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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 all help Pasifika learners achieve success.
Effective literacy teachers
Teachers are central to the learning of Pasifika students and their impact cannot be overstated. Teachers who have a positive impact on students are those who:
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Teaching digital stories using tuakana-teinaIrongate School has a focus on improving student literacy levels particularly for their large population of Māori and Pasifika students. The older or more expert tuakana (Year 5/6 students) help and guide the younger or less expert teina (new entrant students).
The impact of using Google Apps on literacy learning in the classroomLiz Maclennan from Breens Intermediate shares how she is using Google Apps with her students to raise literacy levels, particularly for Māori and Pasifika students, in her classroom. Through the use of Google docs, Gmail, and blogger students are able to share their work with parents, their teacher, and their peers. Allowing students access to lesson plans enables students to refer back to learning intentions, assessment rubrics, and key ideas whenever they need them.
NZC Update 27 - Tula‘i Mai! Making a difference to Pasifika student achievement in literacyThis Update shares messages from research about classroom practices that make a difference to Pasifika student achievement in literacy.
Literacy strategies for pasifika studentsA slideshow created to examine relevant research and discuss effective literacy strategies for pasifika students.
Action Plan for Pacific Education 2020-2030
Through the fono series of 2018 and 2019, Pacific learners, families, teachers, leaders and communities shared what matters to them in education: an education system that is free from racism; that values Pacific children, young people and families as leaders of learning; and supports them to feel safe, valued and equipped to achieve their education aspirations. We know that some things matter even more now because of COVID-19 like access to education, and meaningful pathways that lead to employment, learner and family wellbeing. We have great pleasure in sharing with you the Action Plan for Pacific Education 2020-2030.
Vaka Moana - Pasifika educational journeysNatalie Faitala, Head of English at Wesley College, talks about the research she conducted into Pasifika literacy in secondary schools, and the impact on students' subject choice for NCEA. Natalie found that Pasifika students are not engaging with a range of literature and consequently not developing literacy in their homes. She advocates for more resources to be created and used for Pasifika students' literacy learning.
Effective pedagogy for our Māori and Pasifika studentsAt Sylvia Park School, staff believe that Māori and Pacific student achievement is based on effective pedagogy and that effective pedagogy looks the same for any child. This story explores what these beliefs look like in practice.
Tapasā: Cultural Competencies Framework for Teachers of Pacific LearnersTapasā is a resource for all teachers of Pacific learners. It is designed to support teachers to become more culturally aware, confident and competent when engaging with Pacific learners and their parents, families and communities. It aims to contextualise quality teaching and planning within a Pacific learner setting by providing a Pacific lens to the Standards for the Teaching Profession and the Code of Professional Responsibility.
Influences on Pasifika students' achievement in literacyHow do students from minority groups develop effective literacy skills? The perceptions of two groups of Pasifika students—one achieving and one underachieving in literacy learning—are compared. They identify pedagogical practices and family or community factors as influential on their literacy learning.
An Investigation of Sites, Uses and Practices for Literacy in the Lives of Pasifika Students This thesis considers what can be learned when teachers are better informed of the out-of-school literacy practices of Pasifika students and investigates students’ social and cultural uses of literacy in family and community settings. It explores the argument that knowledge of these out-of-school literacies will inform teachers to make effective connections for students to school literacy.
Making Connections for Pacific Learners' SuccessThis ERO report discusses secondary schools where Pacific learners are achieving at or above the national norms for all students. It includes details of initiatives and good practice and how these work together to get great results.
Language Enhancing the Achievement of Pasifika: LEAP is a professional learning resource developed for teachers working in mainstream New Zealand classrooms with bilingual Pasifika students. It is designed for primary, intermediate/middle, and secondary teachers.
The Government have confirmed the final change package for NCEA, following a comprehensive review of NCEA and announcement of seven changes in May 2019.
There are two changes to the original proposed package and they relate to strengthening NCEA’s literacy and numeracy requirements:
Although no changes to NCEA will be implemented in 2020, the Ministry has started work to progress the changes. We’ll be working alongside teachers and other experts from the education sector, through subject expert groups, to develop the new achievement standards and resources across all NCEA subjects – starting with Level 1.
The full NCEA change package is available online.
Learning Outcomes | Teaching and Learning | Assessment and Evaluation | Learning Inquiry | Printing Version
(What do my students need to learn?)
Level Seven:
Speaking, writing, and presenting
Processes and strategies
Students will:Integrate sources of information, processes, and strategies purposefully, confidently and precisely to identify, form, and express increasingly sophisticated ideas.
By using these processes and strategies when speaking, writing, or presenting, students will:
Purposes and audiencesShow a discriminating understanding of how to shape texts for different audiences and purposes.
IdeasSelect, develop, and communicate sustained ideas on a range of topics.
Language featuresSelect and integrate a range of language features appropriately for a variety of effects.
StructureOrganise texts, using a range of appropriate, coherent and effective structures.
(Indicators have been removed from the above)
(What do I need to know and do to meet the range of identified learning needs of my students?)
Effective Practices in Teaching Writing in NZ Secondary Schools
Planning
English Teaching and Learning Guide
Assessment and Examination Rules and Procedures
This resource has been designed for students with access to computers both for designing the visual text and to view the video tutorials.
The planning templates in this resource link to google doc files and are also included in hard copy.
(What is the impact of my teaching and learning?)
This section includes questions that may aid teachers when reflecting on the students’ learning from this unit.
References:
Three Level Guide References
If you are not able to access the zipped files, please download the following individual files:
Deconstructing a visual text (Word 33KB)
Deconstructing a written text (Word 32KB)
Annotation for the exemplar (Word 33KB)
Planning a visual text (Word 42KB)
Planning a progression of ideas (Word 49KB)
The Deer Hunter assessment booklet (Word 67KB)
Storyboard template (Word 30KB)
Please contact Hamish Chalmers for any feedback or suggested changes.
Responding to the needs and strengths of all students is one of the foundations of an inclusive classroom. In an English classroom, that may be as much about physical aids, such as digital technologies or extra personnel, as it is about differentiated pedagogy. The successful participation of special needs learners in English, involves a team response to individual needs – and participating at a suitable level often means academic success.
Suggestions for supporting students with special education needs in English include:
From Supporting students in English with special education needs, NSW Education Standards Authority
There are a range of resources and readings to help us begin to understand and use appropriate pedagogies that will enhance learning for students with special needs, and all learners, when engaging with the English Learning area in The New Zealand Curriculum.
English HOD reflection – choicesAn English teacher reflects on the impact online writing and collaborative tools have made to students' achievement in writing.
English HoD reflection – overviewThe impact of one-to-one technologies on differentiation.
An inclusive learning environment supported by technology Renée Patete uses braille to read and write. In this video, Renee describes the difference technology makes to her learning by providing access to the curriculum and enabling ease of communication.
The Ministry of Education offers information about support for learners with special education needs.
The online dictionary of New Zealand Sign LanguageA multimedia, multilingual reference tool. You can search by: English/Māori word, visual features of the sign and more.
Inclusive education: Guides for schoolsThis site contains a series of guides that provide New Zealand educators with practical strategies, suggestions, and resources to support learners with diverse needs.
These guides may be particularly useful:
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 whose 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.
The Twice-multi exceptional learners section on the Gifted Learners site will help you to understand the particular strengths and needs of twice/multi exceptional learners.
Writer: Gayle Cattell
Achievement standard being assessed
AS90376 (English 2.2):
Achievement standard 90376 assesses similar outcomes to unit standard 8825 [Produce transactional written text in complex forms]. Both standards require the same overall standard of writing to gain achievement [2.2] and credit [8825].
Even though the two standards assess similar outcomes, there are some differences in terminology. The term "conventions" is used in performance criteria 1.3 [8825] to mean style and structure. "Conventions" in the formal writing achievement standard refers to grammar, spelling, grammar, and punctuation.
The standard of technical accuracy required in 8825's pc 1.4: " Final product is crafted to publication standard" is identical to achievement level for 2.2 conventions criterion: "use writing conventions accurately."
Achievement criteria
Language learning outcomes
This achievement standard is derived from English in the New Zealand Curriculum, Learning Media, Ministry of Education, 1994, up to and including Level 7.
Writing: Transactional Writing, Exploring language, Thinking critically, often with links to Processing information
Links to
Reading: Personal reading, Close reading
Speaking: Using texts
Listening: Listening to texts.
Students will describe an important character in the text and say either why the character is important (characterisation) OR how we learn about that character.
This unit can be taught in conjunction with AS 2.4 Read, study and analyse a number of short written texts. A suggested additional text is A Cup of Tea by Katherine Mansfield.
The same conditions for assessment apply when assessing 8825 and the internally assessed writing achievement standard 90376 Produce crafted and developed formal transactional writing [2.2] - or any internally assessed unit or achievement writing standard at any level. Teachers must be satisfied that the work is the students'. Students should complete internally assessed writing work class. If the pieces are to be assessed for summative assessment, teachers should ensure that the extent of teacher input does not compromise assessment validity; in other words, the writing is the students', not the teachers'.
This is an internal assessment and as such should be worked on only in the classroom under teacher supervision. To ensure authenticity, students work should be held by the teacher between periods.
Teachers may guide students actively through the initial tasks helping them to identify techniques mentioned. Teachers may show how the techniques used in the exemplars can be applied to students' own writing.
As they develop drafts, teachers can advise students that their writing may need further work on ideas, language, structure or accuracy in spelling, punctuation or paragraphing but not correct errors. Students should have access to dictionaries to check their writing. Word processing is acceptable providing it is done under teacher supervision.
Consultation should occur with each student prior to the final submission. Students should have several opportunities during the year to develop their transactional writing skills. Students may use English language dictionaries, but not foreign language or electronic dictionaries.
NB: Teachers using this unit will need to check that it accords with their school assessment policy.
Learning task 1
Learning task 2
Completion of this task to a satisfactory standard meets AS 2.2. Allow approximately four periods, but vary the time to suit student needs.
Refer to the conditions relating to internal assessment at the beginning of this unit and the TeacherInstructionSheet (Word 30KB) .
Students require the following for the assessment task: StudentInstructionSheet (Word 27KB) , The Garden Party Exemplar A achieved (Word 12KB) , The Garden Party exemplar B (Word 18KB) , and The Garden Party exemplar C (Word 16KB) Exemplar C (16 kB), IdeasPage (Word 25KB) , DraftSheet (Word 19KB) , and AssessmentTaskSheet (Word 22KB) .
AssessmentSchedule (Word 50KB)
Writer: Margaret Johnson
Unit standard being assessed
US 12420 Version 3
Performance criteria
This unit standard is derived from reading language achievement objectives up to and including Level 7: close reading, exploring language, using texts, processing information, thinking critically.
While the subject matter in this Unit Standard may not at first appear to be relevant to ESOL students, it will be at least partly familiar to students who have studied Biology Level 1 Achievement Standard 90166 (Describe the functioning of human digestive and skeletomuscular systems). In this AS knowledge is required of some named malfunctions of the digestive system. One of these is bowel cancer. However it should be possible for other students to pick up the necessary information from the recommended texts.
While tasks are supplied for some of the texts used, teachers will need to design tasks to activate prior learning and pre-teach vocabulary for each other new text chosen. Research has shown that making links with students' prior knowledge is vital to the learning process. Some suitable web pages to access for ideas on how to do this are:
The first formative assessment is more scaffolded. For more information about scaffolding there is a useful article on the NCREL website about scaffolding. This assessment is a practice run so is an open book assessment done after some group work.
For summative assessment, teachers must be satisfied that the close reading work is the student's. Students should complete close reading activities in class. If the close reading activity is to be used for summative assessment, teachers should ensure that the extent of teacher input does not compromise assessment validity; in other words, the work is the student's, not the teacher's.
Teachers may guide students actively through the initial tasks. When completing close reading activities for summative assessment, students can compare their answers to those in the initial tasks to ensure that their close reading answers are at an appropriate level.
Students should have several opportunities during the year to develop their close reading skills.
Note: Teachers using this unit will need to check that it accords with their school assessment policy.
Learning task 3
Learning task 4
This assessment is to be completed individually, in class and under exam conditions. It cannot be taken out of class.
SlayingDragons (Word 1MB)
See the AssessmentSchedule (Word 59KB) which is linked to the When they told me ... text indicating the level of answers required. Successful completion of this task will fulfil part of the range statement (one of two close readings) for the level 2 Unit standard 12420: Read transactional text closely.
Other texts (or text extracts) with a similar focus to texts included in this unit could also be included as material for a second close reading activity to complete the range statement for this unit standard. The questions could be adapted as required. A second close reading activity could also be completed using the Getting Around unit.
US 8825 Version 4:
with links to:
This unit also links to Food Technology, Home Economics and Health.
Students will will develop pieces of transactional writing arguing either for or against a fat tax on junk food. This unit could be used as a formative work for transactional writing. If it is used for summative assessment, students must ensure that none of the material in the exemplars [which are written on this 'Fat Tax' topic] is incorporated into their essays.
The same conditions for assessment apply when assessing 8825 and the internally assessed writing achievement standard 90376 Produce crafted and developed formal transactional writing [2.2] - or any internally assessed unit or achievement writing standard at any level. Teachers must be satisfied that the work is the student's. Students should complete internally assessed writing work in class. If the pieces are to be assessed for summative assessment, teachers should ensure that the extent of teacher input does not compromise assessment validity; in other words, the writing is the students', not the teacher's.
As they develop drafts, teachers can advise students that their writing may need further work on ideas, language, structure; or on accuracy in spelling, punctuation or paragraphing, but they may not correct errors. Students should have access to dictionaries to check their writing. Word processing is acceptable providing it is done under teacher supervision.
Consultation should occur with each student prior to the final submission. Students should have several opportunities during the year to develop their transactional writing skills.
Students may use English language dictionaries, but not foreign language or electronic dictionaries. Students should be fully aware of the process contained in the TeacherInstruction-summativeAssessment (Word 30KB) and familiar with the sheets needed to complete the task
NB: Teachers using this unit will need to check that it is in accord with their school assessment policy.
Teacher perceptions on the use and value of formative assessment in secondary English programmes.
Some suggested adaptations for lower ability students have been included in green either under this section or within the teacher instructions which can be found along with the task. The teaching/learning activities have been divided into preparing to learn at word and sentence level, preparing to learn at text level, and preparing to write (which includes a practice assessment task).
Task 1- Ask and Answer (Word 26KB)
Phrases in Apposition task 2 (Word 417KB)
Task 3- Exemplification Revision (Word 24KB)
Quotes task 4 (Word 1,017KB)
Task 5 Free writing ( 40KB)
Task 6- Vocabulary (Word 135KB)
Task 7- Sentence Matching (Word 46KB)
Task 8- True-False (Word 42KB)
Task 9
Nominalisation task 10 (Word 2MB)
Task 11 Free writing 2nd attempt (Word 40KB)
Task 12- Theme and Rheme (Word 45KB)
Task 13- Free writing (Word 40KB)
Task 14- Information Transfer (Word 24KB)
Task 15- Information Transfer for an Argument (Word 24KB)
Task 16- Free writing (Word 40KB)
Task 17- Text Reconstruction (Word 48KB)
Task 18-modality (Word 332KB)
Cohesion-CauseAndEffect (Word 720KB)
Task 20- Argument Construction Squares (Word 33KB)
Task 21- Cohesion - Linking Words (Word 33KB)
Task 22- Writing Squares (Word 32KB)
Task 23- Editing (Word 47KB)
Independent writing
This activity can be used to assess one of the three pieces required for the transactional writing unit standard 8825. Unit standard 8825 assesses similar outcomes to achievement standard 90376 Produce crafted and developed formal transactional writing [2.2]. Both standards require the same overall standard of writing to gain achievement [2.2] and credit [8825]. Even though the two standards assess similar outcomes, there are some differences in terminology. The term "conventions" is used in performance criteria 1.3 [8825] to mean style and structure. "Conventions" in the formal writing achievement standard refers to grammar, spelling, grammar, and punctuation. The standard of technical accuracy required in 8825's pc 1.4: " Final product is crafted to publication standard" is identical to achievement level for the 2.2 conventions criterion: "use writing conventions accurately."
Vocabulary lists
A Teaching Resource for Using the Picture Dictionary for New Learners of English (446 kB) :This teaching resource introduces over 1,000 words widely used in the context of everyday life in New Zealand. It is available from teacher resource centres and selected bookshops.
Nation, I. S. P., ed. (1996). Vocabulary listsThis resource lists vocabulary in terms of its frequency. It includes the first 1,000, second 1,000, third 1,000, and the University word lists developed by Paul Nation.
The Internet Picture Dictionary: Online multilingual picture dictionary designed especially for ESOL students.
Lextutor word lists This site has a set of diagnostic vocabulary tests, and a corresponding set of vocabulary lists linked to concordance, dictionary, and quizzes to help you explore the nuances of form, meaning, and collocation of the words on these lists.
Academic vocabulary
NCEA vocabulary:
Glossary of key words: The language of examinations and assessment tasks - a glossary of key words (Board of Studies New South Wales).
The '1000 Word Little Language' resource was produced by the English Language Institute at Victoria University. While teaching at Northcote College, Mary Matthew developed the examples and exercises, particularly with the group of Karen students from Burma/Myanmar in mind.
List 1
List 2
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
(What do my students need to learn)
Integrate sources of information, processes, and strategies purposefully, confidently, and precisely to identify, form, and express increasingly sophisticated ideas.
Ideas
Select, develop, and communicate sustained and insightful ideas on a range of topics.
Language features
Select, integrate and sustain a range of language features appropriately for a variety of effects.
Structure
Organise texts, using a range of appropriate, coherent, and effective structures.
(What do I need to know and do?)
Planning Using Inquiry
Learning task 1:
Learning intention(s)
Establishing prior learning and linking it to the text
KCs:
Thinking – explore texts
Relate to others – peer discussion
Setting the scene
For background material about people in the Elizabethan age, see the following sites:
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.
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:
Examining key text aspects
Thinking – using a range of thinking strategies to build understandings
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:
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.
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:
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:
Drafting and polishing writing.
Use language, symbols and texts – structure and express understandings about texts
Developing an essay
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:
Extending learning
Learning task 5 – Additional Resources
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
Provision for identifying next learning steps for students who need:
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:
leading to :
If you are not able to access the zipped files, please download the following individual files.
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