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

Teaching and learning sequence

Marine mammals: Writing information texts

Author: Jenni Bedford, Breda Matthews

Last updated: February 2018

What do my students need to learn?

What are my students’ current strengths and learning needs?

Use previous speaking assessments (e.g. asTTle results, informal observations and previous ESOL unit standard assessments) alongside The English Language Learning Progressions (ELLP) written language matrix to establish the level at which students are working.

 In order to achieve level 3 ESOL writing unit standards, students need to be working at ELLP Stage 3 (written language) and to be familiar with the language structures described in ELIP stage 3 (writing).

Curriculum links

Learning area: English (ESOL)

Focus: Written language.

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

ELIP: The language features focused on relate most closely to stage 3: Can write an information report (see 13 (d) The Walrus).

Students not yet working at this level could be assessed using ESOL unit standard 27999: Write simple texts on familiar topics, level 2, version 3.

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?

Using formative assessment, students can 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.

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.