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Ask students to look through the short story and note the structure of the text, any differences in format, or any unusual words. Discuss why the author has used these devices. Encourage the students to make predictions about the setting, plot, characters and theme.
Give English language learners the opportunity to re-read the text several times. They would also benefit from hearing it read aloud.
Students from diverse backgrounds bring a variety of experiences to the classroom that, if explored, will enrich all students' learning. In effective classrooms, teachers and students together construct a culture that values the strengths of all participants and values their interests, abilities, cultures and languages. Students and teachers shift among the roles of expert, researcher, learner, and teacher, supporting themselves and each other.
Modelling and group work are effective ways to provide feedback and reinforcement. These strategies allow students to see, hear and participate in the construction of solutions to the tasks we set students.
See Word clusters (Word 37KB) and Say it (Word 53KB) .
See Annotating exemplars (Word 52KB) and Joint construction before independent writing (Word 63KB) .
Planning for Content and Language Learning Across the Curriculum
Teaching and Learning Strategies
Updated: February 2020
This unit is designed to develop students’ understanding of the structure of an information report and to practise reading skills leading to formative assessment with feedback and feed-forward. Students will become familiar with the language used in assessment tasks.
Learning area: English (ESOL)
Focus: Written language: Reading
ELLP: Students will have completed stage 1 and be working at stage 2.
ELIP: The language features and text complexity focussed on relate most closely to stage 2.
Links could also be made to the Science, Environmental Education or Social Studies learning areas.
Key competencies: all five with particular emphasis on
ESOL unit standard 27983: Read and understand simple texts on familiar topics (expired)
Students not yet working at this level could be assessed using less complex texts and tasks on the same topic for ESOL unit standard 27981: Read and understand basic texts for practical purposes (expired).
Skills in this unit standard also link to
ESOL unit standard 27999: Write simple texts on familiar topics
ESOL unit standard 28022: Demonstrate understanding of simple spoken information on familiar topics (expired)
ESOL unit standard 27991: Participate in simple spoken exchanges on personal and familiar topics (expired)
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Updated: February 2018
In this unit, students will work with text structures appropriate to the genre of information texts to develop their ability to use simple and compound sentences, present tense verb forms, make appropriate vocabulary choices and edit and proofread their texts.
Learning area: English (ESOL)Links could also be made to the science, environmental education or social studies learning areas.
Focus: Written language: Writing
ELIP: The language features and text complexity focussed on relate most closely to ELIP stage 2: Can write an information report (see 20 (c) ‘New Zealand’). Students not yet working at this level could be assessed using the same topic for ESOL unit standard 27996: Write basic texts on very familiar topics
Key competencies: all five with particular emphasis on:
This US17368 Formative task (Word 61KB) prepares students for ESOL unit standard 27999: Write basic texts on very familiar topics
Skills in this unit will also be of benefit to students reading texts for ESOL unit standard 2986: Begin to read independently texts to gain knowledge, level 2, version 6, listening to spoken information for ESOL unit standard 15007: Understand spoken information and instructions in a range of contexts, level 2, version 4, and participating in conversations, ESOL unit standard 17360: Participate in a conversation, level 2, version 3.
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The topic of these Teaching and Learning Sequences are the evaluation of the Millennium Development Goals which were replaced by the Sustainable Development Goals in 2016.
These teaching and learning sequences focus on an evaluation of the Millennium Development Goals and lead to a formative assessment on the same topic. Summative assessment could focus on a different aspect or evaluation of the Millennium Development Goals OR be based on the Sustainable Development Goals.
These formative resources are designed to be used together. They recycle language to provide multiple opportunities for students to practise and transfer skills. For example, the listening teaching and learning sequence will ensure students have the background and skills that will enable them to better cope with the demands of the reading activities.
Each of the modules for the EAP unit standards (listening, speaking, reading, and writing) provides two sections:
It is expected that teachers will select activities according to the needs of their students.
Teachers can adjust the teaching and learning tasks to a topic which suits their students’ interests, or their programme better. Here are some guidelines for adapting these units to suit another topic:
Unit Standard 22892, version 4:
Demonstrate understanding of spoken texts and process information in English for academic purposes.
Unit Standard 22891, version 4:
Deliver an oral presentation in English for an academic purpose.
Unit Standard 22751, version 4:
Read and process information in English for academic purposes.
Unit Standard 22750, version 4:
Write a crafted text using researched material in English for an academic purpose.
The Millennium Development Goals (MDGs) are eight international development goals that were established in 2000. All 189 United Nations member states at the time committed to help achieve Millennium Development Goals by 2015.
This topic was chosen because the wide range of the goals makes them relevant to a large number of curriculum subjects and individual student interests. There are a wealth of resources of a suitable level available on the MDGs. It is expected that the topic will remain current for some time.
The writers of these modules are Jenni Bedford and Breda Matthews.
Activating prior knowledge is like preparing the soil before sowing the seeds of knowledge says Jim Cummins. By tapping into what students already know, teachers help with the learning process. This is because learning is relating the new information, or concepts, to what we already know. Some commonly used strategies to activate prior knowledge are: Graphic organisers; Concept maps; KWL Chart; Anticipatory guides; Hot potato; Finding out tables; Learning grids; and Brainstorming.
Students learn a second language best when they are able to draw on their prior knowledge of their first language. Therefore students should be encouraged to use their first language within the classroom.
Primary
Secondary
Teaching and learning sequence planning examples:
Primary level:
Secondary level:
Freeze frames are also called a group sculpture, tableau, still image, or picture window.
In a freeze frame, students work together in groups to visually represent one part of a story through dramatisation. It is a silent, motionless depiction of a scene. Members of a group use their bodies to make an image or picture capturing an idea, theme, or moment in time from the text. Each group presents their freeze frame to the rest of the class with the teacher counting down to zero at which point the whole group freeze into position. Freeze frame encourages close reading of a particular scene in a text and all students contribute.
Watch this video to see a year 12 english class using freeze frames
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
In hot potato, students are put into groups and each student in the group is given a sheet of paper with a different topic or a question written at the top of the page. They are then given a short length of time to brainstorm and write down all the key points they can think of that are related to the topic before passing their paper on to the next person. Each time they receive a new topic the students read what is already written and add their statements. Key points cannot be repeated. The paper keeps getting passed around until it arrives back with its original owner. This strategy is effective in activating prior knowledge and vocabulary or it can also be used as a review tool.
Watch these short videos to see the hot potato activity being used in a primary classroom and in a secondary classroom
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