Searching ......
In 2006 the Ministry of Education produced the first in a series of DVDs for professional development: Making Language and Learning Work 1: Integrating language and learning in secondary Maths and Science. In 2007 Making Language and Learning Work 2: Integrating language and learning in secondary English and Social Sciences followed. Making Language and Learning Work 3: Integrating language and learning in Years 5 to 8, produced in 2008, is the third DVD in the series.
This resource is aligned with key intentions in The New Zealand Curriculum. For each learning area, students need specific help from their teachers as they learn:
In addition to such help, students who are new learners of English or coming into an English-medium environment for the first time need explicit and extensive teaching of English vocabulary, word forms, sentence and text structures and language uses (The New Zealand Curriculum, 2007, p. 16).
Other aspects of The New Zealand Curriculum can be observed in the teaching and learning sequences. These include (but are not limited to):
Teaching as inquiry – Teacher actions promoting student learning
Effective pedagogy, teacher action that promotes student learning, is an expectation in The New Zealand Curriculum (pp. 34-35). Teaching strategies and approaches work differently in varied contexts and for different students. It is important that teachers inquire into the impact of their teaching on their English language learners.
A number of documents provide guidelines for teaching students from diverse language backgrounds in mainstream classes, including Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis (Alton-Lee, 2003).
This DVD shows how teachers can effectively integrate content area and language teaching. It models how to differentiate learning for students at different levels of English proficiency in mainstream classes in a manageable way. Such resources are available overseas but this is the first comprehensive series developed in New Zealand.
The DVD provides support for the use of these key English language learning resources:
The English Language Learning Progressions (Ministry of Education, 2008)
Literacy Learning Progressions (Ministry of Education, 2007)
English Language Intensive Programme - Primary Resource (Ministry of Education, 2008)
English Language Intensive Programme Resource - Years 7-13 (Ministry of Education, 2004)
Effective Literacy Practice - Years 5-8 (Ministry of Education, 2006)
Selections - reading resources for Years 7-10 with accompanying teacher materials (Learning Media)
ESOL Progress Assessment Guidelines (Ministry of Education, 2006)
Electronic storybooks – a collection of high interest texts for students in Years 5-6 and Years 7-10, with an ESOL audio track e.g Plastic Fantastic (Ministry of Education, 2008)
Supporting English Language Learners in Primary Schools (SELLIPS) (Ministry of Education)
Making Language and Learning Work 3 aims to:
These teaching exemplars show snapshots of learning in four integrated units of work in social studies, science, technology and the arts. They are selective and do not attempt to show all aspects of each unit of work.
This DVD is for all teachers of English language learners: mainstream teachers, specialist teachers, teachers of English for Speakers of Other Languages (ESOL) and other professionals such as Resource Teachers: Learning and Behaviour and Resource Teachers of Literacy.
These facilitation notes follow the menu selection ‘Play by Curriculum Focus’.
It is also possible to use the ‘Play by Principle’ sequences.
The notes provide a framework for teacher viewing and inquiry. A useful initial approach is to use one or two snapshots in a focussed staff or team meeting. In future meetings, other aspects of the DVD could become the focus. Each snapshot is linked to a principle of effective teaching for learners from diverse language and cultural backgrounds. However viewers should be encouraged to notice how other principles might fit or overlap with the one that is highlighted.
Details about the purpose and use of each approach, along with other examples, are available from the Teaching and Learning Strategies section of ESOL Online.
Professional development possibilities include:
The materials could be used by:
These principles have been shown to support the effective teaching of English language learners:
Know the learner
Ensure a balance between receptive and productive language
Begin with context-embedded tasks which make the abstract concrete
Provide multiple opportunities for authentic language use with a focus on learners using academic language
Help students achieve the same explicit learning outcomes using differentiated levels of support
Include opportunities for monitoring and self-evaluation
Identify the learning outcomes including the language demands of the topic
(This principle is not listed separately but is implicit throughout the DVD.)
There is no single way to use the DVD. You will need to plan for the timing and pace of professional development sessions according to your teachers’ and students’ needs.
Preparing for professional development
Leading the professional development
After the professional development – ‘big questions’ to consider Photocopy the questions opposite onto card and distribute or place around walls in order to direct personal or school inquiry. Ask teachers to provide specific examples of how they are achieving each of these aspects.
(To be used after viewing teaching snapshots)
What does the teacher do?
What do the students do?
What has the teacher identified as the target language learning goals?
What approaches are used?
What is the evidence that students met the learning goals?
What are some implications for your teaching practice?
What happened as a result of your teaching, and what are the implications for future teaching?
NB: Learning is more likely to be retained and transferred to new learning situations if teachers:
At the start of the school year, this year 5 and 6 class were near the beginning of a unit of work which had a social studies focus and used the social studies exemplars, ‘Here’s my History’ and ‘Family Treasures’, as a basis for planning. The class investigated the concept of ‘identity’ through studying the origin and background of their names and the history and genealogy of their families.
In this snapshot the teacher is scaffolding learning for the students so that they can talk and write about their own ‘family treasure.’ A key social studies outcome includes students learning about Identity, Culture and Organisation. Students examined the diverse cultures and identities in their community to understand how people pass on and sustain their culture and heritage. The class was involved in asking questions of their families and gathering information in order to explore their family history and values. Students were able to listen to and value the experiences and perspectives of others in their class.
The teacher identifies some of the specialist vocabulary and models how to read and understand the texts encountered. The snapshot shows only a part of the social studies teaching and learning covered over the whole term’s unit of work. While only one ESOL principle at a time is identified in this snapshot, you are encouraged to notice how other principles might fit or overlap with those that are highlighted.
Other resources to support this teaching exemplar include:
Use a 3-2-1 oral language strategy to activate participants’ prior knowledge and build a focus for the session. Put participants into pairs to discuss these questions:
Give each person 3 minutes to talk, while their partner listens (6 minutes). Move to find a new partner and give each person 2 minutes to talk, while their partner listens (4 minutes). Move to find a third partner and give each person 1 minute to talk, while their partner listens (2 minutes).
Deconstruct the task and discuss:
Approach: Grab bags
Discussion:
Approach:
Jigsaw
A jigsaw task is a valuable approach to engage students and increase their participation and contribution to the learning process. In this classroom it is used so that each group of students has peer support and an appropriate section of text to read. Student participation and contribution is high and all students are engaged in productive and receptive language learning opportunities.
Use the questions below to help focus your viewing and consider how a jigsaw could be used successfully in your own classroom.
Think about:
Approaches:
The teacher refers to a 3-2-1 oral language task. In this strategy each student uses the speaking frame to speak to 3 different buddies, for 3 minutes, then 2 minutes, then 1 minute.Discussion:
In this unit of work the teacher has used a modelling book (a large scrapbook) in which she keeps the learning intentions, success criteria, teaching points and also records any tasks or discussions. Students refer to the book as needed during the unit of work.
There is a section in the English Language Learning Progressions – Years 5–8 document that highlights some key ideas for developing independent learners and promoting students’ metacognition. Please see: The English Language Learning Progressions – Years 5–8 (Ministry of Education, 2008, pp. 77-80)
Back to top
This year 5 and 6 class was at the beginning of a unit of work on ‘Siapo -Printmaking’ which had a visual arts focus. Initially they viewed artworks, drawing on their own experiences and sharing their responses. Students considered how they could represent themselves as they designed and created a siapo cloth.mThey also explored the body of work of two significant artists. Using elements of their own history and culture and previously taught mathematical concepts and knowledge, they planned a siapo, created a lino block and printed on cloth.
This snapshot shows the teacher identifying some of the specialist vocabulary of this learning area and modeling how to read and understand the texts. It shows only a part of the visual arts teaching and learning covered over the whole term’s unit of work. While only one ESOL principle at a time is identified in the snapshot, you are encouraged to notice how other principles might fit or overlap with those that are highlighted.
Use a concept star to activate participants’ prior knowledge and focus them on the principles of effective teaching. On each point 20 of the star, write one of the principles and in the middle of the star write this question:
Ask participants to record their ideas in small groups on the concept star before they view the exemplars. Return to the concept star to add any new ideas after viewing this teaching snapshot.
Approaches: Think, pair, share Graphic organiser (Venn diagram)
There is a section in the English Language Learning Progressions – Years 5–8 document that highlights some key ideas for developing independent learners and promoting students’ metacognition. Please see: The English Language Learning Progressions – Years 5–8 (Ministry of Education, 2008, pp. 77-80).Discussion:
This year 7 class was at the beginning of a unit of work on lanterns, which had a technology focus. The class drew on their prior knowledge of lanterns, thinking about their use for light and celebration as well as representing cultures and communities. The teaching sequence shows students developing some essential technical skills in order to achieve success with their own lantern design and construction so that the lantern will work safely. Students made a practical model of a simple lantern to help test their ideas. Students were also scaffolded to be able to use the essential language learning skills they needed to participate effectively and understand the key technological concepts.
This snapshot shows the teacher identifying some of the specialist vocabulary of this learning area and modelling how to read, write and understand the texts encountered. It shows only a part of the technology teaching and learning covered over the whole unit of work. While only one ESOL principle at a time is identified in the snapshot, you are encouraged to notice how other principles might fit or overlap with those that are highlighted.
Other resources to support this teaching exemplar include
A dictogloss uses the four language modes of reading, writing, speaking and listening. It is a useful way of presenting new 27 information and encourages participants to listen for key points. It also encourages collaborative work and listening to others’ ideas. The dictogloss provides a context for talking about both content and language.
Read aloud a paragraph from the introduction booklet of The English Language Learning Progressions (Ministry of Education, 2008), for example, page 9, a section of the paragraph on effective teaching and learning, or page 17, an extract from the section on metacognition.
Read the selected passage twice, at normal speaking speed. The first time participants listen for gist and on the second listening participants record key words. They then work together to re-construct the key ideas in the paragraph. After completion of the dictogloss, compare participants’ versions of the text and focus discussion on the value of the task for all learners. Return to the task after viewing the teaching sequence in the DVD which shows students completing a dictogloss. Discuss the adaptations that were made for the English language learners in the classroom.
There is a section in the English Language Learning Progressions – Years 5-8 that highlights some key ideas for developing independent learners and promoting students’ metacognition. Please see: The English Language Learning Progressions – Years 5-8 (Ministry of Education, 2008, pp. 77-80)Discussion:
This year 7 and 8 class were three weeks into a unit of work, ‘Kiwi Forever’, which had a science focus. They focussed on learning area outcomes from The Nature of Science and The Living World. Students learned how scientists carry out investigations and how they intervene to ensure the survival of a species, in this case kiwi. The class visited a kiwi breeding programme and also learned how kiwi respond to environmental changes. In these teaching snapshots the class is discussing specific predators of kiwi using a digital learning object as the basis for their predictions and discussion. Students are also learning about the process used by scientists in a kiwi recovery programme.
This snapshot shows how the teacher identifies some of the specialist vocabulary of this learning area and clearly models how to read, write and understand the texts encountered. It shows only a part of the science teaching and learning covered over the whole unit of work. While only one ESOL principle is identified at a time in the snapshot, you are encouraged to notice how other principles might fit or overlap with those that are highlighted.
English Language Intensive Programme Resource – Years 7-13 (Ministry of Education, 2004)
Selections - reading resources for Years 7-10 (with accompanying teacher materials) Insects (Ministry of Education, 2003) [Weta with Backpacks by Pat Quinn] Animal Rescue (Ministry of Education, 2005) [The Bat Detective by Geraldine Moore] • The English Language Learning Progressions (Ministry of Education, 2008) – Oral Language Exemplars for the English Language Learning Progressions (DVD)
In this teaching snapshot you will see a student from Afghanistan who is featured with her sister in the oral language DVD exemplar (2005) contained in The English Language Learning Progressions resource. The student was then newly arrived in New Zealand and showed typical features of a foundation level speaker of English. As you view the teaching sequence, consider her progress over three years. Notice her engagement and participation in her class programme. View relevant sections and note the specific vocabulary and language structures that she can now use in English. Use the oral language matrix in The English Language Learning Progressions to determine her current stage of English oral language proficiency.
Use a hot potato strategy to begin the session to activate participants’ knowledge about the range of tasks and materials that support students’ vocabulary acquisition. Write each question at the top of a large piece of paper and give one or two minutes for each participant to write all they know. Pass the chart on to the next participant, provide approximately 30 seconds for reading the new information and one minute for writing their own response. Repeat the cycle until each question chart has circulated around the group. It may be useful to have a timer for this task.
Questions for the hot potato charts:
Put the hot potato charts on the wall and compare responses for each question. Add to the charts any relevant ideas and strategies as participants notice new ideas from the teaching sequences.
In the hot potato task, students quickly write their answers to some prepared questions before passing their answers to the next person. They have one minute only to write their responses.Discussion:
In the walking words activity, each group predicts and writes the meanings of two or three new topic-specific words. Two members of each group then ‘walk the words’ to a new group to share their words and meanings, as well as listening to others. Two new students from each group then ‘walk the words’ … and so on for four or five changes.
Towards the end of the lesson, notes about ‘Predators of Kiwi’ are written by students in groups. The notes are later developed to form a group paragraph in an information report.
The teacher wrote two texts about the ‘Operation Nest Egg’ process to include the required language teaching points and to ensure each was at a suitable level. The students had to read and sequence their text appropriately.
Students were asked to read and write about the way scientists work to ensure the survival of another species. The texts had been selected to enable English language learners to succeed with the language demands of the text and the task.
There is a section in the English Language Learning 40 Progressions – Years 5–8 that highlights some key ideas for developing independent learners and promoting students’ metacognition. Please see: The English Language Learning Progressions – Years 5–8 (Ministry of Education, 2008, pp. 77-80]
“I feel really satisfied with the depths of learning of my students. I think they have gained a lot more out of this unit of work than in previous years and that’s probably just because of the activities that I’ve designed and also me being more specific about what I want my kids to understand and to achieve so yes, it’s not just them that have been learning, it’s been me as well.”Year 5-6 Teacher
“I feel really satisfied with the depths of learning of my students. I think they have gained a lot more out of this unit of work than in previous years and that’s probably just because of the activities that I’ve designed and also me being more specific about what I want my kids to understand and to achieve so yes, it’s not just them that have been learning, it’s been me as well.”
Year 5-6 Teacher
“Some of the strengths of the unit are that we’ve been able to integrate some of the language that’s been really important for my foundation level learners into what is a set of reasonably complicated tasks.”Year 7-8 Teacher
“Some of the strengths of the unit are that we’ve been able to integrate some of the language that’s been really important for my foundation level learners into what is a set of reasonably complicated tasks.”
Year 7-8 Teacher
Introduction to first issue – The Population Explosion
In this learning task students are exploring the question ‘Is the growing population really putting pressure on the earth or is it just a myth?’. Students will be exploring statistics, identifying reasons why the population has grown so rapidly, investigate the consequences of the growing population and ways in which different countries have tried to curb the growth using various methods.
Students will be considering the following questions:
At the end of this series of tasks students will be required to research an issue in depth, complete an inquiry in to an issue and then write an essay explaining their chosen issue, why it is an issue and ways in which the issue could be addressed.
In order for students to do this they need to be supported through the process of finding, interpreting and evaluating information. Whilst some students are already adept at finding and using information it is still valuable to expose them to different strategies.
As a modelling exercise the first issue studied (population) will be used to support students through an essay writing process. Students will be expected to write an essay:
‘Explain why the population has grown so rapidly, why it is an issue and ways in which this could be solved.’
Students are expected to include specific examples of ways in which some countries have attempted to reduce population growth, for example China and the one child policy. It is also expected that students include topic specific vocabulary within their essay.
It is valuable to have the data from diagnostic testing available to assist in this process. For example an asTTle writing task focusing on explanation can provide valuable data identifying where the students are at. It is also valuable to have discussions with other departments about what they would expect an essay to look like, for example English, History and Geography all require essay writing skills at NCEA level.
Make connections to prior knowledge by referring back to the picture dictation task that students had previously completed. Ask students to revisit their word brainstorms with words relating to this particular issue. As a class compile a word list of associated words.
An Anticipatory Reading Guide is used to assess the students’ knowledge before beginning a lesson. It enables the teacher to gain a picture of exactly what the students already know about this topic. It also gets the students thinking about what some of the issues relating to population growth may be and provides an opportunity at the end of this learning phase for students to reflect on whether they would change their decisions.
Using the graph discuss with the class the fact that the world’s population began increasing rapidly over a short period of time. Ask them if they can think of any reasons for this? Discuss the development of health and hygiene practices over time and what impact this may have had.
Preview and predict/Asking Questions
Previewing a text enables students to predict the content they are likely to come across. By using this strategy students’ are able to check their predictions and identify new information being introduced. (ELP Page 64)
By asking questions before, during and after reading students are able to clarify their purpose for reading. Students are able to utilise the knowledge they already hold and also clarify new knowledge gained.
In this section of learning students will be introduced to a range of texts providing information about poverty stricken areas such as Ethiopia and parts of South Africa. By reading these texts it is hoped they will gain an understanding of the issues arising from poverty which in many cases is a result of population growth and lack of resources.
Introduce the text ‘ Rural Poverty in Ethiopia’
Present a summary to the students of the headings/subheadings from the article. Ask them to make notes under each heading about what they would expect to find in each section.Ask the students to read the first section of the article – An agrarian society in a land of drought. What do they think will be discussed next? Can they identify any words they do not know? How can they determine the meaning of these words from the article itself?
As students read they should be checking their predictions and ticking them off if they feel they are correct.
What the teacher is looking for: Are the students’ making logical predictions from the headings or from their previous reading of a chunk of text?Are they engaged in the task?Are they monitoring their understanding by highlighting words they are unsure of?
As students read ask them to write down any questions they may have about Ethiopia/poverty/causes that have arisen because of what they are reading or thinking. Can they find the answers to any questions within the text? Introduce students to the idea that often because of poverty lack of rain etc people migrate to the cities in search of better opportunities. What impact could this have on the cities/housing/land use?
Students click on the Poverty: Facts and Stats link. Ask students to choose 4-5 facts about poverty that they find interesting. They write these facts down and then write an explanation about why they found these facts interesting. They can also use these facts to help support the essay that they will write.
Skimming and scanningOnce they have practised this strategy a number of times students will be able to use skimming and scanning in their independent reading in order to find and locate information quickly. By skimming and scanning students develop the ability to read more efficiently by gaining an overview of the text and what it is about. They can then decide on other strategies that may help them.
Choose an article or articles from the Global Issues website from the Human Population or Poverty section on the site. It may be that the teacher can choose more than one article and get students to work as pairs or groups. These articles could be printed or alternatively students read them directly from the website. Explain to students how skimming and scanning strategies. Give them 60 seconds to skim-read headings, subheadings and some of the words they think are key to the topic. Ask the students to jot down these key words.
Discuss their findings. Then give the students another 3-5 minutes to scan for three or four key points that expand on the headings from the text. In pairs or small groups get students who have read the same article to compare their ideas or findings. An extension on this is to repeat the exercise with students swapping articles. Do they identify the same key words/ideas? Share their findings with the class. It is also effective to have a series of questions that the students answer more in depth relating to the article. What the teacher is looking for:
How has population growth been defused? Introduce to students the idea that different governments around the world have tried various methods to curb population growth. Ask students if they know what some of these methods may be? (for example, students may know about China’s 1 child policy.)
A useful article about population control in China can be found at: http://countrystudies.us/china/ 34.htm
This article can also be used to practice skimming and scanning or previewing and predicting. Students’ can predict why they think China introduced birth control methods sch as the one child policy and what impact this could have on society.
Use this issue to introduce the students to a supported essay writing process. This essay can then be used to assess where the students are at and also their understanding of the topic. By providing the students with writing frames to guide them and modelling the expectations and structure students become more aware of what is expected.
A useful piece on India: India government launches new program to control growing population
Explain why the population of the world has grown so rapidly, why it is an issue and ways in which this could be solved. It is important that students know what they are doing, why they are doing it and how to do it. For many students, writing an essay is challenging. By going through a scaffolded process the teacher support can slowly be removed, enabling students to become independent learners.
Textbook Case Study. If the textbook is available there is a useful case study on Auckland’s transport woes on pages 12 and 13. This is an excellent case study for identifying viewpoints. The activities on these pages involve analysing population growth in NZ and looking at solutions to Auckland’s transport problems. Formative Assessment - Essay on Population Growth.
Introduce students to the essay question they are expected to respond to. Explain why the population of the world has grown so rapidly, why it is an issue and ways in which this could be solved.
When writing, students should be asking themselves a range of questions to prompt their thinking and ideas. For the purpose of modelling asking questions go through the process with the students. The four stages of writing can be covered at various points over this process but should be repeated throughout the unit in order for students to develop independence and understanding.
(refer to ELP Years 9 to 13 page 135)
For the purpose of this essay begin with a guided writing task where the teacher and students collaborate together to develop the plan, language and ideas they will use in the task. Students learn how to brainstorm, plan ideas and draft a piece of writing. It is important to explain to students that as part of their summative assessment they will be expected to write an essay on a chosen issue and that the next steps will assist them with being able to do this independently.
Forming intentions:
Clarify the purpose and the audience with the students. Who exactly are they writing for? What sort of language may be used?
Discuss that there are essentially three parts to the essay question that require answering.
Ask students to complete a brainstorm either as a class or in small groups using the topic specific language, ideas or knowledge they now have about each aspect of the question. These ideas can be recorded on the chart. Ask a series of questions of students to ensure they have fully understood the topic and areas which may require further teaching. What the teacher is looking for: Do students appear to have an understanding of the topic?Are they extending their understanding by learning from others and trying new ideas?
Composing a text
Students can now be introduced to a writing frame. A writing frame is a skeleton outline of a planned text that includes prompts for learner writers. This outline summarises the structure of the planned text and what should be included in each section. The prompts, which may include key questions, key points or sentence starters, are designed to help students fill in the outline. (ELP page 141)By using a writing frame a teacher is providing the students with a structure for a draft piece of writing. These can be used collaboratively or by individual students. When students become familiar with using a frame they can develop the ability to use them independently within their writing. The teacher can work through the writing frame as a whole or complete some sections with students while other sections are filled out independently. Writing frames can vary in complexity – some have wordbanks, others have fewer prompts for more able students. It may be that more than one frame may be developed for a particular topic or task to cater for the ability levels within the group.
Introduce students to the Population Explosion writing frame. Explain the writing frame in detail and also how it matches the structure of an essay with introduction, paragraphs and conclusion. It is also an appropriate time to introduce students to the concept of the acronym ‘SEX/SEE’ – statement, explanation, example. As a class work through the writing frame, thinking out loud to complete each section and encouraging the students to share their thoughts and ideas from the brainstorming session. Depending on the ability levels within the class the teacher can either:
What the teacher is looking for:
If students have been working independently to complete the frame, ask them to read back responses to either a partner or the class in order to clarify their ideas. This enables them to revise their thinking – has appropriate language been used? Have ideas been linked? Will the writing engage the intended audience? Students then write their essay in published form – proof reading, completing the text and then making it available to the intended audience for feedback. It is important to use this essay to guide next teaching steps.
Students need written feedback on this essay so that they are aware of the steps they may need to take in the final assessment. It is also beneficial to provide students with the self assessment schedule for ‘explanation’ found at the Assessment Resource Bank – WL3712. This allows students and teachers to assess their essays for structure and content. Students will revisit the essay writing process in the summative assessment task. Therefore the skills needed should be practised within the context of the next issue studied also. This may build on the use of frames or writing outlines or reduce the need for scaffolds because of student ability or knowledge of structure.
To set the scene for this unit, watch a video or read articles about refugees and immigration:
Note: Many schools pay an annual fee to Copyright Licencing to allow the recording of documentaries etc for classroom use.
Ask the class to discuss their observations of immigrant and refugee stories.
Formative reading text 1: CulturalCrashCourse (Word 831KB)
Teacher Anne Girven
YEAR
LEVEL
DURATION
Achievement Objective Being Assessed
Learning Outcomes
Processes
Supporting Achievement Objective
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
schedule (RTF 21KB) self_assessment (RTF 230KB) National Exemplar Project: Explanation
Read a selection of spider stories, eg. Anansi the Spider. Discuss what students have found out from the stories about spiders. Students work in pairs noting information, explanations from their reading. Discuss and compare the information from their readings of "spider" fiction and non-fiction.
School Journals (Learning Media):
Other Spider Stories:
Using the information learned during the reading sessions, teacher model writing a myth to explain a natural phenomenon. See the Myths and Legends unit.
« Previous Next » 1... 1144 1145 1146 1147 1148 1149 1150 1151 1152 1153 1154 1155 1156 1157 ...1214
