targeting - Blake Education

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. Strand: Strategies. Teaching Notes BLM 46.
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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 . . . . . . . . . . . . . . . . . .