| << Chapter < Page | Chapter >> Page > |
This activity will focus on your ability to read a passage and to understand what you are reading, not by answering questions about it, but by whether you can pick up the main idea of the passage, and then fill in the missing words.
Read the following passage carefully .
Fill in the missing words by choosing the correct word from the list provided.
While Peter and his mother were out shopping, they heard a man
shout, "Look, there's a fire!" Everyone ran down the
_______ . There was a house with ________ and smoke
coming out of the _______ . Everyone watched as the
firemen unrolled _________ and put up _________ . Some
firemen took hoses and ran up the ladders and spurted long jets of
_________ into the flames. Soon the fire was__________,
but there was a strong ________ of smoke and the house
looked blackened and _______ . Because of the
_________ actions of the fire department the house did not
burn to the ground.
burnt / quick / windows / flames / road / fire hoses /
water / out / smell / ladders /
Well done! Now let us take it one step further. Using your imagination, write about what you think happened just before Peter and his mom saw the house on fire. Consider the following before you start writing: Who lived in the house? How did the fire start that day? Who was home?
Write your story on a sheet of paper after planning first in rough.
Give the story a title: _________________________
Educator’s Assessment Chart:
| Criteria | 1 | 2 | 3 | 4 |
| Accuracy of answers | Could not do | Reasonable response | Good | Excellent |
| Spelling and punctuation | Poor – difficult to decipher | Still developing – many errors | Good – very few errors | Excellent - no errors |
| Creativity | Poor, predictable, no new ideas | Still developing, very few original ideas | Good, some original ideas | Excellent, original ideas |
| LO 3 |
| 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. |
| We know this when the learner: |
| 3.1 understands some elements of stories: |
| 3.1.1 understands title, setting and plot (e.g. says why things happened in the way they did); |
| 3.1.3 identifies and discusses social and ethical issues in the story; |
| 3.2 understands, in a simple way, some elements of poetry: |
| 3.2.1 rhyme; |
| 3.2.3 words which imitate their sound; |
| 3.3 reads for information: |
| 3.3.4 reads texts across the curriculum (History); |
| 3.7 reads for pleasure: |
| 3.7.1 reads much fiction and non-fiction at an appropriate reading and language level; |
| 3.8 uses reference books and develops vocabulary: |
| 3.8.2 uses a dictionary. |
This activity focuses on the learners’ ability to read and to pick up what the passage is about. Allow learners to read the passage through on their own and to fill in the missing words. Once they have completed all the answers, they can read the passage aloud to each other to check that their story makes sense.
While Peter and his mother were out shopping, they heard a man, shout,
"Look, there's a fire." Everyone ran down the road . There
was a house with flames and smoke coming out of the
windows . Everyone watched as the firemen unrolled
fire hoses and put up ladders .
Some fireman took hoses and ran up the ladders and spurted long jets of
water into the flames. Soon the fire was
out , but there was a strong smell of
smoke and the house looked blackened and burnt .
Because of the quick actions of the fire department the house
did not burn to the ground.
Once the learners have read through the story, they have to make up a story that describes what happened just before Peter and his mother noticed the fire. Have a discussion with the class before allowing them to start writing. Remind them to consider aspects like who the owners of the house were, where they were, how the fire started, whether there was anybody / any pets in the house at the time, who called the fire department etc. Learners must also give the story a title. Read through the Educator’s Assessment Chart so that they know what they are being assessed on.
Notification Switch
Would you like to follow the 'English first additional language grade 6' conversation and receive update notifications?
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|