Number One

Number One

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Overview
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Connecting to the Curriculum
Marking Student Responses
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This task is about adding words to a text so that it makes sense.
 
The following piece of writing has some spaces where words are missing.
 
First, read the whole piece of writing through to get an idea of what it is about. Then fill each space with ONE word so that the whole piece of writing makes sense. You are able to change answers as you go.

When you have filled in all the spaces, re-read the text to check that the whole piece of writing makes sense.

Question 1Change answer

Number One
 
It's Saturday morning. Rain, hail or sunshine, I get up early, and get dressed in my rugby league gear: black shorts, green-and-yellow socks, and a bright yellow jersey with green stripes and a big black number 10 on the back. 
"Your jersey's number 10," 1 Mum, "but you're my number one!" 
2 get to the grounds, and 3 wait to play. 
Mum whispers in 4 ear. "Watch the ball all the 5, son." 
The whistle blows. The other guys kick the ball. 6 all run towards it. I hear  7 Mum's voice.
"The ball, Te Hiko –8 the ball!" 
Where is it? I run. There it is! Then 9 hear my Mum's voice! 
"Grab the 10, son. Go!" I pick it up and run. Mum calls out, "Hold on 11 the ball, Te Hiko!" 
I try 12 pass it to my mates, but 13 in the way. I tuck it 14 my arm and run for the 15. Oops! I'm tackled, and I crash 16 the ground. I've lost the ball. 17 scramble to my feet. 
I've had enough. But Mum's voice 18 in the air, "Get the ball, !" 19. 
There it is! I grab it 20 run. Suddenly the goal line disappears. I can't hear my Mum 21 more. I crash to the ground 22. And then the whistle blows. Too 23 to score. I've blown it again. I look around for Mum. And 24 she is, all smiles. It's just 25 announced that I'm player of the ! 26 
She gives me a big hug. "27 you, son," she says. "I told 28 you're my number one!"
Task administration: 

Students complete a cloze passage about a rugby game.

This task can be completed with pen and paper or online (with auto marking).
Copyright: 

Written by Moana Rinii, School Journal, Pt 1, No. 2, Learning Media, 1998.

Level:
3
Curriculum info: 
English, Making meaning, Reading
Key Competencies: 
Using language, symbols, and texts
Keywords: 
cloze, comprehension, School Journal, vocabulary, text features, SJ-1-2-1998
Description of task: 
Students complete a cloze passage with 28 blanks about a rugby game. A scoring guide with replacement words/synonyms and guidelines for interpretation are included. SJ-1-2-1998. Text provided.
Curriculum Links: 
Links to the Literacy Learning Progressions for Reading:
This resource helps to identify students’ ability to:

  • use comprehension strategies
  • monitor their reading for accuracy and sense

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
Making sense of text: processing system, set 4
Making sense of text: vocabulary knowledge, sets 4-5
within the Reading Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.
Answers/responses: 

   

Y7 (03/2003)
  1. says/said
  2. We
  3. can't
  4. my
  5. time
  6. We
  7. my
  8. watch/get/chase/kick/grab
  9. I
  10. ball
  11. to
  12. to/and
  13. someone's
  14. under
  15. line/try-line/goal-line/try
  16. to
  17. I
  18. rings/floats/screams/is
  19. son/Te Hiko
  20. and
  21. any
  22. again/painfully/heavily/slowly/suddenly/exhausted
  23. late
  24. there
  25. been
  26. day/match/game/week
  27. Told/Lucky
  28. you
  1. easy
  2. difficult
  3. difficult
  4. easy
  5. easy
  6. moderate
  7. very easy
  8. moderate
  9. very easy
  10. very easy
  11. very easy
  12. very easy
  13. very difficult
  14. moderate
  15. difficult
  16. moderate
  17. easy
  18. moderate
  19. very easy
  20. very easy
  21. easy
  22. difficult
  23. difficult
  24. easy
  25. difficult
  26. easy
  27. difficult
  28. easy

Click here for more information on Interpreting Cloze Results

Click here for more information on Interpreting Cloze Results