Te Kete Ipurangi Navigation:

Te Kete Ipurangi

Te Kete Ipurangi user options:

ESOL Online. Every child literate - a shared responsibility.
Ministry of Education.

Learning task 4

Learning Intentions

We are learning to:

  • use topic specific vocabulary
  • talk about our treasure
  • listen to others talk about their treasure

Key vocabulary / structures

treasure / heirloom / keepsake

valuable / special / important


Also: adjectives


use of because

Key Competencies Thinking
Using Language Symbols & Texts
Participating and Contributing
Principles and values Cultural Diversity
Learning to Learn

‘My Family Treasure’


Oral Language (sharing family treasures)

  1. Concept Circle (1-2 mins warm-up)

    The Concept Circle is a good opportunity to assess students’ understanding of topic specific vocabulary.

    Using words from the classroom vocab wall, arrange them on a Concept Circle as pictured (make sure to add words that mean ‘treasure’ from different languages too).

    Students talk in pairs creating a statement that makes sense using as many words on the circle as they can. Ask a few children to share their sentences aloud.

  2. Teacher modelling a talk about family treasure.

    Students will now have a chance to tell others about their treasures they brought from home. Firstly, the teacher will model speaking about their own family treasure.

    Teacher: Discuss the difficulty of making a choice of treasure. How many of you had that problem?

    Teacher shows their family treasure. Do you have any questions for me about my treasure? Teacher talks about their treasure, making sure they cover all the points on the Template 9 - Treasure speaking frame (Word 2007 17KB)

    Teacher: Here are some of the things I have told you about my _______________ (treasure) that might help you talk about your treasure (reveal the Treasure speaking frame to the students).

  3. Oral Language Strategy (3 - 2 - 1).

    This strategy allows students to shape their ideas using topic-specific language as they talk to their peers. Students pair off (standing or sitting) and choose a Person A then B. Use the Treasure speaking frame as a guide.

    In the first round, person A speaks for 3 minutes about their treasure, then person B speaks for 3 minutes about their treasure. They thank their partner then move on to another partner, choosing Person A then B. Each person speaks for 2 minutes this time, then repeating the same routine speaks for 1 minute to their final partner.
    Note: encourage children to refer to the definitions they created about treasure, the words they practiced in the concept circle, and their first language to use in their own talking.

    Teacher: What treasures did we hear about in our room today? Add their examples to the class list of treasures. If they can, encourage children to make links with the jigsaw reading text and their treasures discussed.

Home Learning Links

Students ask family / whanau members to come to class and talk about their family treasures.

Reflection (thinking about their learning)

  • What did you notice about your talk as you did the 3-2-1 talking task?
  • Did you notice how your communications changed as you had less time?

Published on: 09 Jan 2018