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

Teaching and learning sequence

Written language: Reading an information report

Author: Jenni Bedford, Breda Matthews

Last updated: February 2020

What do my students need to learn?

What are my students’ current strengths and learning needs?

Use previous reading assessments (e.g. asTTle results, formative assessments, previous ESOL unit standard assessments, Probe assessments, running records) alongside The English Language Learning Progressions (ELLP) reading matrix to establish the level at which students are working and their current strengths and needs.

 In order to be successful at level 2 ESOL reading unit standards, students need to be working at ELLP stage 2 (see reading matrix) and familiar with language structures described in ELIP stage 2.

Curriculum links

Learning area: English (ESOL)

Focus: Written language: Reading

ELLP: Students will have completed stage 1 and be working at stage 2.

ELIP: The language features and text complexity focussed on relate most closely to stage 2.

Links could also be made to the Science, Environmental Education or Social Studies learning areas.

Key competencies: all five with particular emphasis on

  • Using language symbols and text: to interpret and explain text features and to access information
  • Thinking: developing understanding, constructing knowledge and reflecting on their own learning.

Assessment links

ESOL unit standard 27983: Read and understand simple texts on familiar topics (expired)

Students not yet working at this level could be assessed using less complex texts and tasks on the same topic for ESOL unit standard 27981: Read and understand basic texts for practical purposes (expired).

Skills in this unit standard also link to

ESOL unit standard 27999: Write simple texts on familiar topics

ESOL unit standard 28022: Demonstrate understanding of simple spoken information on familiar topics (expired)

ESOL unit standard 27991: Participate in simple spoken exchanges on personal and familiar topics (expired)

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 provide an opportunity for students to transfer their learning to written and oral language, students could write information reports, listen to oral texts and participate in talks and conversations on glaciers and similar topics.

Having identified evidence of students’ learning progress, reflect on how effective the 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.