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

Teaching and learning sequence

Marine mammals: Reading an information report

Author: Jenni Bedford, Breda Matthews

Last updated: February 2018

What do my students need to learn?

Use previous reading assessments (e.g., asTTle results, Probe results, running records, informal observations, previous ESOL unit standard assessments,) alongside The English Language Learning Progressions (ELLP) reading matrix to establish the level at which students are working. In order to achieve level 3 ESOL reading unit standards, students need to be working at ELLP Stage 3 (reading) and to be familiar with the language structures described in ELIP stage 3.

Curriculum links

Learning area: English (ESOL)

Focus: Reading

ELLP: Students will have completed stage 2 and be working at stage 3.

ELIP: The text complexity corresponds to Stage 3 (see 13b ‘The Walrus’)

Students not yet working at this level could be assessed using a less complex text on the same topic for ESOL unit standard 27983: Read and understand simple texts on familiar topics

Links could also be made to the science learning area and to environmental education and social studies

Key competencies: All five, with particular emphasis on:

  • Using language, symbols, and text: to interpret and explain text features and to access information
  • Managing self: to work independently to meet agreed goals

Assessment links

What do I need to know and do?

Select from, adapt, and supplement the teaching and learning tasks below to meet your students’ identified learning needs. You could use the learning needs questions to help you adapt the sequence to these needs.

What is the impact of the teaching and learning?

To demonstrate their ability to read texts at this level, students should complete the 17363 formative T&L (PDF 897KB) Maui’s Dolphin after the learning tasks.

After this formative assessment, have students use the checklist to self-assess and identify areas they need more help in. Teachers can use students’ responses in the formative assessment task to identify where further teaching and learning is required.

To provide an opportunity for students to demonstrate that they have learned the relevant scientific information and to transfer their learning about the structure and features of scientific information reports to written OR oral language, students could write an information report on a marine animal (US 17144) OR listen to information reports on similar topics (US 15009).

Having identified evidence of students’ learning progress, reflect on how effective chosen teaching approaches and strategies have been. Plan to build on what worked well and to address any less effective areas.

When students are ready, they may be summatively assessed for achievement against the standard.




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