Engaging resources - Cloud Object Storage | Store ... · Engaging resources for ... 12 x A2 Posters 1 2 3 4 ... Science alia 2016 The Summary Card is located at the front of box for

resourcesEngaging

for continuous

assessmentand

instruction

ASSESSMENT CONTENT (QUESTIONS AND ANSWERS) created by Educational Assessment Australia

2 3

Monitor students’ comprehension skills

Identify areas of need

Target instruction for improvement

Year 4 9781420237207

Year 5 9781420237214

Year 6 9781420237221

Springboard into Comprehension Assessment provides tools for systematically measuring and monitoring students’ development of the key comprehension skills with different types of texts. It also provides opportunities for explicit instruction targeted to students’ needs.

With assessment content (questions and answers) created by Educational Assessment Australia from UNSW Global Pty Limited, Springboard into Comprehension Assessment provides a reliable means to evaluate and plan for optimal teaching and learning outcomes.

Springboard into Comprehension Assessment builds on the bestselling series Springboard into Comprehension, which provides a complete literacy program for developing students’ comprehension skills and strategies.

It assists teachers to systematically analyse the key comprehension skills of:

• Cause and Effect

• Compare and Contrast

• Fact and Opinion

• Language for Effect

• Main Idea and Summarising

• Predict and Draw Conclusions

• Sequencing

• Vocabulary in Context

• Writer’s Purpose

continuous assessment and instruction

Engaging resources for Teaching–Learning Pathway

Assessing reading comprehension skills is critically important in determining and monitoring class and individual levels of understanding and progress. Information gained from assessment can provide teaching focuses for the whole class and small groups, as well as for individual students. Assessment not only monitors students’ progress, but also provides essential information for designing comprehension instruction.

Springboard into Comprehension Assessment offers ongoing assessment that provides teachers with detailed knowledge of students’ understandings. This enables teachers to focus on revision of comprehension skills and a pathway to extending these understandings. It also enables teachers to provide explicit teaching focuses for students who are struggling with comprehension, as well as extension activities for advanced students.

S

TUDENT LEARNING

1. Identify, evaluate and assess individual and whole-class understandings

4. Analyse progress and outcomes, and adapt future teaching to improve results

3. Track, monitor and re-assess student progress and provide individualised feedback

2. Plan, refine and target instruction to meet student needs

Adapted from Grattan framework which draws on research in the field. Cited in Goss, P., Hunter, J., Romanes, D., Parsonage, H., 2015. Targeted teaching: how better use of data can improve student learning, Grattan Institute.

Overview of Components

Survey Cards – diagnostic assessment of comprehension

• Survey students’ understanding of all nine key comprehension skills and evaluate their learning needs

• Twenty copies of three different laminated Survey Cards

• Assessment Tasks for each Survey Card provide questions for all nine key comprehension skills

• Whole-class assessment for diagnosing the learning needs of all students in a class

Focus Cards – ongoing assessment of comprehension

• Focus on targeted instruction and monitor students’ progress for each of the nine key comprehension skills

• Six copies of 36 different laminated Focus Cards

• Focus Cards are split across two reading ages, for differentiated instruction

• Wide range of text types

• Assessment Tasks for each Focus Card provide questions that focus on a specific comprehension skill

• Individual or small-group assessment for monitoring students’ progress through the year

Teacher Resource Book with Digital Resources Disc

• Teaching notes offer support for using the Survey Cards and Focus Cards and their Assessment Tasks

• Answers and option reasoning provide insights into students’ responses to the Assessment Tasks

• Reproducible Assessment Tasks

• Reproducible Activities

• Data collection and analysis tools for recording and evaluating data

• Disc includes PDFs of the Survey Cards, Focus Cards, Teacher Resource Book, Graphic Organisers and Posters

• Disc licence supplied for up to five devices; additional multi-user licences available

Each box also contains:

• Nine posters summarising each key comprehension skill

• Three posters summarising imaginative, informative and persuasive text structures and language features

A2 Posters for handy classroom reference

4 5

Each box contains:

A Suggested Order of Implementation

Planning and Preparation• Summary Card see page 6• Teacher Resource Book see page 7

Diagnostic Survey of Comprehension Skills• Survey Cards see page 8

• Survey Assessment Tasks see page 9

Formative Assessment of Comprehension Skills• Focus Cards see page 10• Focus Assessment Tasks see page 11

• Reproducibles and Graphic Organisers see page 11

Additional Resources and Support• Posters see page 12

• Data Collection and Analysis Tools see page 12

• Self-Reflection Reproducibles see page 12

Year 4 Year 5 Year 6

Components Chart

3 x 20 copies of the Survey Cards 36 x 6 copies of the Focus Cards 1 x Teacher Resource Book1 x Disc

12 x A2 Posters

1

2

3

4

9781420237207 97814202372219781420237214

Language for Effect

1. When Grandpa says ‘that’ll brighten your eyes’, he means thatA Mickala will be able to see his machine more clearly.B Mickala will be impressed by his machine.C Mickala will have to walk outside in the sunlight.D Mickala will feel more awake.

Main Idea and Summarising

2. What is paragraph two mostly about?A Grandpa’s funny songs.B Mickala having things to do.C Grandpa having a surprise for Mickala.D Mickala and Grandpa preparing to go for a walk.


3. Where was Grandpa’s machine?A in the garageB in the houseC in the laundryD in the backyard

Fact and Opinion

4. What is Mickala’s opinion about the machine when she first sees it?

Imaginative (Narrative)

Name Class Date

My Rhyming Grandpa

Springboard into Comprehension Assessment 4 ISBN 978 1 4202 3720 7 © Educational Assessment Australia / Macmillan Education Australia 2016

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See sample Survey Card for Year 4 on page 8See sample Survey Assessment Task for Year 4 on page 9

See sample Focus Card for Year 4 on page 10See sample Focus Assessment Task for Year 4 on page 11

See sample teaching notes for Year 4 on page 7

See sample for Years 4–6 on page 12

27SURVEY TEACHING NOTES

ANSWER KEY

Assessment Task C1. B Option reasoning: A This answer is incorrect because it

is a literal interpretation of the expression that does not capture the idiomatic meaning.

B This answer is correct because it infers meaning from the idiomatic expression.

C This answer is an incorrect inference. D This answer is incorrect because it is a literal

interpretation of the expression.

2. C Option reasoning: A This answer is incorrect because the

information is not contained in paragraph two. B This answer is incorrect because it is not supported by

the text. C This answer is correct because it is a summary of the

main action in the paragraph. D This answer is incorrect because it is not an accurate

summary of ideas in the paragraph.

3. A

4. She thought it was the most hilarious machine she had ever seen.

5. B

6. A

7. B

8. D

9. B

10. B

11. A

12. C

13. B

14. After the children got home and phoned. Note: It is not enough to say ‘when the children got

home’. The answer needs to include phoning.

15.

16. Cosmo’s leg breaking as he tripped over a tree root.

17. B

18. C

Option reasoning: A This answer is incorrect because it is an incorrect literal interpretation of an idiomatic expression.

B This answer is incorrect because it is a misinterpretation of the word ‘show’ in an idiomatic expression.

C This answer is correct because it interprets the word ‘show’ to mean taking Cosmo to hospital.

D This answer is incorrect because it is an incorrect literal interpretation of an idiomatic expression.

19. A

20. C

21. He could be serious when he needed to be./He liked inventing things.

22. B

23. D

24. To help the reader learn more about the personalities of the characters/to learn more about the characters’ thoughts and feelings

25. D

Cause Effect

The agitator whirred so fast. The agitator almost became invisible.

Cosmo was busy laughing at Grandpa’s machine.

He tripped over a tree root.

Grandpa slammed on the brakes.

The machine came to a sudden stop.

• Vocabulary in Context – e.g. hilarious, agitator, intention.

• Writer’s Purpose – to amuse the reader, as indicated by text clues including the narrative structure (orientation, complication, resolution), time and sequence words, figurative language, direct speech, and illustrations.

Diagnosing Learning Needs

Analysing Results

Record students’ results in Whole-Class Recording Proforma C and Skills Summary Recording Proforma D.

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Teacher Resource Book

Summary Card

Springboard into Comprehension

Assessment provides resources

for continuous assessment and

instruction.

Survey Cards are designed for

diagnostic assessment of

comprehension.

Focus Cards are designed for

targeted instruction and ongoing

assessment of comprehension.

Assessment Tasks and answers

for each card are available in the

Teacher Resource Book and on

the Digital Resources Disc.

Assessment content (questions

and answers) has been created

by Educational Assessment

Australia from UNSW Global

Pty Limited.

Survey Cards and Focus Cards

Comprehension Skill

Title Type of Text Learning Area

Survey Cards: Reading Age 10.5–12.5

All Should Humans Live on Mars?

Persuasive (Discussion)

All Surtsey: Island of the Fire God

Informative (Information Report)

All What a Circus! Imaginative (Narrative)

Comprehension Skill


Focus Cards: Reading Age 10.5–11.5

Cause and Effect Caught in a Hurricane Imaginative (Literary Description)

The Ottoman Empire Informative (Factual Recount)

Compare and Contrast

Money Then and Now Informative (Factual Description)

Strange Protection Informative (Information Report)

Fact and Opinion Maui and the Fishhook Imaginative (Narrative)

Theatre: To Go, or Not to Go?


Language for Effect

Epic Mars Adventure Holidays

Persuasive (Exposition)

Shadows Under the Door

Imaginative (Literary Recount)


How Do We See Colour?

Informative (Explanation)

Learn to Six-Step Informative (Procedure)

Predict and Draw Conclusions

Listen Up! Informative (Factual Description)

Plants That Survive in the Desert


Sequencing Life Is Good Imaginative (Literary Description)

Water Shortages in Cities


Vocabulary in Context

Playing Longball Informative (Procedure)

The Temple of Angkor Wat

Informative (Factual Recount)

Writer’s Purpose Eight and a Half Minutes


We Need Green Buildings


Comprehension Skill



Cause and Effect Environmental Refugees Informative (Information Report)

Push and Pull Factors of Migration



Bushfires Informative (Factual Description)

Exploring the Deep Sea Persuasive (Response)

Fact and Opinion Be Active, Be Healthy Persuasive (Exposition)

In Review: The Scream by Edvard Munch

Persuasive (Response)

Language for Effect

Letter from Rua Reidh Lighthouse

Imaginative (Literary Description)

You and I Imaginative (Literary Description)


How to Make an Origami Crane

Informative (Procedure)

Paganini: A Musical Superstar



The Rescue Imaginative (Narrative)

Wayang Kulit: Indonesian Puppet Theatre


Sequencing From Cocoa to Chocolate Informative (Explanation)

Marie Curie, Super Scientist



How Is Soap Made? Informative (Explanation)

The Curious Name of the Piggy Bank

Informative (Factual Description, Procedure)

Writer’s Purpose The Time Setter Imaginative (Narrative)

You Need the Amazing New X-Pen!


Learning Area Key:

Arts Humanities and Social Sciences

Science

Springboard into Comprehension Assessment 5

ISBN 978 1 4202 3721 4 © Macmillan Education Australia 2016

The Summary Card is located at the front of box for each year level.

6 7

Springboard into Comprehension Assessment 5 ISBN 978 1 4202 3721 4 © Macmillan Education Australia 2016

Key Comprehension SkillsSurvey Cards Cause and

EffectCompare and Contrast

Fact and Opinion

Language for Effect



Sequencing Vocabulary in Context

Writer’s Purpose

Total Questions

Should Humans Live on Mars? (Persuasive)

Q6, Q7, Q10 Q8 Q9, Q17 Q5, Q13 Q1, Q3 Q16, Q18 Q4 Q2, Q14, Q15 Q11, Q12 18 questions

Surtsey: Island of the Fire God(Informative)

Q14, Q16 Q9 Q3, Q13 Q2, Q8 Q7, Q10, Q11, Q19

Q6, Q17 Q5, Q12, Q18 Q4, Q15 Q1, Q20 20 questions

What a Circus!(Imaginative)

Q7, Q9 Q21 Q14, Q16 Q2, Q10, Q19 Q11, Q15, Q17, Q20

Q5, Q18 Q3, Q8, Q12, Q13

Q1, Q4 Q6, Q22 22 questions

macmillaneducation.com.au/primary ASSESSMENT CONTENT (QUESTIONS AND ANSWERS) created by Educational Assessment Australia

Learning Area Key: Arts Humanities and Social Sciences

Science

Use the Survey Cards and Assessment Tasks to identify students’ understanding of all nine key comprehension skills and evaluate their learning needs. The following table provides a summary of questions for each key comprehension skill.

Survey Summary

Target instruction for improvement

Identify areas of need

Monitor students’ comprehension skills

1 Planning and Preparation

Springboard into Comprehension Assessment provides resources for continuous assessment and instruction.

Survey Cards are designed for diagnostic assessment of comprehension.

Focus Cards are designed for targeted instruction and ongoing assessment of comprehension.

Assessment Tasks and answers for each card are available in the Teacher Resource Book and on the Digital Resources Disc. Assessment content (questions and answers) has been created by Educational Assessment Australia from UNSW Global Pty Limited.


Comprehension Skill








Comprehension Skill











Language for Effect
























Comprehension Skill












Language for Effect























Learning Area Key:


Science



SURV

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CUS

26 Springboard into Comprehension Assessment 4

All

Key

Com

pre

hens

ion

Skill

s

Before the AssessmentProvide each student with a copy of the Survey Card My Rhyming Grandpa and Assessment Task C. Familiarise them with the format of question types in the test. As the test is long, you may prefer to have students complete it in two sessions.

During the AssessmentProvide encouragement but offer no assistance in answering the questions or explaining vocabulary.

After the AssessmentDiscuss signal words and other text clues for the following comprehension skills with students to extend their understandings. Refer to the Introduction for a summary of each comprehension skill:

• Cause and Effect – e.g. The agitator whirred so fast it almost became invisible (cause) and we shot down the drive like a wonky skyrocket (effect); As he fell to the ground (cause), I heard a sickening snapping sound (effect).

• Compare and Contrast – e.g. the girl and her friends all thought the invention was funny (compare); Grandpa had two different ways of behaving (contrast).

• Fact and Opinion – facts include: Grandpa sings funny things every day; At the front was a washing machine agitator; they went for a ride in the machine; Grandpa took Cosmo to hospital in the machine. Opinions include: I’ve got a surprise that’ll brighten your eyes; the most hilarious machine I had ever seen; the girl felt pride in her grandpa.

• Language for Effect – e.g. rhyme, adjectives and verbs – eyes/ surprise, sickening, whirred, slammed; alliteration – some strong sticks; horn honking; similes – shot down the drive like a wonky skyrocket.

• Main Idea and Summarising – e.g. Grandpa talked in rhyme most of the time; Grandpa was an inventor; Grandpa knew what to do in an emergency.

• Predict and Draw Conclusions – text clues that can be used to predict what might come next in a text or to reach a final thought or idea. Ask students:

– What would the people at the hospital think when Grandpa arrived?

– What would Cosmo’s parents feel about his accident?

– What sort of grandpa was he?

• Sequencing –e.g. And then; As he fell to the ground; Suddenly; Within a few minutes.

My Rhyming Grandpa

Reading Age: 8.5–10.5Comprehension Focus: AllText Type: Imaginative (Narrative)Learning Area: ArtsTheme: Communications and Language ArtsWord Count: 376

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Springboard into Comprehension Assessment provides resources for continuous assessment and instruction.

Survey Cards are designed for diagnostic assessment of comprehension.

Focus Cards are designed for targeted instruction and ongoing assessment of comprehension.

Assessment Tasks and answers for each card are available in the Teacher Resource Book and on the Digital Resources Disc. Assessment content (questions and answers) has been created by Educational Assessment Australia from UNSW Global Pty Limited.


Comprehension Skill








Comprehension Skill











Language for Effect
























Comprehension Skill












Language for Effect























Learning Area Key:


Science



Teaching notes offer support for using the Survey Cards and Focus Cards and their Assessment Tasks.

Key Comprehension Skills Scope and Sequence

Features of the Teacher Resource Book include:

• Detailed teaching notes• Reproducible Assessment Tasks and Activities• Answers and option reasoning, which provide insights into students’ responses to the Assessment Tasks

• A Digital Resources Disc

Refer to the Summary Card to navigate content and identify cards by Type of Text, Learning Area, Comprehension Skill and Reading Age.

Survey Cards

SUR

VEY

1


‘Come on, Mickala Maloo. We’ve got things to do!’ Grandpa always

managed to sing something funny to me every single day.

‘I’ve got a surprise that’ll brighten your eyes,’ he said

as we walked outside, towards the garage that Grandpa

called his invention room.

What on earth was I about to see?

There before me was my dear

old grandpa, proudly sitting

on the most hilarious

machine I had ever seen.

At the front was a

washing machine agitator,

spinning around faster

than a tornado. Behind

the agitator and a

steering wheel sat

two old lounge

recliner chairs.

‘Where are we going?’

I asked Grandpa.

‘When we get there,

you’ll know, all right.

Seat belt on and hold

on tight,’ he replied.

With that, Grandpa pulled on a lever

next to the steering wheel. The agitator

whirred so fast it almost became invisible

and we shot down the drive like a wonky skyrocket.

My Rhyming Grandpa

Written by Tracey Michele

Illustrations by Chantal Stewart

Imag

inat

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( Nar

rativ

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My

Rhym

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Gra

ndpa

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Front

Back

Survey Assessment Tasks provide a whole-class perspective as well as individual data, which may be used to inform next steps for follow-up teaching using the Focus Cards and Assessment Tasks.

Survey Assessment Tasks

Language for Effect

1. When Grandpa says ‘that’ll brighten your eyes’, he means thatA Mickala will be able to see his machine more clearly.B Mickala will be impressed by his machine.C Mickala will have to walk outside in the sunlight.D Mickala will feel more awake.


2. What is paragraph two mostly about?A Grandpa’s funny songs.B Mickala having things to do.C Grandpa having a surprise for Mickala.D Mickala and Grandpa preparing to go for a walk.


3. Where was Grandpa’s machine?A in the garageB in the houseC in the laundryD in the backyard

Fact and Opinion

4. What is Mickala’s opinion about the machine when she first sees it?


Name Class Date

My Rhyming Grandpa


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9. The machine was compared to a skyrocket becauseA it left a trail of smoke behind it.B it took off very fast.C it made a whirring noise.D it was funny to watch.


10. Grandpa surprised Mickala and her friends byA driving fast.B taking control of a situation.C shouting at everyone.D taking Cosmo to hospital in the machine.

Fact and Opinion

11. Which of these is true about Grandpa?A He knew about first aid.B He powered his invention with a rocket.C He went by ambulance to the hospital.D He phoned Cosmo’s parents.

Sequencing

12. The boxes describe what happened after Cosmo was hurt. Which information belongs in box 2?

A Cosmo tripped over.B Grandpa slammed on the brakes.C Grandpa made a splint for Cosmo’s leg.D Grandpa got the show on the road.

1 32


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Cause and Effect

13. Grandpa’s behaviour changed because A the machine travelled fast.B Cosmo needed help.C he heard a snapping sound.D he noticed Sofia laughing.

Sequencing

14. When would Cosmo’s parents have found out about the accident?

Cause and Effect

15. Complete the table to match the correct cause with the effect

Cause Effect

The agitator almost became invisible.

Cosmo was busy laughing at Grandpa’s machine.

The machine came to a sudden stop.

Cause and Effect

16. What caused the snapping sound that Mickala heard?

Cause and Effect

17. Grandpa asked for sticks and a belt so he couldA repair his machine.B make a support for Cosmo’s leg.C pull out the tree root.D tie Cosmo into a seat on the machine.


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Each Survey Assessment Task features questions relating to the nine key comprehension skills. Each Survey Assessment Task contains between one and three questions per comprehension skill.

Given the number of questions, it is recommended that students complete Survey Assessment Tasks in two sessions.

The Survey Assessment Tasks could be used at the beginning of the year and prior to reporting.

They are not intended to be used frequently.

8 9

2Springboard into Comprehension Assessment 4 ISBN 978 1 4202 3720 7 © Macmillan Education Australia 2016RA 8.5 –10.5

And then, there they were – Cosmo, Sofia and Omar! Three of my school friends laughed as we sped by. In fact, Cosmo, one of my best friends, was laughing so much he tripped over a tree root. As he fell to the ground, I heard a sickening snapping sound. But it was not the tree root; it was Cosmo’s leg.

Grandpa slammed on the brakes and jumped out to help.‘Out of the way, I’m not here to play!’ shouted Grandpa to my friends.Suddenly, Grandpa shocked everyone by giving orders and organising everyone. ‘I need some strong sticks

and some belts to support his leg!’ he shouted.Within a few minutes, Grandpa had Cosmo’s leg

bound in a splint made of sticks and belts.‘How are we going to get him

to the hospital?’ Sofia asked.‘It’s my intention to use my

invention,’ Grandpa announced, as he helped Cosmo into the machine. ‘Help me load and we’ll get the show on the road.’

Then, he changed back to his other self and gave orders to the rest of us: ‘You’ll have to walk back. When you get home, call Cosmo’s parents and tell them to meet me at the hospital.’

I watched with pride as my Grandpa and Cosmo headed off with the washing machine agitator spinning and the cow-mooing horn honking.

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2 Diagnostic Survey of Comprehension Skills

Survey Cards and Assessment Tasks are designed to provide a diagnostic survey for the whole class in order to ascertain student competencies.

Front

Back

12NOVEMBER

FOCU

S

1


As all my blog readers know, I love food. Eating is one of my

favourite pastimes! In the last year, I’ve started to cook, too.

To get some ideas, I’ve been watching Channel 75’s program

Kids in the Kitchen. Today, I’m reviewing the Halloween episode.

Set and props

This episode was great from the beginning. The set looked

gross, with green and red slime dripping down the black walls.

One of the cooks was dressed as a vampire, and the other

one was dressed as a mummy. They held up a menu that

was covered in cobwebs. In fact, there were so many cobwebs

I could hardly see what was written on it! Luckily, they read it

aloud as well.

My Food Blog

The cooks on the show got right into the spooky spirit of Halloween.

Writer’s Purpose

Pers

uasi

ve (

Resp

onse

)

My

Food

Blo

g

KIDS IN THE KITCHEN HALLOWEEN EPISODE

Written by Carmel Reilly

Illustrations by Richard Hoit

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2Springboard into Comprehension Assessment 4 ISBN 978 1 4202 3720 7 © Macmillan Education Australia 2016RA 9.5 –10.5

FoodThe first course listed on the menu was spaghetti with eyeballs in blood sauce. The second course was insect cupcakes.The spaghetti meal looked disgustingly good. The cooks made a runny, dark tomato sauce, which was just like blood. They piled it on top of green spinach spaghetti. Then, they added small rounds of white cheese balls with olives pressed into them to make them look like ugly, googly eyeballs.

The insect cupcakes were perfect for Halloween. The cooks used food dyes to colour the cakes and the icing. There were lots of weird colour combinations. They put liquorice, chocolate and fruit on top to make spiders, beetles and flies. The cupcakes looked totally revolting. I couldn’t wait to try one! RatingLater, I cooked both recipes at home. The food was easy to make and fun to eat. My family and I loved them, although my brother said he couldn’t eat the eyeballs. He’s never liked olives very much. In summary, I give the Halloween episode four out of five stars because it was very entertaining and the food was awfully delicious!

Here I am with my disgustingly great spaghetti with eyeballs in blood sauce!

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FOCU

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Writer’s Purpose

Ass

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36M

y Fo

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log

1. This blog is written mostly toA tell readers how to cook some gross things.B persuade readers to taste food that looks awful.C provide a review of a cooking show. D describe a meal the writer had with her family.

2. What is the writer’s main purpose in paragraph two?

3. The information under the sub-heading ‘Food’ is included toA provide detailed instructions.B show how to celebrate Halloween.C give an opinion about the food.D show that healthy food can be fun.

4. The writer has used sub-headings mainly toA show which information is the most important.B show that her blog is a factual text.C signal to readers that she is giving an opinion.D help readers find information easily.


Name Class Date

My Food Blog


1. Whatisthewritertryingtogetthereadertofeelinthistext?

2. Whatevidencedoyouhaveforthis?Writesomeexamples.

4. Whatwordsdidthewriterusetocreateimages?Writethree.

3. Whattonedidthewritertake?

humorous serious educational

About the cooks About the set

About the food

Name Class Date

Writer’s Purpose

My Food Blog

Reproducible 36

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Focus Assessment Task

Reproducible

10 11

The Focus Cards offer ongoing assessment of comprehension skills – each Focus Assessment Task targets an individual comprehension skill.

Focus Cards topics are grouped into the curriculum learning areas of Arts, Humanities and Social Sciences, and Science.

Focus Cards provide a variety of imaginative, informative and persuasive texts at two reading ages.

The Reproducibles provide additional practice material. Graphic Organiser Templates (included on the Digital Resource Disc) may be used to help students clarify their understandings and organise their thinking.

The Focus Assessment Tasks have the flexibility to be used alongside guided reading resources such as Springboard into Comprehension, or any other material where the guided readers would support the usual teaching and learning cycle.

Focus Cards

3

Focus Assessment Tasks

Reproducibles and Graphic Organisers

Focus Cards and Assessment Tasks are designed for use after receiving feedback from the Survey Assessment Tasks.

Focus Cards provide for individual or small-group use, to work closely on the focus comprehension skill.

Focus Assessment Tasks provide formative feedback on students’ progress in order to inform explicit instruction and practice.

Formative Assessment of Comprehension Skills

PostersTwelve A2 Posters are available in each box for handy classroom reference.

www.macmillaneducation.com.au/primary

ASSESSMENT CONTENT (QUESTIONS AND ANSWERS) created by Educational Assessment Australia

ASSESSMENT CONTENT (QUESTIONS AND ANSWERS)

created by Educational Assessment Australia

macmillaneducation.com.au/primary

Springboard into Comprehension Assessment © Macmillan Education Australia 2016

FOCU

S

1


Written by Peter Millett Illustrations by Caroline Hu

Martin’s first time at soccer training wasn’t going as well as he’d

hoped. Some of the players on his team were excluding him from

their one-on-one dribbling challenges and passing drills.

‘Are you sure you’ve chosen the right sport?’ the team’s captain,

Philip, muttered. ‘Aren’t you more of a volleyball player?’

‘I was at my last school,’ Martin said. ‘Now I want to be a soccer

player.’‘You should have stuck to volleyball,’ Philip muttered coldly.

The following Saturday, Martin joined the team for their first

interschool match of the season. The coach told Martin to wait on

the substitutes’ bench.

‘Can I come on during the first half?’ Martin asked.

The coach looked at Philip and the rest of the players. ‘Maybe …’

he said slowly.

Fair Play?Writer’s Purpose

Imag

inat

ive

( Nar

rativ

e)

Fair

Pla

y?

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2Springboard into Comprehension Assessment 4 ISBN 978 1 4202 3720 7 © Macmillan Education Australia 2016

RA 9.5 –10.5

At half-time, Martin was still on the bench.

‘Any chance I’ll be on for the next half?’ Martin asked the coach.

‘Listen, Martin, I’ve checked with the team. Because this game

is so close, it’s probably not the best time for you to go on,’ replied

the coach.Martin’s head dropped.

Fifteen minutes later, the game stopped abruptly when Philip

accidentally collided with his own goalkeeper. The goalkeeper was

badly winded, and needed assistance to leave the field.

‘Who’s going to switch into goal?’ the coach cried.

After seeing what had happened to the goalkeeper, none of the

players wanted to volunteer.

‘I will!’ Martin cried. ‘I’m a pro with my hands.’

Martin slipped on the goalkeeper’s jersey and positioned

himself in front of the goal.

For the rest of the game, Martin stopped

the opposition strikers from getting

anywhere near scoring a goal.

‘Awesome save!’ Philip cried,

watching Martin make a brave,

diving block.

The game ended in a

nil–all draw.

Afterwards, Philip

approached Martin. ‘I’m

sorry about what I said to you

at training. No sore feelings,

eh?’ he said.

‘Just a few sore points … like

my back and my hip after making

that crazy save!’ replied Martin, smiling.

‘Excellent,’ answered Philip, looking

noticeably relieved. ‘Welcome to the team!’

SICAK_Y4_FC_FairPlay_3rdpp.indd 2

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Writer’s Purpose

Knowing the writer’s purpose can help

the reader to understand the writer’s

point of view and what they are trying

to achieve.

Clues to the writer’s purpose can be

found in the title, headings, pictures,

introduction and conclusion.

From the Springboard into Comprehension 4 Focus Card:

Fair Play? (Writer’s Purpose)

The writer’s purpose for this text is to entertain by telling a narrative.

The purpose of imaginative texts

is to entertain.

The purpose of informative texts

is to provide factual information.

The purpose of persuasive texts is

to persuade by giving arguments for

or against an issue.

The writer wants the reader to feel Martin’s disappointment because

the coach doesn’t really want Martin to play.

The writer uses emotive language to persuade the reader that Martin’s first soccer training session is not as much fun as he hoped it would be.

The resolution explains how the problem was resolved.

The writer influences the reader’s attitude to the captain, who thinks Martin isn’t good enough to play soccer.

The orientation introduces the main character and sets the scene.

In the complication, the main character encounters a problem.

The writer uses the question

mark to create a doubt in the

reader about the fairness of

what will follow.

Emotive language shows the captain’s change of attitude.

The writer hints that the coach is doubtful about Martin, too.

4 Additional Resources and Support

Data Collection and Analysis Tools

Three posters summarise imaginative, informative and persuasive text structures and language features.

Nine posters summarise each key comprehension skill.

Self-Reflection Reproducibles

About the Teacher Resource Book author

Kay Kovalevs has more than 40 years’ experience teaching Years 1 to 10 in city and country schools.

She was an Early Literacy Inservice Course (ELIC) Tutor Trainer. As a co-author of First Steps (Education Department, Western Australia), she trained teachers in Australia and in the United States.

Kay is a co-author of Springboard into Comprehension.

Disc licence supplied for up to five devices; additional multi-user licences available

Self-Reflection Reproducibles allow students to monitor their own progress.

Teachers enter students’ results from the Assessment Tasks on the Recording Proformas. Proformas allow analysis of ongoing progress relating to each comprehension skill.

The Digital Resources Disc provides PDFs of the Cards, Teacher Resource Book and posters, and printable Assessment Tasks, Reproducibles, Graphic Organisers and Data Collection and Analysis Tools.

Digital Resources Disc

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For all enquiries email [email protected]

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