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English Assessment Map – Sample at Level 5


Newspaper texts

Context

The stimulus for this task was a newspaper article and a follow-up letter to the editor about the work of volunteers who care for native Australian wildlife. The article and letter present some challenging ideas and vocabulary representative of two types of newspaper texts.

Students were given 20 minutes to read the two pieces and respond to a series of questions. They were expected to work without assistance from other students or their teacher.

The elements of the Reading standard addressed by this task are:

(Students) read and view imaginative, informative and persuasive texts ...

(Students) identify the themes and issues explored in these texts, and provide supporting evidence to justify their interpretations.

(Students) infer meanings and messages in texts, analyse how social values or attitudes are conveyed, compare the presentation of information and ideas in different texts ...

 

Stimulus

This task is from the CSF II English Annotated Work Samples. These Stimulus materials are also available in the English CSF II Annotated Work Samples CD-ROM and pages 64–65 of the English CSF II Annotated Work Samples Booklet (2001). These resources are available in schools.

TEXT A is an article that appeared in a Victorian newspaper.

WILDLIFE CARE NETWORK

More than 90 species of native Australian animals are listed as endangered. Some of them may already be extinct. Since 1788 hundreds of species have perished. A band of volunteers is dedicated to reducing the impact of man.

By Michelle Pountney.

(From 'The Picture Gallery' Herald and Weekly Times, 22 February, 2000)

Almost every hour of every day, Clare Davis responds to the clamour of hungry babies. She cheerfully admits she has her hands full, and by any measure she does. Her brood is measured by the dozen.

Mrs Davis is one of Victoria's 300 wildlife carers. Like them all, she has an emotional stake in the survival of Australian wildlife; like them all she is a volunteer.

Foremost in their minds is the future of our wildlife. The sorry history is that, of about 3800 species of native animals that existed before white settlement in 1788, seven per cent have been lost forever.

Environment Australia lists 92 as in danger of extinction.Volunteer carers are part of the network that helps them survive. At Clare Davis's Leongatha shelter she is nursing 11 wombats, three kangaroos, a pair of koalas, a small flock of magpies and assorted other native wildlife, including a tiny pigmy possum.

'I work 19 hours a day,' she says. 'You do need to treat them like a human baby. It is our responsibility being Australian, to care for Australian animals.'

But it is not just country Victoria that supports shelters, or lonely country roads that claim victims.

Suburban East Reservoir has one of the state's busiest shelters. The nearby Plenty Gorge and its mobs of kangaroos provide much of the work and many patients for carer Rieget van de Vusse.

As bushland areas continue to be eaten up by the rapid advance of suburbia, wildlife is displaced.Not only that, but with the arrival of humans come the domestic predators, cats and dogs. Their effect on wildlife is one of the biggest problems.

Another problem is attitude. Some people say that animals such as kangaroos, considered pests in many areas, should not be saved.

But Ms van de Vusse does not share this view. At the moment, her foster family consists of a red kangaroo (found on a Coburg doorstep), an eastern grey kangaroo (found on a road), rainbow lorikeets, a swan with a fish hook injury and two baby fairy wrens whose nest was destroyed by a lawn mower. 'The commitment of running a shelter is very stressful, exhausting, and it takes over your entire life,' she says.

Wildlife Care Network runs a referral service to the nearest shelter. If you find injured, ailing or distressed wildlife, you can call the Wildlife Care Network's 24-hour rescue hotline on 0500 540 000.

 

TEXT B is a letter that appeared in a Victorian newspaper.

LETTERS TO THE EDITOR

The work of the volunteer carers at the Wildlife Care Network is truly inspirational. I particularly agree with the sentiments expressed by one of the volunteers: 'It is our responsibility being Australian, to care for Australian animals.'

I couldn't agree more.

The trouble is that most people couldn't care less. They've been told time and time again that domestic pets are one of the biggest threats faced by our native wildlife and yet we still see cats roaming the streets at night and sometimes even dogs running around unsupervised during the day.

We all have a responsibility to save our wildlife from extinction. Please put a bell on your cat's collar to warn birds and other wildlife of its approach. Please lock up your pet at night and don't let it run wild during the day.

If we exercise this care, future generations will thank us.

F. Bryant, Eltham.

 

Sample

The following sample illustrates the kind of response that students typically produce when they have achieved the elements of the standard addressed by this task.

1. Circle the statement that best summaries Text B.

Reading Level 5 - Question 1

2. Write a word or a phrase from Text B which shows that the writer approves of the workers at the Wildlife Care Network.

Reading Level 5 - Question 2

3. In Text A the words 'babies', 'foster family' and 'brood' are used to refer to the animals. Why do you think the writer chose these words?

Reading Level 5 - Question 3

4. Why does the writer of Text A produce statistics about endangered species?

Reading Level 5 - Question 4

5. Complete the table below to show the difference between Text A and Text B.

Reading Level 5 - Question 5

View text version

Annotation

Reading – Level 5

All questions: The student's responses to questions 1 to 5 demonstrate the ability to locate the main points in the sample texts and make meaningful comparisons between them.

Elements of the standard

(Students) identify the themes and issues explored in these texts, and provide supporting evidence to justify their interpretations.

(Students) ... compare the presentation of information and ideas in different texts ...

Questions 1–2: The student makes the most appropriate choice relating to Text B, the letter to the editor, and can readily justify a simple interpretation.

Element of the standard

(Students) identify the themes and issues explored in these texts, and provide supporting evidence to justify their interpretations.

Question 3: The student explains the relationship between key words and the writer's purpose.

Element of the standard

(Students) infer meanings and mesages in texts, analyse how social values or attitudes are conveyed ...

Question 4: The student recognises characteristics of persuasive text.

Element of the standard

(Students) read and view imaginative, informative and persuasive texts ...

Question 5: The student compares the two texts demonstrating understanding of different strategies and conventions.

The student's response to voice confuses person with text type, demonstrating lack of understanding of the relevant metalanguage. The student's response to 'Support for point of view' is too general and omits, for example, the author's use of quotation. The response, however, constitutes a meaningful comparison in terms of the presentation of the two texts and is typical of responses at this level.

Element of the standard

(Students) ... compare the presentation of information and ideas in different texts ...

 


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