Front Cover lower - Blake Education

Front Cover lower

12/12/2001

11:29 PM

Page 1

TA R G E T I N G

ENGLISH A SS ES SMEN T

Lynne SUNG

Helen RICHARDS

OVER

70

BLACKLI NE

MASTERS

LOWER PRIMARY

© Blake Publishing 2002 ISBN 1 86509 763 2 Targeting English Assessment Lower Primary Blake Publishing PO Box 250 Glebe NSW 2037 www.askblake.com.au

Publisher: Sharon Dalgleish Managing Editor:Tricia Dearborn Edited by Michelle Patane Designed by Trish Hayes and Stephen King Illustrated by Stephen King Printed by McPherson’s Printing Group National Outcomes on pages 8 and 9 excerpted from English–A Curriculum Profile for Australian Schools. Permission has been given by the publisher Curriculum Corporation, PO Box 177, Carlton South,Victoria 3053. Web address: www.curriculum.edu.au email: [email protected] ph: (03) 9207 9600 fax: (03) 9639 1616. Copying for educational purposes The Australian Copyright Act 1968 (the Act) allows a maximum of one chapter or 10% of this book, whichever is the greater, to be copied by any educational institution for its educational purposes provided that that educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under the Act. For details of the CAL licence for educational institutions contact: Copyright Agency Limited Level 19, 157 Liverpool Street Sydney NSW 2000 Telephone: (02) 9394 7600 Facsimile: (02) 9394 7601 Email: [email protected] Copying for other purposes Except as permitted under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address above. Copying of the blackline master pages The purchasing educational institution and its staff are permitted to make copies of the pages marked as blackline master pages, beyond their rights under the Act, provided that: 1. the number of copies does not exceed the number reasonably required by the educational institution to satisfy its teaching purposes; 2. copies are made only by reprographic means (photocopying), not by electronic/digital means, and not stored or transmitted; 3. copies are not sold or lent; 4. every copy made clearly shows the footnote (eg ‘© Blake Publishing— Targeting English Assessment, Lower Primary.This page may be reproduced by the original purchaser for non-commercial classroom use.) For those pages not marked as blackline master pages the normal copying limits in the Act, as described above, apply. All efforts have been made to gain permission for the copyright material reproduced in this book but we have not been successful in contacting all copyright holders.The publisher welcomes any information that will enable rectification of any reference or credit in any subsequent edition.

TA R G E T I N G

ENGLISH

ASSE SSME NT

Contents Introduction

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

What is Assessment, and How Can This Book Help You Do It? . . . . 4 The Structure of this Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 General Assessment Strategies for English . . . . . . . . . . . . . . . . . . . . 5 Whole Class Recording Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Outcomes Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Resource Sheets

..............................

Speaking and Listening

.....................

11 23

Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Contextual Understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Linguistic Structures and Features . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Student Self-Assessment Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

Reading and Viewing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Contextual Understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Linguistic Structures and Features . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Student Self-Assessment Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 Contextual Understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 Linguistic Structures and Features . . . . . . . . . . . . . . . . . . . . . . . . . 116 Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 Student Self-Assessment Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . 132

Introduction What is assessment, and how can this book help you do it? Is it possible to make assessment, that crucial element in the teaching and learning process, easy, and an indivisible part of the classroom routine? Targeting English Assessment has been designed to achieve just that: to make assessment a painless and integrated process, and to help you use classroom assessment to your own and your students’ greatest advantage. Assessment involves the on-going gathering and interpreting of information about students’ learning, then using this information to plan for further learning and teaching.These books contain activities linked to every Outcome in the National English Syllabus, in addition to teaching notes, suggestions for future teaching directions depending on whether or not a student has achieved an Outcome, and sheets that can be used to record individual and whole class progress. This book will help you create portfolios; observe and monitor specific skills and behaviours; make judgements about student performance; reflect on student journals; encourage self-assessment; discuss student progress with parents; and generally make assessment an integral part of your working day.

The structure of this book Targeting English Assessment covers all areas of English—Speaking and Listening, Reading and Viewing, and Writing. Each book in the series contains a set of activities which addresses every Outcome of the National Profiles and Outcomes for Australian Schools in English. National Level 1 Outcomes are not included in this Lower Primary book, as assessment at this level is more likely to involve teacher observation, anecdotal evidence and some limited reading and writing tasks.

BLMs to address each Outcome There are four activity BLMs to address each Outcome.The table on pages 8 and 9 shows the correspondence between BLMs, Outcomes and the focus for each activity. In the Lower Primary book, the activity BLMs contain minimal instructions, as you will need to give directions to students who may not yet be fluent readers. Before beginning any activity, it is recommended that you check both the ‘Activity’ notes on the teacher’s page and the instructions on the BLM to gauge how much instruction is needed.

4

Teaching notes for each BLM On the page facing each activity BLM, there are detailed teaching notes.These notes include:

descriptive tags that allow you to quickly identify which Outcomes are being assessed the skills and prior experiences students will need to have as a starting point instructions for preparation and suggestions for presenting the activity ideas for future directions for students experiencing difficulties, and for students who have achieved the Outcome ideas for reporting to parents suggestions for, and spaces to record, observations indication of the National Outcome with links to NSW and Victorian syllabus documents. The student record section of the teaching notes page can be used in any way that works for your classroom.We have listed some observations as a starting point, and suggest that you cross out any that do not suit your purposes and add your own as appropriate.The ‘Where to next?’ section allows you to plan future activities and assessments for each student.

Self-Assessment BLMs For each set of activities addressing an Outcome, there is also a student self-assessment sheet. Be sure that students understand what is expected of them when filling these out, and that they understand all instructions.

Resource pages The book also includes resource pages containing texts for use in different activities. Some texts have been directly referred to in the teaching notes, but it is also possible to relate the activities to other texts which may be relevant, for example, to a current class theme.

Record-keeping A whole class recording sheet (BLM 1) has been included to help make assessment record-keeping more manageable.The whole class recording sheet allows the recording of the whole class’s achievements measured against a particular Outcome. The teaching notes page for each activity also includes a section that you can use to record individual student observations, and these pages can also be kept on file.

General assessment strategies for English Portfolios A portfolio should contain evidence of student work gathered over a period of time, purposefully linked to syllabus Outcomes.The collection in the portfolio may contain such things as samples of student writing, work sheets, or artwork related to a narrative text read or heard; photographs from an excursion accompanied by a recount text; and student self-assessments and journal records.

5

You may wish to focus on specific Outcomes for a particular area of study. For example, when undertaking a short unit of work on a topic, you might select only student work samples which reflect research skills related to extraction of information from diagrams and pictures. Over time you will need to collect enough samples of each student’s work to be able to make a considered judgement on their progress and achievements.The activities in this book will form a good starting point for such a portfolio.

Everyday observation Observe students as they go about everyday activities in the classroom. Note how they perform in specific tasks such as preparing speeches and participating in group interactions, which can be recorded against specific Outcomes. Home-prepared projects should also be considered.

Listening to reading Timetable opportunities to listen to students read.There is a variety of systems for recording information about students’ reading.There are software programs which allow teachers to systematically record student attainment, while several planned reading programs provide ideas for keeping running records and an ongoing overview of student progress.Additionally, teachers who have set up a regular home-reading program, or who use parents in their class-reading program, could plan discussions with these parents, and use the information gained to assist in tracking and recording achievement.

Student journals Ask students to record in their journals information about a particular subject area, and their view of what they have learned. Encourage them to use their journals on a regular basis. Student journals can include opportunities for self-assessment. Nearly all material that students include in their journals can have brief comment sheets attached on which students remark on the strengths of their work, or areas they believe need improvement.At set periods (for example, once a term) students could be asked to select an example of good writing from their journal, and to give reasons for their choice.

Student self-assessment Self-assessment helps students to understand their own strengths and weaknesses. It encourages them to set goals and take responsibility for their own learning. Specific opportunities for self-assessment have been included in this book.These are linked to the activities, and to the Outcomes these address.

Parent-teacher conferences Many schools have adopted an assessment process which involves students, teachers and parents in a three-way conference about students’ work.The activities in this book could form the basis for such a discussion.To assist you with this process, a section entitled ‘Reporting to parents’ has been included on each page.This section describes achievements of students in language free of jargon.

Whole school approach Assessment should always be viewed as a whole school process in which teachers can compare and evaluate the effectiveness of class programs.This allows a school to determine how effective its teaching programs are, and whether there is any need for adjustment.

6

Resource Sheet

BLM 6

(for use with BLM 41)

How to make a super salad sandwich! You will need: 2 slices of bread (wholemeal is good) butter or margarine 1 tomato 1 lettuce leaf 1 carrot 1 slice of cheese some bean sprouts

What to do: 1. Butter both pieces of bread. 2. Slice the tomato carefully. 3. Grate the carrot. 4. Take one piece of bread. Put the lettuce leaf, 2 slices of tomato, some grated carrot, some of the bean sprouts, and the slice of cheese on top. 5. Put the other piece of bread on top. 6. Eat and enjoy!

16

1

2

3

4

5

6

© Blake Publishing —Targeting English Assessment, Lower Primary. This page may be reproduced by the original purchaser for non-commercial classroom use.

Resource Sheet

(for use with BLMs 61 & 65)

BLM 11

Wa shi ng da y


21

Strand: Texts Focus: Sequencing clear instructions

Teaching Notes BLM 14

Prior teaching

Where to next?

Students should be able to give left and right turn instructions, and have had class, group and individual experiences in giving a clear sequence of instructions.

Student is experiencing problems

Preparation Photocopy the BLM so that each student has a copy.Talk about the features of the park with the whole class.You may wish to have them colour in the paths and/or the main features.

Activity This activity can be completed in groups or with the whole class. Have students study the map individually to prepare for their turn with you. Ask each student to give you directions for how to get from one specific place in the park to another, for example from the fountain to the main gate, from the swings to the pond.

Ensure that the student is clear about how to turn left and right. Encourage the student to plan the whole sequence carefully before giving the instructions, and to keep each spoken segment quite short.

Student has achieved the Outcome Ask the student to give instructions for alternative routes between one point and another. Give the student opportunities to work out routes on road and town maps and to use a map key to clarify instructions. Discuss orientation and approximate distances.

Reporting to parents In this activity the student was/was not able to give clear directions or instructions to other people.

OBSERVATIONS

Student name

Date

describes a course of action in logical sequence gives clear instructions describes things in some detail

Where to next?

Focus: Sequencing clear instructions Not Apparent

28

❏

Emerging

❏

Achieved

❏

Working Beyond

❏

Nat 2.1 NSW 1.1 Vic 2.1

Name

BLM 14

Date

A walk in the park Decide where you will start your walk, and where you will end it. How will you get from one place to the other? Give instructions so someone else can go the same way. Fou in n ta

Pond

Paved area and seats

Bandstand

Toilets

Maze

Oak tree

Large gate

Rose garden

Swings

War Memorial

BBQ area

Small gate © Blake Publishing —Targeting English Assessment, Lower Primary. This page may be reproduced by the original purchaser for non-commercial classroom use.

29

Strand: Linguistic Structures and Features Focus: Using notes to plan a talk


Prior teaching

Where to next?

Students should have planned and practised the presentation of a talk, and understand such strategies as developing a logical sequence, using a range of verbs and adjectives, experimenting with sound effects and variations in pace and tone, and planning a clear introduction and conclusion.


Photocopy the BLM so that each student has a copy. Collect some pictures of dogs for display, as this is to be a talk about dogs in general.

The student may need more assistance with the planning stage, and may need prompting (at the planning stage) to use a wider variety of words. If there is a problem with presenting, suggest that the student practise at home with family, in front of a mirror or with an audio tape to develop confidence. Make sure the student has practice in keeping to a sequence of ideas, using recounts of familiar events, and discuss using tempo and tone to assist expression.

Activity

Student has achieved the Outcome

Preparation

Using the pictures, introduce the task with a general discussion about dogs. Explain the task to students and talk through the BLM with them. Students will use the pictures of dogs as a prompt for a talk about dogs in general. Remind students to think of and note adjectives and verbs on the page before they plan their talk. Allow time for planning, assisting students where necessary. Make notes as each talk is presented and attach these notes to the student’s BLM for record purposes.

OBSERVATIONS

Student name

Have this student explore more complex topics using a wider variety of voice and gesture. This student could research topics across a range of written and spoken sources to widen both understanding and vocabulary. She/he could watch TV announcers and newsreaders to note ideas for presentation.

Reporting to parents In this activity the student was/was not able to prepare and present a talk on a given topic. The student was/was not able to use a varied range of words, expressions and change of voice.

Date

prepares for the presentation of a talk considers alternative words and phrases for a presentation recognises that spoken text has a beginning and an ending experiments with more grammatical connectives—because, if, after

Where to next?

Focus: Using notes to plan a talk Not Apparent

44

❏

Emerging

❏

Achieved

❏

Working Beyond

❏

Nat 2.3 NSW 1.4 Vic 2.3

Name

Date

BLM 22

Doggie do Use the pictures on this page to help you make up a talk about dogs. Think about what you find interesting or funny about dogs.

Make some notes here to help you with your talk. Here are some ideas to help you: ★ Dogs can run as fast as . . . ★ Dogs chase things because . . . ★ When dogs chew bones they . . .

How will you begin your talk? What things do you want to talk about? How will you end your talk? © Blake Publishing —Targeting English Assessment, Lower Primary. This page may be reproduced by the original purchaser for non-commercial classroom use.

45

Name

Date

BLM 41

How to make a super salad sandwich! Read this part of the text. Circle the active verbs.

What to do: 1. Butter both pieces of bread. 2. Slice the tomato carefully. 3. Grate the carrot. 4. Take one piece of bread. Put the lettuce leaf, 2 slices of tomato, some grated carrot, some of the bean sprouts, and the slice of cheese on top. 5. Put the other piece of bread on top. 6. Eat and enjoy! Where did you find the active verb in each sentence? Use each circled verb to write new sentences. Make sure you put the verb at the beginning of the sentence.


81

Name

Date

BLM 61

A story from a picture ★ At the bottom of the page, write down some good words you would like to use in your story. ★ Write the title of your story on the line at the top. ★ Write the draft of your story underneath.


119

Strand: Strategies Focus: Shared editing


Prior teaching

Where to next?

This activity follows BLM 61. Students should be familiar with the editing and publishing process, using the checking system practised regularly by the class which should involve students sharing and discussing their editing with a classmate, teacher checking of student’s work and finally, the publishing of the work.


Preparation Have ready students’ draft stories (the completed BLM 61). Photocopy BLM 65 for the class. Divide the class into pairs for the discussion of the drafts. Make sure students have access to a dictionary and/or thesaurus.

Activity Have students work in pairs to read and discuss the text, without making any editing marks at this stage. Take time to observe how each student handles this situation. Then ask students to edit their own writing without further assistance, using a dictionary or personal spelling list if desired. Point out that, as well as checking spelling, the text and words can be changed, rearranged, cut or added to in any way. Ask students to then talk with their partners about how they would like their published version to look before publishing and illustrating their stories on the BLM.

OBSERVATIONS

Student name

This student may need assistance to develop more confidence in editing techniques. Make sure he or she uses a check list when editing. Keep this simple at first, for example ‘Check for capital letters and full stops’, and add to it as the student develops skill and confidence. Rather than having this student work with peers, give more conference or discussion time with yourself.

Student has achieved the Outcome This student should begin to self-edit most written work and take most through to publication. Encourage this student to experiment writing in more ways than narrative form. Use examples of reports, recounts and explanations from class reading as models. Suggest that this student use ideas for presentation gathered from magazines, books and computer software.

Reporting to parents This activity shows that the student is/is not able to discuss a draft with a partner, check spelling, organise ideas, and consider the meaning for the reader.

Date

discusses and comments on own and others’ writing recognises most misspelt words and attempts to correct them attempts to re-arrange sections of text to improve organisation of ideas before publishing, decides how to organise and set out the text and illustration

Where to next?

Focus: Shared editing Not Apparent

126

❏

Emerging

❏

Achieved

❏ Working Beyond ❏

Nat 2.12 NSW 1.10, 1.11 Vic 2.12

Linguistic Structures and Features Name

Date

Writing Self-A ssessment Sheet When I write Circle the answer that suits you best. When I write: ✐ I try to think of good words to use. always

sometimes

never

✐ I check the spelling of words I don’t know. always

sometimes

never

✐ I think about the punctuation I use. always

sometimes

never

✐ I use illustrations when they help. always

sometimes

never

✐ I read over my writing to see if it is clear. always

sometimes

never

Write here what you think about your own writing:

134


BLM 70

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Page 1

TA R G E T I N G

ENGLISH A SSESS M E N T

Targeting English Assessment has been designed to make ongoing English assessment easy. The books contain activities linked to every Outcome, in addition to teaching notes, suggestions for future teaching directions depending on whether or not a student has achieved an Outcome, and sheets that can be used to record individual and whole class progress. This book will help you create portfolios; observe and monitor specific skills and behaviours; make judgements about student performance; reflect on student journals; encourage self-assessment; discuss student progress with parents; and generally make assessment an integral part of your working day.

On the page facing each activity blackline master, there are detailed teaching notes.These notes include: 0 the skills and experiences students will need to have

as a starting point

TargetingEnglish EnglishAssessment Assessment Targeting

Middle Primary Primary Middle TargetingEnglish EnglishAssessment Assessment Targeting

Upper Primary Primary Upper

0 instructions for preparation and suggestions for presenting

the activity 0 ideas for future directions for students experiencing difficulties,

and for students who have achieved the Outcome 0 ideas for reporting to parents 0 suggestions for, and spaces to record, observations.

ISBN 1-86509-763-2

9 781865 097633