ELLP

ELLP

Social language is for communication in interpersonal contexts and can be either spoken or written. It may include “functional language”, which is used for buying something at a shop, getting information, etc. Can be considered “playground language”. This is known as basic interpersonal communication skills (BICS).

Academic language is for learning and communicating in educational contexts. I can be either spoken or written and its main purpose at school is for learning within the curriculum. This is known as cognitive academic language proficiency (CALPS).

Each stages are very broad, so it takes time for the learners to meet the criteria.
How do find the stage of the learners?
Years 1-2: Foundation and Stage 1
Years 3-4: Foundation, Stage 1 and Stage 2.
Years 5-8: Foundation, Stage 1, Stage 2, Stage 3.

When we look at the level, it should be completely highlighted before we go to the next level.
We have to go from left to right.

If the learners are not progressed, we need not have to highlight anything, but put the date for the leaders to identify
It takes about 2 years to move from foundation to stage 1

• ESOL Online
• ELLP Professional Support Modules
• ELLP  - ESOL Online
• Completing the ELLP matrices

SELIPS download

Primary ESOL mailing list:

This is a great resource for all teachers to gain further professional development as well as a great place to ask questions

Link to join the Primary ESOL e-mail list

What Next?

I will try to keep track of the ELL learners progress based on the requirements. I will include in my planning to see the progress of the ELL learners

Narrative Assessment Feedback

Narrative Assessment

We started emailing the narrative assessment to the parents this term because of some glitches over the blog. I started noticing that the parents are taking time to read it with their children and give feedback. May be the parents are finding it easier to go on their email than their child's blog. I am happy that the parents are taking initiative and sharing their voice with us. May be, we will try to continue this process.

Feedback from parents:

Ellsa has been enjoying school and I could already tell she has learnt so much.! Thank you for your hard work. It is not easy to be a teacher.

Regards

Martini

Thank you for sharing this interesting learning information with me!

Thank you for your teaching!

Best regards,

Grace Guo

Thank you for assisting my child.. Karl is doing great..I hope there will be more activities that will engage my son’s skills and abilities.

We are pleased to see that kids work together as a team. They should share their ideas with each other.
Expect of Jason , who can express more his idea to his team, don’t be shy !

Nice try for Anita. She was nervous for the first day. This can help her getting to know each other. And learning different cultures in New Zealand.

Thank you for teaching them how to make the dumplings. It was also a great opportunity to make friends. Thea was really enjoying the process and she will be the little chief next time when we make dumplings at home.

Kids eat dumplings everyday, but they don’t know how to make dumplings. This is the best way that let kids know the procedures of making dumplings.

Spiral of Inquiry-iExplore

Research on iExplore

Scanning

What have you noticed during iExplore lessons?

Some of the ELL and High needs learners find it hard to explore.

We need a science area for exploration

How do we manage as the numbers go higher?

How to take the interest to a deeper level of learning?

Are there areas that need improvement? Why?

We need some more science resources to include in our provocations.

Stretching the interests to last longer- create deeper level of understanding

Focussing

What is the most important area of improvement you have noticed?

How can we take the learners interest to a deeper level of learning in new entrants in order to support all the learning needs of the habitat.

What type of research or resources or expertise help are needed?

Who is doing what - assign roles and share the load.

LCs to model words like Word Bank

Learners to get enough time to process

LCs to Stop, Listen and Respond according to the learners interests

LCs to create curiosity by asking open ended questions, not to give answers for all their questions, instead ask another open ended questions to the learners to make them think again.

Research on supporting ELL learners

research on spontaneous questioning- ,  

Effective questioning

Research on supporting ELL learners

Research on ELL learners and young learners

1. Introduce new words during our iExplore time.
2. Use pictures to support our words with the learners.
3. NO HAND UP RULE: Encourage the learners not to put their hand up when we have our discussion, so all the learners have an opportunity to think and share their ideas with their buddies.
4. Building relationships with the ELL parents. Share their child’s interests and how they are involved in different projects. It  will be very helpful for us to take their learning to the next level.
5. Ask one question only at a time and give enough time for the learners to think and share their ideas with the group or a buddy.
6. Asking open ended questions rather than yes or no questions. It will help the learners to think and share their ideas.
7. Give interests for all the answers and we started noticing some of the quiet learners started contributing during our discussions.
8. We displayed their projects on the wall, the parents started noticing and it encouraged the parents to have a conversation with the LCs.

What Next?

I will be start using these findings during my iExplore discussions time/mat time and I will incorporate in my design.