Which one am I? (1)
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Overview
Using this Resource
Connecting to the Curriculum
Working with Students
Further Resources
This task is about reading to find out who I am.
One of these children is me.
Follow the clues on the next pages to find me.
Read the clue then look carefully at each photo. Choose 'Yes' if the sentence is true. Choose 'No' if the sentence is not true.
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Task administration:
This task can be completed online only and has auto marking displayed to students. Students can work independently or in pairs on this task.
Before students begin this task, a similar activity could be done orally with the whole class or a smaller group. Select one child and ask yes/no questions about this child's features. Next, select three students and ask yes/no questions that first apply to all three students and then narrow the focus to two of the students, and finally to only one student. (This activity needs to be done with sensitivity and in a safe classroom environment.)
Ideally, this task would lead to a writing task where students write descriptions. See the Next steps section under the tab Working with Students.
While this task builds keyboard experience, especially in the use of drop-down lists, it is wise to teach keyboard skills separately from an activity that has a different learning focus. There are tutorials for learning keyboard skills, for example, http://www.bbc.co.uk/guides/z3c6tfr#z34thyc . To use this you need to have Flash installed. Be aware, however, that while the position of the letters on UK keyboards may be the same as our US keyboards, there will be some differences in the symbols used. It is important that students practise on the device they will be using as, for instance, there are differences between using ipads and laptops.
Copyright:
Images sourced from Dreamstime.
Level:
1
Curriculum info:
Key Competencies:
Keywords:
Description of task:
From visual stimuli and a series of simple statements that describe personal attributes, students identify which person is being described.
Curriculum Links:
Links to the Literacy Learning Progressions for Reading
This resource helps to identify students’ ability to
- use comprehension strategies
as described in the Literacy Learning Progressions for Reading at: http://www.literacyprogressions.tki.org.nz/The-Structure-of-the-Progressions .
Learning Progression Frameworks
This resource can provide evidence of learning associated with within the Reading Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.Teaching and learning:
Diagnostic and formative information:
This resource was piloted and trialled with groups of Year 3/4 students.
Over half of these students had no trouble making connections between the written and the visual texts. They responded appropriately, identifying and keeping track of their cumulative evidence over the four screens of the resource.
However, about a third of students did not respond appropriately in the first one or two screens. These students did respond appropriately in the last two screens.
For a small number of students, the monitoring of their evidence broke down when they did not make connections between their previous evidence and additional information on a new screen.
Next steps:
Making connections across text
For students who need to monitor their reading more closely, ensuring the evidence they gather across a text is consistent and accumulative, see these Level 2 progressive disclosure resources https://arbs.nzcer.org.nz/lookup/%22progressive%20disclosure%22/bank/english-1/strand/making-meaning-5/objective/reading-19/level/2 .
Ideally, this reading task would lead to a writing task where students write descriptions - either about themselves or a classmate. These descriptions could be put into a hat, read out, and the group identify who is being described. To access resources that focus on the writing of descriptions at Level 1 and 2, go to https://arbs.nzcer.org.nz/lookup/description/bank/english-1/strand/creating-meaning-4/level/2/objective/writing-17 .
For similar resources, go to Which one am I? (2) and Which animal am I? .
See this information and associated resources on Progressive disclosure.