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  • 1. GOING SOLO for ESOL
  • 2. Kia ora, Talofa, Namaste, Bula, Malo e lelei, Fakalofalahi atu, Chou nei, Aslam Alicom, Salaam, Tang, Chao, Kon-nichiwa, Ni hao, Kamusta.
    • Faamolemole alaala mai i lalo.
    • 3. Faatumu mai le pepa lena.
  • Why SOLO for ESOL?
    Anticipatory Task
  • 4. Who are the ELLs at OPS?
    • Approx 1/3 of school currently enrolled.
    • 5. Samoan, Tongan, Indian, Fijian, Chinese, Russian, German, Cook Island, Niuean, Indo-Fijian, Myahnma/Burma, Pakistani, French, Phillipino,
  • MACRO CONCEPT
    Relationships
  • 6. KNOWING ME KNOWING YOU
    If you know me, you can teach me
  • 7. To Know the Learner is:
    • Being connected to ELLs:
    Eg; Recognising strengths.
    What the Key Understanding looks like…
  • 8.
    • Being culturally responsive
    Eg; knowing about the learner’s perspective, their skills and knowledge.
    Teachers as Learners:
    http://nzcurriculum.tki.org.nz/inquiry
  • 9. A Y3/4 ESOL Group
  • 10. Describe map
  • 11. Describe map
  • 12.
  • 13.
  • 14. Working the map…
  • 15. When Justifying a level
  • 16. Sharing our Deeper understanding
  • 17. Linking our ideas
  • 18. Self Reflection 1
  • 19. Self Reflection 2
  • 20. Self Reflection 3
  • 21. A challenge…
    How well do we as teachers reach out to our ELLs..?
  • 22. The fact of the matter is:
    As ESOL teachers we aim to:
    • support classroom teaching/learning.
    • 23. support ELLs by providing small group learning experiences, that will encourage “quality group talk.”
    • 24. Use SOLO to empower ELLs to “think about their thinking” (meta-cognitive skills).