Sailing

Sailing

Auto-markingPencil and paperOnline interactive
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Further Resources
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

Sailing
 
Outwardly there seemed nothing wrong with the schooner Industry and her crew as she entered Hokianga Harbour on 30 November 1835. But when Captain Young boarded the vessel just inside the harbour mouth to 1 her up the river, he detected 2 of unease and suspicion amongst the 3. William Keys, the mate, was 4 to take Captain Young aside and 5 him the terrible tale. Not long 6 the Industry sailed from Hobart, the captain began having serious trouble with his 7. Captain Bragg was known for his harsh discipline and brutality, but in those 8 a captain's word was law. 9 he ordered that one of the 10 be flogged, the crew mutinied. They 11 the captain and threw him overboard. 12 the wind was light at the 13, and the ship was moving 14. Captain Bragg swam frantically after it 15 as long as he could, begging 16 be hauled on board. William Keys 17 to lower a boat, but the 18 stopped him. "Navigate us to New Zealand," 19 told him, "or you'll join the 20." The Industry sailed on; Captain Bragg was 21 to drown.
Task administration: 
This task can be completed with pencil and paper or online with auto-marking.
Level:
4
Curriculum info: 
English, Making meaning, Reading
Key Competencies: 
Using language, symbols, and texts
Keywords: 
cloze, comprehension, vocabulary, text features
Description of task: 
Students complete a cloze passage with 24 blanks on a sailing ship mutiny. A scoring guide with replacement words/synonyms and guidelines for interpretation are included.
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 5
Making sense of text: vocabulary knowledge, set 6
within the Reading Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.
Answers/responses: 
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21.		 pilot/take/sail/navigate/steer/guide
feelings/signs/traces
crew/men/sailors/seamen
able/made/forced/asked/nominated/persuaded
tell
after/before
crew/men
days
When
seamen/men/crew/sailors
seized/took/grabbed/got/captured/caught
Because/As/Since
time
slowly/slightly
for
to
tried/went/started/began/wanted/decided
men/crew/others/mutineers
they
captain/sharks/dead
left/destined

Click here for more information on Interpreting Cloze Results