ELLP

1. ELLP English Language Learning Progressions Collated by Jude Parkes, 2010

2. The cohort student and their tackle box. NZ Curriculum - Level 1, Level 2, Level 3 English culture, values, language….. • National Standards, • - Exemplars, • - Literacy Learning Progressions Own culture, values, language…..

3. The ESL Student and their tackle box. English Language Learning Progressions Foundation A Foundation B Stage 1 Stage 2A Stage 2B Stage 3 Own culture, values, language….. ELLIP, ELLP, SELLIPS, National Standards English culture, values, language …….

4. National Standards and English Language Learners National Standards will set benchmarks of progress and achievement that may be unrealistic for children who are new learners of English. Progress and achievement for English language learners may initially be reported against The English Language Learning Progressions (ELLP) instead of the national reading and writing standards. Schools and teachers will use an overall teacher judgment to determine whether reporting using ELLP or National Standards is more appropriate for individual learners. At all times, for all students, the national cohort expectations will be kept in view. Progress and achievement for students working within Foundation and Stage One may be tracked, monitored and reported to parents against the ELLP for a period of up to two years. After this time, it is expected that progress and achievement will be reported in relation to the National Standards. These ELLP thresholds (Foundation and Stage One for years 1 to 4), will be tested and as a result may be revised at a later date. http://esolonline.tki.org.nz/ESOL-Online/National-Standards-and-English-Language-Learners

5. National Standards and English Language Learners National Standards will set benchmarks of progress and achievement that may be unrealistic for children who are new learners of English. Progress and achievement for English language learners may initially be reported against The English Language Learning Progressions (ELLP) instead of the national reading and writing standards. Schools and teachers will use an overall teacher judgment to determine whether reporting using ELLP or National Standards is more appropriate for individual learners. At all times, for all students, the national cohort expectations will be kept in view. Progress and achievement for students working within Foundation, Stage One or Stage Two may be tracked, monitored and reported to parents against the ELLP for a period of up to three years. After this time, it is expected that progress and achievement will be reported in relation to the National Standards. These ELLP thresholds (Foundation and Stages One and Two for years 5 to 8), will be tested and as a result may be revised at a later date. http://esolonline.tki.org.nz/ESOL-Online/National-Standards-and-English-Language-Learners

6. Using the Reading and Writing National Standards with English Language Learners 'Knowing the learner' is a critical aspect of making decisions about using the reading and writing standards with students who are English language learners. English language learners in New Zealand schools have very diverse language-learning needs. Students with minimal English will have obvious needs. Others will have good social English language but lack proficiency in academic English, which is needed to access the curriculum. (Teachers need to be aware, however, that academic English is no one’s first language and so all students need specific instruction in it.) Teaching and learning programmes should address both English language-learning needs and literacy needs (see page 16 of The New Zealand Curriculum). Students will all have different patterns of progress and achievement. English language learners may take between five and seven years to become proficient users of the language – see page 4 of The English Language Learning Progressions (ELLP) introduction booklet. English language learners’ progress and achievement in learning to read and write in English may be tracked, monitored, and reported to parents, families, and whānau using either the reading and writing standards or the English Language Learning Progressions.The Ministry of Education has set ELLP thresholds in reading and writing for years 1 to 4 and years 5 to 8, which will help teachers to decide when English language learners are ready to be assessed in relation to National Standards in reading and writing. Information about the thresholds will be published as part of the professional learning materials to support the National Standards. Schools and teachers will use their professional judgment to determine which is more appropriate for each English language learner. At all times and for all students, the expectations for the national cohort must be kept in view.

7. Page 16 – The New Zealand Curriculum • Learning areas • Important for a broad, general education • The New Zealand Curriculum specifies eight learning areas: English, the arts, health and physical education, learning languages, mathematics and statistics, science, social sciences, and technology. • The learning associated with each area is part of a broad, general education and lays a foundation for later specialisation. Like the key competencies, this learning is both end and means: valuable in itself and valuable for the pathways it opens to other learning. • While the learning areas are presented as distinct, this should not limit the ways in which schools structure the learning experiences offered to students. All learning should make use of the natural connections that exist between learning areas and that link learning areas to the values and key competencies. • Learning areas and language • Each learning area has its own language or languages. As students discover how to use them, they find they are able to think in different ways, access new areas of knowledge, and see their world from new perspectives. • For each area, students need specific help from their teachers as they learn: • - the specialist vocabulary associated with that area • - how to read and understand its texts • - how to communicate knowledge and ideas in appropriate ways • - how to listen and read critically, assessing the value of what they hear and read. • In addition to such help, students who are new learners of English or coming into an English-medium environment for the first time need explicit and extensive teaching of English vocabulary, word forms, sentence and text structures, and language uses. • As language is central to learning and English is the medium for most learning in the New Zealand Curriculum, the importance of literacy in English cannot be overstated.

8. The English Language Learning Progressions This diagram shows how the stages described in the English Language Learning Progressions relate to the levels of the curriculum. It shows how English language learners in higher years may typically take longer and work through more stages to join their native-speaker cohort level. http://englishonline.tki.org.nz/English-Online/What-do-students-need-to-learn/English-Language-Learning-Progressions

9. The English Language Learning Progressions Yr 1 ESL Student Yr 1 Cohort Student http://englishonline.tki.org.nz/English-Online/What-do-students-need-to-learn/English-Language-Learning-Progressions

10. The English Language Learning Progressions Yr 2 ESL Student Yr 2 Cohort Student http://englishonline.tki.org.nz/English-Online/What-do-students-need-to-learn/English-Language-Learning-Progressions

11. The English Language Learning Progressions Yr 3 ESL Student Yr 3 Cohort Student http://englishonline.tki.org.nz/English-Online/What-do-students-need-to-learn/English-Language-Learning-Progressions

12. The English Language Learning Progressions Yr 4 ESL Student Yr 4 Cohort Student http://englishonline.tki.org.nz/English-Online/What-do-students-need-to-learn/English-Language-Learning-Progressions

13. The English Language Learning Progressions Yr 5 ESL Student Yr 5 Cohort Student http://englishonline.tki.org.nz/English-Online/What-do-students-need-to-learn/English-Language-Learning-Progressions

14. The English Language Learning Progressions Yr 6 ESL Student Yr 6 Cohort Student http://englishonline.tki.org.nz/English-Online/What-do-students-need-to-learn/English-Language-Learning-Progressions

15. Speaking Listening

18. Writing

19. Writing Matrix

20. Writing Matrix

22. The first text in the samples of writing at the Foundation Stage is an example of a teacher-written text that the learner has copied by writing each word underneath the word in the teacher’s model. This process is sometimes called ‘mirror writing’. Learners who are in the first stages of developing literacy will benefit from this sort of support until they have learned to write letters and words and have sufficient linguistic resources to be able to convey meaning in their writing. The learners script is on and off the lines, but the letter formation is clear. Foundation Stage A http://englishonline.tki.org.nz/English-Online/What-do-students-need-to-learn/English-Language-Learning-Progressions

23. ELLP

24. Foundation Stage B http://englishonline.tki.org.nz/English-Online/What-do-students-need-to-learn/English-Language-Learning-Progressions

25. ELLP

26. Stage 1 Stage 1 texts are written by learners who have developed enough knowledge of vocabulary and language structures in English to begin to write short original texts. http://englishonline.tki.org.nz/English-Online/What-do-students-need-to-learn/English-Language-Learning-Progressions

27. ELLP

28. Stage 2A The samples of writing at Stage 2 are in two bands, showing the diversity of writing features at this stage. The 2A band texts are generally less complex in structure. http://englishonline.tki.org.nz/English-Online/What-do-students-need-to-learn/English-Language-Learning-Progressions

29. ELLP

30. Stage 2B The 2B band texts show more attempts to vary sentence beginnings, to expand noun and verb phrases and use adverbial phrases, and to develop cohesion and coherence through the text by using different types of linking words. This also results in longer texts. http://englishonline.tki.org.nz/English-Online/What-do-students-need-to-learn/English-Language-Learning-Progressions

32. Reading