The text length increases in varying degrees for Stage 3, and the complexity of the sentence structures in the Reading and Writing strands also increases. In the Oral Interaction at Stage 3, learners have to listen for detail and produce more extended oral texts.
Oral Interaction
These texts are examples of the types of oral texts that learners are required to comprehend and produce in a variety of contexts, including community contexts.
Reading, Understanding and Responding
The Teaching Components at Stage 3 include drawing attention to syllabification and chunking text to promote fluent reading. In addition they encourage building understanding of prefixes, suffixes and word stems to increase word knowledge. All texts promote a focus on word, sentence and whole text analysis.
Writing
The Stages 2-3 then model text structures and describe language features of typical classroom tasks. There are likely to be many learners who will enter school in the primary years already competent in these skills. Diagnostic and placement assessments will determine this. The content of texts used in Stages 2-3 as writing models is, like that of the texts for Oral Interaction and Reading, drawn from a number of curriculum contexts.
Updated on: 13 Nov 2020
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Stage 3 learners in Years 7-13 have a good working vocabulary of at least 3000-4000 words but will need continued intensive teaching with explicit focus on grammar at word, phrase and whole text level to enable them to deconstruct and construct texts independently. Learners entering Stage 3 will need carefully scaffolded teaching to work with the texts. The Stage 3 materials in the ELIP Resource are aimed at senior secondary school English language learners who are close to cohort. It is unlikely that learners in Years 7-8 would be using Stage 3 texts, although some texts would be able to be used as additional extension materials with junior secondary English language learners. The Stage 3 texts can be also used as teaching materials for ESOL unit standards.
