiteboard. Ask the students to suggest a picture that represents the instruction and then draw this onto the large blank sheet of paper. This is a large flow chart. The pictures help the children make the link between the concrete activity and the picture first, before they make the link between the action and the written text.

Write out the instructions and laminate them. Give each student one instruction (perhaps they are in sets of four) and the students then find the other students to complete their set, and put the instructions in the correct sequence.

 The students draw their own pictures to go with their set of instructions.

Task 5

Discuss WritingInstructions (Word 49KB) . The students write their own instructions, using a framework.

How to make a secondary colour:

1. Put
2. Wipe
3. Add
4. Mix

Task 6

Art Experience: On a paper plate students paint the outside edge the original colour, that is, a primary colour or a secondary colour of their choice; add white to the original colour and paint half the centre of the plate. On the other half of the centre, paint the original colour with black added. When dry each student finds a magazine picture, which is of a similar shade to the plate.

Task 7

 Students recall the SequenceOfLearning (Word 28KB) about colour over the last week:

• Experience and recount - the primary colours.
• Experience, recount and instructions - mixing primary colours to make the secondary colours.
• Art activity - adding black and white to a colour to make shades of that colour.

Read a report about colour that has the same sequence. Take the students through the steps of the unit - primary, secondary and shades of colour. Point out the order of the sample report. Point out the features of a report such as the timeless present. Work through a joint construction based on the sequence of the writing already done, helping the students classify the types of colour. The painting experiences form the concrete knowledge leading to technical/abstract understanding.

Draw up a list of topic words for students to use in their report. Write the words in the same order that they may appear in their report. Give the class a title "A Report about Colour" and an opening sentence "Colours are everywhere". Model a report on the whiteboard. Students attempt their own report.

Assessment tasks

1. Recount orally.
2. Write a report.

Learning task 3

Making a banana milkshake - sequencing activity

Pre-activity discussion. Who has made a banana milkshake? Is it a healthy drink to have? What ingredients would you need? What is the procedure? Use the students' suggestions or the recipe (Word 31KB) here.

Cut banana milkshake handout up into ten sentences. Divide the class into groups of five. Each person has two sentences. The aim is for the group to reach a consensus about how to make a banana milkshake. The key is language used and the interaction in reaching the final order. Encourage justification. Agreeing/disagreeing is to be encouraged as long as it is done in a supportive manner. This may have to be modelled and discussed.

Draw the students' attention to the language features of writing about procedures.

Students then write the recipe into their book, underlining the special language features, for example the use of imperative verbs ( blend, sprinkle) and sequencing often shown by numbers (1., 2.) or sequencing words (first, then).

Make the banana milkshake or follow a similar simple recipe that the teacher would like to make. Use a digital camera or camera to record the procedure for later recall.

Writing instructions

This will probably need to be a shared writing experience initially, depending on the level and competency of the class as writers. It is important to have read a number of procedural texts relating to food preparation as a model to help students in their writing.

Make another drink in class and the students then write the instructions for this as their assessment, or the students talk about a food/drink item from their culture and then write about it.

Cooking with a wok - close reading

Show picture of a wok or bring in a wok for students to examine.

Complete KWL chart relating to what students know about cooking with a wok.

Share answers with the class.

Read the text on wok cooking (Word 42KB) . Vocabulary development. Guess the meaning from context and write the predicted meaning onto the wok vocab sheet (Word 42KB) .

Compare words in context with dictionary definitions. Discuss the independence that predicting from context gives students.

Learning task 4

Dictogloss

Use this dictogloss text (Word 30KB) or your own. A text should be too long to memorise and should include a range of cooking related vocabulary. The aim of the collaborative writing is to construct a text that carries the same meaning, as opposed to actual word accuracy.

After completion, compare various groups' texts with the original. Do they convey the authors intended message? Are they clearer or more appropriate?

Personal reading option

Choose from a range of food related texts depending on independent reading level of students. Keeping the reading levels of your students in mind, use the School Journal Journal Surf to find journals with food related themes.

Some examples of journal stories:

• Cooking Talo by Feaua'I Burgess. 1996.
   Part 1 No 4: 20.
• Delicious Steamed Kai by Jan Maguiness. 1992.
   Part 1 No 5: 14-15.
• Food in Hong Kong by Jan Maguiness. 1994.
   Part 2 No 2: 42-45.

Choose articles and stories of food from other cultures. Use this Food Retrieval Chart (Word 41KB) to record the different types of food that are mentioned.

Learning task 2

Discussion ideas

From a variety of stories and personal experience, gather ideas about grandmothers and record them for reference.

Share stories of grandmothers in pairs. For those children without grandmothers talk about family friends who are older than their parents. Some children may call their grandmothers by a made-up name or by their given name, this should be explored so that the children can sort out the relationships.

Talk about the features of grandmothers. What makes them special? For example:

• Kindness
• Physical appearance
• Storytelling
• Keepers of traditions
• Her way of talking, her food, her house
• Her memories
• Her habits
• Her generosity
• The way she belongs to another era
• The way she is the keeper of family history
• The listener
• The person whose place is interesting

Individually create a still image of grandmother doing something. Apply a caption and speak out and chorus back, for example "My grandmother is planting a kowhai seedling..."

For ESOL students, when creating a still image, it is advisable to copy a picture out of a story first. When students are more confident in creating a still picture they can create their own independently.

Talk about similarities and differences between their own grandmothers and the grandmothers in stories they know. For example: places they come from, clothes they might wear, cultures they represent. Note: This could be a sensitive issue for some children - those who have migrated from where their grandparents live, those who have had recent bereavements or are estranged from their grandparents.

Invite students to bring small examples of clothing, craft equipment and other items from their own culture and display them with descriptive tags. Students can (with the teacher's assistance) tell the class about their item.

Developing a tableau

Select a grandmother from a known story using the teacher, or a student, as a model for the tableau. The other students can dress them appropriately. Students coach about how to sit, what facial expression to show. Talk about how the scene could be photographed to create a tableau. Take some photographs so that the students can reflect on their work later.

Label these with descriptive phrases. Some phrases can have descriptive words missing for the students to complete (orally). Recycle the words learnt in the pre-teaching phase often.

Model being in role. Students prepare questions and ask the teacher in the role (Hotseating). Teacher could be dressed - or a particular piece of clothing could be worn to mark going into role. It is useful for the grandmother to be actively engaged in creating or producing something. She may have a particular problem with which the students can help out. For example, the grandmother may be making a tapa patchwork to go in the nearby daycare centre where some of the students' younger brothers and sisters go to preschool. She may require assistance with this project.

Develop the idea further by selecting an incident in the story. For example, while the grandmother role remains frozen, students could consider who else could be in the photo, for example, grandfather, great aunt, grandmother's best friend of fifty years. Other characters could be added one by one. In this way, the concept of the still image can be built up step-by-step.

From the stories that students have discussed, select a moment and recreate it (in groups) as a still image. It may be helpful to use the direct prompt of an illustration in a picture book, but with practise, students will be able to select a suitable point in the story, which would be effectively shown in a still image. In the initial stages, the gradual building of the freeze-frame will be a helpful process. Students need to practise freezing on cue. To achieve this it is useful to play "Moving into the Spaces". In this game students move about the room trying to fill up the spaces with their bodies and making sure they never bump into anyone else. They should never stand still except when the teacher calls "Freeze". It is useful to explain that they should stop immediately but will need to be in a comfortable position because they must stay frozen for 3, 5, 10, or 20 seconds. People who move can help the teacher watch the next round. Later they may create their own frozen moment. When students have acquired the skill of holding a freeze the teacher can begin to build up a frozen moment. Later they may create their own frozen moment and as they become more able they can create a sequence of three moments. To help students focus their moment it is important to use words like "The moment when..." so they are clear about exactly which moment they will use.

Ensure that ESOL students are contributing in this activity. Peer modelling can be used very effectively here. Students lacking in confidence (or language ability) can be encouraged by using them as characters in the freeze frame.

Watch, respond to, and discuss the still images. Talk about how facial expression, or other features of the image, may convey feelings or information. Place special emphasis on the words in the word lists. Write possible questions on a wall chart and discuss them before asking them.

Questions might include:

• How is Grandma feeling in this image?
• How do we know that - there isn't any sound? If you were able to add one sound what would it be?
• From this picture, can you get any clues about what is happening at Grandma's place?
• What can you tell from the way she is holding her hands?
• What does the still image suggest Grandma would be doing?
• Does Grandma want anything special?

Reflective questions

During the making of or after the freeze frame images of Grandma are made the teacher may ask some or all of the following questions:

• Is it easy to hold that position for a long time?
• Can you think of another way of showing what you want to show but in a way that you can do it without hurting yourself?
• What do you think your freeze frame looks like to the other students looking at it?
• What in your freeze frame shows that it's a picture of a grandma?
• Can you make your facial expression bigger so that people at the back of the room could see it?
• What is fun about making freeze frame pictures?
• What is hard about making freeze frame pictures?
• What do you think Grandma is thinking in the freeze frame image?
• Why do you think she is thinking that?
• What do you think Grandma is feeling?
• Are you sure?
• Do you think Grandma would like this freeze frame of her?

For ESOL students, focus on words learnt to describe the body. In addition to the questions above, it might be necessary to ask more specific questions:

• Can you hold your arms in that position for long?
• What parts of your body could you use to show the audience that your freeze frame has grandma in it?

Focus on the word list when discussing such things as posture, emotions.

Learning task 3

Elements

Role

This learning example encourages students to portray a role using facial expression, posture, stance, and gait; and to discuss the qualities and attributes of roles in a wider sense, for example: What it is that makes the characters unique and memorable? What makes grandmothers, or heroes, or dragons special? Personal experience and familiar stories could be used as resource ideas.

Teacher links discussions on roles back to students' own experiences.

Conventions

Freeze-frame image

FreezeFrame (Word 42KB) is a convention in which the members of a group use their bodies to make an image capturing an idea, theme, or moment in time; an individual may act as sculptor for the group; also called a group sculpture or tableau.

Reluctant speakers can be involved in this activity by electing them to be the 'sculptor'.

Sculptures and tableaux

May be more developed forms of freeze frame in which individuals can act as sculptor for the group gently shaping the bodies of others and in some cases applying clothing, fabric or props to dress the group picture and shape a frozen picture or tableau. This allows for deepened understanding. The tableau may capture an idea, theme or moment in time.

Constantly recycle the words on the word list. Encourage students to use descriptive language when planning and building their freeze frame.

Hotseating

hotseating (Word 28KB) is a convention in which class members question or interview someone who is in role, for example, as a character from a play, a person from history, or a hero/heroine or animal from a story to draw out additional information, ideas, and attitudes about the role.

ESOL students usually find it difficult to formulate questions. This is an excellent opportunity to model questioning. Encourage and prompt students in this challenging area. Make a wall chart with possible questions and refer to it regularly.

Chorus

A convention in which individuals or groups provide spoken explanation or commentary on the main action of a drama.

Techniques

Gesture/expression

Drawing on their own personal experience and memories, the students will begin by imitating the gestures they have seen grandmothers use. They will be able to explore different expressions and gestures to fit other situations and characters.

Gait

Students will be able to explore the way particular characters might walk. For example, a hero/heroine might wear an imaginary cloak. It is heavy and will effect the way he/she walks.

Learning task 1

1. Activating prior knowledge

• Mention some early inventions/inventors such as fireworks, or  lawnmowers.
• What were some early inventions/inventors in your culture? Think - pair - share.

2. Setting a purpose for learning

• Share the language and learning goals with the students (writing clear instructions for how to use your own invention; speaking clearly about why you made your invention).

3. Vocabulary

• Discuss the word 'invention', adding words yourself that collocate with 'invention', words you think the students will need/may encounter. Word mapping is especially relevant for ESOL students (Word 29KB) who will have a much smaller word base. Vocabulary can be recorded on wall charts for future reference. This can link to the spelling programme.
• See a VocabMatchingTask (Word 36KB) . Create your own.

4. Famous inventors

Read a journal story on a famous inventor of your choice, or visit a website of inventors.

School Journal texts

Go to Journal Surf for more texts.

Ahead of his Time by Judith Evans, 1992 Pt 3 No. 1. William Gilbert Puckey , missionary and inventor, was ahead of this time (1830-40) with the land yacht he built for travelling along Ninety Mile Beach.

Inventing by Jane Thomson, 1978 Pt 4 No. 4. An interview with Mr Roy Martin, a full-time inventor.

My invention by James Vincombe, 1995 YPW. What a great invention! The author makes a machine that will keep big brothers quiet.

Superbike! by Jane Buxton, 1994 SL (tape 95164). John Britten designed and built the motorbike that won the New Zealand Grand Prix in 1993.He tells some of his design secrets, how he built the bike, where his ideas come from, and his schemes for new inventions like flying cars.

A tyreful of air by Margret Mooney, 1987 JJ No. 3. How John Dunlop, over a hundred years ago, invented his first pneumatic tyres to help his son's tricycle to go faster.

Unuseless inventions by Kenji Kawakami, 1993 Pt 4 No.2. Some absurd ideas from Japan that began as a joke to liven up a magazine.

Websites

• Inventions

Learning task 2

Record information

Use joint construction of text. Model how to use information from learning task 1 to complete the retrievalChart (Word 35KB) . Discuss the language of explanation using conjunctions that the students will need to complete the chart. For example - Bell invented this because...; this works by...; I would adapt this by... Jointly construct another chart on the board using student suggestions. The students then work in pairs or individually on their retrieval charts.

Your own invention

In pairs, students invent something they feel will be useful to their communities. Each pair then fills in the retrieval chart on their new invention and reports on it to another pair.

Teacher then takes one invention and with prompting from the students writes the instructions for its use, pointing out the language features.

Students then try writing instructions for use, using their own invention and working in their pairs. Second time around, students invent something themselves in pairs. Plan, design and make.

Transactional writing

Write instructions for use.

Assessment schedule

Level 4: Write instructions, organising and linking ideas logically and making language choices appropriate to the audience.

Key indicators

Students should be able to:

• write clear instructions using imperative verbs, and sequencing words or numbering.

Oral presentation

Present to group/class your invention, sharing this task with your partner. Explain, using your retrieval chart for prompts if needed:

• reason for making your invention
• how your invention works
• how you think it will enhance your communities' lives.