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Year 4 Literacy Example short assessment items

Contents

Preface...............................................................................................................................3

Speaking and Listening....................................................................................................4 Open-ended task ................................................................................................................4 Observation ........................................................................................................................7

Reading and Viewing ......................................................................................................11 Short response..................................................................................................................11

Writing and Designing ....................................................................................................15 Short response..................................................................................................................15 Open-ended task ..............................................................................................................18 Open-ended task — Spelling journal .................................................................................20

Queensland Studies Authority July 2010 | 3

Preface

The Essential Learnings are the starting point for planning in the early and middle years of schooling. The Literacy and Numeracy Indicators, Literacy and Numeracy Monitoring Maps and Example short assessment items are resources to support teaching, learning, monitoring and assessment.

Student literacy capabilities can be monitored by:

considering progress in relation to the targeted indicators

ensuring key concepts within literacy are explicitly taught across all key learning areas and are part of everyday teaching and learning

employing a repertoire of assessment techniques and instruments.

The Example short assessment items in this book offer a selection of techniques for assessment of targeted literacy indicators. Further examples can be found in the Assessment Bank packages on the QSA website (www.qsa.qld.edu.au). Selected packages provide additional opportunities for assessing the literacy indicators.

The Example short assessments in this booklet are resources that will help teachers to:

monitor learning for improvement and gather evidence towards the achievement of the targeted literacy indicators

complement their current teaching practices and add to the repertoire of effective monitoring of student achievement

use various techniques for gathering evidence

use a variety of quality assessment techniques

provide multiple opportunities for gathering evidence about learning

use literacy assessments across different key learning areas

provide opportunities to engage in conversation with students about their learning and provide meaningful feedback.

4 | Year 4 Literacy Example short assessment items

Speaking and Listening

Open-ended task

Targeted indicators

SL 4 vii.

Plan and organise spoken presentations to a given audience in a logical sequence using a guide.

SL 4 viii.

Use prompts, visual aids and digital resources to enhance meaning and engage audiences.

Context

This assessment provides examples of behaviours which the teacher may observe when monitoring students’ speaking skills.

Teacher information

This task requires students to select a short literary text (picture book) or well-known traditional tale suitable for a storytelling presentation to a young audience.

They will become familiar with the plot/storyline of their selected text. This can be done by using the planning template provided which will assist students to summarise and sequence the main events in their story.

Once students are familiar with their text, they will present this story to a younger audience. Rather than reading the book, they are to retell the story in their own words.

Texts that have rhyme, repetition and simple plots are most suitable for this task. If traditional tales such as Goldilocks and the Three Bears or Three Little Pigs are used, students could be given the option to rework the ending or other main event in the story. Selection of an appropriate text is integral to the success of the presentation.

Storylines that enable some degree of audience participation or engagement could also be suggested (i.e. the joining in of a key or repeated line in the storyline).

The indicator can be monitored by observing the audience’s reaction as well as the props and visual aids the student used to engage them. The selection of visual aids should enhance the meaning of the story but not be the focus of the presentation.

A monitoring tool is provided for this assessment.

Implementation

Students need to:

select a picture book or traditional tale appropriate for a younger audience

use the planning template to summarise and sequence the main events of their story

choose appropriate props and visual aids suitable to the plot and to assist meaning

use the planning template as a guide/prompt during presentation or palm cards with key words/main ideas.


Planning template — Tell me a story

Using the boxes below, summarise the main events of your text/story in the correct order. Remember to use only key words and main ideas.

1. 2.

3. 4.

5. 6.

7. 8.


Suggested monitoring tool — Tell me a story

The following monitoring tool can be used when assessing the presentation:

Monitoring statement Comments

Did the student present in a logical sequence?

Was there evidence of sufficient preparation and planning?

Did the student consider the intended audience?

Were appropriate props and visual aids used to enhance the meaning/telling of the story?

What did the speaker do to engage his/her audience?

What was the overall impact of the presentation?

General comments:

............................................................................................................................................

............................................................................................................................................

............................................................................................................................................

............................................................................................................................................

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Observation

Targeted indicator

SL 4 vi.

Describe significant features related to subject matter by replacing commonly used words and everyday terms with more specialised vocabulary to provide specific meaning.

Context

This assessment provides examples of behaviours which the teacher may observe when monitoring students’ use of specialised vocabulary.

Teacher information

This assessment would be best implemented towards the end of a unit of work, enabling the teacher to observe students using a wide range of learned vocabulary. This would allow practice of the language prior to assessment. The teacher may select any key learning area topic for this assessment.

Students need opportunities to:

understand that science has subject-specific language

make links between vocabulary that may be interchangeable across key learning areas

describe significant features of subject matter using labelled diagrams

replace common and everyday words with language that is specialised to the subject matter.

This assessment is conducted verbally with students but with opportunities for them to use paper or a whiteboard to further demonstrate understanding.

The teacher will use the response sheet to observe students during an in-class demonstration. The sample response sheet provides examples of possible student responses.


Implementation

Students will:

have access to materials, e.g. various sized balls, marbles, toy trucks, ropes, tin cans

use one of the above materials to demonstrate an instance where force is evident

orally explain how force is evident in the demonstration

produce a drawing or diagram showing an example of forces in action.

The teacher will:

conduct a verbal interview with individual students

prompt as required to elicit what students are doing and what they know about the topic of force

record student responses into the response sheet.

Teacher sample responses

Task Examples of specific vocabulary

Possible uses of vocabulary

Using the materials available, demonstrate an example of force.

Before conducting the demonstration consider what steps you would need to take.

plan

experiment

observe

identify

investigate

explore

predict

discuss

contribute

explain

Record student’s verbal response.

Examples:

I would need to plan for this demonstration.

I will need to investigate what materials I can use.

I will predict what I think will happen.

Demonstrate an example of force and explain, in detail, what is happening.

force arrows

forces

motion

friction

gravity

contact

predict

observe

compare

Record student’s verbal response.

Examples:

When I make contact with the toy I am putting force on it. It then moves forward. I predict that it will keep moving until the force of my push runs out.

Additional/optional prompt (if not answered previously).

Why is this happening?

forces

motion

friction

gravity

contact

Write the reasoning given by the student and include any vocabulary used.

Are there any real-life situations where this happens?

Write student’s response.




Using the paper provided, draw an example of force as a labelled diagram.

This could be related to the demonstration you’ve just done or could be a different example of force.

force arrows

forces

motion

friction

gravity

Affix student’s response.

Monitor labelling using specific vocabulary.

How could you record information after this demonstration? Where would you record the information?

science journal

word wall

annotated drawings

tables

graphs

Record response.

Example:

I could record the information in my science journal using drawings and tables. I could look for information on the word wall.

What do scientists do once they have conducted an experiment?

reflect

draw conclusions

results

Record response.

Example:

Scientists use results to draw conclusions and they also reflect upon what they already know.

Teacher sample responses



Using the materials available, demonstrate an example of force.

Before conducting the demonstration consider what steps you would need to take.

plan

experiment

observe

identify

investigate

explore

predict

discuss

contribute

explain

Demonstrate an example of force and explain, in detail, what is happening.

force arrows

forces

motion

friction

gravity

contact

predict

observe

compare




Additional/optional prompt (if not answered previously).

Why is this happening?

forces

motion

friction

gravity

contact

Are there any real-life situations where this happens?

Using the paper provided, draw an example of force as a labelled diagram.

This could be related to the demonstration you’ve just done or could be a different example of force.

force arrows

forces

motion

friction

gravity

How could you record information after this demonstration? Where would you record the information?

science journal

word wall

annotated drawings

tables

graphs

What do scientists do once they have conducted an experiment?

reflect

draw conclusions

results


Reading and Viewing

Short response

Targeted indicator

RV 4 iv.

Independently read a range of texts and show understanding by:

summarising the main ideas and supporting details to demonstrate understanding at a literal level

synthesising information

inferring meaning from stated and implied ideas and information

evaluating and reflecting on the author’s point of view and how well they meet their purpose.

Context

Students will use the 5Ws + 1H (see page 13) template to identify and summarise the main idea and supporting details of a news report, evaluating and reflecting on the author’s intent.

Teacher information

Students should have prior knowledge of the structure of a news report. Using the triangle diagram on page 12 prior to this assessment will assist in revisiting the structure of the news report. More than one newspaper report can be used to provide students with multiple opportunities to demonstrate the indicator. The selected report should be appropriate to students’ reading ability — preferably a human interest story or a topic of interest to the student group. Students should be able to identify most of the 5Ws in the opening paragraph of the report. The “how” and supporting details are found further into the report.


The news report

In a news report, aspects of subject matter can be included or omitted to present a particular point of view. Once students have demonstrated their understanding at a literal level (by completing the 5Ws + 1H template), the indicator can continue to be monitored by asking the students to evaluate and reflect on the author’s point of view using the questions in the student reflection sheet. These questions can be introduced and clarified by the teacher before the students complete them independently.

Implementation

Students will need to:

have their own copy of the 5Ws + 1H template

be provided with copies of the chosen news report(s)

read the article independently and highlight required information

complete the 5Ws + 1H template

answer the questions on the student reflection sheet.

Stimulus — What’s the news?

A written news report from a current newspaper.

Year 4 Literacy Example short assessment items Queensland Studies Authority July 2010 | 13

5Ws + 1H template

WHO WHAT WHEN

WHERE WHY HOW


Student reflection sheet — news report

Headline of news report: .......................................................................................................

What do you think was the reason for writing this report?

What do you think the author wanted us to believe?

Do you agree or disagree with this opinion?

Did the author use any convincing words to do this?

Underline them in the report and list them on this sheet.

Did the author use any other language to get their message or opinion across? (e.g. any descriptive or emotional words.)

Underline and list them in the report.

Was there information included in the report that you thought was not necessary in reporting on the topic?

What was it?


Writing and Designing

Short response

Targeted indicator

WD 4 vii.

Build meaning within paragraphs by:

using repeated and related words to refer to the subject matter

selecting pronouns to refer forward or back to referent nouns.

Context

This assessment provides the opportunity for students to insert appropriate pronouns into a text.

Teacher information

Prior to the implementation of this task, students will have opportunities to learn:

parts of speech, including nouns/pronouns, verbs, adjectives, adverbs

personal pronouns

singular and plural pronouns

the deconstruction of sentences, including highlighting pronouns and referent nouns

sentence construction

sentence structure with reference to nouns and pronouns, e.g. The boys went to the lake. The boys started fishing. The boys caught two fish. The boys went home. Substitute appropriate pronouns for the “boys”.

Students will also have opportunities to:

use a range of class texts to substitute “missing” pronouns

use an arrow diagram to refer backwards or forwards to the appropriate noun.

References

French, J 2005, My Uncle Wal the Werewolf, Angus & Robertson, Australia.

University of Ottawa, accessed 7 July 2010, <www.uottawa.ca/academic/arts/writcent/hypergrammar/pronouns.html>.


Teacher copy of task

Extract from My Uncle Wal the Werewolf by Jackie French

Buster frowned, which did funny things to his ears.

“You mean you haven’t had a real case before?”

“Of course I have,” said the girl hurriedly. “I’m a detective, aren’t I?” She grabbed a pen and what looked like a used Christmas card from somewhere inside, and turned it over to the blank side. “Now, when did you last see your parents?”

“Two weeks ago! They went for a run and didn’t come back.”

The girl scribbled on the back of the Christmas card.

“And what do the police say?”

“Er… we haven’t been to the police…”

The girl looked up. “Why not?” she demanded.

“We… er…. we just didn’t,” said Buster helplessly.

How could he and Aunty Paws and Uncle Flea tell the police to look for two werewolves who could be in human form?

“But you looked for them?”

“Yes, me and Aunty Paws and Uncle Flea sniffed everywhere, but we couldn’t smell…” Buster broke off.

“Sniffed!” exclaimed the girl. “You sniffed for them?”

“I mean looked,” said Buster quickly. “We looked everywhere!”

The girl was looking at him strangely. “You’re a dog!” she declared suddenly. “A talking dog!”


Pronoun placement

The personal pronouns have been removed from the text. Use the pronouns listed below to complete the passage.

Extract from My Uncle Wal the Werewolf by Jackie French; pages 30–31.

Buster frowned, which did funny things to ______ ears.

“You mean _____ haven’t had a real case before?”

“Of course I have,” said the girl hurriedly. “I’m a detective, aren’t _____?” ______ grabbed a pen and what looked like a used Christmas card from somewhere inside, and turned it over to the blank side. “Now, when did you last see ______ parents?”

“Two weeks ago! ______ went for a run and didn’t come back.”

The girl scribbled on the back of the Christmas card.

“And what do the police say?”

“Er… we haven’t been to the police…”

The girl looked up. “Why not?” she demanded.

“We… er…. we just didn’t,” said Buster helplessly.

How could ______ and Aunty Paws and Uncle Flea tell the police to look for two werewolves who could be in human form?

“But you looked for ______?”

“Yes, me and Aunty Paws and Uncle Flea sniffed everywhere, but ______ couldn’t smell…” Buster broke off.

“Sniffed!” exclaimed the girl. “You sniffed for them?”

“I mean looked,” said Buster quickly. “We looked everywhere!”

The girl was looking at ______ strangely. “You’re a dog!” she declared suddenly. “A talking dog!”

he his him you I your She we them They


Open-ended task

Targeted indicator

WD 4 ix.

Write varied sentence types and structures, including direct and indirect speech, and make use of conjunctions to signify relationships between ideas, including:

to compare and contrast, e.g. “but”, “like”, “or”

to indicate when, how long or how often, e.g. “while”, “as long as”, “since”, “every time”

to show the reason, purpose or result of an idea, action or information, e.g. “as”, “since…then”, “so…that”, “in case”, “unless”.

Context

This assessment requires students to write simple paragraphs to demonstrate their use of conjunctions in various sentence structures.

Teacher information

Simple sentences contain a single subject and predicate. It describes only one idea and has one independent clause.

A compound sentence is made up of two or more simple sentences joined by a conjunction. They have more than one independent clause and each clause makes sense on its own.

The following sentence is an example of a compound sentence.

We wanted to play outside but it was raining.

The conjunction “but” joins two simple sentences.

Prior to the implementation of this task, students will need opportunities to:

identify the structure of simple and compound sentences

use a range of class texts to identify and discuss sentence types (simple and compound)

use a range of texts to identify common conjunctions in compound sentences

construct and deconstruct sentences

use conjunctions in compound sentences.

Implementation

Students write simple paragraphs explaining how to get from one place to another. The example provided in this assessment involves going from home to school. However, the teacher may use other contexts depending on their situation, such contexts could include:

walking from the classroom to the front school gate

walking from the classroom to the office

being driven to the local shopping centre

walking from home to a friend’s home.


The teacher will monitor students’ use of conjunctions by highlighting these within their writing and annotating the reason for use. This is shown in the teacher’s sample text.

Sample text


Open-ended task — Spelling journal

Targeted indicator WD 4 xii.

Confirm spellings, word meanings or word choice using:

knowledge about word families

knowledge about spelling patterns and the spelling system

knowledge gained from personal or shared reading about the subject matter

online or print dictionaries.

Context

This assessment provides the opportunity for students to use a spelling journal to monitor their own spelling.

Teacher information

In both word recognition and spelling, students use the same orthographic information to make meaning. However, they use it differently, e.g. encoding and decoding.

The teacher must provide ongoing exposure to the orthographic system through instruction focusing on four spelling knowledge areas. These are visual (meaning and functional), functional (morphemic), meaning (phonological) and history (etymological) knowledge.

The orthographic system needs explicit teaching to show how it relates to word knowledge in reading.

In any classroom, it is unlikely that all students will be at the same point in their development. Consequently, before planning any learning activities, teachers need to determine what students know and what they need to learn.

The use of a spelling journal is one technique that encourages students to self-monitor, recall spelling strategies and knowledge in their written work and record important learning when applying spelling knowledge. This technique could be used in daily class routines and to gather specific evidence around:

personal strategies used to confirm spelling

appropriate word selection and meanings by applying knowledge of word families, spelling patterns and systems

identification of personal spelling words

use of technical words and nominalisations

self-checking methods using authoritative sources.


Implementation

The teacher may:

identify and discuss purpose of the Spelling journal with students (a suggested structure is provided in Table 1 on page 22)

discuss how to choose words for their journal, e.g. from written work

personalise with students the number of words to be targeted each week

discuss how words are to be learnt and spelling skills developed

identify targeted spelling knowledge area(s) regularly in class and relate this to unit themes or areas of study, e.g. segmentation, syllabification, word families, word origins, “best guess”, proofreading, self/peer editing and use of authoritative sources for verification.

Students should:

independently record their progress, strategies, personal spelling words and check methodology and maintain their spelling knowledge sheet (see Table 2 on page 23).

Resources

Queensland Studies Authority 2007, Scope and sequence: Spelling Yrs 1–9, accessed May 2009, <www.qsa.qld.edu.au/downloads/early_middle/qcar_ss_english_spelling.pdf>

NSW Department of Education and Training 2009, Writing and spelling strategies: Assisting students who have additional learning support needs, Section 6 Spelling, accessed 28 April 2010, <www.schools.nsw.edu.au/media/downloads/schoolsweb/studentsupport/programs/lrngdificulties/writespell.pdf>.


Table 1 Sample of spelling journal structure

Week ___ Term ___ Date / / Unit theme Our universe Class focus words Special theme words

emptied stereo universe spectroscope carried parallel galaxy telescope movement because satellite exploration rapid paragraph orbit gravity Personal spelling words Class target words

hypothesis spectroscope Useful spelling rules Examples

carried — drop the “y” and add “ied” marry — married

Authoritative sources for checking (circle checking method)

Definitions

Dictionaries Thesauruses Hypothesis – scientific guess or proposition to be investigated and proven correct or incorrect.

Spell checkers (computer)

Encyclopaedia

Adults Class lists My thoughts and new learning for the week

............................................................................................................................................. New learning

.............................................................................................................................................

Teacher feedback

.............................................................................................................................................

.............................................................................................................................................

Year 4 Literacy Example short assessment items Queensland Studies Authority July 2010 | 23

Table 2 My recording chart for phonological, visual, word, function, meaning and word history knowledge

Phonological Visual Word function (morphemic) Word

syllables blends letters compound prefix suffix base spelling rule

Word history

Check

hypothesis 4 4 10 hy–poth-e-sis hypo thesis - Greek

carried 2 3 7 carr - ied - ied carry drop the “y” and add “ied” French

Adapted from a model developed by Tony Smith – New South Wales State Literacy and Numeracy plan

Queensland Studies Authority 154 Melbourne Street, South Brisbane

PO Box 307 Spring Hill

QLD 4004 Australia

T +61 7 3864 0299

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