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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 or PAT scores, ESOL unit standard assessments, PROBE assessments, vocabulary levels tests, 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 activities designed to ascertain what learners already know about the topic.
Students are formatively and summatively assessed using a short answer vocabulary and knowledge test.
Reading skills could be linked to
Unit standard 27983: Read and understand simple texts on familiar topics (expired)
English: Reading
AO L3:
Ideas
Show a developing understanding of ideas within, across and beyond texts
English Language Learning Progressions:
Students will 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:
Social Sciences: Identity, Culture and Organisation
AO L3 : Understand how groups make and implement rules and laws
Also some basic understandings preparatory to: AO L5: Understand how systems of government operate
Key Competencies: all five with particular emphasis on:
Using language, symbols and text: to ask questions and use ICT to access, interpret and record written information
Thinking: to actively seek knowledge and develop understanding and reflect on their own learning
Specific learning outcomes
Students will be able to:
Key vocabulary:
democracy, parliament, the government, political parties, Members of Parliament (MPs), opposition, to vote, a vote, a polling booth, election day, an election / to elect, a ballot box, to represent, an electorate, a list MP, a general election, a coalition government, the Prime Minister, the leader of the opposition
Language:
understanding keyword definitions reading for information
identifying closed and open questions
asking open questions to access information
using question forms
(What do I need to know and do?)
Teacher background reading:
Effective teaching in social studies
Vote! The NZ Electoral System
Learning task 1
Learning task 2
Learning task 3
(What is the impact of my teaching and learning?)
To demonstrate understanding of key vocabulary and basic facts about the NZ Government, students could complete the following formative assessment tasks.
Formative Assessment Task 1
Students complete the structured overview (Word 672KB) to assess their understanding of key vocabulary. Students must not use class notes or dictionaries.
Formative Assessment Task 2
Students complete the cloze exercise (Word 23KB) about the NZ Government. Students must not use class notes or dictionaries.
After these formative assessments, students should check their answers using class notes and/or dictionaries to self-assess and identify areas they need more help in. Teachers can use students’ responses in formative assessment to identify where further teaching and learning are required and to provide specific feedback.
To provide an opportunity for students to transfer their learning to written and oral language, students could write or present their own information report about the NZ government and write or present a procedural text about how to vote or how a law is made.
Students who need increased challenge could work in groups to find out about the system of government in their own countries and compare and contrast this with the NZ system. This could be summarized in a Venn diagram and/or communicated to the class as an oral presentation.
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.
Summative Assessment
When students are ready, they can be summatively assessed by completing the short answer test (Word 39KB) . Question 2 could be adapted to make it more specific and relevant to the political context at the time of the assessment, for example, by using the names and and/or photographs of current political leaders for students to match with party names.
Note that answers to Question 2 in the assessment schedule (Word 47KB) need to be inserted for the current political situation in NZ.
If you are not able to access the zipped files, please download the following individual files:
Expected time frame: 2–3 lessons
Teaching and learning purposes
These learning activities are designed to
Ensuring learners know the content and language learning outcomes
1. Reading to learn how laws are made and how to vote
Divide the class into two groups. Ask each student to read one of the online texts below, with each student making dot and jot notes about the steps in each procedure:
2. Role-playing to understand how to vote
Help students achieve the same explicit learning outcomes with differentiated levels of support
Variation for extra support
Provide the following sentences to match with the photographs:
Include opportunities for monitoring and self-evaluation
Reflection
Teacher: Phil Coogan
Year: 9-10
Level: 3-6
Achievement objective being assessed
English:
Learning outcomes
Supporting achievement objectives
Assessment
Formative
Processes
Exploring Language:
Language learning focus
Students will:
Extension:
How the language learning outcomes will be achieved:
This unit is designed to allow students within a junior secondary class to choose fiction or non fiction texts to complete this self-paced and self directed assignment.
Select and adapt these learning activities to best meet the needs of your students, and to fit the time available:
Learning task 4
Learning task 5
For an alternative assessment involving an oral book review, see this Assessment Resource Banks activity (ARB username and password required to view this resource)
Before issuing the assignment try some of the activities from the Logging up reading mileage unit to get your students thinking about reading and its importance.
More importantly students need to be enthused about:
Try some of the following during an initial reading/library period:
Above all, be as knowledgeable and passionate as you can about the books you are introducing.
Use your teacher's normal format for presenting an assignment. This will probably include your name, the book you have chosen and the due date for the work.
The Cover
Analyse the cover as a static image. Use this to help you decide how the layout, dominant image, use of symbols, use of colour, font (especially the font used for the title) and background help convey the main message or idea of the cover.
Keep a log as you read your book. The log should comprise brief entries completed after each reading session. The log should be written in role as either the main character or a minor character who is aware of most of what is happening in the book. The log should:
Choose a climax, an exciting moment, a turning point in the story or a key revelation about a character. Photocopy this section of the book (which should be no longer than one page) and use the guide below to explore how the author has helped create a mood of excitement or tension or sadness or regret or revealed something significant about a character.
Before starting, look at this from a key moment from Tomorrow When the War Began by John Marsden as a guide to your own analysis.
Read your selected passage closely, several times, and write about how the following helped contribute to the mood or reveal something significant about a character. You need to include at least one example of each technique you mention.
First, describe the mood created or the nature of the character revelation.
Provide an overall summary of your selected passage, saying whether you found it effective or not. Did you feel the panic, excitement or sadness? Did you get a deeper or different understanding of a character? Which of the above techniques were most important in achieving these things?
Have your analysis assessed by a peer using the close reading assessment schedule.
Refer back to the question you asked in the pre reading learning task. Was it relevant to the story? Was it answered? What was the answer? Was this disappointing? Surprising? Satisfying? Why?
Other people your age may (or may not) be interested in reading your book. Your task is to write a review of your book for publication.
First, familiarise yourself with what a good review should contain and read this review to get an appreciation of reviewing style.
Then word-process your review.
Proof-read your review, then have a peer assess and proof-read it using the transactional writing assessment schedule. Make any suggested changes and corrections, then publish.
Expected time frame: 1-2 lessons
These learning activities are designed to activate the prior knowledge and lexis of students and to extend their topic-specific vocabulary. See activating prior knowledge for more information. A number of collaborative oral and reading vocabulary activities are included to give students many opportunities to use key vocabulary in different ways. Teachers should choose from this range of activities to suit different learner needs.
Finding out about learners’ prior knowledge
1. Activating prior knowledge
Brainstorming
Share the learning outcomes with your students, for example:
Giving learners many opportunities to first notice then use new language
2. Pre-Teaching Key Vocabulary
3. Reviewing key vocabulary
Expected time frame: 2-3 lessons
These learning activities are designed to further revise and embed student understanding about how a volcano works in a practical and collaborative context. An opportunity for students to evaluate and reflect upon their contribution to the group task is provided.
Planning learning tasks so that all learners are actively involved
Working in pairs or groups of 3, students make a cross-section model of a volcano. They may use electronic and print resources to guide them in this process. Explain to students that their model volcano must be cone-shaped and include at least the following: a central vent, a magma chamber, magma, lava on top.
Discuss with students how they can ensure that they work effectively with their partner(s) to complete this task. The value of assigning specific group roles or tasks to ensure that all students participate should be discussed. Explicit reference to key competencies of managing self and relating to others could be woven into this discussion. A list of group guidelines or rubrics could also be co-constructed with students and used for self and peer evaluation upon completion of the task.
As an alternative to making the model, especially if class time is limited, students could find and/or adapt a cross-section accessed online. This could be incorporated into a Powerpoint for the summative assessment task below. Based on your knowledge of your students, you will need to decide whether labels can be included in the cross-section used in the summative assessment task.
Adapted from English Online Unit
Adaptions for ESOL Students: Jenni Bedford, Margaret Kitchen and Breda Matthews
Year: 10
Level: 4-6
Supporting achievement objective
Exploring Written Language:
Students will develop a piece of writing describing their memory of a journey they have taken.
ConditionsThis activity should be worked on in the classroom under teacher supervision to ensure authenticity. Teachers may guide students actively through the initial exercise helping them to identify techniques mentioned. Teachers may show how the techniques used in the exemplars can be applied to students' own writing.
Between 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.
Resources provided linked to the unit plan: thematic unit, planning chart (Word 43KB) , content card (Word 43KB) , Stylistic Suggestions (Word 31KB) , Structure (Word 34KB) , Characterisation (Word 47KB) , exemplars of student work ( Writing for Publication Exemplar A not achieved (RTF 12KB) , Writing for Publication B (RTF 19KB) , Writing for Publication C (RTF 15KB) , Writing for Publication Exemplar D (RTF 11KB) ), Assessment schedule (Word 50KB) (as indicated in the unit plan)
Student Instructions
In this activity, you will develop a piece of writing of at least 300 words where you describe your memories of a journey you have taken. Your writing will build a picture of your experience for the reader suitable for publication in a class magazine.
Before you begin writing, you will look at exemplars of student writing and focus on techniques you could use to develop your own writing effectively.
You will be assessed on
Preparing for learning
Scaffolding learning
Effective feedback
Learning task 1: Reading about journeys
Learning task 2: Developing ideas
Learning task 3: Reading about one student's journey
Learning task 4: Drafting a piece about your journey
See the assessment schedule which is also linked to the exemplars.
English Exemplar Project: Personal Experience Writing levels 1-5
This unit highlighted the need to focus on:
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