Topic: Topic Cards

Date: 25/11/2014
Notes:
1. Topic card
Name
2. Response
3. notes
Rachael

1. Was the problem in the story solved in a good or bad way, why?
2. I think the problem was found in a good was because they found a place just like old home
3. Needed prompting

Jorja

1. Make a text-world connection

2. Unable to answer
3. This card was difficult for most students in the group. Able to effectively answer what she
saw, felt or heard in the book ducks waddling, upset, frogs croaking

Emily

1. What does the story make you feel, see, hear?

2. Upset because nothing went their way until the end and because they are refugees, small
island, croaking frogs
3. Able to clearly articulate responses to most cards during share time at conclusion, renames
fleeing home as that is another word for refugees, asked questions such as do you like
your new home as she wanted to see if they were ok. Made a text-self connection of being
sad when she moved house

Jordan

1. Why did the author choose this title? Make up another title, why did you name it that?
2. Refuges because the 2 ducks have travelled from one home to another (understanding of
what a refugee is from intro discussion) renamed 2 ducks as there were two ducks (surface
understanding)
3.
1. Ask two questions of the main character
2. How did it feel [to have to move]? How did it feel in the end?
3. Asked questions as wanted to know if the ducks were happy or sad in their new home.
Happy to share opinions during discussion on other cards

Mac

Amy

1. Adjectives in the book

2. Listed 15 adjectives and a couple adjectival clauses (these needed explaining) including:
restlessly, salty, grumpy, silent, cruel, jolted.
3. Clear recognition of adjectives, quick understanding of adjectival clauses. Renamed other
refugees as she said that animals can be refuges too, not just people

Focused Anecdotal Notes

Self-Assessment Checklist

Rubric
Topic: Using the trade a word strategy to read a text
Date: 24/11/2014
Name
1
2
3

Notes

Zac

Chooses
words which
make little or
no sense in
the context

Chooses
words
which are
contextually
appropriate

Uses starting letter

to choose words
which are
contextually
appropriate

Maddy

Chooses
words which
make little or
no sense in
the context

Chooses
words
which are
contextually
appropriate

Uses starting letter

to choose words
which are
contextually
appropriate

Able to explain how the strategy would

help students to read words and what the
can use to help them trade a word
(pictures, context of sentence)

Tyson

Chooses
words which
make little or
no sense in
the context

Chooses
words
which are
contextually
appropriate

Uses starting letter

to choose words
which are
contextually
appropriate

Engaged during lesson

Able to explain how the strategy would
help students to read words and what the
can use to help them trade a word
(pictures, context of sentence)

Rhiannon

Chooses
words which
make little or
no sense in
the context

Chooses
words
which are
contextually
appropriate

Uses starting letter

to choose words
which are
contextually
appropriate

Disengaged, Tyson did most of the work

in their partnership.

What operations were

+
used?
Interesting questions Times tables only
Clear instructions
Easy to navigate
Explanations

Not shown
Complicated
Not shown

Able to use the pictures and sentence

context to trade a word often, though not
always.
In Happy Hal made balloons into apple
shapes instead of animals, which made
minimal sense

Mixture of
operations
A little bit confusing
A little bit confusing
Sometimes shown

Clarity of
explanations
Fun Factor

Pre and Post Test

Confusing
I would play it for 10
minutes
Peer-Assessment Rubric

A little bit helpful

I would play it for an

hour