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Table of Contents
Section Contents
Introduction Teacher Rationale Needs Analysis Overview of the ERICA framework English Strand SummaryContent and Language Objectives Language SummaryEvaluation
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A. Preparing to Learn
Building Prior knowledge and identifying basic concepts.
Task One - Anticipatory GuideTask Two - Cloze Task Three - Strip StoryTask Four - Matching and Labelling
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B. Extracting and Organising
Beginning to explore the concept.
Task Five - DictoglossTask Six - Speaking FramesTask Seven - Barrier ActivityTask Eight - Information Transfer
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C. Thinking Through
Applying the learning gained so far.
Task Nine - Say it!Task Ten - Interactive Cloze
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D. Putting it All Together
Bringing all the learning together.
Task Eleven - Skills FlowTask Twelve – Recount Writing Frame
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E. Resources Links to Electronic ResourcesRecommended Books
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F. Appendix Material MastersStory Summary Cloze – Task TwoStrip Story - Task ThreeMatching and Labelling – Task FourJumbled Sentences – Task FourSpeaking Frames – Task SixBarrier Game Cards – Task SevenInformation Transfer – Task EightInteractive Cloze – Task TenSkills Flow – Task Eleven
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G. Additional Resources
Alphabet Key Vocabulary Display Blank Skills Flow templateSkills Flow Listening TaskAdditional Measuring Activities
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H. References 100
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Section A
Introduction
(Source: Kiddo Stories, 2014)
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Rationale
The purpose of the following unit has been to design a series of tasks that support the teaching and learning of a unit on volume and capacity emergent English language learners (ELLs). The design of these considered the school Maths scheme, the term overview, student needs, skill levels and developing language fluency. The language goals which have been incorporated were based on the ELLP Matrices and the standard school Maths and Literacy progressions documents.
The unit was developed within the guidelines of Geometry and Measurement (GM) strand of the New Zealand Mathematics curriculum (NZCM) which states students will:
Order and compare objects or events by length, area, volume and capacity, weight (mass), turn (angle), temperature, and time by direct comparison and/or counting whole numbers of units.
The tasks and activities have been selected to support the learning needs of a group of seven English language learners (ELLs) from a mix of cultural and linguistic backgrounds. Three of the students are seven years old and classified as Year Two. Each of these students present an additional challenge when learning. One has autism, another is deaf and wears cochlear implants and the third student has significant learning delays. The other four ELLs are Year One and six years old.
The remainder of the class is predominantly Year One. Whole class testing and incidental teacher observations show students are below expectation in GM so teaching the Year One GM strand content will meet the level of all students. Consequently, the unit is framed around the expectations of the Mathematics National Standards for Geometry and Measurement after one year at school. Therefore, students will in the contexts required:
solve problems or model situations where they will compare the volumes or capacities, using self-chosen units of measurement.
sort objects and shapes by different features and describe the features, using mathematical language.
carry out practical measuring tasks using appropriate metric units. make measurement estimates using appropriate metric units. pose measurement questions.
All lessons were be taught as a whole class with a focus on differentiation. The tasks developed for ELLs were completed by all students and carried out in small groups of two or six students. All groups will include a native English speaking role model who was expected to help create opportunities for topic based talk. When completing tasks, students were
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required to describe, explain, respond and recount their experiences.
Given that the English Language Learners Progression (ELLP) based assessments place students primarily working at Stage One. The expectations are therefore set to fit within this stage. Task expectations considered the Supporting English Language Learning in Primary Schools (SELLIPS, 2009) document. The specific language functions and objectives considered are as follows:
For describing (SELLIPS, 2009, p.12):
Identifies key points of information from descriptive spoken texts. Identifies and describes people, places, and things through a growing vocabulary.
For recounting (SELLIPS, 2009, p. 17): Writes and illustrates literacy and factual recounts and narratives based on modelled
and/or jointly constructed texts.For responding (SELLIPS, 2009, p.24):
Identifies related words from simple responses to literary texts. Uses single words, formulaic phrases, or incomplete sentences to respond to literary
texts. For explain (SELLIPS, 2009, p. 34):
Identifies related words from short, simple explanations. Uses single words, formulaic phrases, or incomplete sentences to ask and answer
questions.
All these goals contribute to achieving the guidelines framed within the New Zealand Curriculum for English statement (NZCE online, (2014)) which states that students will:
Acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas.
By using these processes and strategies when listening, reading, or viewing, students will: Recognise and identify ideas within and across texts.
This term our school was focusing on recount therefore the final product students produce in this unit is a personal recount. Grammar and language foci have been chosen to address areas of difficulty for students such as the use of adverbials of time and conjunctions. All students are learning to sequence their ideas in logical order and express their ideas with greater clarity. In working through this unit students not only developed their mathematical ideas but also grew confidence in using some of the language of capacity and volume to compose a simple recount that shares their learning.
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Needs Analysis
(Source: Kiddo Stories, 2014)
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Needs Analysis oals/Language Needs questions Methods of Data Collection Results / Target Needs
Language/ Vocabulary
What vocabulary do the children need to participate and complete the activities in this unit?
What will the unit be used for?
How proficient do the students have to be?
What communication activities will students do?
Where will the language be used?
Analyse the relevant measurement and capacity units for mathematical discussion and technical language.
Look at other Maths resources on the topic to establish the language that is most likely to be used during lessons.
Look at assessment data collected and decide on student individual needs.
Documents to refer to:
six year nets recent spelling tests oral language assessment ELLs - ELLP matrix assessments
Check SELLIP indicators to identify next steps and to establish language function focus.
Check New Zealand Curriculum documents for Mathematics and Statistics as well as the English
Specialised technical language:
Words to describe: capacity and volume Words to explain the differences between measurements and make comparisons (big, bigger, biggest, smaller, small, smallest, holds more, holds less, is greater than, less thanHalf or a quarter full).
High frequency words
Language Functions:DescribeExplainRespondRecount
Set phrases and set sentences:
Classifier Nouns- names for objects used during experience phase (spoon, teaspoon, dessertspoon, soupspoon, serving spoon)Having verbs (processes):
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Curriculum, National Standards and Literacy Progressions.
Review observation results from prior problem solving lesson in Mathematics with a volume and capacity component.
My cup has, I had…(Humphrey et al., (2013), p.27).
GrammarPhonology
What are the key grammatical features the children need to make factual statements when writing their recounts? in writing recount?What level of vocabulary do the students need to have?What aspects of grammar are students currently struggling with?
Look through ‘Grammar and Meaning’ (Humphrey, Droga & Feez, 2013). Look through ‘A New Grammar Companion For Teachers’ (Derewianka, 2013).Look at Exploring Language: A Handbook for teachers (1996).
For features of text forms Refer to:
ESOL online documents:ELIP onlineSELLIPS e-asttle website and e-asttle grammar glossariesThe New Zealand Curriculum English Language Area
Grammatical structures:Simple past tense (Humphrey et al., (2013), p.30).
Circumstances of manner- When describing: …was filled with 5 spoonfuls of kernels.Instructions to buddy: …fill the cup slowly(Humphrey et al., (2013), p.47).
e-asstle online outlines the requirements for a RecountFoundation Stage and Stage One. Oral Interaction guides on English Language Intensive Programme Primary Resource (ELIP) website: listen and respond and give a simple recount.
Common nouns for referring to objects
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Subject pronounsAction verbs (processes): I filled my cup with … (Humphrey et al., (2013), p.22).
Time adverbials/Sequencing words: Last week, Every day, On Friday… (Humphrey et al., (2013), p. 47).
Conjunctions: Sequence: AfterTime: WhenText connectives First, then, finally (Humphrey et al., (2013), p. 71).The language will be used to help students communicate during group work when completing communicative tasks and to produce a simple recount at the end of the unit.Extension: Use declarative clausesMrs Belton gave me a spoon to measure with, My friend handed me…. Helped me… (Humphrey et al., (2013), p.90).
Pragmatics What communication are the children required to develop?
Look at the New Zealand Curriculum English online.
The New Zealand Curriculum English online states that at the end of one
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Do they need language to communicate in a wide range of everyday situations?
Do students need help to understand and formulate the grammatical rules of English?
Do they need assistance to sustain interest and motivation?
year students will:Acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas.
At the end of Yr 2 learners will: Select and use sources of
information, processes, and strategies with some confidence to identify, form, and express ideas.
National Standards Expectation after one and two years at school:
Students should be able to: Participate in group tasks and
discussions Use talk to organise and clarify
ideas Can express their own feelings
and needs
Use the progressions in ELLP to identify specific language needs to support students learning
Refer to the SELLIPS Level One
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expectations. Ideas What content matter will the learner
be working with?
What written and physical skills are the students expected to have by the end of the unit?
Identify key ideas students are expected to develop while exploring capacity and volume.
Notice students thinking during lessons and provide opportunities for them to develop mathematical concepts.
Observe students throughout lessons keeping anecdotal records of their learning.
Student interviews and learning conversations.
Students will be working with mathematical ideas about volume and capacity.
They will be sharing their ideas, discoveries by describing, exploring explaining and responding to tasks.
Doing this is a challenge for them and requires development.
Students will be expected to record their ideas in writing, tape and video learning conversations about their discoveries using i-pads.
Skills What information technology skills will the students need?
How will the learner use the language?
Under what conditions will the language be used?Who will the learners use the language with?
What skills are stressed in reading/listening/speaking / writing?
Students will be using computers or i-pads to publish their work.
They will be photographing, videoing and taping learning interactions on i-pads.
Tweeting learning, using apps and posting leaning videos online
Using the interactive whiteboard.
Listening: Students will need to follow teacher and peers talk.
Speaking: Students will need to express their findings, ideas and answer simple questions.
Students will need to take turns using equipment and sharing resources politely and patiently.
Writing: Students will need to record their experience by writing a simple
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Are these new to the students?
What skills are stressed in this particular unit?
recount using a writing frame.Reading: Students will need to read labels, writing frames, phrases and their own writing.
The accuracy and fluency expected from students will be limited to the expectations of ELLP and SELLIPS for Stage One.
Text How will the text differ depending on the learners’ English language ability?What will the language be used to do?What language uses is the learner already familiar with?
Look at the following documents:
Supporting English Language Learning in Primary School
ELIP: English Language Intensive Programme.
ELLP: English Language Learning Progressions
The New Zealand Curriculum English learning objectives for Level One.
The National Standards expectations for Yr 1 and 2.The Literacy Progressions for Yr 1 and 2..
The final product students will produce will be a simple recount of three to four sentences. Stage One Recounting Writing:
Writes simple literary recounts and narratives, using language learned in class. (SELLIPS, (2009), p.15)
Overview of the Erica Framework13
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English Language Strand Summary
(Source: Kiddo Stories, 2014)
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Capacity and Volume – Year 1/2New Zealand Curriculum Area
Mathematics and
Statistics
Strand: Geometry and MeasurementAchievement objective:Students will order and compare objects or events by volume and capacity by direct comparison and/or counting whole number units.
English Level One
Oral Language
Written Language
Visual Language
Listening
Speaking
Reading
Writing
Viewing
Presenting
Engl
ish L
angu
age
Lear
ning
Tasks
One * * *Two * * * * *
Three * * *Four * * *Five * * * * *Six * * * *
Seven * * *Eight * *Nine * *Ten * * * *
Eleven * * * *Twelve * * *
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Content and Language Objectives for the Sequence of Tasks
(Source: Kiddo Stories, 2014)
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Task Sequence Global Learning Intention (content): We are learning how to measure capacity.
Global Learning Intention (language): We are learning how to form and express ideas.Content Goals Task
(ERICA Framework)Language Function
Language Structure Vocabulary
Task One Specific Content Objective:
WALHT say what capacity is.
Task One Specific Language Objective:
WALHT use the language to say what
Preparing to LearnAnticipatory Guide TaskStudents to complete an anticipatory Guide for teacher to ascertain prior knowledge before front-loading content knowledge.Input:Students to listen to questions being read by teacher. They are to indicate answer preference with a cross or a tick. Talking with a buddy, they are to say what they think they know about capacity.Note: As unit proceeds, teacher and students to place key vocabulary on a wall chart grid for later retrieval.Output:Students to each complete anticipatory guide sheet.Conditions:Whole class, working alone, working in pairs
Defining Capacity is…A container can be…Containers we use everyday are…I can fill the space of a container…I can measure it with…Some things I can measure are…
All grammatical items mentioned in this text have been extracted from Humphrey, Droga and Fezz, (2013).
Personal PronounI3rd Person itParticipantsTechnical nouns CapacityGeneral nounsContainerAbstract nounspace Simple present tensemeasuresRelating Verbsis, are, holds, takesAction VerbsAgree, disagree
Persuade I think that…I agree because…I disagree because …
Personal PronounISensing verbsthinkSaying verbAgree, disagree
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we know. Modal clausesI think that…Conjunctionbecause
Task TwoContent Objective:
WALHT order containers by how much they can hold.
Task TwoSpecific Language Objective:
WALHT give reasons for what we think.
Preparing to LearnCloze TaskInput:Students to listen and view a story reading of Goldilocks and the Three Bears on the interactive whiteboard.
Whole class to hold a brief discussion about the different the sizes of the objects Goldilocks saw. Then, focusing on the porridge bowls describe their size differences in detail.
On interactive whiteboard, teacher to share pre-prepared summary of what Goldilocks saw on the table.
Students to follow reading on their own copy of the summary.
Working in pairs, students to complete a cloze task based on the summary.Output:Students to fill in the missing words in the cloze task sheet.Conditions:Whole class
Comparing BowlsBigMidsizeFullBiggestSmallest Statement (declarative)The bowl has …Goldilocks ate…Goldilocks looked at…She liked…
Evaluative describers (comparatives) Bigger, smaller, larger, fullerFactual describersSmall, midsize, full, biggest, smallest, fullest, big, smallDemonstrativesThis, that, these, thoseGeneral NounBowls, bowl, container, spoonPast tenseSawArticlethe
Justifying Statement (declarative)The missing word is… because she saw a … bowl.
The … bowl was…
The size of the … bowl is…
What did she see?
Action Verbstasted, looked, saw Simple presentholdsPast TenseTasted, Looked, saw, waspossessive (adjectiveher, his , itsDescribing adjectivespurple, pink, blueRelating / having verbhas, are, is3rd Person it, her, his, Relating / having verbhas, are, is
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Groups of two Determiner (interrogative)what
Task ThreeContent Objective:
WALHT order everyday containers by their capacity.
Task ThreeSpecific Language Objective:WALHT use the language of sequencing.
Preparing to LearnStrip Story TaskInput:Teacher to revisit the story summary reviewing language in focus.
Teacher to distribute packs containing the story strips for students to order.
Teacher to explain task to students.
Output:In groups of three, students to read strips and place them in the correct sequence.
Conditions:Whole classWorking in threes.
Estimating This bowl holds moreThe … is biggerThe … bowl holds less
That bowl is…
Modal clausesI think that…ClassifierContainerIt is Factual describersBiggest, smallestPronounsIt (3rd person)Factual describers (comparative) Largest, smallest, midsizeAdjectiveBlue, purple, pinkAction processesAte, walked, saw, tasted, lookedDemonstrativesThis, that, these, thoseGeneral NounBowl
Sequencing The first one is…The second one…The third…The fourth strip…
QuantifiersFirst, second, third, fourthPronounsIt (3rd person)ArticleTheFactual describer (comparative) Largest, smallest, midsizeNounStrip
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Classifier Is
Task FourContent Objective:
WALHT compare and order the capacity of objects.
Extracting and OrganizingMatching and Labeling Task
Input:Teacher to explain, model and direct the bus stop rotation activities.
Output:Working in pairs at each station, students to complete tasks at each station.Station One:Matching and labeling the bear’s bowls. Station Two: Sorting jumbled sentencesStation Three:Labeling and ordering sets of multicultural bowls (coconut husk cups, cava bowls, rice bowls, bamboo bowls children have brought from home) according to their capacity.Conditions:Whole classRotation groups (8)Working in pairs at each rotation stop.
Describing The pink bowl can hold more so it is the biggest.
The … …. is the … because it holds/takes ….
The coconut bowl is smaller because it holds less.
The … container is …
The purple bowl has the … capacity.
This container is …
Action verb (processes)Hold, fit, take, fillGeneral participants (nouns)/non living(particular participant)Bowl, container, basket, coconutNamed ParticipantGoldilocksParticipant/abstractSpaceComparative wordsHas less …Holds more…Pre-modifier-evaluative describersmallest, biggest, fullest, midsizeQualifier describingbigger, smallerAdjectiveBlue, purple, pinkArticlesTheFactual describersBlue, pink, wooden, rice, purple, coconut, bambooDemonstrativesThis, that, these, those
Extracting and OrganizingMatching and Labeling TaskInput:
Classifying The word matches this container is …
This label goes here
Action processesHolds Comparative words
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Task Four
Specific Language Objective:
WALHT use words that help us say how something is different.
Teacher to explain, model and direct the bus stop rotation activities.Output:Working in pairs at each station, students to complete tasks at each station.For details refer to previous page.Conditions:Whole classRotation groups (8)Working in pairs at each rotation stop
This bowl is the …
That bowl is the …
The … that holds more is …
The bowl that holds less is …
This container holds …
This … holds the most.
… it has the same as …… is the same as …… is not the same as .. … has more than …… has less than …Pre-modifier-evaluative describerSmallest, biggest, midsizePossessivesMyDemonstrativesThis, that, theseGeneral participants (nouns)/non livingBowl, containerTechnical participantCapacity
Task FiveContent Objective:
WALHT say what capacity is.
Task five continues on the next page…
Thinking it ThroughDictagloss Task
Input:Students to form mix ability groups of three.
Teacher to introduce and explain the task to whole class.
Upon completion of task, groups to assess their work.Whole class reflection and reporting back.Output:In groups students record in writing the main ideas of what is
Reporting Capacity is …a measure of ……how much …a container can hold.
Modal clausesI think that…Technical participantCapacityNounsParticipants (particular)Non livingcontainerConcrete participantsmeasureArticleAAction VerbHoldPronounIt
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Task FiveSpecific Language Objective:
WALHT use words that help me say what we heard.
being said.Then in fours, students to compare and write a shared version. Students to listen as the script is read 3 times.
Pairs to combine so they can assess and compare their work against each other and the original text. Class discussion held.Conditions:Whole classPaired groupsGroups of fourThinking it ThroughDictagloss Task
input:Students to form mix ability groups of three.Teacher to introduce and explain the task to whole class. Upon completion of task, groups to assess their work.Whole class reflection and reporting back.
Output:In groups students record in writing the main ideas of what is being said.Then in fours, students to compare and write a shared version. Students to listen as the script is
Identifying I heard …Write down …
Add …
Put … next to Place … besideWrite… after …
… goes first
… goes next
Action ProcessesHeard, put, place, write, add
Relating verbsgoes
Conjunction of sequence(replacing /contrasting)NextFirstAfter that
Prepositionto
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read three times.Pairs to combine so they can assess and compare their work against each other and the original text. Class discussion held.
Conditions:Whole classPaired groupsGroups of four
Task Six Content Objective:
WALHT measure the capacity of a container using non-standard units.
Thinking it ThroughSpeaking Frames Task
Input:Teacher to introduce, explain and model an activity exploring the use of non-standard units of measure. Students to then complete a measuring task in groups of three. Output:In groups, students to first estimate and then measure the capacity of a cup using non-standard units (spoons and corn kernels). Students to record their findings on a grid. Groups to then, share their findings and compare their results. Whole class to reflect on the results and plan next learning steps (think, pair, share)Conditions:Whole class
Estimating I think that…
My guess is …
I estimate it will take …
It will take … spoons to fill the cup…spoonfuls will fill…
…teaspoons filled …
My estimate was correct/incorrect
It will take … to fill this…The … holds…
… the total number of … it took to fill the cup was…I estimated…It took…I filled it with …
Modal clausesI think that… DemonstrativesThis, that, these, thoseParticipantsTechnical participantsNon-standard unitsGeneral NounCup, container, spoon, serving spoon, teaspoon, soup spoon, estimateAction VerbsEstimate, fill, take, thinkDeterminer / possessive adjectiveMyAdjectiveCorrect/incorrectPronounsI, your, his, hersIt (3rd person)Circumstances of MannerWith a …,
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Task Six continues on the next page…Task Six Specific Language Objective:
WALHT say how much a container can hold.
Working in pairs Individual
ProcessesPast tenseFilled, poured, estimated, took
Thinking it ThroughSpeaking Frames TaskInput:Teacher to introduce, explain and model an activity exploring the use of non-standard units of measure.
Students to then complete a measuring task in groups of three.
Output:In groups, students to first estimate and then measure the capacity of a cup using non-standard units (spoons and corn kernels). Students to record their findings on a grid.
Next, groups to share their findings and compare their results using speaking frames.
Whole class to reflect on the results and plan next learning steps (think, pair, share)Conditions:Whole classWorking in pairs Individual
Giving Instructions
Please hold the …
Hold the … please
Measure out the …
Put the fluffy white corn kernels in the …
Write the total in the grid please.
Pour/fill/tip the … into the …
Put the … in the cup.
Speaking frames:
First, I used a … to measure. It took … (teaspoon, spoon, serving spoons) to fill my cup.
Then, I measured with …
I filled the cup with … (teaspoon, spoon, serving spoons) of corn kernels.
Modal clausesI think that…Factual describersBiggest, smallestPronounsI, yourIt (3rd person)Verbs (processes)Hold, take, pour Is, measure, put, fillPast tenseTook, put, measured, Describer (comparative) Largest, smallestParticipants General Nouns (non-living)Cup, container, spoon, serving spoon, teaspoon, soup spoon, grid, container, corn kernelsTechnical participantCapacity, non-standard unitsArticleTheDeterminer / possessive adjectiveMyAdjectiveFluffy white, tasty, delicious, smelly
Task Seven Thinking it Through Explaining Put …spoons of sand in the cup. Quantifier
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Content Objective:
WALHT say how much a container can hold.
Task Seven continues on the next page…
Barrier Activity Task InputTeacher to introduce and explain the barrier exercise to students.ELL to choose a native speaker to complete the task. While students complete the task, teacher to roam around the room recording students conversations on i-pad. Teacher support staff to supervise students popping their corn kernels in a popcorn maker. Whole class to re-group and reflect on activity and discuss next learning steps.Output:Students to take turns giving each other instructions on barrier task card prompts. Students to listen and follow the instructions given.Conditions:Working as a whole classWorking in pairsWorking in threes
Pour … canisters of sand into the bottle
Fill the mug with water
Order the containers from smallest to …
Order the containers form the biggest to the …
Put …spoons of sand in the cup.
Order the containers from the one with the biggest capacity to the smallest capacity.
A cup of …Pre-modifiers:ArticlesAParticular nouns (participants)Spoons, canister, container, sand, cup, bottle,mugTechnical participantCapacityVerbs (processes)Is, put, order, pourCommand verbsDraw, order, put take, pour Is, measure, fill Factual describersSmallest, biggestArticleThePrepositionin
Task Seven Language Objective:
WALHT ask questions about what we didn’t understand.
Thinking it ThroughBarrier Activity Task
InputTeacher to introduce and explain the barrier exercise to students.ELL to chose a native speaker to complete the task. While students complete the task,
Questioning
How much … goes in the …
What do I fill the … with?
Please say that again…
Can you …
What goes in the … ?
Pre-modifiers:ArticlesAPossessivesHis, hers, their, myParticular nouns (participants)mug, bottle, cup, canister, sand, spoon, teaspoon,
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teacher to roam around the room recording students conversations on i-pad. Teacher support staff to supervise students popping their corn kernels in a popcorn maker. Whole class to re-group and reflect on activity and discuss next learning steps.Output:Students to take turns giving each other instructions on barrier task card prompts. Students to listen and follow the instructions given.Conditions:Working as a whole classWorking in pairsWorking in threes
serving spoon, instructionsGeneral nounA containerPre-modifier-evaluative describersmallest…, biggest, fullestProcesses - verbsFill, put, sayAuxiliary verbCan, repeatArticleTheDeterminer (Pronoun)What, where
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Task EightContent Objective:
WALHT compare and order the capacity of objects by packing.
Language Learning Objective:
WALHT use words that help us to compare something.
Extracting and OrganizingInformation Transfer Task
Input:Teacher to explain and model task to students.
Output:Working in groups of three, students to measure the capacity of containers using their popcorn. Each must estimate prior to measuring. Students must record their measurements on a grid.
Container non standard unit
Number of units measured
Bottle handfuls 6Bowls cups 2
Whole class reflection for students to share and discuss their findings. Conditions:Working as a whole class Working individuallyWorking in threes
EvaluatingMeasure the popcorn with …
I used the … to (measure, fill, put) …
My popcorn made … (bottles, bowls).
I filled my bottle with … (cups, handfuls) of popcorn.
ProcessesAction verbs (past tense)Measure, made, filled, put, usedCircumstances of MannerWith a …ArticleThe Participants (general – non living)Popcorn, bottles, bowls, cups, PronounI PossessiveMyPrepositionTo, withCircumstances of MannerWith a …
Comparing How many cups …More cups fit into the …Less cups fit in the …… thanLess than…Bigger than…
AdverbHowDeterminerMany, lessProcessesAction verbsFit, put, tippedParticipantsCups, bowlsConjunction Than
Task Nine
Extracting and OrganizingSay it! Task
ExplainingCapacity is measured with …
ParticipantsTechnical participantsCapacity, non standard units
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Global Learning Objective:
WALHT order and compare the capacity of containers.
Specific Language Objective:WALHT
Task Nine Language Learning Objective:
WALHT use language that helps us share our ideas about capacity.
Input:Teacher to explain and model how exercise works.
Whole class to reflect individually and decide on next steps. Students to share next steps with
Output:Students to participate and speak as required.
Conditions:Working as a whole class Working individually
A container can be filled by …
Non-standard units are …
Inside the popcorn maker I …
Dye can change the colour of water by …
Water changes when …
Two things that are important to remember when measuring are …
I know that …
Particular nouns cup, spoon, bowl, canister, container, water, popcorn makerProcesses(Past tense)Measuring, made, filledSimple presenttakes, holdsHaving verbshas relating processesare, is Pre-modifier-evaluative describersmallest…, biggest, fullestModal clausesI think that …Circumstances of MannerWith a …
Describing I think that …Capacity is …A non standard unit is…
ProcessesThinkParticipantsTechnical participantsCapacity, non standard unitGeneral nounscup, spoon, canister, water,container, popcorn makerModal clausesI think that …ArticleADeterminer: that
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Task TenContent Learning Objective:
WALHT measure, compare and order containers by their capacity.
Language Learning Objective:
WALHT use language that helps us share our ideas about capacity.
Extracting and OrganisingInteractive Close Task
Input:Teacher to explain and model how exercise works. Teacher to display text on the interactive whiteboard (or enlarge or project onto a screen). Student groups to have a copy they complete while following the teacher’s lead.Whole class to reflect individually and decide on next steps. Students to share next steps with
Output:Students to think individually about which word makes sense in the gaps. As a group students to decide on the answer. Groups to include a native speaker, an ELL and a confident writer.
Conditions:Working as a whole class Working in groups of threeWorking individually
Predicting Today we made popcornFirst we measured the corn kernels.We then poured them into the popcorn maker. Next, we used cups to measure how much popcorn we made.We liked the popcorn.
(words in red to be completed by students)
ParticipantsTechnical participantsCapacityGeneral nounsBowl, cup, popcorn, popcorn-makerProcessesmeasurePast Tense VerbsMade, filled, measured, likedPronounsI, weAdverbTodayLinking Adverb (time sequence word)ThenConjunction(subordinating conjunction) First, next, after (sequence)Determinerthe
Questioning Can I say … ? What did we do?I think the missing word is…What did we like?What did we do?Does … make sense?Is the word …?
Modal clausesI think that …ProcessesAction processCan, make, doesPronounSaying processSayRelating ProcessIsAdjective
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MissingArticleThe
Task ElevenSkills FlowContent Objective:WALHT compare the volume of a number of different containers by pouring.
Task Elevencontinues on the next page…
Specific Language Objective:WALHT use language to express ideas.
input:Thinking it throughTeacher to guide students in composing a descriptive summary of popcorn measuring activities.Output:Students to listen, discuss, find and label images described by teacher. Next, students to describe pictures to whole class. In pairs students then to write their own descriptions. Students volunteer to read their compositions to the class. Conclude with class discussion
Conclude with a whole class reflection at the end to determine next learning steps.
Conditions:Working in pairs students to Working as a whole classWorking alone Input:
Requesting
Clarifying
Can I please have…Please pass me…We..Who … in the picture?What did … do?What is … doing?Who has the…Is than an…?
QuantifierA cup of, some bottles …, A bucket…Pre-modifiers:ArticlesADemonstrativesThis, that, these, thosePossessivesHis, hers, their, myParticular nouns (participants)The bowl -mug, cup, bowl, bottle, jar, vase, bucket, canister, cylinder, cone, spoon, teaspoon, serving spoonProcessesPouring, measuring, holding, filling, holdingGeneral nounPhoto, pictureRelating verbs IsPre-modifier (inexact)Three or four, some, several, a fewEvaluative describer…need to clarify this, could be the biggest, largest, fullest… Modal verbs
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I need toTask TwelveContent Objective:WALHT use mathematical language to talk about capacity and volume.
Specific Language Objective:WALHT share our ideas in order.
Putting it all TogetherWriting Frame Task
Input:Teacher to explain and model Procedural recount task and task routines to students. Teacher to then hand out writing frames and organize learners. Output:Students to write a personal recount sharing their learning experiences measuring, comparing and ordering containers by capacity.Students to use marking guide to self then buddy assess their work.
Conditions:Working independentlyWorking in groups
Recounting On … we …First we ….We then … Next, we …We … the popcorn.
ParticipantsTechnical participantsCapacityGeneral nounsContainer, popcorn, bowls ProcessesPast Tense VerbsMade, filled, measured, atePronounsI, weAdverbTodayLinking Adverb (time sequence word)ThenAdjectiveFluffy white
Explaining What did I doGet out your bookGet a pencilStart to writeSay what you did with the popcorn to learn about capacity
Teaching ideas for this series of tasks have been informed in part by the Capacity and Volume units on Te Kete Ipurangi (TKI). They are:
Popcorn (Te Kete Ipurangi, 2010), The Three Bears (Te Kete Ipurangi, 2010) and Spoonfuls, Cupfuls and Handfuls (Te Kete Ipurangi. 2010).
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Language Summary
(Source: Kiddo Stories, 2014)
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Language SummaryProcessesAction Processes 1.measure
2.agree, disagree3.ate (pt)4. holds (simple present?), fill, fills, 5. hear, repeat, replace, add, write6. think, estimate, fill7. pass8. estimated, measured, ordered, compared, experimented9. takes, holds, took, ordered, compare, measure, estimate, filled, bounced, spun, flipped, twisted, popped10. can, make, does11. pouring, measuring, holding, filling, holding12. write, read
Relating processes Are, is ? holds, takes, Being verbs Am, are, is, were, Having verbs Has, had, haveSensing verbs thinkDefineDescribeClassifySimple present tense- indicate general nature of the information
Holds, fills,
Noun category Generalized participants
Particular – the containerGeneral- a container, bowl, spoon, cup, jug, bottle, strip, mug, instructions, popcorn, picture, photo,
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Abstract – spaceTechnical- capacity, volume, maximum quantity, non-standard unit, standard unit
Technical participants Litre, millilitreDeterminers What, where, many, lessArticles a, an, theDemonstratives That, these, those, thisPossessives his, hers myPre-modifiersQuantifier of number
First, A cup of 5 ml of1 litre of
Pre-modifierQuantifier (inexact)
Three or four, some, several, a few
Pre-modifierEvaluative describer
Need clarify this- could it be biggest, largest, fullest etc? correct, incorrrect
Factual describers Small, midsize, full, biggest, smallest, fullest, big, smallClassifying adjectives Noun classifier: Milk bottles, juice bottle, yogurt container, Factual adjectives Blue, pink, wooden, rice, purple, coconut, bamboo, missingQuantity adjectivesConjunctions Addition: and
Replacing: butContrast: but alsoConjunction of sequence: first, next, before, after thatTime: when, while, as soon asCause: because, in order to
CircumstancesAdverbials of time todayAdverbials of placeAdverbials of manner With a Expanded noun groups
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Commands: indirect/formal informal relationship
Can you please pass me…
Direct: and/or , close solidarity Pass the scoop please, Come and look at this.Look at what I made
ModalsModal verbs High modality: Need to, had to
Medium modality: should, supposed toModal adverbials: Maybe, Modal clauses: I think that…Personal pronouns I, it, his, her, myPreposition to
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Evaluation
(Source: Kiddo Stories, 2014)
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Evaluation
Two of Nation and Macalister’s (2009) format and presentation principles were chosen to underpin the workflow of tasks designed for this series of lessons (p.39) .
Principle 2 (Nation & Macalister, (2009), p.51) A course should include a roughly even balance of meaning-focused input, language-focused learning, meaning-focused output and fluency activities.
Principle 3 (Nation & Macalister, (2009), p.52).There should be substantial quantities of interesting comprehensible receptive activity in both listening and reading.
When the relevant school and ELLP based assessment results were aligned with the SELLIPS objectives, it seemed that the principles chosen were the best to underpin the unit to support learning. Nation & Macalister (2009) argue that including a balance of the four strands, aids repetition which in turn provides much needed opportunities for students to experience different ways of interacting with others (p.10). Fostering student interaction is a key focus and need for my learners as many are relatively new to the school and still establishing relationships with their peers. Structuring a unit of work that accelerates learning for English language learners and teaching the language of the content areas more effectively to all learners is my primary professional goal.
Nation and Macalister (2009), claim that the failing of many language courses is the neglect or over emphasis of one strand above the rest (p.52). Taking this into account, an attempt has been made to try and give an even spread of the four strands across the tasks. In doing so, allowances were made to address students’ age, skill level and learning needs. In the case of the student with autism, the cochlear implants and learning delays, additional accommodations were incorporated into the planning. Activities were scaffolded further by the presence of a teacher support aide during most tasks
Meaning focused input activities with a high interest value to students were chosen to ensure they were engaged and motivated. Individual differences and learning styles were taken into account and this can be seen in the varied input used for the tasks. These included, listening to a story being read interactively online, using colourful interactive
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flipcharts and completing activities that involved sounds, smells and other sensory motivation. Using these modes to present language and content material was seen to deliver the most interest to the largest number of learners.
Following Samuda & Bygate’s (2008), advice that ELLs benefit when provided with native speakers who they can imitate prior to attempting to perform a task themselves, in most grouping situations, a native language speaker was a participant (204). This gave, ELL students repeated opportunities to benefit from the exposure to accurate language role models and input during the trials. Student groupings were planned in anticipation of the lessons to provide the best scaffold possible to reduce anxiety, encourage participation and use the language structures featured. Groupings changed frequently during the unit to provide variety and foment a supportive learning environment. Expert and able peer partners, was also a way of addressing the social objectives of the instructional tasks and ensure reading and writing components could be completed.
Swain, (as cited in Nation & Macalister, (2009)) emphasises the need for students to be given time to produce language (p. 56). Tasks such as talking frames, barrier tasks, say it and skills flow provided such opportunities for students. These activities enabled students to listen to peers, talk, read, and write at the level they were able. Apart from the learning experiences mentioned, resources such as charts, grids, wall displays, pictures and realia served to help students participate in the learning and engage with the concepts taught with greater clarity.
The trialling of tasks, and teaching sequences was evaluated to identify strengths and weaknesses over a number of weeks in different contexts. This process proved to be highly valuable to students, colleagues and myself. Contributions from colleagues over this period meant that the current design has changed markedly from its initial structure. All the tasks in the current unit are a reflection of the trialling process.
Five school colleagues read and commented on the unit with one trialling a number of the tasks in a year one class. Despite the tasks been designed for level one, in order for the tasks to be trialled, they had to be modified to meet her students’ needs. Most of the activities were seen as too difficult, long and confusing. Consequently, the vocabulary focus was reduced, tasks shortened and simplified.
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This feedback was compared with the comments offered by others and evaluated thoughtfully. Some of suggestions were implemented, however, others were not as an attempt was made to ensure activities were context embedded but still cognitively demanding.
As Breen (1989) mentions, tasks need to anticipate the needs that the different learners might bring (p.192). Finding the appropriate level to meet the broadest range of needs was a difficult. In making final decisions about the content, student voice dominated and was implemented. A student in my class offered a sensible solution to this problem when completing her evaluation of the unit. She thought it was important to keep the ‘tricky stuff’ in so that kids like her would not get bored. As far as she was concerned, students needed to work together and help each other so that the learning helped all the learners.
Student feedback showed that the activities which helped students learn the most, where those which involved their five senses. The variety and pace of the rotation activities and opportunities to smell, taste, feel and see capacity at work appeared to be particularly beneficial for the boys in both my class and my colleagues one. Pouring water, making popcorn and tipping it into cups to measure their volume was physical, exciting and best of all, tasty.
As developing speakers of English, all the ELL students in the class clearly benefitted from the consistently focused instruction on language that they received. This has confirmed strongly, to me and my colleagues of the need for the teaching and learning program to incorporate the approached modelled in this unit.
Providing students with explicit and targeted linguistic teaching opportunities will be a part of the daily teaching program. As an agent of change in my school community, this project has made an impact for a few colleagues and has opened doors to now work collaboratively to start plan for the ELLs in our team. A great result to close this learning journey.
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Section A
Preparing to Learn
(Source: Kiddo Stories, 2014)
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Anticipatory Guide - Task One
Purpose:
To identify student prior knowledge prior to introducing students to the topic.
To inform students about the topic to be learned.
Preparing Materials:
Photocopy a guide for each student. Enlarge a copy to be used when modelling the task to students
or project it electronically.
Carrying out the task:
Provide each student with a copy of the guide. Students listen for each question as it is read out before by the
teacher before indicating their response on the guide. Students write a tick if they agree or an ‘x’ if they disagree.
Provide an opportunity for students to share their reasoning and explain their answers to each other before proceeding to the next question.
Student guides need to be kept secure as they will be used as post assessment reflection tool at the end of the unit.
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Content Objective: We are learning how to say what capacity is.
Language Objective: We are learning how to use words that say what we know.
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Refer to Appendix for a copy of the material master.
Cloze Task - Two
Purpose:
To start students thinking about the language of size needed to discuss the measurement of capacity and volume
To motivate and appeal to students interest.
Preparing Materials:
Photocopy a sheet for every two students. Refer to the appendix for a copy of the whole text.
Enlarge a copy to be used when modelling the task to students or project electronically.
BBC electronic book :(www.bbc.co.uk/wales/snapdragon/yesflash/story.htm)
Carrying out the task:
Students to listen as the story of ‘Goldilocks and the Three Bears is read out.
Whole class to briefly discuss the story identifying and describing the differences in size of the objects, focusing in particular on the bowls of porridge.
Teacher to introduce and explain the cloze activity task.
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Content Objective: We are learning how to order containers by how much they hold.
Language Objective: We are learning how to give reasons for what we think.
In groups of two, students to complete the cloze activity.
Reflection: Ask students to think about how the learning went.
Story Summary - Goldilocks and Bears’ Porridge
Goldilocks walked into the bear’s house.
She saw three bowls of food on a table. She saw a ______ purple bowl. She saw a ________ pink bowl and a ______ blue bowl. The bowls were full of hot porridge.
She tasted the __________ bowl. “Too hot”, she said. She tasted the ___________bowl. ”Too cold”, she said. She tasted the _________bowl. “Just right”, she said and she ate it all up.
After that, Goldilocks felt tired so she looked for a place to have a nap.
Word Box: big biggest midsize small midsize smallest
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Strip Story - Task Three
Purpose:
To use descriptive language in preparation for students taking part in activities that explore capacity.
Preparing Materials:
Story strip sets – one per group There are two versions of the strip story for you to choose from
to allow for differentiation. Refer to the appendix for a copy master of the version with picture clues.
Enlarged copy of story summary from previous session. Newsprint Glue sticks
Carrying out the task:
Teacher to revisit the story summary with students. In groups, students to read story strips and put them together.
Reflection: Discuss the outcome in small groups first and then as a whole class. Identify next learning steps.
Reflective questions to ask: Did I know what to do? Did I need help? What was tricky about this learning?
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Content Objective: We are learning how to order containers by their capacity.
Language Objective: We are learning how to the language of sequencing.
Strip StoryStory Strip – (refer to the appendix for an alternative version with visuals)
Goldilocks walked into the bear’s house.
She saw three bowls of food on the kitchen table. She saw a big purple bowl.
She saw a midsize pink bowl and she saw a small blue bowl. The bowls were full of hot porridge.
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She tasted the biggest bowl. “Too hot”, she said.
She tasted the midsize bowl. “Too cold”, she said.
She tasted the smallest bowl. “Just right”, she said and she ate it all up.
After eating, Goldilocks felt tired so she looked for a place to have a nap.
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Matching and Labelling - Task Four
Purpose:
To practice using language needed to discuss the size and capacity of objects.
Preparing Materials:
Refer to the appendix for all the material masters needed for this activity.
Set up the bus stop stations. Name and label each stop. Copy, cut and prepare the materials for each station. Assign students to stations. Organise a timer.
Carrying out the task:
Teacher to explain each rotation, giving students the opportunity to walk around each station prior to starting.
Students to engage in a ‘bus stop ‘ rotation of activities sorting jumbled sentences and labelling pictures from the story with descriptive phrases.
Allow students sufficient time to attempt the task before ringing the timer for them to move on to the next station.
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Content Objective: We are learning how to order and compare the capacity of objects
Language Objective: We are learning how to use words that help us say how something is different.
Reflection: Students to stop and think about their learning at the conclusion of the session.
Section B
Extracting and Organising
(Source: Kiddo Stories, 2014)
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Dictogloss - Task Five
Purpose:
To help students understand and explain what capacity is.
Preparing Materials:
Enlarged copy of dictogloss text. Paper for students to write on.
Carrying out the task:
Working in pairs, students to listen as text is read aloud by the teacher.
Teacher to read the text two times first a little slower than a native speaker, then at normal native speaker speed.
Students to make notes and record words they hear upon each reading of the text.
Pairs to join and share what they recorded. Whole class assessment of outcome followed by a discussion
and reporting back period.
Reflection: Students to stop and think about their learning at the conclusion of the session.
Reflective questions to ask: Am I pleased with my work? What can I do better?
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Content Objective: We are learning how to order and compare the capacity of objects.
Language Objective: We are learning how to describe and identify key pieces of information.
Dictagloss
Capacity is a measure of how much a container can hold.
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Speaking Frames - Task Six
Purpose:
To provide students with an opportunity to use the language relevant to measuring capacity and expressing ideas.
Preparing Materials:
In this task students will participate in a range of measurement activities to explore capacity. They will estimate, measure, compare and order objects.
Use of speaking frames while completing the rotation activities.
Gather and prepare the materials needed for the task: measuring containers, a range of measuring materials including popcorn kernels, rice, beans. All materials can be adapt to student interest and resource availability.
Carrying out the task:
Teacher to explain estimation and measurement activity options to students.
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Content Objective: We are learning how to measure the capacity of a container using non-standard units.
Language Objective: We are learning how to say how much a container can hold.
Students to work in pairs within their rotation group to estimate and measure the capacity of a range of containers using familiar objects (cups, bottles, spoons, teaspoons, serving spoons).
Students to discuss their findings against their estimates. Following this session, students will pop the corn kernels and
use the popcorn to explore the capacity of a range of larger containers. Next stage: Investigating capacity and volume using large containers and materials.
Set up stations: o Station One: Dye- droplet dropper, a range of dyes, cups
and a jug of water. Language frames. Laminated instructional sheet.
o Station Two: Making paper cones, paper, scissors, stapler. Buckets filled with popcorn. A box to hold filled cones. Laminated instructional sheet.
o Station Three: Mixing ingredients to make juice – set up cups, water, mixing and measuring spoons , juice powder mix. Laminated instructional sheet.
o Station Five: Building – Building materials, instructional sheet
o Station six: Problem solving. Buckets of water, a wide range of bottles and measuring cups. Laminated instructional sheet.
Reflection: Students to reflect on how they have managed their time.
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Barrier Activity Task - Task Seven
Purpose:
To provide students with an opportunity to use the language of measuring and explaining.
Preparing Materials:
Teacher to copy barrier task instruction cards for each student. Refer to the appendix for copies of the material masters needed.
Baroque music playing in the background. Charged i-pads.
Carrying out the task:
Teacher to explain and model the task to students Students to take turns giving each other instructions using
barrier task card prompts. Students to listen and follow the instructions give before giving their partner their instructions.
Students to interview each other about the task using the ipad once they have finished.
Reflection: Whole class to re-group and reflect at the conclusion of the session. Students to reflect what else they can do when they finish a task.
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Content Objective: We are learning how to say how much a container can hold.
Language Objective: We are learning how to ask questions about what we didn’t understand.
Information Transfer – Task Eight
Purpose:
To provide students with an opportunity to listen, speak, apply their language knowledge.
Preparing Materials:
Refer to the appendix for the material master needed. Make one copy for each pair.
Teacher to provide students with a range of bottles and everyday containers they can use to measure their popcorn.
Carrying out the task:
Teacher to explain to students how they can record their estimates and measurement data on the grid.
Students to use a range of tools and methods to measure their popcorn and determine the capacity of a range of objects.
Whole class to regroup to discuss findings and new learning.
Reflection: Students to think about what they are learning and what new information they now know. As a class, identify what the next learning steps are. Students may want to ask themselves if there is anything they could do better.
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Content Objective: We are learning how to compare and order the capacity of objects by packing.
Language Objective: We are learning how to use words that help us to compare something.
Section C
Thinking it Through
(Source: Kiddo Stories, 2014)
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Say It! - Task Nine
Purpose:
For students to speak, listen and share learning that has taken place.
To cement the language learned by having further opportunities to speak.
Preparing Materials:
An enlarged copy of the ‘Say It!’ grid. Gentle classical music playing softly in the background.
Carrying out the task:
Teacher to model and explain the task to the class. Put students into groups of four to six and choose one student
to start. Teacher to allocate grid coordinates to the student, when students finish speaking, they are to choose the next speaker and allocate the new set of coordinates. Teacher to assist students in reading the grid if necessary.
Reflection: Whole class to reflect on their learning and setting new learning goals.
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Content Objective: We are learning how to compare the volumes of a number of containers by pouring from one to another.
Language Objective: We are learning how to express ideas.
Say It! Task1 2 3
A Tells us three ways we can measure capacity.
How can you order a set of containers?
How can you find out how much a container can hold?
B How can the empty space in a container be filled?
What do you know about capacity?
3 people want a drink of juice. How can you make sure you buy enough juice for them all?
C What do you think about when you measure?
List three non- standard ways to measure capacity.
What is the difference between volume and
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capacity?Interactive Cloze - Task Ten
Purpose:
To provide students with an opportunity to review their knowledge of a factual recount and use target language.
Preparing Materials:
Teacher to enlarge a copy of the interactive cloze task or project it on the interactive whiteboard. – Refer to the appendix for the material master.
A copy is needed for every two students.
Carrying out the task:
Teacher to explain the task procedure. Students to work in groups of two to complete the activity using their own copy of the cloze.
Reflection: Students to stop and think about their learning at the conclusion of the session.
Reflective questions to ask: Am I pleased with my work? What can I do better?
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Content Objective: We are learning how to compare the volumes of a number of containers by pouring from one to another.
Language Objective: We are learning how to express ideas.
Section D
Putting it All Together
(Source: Kiddo Stories, 2014)
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Skills Flow - Task Eleven
Purpose:
To provide students with a variety of opportunities to listen, speak and cement their knowledge of the topic vocabulary.
For students to have authentic opportunities to use communicative language.
Preparing Materials:
Teacher to prepare and copy a skills flow grid for every two students.
Prepare a skills flow sheet for students. Refer to the model in the material masters for guidance.
Carrying out the task:
As a class create a descriptive summary from the previous session as related to the 3X3 photo grid model. Next, working in pairs, teacher to read out descriptions for students to match with the correct picture on their grids.
Teacher to then call upon students to describe the main points depicted by each picture aloud to the class. Follow this by students writing their own descriptions on a new grid. Finally ask students to read descriptions aloud to the whole class.
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Content Objective: We are learning how to compare the capacity of a number of containers by pouring.
Language Objective: We are learning how to use language to express ideas.
Reflection: Students to say what was tricky about the learning.
Recount Writing - Task Twelve
Purpose:
To record a learning experience in writing by language of sequence, past tense and naming particular nouns.
Preparing Materials:
Copy a writing frame for every student.
Carrying out the task:
Teacher to model and explain the task to the whole class. Students to write a procedural recount using a writing frame to
record their experiences making and measuring capacity using popcorn.
This writing task presumes students have received prior instruction in writing a procedural recount.
Reflection:
Whole class to re-group and reflect at the conclusion of the session. Students to reflect on their learning saying when well and what new learning they would like to follow this with.
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Content Objective: We are learning how to compare the volumes of a number of containers by pouring from one to another.
Language Objective: We are learning how to express ideas.
Section ELinks and Resources
(Source: Kiddo Stories, 2014)
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Resources and Online Links
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For an electronic copy of all these materials in this unit and links to online resources about capacity, go to:
http://learningareaninesmsnorthcote.wikispaces.com/Mathlandia
Resources available from the National Library Capacity - By Fred and Jeanne Biddulph
Capacity - By Henry Pluckrose
How full is full? : comparing bodies of water – By Vic Parker
Measuring & Capacity - By Lousie McKenzie & Pauline Cartwright
Measurement – By Penny Dowdy
Video:
Metric units: length, mass and capacity – T, Baricevic. (Producer). & K, Breitenmoser. (Director). (2011). [Video]. Australia: Upbeat pictures.
Resources available from Auckland Public Libraries Measures - By Peter Patilla
Section FAppendix
Material Masters
(Source: Kiddo Stories, 2014)
Story Summary Cloze - Task TwoGoldilocks and the Three Bears’ Porridge
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After that, Goldilocks felt tired so she looked for a place to have a nap.
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Strip Story Task (Source: Kiddo Stories, 2014)
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Goldilocks walked into the bear’s house.
She saw three bowls of food on a table. She saw a big purple bowl. She saw a midsize pink bowl and a small blue bowl. The bowls were full of hot porridge.
She tasted the biggest bowl. “Too hot”, she said. She tasted the midsize bowl. ”Too cold”, she said. She tasted the smallest bowl. “Just right”, she said and she ate it all up.
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Source: Kiddo Stories, 2014
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Source: Kiddo Stories, 2014
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Matching and Labelling - Task Four
(Source: Kiddo Stories, 2014)
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(Source: Kiddo Stories, 2014)
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(Source: Kiddo Stories, 2014)
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(Source: Kiddo Stories, 2014)
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(Source: Kiddo Stories, 2014)
(Source: Kiddo Stories, 2014))
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Jumbled Sentences
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Speaking Frames – Task Six
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Statements I can use to talk about capacity and volume:
I filled the small bottle with __________ cups of popcorn.
The __________bottle looks smaller than the orange juice bottle but it has the same _______.
It took _________ cups to fill this my container.
The ______ is the biggest and the _____ is the smallest container. The biggest container holds more.
Speaking Frames - Task Six
Speaking Frames AStatements I can use to talk about capacity and volume:
To fill the ________ I poured in ______ cups of water.
This container holds ______ cups.
Speaking Frame BStatements I can use to talk about capacity and volume:
I put _________ drops of dye into the cup.
The colour of the water turned ______________.
If I put more water in the cup the colour will turn _________.
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Barrier Game Cards – Task SevenStudents to work in pairs to complete an information gap activity. Students must sit back to back or hide their work with a screen. Students ask each other questions to find out the missing information. Create variations of these cards so each group has one.
Instruction Card A
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Speaking Frame CStatements I can use to talk about capacity and volume:
The capacity of the bottle is _________ cups.
It takes ______ bottles to fill the bucket.
The bucket holds __________ cups of water.
Fill the cup to capacity with yellow bears.
Put three spoons of rice in the canister.
Order the bottles from biggest to smallest.
Instruction Card B
Put two canisters of marbles into the
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biggest bowl.
Turn the smallest cup upside down.
Fill the container that holds the most.
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Information Transfer – Task Eight
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Interactive Cloze – Task Ten
Interactive Cloze - Teacher Script
Today we made popcorn.
First we measured out some corn kernels.We then poured them into a popcorn maker. Next, we used cups to measure how much popcorn we made.
Half a cup of popcorn filled four milk bottles.
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Interactive Cloze – Student Script
Today we _______popcorn.
First we _________out some corn kernels.We then_________ them into a popcorn maker. Next, we used cups to ___________ how much popcorn we made.
Half a cup of popcorn _________ four milk bottles.
Skills Flow – Task Eleven
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Sample: Given the nature of this activity, only a sample can be provided. To use either make your own picture grid or download an electronic copy from: http://learningareaninesmsnorthcote.wikispaces.com/Mathlandia
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Section G
Additional Resources
(Source: Kiddo Stories, 2014)
Alphabet Key - Vocabulary List for Wall Display
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93
ABCDEF
GHKLMN
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OPQRST
95
UVXYZ
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Skills Flow Task - Writing
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Skills Flow- Listening Task
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Additional Measuring Activities(Suitable for students needing additional independent work)
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100
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References:
BBC. (n.d.). Bbc. co.uk. Retrieved from www.bbc.co.uk/wales/snapdragon/yesflash/story.htm
Brown, J. D. (1995). Overview of Curriculum. In The elements of language curriculum: A systematic approach to program development (pp. 1- 18). Boston, MA: Heinle & Heinle (DC).
Cummins, J. (2002). Language, Power and Pedagogy: Bilingual Children in the Crossfire. Retrieved from http://site.ebrary.com.ezproxy.auckland.ac.nz/lib/auckland/reader.action?docID=10170601.
Derewianka,D. (2013). A new grammar companion for teachers. Marrickville Metro, NSW, Australia: PETAA.
English Language Learning Progressions Online. (2008). Retrieved from http://esolonline.tki.org.nz/ESOL-Online/Student-needs/English-Language-Learning-Progressions.
English Language Programme Primary Resource. (2013). Retrieved from http://esolonline.tki.org.nz/ESOL-Online/Teacher-needs/Reviewed-resources/English-Language-Intensive-Programme-Primary-Resource/Stage-1-Oral-interaction.
Gray, S. (1999). More to learn: The development of planning frameworks. English in Aotearoa, 38, 7-10.
Humphrey, S., Droga, L., & Feez, S. (2013). Grammar and Meaning (Rev. ed.). Newtown, Australia: PETAA.
Kiddo Stories. (2014). Goldilocks and the Three Bears. (You Tube. video clip) . Retrieved from https://www.youtube.com/watch?v=KndSVsY5HWM
Ministry of Education. (2009). Supporting English Language Learning in Primary Schools: A guide for teachers of Years 1 and 2. Wellington, New Zealand: Learning Media Limited.
Ministry of Education. (1996). Exploring Language: A Handbook for Teachers. Wellington, New Zealand: Learning Media Limited.
Morris, A. & Stewart-Dore, N. (1984). Learning to learn from text: effective readings in the content areas. Sydney: Addison-Wesley.
Nation, I.S.P., & Macalister, J. (2009). Language Curriculum Design. Retrieved from http://web.b.ebscohost.com.ezproxy.auckland.ac.nz/ehost/ebookviewer/ebook/bmxlYmtfXzI4OTgxNF9fQU41?sid=c94fef04-01f1-4f86-a3b7-3deb802914d6@sessionmgr198&vid=0&format=EB&rid=1.
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New Zealand Curriculum English Online, (2014). Retrieved from http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Learning-areas/English/Achievement-objectives.
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