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

ELIP Stage 1 - Reading, understanding and responding

The following PDF documents may be used to develop a programme for Stage 1 learners.

Stage 1  - Reading, understanding and responding Language outcomes
Can demonstrate appropriate reading behaviours
Can demonstrate appropriate reading behaviours
Can read, understand and respond to a simple recount
Can read, understand and respond to a simple recount
Can read, understand and respond to a simple recount
Can read, understand and respond to a simple recount
Can read, understand and respond to a simple description
Can read, understand and respond to a simple description
Can read, understand and respond to a simple description
Can read, understand and respond to a simple description
Can read, understand and respond to a simple information report
Can read, understand and respond to a simple information report
Can read, understand and respond to a simple information report
Can read, understand and respond to a simple information report
Can read, understand and respond to a simple procedure
Can read, understand and respond to a simple procedure
Can read, understand and respond to a simple procedure
Can read, understand and respond to a simple procedure
Can read, understand and respond to a simple narrative (and/or poem)
Can read, understand and respond to a simple narrative (and/or poem)
Can read, understand and respond to a simple narrative (and/or poem)
Can read, understand and respond to a simple narrative (and/or poem)

Published on: 29 May 2013


Stage 1- Reading, understanding and responding

There are some very simple short texts and some longer more complex texts in all strands of Stage 1. This is to allow for joint deconstruction and reconstruction of texts, alongside independent construction. The more complex texts, for example the text on Jean Batten or the text on turtles, may seem very difficult  in comparison with the other Stage 1 texts. However, students can be shown how to write only one sentence under each of the text stages, but have seen a model of an expanded text. Much research on the comprehension and text production of English language learners suggests that they learn better when using more difficult texts with lots of support rather than highly simplified texts.



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