Treasure Island III
0
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Working with Students
Further Resources
This is about reading to find out what happens in a story.
Read the story "Treasure Island" with another person.
Use the story to help you finish the sentences on the next pages.
Use the story to help you finish the sentences on the next pages.
Task administration:
This task can be completed online with SOME auto-marking.
Tasks a) to f) in this resource are marked online automatically. The tasks in g) and h) are open and students type in their responses so they are not marked automatically.
The resource is to be done following a shared reading of the text "Treasure Island". The text is levelled at Green 1.
Equipment:
There is an audio version of the text on the Ready to Read CD Readalong 2008 as well as on an MP3 file at the Literacy Online link below.
Copyright:
Written by Dawn McMillan, illustrated by Ali Teo, 2007.
Levels:
1, 2
Curriculum info:
Key Competencies:
Keywords:
Description of task:
After reading the text, students recall the sequence of the story and some details. To do this, students are given a list of words to select from. Students justify their inferences based on the evidence in the written and visual texts.
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 .
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.Answers/responses:
Once students have completed the resource, tasks a) to f) are marked online automatically. The tasks in g) and h) are open and students type in their responses so they are not marked automatically.
Correct responses to all tasks are:
| a) | land |
| b) | treasure |
| c) | pirates; spades |
| d) | deeper; higher |
| e) | pirates |
| f) | food |
| g) |
Possible appropriate responses include:
happy/surprised/delighted
|
| h) |
Possible appropriate responses include:
they (the pirates) look happy, are smiling/ the pirates are saying "Hooray!"
|
Trialled with Year 1 and 2 students.
Diagnostic and formative information:
Patterns of responses from the trial of this resource with Year 1 and 2 students are:
a) In many tasks, many students did not recall details correctly.
For example, in a) some students identified that Jack saw sand which is not incorrect. However, to correctly identify 'land' for this task, students need to understand the topic-specific vocabulary and the speech bubble where Jack says "Land ahoy".
b) In task d) most students identified the phrase correctly.
The phrase 'deeper and deeper and higher and higher' as presented by task d) 'The hole got ______ and deeper. The sand got ______ and higher', was correctly identified by the majority of students.
c) In the first part of task g), most students made an appropriate inference.
Most students correctly inferenced the characters' mood at the end of the story, i.e., that the pirates were happy.
d) In the second part of task g) and in task h), many students were not able to justify their inference above.
One student who was able to follow the thought sequences required from task g) through to task h) responded:
g) At the end the pirates feel "happy" because "in the chest was acshiely [actually] food inside". I know this because "it said" and "showed" and "heared" [probably refering to spoken words in speech bubbles].
Next steps:
For students who do not identify details correctly:
For students who have difficulty recalling details correctly, their attention needs to be drawn back to the text and the written and visual clues that it gives. Teacher guidance during the shared reading will be helpful for this and in the unpacking of the topic-specific vocabulary, e.g., 'Black Patch', 'Captain', 'chest', 'Land ahoy', 'longboat', 'telescope', and 'Treasure Island'.
For students who have difficulty recalling details correctly, their attention needs to be drawn back to the text and the written and visual clues that it gives. Teacher guidance during the shared reading will be helpful for this and in the unpacking of the topic-specific vocabulary, e.g., 'Black Patch', 'Captain', 'chest', 'Land ahoy', 'longboat', 'telescope', and 'Treasure Island'.
Maybe before attempting this task online, students discuss with their partner the details of the story, e.g., what happened first, where did this happen, what happened second, where did this happen, etc. In their pairs, students should actively encourage each other to go back to the text. For example, one person be "the investigator" and say to their partner, "Show me where in the story it says/shows this".
For students who have difficulty justifying their inferences.
Here again, in their pairs, students can "investigate" each other, asking "Where is your evidence for thinking this? Show me, please.". Remind students that evidence comes from both the written and the visual texts.
For similar resources based on Ready to Read books but at different levels:
"Shoes for the King", levelled at Red 3. Shoes for the King
"The Missing Socks", levelled at Blue 2. The Missing Socks
"The Lion and the Mouse", levelled at Purple. The Lion and the Mouse
For other Level 1 resources that encourage reading in order to make meaning and to make inferences: