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Learning Outcomes | Teaching and Learning | Assessment and Evaluation | Printing Version
(What do my students need to learn?)
What are my students’ current strengths and learning needs?
Use previous reading assessments (e.g. asTTle scores, previous ESOL unit standard assessments, PROBE assessments, formative assessments) alongside The English Language Learning Progressions (ELLP) reading matrix to establish the level at which students are working and their current strengths and needs. The unit includes some activities designed to ascertain vocabulary that learners already know about the topic. Tasks in the Science Assessment Resource Bank (ARB) could also be used for this purpose e.g. understanding in science - Living World – tasks.
Summative Assessment
Students are assessed in a short answer test at the end of the unit.
Students could be formatively assessed using the following science ARB ‘using evidence’ task related to the Living World strand:
LW0522 (L3) Students decide whether four dinosaurs are herbivores or carnivores.
Students could also be formatively or summatively assessed using the following ESOL unit standard:
Unit standard 27983: Read and understand simple texts on familiar topics (expired)
English: Reading
AO L4:
Ideas
Show an increasing understanding of ideas within, across and beyond texts
Language features
Show a increasing understanding of how language features are used for effect within and across texts.
English Language Learning Progressions:
Students will have complete be working at ELLP stage 2.
English Language Intensive Programme:
The language features and text complexity focused on relate most closely to ELIP stage 2.
Learning area achievement objectives:
Science: Living World
AO L4: Explain how living things are suited to their particular habitat and how they respond to environmental changes, both natural and human-induced
Key Competencies: all five with particular emphasis on:
Using language, symbols and text: to interpret and explain text features and access information
Thinking: to develop understanding, construct knowledge and reflect on their own learning
Specific learning outcomes:
Students will be able to:
Text features of information texts:
Structure:
general opening statement – definition / classification – followed by specific examples and scientific description
main ideas / facts and supporting details
illustrations or diagrams which support the text
Language:
nouns and noun phrases e.g. organisms, ecological niche
countable and uncountable nouns e.g. birds, material
use of indefinite and definite articles (e.g. a carnivore, the bird)
zero article for general reference (e.g. birds) or with uncountable nouns (e.g. plant material)
timeless present tense e.g. make, carry out
relating or linking verbs e.g. is, have
action verbs e.g. eat, live
passive voice e.g. is eaten (by), is classified
classifying adjectives e.g. structural, behavioural, physiological
cohesive devices including conjunctions (e.g. but, because, also), pronoun reference (e.g. these), determiners (e.g. each), repetition of key nouns (e.g. community, members, population)
See also:
Features of text forms – Reports
ELIP stage 2 sample information text genre texts with language features annotated:
‘Kiwi’ (5c); ‘Sharks’ (5d); ‘Kangaroos’ (11c); ‘Antarctica’ (11d); ‘Drugs’ (20d).
For more complex sample information texts see ELIP stage 3:
‘Weta’ (2c); ‘The Walrus’ (13b)
(What do I need to know and do?)
Teacher background reading:
The language of science (ARB)
Knapp, P. & Watkins, M. (2005) Genre, Text, Grammar. Sydney: University of NSW
The genre of describing: Information reports , pages 105-106
Derewianka, B. (1990) Exploring How Texts Work. Sydney: Primary Teaching Association.
Information Reports, pages 47–56
Schoenbach, R. et al (2003) Apprenticing Adolescents to reading in Subject Area Classrooms Phi Delta Kappan 85 (2), 133-138
Teaching and Learning Resources:
Solve the Link in the Food Chain Activity
Learning task 1
Learning task 2
Learning task 3
Learning task 4
Learning task 5
(What is the impact of my teaching and learning?)
Formative Assessment
Instruct students to close their books. Hand out the Before and After Vocab Grid (RTF 57KB) . Students complete the revised definition column (with no dictionaries) and hand it back to the teacher. This, as well as the completed learning grid, can be used to determine student readiness for summative assessment, to identify where further teaching and learning is required and to provide specific feedback on both science and language learning outcomes.
Students who need increased challenge could investigate more complex examples of animal adaptations and describe these to the class in oral or written form. They could also read more complex science information texts on related topics in preparation for assessment.
Having identified evidence of students’ learning progress, reflect on how effective the chosen teaching approaches and strategies have been. Plan to build on what worked well and to address any less effective areas.
Assessment Task (Word 28KB)
This summative short answer test assesses student knowledge and understanding in relation to the specific learning outcomes of the unit. It should be used only when students have demonstrated readiness in formative work.
See the assessment schedule (Word 2007 17KB) .
If you are not able to access the zipped files, please download the following individual files:
These videos will support you to use the information from the English Language Learning Progressions matrices to inform your planning and teaching, and to effectively use the associated resources that are available to you.
Two groups of teachers, from a year 2/3 team and a year 8 team, use the information on the ELLP matrices to inform their planning. They consider the essential teaching they will have to provide to enable their English Language learners achieve the same learning outcomes - but with differentiated levels of support.
In this video you will see teachers in mainstream classrooms addressing the English language learning needs by:
Many of the learning tasks designed for English language learners will also be useful for all students in the class.
These classroom teachers use a range of tasks that are designed to scaffold language learning for both English language learners and their peers through scaffolded instruction. Many of the tasks they are using are described in the pedagogy section of ESOL Online: ESOL teaching strategies.
Some schools employ an ESOL teacher to deliver a targeted English language support programme, while others provide teacher aide support within the classroom. An ESOL support programme can provide additional support with the language demands of the classroom. It may be classroom based support, a withdrawal programme or a combination of both.
An ESOL support programme needs to support mainstream teaching and learning through:
In this clip, two ESOL teachers provide explicit teaching for a group of English language learners at Stage 1 of the English Language Learning Progressions. Their teaching is aligned to the classroom programme, and focuses on the language that students will need to have control of to fully achieve the same learning outcomes as the rest of the class. There is also strong alignment to the ESOL principles of teaching.
The English Language Learning Progressions (ELLP) are key documents for the assessment, planning and teaching of English language learners. They 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.
Click on the diagram below to explore how to use the ELLP matrices with the English language learners in your classroom.
While the English Language Learning Progression matrices are used for funding purposes, they also play a vital role in planning for ELLs in a small group or classroom programme. Before you start any planning, look at the key messages slides below, to find out exactly what to look for.
The Google Slides below outline the key information you need before using the ELLP matrices for funding or planning. From here, you will be able to access more slides that unpack each individual matrix for primary and secondary teachers. The slides contain explanations, videos and examples, to help teachers and ESOL specialists in using the matrices, along with other key ESOL documents, when planning effective teaching and learning programmes for ESOL learners at any stage.
The material found in these slides are also available in Google Drive for teachers and students to download, copy and reuse for educational purposes.
Completing the ELLP matrices
If you are looking for support with completing the matrices or exemplification and/or clarification of the matrix descriptors, these Google slides cover each of the matrices for primary and secondary schools. The slides can be downloaded and personalised to your school context if required, or used as they are for professional development for syndicates, departments or whole staff.
Using the ELLP matrices information
If you are looking for support with using the ELLP matrices to inform planning and teaching, three annotated film clips show groups of primary and intermediate teachers as they plan classroom programmes with English language learners in mind:
ELLP professional support modules
This resource further clarifies the matrices, providing online professional support. Each module unpacks each matrix, as well as looking at funding, and reporting. At the end of each module you will find suggestions about leading professional development sessions with other teachers.
The ELLP resource is made up of four booklets – an introductory booklet and booklets for years 1–4, 5–8, and 9–13.
This resource was sent to all schools at the end of term 1, 2008. Each school received the booklet(s) for the year levels of their students. Order more copies from Down the Back of the Chair.
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