Вы находитесь на странице: 1из 15

English

Year 4

Term 3

Assessment task 1 Comprehending historical recounts


Name:

Teacher:

Class:

Date:

Read the text mentioned in each part of the assessment. Answer the questions and complete the
tables. Include evidence from the text in your answers where appropriate.

Part A. Read an historical text: section of The First Fleet by Alan Boardman and
Roland Harvey
Read the section of text* from The First Fleet by Alan Boardman and Roland Harvey. (* from Seven
weeks after leaving the Cape of Good Hope to the new colony. )

Comprehend the text by answering the following questions. You may need to re-read sections of the
text to respond to the questions.
a. Who is the author of this text?
..
..
..

b. Was the author there at the time these events were unfolding? Explain your answer.
..
..
..
..
..
..
c. What events is the author recounting? Use language from the text in your answer.
..
1 of 15

..
..
..
..
..
d. Write down all text connectives of time used in the first paragraph which tell the reader when
these events took place.
..
..
..
..
..
..
..
..
..
e. Write down two verbs which explain the actions of Governor Phillip and the crew of the ships
in the second paragraph of the text.
..
..
..
..
..
..
.
f.

Use evidence from the text to identify the opinion in the second paragraph.
..
..

2 of 15

..
..
..
..
..
g. Who might have a different opinion about the land at Botany Bay? Explain your answer.
..
..
..
..
..
..
Reference: Boardman, Alan 1982, The First Fleet, Collins Publishers Australia, p.[26]

Part B. Journal entries of an officer on board the Charlotte


Scan Journal entries of an officer on board the Charlotte.
Comprehend the journal entries by answering the following questions. You may need to re-read or
scan sections of the text to respond to the questions.
a. Who is the author of this text?
..
..
..
..

3 of 15

b. How do you know that this is a recount of historical events?


..
..
..
..
..
..
c. What events is the author recounting?
..
..
..
..
..
..

Part C. Analyse the language features in an historical recount.


Read Journal entries of an officer on board the Charlotte again. Analyse the language features in
Journal entries by completing the table below.
The date of the journal entry is shown in some of the boxes to direct you to the entry to re-read before
answering.

Language features

Identify examples from the story

Explain how they provide details,


enrich the text and engage an
audience

..

..

..

..

..

20th January, 1788


Two noun groups
which describe
something to do with
the weather.

4 of 15

Identify examples from the story

Explain how they provide details,


enrich the text and engage an
audience

..

..

..

..

..

..

Three verbs or verb


groups which explain
actions that occurred
in this recount.

..

..

(Read over all


entries.)

..

..

..

..

..

..

..

..

..

..

..

..

..

..

..

..

Language features

Three noun groups


which explain the
people who were
mentioned in these
entries.
(Read over all the
entries.)

Three or more text


connectives of time.
(Read over all
entries.)

26th January
A prepositional
phrase.

5 of 15

Language features

Identify examples from the story

Explain how they provide details,


enrich the text and engage an
audience

..

..

..

..

..

..

5th February
A pronoun which
refers to the convicts.

Part D. Read a historical recount


Reread Journal entries of an officer on board the Charlotte.
Comprehend the journal entries by answering the following questions. You may need to re-read
sections of the text to respond to the questions.
a. Identify an opinion in the text and whose opinion it would be. Use evidence from the text to
show this opinion.
..
..
..
..
b. Reported speech appears in the journal entry dated 20th January, 1788 Botany Bay,
Captain Cook before us reported that it was a suitable place for a new colony.
Write another example of reported speech in the journal entry dated 23rd January or the
journal entry dated 26th January.
..
..
..
..
..
c. In the journal entry dated 20th January, the officer explains where the Charlotte is anchored.
6 of 15

Write down the language from earlier times that the officer uses in the text.
..
..
..
..
..
..
..
d. Explain how this text is similar to the section of text from The First Fleet by Alan Boardman.
..
..
..
..
..
..
..
e. Explain how this text is different from the section of text from The First Fleet by Alan
Boardman.
..
..
..
..
..
..
..
..

7 of 15

Monitoring and feedback


Teacher feedback to student:

Student self-assessment:
What strategies should I use more to improve my comprehension?

What are my goals for the next comprehension tasks?

8 of 15

Part E. Analyse a literary historical recount


Read the last three pages of Eliza Bird child convict by Kerri Lane (pages 46, 47, 48)
Comprehend the section of text by answering the following questions. You may need to re-read
sections of the text to respond to the questions.
a. How do you know that this section of text is a recount of events?
..
..
..
..
..
..
..
b. Does this section of text only recount the factual events?
..
..
..
..
..
..
c. Explain how the author develops the main character in this section of text. Use evidence from
the text in your answer.
..
..
..
..
..
..
d. Explain how this text is similar to the other texts you have studied so far.
9 of 15

..
..
..
..
..
..
..
e. Explain how this text is different from the other texts you have studied so far.
..
..
..
..
..
..

Part F. Analyse the language features in a literary historical recount


Analyse the language features in a section of text from Eliza Bird, child convict by Kerri Lane (pages
46, 47, 48) by completing the table below.

Language features
Verbs or verb groups
to describe Elizas
thoughts and feelings.

10 of 15

Identify examples from the story

Explain how they provide details,


enrich the text and engage an
audience

Language features
An adverb which adds
a detail about the
storm.

Two or more text


connectives.

A prepositional
phrase in the last
paragraph of the book
(on page 48).

Identify examples from the story

Explain how they provide details,


enrich the text and engage an
audience

Reference: Lane, Kerri 2007, Eliza Bird, Child Convict, Reed International Books, Australia

11 of 15

Monitoring and feedback


Teacher feedback to student:

Student self-assessment:
What strategies should I use more to improve my comprehension?

What are my goals for the next comprehension tasks?

12 of 15

Year 4 Unit 5 Comprehending historical recounts Monitoring checklist


Aspects of English Year 4 Achievement Standard
(and related concepts)
Reading
Understands that texts have different text structures
depending on purpose and audience.
Text and purpose Complexity and technicality of texts (A. b, c B. a, b,
c E. a, b, c.)
Cohesive devices Pronoun referencing, text connectives (A. d C.).
Text purpose Characteristic features to meet purpose (B. E.)

Explains how language features and vocabulary are used to


engage the audience.

RECEPTIVE

Expressing opinions Differences between expressions of opinion and


statements of fact (A. f, g D. a)
Sentences Quoted (direct) and reported (indirect) speech in different
texts (D. b)
Sentences Meaning enriched through noun groups/phrases, verb
groups/ phrases, prepositional phrases (A. e C. E.)
Grammatical function Adverb groups/phrases and prepositional
phrases provide circumstantial details (C. E.)
Texts and context Texts from earlier and contemporary times:
vocabulary, content (D. c)

Describes literal and implied meaning connecting ideas in


different texts.
Author and context Authors representing similar storylines, ideas and
relationships (D. d, e E. d, e)
Comprehension strategies Expanding content, integrating and linking
ideas (A. g E. c)

Expresses preferences for particular texts.


Evaluating texts Using metalanguage to describe effects of ideas, text
structures, language features (C. F.)
13 of 15

Not
evident

Student name: ________________________


Emerging

Satisfactory

Competent

Comment

Relevance of Monitoring Checklist


The monitoring checklist addresses the following aspects of the Content descriptions from The Australian Curriculum: English Year 4:

Language
Language for interaction

Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)

Text structure and organisation

Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)

Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)

Expressing and developing ideas

Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases
(ACELA1493)

Investigate how quoted (direct) and reported (indirect) speech work in different types of text (ACELA1494)

Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity
(ACELA1495)

Literature
Literature and context

Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602)

Responding to literature

Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)

14 of 15

Literacy
Texts in context

Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts
(ACELY1686)

Interpreting, analysing and evaluating

Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)

Read different types of text by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example
monitoring meaning, cross checking and reviewing (ACELY1691)

Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and
evaluating texts (ACELY1692)

15 of 15