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LEARNING INTENTION: To develop a better understanding of how to meet the needs of English Language Learners.
SUCCESS CRITERIA:
a) I can find information on ESOL online that is relevant to my teaching and my learners;
b) I can communicate a key idea succinctly [in 280 characters (not words) or less].
Who are English language learners (ELLs)?
Who are English language learners (ELLs)?
Students come from diverse groups where languages other than English are used at home or in the community. These bilingual and multilingual students represent an increasing proportion of many school populations.
They may include:
NZ-born students, including Pasifika
Students from migrant backgrounds, including Pasifika
Students from refugee backgrounds
Māori and Pasifika students in bilingual education settings or transitioning into English medium schools
International fee paying students
(from the 'getting started' section of ESOLonline )
ESOLonline is for teachers of students in Years 1-13 which includes:
a range of strategies and approaches for teaching ELLs (and other students)
units of work
professional readings
links to relevant websites.
Another key document that supports teachers of ELL is the English Language Learners Progressions. It is a guide for teachers showing how they can support english language learners as they work towards the same reading and writing competencies as all New Zealand students. However, english language learners pathways and rates of progress will differ from those of speakers of English as a first language.
The English Language Learners Progressions comes in a set of 4 booklets - an introduction, years 1-4, years 5-8 and years 9-13.
Module 4 : English language Learners
You have two activities this week to further your learning in regards to english language learners.
1. Scavenger Hunt using the English Language Learners Progressions introduction booklet. You will need to download the booklet and have a coin available.
Download and print the instruction page to complete the scavenger hunt.
You do not need to submit your answers to activity 1. this is for your own professional learning.
2. There are 2 parts to this task.
a) Construct a "tweet".
The second task is to familiarise yourself with a section of ESOLonline that interests you and construct a "tweet" to capture the essence of this section for teachers. NOTE: You DO NOT need an X [was twitter] account to do this activity, you will type your "tweet" as an answer to a question in google classroom.
You must use your own words rather than use a quote. A good tweet is one that makes the reader think.
Tweets contain up to 280 characters [not words], including spaces and punctuation.
Your tweet must also include a hashtag. The typical purpose of a hashtag is to connect your tweet to a broader conversation or theme.
Once you are happy with your tweet you need to post it as a response to the Module Four question: Tweet. This can be found on google classroom.
Sections of ESOLonline you might like to explore.
ESOL principles - select one of interest to you.
Reading strategies - select one of interest to you
Writing strategies - select one of interest to you
Oral language strategies - select one of interest to you
b) Reply to at least two of your classmates "tweets" showing a connection between your learning and their tweet.
Once you have posted your "tweet" you will be able to view others "Tweets" to reply.
Further reading
Everone's in- an inclusive planning tool
Optional Activity: For those of you in schools you may wish to complete this optional activity to link your learning to students you work with. This is also an activity that could be used as part of the assignment for any TER teacher. It is a series of questions to profile the background of an english language learner. As with all diverse learners, knowing your learner is always the first step.
Google Sites
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