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Expected time frame: 2–3 lessons
These post-reading activities are designed to enable students to understand and think about key events, setting and participants in and beyond the text. They also enable students to follow a lexical chain, understand how pronoun reference works and identify some verb processes in a historical recount.
Providing many opportunities for academic language use with a focus on using authentic language
Give learners many opportunities to first notice then use new language
Lexical chains
Almost every paragraph has a synonym or substitution for "army"as the first element of the topic sentence to help track the information through the text viz. Para 1 D Day, Para 2 (In June 1940) the Allied army, Para 3 (Four years later) they, Para 4 The commanders of the army, Para 5 The first day they chose, Para 6 The generals, Para 7 Change of focus – Nowadays – so "army" is no longer the focus.
Pronoun reference
Ask the students to identify the nouns and noun phrases in the pronoun reference task (Word 39KB) . One example has been done for students, but some may need further guidance.
Verb processes
Reflection
Ask students to complete the learning grid (Word 33KB) at the end of the unit to identify which of the language learning outcomes they think they have met. Discuss with students to see if further teaching and learning needs to be done on specific outcomes for individuals or groups of students.
Where to next?
It is suggested that students read more complex historical recount texts at ELIP stage 3 using guided reading approaches.
Pashto Dictionary definition of the Pashto language.
Images of flags in Afghanistan from 1901
Slides: Afghanistan images
Images: The daily life of Afghanis in the late 1960s
Image: Lake Band-e-amir and limestone canyons
Image: Fruit
Image: Salesman
Image: Food aid
Image: Women at a Poultry Association Meeting
Afghan Star - a documentary about Central Asia's version of American Idol and the perils involved for women contestants.
Image: Carpet seller in Kabul
Image: Buddhist figure in the Kabul Museum
Image: Blue Mosque
Image: Election poster
Image: U.S. soldiers in Afghanistan
Information
History
Video: History of Afghanistan
The Dari Alphabet
The Pashto Alphabet
Film showing how the Halo Trust is making the countryside in Afghanistan safe for people to live in and farm again, by carrying out work funded and supported by UKaid from the Department for International Development.
National Geographic: Afghanistan quiz - "This East-West crossroads has long been a hot spot of culture, tradition, and turmoil. How much do you know about it?"
BBC World Service - education in Afghanistan
CIA World Factbook: Afghanistan
Decline in opium trade - UN Report
Music / Dance
Dance
Image: Dance
Men perform Attan dance, 1948 - National Geographic image
The toughest battle - You Tube video
Rebuilding through education - You Tube video
Rebuilding Afghanistan, one book at a time - Vimeo video
Children's books in Arabic
Photojournalist Reza - Charlie Devereux talks to world-renowned photojournalist Reza about his Kabul-based NGO Aïna and ambitions to construct a free Afghan media.
Afghanistan - an eBook by Hamilton, A. (Angus), 1874-1913
Afghanistan and the Anglo-Russian Dispute - eBook by Rodenbough, Theo. F.
An inquiry into the ethnography of Afghanistan (1977) - eBook by Bellew, H. W. (Henry Walter), 1834-1892
Download the word Document:
Our_cultural_village_Afghanistan (Word 2007 910KB)
It is beneficial for school leaders to take a proactive stance and to have a range of processes in place in order for students and families to be welcomed and supported effectively. As you self-review your current processes and procedures consider some of the aspects below:
General information to guide the development of procedures can be found in the NESB: A Handbook for Schools refer to Chapter 3, page 28: School Policy and Procedures.
It is worthwhile considering explicit indicators related to:
Downloads
An example of a primary school procedure policy document (PDF 120KB)
An example of a secondary school procedure policy document (PDF 251KB)
The Ministry of Education's websites offer these links to specific areas to support learners with special education needs.
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.
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 (e.g. 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.
Twice exceptional (or 2E students) are sometimes also referred to as double labelled, or having dual exceptionality. These are gifted students whose performance is impaired, or high potential is masked, by a specific learning disability, physical impairment, disorder or condition. They may experience extreme difficulty in developing their giftedness into talent.
Gifted students with disabilities are at-risk as their educational and social/emotional needs often go undetected. Educators often incorrectly believe twice-exceptional students are not putting in adequate effort within the classroom. They are often described as ‘lazy’ and ‘unmotivated’. Hidden disabilities may prevent students with advanced cognitive abilities from achieving high academic results. 2E students perform inconsistently across the curriculum. The frustrations related to unidentified strengths and disabilities can result in behavioural and social/emotional issues.
Questions | Examples | Literacy resources | General resources
Successful literacy learning is the backbone of success at school. All learners in New Zealand classrooms need to have strong literacy teaching. Teaching in a way that is responsive to the diversity in our classrooms has the most profound effect on our literacy learners. Strong school–whānau relationships, culturally responsive classrooms, and the deliberate use of effective teaching strategies can help Māori learners succeed as Māori.
Supporting Māori learners with literacy across the curriculum
There is a high proportion of Māori students, Pasifika students, and students from poorer communities who are not developing literacy skills. For example, research shows that by the end of year 1, literacy achievement for many Māori children (in English-medium schools) is lower than for any other ethnic group, even when their starting point is similar. However, it also shows that these differences do not necessarily occur if teaching is made more effective through professional development and support.
The findings of the Educational Leadership Best Evidence Synthesis Iteration provide more insight into improving literacy and numeracy outcomes. The research shows large gains in achievement through school and home initiatives that support learning. It shows that bringing family and community knowledge into the classroom and using that knowledge as resource for the school can effectively strengthen teaching, decrease disparities across different curriculum areas, enhance learner identity, and raise achievement.
Case study from Educational Leaders –
There are a range of resources and readings to help us begin to understand and use appropriate pedagogies that will enhance learning for Māori, and all learners in literacy programmes at all levels of schooling.
Kimi Ora Community SchoolBridget Harrison's class at Kimi Ora Community School is made up of 100% Māori and Pasifika students. Many of the students have English as a second language. In this clip she shares how they are using digital stories to scaffold the writing process.
Using Māori and Pacific Pedagogies in Literacy LearningAn example of how a wharenui with carving, weaving and poi inside can be used to enhance reading, literacy, and language.
Multiple LiteraciesCheryl Stevens, Director of the National Institute for Māori Education, describes the importance of recognising visual and non-visual literacies, and how these are represented in Māori literacy.
For ways in which you can support bilingual and multilingual Māori students in English medium schools, see Supporting Māori learners on ESOL Online.
Supporting Māori learnersThis section provides information and advice on delivering school library and information services that are inclusive and responsive to Māori learner needs in all New Zealand schools.
Picking up the paceThis research project delivered concentrated professional development in literacy instruction to groups of early childhood and new entrant teachers in decile one schools in Mangere and Otara. The outcome was a substantial lift in the reading and writing achievement of new entrants.
Ka Hikitia — Ka HāpaitiaKa Hikitia is a Ministry of Education strategy, designed to rapidly change how the education system performs so that all Māori students gain the skills, qualifications and knowledge they need to enjoy and achieve education success as Māori.
Te Kōtahitanga: Raising Māori student achievementAn initiative developed to improve teaching strategies and the effectiveness of teachers to increase the engagement and academic achievement of Māori students within mainstream secondary schools. As part of this project, an Effective Teaching Profile was developed, giving teachers an inquiry framework from which to develop a Culturally Responsive Pedagogy.
Te Mana KōreroThe Te Mana Kōrero series has been developed by the Ministry of Education to help teachers focus on quality teaching practices that can better engage Māori students in learning and improving academic and social outcomes. The film clips from Te Mana Kōrero, along with key questions and reflections are available from the Te Mana Kōrero kete.
Te MangōroaTe Mangōroa is a resource for English-medium schools. It is a portal to stories, reports, statistics, and reviews from across TKI and other sites that reflect effective practices to support Māori learners to achieve education success as Māori.
Te Tere Auraki: Māori students' success in English-mediumTe Tere Auraki is a Ministry of Education professional development strategy focusing on improving outcomes for Māori students in English-medium schools. This strategy supports four main Te Tere Auraki projects: Te Kotahitanga, Te Kauhua, Ako Panuku, and Te Mana Kōrero.
Effecting change for Māori studentsA summary that starts to align NZ Curriculum with Ka Hikitia and Te Kotahitanga.
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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
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.
Supporting ESOL students to read independentlySchool librarian, Kim Bizo explains how the Lexile reading programme supports ESOL students to read independently with comprehension. Parent meetings are provided to explain the programme and provides a useful tool for parents to engage with their child's learning.
Bilingual digital storiesPrimary school teacher Bridget Harrison talks about using digital stories to support students with English as a second language.
Resources
English Language Learning ProgressionsThe 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 needsAn 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 InformationThis 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.
Migrant and refugee background students with special education needs, including those who receive ESOL funding, are entitled to learning support 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.
Align resource selection and allocation to support goals
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