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Adapted from NZ Maths unit Making benchmarks
Adaptions for ESOL students: Christine Jones
Year: 3-6
Level: 2
Achievement objectives
Measurement, Level 2:
Learning outcomes
Students will be able to:
Language learning focus
Focus on building vocabulary and mathematical literacy
Students will:
Children need to be able to see the need to move from using non standard measures of length to standard measures of length. The motivation for this will arise out of students comparing differences in the length of their hand spans etc. From this the need for standard measurement will become evident.
Students also need to develop personal benchmarks with which to measure various objects in their daily lives. Their personal benchmarks need to gradually relate more to standard measures such as metres.
The ultimate aim is for students to be able to choose appropriately from a range of strategies including estimation, knowledge of benchmarks, and knowledge of standards measures in order approach various measuring tasks with confidence and accuracy.
Learning task 1
Learning task 2
Learning task 3
Learning task 4
This week at school we are learning to estimate the size of a metre. Ask your child to identify and record the items in your home that they estimate to be around 1 metre in length. Then encourage children to use their personal benchmark to check and see if it is indeed around 1 metre in length.
Some links from the Figure It Out series which you may find useful are:
Expected time frame: 2-3 lessons
These learning activities are designed to raise student understanding of the function of a range of cohesive devices e.g. repetition of key nouns, pronoun reference and conjunctions in information texts. It is important to share this language learning outcome and to be explicit in the use of relevant terminology with your students.
ESOL US 2986 v7 performance criterion addressed:
1.3 The effect on meaning of cohesive devices in the text is identified.
Antarctica is the most inhospitable continent in the world. It is a desert of ice and snow with the coldest, windiest and driest climate in the world. For millions of years time stood still on this great southern land. Living in Antarctica is very difficult because of short cold summers, long dark winter nights and wind blowing all of the time.
Expected time frame: 3-4 lessons
These activities provide a scaffolded opportunity for students to read and take notes and write paragraphs in a collaborative setting.
Upon completion of these formative tasks, students could be summatively assessed against Unit standard 27983: Read and understand simple texts on familiar topics (expired). See the Antarctica assessment task and schedule for ESOL US 2986 in Assessment and Evaluation below.
This activity introduces students to aspects of creating a visual text which combines visual and verbal features.
Individually or in pairs, students create a static image (Word 30KB) for a calendar with an Antarctic theme. The static image will combine an image or images of Antarctica with appropriate words or quotations.
It is recommended that the teacher models this process for students before they are asked to create their own static image. It would be helpful to think aloud about the process and the reasons for choices made to create particular effects. This will also provide an opportunity to introduce relevant vocabulary to enable students to discuss and evaluate their own static images.
The assessment schedule (Word 30KB) can be used for self and/or peer assessment. Students could then be asked to discuss and select the best 12 static images for inclusion in the calendar.
It is presumed that mainstreamed ESOL students have at least the first 2000 words of English and should be well on the way to working at the 3000 word level.
Paul Nation's vocabulary lists are widely used in New Zealand schools. These lists are based on General Service list.
With the few adaptations made, the majority of mainstreamed ESOL students, even those who have previously seen little television of this genre, should be able to enjoy this unit. The amount of new vocabulary is the main barrier and methods of dealing with the large number of new vocabulary items are outlined. Categories of new words:
Because of the large amount of new material in this unit some of the texts have been simplified to reduce the number of new vocabulary items the students are faced with.
A book ring with attached small cards is suggested for each ESOL student as a method of vocabulary learning.
Teachers will use their knowledge of individual students to assess how much of the new vocabulary they can comfortably learn. Don't forget the glossary provided with this unit. Learning 10 new words a day is reasonable.
The five teaching notes summarised below contain background information on a particular aspect of television drama. They link to activities specific to the topic that can be given to students.
Throughout each of these sections you will also find references to behind the scenes and the glossary.
Teachers: Silvia Insley and Garry Taylor
Year: 10
Level: 5
Social Studies:
Language and learning outcomes
acceleration, affordability, ancient, basic, BC, comfort, the impact, an invention, a laser, locomotives, means of transport, negative impact, performance, positive impact, reaction to, a runway, significant, a symbol, a tally chart, technology, a windsock
In groups of three, create a collage poster to show either the help or harm that technology has on people's lives. You have one period to plan and collect resources for your poster. You will be allocated your topic - either help or harm - by lot.
From the Flintstones to the Jetsons-Assessment (RTF 27KB)
Research the technological changes in measuring time over the ages The Evolution of Time: Measurement through the Ages
Is there such a thing as a Kiwi identity? Or are there Kiwi identities?
How do we acquire the elements of our national identities? When do we recognise ourselves as...? Students create a Personal Timeline (modelled on a History Road), tracking and recording significant people and significant events that have shaped their identities.( PossibleIdeas (Word 43KB) )
What role does CulturalIdentity (Word 49KB) play in establishing a national identity? Refer back to learning task 1 - The Circle Game. What sort of things did students identify as being part of their cultural identities? What makes up a person's culture?
As we grow older, what happens to our sense of identity? What strengthens or weakens our sense of identity? It is said that New Zealand goes into depression when the All Blacks lose; that the fate of the government hangs on the All Blacks winning! What does losing rugby matches appear to do to many New Zealanders' sense of identity?
Return to the list of factors that played a role in developing students' cultural identities. Students identify two or three people who have had an influence on their lives, eg. elder family members, other relatives, church leaders and arrange to interview them.
Inquiry Focus:
Students draw a large outline of one of their cultural icons on A3 paper. Using words, symbols and pictures they summarise their national and/or cultural identities on the icon. Display the finished icons around the room.
Monitor the media, especially TV, for a week. How well does the media represent different cultural identities? Can it be described as a monocultural or multicultural? Why?
Begin this unit with a disappearing definition. Display a definition of a newspaper to the class. Read it through to the students once. Rub out every seventh word, then choose a student to read the whole text again, supplying the missing words. (Choose the least confident students first as the more confident will have to read out the text when more of it is missing.) Rub out more words, then the next student reads the whole text, supplying the missing words. Continue until the whole text is gone, then students write out the text, and correct it from the model.
Students work in pairs. One pair has items of local news, national news and international news to sort. The other has a community paper and a national paper to compare.
Two pairs then get together to share their work and write definitions for local news, national news, and international news, and record three or four differences between community and national papers.
Students draw an Information Grid (Word 25KB) . They tell a partner what they think should go into each column. In each column, write down three ways that newspapers fit the heading or give examples of things in a newspaper that match the heading. Students check their dictionaries to see that they understand the meanings of these three headings.
Students, at home, find a copy of the free community newspaper from the area. Cut out one example for each column (inform, persuade, entertain) and stick it into their books under the right column.
Hand out to each pair the front page sample. The Front Page of a Daily Newspaper
Display the following text to the class and read it aloud:
"The front page of a paper is where the most important news of the day is written. We need to understand two main things about the front page:
Ask students to work in pairs and make a list of what they can see and read about on the front page. Name the parts of the front page layout, for example, the headline.
Hand out labels for the parts of the front page. Ask students to place the labels on the correct parts of the front page and compare their choice with another pair.
Ask students to write a definition for the each part of the front page, then share with a partner.
Learning Outcomes | Teaching and Learning | Assessment and Evaluation | Printing Version
(What do my students need to learn?)
What are my students’ current strengths and learning needs?
Use previous reading assessments (e.g. asTTle or PAT scores, ESOL unit standard assessments, PROBE assessments, vocabulary levels tests, formative assessments) alongside The English Language Learning Progressions (ELLP) reading matrix to establish the level at which students are working and their current strengths and needs. The unit includes activities designed to ascertain what learners already know about the topic.
Students are formatively and summatively assessed using a short answer vocabulary and knowledge test.
Reading skills could be linked to
Unit standard 27983: Read and understand simple texts on familiar topics (expired)
English: Reading
AO L3:
Ideas
Show a developing understanding of ideas within, across and beyond texts
English Language Learning Progressions:
Students will be working at ELLP stage 2.
English Language Intensive Programme:
The language features and text complexity focused on relate most closely to ELIP stage 2.
Learning area achievement objectives:
Social Sciences: Identity, Culture and Organisation
AO L3 : Understand how groups make and implement rules and laws
Also some basic understandings preparatory to: AO L5: Understand how systems of government operate
Key Competencies: all five with particular emphasis on:
Using language, symbols and text: to ask questions and use ICT to access, interpret and record written information
Thinking: to actively seek knowledge and develop understanding and reflect on their own learning
Specific learning outcomes
Key vocabulary:
democracy, parliament, the government, political parties, Members of Parliament (MPs), opposition, to vote, a vote, a polling booth, election day, an election / to elect, a ballot box, to represent, an electorate, a list MP, a general election, a coalition government, the Prime Minister, the leader of the opposition
Language:
understanding keyword definitions reading for information
identifying closed and open questions
asking open questions to access information
using question forms
(What do I need to know and do?)
Teacher background reading:
Effective teaching in social studies
Vote! The NZ Electoral System
(What is the impact of my teaching and learning?)
To demonstrate understanding of key vocabulary and basic facts about the NZ Government, students could complete the following formative assessment tasks.
Formative Assessment Task 1
Students complete the structured overview (Word 672KB) to assess their understanding of key vocabulary. Students must not use class notes or dictionaries.
Formative Assessment Task 2
Students complete the cloze exercise (Word 23KB) about the NZ Government. Students must not use class notes or dictionaries.
After these formative assessments, students should check their answers using class notes and/or dictionaries to self-assess and identify areas they need more help in. Teachers can use students’ responses in formative assessment to identify where further teaching and learning are required and to provide specific feedback.
To provide an opportunity for students to transfer their learning to written and oral language, students could write or present their own information report about the NZ government and write or present a procedural text about how to vote or how a law is made.
Students who need increased challenge could work in groups to find out about the system of government in their own countries and compare and contrast this with the NZ system. This could be summarized in a Venn diagram and/or communicated to the class as an oral presentation.
Having identified evidence of students’ learning progress, reflect on how effective the chosen teaching approaches and strategies have been. Plan to build on what worked well and to address any less effective areas.
Summative Assessment
When students are ready, they can be summatively assessed by completing the short answer test (Word 39KB) . Question 2 could be adapted to make it more specific and relevant to the political context at the time of the assessment, for example, by using the names and and/or photographs of current political leaders for students to match with party names.
Note that answers to Question 2 in the assessment schedule (Word 47KB) need to be inserted for the current political situation in NZ.
If you are not able to access the zipped files, please download the following individual files:
Expected time frame: 2–3 lessons
Teaching and learning purposes
These learning activities are designed to
Ensuring learners know the content and language learning outcomes
1. Reading to learn how laws are made and how to vote
Divide the class into two groups. Ask each student to read one of the online texts below, with each student making dot and jot notes about the steps in each procedure:
2. Role-playing to understand how to vote
Help students achieve the same explicit learning outcomes with differentiated levels of support
Variation for extra support
Provide the following sentences to match with the photographs:
Include opportunities for monitoring and self-evaluation
Reflection
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