task 5 flood! - pearson educationassets.pearsonschool.com/asset_mgr/current/201229/sample... ·...

47

Task 5 Flood!

© Pearson Education Ltd 2010. APP for Reading and Writing: Year 3

Renewed Framework objectives7.1, 9.1, 9.2, 9.4, 10.1, 11.1

Related Renewed Framework unitNarrative Unit 3: Adventure and mystery

Key concepts

Reading•retrieveinformationaboutbackgroundtothe

storyandthemainevents(AF2)•identifytheuseofacliff-hangerasastructural

device(AF4)•commentonhowthewriters’languagehelpsthe

readertoimagineascene(AF5)Writing•planthenextchapterandwriteacliff-hanger

endingforit(AF1,AF3)•usevariedsentencesforeffect(AF5)•writeinterestingwords/phrasesthatshowthe

passageoftime(AF7)

Questions for guided readingStarting off Tellthechildrentheyaregoingtoreadtwochaptersfromalongstorywrittenbytwoeight-year-olds.Astheyreadit,theyshouldlookathoweachofthetwochaptersdevelopstheplotandhowthewritershelpthereadertoimaginethesights,soundsandaction.Introducetheterm‘cliff-hanger’.Thechildrenmightbeabletogiveexamplesfromserialtelevisionprogrammestheyhavewatched.

Read and respondReadthetext(AF1)andthenusethefollowingquestionstopromptdiscussion:• WhatdoyoufindoutinChapter1?(AF2)• WhydidthewritersendChapter1withtheheadtellingeveryonetheyare

marooned?(AF4)• WhatarethemaineventsofChapter2?(AF2)• Whichwordsandphraseshelpreaderstoimaginethescenesinthestory?(AF5)

Going deeper• WhatdoesthefirstparagraphofChapter2do?(AF4)• Whatdoesthesecondchapterdo?(AF4)• Whichwordsandphrasesshowthepassageoftimeinthestory?Howaretheseuseful

inbuildingupthestory?(AF5)

ReflectWhatmighthappeninChapter3?(AF3)

Teacher Sheet

Aims of this taskThistaskisdesignedtohelpyoutomakejudgementsaboutchildren’sattainmentinReadingAF2 and AF4(withopportunitiesforAF1andAF5aswell)andWritingAF3, AF5 and AF7 (withopportunitiesforAF1).Thechildrenreadandrespondtothefirsttwochaptersofanadventurestorywrittenbytwoeight-year-olds.Theywriteacliff-hangerendingforthenextchapter.

APP for Reading and Writing Sample task taken from Year 3 www.pearsonschools.co.uk/app

48 © Pearson Education Ltd 2010. APP for Reading and Writing: Year 3

Task 5 Flood! by Jakk and Ranjit, aged 8 C

ha

pte

r 1:

Ma

roo

ned

!Th

ere

had b

een w

ate

rwork

s on E

arl

ham

Road

for

ove

r a m

onth

now

!

It t

ook

the

child

ren a

long t

ime

to g

et

hom

e. S

teve

, Ja

mie

and S

am

wer

e si

ck o

f it.

“I w

onder

how

long t

his

will

go o

n f

or?

”

wonder

ed S

am

.

Jam

ie a

nd S

teve

wonder

ed t

oo.

“It’

s pro

bably

goin

g to take

fiv

e w

eeks

,” s

aid

Sa

m.

Th

e nex

t day

the

thre

e boys

walk

ed t

o

school to

get

her

. Su

dden

ly t

hey

hea

rd a

shout

from

nea

r th

e ro

adw

ork

s: “

HEL

P!”

Th

ey s

aw

wate

r pouring o

ut

from

the

roadw

ork

s. S

o t

hey

ran f

or

thei

r liv

es a

ll t

he

way

to s

chool.

Th

ey b

urs

t th

rough t

he

cl

ass

room

door

shouting, “FL

OO

D!”

“Th

en s

hut

the

door!

” o

rder

ed

Charl

ott

e, a

nd s

o t

hey

did

.

The

Hea

d w

alk

ed in

and s

aid

,

“I’m

sorr

y ch

ildre

n, w

e are

m

aro

oned

for

a m

onth

.”

Ch

ap

ter

2: T

he

Wo

rst

Lun

ch E

ver

It w

as

quart

er p

ast

tw

elve

, lu

nch

tim

e! S

am

sa

t dow

n a

nd w

aited

for

his

hot

lunch

. H

e w

aited

for

five

min

ute

s until th

e H

ead c

am

e in

and s

aid

: “I’m

sorr

y ch

ildre

n, th

ere

are

no h

ot

din

ner

s to

day

bec

ause

the

din

ner

co

uld

n’t

arr

ive

thro

ugh t

he

flood.”

Ev

eryo

ne

sighed

, but

most

ly S

am

. “I

wonder

what

we’

re g

oin

g t

o e

at,

” S

am

w

onder

ed.

H

e w

ent to

Jam

ie a

nd S

teve

and s

ighed

. “C

an y

ou b

elie

ve it

? N

o h

ot lu

nch

es!”

M

eanw

hile

the

wate

r w

as

still

ris

ing.

Su

dden

ly t

her

e w

as

a s

hout.

“C

om

e q

uic

k!” It

was

Charl

ott

e.

The

thre

e of

them

rush

ed t

o t

he

door,

but

they

had t

o w

ait t

en m

inute

s bef

ore

it

was

thei

r tu

rn t

o g

o a

nd lo

ok

at

the

wate

r. It

w

as

risi

ng f

ast

. St

eve,

Jam

ie a

nd S

am

sto

od

at

the

door

staring a

t th

e glit

tering, gia

nt

puddle

of

dirty

wate

r. S

udden

ly t

he

wate

r cr

ept

thro

ugh a

cra

ck in

the

door.

A s

hiv

er

ran d

ow

n t

hei

r sp

ines

. Th

ey w

ere

frig

hte

ned

.

Resource Sheet


49

Task 5 Flood!


Reading Response Sheet

1. What do you find out in Chapter 1?

2. Why did the writers end Chapter 1 with the Head telling everyone that they are marooned?

3. What are the main events of Chapter 2?

4. Which words and phrases help readers to imagine the scenes in the story?

5. What does the first paragraph of Chapter 2 do?


50

Task 5 Flood!


Mai

n A

sses

smen

t Foc

us:

AF2

(und

erst

and,

des

crib

e, se

lect o

r ret

rieve

info

rmat

ion,

even

ts o

r ide

as fr

om te

xts a

nd u

se q

uota

tion

and

refe

renc

e to

text

s)Q

uest

ion

Ex

em

pli

fied

resp

on

ses

Gri

d r

efe

ren

ce

No

tes

Whatdoyoufindoutin

Chapter1?

Rec

allsso

mekey

eve

nts:‘Therewasaflood;th

ech

ildrenranintosch

ool;they

shut

thedoor.’

Rec

allsm

ain

eve

nts,ch

ara

ctersandsettingbutwithnospec

ificdetail:‘Therewere

roadworksnea

rth

eschool’;‘W

ateresca

ped

andtherewasaflood’;‘Theworker

shouted‘Help’’;‘TheHea

dsaidthatth

eyw

erem

aro

oned

.’

Lev

el2/bullet1

Lev

el3/bullet1

Whatarethem

ain

eve

nts

ofChapter2?

Sim

pleresponseaboutev

ents:‘They

hadlunch

andthey

rantolookatth

ewaterth

at

cam

ein

.’

Iden

tifiesm

ain

eve

nts:‘Itwaslunch

tim

e;thefloodw

aterwascree

pin

gunderthe

door.’M

ightstartre-tellin

g:‘C

harlottesh

outed‘Com

equick!’andw

aterca

meunder

thedoor.’

Lev

el2/bullet1

Lev

el3/bullet1

Mai

n A

sses

smen

t Foc

us:

AF4

(ide

ntify

and

com

men

t on

the s

truct

ure a

nd o

rgan

isatio

n of

text

s, in

cludi

ng g

ram

mat

ical a

nd p

rese

ntat

iona

l fea

ture

s at t

ext l

evel)

Whydidthewritersend

thischapterwiththeHea

d

tellin

geve

ryoneth

eyare

maro

oned

?

Perso

nalorlitera

lresp

onse:‘Sothey

couldtellth

eirm

um

ordad’;‘So

they

wouldn’t

getw

etordro

wn’;‘Thenex

tch

aptersa

ysw

hathappen

ednex

t.’

Som

eawarenessofth

euseofth

e‘cliff-h

anger’:‘So

you’llwanttorea

dthenex

tch

aptertosee

whathappen

s.’

Lev

el2

Lev

el3

Whatdoesthefirst

para

gra

phofChapter2

do?

Awarenessoftim

ech

ange,thoughnotex

plicit:‘Itislunch

tim

e.Thech

ildrenare

waitin

gforth

eirhotdin

ners.’

Iden

tifiesitasatim

ech

ange:‘Ittellsusth

atitislateron.Itisnowlunch

tim

e.’

Lev

el2

Lev

el3

Oth

er A

sses

smen

t Foc

us:

AF5

(exp

lain

and

com

men

t on

writ

ers’

use o

f lan

guag

e, in

cludi

ng g

ram

mat

ical a

nd lit

erar

y fe

atur

es a

t wor

d an

d se

nten

ce le

vel)

Whichw

ord

shelprea

ders

toim

agin

eth

escen

esin

thestory

?

Iden

tifiessom

eeffectiveword

sbutwithnocom

men

t:‘Burstisagoodw

ord

’;‘Ilike

maro

oned

.’

Iden

tifiesbasicfeatu

resoflanguage,w

ithlittleornocom

men

t:‘Therearesom

egood

word

sfor“said”,like“shouting”,“ord

ered

”and“sighed

”’;‘”Ashiverrandowntheir

spin

es”sh

owsth

eyw

erescared.’

Lev

el2/bullet1

Lev

el3

Exem

plifi

ed re

spon

ses m

atch

ed to

leve

ls of

atta

inm

ent a

re p

rovi

ded

as a

gui

de. A

s alw

ays,

pro

fess

iona

l judg

emen

t mus

t be

used

whe

n as

sess

ing

pupi

ls’ le

arni

ng p

rogr

essio

n an

d a

rang

e of

evi

denc

e sh

ould

be

gath

ered

for e

ach

AF.

Reading Responses: Levelling Guidance


51

Task 5 Flood!


1. Write some interesting words and phrases that can show the passage of time in a story.

2. Plan the next chapter of the story. Write notes about the main events.

Chapter 3

3. Write a cliff-hanger ending for Chapter 3. Use a separate piece of paper or the back of this sheet.

REMEMBER!

• Use interesting words to show the passage of time.

• Use some short and some longer sentences.

Writing Response Sheet


52

Task 5 Flood!


Writing Responses: Levelling Guidance 1

AF1Relevantcontent(e.g.rescuingbelongingsfromtheflood,gettingontotheroofforsafety),butratherrepetitivespeech(‘getarethings’,‘getarebelongings’,‘getarepenceilcaseies’,‘getareschoolbag’).

Aptwordchoices:‘belongings’and,toindicatepanic/responsetoemergency,‘quic’.

AF3Somebasicsequencingofideas:time-relatedwordsandphrases(‘first’,‘second’,‘third’,‘then’).

Closingsignalled:chapterendswithacharacterwonderingwhatwillhappennext.

AF5Variationinsentenceopenings:‘quic’,‘Iwonderif’,‘carefully’.

Mainlysimplesentences.

Consistentuseofpasttenseinnarrationandpresenttenseinspeech:‘Sotheydidthat’,‘ThenCharlottestartedcrying’,‘Let’sgetareschoolbag’,‘Whyareyoucrying?’

AF7Simple,speech-likevocabulary,limitedinrange:‘startedcrying’,‘Imissmymumanddad’.

Someadventurouswordchoices:‘quic’,‘carefully’.

A pupil response within the range for Level 2 might be:

Question1(AF7)• Someinterestingwordsandphrases–usingthosefromthetext:e.g.alongtime,

suddenly,aquarterpasttwelve,fiveminutes,tenminutes.

Question2(AF3)• Newchaptershowslinkswiththepreviousone.Charactersfromthestimulustext

appearinthenewchapter;thereismoreaboutthewatercomingunderthedoor.

Question3(AF1,AF3,AF5,AF7)


53

Task 5 Flood!


Writing Responses: Levelling Guidance 2

AF1Someimaginativeandappropriateideas:elaboration(‘windowintheirclassledupto’,‘waterstartedpushingthedooropen’).

AF3Ideassequenced:‘waterstartedpushingthedooropen’,‘nowthewaterwasuptotheirknees’.

Alsosequencingofchildren’sactions:‘ranintotheirclassroomcorner’,‘clamberedupontopofthechairsandtables…’.

Closingsignalled:‘Iwonderifthefloodwillevergodown.’

AF5Mainlyusessimplystructuredsentences:‘Suddenlythewaterstartedpushingthedooropen’,‘Everyonewasterrified’.

Somecomplexsentences,somesubordination:‘“What’shappeningandhowwillwegetoutofhere?”saidStevewhohadjustswallowedsomeofthefloodingwater.’

Somevariationinuseofpastandpresenttenses:‘“Ohdear.Idon’twantyougettingacough,”saidtheteacher.’

AF7Appropriatevocabularyselected:‘Everyonewasterrified’,‘Nowthewaterwasuptotheirknees’.

Somewordsselectedforeffect:‘tooscaredtomove’,‘coughedandspluttered’,‘clambered’.

A pupil response within the range for Level 3 might be:

Question1(AF7)• Simplevocabularybutsomewordsandphraseschosenforeffect:e.g.inaflash,at

thatmoment.

Question2(AF3)• Chapter3planbuildsonChapter2.Someideasaboutfloodwater,whatthe

teacherandchildrendo.Notesindicatesomesequencingofevents.

Question3(AF1,AF3,AF5,AF7)


54

Task 5 Flood!


Next Steps for Learning 1

ReadingNextstepsfordevelopingAF2Tofurtherdevelopthechildren’sskillsinunderstanding,describingandretrievinginformation,eventsorideasfromtexts,youcouldaskquestionssuchasthefollowingwhenreadingatexttogether:• Whydon’t[characterx]and[charactery]]getonwithoneanother?• Whywouldn’t[characterx]…?Whichwordstellyouthis?• Whatarethekeyeventsofthischapter?Pointoutwhereeachonebegins.• Whicheventchangeswhathappensinthestory?

ThisactivityshouldbepartofarangeofevidencegatheredforAF2.EvidenceforAF2canbegatheredfromothersources,suchas:• readingandrespondingtobothfictionandnon-fictiontexts,inprintandother

media;• dramaactivities–e.g.role-play,actingoutstories;• note-makingforothersubjects:e.g.geography,science,history.

AlltasksinthisbookprovideopportunitiestogatherevidenceforAF2.

NextstepsfordevelopingAF4Youcoulddevelopthechildren’sunderstandingofthestructureandorganisationofstoriesthroughdiscussionpointsandquestionssuchas:• Whydoeschapterxendasitdoes(e.g.cliff-hanger,question,warning)?• Explaintheauthor’suseofchapterheadings.• Whatdotheillustrationsaddtoyourunderstandingofthetext?• Howdoesthewritersetthescene/provideinformationaboutcharactersorwhat

hasalreadyhappenedbeforethestorybegins?

ThisactivityshouldbepartofarangeofevidencegatheredforAF4.EvidenceforAF4canalsobegatheredfromothersources,suchas:• observationsduringguidedandsharedreadingofdifferentgenresoftext;• investigatingtheorganisationofdifferenttypesoftext,especiallywhentextis

suitedtoitspurpose:e.g.explanationswithdiagrams;alphabetically-orderedinformation,suchasaglossary,indexordictionary;on-screentexts.

Task2onpages17to25,Task3onpages26to36,Task4onpages37to46andTask6onpages56to64provideotheropportunitiestogatherevidenceforAF4.

WritingNextstepsfordevelopingAF3Youcoulddevelopthechildren’sunderstandingofhowtoorganiseandpresentstoriesthroughdiscussionpointsandactivitiessuchas:• Lookingathowtheybeganachapterorparagraph:howitsetsthescenefora

storyorlinkstoapreviouschapterorparagraph.• Askingquestionsaboutwhatcouldhappeninthestory:e.g.iffloodwaterstarted

comingintotheschool,whatwouldthechildrendofirst?Whatwouldtheteacherdo?Whatwouldhappennext?

• Listingthekeyeventsintheirorapartner’sstoryorchapterinthecorrectorder,perhapsasaflow-chart.

• Discussinghowtheyendedachapterorstory,andwhy.Whatwouldthereaderthinkorwonder?


55

Task 5 Flood!


Next Steps for Learning 2

Writing(continued)NextstepsfordevelopingAF3ThisshouldbepartofarangeofwritingactivitiesfromwhichevidenceisgatheredforAF3.EvidenceforAF3canalsobegatheredfrom:• planning,organisingandwritingothergenresofnarrativetext;• planning,organisingandwritingpoetry;• planning,organisingandwritingnon-fictiontexts.

Task2onpages17to25,Task3onpages26to36,Task4onpages37to46andTask6onpages56to64provideotheropportunitiestogatherevidenceforAF3.

NextstepsfordevelopingAF5Youcoulddevelopthechildren’sskillsinwritingvaryingsentencestoaddinterestandcreateeffectsinstoriesthroughdiscussionpointsandactivitiessuchas:• Lookingatthefirstwordsofeachsentenceandconsideringwhethertheyare

repetitiveandwhetherthisisappropriateforthestory.• Decidingwhetheranysentencescouldbeextended,andhow.• Consideringwhereanysentenceswouldbebettersplitintoshortersentences:e.g.

‘What’shappeningandhowwillwegetoutofhere?’or‘What’shappening?Howwillwegetout?’;

• Consideringtheconnectivewordsintheirsentences,whethertheycanbereplacedwithcommasordifferentwords.(Seeabove.)

ThisshouldbepartofarangeofwritingactivitiesfromwhichevidenceisgatheredforAF5.EvidenceforAF5canalsobegatheredfrom:• sentencesthechildrenwriteinothersubjects,tocommunicateinformation,ideas

orpointsofview;• writingnotesandthenexpandingthemtocreatesentences;• writingpoetry(thiscouldincludesplittingsentencesacrosslinesofpoetryand

writingwordsandphrasesthatdonotformcompletesentences).

Youcouldalsousethechildren’sworkfromsomeoftheotherwritingtasksinthisbooktoassessAF5,althoughtheyaredesignedmainlytofocusonotherAFs.

NextstepsfordevelopingAF7Youcoulddevelopthechildren’svocabularyandtheirappreciationoftheeffectsofwordsthroughactivitiesanddiscussionssuchas:• Pickingoutwordsfromthechildren’swritingandtalkingabouttheireffects:e.g.

‘suddenly’,‘spluttered’,‘clambered’.• Askingiftheycanthinkofsomebetterwordsforsomeoftheonestheyused:e.g.

is‘suddenly’usedtoooften?Isitalwaysthebestword?Perhapsconsider‘allofasudden’,‘inaflash’.

• Enactingscenes,consideringhowapersonspokeormovedthenaskingforwordstoexpressthisandsuggestingsome:‘yelled’,‘whispered’,‘strode’etc.

ThisshouldbepartofarangeofwritingactivitiesfromwhichevidenceisgatheredforAF7.EvidenceforAF7canalsobegatheredfrom:• writingconnectedwithtopicsthechildrenhavestudiedinothersubjects;• previousworkonpowerfulorexpressiveverbsoradjectives.

Task1onpages7to16,Task2onpages17to25andTask6onpages56to64provideotheropportunitiestogatherevidenceforAF7.


task 5 flood! - pearson educationassets.pearsonschool.com/asset_mgr/current/201229/sample... ·...

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