1. Guess the Word – Literacy and Thinking Strategy
Students work individually on this task so that teachers can assess an individual’s prior learning (1), active listening skills (2), ability to identify key words (1 and 3), and ability to demonstrate understanding using contextual cues provided in the text/video (4) (translators, dictionaries, computers must not be used here). These are the objectives of the lesson.
Students complete column 1 and then watch or read the text/video ticking in column 2 as appropriate.
When the text/video is finished, students make the list of key words (not predicted in column 1) in Column 3.
Students should then begin to write their own meanings for the new key words in Column 3 using the contextual cues of the text/video (no resources should be provided such as translators or dictionaries).
While the students are writing the meanings in Column 4, the teacher should go around to each student and review what they have written in column 1 (sign at the end of their list) to assess the prior learning. Then check Column 2 and 3 for active listening skills (again, sign at the end of their list in Column 3).
Once students have finished writing their meanings and the teacher has checked all of the task sheets, the teacher should make a list on the board of all the new key words from the text by asking each student to contribute from their lists one word at a time so that all students’ contributions can be valued. Students should copy any new words into their list in Column 4.
Column 5 is a homework task and students should use resources to check the meanings they have created.
Teachers should collect all tasksheets in for review and comment at the next lesson. Comments should provide feedback relevant to the lesson objectives.
How to speed up chemical reactions (and get a date) (5 min)

2. This helps you to self-assess how well you listened ‘actively’ or read and used the contextual cues to make meaning of the text/video.
Guess the Word – Title
Make this list before listening or viewing the text/video.
This will help you to self-assess how well you understood the text/video using contextual cues.
In this column predict key words that are relevant to the topic and that you expect to hear or read in the text/video.
In this column you will need to tick the word in Column 1 every time you hear or read it in the text/video.
In this column you will make a list of new key words you hear or read in the text/video.
In this column write the meanings of the new key words in Column 3 using your own understanding from cues.
Homework task – Use a dictionary to find expert meanings for the key words in Column 3 – check the context!
Students work individually on this task so that teachers can assess an individual’s prior learning (1), active listening skills (2), ability to identify key words (1 and 3), and ability to demonstrate understanding using contextual cues provided in the text/video (4) (translators, dictionaries, computers must not be used here). These are the objectives of the lesson.
Students complete column 1 and then watch or read the text/video ticking in column 2 as appropriate.
When the text/video is finished, students make the list of key words (not predicted in column 1) in Column 3.
Students should then begin to write their own meanings for the new key words in Column 3 using the contextual cues of the text/video (no resources should be provided such as translators or dictionaries).
While the students are writing the meanings in Column 4, the teacher should go around to each student and review what they have written in column 1 (sign at the end of their list) to assess the prior learning. Then check Column 2 and 3 for active listening skills (again, sign at the end of their list in Column 3).
Once students have finished writing their meanings and the teacher has checked all of the task sheets, the teacher should make a list on the board of all the new key words from the text by asking each student to contribute from their lists one word at a time so that all students’ contributions can be valued. Students should copy any new words into their list in Column 4.
Column 5 is a homework task and students should use resources to check the meanings they have created.
Teachers should collect all tasksheets in for review and comment at the next lesson. Comments should provide feedback relevant to the lesson objectives.
This will help you to self-assess how well you can predict key words on a topic (and your active listening skills).
This will help you to self-assess how well you can predict key words on a topic.

3. 25 Worst Natural Disasters Recorded1 2 3 4 5
Feedback
Predict and identify key words in a text.
Little effort is made to predict and identify key words in a text.
Makes limited predictions while identifying some simple key words when engaging with a text.
Is able to predict and identify a range simple key words when engaging with a text.
Is able to predict and identify a range of simple and sophisticated key words when engaging with a text.
Is able to predict and identify a wide range of sophisticated key words when engaging with a text.
Use contextual cues from a text to support the writing of definitions for key words.
Definitions for key words are limited and do not show any contextual understanding.
Definitions are given for some key words but do not always show contextual understanding.
A range of definitions are given for key words and most show contextual understanding.
 A wide range of definitions are given for key words and most show contextual understanding.
A comprehensive list of definitions are given for key words and all show accurate contextual understanding.