targeting - Blake Education

TA R G E T I N G

ENGLISH ASS ES SMEN T

Lynne SUNG

Helen RICHARDS

OVER

70

BLACKLI NE

MASTERS

MIDDLE PRIMARY

TA R G E T I N G

ENGLISH A SSE SSMEN T

sy! English As se ssment made ea

MIDDLE PRIMARY

Lynne SUNG a nd Helen RICHARDS

© Blake Publishing 2002 ISBN 978 1 86509 764 0 764 0 1 86509 Targeting English Assessment Middle 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 Extract on pages 8 and 9 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, Middle 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 Introdu ct ion

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

Res ou rce S h ee t s

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Speak in g an d L iste n i n g

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

© Blake Education 978 1 86509 764 0

Targeting English Assessment - Middle Primary

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. Targeting English Assessment Middle Primary addresses Level 3 Outcomes.Teachers who are uncertain of a particular student’s achievement level may wish to use activities from the other books in this series designed for Lower and Upper primary students.These will provide a guide for the construction of further activities to meet the student’s needs.

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 the BLMs, Outcomes and the focus for each lesson. 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 © Blake Education 978 1 86509 764 0


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 © Blake Education 978 1 86509 764 0


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 © Blake Education 978 1 86509 764 0


BLM 1

Whole Class Recording Sheet Outcome Name

Not Apparent

Emerging

Achieved

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



Working Beyond

7

Outcome Overview Texts Speaking & Listening

Nat 3.1 Interacts for specific purposes with people in the classroom and school community using a small range of text types.

Nat 3.2 Recognises that certain types of spoken texts are associated with particular contexts and purposes.

NSW 2.1 Vic 3.1 Other


Empathising with a well-known fictional character Listening and taking notes from a speech Discussing in a group Listening to and following instructions Self-assessment

Reading & Viewing

Contextual Understanding

BLM 12 BLM 13 BLM 14 BLM 15 BLM 28

Nat 3.5 Interprets and discusses some relationships between ideas, information and events in: - written texts with familiar content and a small range of unfamiliar words and linguistic structures and features - visual texts designed for general viewing. NSW 2.5 Vic 3.5 Other

Comprehending text and identifying word meanings Interpreting written instructions Interpreting fictional characters Understanding sequence of events in a story Self-assessment

Writing


Nat 3.9 Experiments with inter-relating ideas and information when writing about familiar topics within a small range of text types.

Preparing and presenting a role-played conversation Preparing and conducting an interview Matching idioms and meanings Presenting a telephone conversation Self-assessment

BLM BLM BLM BLM

17 18 19 29

Nat 3.6 Identifies simple symbolic meanings and stereotypes in texts and discusses their purpose and meaning.


Identifying fact and opinion Making judgements about characters Identifying the effect of visual images Evaluating stereotypes in text and images Self-assessment

BLM BLM BLM BLM

36 37 38 39

BLM 49

Nat 3.10 Recognises that certain text types and features are associated with particular purposes and audiences. NSW 2.13 Vic 3.10 Other


Writing a description of a person Selecting important information for a text Writing a letter Writing an information report Self-assessment


Creating an advertisement using text and images Creating a text for a specific purpose Writing an argument Writing formal and informal English Self-assessment

8 © Blake Education 978 1 86509 764 0

BLM 16



Linguistic Structures & Features

Strategies

Nat 3.3 Usually uses linguistic structures and features of spoken language appropriately for expressing and interpreting ideas and information.

Nat 3.4 Reflects on own approach to communication and the ways in which others interact.



Giving spoken instructions Presenting a spoken book review Planning and presenting a spoken procedure Preparing spoken instructions for an invented game Self-assessment


Nat 3.7 Identifies and uses the linguistic structures and features characteristic of a range of text types to construct meaning.


Preparing and presenting a spoken information report Taking notes from a video documentary Evaluating spoken presentations Expressing opinions and listening to others Self-assessment


Nat 3.8a Integrates a variety of strategies for interpreting printed and visual texts. Nat 3.8b With teacher guidance, uses several strategies for identifying resources and finding information in texts. NSW 2.6 Vic 3.8 Other

Interpreting an explanation Understanding structure and features of an information report Identifying structure and features of a recount Understanding the language of advertising Self-assessment


Identifying texts to be used in research Understanding structure and language of an information report Interpreting a diagram Reading for fluency and understanding Self-assessment


Nat 3.11 Controls most basic features of written language and experiments with some organisational and linguistic features of different text types.

Nat 3.12a Experiments with strategies for planning, reviewing and proofreading own writing.

NSW 2.10 2.14 Vic 3.11 Other

NSW 2.10 2.11 Vic 3.12 Other

Planning and writing an information report Writing a television news script Writing a recipe Completing a narrative given a beginning Self-assessment

BLM BLM BLM BLM BLM

60 61 62 63 70

Nat 3.12b Consistently makes informed attempts at spelling.

Editing and proofreading own narrative Converting informal to formal English Editing and proofreading own description Drafting and editing an explanation Self-assessment

BLM BLM BLM BLM BLM

64 65 66 67 71

9 © Blake Education 978 1 86509 764 0




RESOURCE SHEETS

11 © Blake Education 978 1 86509 764 0


Resource Sheet

BLM 2

(for use with BLMs 14 & 60)

What is a

dd ii ss aasstt ee r ??

A disaster is a major accident which affects everyone in a community.

Bushfires, floods, earthquakes, tsunamis, cyclones and droughts are called ‘natural’ disasters. Problems caused by human beings, such as chemical spills, gas leaks, train smashes, aeroplane crashes—and wars— are called ‘man-made’ disasters. Some natural disasters are unknown in some countries. For example there are no active volcanoes in Australia.

A tsunami can be as tall as a skyscraper.

Tsunami (say ‘tsoo-nar-me’) are giant ocean waves caused by underwater earthquakes. Some places are protected from tsunami by reefs and islands around the land. 12

Floods are natural disasters.

It is possible to predict some natural disasters such as cyclones, floods, bushfires and droughts. This means that authorities, and the local population, can be prepared when these disasters strike. ‘Man-made’ disasters, however, are harder to predict. Most disasters happen without much warning, so we need to be ready to deal with them quickly. That’s why many countries have Emergency Services who are always ready to act.

Adapted from Disaster! by Steven Gard, published by HBJ, 1989. Reproduced with permission.




Resource Sheet


BLM 3

(From TV News–An Interview with Geraldine Doogue, by Elizabeth Halley, illustrations by Hand Graphics, published by HBJ, 1990. Reproduced with permission.) © Blake Publishing —Targeting English Assessment, Middle Primary. This page may be reproduced by the original purchaser for non-commercial classroom use.



13

Resource Sheet


BLM 4

Soccer The modern game of soccer began in England where it was given its name and the first official rules were written. Soccer was firstly played in small back lanes, in country fields and in playgrounds, and was later introduced to English private schools. By 1820, many official soccer clubs were firmly established. At first, each club or school played soccer with its own set of rules which were adjusted to suit their circumstances. However, when students went to university and wanted to form teams, they all had different ideas about how to play the game. To solve this problem, representatives from various schools and universities met at Cambridge to decide upon a code of rules. In 1863 The Football Association was formed, and an official code of rules was decided upon. One strict rule was that the ball should not be touched by the hands but only moved by using the feet. The word soccer is thought to be a slang word taken from the word ‘assoc iation’. From its small beginning in England, soccer has grown into a popular game played throughout the world.

(Adapted from Sport in the making—A history of popular sport in Australia by Shane Power, published by HBJ, 1990. Reproduced with permission.)

14




Resource Sheet

BLM 5

(for use with BLM 36)

Fact or opinion? SNOWY MOUNTAINS Today in the Snowy Mountains the search continues for four snowboarders who have been missing since last Thursday. The young men set out in poor conditions

on Wednesday and when they did not return, fr iends and family informed Emergency Services. Police and volunteers have spent two days will broaden the search searching the region and tomorrow.

Beautiful Balloon I couldn’t believe my eyes when I saw it take off. It was so beautiful. The ballon balloon was all different colours. I ’m not sure how they know when to let the ropes go. But the balloon was full of hot air and I think it has somthing something to do with how much pressure is on the ropes. This was one of the most beautiful things I have ever seen.

The Nile Crocodile The Nile crocodile lays its eggs in the warm sand or mud well away from the river. When the time for hatching arrives, the mother listens for the sounds of the young crocodile within the shells. She then uncovers the eggs and waits for her young to hatch. When the young have broken out of their

shells she carries them in her mouth down to the river where they learn to swim and look after themselves.




15

Resource Sheet


Book characters

Picture 1

Picture 2

16




BLM 6

Resource Sheet


BLM 7

Precipitation—why rain falls

Rainfall is part of the water cycle. The sun draws water from the ocean by evaporation. As the water rises it collects into small droplets which form clouds. The wind moves the clouds through the air. Air currents cause the cloud to rise and become colder and more dense. Eventually the cloud becomes so dense that it releases water drops that we call rain. The rain falls to the earth and runs into creeks, streams and rivers and then into the ocean. This water cycle is repeated again and again all over the world.




17

Resource Sheet


BLM 8

Dragon Boat festival The Dragon Boat festival traditionally happens on the fifth day of the fifth month in the Chinese lunar calendar (around June). The story behind this Chinese festival goes back hundreds of years. There was a poet named Qu Yuan, who was angry with the behaviour of China’s government at that time. In protest, Qu Yuan threw himself into the Mi Lo River. The local fishermen were so moved by his action that they raced in their boats to recover his body. They beat the water with their paddles to scare the fish away from the body. People threw rice dumplings wrapped in silk into the river, to help the poet’s spirit to go to heaven. It soon became a tradition to remember the event with boat races. Boats were often designed to look like dragons, to please the spirit of the waters. Nowadays dragon boat races are held in many countries around the world. They are noisy and colourful occasions. Teams compete for a place in the international races, which are held in Hong Kong and Singapore in June.

(Extract from Celebrations by Ida Chionh, published by HBJ, 1989. Reproduced with permission.)

18




Resource Sheet

BLM 9


Name

Date

Dog on a diet—reading passage ‘There is no doubt about it’, said Mr James. ‘That dog will have to go on a diet.’ ‘But Dad—Strider’s not fat, he’s thin.’ ‘Only because he runs around so much. Otherwise he’d be the size of a house, with the amount he eats. He’ll just have to slow down.’ Zzzzzzz…zzzzzzzz…zzzzzzzzz… Simon looked under the table. His large, lanky red setter filled most of the space between the family’s feet. He was snoring gently. It had been a long time since the last titbit. Simon nudged him with his toe. Strider licked the boy’s bare foot. Simon giggled. ‘This is no laughing matter!’ snapped his father. ‘Strider may be thin, but so is my wallet. Everything has gone up, except my wages.We’ll all have to give up something.’ ‘I’ll give up carrots, Dad’, offered Simon. ‘And I’ll give up spinach’, said his sister Jodie. ‘Oh no, you won’t’, said their mother. ‘If you give up anything it will be icecream and biscuits.’ ‘Mu—um!’ cried Simon and Jodie together.

Skills: uses word identification skills self-corrects slows down to find meaning re-reads to self-correct sub-vocalises makes substitution or omission to maintain meaning pauses or repeats word

Content questions: Why does Dad want Strider to go on a diet?

What did Simon say he would give up to help save money?

Does his mother agree? How do you know?

(From Dog on a Diet by Joan Dalgleish, published by HBJ, 1989. Reproduced with permission.) © Blake Publishing —Targeting English Assessment, Middle Primary. This page may be reproduced by the original purchaser for non-commercial classroom use.



19

Resource Sheet

BLM 10


BIKE TRACK SET TO GO AHEAD

Local residents of Black Street were pleased to hear the news that Braddon Council has approved the construction of a bike track in Reese Park. Children in the area have held a letter writing and petition campaign over the last few months in an

20

attempt to convince Council that the bike track will be a positive feature for the local park. Some residents are still fearful that a bike track will bring outsiders to the area causing traffic problems in the already congested streets. Local kids

have gone some way to solving the problem by offering cheap car washes for those who bring more than one child to the park. A major landscaping project is also planned for the park. Work will commence on 12 June.




Resource Sheet


BLM 11

Story starter ‘You’ll be all right if I drop you here?’ said Jake’s mum, stopping the ute beside the farm gate. ‘Yeah, thanks Mrs Jenkins,’ said Pete. He said goodbye to Jake, and hopped out. Pete had spent the night at Jake’s place. When he got up to the house, he was surprised to see the back door standing open. He’d expected everyone to be home, but the house appeared to be empty. Pete noticed there were still dishes on the kitchen table. He went to see if his Dad was in the woodshed. As he walked into the shed, Pete felt something soft brush against his knees. He jumped and then kicked at the thing, which meowed loudly and scuttled off into the darkness. It was only Ginger. He must give her a good pat and some cream later to make up for that kick. Walking back to the house, Pete began to worry. He knew Dad hadn’t been feeling well lately. Had they had to leave suddenly? That might explain the uncleared dishes and the unclosed door. Or maybe Mum and Dad had decided to go visit Em and Bert. They’d been talking about it for weeks. But surely they’d have left a note. And where was Kelly? She would never have gone with them. She said their uncle Bert stank of stale cigarettes and Em told her the same stories five times running without stopping for breath. Though Kelly might be over at Annie’s house. Pete jumped again as the telephone shrilled . . .




21



S P E AK I N G

and

LISTENING

23 © Blake Education 978 1 86509 764 0


Strand: Texts Teaching Notes BLM 12 Focus: Empathising with a well-known fictional character Prior teaching

Where to next?

Students need to be confident performing in front of a group in order to complete this activity.

Student is experiencing problems

Preparation Photocopy the BLM so that each student has a copy. Select a story, or stories, that the students are very familiar with and write these on the chalkboard.

This student will need further practice at performing in front of a group. Begin with small group activities, such as joke telling, film or television reviews, in which the student can gain confidence before working in front of a larger group.

Student has achieved the Outcome

Activity Distribute the BLM and explain that each student will be taking on the role of a character in a story. Help students to choose an event in the story which involves the character they have selected. Have each student prepare their presentation using the BLM supplied. Remember to bring students out of role when they have completed their presentation.

Encourage this student to take on more complex performing roles which require keen understanding of character development. For example, activities in which the student takes on the role of a character and is asked questions by the rest of the class.

Reporting to parents This activity shows that the student has/has not been able to empathise with a character from a well-known story.

OBSERVATIONS

Student name

Date

presents a plausible character interpretation speaks with confidence and use language appropriate to the character empathises with the character and attempts to present aspects of personality

Where to next?

Focus: Empathising with a well-known fictional character

24

Not Apparent

❏

Emerging


❏

Achieved

❏

Working Beyond


❏

Nat 3.1 NSW 2.1 Vic 3.1

Name

Point of view

BLM 12

Date

★ Imagine you are a character in a well-known story. Write your character’s name here: Write down what you know about the personality of your character.

Think about one important event in the story. Write the event here.

Imagine how your character might have felt during this event. Circle words in the box below that describe his or her feelings. angry

disappointed

unhappy

relieved

anxious

joyful

scared

excited

Now add some words of your own that describe how your character felt. Now think about how you will describe the event to your class. Write some notes that will help you when giving your presentation to the class.




25

Strand: Texts Focus: Listening and taking notes from a speech

Teaching Notes BLM 13

Prior teaching

Where to next?

Students need to have had practice in organising information before presenting it to others.


Preparation Choose a research topic that the students have already worked on in class and have students work in groups to prepare a presentation on the topic. Photocopy the BLM so that each student has enough space to record one group’s presentation.

Activity Divide the class into groups of four. Explain that the purpose of the task is to listen to other groups’ presentations about a topic that has been researched. Each member of the group will talk about an aspect of the topic. Before the presentations begin, indicate which students will be taking notes on which groups, so that each student only takes notes on one group’s presentation. Students should use the BLM to take notes. Allow time for note taking between each speaker’s presentation.

This student needs to understand that when listening for information only brief notes or key words and ideas need to be taken. Play Hot Seat or Twenty Questions and other listening games that require filtering of information and ensure that this student participates.

Student has achieved the Outcome This student will need to be challenged with activities that involve more complex interpretation of verbal messages. Other activities which address this Outcome include listening to and giving presentations in situations such as school assemblies, making notes while listening to audio-taped discussions and reporting results of group activities to the class.

Reporting to parents This work sample shows that the student has/has not been able to select relevant information during a spoken presentation.

OBSERVATIONS

Student name

Date

listens attentively and identifies key ideas chooses key words appropriately records ideas suitably

Where to next?

Focus: Listening and taking notes from a speech

26

Not Apparent

❏

Emerging


❏

Achieved

❏

Working Beyond


❏

Nat 3.1 NSW 2.1 Vic 3.1

Name

Date

BLM 13

Topic talk

★ Listen to the presentation from a group and make notes as you listen. Speaker 1 Topic Main idea Key words Speaker 2 Topic Main idea Key words Speaker 3 Topic Main idea Key words Speaker 4 Topic Main idea Key words




27

Strand: Texts Focus: Discussing in a group


Prior teaching

Where to next?

Students need to have had practice working in groups and should be aware of the rules of interaction in group situations.


Preparation Prepare copies of the text ‘What is a disaster?’ (BLM 2) and BLM 14 for each student.

Activity The purpose of this activity is to allow students to exhibit their group-interaction skills. Divide the class into small groups and allow time for students to read the text ‘What is a disaster?’. You may have to assist some students. Then ask the students to spend time discussing what they know of disasters. The questions on the work sheet will help guide their discussion. Tell the students that you will be looking to see how well they interact with others, and whether they are courteous and considerate in a group situation.

This student will need to understand that there are appropriate group-discussion skills such as talking in turns, offering relevant information and listening to others. You will need to point these out to the student in other group situations and stress the need to practice these skills.You might like to introduce the ‘speaking stick’ or ‘speaking ball’ where a student is only permitted to speak if they are holding the object. If the student is shy, always ensure that they have a friend to work with in their group.

Student has achieved the Outcome Encourage this student to participate in more formal group activities such as debates. Other activities which address this Outcome would include playing group games in which consideration for group members and their understanding of rules is necessary, for example Charades.

Reporting to parents This activity shows that the student has/has not been able to take turns, contribute appropriate ideas and show courtesy in a group situation.

OBSERVATIONS

Student name

Date

listens and responds during discussions shows appropriate level of consideration for the opinions of others puts forward supporting reasons for ideas presented

Where to next?

Focus: Discussing in a group

28

Not Apparent

❏

Emerging


❏

Achieved

❏

Working Beyond


❏

Nat 3.1 NSW 2.1 Vic 3.1

Name

Date

BLM 14

What is a disaster? Read the text ‘What is a disaster?’ and then discuss the following points with your group. Who helps when a disaster occurs? What disasters have you heard about recently?

Where did the disaster occur? Do you know anyone who has experienced a disaster? What did they tell you about it?

Have one person act as a scribe and make a list of all the disasters that your group can remember.




29

Strand: Texts Focus: Listening to and following instructions


Prior teaching

Where to next?

Students will need to have participated in spoken procedures such as explaining how to wash up or clean teeth.


Preparation Select an appropriate set of instructions which you can give to the class orally. For example how to make a simple folded paper animal, or providing directions using a map. Photocopy the BLM so that each student has a copy.

Activity Supply the students with any items they may need to follow your instructions (paper, scissors, glue, maps). Then give the instructions one step at a time while the students follow. Observe students as you give instructions, noting those who need help and those who ask others for help. Give assistance as required, keeping in mind the kind of assistance students request. This activity will identify students who are having trouble listening for information.

This student needs more practice at receiving clear verbal messages. Involve this student in activities such as listening to instructions for setting out equipment or listening to a message in order to pass it onto a third person. Students should also be encouraged to lead group activities which require explanation. Students whose first language is not English will have specific problems dealing with verbal instructions. Make sure you encourage the student to look directly at the speaker when listening, and where possible, encourage vocabulary expansion.

Student has achieved the Outcome This student will need to be challenged with activities that involve more complex interpretation of verbal messages.This might include such things as listening to a description of a complicated object in order to draw it.

Reporting to parents This work sample shows that the student has/has not been able to listen to and follow instructions given by another person.

OBSERVATIONS

Student name

Date

listens attentively and responds by following instructions correctly listens for information relevant to a task follows instructions in sequence

Where to next?

Focus: Listening to and following instructions

30

Not Apparent

❏

Emerging


❏

Achieved

❏

Working Beyond


❏

Nat 3.1 NSW 2.1 Vic 3.1

Name

Date

BLM 15

Spoken procedure ★ Write an answer on the lines underneath 1. Were the instructions easy to follow? State why or why not.

2. Instructions are usually organised in steps. Write down the first and last step in the instructions you just followed. Step 1 Last step 3. If you were asked to give instructions to someone, how would you do it? Think about how you would speak to the listener, what words you would use and how you could make it easy for the listener to understand. Write some points here.




31

Strand: Contextual Understanding Teaching Notes BLM 16 Focus: Preparing and presenting a role-played conversation Prior Teaching

Where to next?

Students should be familiar with identifying words and phrases that convey particular ideas and meanings to different people.They should be able to appreciate the way a speaker is able to use words to present a point of view.


Preparation Prepare sufficient copies of BLM 3 and BLM 16. Use BLM 16 as a planning page.

Activity Divide the class into pairs.Talk about the events that seem to be occurring in the pictures on BLM 3. Have the students choose one of the conversations from the pictures presented. For example, the journalist on the phone, the two people watching the helicopter, observers at the fire or the people in the hospital. Have pairs of students prepare a conversation that might be taking place between the characters in one scene. Have some students play out the conversation and discuss their presentation with the whole class.

OBSERVATIONS

Student name

This student should be given opportunities to listen to conversations between people and observe the language that is used for specific purposes and in different situations. Examples of formal and informal language use should be brought to the student’s attention, some useful examples include the formal language used when a visitor is being welcomed to the school, or the informal use of language on the sports field.

Student has achieved the Outcome Encourage this student to look at the use of formal and informal or colloquial language and the effect it might have on different verbal exchanges. This might involve making comparisons between language used in the home or playground.

Reporting to parents This work sample shows that the student does/does not understand that speakers choose words and phrases according to the situation.

Date

identifies the purpose and audience for speech understands that conversation is formal or informal depending on the situation uses language appropriate to the purpose

Where to next?

Focus: Preparing and presenting a role-played conversation

32

Not Apparent

❏

Emerging


❏

Achieved

❏

Working Beyond


❏

Nat 3.2 NSW 2.3 Vic 3.2

Name

Date

BLM 16

News talk Choose one of the pictures from BLM 3 in which a conversation is taking place.

Think about: ★ who the people in the picture might be ★ whether they know each other well ★ what they might be saying to one another. Now write down some notes about the kinds of things they might say. Character 1

Character 2

Character 1

Character 2




33

Strand: Contextual Understanding Focus: Preparing and conducting an interview


Prior Teaching

Where to next?

Students should have had experience at observing interviews on television or listening to radio interviews.


Preparation Photocopy the BLM so that each student has a copy.


Activity Make certain that students have a clear purpose for conducting an interview.The interview could relate to an area of study being investigated by the class. For example when preparing a school history project students might interview an older person in the school community, or they may interview other students and teachers when surveying the use of different modes of transport to and from school. Have student use the BLM to prepare the questions that they would like to ask.Talk about the need for specific, well-considered questions. When students are prepared, have them conduct the interview and record the answers. Students could do this using a tape recorder.

Student name OBSERVATIONS

This student will need to be exposed to more interviews for a variety of purposes as models for their own work. Provide audio-taped interviews with people of interest such as sports personalities or popular musicians.

This student needs to be exposed to more challenging tasks such as interviewing people in the community for a local history project or interviewing older people about the services available to them when exploring the role of local government.

Reporting to parents This activity shows that the student has/has not understood the need for well-thought out, clear and precise questions in an interview situation.

Date

identifies the stages of an interview identifies the characteristics of interview questions recognises the need for some level of formality in an interview

Where to next?

Focus: Preparing and conducting an interview

34

Not Apparent

❏

Emerging


❏

Achieved

❏

Working Beyond


❏

Nat 3.2 NSW 2.3 Vic 3.2

Name

Date

BLM 17

Interview Use this page to prepare the questions you will ask your interviewee. The purpose of my interview is to Name of person to be interviewed: What kind of language will you use? (Formal, informal, colloquial?) How will you begin? (You might need to explain what you are doing, and why, to the person you are interviewing.)

What will you ask first? What might you ask next? What other information do you want to know about?

How will you end the interview?




35

Strand: Contextual Understanding Focus: Matching idioms and meanings


Prior Teaching

Where to next?

Students should be exposed to a variety of idioms used in everyday speech.


Photocopy the BLM so that each student has a copy.

This student needs to listen to everyday speech to identify common idioms used.They could talk with family members or carers about the language they use and make a written collection of common idioms and their meanings.

Activity


Preparation

Have students look at the pictures on the BLM and match-up the common idioms with their meanings. Discuss how idioms create a picture in the mind of the listener, which helps to relay meaning.

This student should be exposed to and examine more sophisticated uses of language such as cartoons and verbal advertising which relies on word play. They could also collect common idioms and draw their own set of pictures to accompany them.

Reporting to parents This activity shows that the student has/has not grasped the language of idioms commonly used in everyday speech.

OBSERVATIONS

Student name

Date

recognises language of speech understands that idiom often relies on creating visual images talks about the uses of common idioms

Where to next?

Focus: Matching idioms and meanings

36

Not Apparent

❏

Emerging


❏

Achieved

❏

Working Beyond


❏

Nat 3.2 NSW 2.3 Vic 3.2

Name

Date

BLM 18

Idiom

Read through the idioms below. Match the idioms with their meanings by drawing a line from each idiom to the meaning that belongs to it.

Idioms

It’s raining cats and dogs Bark up the wrong tree Cat got your tongue? Needle in a haystack Curiosity killed the cat Hold your horses Bull in a china shop Cry wolf

Meanings Choose the wrong course of action Be patient, wait Can’t speak because of shyness The rain is very heavy Something very hard to find Someone who upsets everything Being too nosy might get you into trouble Give a false alarm © Blake Publishing —Targeting English Assessment, Middle Primary. This page may be reproduced by the original purchaser for non-commercial classroom use.



37

Strand: Contextual Understanding Focus: Presenting a telephone conversation


Prior teaching

Where to next?

Students need to have had practice in using the telephone and should have listened to others using it.


Preparation Photocopy the BLM for each pair of students in the class.

Activity Divide the class into pairs and have each pair imagine they are one of the characters in one of the scenarios. Have the students discuss the situation and then prepare a role play of the telephone conversation which they will then present to the class. During each pair’s performance have students observe and comment on the success or otherwise of the telephone conversation. Each student should take notes on one pair’s presentation using the BLM provided.

OBSERVATIONS

Student name

This student needs more practice in listening to and observing speakers in different contexts and situations. Students could look at pictures from magazines which show interaction, then try to work out what is being said, or take part in role plays of familiar home situations such as the arrival of a visiting tradesman or procedures followed at meal times.

Student has achieved the Outcome This student needs to be exposed to more challenging tasks involving spoken language, such as listening to one speaker in a telephone conversation and identifying the nature of the conversation or discussing television or radio news.

Reporting to parents This activity shows that the student has/has not been able to take the context of a conversation into account when deciding on language choice.

Date

takes the audience into account when presenting information is aware of the context for the speech is aware that the purpose of a text influences the language choices

Where to next?

Focus: Presenting a telephone conversation

38

Not Apparent

❏

Emerging


❏

Achieved

❏

Working Beyond


❏

Nat 3.2 NSW 2.3 Vic 3.2

Name

Date

BLM 19

On the telephone Ordering a pizza

Ringing a plumber to fix a tap

Ringing a friend to see if they are free to play on Saturday

Ringing your sport coach to tell them you can’t make training this week

When watching the role play presentations, think about these things: ★ Did the caller say everything they needed to say in order to get what they wanted? ★ How would you improve what the caller had to say?

★ Did the person receiving the call understand what the caller wanted?

★ What questions might they ask to get a better understanding?




39

Strand: Linguistic Structures and Features Focus: Giving spoken instructions


Prior teaching

Where to next?

Students need to understand and have experience in giving and receiving clear, explicit instructions.




Activity Divide the class in to groups of four or five students. Have students choose a character from those listed on the BLM and then give directions to the rest of the group for how to get from their character’s house to the school. Students should not give the character’s name. Others in the group try to guess which character the person has chosen. Observe each group’s response to this activity.

Student name OBSERVATIONS

This student will need practice giving spoken instructions. This may require that the student plans what they will say by using a step-by-step approach. Start with simple processes such as cleaning teeth and preparing a sandwich.

Develop and present more complex sets of instructions in which this student can explore language use, for example how to cook pancakes or replace bearings in a skateboard wheel.

Reporting to parents This activity shows that the student has/has not been able to give step-by-step spoken directions.

Date

adjusts speaking to suit purpose and audience recognises that instructions need to be organised in a logical sequence listens and responds appropriately

Where to next?

Focus: Giving spoken instructions

40

Not Apparent

❏

Emerging


❏

Achieved

❏

Working Beyond


❏

Nat 3.3 NSW 2.4 Vic 3.3

Name

BLM 20

Date

F r o m h ere to th e r e Characters

Harriet Tri

Map

Joseph

Jo

Clancy Jai Jai lives here

car park

Stephen Lane Pathway

Supermarket Clancy lives here

Harris St

Police Station

Jones St

Tri lives here

Blayney St

School

The Boulevarde

Jo lives here

Playground

Black St

Petrol Station Smash Repairs

Park

Joseph lives here

Mary St Child Care Centre

Kit Lane

Harriet lives here

Tennis courts

Hospital

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



41

Strand: Linguistic Structures and Features Focus: Presenting a spoken book review


Prior teaching

Where to next?

The students should have previously discussed the nature of book reviews including the sorts of information provided, and language used. It would be beneficial if students had examined a number of book reviews from magazines or newspapers.



Activity Have each student select a book they would like to review.They may choose a book that has been read in class recently, or one they have read by themselves. Hand out the BLM and ask the students to write answers to the questions listed. The information on the BLM will help students prepare their spoken book review. Before the students present their reviews to the class, discuss the importance of voice when speaking to an audience. Highlight pace, volume, enunciation and stress and encourage the students to make use of these strategies. Spread the presentations over time.

OBSERVATIONS

Student name

This student may need to be involved in round table discussions of books. Have the student work in a group with students who have developed skills in verbalising what they think about the books they read. Refer this student to reviews in magazines and publisher’s brochures as examples.

Student has achieved the Outcome This student will benefit from activities which focus on different kinds of books such as factual texts. Planning reviews of this kind of material can be a little more challenging than reviewing fiction.

Reporting to parents This activity shows that the student has/has not mastered the skills of presenting ideas and information to an audience in a clear and succinct manner.

Date

understands the structure of a book report and knows how to use this to present information clearly uses pace, volume, enunciation and stress to enhance meaning recognises the need for, and uses, body movement and facial expression to enhance meaning

Where to next?

Focus: Presenting a spoken book review

42

Not Apparent

❏

Emerging


❏

Achieved

❏

Working Beyond


❏

Nat 3.3 NSW 2.4 Vic 3.3

Name

Date

BLM 21

Book review ★ Title ★ Author ★ Who are the main characters?

★ Which character did you like the best and why?

★ What was the book’s most exciting event?

★ What are the main ideas in the book?

★ Would you recommend this book to another reader? Give your reasons.




43

Strand: Linguistic Structures and Features Focus: Planning and presenting a spoken procedure


Prior teaching

Where to next?

Students need to be familiar with procedure as a text type. They should also be aware of the importance of pace and clarity when delivering instructions to a group.


Preparation Photocopy the BLM so that each student has one.

Activity Have each student prepare a verbal procedure on something they are familiar with, such as how to make a bed, or how to wash the dog.The BLM should be used to guide students through the planning stage. They can also use the BLM as their notes when presenting their procedure to the class.

This student will need more practice at planning and organising information into logical steps.This student may benefit from sub-headings such as ‘Before you begin’, ‘Beginning’, ‘During’ and ‘Ending’. Have them practise writing instructions for tasks that are familiar to them, such as getting ready for school. This student should also practise presenting other text types verbally, such as recounts or reports, and should be encouraged to take part in class discussions.

Student has achieved the Outcome This student will need to be exposed to more complex tasks of presenting information.This may be in the form of speeches to other classes or debating an issue in class groups.They could also present talks during visits to the school by adults.

Reporting to parents This activity shows that the student has/has not been able to plan an effective verbal presentation of a procedure. The student has/has not demonstrated an understanding of sequence when giving instructions.

OBSERVATIONS

Student name

Date

uses the structure appropriate for a spoken procedure uses pace, volume and stress to enhance meaning plans ideas for spoken presentation

Where to next?

Focus: Planning and presenting a spoken procedure

44

Not Apparent

❏

Emerging


❏

Achieved

❏

Working Beyond


❏

Nat 3.3 NSW 2.4 Vic 3.3

Name

Date

BLM 22

How to . . . ★ Use this page to plan what you will say. Write your topic here Introduction

First,

Next,

Then,

Conclusion




45

Strand: Linguistic Structures and Features Teaching Notes BLM 23 Focus: Preparing spoken instructions for an invented game Prior teaching

Where to next?

Students should be exposed to a number of different games in order to understand that rules for games take a similar format.


Preparation Photocopy the BLM so that each student has a copy. Collect a number of items that might be used for an invented game, such as paddle pop sticks, buttons, string, rubber bands, marbles and so on.

Activity Spend time talking with the students about different types of games. Explain that their task is to invent a simple game that can be played by two or more people.They can use the materials that you have collected, or other things that they collect themselves. Divide the class into pairs to undertake the task.When they have invented the game it is their job to prepare instructions and rules and teach another pair how the game should be played. Then students can play each other’s games.

OBSERVATIONS

Student name

This student may need more practice at speaking to peers and others in the school for a specific purpose.This might be to explain how something works, give instructions or relate a story or message.

Student has achieved the Outcome This student will benefit from participation in more complex speaking tasks. Explaining school rules to newcomers or how to play team games will be more challenging tasks.

Reporting to parents This activity shows that the student has/has not mastered the skills of planning and presenting a spoken procedure. The student does/does not understand how to put ideas into logical order and use terms related to games such as ‘aim’, ‘players’,‘to win’ to help the listener understand.

Date

uses facial expressions and body movements to convey meaning uses pace, volume and stress to enhance meaning presents steps in a logical order

Where to next?

Focus: Preparing spoken instructions for an invented game

46

Not Apparent

❏

Emerging


❏

Achieved

❏

Working Beyond


❏

Nat 3.3 NSW 2.4 Vic 3.3

Name

Date

BLM 23

How to play a game

What is your game called? What is the aim of your game?

How many people can play? What objects do you need to play the game?

How do you begin?

What are the rules?




47

Strand: Strategies Teaching Notes BLM 24 Focus: Preparing and presenting a spoken information report Prior teaching

Where to next?

Students should be familiar with information reports in both written and spoken form. They may also need practice in preparing notes and palm cards to assist their presentation.


Preparation

Photocopy the BLM so that each student has a copy. Prepare some blank palm cards.

This student will need to revise the structure of an information report in written form and may need assistance to convert written format to a spoken presentation. Work individually with this student to assist in making well-planned, useful palm cards.


Activity Have students work in small groups to research and present a topic.This can be part of a unit of work under study in your classroom. Students use the BLM as a guide when preparing their palm cards. The palm cards will assist you in reviewing each student’s contribution to the group talk and may also become a work sample to use in a parent interview.

This student needs to be challenged with more demanding tasks such as the preparation of simple arguments for and against an issue and verbal presentation of these arguments in their own class, or to other classes in the school.

Reporting to parents This activity shows that the student has/has not mastered the presentation of information in verbal form. The palm cards were/were not organised in a logical form and did/did not include relevant information.

OBSERVATIONS

Student name

Date

uses language appropriate to the purpose and audience organises information in logical order introduces and concludes the talk so that purpose is clear uses intonation, stress and pace to effect

Where to next?

Focus: Preparing and presenting a spoken information report

48

Not Apparent

❏

Emerging


❏

Achieved

❏

Working Beyond


❏

Nat 3.4 NSW 2.2 Vic 3.4

Name

Date

BLM 24

Group presentation

Prepare an information report about a topic you have been studying. Each person in your group will present one section to the class. You will need to prepare palm cards that will help you present your speech. Think and make notes about the following points. How will we organise the information?

How will we introduce the subject?

How will we conclude?

Do we need props, pictures or diagrams? If so, what do we need and who will bring them into class?

How long should each person speak for? Palm cards help you to remember what you are going to say in your speech. Write out some palm cards once you have answered the questions above. Hand your palm cards to your teacher after your presentation. © Blake Publishing —Targeting English Assessment, Middle Primary. This page may be reproduced by the original purchaser for non-commercial classroom use.



49

Strand: Strategies Focus: Taking notes from a video documentary


Prior teaching

Where to next?

Students should have spent time viewing factual television programs or videos that present information, such as documentaries. Give students practice at listening for information and taking notes. The students should be familiar with ways of taking notes quickly.


Preparation Photocopy the BLM so that each student has a copy. Select a video that gives information about an animal, for example David Attenborough nature series. View the video to identify appropriate points to pause and allow students to make notes. Check to make sure that the questions on the BLM are relevant to the video you are showing.You may wish to add or change one or two of the questions.

Activity Explain to students that they are to take notes as they watch the video, and that you will stop at certain points to help them with this. Show the video, stopping where necessary to allow slow writers time to select and record appropriate ideas.

Some students may not be used to making notes during a viewing activity.Teach students to listen for verbal cues which introduce important information. This is a demanding task and will need practice. It might be appropriate to draw attention to verbal cues when other students present information to the class.

Student has achieved the Outcome For a student who is clearly able to carry out this task, present a video that contains more complex information and have students decide for themselves when they would stop the video and take notes.

Reporting to parents This activity shows that the student has/has not been able to make notes while viewing.

OBSERVATIONS

Student name

Date

listens to a spoken presentation and chooses the relevant points takes notes from a spoken presentation listens to verbal cues to select key words

Where to next?

Focus:Taking notes from a video documentary

50

Not Apparent

❏

Emerging


❏

Achieved

❏

Working Beyond


❏

Nat 3.4 NSW 2.2 Vic 3.4

Name

Date

BLM 25

Video viewing

Listen carefully and write down the most important points made in the video. When your teacher stops the video, write notes to remind you of what was said. These questions will help you take useful notes. ★ What is the main topic of the video? ★ What information did you find out about the animal? Appearance Habitat Food Breeding habits ★ What else would you like to know about the subject?

★ Where might you find the information you need?




51

Strand: Strategies Focus: Evaluating spoken presentations


Prior teaching

Where to next?

Students need to have had practice in listening for information in a variety of contexts. For example listening to pre-recorded science or news programs from radio or television.



This student will need opportunities to listen to other speakers and evaluate the techniques that the speaker uses to convey their message to their audience. Propose simple problems such as a big puddle in the road and have this student identify the different attitudes that a motorist, pedestrian and a cyclist may have towards the problem.

Activity


Preparation

Have several students prepare a short talk on a topic of interest. You will need to plan several sessions to hear each student’s talk and allow time for preparation. Allocate a speaker to each student, so that each student in the class takes notes on one speaker. As each speaker finishes, allow time for students to complete assessment details and, if necessary, ask questions. The assessment of each speaker could be completed as a small group activity where the group refers to the notes they have taken to identify their speaker’s strengths and weaknesses as a communicator.

OBSERVATIONS

Student name

This student will need to be exposed to more challenging listening activities. Have the student summarise radio news reports and relate details of what they hear to the class.

Reporting to parents This activity shows that the student has/has not been able listen to a speaker and recognise techniques used by the speaker to convey his or her message to an audience.

Date

understands the need to plan before speaking understands that in order to present a message a speaker needs to keep the speech interesting, using changes of voice and intonation asks relevant questions when listening

Where to next?

Focus: Evaluating spoken presentations

52

Not Apparent

❏

Emerging


❏

Achieved

❏

Working Beyond


❏

Nat 3.4 NSW 2.2 Vic 3.4

Name

Lis n g i n e t

BLM 26

Date

Listen to a talk given by one of your classmates. Watch, listen and make notes on the points in the table as the person speaks. Speaker’s name:

Comment

Yes

No

Standing straight Speaking clearly Looking at the audience Introduced the subject Used language that suited the subject Presented information in a logical way Ended the speech appropriately What was the best thing about the speaker’s presentation?

How could this presentation have been improved?




53

Strand: Strategies Focus: Expressing opinions and listening to others


Prior teaching

Where to next?

Students need to have practise in working in pairs to complete a task.


Preparation Photocopy the BLM so that each pair of students has a copy.

Activity Divide the class into pairs or small groups. Explain that the task involves identifying and discussing the group’s favourite television programs. Have students discuss what they like and don’t like about the shows they come up with.Ask them to talk about characters in each show, and what their personalities are like.While they talk, move about the class listening to the conversations and observing interactions. Note the way students participate, ask questions and build on what is said. In another session, share the questions that students devise for each character and discuss why they would ask these questions. Draw some conclusions about which programs are of most interest to students and why. To conclude this activity, you may like to draw up a class list or graph of favourite programs.

This student will need to spend time in organised speaking situations. You will need to construct opportunities for this student to work with competent speakers so that they can be guided by the models available to them. Make certain that this student uses the opportunity to speak rather than allow others to speak for him or her.

Student has achieved the Outcome This student will benefit from involvement in more formal speaking tasks such as reporting class activities to other classes, or discussion and debate in the school’s student representative group.

Reporting to parents This activity shows that the student has/has not been able convey their opinion and point of view to others. The student has/has not been able to listen to and consider the views of others when formulating ideas.

OBSERVATIONS

Student name

Date

asks questions to clarify understanding justifies choices and reasons for ideas conducts a conversation with others in appropriate ways

Where to next?

Focus: Expressing opinions and listening to others

54

Not Apparent

❏

Emerging


❏

Achieved

❏

Working Beyond


❏

Nat 3.4 NSW 2.2 Vic 3.4

Name

Date

BLM 27

Favourite television show

Think of some of the television programs that you watch. Choose the group’s three favourite television shows and write their titles here: Now talk about: ★ what you like and do not like about each program ★ what you like and dislike about the characters in each program. Choose two characters from one of your programs. Write down five questions you would like to ask each of the characters.

You will use these questions later in a discussion with the whole class. © Blake Publishing —Targeting English Assessment, Middle Primary. This page may be reproduced by the original purchaser for non-commercial classroom use.



55

Texts

BLM 28

Name

Date

Speaking and Listening Self-A ssessment Sheet How I listen and how I speak Circle the response that best describes you as a speaker. ★ I enjoy discussions and always have something to say.

never sometimes always

★ I prepare my work well when giving presentations.


★ I can tell others ideas I have heard or read.


★ I can make a story interesting for others.


Circle the response that best describes you as a listener. ★ I listen carefully to others speaking.


★ I like to give my opinion when people talk.


★ I can understand the main points when someone gives a report.


★ I can follow a series of instructions.


Write a few sentences that describe: what you think about yourself as a speaker.

what you think about yourself as a listener.

56




Contextual Understanding Name

BLM 29

Date

Speaking and Listening Self-A ssessment Sheet How I speak and when I listen Tick the box if the statement is true When speaking: I think about who will be listening. I arrange my talk so that it is easy to understand. I know when to use formal language. I am aware of the different cultures and backgrounds of my audience. When listening: I am aware of the cultural background of the speaker and understand the possible difficulties that a speaker might have. I can judge when someone is using unsuitable language. I am aware that there are differences in the way some people address others. Write a few sentences about the ways different people you know speak and listen.




57

Linguistic Structures and Features Name

BLM 30

Date

Speaking and Listening Self-A ssessment Sheet My speaking skills Complete the table below, thinking about your own speaking skills. What I need to do

When I have practised this

How well did I do it?

Plan and organise material for a talk. Use body movement and facial expression to help get my message across. Use the right kind of words to introduce an idea and show that I have an opinion (eg I think . . . I feel . . . ). Know that there are different kinds of speech for different situations. Know how to use pace, volume and pronunciation to make my speech more interesting. 58




Strategies

BLM 31

Name

Date

Speaking and Listening Self-A ssessment Sheet Speaking and listening in groups Circle the response that best describes you in group discussions. ★ I listen to others carefully and respond to what they say.


★ I ask others to give their own ideas.


★ I listen to the ideas of others.


★ I know when speakers are trying to convince me of something.


★ I can make notes when someone is speaking.


★ I use a tape recorder for reviewing spoken information.


Describe how you have helped others in group discussions. Perhaps you found a word your group needed, or asked them to explain more, or reminded others to listen properly.




59



READING

and

VIEWING

61 © Blake Education 978 1 86509 764 0


Strand: Texts Teaching Notes BLM 32 Focus: Comprehending text and identifying word meanings Prior teaching

Where to next?

Students should have read, interpreted and discussed a range of information texts. They should have had opportunities to suggest word meanings from context.


Preparation Prepare sufficient copies of the text ‘Soccer’ (BLM 4) as well as a copy of BLM 32 for each student. Ensure each pair of students has access to a dictionary.

Activity Read the text out loud to students and allow time for them to re-read it for themselves before completing the BLM.Then have students answer the questions on the BLM.When questions have been completed, students should form pairs and discuss what they think the listed words mean. Finally, ask students to look up the words in a dictionary to check their meaning and student understanding.

OBSERVATIONS

Student name

The student will need more practice with texts pitched at their reading level and with subject matter that appeals to them. Follow-up with activities that maintain the student’s interest and have an immediate purpose. Practise using the dictionary to find words on a topic of interest.

Student has achieved the Outcome The student now needs to read widely and for pleasure across a range of novels, poems and books written in series where they can follow through on interest. Opportunities should be given for the student to discuss their attitudes towards, and interpretations of, such texts.

Reporting to parents This work sample shows that the student is able/not able to interpret the author’s meaning, and to explain the words used.

Date

interprets and responds to a text and justifies an interpretation researches unfamiliar words in a suitable reference text attempts to use a dictionary when needed

Where to next?

Focus: Comprehending text and identifying word meanings

62

Not Apparent

❏

Emerging


❏

Achieved

❏

Working Beyond


❏

Nat 3.5 NSW 2.5 Vic 3.5

Name

BLM 32

Date

Soccer

★ Read the text once or twice by yourself, then answer the following questions. 1. Where did soccer originate? 2. Where was soccer first played? 3. What is one strict rule of soccer?

4. What is another name for soccer?

Word meanings Word

What I think it means

Dictionary meaning

official circumstances adjusted




63

Strand: Texts Focus: Interpreting written instructions


Prior teaching

Where to next?

Make certain that all students are familiar with the idea of magic tricks and that the purpose of a magic trick is to entertain.You could demonstrate a trick or two first.


Preparation Photocopy BLM 33 so that each student has a copy. You may wish to have some packs of cards for students to try out the trick in their spare time.

If the student is experiencing problems he or she will need further practice at interpreting instructional texts. Expose these students to simple recipes and instructions to make simple constructions such as planting a garden or a making a toy. Also write instructions for these students rather than giving verbal instructions for some class or individual activities.


Activity Divide the class into pairs. Have the students work together to interpret the instructions for the magic trick. Once they have done this, ask them to draw a set of pictures that show each step of the trick. Encourage students to pick out the command words in each step in order to focus on the action required.The first picture has been done as a model for students. If you have some packs of cards, let the students practice the trick so that they can do it at home.

If the student has achieved the Outcome he or she will need to be challenged with tasks that involve more complex sets of instructions.These might include such things as instructions for model making.

Reporting to parents This work sample shows the student is able/not able to interpret written instructions.

OBSERVATIONS

Student name

Date

interprets and follows short, printed instructions interprets and explains text and graphic instructions creates graphics to illustrate instructions

Where to next?

Focus: Interpreting written instructions

64

Not Apparent

❏

Emerging


❏

Achieved

❏

Working Beyond


❏

Nat 3.5 NSW 2.5 Vic 3.5

Name

BLM 33

Date

Fun with cards Props: Two identical packs of playing cards. Preparation ★ Remove the four Kings from one pack of cards. Place them in the back pocket of your jeans or trousers. Put the rest of the pack away—you won’t need it for the trick. Performance ★ Give the second, full pack to your volunteer to shuffle. When he or she has finished, take the pack and hold it in one hand behind your back. ★ With your other hand, produce the Kings one by one from your back pocket, as though you were taking them from the pack. Draw a set of pictures that will show another person what to do. 1

2

3

4

5

6

(Adapted from How to be a Magician, by Rachel Collinson, illustrated by Mary Fuller, published by HBJ, 1990. Reproduced with permission.) © Blake Publishing —Targeting English Assessment, Middle Primary. This page may be reproduced by the original purchaser for non-commercial classroom use.



65

Strand: Texts Focus: Interpreting fictional characters


Prior teaching

Where to next?

Students should be familiar with using contextual clues to interpret and explain character traits in what they read and see. Students should also be exposed to a wide range of narratives.


Preparation Photocopy the BLM so that each student has a copy. Students will need a spare piece of paper, coloured pencils and scissors to complete their posters.

Activity Each student should think about a character from a book they have read recently and one which will be familiar to other students in the class. Ask students to prepare a ‘Who am I?’ poster on which they draw the character and list words that describe the character. Use the BLM to help students plan what information will go on their poster. Number the finished posters and display them around the room.You can then hold a guessing competition by having students write poster numbers and character names on a separate piece of paper.You might like to reward the student with the most correct guesses.

OBSERVATIONS

Student name

Give this student plenty of opportunities to consider characters—their particular traits, their similarities and differences. Have the student assume a character’s part and consider how such a character would react in different situations. This allows the student to empathise with the character to gain deeper insight into particular character traits. Build sets of character profiles from well-known stories such as Robin Hood, Goldilocks or Babe.

Student has achieved the Outcome Have students consider characters in more depth as they read and view more widely across stories, novels and plays. Look at relationships between characters and the way these influence plot. Discuss recurring themes and stereotypes that appear in a variety of texts.

Reporting to parents This work sample shows the student is/is not able to interpret ideas about characters in a story or novel and convey those ideas to others.

Date

makes some inferences about ideas implicit in a narrative text identifies and interprets ideas in a text discusses how written text can reflect character

Where to next?

Focus: Interpreting fictional characters

66

Not Apparent

❏

Emerging


❏

Achieved

❏

Working Beyond


❏

Nat 3.5 NSW 2.5 Vic 3.5

Name

BLM 34

Date

Know your character Choose a favourite character from a book you have read recently. Use the outline below to describe the character. On a separate piece of paper make a drawing of your character. Do not write the character’s name on your poster. Character:

Eyes:

Nose:

Hair:

Height:

Clothes:

Distinguishing features:

Personality:

These words might help you to describe the character’s personality. outgoing

friendly

shy

unhappy

cheeky

funny

strange

strong

helpful

sporty




67

Strand: Texts Focus: Understanding sequence of events in a story


Prior teaching

Where to next?

Students will need practice at listening to and responding to stories using pictures and understand the concept of a story map.


Preparation Photocopy the BLM and make certain that students have a copy of a suitable text—this might be a short story or a chapter from a longer novel that discusses events in a specific place. Select texts that suit the reading level of each of the students in your class.

Activity Have students read the text and then create a story map to show what happened. Ask them to label places that they think are important, and be prepared to explain their story map to another person.

This student will need to be exposed to a variety of narrative texts. You may wish to use picture books as a starting point, using the pictures to point out the main events. Photocopy the pictures and shuffle them so that students have to re-arrange them to show the story sequence. They could then write a short caption for each.

Student has achieved the Outcome This student will need experience with more complex narrative texts. Suggest that this student construct picture books for readers younger than themselves using knowledge of the text and story structure to prepare appropriate pictures.

Reporting to parents This work sample shows that the student is/is not able to translate ideas they have read into visual images while maintaining the story’s sequence.

OBSERVATIONS

Student name

Date

retells a story using pictures makes inferences about the ideas in a text understands the development of ideas in sequence

Where to next?

Focus: Understanding sequence of events in a story

68

Not Apparent

❏

Emerging


❏

Achieved

❏

Working Beyond


❏

Nat 3.5 NSW 2.5 Vic 3.5

Name

Date

BLM 35

★ Read the story that your teacher has given you. Now use this page to draw a story map to show what happened. ★ Label the places on the map where important things took place. ★ Write a caption or title to show what your map is about.

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



69

Strand: Contextual Understanding Focus: Identifying fact and opinion


Prior teaching

Where to next?

Students need to be exposed to a number of texts which offer factual information, and texts in which the opinion of the writer is obvious.


Preparation Photocopy ‘Fact or opinion?’ (BLM 5) and BLM 36 so that each student has a copy.

Activity Talk through this exercise with the class before students begin. Explain that each student will need to read through the texts on BLM 5 and then answer the questions on BLM 36. Have students complete the text and BLM on their own.

Encourage the student to be aware that the language in the text will give clues to whether the text is someone’s opinion or a simple presentation of facts. Point out the use of such things as personal pronoun ‘I’ signalling opinion. Present further texts such as clear opinion pieces for examination.

Student has achieved the Outcome Ask the student to note the way texts are written to appeal to particular people, for example the use of scientific language or references to specific pieces of equipment. Have the student discuss how a class or school article might contain ideas or references that have meaning to particular students or teachers.

Reporting to parents This work sample shows the student is/is not able to distinguish between factual texts and texts that offer opinion.

OBSERVATIONS

Student name

Date

makes inferences and expresses opinions about the content recognises that language is used to signal text type recognises that interpretation of text is related to purpose

Where to next?

Focus: Identifying fact and opinion

70

Not Apparent

❏

Emerging


❏

Achieved

❏

Working Beyond


❏

Nat 3.6 NSW 2.7 Vic 2.6

Name

Date

BLM 36

Fact or opinion? 1. Read ‘Snowy Mountains’. Does this text present someone’s ideas (opinion) or are the facts simply stated? Underline words in the text that make you think this. 2. Write down the text’s main idea in your own words . 3. Where do you think you would find a text like this? 4. Read ‘Beautiful Balloon’. Does this text present someone’s ideas (opinion) or are the facts simply stated? Underline words that make you think this. 5. Write down the text’s main idea in your own words.

6. Where do you think you would find a text like this? 7. Read ‘The Nile Crocodile’ Does this text present someone’s ideas (opinion) or are the facts simply stated? Underline words that make you think this. 8. Write down the text’s main idea in your own words.

9. Where do you think you would find a text like this? © Blake Publishing —Targeting English Assessment, Middle Primary. This page may be reproduced by the original purchaser for non-commercial classroom use.



71

Strand: Contextual Understanding Focus: Making judgements about characters


Prior teaching

Where to next?

Students need practice at identifying character traits and making generalisations about the kinds of characters they find in books and television shows.



Activity Discuss the shows students watch on television. You could list the most popular shows and show the viewing habits of the students as a graph. Then have them choose one program to look at in more detail. Have students fill the table on the BLM referring to the program of their choice. Students may wish to add some other attributes and characters. Later, have students discuss their opinions in small groups. Circulate and listen to students’ opinions.

OBSERVATIONS

Student name

This student may need more experience at identifying character types before being able to make generalisations about the types of characters found in books and in television shows. Conduct small group discussions about books and television with the students that who have problems with this activity. Focus on obvious character types.

Student has achieved the Outcome Encourage the student to read widely across a range of text types and to identify how authors build up ideas about characters. Introduce ‘stereotype’ and help this student notice how heroes and villains are portrayed.

Reporting to parents This work sample shows the student can/cannot use clues from the text to build up ideas about characters and the ways characters might act.

Date

makes inferences and expresses opinions about characters understands that television programs often use stereotypes to make a point identifies particular types of characters

Where to next?

Focus: Making judgements about characters

72

Not Apparent

❏

Emerging


❏

Achieved

❏

Working Beyond


❏

Nat 3.6 NSW 2.7 Vic 3.6

Name

Date

BLM 37

Televisi on characters

Think about the programs that you watch regularly. Choose one program and write the names of the show’s characters in the table below. Tick the words that best describe the character. In the last column write down why you think this character has these attributes. Name of program:

Character

Friendly Shy

Funny Strange Naughty Why I think so




73

Strand: Contextual Understanding Focus: Identifying the effect of visual images


Prior teaching

Where to next?

Students need to be familiar with discussing aspects of how advertisers rely on logos to get a message across to consumers.


Photocopy enough copies of the BLM to give one to each student. Students will need coloured pencils to complete their logos.

This student needs to be made aware that reading is not confined to words, but that powerful messages can be contained in visuals. Encourage this student to identify visual images on signs and posters, such as warning signs at the beach, or instructions at the train station. Discuss the messages that these visuals give.

Activity


Have students consider each product on the BLM in turn, and think about the logo that they usually associate with the product.This will point out the effect visual images have on students. Have students choose one logo to draw then decide whether they think it is effective, stating why or why not. Discuss its colour, shape and where such logos appear.You may wish to follow this activity with further exploration of the effect of visual images, especially in relation to advertising.

Allow this student to undertake more in depth study of the effects of visual images in their surroundings. Students could focus on gender issues by examining advertisements which associate product logo with specific characteristics. For example toys are often divided into toys for boys, which are associated with action, and toys for girls which are associated with passive pursuits.

Preparation

Reporting to parents This work sample shows the student does/does not understand the effect of visual images, in particular logos, in their environment.

OBSERVATIONS

Student name

Date

recognises visual images such as logos have a purpose understands that colour and shape are related to our impressions of a product recognises the link between product name and logo

Where to next?

Focus: Identifying the effect of visual images

74

Not Apparent

❏

Emerging


❏

Achieved

❏

Working Beyond


❏

Nat 3.6 NSW 2.7 Vic 3.6

Name

Date

BLM 38

Logo

Producers use logos to help shoppers recognise their product easily. Look at the pictures below. Draw and colour the logo that you usually think of when you see each product. Choose one of these logos and explain why you think it is effective.

P r o d u c t

L o g o




75

Strand: Contextual Understanding Focus: Evaluating stereotypes in text and images


Prior Teaching

Where to next?

Students need experience in discussing visual texts, especially book illustrations.


Preparation Photocopy ‘Book characters’ (BLM 6) and BLM 39 so that each student has a copy of each.

Activity Have students look carefully at the pictures on BLM 6 and ask them to identify the differences. Have students complete BLM 39 and then discuss their ideas about the characters. Talk about the characters and books that the students know that contain characters like these. Discuss the fact that the characters portray exaggerated traits of some people in real life. Ask students to suggest why this might be.

This student will need to be exposed to a wide variety of visual texts. Draw their attention to the stereotypes created for different purposes, for example features of book characters are often exaggerated to create humour. Expose them to advertising material such as junk mail catalogues that are aimed at a particular market and present stereotypes. These might include catalogues for toys depicting girls playing with dolls and boys with cars and trucks.

Student has achieved the Outcome Ask this student to examine more complex visual texts in which messages may not be instantly obvious. This might include pictures from newspapers about current events that have a particular point of view or bias.

Reporting to parents This work sample shows that the student does/does not understand that pictures carry messages and that all texts need to be considered in context.

OBSERVATIONS

Student name

Date

recognises recurring types of characters discusses ways that different groups of people are represented in text identifies stereotypes in text

Where to next?

Focus: Evaluating stereotypes in text and images

76

Not Apparent

❏

Emerging


❏

Achieved

❏

Working Beyond


❏

Nat 3.6 NSW 2.7 Vic 3.6

Name

Date

BLM 39

Book characters

Look at the two pictures on BLM 6 and write what you think about each character in the space below.

Picture 1 This character might be called I think she likes She might be interested in

Picture 2 This character might be called I think she likes She might be interested in ★ How are these characters like people in real life?

★ How are they different?




77

Strand: Linguistic Structures and Features Focus: Interpreting an explanation


Prior teaching

Where to next?

Students will need to have knowledge of explanations as a text type and what they involve in terms of language and structure.


Preparation Photocopy the text ‘Precipitation—why rain falls’ (BLM 7) and BLM 40 so that each student has a copy.

This student will need further exposure to simple explanations of common phenomena, such as why snails like the damp and/or simple life cycles. It may be useful to begin with visual representations of an explanation and move on to the written text.


Activity Ask students to read the text on BLM 7, and look at the illustration on BLM 40.Their task is to fill in the boxes on BLM 40, which should explain how rain forms.The students will need to write the explanation in the boxes in short, succinct sentences.

This student needs opportunities to consider more complex texts that explain common phenomena. These explanations might include some technical language and more complex sentence structures. Science texts, such as explaining how electrical energy works, or why birds migrate, would be useful.

Reporting to parents This work sample shows the student is/is not able to understand an explanation and recognise its structure and language.

OBSERVATIONS

Student name

Date

recognises the purpose of the main organisational elements of an explanation identifies the structure of the text type considers how the text involves introduction, paragraphs with information and a summing up paragraph

Where to next?

Focus: Interpreting an explanation

78

Not Apparent

❏

Emerging


❏

Achieved

❏

Working Beyond


❏

Nat 3.7 NSW 2.8 Vic 3.7

Name

BLM 40

Date

Why rain falls

★ Read the text and look carefully at the illustration. Use the illustration to explain how rain falls. ★ Add short sentences in the boxes marked 1 to 5. 2

3

4

5

1




79

Strand: Linguistic Structures and Features Teaching Notes BLM 41 Focus: Understanding structure and features of an information report Prior teaching

Where to next?

During a prior reading session students will need to read and discuss the passage ‘Dragon Boat festival’ (BLM 8). Students should also have knowledge of information reports.


Preparation Photocopy BLM 41 so that each student has a copy.

Activity Explain to the students that they have already read this text.Their job is to use their knowledge of information reports to work out what the missing words should be. Have students work independently on this activity.

This student will need further exposure to texts which present information. They will need to discuss the structure that a reader should expect when reading texts of this type. It may be necessary to revise basic constructs such as every sentence needing a verb, verb tenses and subject-verb agreement. Encourage this student to identify unknown words and use a dictionary to find their meanings.

Student has achieved the Outcome This student needs opportunities to consider the special features of the texts they read, whether narrative, report, recount, visual or written. The student should be applying this knowledge to planning and constructing original texts and be encouraged to read more challenging texts and vocabulary.

Reporting to parents This work sample shows the student can/cannot read and understand a text by recognising its form and structure.

OBSERVATIONS

Student name

Date

recognises the purpose of the main organisational elements of an information report identifies the structure of the text type considers how the text involves introduction, paragraphs with information and a summing up paragraph

Where to next?

Focus: Understanding structure and features of an information report

80

Not Apparent

❏

Emerging


❏

Achieved

❏

Working Beyond


❏

Nat 3.7 NSW 2.8 Vic 3.7

Name

BLM 41

Date

Clo ze Fill in the missing words in the text below.

Dragon Boat festival The Dragon Boat festival traditionally happens on the fifth day of the fifth month in the Chinese lunar calendar (around June). The story behind this Chinese festival goes back hundreds of years. There was a poet named Qu Yuan,

angry

with the behaviour of China’s government at that time. In protest, Qu Yuan

himself into the Mi Lo River.

The local fishermen were so moved by his action that they raced in their boats to recover his body. They beat the water with their

to scare the fish away from the body. People rice dumplings wrapped in silk into the river, to help

the poet’s spirit to go to heaven. It soon became a tradition to remember the event with boat races.

were often designed to look like dragons, to

please the spirit of the waters. Nowadays dragon boat races are held in many countries around the world. They are noisy and colourful occasions. Teams compete for a place in the international races,

are held in Hong

Kong and Singapore in June. (Extract from Celebrations by Ida Chionh, published by HBJ, 1989. Reproduced with permission.) © Blake Publishing —Targeting English Assessment, Middle Primary. This page may be reproduced by the original purchaser for non-commercial classroom use.



81

Strand: Linguistic Structures and Features Focus: Identifying structure and features of a recount


Prior teaching

Where to next?

Students should understand the structure of recounts and should have discussed the linguistic features they expect to find in a recount.



Activity Ask the students to read the text through carefully before beginning the BLM.You may wish to remind the students of other recounts they have studied before asking them to complete the BLM.

This student will need wider exposure to, and opportunities for, discussion of specific text types such as explanation, discussion, recount or information report. This can be done in conjunction with a simple writing exercise based on a known topic, for example a class trip to the zoo.

Student has achieved the Outcome Develop this student’s skills in analysing factual texts, looking for organisational elements and evidence of fact or opinion. Have the student look for texts of similar content and note any similarities or differences in the way the information is presented.

Reporting to parents This work sample shows the student does/does not understand the structure of a recount. The student is/is not able to identify the verbs and show how some words signal time sequence in a recount.

OBSERVATIONS

Student name

Date

recognises the purpose of organisational elements in a recount identifies words that signal a sequence of events recognises the use of past tense in a recount

Where to next?

Focus: Identifying structure and features of a recount

82

Not Apparent

❏

Emerging


❏

Achieved

❏

Working Beyond


❏

Nat 3.7 NSW 2.8 Vic 3.7

Name

BLM 42

Date

D e ar diary Dear Diary, Yesterday was a very busy day for me. when Mum came in and got me out of breakfast. There was no cereal so I had shop. Mum made me get milk and some so the bag was really heavy.

It started bed for to go to the other stuff

When I had packed my lunch I remembered that I had to take my art book to school. I had to unpack everything in my bag so I could fit it in. After I got to school , Jake reminded me that we were supposed to bring some leaves for a science activity. I spent my whole lunchtime trying to find some leaves in the playground. After school Jesse (my sister) had to go and get a hair cut, she started whingeing because she liked her hair long. It took ages to get out of the shops. Then when I finally got home I was so tired I couldn’t do my homework so I had to do it this morning before school. 1. What kind of text is this? Circle the text type.

Narrative

Explanation

Recount

Information Report

2. Circle all the verbs in the recount. What tense are these verbs? 3. Find words that show the events happened in order. Circle those words with a coloured pencil. 4. On the back of this sheet, draw a picture to show one part of the recount. © Blake Publishing —Targeting English Assessment, Middle Primary. This page may be reproduced by the original purchaser for non-commercial classroom use.



83

Strand: Linguistic Structures and Features Focus: Understanding the language of advertising


Prior teaching

Where to next?

Students would need to have had an opportunity to study and discuss advertising slogans and jingles.



Use examples from newspapers, magazines and television to analyse the structure of texts. This student will need to participate in discussions about the choice and use of words in such texts.


Activity Ask the students to imagine that they work for the advertising agency that was commissioned to produce this jingle. Explain that there are lots of jingles being judged by the company and this is just one. Students need to be able to explain why they think the jingle is suitable for the product being advertised.

Give experience in comparing and discussing similar visual and written factual texts. Look for ideas, words and phrases which confirm and express the writer’s point of view. Give opportunities to create similar texts, such as writing text and pictures for a brochure or designing a label for a food product.

Reporting to parents This work sample shows that the student is/is not able to identify how an advertising jingle uses ideas and words to appeal to its audience. The student can/cannot identify words and phrases which affect the intended meaning of text.

OBSERVATIONS

Student name

Date

recognises the effect of specific language in advertising texts understands the organisational structure of a jingle justifies inferences about ideas and information implied in visual and written texts

Where to next?

Focus: Understanding the language of advertising

84

Not Apparent

❏

Emerging


❏

Achieved

❏

Working Beyond


❏

Nat 3.7 NSW 2.8 Vic 3.7

Name

Date

BLM 43

Jingle Soapy, shiny, sudsy bubbles Keep those dishes clean Grease just disappears so quickly Make those dishes gleam. Sudsy, bubbly, sudsy—keep those dishes clean Sudsy, bubbly, sudsy—make those dishes gleam! ★ Consider the advertising jingle above. ★ The writer has chosen particular words with lots of ‘s’ sounds. Why do you think she did this?

★ Do you think the jingle is a good one? Why/why not?

★ Draw a picture to help advertise the product on the back of this sheet. ★ Make up a tune for the jingle.




85

Strand: Strategies Focus: Identifying texts to be used in research


Prior teaching

Where to next?

Students need to understand how to search for specific information in the library. Students need a knowledge of concept maps as a way of recording, organising and brainstorming ideas.



Activity Read the text ‘Soccer’ (BLM 4) to the students and begin a discussion of games and sports.Then have students select a game or sport that they would like to know more about. Explain to the students that the concept map is a way of putting down ideas about where they might find the information that they need. Help the students begin their concept maps by brainstorming some of the things that they might explore. For example, they might like to look at the game’s history, rules, places where the game is played and so on. Suggest some headings that might appear on the spokes of the map and then let the students continue their planning.

Students experiencing problems may need further practice at using concept maps. Include work with concept maps in their everyday activities. This student may also need activities which assist them to understand the different sections of books, for example index and contents.They may also need to be shown where in the library they might find what they need.

Student has achieved the Outcome Encourage the student to explore other sources of information such as the Internet. Also encourage them to look in depth at issues that surround a topic and use articles and other sources to enhance knowledge.

Reporting to parents This work sample shows the student is able/not able to plan and begin a search for information using the sources available to them.

OBSERVATIONS

Student name

Date

clusters and categorises ideas as preparation for searching predicts where information can be found participates in brainstorming to begin concept map

Where to next?

Focus: Identifying texts to be used in research

86

Not Apparent

❏

Emerging


❏

Achieved

❏

Working Beyond


❏

Nat 3.8 NSW 2.6 Vic 3.8

Name

Date

BLM 44

Research a game Fill in the concept map to help you begin your information search.

1. Where will you begin your search for information? 2. Why is this a good place to begin?

3. Who else might you ask or where else might you look?




87

Strand: Strategies Teaching Notes BLM 45 Focus: Understanding structure and language of an information report Prior teaching

Where to next?

Make certain that the students have worked with information reports before completing this activity.


Preparation Photocopy the text ‘Dragon Boat festival’ (BLM 8) and BLM 45 so that each student has a copy.

Activity Have students read the text ‘Dragon Boat festival’ and answer the comprehension questions on BLM 45. When they have completed the comprehension questions, write the following statements on the chalkboard:‘This part sums up and adds a comment about the races’, ‘This part gives information about how the race came about’,‘This part gives information about the boats’ and ‘General statement introduces the subject’. Have the students write each statement next to the appropriate paragraph on BLM 8.

OBSERVATIONS

Student name

This student will need to carefully study the structure of an information report and apply the knowledge to texts at his or her reading level. Work individually with the student to direct their attention to different parts of the text. Choose simple texts to allow the student to understand structural features.

Student has achieved the Outcome The student will need to be given more challenging texts. Look for books using headings and sub-headings as pointers to content. Encourage this student to use search engines to find specific information on the Internet and to list key words for topic research.

Reporting to parents This student does/does not understand the structure of an information report and can/cannot identify a verb in a sentence.

Date

understands how an information report is structured and uses this knowledge to find specific information identifies present tense in verbs uses key words to identify information

Where to next?

Focus: Understanding structure and language of an information report

88

Not Apparent

❏

Emerging


❏

Achieved

❏

Working Beyond


❏

Nat 3.8 NSW 2.6 Vic 3.8

Name

Date

BLM 45

Dragon Boat festival

Read the text ‘Dragon Boat festival’ and answer the questions below. 1. Why did the poet jump into the river? In which paragraph did you find the answer to this question?

2. What did the fishermen do?

3. Why were the boats designed to look like dragons? In which paragraph did you find this information?

4. Where are the international races held? In which paragraph did you find this information?

5. Now underline all the verbs in the present tense. © Blake Publishing —Targeting English Assessment, Middle Primary. This page may be reproduced by the original purchaser for non-commercial classroom use.



89

Strand: Strategies Focus: Interpreting a diagram


Prior teaching

Where to next?

Students will need experience in finding information in diagrammatic form.


Preparation Photocopy the BLM and make certain each student has one.

Activity Have students look carefully at the diagram and then use the information to construct a short written description of the grasshopper. Have the students suggest what sort of book this picture may have come from and a title for the section that this diagram might appear in.

If the student is experiencing problems he or she will need more practice at extracting information from pictures, diagrams and flow charts. Practice in these areas could be incorporated into studies in Science, or SOSE/HSIE, since this skill is just as important as reading text for information. Use games such as Memory or Concentration which involve labelling, sorting and categorising.

Student has achieved the Outcome This student can be challenged with more complex diagrams and other visual texts such as instructions for origami paper folding or string patterning games. Studying simple flow charts and converting the information to text will also be useful.

Reporting to parents This work sample shows that the student was/was not able to translate information from a diagram into text.

OBSERVATIONS

Student name

Date

recognises that a factual text has particular content understands that information can be shown in different forms uses specific strategies to interpret written and visual text

Where to next?

Focus: Interpreting a diagram

90

Not Apparent

❏

Emerging


❏

Achieved

❏

Working Beyond


❏

Nat 3.8 NSW 2.6 Vic 3.8

Name

Date

Diagram

The Grasshopper

ABDOMEN HEAD

Eye

BLM 46

THORAX

Antenna Mouth 3 Pairs of jointed legs

First look carefully at the diagram.

1. Write a paragraph describing the grasshopper, using the information from the diagram.

2. What kind of a book would contain this kind of information? 3. Suggest a possible title for such a book. 4. Suggest some chapter headings that you might find in a book like this.




91

Strand: Strategies Focus: Reading for fluency and understanding


Prior teaching

Where to next?

Students need to be aware that reading requires particular self-monitoring and word-attack skills and they should have had opportunities to practise them.


Preparation Prepare a copy of BLM 47 for students to read from and class copies of ‘Dog on a diet—reading passage’ (BLM 9) to use as individual record sheets. If the given text is not of sufficient interest to all students, have other texts of similar length ready for the class to read and prepare content questions for these texts.

Activity Choose times when each student can read aloud to you. As students read to you, record their results on BLM 9.You may wish to vary the text and its questions depending on the student’s interest level. Make notes as each student reads and keep the page for assessment record purposes. Add any extra comments on the back of the sheet. Once the student has completed their reading, ask the content questions.

OBSERVATIONS

Student name

Identify the particular needs of the student—for example whether there is a need for word identification skills, contextual clues or simple re-reading, and provide practice for the particular area. Give plenty opportunities for the student to read texts which contain new words and concepts.

Student has achieved the Outcome The student should be given a range of reading experiences to gain practise in constructing meaning from different text types with more challenging text structures and features such as stories, plays, factual records and factual texts.

Reporting to parents This work sample shows that the student uses/does not use strategies such as re-reading, reading on, sub-vocalising and identifying parts of words to make meaning from an unknown text.

Date

uses a range of automatic monitoring and self-correction methods when reading uses word identification strategies uses a comprehensive range of skills and strategies appropriate to the text being read

Where to next?

Focus: Reading for fluency and understanding

92

Not Apparent

❏

Emerging


❏

Achieved

❏

Working Beyond


❏

Nat 3.8 NSW 2.6 Vic 3.8

Name

Date

BLM 47

Read it! ‘There is no doubt about it’, said Mr James. ‘That dog will have to go on a diet.’ ‘But Dad—Strider’s not fat, he’s thin.’ ‘Only because he runs around so much. Otherwise he’d be the size of a house, with the amount he eats. He’ll just have to slow down.’ Zzzzzzz…zzzzzzzz…zzzzzzzzz… Simon looked under the table. His large, lanky red setter filled most of the space between the family’s feet. He was snoring gently. It had been a long time since the last titbit. Simon nudged him with his toe. Strider licked the boy’s bare foot. Simon giggled. ‘This is no laughing matter!’ snapped his father. ‘Strider may be thin, but so is my wallet. Everything has gone up, except my wages. We’ll all have to give up something.’ ‘I’ll give up carrots, Dad’, offered Simon. ‘And I’ll give up spinach’, said his sister Jodie. ‘Oh no, you won’t’, said their mother. ‘If you give up anything it will be icecream and biscuits.’ ‘Mu—um!’ cried Simon and Jodie together. (From Dog on a Diet by Joan Dalgleish, published by HBJ, 1989. Reproduced with permission.) © Blake Publishing —Targeting English Assessment, Middle Primary. This page may be reproduced by the original purchaser for non-commercial classroom use.



93

Texts

BLM 48

Name

Date

Reading and Viewing Self-A ssessment Sheet My reading habits ★ Circle all of the reading habits that apply to you. I like to read: lots of different kinds of books.

books about one subject.

I like to read at home. I only read at school. I go to the library regularly. I prefer to read magazines. I like to read aloud. The best fiction book I read recently was I liked it because The best factual book I read recently was I liked it because it was I think I could improve my reading by ★ Me as a reader Write a few sentences about yourself and your reading habits in the box below.

94





BLM 49

Date

Reading and Viewing Self-A ssessment Sheet Reading skills ✓ Tick the following statements if they are true. When people read they interpret what they read by: knowing something about the kind of text. knowing something about who wrote the text. thinking about their own experiences and how they relate to the text. using the details of the text to explain their own ideas. trying to imagine what it might be like to be a particular character. Using the list above as a starting point, describe in a few sentences what you do as a reader.




95


BLM 50

Date

Reading and Viewing Self-A ssessment Sheet What writers do to help readers read ★ A writer can help the reader understand their text by writing in a particular way. Circle the ways you know. They can do this by: ✎ starting a narrative by setting the scene. ✎ using steps in a procedure. ✎ using words that let the reader know that they are giving an opinion, such as ‘I think’. ✎ using words like ‘then’, ‘soon’ and ‘after that’ which let the reader know that there is a logical order to what is happening. I can recognise: a narrative that tells a story. an information report about something that interests me. a play. a poem. a procedure on how to do something. a recount of something that happened. an explanation of why something happens. a description of a person or thing.

96




Strategies

BLM 51

Name

Date

Reading and Viewing Self-A ssessment Sheet How I read ✓ Tick the statement if it is correct. When reading I: make sure I understand what the text is about by doing things like reading on, or reading the words again. break words up into small parts to try to work them out. like to predict what is going to happen. can scan quickly for particular words or information. I can: make notes. read an index. read a contents page. use a glossary. interpret diagrams and illustrations. predict where to find information. work with others for research. When I have problems with reading or understanding I




97



WRITING

99 © Blake Education 978 1 86509 764 0


Strand: Texts Focus: Writing a description of a person


Prior teaching

Where to next?

Students need to be familiar with the text type description and understand the use of noun groups, adjectives and verbs in this form. This activity links in with, and would precede BLM 66.



Activity Have students think about their favourite television or sport personalities. Using the BLM, have the students write out a brief character profile of their chosen personality. When the profiles are complete ask the students to describe their favourite personality to the class.

This student could practise making verbal descriptions from a set of headings before writing, make up a list of synonyms and antonyms, create noun groups and find verbs to suit them.

Student has achieved the Outcome Encourage this student to be creative in the use of descriptive words and phrases. Look for descriptive passages in factual and literary texts and discuss how each is constructed. Students could use written descriptions as the basis for artwork.

Reporting to parents This work sample shows the student has/has not mastered the format of a written description and has/has not used words and phrases to enhance their writing.

OBSERVATIONS

Student name

Date

writes a description of a character, selecting words and phrases which develop an overall picture plans writing by making notes, lists or talking with others uses notes to help expand original idea

Where to next?

Focus: Writing a description of a person

100

Not Apparent

❏

Emerging


❏

Achieved

❏

Working Beyond


❏

Nat 3.9 NSW 2.9 Vic 3.9

Name

BLM 52

Date

Descri pti on

Draw a picture of your character, or find a picture of him or her and paste it in the box above. Name of person: For what is this person well-known? Think of suitable adjectives to help you describe the following features. List the adjectives under the feature. Hair

Eyes

Skin

Nose

Mouth

Now write a short description of the person.




101

Strand: Texts Focus: Selecting important information for a text


Prior teaching

Where to next?

Students should be familiar with the format of invitations and how they can vary depending on the event. They should have discussed the similarities and differences found in each.



Activity Tell the students that the information on the BLM is all the things that Lee thought of when she was getting ready for her party. She brainstormed some ideas and wrote them on this page. Tell the students to read through the information on the BLM and decide what needs to be included on Lee’s party invitation. The people coming to the party will need to know: where the party is to be held; when (date/time); what they should bring and what kind of a party it is.Then have students write the invitation that Lee might send out to her friends.

This student may not be familiar with the conventions and language of party invitations. If this is not a cultural issue, then have them examine a range of invitations which conform to conventions and study these for detail. If the student is unfamiliar with invitations, have them select an activity from their culture that would require planning and organisation.

Student has achieved the Outcome Encourage this student to write more challenging texts from notes made by themselves or others.This might include writing information about school or class events or writing from notes after a family holiday.

Reporting to parents This sample shows that the student is/is not able to select appropriate information for a particular purpose, in this case the writing of a party invitation.

OBSERVATIONS

Student name

Date

writes a text to include relevant information in logical sequence adds detail that enhances the message expands writing from simple notes or headings

Where to next?

Focus: Selecting important information for a text

102

Not Apparent

❏

Emerging


❏

Achieved

❏

Working Beyond


❏

Nat 3.9 NSW 2.9 Vic 3.9

Name

Date

BLM 53

drinks cakes DJ music

Saturday 2.00 p. m. 1.00 p. m. to 5.00 p. m. 11th March my house 22 Jones St, Pottersville Mum will take you home

disco party

decorations




103

Strand: Texts Focus: Writing a letter


Prior teaching

Where to next?

Students will need to read the article ‘Bike Track Set to go Ahead’ (BLM 10) and understand the content before attempting to write.They should be familiar with the format and conventions of letter writing.


Preparation Photocopy ‘Bike Track Set to go Ahead’ (BLM 10) and BLM 54 so that each student has a copy.

Activity The article focuses on the construction of a bike track which has been approved by the local council. The local newspaper has picked up the story and featured one or two of the local kids, Dean and Jesse. Dean is away on holiday when the article appears and Jesse writes to him to tell him the news. Have students imagine that they are Jesse and are writing the letter to Dean.

OBSERVATIONS

Student name

This student may not fully understand the structure and purpose of the letter, so will need more assistance with scaffolding. Encourage this student to read the work of peers and to learn from the approach they take, noting conventional format and common phrasing.

Student has achieved the Outcome This student should look for and explore new fields for writing. Encourage the student to take on more complex writing tasks such as writing their own version of a newspaper article that has appeared in the local paper.

Reporting to parents This activity shows the student is/is not able to translate information contained in one text type into a letter to a friend using a style of writing and language suited to a friendly letter.

Date

understands letter format and uses a variety of drafting techniques constructs the letter in a logical sequence relates information in the form of a letter

Where to next?

Focus: Writing a letter

104

Not Apparent

❏

Emerging


❏

Achieved

❏

Working Beyond


❏

Nat 3.9 NSW 2.9 Vic 3.9

Name

Date

BLM 54

Draft a letter

Use this page to draft your letter.

Plan your work before you begin writing. Think about the following points. What will your friend want to know? How will you begin your letter? How will you end the letter? Don’t forget your address and the date.




105

Strand: Texts Focus: Writing an information report


Prior teaching

Where to next?

Students should understand the structure of an information report and be able to apply the structure to a specific subject matter.



This student may need more support in planning writing. This could be achieved by providing more detailed scaffolding, giving the student more practice in identifying the kind of information a reader might need and by using headings to define parts of the text.

Activity


Preparation

Hold a class discussion about popular groups or clubs in the school or community. Have students discuss the clubs and why people belong. Discuss the sort of information someone would need to know if they were thinking of joining a particular group or club.You may wish to list some of these points on the chalkboard to give the students some guidance before they start their work.

Have this student become involved in more challenging writing tasks such as making a school or local-area historical record which may involve some research, note taking, categorising and selecting appropriate information before writing.

Reporting to parents This work sample shows the student is/is not able to write an information report that is logically organised and makes use of headings and sub-headings to guide the reader.

OBSERVATIONS

Student name

Date

writes a detailed information report in logical sequence incorporates some detailed description into the report uses a variety of action verbs

Where to next?

Focus: Writing an information report

106

Not Apparent

❏

Emerging


❏

Achieved

❏

Working Beyond


❏

Nat 3.9 NSW 2.9 Vic 3.9

Name

Date

BLM 55

Join the club

Write about a club that you belong to or know about. Use the format below to plan what you would tell other people about the club.

Title Opening sentence Background information

Who can belong?

When the club meets Contact with other similar groups

Conclusion




107

Strand: Contextual Understanding Teaching Notes BLM 56 Focus: Creating an advertisement using text and images Prior teaching

Where to next?

Students should have had discussions about advertising and understand how the words used in advertising aim to persuade the audience.


Preparation Talk about the range of advertising material that we see everyday, noting the points made by the students. You may wish to have some examples available to show the students. Photocopy the BLM so that each student has a copy.

Activity Ask the students to imagine that they work for an advertising agency and have been asked to write the text for an advertisement which will appear in a magazine aimed at children about their age.They can choose the product they will be advertising.

This student will need more practice at reading and writing for different purposes. Draw this student’s attention to a variety of different forms of writing for different purposes, for example notes to a friend, lists for supermarket shopping, letters to friends. Draw the student’s attention to texts in the classroom such as fiction to read for enjoyment, factual texts for information and so on. Ensure that they understand that each of these texts has a purpose.

Student has achieved the Outcome Encourage this student to evaluate and interpret written material from a wide range of sources and to write in different styles for different purposes. For example, make a travel brochure to encourage someone to visit their home town.

Reporting to parents This sample shows that the student is/is not able to take purpose into account when writing.

OBSERVATIONS

Student name

Date

understands that texts are created for a purpose knows that the purpose of a text influences its language and structure identifies the structure of a particular text type, in this case an advertisement

Where to next?

Focus: Creating an advertisement using text and images

108

Not Apparent

❏

Emerging


❏

Achieved

❏

Working Beyond


❏

Nat 3.10 NSW 2.13 Vic 3.10

Name

Date

BLM 56

Advertisement Product Some words I might use to describe it:

Some colours I might use in my advertisement:

My advertisement




109

Strand: Contextual Understanding Focus: Creating a text for a specific purpose


Prior teaching

Where to next?

Students should be exposed to the language used in a variety of posters, pamphlets and advertising material.


Preparation Photocopy the BLM so that each student has a copy. Students will also need coloured pencils and a clean sheet of paper.

Activity Discuss an event which may involve all students. This might be a school fair, an art show or an event such as the school’s sport day. Have the students design and write a poster to let others know about the event. Talk about the essential information that will need to appear on the poster and then discuss any additional information that should be included. Have students use the BLM to plan what they will write and what features they will include in their design. Once they have completed their plan, have the students publish their posters on a separate piece of paper.

OBSERVATIONS

Student name

This student will need more exposure to texts that attract attention and will need to understand the specific purpose for each. Reading of advertising material with the specific aim of expanding their knowledge of these text types will help. This student may also need assistance in understanding the language specific to advertising.

Student has achieved the Outcome The student now needs to read more challenging texts which present other constructs such as newspaper and magazine advertisements. Students could identify the likely audience for them and be able to reproduce similar advertising texts for real or imaginary items.

Reporting to parents This work sample shows that the student does/does not understand that texts are constructed to suit a specific purpose and has/has not been able to make use of expected order and construction.

Date

understands that texts are created for a purpose knows that a text’s purpose influences its language and structure identifies the structure of a particular text type, in this case a poster

Where to next?

Focus: Creating a text for a specific purpose

110

Not Apparent

❏

Emerging


❏

Achieved

❏

Working Beyond


❏

Nat 3.10 NSW 2.13 Vic 3.10

Name

Date

BLM 57

Poster Think about an event that is happening at your school. Use this page to plan a poster to tell people about the event. What’s happening? When? Where? What will happen on the day?

Who will read your poster?

How will you make your poster attractive?

Where might it be put so that lots of people see it?

How will people who cannot read very well be able to get some ideas about the event?




111

Strand: Contextual Understanding Focus: Writing an argument


Prior Teaching

Where to next?

Students should be exposed to texts that present arguments relating to a particular issue.


Preparation Prepare sufficient copies of the BLM for each student.

Activity Explain that the text is an argument and supports a particular view about the environment. It is part of a letter that a student wrote to a local newspaper. Have students read the argument text and annotate its structure (for example, opening statement, arguments and closing statement) and features (for example, action verbs, thinking verbs, emotive language and value judgements). Next, have students write their own exposition supporting the argument that students should be responsible for keeping their classroom clean and tidy. This could take the form of a poster that will encourage others in the school to be clean and tidy.

OBSERVATIONS

Student name

This student will need further practice at reading texts of this type, and in identifying the text’s purpose and main arguments. This student should also compose simple argument texts based on models that deal with issues that are important to them.

Student has achieved the Outcome This student should be expected to write more complex arguments supporting issues that are relevant to the wider school community. These might include letters to authorities supporting such things as the provision of recreation facilities for children, or ways to solve a local environmental issue.

Reporting to parents This work sample shows that the student does/does not understand the structure and purpose of texts that argue a particular point of view.

Date

examines models of an argument and can identify some features understands the purpose of an argument writes an argument using a model text

Where to next?

Focus:Writing an argument

112

Not Apparent

❏

Emerging


❏

Achieved

❏

Working Beyond


❏

Nat 3.10 NSW 2.13 Vic 3.10

Name

Date

BLM 58

Cle an u p

Our park is a very important part of our suburb. Many people use the park for a variety of reasons. It is important for everyone in the suburb to do their part in keeping our local park clean. Parents with young children make use of the swings and picnic area during the week and on weekends. Older children like our park because they can play soccer and ride their bikes there. If the places where young children play are dirty and full of rubbish, the children might play with the rubbish and get sick. Older children might accidentally fall into the rubbish and could cut themselves on loose metal or glass. I also think that it is important for old people to have a place where they can walk and relax. If the park is polluted they will not enjoy going there. They may have nowhere else to go to enjoy the outdoors and so will be confined to their homes. Our park also provides places for birds and other animals to breed and live. Pollution might endanger the wild life. Imagine if our rubbish made it difficult for birds and animals to live in our parks. It is important that everyone who enjoys and uses the park takes responsibility for keeping it a clean and healthy place. © Blake Publishing —Targeting English Assessment, Middle Primary. This page may be reproduced by the original purchaser for non-commercial classroom use.



113

Strand: Contextual Understanding Focus: Writing formal and informal English


Prior teaching

Where to next?

Students should understand the correct format for a letter, and have had experience in constructing email messages.



Activity Discuss with students the kinds of messages that may be sent via email or other Internet services such as chat lines.Talk about the level of formality used in this context. Have students read the first two messages on the sheet and compare and contrast the two different styles of writing.Then have students read the letter from Nick to Sim and convert the information into an email in a manner similar to the first example. Have the students write their own letters then give them to a classmate to convert into an email.

OBSERVATIONS

Student name

Encourage this student to think about the different purposes of writing and context. Look more closely at email messages and notice the lack of formality. Have students begin sending email messages to one another and compare these with other forms such as personal diary entries, postcards and other less-formal forms of writing.

Student has achieved the Outcome This student should move on to developing more complex messages and conveying information in a number of different contexts, for example constructing a note that gives directions or gives precise information about meeting friends for shopping.

Reporting to parents This work sample shows that the student is/is not able to recognise that the formality and style of writing changes according to the demands and conventions of the text.

Date

recognises situations where informal language is inappropriate and adjusts writing style accordingly understands that some forms of abbreviation and colloquial language are acceptable in some situations chooses a range of vocabulary to suit a particular task

Where to next?

Focus:Writing formal and informal English

114

Not Apparent

❏

Emerging


❏

Achieved

❏

Working Beyond


❏

Nat 3.10 NSW 2.13 Vic 3.10

Name

Dear Cindy,

Date

BLM 59

Letters and email

I really want to come to your party early on Saturday, but Dad says I have to clean my room. He says I can go to your house at 2.30, though, and that I can take my bike just as we planned. I’ll bring some drinks for the park too. I’m really looking forward to it. Thanks for inviting me. Your friend Jen Hi Cindy, Can’t go to party early Sat. Got to clean my room UGH! Be outside your place 2.30 with bike Bye Jen Hi Sim We arrived at the beach nearly two weeks ago now and it’s been great fun. Christmas was really good. I got a scooter from my Dad, and CDs from Lani. I have been down to the beach every day, but unfortunately I haven’t been able to ride my boogie board because it’s too light for the waves. I have been body surfing though, which has been fun. I can’t wait to get back to show you my new scooter. Now we both have one, we’ll be able to have races down our street. By the way, I saw PJ yesterday and he said to say hi. See you soon. Nick Now rewrite the second letter as an email from Sim to Nick. Use the back of this sheet. © Blake Publishing —Targeting English Assessment, Middle Primary. This page may be reproduced by the original purchaser for non-commercial classroom use.



115

Strand: Linguistic Structures and Features Focus: Planning and writing an information report


Prior teaching

Where to next?

Students should understand the structure and features of information reports.


Preparation This activity could well fit in with work that the class is covering in SOSE/HSIE or Science. Review these areas to consider whether an information report is appropriate. If not, you may wish to plan some topics which the students could research prior to writing this report. Allow time for discussion and note making before the activity begins. Students should have all the necessary information about their topic before they begin this exercise. Photocopy ‘What is a disaster?’ (BLM 2) and BLM 60 for each student.

Activity Using BLM 2 have students identify the parts of an information report.Then have students make notes on BLM 60 saying what they would put in each segment of an information report on a subject the class is studying, or on a topic of their own. Allow students time to complete and publish their information report.

This student may need more assistance with the collection and sorting of information before writing. Assist this student in choosing suitable source material. In the editing stage, encourage this student to look for words and phrases to improve the finished product.

Student has achieved the Outcome Expect a greater level of research from this student and encourage the use of sub-headings for longer reports and the addition of maps and diagrams in completed work. During research, this student should compile more detailed notes and begin to compile a bibliography to add to written material.

Reporting to parents This work sample shows that the student does/does not understand that when presenting information in written form a conventional structure assists the reader to gain meaning.The student has/has not used language appropriate to the subject matter and divided the text in a logical way.

OBSERVATIONS

Student name

Date

adopts organisational conventions when given a structured format for writing an information report recognises meaningful divisions between sections of text and sets them out as paragraphs uses appropriate verbs and adjectives uses correct punctuation when publishing

Where to next?

Focus: Planning and writing an information report

116

Not Apparent

❏

Emerging


❏

Achieved

❏ Working Beyond ❏


Nat 3.11 NSW 2.10, 2.14 Vic 3.11

Name

Date

BLM 60

Information report

★ Prepare an information report about a topic that you know well. Before you begin, think about how an information report is set out. ★ Decide how you will begin. Decide what important facts you will include and how you will end your report. ★ Write down some interesting words you could use in your report. ★ Now begin your draft here. Title Introduction Paragraph 1

Paragraph 2

Paragraph 3

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



117

Strand: Linguistic Structures and Features Focus: Writing a television news script


Prior teaching

Where to next?

Students should have considered the way television news items are presented, with a clear statement of introduction and a brief logical recount of events in the past tense, using a variety of verbs and noun groups. Make certain that students are exposed to a number of television news items before doing this activity.


Preparation


Photocopy BLM 3 and BLM 61 for each student in the class.

Activity Have the students look at the pictures on BLM 3 carefully and note the events. You might wish to spend some time on each picture and talk about how it relates to what the newsreader will be reporting in the news. Have students relate events in which they have been involved such as family outings or school excursions. They could draw pictures before writing. Once the students have a good grasp of how they will approach the script, have them use BLM 61 to write down what the newsreader might say.

OBSERVATIONS

Student name

This student may need more assistance in the planning stages of writing, using simple scaffolds for a particular text type, or organising thoughts by using illustrations may assist in their planning and writing.

Expect this student to write at greater length on any given topic, with a clear understanding of the characteristics of a range of different text types, consistent use of appropriate punctuation and a careful selection of vocabulary for precise meaning.

Reporting to parents This sample shows that the student has/has not understood the structure and features of a recount in a news format including the use of the past tense for verbs, logical development of recount, choice of interesting vocabulary, and the use of appropriate connecting words with correct punctuation.

Date

understands how texts are structured to entertain and engage the reader’s interest adopts organisational conventions when given a structured format for writing uses common punctuation marks correctly discusses with peers how particular features of grammar are characteristic of a text type uses a range of verbs, adjectives and conjunctions effectively

Where to next?

Focus:Writing a television news script

118

Not Apparent

❏

Emerging


❏

Achieved



Nat 3.11 NSW 2.14, 2.10 Vic 3.11

Name

Date

BLM 61

New s script

The pictures show the events that led to a news item. Look carefully at the pictures and then write the script for the newsreader. The script has been started and finished for you.

Script Early today our news team was called to the scene of ……….

There will be a further update in our late-news edition at 10 o’clock tonight. © Blake Publishing —Targeting English Assessment, Middle Primary. This page may be reproduced by the original purchaser for non-commercial classroom use.



119

Strand: Linguistic Structures and Features Focus: Writing a recipe


Prior teaching

Where to next?

Students should be familiar with the format of simple recipes.



Activity Students are asked to write a recipe using an accepted format. If necessary, have them first read several recipes before writing. Make certain that students choose simple recipes such as nocook biscuits and slices which could be prepared by younger students. You may wish to specify a range of simple foods for students to choose from. Remind students to think through the activity carefully, so that all steps are included.

OBSERVATIONS

Student name

When planning for writing, assist this student by developing a specific framework for the text type involved. More support may also be needed in selecting a variety of verbs and noun groups, and in the use of appropriate punctuation and verb tense, for example past tense for a recount.

Student has achieved the Outcome This student should experience writing texts which include more complex procedures, and require sustained arguments and the use of carefully selected, precise vocabulary.

Reporting to parents This work sample shows that the student does/does not understand the structure and features of a recipe, including the use of a title, a list of requirements and a set of logical steps in present tense.

Date

adopts organisational conventions when given a structured format for writing uses common punctuation marks correctly selects vocabulary for precise meaning uses a range of conjunctions to connect ideas in writing considers the audience’s knowledge level

Where to next?

Focus:Writing a recipe

120

Not Apparent

❏

Emerging


❏

Achieved



Nat 3.11 NSW 2.14, 2.10 Vic 3.11

Name

Date

BLM 62

Food fun

Use this page to write a recipe that you know well. Before you begin think about: ★ what ingredients and cooking utensils the cook will need. ★ what steps the cook will need to take when preparing the food. Don’t forget to give your recipe a title.

Title What ingredients will the cook need?

Method 1. 2. 3. 4.




121

Strand: Linguistic Structures and Features Focus: Completing a narrative given a beginning


Prior teaching

Where to next?

Students should be familiar with format of a narrative text.They need to be able to recognise that the beginning of the story sets the scene for the action and that the complication needs to be resolved.


Preparation Photocopy ‘Story starter’ (BLM 11) and BLM 63 so that each student has a copy. You may wish to follow this activity with BLM 64.

Activity Before you hand out the work sheet, read the story beginning to the class.Ask them to tell you where in the story this text may have appeared. Hand out BLM 11 and talk about story structure. Ask students to identify what other components are needed in a story to make it complete. Have students offer some suggestions for possible ways the story might progress before asking them to complete BLM 63. You may ask students to write a version of the story to publish at a later date for the assessment of publishing skills.

Give this student plenty of opportunities to read and listen to narratives. They should talk with others about the books they read and offer and justify opinions about what they read. Analyse well-known stories, such as fairy tales, to focus on the elements of the narrative structure.

Student has achieved the Outcome Have students extend their knowledge of narrative by reading more widely and being exposed to texts that will be more challenging for them to work through.These students could keep a reading journal and share this with others.

Reporting to parents This work sample shows the student is/is not able to use knowledge of narrative to complete a story.

OBSERVATIONS

Student name

Date

makes some inferences about ideas implicit in a text discusses the interpretation of text by referring to key events and characters in a narrative understands the structure of a narrative and uses this knowledge to write their own story

Where to next?

Focus: Completing a narrative given a beginning

122

Not Apparent

❏

Emerging


❏

Achieved



Nat 3.11 NSW 2.14, 2.10 Vic 3.11

Name

Date

BLM 63

Story starter

Read ‘Story starter’ again to yourself. Use the outline below to make notes about what you think could happen in the story. How will you resolve the problem in the story?

Orientation

(This has already been done for you in the story starter.)

Compl i cati on

What is the problem? What might happen?

Resol ution

How will the story develop? How will the problem be solved?

Coda or ending

How will you end your story?




123

Strand: Strategies Focus: Editing and proofreading own narrative


Prior teaching

Where to next?

Students should be familiar with the planning, drafting, editing and proofreading process. This activity can link in with, and would follow, BLM 63.


Preparation Photocopy the BLM that each student has a copy.

Activity If students have used BLM 63 to write a story, have them use that story as the basis for this activity. Students should look at their own writing and make improvements in structure, spelling, vocabulary and punctuation. Once this is completed, have students read their story to a partner in order to get feedback on their composition. Students should use BLM 64 to assist them when editing their writing.

If this student’s writing shows lack of structure they may need more support in the planning stage of writing. Encourage this student to make notes when planning their work. In the editing stage, this student might need to use a check list for the editing process. If spelling is a problem, encourage this student to check with a dictionary or another person for unknown words. Ensure that this student has sufficient word-recognition skills to assist with spelling.

Student has achieved the Outcome Ask this student to plan more than one draft for a story, approach it from more than one point of view. Once they have done this they should select the idea they prefer and write that story at greater depth with well-developed characters. This student should be meticulous in editing and proofreading.

Reporting to parents This work sample shows the student is/is not able to plan, draft and edit a their own writing.

OBSERVATIONS

Student name

Date

recognises most misspelt words and attempts corrections through an understanding of word usage plans writing by making notes uses a variety of drafting and editing procedures uses resources to help find correct spelling and meaning

Where to next?

Focus: Editing and proofreading own narrative

124

Not Apparent

❏

Emerging


❏

Achieved



Nat 3.12 NSW 2.10, 2.11 Vic 3.12

Name

Date

BLM 64

Read through your story again and make corrections. Use the check list below to help you edit your work. Have I used paragraphs? Do I need to add more paragraphs to make my story better? Do all the sentences begin with a capital letter? Do all of the sentences end with a full stop? Is the punctuation correct? Are all of the commas in the right place in each sentence? Do all of my sentences have a verb? Do all of my sentences run on from one another? Mark any words that you think might need to be changed or spelled differently. Are there some interesting words that I could use to make my story more interesting for the reader? When you are satisfied with your story, read it to your partner. Discuss any improvements that could be made to your story. Make further changes and then publish your work. © Blake Publishing —Targeting English Assessment, Middle Primary. This page may be reproduced by the original purchaser for non-commercial classroom use.



125

Strand: Strategies Focus: Converting informal to formal English


Prior teaching

Where to next?

Students need to have had experience with reading and writing emails.


Preparation Photocopy the BLM so that each student has a copy. Students will need a coloured marker.

Activity The BLM shows a typical email message page. Students are asked to identify and mark the main structural features of the email. Once they have done this they should write the email message out in full using complete sentences and translating the shorthand into full words.

This student may need more exposure to electronic messages. You may need to explain how email messages are abbreviated versions of full messages. Set up an email club for students to send messages to one another, sometimes using email language and other times using full versions of the message.

Student has achieved the Outcome This student should begin to self-edit most written work and take each through to publication. Encourage this student to develop writing skills across a range of different text types looking for ways to improve language use, vocabulary skills and presentation.

Reporting to parents In this sample the student has/has not demonstrated his/her knowledge of email and ability to expand messages based on abbreviated language. The student has/has not considered spelling, language use, audience and purpose when writing.

OBSERVATIONS

Student name

Date

uses visual strategies such as knowledge of letter patterns and critical features of words, to attempt to spell words recognises abbreviated language typical of email messages identifies the structure and features of an email text

Where to next?

Focus: Converting informal to formal English

126

Not Apparent

❏

Emerging


❏

Achieved



Nat 3.12 NSW 2.10, 2.11 Vic 3.12

Name

Date

BLM 65

Email screen

This page shows a screen from an email program. Read the message and complete the following activities. ✉ Circle the name of the sender. ✉ Underline their email address. ✉ Circle the word that will allow you to reply to the message.

From: Andrew Jones Date: 28 August To: Chris Phillips CC: Subject: hols

Hi Chris, Holiday great f/chips every nite for din. Good motel 3 pools 1 slide. Going water world Fri, home Sun. C ya, Droob

Now write the message in full sentences in the space below.




127

Strand: Strategies Focus: Editing and proofreading own description


Prior teaching

Where to next?

Students should be familiar with planning and drafting a writing task without assistance. This activity links with, and could follow, BLM 52.


Preparation Photocopy the BLM so that each student in the class has a copy.

Activity Students can use the description they created of a favourite television or sports personality when completing BLM 52. Alternatively, have the students write a description of their house, the school, a friend or their family. Once students have completed their description, have them work in pairs to make improvements to their writing. Students can then publish their finished work.

This student may need to return to some fundamental skills. This might include revision of sound/letter patterns and spelling generalisations. This student might also need vocabulary extension work. Give this student practice at providing alternative nouns, verbs, adjectives and adverbs in their own written work.

Student has achieved the Outcome Ask this student to plan alternative drafts for well-known children’s stories, approaching them from more than one point of view, then selecting the idea which is preferred. Encourage this student to write across a variety of text types and for different audiences. This student should be meticulous in editing and proofreading.

Reporting to parents This work sample shows the student is/is not able to make improvements to their own draft in order to publish their writing.

OBSERVATIONS

Student name

Date

drafts writing with others, using a variety of techniques responds to other’s writing with specific and constructive comments recognises most misspelt words and attempts to correct decides when help is needed from a dictionary or thesaurus, teacher or friend

Where to next?

Focus: Editing and proofreading own description

128

Not Apparent

❏

Emerging


❏

Achieved



Nat 3.12 NSW 2.10, 2.11 Vic 3.12

Name

Date

BLM 66

My description ★ Talk with your partner about your description. What improvements can you make? ★ Use different coloured pencils to show what changes you and your partner will make. ★ Mark and correct any spelling mistakes you find. Publish your description on this page.




129

Strand: Strategies Focus: Drafting and editing an explanation


Prior teaching

Where to next?

Students need to have experience with simple explanations.


Preparation Photocopy the BLM so that each student has one. This activity will be useful when you are investigating common phenomena in Science such as why the bathtub overflows when there are too many children in the bath, or why a kettle whistles. You may wish to use the text ‘Precipitation—why rain falls’ (BLM 7) as a model.

Activity Think of a number of phenomena that you would like students to explore. Divide the class into groups and assign each group a phenomenon to explain. Have the students explore the idea in groups and record their findings in note form. Then have each student use the BLM page to write their own explanation of what has occurred. The emphasis in the activity is on writing strategies rather than on the structure of the explanation, although this will have some bearing on your assessment of the student’s work.

OBSERVATIONS

Student name

Try to identify whether this student generally relies on visual, phonemic or phonetic skills when writing. Give practice in the weaker areas according to the problem identified. Encourage a wider use of a dictionary and give this student frequent vocabulary and spelling tasks such as writing lunch orders, class messages or recording school events.

Student has achieved the Outcome Encourage this student to research word origins and root words and to proofread writing carefully to eliminate as many mistakes as possible. This student should also regularly search for new, optional words to replace those used in writing exercises. Encourage the use of a thesaurus.

Reporting to parents This work sample shows that the student is/is not able to plan, draft and edit a piece of writing.

Date

plans and drafts writing with others, using a variety of techniques responds to other’s writing with specific and constructive comments recognises most misspelt words and attempts to correct decides when help is needed from a dictionary or thesaurus, teacher or friend

Where to next?

Focus: Drafting and editing an explanation

130

Not Apparent

❏

Emerging


❏

Achieved



Nat 3.12 NSW 2.10, 2.11 Vic 3.12

Name

Date

BLM 67

★ Discuss some of the ideas that your group will put in the explanation. Write some notes here from your group discussion. ★ Now draft your explanation. Edit and proofread your explanation.




131

Texts

BLM 68

Name

Date

Writing Self-A ssessment Sheet My writing ★ Writing can be used for a lot of different purposes. Circle the things below that you have used writing for: To construct a story. To develop a point of view. To discuss an issue. To construct an information report. To write a description. To write a short play. To create a poem. To set out some instructions. To entertain people. ★ The kind of writing I do best is

★ I could improve my writing by

★ Write a few sentences about yourself as a writer.

132





BLM 69

Date

Writing Self-A ssessment Sheet When I write Circle the answer that best suits you. When I write I: ★ think about different points of view.


★ know I need to research a topic first. never sometimes always ★ think about ways to make my writing interesting.


★ understand that sometimes I have to use formal language.


★ think about who is going to read my work.


Write about yourself as a writer




133


Date

Writing Self-A ssessment Sheet Writing for others Circle the answer that best suits you. When I write a text I help the reader understand by writing in a particular way. ★ I organise my writing in a way that suits the type of text (for example narrative, explanation). never

sometimes

always

★ I use words that suit the sort of text I am writing. never

sometimes

always

★ I remember to use the right punctuation. never

sometimes

always

★ I think about using paragraphs. never

sometimes

always

★ I use different printing styles when I publish. never

sometimes

always

Circle the kinds of text you can write. Narrative Argument Explanation Recount Description Information Report 134




BLM 70

Strategies

BLM 71

Name

Date

Writing Self-A ssessment Sheet Planning and drafting my writing Tick the following statements if they are correct for your writing. When writing I: plan my writing in different ways. find information before I begin. get help when I need it. use a check list for editing and proofing. help others with their writing. To help me spell I: break words into parts. use a dictionary or thesaurus. use compound words. listen to the sound of the words. try to see a word in my head. think about spelling rules. When I have problems with writing and spelling I




135

TA R G E T I N G

ENGLISH A SSESSM EN 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.

Targeting English Assessment

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

Lower Primary

Targeting English Assessment

Upper Primary

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.

ISBN 1-86509-764-0

9 781865 097640