A Load of Junk
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Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Further Resources
This task is about making inferences.
Read "A load of junk", pages 8-13, School Journal Part 1, Number 4, 1998.
Answer the following questions.
Answer the following questions.
Task administration:
This task can be completed with pencil and paper or online (without auto-marking)
Equipment: "A load of junk" from pages 8-13 in School Journal Part 1, Number 4, 1998.
Copyright:
A Load of Junk - Text and images were first published by Learning Media Limited for the Ministry of Education. Copyright © John Lockyer, 1998. Illustrations Copyright Crown, 1998.
Source: "A load of junk", from pages 8-13 in School Journal Part 1, Number 4, 1998. Written by John Lockyer with illustrations by Ali Teo.
Level:
2
Curriculum info:
Key Competencies:
Keywords:
Description of task:
A story about getting rid of family junk is the context for this task. Students find evidence to make inferences about the characters. SJ-1-4-1998. Text not provided.
Curriculum Links:
Links to the Literacy Learning Progressions for Reading:
This resource helps to identify students’ ability to:
- use comprehension strategies
- reflect critically about character
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:
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Y4 (10/2000) |
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a) |
Any 1 of:
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moderate |
|
b) |
How Dad felt: Any 1 of:
How Dad showed his feelings: Any 1 of:
How the child felt : Amused/that it was funny/she didn't mind. [Do not accept "happy".] How the child showed her feelings: She laughed. |
very difficult
difficult
difficult moderate |
|
c) |
i) |
Any 1 of:
|
moderate |
ii) |
Any 1 of the following if it is consistent with the student's answer in c)i).
|
difficult |
|
d) |
Any 1 of:
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difficult | |
e) | Accept any example in which the student got something that someone else didn't value but they did. | difficult |
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