Vocabulary resources

Students read a poem to explore the language it uses. SJ-4-3-1995. Text provided.

Students read a poem, retrieve information, and then use this information to make inferences. The text used is shown into the resource. It can also be located in School Journal, Part 2, No. 1, 1999. SJ-2-1-1999. Text provided.

Students read through an article about a pending tidal wave. From their comprehension of the cloze passage, they fill in the gaps with their own words. SJ-2-2-1982. Text provided.

Students produce a simple written description, using nouns and adjectives with some precision.

Students read an article on the marathon. They then answer a range of comprehension and vocabulary questions.

Students read a poem to answer questions that focus on the language used. Text provided.

Students explain the mistake in each of six sentences about elements, compounds or mixtures.

Students draw a line from each genetic term to its correct definition.

Students select the correct written definition of the words element, compound, and mixture.

Students answer three multiple-choice questions about atoms, elements, and atomic number.

For this practical students observe some activities which illustrate melting and dissolving. They write sentences about what they observe and then write what they think melting and dissolving mean.

Students read a report on a fisheries officer's work and make mainly short written responses. The assessment focus is on comprehension and vocabulary. SJ-3-3-1990. Text provided.

Students create a vignette with a focus on writing pieces that are brief, descriptive, and set in one point in time. They should not be concerned with plot. As the emphasis is on quality rather than quantity, students need to show a controlled and elegant skill in writing and use figurative language to 'show' rather than 'tell'.

Students complete a cloze passage with 26 blanks about a boy stuck between some steps. A scoring guide with replacement words/synonyms and guidelines for interpretation are included.

Students produce a simple written description, using nouns and adjectives with some precision.

Task: Match terms with definition. Assessment focus: science vocabulary.

Students first do the science activity Throwing Balloons 2 (PW2548) where they predict, observe, and explain what will happen when a balloon containing another balloon filled with water is thrown. Then the students do this writing task where they describe the balloon and what happened when it was thrown, and explain why they think it moved the way it did. Six annotated exemplars of student scripts (writing) are included under the "Working with Students" tab.

Students will identify and use nouns, adjectives, and verbs to write a poem that follows the same structure as given in two examples.