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ESOL > Supporting Docs > Flashcards

Supporting Docs Flashcards

1
Q

What is the vision of the New Zealand Curriculum?

A

For all young people to be “confident, connected, actively involved lifelong learners”.

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2
Q

What acronym is used for the New Zealand Curriculum?

A

NZC

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3
Q

The vision of New Zealand Curriculum (NZC) is for __________ to be “confident, connected, actively involved lifelong learners”.

A

for all young people

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4
Q

The vision of New Zealand Curriculum (NZC) is for all young people to be “___________, connected, actively involved lifelong learners”.

A

confident

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5
Q

The vision of New Zealand Curriculum (NZC) is for all young people to be “confident, ___________, actively involved lifelong learners”.

A

connected

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6
Q

The vision of New Zealand Curriculum (NZC) is for all young people to be “confident, connected, ______________ lifelong learners”.

A

actively involved

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7
Q

The vision of New Zealand Curriculum (NZC) is for all young people to be “confident, connected, actively involved ____________”.

A

lifelong learners

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8
Q

The _________ of New Zealand Curriculum (NZC) is for all young people to be “confident, connected, actively involved lifelong learners”.

A

vision

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9
Q

The _________ is … non-discriminatory; it ensures that students’ identities, languages, abilities and talents are recognised and affirmed and that their learning needs are met.
NZC p.9

A

curriculum

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10
Q

The curriculum is … ___________; it ensures that students’ identities, languages, abilities and talents are recognised and affirmed and that their learning needs are met.
NZC p.9

A

non-discriminatory

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11
Q

The curriculum is … non-discriminatory; it ensures that _____________, languages, abilities and talents are recognised and affirmed and that their learning needs are met.
NZC p.9

A

students’ identities

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12
Q

The curriculum is … non-discriminatory; it ensures that students’ identities, __________, abilities and talents are recognised and affirmed and that their learning needs are met.
NZC p.9

A

languages

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13
Q

The curriculum is … non-discriminatory; it ensures that students’ identities, languages, __________ are recognised and affirmed and that their learning needs are met.
NZC p.9

A

abilities and talents

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14
Q

The curriculum is … non-discriminatory; it ensures that students’ identities, languages, abilities and talents __________ and affirmed and that their learning needs are met.
NZC p.9

A

are recognised

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15
Q

The curriculum is … non-discriminatory; it ensures that students’ identities, languages, abilities and talents are recognised ________ and that their learning needs are met.
NZC p.9

A

and affirmed

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16
Q

The curriculum is … non-discriminatory; it ensures that students’ identities, languages, abilities and talents are recognised and affirmed and that ____________ are met.
NZC p.9

A

their learning needs

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17
Q

The curriculum is … non-discriminatory; it ensures that students’ identities, languages, abilities and talents are recognised and affirmed and that their learning needs ___________.
NZC p.9

A

are met

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18
Q

According to the TKI web site, the _____________ that most clearly relates to the cross-curricular language learning needs of English language learners is from p. 16:

A

statement in the NZC

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19
Q

According to the TKI web site, the statement in the NZC that ____________ to the cross-curricular language learning needs of English language learners is from p. 16:

A

most clearly relates

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20
Q

According to the TKI web site, the statement in the NZC that most clearly relates to the ________________ of English language learners is from p. 16:

A

cross-curricular language learning needs

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21
Q

According to the TKI web site, the statement in the NZC that most clearly relates to the cross-curricular language learning needs ____________ is from p. 16:

A

of English language learners

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22
Q

According to the TKI web site, the statement in the NZC that most clearly relates to the cross-curricular language learning needs of English language learners _________:

A

is from p. 16

23
Q

Learning areas and language
___________ has its own language or languages. As students discover how to use them, they find they are able to think in different ways, access new areas of knowledge, and see their world from new perspectives.
(NZC, p. 16)

A

Each learning area

24
Q

Learning areas and language
Each learning area _______________. As students discover how to use them, they find they are able to think in different ways, access new areas of knowledge, and see their world from new perspectives.
(NZC, p. 16)

A

has its own language or languages

25
Q

Learning areas and language
Each learning area has its own language or languages. ________________, they find they are able to think in different ways, access new areas of knowledge, and see their world from new perspectives.
(NZC, p. 16)

A

As students discover how to use them

26
Q

Learning areas and language
Each learning area has its own language or languages. As students discover how to use them, they ____________________, access new areas of knowledge, and see their world from new perspectives.
(NZC, p. 16)

A

find they are able to think in different ways

27
Q

Learning areas and language
Each learning area has its own language or languages. As students discover how to use them, they find they are able to think in different ways, ___________________, and see their world from new perspectives.
(NZC, p. 16)

A

access new areas of knowledge

28
Q

Learning areas and language
Each learning area has its own language or languages. As students discover how to use them, they find they are able to think in different ways, access new areas of knowledge, and _______________.
(NZC, p. 16)

A

see their world from new perspectives

29
Q

___________, students need specific help from their teachers as they learn:
• the specialist vocabulary associated with that area
• how to read and understand its texts
• how to communicate knowledge and ideas in appropriate ways
• how to listen and read critically, assessing the value of what they hear and read.
• (NZC, p. 16)

A

For each area

30
Q

For each area, _________________ from their teachers as they learn:
• the specialist vocabulary associated with that area
• how to read and understand its texts
• how to communicate knowledge and ideas in appropriate ways
• how to listen and read critically, assessing the value of what they hear and read.
• (NZC, p. 16)

A

students need specific help

31
Q

For each area, students need specific help ______________ as they learn:
• the specialist vocabulary associated with that area
• how to read and understand its texts
• how to communicate knowledge and ideas in appropriate ways
• how to listen and read critically, assessing the value of what they hear and read.
• (NZC, p. 16)

A

from their teachers

32
Q

For each area, students need specific help from their teachers ____________:
• the specialist vocabulary associated with that area
• how to read and understand its texts
• how to communicate knowledge and ideas in appropriate ways
• how to listen and read critically, assessing the value of what they hear and read.
• (NZC, p. 16)

A

as they learn

33
Q

For each area, students need specific help from their teachers as they learn:
• the ____________________ associated with that area
• how to read and understand its texts
• how to communicate knowledge and ideas in appropriate ways
• how to listen and read critically, assessing the value of what they hear and read.
• (NZC, p. 16)

A

the specialist vocabulary

34
Q

For each area, students need specific help from their teachers as they learn:
• the specialist vocabulary _______________________
• how to read and understand its texts
• how to communicate knowledge and ideas in appropriate ways
• how to listen and read critically, assessing the value of what they hear and read.
• (NZC, p. 16)

A

associated with that area

35
Q

For each area, students need specific help from their teachers as they learn:
• the specialist vocabulary associated with that area
• _______________ and understand its texts
• how to communicate knowledge and ideas in appropriate ways
• how to listen and read critically, assessing the value of what they hear and read.
• (NZC, p. 16)

A

how to read

36
Q

For each area, students need specific help from their teachers as they learn:
• the specialist vocabulary associated with that area
• how to read and _____________________________
• how to communicate knowledge and ideas in appropriate ways
• how to listen and read critically, assessing the value of what they hear and read.
• (NZC, p. 16)

A

and understand its texts

37
Q

For each area, students need specific help from their teachers as they learn:
• the specialist vocabulary associated with that area
• how to read and understand its texts
• _________________________ and ideas in appropriate ways
• how to listen and read critically, assessing the value of what they hear and read.
• (NZC, p. 16)

A

how to communicate knowledge

38
Q

For each area, students need specific help from their teachers as they learn:
• the specialist vocabulary associated with that area
• how to read and understand its texts
• how to communicate knowledge and __________________________
• how to listen and read critically, assessing the value of what they hear and read.
• (NZC, p. 16)

A

ideas in appropriate ways

39
Q

For each area, students need specific help from their teachers as they learn:
• the specialist vocabulary associated with that area
• how to read and understand its texts
• how to communicate knowledge and ideas in appropriate ways
• ______________________________, assessing the value of what they hear and read.
• (NZC, p. 16)

A

how to listen and read critically

40
Q

For each area, students need specific help from their teachers as they learn:
• the specialist vocabulary associated with that area
• how to read and understand its texts
• how to communicate knowledge and ideas in appropriate ways
• how to listen and read critically, __________________________ of what they hear and read.
• (NZC, p. 16)

A

assessing the value

41
Q

For each area, students need specific help from their teachers as they learn:
• the specialist vocabulary associated with that area
• how to read and understand its texts
• how to communicate knowledge and ideas in appropriate ways
• how to listen and read critically, assessing the value ______________________________.
• (NZC, p. 16)

A

of what they hear and read

42
Q

In addition to such help, students who are new learners of English or coming into an English-medium environment for the first time need _________________ of English vocabulary, word forms, sentence and text structures, and language uses.
• (NZC, p. 16)

A

explicit and extensive teaching

43
Q

In addition to such help, students who are new learners of English or coming into an English-medium environment for the first time need explicit and extensive teaching of ___________, word forms, sentence and text structures, and language uses.
• (NZC, p. 16)

A

English vocabulary

44
Q

In addition to such help, students who are new learners of English or coming into an English-medium environment for the first time need explicit and extensive teaching of English vocabulary, word forms, sentence and text structures, and language uses.
• (NZC, p. 16)

A

word forms

45
Q

In addition to such help, students who are new learners of English or coming into an English-medium environment for the first time need explicit and extensive teaching of English vocabulary, word forms, ____________________, and language uses.
• (NZC, p. 16)

A

sentence and text structures

46
Q

In addition to such help, students who are new learners of English or coming into an English-medium environment for the first time need explicit and extensive teaching of English vocabulary, word forms, sentence and text structures, and ____________________.
• (NZC, p. 16)

A

language uses

47
Q

As language is _______________ and English is the medium for most learning in the New Zealand Curriculum, the importance of literacy in English cannot be overstated. (NZC, p. 16)

A

central to learning

48
Q

As language is central to learning and English is the medium for most learning in the New Zealand Curriculum, the _________________ in English cannot be overstated. (NZC, p. 16)

A

importance of literacy

49
Q

As language is central to learning and English is the medium for most learning in the New Zealand Curriculum, the importance of literacy in English _______________. (NZC, p. 16)

A

cannot be overstated

50
Q

Schools are ____________ for English language learners through the National Administration Guidelines (NAG 1)

A

accountable

51
Q

Schools are accountable for __________________ through the National Administration Guidelines (NAG 1)

A

for English language learners

52
Q

Schools are accountable for English language learners through the ______________ (NAG 1)

A

National Administration Guidelines

53
Q

Schools are accountable for English language learners through the National Administration Guidelines ____________

A

(NAG 1)

ESOL (4 decks)

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