Reading Comprehension (2) - late Primary

This is an article from a newspaper about archaeologists discovering new ruins in Peru. The reading is for late primary or early high school aged students. A list of sample comprehension questions is included in this lesson plan.

The Ruins of Sechin Bajo.
( SMH - February 26, 2008 )



A ceremonial plaza built 5500 years ago has been discovered in Peru, and archaeologists involved in the dig said carbon dating shows it is one of the oldest structures ever found in the Americas.


A team of Peruvian and German archaeologists uncovered the circular plaza, which was hidden beneath another piece of architecture at the ruins known as Sechin Bajo, in Casma, 370 kilometres north of Lima, the capital. Friezes depicting a warrior with a knife and trophies were found near the plaza.


"It's an impressive find; the scientific and archeology communities are very happy," Cesar Perez, the scientist at Peru's National Institute of Culture who supervised the project, said on Monday. "This could redesign the history of the country."


Prior to the discovery at Sechin Bajo, archaeologists considered the ancient Peruvian citadel of Caral to be one of the oldest in the Western Hemisphere, at about 5000 years.


Scientists say Caral, located a few hours drive from Sechin Bajo, was one of six places in the world - along with Mesopotamia, Egypt, China, India and Mesoamerica - where humans started living in cities about 5000 years ago.


"The dating done by the German archaeologists puts it at about 5500 years," Perez said of the plaza, which has a diameter of about 14 metres.


Earlier finds near Sechin Bajo had been dated at 3600 years, and there may be other pieces of the citadel older than the plaza.


"We've found other pieces of architecture underneath the plaza that could be even older," German Yenque, an archeologist at the dig site, said. "There are four or five plazas deeper down, which means the structure was rebuilt several times, perhaps every 100 to 300 years."


Hundreds of archeological sites dot the country, and many of the ruined structures were built by cultures that preceded the powerful Incan empire, which reached its peak in the 16th century, just before Spanish conquerors arrived in what is now Peru.


There are so many archeological treasures that tomb robbing is a widespread problem in the Andean country.


Yenque said the scientists are filling in the site with dirt to preserve it and plan to resume excavation of the deeper floors when they get more grants to fund the project.


"We are lucky it was never destroyed by tomb robbers; that is why we are covering it up now," Yenque said.

Sample Questions
Why are the ruins of Sechin Bajo important?
 
Who discovered them?
 
What are some of the major problems faced by the archaeologists?
How are they overcoming these issues?

A Glossary of terms for HSC syllabuses

Answering questions during the HSC is stressful enough without having to decide what the question is asking for. The list below is helpful for knowing what exactly you are asked to answer on your HSC papers. The key terms are used for most syllabuses and used throughout the final years of High School. By understanding these terms you are prepared for anything!

Account for: state reasons for, report on. Give an account of: narrate a series of events or transactions

Analyse: Identify components and the relationship between them; draw out and relate implications


Apply: Use, utilise, employ in a particular situation

Appreciate: Make a judgement about the value of

Assess: Make a judgement of value, quality, outcomes, results or size

Calculate: Ascertain/ determine from given facts, figures or information

Clarify: Make clear or plain

Classify: Arrange or include in classes/ categories

Compare: Show how things are similar or different

Construct: Make; build; put together item or arguments

Contrast: Show how things are different or opposite

Critically(analysis/evaluation): Add a degree or level of accuracy depth, knowledge and understanding, logic, questioning, reflection and quality to (analysis/evaluation)

Deduce: Draw conclusions

Define: State meaning and identify essential qualities

Demonstrate: Show by example

Describe: Provide characteristics and features

Discuss: Identify issues and provide points for and/ or against

Distinguish: Recognise or note/ indicate as being distinct or different from; to note differences between

Evaluate: Make a judgement based on criteria; determine the value of

Examine: Inquire into

Explain: Relate cause and effect; make the relationships between things evident; provide why and/or how

Extract: Choose relevant and/ or appropriate details

Extrapolate: Infer from what is known

Identify: Recognise and name

Interpret: Draw meaning from

Investigate: Plan, inquire into and draw conclusions about

Justify: Support an argument or conclusion

Outline: Sketch in general terms; indicate the main features of

Predict: Suggest what may happen based on available information

Propose: Put forward (for example a point of view, idea, argument, suggestion) for consideration or action

Recall: Present remembered ideas, facts or experiences

Recommend: Provide reasons in favour

Recount: Retell a series of events

Summarise: Express, concisely, the relevant details

Synthesise: Putting together various elements to make a whole

Reading Comprehension Exercise ( 1 ) - Primary

This is an extract from a local newspaper. The story is about dogs and shoes, a strange topic and interesting for your young students.

There are 5 questions related to the passage for students to answer.

Reading Comprehension Passage

Police dogs in the western German city of Düsseldorf will no longer get their feet dirty when on patrol: The entire dog unit will soon be equipped with blue plastic fibre shoes, officials said.
"All 20 of our police dogs - German and Belgian shepherds - are currently being trained to walk in these shoes," Andre Hartwich said. "I'm not sure they like it, but they'll have to get used to it."

The unusual footwear is not a fashion statement, Hartwich said, but rather a necessity due to the high rate of paw injuries on duty. In the city's historical old town in particular - famous for both its pubs and drunken revelers - the dogs often step into broken beer bottles, he said.
"Even the street cleaning doesn't manage to remove all the glass pieces from between the streets' cobblestones," Hartwich said, adding that the dogs frequently get injured by little pieces sticking deep in their paws.

The dogs will start wearing the shoes this spring - but only during operations that demand special foot protection. The shoes comes in sizes small, medium and large and were ordered in blue to match the officer’s uniforms, Hartwich said.
"Now we just have to teach the dogs how to tie their shoes," he joked.

( Sydney Morning Herald 26/02/08 )

Questions:

1. Where is this taking place?
2. Why are these dogs special?
3. Why are the dogs getting shoes?
4. Will they have to wear them all the time?
5. Describe the shoes the dogs will wear.
   

Report Writing - the Basics

Analyzing your task is very important. If you haven't got a clear picture in your mind of where you want to go, planning the report is going to be difficult. So, here are some questions you should ask yourself:


Questions to ask before you start
•    Do you understand the type of report needed? (e.g. experimental report, design proposal, etc.)
•    Do you know how big your report needs to be?
•    Do you know what is required in the report?
•    What is the problem/question?
•    What is the aim of the report?
•    What key points or issues need addressing?
•    What information do you need to collect?

Major Components of a General Report

Title Page – Report title, name, subject.

Abstract - An abstract is a succinct passage which provides a brief outline on what was achieved/decided/concluded in your report. Not all reports have abstracts. In less than 200 words ... what was the problem, how was it investigated, what did you find out and what do your findings mean?An abstract is written after the report is finished and conclusions reached.

Table of Contents - A list of the major and minor sections of your report.

Introduction - The aim of an introduction is to state what you have been asked to achieve and list your current course of action. Set the scene; give some background information about the topic. State the aim/purpose of the investigation.

Main Body - Use short informative headings and subheadings. Did you use a case study? Did you conduct interviews? These become main headings in your report. Other main heading are related to the questions you asked and answered in your report. Organise the sections in a logical sequence: what you investigated, what you found, what interpretations and what judgements you made.

Conclusion - What has been achieved and what is the significance of your findings and your discussion? Have your aims been successful or not? Note the shortcomings and pitfalls of the methods and/or equipment used. Were the interviews conclusive?

Recommendations - What do you recommend as a course of action following your conclusion? Not all reports have this as a separate section; it can be part of your conclusion.

References - A list of all the sources you used.

Appendices - Any information (graphs, charts, tables or other data) you used in your report but did not include in the body. These are articles or parts of the report you would still like the reader to see but were not used to convey the main body of your report or used as a direct reference.




How should I present my report?

• READ assignment guidelines in your course outlines and understand exactly what is required to get top marks.
• Impress your marker by making it look like a professional report. Take time formatting and organising your report.
• Type your report; it makes your work easier to read.
• Before handing in your report READ it out aloud. This helps you find poorly phrased sentences or missed words.
• Everything must be geared towards making it easy for your readers.

Remember, keep it simple!

• What was the original request? Does your work fulfill the requirements?
• What does the audience need/want from your report? Have you included it?
• When editing your report, retain what is important/ relevant, delete what is not.
• Can you merge or delete sections? Is it repetitive?
• Do your conclusions come from your findings and not from generalizations?

Word Meaning from Context - Learning new words by reading

Word Meaning from Context

Reading improves vocabulary by increasing the number of words you encounter and 'understand' by their context within a sentence or phrase. It is very important for students who find reading difficult to learn how to understand words by reading. It's one of the joys of picking up new books and reading stories by new authors. Remember its the small victories that make big changes to the attitude of your student.


Here are 5 questions ready to use. Select the correct definition of the highlighted word from the list

1. Your recipe looks good. I hope it’s really yummy. It’s time to implement it and see if it’s as brilliant as you claim.

a. instrument
b. take apart
c. change
d. carry out

2. If your recipe fails, we’ll have to devise a better one.

a. design
b. dislike
c. appliance
d. to use

3. Of course, I’m not saying that your recipe is bad. I tend to be optimistic, so I won’t be surprised when you succeed.

a. expecting the best to happen
b. needing glasses to see
c. full of water
d. unselfish

4. When your recipe is published, you will be rewarded for your sagacity.

a. good looks
b. mistakes
c. intelligence
d. huge appetite for herbs

5. No matter what happens, I assure you that I will not forget how much fun this has been.

a. dare
b. promise
c. act like a donkey
d. forget

Questions For Confused English Terms

These questions will help your student learn how to understand the different English words that sound the same but use different spelling, and commonly used word contractions. You can find the lesson here.

Write down the correct choice of the two words that fit into the following sentences. The correct answer is highlighted

1. (There, Their) farm was very busy.

2. The contestants will take (they're, there, their) registration papers to the official.

3. (They're, There) coming to the party on Sunday.

4. The test was very difficult, but (its, it's) hard for a reason.

5. (You're, Your) home is really pretty.

6. The students running for Prefect were giving (their, there) speeches in the hall.

7. (They're, There) are Melanie and Peter.

8. The car is loosing (it's, its) power.

9. Is this possibly (you're, your) rubbish?

10. In the city (they're, their) many car parks.

11. (To, Two) shoes make a pair.

12. One cannot be (to, too) careful.

13. Jamie placed the plastic cup (to, too) close to the fire.

14. The campers cooked (there, their) meals.

15. I often find (they're, there) is (to, too, two) much work to do in one day.  (Choose two)

Commonly Confused English Terms - Homophones

Commonly Confused English Terms - Homophones

A lesson for learning commonly confused English words and contractions. The meaning and grammar of the words is included to help your student learn the correct terminology.

Use these examples for the beginning of the lesson and then ask for examples. You could try to write sentences that used the most examples, it's often fun to read and a great way to remember the rules.

To (Preposition)
It is used to show the link between a noun or pronoun (object of the preposition) and another word in the sentence.

Example: Harry took his bottle to bed.

Too (Adverb)
It can be used to mean also or it can mean very.
         
Example: Harry will go to the beach, too.  (also)
Example: Beth said the test was too hard.  (very)

Two (Number)
It means 2 in counting.

Example: There were two kittens in the box.

You're (Contraction) of 'you are'. It can only be used for the words you are.

Example: You're (you are) too young to drive a car.

Your (Possessive adjective)  It is used before a noun.

Example: Your chairs should be stacked.




It's (Contraction) for 'it is'. It can only be used in place of the words it is.
Example: It's (it is) a cold morning.

Its (Possessive pronoun)  It is used to show ownership or a relationship.

Example: The cat ate its dinner.

They're (Contraction) for 'they are'. It is only used in place of the words they are.

Example: They're (they are) going out to dinner next week.

There (Adverb) as indicates a place OR is a word that is an introductory word to a sentence.

Example: There are five girls in the pool.  (There is an introductory word in this sentence and is not the subject of the sentence.  Girls is the subject of the sentence.)
Example: We will ride our bikes there. (adverb)

Their (Possessive adjective)  It is used to show possession of a noun.

Example: The students will place their exams on my desk.




Discussion:
Where do you see or read these written incorrectly?
Are you someone who uses txt-writing and not correct grammar and spelling?

Hero or Villain

When you study a text for English it is best to characterise your players. Are they good or evil? Are they a hero or villain or possibly a side-kick? Do they battle evil doers or are they sinister and wicked?


Words to Describe a Hero
Not all heroes are the model of society or behave well. But they do often have certain characteristics in common. If a character has these then they might be considered a 'hero' in the story and an important character throughout the text.

For some students these words will be new. To complete the lesson make sure the definitions of the words are looked up in a dictionary. This is not a complete list, there are many other words to describe heroes. Find as many as you can.

Dignified

Dexterous

Principled

Sensible

Debonair

Graceful

Ingenious

Tactful

Respectable

Honest

Trustworthy

Loyal

Rational



Words to Describe a Villain
Not all villains are evil or monstrous. Some appear to be genuine and even lovable. Perhaps they are a dynamic villain and end up doing the right thing by the end of the story. But often they have certain characteristics in common. If a character has these then they might be considered a 'villain' in the story and an important character throughout the text.

For some students these words will be new. To complete the lesson make sure the definitions of the words are looked up in a dictionary. This is not a complete list, there are many other words to describe heroes. Find as many as you can.

Antagonistic

Decrepit

Hideous

Vulgar

Lumbering

Puerile

Awkward

Irrational

Unkempt

Corrupt

Odious

Evil

Brusque


The Side-Kick
In a moral tale a side-kick's character often changes within the story (dynamic). They may change sides from evil to good or help decide the fate of the 'hero' or 'villain' by their actions. They have certain characteristics in common. These characters act as mirrors for the main players and the themes within the text.

Weak appearance

Loyal

Subservient

Cunning

Intelligent

Dignified

Tactful

It is important when studying a text to analyse the roles and characters within the story. It guides the reader to the larger issues, themes and symbols used within the text.

Increase your Vocabulary - Medium level - 2

Medium Difficulty - HS level

Lessons to increase the student's vocabulary can be done together or alone. Students find the definition of the words in a dictionary and list them. To complete the lesson and reinforce the new words ask your student to write each word in a sentence.

Occupy

Notorious

Placid

Fraternise/ Fraternize 


Cajole

Cusp

Intention

Resolve

Mere

Astute

List of Easy Opposites

A perfect list of opposites for primary school children or ESL students. To learn and remember each word ask your student to write each pair in a sentence or separate sentence. Add to the list for fun games and weird combinations of words. Some words seem to have more than one opposite - that happens in English when words have more than one meaning.

Opposite Word List

Black  White
Good  Evil
Hard  Soft
Up  Down
Left  Right
North  South
East  West
Cold  Hot
Hero Villain
Short  Long
Round  Square
Curved  Straight
Clear  Solid
Day  Night
Dead  Alive
Rough  Smooth
Dark  Light
New  Old
Straight  Crooked
Cold  Hot
Work  Play
Solid  Liquid