Course rationale: Foundation ESOL

This course is designed to meet the English language learning needs of students who are working at foundation and stage one
levels of The English Language Learning Progressions (ELLP) & The English Language Intensive Programme (ELIP).

Some of the students are from refugee backgrounds and require a focus on orientation to learning (ELIP, Foundation 1a). They
may not be literate in L1 and may have had little or no previous formal education. These students will need additional support and a
focus on pre-reading & pre-writing skills and early numeracy skills. The Focus on English series has been used because the
booklets enable teachers to provide teaching and learning for a small group of students with teacher aide or bilingual support.

Some students will be literate in L1 and stronger in oral skills. These students will need a strong foundation in written and oral
language skills to prepare them for integration to mainstream subjects.

The aim of the course is to help students move, when they are ready, into a limited range of mainstream subjects, beginning with
Maths and PE. Topics have been chosen to aid this transition to mainstream subjects.

Opportunities for multi-levelling: Students in the class who are at a higher level than foundation e.g. ELLP stage one, could be
assessed with ESOL level one unit standards. See the differentiation column in the course outline.

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Course outline: Foundation ESOL
Duration: One year ELLP/ELIP level: Foundation to Stage 1

Ongoing programmes
Learning objectives: ELIP
• Can demonstrate appropriate reading behaviours
• Can demonstrate a developing awareness of sound/letter correspondences
• Can read understand and respond to a variety of simple texts
• Can read a bank of common sight words
Principles: with an
emphasis on: High expectations Inclusion Learning to learn
Values: with an
emphasis on: Excellence – aiming high, Innovation, enquiry and Community and
persevering curiosity participation

Key Competencies Programmes Content and language Differentiation Assessment

learning outcomes
Informal assessment: Teacher keeps
Managing self – self- Extensive reading Students will: Additional support: anecdotal records of students’ reading
motivation, personal Read widely at fluency • learn to choose Some learners will need habits from observation/student
goals, appropriate level, keep a log of reading appropriate texts; learning activities that reflections.
behaviour, experiences and write a • read a range of texts focus on sound and letter
resourcefulness, sense of short personal response. independently; recognition & Formative assessment: Learners
self and importance of • record the reading correspondence. choose a reading log to submit for peer
heritage experience in a assessment after self-assessment using
Using language, reading log and write Extension: checklist, followed by teacher/student
symbols, and texts – personal responses to Encourage learners to conference.
interpreting language and texts. extend their choice of
symbols, using ICT, texts re genre and level. Summative assessment: Learners
recognising how choices (Some texts will be in L1) choose six reading logs from portfolio to
of language and symbol submit for assessment and one text for
affect people’s oral presentation to class, followed by
understanding. questions.

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Learning to learn Standardised reading assessments used
Students will become mid year and end of year.
familiar with a range of
effective learning Vocabulary development Students will: Additional support: Informal assessment:
strategies Individual vocabulary • learn a range of Some learners will need • Teacher observation
programme based on card strategies for to begin with the 300 word • Self-assessment
method. independent list. • Peer assessment
vocabulary learning;
• learn unknown words Extension: Learners will Formative assessment
from the 1,000 word have opportunities to work Peer testing of vocabulary cards.
list; at a faster pace – making
• learn topic related progress to 2000 word list Summative assessment
words; and more generalised Weekly tests based on vocabulary card
• learn to use vocabulary. lists.
dictionaries.

Personal writing Students will: Additional support: Informal assessment:

Each day on a topic of • complete a daily Use of sentence starters, Teacher reads daily entries and
choice or from a given list. journal. writing frames, exemplars. comments or asks questions. Anecdotal
notes kept of teaching points.

Learning to learn Students will: Additional support: Informal assessment:

Students will become • complete learning Learning logs with starters • Teacher observation
familiar with a range of logs; Ability to write logs in L1 • Self-assessment
effective learning • use ‘quick writing’ to and use L1 for quick • Teacher - student conferencing
strategies. reflect on what they writing.
have learnt and what Extension: Include
they still need to learn. questions that enable
learners to reflect on how
they learnt i.e. to identify
strategies used.

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 Teacher resources Student resources
Print Print

Vocabulary – The card method Reading

File, Kieran. (2008). Classroom vocabulary learning cards: Observations and Selections Ready to read booklets & teacher notes
implementation of a classroom direct vocabulary learning technique, The e.g. Going to the river, Walking the dog, The water boatman,
TESOLANZ Journal,16, 11-21. No skipper, Insects, Animal rescue, Maths in action
Nation, I.S.P. (2001). Learning Vocabulary in Another Language. Cambridge,
England: Cambridge University Press. (p.302-316).

Electronic Electronic
Recommended graded readers for an extensive reading program Reading
[Link] [Link]
(Click on vocabulary resource booklet, then on graded readers list) Books in L1
[Link]
Vocabulary development
1000 word list
[Link]
(Click on vocabulary resource booklet, then on levels test and word lists then
GSL wordlist)

Interactive word tests

[Link]/

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COURSE OUTLINE: Foundation ESOL
Duration: Term one ELLP/ELIP level: Foundation to Stage 1
Learning objectives: ELIP
• Can understand & respond to a simple request; Can listen for simple detail
• Can write a simple description; Can listen, respond to and give a simple recount
• Can listen, respond and outline a procedure; Can read respond and write a simple procedure
Achievement objective: Mathematics New Zealand Curriculum levels 3-4 – Geometry & Measurement
• Use appropriate devices to measure length, area, volume & capacity, weight, temperature, angle and time.
• Identify classes of shapes by their geometrical properties
Principles: with an
emphasis on the following: Cultural diversity Inclusion Community engagement
Values: with an emphasis
on the following: Innovation, inquiry and Diversity Community and
curiosity participation

Key competencies Topics and language Content & language Differentiation Assessment
features learning outcomes

Managing self – self- Topic: New beginnings: Students will: Additional support: A greater Informal assessment:
motivated, establish Orientation/Personal profile/ emphasis on context embedded • Teacher observation
personal goals, make school & class routines • listen to respond to activities with use of visuals. • Self-assessment
plans, set high standards, requests for personal Identify & label items & complete • Peer assessment
have strategies for Language features: information; a simple formatted text. • Teacher – student
meeting challenges and • Simple past tense • write a simple description Guided writing activities e.g. conferencing
participate in self • Simple present tense e.g. a personal profile; cloze, starter questions, parallel
assessment. • Use of describing • become familiar with writing. Formative assessment
Relating to others – adjectives school procedures e.g. Some learners will need practice Oral task: In small groups
listen actively, recognise • Use of linking verbs rules; routines; to copy text with accuracy & retell personal stories in 3-5
different points of view, • Use of simple timetables; key areas; legibility (ELIP foundation: 16b) minutes.
negotiate, share ideas. conjunctions support available;
Thinking – using • Use of nouns & noun • retell own personal story. Extension: Learners could be Summative assessment
creative, critical, groups assessed with ESOL unit Writing task: Describe school
metacognitive and • Question formation: ‘wh’ standard 1289: Participate in a life in home country.
reflective processes, forms conversation using a small
drawing on personal number of learnt language
• Short answer forms
knowledge and intuitions. patterns and ESOL unit
• Formulaic phrases

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 standard 17139: Write with
assistance simple descriptions
on familiar topics.

Topic: Learning in NZ Students will: Additional support Informal assessment:

schools • follow directions to find Scaffold listening & writing tasks • teacher observation
their way around the with use of visuals, cloze, • self-assessment
Language features: school; guided writing & reading. • peer assessment
• Imperatives • sequence pictures from a • teacher – student
• Infinitive verbs familiar context to retell a conferencing
• Prepositional phrases procedure; Extension: Learners could be
• Definite & indefinite • follow the text structure assessed with ESOL unit Formative assessment
articles and language features of standard 15006: Understand Listen to a procedural text
a simple procedure; simple spoken information and and follow instructions to
Question formation • listen and respond to instructions. demonstrate understanding
• Subject reversal instructions in the context (see Make a paper boat in
‘Do’ (with no of PE & Maths lessons; Focus on English, Shapes
• auxiliary) • become familiar with key activity 17).
• Modal ‘can’ vocabulary and content
in Maths (shapes & Summative assessment
measurement). Write a procedural text.
based on a game played in
PE.

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 Teacher resources Student resources
Print Print
New Beginnings Choices School Journal: Settling In
ELIP Foundation: 7a & b; 14a & b; Ready to read: Lunch boxes (foundation)
Learning in New Zealand classrooms Video: A Girl from Glen Innes
ELIP: Stage 1: 9a- 9e; 15a- 15d
Focus on English: Shapes
Focus on English: Measurement

Electronic Electronic
[Link] [Link]
[Link]

Visits from subject specialists EOTC

Visit from Maths & PE teachers to ESOL class for scaffolded lessons
followed by students visiting mainstream PE & Maths classes.
Visits from key support people in the school – set up interviews.

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COURSE OUTLINE: Foundation ESOL
Duration: Term two ELLP/ELIP level: Foundation to Stage 1
Learning objectives: ELIP
• Can read, understand and respond to a simple information report; can write a simple information report
• Can read, understand and respond to a simple recount; can write a simple recount
Achievement objective: Science New Zealand Curriculum levels 3-4 - Living World: Life processes
• Identify the key structural features and functions involved in the life processes of plants
Principles: with an
emphasis on the following: Treaty of Waitangi Cultural diversity Community engagement Learning to learn
Values: with an emphasis
on the following: Excellence Diversity Community and
participation

Key competencies Topics and language Content & language Differentiation Assessment
features learning outcomes

Using language, Topic: Plants Students will: Additional support: Use cue Informal assessment:
symbols, and texts – cards with initial imperatives to • Teacher observation
interpreting language Language features: • identify & categorise practise giving instructions. • Self-assessment
and symbols, using • Simple & compound technical words related to Use cut up pictures and • Peer assessment
ICT, recognising how sentences plants; instructions for learners to • Teacher - student
choices of language • Timeless present; • revise procedural text – sequence. conferencing
and symbol affect linking verbs & action the life cycle of a plant; Joint construction of information
people’s verbs • read, listen & respond to a text – construct semantic maps Formative assessment
understanding. • Use of adjectives to simple information report; using headings Reading task: Read and respond
Relating to others – describe • identify the text structure to a simple information report on
listen actively, • Use of general nouns and language features of Extension: Learners could be one plant.
recognise & technical nouns an information report; assessed with ESOL unit
different points of • write a simple information standard 17139: Write with Summative assessment
view, negotiate, share report on one plant using assistance simple descriptions on Writing task: A simple
ideas. joint/guided construction. familiar topics. information report on one type of
Participating and Learners could do a research tree.
contributing – a project on a plant of their own
sense of belonging choice.
and confidence to
participate within new
contexts.

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 Additional support
Topic: Language, Students will: Sequence photos from the marae Informal assessment:
culture & identity • prepare to visit a marae visit and write sentences • Teacher observation
How people interact with (learn protocols, prepare a underneath. • Self-assessment
their cultural groups and waiata etc); Deconstruct a simple recount; • Peer assessment
with other cultural groups; • visit a marae and write a Group writing using visual support • Teacher - student
how practices of cultural simple recount; conferencing
groups vary but reflect • read and respond to a
similar purposes. story & film about life in Extension: Learners could be Formative assessment
NZ; assessed with ESOL unit Writing task: Write a simple
Language features: • list customs in NZ and standard 17366: Write with recount on the topic Arriving in
• Simple past tense compare with customs in assistance simple recounts of New Zealand.
• Time connectives to home country. personal experiences.
sequence events Summative assessment
• Nouns to name Writing task: Write a simple
people, places, things recount on the topic My first
• Conjunctions week in New Zealand.
• Simple & compound
sentences

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 Teacher resources Student resources
Print Print
Plants Plants
Focus on English: Plants Ready to Read: This leaf
ELIP: Stage 1 – 8a – 8d; 14a – 14d; 21a – 21d Connected: Issue 2, 2002 – Moss, Grow your own ferns

Language, culture & Identity Language, culture & Identity

ELIP Foundation: 13b Journals: Birthday Party 1995, Pt 2, No 3; Te Papa Tongarewa, 2001 Pt 2 No
Stage 1: 6c & 6d; 12c & d; 19a – 19 1; A visit to Tapu Te Rangi Marae, 2001, Pt 2, No 1.
Video & Teachers’ notes: Waves (simplified excerpts) Parker, K. Yi Jan’s Homestay
Newspapers in Education: Te Marae Selections, Ready to Read: My Name is Laloifi.
Selections: Coping with crisis, A new life.
Choices, Survival, Anwar.

Electronic Electronic
[Link] [Link]
[Link] Click on The Great Plant Escape

Visits from subject specialists EOTC

Visit native bush areas, wetlands or reserves in local community
Visit from Maori language teacher to prepare for marae visit
Visit a local marae

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COURSE OUTLINE: Foundation ESOL
Duration: Term 3 ELLP/ELIP level: Foundation to Stage 1
Learning objectives: ELIP
• Can read, understand and respond to simple texts on issues; can identify main idea and supporting information.
• Can write a simple explanation paragraph.
• Can listen and respond to questions about future events.
Achievement objective: Science New Zealand Curriculum levels 3-4
• Recognise that all living things have certain requirements so that they can stay alive.
Principles: with an
emphasis on the following: High expectations Coherence Future focus
Values: with an emphasis
on the following: Excellence Innovation, inquiry and Ecological sustainability
curiosity

Key competencies Topics and language Content & language Differentiation Assessment
features learning outcomes

Thinking – using Topic: Conservation Students will: Additional support: Model Informal assessment:
creative, critical, • recognise and use key pronunciation, intonation, rhythm • Teacher observation
metacognitive and Language features: specialist and general & stress (paying attention to • Self-assessment
reflective processes, vocabulary related to the phonics) through teacher/taped • Peer assessment
drawing on personal • Identify main idea and topic; reading. • Teacher - student
knowledge and supporting detail in • draw on own knowledge Build sight vocabulary conferencing
intuitions. text to talk about familiar Use highlighters to identify text
Relating to others – • Use action verbs to conservation concepts; features. Formative assessment
listen actively, build topic information • read, understand and Sequence a cut up explanation Read a text on Global Warming
recognise • Use adverbs & respond to simple texts paragraph. and demonstrate understanding.
different points of adverbial phrases about conservation
view, negotiate, share issues; Summative assessment
ideas. • identify text features; Extension: Learners could be Write an explanation paragraph
• use diagrams to write assessed with ESOL unit standard about Climate Change.
Managing self – self- explanation paragraphs 2985: Read with assistance
motivated, establish e.g. The Greenhouse simple texts to gain knowledge or
personal goals, make Effect. ESOL unit standard 2986: Begin
plans, set high to read independently texts to gain
standards, have knowledge.

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strategies for meeting
challenges and
participate in self Topic: Future Options Students will: Additional support: Informal assessment:
assessment. • learn about the school Buddy learners for online • Teacher observation
Language features: option system; activities. Use exemplars and • Self-assessment
• Use formulaic • identify possible tertiary/ scaffolded writing activities. • Peer assessment
phrases to talk about career options; Practise interview questions in • Teacher - student
self • access information pairs. conferencing
• Use modal verbs to online;
talk about future • complete forms and write Formative assessment
events a CV; Groups of three: One student
• Use interactive • participate in a formal Extension: Learners could be asks interview questions, another
strategies interview. assessed with ESOL unit standard student answers and the third
• Use non-verbal 17358: Talk about self and family student completes an assessment
communication to using learnt language patterns. checklist.
support and respond
to a message
Summative assessment
Oral task: An interview
(videotaped for learner evaluation
and reflection).

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 Teacher resources Student resources
Print Print
Focus on English: Conservation Do a journal search on conservation.

Electronic Electronic
[Link] [Link]
[Link] World_1_Insert.pdf
[Link] [Link]
[Link] [Link]
community/events/[Link]

Visits from subject specialists EOTC

Arrange a visit from a DOC worker. Visit recycling plants, marine reserves, conservation projects in the local
Arrange a visit from the career’s adviser community.
Visit a university, polytechnic.

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COURSE OUTLINE: Foundation ESOL
Duration: Term 4 ELLP/ELIP level: Foundation to Stage 1
Learning objectives: ELIP
• Can read, understand and respond to simple instructions and procedures
• Can identify main ideas and supporting information to make notes
• Can write a simple persuasive text with support

Principles: with an
emphasis on the following: Learning to learn Coherence Future focus
Values: with an emphasis
on the following: Excellence Equity Integrity

Key competencies Topics and language Content & language Differentiation Assessment
features learning outcomes

Managing self – self- Topic: Study Students will: Additional support: Pair Informal assessment:
motivation, personal techniques & exams • use computers to learners with a buddy for • Teacher observation
goals, appropriate research study tips; research and online activities. • Self-assessment
behaviour, Language features: • Choose one study tip Use a larger number of • Peer assessment
resourcefulness, • Timeless present to explain to a partner; vocabulary activities to • Teacher - student conferencing
sense of self and tense • use online mind reinforce instructional
importance of heritage • Relating & action mapping skills for vocabulary used in exams. Formative assessment
Thinking – using verbs revision; Group task: Follow instructions to create
creative, critical, • Classifying • become familiar with a power point presentation on study
metacognitive and adjectives exam procedures; Extension: Train learners to techniques.
reflective processes, • Detailed noun • learn to make notes be effective study buddies for
drawing on personal groups using key words; others. Summative assessment
knowledge and • Time conjunctions • use model exam Provide model exam answers. A reading assessment on study
intuitions. • Adverbial phrases questions to build up Learners need to formulate the techniques and exam procedures with
Using language, • Compound & instructional question. questions based on instructional
symbols, and texts – complex sentences vocabulary; vocabulary.
interpreting language • rephrase exam
and symbols, using questions to show
ICT, recognising how understanding.
choices of language
and symbol affect

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people’s
understanding.

Informal assessment:
Topic: Health – Students will: Additional support: Create • Teacher observation
keeping yourself safe • develop word banks to visual field to support written • Self-assessment
• internet safety build field; persuasive texts e.g. draw and • Peer assessment
• school safety • distinguish between label diagrams, graphs, tables. • Teacher - student conferencing
• outdoor safety fact and opinion using Complete cloze or poster
model texts; emphasising emotive words. Formative assessment
Language features: • examine different types Deconstruct text followed by Create a poster or pamphlet on a health
• General nouns of verb processes and joint construction using word issue.
• Action, thinking, their effect; banks and scaffolds.
relating & modal • write a simple guided Summative assessment
verbs persuasive text. Extension: Complete research Write a letter to the editor based on a
• Compound & on a health topic of choice to topical health issue.
complex sentences present to class with visual
• Connectives to aides.
show sequence and
logical links

Page 15 of 17
 Teacher resources Student resources
Electronic Electronic
[Link] [Link]

[Link] [Link]
px

[Link]

Visits from subject specialists EOTC

Arrange a visit from a Health teacher followed by students visiting a Participate in an outdoor education experience
mainstream Health class.

Invite an outdoor survival specialist e.g. someone from the New Zealand
Mountain Safety Council (NZMSC) to give a talk to the class about the
dangers of being in the country. The students could prepare questions in
advance.

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 Final evaluation of course Suggested changes

Collate comments from student evaluations What would I plan to do differently next time? Why?

What impact did my teaching have on student learning?

What evidence do I have?

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