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English Language Learning Progressions (ELLP) Pathway professional development module

This is a self-access professional development module on the ELLP Pathway document.

It explains the features of the resource and how the ELLP Pathway can be used to meet the English language learning needs of emergent bilingual and multilingual students. It also explores where the ELLP Pathway sits in the suite of Ministry ESOL resources. The module is self-pacing, with places to pause and complete 3 optional tasks.

The module will take approximately 45 minutes to an hour to complete.

 It is designed to be used by anyone new to the document and who is interested in what it has to offer. This could be a:

  • School leader
  • ESOL Coordinator / ESOL teacher
  • Learning Support Coordinator (LSC) / SENCO
  • Classroom or subject teacher
  • Teacher new to the profession, or new to teaching in Aotearoa New Zealand
  • Teacher aide/ Learning assistant.

The module could be used to lead a team meeting, for a whole school professional learning session, or to upskill yourself personally.

ELLP Pathway professional development module

Before you start the video, download and print the ELLP Pathway and the three tasks so you can refer to them.

Resource links for these modules can be downloaded, and are available at the bottom of the page.

Video transcript

Slide 1

Kia ora koutou and welcome to this introduction to the ELLP Pathway document. 

I’m Jane van der Zeyden and I’m here with my colleague, Erin McKechnie and we are going to walk you through this professional development module.

Slide 2

During this module, you will learn about the ELLP Pathway document including how it fits into the suite of Ministry ESOL resources, and especially how it links to the ELLP matrices. We will explore what the ELLP Pathway has to offer you and your students. You will also gain a deeper understanding of the pedagogy that is crucial for supporting students in their acquisition of English and that underpins the ELLP Pathway.

This module is designed to be self-pacing – you might like to watch it in its entirety, or you may choose to pause the recording at the suggested times to reflect or complete some of the optional tasks provided. 

By the end of this module, you will have a broader understanding of how the ELLP Pathway can support your teaching and planning for emergent bilingual and multilingual students.

Slide 3

What do you already know about the ELLP Pathway document? Maybe it is absolutely brand new to you, or maybe you have heard a little bit about it already. Task one is an Anticipatory Guide. Read the statements and consider whether they are true or false. Pause the recording now.

The answers to the Anticipatory Guide will become clear from the information contained in this module or from the content of the ELLP Pathway itself. You can change your answers along the way, or at the end of this presentation.  

Slide 4

The ELLP Pathway was born out of the need to help teachers to make accurate decisions about their emergent bilingual and multilingual students - their English language learning stages and next learning steps.  It is a supplementary resource that is not designed to replace the ELLP matrices, but rather complement them.  It is essential that you still refer to the ELLP booklets – both the Introductory booklet and the one relevant for the year level you are teaching. You can see these booklets on the screen if you’re not sure what they look like. These have a wealth of crucial information needed to understand language acquisition and progression. The writing exemplars in the ELLP booklets are particularly useful and guide you in noticing aspects of written texts and 'where to next’ in terms of your teaching. 

Slide 5

When you download the ELLP Pathway, you will see that you have the choice of a Word document, or a Google Doc version. It is personal preference as to which version you choose to look at.  The ELLP Pathway has the same stages and function headings as the ELLP Matrices. The indicators on the ELLP Pathway are in some cases an elaboration or they may give more detail than the indicators on the ELLP matrices. They are designed to show you an expected progression of learning English as an additional language.  One of the ELLP Pathway’s key purposes is to guide you with what to notice about your students and then provide suggestions on what to do next.  Effective formative assessment practices are at the heart of the ELLP Pathway document.

The Foundation to Stage 3 document is the full edition of the ELLP Pathway. It includes teacher support material, and it is the edition we will be focusing on today. The Record of Progress and the Student Agency versions are other forms of the same document that are used for other purposes, which we will discuss later.

Slide 6

Pages 2-4 of the ELLP Pathway have a focus on knowing your learner. On the slide you can see a screenshot of Page 2. You would find it useful to pause the recording here and take a moment to read page 2. 

Page 2 is an overview of the journey that an English language learner is likely to take. The ELLP stages are very broad and are likely to take a year or more for a student to move through. 

The arrow at the bottom of the page is particularly important to understand and refer to.  This shows a common pathway for students who begin school at five AND who have a strong grounding in their first language.  It is important to consider what year level you teach and have a look at the stages that students in your class are likely to be working within. For instance, if you are teaching at the Year 1 and 2 level your students will be working within Foundation or Stage 1. If you are teaching at the secondary school level, your students could be working anywhere from Foundation to Stage 3. If they are beyond Stage 3, you would continue tracking their progress using the ELLP Matrices.

Slide 7

Let’s turn to page 3 of the ELLP Pathway document now. A key ESOL principle is knowing your learner, and page 3 supports you with building your knowledge of your emergent bilingual and multilingual students - what do they bring to their learning, and what do they need to learn next? 

The top section of the page suggests some actions that you could take to get to know your learners, including the suggestion of using a supplementary enrolment form. Your school’s enrolment processes might be an area that you wish to reflect on and evaluate as a result of this session. It is so important to have robust enrolment processes that ensure you are identifying emergent bilingual and multilingual students as they arrive at your school and also collect relevant information that will be useful to aid your planning and teaching.

There are also links to some supporting videos on the topic of knowing your learner. These four videos might be useful to you at a later date to view and deepen your knowledge of the importance of knowing your learner.

Now is your opportunity to think about an emergent bilingual or multilingual student that you know well.  Using task 2, take some time to fill out the sections. How well do you really know your learner? Pause the recording and complete the task now. 

Some possible learner profiles are provided in the table. These may help you to consider what students bring to their learning, the challenges they may face and what you need to know to maximise their learning.

Slide 8

Turn to page 4 of the ELLP Pathway document. This page builds on the idea of knowing your learner with links to another four videos that have more of a focus on supporting and scaffolding your learner. Again, these can be viewed and explored at a later date. 

Slide 9

From page 5 onwards we get to the detail of the ELLP Pathway with the indicators of language use and understanding as the focus. The first section is about Listening.

You will notice that the function headings at the top of each column are the same as the ELLP matrices. The indicators on the ELLP Pathway document are an elaboration of the ones from the ELLP matrices and in some cases have more specific detail. The indicators are written as ‘I statements’ and make it easy for you to notice and respond as a teacher.  Some indicators are considered ‘achievement indicators’ and are highlighted when the student has achieved this independently, and consistently in a range of contexts across the curriculum.  Other indicators such as: “I need wait time to process language” are ‘support indicators’ and are highlighted when the supports are in place for students.

One of the key understandings about language acquisition is the notion of BICS and CALP.  BICS is an acronym for Basic Interpersonal Communicative Skills or a person’s social language – the language they might need for everyday and social interaction. CALP stands for Cognitive, Academic Language Proficiency or the language of the curriculum.  When thinking about the indicators from the ELLP Pathway, or the ELLP matrices, it is important to be considering the student’s CALP.  To deepen your understanding of BICS and CALP, it would be useful to read page 4 of the ELLP introductory booklet. You can see a visual of that booklet on the slide. There is a downloadable version of this booklet on ESOL Online and a link to this is provided in the resource section that accompanies this module.

You will notice that there are teaching strategies and suggestions down the right-hand side which will help with planning effective teaching that incorporates best ESOL practices. The tasks suggested there are only examples and by no means a finite list!  They are hyperlinked to ESOL Online where there is an explanation of the strategies often with video footage to support your own learning about these strategies.

Slide 10

Let’s explore the links between the ELLP matrices and the ELLP Pathway. On this slide we have an indicator from the ELLP matrices, stage one, writing. “Errors in words and structures are likely to be frequent and obvious”. This indicator is broad and may be hard to pinpoint and notice within a piece of writing. It doesn’t necessarily help us with what to teach next. In the ELLP Pathway, this has broadened to several, more specific indicators which are:

  • I have increasing control over word groups in my writing.
  • I am learning to use simple present, past and future tenses.
  • I am learning to use the verbs be (am, are, is, was, were) and have (has, have, had, will have).
  • I am learning to write ‘tighter’ sentences with expanded structures e.g. The tall, blond boy yelled loudly.

You may find that these indicators are easier to notice in a piece of writing, and consequently, easier to make decisions about whether this has been achieved – or if it’s a next learning goal for students.

Slide 11

Here’s another example from the ELLP matrices:

Stage 2 Speaking

Ask questions, give instructions, negotiate disagreement, buy something in a shop, arrange appointments or explain a problem.

Again, this indicator has several parts to it.

In the ELLP Pathway, we now have…

  • I use a range of question words confidently.
  • I can use language for important practical purposes e.g., say I’m not well and describe symptoms.
  • I am confident to ask for help/ask for clarification.

Slide 12

Now it’s your turn to look closely at the indicators from the ELLP Pathway.  Use task 3, to locate the indicators from the ELLP Pathway that align with the ones from the ELLP matrices included on the task template.  Make sure you look carefully at the same language mode, stage and function heading that the original statement has come from. You might like to discuss what you discover with your colleagues. Pause the video and complete the task.

Slide 13

So, that is a brief introduction to the ELLP Pathway resource. Now you might like to consider what steps to take next.

We suggest you spend some time exploring the ELLP Pathway. You might like to begin with the teaching strategies and suggestions section and have a go with using some of them with groups of students or follow some of the resource hyperlinks to see how useful SELLIPS and ELIP are to all teachers.

We also suggest watching the 8 short videos included in the resource. They provide excellent information about second language acquisition and would be a good basis of future short PLD sessions for your wider school staff.

Once you are familiar with the resource you have some options as to how you want to use it.

  • You can use the ELLP Pathway to plan your programmes and inform your planning and teaching. For instance, you might have a group of students with language learning needs who aren’t making expected progress and the ELLP Pathway may support you to provide more targeted teaching.
  •  You can start to track your ESOL funded students for the upcoming funding round using the ELLP Pathway.  Schools have the option of highlighting indicators on either the ELLP Pathway or the ELLP matrices to record a student’s progress.  The Record of Progress version of the ELLP Pathway is available on the website.  It is important to remember that whichever document you choose, it is essential it is used regularly for planning and teaching as well as recording student progress for funding.

For further support, you could join an ESOL Professional Learning Community (PLC).  There are many schools who are already well on their way with their journey in using the ELLP Pathway document and can offer their advice based on what has worked in their school.

Most importantly, start sharing the ELLP Pathway resource with your colleagues, as the real benefits for students will come when it is used for collaborative planning and teaching across the school.

Slide 14

Let’s revisit your Anticipatory Guide now.  How did you go?  Are there any answers that you want to change? If you’re working with other teachers, you might like to discuss your responses with each other.  Pause the recording to do this.

Anticipatory reading guides are one of the strategies mentioned in the ELLP Pathway and explained on ESOL Online.  They are just one of many useful and supportive teaching strategies for emergent bilingual and multilingual students. On the screen, you can see the page from ESOL Online where Anticipatory Guides are described. Have a think about how you could use an Anticipatory Guide with your students.

Slide 15

We hope that this introduction to the ELLP Pathway has been useful for you as you become familiar with it.  Including the ELLP Pathway in your pedagogical kete will benefit both teachers and students. Take some time to explore the ELLP Pathway in some more depth either by yourself or with colleagues. We’re sure that you will find that this is time well spent.

Ngā mihi.

 

Module resource downloads

Task 1 ELLP Pathway PD Module Anticipatory Guide (PDF 105KB)

 

Task 2 ELLP Pathway PD Module Know Your Learner (PDF 98KB)

 

Task 3 ELLP Pathway PD Module Comparing ELLP matrices and the Pathway (PDF 128KB)

 

ELLP Pathway module resource links (Word 2007 17KB)

 

Module resource links

Use these links from ESOL Online to find the resources referred to in the ELLP Pathway module.

  • ESOL Professional Learning Community (PLC) - Contact the Ministry of Education [email protected] for more information about your local group.

Professional development for teachers

Links

Shapes

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 in the study of two-dimensional shapes, lines and three-dimensional shapes.
  • Read, understand and respond to simple instructions.
  • Listen to, understand and respond to simple instructions and descriptions.
  • Give simple instructions and descriptions orally.
  • Write simple descriptions and instructions.

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.

Learning task 9

Visual Art Learning Intentions:

We are learning to:

  • design a siapo using symbols which represent something about us
  • describe a design and its meaning to others.

We will know we can do this when we can:

  • create an effective siapo design that includes symbols which represent us
  • tell a buddy what our design means.

Language Learning Intentions:

We are learning to:

  • use mathematical language to describe a design
  • explain to others what the symbols in a design represent and give a reason why they were chosen.

We will know we can do this when we can:

  • use vocabulary such as ‘rotated, reflected, translated’ etc
  • use vocabulary such as ‘because’ or ‘as’ in a sentence to give a reason why each symbols was chosen.

 

Equipment & Resources Needed:

  • Paper tiles or images of students’ selected symbols scanned on to computers
  • Printshop/ Word/ Paint programmes to manipulate images on computers
  • Grid paper to glue tiles on to
  • Speaking frame (Word 37KB)

Step 1:

The teacher explains to the students that they will be using paper tiles and/ or scanned images of the symbols that they selected during learning task 7, to create an effective siapo design. Discuss and model (by rotating, translating, reflecting etc) how to create an effective design and ask the students to decribe how the symbols have been transformed.

For example:
‘The leaf symbol has been reflected.’
‘The koru sybol has been rotated half a turn.’

The students experiment with reflecting, rotating and translating their own symbols and look at those that make the best effect. Then they glue the tiles on to grid paper.

Note: Getting students to complete this part using ICT would be beneficial as they are able to easily manipulate and reproduce the symbols they need for their design. Some students may also be able to create their symbols (instead of drawing) using ICT.

Step 2:

The students (in groups of four) share their completed siapo design and explain what each symbol represents, why they chose each symbol and how they arranged their tiles using mathematical vocabulary.

Speaking frames: (for the students who need them)

‘My siapo uses a/ an ________ and a/ an _________ symbol.’
‘I chose these symbols because/ as…
‘I have __________ (rotated, reflected, translated)…

Step 3:

The students reflect on their final siapo design in their art journal and write down how they arranged their tiles to create an effective siapo design. They also reflect on what they would do differently next time or how they could improve their design.

For example:

  • Use fewer symbols in their siapo;
  • Reflect, rotate or translate symbols differently;
  • Use a repeating symbol as a border around the outside of the siapo.

Ministry resources

Language is a manipulator

Focusing on persuasive language, this unit models the research process for students and provides guidance so that they can then carry out their own independent language research.

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

Writer: Marie Stribling
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.


  1. integrates sources of information and prior knowledge purposefully, confidently, and precisely to make sense of increasingly varied and complex texts
  2. selects and uses appropriate processing and comprehension strategies with confidence and discrimination

Purposes and audiences

Show a discriminating understanding of how texts are shaped for different purposes and audiences.


  • recognises, understands, and appreciates how texts are constructed for a range of intentions and situations
  • identifies particular points of view within texts and understands that texts can position a reader
  • evaluates the reliability and usefulness of texts.

Ideas

Show a discriminating understanding of how texts are shaped for different purposes and audiences.


  • recognises, understands, and appreciates how texts are constructed for a range of intentions and situations

Language features

Show a discriminating and insightful understanding of how language features are used for effect within and across texts.


  • identifies a range of sophisticated oral, written, and visual language features and understands their effects
Achievement Standard(s) aligned to AO(s) AS 90726 Complete independent research on a language or literature topic

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 

NCEA Rules and Procedures

Learning task 1:

Learning intention(s)

Establishing prior learning
KCs/ Principles/Values focus

KCs:

Thinking – explore texts

Relate to others – peer discussion

Learning task 1

Establishing prior knowledge

This is a vital first stage in the research process, as you need a body of knowledge before you can effectively research a topic. How can you develop key questions if you have no knowledge of your topic to begin with?

Language (verbal and visual) has the power to manipulate the thinking and behaviour of others. An understanding of the linguistic features that contribute to this manipulative effect will help to make us less susceptible to the manipulative power of language.

Teacher resources

Look at the verbal features which contribute to the manipulative power of language in the following contexts. Use the worksheet to compile a glossary of features which manipulate. In groups discuss and record how that manipulative effect has been achieved.

Context A: Literature

Context B: Language of the Iraq war

Learning task 2:

Learning intention(s)

Apply thinking strategies
KCs/ Principles/Values focus

KCs:

Thinking: thinking critically

 Relate to others – explore a range of different perspectives

Learning task 2

Brainstorming is the process by which you note down all the information that they know on a topic. In order to model the process you could chose to examine in more depth the language used in one of the contexts chosen in the learning task 1. 

We will look at the context of the Iraq war – a language research project requiring students to closely analyse the language used to manipulate people.

 Read the following documents: George Bush’s speech and Saddam Hussein’s letter, noting any language features/ effects/ word/ phrases/ attitudes which are evident. Work in groups, writing ideas on post it notes then placing the notes on a large sheet of paper. As you write information on post it notes, say your idea aloud to avoid duplication. An example follows in task 3. Once you have included all the information you can think of, move to the next stage of the process: mapping information into categories.

Learning task 3:

Learning intention(s)

Categorising information
KCs/ Principles/Values focus KCs: Thinking: make connections; look for patterns

Learning task 3

Mapping Information into categories

Mapping is the process where you organise their brainstormed material into categories, giving each category a title or label. The object of this exercise is to make sense of your material and to see similarities and differences in your material. 

Possible categories might be features/ examples/ effects/reasons for use, for example: 



Features:

  • Allusion
  • Hyperbole
  • Abstract nouns with negative connotations



Examples:

  • infidel, criminal, cowardly occupier
  • occupation, humiliation, betrayal
  • the criminal Bush
  • peace and security



Effects

  • demonises the enemy



Reasons for use

  • Hussein wants to create an image of Bush as the oppressor

 Once you have organised material into categories, you will be able to see whether you have gaps in your information. This will enable you to revisit your sources to add to your mapped information. 

From your mapped categories you can now devise key questions.

Learning task 4:

Learning intention(s)

Setting up an inquiry
KCs/ Principles/Values focus KCs: Thinking: explore types of questions

Learning task 4

Devising Key Questions

From mapped categories, you can now devise key questions.


  • Some questions invite the recall of information eg: What features do my speakers/ writers use? / What are the effects of these features?


  • Other questions invite the student to draw conclusions and to form judgements eg: How do my speakers/ writers use these features to manipulate the audience?



It is essential that at this level you include at least one question of the latter type, as unless you include such a question you will not be able to meet the requirements of AS 90726. Once you have chosen your questions, you need to think about how you will find answers to your questions. It may be that you will need to find some more primary sources to enable you to do a more in-depth linguistic analysis. 

It may be that you need to consult secondary sources for commentary on the language or to find out more about the social, political or historical aspects surrounding a chosen context. This will arm you with information about why the speaker/ writer might want to manipulate the audience. 


For example, if the context is the inaugural addresses of selected American presidents, you may need to research the factors affecting American society at the time. Similarly, if the chosen context is the issue of “customary rights to the foreshore and seabed in New Zealand”, some research may need to be conducted into the issue to come to an understanding of the points of view of the different interest groups.

To find this type of information, use keywords and phrases [see learning task 5]. Now that much of the research process has been modelled, you could now choose your own topic to complete the assessment task. 


Resources linked to developing questions:


Learning task 5:

Learning intention(s)

Setting up an inquiry
KCs/ Principles/Values focus KCs: Use language, symbols and texts: experiment with different keywords

Learning task 5

Using Keywords

Keywords enable you to do ‘smart searching’. 

Keywords should be used to search indexes of books, electronic databases and the internet. 

A knowledge of simple Boolean search strategies will be useful here. 

To find primary sources for analysis, useful keywords/phrases might be:

  • “George Bush” + Iraq
  • “American presidents” + “inaugural addresses”
  • “Helen Clark” + “customary rights”
  • suffragettes + speeches

To find secondary sources as commentary on language or as background social/ political/ historical information, useful keywords/ phrases might be:

  • “language as a weapon”
  • “semantics of war”
  • “suffragette movement” +NZ
  • “iraq war” + reasons

 As you are searching for information you need to use scanning and skimming skills to determine whether the information or sources you have found are relevant to their questions [see learning task 8]. 
Record relevant information by taking notes. A suggested approach here is to draw up a sheet like the student worksheet. As well as this you may want to draw up a frequency chart to record how often particular language features are used in your sources. 

Once you have assembled the information, you will need to scan and skim it to find the information you need.

Learning task 6:

Learning intention(s)

Evaluating and selecting information
KCs/ Principles/Values focus KCs: Thinking: make judgements about sources

Learning task 6

Skimming and Scanning

Scanning

Scanning is the first thing that you do when you select a resource. It answers the question: is this the right resource to help me find the answers to my questions? Will it give me the answers I want?

 Scan by zapping through the whole resource, homing in on the important bits. Scan before you start skimming.
Scanning gives you a feeling for the whole item.



Think:

  • Is it relevant?
  • Is there any thing in it that answers the target questions?

Look at:

  • The title page.
  • The contents page. Are there chapters or sections that you may want to read?
  • Are there maps, diagrams, pictures, captions? Do they look as if they would be helpful?

Skimming

 Skim by zooming through the text quickly trying to spot key words. Don't start at the beginning and plod or shuffle through the text. After you have scanned the text and found the bits that you think look relevant and interesting then skim read. 
Concentrate to keep your keywords and questions in your mind. 
You are now ready to present the information in a report.

Learning task 7:

Learning intention(s)

Presenting conclusions
KCs/ Principles/Values focus KCs: Use language, symbols and texts – structure and express understandings

Learning task 7

Writing the Report

From your recorded notes you can now write a report which answers their questions. 



Paragraph 1 will set out the focus of the research. Depending on the topic, it may be necessary to contextualise the issue. The format for the rest of the report may vary depending on the topic and the results of the research.

Some suggestions to organise material are:

Refer to this annotated exemplar for AS 90726.

Learning task 8:

Learning intention(s)

Developing metacognitive skills
KCs/ Principles/Values focus KCs: Manage self: reflect on learning 

Learning task 8

Evaluating the Process

The final stage of the research process is to evaluate how effectively you researched your topic. It may be useful to reflect on their methods of research. 


So that you can improve on your research techniques, it is a good idea to do some reflective writing on the process you went through. 

Some questions you could ask yourself are:


  • Have I clearly answered all my key questions?
  • Did I need to adapt my key questions? How? Why?
  • Why were some types of resources more useful than others?
  • What strategies did I use to find information which matched my needs?
  • Which parts of the process did I do well? Why?
  • Which parts of the process did I find difficult? Why?

Learning task 9:

Learning intention(s)

Refer to tasks 1 - 8
KCs/ Principles/Values focus KCs: Refer to tasks 1 - 8

Learning task 9

Undertaking your own research

Now that you have learnt about the language features which are used to manipulate an audience and about the research process, it is time for them to choose your own topic. This unit has focused on language which has a specific purpose – to manipulate an audience. It should be remembered that AS 90726 Complete independent research on a language or literature topic allows for a much wider linguistic or literary focus. 

Follow the steps outlined in learning tasks 1 – 8.

You must gain approval for your topic from your teacher before beginning research.

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 90726 Complete independent research on a language or literature topic

Provision for identifying next learning steps for students who need:

  • further learning opportunities
  • increased challenge
 English Teaching and Learning Guide 

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.

Learning task 2: Writing

  1. Discuss with the children the writing ideas book. Suggest ideas for putting in their books for example funny comments some one has said, things they see, eg. a spider in the shower was Margaret Mahy's inspiration for a story.

  2. Teacher models writing ideas in her/his writing book. During other lessons add something to write about in "my writing ideas" book. Encourage the children to have their book near them at all times.

    Find photos, pictures etc that will provide inspiration and motivation. Share ideas. Ask the children to share from their writing book. In this way the children will build up a raft of ideas. No more "I don't know what to write about".

  3. For pre_writing (RTF 99KB) . Use the ideas book to generate writing topics. Model using your book and talk through finding a suitable topic. Brainstorm ideas for writing topics on the white board. Mind map the ideas and then sequence showing a beginning, middle and ending.

    Using graphic organisers to help the children think of a topic and develop ideas is a good way to organise their thoughts. Visit the following websites and think how you could use them to explore ideas and motivate the children. Do not over use these organisers, keep them as a fresh and innovative idea.

    • ABC's of Writing Process
    • Story Map - title, setting, characters, problems, events and solutions
       
    • Fiction Writer's Character Chart - fill in character traits, physical appearance, favourite things, habits, background, family, attitude, personality, traits, self-perception and goals for your character(s).

  4. The teacher plays an important part in writing activities. Motivating the children with examples of other people's writing, setting the scene through role playing, suggesting ideas and sharing your own writing will help develop writers in your class.

    Writing descriptions of favourite places using the 5 senses can be an ideal starting point to get children to focus on the description. Ask them to tell you what their place smells like, tastes of, how it feels, looks and what you can hear there. Using the senses allows children to brainstorm different descriptive thoughts and ideas.

    Setting the scene can allow for great writing, eg. Ask someone to come into your class and engage your attention. While you hunt for something get them to take your handbag, laptop, favourite pen or something personal. After they leave find the theft and ask the children to brainstorm descriptions.

Writing for publication

Students develop a piece of writing describing their memory of journeys they have taken.

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

Writer: Phil Coogan, 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:

Processes and strategies

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

  • seeks feedback and makes changes to texts to improve clarity, meaning, and effect

Ideas

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

  • works towards creating coherent, planned whole texts by adding details to ideas or making links to other ideas and details

Language features

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

  • uses a wide range of oral, written, and visual language features with control to create meaning and effect and to sustain interest

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) 1.4 Produce creative 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 

Planning using inquiry

English Teaching and Learning Guide 

NCEA Rules and Procedures

Learning Task 1

Learning intention(s)

Exploring how a narrative could be crafted using thoughts and feelings.
KCs/ Principles/Values focus

KCs:

Thinking – make connections

Relate to others – explore different perspectives; peer discussion

Learning task 1

Reading about journeys

  1. Read a selection of texts undertaken for different reasons.
  2.  As well as describing a physical journey from one place to another, several of these texts include their emotions, reactions or thoughts in relating the story of the journey.

Developing ideas

  1. Use the planning chart to note down key details about a journey you have taken.
  2. Using the chart for reference, retell the experience of the journey to a partner. Your partner should ask questions to help you draw out details and clarify points. This approach could also be extended with student directed theatre.

Reading about one student's journey

  1. Read exemplar D. Note how the writer has structured the piece as well as the details selected.

Learning task 2

Learning intention(s)

 Drafting and polishing a narrative.
KCs/ Principles/Values focus

KCs:

Thinking – explore and develop ideas

Use language, symbols and texts – structure and develop ideas

 Relate to others – work collaboratively

Learning task 2

Drafting a piece about a journey

  1. Read the four exemplars: exemplar A, exemplar B, exemplar C,  exemplar D. Identify where the writer has included their thoughts, emotions or reactions to events in their narratives.
  2. Consider other aspects of each narrative, including the style and details the writer has included. Discuss which aspects of the writing are successful and those which could be developed further. Look at the assessment schedule which is also linked to the exemplars.
  3. Use ideas from the planning chart from learning task 1 to draft a piece describing memories of a journey. Write at least 350 words. Material from the exemplars should not be included.
  4. After writing a first draft, you should read your piece aloud to help identify parts of the writing that require reworking, then complete the first set of revisions.
  5. Working with a partner, use the feedback guide as part of a focused drafting process. Consider the feedback given and complete further revising.
  6. Prior to writing the final draft, return to the assessment schedule and the exemplars to help reflect on whether any changes or additions are needed in your own final draft.
  7. Begin developing the final draft. You should view this as much more than a proof reading exercise, although you should improve on technical accuracy. 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.
  8. 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 1.4 Produce creative 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.

English Teaching and Learning Guide 

Conditions of Assessment Guidelines for creative writing

Effective Practices in Teaching Writing in NZ Secondary Schools

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:

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