Author: Jenni Bedford, Breda Matthews
Last updated: February 2020
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.
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
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)
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.
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.
