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.  Faatumu mai le pepa lena.

3. Why SOLO for ESOL? Anticipatory Task

4. 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,

5. MACRO CONCEPT Relationships

6. KNOWING ME KNOWING YOU

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

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.  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).