Writers: Jenni Bedford and Breda Matthews
| NCEA LEVEL 2 | |
| Unit standard | Elements and performance criteria |
| Unit standard 2969, version 7 Read recounts in familiar contexts (ESOL) |
Element 1: Read recounts in familiar contexts (ESOL). Range: two complete texts, each of a different type. Performance criteria 1.1 The sequence of events is identified within each text. 1.2 Details that are key to understanding each text are described. Range: key details include – characters, events, setting. 1.3 The connections between key events are identified. Range: may include but is not limited to – time relationships, cause and effect. 1.4 The meaning of essential vocabulary as used in each text is given. Range: ten words. |
Resources
Assessment activities for other unit standards that could be used in conjunction with unit standard 2969:
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Unit standard 2969, version 7 Read recounts in familiar contexts (ESOL) Level 2 4 credits |
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This unit standard has one element: Range: two texts, each of a different type. |
| Conditions
Learning contexts Assessment should follow class activities in which the students have had the opportunity to become familiar with the topic and vocabulary through a range of listening, speaking and writing activities. The question types should also be familiar to the students and this can be achieved by including similar question types in the formative work. The English Language Intensive Programme (ELIP) Stage 2, has suggested teaching components, strategies, language features and sample texts on recount genre: ‘Class Picnic’ (3c); ‘John F Kennedy’ (3d); ‘Captain James Cook’ (9c); ‘A Field Trip to Rotorua’ (9d); ‘Museum Trip’ (18c) and ‘My Picnic’ (18d). Notes for Assessors
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Unit standard 2969, version 7 Read recounts in familiar contexts (ESOL) Level 2 4 Credits |
| This unit standard has one element: Element 1: Read recounts in familiar contexts (ESOL). Range: two texts, each of a different type. |
| Task 1: Becoming a New Zealander |
| Conditions
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| In this assessment task you will need to show that you can do the following: | |
| Put events that happened in the text in the correct order. | 1.1 |
| Describe details in the text including characters, events and setting. | 1.2 |
| Identify connections between key events in the text. These may include: - time e.g. when events happen - cause and effect e.g. why events happen |
1.3 |
| Give the meaning of ten important words from the text. | 1.4 |
‘Becoming a New Zealander’ by Miao Yu Su
Today, I became a New Zealander. People who are not born here have to go through a special ceremony if they want to become New Zealand citizens. That’s what my family did today.
I was born in Taiwan, and I moved to New Zealand with my family five years ago when I was eleven years old. We bought a citrus fruit orchard in a place called Kihikihi, which is just south of Te Awamutu. Our brick home in Kihikihi is nothing like my home in Taiwan. In Taiwan, we lived in a five-storey apartment building in the city. It was surrounded by other tall buildings that were full of families just like ours. No-one had backyards and there were certainly no farm animals nearby!
My parents moved to New Zealand because it is less crowded than Taiwan. They believed that my brother and I would have better opportunities in New Zealand than in Taiwan.
Although I never want to lose my Taiwanese heritage, becoming a New Zealander meant a lot to me. I felt as though an invisible wall had been pulled down. Going through the citizenship ceremony made me feel more like the other people around me, not just like a visitor anymore.
When the mayor called my name at the ceremony, I thought I would be nervous. I usually feel shy when I have to stand up in front of people. But not this time. I felt proud when I stood before my family and the other people in the room to receive my certificate. It wasn’t long before I was back in my seat again – this time as a New Zealander.
There were several other people in the room who had also become New Zealand citizens. They were from England, South Africa, China, the Netherlands, and Singapore. We all received citizenship certificates and information packs.
The mayor also gave each family at the ceremony a special gift of a kowhai tree to acknowledge the commitment they had made to their new home.
We will plant our tree in the garden to remember the day we all became New Zealanders.
352 words
Adapted from ‘Becoming a New Zealander’ as told to Sharon Holt by Miao Yu Su (in Choices: Branching Out, 2003, Learning Media, Wellington).
Unit standard 2969, version 7
Read recounts in familiar contexts (ESOL)
Level 2
4 credits
Name …………………………………………………….. Date …………………
Read the text and answer the questions below.
1. The sequence of events is identified within each text (1.1)
Fill in the missing events of the story in the order they happened. Some have been done for you.
| a. | I was born in Taiwan. |
| b. | |
| c. | |
| d. | I attended a citizenship ceremony. |
| e. | |
| f. | |
| g. | I returned to my seat as a New Zealander. |
| h. | |
| i. | We will plant our tree in the garden to remember the day we became New Zealanders. |
2. Details that are key to understanding each text are described (1.2)
a. Characters
| Name of the person telling her story | i) |
| Heritage of person telling her story | ii) |
| Other members of her family | iii) |
| The kind of person she is. | iv) |
b. Events
Fill in the gaps of this flow chart with the important events that happened in the story. Use the headings to help you.
c. Setting
i) Describe the kind of place the family now live in.
…………………………………………………………………………………………..
…………………………………………………………………………………………..
ii) Describe where Kihikihi is in New Zealand.
…………………………………………………………………………………………..
…………………………………………………………………………………………..
iii) Who else was at the ceremony apart from this family?
…………………………………………………………………………………………..
…………………………………………………………………………………………..
3. The connections between key events are identified (1.3)
a. Time connections: Fill in the missing gaps according to when events happened. The first one is done for you.
| Birth to 10 years old | Eleven years old to present | |
| Country | Taiwan | New Zealand |
| House | i) | ii) |
| Surroundings (What was nearby?) | iii) | iv) |
b. Cause and effect connections
i) Give one reason why the parents moved from Taiwan to New Zealand?
…………………………………………………………………………………………..
…………………………………………………………………………………………..
ii) Why did becoming a New Zealander mean a lot to the writer?
…………………………………………………………………………………………..
…………………………………………………………………………………………..
iii) Why didn’t the writer feel shy this time?
…………………………………………………………………………………………..
…………………………………………………………………………………………..
iv) What was the reason for the special gift from the Mayor?
…………………………………………………………………………………………..
…………………………………………………………………………………………..
4. The meaning of essential vocabulary used in the text is given (1.4)
ceremonycitizensopportunityheritageinvisiblenervousreceivedproud ofcertificateseveralcommitmentremember
Choose words from the box above that match the meaning of the words in bold in the questions. The meanings must be the same as those used in the text.
The teacher wanted a (a) ……………………………………. (agreement) from all the class that they would pay for the class trip.
If students are absent from an assessment they need a (b) ……………………
(official document) from the doctor to prove they have been ill.
The new student (c) ……………………(was given) a warm welcome to the class.
She tried to (d)…………………(recall, think about) all the names of other students in her new class.
When you use a powerful microscope you can see things that are (e)…………………………. (unseen) to the naked eye.
At prize giving (f) ………………….. (more than two) students from the same class received awards.
The Principal said he was very (g) ……………………… (pleased and satisfied with) the exam results of the students.
The student felt very (h) ……………………………..(frightened, anxious) because she had to give a speech in front of the whole assembly.
It is important that all (i) …………………….. (people who are born in a country or legally accepted into it) who are eligible to vote know what the issues are.
There was a special (j) ………………………. (formal event) at the end of the year for all students who were leaving the school.
It was an (k) ……………………………. (chance) to thank those who had made special contributions.
It is important to pass on the (l) ………………………….. (traditions) of our country, its history and culture, to the next generation.
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Unit standard 2969, version 7 Read recounts in familiar contexts (ESOL) Level 2 4 Credits |
| This unit standard has one element: Element 1: Read recounts in familiar contexts (ESOL). Range: two texts, each of a different type. |
| Task 2: Princess Te Puea Name: ______________________________ Date: _______________________________ |
| Conditions
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| In this assessment task you will need to show that you can do the following: | |
| Put events that happened in the text in the correct order. | 1.1 |
| Describe details in the text including characters, events and setting. | 1.2 |
| Identify connections between key events in the text. These may include: - time e.g. when events happen - cause and effect e.g. why events happen |
1.3 |
| Give the meaning of ten important words from the text. | 1.4 |
Princess Te Puea – a great Maori leader who belonged to her people
Te Puea Hērangi was born in the Waikato in 1884. She came from a very high-ranking Māori family and was the grand-daughter of the second Māori king. Although she became known as Princess Te Puea she did not like people using the title.
Te Puea was educated in traditional Māori ways. At the age of 12 she began primary school and then college. She could speak both Māori and English. When she was 15 years old her mother died and she had to return home. Although she had little formal schooling, from an early age Te Puea learnt as much as she could by listening to Māori elders in speech and song.
In 1911 Te Puea had her first experience of politics in an election campaign. She became noticed at meetings and was listened to with respect. Te Puea decided to create a centre for the Kīngitanga movement. She was responsible for increasing the importance of the Māori monarchy throughout New Zealand.
Te Puea was married to Rewi Tūmoko Kātipa for over 30 years. They did not have any children but during her life she was a mother to many children from other families. After the influenza epidemic of 1918, she gathered up one hundred orphaned children and founded the community at Ngāruawāhia now known as Tūrangawaewae. She worked hard to create a place which became the gathering place for the Waikato people.
Over many years Te Puea worked closely with Pākehā leaders to help her people. She became a woman of action who wanted community improvements. People respected her skills in organisation and her hard work.
Te Puea died on 12 October 1952. She is recognised as having been an important leader for Māori, with many great achievements in her life. Even today, Māori say her spirit can still be felt in the meeting house at Tūrangawaewae.
302 words Glossary: Kīngitanga movement is the movement to have a Maori king
Unit standard 2969, version 7
Read recounts in familiar contexts (ESOL)
Level 2
4 credits
Name …………………………………………………….. Date …………………
Read the text and answer the questions below.
1. The sequence of events is identified within each text (1.1)
Decide which of the following are important events in the recount. Number the events only in the order they happened. (There are 7 events).
| After the influenza epidemic she cared for orphaned children. | |
| Te Puea died on 12 October 1952. | |
| People respected her skills in organisation and her hard work. | |
| She got married. | |
| She began primary school and then college. | |
| Te Puea Hērangi was born. | |
| Te Puea had her first experience of politics in an election campaign. | |
| Although she became known as Princess Te Puea she did not like people using the title. | |
| Her mother died and she had to return home. |
2. Details that are key to understanding each text are described (1.2)
a. Character
Fill in the missing gaps to show your understanding of the character Te Puea. Choose from the words in the box below. There are more words than you need.
Te Puea Hērangi was born into a very i)______________ Māori family. From an early age she ii)______________ as much as she could about the Māori way of life. She became a iii)____________ for her people. She was a person who got things iv)______________ and earned the v)______________ of many people. Māori people today recognise her many vi)______________.
done, leader, amazed, important, achievements, opportunity, respect, learnt, action
b. Events and setting
Fill in the missing events and the setting they happened in. Two of these are done for you.
| Events | Setting | |
| 1884 | i) | ii) |
| 12 years of age | iii) | |
| 15 years of age | Her mother died and she had to return home. | iv) |
| 1911 | v) | |
| 1918 | vi) | vii) |
| 1952 | viii) | The meeting house at Tūrangawaewae. |
3. The connections between key events are identified (1.3)
a. Time connections
Use the connectives or linking words in the box below to help you complete the sentence by filling in when the event happened. The first one is done for you.
| When she was 15 years old | her mother died |
| i) | she was a mother to many children from other families. |
| ii) | she gathered up orphaned children and founded the community at Ngāruawāhia. |
| iii) | Te Puea worked closely with Pākehā leaders to help her people |
| iv) | Maori say her spirit can still be felt in the meeting house at Tūrangawaewae |
| Te Puea died | v) |
Over, During, After, Even, today, When, on
b. Cause and effect connections
Complete the following sentences to show you understand the relationship between cause and effect.
i) Te Puea knew a lot about traditional Māori ways because …………………...
…………………………………………………………………………………………..
ii) Although Te Puea and her husband didn’t have any children ……………….
…………………………………………………………………………………………..
…………………………………………………………………………………………..
iii) Te Puea decided to make a centre for the Kīngitanga movement. As a
result …………………………………………………………………………………...
…………………………………………………………………………………………..
iv) People respected her skills in organisation and her hard work because …...
…………………………………………………………………………………………..
…………………………………………………………………………………………..
4. The meaning of essential vocabulary used in the text is given (1.4)
Match the words with their meaning in the text. Choose from the list of words in the box. Be careful that you choose the meaning in this text as some words have more than one meaning.
| an orphan | respect | high-ranking | spirit |
| a title | an achievement | to create | an epidemic |
| a campaign | to found | the monarchy | a gathering |
| Word | Meaning |
| a) | a disease which spreads and affects a lot of people |
| b) | an important member of a group |
| c) | a name used to show social status or position |
| d) | honour, admiration of someone |
| e) | the system in which a King or Queen reigns over a country |
| f) | the part of a dead person believed to remain alive after their body has died |
| g) | to establish or set up an organisation |
| h) | to make something happen |
| i) | a child whose parents are both dead |
| j) | when people come together to meet |
| k) | something which someone has succeeded in doing |
| l) | a planned set of activities to achieve change |
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Unit standard 2969, version 7 Read recounts in familiar contexts (ESOL) Level 2 4 credits |
||
| Element 1: Read recounts in familiar contexts (ESOL). Range: two complete texts, each of a different text type. |
||
| PC | Evidence | Judgement |
| 1.1 The sequence of events is identified within each text. | 1. Answers similar to: a. (given) b. I moved to New Zealand with my family (five years ago when I was eleven years old). c. We bought a citrus fruit orchard (in Kihikihi). d. (given) e. The mayor called my name. f. I stood (before my family and other people) to receive my certificate. g. (given) h. The mayor gave each family a special gift (a kowhai tree). i. (given) |
The sequence of events is identified.
Four out of five answers are correct.
|
| 1.2 Details that are key to understanding each text are described. Range: key details include – characters, events, setting. |
2a. i) Miao Yu Su ii) Taiwanese iii) Father, Mother, Brother iv) shy/nervous. 2b. Answers similar to: i) Miao/she was born in Taiwan. ii) She moved to New Zealand 5 years ago (when she was 11 years old). iii) The mayor called her name/she stood up to receive her certificate. iv) The mayor gave each family a special gift. v) They will plant their (kowhai) tree/gift in the garden. 2c. Answers similar to: i) A brick home/a citrus fruit orchard. ii) South of Te Awamutu/near Te Awamutu iii) Mayor, people from other countries (England, South Africa, China the Netherlands, Singapore). |
Details that are important to understand the text are described. Question 2a. Three out of four answers are correct. Question 2b. Three out of five answers are correct. Question 2c. Two out of three answers are correct. |
| 1.3 The connections between key events are identified. Range: may include but is not limited to – time relationships, cause and effect. |
3a. Answers similar to: i) brick ii) (5 storey) apartment iii) farm animals/ geese & sheep/ backyards iv) tall buildings 3b. Answers similar to: i) New Zealand is less crowded than Taiwan Parents believed the children would have better opportunities in New Zealand (one reason only required). ii) She felt an invisible wall had been pulled down/ it made her feel more like other people around her/ not a visitor any more. iii) She was proud (to receive her certificate/ to become a New Zealander. iv) So that they would remember (the day they became New Zealanders). |
The connections between important events are identified. Question 3a. Three out of four answers correct. Question 3b Three out of four answers correct. |
| 1.4 The meaning of essential vocabulary as used in each text is given. Range: ten words. |
Correct answers are: a) commitment b) certificate c) received d) remember e) invisible f) several g) proud of h) nervous i) citizens j) ceremony k) opportunity l) heritage |
The meaning of essential vocabulary as used in the text is given.
Ten out of twelve answers are correct. |
|
Unit standard 2969, version 7 Read recounts in familiar contexts (ESOL) Level 2 4 credits |
||
| Element 1: Read recounts in familiar contexts (ESOL). Range: two complete texts, each of a different text type. |
||
| PC | Evidence | Judgement |
| 1.1 The sequence of events is identified within each text. | Answers are: 1. Te Puea Hērangi was born. 2. She began Primary School and then College. 3. Her Mother died and she had to return home. 4. Te Puea had her first experience of politics in an election campaign. 5. She got married. 6. After the influenza epidemic she cared for orphaned children. 7. Te Puea died on 12 October 1952. |
The sequence of events is identified.
Five out of seven answers are correct.
|
| 1.2 Details that are key to understanding each text are described. Range: key details include – characters, events, setting. |
2a. Answers are: i) important ii) learnt iii) leader iv) done v) respect vi) achievements 2b. Answers similar in meaning to: i) Te Puea Hērangi was born. ii) (the) Waikato iii) She began Primary school (then College). iv) (the) Waikato v) She had he first experience of politics (in an election campaign). vi) She founded a community for orphans. vii) Ngāruawāhia / Tūrangawaewae viii) Te Puea Hērangi died |
Details that are important to understand the text are described.
Question 2a. Four out of six answers are correct.
Question 2b Six out of eight answers are correct. |
| 1.3 The connections between key events are identified. Range: may include but is not limited to – time relationships, cause and effect. |
3a. Answers similar in meaning to: i) during her life ii) after the influenza epidemic (of 1918) iii) Over many years iv) Even today v) on 12 October 1952 3b. Answers similar in meaning to: i) (from an early age) Te Puea learnt as much as she could by listening to Māori elders (in speech and song). ii) she was a mother to many children. iii) she was responsible for increasing the importance of the Māori monarchy (throughout New Zealand). iv) she was a woman of action who wanted community improvements. |
The connections between important events are identified. Question 3a. Three out of five answers are correct. |
| 1.4 The meaning of essential vocabulary as used in each text is given. Range: ten words. |
Correct answers are: a) an epidemic b) high-ranking c) a title d) respect e) the monarchy f) spirit g) to found h) to create i) an orphan j) a gathering k) an achievement l) a campaign |
The meaning of essential vocabulary as used in the text is given.
Ten out of twelve answers are correct. |
Published on: 09 Jan 2018
