Sarah Secret -Teacher's Notes_13.6.05

8/11/2019 Sarah Secret -Teacher's Notes_13.6.05

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Sarahs SecretTeachers Notes

Assessment Task: Sarahs SecretLevel: Key Stage 2

Related Basic Competency (BC) escriptors

Part 1 (Reading strategies)

!sing a range o" reading strategies to #nderstand the meaning o" simple te$ts %ith the help o"

c#es

Part 2 (Reading aloud)

Sho%ing a &asic #nderstanding o" simple and "amiliar te$ts &y reading alo#d the te$ts %ith

comprehensi&le pron#nciation and generally appropriate pace' stress' rhythm and intonation

Part3 (Writing)

!sing common p#nct#ation mars in simple te$ts %ith some degree o" acc#racy

riting and*or responding to simple te$ts %ith relevant in"ormation and ideas (incl#ding

personal e$periences' imaginative ideas and eval#ative remars) %ith the help o" c#es

riting simple te$ts #sing a small range o" vocalary' sentence patterns' cohesive devices

and ver& "orms "airly appropriately %ith the help o" c#es despite some spelling and grammatical

mistaes

Part 4 (Seaking ! Sharing ersonal e"eriences)

+rono#ncing "amiliar %ords comprehensi&ly

+roviding and*or e$changing (asing and ans%ering) simple in"ormation and ideas (incl#dingpersonal e$periences' imaginative ideas and eval#ative remars)' and attempting to provide some

ela&oration %ith the help o" c#es

!sing a small range o" vocalary' sentence patterns and cohesive devices to convey simple

in"ormation and ideas "airly appropriately %ith the help o" c#es despite some grammatical mistaes

Part # (Reading aloud o$n te"t)

Sho%ing a &asic #nderstanding o" simple and "amiliar te$ts &y reading alo#d the te$ts %ith

comprehensi&le pron#nciation and generally appropriate pace' stress' rhythm and intonation

Part % (&istening)

!sing a range o" strategies to #nderstand the meaning o" simple te$ts on "amiliar topics %hich

are delivered clearly in "amiliar accents

,


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Part 1A Reading Strategies

Time Re'uired: 3# minutes

Procedures

Preassessment (#1 minutes),- .ntrod#ce the te$t to the p#pils &y disc#ssing the title and cover ill#stration %ith them- /old it #p

or sho% it on the vis#aliser- 0et them to predict %hat it might &e a&o#t-

2- 0ive each p#pil a copy o" the te$t- 1s the p#pils to read it silently so that they can "ind o#t %hat

Sarahs secret is and %hether it is a real secret-

- Lead a short disc#ssion %ith the class %hen the p#pils have read the te$t silently' so that they can

thin and tal a&o#t:

ho is in the story3 4Sarah' 5amie' 6#m78

hat is #nder Sarahs &ed3 4sentence 278 and

oes 5amie agree %ith her3 4paragraph 27-

Assessment (a*out 2# minutes)

,- Be"ore they start' e$plain the instr#ctions- ." necessary' sho% them ho% to ans%er the 9#estions &y

%riting the "ollo%ing e$amples on the &oard and disc#ssing them:

+"amle 1: Ticking the correct answer

ho is Sarah3

1- She is a &oy-B- She is a girl-

C- She is the mother-

41s the p#pils hich ans%er do %e tic3 (She is a girl)' then p#t a tic in the &o$7

+"amle 2:Putting a circle around key words

. am happy-

41s the p#pils hich is the ey or most important %ord in this sentence3 (happy)' then p#t acircle aro#nd it7

+"amle 3: Writing down the right answer

rite do%n the %ord that tells %hat 6#m does in the "inal paragraph-

la#ghs

40et the p#pils to "ind the %ord (la#ghs) and %rite it in the space7

2- 0et the p#pils to ans%er the 9#estions in the p#pil %or&oo- hile they are doing the 9#estions'yo# sho#ld rove aro#nd the classroom and ans%er 9#estions that they as in relation to the

instr#ctions- B#t yo# m#st not give them ans%ers to the 9#estions in the %or&oo-

2


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T,+ T+-T

The te$t is availa&le to p#pils in &oolet "orm- ;ach p#pil sho#ld have access to an individ#al copy o" it-

They sho#ld hand this &oolet &ac to the teacher a"ter each lesson-

Sarah has a secret- 1 tiger lives #nder her &ed- Shes never seen it t she no%s

its there &eca#se it eats socs' toys and notes "rom school- Sarah has to says 5amie-

1"ter school 6#m says' =0randma is coming to stay so %e moved yo#r &ed to

mae more room->

=id yo# "ind a tiger3> Sarah ass-

=No' not a tiger t lots o" other things'> la#ghs 6#m- =Some socs' toys and

notes "rom school->

+lease also note that each p#pil sho#ld have access to an individ#al copy o" the p#pil %or&oo that goes

%ith this te$t-


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Scoring /uide

Part 1 Reading strategies

1%ard , score "or each correct ans%er-

1%ard @ score "or each incorrect ans%er-

,- hat is the story a&o#t31- Sarahs secret a&o#t the tigerB- here tigers live

C- 0randma coming to stay

4This 9#estion relates to simming "or in"ormation A identi"ying main points in the te$t7

2- hat happens "irst in the story3

1- Sarah tals to 5amie-

B- Sarah tals to hersel"-

C- Sarah tals to 6#m-

- hat happens ne$t in the story3

1- Sarah tals to 5amie-

B- Sarah tals to hersel"-

C- Sarah tals to 6#m-

4These 9#estions relate to se9#encing events properly7

- hat does 6#m "ind #nder the &ed3

1- 1 tiger

B- 0randma

C- Socs' toys and notes "rom school

4This 9#estion relates to identi"ying details in the te$t7

- hy does Sarah thin there is a tiger #nder her &ed3

.t is &eca#se DDDDDDDDDDDDDDD-1- she gets eaten

B- things go missing and she maes it #p

C- she hears lo#d noises

E- /o% does Sarah "eel a&o#t the tiger3

1- She loves it-

B- She thins it is silly-

C-

She is a"raid o" it-

4These 9#estions relate to maing in"erences7

1 score

1 score

1 score

1 score

1 score

1 score


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F- hat do yo# thin might happen ne$t in the story3

1- 6#m gets angry %ith Sarah-

B- 1 real tiger arrives-

C- Sarah helps 6#m get the room ready "or 0randma-

4This 9#estion relates to maing predictions in the te$t7

G- Circle the TW.main %ords in eacho" these sentences-

a- Sarah has a secret-

&- 1 tiger lives #nder her &ed-

4This 9#estion relates to identi"ying ey %ords in the te$t7

Ha- .s 5amie a &oy or a girl3

a &oy

&- rite do%n the sentence that gives yo# this in"ormation-

/er &rother 5amie doesnt &elieve her-

4These 9#estions relate to scanning "or in"ormation7

,@- hat so#nds do tigers #s#ally mae3 rite do%n the t%o %ords-

a- roar

&- snarl

,,- here do tigers #s#ally live3 rite do%n the t%o %ords-

a- ?oo

&-


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Part 2 Reading aloud

Time Re'uired: # minutes

Procedures

Preassessment

Share read Sarahs Secret again %ith all the p#pils at least t%ice' so that those %ho #ndertae the

tas can &ecome more "amiliar %ith the te$t-

Assessment

The assessor gets each p#pil to read the te$t alo#d independently- 1s the p#pil reads it alo#d' the

assessor %ill listen "or the p#pils a&ility to:

read the te$t comprehensi&ly' i-e- the meaning o" the te$t is %ell #nderstood8

read %ith pa#sing' intonation and*or stress that adds reasona&ly good meaning to the te$t8 sel"Icorrect8

prono#nce the ey content %ords "airly acc#rately8 and

prono#nce the &asic sight vocalary "airly acc#rately-

E


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Scoring /uide

Part 2 Reading aloud

Score o"

Read "l#ently and clearly- Read %ith appropriate pa#sing and intonation-

6ae "e% or no pron#nciation mistaes-

Score o"

Read "l#ently and clearly-

Read %ith appropriate pa#sing or intonation-


Score o" 2

Read 9#ite clearly-

Read %itho#t any pa#sing or intonation-

6ae some mistaes in pron#nciation-

Score o" ,

Read hesitantly-

Read %itho#t any pa#sing and intonation-

6ae many mistaes in pron#nciation-

Score o" @

1&le to read only a "e% %ords-

Sip many %ords or phrases-

F


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Part 3 Writing

Time re'uired: 0 minutes (2 lessons)

Procedures

Preassessment (3# minutes)

,- Tell the p#pils that they are going to retend that the are Sarah and $rite a letter to /randma -

.n the letter' they m#st tell 0randma:

a&o#t the tiger #nder the &ed8 and

%hat Sarah and 6#m have done to get ready "or 0randmas visit-

2- +repare the p#pils "or the activity &y g#iding them on the possi&le content o" the letter- Thro#gh a

class disc#ssion' get them to thin a&o#t %hat they co#ld %rite in the letter- Jo# sho#ld remind

them that it co#ld indicate:

%hat Sarahs secret is8

%hat 5amie &elieves8

%hat 6#m has done to prepare "or 0randmas visit8

ho% Sarah "eels a&o#t 0randmas visit8 and

any other interesting or imaginative details that co#ld &e incl#ded in the letter' e-g- %hat

Sarah thins her tiger might &e a&le to do-

- 0et them to tal a&o#t each o" these points' either in pairs or in small gro#ps or as a class- 1s they

do this' they %ill &e planning the letter in their minds- Jo# might even get them to %rite do%n a"e% ideas "or the letter on a piece o" paper-

- Remind the p#pils that they m#st say some nice things to 0randma in the letter as Sarah loves her

0randma very m#ch-

- Remind them that yo# %ill &e looing "or these "eat#res in their %riting:

some interesting and imaginative ideas

a clear &eginning' middle and end

some interesting %ords sentences %ith clear meaning

good attempts at spelling

clear p#nct#ation

E- Tell them that a"ter they have "inished %riting the letter' they sho#ld #se the checlist on page o"

their %or&oo to see i" improvement can &e made-

G


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Assessment (3# minutes)

1s the p#pils to &egin %riting their letter- They sho#ld do this on page o" their %or&oo- They

sho#ld %or 9#ietly at this- 1s they do this' yo# sho#ld rove aro#nd the room and ans%er any

9#estions that they have- B!T yo# m#st not do any o" the %riting "or them' nor m#st yo# change

their %or in any %ay' e-g- correct spelling mistaes' tell them that a sentence does not mae sense-

Postassessment

Correct p#pils %riting in terms o" sense*meaning' grammar' spelling and p#nct#ation and hand it

&ac to the p#pils so that they can #se it to prepare "or +art (Reading alo#d o%n te$t)-

H


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Part 3 Writing

No%' pretend that yo# are Sarah- rite a letter to 0randma-

.n the letter' yo# m#st tell 0randma:

a&o#t the tiger #nder yo#r &ed8 and

%hat 6#m and yo# have done to get ready "or 0randmas visit-

rite % S+T++S or more-

DDDDDDDDDDDDDDDDDDDD

hecklist or =A &etter to /randma5

See i" yo# have done the "ollo%ing "or yo#r letter to 0randma- ." not' improve yo#r %or-

1ns%er each 9#estion &y p#tting a tic in the right col#mn-

,@

ear 0randma'


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6uestions 7es o

,- id . incl#de some interesting and imaginative ideas3

2- id . sho% a clear &eginning' middle and end3

- id . #se some interesting %ords3

- id . %rite sentences %ith clear meaning3

- id . mae good attempts at spelling3

E- id . #se p#nct#ation clearly3

,,


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Scoring /uide

Part 3 Writing

+#nct#ation

Score o" rite E sentences or more %ith "e% or no mistaes in #sing capitali?ation and common p#nct#ation

mars-

Score o" 2

rite sentences or more %ith some mistaes in #sing capitali?ation and common p#nct#ation

mars-

Score o" ,

rite sentences or more %ith many mistaes in #sing capitali?ation and common p#nct#ation

mars-

Score o" @

6ae no attempt at all-

Remarks

6ar N1 i" less than sentences are %ritten-

6ar .R i" the in"ormation or ideas provided are irrelevant to the topic-

,2


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Scoring /uide

Part 3 Writing

.deas

Score o"

rite the letter %ith the correct sender-

!se "orm#laic e$pressions to &egin and end the letter' incl#ding p#tting the date in the right place-

+rovide relevant ideas on &oth o" the g#iding points sho%ing some originality-

Comm#nicate ideas clearly-

Score o" 2


!se "orm#laic e$pressions to &egin and end the letter' incl#ding p#tting the date in the right place-

+rovide some relevant ideas on &oth o" the g#iding points-

Comm#nicate ideas clearly-

Score o" ,


!se some "orm#laic e$pressions to &egin or end the letter' incl#ding p#tting the date in the right

place-

+rovide some relevant ideas on either o" the g#iding points-

Comm#nicate ideas 9#ite clearly-

Score o" @

!na&le to e$press ideas clearly-

+rovide totally irrelevant ideas-

R


Remarks

o not penali?e p#pils "or %rong #se o" capitali?ation' grammatical or spelling mistaes that do not

inter"ere %ith the comm#nication o" ideas-

,


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Scoring /uide

Part 3 Writing

Lang#age

Score o"

!se a small range o" vocalary' sentence patterns and cohesive devices %ith "e% or no grammatical

and spelling mistaes-

Score o" 2

!se a small range o" vocalary' sentence patterns and cohesive devices %ith some grammatical and

spelling mistaes-

Score o" ,

!se a very limited range o" vocalary' sentence patterns and cohesive devices %ith many

grammatical and spelling mistaes-

Score o" @


Remarks


,


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Part 4 Seaking ! Sharing ersonal e"eriences

Time Re'uired: 4 minutes

Procedures

Assessment

,- To start %ith' as the p#pils %hether they lie the story Sarahs Secret- 0o on to as the p#pils

a&o#t their o%n e$periences &ased on the 9#estions s#ggested &elo%:

Jo# have read the story Sarahs Secret- o yo# lie the story3

o yo# have a secret lie Sarahs secret3

ho %ill yo# tell yo#r secret to3 hy3

." the person tells yo#r secret to others' ho% %ill yo# "eel3 hat %ill yo# do3

/ave yo# got any &rothers or sisters3

." yes' do yo# lie them3 hat do yo# #s#ally do %ith them3

." no' do yo# lie to have a &rother or a sister3 hy or %hy not3

ote: The teacher should A8.9 asking ;7+S


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Scoring /uide


+ron#nciation

Score o" Spea clearly %ith "e% or no mistaes in pron#nciation-

Score o" 2

Spea 9#ite clearly despite some mistaes in pron#nciation-

Score o" ,

Spea #nclearly %ith many mistaes in pron#nciation-

Score o" @


Remarks


,E


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Scoring /uide


.deas

Score o" +rovide relevant ans%ers to most o" the 9#estions readily and give ela&oration to some o" the

ans%ers-

Score o"

+rovide relevant ans%ers readily to most o" the 9#estions %ith little or no prompting-

Score o" 2

+rovide relevant ans%ers 9#ite readily to some o" the 9#estions %ith little or no prompting-

Score o" ,

+rovide relevant ans%ers to some o" the 9#estions %ith prompting-

Score o" @

+rovide no comprehensi&le responses to the 9#estions-

+rovide totally irrelevant ans%ers to the 9#estions-

R

+rovide yes*no ans%ers only-

R


Remarks

o not penali?e p#pils "or pron#nciation or grammatical mistaes that do not inter"ere %ith the

comm#nication o" ideas-

,F


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Scoring /uide


Lang#age

Score o"

!se a small range o" vocalary' sentence patterns and cohesive devices %ith "e% or no grammatical

mistaes-

Score o" 2

!se a small range o" vocalary' sentence patterns and cohesive devices %ith some grammatical

mistaes-

Score o" ,

!se a very limited range o" vocalary' sentence patterns and cohesive devices %ith many

grammatical mistaes-

Score o" @


Remarks


o not penali?e p#pils "or pron#nciation mistaes that do not inter"ere %ith the comm#nication o"

ideas-

,G


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Part # Reading aloud o$n te"t

Time Re'uired: # minutes

Procedures

,- 0et the p#pils to practise and read alo#d to an a#dience the %riting that they have completed on

the te$t- Tell them that yo# %ill &e especially looing to see %hether they can:

prono#nce all the %ords so that they are easily #nderstood8

#se ver&al devices s#ch as pa#sing and intonation to convey meaning clearly8 and

#se nonIver&al devices s#ch as "acial e$pressions and gest#res to convey meaning clearly-

2- These are the "eat#res that yo# sho#ld &e looing "or as the p#pils read their %riting alo#d to ana#dience-

- Jo# may need to demonstrate these to p#pils &y reading alo#d the set te$t (Sarahs Secret) #sing

all o" the a&ove "eat#res and disc#ssing them- The p#pils need to &e given time to practise

delivering their %riting orally &e"ore presenting it to yo#-

.T+:.t may &e necessary "or the teacher to correct the p#pils %riting &e"ore

they start to read it alo#d- This %ill ens#re that the p#pils do not read alo#d

#ngrammatical %riting- The teacher may also %ish to give p#pils an opport#nity to

practise delivering their %riting orally as part o" the classroom programme-

,H


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Scoring /uide

Part # Reading aloud o$n te"t

Score o"

Read "l#ently and clearly- Read %ith appropriate pa#sing and intonation-


Score o"

Read "l#ently and clearly-

Read %ith appropriate pa#sing or intonation-


Score o" 2

Read 9#ite clearly-

Read %itho#t any pa#sing or intonation-

6ae some mistaes in pron#nciation-

Score o" ,

Read hesitantly-

Read %itho#t any pa#sing and intonation-

6ae many mistaes in pron#nciation-

Score o" @

1&le to read only a "e% %ords-

Sip many %ords or phrases-

Remarks

o not penali?e p#pils "or grammatical mistaes that do not inter"ere %ith the comm#nication o"

ideas-

2@


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Part % &istening

Time Re'uired

Part %A and Part %?: 3# minutes

Procedures

Part %A

,- Tell p#pils that they are going to listen to an a#dio version o" Sarahs Secret and ans%er some

9#estions-

2- Let the p#pils read the 9#estions on pages E and F o" their %or&oo- ;nco#rage them to ans%er

as many 9#estions as they can at this stage-

Part %?

,- Tell p#pils that they are going to listen to some instr#ctions- They are the instr#ctions "or dra%ing

a place %here a tiger lives &y #sing some straight lines and simple shapes-

2- Tell them that there are instr#ctions to "ollo%- Tell them that yo# %ill &e looing to see ho% %ell

they can listen to and "ollo% instr#ctions' not ho% %ell they can dra%-

2,


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Scoring /uide

Part %A &istening

1%ard , score "or each correct ans%er-

1%ard @ score "or each incorrect ans%er-

,- here does the story tae place3

1- Sarahs &edroomB- 5amies &edroom

C- Sarah and 5amies &edroom

2- oes 5amie noc on the door %hen he comes into Sarahs room3

1- Jes

B-

NoC- +ro&a&ly

- hy does 5amie come into Sarahs room3

1- To see her tiger

B- To tal %ith her

C- To tell her to come to dinner

- oes Sarah %ant 5amie in her room3

1- Jes

B- No

C- +ro&a&ly

- oes 5amie &elieve that there is a tiger #nder Sarahs &ed3

1- Jes

B- No

C- +ro&a&ly

E- hat colo#r are the tigers eyes3

1- 0rey

B- Red

C- 0reen

22

1 score

1 score

1 score

1 score

1 score

1 score


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F- /o% does Sarah "eel3

1- 1"raid

B- Sad

C- 1ngry

G- hat is the conversation a&o#t3

1- 5amie and Sarah having dinner

B- 5amie and Sarah having an arg#ment

C- 5amie and Sarah "inding a tiger

4These 9#estions relate to #sing a range o" strategies to #nderstand the meaning o" simple te$tson "amiliar

topics %hich are delivered clearly7

2

1 score

1 score


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Scoring /uide

Part %? &istening

Listen to the instr#ctions and dra% the place %here the tiger lives in the &o$ &elo%-

4This 9#estion relates to #sing a range o" strategies to #nderstand the meaning o" simple te$tson "amiliar

topics %hich are delivered clearly7

2

ircle 1 score

S'uare 1 score

% lines 1 score

Straight

line (on

the let)

1 score

Straight

line (on

the right)

1 score


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Assessment Task

Sarahs Secret

Taescrit

Part %A &istening

Jo# are going to listen to a conversation &et%een Sarah and 5amie- hile yo# are listening' ans%er

M#estions ,IG- The tape %ill &e played t%o times- Jo# no% have , min#te to read the 9#estions-

(a pause of 1 minute)

The tape %ill &egin no%-

S: Sarah 5: 5amie

4 S: hat do yo# %ant 5amie3 Jo# sho#ld noc on the door &e"ore yo# come into my &edroom- .ts

private-

5: . %ant to see yo#r tiger Sarah-

S: Jo# cant- .t lives #nder the &ed and . %ont let yo# see it-

5: hy not3

S: Beca#se it might eat yo#-5: B#t yo# said it only eats socs and toys and notes "rom school-

S: Jeah- B#t it %o#ld eat yo# i" . told it to- 1nd i" yo# dont leave my room no% .m going to tell it to-

5: . dont &elieve yo#ve got a tiger #nder yo#r &ed- ill yo# tell me %hat its lie3

S: .ts got eyes as green as emeralds and it gro%ls all thro#gh the night-

5: . dont &elieve yo#-

S: .ts got h#ge horri&le teeth and a tail that s%ishes-

5: Jo#re a mad sad person-

S: No' yo#re mad- No% leave my room &e"ore my tiger eats yo# #p- 7

2


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(a pause of 20 seconds)

Listen to the tape again and chec yo#r ans%ers-(Repeat the tapescript [ ])

This is the end o" +art E1-

2E


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Part %? &istening

Listen to the instr#ctions and dra% the place %here the tiger lives in the &o$ &elo%- The tape %ill &e

played t%o times-

The tape %ill &egin no%-

4 .nstr#ctions "or dra%ing the place %here the tiger lives:

ST;+ ,: ra% a s9#are in the centre o" the &o$- ;ach side m#st &e appro$imately ,@ centimetres long-


ST;+ 2: ra% E lines in the s9#are- ;ach line m#st go "rom the top o" the s9#are to the &ottom o" the

s9#are- They m#st "ill #p the %hole s9#are and &e the same distance apart-


ST;+ : ra% a straight line "rom the &ottom le"t hand corner o" the s9#are to the &ottom o" the &o$-


ST;+ : ra% a straight line "rom the &ottom right hand corner o" the s9#are to the &ottom o" the &o$-


ST;+ : ra% a circle on top o" the s9#are-

(a pause of 5 seconds) 7


Listen to the tape again and chec yo#r ans%ers- (Repeat the tapescript [ ])

This is the end o" +art EB-

Documents

Sarah Secret -Teacher's Notes_13.6.05