ncea level 1 english workbooks - sigma …...ncea english workbook as 1.9 - information literacy...

Electronic

Workbooks

S. Battye and D.J. Wort

NCEA LEVEL 1English Workbooks

NCEA LEVEL 1

INFO

RMATION LITERACY SKILLS1.9

INTERNAL ASSESSMENT

S. Battye and D. J. Wort

ISBN 978-1-877567-49-0

National Certificate of Educational AchievementNational Certificate of Educational Achievement

Sigma English WorkbookNCEA Achievement Standard 1.9

Information Literacy Skills

Sigma English WorkbookNCEA Achievement Standard 1.9

Information Literacy Skills

List of Contents

Understanding the Standard ……………………………………………1

Connecting AS 1.9 with Other Standards ………………………………2

Key Elements of the Research Process - Diagram …………………..3

Task 1 - Keep a Research Reading Log …………………..………..4-5

Task 2 - Research Material - Collection Pages …………………….6-8

Task 3 - Choosing a Topic ……………………………………….……...9

Task 4 - Knowledge + Research ……………………………………...10

Task 5 - Write an Inquiry Statement …………………………………..10

Writing Key Questions …………………………………………………10

Task 6 - Writing Your Key Questions ………………………………….11

Identifying Sources of Information ……………………………………11

Task 7 - Sorting the Sources from the Tools …………………………11

Possible Information Sources ………………………………………...12

Techniques for Searching the Web …………………………………..13

Task 8 - Key Question Summary Sheet …………………………..14-17

Task 9 - Library Resources - Interviewing the Librarian ………..18-19

The Imprint Page ……………………………………………………….20

Task 10 - Exploring the Imprint Page …………………………………20

Exploring Parts of a Book ……………………………………………..20

Task 11 - Evaluating Sources ………………………………………….21

Task 12 - Your Text - Selecting Research Sources …………………..21

Task 13 - Your Record of Additional Sources ………………………..22

Searching By Keywords ……………………………………………….22

Task 14 - Your Text - Defining Keywords ……………………….……22

Structure of Non-Fiction Paragraphs - T.E.X.A.S. …………………...22

Skimming and Scanning ………………………………………………23

Task 15 - Scanning, Skimming and Note Taking ……………………23

Task 16 - Skim Reading an Article ………………………………..24-26

Task 17 - Locating Keywords and Phrases ………………………….27

Task 18 - Note Taking - Magazine Article ………………………..27-31

Task 19 - Note Taking - Internet Article …………………………..31-34

Arranging an Interview …………………………………………………35

Conducting an Interview ………………………………………………35

Task 20 - Interview Checklist ………………………………………….36

Request for Information or Interview …………………………………37

Task 21 - Write Your Letter of Request ……………………………….38

Task 22 - Recording Interview Data ………………………………39-40

Task 23 - Logging the Steps to Report Completion ………………….41

Task 24 - Gathering Key Data ………………………………………....42-46

Task 25 - Drafting a Research Topic Report ……………………..47-48

Forming Conclusions …………………………………………………..49

Task 26 - A Template for Report Writing …………………………..50-52

AS 1.9 Assessment Criteria …………………………………………...53

Modelling a Report Using Information Literacy Skills …………..53-55

Answers to Tasks ………………………...……………………………..56

NCEA English Workbook AS 1.9 - Information Literacy Skills © Sigma Publications Ltd 2017 ISBN 978-1-877567-49-0 [PDF Workbook V 1.2 : Only for use in NZ schools under a signed user license]

This file licensed forschool use only in

2018The Research Process3

Key Elements of the Research Process

AS 1.9Information

Literacy Skills

Write a Final

Report

Researchthe

Topic

Collate all Research Materials

Select aTopic

※ Review Key Questions.

※ Adjust Hypothesis Statement.

※ Complete a Key Question Summary Sheet.

※ Frame an Inquiry Statement.

※ Write Key Research Questions.

※ Write an Hypothesis.

※ Develop a Research Plan.

※ Check All Key Reseach Questions are Answered.

※ Write a Conclusion or Judgement Statement.

※ Check all Spelling and Grammar.

※ Reference all Source Material.

※ Gather and Read Primary Source Material.

※ Conduct an Interview.

※ Read, view and listen to Secondary Source Material.

※ Take and Organise Notes.

※ Collect and Organise Quotes and Pictures

© Sigma Publications Ltd 2018



201811 Four Key Questions

1 There is room below for five questions. Choose four initially because you can’t predict which will lead you to the most interesting and important discoveries. Often the process of investigation will uncover a side to the subject that you hadn’t even thought of. If you do come up with something more interesting, cross out one question and use the fifth space for a new question. Four questions are enough otherwise your search and reporting tasks will become too big!

Key Question One …………………….………………………………………………………………………………………………………

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Key Question Two …………………….………………………………………………………………………………………………………

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Key Question Three …………………….………………………………………………………………………………………………………

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Key Question Four …………………….………………………………………………………………………………………………………

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Key Question Five …………………….………………………………………………………………………………………………………

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Task 6 Writing Your Key Questions

There are two key types of sources of information that you can refer to. Your sources need to be a mixture of both types.

A Primary Source is : information that is original, (e.g. a diary, photographs, a letter, an email, blog, transcribed speech, taped or digital voice recording). For example a fireman’s account of a fire he attended is a primary source of information about the fire.

A Secondary Source is : information gleened from an article, website, etc that is based on the author’s original research and which is presented as a fact. For example information contained in an article about the fire, written by a newspaper reporter who talked to the fireman the next day, is a secondary source of information about the fire.

Publishing Tools - There is a difference between the tools used to record the information and the source of the information itself. For example, the internet is not the source of information, it is only tool for publishing and distributing information.

Identifying Sources of Information

Task 7 Sorting the Sources from the Tools

1 Label the following items : P = Primary Source, S= Secondary Source, T= Tool

Teenager’s diary entry ………… Brochure …………

www.blah.net.nz ………… The New Zealand Atlas …………

Recorded interview on Radio New Zealand ………… Mum’s iPad …………

Article in Mana magazine ………… Statistics for schools on Statistics NZ website …………

Portrait of an ancestor by famous artist ………… Notes from your interview with a grandparent …………

At various times during the research process you need to check with your teacher that you are ‘on course’.Firstly, you need to know that you have made good choices of topic and key questions before you spend time and energy on collecting information. Your teacher needs to know that you are using ‘appropriate processes’, so at this point you should check-in with your teacher and get approval of work to date.

Topic approved by teacher Key Questions approved by teacher

STOPTEACHER

CHECKPOINT




201820 Recognising Important Parts of a Book

The Imprint Page

Exploring Parts of a Book

When considering the usefulness of a book or magazine for your own research you need to quickly examine the various parts of the printed work in order to find out whether or not it is current. The imprint page, which can usually be found at the front of the book (at the back for this book) will tell you :

• the title of the book or periodical (magazine),

• the author(s) or editor(s) name(s),

• the year of publication and year of the most recent edition,

• the publishing company’s name,

• the copyright statement which tells you what you may or may not do with the text,

• the International Standard Book Number (ISBN),

• the origin of the book or magazine i.e. where it was published.

Task 10 Exploring the Imprint Page

1 Find the imprint page at the back of this Sigma Workbook and answer the following questions :

a) Where you would normally expect to find the imprint page? ……………………………………………………………………………..

b) What is the title of this book? ………………………………………………………………………………………………………………….

c) The authors’ names are : ………………………………………………………………………………………………………………………

d) The year of publication of this book is : ……………………………………………………………………………………………………...

e) The publishing company’s name is : ………………………………………………………………………………………………………...

f) Which of these is the copyright symbol? (circle it) @ © ™ ® # ¥ £

g) The ISBN number is the ‘International Standard Book Number’. It is an individual number carried by every book produced anywhere in the world. It also identifies the country of publication, the publisher. Find this workbook’s ISBN and write it out here :

…………………………………………………………………………

h) How could I contact the designer of the cover? ……………………………………………………………………………………………

i) Who printed and bound this book? …………………………………………………………………………………………………………..

Other parts of the book that are important for you to know about and use are :

❑ Table of Contents This is found in the first few pages of the book and lists the chapter headings and the pages on which they start.

❑ The Appendix The appendix, which only exist in some books, is where additional information is provided, for example charts, statistics and tables.

❑ The Bibliography or References This section is usually found at the back of the book just before the index and lists the sources the author used to write the book. Notice in the following example how the books and newspaper references, in a book about the environment, are listed alphabetically by the last name of the writer. Examples :

Campbell, Hamish, Technically it’s just an aftershock, New Zealand Herald, 23 February 2011. Hulme, Keri, The Silences Between : Moeraki Conversations, Auckland University Press, Auckland, 1982. Young, David, Faces of the River : New Zealand’s Living Water, TVNZ Publishing, Auckland, 1986

❑ The Index The index contains an alphabetically ordered, itemised list of all of the topics and names referred to in the book, together with the relevant page number. Example : B Body language pgs 121, 147, 165 Bold lettering pgs 127, 141 Bubble/Balloon Speech pgs 65-66, 102, 105




201824 Reading Sources

NCEA English Workbook AS 1.9 - Literacy Skills © Sigma Publications Ltd 2015. ISBN 978-1-877567-49-0 A Copyright Licensing Ltd licence is required to copy any part of this resource.

1a) Skim the following article with the Topic and Key Questions from Task 14 in mind, then answer the questions below. Skimming means that you read the whole article quickly to get a feel for the topic and what it is about. Study the title, the first and last sentence of each paragraph, the photograph and the side bar, heading and conclusion. Time yourself skimming the article.

Task 16 Skim Reading an Article

Learning curves How to get new drivers ready for the road by Kathryn Webster

“Anything you can do to give your teen a safer time has to be a good idea,” says Ali Mau. Her 16-year old daughter Paris is learning to drive. Ali’s determination to prepare her as well as she possibly can before handing over the car keys is a sentiment all parents can relate to.

“I can afford to pay for lessons for her,” says Ali. “For some people it will be too expensive but I plan for Paris to have at least half a dozen lessons from a professional.”

Ali grew up in Australia, where the trend was to have professionals teach you to drive. When she came to New Zealand 20 years ago, one of the things that surprised her was the Kiwi tradition of having parents or siblings do the honours. She understands the tests involved in getting a driver licence have been more rigorous in Australia than here, too. “Although with the changes to New Zealand rules, it might be the same now – and I hope that’s the case. I would rather it was hard.”

She’s right - it has become harder to pass your restricted licence. And they’re on the right track as a family confronted with the business of learning to drive. They’re taking it seriously and slowly.

Before the changes to the driver licensing system in 2011, someone with their learner licence was expected to get around 30 to 40 hours’ supervised practice in order to gain the skills necessary to pass the restricted licence test. Now, it’s a lot more. The AA recommends a learner driver has five professional lessons, at least, and 10 to 20 hours’ supervised practice in between.

“That’s significant,” says Jim Furneaux, Principal Advisor of Driver Training for New Zealand Transport Agency. “To get the experience you need to pass the test takes longer because the focus is not on people being at a high standard when they get their full licence, it’s to be at a high standard at restricted level, when they start to drive solo.”

Those first few months, when they are no longer being supervised by someone beside them in the car is a particularly dangerous time for new drivers.

“Crash statistics all over the world show that the first six months of driving solo is where the spike is. So we are trying to make sure that people are at the highest driving level possible, to minimise that spike.”

And New Zealand has one of the highest rates of road deaths among young people in the developed world. Demanding more supervised practice, increasing the difficulty of the tests and raising the minimum driving age to 16 will address this issue head on.

Everyone concedes it’s early days: “This new system has only been in place for two and a half years so it’s too early to tell how effective these new measure are but it’s trending in the right direction,” says Jim.

Another contributing factor to the cultural shift in how New Zealanders approach driver training is making information accessible; giving learner drivers what they need to know, explaining what the tests will focus on and what practice is appropriate. Budding drivers can access the road code, practice theory tests and engage in simulated driving skill programmes online. Taking advantage of online media comes completely naturally to the generation of people learning to drive these days.

Task 16 continues on next page


NCEA English Workbook AS 1.3 - Unfamiliar Written Texts © Sigma Publications Ltd 2017 ISBN 978-1-877567-26-1 [PDF Workbook V 1.2 : Only for use in NZ schools under a signed user license]

NCEA LEVEL 1EnglishWorkbooks

NCEA LEVEL 1

STUD

IED WRITTEN TEXTS1.1

NCEA LEVEL 1

FORMAL WRITING

1.5

NCEA LEVEL 1

STUD

IED VISUAL OR ORAL TEXTS1.2

NCEA LEVEL 1

CREATIVE WRITING

1.4

NCEA LEVEL 1

UNDE

RSTA

NDING VISUAL / ORAL TEXTS1.11NCEA LEVEL 1

RESP

ONSES TO READ TEXTS1.10

NCEA LEVEL 1

INFO

RMATION LITERACY SKILLS1.9

NCEA LEVEL 1

CONN

EC

TIONS ACROSS TEXTS1.8NCEA LEVEL 1

CREA

TE A VISUAL TEXT1.7

NCEA LEVEL 1

CONS

TRUCT & DELIVER ORAL TEXT1.6

NCEA LEVEL 1

UNFA

MILIAR WRITTEN TEXTS1.3EXTERNAL EXTERNAL EXTERNAL

INTERNAL INTERNAL INTERNAL

INTERNAL INTERNAL INTERNAL

INTERNAL INTERNAL

Class access to the following Level 1 achievement standard PDF workbooks is available only to New Zealand schools under a signed user license with Sigma Publications. Individual students may buy these workbooks via the i-Rite app store. Go to the e-book page on the Sigma website for more information.

Electronic

Workbooks

About the AuthorSusan Battye is an experienced teacher of English and Drama who has taught at secondary schools in Westland and Auckland. The creator of e-media resources for Media Studies, Drama and Dance, Susan’s many English and Drama textbooks are used widely in both New Zealand and Australian primary and secondary schools.

http://www.sigmapublications.co.nz

ncea level 1 english workbooks - sigma …...ncea english workbook as 1.9 - information literacy...

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