Contents Level 3 Unit standard 17361, version 4 Read recounts (ESOL) 4 Credits 1 Assessor guidelines 2 Candidate instructions 3 Candidate checklist 4 Reading text 5 Assessment task 6 Assessment schedule Note: The following guidelines are supplied to enable teachers/tutors to carry out valid and consistent assessment using this internal assessment resource. Teachers/tutors must manage authenticity for any assessment from a public source, because students may have access to the assessment schedule or student exemplar material. This assessment resource without modification may mean that students work is not authentic. The teacher may need to change the context or topic to be investigated, or change to a different text to read or perform. Page 1 of 13 New Zealand Qualifications Authority 2013
Assessor guidelines NZQA Support Material Level 3 Unit standard 17361, version 4 Read recounts (ESOL) 4 Credits This unit standard has one element: Element 1: Read two complete texts from different contexts. Each text must be at least 500 words in length. Conditions All assessment activities must be conducted in English, which must not be the candidate s first language. Candidate s responses may be oral or written. Written responses need not be grammatically correct, but errors must not interfere with meaning. Candidates may use an English dictionary but not an electronic translator. Assistance may be given to understand the requirements of the task. Learning contexts Candidates should be assessed after they are familiar with topics. By reading on topics with a similar text type and structure candidates will become familiar with the text structure and language features of recount texts. The English Language Intensive Programme (ELIP) does not contain examples of recounts at this level. However, stage 2 has sample texts that provide guidance on suggested teaching components, strategies and language features of recounts: Captain James Cook a New Arrival. ELIP (9c) and personal recounts e.g. A field trip to Rotorua ELIP (9d). Notes for assessors It is important that candidates are familiar with the requirements of the performance criteria and the special notes. Each of the two texts should be assessed at a different time as part of a wider area of study. This assessment activity should follow class activities in which the candidates have had the opportunity to become familiar with the topic through a range of listening, speaking, reading and writing activities. The context and vocabulary should be familiar to the students. The question tasks should also be familiar to the candidates. This can be achieved by including similar question types in the formative work. Candidates should not have seen the text before the assessment activity. Refer to your institution s policies before offering further assessment opportunities. If resubmission takes place, the assessor should ensure that the correct answers are not inadvertently indicated when scripts are returned. For example, in a true / false or matching exercise, it would be inappropriate to indicate the correct answers on the candidate s script. Page 2 of 13 New Zealand Qualifications Authority 2013
Candidate instructions Level 3 Element 1: Task 1 Unit standard 17361, version 4 Read recounts (ESOL) 4 Credits Name: Date: Do this activity in class. You may ask the assessor to explain the instructions. You may use an English dictionary but not an electronic translator. Your spelling and grammar do not need to be perfect but your assessor needs to be able to understand what you mean. Candidate checklist In this assessment task you will need to show that you can do the following: Put the sequence of events in the text in the correct order. 1.1 Identify and describe key details about characters, setting and events in the text. 1.2 Identify and explain how important events in the text are linked. You will need to understand words and phrases used for: time relationships e.g. A few years ago, soon, since then, late in the afternoon cause and effect e.g. so, then, because of this Find examples of cohesive devices and explain their meaning. Cohesive devices could include: repetition of nouns e.g. mountain bikes, my bike, our bikes, the bike frame, we biked use of synonyms e.g. cycle, bike, ride, pedal pronoun reference e.g. they, it, them conjunctions e.g. however 1.3 1.4 Give the meaning of important vocabulary from the text. 1.5 Page 3 of 13 New Zealand Qualifications Authority 2013
Reading text: Task 1 Level 3 Going Nowhere Slowly Unit standard 17361, version 4 Read recounts (ESOL) 4 Credits BY SIMON KENNETT A few years ago my older brother Paul bought one of the first mountain bikes in New Zealand. Soon my twin brother Jonathan and I had mountain bikes too. Since then, we three have ridden many places, but the best trip we ve done was the time we rode to nowhere. Slowly. In the middle of the night, at Ohakune Railway Station, we sleepily climbed off the train with our bikes and other gear. We fell asleep under a tree. Then a few hours later we rose early and by mid-day we had ridden to the start of the Mangapurua Track. Fifty years ago, this track was a road that led to farms in the Mangapurua Valley. It wasn t good farming country, so the people left, and the bush took over. But there is still a large bridge in the middle of the bush. Nowadays it s called the Bridge to Nowhere. In the hot afternoon, we biked into the valley. Whizzing down the track, Jonathan got his front wheel caught in a rut and crashed. The frame was so bent that the back wheel couldn t turn. No problem, said Paul, with a wide grin. While Jonathan gritted his teeth, Paul put the bike frame on the ground and jumped up and down on the bike. It worked in fact, the bike went better than before! The next day we set off early, but we had to ride slowly because of fallen branches, tricky stream crossings and the heat. As I rode along one cliff edge, my bike slipped off the narrow track and I fell. I climbed back up, shocked but glad to be alive. My bike was fine too. Late in the afternoon as we were weaving our way through thick bush, the Bridge to Nowhere suddenly appeared before us. We had seen photos of the bridge but it was still a real surprise. Imagine seeing a large concrete bridge in a remote valley far away from any roads! We cycled onto the bridge and rested there, just looking around us. Then we carefully rode down to the river. We were now about thirty kilometres upstream from Pipiriki, the nearest town, and we did not intend to go back the way we came. Instead we made ourselves a raft and some paddles. Page 4 of 13 New Zealand Qualifications Authority 2013
Soon after dawn the next day we tied the bikes onto the raft, got in and started floating down the river. It worked! A DOC jet boat came past and I asked, How long will it take us to get to Pipiriki? At that rate about three days, the ranger replied. After that, we all paddled very hard. In shallow parts we jumped out and pushed the raft. By ten p.m. it was dark, and there was still no sign of Pipiriki. We were all tired and worried and because of that we argued about the best way to get through the rapids. At last, after fourteen hours of rafting, we arrived at Pipiriki. Tired and hungry, we quickly made some soup and then fell asleep. The next day we had to cycle 130 kilometres to Marton to catch the train home and we only had one muesli bar left. We thought we would never get there in time because the lack of food and hilly roads slowed us down. Then a farmer gave us a lift and dropped us beside a shop with FOOD. Once we had eaten, the final part seemed much easier and we arrived at the railway station just in time. The Bridge to Nowhere had been a great trip, and it was good to rest on the train, thinking about the adventure we d just had. But on the way south, I gazed out of the window to the Ruahine mountain ranges. I wonder if it s possible to cycle across the Ruahines? I said aloud. Paul s eyes lit up, and he reached for the map. 652 words Text from Choices used by kind permission of the author. Page 5 of 13 New Zealand Qualifications Authority 2013
Assessment task Level 3 Unit standard 17361, version 4 Read recounts (ESOL) 4 Credits Element 1: Task 1 Name Date Read the text and answer the questions below. 1. Give the sequence of events (1.1) Complete the sequence of events by filling in the missing events that are most important in the story. a. They got off the train at Ohakune and had a sleep. b. c. Jonathan crashed his bike but Paul fixed it. d. e. They saw the Bridge to Nowhere. f. g. They started paddling down the river. h. i. They arrived at Pipiriki. j. k. They arrived at the railway station in Marton. Page 6 of 13 New Zealand Qualifications Authority 2013
2. Details that are key to understanding each text are identified and described (1.2) 2a. Fill in the missing parts of the chart below. What was the event? What was the setting? (time and place) Who was involved? They climbed off the train with their bikes and gear. i) The three brothers. The first crash. ii) iii) iv) The second day: riding along a cliff edge. v) A DOC jet boat came past. vi) vii) viii) The last day / Between Pipiriki and Marton ix) x) At the end of the trip / On the train Simon (the writer) 2b. Understanding characters, setting and events: Write a sentence to describe the character of the three boys using one of the words from the box below. Give a reason for your choice. optimistic adventurous brave I think the three boys were i) because ii)... 3. The key connections between events are identified and explained (1.3) i) Why is there a large concrete bridge in the middle of the bush?.. ii) They needed to bike slowly on the track because of: a).... b).... and c)..... Page 7 of 13 New Zealand Qualifications Authority 2013
iii) When did they first get into the raft?... iv) They paddled very hard for the rest of the day because........ v) When did they become tired and worried?.... vi) Why was the final part of the ride to the railway station much easier?...... 4. Cohesive devices and their meanings are identified (1.4) 4a. In the text below, different words are used to describe how the boys rode their bikes. Read the text and fill in the missing boxes below with the correct word and explain why the author used them. An example has been done for you. In the hot afternoon, we biked into the valley. Whizzing down the track, Jonathan got his front wheel caught in a rut and crashed. The frame was so bent that the back wheel couldn t turn. Late in the afternoon as we were weaving our way through thick bush, the Bridge to Nowhere suddenly appeared before us. We had seen photos of the bridge but it was still a real surprise. Imagine seeing a large concrete bridge in a remote valley far away from any roads! We cycled onto the bridge and rested there, just looking around us. Then we carefully rode down to the river. Words that are linked to riding. slowly How do these words add meaning to the sentence? It describes how long it took them for the whole journey. i) It tells us the rider was going very fast. weaving carefully ii) iii) Page 8 of 13 New Zealand Qualifications Authority 2013
4b. Lexical cohesion: Words can form a whole-part relationship. There are many words that are used to describe parts of the Pipiriki River. Fill in the correct missing words and meanings choosing from the box below. There are more words than you need. The first one is done for you. Words upstream; rock pools; shallow; rapids; lake Meanings a. It tells us that at this part of the river it was not deep. b. It tells us where they were on the river (from where the river started) (at Pipiriki). c. It tells us that the river was moving very fast (and over rocks). Words to describe parts of the Pipiriki River upstream How do these words change the meaning of the sentence? i) b i) ii) iii) iv) 4c. Pronouns 1 2 3 4 5 6 7 8 9 10 Fifty years ago, this track was a road that led to farms in the Mangapurua Valley. It wasn t good farming country, so the people left, and the bush took over. But there is still a large bridge in the middle of the bush. Nowadays it s called the Bridge to Nowhere. In the hot afternoon, we biked into the valley. Whizzing down the track, Jonathan got his front wheel caught in a rut and crashed. The frame was so bent that the back wheel couldn t turn. No problem, said Paul, with a wide grin. While Jonathan gritted his teeth, Paul put the bike frame on the ground and jumped up and down on the bike. It worked in fact, the bike went better than before! Find the pronouns underlined in the text above and write the noun or phrase they refer to. i) It (line 2).... ii) we (line 5)... iii) his (line 6)... Page 9 of 13 New Zealand Qualifications Authority 2013
4d. Connectives Use the words in bold in the text above. There is one word you do not need. Which word: tells you two things are happening at the same time i)...... introduces another supporting idea ii)..... tells you that one thing caused another iii)... 5 Meaning of essential vocabulary in each text is given (1.5) Match the words with the correct meanings as used in the text. There are more words than meanings. gear a track remote (to) intend at that rate a lack (to) gaze a lift (to) appear a road ranges dawn imagine the bush a grin a. look at something for a long time b. just before the sun rises c. what you use for an activity, equipment d. to suddenly be seen e. a long way from where people live f. a ride in a car or truck g. the speed at which it will happen h. mountains or hills in a continuous line i. not enough of something j. think about something k. to decide or plan to do something l. a narrow road or path with an uneven surface Page 10 of 13 New Zealand Qualifications Authority 2013
Assessment schedule Level 3 Unit standard 17361, version 4 Read recounts (ESOL) 4 credits Element 1: Read recounts (ESOL). Range: Two complete texts from different contexts Performance criteria Evidence Judgment 1.1The sequence of events is given. 1.2 Details that are key to understanding each text are identified and described. Range: key details include characters, setting, events. 1. Answers similar to: b. They started riding on the Mangapurua track. d. Simon slipped off the track and fell. f. They made a raft and paddles. h. A DOC jet boat came past. j. A farmer gave them a lift / They bought food / The next day we got a ride and some food / The next day we had to ride 130kms to Marton 2a. Answers similar to: i) The middle of the night / Ohakune Railway station (both time and place needed). ii) (First day) In the afternoon / In a valley or On the track (both time and place needed). iii) Jonathan (and Paul) iv) The second crash or He slipped off the track and fell v) Simon or The author vi) The next day or morning / On the river (both time and place The correct sequence of events in the text is given. Four out of five answers are correct. Key details in the text including characters, setting and events are identified and described. 2a Eight out of ten answers are correct. i), ii), vi): Both time and place needed. Page 11 of 13 New Zealand Qualifications Authority 2013
1.3 The key connections between events are identified and explained. Range: may include but is not limited to time relationships, cause and effect. needed). vii) The DOC ranger and the 3 boys viii) They got a lift in a truck. ix) A farmer and the three brothers. x) He saw the Ruahine Ranges. 2b. Answers similar to: i) optimistic ii) because they believed they could cycle to the Bridge to Nowhere / because they thought they could paddle down the river OR i) adventurous ii) because they have explored many different and difficult places OR i) brave ii) because they did many difficult things and the trip was dangerous. 3. Answers similar to: i) There used to be farmers (in the valley) but it wasn t good land for farming so people left (and the bush took over). ii) a) branches b) tricky stream crossings c) heat of the summer sun (All 3 correct). iii) Soon after dawn / the next day. iv) The ranger told them it would take three days / They needed to catch a train / They wanted to get to Pipiriki that night. v) At 10pm or It was dark (and there was no sign of Pipiriki) or They had to get through rapids. vi) They had just eaten. 2b One complete correct answer (both i) and ii) correct). The link between key events in the text is identified and explained. Four out of six answers are correct. Page 12 of 13 New Zealand Qualifications Authority 2013
1.4 Cohesive devices and their meanings are identified. Range: at least two lexical cohesive devices, which may include but are not limited to repetition of nouns, uses of synonyms; at least two grammatical cohesive devices which may include but are not limited to pronoun reference, conjunctions. The meaning of essential vocabulary as used in each text is given. Range: ten words. 4a. i) whizzing Answers similar to: ii) It tells us how they were moving in thick bush so they didn t hit the trees / It tells us how they moved from side to side. iii) It tells us how they were biking because they were going downhill / It tells us they were biking slowly and watching for danger. 4b. i) shallow ii) It tells us that this part of the river was not deep. iii) rapids iv) It tell us that the river was moving very fast (and over rocks). 4c. i) The Mangapurua valley ii) The 3 boys or Paul, Jonathan and Simon. iii) Jonathan 4d. i) while ii) and iii) so 5 a. (to) gaze g. at that rate b. dawn h. ranges c. gear i. a lack d. (to) appear j. imagine e. remote k. (to) intend f. a lift l. a track Lexical and grammatical cohesive devices are identified and an understanding of their effect on meaning is demonstrated. 4a) Two out of three answers are correct. 4b) Both answers are correct. (Any order and both parts correct). 4c) Two out of three answers are correct. 4d) Two out of three answers are correct. The meaning of ten items of vocabulary essential to understanding the text is demonstrated. Ten out of twelve answers are correct. Page 13 of 13 New Zealand Qualifications Authority 2013