English/Literacy Online Template for commissioned teaching and learning sequences for Years 1-10



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English/Literacy Online

Template for commissioned teaching and learning sequences for Years 1-10

Title:


Family Treasures

This teaching and learning sequence could be used in conjunction with the DVD ‘Making Language and Learning Work 3’. Available from Down the Back of the Chair – Item number 113358




Writer:

Kristy Jones

Year level

Years 5-6

Duration

7 learning tasks over 3 - 5 weeks

Who are my students?

WHO ARE MY STUDENTS?

We are a large multicultural school and in my class of 30 alone I have 10 different cultural groups represented and 10 children who speak a language other than English at home. Another 3 students mainly speak English at home, but have bilingual grandparents or relatives around them. This class consists of many multi-cultural backgrounds including Chinese, Korean, Indian, Iranian, Ukrainian and more.


When considering the oral language matrix from the English Language Learning Progressions, I established that I had 4 students working at Foundation Stage, a large group of students at Stage 1 and some students at Stage 2.
This sequence of lessons enables teachers to draw on knowledge and expertise of all students and their families. For English language learners it is valuable to remember the principles of effective teaching. These are:


  1. Know the learner
  2. Begin with context embedded tasks which make the abstract concrete


  3. Provide multiple opportunities for authentic language use with a focus on learners using academic language

  4. Ensure a balance between receptive and productive language

  5. Help students achieve the same explicit learning outcomes using differentiated levels of support

  6. Identify the learning outcomes including the language demands of the topic

  7. Include opportunities for monitoring and self-evaluation




What do they already know?


WHAT DO THEY KNOW?

  1. CONTEXT KNOWLEDGE

At the start of the year the students are learning about their family history using the ‘Here’s My History’ Social Science exemplar

(http://www.tki.org.nz/r/assessment/exemplars/socialstudies/ss_1d_e.php). The students research the origins of their name, asking their families for information about why they were given their name. They also find out information about the history of their family name. Their names are published and displayed on the classroom wall.

The students ask questions at home and research information about their family’s treasure.

They also research their genealogy and present this information to each other. The students also learn about autobiographies and write their own from a teacher model.


This teaching and learning sequence is ideal for the start of the year when the students are still learning about ‘who we are’ and ‘where we come from’. There’s a need to share cultural backgrounds and links within the class to enhance mutual understanding between class members.


  1. CONTENT KNOWLEDGE

Learners understand that learning a bit more about the people, places, cultures and histories of their own families and that of the families we have in our school, leads to people having richly enhanced friendships.



  1. SPECIFIC SKILLS

The learners know how to work together in pairs and small groups, and that there are roles within co-operative learning groups and what these roles are.



Learning Outcomes – What do my students need to learn?


    Learning area(s)

Social Science, English and Literacy


    Social Science Big Idea

    (this is the enduring understanding children will learn by the end of the unit)



We are learning to share our cultural practices so we have understanding of differences between me and others, which leads to empathy and tolerance of all people in our world.

    Social Science

    Overview of Big Idea

Students learn about society and communities and how they function. They also learn about the diverse cultures and identities of people within those communities and about the effects of these on the participation of groups and individuals.


Process – Social Inquiry



Through the process of Social Inquiry students ask questions and examine the background to important societal ideas, explore and analyse values relating to these ideas in order to understand issues and ways that people (themselves and others) make decisions and participate in social action.



Process Skills focus

Ask questions/ explore and analyse people’s values and perspectives/reflect on and evaluate the understandings that have developed


    Curriculum achievement

    objectives for:

  • Social Science

Level 2

• understand how cultural practices reflect and express people’s customs, traditions, and values

Level 3

• understand how cultural practices vary but reflect similar purposes



• understand how people remember and record the past in different ways



  • English




Speaking Writing Presenting
Productive

Level 2


• select, forms and express ideas on a range of topics

• use language features appropriately, showing some understanding of their effects

Level 3
• select, forms and communicate ideas on a range of topics
• use language features appropriately, showing a developing understanding of their effects

Listening Reading Viewing
Receptive

Level 2

• show some understanding of ideas within, across and beyond texts

• show some understanding of how language features are used for effect within and across texts

Level 3

• show a developing understanding of ideas within, across and beyond texts

• show a developing understanding of how language features are used for effect within and across texts



  • Overall language and literacy learning outcomes

    We are learning to…

    • ask questions to elicit information

    • write a definition

    • write a summary

    • write a description

    • find main ideas in a text

    • share our ideas and thinking with others

    • use complete sentences

    • use a range of topic specific vocabulary





Topic specific vocabulary:

    family / whanau

    history / heritage

    ancestors / genealogy / generation

    a treasure / taonga / heirloom / keepsake

    to treasure

    valuable / special / important

    Language features:

    pronouns


    adjectives

    specific nouns

    conjunctions of reason

    paragraphs





Note: Ask children to source the key vocabulary in their home languages.


Teaching and Learning

What do I need to know and do to meet the range of identified learning needs of my students?


  • 1-2 related professional readings or relevant research


    On meeting the range of identified learning needs of my students:

    When directing the learning towards English language learners the whole group benefits – so it’s ‘win:win’ for all students. The teaching tools in this unit benefit students who are foundation level English learners through to fluent speakers/readers of English.

    For Literacy learning support and assessment:


  1. http://esolonline.tki.org.nz/

  2. Learning Through Talk: Oral Language in Years 4–8

  3. ELLP Years 5 – 8 http://esolonline.tki.org.nz/ESOL-Online/Student-needs/The-English-Language-Learning-Progressions

    Multicultural Education:

    Students benefit from the different cultural backgrounds present and being shared, as well as sharing their own background knowledge. See ‘Our Cultural Village’ on tki

    http://esolonline.tki.org.nz/ESOL-Online/Student-needs/Planning-for-learning/Our-cultural-village

    For more on multiculturalism in the classroom:



    http://www.ncrel.org/sdrs/areas/issues/educatrs/leadrshp/le0gay.htm

    Teaching about ‘empathy’ and ‘cultural diversity & inclusion’ also supports the Big Idea. See:



  1. NZCD the Principles e.g. cultural diversity & inclusion p 9

  2. NZCD the Values e.g. diversity and empathy p 10

  3. NZCD Effective Pedagogy p 34

  4. http://kidshealth.org/classroom/3to5/personal/growing/empathy.pdf

    Social Science exemplars:

    Here’s My History (Level 1)

    (http://www.tki.org.nz/r/assessment/exemplars/socialstudies/ss_1d_e.php)

    Family Treasures (Level 2)

    (http://www.tki.org.nz/r/assessment/exemplars/socialstudies/ss_2c_e.php)


    Learning task 1



      Learning Intentions

    We are learning to:

    • research the origin and meaning of our given names

    • ask questions that elicit information from others

    • present visual information effectively

      Key vocabulary / structures

      Origin


      My name is…

      My name means …





      Thinking

      Using Language Symbols & Texts

      Relating to Others

      Participating and Contributing

      Managing self



      Principles and values

    High Expectations

    Treaty of Waitangi



    Cultural Diversity

    Inclusion

    Learning to Learn

    Community Engagement

    Coherence

    Future Focus

    Excellence

    Innovation, Inquiry, and Curiosity

    Diversity

    Equity


    Community and Participation

    Ecological Sustainability

    Integrity


      Respect


    Learning task 1 ‘Here’s My History’ (Name Tag)

    The teaching and learning sequence begins with 2 tasks that are an adaptation of ‘Here’s My History.’ (http://www.tki.org.nz/r/assessment/exemplars/socialstudies/ss_1d_e.php)


Resources

  • coloured paper, colouring in items, glue etc to make name tags by hand

  • computers with a suitable programme (eg. Publisher) to make name tags using ICT

  • baby names book or http://www.babynames.com/

  • room on classroom wall for display including learning intentions. Resource 1 - Big Idea

    Students are being asked to think about the question:



What’s the meaning behind our names?

Teacher: creates a model ‘name tag’ (as big as a book mark) that has their full name and the origin and meaning of her/his name. It may also include something they know about why they were given that name.



    We are learning to ask questions that elicit information from others.

    Teacher: discuss open and closed questions. Model writing closed questions that elicit small amounts of specific information. What information do we want from our family / whanau?



How was my name chosen?

What does my name mean?

Do you like your name?

Were you going to be called anything else?



    Home Learning links

Students write questions to ask their family / whanau about the origin and meaning of each of their names (including given/middle/family names etc.). Encourage students to ask their family to write their name using their own language script.

In class, make name tags to display on the class wall.



Extension tasks

Thinker’s Key for Names http://ryansthinkerskeys.wikispaces.com/Classroom+use+and+ICT+support

    Writing and presenting their mihimihi http://www.korero.maori.nz/forlearners/protocols/mihimihi.html


    Learning task 2

      Learning Intentions

    We are learning to:

    • research the origin of our family background/s

    • ask questions that elicit information from others

    • present visual information effectively

      Key vocabulary / structures

      Genealogy

      Ancestors Relatives

      My family are from …





      Key Competencies

      Thinking

      Using Language Symbols & Texts

      Relating to Others

      Participating and Contributing

      Managing self



      Principles and values

    High Expectations

    Treaty of Waitangi



    Cultural Diversity

    Inclusion

    Learning to Learn

    Community Engagement

    Coherence

    Future Focus

    Excellence

    Innovation, Inquiry, and Curiosity

    Diversity

    Equity


    Community and Participation

    Ecological Sustainability

    Integrity


      Respect


    Learning task 2 ‘Here’s My History’ (Grab Bag)

    (the grab bag is a large A3 sized paper shape of a bag – see the exemplar)


Resources

  • Resource 1 - Big Idea

  • Resource 2 - Family Tree Labels

  • Template 1 - HW Grab Bag

  • Template 2 - Before, During and After

  • Template 3 - My History Learning Log

  • Use the same materials as for Name Tag (use ICT to make labels for the bag)



Inquiry Tasks

Students are to research their personal history using questions to interview family members. They are learning that choices people make are dependent upon their social environment and the choices that are available.

Use Template 1 - HW Grab Bag to interview at home: Students write suitable closed / open questions similar to the ones below to ask their family. In class students present ‘mock interviews’ on their classmates before taking the questions home:
Where is my family from (origin)?

How did we get to New Zealand? (Transport, decisions family members made, reasons for coming to this land etc.)

What is my genealogy? (What are the names of my close relatives, and who are my ancestors?)
Students collaborate with their family members to identify their family history. They collect:
- photos of themselves and their relatives / ancestors

- names of their relatives and their relationship to them

- any interesting information.
In some cases students phone relatives who live overseas, video record their interview or tape record it to present to class. They can also bring their family members to class and introduce them.





Present the research as a kete or grab bag:

The teacher introduces a personal grab bag of her/his own family history and shares this with the class.

Also explain how to arrange the information on the grab bag so it is easy to read on the wall with:
- information organised clearly - including labels

- suitable font size

- colour to grab the viewer’s attention

- an interactive element (the viewer can open pockets/lift out information)


Students work on their grab bag at home and present in class as an oral summary in small groups.

Teacher puts their bags on display in the class.


    Assessment

    Have students now consider the Big Idea.

    What do they think it means? Record their thinking as it is now on Template 2 - Before, During and After, and explain that they will be learning more about cultural practices and revising their thinking in the middle and at the end of their learning journey.

    What wonderings / questions do they have about the Big Idea? Students fill in Template 3 - My History Learning Log to reflect on their learning and record their thoughts.





Extension tasks

    Write an autobiography

    http://englishonline.tki.org.nz/English-Online/Teacher-needs/Teaching+%26+Learning+sequences/Archived-English-Online-units/English-Units-Years-4-6/The-Story-of-Our-Lives


    Learning task 3



        Learning Intentions

      We are learning to:

      • understand others’ cultural practices

      • use topic specific vocabulary

      • write a definition of treasure

      • find main ideas in a text to write a summary


        Key vocabulary / structures

        family history ancestors

        a treasure / taonga generation

        to treasure heritage

        Also: pronouns

        use of ‘because…’

        Treasure is…


      We changed treasure from _____ to _______ .


      Key Competencies

      Thinking

      Using Language Symbols & Texts

      Relating to Others



      Participating and Contributing

      Managing self



      Principles and values

    High Expectations

    Treaty of Waitangi



    Cultural Diversity

    Inclusion



    Learning to Learn

    Community Engagement

    Coherence

    Future Focus

    Excellence

    Innovation, Inquiry, and Curiosity



    Diversity

    Equity


    Community and Participation

    Ecological Sustainability

    Integrity


      Respect


    Learning task 3 ‘My Family Treasure’ (Jigsaw)

    The teaching and learning sequence moves into an adaptation of ‘Family Treasures’ (http://www.tki.org.nz/r/assessment/exemplars/socialstudies/ss_2c_e.php)

    Resources

  • Template 4 - 1st language Homework

  • Template 5 - Vocab list

  • Template 6 - Treasure is ...

    For the Jigsaw task



  • List of names for Home Groups and Expert Groups

  • SJ P1 N3 2007 “Family Treasures.”

  • Please note: Teacher to photocopy in advance the text for summarising using pp 3-7 of SJ P1 N3 2007 with the Summary template beside it

  • Template 7 - Teacher model answer

  • Template 8 - Summary

  • Students have highlighters

    Prior Knowledge (our definition of treasure)

We are going to think about what we mean when we say that something is treasure.

    The class will have had opportunities to think about and discuss some key vocabulary in this unit. For examples see Template 4 - 1st language Homework and Template 5 - Vocab list

    To foster collaboration and inclusion, the teacher organises groups so that learners have an opportunity to engage with others who speak their first language in order to talk about their ideas.

    In order to do this the class will complete a jigsaw activity. See this website for ideas / pedagogy behind this method (http://olc.spsd.sk.ca/DE/PD/instr/strats/jigsaw/).

    Students are being asked to think about and talk about these two questions:


What is an example of treasure?

What is treasure?



    Teaching Sequence

    We are learning to write a definition of treasure



    1. Home Groups

    Students move into their Home Groups

    These groups are pre-selected by the teacher, but students select their roles within the group (Leader, Reader, Recorder, Sharer)

    Students discuss and record their answers in the ‘Time 1 column.’ (Template 6 - Treasure is ...)

    Students share their thinking using the sentence starter, ‘Treasure is…’

    Teacher Questioning


What are some of the examples of treasure that your group wrote?

Has any group got a different example of treasure than we’ve had so far?







    2. Teacher Modelling

    We are learning to find main ideas in a text to write a summary.



Now that students have thought about some examples of treasure and what treasure is, they are going to read some information from a variety of families that tell them about their treasure. Resource: SJ P1 N3 2007 “Family Treasures.

    Teacher models finding main ideas using p 2 “Family Treasures,” by highlighting

    a) the treasure in the text

    b) the key ideas


Teacher: I now need to make a summary which shows I have understood the ideas. My summary is:


Rupuha has a _______as __ treasure.

It is treasure because…

(refer to the pronoun, use of because..)



    You will have 5-8 minutes to do your highlighting and write your summary. (Template 7 - Teacher model answer)

    3. Expert Groups

Each group receives a Summary template with one page of the School Journal text. (Template 8 - Summary)

Students move into their Expert Groups. They highlight and summarise the text.



Note: in this jigsaw task everyone will need to agree on what to highlight first of all. Then they will write their answers. Everyone will need to leave the group with the same information. Foundation level English language learners can work with a buddy.



    Teacher: You have learned something about one child’s family. Now you need to take this information back to your home group.

4. Home Groups

Teacher: Now you are the expert in your information about one family’s treasure. Each member shares their summary and talks about the treasure in their text.

Now write in the ‘Time 2’ column of the ‘Treasure is…’ template any new ideas that you have heard.

Now you need to consider what you have found out. Can you now think of any new thoughts about what is treasure? Write any new ideas for your definition of treasure in the ‘Time 2’ column (4 or 5 mins).


5. Whole class - Examining the students’ work

Did you have any surprises about the family’s treasure? Did your group add or alter the definition?

Students reply using speaking frame:


We changed treasure from _____ to ______

What is you new definition of treasure? Record on strips of paper and put onto your class vocab wall.

Return to the Learning Intentions. What helped you to learn about treasure today?

Did we meet the learning intentions?



Home Learning Links

Students write these questions to ask their family:



What is something our family would think of as a treasure? Where is it from?

Why is it important to us? How old is it?

Do we know words for ‘treasure’ in other languages?

Students bring their treasure to school (or a photo or sketch of things of value).

Teacher records a list of treasures for the class to see and add to throughout the unit.


    Assessment

    Have students consider the Big Idea again and record their thinking on Template 2 - Before, During and After.





    Learning task 4


      Learning Intentions

      We are learning to:

      • use topic specific vocabulary

      • talk about our treasure

      • listen to others talk about their treasure


      Key vocabulary / structures

      treasure / heirloom / keepsake

      valuable / special / important

      generation

      Also: adjectives

      pronouns


      use of because

      Key Competencies

      Thinking

      Using Language Symbols & Texts

      Relating to Others


      Participating and Contributing

      Managing self



      Principles and values

    High Expectations

    Treaty of Waitangi



    Cultural Diversity

    Inclusion



    Learning to Learn

    Community Engagement

    Coherence

    Future Focus

    Excellence

    Innovation, Inquiry, and Curiosity



    Diversity

    Equity

    Community and Participation

    Ecological Sustainability

    Integrity



      Respect


    Learning task 4 ‘My Family Treasure’

Resources


  • A concept circle as below with strips of paper that have key vocabulary written on them. Students can write words in their home language for this activity too.

  • Teacher’s and student’s treasures

  • Template 9 - Treasure speaking frame

Oral Language (sharing family treasures)

  1. Concept Circle (1-2 mins warm-up)

The Concept Circle is a good opportunity to assess students’ understanding of topic specific vocabulary.

Using words from the classroom vocab wall, arrange them on a Concept Circle as pictured (make sure to add words that mean ‘treasure’ from different languages too).

Students talk in pairs creating a statement that makes sense using as many words on the circle as they can. Ask a few children to share their sentences aloud.


  1. Teacher modelling a talk about family treasure.

Students will now have a chance to tell others about their treasures they brought from home. Firstly, the teacher will model speaking about their own family treasure.

Teacher: Discuss the difficulty of making a choice of treasure. How many of you had that problem?



    Teacher shows their family treasure. Do you have any questions for me about my treasure? Teacher talks about their treasure, making sure they cover all the points on the Template 9 - Treasure speaking frame

Teacher: Here are some of the things I have told you about my _______________ (treasure) that might help you talk about your treasure (reveal the Treasure speaking frame to the students).



  1. Oral Language Strategy (3 - 2 - 1).

This strategy allows students to shape their ideas using topic-specific language as they talk to their peers. Students pair off (standing or sitting) and choose a Person A then B. Use the Treasure speaking frame as a guide.

In the first round, person A speaks for 3 minutes about their treasure, then person B speaks for 3 minutes about their treasure. They thank their partner then move on to another partner, choosing Person A then B. Each person speaks for 2 minutes this time, then repeating the same routine speaks for 1 minute to their final partner.


Note: encourage children to refer to the definitions they created about treasure, the words they practiced in the concept circle, and their first language to use in their own talking.

Teacher: What treasures did we hear about in our room today? Add their examples to the class list of treasures. If they can, encourage children to make links with the jigsaw reading text and their treasures discussed.


Home Learning Links

Students ask family / whanau members to come to class and talk about their family treasures.



Reflection (thinking about their learning)

What did you notice about your talk as you did the 3-2-1 talking task?

Did you notice how your communications changed as you had less time?


Learning task 5

    Learning Intentions

    We are learning to:



  • read a description of a family treasure

  • notice the structure and language features of a description

    Key vocabulary / structures

    pronoun reference

    conjunctions of reason (because)

    adjectives

    paragraph





    Key Competencies

    Thinking

    Using Language Symbols & Texts

    Relating to Others

    Participating and Contributing

    Managing self



    Principles and values

High Expectations

Treaty of Waitangi

Cultural Diversity

Inclusion



Learning to Learn

Community Engagement

Coherence

Future Focus

Excellence

Innovation, Inquiry, and Curiosity



Diversity

Equity


Community and Participation

Ecological Sustainability

Integrity


    Respect

    Learning task 5 ‘My Family Treasure’

Resources:


  • Resource 3 – Disappearing Definition

  • Resource 4- Treasure model text

  • Please note: Teacher will be required to write her/his own model text on their family treasure in order to prepare the students for writing

Preparing for writing


  1. Disappearing definition (5 mins warm up)

Teacher goes through the disappearing definition with students.

One definition of ‘treasure’ for classroom use:



Treasure is a precious or valuable object. It is often an heirloom that is handed down from past generations.

  1. Teacher uses a model text

Teacher: writes a model text using the Resource 4- Treasure model text describing her/his own family treasure and presents this to the students. What have I told the reader about in this description? What sorts of words have I used in my description? How have I organised my description?

Teacher: models annotating the text, referring to the language features. For example:

• highlight the adjectives

• draw lines from nouns to pronouns

• circle the conjunction

Give copies of the model text to students to annotate and discuss individually, in pairs or threes.

Students annotate the text in the same way as modelled, noting the organisation of ideas and language features.

Teacher: collects in work and uses 2-3 examples to discuss with the class, summarising what students have noticed.


Reflection

1 -2 -3 written reflection task on written descriptions:

1 thing I noticed is …

2 questions I have are…

3 things I learned are …


    Learning task 6

    Learning Intentions

    We are learning to:



  • write a description of a family treasure

  • share our treasures with others

    Key vocabulary / structures

    (as for Learning task 5)





    Key Competencies

    Thinking

    Using Language Symbols & Texts

    Relating to Others

    Participating and Contributing

    Managing self


    Principles and values

High Expectations

Treaty of Waitangi

Cultural Diversity

Inclusion



Learning to Learn

Community Engagement

Coherence

Future Focus

Excellence

Innovation, Inquiry, and Curiosity

Diversity

Equity

Community and Participation

Ecological Sustainability

Integrity



    Respect



    Learning task 6 ‘My Family Treasure’

Resources

  • Template 10 - Checklist for writing


  • Template 11 - Writing frame sentence starter

  • Template 12 - Writing frame cloze

Writing


Warm up: Choose from either of the previous warm ups (Concept circle / Disappearing definition).

Teacher: Review the previous lesson. What were we learning to do in the last lesson? What are some of the language features of a description? Recap some of the features using the Template 10 - Checklist for writing

Explain the learning intentions for this lesson. We are learning to…

Differentiation

In order to support students who write at different levels, writing frames are prepared for three different stages: independent, some support with sentence starters, and those who need closer teacher support. Students are given the options and asked to choose which one suits them best:



  • independent workers are given the Template 10 - Checklist for writing and work on their own

  • those who need some support are given Template 11Template 11 - Writing frame sentence starter to work on their own

    Note: remind students they can use the teacher’s model text to help them too.

  • those who the teacher identifies as needing extra support will have Template 12 - Writing frame cloze (using a cloze-type structure) and work with them as a group

Reflection

Thumbs up or quick signal of who is satisfied with what they have achieved.



    Learning task 7

      Learning Intentions

      We are learning to:



    • self and buddy evaluate our learning

    • share and celebrate our learning

      Key Competencies

      Thinking

      Using Language Symbols & Texts

      Relating to Others

      Participating and Contributing

      Managing self


      Principles and values

    High Expectations

    Treaty of Waitangi

    Cultural Diversity



    Inclusion

    Learning to Learn

    Community Engagement

    Coherence

    Future Focus

    Excellence

    Innovation, Inquiry, and Curiosity

    Diversity

    Equity

    Community and Participation

    Ecological Sustainability

    Integrity


      Respect



    Learning task 7 ‘My Family Treasure’

Resources


  • Template 13 - Buddy evaluation

  • Template 10 - Checklist for writing

  • Template 2 - Before, During and After.

Self and peer-evaluation of writing

Once students have been given an appropriate length of time for describing their family treasure, they are able to edit and proofread their work independently and with a buddy.


  • Students share their writing with a buddy who evaluates using Template 13 - Buddy evaluation

  • Students self-evaluate using Template 10 - Checklist for writing

    Assessment

    Revisit the Big Idea for the final time with students recording their thinking on Template 2 - Before, During and After.

    In what ways has your thinking changed?

    Why do you think it has changed?

    Is this important for me to learn?




Sharing our learning / culminating activity

  • Take photographs of students with their treasure to add it to their writing.

  • Students publish their work.

  • Invite their families / whanau to the classroom to listen to the work as they share their learning with the class, being prepared to answer any further questions about the family treasures

  • Teacher evaluates effectiveness of learning tasks. Do the students understand the Big Idea?

    We are learning to share our cultural practices so we have understanding of differences between me and others, which leads to empathy and tolerance of all people in our world.


Assessment and Evaluation

What is the impact of my teaching and learning?


  • assessment task(s), including

  • Provision for identifying next learning steps for students who need:

  • further teaching and learning opportunities
  • increased challenge



Assessment is ongoing and the potential for assessment is embedded in each of the tasks.


There are multiple opportunities for new knowledge and reinforcement of conceptual understandings to be shared across the class based on students’ experiences.

An expectation is that students can use topic specific vocabulary in the correct context by explaining their ideas and understandings in oral and written form.



Opportunities for assessment include:

  • Oral language during the 3 – 2 – 1 task (range of vocabulary and complexity of sentences used)

  • Participation in the jigsaw

  • Depth of students’ understandings of how cultural practices vary through the Before, During, After activity

Writing : self/peer/teacher reflection about quality of treasure descriptions

  • e-asTTle writing indicators for a description Resource 5 – Describe

  • http://e-asttle.tki.org.nz/resources/Teacher-resources

  • For each writing purpose, the writing indicators comprise:

  • progress indicators developed to help teachers understand and evaluate their students’ progress and achievement in writing (scoring rubric)

  • annotated examples

  • a selected glossary of terms

Identifying next learning steps:

Teachers adapt and modify content based on key questions from the Teaching as Inquiry Model.

  • Tools or ideas which, for example, might be used to:


  • evaluate progress of the class and groups within it toward the identified outcomes


  • evaluate student engagement

  • changes to the sequence

Oral Peer and Self Assessment opportunities in relation to the Learning Intentions and learning tasks eg:

  • 1 – 2 – 3 question task

  • thumbs up / sideways / down

Students’ ability to use topic specific vocabulary when sharing ideas with others in the class

Integrated topic links:

  • What is a Mihimihi? (To be presented in their first language as well as English and Te Reo) http://www.korero.maori.nz/forlearners/protocols/mihimihi.html

  • What is a Family Tree? (Statistics: Tree Diagram) http://nzmaths.co.nz/resource/counting-probability

  • What is an Autobiography? (Writing a personal recount of their family history findings) http://englishonline.tki.org.nz/English-Online/Teacher-needs/Teaching+%26+Learning+sequences/Archived-English-Online-units/English-Units-Years-4-6/The-Story-of-Our-Lives

  • Serial Story: Read from the “My Story” series. See a list of books in this series through the following link: http://en.wikipedia.org/wiki/My_Story_%28Scholastic_New_Zealand%29

  • Who / what are our National Treasures?






    MOE teacher resources

    Ministry of Education (2007). The New Zealand Curriculum Social Science Learning Area. Wellington: Learning Media.

    Ministry of Education (2010). The Literacy Learning Progressions. Wellington: Learning Media.

    Ministry of Education (2008). The English Language Learning Progressions. Wellington: Learning Media

    Ministry of Education (2009). Learning Through Talk Oral Language in Years 4 to 8. Wellington: Learning Media.

    Ministry of Education (2009). Making Language and Learning Work 3,

    Integrating Language and Learning in Years 5-8 (DVD). Wellington: Learning
    Media

    Ministry of Education (2007). Family Treasures in School Journal, Part 1, Number 3. Wellington: Learning Media.





Teaching and Learning sequences template for Y 1-10




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