CLIP TITLE: Clip 9 - Help students achieve the same explicit learning outcomes using differentiated levels of support
CLIP DURATION: 12 minutes 39 seconds

TIMECODE	TRANSCRIPT	
00:26	We are learning to describe our family treasure. What I want to know from you is how you will know when we have achieved this. So think back to what you highlighted. What’s one more thing that I might be looking for, one more language feature, in your writing? Shavaun?
	
00:50	Pronouns.
	
00:51	Great I’ll write that up here. We’ll know we’ve achieved this when we has used pronouns. At the end of your writing I would be able to look at your writing and see these features, and a partner will be able to, or a buddy will be able to see those in your writing. And you will be able to see them in your writing as well. You have 3 choices. You could go to you desk and write it on your own. You could have one of these writing frames. Would you put your hand up if you’d like one of those. That’s great. Excellent hands down. And the third group us I’m going to have a group down on the mat with me, working with me to go through the writing frame together.
	
1:36	I choose to and have the writing frame and … this because um I’m scared to um forgot something, that I forgot.
	
1:49	I chose to go straight to my desk and start writing because I um felt that I, that I, that I could do it.
	
2:01  	I choose …. 10 year old. It is from China, it is looks like a beautiful necklace. It feels like treasure because a really beautiful and really ….
	
2:16	So beautiful, it’s a lovely way to describe it. What colour is it?
	
2:21	Green and white.
	
2:23	Green and white. Could you add that to your description of what it looks like.
	
2:29 	I like to differentiate the text level um and also the tasks that I set. 
	
2:34	During reading today we’re going to have 4 different activities running. One groups going to be working on the laptops using electronic storybooks, give it a try. Another group is going to be using um this tribal book, which is a Samoan text. Two other groups are going to be working with me down on the mat having a look at some different artists. Your goal is to find out some information using these guiding questions here. So the first question is Who is the artist? Next one is What did you learn about his or her background? What you’re going to be doing today is you’re going to be reading it through as a group and if you look carefully what language is this book in?
	
3:14	Samoan.
	
3:16	That’s right. If you get stuck on something and you’re not too sure about what it means, I’ve also put in here the English. Okay so the English translation. So if you get stuck on something you can always go back and have another read. But I want you to give it a go in Samoan first. 
	
3:31	I’ve found that the triple books have been quite popular with my Samoan students because they’re getting um the meaning other of the story through their Samoan language as well as through English. And it just helps them with their understanding of the text.
	
3:443	(Group reading aloud in Samoan)
	
3:48	I read in Samoan so I understand what. The, what the um, the words Samoan means in English.
	
4:06	Good said Nana, now we’ll be ….that we’ll also need for the … of the flowers.
	
4:15	And you’re going to be looking at one of the stories, sorry the articles in the CD Rom um which is called Bringing drawings to life, by Ally Tio.
	
4:24	Today when you’re reading, when you’re reading this article I want you to be reading to find some information out. Okay you need to find out who this person is, who is Ally Tio. Also you need to find a little bit about her background, so what types of things does she actually do. And I also want you to think about what types of artworks she creates.
	
4:46	What word talks about something that has to be done, an obligation.
	
4:52	Um. Must.
	
4:53	Must thank you. You may not have known what the word model(?) verbs actually means but you sure know about how these verbs work, and that’s great. We’re gonna out them into action in just a moment. Now this piece of information I’m reading is about specifications. And that is the things that this lantern has to have to be fit for purpose, for it to do it’s job. I’m going to read you a group of sentences. I don’t expect you to write everything down because I’ll be reading too fast for that. Lantern frame must be joined…
	
5:33	When it came to having to reconstruct the text with the dictagloss some of my ESOL learners actually had sentence starters as opposed as to having to write the whole sentence themselves. So each activity during the planning stage. Thinking about what needs to be scaffolded for a particular group or even an individual.
	
5:57	The lantern must be strong. Should or must. Must. Yeah it was should. Well then you write should. Yeah it is should. Be strong but not too heavy. Should be strong, oh yeah. The lantern, the lantern frame, the lantern must be joined. Framed. Must be. Must be joined.
	
6:39	The lantern frame must be joined securely. Okay we’ve got another model verb here, we’ve used must. Wow what a great effort. Okay you’ve reconstructed this text to have the same meaning as the original. The lanterns should be strong but not too heavy. They must have a holder for a candle. The lantern must include features that represent the community. Fantastic.
	
7:14	Right we’ve spent some time over the last few days with our report looking at the threats and the dangers to kiwi. We’re now going to be moving on and looking at what is happening out there amongst scientists. 
	
7:33	I know what I’m going to learn today cos our teacher puts up what’s in success, what our success is.
	
7:40
	What we’re going to be looking for is how humans are intervening in a positive way to help the species of kiwis survive. There are going to be some people who receive a viewing guide that has got pictures that match what you will see on the screen and a brief description of what happens in that slide. Others of you are going to receive a viewing guide which lists the page or slide number that’s going to be on the screen, and it has a box empty for you to take notes in.
	
8:19
	 Different scaffolds would perhaps need to be provided for different groups of students. For example in viewing the um Operation Nest Egg.	
8:29	Also pay attention to any conjunctions of time, remember back to our learning intentions at the start.
	
	(Unable to hear what the animated kiwi is saying)
	
8:43	Right those of you who have got the note-taking guide will need to make a sketch and/or put some notes in the first box. Those of you with the other viewing guide need to reread the sheet.
	
9:04	So we’ve got this star in the process what do you think the scientists are now going to do to continue the process from here. So would you discuss that with your partner and then write a prediction.
	
9:17
	Yeah probably to a predator free island so that there can be no predators. And after they have to … and help themselves.
	
9:34	You’ll need to open your envelopes. What you will find inside is a process that scientists use in operation Nest Egg to rescue kiwi from Okareto take turns to read the segments of the process. When you have finished then you need to decide what order you’re going to put them in on your flowchart of the process.
	
10:02	For one of the activities um there was a far more complex piece of text for the more fluent users of English, and the less fluent students had a much more simplified task, that to all intent and purposes looked the same.
	
10:18	As you’re completing this process one of the things you need to be looking for from the texts are hints about when things are taking place. And that’s what we refer to as conjunctions of time.
	
10:33	…. Where you need to …. I think this one goes there first cos it kind of explains Operation Nest Egg, and the system to it. And then that’s what, then it starts the process.
	
10:50	The words that help put it in order were like firstly and it kind of connected a bit, and like with then and after.
	
11:00	They will go first, and then it must be after, no not later on. Later. And then after that later, it must be, no it can’t be later, must be after or something, after 90 days, nah it can’t be. We just put into a chilli-bin and taken by car to Hokitika and then on after 90 days, after 90 days, the kiwi is able to crack a small hole in the shell. No this ones not it, this ones not it. This ones after days, after 90 days the kiwi is heard. Oh yeah. And then after it hatches, and this one is the title. And we’re done. Finished.
	
11:56	And I want you to then go through all of the segments of this process and highlight any words which are giving you information about time or the order of the process.
	
12:11	The first one I put um then and until, yeah for the first one that was oh um. After that I put the one that said firstly because it’s got first in it so like it could be near the beginning. After so after 90 minutes, 90 days and then after again, and …. doesn’t have any…
	
12:39	ENDS