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Ministry of Education.

Getting around

Writer: Rosemary Allison

Summary
NCEA Level: 2 Duration: 4-6 weeks

Unit standard being assessed

US 12420 Version 3

  • Reading transactional written text closely

Performance criteria

  • One main idea in the text is explained with reference to at least one relevant section of the text
  • The significance of a main idea in the text is analysed with reference to at least one relevant section of the text
  • Three examples of language features are identified using appropriate terminology, and each example is described in terms of its effect
  • A technique used to shape the text is identified and analysed with reference to at least one relevant section of the text.

Curriculum links

  • This unit standard is derived from the Close Reading objectives for written language in English in the New Zealand Curriculum.
  • Close Reading in this unit standard includes aspects of the objectives from Exploring Language and Thinking Critically in English in the New Zealand Curriculums.

Guidelines for use

  • Students will complete ONE of the two required assessment activities for US12420. Students will develop close readings of provided texts on the topic of overseas drivers on New Zealand roads. Other texts with a similar focus could also be included as material for further close reading activities.

    Teachers may wish to combine this unit with the level 2 research unit, New People, New Place, New Start. The texts used for close reading in Getting Around are also incorporated into formative research work for New People, New Place, New Start.

  • (Optional) Students will write one transactional essay based on the topic of overseas drivers on New Zealand roads..

Conditions

For summative assessment, teachers must be satisfied that the close reading work is the student's. Students should complete close reading activities in class. If the close reading activity is to be used for summative assessment, teachers should ensure that the extent of teacher input does not compromise assessment validity; in other words, the work is the student's, not the teacher's.

Teachers may guide students actively through the initial tasks. When completing close reading activities for summative assessment, students can compare their answers to those in the initial tasks to ensure that their close reading answers are at an appropriate level.

Students should have several opportunities during the year to develop their close reading skills.

NB: Teachers using this unit will need to check that it accords with their school assessment policy.

Possible local adaptation

 Where local adaptations are made, teachers and schools should ensure that they have:

  • checked that the adapted assessment validly assesses the standard;
  • checked the copyright status of any material imported into the assessment resource;
  • complied with all internal and external quality assurance requirements.

Teacher background reading

Teaching and learning activities

Learning task 1

Learning task 2

Assessment

Conditions: This assessment is to be completed individually, in class and under exam conditions. It cannot be taken out of class.

Summative assessment activity:
See the Getting Around Assessment schedule (Word 18KB) which is linked to the Getting Around Driving while Asian (Word 806KB) text indicating the level of answers required.

Successful completion of this task will fulfil part of the range statement [one of two close readings] for the level 2 Unit standard 12420: Read transactional text closely.

Resources

Print

  • Baudoin, E.M., Ellen, S.B., Clarke, M.A., Dobson, B.K., and Silberstein, S. (1994). Reader's Choice. 3rd Ed. Ann Arbor: University of Michigan Press.
  • Catt, C. (2003). IELTS Ideas and Vocabulary. Christchurch: Catt Publishing. ([email protected])
  • O'Connell, S. (2002). Focus on IELTS. Pearson Education Ltd.
  • Oshima, A. and Hogue, A. (1991). Writing Academic English. Addison-Wesley Publishing Co.
  • Redman, S. (1997). English Vocabulary in Use - Pre-intermediate and Intermediate. Cambridge: Cambridge University Press.

Published on: 25 Jun 2009

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