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Seeing, storms and madness: King Lear

Students study several aspects of the King Lear, then plan and write essays on topics selected from previous NCEA papers.

Learning Outcomes | Teaching and Learning | Assessment and Evaluation | Printing Version

Writer: Mark Osborne
Year level 13
Who are my learners and what do they already know? See  Planning Using Inquiry
School curriculum outcomes How your school’s principles, values, or priorities will be developed through this unit

Learning Outcomes

 (What do my students need to learn)
Curriculum achievement objectives (AOs) for:  
English

Processes and strategies

Integrate sources of information, processes, and strategies purposefully, confidently, and precisely to identify, form, and express increasingly sophisticated ideas.


  • thinks critically about texts with understanding and confidence
  • creates a range of increasingly coherent, varied, and complex texts by integrating sources of information and processing strategies

Ideas

Select, develop, and communicate sustained and insightful ideas on a range of topics.


  • develops, communicates, and sustains sophisticated ideas, information, and understandings

Language features

Select, integrate and sustain a range of language features appropriately for a variety of effects.


  • uses a wide range of text conventions, including grammatical and spelling conventions, appropriately, effectively, and with accuracy.

Structure

Organise texts, using a range of appropriate, coherent, and effective structures.

  • organises and develops ideas and information for a particular purpose or effect, using the characteristics and conventions of a range of text forms with control.
Achievement Standard(s) aligned to AO(s) AS 90722 Respond critically to Shakespearean drama studied.

Teaching and Learning

 (What do I need to know and do?)
1-2 related professional readings or links to relevant research

Planning Using Inquiry

English Teaching and Learning Guide 

Learning task 1:

Learning intention(s)

Establishing prior learning and linking it to the text
KCs/ Principles/Values focus

KCs:

Thinking – explore texts

Relate to others – peer discussion

Learning task 1

Setting the scene

For background material about people in the Elizabethan age, see the following sites:

  1. New Approaches to Renaissance Studies A collection of images related to the renaissance. This will help to develop understanding of the context of the play. There are images of Whitehall, where the play was first staged on December 26th 1604. (Under the Court and Culture section).
  2. Summarise this definition of the Great Chain of Being in exactly 20 words, then identify which parts of the play, characters or decisions alter or work to corrupt it.
  3. Take a tour of the original Globe Theatre. Look at how rudimentary sets and theatres were and the fact that no complex effects were possible, meaning that Shakespeare could only rely on his language and stage action to keep people interested in the play.
  4. For background on sources for the play and a plot summary see Enjoying King Lear.

Pre-reading exercise

Read a picture book version of Cinderella to the class. Get students to construct a table identifying the elements that show us it is a fairy tale. At the end of the unit, go back and compare King Lear to Cinderella. Examine the similarities and the differences.

  • Cinderella
    A poor but honest protagonist
two wicked sisters
a fairy God-mother
distant time
  • King Lear
    A disinherited but honest protagonist
two wicked sisters
no fairy God-mother
pre-historic England

This establishes the context for the play. It conforms to some of these elements, but departs from them at significant points. (Where is the fairy God-mother to rescue Cordelia? Why do the good people die?)

Hand out the glossary to become familiar with Elizabethan English.

Learning task 2:

Learning intention(s)

Examining key text aspects
KCs/ Principles/Values focus

KCs:

Thinking – using a range of thinking strategies to build understandings

Relate to others – peer discussion

Learning task 2

Building plot understanding


As the class works through the text, complete the following questions, or, alternatively, use them to begin each class with a quiz revising the previous day's reading: plot quiz and plot quiz answers.

Character studies

King Lear

Photocopy the quotations and cut into cards: quotations. Put them in the correct order, as they occur during the play, then answer the following questions in relation to each quotation:

  • What does this quotation reveal about Lear?
  • How is it representative of his state of mind when he says it?
  • What other ideas do they connect with?

See related essays:

Analysis of King Lear

Cordelia

Print off the mutual dictation resources. Set up five mixed ability groups in the class and give each group one copy of one the full resource.

When combined, these handouts form a set of notes. Start with the group who has the first word on the page (in this case Group 1). One of the group members reads this word, which is copied down by each member of the class. This word is followed by the group that has the second word, and so on. Once somebody has read a word, they must pass the page to the person beside them. This ensures that everyone keeps up with the notes and that the groups are not dominated by one or two people. It sounds chaotic, but it works well. Students must concentrate on their listening skills as well. (It is not until the end of the exercise that the class actually realises they have written an entire page of notes.)

The Fool

Ask students to answer these questions based on the character of the Fool.

  • The Fool first appears in Act I scene iv.
  • How many times does Lear have to call for him before he comes?
  • How long has the Fool been absent?
  • What reason is given for his absence and what does this reveal about his character?
  • A lot of the Fool's intelligence is conveyed through his jokes and riddles. Find an example of a joke or riddle related to the following topics:
    • Brains
    • Crowns
    • Houses
    • Animals
  • What is the Fool trying to show Lear in each of these situations?
  • Why do you think the Fool does not appear again after Act III?

Minor characters

Read more about the character of Kent.

Characters in the subplot

Look at the following websites. Identify as many similarities and differences between the Lear main plot and the Gloucester subplot as you can.

Ultimately the purpose of including the subplot is to encourage us to view important ideas in different ways. After you have identified the similarities and differences, choose five of these and identify how they add to our understanding of the play, eg:

main plot / sub plot comparison

Main PlotSubplotImportanceLear has three legitimate daughters.Gloucester has one legitimate son and one illegitimate one.Evil is not confined either to gender or to being illegitimate. It can occur anywhere.

Learning task 3:

Learning intention(s)

Examining key text aspects
KCs/ Principles/Values focus KCs: Thinking – close reading

Learning task 3

Imagery

Complete the imagery resource In order to complete these activities, you'll need the complete text of the play. Use the "Find" feature, either in the web browser or a word processor, to locate various words and answer questions on how those words are used.

For a further discussion of theme and image patterns see:

Theme

Give students a copy of these theme notes. Split the class into small groups (3-4 students) Compile a list of key points about a chosen theme for distribution to the rest of the class. Choose part of a scene that illustrates aspects of the key points. Perform the scene for the class, and offer either a running commentary (stopping the action when required to expand on points they have made in the key point handout) or summarising the importance of the scene at the end of it. The finished product is a seminar, complete with excerpts from the play with a summarising handout.

Summary

Return to the pre-reading activity and identify the similarities between Lear and Cinderella. Discuss the differences between the two. Why is there no divine intervention/fairy God-mother? How would the play have changed if there had been?

Learning task 4:

Learning intention(s)

Drafting and polishing writing.
KCs/ Principles/Values focus

KCs:

Use language, symbols and texts – structure and express understandings about texts

Learning task 4

Developing an essay

  1. King Lear is prescribed Level 3 play until 2012. From 2013 with the introduction of the curriculum aligned standards at Level 3, there are no longer prescribed Shakespearean plays so that any play could be used for the new level achievement standard 3.2 Respond critically to specified aspect(s) of studied written text(s), using supporting evidence
  2. As formative work for AS 90722 Respond critically to Shakespearean drama studied, develop an essay on a topic linked to an aspect of learning tasks 2 or 3. In selecting a topic, it is vital that you select one suited to your understandings about it. As a first step in making a selection, consider the topics set.Talk with your teacher about the most appropriate topic for the learning completed in tasks 2 and 3. In selecting a topic, give preference to a topic in an paper from the last few years.
  3. Look at the 2008 exemplars which includes an achievement level exemplar on King Lear. Note that you should not use any material from this exemplar in your own essay. Additional exemplars are also available for this achievement standard by ordering the NZATE exemplar resource.
  4. Look over the Assessment Reports for AS 90722. As identified in the report, an excellence level response:
    • showed extensive knowledge of the play, and made apt references to critical works about the play
    • related understanding of the play to wider human issues, including modern-day events, to indicate a broader knowledge of themes
    • showed an awareness of both modern and Shakespearean audiences (placed the audience)
    • wrote fluently and accurately, often extensively
    • used high quality, academic language in their responses, with mature understanding of essay structure and logical sequencing of argument.
  5. Having selected a topic, develop an essay. Write at least 400 words. Support your ideas with specific details from your work in learning tasks 2 and 3.
  6. After completing a first draft, read your piece aloud to help identify parts of the writing that require reworking. Before writing a final version of your piece, proof-read it to improve on technical accuracy. Prior to writing the final draft, you should return to the exemplars to help reflect on whether any changes or additions are needed in your own final draft. You should also refer to the Assessment Schedule for AS 90722.

Preparing for AS90722 at the end of the year

Look back at the essay you developed earlier and use it to help prepare for the external standard. Don’t rote learn this essay then attempt to somehow adapt a learnt essay to a topic in the exam. You will be much better prepared if you familiarise yourself again with the text as well as its ideas and supporting evidence, then adapt your understandings and supporting evidence to fit the requirements of the topics set.

Learning task 5:

Learning intention(s)

Extending learning
KCs/ Principles/Values focus KCs: Thinking – explore texts

Learning task 5 – Additional Resources

King Lear

King Lear (television series). Directed by Michael Elliott with Laurence Olivier

King Lear (film). Directed by Peter Brook.

William Shakespeare: The Complete Works. This is a very comprehensive website with links to the complete works including background information, biographical information and pictures, information about Elizabethan theatres, a Shakespearean dictionary, the first folio, quotes, a quiz and a discussion forum.

How Sharper Than A Serpent's Tooth - A Lear Parody

General sites:

A nice summary of the play, characters, and themes and ideas

Shakespeare and the Theatre

The first known production of King Lear was at King James' palace at Whitehall on 26th of December 1606, but Shakespeare was also connected to the Globe theatre, a reconstruction of which now stands on the south bank of the Thames river in London.

Shakespeare Birthplace Trust

Educational resources, images and background information on Elizabethan society.

Much Ado About Something

Is it possible that William Shakespeare was the nom-de-plume of Christopher Marlowe, the 16 century English playwright? This site explores the evidence and the conflicting viewpoints.

Spark Notes

Essays

The Tragic Hero

Good vs. Evil

Assessment and Evaluation

 (What is the impact of my teaching and learning?)
Formative and/or Summative assessment task(s), including how will feedback be provided AS 90722 Respond critically to Shakespearean drama studied.

Provision for identifying next learning steps for students who need:

  • further learning opportunities
  • increased challenge

This piece of writing should be an integrated part of the year’s writing programme. Refer to

English Teaching and Learning Guide 

for more details.

Tools or ideas which, for example might be used to evaluate:

  • progress of the class and groups within it
  • student engagement

leading to :

  • changes to the sequence
  •  addressing teacher learning needs
 See  Planning Using Inquiry

Printing this unit:

If you are not able to access the zipped files, please download the following individual files.

Teaching inquiry: Planning for summative assessment

Planning for my students' needs 

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.

Key questions

  • What standards/outcomes are most appropriate to assess student learning?
  • How might we gather evidence for example, in  portfolios?
  • What opportunities are there for student choice in outcomes and modes of assessment?

Why are these questions important?

The key purpose of assessment is to enhance student learning and the quality of teaching and learning programmes. Assessment also enables the provision of feedback to both parents and learners about learning progress. Assessment is linked to qualifications at secondary school. Assessment should:

  • be worthwhile to your students, accurate, and reliable
  • be understood by your students
  • include students in discussion and negotiation of aims, strategies, and progressions - with you and parents, and with each other
  • support improved learning
  • be seen as positive, rather than a process to be feared
  • have a clear purpose and be valid for that purpose.

Back to top

Useful resources

NCEA Standards:

Other Resources:

Reporting your research

Students develop their research reports as pieces of formal writing.

Learning Outcomes | Teaching and Learning | Assessment and Evaluation | Printing Version

Writer: Mike Fowler
Year level 11
Who are my learners and what do they already know? See:  Planning using inquiry
School curriculum outcomes How your school’s principles, values, or priorities will be developed through this unit

Learning Outcomes

 (What do my students need to learn)
Curriculum achievement objectives (AOs) for:  
English

Processes and strategies

Integrate sources of information, processes, and strategies purposefully and confidently to identify, form, and express increasingly sophisticated ideas:

  • integrates sources of information and prior knowledge purposefully and confidently to make sense of increasingly varied and complex texts
  • creates a range of increasingly varied and complex texts by integrating sources of information and processing strategies

Ideas

Select, develop, and communicate connected ideas on a range of topics.

  • develops and communicates comprehensive ideas, information, and understandings

Language features

Select and use a range of language features appropriately for a variety of effects.


  • uses a wide range of text conventions, including grammatical and spelling conventions, appropriately, effectively, and with accuracy.

Structure

Organise texts, using a range of appropriate, effective structures.


  • achieves a sense of coherence and wholeness when constructing texts
Achievement Standard(s) aligned to AO(s) 1.5 Produce formal writing

Teaching and Learning

 (What do I need to know and do?)
1-2 related professional readings or links to relevant research

Effective Practices in Teaching Writing in NZ Secondary Schools [available from February 2011]

Planning using inquiry

English Teaching and Learning Guide [available from February 2011]

Assessment and Examination Rules and Procedures

Learning task 1

Learning intention(s)

 Establishing prior learning; building understandings about this text type
KCs/ Principles/Values focus

KCs:

 Use language, symbols and texts – exploring and using features of reports

Learning task 1

Developing and structuring ideas in a research report

  1. You have already organised and presented your report as part of the your work towards Achievement Standard 1.9 Use information literacy skills to form conclusion(s). You now need to look at your report with a different assessment focus so that it meets the criteria for AS 1.5 Produce formal writing.
  2. Read the exemplars linked to the 1.9 information literacy activity [link to Marie Stribling’s new 1.9 EOL activity to be inserted]. Look at how it develops ideas using the following structure:
    • an introduction that sets out the hypothesis or focus for the research. It also briefly outlines some background behind selecting this hypothesis.
    • the body of the report. Each section in the body includes:
      • an opening statement which introduces what each section will cover. This is statement is linked to the hypothesis or focus of the research.
      • relevant information, then comments expressing conclusions based on this information. Depending on the nature of the information gathered, these conclusions can take a range of forms. The student might form an opinion, make a judgement or recommendation, or even question or challenge ideas or information collected.
    • a conclusion with closing comments which sum up the student’s views on their hypothesis.
  3. Look at your own research report. Check that you have structured your report in a similar way.

Learning task 2

Learning intention(s)

 Drafting and polishing writing.
KCs/ Principles/Values focus

KCs: Thinking

 Use language, symbols and texts – exploring and using features of reports

Learning task 2

Focusing on style, syntax and written text conventions

  1. Read your report aloud to help identify parts of the writing that require reworking, then complete the first set of revisions.
  2. Prior to writing the final draft, return to the assessment schedule and the exemplars to help you reflect on whether any changes or additions are needed in your final draft.
  3. Begin developing the final draft. You should view this as much more than a proof reading exercise, although you should improve on technical accuracy in grammar, spelling and punctuation. This is an opportunity to craft and reshape - to polish your sentences and to try forming some sentences in different ways in order to improve them. Your report should be written in complete sentences.
  4.  Complete a final version.

Assessment and Evaluation

 (What is the impact of my teaching and learning?)
Formative and/or Summative assessment task(s), including how will feedback be provided 1.5 Produce formal writing. Refer to the assessment schedule.

Provision for identifying next learning steps for students who need:

  • further learning opportunities
  • increased challenge

This piece of writing should be an integrated part of the year’s writing programme. Refer to

for more details.

Tools or ideas which, for example might be used to evaluate:

  • progress of the class and groups within it
  • student engagement

leading to :

  • changes to the sequence
  • addressing teacher learning needs
 See:  Planning using inquiry

Printing this unit:

Freeze-frame characters

Adapted from The Arts/Nga Toi Materials unit Freeze-frame Characters

Adaptations for ESOL students: Charine Van Pittius

Summary

Year: 1-3

Level: 1

 Duration: 3 weeks

Achievement objectives and strands

  • Developing Practical Knowledge in Drama (PK)
    Students will explore elements and techniques of drama.
  • Developing Ideas in Drama (DI)
    Students will contribute ideas and participate in drama, using personal experiences and imagination.
  • Communicating and Interpreting in Drama (CI)
    Students will share drama through informal presentation and respond to ways in which drama tells stories and conveys ideas.

Language learning focus

Focus on building vocabulary (Word 42KB) and oracy (Word 29KB)

Students will:

  • learn key vocabulary
  • listen to the teacher scaffolding students into questioning during 'interviews'
  • in groups, use new words to describe their actions during role play.

Extensions:

  • Build on students' understandings of the expanded key word list.

How to achieve the language learning outcomes:

  • focus on KeyWords (RTF 69KB) ; pre-teach the language needed to describe the shapes
  • focus on visuals when introducing vocabulary, display the props and attach word cards
  • model the words, the sentences, the questions
  • recycle the new language as often as possible
  • focus on expanded word and phrase list if students are ready to acquire these

Teacher background reading

Teaching and learning activities

Learning task 1

Learning task 2

Learning task 3

Assessment

Assessment activities could include:

 Teacher can observe students' spatial awareness through involvement in the freeze-frame. Particular aspects, for example:

  • individual ability to hold movement/stillness
  • enthusiasm to join in with group work
  • the ability to make clear physical offers with a group may be observed.

 Teacher can assess the students' knowledge by observing:

  • the language used, specifically listening for the new words learnt
  • the ability to listen to and understand the questions asked in the "interview" situation.

Teacher may check student ability to sequence three moments. Certain students may make particularly strong offers to assist with in-role development.

Teacher may note students displaying high levels of empathy or imagination through such offers. For example, "I can help the others draw tapa patterns". "I think we should put the grandpa in the picture next because then Grandma won't feel so lonely." "I think Grandma really wants to see her new baby grandson but he lives a long way away in Wales."

Teacher may listen for student willingness to offer meaningful or developed personal story to the group.

Resources

Links to essential learning areas

  • Cutter, J. & Ryan, S. (1993). Darcy and Gran Don't Like Babies. New York: Scholastic.
  • Fox, M. & Mullins, P. (1989). Shoes from Grandpa. Sydney: Scholastic.
  • Fox, M. & Vivas. (1984). J. Wilfred Gordon McDonald Partridge. Adelaide: Omnibus.
  • Geissler, C. & McClelland, L. (1997). Why, Nana? Auckland: Scholastic.
  • Gibson, A. & Meyer, K. Nana's Place.
  • Grace, P. & Kahukiwa, R. (1981). The Kuia and the Spider. Wellington: Longman Paul.
  • Hessell, J. & Pye, T. (1990). Grandma McGarvey series. Auckland: OUP.
  • Mitton, T. (2000). Red Riding Hood (traditional), London: Walker.
  • Norman, L. & Young, N. (1998). Grandpa. Sydney: Margaret Hamilton.
  • Roche, H. & Fisher, C. (1996). My Gran is Great. London: de Agostini.
  • Smith, M. (1988). Annie and Moon. Wellington: Mallinson Rendel.
  • Watson, J. & Hodder, W. (1989). Grandpa's Slippers. Auckland: Ashton Scholastic,
  • Watson, J. & Hodder, W. (1993). Grandpa's Cardigan. Auckland: Ashton Scholastic.
  • Wild, M. & Huxley, D. (1992). Remember Me. Sydney: Margaret Hamilton.
  • Wild, M. & Vivas, J. (1993). Our Granny. Adelaide: Omnibus.

Activity boxes of fabric including varied prints and plain materials will be essential. Look for batiks, tapa prints, old sari fabrics, or other culturally interesting materials. A hatbox including an array of recycled headgear helps to establish role.

A props box including, for example, scarves, beads, frames for glasses, a walking stick, bags, an umbrella, some old tickets and envelopes may be useful. These can be used as starting points to develop story.

Qualifications

ESOL learners and literacy

Students.

Mastery of literacy in a second language is supported by literacy in the student's first language. Language and literacy knowledge in one language can serve as the foundation for a new language. Dual language books, high interest readers, and in class or withdrawal remediation, can all add to success for literacy learning for ESOL students. Also important is the contribution of whānau and the wider school community, who in many cases are the primary knowledge holders of literacy in a students first language. Social literacies may develop before academic, where language is more formal, restrained, and requires strong subject-specific and technical knowledge.

The following features of effective early literacy programs are recommended: 

1. Oral language and literacy development is supported by the student's first language. 

2. Literacy learning in English is an on-going process that requires time and appropriate support.

3. Instruction and materials are culturally and developmentally appropriate.

4. Literacy programs are meaning-based and balanced.

5. Assessment is reliable, valid, and ongoing. 

6. Professional preparation and development is continually provided for educators regarding linguistic and cultural diversity. 

from  Position Paper on Language and Literacy Development for Young English Language Learners (ages 3-8), Teachers of English to Speakers of Other Languages, 2010

ESOL learners and literacy in the classroom

British council ESOL logo.

ESOL learners with basic literacy needs – where do I start? 
In this UK produced seminar, Judy Kirsh explores some of the different approaches involved in teaching basic literacy to ESOL learners who have no, or very little, literacy in English or any other language. She begins with a brief overview of possible approaches and theories of literacy learning, followed by a closer examination of the "language experience" approach. 

Making Language and Learning Work DVD 3 – Visual Arts, Year 5/6.
Using differentiated texts is when a teacher uses different texts with different groups of students rather than the same text with the whole class, while still maintaining the same curriculum learning outcomes. The text choice is based upon the student’s level of English or their first language. Effective differentiation is only possible with good assessment knowledge. Some of the texts used may be bilingual texts in order to support the student’s first language. The use of bilingual texts helps students to make connections to their own prior learning and experience, as well as supporting their first language.

Bilingual digital stories
Primary school teacher Bridget Harrison talks about using digital stories to support students with English as a second language.

Resources

English Language Learning Progressions
The English Language Learning Progressions (ELLP) explain what ESOL specialists and mainstream teachers need to know about English language learners. They will help teachers to choose content, vocabulary, and tasks that are appropriate to each learner's age, stage, and language-learning needs. This may include learners for whom English is a first language but who would benefit from additional language support.

Working with ESOL learners with basic literacy needs
An article that examines who ESOL literacy learners are, what skills they may have, and practical ways to help them learn in the classroom.

Bilingual Assessment Service Information
This service enables state and state-integrated schools to access a targeted group of trained Resource Teachers (Learning and Behaviour, RTLBs) to administer bilingual assessments of the learning needs of students from language backgrounds other than English. A bilingual assessment can distinguish between language learning needs, additional special learning needs, and social/emotional needs, through dual assessment in their first language and English.

Funded ESOL students and Special Education services

Migrant and refugee background students with special education needs, including those who receive ESOL funding, are entitled to special education services available in New Zealand schools. They would need to meet the eligibility criteria for that particular service (for example, RTLB and RT Lit support, speech language therapy, ORS funding, Supplementary Learning Support). International fee-paying students are not eligible for these services.

The same applies for ESOL funding. A student who has any kind of special education funding is still eligible for ESOL funding as well, provided they meet the ESOL funding criteria.

Measurement

This topic is broken into 3 subtopics – click on a link to see the activities in each subtopic:

In each subtopic, students:

  • listen, look, read and talk to establish familiarity with the context
  • are introduced to 20 target words
  • practise recognising and producing the written and spoken forms of each word
  • relate form and meaning
  • practise recognising the environment in which the words usually occur
  • use the words in new contexts.

Topic objective

  • Recognise and use specialist and general vocabulary relevant to the mathematics curriculum strand Measurement.
  • Read and listen in order to understand and respond to simple information about measurement of length, time and weight.
  • Recognise and respond to simple question forms common in the mathematics classroom.

What you need

  • Audio player
  • Scissors
  • Felt pens or coloured pencils
  • Glue
  • Poster paper
  • A quiet space where students feel comfortable listening and speaking
  • A range of easy factual readers
  • Bilingual dictionaries
  • Grammars and dictionaries for teacher reference

Monitoring and recording student progress

You can monitor and record student progress using the examples of good assessment practice in the English language learning progressions.

Dyslexia resource kete

These resources promote a range of options for helping students living with dyslexia to learn in ways that work best for them. They will support dyslexic learners to be recognised and to access the curriculum through reasonable accommodations. Over time, further resources will be made available to support neurodiverse learners.

About Dyslexia – Supporting Literacy in the Classroom

About Dyslexia - Supporting literacy in the classroom 03.2024 (PDF 3MB)

This resource is for teachers, learning support coordinators, literacy leaders and school leaders in primary and secondary schools with students who show signs of dyslexia. About Dyslexia supports the teaching and learning of literacy, and provides practical, strengths-based approaches for:

  • identifying students who show signs of dyslexia
  • planning targeted teaching strategies that support literacy learning
  • building supports, accommodations, and modifications into learning programmes to reduce barriers to learning and cognitive overload
  • establishing a whole-school approach to understanding and meeting the needs of learners who may have dyslexia.

This update replaces the Ministry of Education’s 2008 About Dyslexia resource, with a greater emphasis on practical strategies and approaches for educators to respond effectively to learners with dyslexia.

All schools, Resource Teachers Literacy and Learning Support Co-coordinators (LSCs) have been sent a copy of About Dyslexia: Supporting Literacy in the Classroom to help support children and young people living with dyslexia, and ultimately lift their literacy outcomes.

How to support a child with dyslexia

This Ministry of Education page provides information on how parents and whānau can support their child at home and at school. It gives guidance for identifying the signs that a child might have dyslexia, practical tips for helping at home, how school can help; who they can talk to and seek support from, and how to actively take part in their child’s learning.     

Tīpaopao: Dyslexia – Māori medium

Tīpaopao – Kauwhata Reo

The Tīpaopao brochure is an introductory resource for supporting ākonga with dyslexia in Māori medium settings. It contains key ideas and strategies (including a learning support plan) that teachers, whānau, and support personnel can use to enhance learning conditions for children who may have specific literacy needs in Māori medium. It is supported by two videos outlining effective literacy teaching and support in Māori medium kura.

All kura and kohanga reo in Māori medium settings will receive the Tīpaopao resource. This useful resource has been designed to raise awareness and understanding of tīpaopao (dyslexia) for kaiako and whānau.

Tools for identifying dyslexia

The New Zealand Dyslexia Handbook has been selected to be used as an interim tool for monitoring learners’ progress while further, more comprehensive resources to support all learners are developed. The handbook provides various assessments suitable to use in identifying dyslexic-type traits, as well as other underlying issues in literacy progress. All schools, Resource Teachers Literacy and Learning Support Co-coordinators (LSCs) have been sent a copy of the New Zealand Dyslexia Handbook.

There will be further work to develop:

  • tools to assist with the early identification of dyslexic-type traits
  • school entry assessments and learner profiles
  • resources to map progress across the curriculum.

Non-Ministry resources to support students

A selection of non-Ministry resources that can be used to support ākonga with dyslexia are listed below. Please note that teacher input is necessary with all software as dyslexic children require responsive, sounds-based teaching that is delivered by someone who can listen to and respond to their errors and identify the reasons for their errors.

These resources were reviewed in 2022 against criteria that were developed in consultation with a range of dyslexia stakeholders. The kete will be periodically reviewed to ensure that the resources continue to meet the criteria.

This selection of resources is not exhaustive. We know there are many other high-quality resources that benefit learners with dyslexia in the market. You can use the review criteria to assess resources that have not been included in this selection.

Criteria for identifying effective literacy resources to support teaching learners with dyslexia (PDF 433KB)

Recommended resources

Agility with Sound and Wordchain

Agility with Sound

Audience: Teachers

Years: 4–10

Description: A structured approach to literacy with decodable books for older students. Can be used with 1:1 interventions, small groups, or as a whole class activity. Organised into eight levels, each kit contains a teacher manual, decodable readers, and practical material for teaching activities. Learners progress through levels at their own pace. From the Agility with Sound website, access:

  • Free assessment tool – use to determine the appropriate start for each learner
  • Scope and sequence – describes the content and skills to be taught and the order to teach them; this aligns with the levels in each kit 

Wordchain is recommended for use in conjunction with Agility with Sound for practice and reinforcement.

Wordchain

Audience: Teachers, students

Years: 2–10

Description: Wordchain is a series of online learning games for reinforcing phonological skills through word building and phoneme manipulation. The games are designed for use with Agility with Sound but can be used as a standalone support within a literacy programme. Originally designed as a series of apps which run on iOS and Android devices, from February 2022, Wordchain for the Web enables users to access the games via a browser from any device and save progress. Wordchain for the Web uses a browser-based admin platform that allows educators or parents to monitor progress, set recommended levels and other preferences, and group students. Demonstration versions of all the Wordchains are on the website.

The New Zealand Dyslexia Handbook

The New Zealand Dyslexia Handbook

Audience: Classroom teachers, SENCOs, LSCs, school-based intervention teachers working with learners who have dyslexia, and parents

Years: 1–13 

Description: Practical, researched approaches for teaching school-aged learners with dyslexia. A range of assessments are included to identify learning needs and monitor progress, along with lesson plans and printable resources. Accompanying videos that demystify dyslexia and illustrate practical classroom approaches for teachers are accessible from NZCER. The text aims to bridge the gap between research on dyslexia and school and community understanding.

iDeaL Learning Approach

iDeaL Learning Approach | Learning Matters

Audience: Classroom teachers, SENCOs, LSCs, and school-based intervention teachers

Years: 0–8

Description: This online teaching and learning platform provides educators with the knowledge, appropriate assessments, reporting systems, and multisensory resources to explicitly teach foundation literacy skills using a systematic and cumulative evidence-based approach. It is for use in both mainstream classes and intervention settings.

Leap into Literacy

Leap into Literacy | Learning Matters

Audience: Parents, classroom teachers

Years: 0–8

Description: These 12 freely accessible videos describe “bite sized” and practical foundational literacy skills and activities based on the Building Blocks of Reading Success. They were developed to support learning at home. It is recommended that the videos are viewed in the progressive order that they are listed. Each video has supporting resources available through the Learning Matters website.

Phonics Handbook

Phonics Handbook | Tom Nicholson

Audience: Classroom teachers, SENCOs, LSCs, and school-based intervention teachers

Years: 1–13

Description: Taking a phonological approach, the book is set out in the form of lesson plans for teaching phonics skills sequentially. It begins with the basic alphabet sounds through to blends, digraphs, syllable breaking, and decoding Latin and Greek words. Each lesson is followed by a worksheet for students.

Diagnostic assessments of phoneme awareness, basic decoding skills, word reading, spelling, writing, and attitudes to learning are included. Teachers can use these assessments to establish learner needs and evaluate whether teaching has been successful at the end of the programme.

Additional teaching strategies are given to reinforce spelling and assist reading comprehension. Strategies for students experiencing learning difficulties and information on reporting to parents are included, incorporating research on effective tutoring methods.

Sort Out Your Syllables

Sort Out Your Syllables | Joy Allcock

Audience: Classroom teachers, SENCOs, LSCs, and school-based intervention teachers

Years: 5–13

Description: Use Sort Out Your Syllables for teaching ākonga how to decode, pronounce, and spell multisyllabic words using their knowledge of phonemes and the alphabetic code. The resource consists of a teacher manual, a student practice book, and a desktop card/poster of English vowel patterns.  

The programme starts with two short assessments that identify the gaps in skills for reading and spelling unfamiliar multisyllabic words, followed by a series of 10-minute lessons that have been designed to close the gaps. The strategies are designed to make it easier for ākonga to read and write multisyllabic words, which in turn promotes growth in reading and writing.

Sound Walls for Aotearoa

Sound Walls for Aotearoa | Emma Nahana, Sound Foundations for Literacy

Audience: Classroom teachers, SENCOs, LSCs, and school-based intervention teachers

Years: 0–13+

Description: A sound wall supports learners to connect speech with print, helping them make sense of the alphabetic code they are working in. This resource supports the teaching and learning of NZ English and te reo Māori speech sounds (phonemes), and the letters (graphemes) used to represent them in writing.   

The teacher manual explains how to use sound walls effectively to:

  • help learners identify and discriminate between phonemes
  • feel and see the articulatory movements when saying the phonemes
  • see and write the corresponding graphemes. 

The resource can be used for classroom teaching and tier 2 and tier 3 interventions. 

StepsWeb

StepsWeb | The Learning Staircase

Audience: Classroom teachers, school-based intervention teachers, parents

Years: 0–13/Adult

Description: StepsWeb is an online programme designed to support literacy learning. It can be used with the whole class, groups, or individuals with specific learning needs, such as dyslexia. A support site provides information and guidance for using StepsWeb and some specific information about supporting dyslexic learners using StepsWeb.

Diagnostic assessments and screening tests are provided for identifying learner needs, where to begin in StepsWeb scope and sequence, and to measure progress.

StepsWeb has its own detailed scope and sequence.

StepsWeb is customisable – individual activities and resources can be used to reinforce any research-based literacy approach. Teachers can create and customise their own chosen literacy progression and schools are able to build entire banks of resources specifically for their school.

The StepsWeb programme includes individual workbooks and printable resources and games. It is strongly recommended that Foundation Level learners and older learners who are struggling with literacy are on the workbooks as well as the online activities. Boxed sets of supporting games are available for group teaching with higher-need learners.

The Code

The Code | Liz Kane Literacy

Audience: Classroom teachers, SENCOs, LSCs, RTLits, RTLBs, and school-based intervention teachers

Years: 1–8

Description: The Code provides a systematic and cumulative literacy approach for teaching spelling. It includes: 

  • assessments in both Phonological Awareness and Spelling to identify areas that require explicit teaching
  • tracking sheets for these assessments to record initial data and monitor student progress
  • a scope and sequence beginning with the initial code and progressing to the more complex code
  • lists for each year level that have an explanation/definition to support explicit teaching
  • a lesson sequence with examples of lessons for each year group
  • multisensory teaching activities.

Focusing inquiry: Know learning pathways

Learning about my students' needs

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.

Key questions

  • Where has this programme come from?
  • Where can it lead?
  • Does it ensure all learners are able to progress without structural constraints?

Why are these questions important?

In years 9 and 10 the values, key competencies and learning areas lay the foundation for living and further learning. For senior students, schools need to enable access to future school programmes, the workplace, and tertiary courses.

Useful resources

Focusing Inquiry: Know your students

What literacy knowledge and skills do my students have in Science?

Use multiple sources of information to determine the focus of your inquiry – student voice, assessment information, diagnostic tasks.

  • Assessment Tools for Teaching and Learning e-asTTle This is a norm-referenced online tool for assessing reading achievement relevant to levels 2–6 of the curriculum. It provides national norms of performance for students in years 4–12. You may wish to discuss the implications of asTTle results for your learning area with the Literacy Leader in your school.
  • The Assessment Resource Banks are collections of classroom assessment resources in English, mathematics, and science from Curriculum levels 2–5. The username and password to access the ARBs is available from your school. They are intended to support classroom assessment for learning within New Zealand schools. 

Some of the resources have a specific literacy focus. For example:

  • MW5141 – Level 4 – Communicating in science – Material world: Changes of state – This task assesses student ability to find the text features of an explanation of a scientific idea. The task is essentially a literacy task in the context of scientific writing.
  • LW2072 – Level 4 – Communicating in science – Living world: Moa – This task assesses student ability to find the text features of a science report about moa.
  • LW2071 – Level 4 – Communicating in science – Living world: Variable Oystercatchers -This task assesses student ability to find the text features of a science report about one of our native birds.
  • Subject resources related to NCEA assessments are available - click on the relevant subject page.

What literacy knowledge and skills need to be developed?

  • The Literacy Learning Progressions describe the specific literacy knowledge, skills, and attitudes that students draw on in order to meet the reading and writing demands of the curriculum. Teachers need to ensure that their students develop the literacy expertise that will enable them to engage with the science curriculum at increasing levels of complexity.
  • The Language of Science provides examples of some language features found in traditional science texts.

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