Predicting Assessment – Sam’s Sticky Mess

Predicting Assessment – Sam’s Sticky Mess

English Analysing, Interpreting & Evaluating

View Curriculum Codes

Description

This prediction assessment asks students to read (or listen to) a simple story and then draw their prediction. Students will highlight the text clues and explain the reasoning behind their prediction.

This worksheet can be used as a post-assessment at the completion of your visualisation unit.

Lesson Structure

Individual Activity

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Curriculum Codes

Draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies

EN1-VOCAB-01 new

Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas

EN1-RECOM-01 new

Comprehends independently read texts that require sustained reading by activating background and word knowledge, connecting and understanding sentences and whole text, and monitoring for meaning

AC9E1LY05 9

Use comprehension strategies such as visualising, predicting, connecting, summarising and questioning when listening, viewing and reading to build literal and inferred meaning by drawing on vocabulary and growing knowledge of context and text structures

ACELY1660 8.4

Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features

Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features

Differentiation

Modifications

Some students may require a teacher to read the text to them before recording their prediction. Rather than write their reasoning, teachers may choose to scribe the student’s verbal explanation.

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