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Mrs Longton arrived with a very large white rabbit. She strolled across the lawn towards the oak tree, calling out softly, `Tea time, Russell, tea time.' In a flash the snake was down the tree and at Mrs Longton's feet. He swallowed the rabbit whole, curled up on the grass ... and went to sleep. `You can come down now, young man. You're quite safe,' called Mrs Longton.
When Mrs Longton and her beloved Russell had gone Mr Catt made Dave a cup of tea. `Well, Dave, do you think you'll stick at this job?'
`Well, Mr C, it's ... full of surprises.'
`You're right there; there's no place on earth like Pet's Paradise. Come on! Let's drink up and lock up. Do you want a lift home?'
As they were driving home Dave turned to Mr Catt and asked, `What's brown and green, twenty feet long and very difficult to bury?'
Mr Catt laughed. `A live boa constrictor?'
`Right, Mr C. Dead right!'
Now that you have finished all that reading, lets see how much of the story you remember and understand. Answer the questions below in full sentences unless otherwise stated.
Educator/Peer Assessment Chart:
Criteria | 1 | 2 | 3 | 4 |
Reading | Reads haltingly without phrasing, pausing and understanding. | Reads haltingly, becoming aware of phrasing and pausing, correct pace developing. | Reads with correct phrasing, inflection and pace in most instances. | Reads with correct phrasing, inflection and fluency, is totally in control of pace. |
Interpretation techniques | No evidence | Very little evidence during the piece | Evident during most of the piece | Extremely evident throughout |
Teamwork – participation listening, showing respect for each other | Poor | In some contexts only | Good | Excellent |
Answers to the text | 0 – 4Unable to answer. | 5 – 8Requires prompting. | 9 – 12Shows insight in most answers. | 13 – 16Answers with full insight. |
READING AND VIEWING The learner will be able to read and view for information and enjoyment, and to respond critically to the aesthetic, cultural and emotional values in texts. |
3.3 reads for information: |
3.3.2 scans graphs, timetables, etc. for specific information; |
3.3.3 summarises a paragraph (e.g. identifies the main point and the topic sentence); |
3.7 reads for pleasure: |
3.7.5 solves word puzzles. |
LO 5 |
THINKING AND REASONING The learner will be able to use language to think and reason, and access, process and use information for learning. |
We know this when the learner: |
5.2 uses language for thinking: |
5.2.1 answers and asks some more complex questions; |
5.2.2 sequences things according to criteria; |
5.2.3 analyses the features of things in order to classify them; |
5.3 collects and records information in different ways: |
5.4 transfers information from one mode to another: |
5.4.3 uses information from a graph, chart or diagram to write text. |
This is a reading activity, but learners will also have to listen to each other very carefully and make use of interpretation skills while they are reading.
Begin by dividing the class into groups of four. Each member of the group will be a character in the story. Allow some time for them to decide who will be reading which part. Allow some time for the groups to read through the passage. They will need to practise the voice they are going to use, practise any gestures they would like to use as they read and familiarize themselves with the text so that they do not stumble over their words. Pay careful attention as the group works together – you can assess them on their teamwork abilities at this stage.
Once the practice time is over, you can allow the groups to listen to each other. They must show respect and listen quietly during the reading of the dialogue.
After the reading is complete, learners must complete the questions about the piece they have read. This could be done in their groups or as an individual exercise. Encourage the learners to make use of full sentences wherever possible.
The answers are as follows:
Make use of the Educator’s Assessment Chart to complete your assessment.
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