Searching ......
The ELLP Pathway – Foundation to Stage 3 and ELLP Pathway Student Agency Record are optional resources to support the ELLP matrices.
They are closely aligned to the ELLP matrices, with additional detail from ELLP booklets and other Ministry of Education resources. They assist primary and intermediate teachers to plan day-to-day support for English language learners. Secondary teachers may also find them useful for learners working in Foundation to Stage 3. The ELLP Student Agency Record assists with fostering learner agency.
The ELLP Pathway Record of Progress may be used as an alternative to the ELLP Record of Progress to record a student’s progress using highlighted indicators. The highlighting informs the ‘achieved’ stages for twice yearly ESOL funding applications.
English Language Learning Progressions Pathway – Foundation to Stage 3 (Google Docs)
English Language Learning Progressions Pathway Student Agency Record (Google Docs)
English Language Learning Progressions Pathway Record of Progress (Google Docs)
The ELLP Pathway – Foundation to Stage 3 links to eight short Vimeo videos featuring Dr Jannie van Hees. They focus on knowing your learner and supporting English language learners.
The family language – its closeness to or distance from English
ELL (English language learner) is a generalised term. This Vimeo examines the differing challenges faced by new learners of English based on their heritage language.
Concept and knowledge gaps, and cognitive frustration
Content learning is language dependent and may slow down while a learner focuses on learning English. This Vimeo looks at the issues involved and strategies to assist.
Day-to-day code switching
Code switching is switching between languages, which may be done internally. This Vimeo discusses the uses and benefits of code switching for bilingual learners.
Immigrant dislocation and adjustment
Immigrating to a new country generally causes considerable upheaval. This Vimeo explains the challenges faced by immigrant families and suggests ways to help.
Back to top
For new learners – focused attention to build-foundational English language knowledge
This Vimeo focuses on the need to prioritise the establishment of foundational English skills of very new learners and the long term benefits of this.
Working in the learner’s ‘Goldilocks zone'
Learning in the ‘just right’ zone – not too little, not too much – is most effective. This Vimeo gives practical advice about recognising when learning is just right.
Scaffolding learning
Scaffolding learning is multi-faceted. This Vimeo includes practical examples of scaffolding and how to merge the ‘known’ with new learning.
Recycling learning and language – a major factor influencing language acquisition
Much of what we do becomes automatic when we do it many times over. This Vimeo examines the importance of recycling and re-encountering language.
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.
The ELLP Pathway – Foundation to Stage 3 is an optional, supplementary resource to support the English Language Learning Progressions. It assists primary and intermediate teachers to plan appropriate support for English language learners. The ELLP Pathway – Foundation to Stage 3 provides an overview of the ELLP stages, focus questions, and ideas for better knowing and supporting learners, and links to a range of useful resources.
The ELLP Pathway Student Agency Record is a simplified version of the resource for use by learners and teachers to promote student agency and to help plan next learning steps.
A short professional learning and development module to explain the key features of the ELLP Pathway resource. It is a useful resource for all staff working with emergent bilingual and multilingual students.
This English Language Learning Progressions resource is made up of seven modules, and includes guidance on using the ELLP resource for planning and assessment. The resource uses written work and video exemplars so that you can look at the ELLP in your own school context.
The modules can be used in any order and can be used in a variety of ways – on your own, working in small groups, or as part of a whole staff activity. Each module might take about an hour to complete.
At the end of each module you will find suggestions about leading professional development sessions with other teachers.
The Making Language and Learning Work DVDs demonstrate how to effectively integrate content-area teaching and language learning in mainstream subject classrooms for students from diverse language backgrounds. They show how to integrate effective literacy strategies, and how a range of teachers in different subject areas scaffold language and content area learning. The materials model how to personalise learning by supporting students at different levels of English proficiency in a manageable way in mainstream classes.
A series of short modules to support the professional development of learning assistants who work with students who are learning English as an additional language.
Research reports published to support ESOL teaching in a New Zealand context.
A collection of important resources, online communities, and support services for teachers of English Language Learners.
The basic purpose of narrative is to entertain, to gain and hold a readers' interest. However narratives can also be written to teach or inform, to change attitudes / social opinions eg soap operas and television dramas that are used to raise topical issues. Narratives sequence people/characters in time and place but differ from recounts in that through the sequencing, the stories set up one or more problems, which must eventually find a way to be resolved.
There are many types of narrative. They can be imaginary, factual or a combination of both. They may include fairy stories, mysteries, science fiction, romances, horror stories, adventure stories, fables, myths and legends, historical narratives, ballads, slice of life, personal experience.
In a Traditional Narrative the focus of the text is on a series of actions:
Orientation: (introduction) in which the characters, setting and time of the story are established. Usually answers who? when? where? eg. Mr Wolf went out hunting in the forest one dark gloomy night.
Complication or problem: The complication usually involves the main character(s) (often mirroring the complications in real life).
Resolution: There needs to be a resolution of the complication. The complication may be resolved for better or worse/happily or unhappily. Sometimes there are a number of complications that have to be resolved. These add and sustain interest and suspense for the reader.
To help students plan for writing of narratives, model, focusing on:
Planning the plotline
Character development
eBook tools
There are many web 2.0 tools and apps that provide the opportunity and scaffolding for writing a story. These may provide background scenes and a selection of characters and accessories that students can arrange to construct a story.
Illustrations
A narrative does not always require illustrations, but for some audiences or some formats, such as eBooks, illustrations could well enhance the story being told. Illustrations could be drawn freehand and then scanned or photographed for inclusion in a book or eBook, or they could be drawn on computer using free web 2.0 tools or apps.
Learning Outcomes | Teaching and Learning | Assessment and Evaluation | Printing Version
WHAT DO THE STUDENTS KNOW ALREADY?
Please note that in order to view this video you either need a web browser that supports HTML5 video or to ensure both JavaScript and Flash are enabled for your browser. Alternatively you can use the download link below to view the video in your player of choice
Tin Can Telephone
What You Need
The ideal is to have enough equipment for one between two students.
What You Do
Prepare by puncturing a small hole in the centre of the base of the tins. This hole needs to be just big enough for the string to pass through.
Push the string through the hole of one can and tie two large knots to stop the string being pulled back through the hole. Take the other end of the string and put it through the base of the other tin and tie two knots. The string must fit tightly into the holes on the inside of the each tin. When using the phones the string must be able to be pulled taut.
Explore what happens if you pluck the string harder.
Is there any connection between the volume and the size of the pluck?
What to Look For
(What do my students need to learn?)
Speaking Writing Presenting
Level 3 Select, form, and communicate ideas on a range of topic.Use language features appropriately, showing a developing understanding of the effects.
Level 4 Select, develop and communicate ideas on a range of topics.Use a range of language features appropriately, showing an increasing understanding of their effects.
Nature Of Science
Investigating in ScienceAsk questions, find evidence, explore simple models, and carry out appropriate investigations to develop simple explanations. e.g. the students are observing and sharing their ideas like scientists do.
Physical World
Level 3 and 4Explore, describe and represent patterns and trends for everyday examples of physical phenomena. (Sound)
Literacy Learning Progressions
End of Year 6
generate content that is usually relevant to the task, supporting or elaborating their main ideas with detail that has been selected
with some care;
selecting vocabulary that is appropriate to the topic, register, and purpose (e.g., academic and subject-specific vocabulary appropriate for specific learning areas or precise and descriptive words to create a mental image);
End of Year 8
Create content that is concise and relevant to the curriculum task, often including carefully selected detail and/or comment that supports or elaborates on the main points;
Using language that is appropriate to the topic, audience, and purpose (e.g., expressive, academic, or subject-specific vocabulary) and discussing these language choices using appropriate terms, such as register and tone;
(What do I need to know and do to meet the range of identified learning needs of my students?)
(What is the impact of my teaching and learning?)
Provision for identifying next learning steps for students who need:
Assessment is ongoing and embedded in each of the tasks at a self, peer and teacher level.
An expectation that students understand and explain how scientists work.
An expectation that students can use science specific vocabulary in the correct context by explaining their ideas and understandings in oral and written form
Teachers adapt and modify content based on key questions from the Teaching as Inquiry Model Open ended investigative possibilities - posing questions to these ideas in the real world
Opportunities for new knowledge to be shared across the class by students based on experiences
Class use and understanding of scientific vocabulary in context with tasks
Multiple opportunities for learning and of reinforcement of conceptual understandings.
Tools or ideas which, for example, might be used to:
Oral, Peer and Self Assessment opportunities in relation to the Learning Intentions and learning tasks
Students ability to comment on their own understandings in relation to the tasks
Students ability to share and justify their understanding with peers in relation to the tasks
Resources to complement this unit
Picture Books
MOE Teacher Resources
e-asTTle Writing Indicators
For each writing purpose, the writing indicators comprise:
e-asTTle Teacher Resources
Teacher Resource Support
Online Teacher and Student Writing
Other Websites
Ruby Sings the Blues book, postcard and science activities
If you are not able to access the zipped files, please download the following individual files.
« Previous Next » 1... 1189 1190 1191 1192 1193 1194 1195 1196 1197 1198 1199 1200 1201 1202 ...1214
