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English Online is a site for primary and secondary English teachers in New Zealand and internationally. ESOL Online and Literacy Online are sister sites.
For further information on this site email Catriona Pene at [email protected]
English Online was originally part of an ongoing English professional development contract between Unitec NZ and the New Zealand Ministry of Education. In 1998 and 1999, it involved 100 primary and secondary schools per year. Each school nominated a lead teacher who undertook an internet tutorial, and then developed a unit of learning that was posted on the site as a permanent resource for New Zealand (and international) English teachers.
Since any teaching strategy works differently in different contexts for different students, effective pedagogy requires that teachers inquire into the impact of their teaching on their students.
Inquiry into the teaching–learning relationship can be visualised as a cyclical process that goes on moment by moment (as teaching takes place), day by day, and over the longer term. In this process, the teacher asks:
What is important (and therefore worth spending time on), given where my students are at? This focusing inquiry establishes a baseline and a direction. The teacher uses all available information to determine what their students have already learned and what they need to learn next.
What strategies (evidence-based) are most likely to help my students learn this? In this teaching inquiry, the teacher uses evidence from research and from their own past practice and that of colleagues to plan teaching and learning opportunities aimed at achieving the outcomes prioritised in the focusing inquiry.
What happened as a result of the teaching, and what are the implications for future teaching? In this learning inquiry, the teacher investigates the success of the teaching in terms of the prioritised outcomes, using a range of assessment approaches. They do this both while learning activities are in progress and also as longer-term sequences or units of work come to an end. They then analyse and interpret the information to consider what they should do next.
The New Zealand Curriculum, p. 35.
The purpose of a report is to describe and classify information. Reports have a logical sequence of facts that are stated without any personal involvement from the writer.
Informative reports are written about living things like plants and animals and non-living things like cars or oceans. An information report is used when we talk and write about, eg. Bikes. (When writing a description we only talk/write about one specific thing, eg. My Bike).
Reports usually consist of the following:
Online thesaurus:
Brainstorming tools:
Teacher Jo Morris, Sarah Bullock
Year
Level
Duration
Achievement Objective Being Assessed
Learning Outcomes
Processes
Supporting Achievement Objective
NCEA Link
Assessment:
Achievement Standard:
Select and adapt these learning activities to best meet the needs of your students, and to fit the time available:
Learning task 1
Learning task 2
Learning task 3
Learning task 4
Learning task 5
Learning task 6
Poetry Express
assessment (RTF 9KB)
This unit sits alongside close reading and critical appraisal of poems by others (particularly poets with an established critical reputation), with a focus on language, imagery and structure. It would be possible to intersperse the more formal close reading activities with their own creative work.
Teacher provides students with stimuli, such as a walk, run, shout, play, lie in the grass).
Students brainstorm words to describe the experience (verbs, adjectives, adverbs, nouns).
Students use the words from the brainstorm to create a poem. The focus is on putting the words together to create word pictures.
Students can, if they wish, develop these word-collection poems using more of their own ideas and creativity.
Students shape their poems into a form of their choice to share the feelings and images associated with the poem. First drafts are discussed in pairs and groups, edited and re-worked.
Students draw on the same recollection to write a short feature or letter to inform their audience or set out a point of view that arises from the experience. The focus is on the differences in language use for different purposes.
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