GOING SOLO for ESOL. Kia ora, Talofa, Namaste, Bula, Malo e lelei, Fakalofalahi atu, Chou nei, Aslam Alicom, Salaam, Tang, Chao, Kon-nichiwa, Ni hao,

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Presentation transcript:

GOING SOLO for ESOL

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.  Faatumu mai le pepa lena.

Why SOLO for ESOL? Anticipatory Task

Who are the ELLs at OPS?  Approx 1/3 of school currently enrolled.  Samoan, Tongan, Indian, Fijian, Chinese, Russian, German, Cook Island, Niuean, Indo-Fijian, Myahnma/Burma, Pakistani, French, Phillipino,

MACRO CONCEPT Relationships

KNOWING ME KNOWING YOU

To Know the Learner is:  Being connected to ELLs: Eg; Recognising strengths. What the Key Understanding looks like…

 Being culturally responsive Eg; knowing about the learner’s perspective, their skills and knowledge. Teachers as Learners:

A Y3/4 ESOL Group

Describe map

Working the map…

When Justifying a level

Sharing our Deeper understanding

Linking our ideas

Self Reflection 1

Self Reflection 2

Self Reflection 3

A challenge… How well do we as teachers reach out to our ELLs..?

The fact of the matter is: As ESOL teachers we aim to:  support classroom teaching/learning.  support ELLs by providing small group learning experiences, that will encourage “quality group talk.”  Use SOLO to empower ELLs to “think about their thinking” (meta- cognitive skills).