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Involving parents of English language learners in their children's schooling (PDF) (541 kB): A 'why' and 'how to' article from Goldenberg.
Funds of knowledge: Learning from language minority households: Classroom practice can be enriched by drawing upon the existing funds of knowledge in minority students' households.
The complexity of community and family influences on children's achievement in New Zealand: Best Evidence Synthesis iteration (BES): The influences of families/whanau and communities are identified as key levers for high quality outcomes for diverse children. Outcomes include both social and academic achievement. The focus is on children from early childhood through to the end of secondary schooling.
007 family and community engagement in education (PDF 152KB): 2007 paper briefly outlining findings about family and community influences on students' achievement. The paper identifies key principles for working in partnership with families and community and summarises features of partnership programmes in the Manukau area.
This is a selection of activities from the Ministry of Education publication Defining Diversity: A Facilitation Manual to use with New to New Zealand (2008). The activities are designed to assist Boards of Trustees, senior management, teachers, and parents to deepen their understanding of cultural diversity and encourage the development of culturally appropriate responses.
Teaching in a way that is responsive to the diversity in our classrooms has the most profound effect on our learners.
The development of strong school–whānau relationships, culturally responsive classrooms, and the deliberate use of effective teaching strategies can help the diverse learners in your classroom.
Explore ways to include and understand refugee learners with an acknowledgment of their past experiences as well as their need to engage with the classroom programme.
Responding to the needs and strengths of all students, is one of the foundations of an inclusive classroom. The successful participation of special needs learners in ESOL tasks across the curriculum, involves a team response to individual needs – and participating at a suitable level often means academic success.
Mastery of literacy in a second language is supported by literacy in the student's first language. Language 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 ELLs.
Incorporating these seven ESOL principles into your planning will help your students to make both academic progress and language progress in all curriculum learning areas.
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 Literacy Learning Progressions describes the specific literacy knowledge, skills, and attitudes that students draw on in order to meet the reading and writing demands of the curriculum. Teachers need to ensure that their students develop the literacy expertise that will enable them to engage with the curriculum at increasing levels of complexity and with increasing independence.
Begin with context-embedded tasks which make the abstract concrete.
Primary level: Year 5–6 social studies
Secondary level: Year 13 economics
4-3-2 (or 3, 2, 1)
Ask and answer
Barrier exercises
Consensus round/Reaching a consensus
Disappearing definition/Vanishing Cloze
Listening dictation
Listen up
New ideas/Novel ideas
Picture dictation (RTF 2MB)
Role-play cards
Say it
Shared dictation
Speaking frames
Split information
Strip stories
Verb stories
Collaborative posters
Double entry journal
Freeze frame
Information transfer
Mind mirror
Reading in four voices
Say-it
Shared reading
Skills flow (RTF 46KB)
Story graph or story map
Structured overviews
Summarising
Text reconstruction/Sequencing
Three level reading guides
Modelling: (Modelling book, a model text)
Sentence combining
Clines
Collocation
Picture matching (or Matching word and definition)
Vocabulary revision activities
Maintain and make explicit the same learning outcomes for all learners
How can I make the lesson comprehensible to all students? How can I plan the learning tasks so that all the students are actively involved? Do my students understand the learning outcomes?
Primary level: Year 5–6 visual arts
Secondary level: Year 10 social studies
4-3-2
Concept star
Dictogloss
Dramatised listening
Finding out table
Five Ws and an H
Listening round/Round-robin
Picture matching
The doughnut
Think, pair, share
Viewing guides
Anticipatory reading guides
Before and after vocabulary grids
Comprehension strategies
Differentiated texts
Interactive Cloze
Jigsaw reading
Preview/Simplified text summary
New ideas or novel ideas
Reciprocal reading or co-operative reading
Relationships between (RTF 2MB)
Scaffolding
Text reconstruction/sequencing
Think alouds
Creative cloze
Developing higher order questions
Features of text forms
Guided writing
Modelling/Modelling book/Annotating a text
Peer editing
Quick writing
Shared writing or ‘Pass it on’
Writing frames
Venn Diagrams
Vocabulary jumble
Walking words
Word clusters/maps
Concept map
Matching exercises
Learning grid
Matching exercise
Think aloud
Include opportunities for monitoring and self-evaluation.
Am I using 'think alouds' to show students my strategy use? What opportunities are there for reflection and self-evaluation?
Primary level: Year 7–8 science
Secondary level: Year 10 science
Useful teaching strategies to support Principle 7
Learning logs
Consensus: co-operative learning
Guess and check
Hot potato
KWL chart
Learning logs and Reflection journals
RIQ (321)
Think-aloud
The seven ESOL principles are exemplified in the following units:
Learning Outcome
Language Outcome
Capacity
Teacher led discussion on the relationship between volume and capacity.
1mL is 1 cm3
therefore 1Litre is 1000cm3
you can visualise this as a 10cm x 10cm x 10cm cube
Also for water, 1Litre weighs 1kg.
Volume and Capacity problems
School data shows the ESOL students are behind their peers in academic language. In the beginning unit activities Mr G will build his SourcesOfStudentInformation (Word 34KB) on the student's knowledge of scientific language and prior knowledge of acids and bases.
The students will be able to:
Making Sense of the Material World
Investigating in Science
The students will:
Learn the 'language' of chemists:
Learning task 1Provide context - embedded support that scaffolds the learning of ESOL students so they can achieve the same learning outcomes.
Learning task 2Provide a language focus for each lesson. For example - using academic scientific language, especially the present passive tense verb, to explain what bases are used for in the home.
Learning task 3Ensure a balance between receptive and productive language such as as joint construction of text or Say It!
Learning task 4Provide multiple opportunities for authentic language use such as dictogloss.
Learning task 5Use differentiated learning strategies - jigsaw reading.
Learning task 6Explicitly model metacognitive strategies, for example in the three level reading guide.
Both content and scientific language knowledge will be assessed. There will be ClearLinks (Word 26KB) to learning outcomes including language.
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