PISA_reading

Preparing Students for PISA* Reading Literacy Teacher’s Handbook *Programme for International Student Assessment

Table of Contents Introduction 3 Reading Unit 3 12 Preparing Atlantic Canadian Students Question 11 ................................................13 for PISA......................................................3 Question 12 ................................................13 PISA — Programme for International Student Assessment ............3 Reading Unit 4 15 How PISA Works ................................................3 Question 13 ................................................16 Significance of PISA ............................................3 Question 14 ................................................16 Canadian Context ................................................3 Question 15 ................................................17 Suggestions for Teachers ....................................4 Question 16 ................................................17 Reading Literacy ................................................4 Atlantic Canada ELA Curriculum Outcomes........4 Reading Unit 5 18 Outcome 4 ..........................................................5 Question 17 ................................................20 Outcome 5 ..........................................................5 Question 18 ................................................21 Outcome 6 ..........................................................5 Question 19 ................................................21 Outcome 7 ..........................................................5 Question 20 ................................................23 How to Use This Document ....................................5 Question 21 ................................................23 Reading Unit 1 6 Question 22 ................................................24 Question 1 ..........................................................7 Question 23 ................................................24 Question 2 ..........................................................7 Reading Unit 6 26 Question 3 ..........................................................8 Question 4 ..........................................................8 Question 24 ................................................28 Question 5 ..........................................................8 Question 25 ................................................28 Question 26 ................................................29 Reading Unit 2 9 Question 27 ................................................30 Question 6 ........................................................10 Question 28 ................................................31 Question 7 ........................................................10 Question 8..........................................................11 Question 9..........................................................11 Question 10........................................................11 Based almost entirely on the Organisation for Economic Co-operation and Development document Sample Tasks from the PISA 2000 Assessment: Reading, Mathematics and Scientific Literacy © “OECD (2002). Reproduced by permission of the OECD.” 2 ■ Preparing Students for PISA* Reading Literacy

Introduction PISA — Programme for Significance of PISA International Student Assessment The internationally comparable evidence on student per- PISA is a collaborative effort on the part of the member formance can assist jurisdictions to bring about im- countries of the OECD (Organisation for Economic Co-op- provements in schooling to better prepare young peo- eration and Development) to measure how well 15-year- ple to enter a society of rapid change and global inter- olds are prepared to meet the challenges of today’s knowl- dependence. As well, it can provide directions for poli- edge societies. Over 40 countries, including Canada, and cy development, for curricular and instructional efforts, more than a quarter of a million students participate in this and for student learning. Coupled with appropriate in- international assessment that occurs every three years. centives, it can motivate students to learn better, teach- PISA assesses three domains: reading literacy, mathe- ers to teach better, and schools to be more effective. matical literacy, and scientific literacy. PISA represents an unprecedented effort to achieve How PISA Works comparability of results across countries, cultures, and languages. A sample of 15-year-old students is randomly chosen from select- Canadian Context ed schools in each country for the PISA assessment. PISA is Approximately 30 000 15- a two-hour pen-and-paper year-old students from assessment with both mul- more than 1000 schools tiple-choice questions and across Canada took part questions requiring stu- in the first adminis- dents to construct their tration of PISA in own answers. Stu- 2000. A large dents and princi- Canadian sam- pals also com- ple was drawn so plete a ques- that information tionnaire. could be provided Each as- at both national and sessment provincial lev- examines one els. Cana- domain in depth, dian stu- and the other two domains provide a summary profile dents of skills. Reading literacy was examined in depth in performed 2000, mathematical literacy will be examined in depth in 2003, and scientific literacy will be examined in well in the global context, ranking second in reading, depth in 2006. sixth in mathematics, and fifth in science. The perform- ance of the students in the Atlantic provinces was above the international average, but well below the Canadian average. Preparing Atlantic Canadian Students for PISA In preparation for the next PISA assessment, two documents have been prepared, one for teachers and anoth- er for students. In this document for teachers, there are two examples for whole-class discussion and two sam- ple tasks with answers and scoring criteria. In the companion document for students, the sample tasks are also provided but without answers and scoring criteria. These two documents are published to enable students, with the help of their teachers, to attain a clear understanding of the assessment and how it is scored and to help ensure more confident and successful participation. There is also a pamphlet for parents to raise awareness of the purpose, methodology, and significance of PISA. Reading Literacy Preparing Students for PISA* ■ 3

Suggestions for teachers Type of reading task Reading Literacy The “type of reading task” dimension is measured on three scales: Reading literacy is defined in PISA as “the understanding, using, and reflecting on writ- 1 retrieving information ten texts, in order to achieve one’s goals, to 2 interpreting text develop one’s knowledge and potential, and 3 reflection and evaluation to participate in society.” Each question in the Reading Units in Sam- Aspects of Reading ple Tasks from PISA 2000 identifies the type of reading task, the text format, and the The five aspects of reading assessed in reading situation as they are described PISA are as follows: above. 1 Forming a broad general understanding (20%) Atlantic Canada ELA — Student can identify the main idea, explain Curriculum Outcomes the purpose of the text, etc. The Atlantic Canada English Language Arts curricu- 2 Retrieving information (20%) — Student can lum outcomes 4 to 7 reflect and support PISA’s defini- select relevant information; this may require tion and its competencies. The general curriculum discrimination between two similar pieces of outcomes identify “what students are expected to information. know and be able to do upon completion of study in English Language Arts.” 3 Developing an interpretation (30%) — Student can process information in a logical manner to Language learning is a process that continues show understanding of what is read. throughout schooling; therefore the identification of specific outcomes related to each assessment ques- 4 Reflecting on the content of text (15%) — tion is not feasible. However, the reading skills Student can relate information found in a text to assessed by the Reading and Literacy component of knowledge from other sources. PISA echo the learning expectations of the following Atlantic Canada English Language Arts curriculum 5 Reflecting on the form of a text (15%) — Student outcomes. can consider the text objectively and evaluate its quality and appropriateness. Text Format The text format used in PISA 2000 can be divided into two categories: 1 Continuous text (approximately 66%) — includes prose that may be narrative, expository, descriptive, persuasive, or injunctive/instructive. 2 Non-continuous text (approximately 33%) — includes charts and graphs, tables, diagrams, maps, forms, or advertisements. Reading Situations PISA distinguishes four types of reading situations: 1 Reading for personal/private use (28%) — includes personal letters, fiction, reading for pleasure. 2 Reading for public use (28%) — includes official documents, information about public events. 3 Reading for work/occupational (16%) — reading related to the work world. 4 Reading for education (28%) — includes school assignments, reading to learn. 4 ■ Preparing Students for PISA* Reading Literacy

Outcome 4: Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts. For example, under this outcome, 15 year-olds would be expected to • Seek meaning in reading, using a variety of strategies such as cueing systems, utilizing prior knowledge, analysing, inferring, predicting, synthesizing, and evaluating. Outcome 5: Students will be expected to interpret, select, and combine information, using a variety of strategies, resources, and technologies. For example, under this outcome, 15 year-olds would be expected to • Select appropriate information to meet the requirements of a learning task. Outcome 6: Students will be expected to respond personally to a range of texts. For example, under this outcome, 15 year-olds would be expected to • Respond to the texts they are reading and viewing by questioning, connecting, evaluating, and extending. Outcome 7: Students will be expected to respond critically to a range of texts, applying their understanding of language, form, and genre. For example, under this outcome, 15 year-olds would be expected to • Make inferences, draw conclusions, and make supported responses to content, form, and structure. The PISA assessment, in structure and content, is in accord with the philosophy and expectations of the Atlantic Canada English Language Arts Curriculum. How to Use This Document • Engage your students in each of the eight tasks in the document. This may be done as a whole- class discussion or by asking students to work on the tasks individually (a companion document is provided for individual student use). • Scoring criteria, according to PISA guidelines, are given for each question in each task. The criteria are the same as those used by PISA markers to mark the actual assessment. Examine the marking criteria to see how each question within the task will be marked. Review the scope of acceptable answers with your students. • Suggest to students the following strategies: • Always read the information for each task carefully. • Reread each task question and any accompanying text before attempting an answer. • Give each question a try, even when you’re not sure. Remember, partial value is given for partially correct answers. • Interpretive, reflective, and evaluative questions are those that begin with Why?, Why do you think ...?, How do you know ...? One– or two–word answers are insufficient. Reasons, usually with reference to the task, are required. Often the word “because” is used in the response. • Develop a methodical process of elimination of the alternatives in multiple-choice questions. When the list is narrowed to the best possiblities, choose one. There is no penalty for wrong choices. • Encourage your students to take the assessment seriously and to strive for excellence. Reading Literacy Preparing Students for PISA* ■ 5

Sample Tasks with Answers and Scoring Criteria Reading Unit 1 LAKE CHAD Figure A shows changing levels of Lake Chad, in Depth in metres Saharan, North Africa. Lake Chad disappeared completely in about 20000 BC, during the last Ice C 4000 BC Age. In about 11000 BC it reappeared. Today, its level is about the same as it was in AD 1000. 60 Figure A Present Lake Chad: Changing levels 50 day 40 30 20 10 0 10000 BC 0 8000 BC 1000 6000 BC 4000 BC AD 2000 BC Figure B buffalo rhinoceros Saharan rock art (ancient hippopotamus drawings or paintings found on the walls of caves) and changing aurochs patterns of wildlife. elephant giraffe ostrich gazelle cattle dog horse camel BC 0 BC 1000 BC BC BC BC BC BC 8000 AD 7000 6000 5000 4000 3000 2000 1000 Source: Copyright Bartholomew Ltd. 1988. Extracted from The Times Atlas of Archaeology and reproduced by permission of Harper Collins Publishers. 6 ■ Preparing Students for PISA* Reading Literacy

Use the information about Lake Chad on the opposite page to answer the questions below. Question 1: LAKE CHAD (R040Q02) Question 2: LAKE CHAD (R040Q03A) Reading task: Retrieving information Reading task: Retrieving information Text format: Non-continuous Text format: Non-continuous Situation: Public Situation: Public What is the depth of Lake Chad today? In about which year does the graph in Figure A A about two metres start? B about fifteen metres C about fifty metres Scoring — Question 2 D It has disappeared completely E The information is not provided ■ Score 1: Scoring — Question 1 Answers that state 11000 BC (or an approximation between 10500 and 12000, ■ Score 1: indicating that the student has extrapolated from the scale). For example: Answer A — about two metres • 11000 ■ Score 0: • 11000 BC • 10500 BC Other answers. • just before 10000 BC • about 12000 • about 11000 BC ■ Score 0: Other answers, including an arrow pointing to the starting point of the graph. For example: • 10000 BC [Has failed to extrapolate from the scale] • 20000 BC • 8000 BC [Has looked at wrong figure] • 11000 4000 BC [Ignore crossed-out answer] •0 Reading Literacy Preparing Students for PISA* ■ 7

Question 3: LAKE CHAD (R040Q03B) Question 4: LAKE CHAD (R040Q04) Reading task: Reflection and evaluation Reading task: Interpreting texts Text format: Non-continuous Text format: Non-continuous Situation: Public Situation: Public Why has the author chosen to start the graph Figure B is based on the assumption that at this point? A the animals in the rock art were present in the Scoring — Question 3 area at the time they were drawn ■ Score 1: B the artists who drew the animals were highly skilled Answers that refer to the reappearance of the lake. Note: an answer may receive score 1 even if C the artists who drew the animals were able to the previous answer is incorrect. For example: travel widely • Lake Chad reappeared in 11000 BC after D there was no attempt to domesticate the animals disappearing completely around 20000 BC that were depicted in the rock art • the lake disappeared during the Ice Age and Scoring — Question 4 then came back at about this time • it reappeared then ■ Score 1: • about 11000 BC it came back • then the lake reappeared after being gone for Answer A — the animals in the rock art were present in the area at the time they were drawn 9000 years ■ Score 0: ■ Score 0: Other answers Other answers. For example: • this is when animals started to appear Question 5: LAKE CHAD (R040Q06) • 11000 BC is when humans began to do rock art. • 11000 BC was when the lake (first) appeared. Reading task: Interpreting texts • because at that time Lake Chad was completely Text format: Non-continuous Situation: Public dried up • because that was the first movement on the For this question you need to draw together information from Figure A and Figure B. graph The disappearance of the rhinoceros, hippopotamus, and aurochs from Saharan rock art happened A at the beginning of the most recent Ice Age B in the middle of the period when Lake Chad was at its highest level C after the level of Lake Chad had been falling for over a 1000 years D at the beginning of an uninterrupted dry period 8 ■ Preparing Students for PISA* Scoring — Question 5 ■ Score 1: Answer C — after the level of Lake Chad had been falling for over a thousand years ■ Score 0: Other answers Reading Literacy

Reading Unit 2 LABOUR The tree diagram below shows the structure of a country’s labour force or “working-age population.” The total population of the country in 1995 was about 3.4 million. The labour force structure, year ended 31 March 1995 (000s)l Working-age population2 2656.5 In labour force Not in labour force3 1706.5 64.2% 949.9 35.8% Employed Unemployed 1578.4 92.5% 128.1 7.5% Full-time Part-time 1237.1 78.4% 341.3 21.6% Seeking full-time Seeking part-time work work 26.5 20.7% 101.6 79.3% Seeking Not seeking full-time work full-time work 23.2 6.8% 318.1 93.2% Seeking Notseeking full-time work full-time work 23.2 6.8% 318.1 93.2% 1. Numbers of people are given in thousands (000s). 2. The working-age population is defined as people between the ages of 15 and 65. 3. People “not in labour force” are those not actively seeking work and/or not available for work. Source: D. Miller, Form 6 Economics, ESA Publications, Box 9453, Newmarker, Auckland, NZ, p. 64 Reading Literacy Preparing Students for PISA* ■ 9

Use the above information about a country’s labour force to answer the following questions. Question 6: LABOUR (R088Q01) Reading task: Interpreting texts Scoring — Question 6 Text format: Non-continuous Situation: Educational ■ Score 1: What are the two main groups into which the Answer D — In the labour force and not in the working-age population is divided? labour force A employed and unemployed ■ Score 0: B of working age and not of working age C full-time workers and part-time workers Other answers D in the Iabour force and not in the Iabour force Question 7: LABOUR (R088Q03) Reading task: Retrieving information ■ Score 1: Text format: Non-continuous Situation: Educational Answers that indicate that the number in the tree diagram has been located, but that the “000s” in How many people of working age were not in the title/footnote has not been correctly integrated. the Iabour force? (Write the number of people, Answers stating 949.9 in words or figures. Allow not the percentage.) approximations comparable to those for Score 2. Scoring — Question 7 • 949.9 • 94 900 ■ Score 2: • almost a thousand • just under 950 Answers that indicate that the number in the tree • about 900 diagram AND the “000s” in the title/ footnote have • just under 1 000 been integrated: 949 900. Allow approximations between 949 000 and 950 000 in figures or words. ■ Score 0: Also accept 900 000 or one million (in words or figures) with qualifier. Other answers For example: • 949 900 • 35.8% • just under nine hundred and fifty thousand • 7.50% • 950 000 • 949.9 thousand • almost a million • about 900 thousand • 949.9 X 1000 • 949 900 • 949(000) 10 ■ Preparing Students for PISA* Reading Literacy

Question 8: LABOUR (R088Q04) Reading task: Interpreting texts Scoring — Question 8 Text format: Non-continuous Situation: Educational ■ Score 2: In which part of the tree diagram, if any, 5 answers correct would each of the people listed in the table below be included? ■ Score 1: Show your answer by placing a cross in the 3 or 4 answers correct correct box in the table. ■ Score 0: The first one has been done for you. 2 or fewer answers correct Question 9: LABOUR (R088Q05) Reading task: Reflection and evaluation Features of Tree Diagram Answer Text format: Non-continuous Situation: Educational Suppose that information about the Iabour The labels in each box Change/No change force was presented in a tree diagram like this (e.g., \"In labour force\") every year. Change/No change The percentages (e.g., \"64.2%\") Change/No change Change/No change The numbers (e.g., \"2656.5\") The footnotes under the tree diagram Listed below are four features of the tree Scoring — Question 9 diagram. Show whether or not you would expect these features to change from year to ■ Score 1: year, by circling either “Change” or “No change.” The first one has been done for you. 3 answers correct ■ Score 0: 2 or fewer answers correct Question 10: LABOUR (R088Q07) Reading task: Reflection and evaluation Scoring — Question 10 Text format: Non-continuous Situation: Educational ■ Score 1: The information about the Iabour force Answer C — categories within each group structure is presented as a tree diagram, but it could have been presented in a number of ■ Score 0: other ways, such as a written description, a pie chart, a graph, or a table. Other answers The tree diagram was probably chosen because it is especially useful for showing A changes over time B the size of the country’s total population C categories within each group D the size of each group Reading Literacy Preparing Students for PISA* ■ 11

Reading Unit 3 PLAN INTERNATIONAL PLAN International Program Results Financial Year 1996 Region of Eastern and Southern Africa (RESA) Growing up healthy Egypt Ethiopia Kenya Maiawi Sudan Tanzania Uganda Zambia Zimbabwe Totals Health posts built with 4 rooms or less 10 6 0 71 20 9 26 425 1 003 Health workers trained for 1 day 1 053 0 719 0 20 80 1085 4 385 00 Children given nutrition supplements > 1 week 10 195 0 2 240 2 400 305 0 0 0 251 402 266 237 Children given financial help with health/ 984 0 396 0 581 0 17 2 283 dental treatment Learning 0 0 367 0 970 115 565 0 303 2 320 667 0 69 106 0 150 0 111 123 Teachers trained for 1 week 0 0 41 200 8 769 150 131 023 School exercise books bought/donated 0 1 182 6 040 7 285 58 387 23 132 School textbooks bought/donated 8 897 0 45 650 9 600 2 000 0 0 434 16 087 Uniforms bought/made/donated 12 321 0 0 0 16 331 Children helped with school fees/a scholarship 3 200 0 5 761 0 154 1 725 0 2 014 School desks built/bought/donated 1 564 1 794 0 4 109 353 Permanent classrooms built 44 0 1 598 0 31 45 0 81 Classrooms repaired 0 93 14 0 0 82 8 695 Adults receiving training in literacy this 1 160 0 3 689 250 0 0 0 33 financial year 3 617 350 0 50 8 0 34 0 0 3 000 568 Habitat 50 0 2 403 0 57 162 23 96 4 311 7 102 143 0 0 00 0 Latrines or toilets dug/built 0 15 07 13 00 0 143 Houses connected to a new sewage system 0 0 8 93 14 0 Wells dug/improved (or springs capped) 0 0 28 01 0 0 0 159 194 New positive boreholes drilled 0 0 02 0 Gravity feed drinking water systems built 0 0 392 00 0 27 0 220 362 Drinking water systems repaired/improved 265 0 520 00 2 Houses improved with PLAN project 225 0 596 03 0 00 0 29 New houses built for beneficiaries 2 95 232 200 Community halls built or improved 2 214 0 2 00 3 575 00 31 425 Community leaders trained for 1 day or more 1.2 0 3 522 2 11 0 Kilometres of roadway improved 0 0 0 1 500 0 10 2 788 Bridges built 0 0 26 00 0 Families benefited directly from erosion control 448 4 0 60 313 1 142 Houses newly served by electrification project 1 092 2 30 2 12 814 20 2 693 13 365 0 0 5.34 80.6 00 1 18 0 0 18 405 20 997 00 44 494 Source: Adapted from “PLAN International Program Output Chart Financial Year 1996,” appendix to Quarterly Report to the International Board first quarter 1997. 12 ■ Preparing Students for PISA* Reading Literacy

The table above is part of a report published by PLAN International, an international aid organization. It gives some information about PLAN’s work in one of its regions of operation (Eastern and Southern Africa). Refer to the table to answer the following questions. Question 11: PLAN INTERNATIONAL (R099Q04A) What does the table indicate about the level of Answer B — The level of activity was comparative- PLAN InternationaI’s activity in Ethiopia in ly low in Ethiopia. 1996, compared with other countries in the region? Note: This question is for information only and will not contribute independently to the student’s score. A The level of activity was comparatively high in The answer is taken into account in assessing the Ethiopia. answer to Question 12. B The level of activity was comparatively low in Ethiopia. C It was about the same as in other countries in the region. D It was comparatively high in the Habitat category and low in the other categories. Question 12: PLAN INTERNATIONAL (R099Q04B) Reading task: Reflection and evaluation country by training local people so I would say Text format: Non-continuous PLAN had just started working in Ethiopia in Situation: Public 1996. In 1996 Ethiopia was one of the poorest • Training community workers might be the only countries in the world. kind of aid they can give there. There might not be the hospitals or schools in which they could Taking this fact and the information in the base the other kinds of aid work. table into account, what do you think might explain the level of PLAN InternationaI’s • Other foreign aid groups might be helping with activities in Ethiopia compared with its medicine etc., and PLAN sees they need to activities in other countries? know how to run the country. [Implicitly refers to training community leaders.] Scoring — Question 12 ■ Score 1: ■ Score 2: Student has answered Question 11 correctly Student has answered Question 11 correctly (Answer B). Answer explains the level of PLAN’s (Answer B). Answer explains the level of PLAN’s work by drawing on MOST of the information sup- activity by drawing on ALL the information supplied plied. Answer must be consistent with (though does with explicit or implicit reference to the type of not need to refer to) BOTH of the following: activity conducted in Ethiopia by PLAN. Answer must also be consistent with (though does not (1) PLAN’s low level of activity in Ethiopia need to refer to) BOTH of the following: (information supplied in the table); AND (1) PLAN’s low level of activity in Ethiopia (2) Ethiopia’s poverty (information given in the (information supplied in the table); AND stem). For example: (2) Ethiopia’s poverty (information given in the • It might be hard to distribute aid there because stem). For example: things are in such a mess. • Aid organizations often start their work in a • There may be a war on so it would be hard to give aid. • They don’t know how to help there. • If other organizations are helping in Ethiopia, there is less for PLAN to do. Reading Literacy Preparing Students for PISA* ■ 13

• I could imagine that the other countries received • Ethiopia might only need more help with their help first and that Ethiopia will be helped in the community leaders than other countries. [Draws near future. in detail on information in the table but does not take into account the information about • The people of Ethiopia may have a certain Ethiopia’s relative poverty supplied in the stem.] culture which makes it difficult to interact with foreigners. OR: • I think they are giving a bit too much help in Student has answered Question 11 correctly other countries and Ethiopia is missing out. (Answer B) but gives an insufficient or vague or PLAN International might not have enough inaccurate answer. For example: funding and money for all the countries in need. • They don’t do as much work in Ethiopia. ■ Score 0: [Restates information in Answer B in question 11 without attempting to explain it.] Student has answered Question 11 incorrectly (not Answer B). • PLAN hardly does anything in Ethiopia. OR: • PLAN gives the same amount to every country. [Contradicts information in Answer B in question Student has answered Question 11 correctly 11.] (Answer B) but the answer does not take into account the information supplied about Ethiopia’s OR: relative poverty. For example: Student has answered Question 11 correctly • Ethiopia does not need PLAN’s help as much as (Answer B) but gives an implausible or irrelevant the other countries. [Draws on information in the answer. For example: table but does not take into account the information about Ethiopia’s relative poverty • They should be giving more to Ethiopia. supplied in the stem.] [Expresses an opinion rather than suggesting an explanation.] • Ethiopia is not as poor as the other countries so it doesn’t need PLAN’s help as much. [Draws on • They are only training community workers. They information in the table but is inconsistent with don’t seem to be doing anything for the health or information about Ethiopia’s relative poverty learning of the people there. [Does not explain supplied in the stem.] the level of activity.] 14 ■ Preparing Students for PISA* Reading Literacy

Reading Unit 4 RUNNERS Feel good in your runners FOR 14 YEARS the Sports Medicine Centre of Lyon (France) has been studying the injuries of young sports players and sports professionals. The study has established that the best course is preven- tion ... and good shoes. Knocks, falls, wear and tear ... Eighteen percent of sports players aged 8 to 12 It must support the foot, and in particular the already have heel injuries. The cartilage of a ankle joint, to avoid sprains, swelling, and other footballer’s ankle does not respond well to problems, which may even affect the knee. shocks, and 25 percent of professionals have discovered for themselves that it is It must also provide players with good stability an especially weak point. The cartilage of so that they do not slip on a wet ground or skid on a the delicate knee joint can also be surface that is too dry. irreparably damaged, and if care is not taken right from childhood (10–12 years Finally, it must absorb shocks, especially those of age), this can cause premature suffered by volleyball and basketball players who osteoarthritis. The hip does not escape are constantly jumping. damage either and, particularly when tired, players run the risk of fractures Dry feet as a result of falls or collisions. To avoid minor but painful conditions such as According to the study, foot- blisters or even splits or athlete’s foot (fungal infec- ballers who have been playing for tions), the shoe must allow evaporation of perspira- more than 10 years have bony outgrowths either on tion and must prevent outside dampness from get- the tibia or on the heel. This is what is known as ting in. The ideal material for this is leather, which “footballer’s foot,” a deformity caused by shoes can be water-proofed to prevent the shoe from get- with soles and ankle parts that are too flexible. ting soaked the first time it rains. Protect, support, stabilize, absorb If a shoe is too rigid, it restricts movement. If it is too flexible, it increases the risk of injuries and sprains. A good sports shoe should meet four criteria. Firstly, it must provide exterior protection: resist- ing knocks from the baIl or another player, coping with unevenness in the ground, and keeping the foot warm and dry even when it is freezing cold and raining. Reading Literacy Preparing Students for PISA* ■ 15

READING UNIT 4 Runners Use the article on the preceding page to answer the questions below. Question 13: RUNNERS (R110Q01) Reading task: Interpreting texts Scoring — Question 13 Text format Continuous Situation: Educational ■ Score 1: What does the author intend to show in this Answer D — that it is very important for young text? sports players to wear good sports shoes A that the quality of many sports shoes has greatly ■ Score 0: improved Other answers B that it is best not to play football if you are under 12 years of age C that young people are suffering more and more injuries owing to their poor physical condition D that it is very important for young sports players to wear good sports shoes Question 14: RUNNERS (R110Q04) Reading task: Retrieving information Scoring — Question 14 Text format: Continuous Situation: Educational ■ Score 1: According to the article, why should sports Answers that refer to restriction of movement shoes not be too rigid? For example: • They restrict movement. • They prevent you from running easily. ■ Score 0: Answers that show inaccurate comprehension of the material or are implausible or irrelevant For example: • To avoid injuries • They can’t support the foot • Because you need to support the foot and ankle OR: Answers that are insufficient or vague For example: • Otherwise they are not suitable 16 ■ Preparing Students for PISA* Reading Literacy

Question 15: RUNNERS (R110Q05) Reading task: Retrieving information For example: Text format: Continuous • Exterior protection. (1) Situation: Educational Support of the foot. (2) One part of the article says “A good sports Good stability. (3) shoe should meet four criteria.” Shock absorption. (4) • It must provide exterior protection, support the What are these criteria? foot, provide the player with good stability and must absorb shocks. Scoring — Question 15 • Protect, support, stabilize, absorb. [Quotes sub- heading of this section of text.] ■ Score 1: ■ Score 0: Answers which refer to the four criteria in italics in the text. Each reference may be a direct quotation, Other answers a paraphrase or an elaboration of the criterion. Cri- For example: teria may be given in any order. The four criteria • Protect against knocks from the baIl or feet. are: Cope with unevenness in the ground. (1) to provide exterior protection Keep the foot warm and dry. Support the foot. (2) to support the foot [First three points in this answer are all part of cri- terion (1) (provide exterior protection).] (3) to provide good stability (4) to absorb shocks Question 16: RUNNERS (R110Q06) Reading task: Reflection and evaluation Scoring — Question 16 Text format: Continuous Situation: Educational ■ Score 1: Look at this sentence from near the end of the Answer D — gives the solution to the problem article. It is presented here in two parts: described in the first part “To avoid minor but painful conditions such as ■ Score 0: blisters or even splits or athlete’s foot (fungal infections), ...” (first part) Other answers “... the shoe must allow evaporation of perspiration and must prevent outside dampness from getting in.” (second part) What is the relationship between the first and second parts of the sentence? The second part A contradicts the first part B repeats the first part C illustrates the problem described in the first part D gives the solution to the problem described in the first part Reading Literacy Preparing Students for PISA* ■ 17

Reading Unit 5 THE GIFT The Gift HOW MANY DAYS, she wondered, the pull of the river. She gripped the edge of the bed. had she sat like this, watching the Swaying from side to side, the house moved to the cold brown water inch up the dis- length of its mooring.There was a jolt and a complain- solving bluff. She could just faintly ing of old timbers and then a pause. Slowly the current remember the beginning of the rain, driving in across released it and let it swing back, rasping across its rest- the swamp from the south and beating against the shell ing place. She caught her breath and sat for a long time, of her house. Then the river itself started rising, slowly feeling the slow pendulous sweeps. The dark sifted at first until at last it paused to turn back. From hour to down through the incessant rain, and, head on arm, she hour it slithered up creeks and ditches and poured over slept holding on to the bed. low places. In the night, while she slept, it claimed the road and surrounded her so that she sat alone, her boat Sometime in the night the cry awoke her, a sound so gone, the house like a piece of drift lodged on its bluff. anguished she was on her feet before she was awake. In Now even against the tarred planks of the supports the the dark she stumbled against the bed. It came from out waters touched. And still they rose. there, from the river. She could hear something mov- ing, something large that made a dredging, sweeping As far as she could see, to the treetops where the sound. It could be another house. Then it hit, not head opposite banks had been, the swamp was an empty sea, on but glancing and sliding down the length of her awash with sheets of rain, the river lost somewhere in house. It was a tree. She listened as the branches and its vastness. Her house with its boat bottom had been leaves cleared themselves and went on downstream, built to ride just such a flood, if one ever came, but now leaving only the rain and the lappings of the flood, it was old. Maybe the boards underneath were partly sounds so constant now that they seemed a part of the rotted away. Maybe the cable mooring the house to the silence. Huddled on the bed, she was almost asleep great live oak would snap loose and let her go turning again when another cry sounded, this time so close it downstream, the way her boat had gone. could have been in the room. Staring into the dark, she eased back on the bed until her hand caught the cold No one could come now. She could cry out but it shape of the rifle. Then, crouched on the pillow, she would be no use, no one would hear. Down the length cradled the gun across her knees. “Who’s there?” she and breadth of the swamp others were fighting to save called. what little they could, maybe even their lives. She had seen a whole house go floating by, so quiet she was The answer was a repeated cry, but less shrill, tired reminded of sitting at a funeral. She thought when she sounding, then the empty silence closing in. She drew saw it she knew whose house it was. It had been bad back against the bed. Whatever was there she could seeing it drift by, but the owners must have escaped to hear it moving about on the porch. Planks creaked, and higher ground. Later, with the rain and darkness press- she could distinguish the sounds of objects being ing in, she had heard a panther scream upriver. knocked over. There was a scratching on the wall as if it would tear its way in. She knew now what it was, a Now the house seemed to shudder around her like big cat, deposited by the uprooted tree that had passed something alive. She reached out to catch a lamp as it her. It had come with the flood, a gift. tilted off the table by her bed and put it between her feet to hold it steady. Then, creaking and groaning with Unconsciously she pressed her hand against her face effort, the house struggled up from the clay, floated and along her tightened throat. The rifle rocked across free, bobbing like a cork, and swung out slowly with her knees. She had never seen a panther in her life. She 18 ■ Preparing Students for PISA* Reading Literacy

Source: Revue 10 (16) 1 15 June 1997. had heard about them from others and heard their cries, Easing into the kitchen, she made a fire with the few like suffering, in the distance. The cat was scratching remaining sticks of wood. If the flood lasted she would on the wall again, rattling the window by the door. As have to burn the chair, maybe even the table itself. Tak- long as she guarded the window and kept the cat ing down the remains of a smoked ham from the ceil- hemmed in by the wall and water, caged, she would be ing, she cut thick slices of the brownish red meat and all right. Outside, the animal paused to rake his claws placed them in a skillet. The smell of the frying meat across the rusted outer screen. Now and then, it whined made her dizzy. There were stale biscuits from the last and growled. time she had cooked, and she could make some coffee. There was plenty of water. When the light filtered down through the rain at last, coming like another kind of dark, she was still sitting While she was cooking her food, she almost forgot on the bed, stiff and cold. Her arms, used to rowing on about the cat until it whined. It was hungry too. “Let the river, ached from the stillness of holding the rifle. me eat,” she called to it, “and then I’ll see to you.”And She had hardly allowed herself to move for fear any she laughed under her breath. As she hung the rest of sound might give strength to the cat. Rigid, she swayed the ham back on its nail, the cat growled a deep throaty with the movement of the house. The rain still fell as if rumble that made her hand shake. it would never stop. Through the grey light, finally, she could see the rain-pitted flood and far away the cloudy After she had eaten, she went to the bed again and shape of drowned treetops. The cat was not moving took up the rifle. The house had risen so high now it no now. Maybe he had gone away. Laying the gun aside, longer scraped across the bluff when it swung back she slipped off the bed and moved without a sound to from the river. The food had warmed her. She could get the window. It was still there, crouched at the edge of rid of the cat while light still hung in the rain. She crept the porch, staring up at the live oak, the mooring of the slowly to the window. It was still there, mewling, house, as if gauging its chances of leaping to an over- beginning to move about the porch. She stared at it a hanging branch. It did not seem so frightening now that long time, unafraid. Then without thinking what she she could see it, its coarse fur napped into twigs, its was doing, she laid the gun aside and started around the sides pinched and ribs showing. It would be easy to edge of the bed to the kitchen. Behind her the cat was shoot it where it sat, its long tail whipping back and moving, fretting. She took down what was left of the forth. She was moving back to get the gun when it ham and, making her way back across the swaying turned around. With no warning, no crouch or tensing floor to the window, she shoved it through the broken of muscles, it sprang at the window, shattering a pane pane. On the other side there was a hungry snarl and of glass. She fell back, stifling a scream, and taking up something like a shock passed from the animal to her. the rifle, she fired through the window. She could not Stunned by what she had done, she drew back to the see the panther now, but she had missed. It began to bed. She could hear the sounds of the panther tearing at pace again. She could glimpse its head and the arch of the meat. The house rocked around her. its back as it passed the window. The next time she awoke she knew at once that Shivering, she pulled back on the bed and lay down. everything had changed. The rain had stopped. She felt The lulling constant sound of the river and the rain, the for the movement of the house but it no longer swayed penetrating chill, drained away her purpose. She on the flood. Drawing her door open, she saw through watched the window and kept the gun ready. After the torn screen a different world. The house was resting waiting a long while, she moved again to look. The on the bluff where it always had. A few feet down, the panther had fallen asleep, its head on its paws, like a river still raced on in a torrent, but it no longer covered house cat. For the first time since the rains began she the few feet between the house and the live oak. And wanted to cry, for herself, for all the people, for every- the cat was gone. Leading from the porch to the live thing in the flood. Sliding down on the bed, she pulled oak and doubtless on into the swamp were tracks, the quilt around her shoulders. She should have got out indistinct and already disappearing into the soft mud. when she could, while the roads were still open or And there on the porch, gnawed to whiteness, was what before her boat was washed away. As she rocked back was left of the ham. and forth with the sway of the house, a deep ache in her stomach reminded her she hadn’t eaten. She couldn’t Source: Louis Dollarhide, “The Gift” in Mississippi remember for how long. Like the cat, she was starving. Writers: Reflections of Childhood and Youth,Volume I, edited by Dorothy Abbott, University Press of Mississippi, 1985. Reading Literacy Preparing Students for PISA* ■ 19

Use the story “The Gift” on the previous pages to answer the questions that follow. (Note that line numbers are given in the margin of the story to help you find parts that are referred to in the questions.) Question 17: THE GIFT (R119Q09) Reading task: Reflection and evaluation Text format: Continuous Situation: Personal Here is part of a conversation between two people who read “The Gift”: Give evidence from the story to show Scoring — Question 17 how these speakers could justify their points of view. ■ Score 2: Speaker 1 Answers that received score 1 for Speaker 1 AND score 1 for Speaker 2. Speaker 2 Speaker 1 - “heartless and cruel” ■ Score 1 Answers that provide evidence from the story to support the idea that the woman is heartless and cruel. They may refer to her intention to shoot the panther or to the fact that she actually shoots at the panther. They may also use quotation or close paraphrase. For example: • She tries to shoot the panther. • She’s cruel because her first thought is to kill the panther. • She laughs when she thinks about killing the cat. • When she was eating she laughed at the cat’s whining. • And taking up the rifle she fired through the window. [Quotation] ■ Score 0: Answers that are insufficient or vague. For example: • She’s unkind to the panther. OR: Answers that show inaccurate comprehension of the material or are implausible or irrelevant. For example: • She’s cruel because she keeps the cat locked outside. [Implausible that she should do otherwise, given the danger the cat represents in the story] • He thinks that the woman should show more compassion. [Irrelevant: explains what the boy in the dialogue is saying, rather than referring to the story] 20 ■ Preparing Students for PISA* Reading Literacy

Speaker 2 — “compassionate” • It says “she wanted to cry, for herself, for all the people, for everything in the flood.” [Quoted ■ Score 1: evidence of more general compassion] Answers that provide evidence from the story to ■ Score 0: support the idea that the woman is compassionate. They may refer to her action in feeding the panther Answers that are insufficient or vague. or to suggestions about her capacity for compas- For example: sion towards the panther or more generally. They • She acts in a compassionate way. may also use quotation or close paraphrase. For • She is kind. example: OR: • She’s generous because she shares her food with the cat. Answers that show inaccurate comprehension of the material or are implausible or irrelevant. • She gives it ham. For example: • She thinks that the woman was a loving person. • She took down what was left of the ham and shoved it through the broken pane. [Quotation] [Irrelevant: explains what the girl in the dialogue is saying, rather than referring to the story] • When she first hears the panther she thinks it sounds sad, not scary. [Evidence of capacity for compassion towards the panther] Question 18: THE GIFT (Rl19Q01) Reading task: Interpreting texts Scoring — Question 18 Text format: Continuous Situation: Personal ■ Score 1: What is the woman’s situation at the Answer C — her house has been surrounded by beginning of the story? flood waters. A She is too weak to leave the house after days ■ Score 0: without food. Other answers B She is defending herself against a wild animal. C Her house has been surrounded by flood waters. D A flooded river has swept her house away. Question 19: THE GIFT (R119Q07) Reading task: Interpreting texts “The answer was a repeated cry, but less shrill, tired sounding ...” (line 36) Text format: Continuous Situation: Personal “She had ... heard their cries, like suffering, in the distance.” (lines 42-43) Here are some of the early references to the panther in the story. Considering what happens in the rest of the story, why do you think the writer chooses to “the cry awoke her, a sound so anguished ...” introduce the panther with these descriptions? (line 27) Reading Literacy Preparing Students for PISA* ■ 21

Scoring — Question 19 For example: ■ Score 2: • Because it creates suspense. You don’t really know what was crying. (1) Answers that recognize that the descriptions are intended to evoke pity. Reference to the writer’s • It introduces the panther slowly. (1) intention or effect on the reader may be stated or • It’s exciting. (1) implied. Reference to what happens in the rest of the story may also be stated or implied. Answers • You don’t know what it is, just like the woman. may suggest that [Combination of (l) and (2)] (1) the descriptions quoted link the panther with the • It describes the woman’s feelings about the woman (or humans generally) in suffering; OR panther. (2) (2) the descriptions quoted prepare for the OR: woman’s later compassionate behaviour towards the panther; OR Answers that refer to the literal information given in the quoted descriptions. Comment is consistent (3) the panther is presented as an object of with comprehension of the text. Reference to the compassion writer’s intention or effect on the reader may be stated or implied. References to what happens in For example: the rest of the story may also be stated or implied. Answers may refer to • The panther sounds almost like a human, so it is like the woman, and you feel sorry for both of (1) the realistic depiction of the panther OR them. [Explicit reference to the link between the panther and the woman/humans; (1) explicit (2) the way the descriptions fit with the literal reference to the effect on the reader] setting and situation • It makes you realize straight away that the For example: panther is also a victim of the flood. [Implicit reference to the link between the panther and • The panther is a wild animal and wild animals humans in “also” (1); explicit reference to the cry. (1) effect on the reader] • The panther was hungry, and these animals • The woman seems to feel sorry for it before she make a noise when they are hungry. (1) knows what it is. [Links the extracts with the woman’s later compassionate behaviour (2), • She would notice the sounds it made because it without explicit reference to intention or effect] was dark so she couldn’t see it. (2) • It makes you feel sorry for the panther. [Implied • Hearing the panther now makes her remember accurate understanding of the nuances of the when she has heard one before. (2) descriptions (3); explicit reference to effect on reader] ■ Score 0: • It sounds sad and distressed. [Implied Answers that are insufficient or vague. understanding of nuances of the descriptions For example: (3), with implicit reference to author’s intention] • It makes it more interesting. ■ Score 1 • It is strong descriptive language. Answers that refer to possible intentions (or effects) of the quoted descriptions other than that of evok- OR: ing pity. Comment is consistent with comprehen- sion of the text. Reference to the writer’s intention Answers that show inaccurate comprehension of or effect on the reader may be stated or implied. the material or are implausible or irrelevant. References to what happens in the rest of the story For example: may also be stated or implied. Answers may refer to • The panther sounds vicious as though it is waiting to get her. [Implausible] (1) the intention/effect of creating suspense or mystery (note that such terms as “frightening” • These descriptions present the panther in such and “scary” are considered to show lack of a way as to frighten the reader. [Inaccurate] comprehension of the quoted descriptions; and “interesting”, “easy to read” and “clear” are not • She is telling the story from the panther’s point sufficiently specific); OR of view. [Inaccurate] (2) the idea that the panther is presented from the woman’s point of view. 22 ■ Preparing Students for PISA* Reading Literacy

Question 20: THE GIFT (R119Q06) Reading task: Retrieving information Scoring — Question 20 Text format: Continuous Situation: Personal ■ Score 1: “Then creaking and groaning with effort the Answer B — It began to float house struggled up ...” (lines 20–21) ■ Score 0: Other answers What happened to the house in this part of the story? A It fell apart B It began to float C It crashed into the oak tree D It sank to the bottom of the river Question 21: THE GIFT (R119Q08) Reading tasks: Interpreting texts • She wasn’t thinking what she was doing. Text format: Continuous • Out of whim. Situation: Personal • Instinct. • She didn’t know. What does the story suggest was the woman’s • The story doesn’t say. reason for feeding the panther? OR: Scoring — Question 21 Answers that are in terms of the panther’s physical ■ Score 1: need for food or help, without referring to the woman’s motivation. For example: Answers that recognize the implication that the woman is motivated by pity or empathy towards the • Because it was hungry. panther. They may also mention that the woman does not consciously understand her own motiva- • Because it cried. tion. For example: ■ Score 0: • She felt sorry for it. Answers that are insufficient or vague. • Because she knew what it felt like to be hungry. OR: • Because she’s a compassionate person. Answers that show inaccurate comprehension of • To help it live. the material or are implausible or irrelevant. They may describe the woman’s motivation in terms of OR: self-protection or fear. For example: Answers that recognize that the story does not • She thought it would go away if she fed it. explicitly explain the woman’s motivation and/or • Because she was frightened of it. that she does not consciously understand it. • She wanted to make it her pet. [Implausible] For example: • To make friends with it. [Implausible] • Because she loved it. [Implausible] Reading Literacy Preparing Students for PISA* ■ 23

Question 22: THE GIFT (R119Q04) Reading task: Interpreting texts Scoring — Question 22 Text format: Continuous Situation: Personal ■ Score 1: When the woman says “and then I’ll see to Answer C — intending to shoot the cat you” (line 75) she means that she is ■ Score 0: A sure that the cat won’t hurt her B trying to frighten the cat Other answers C intending to shoot the cat D planning to feed the cat Question 23: THE GIFT (R119Q05) Reading task: Reflection and evaluation Scoring - Question 23 Text format: Continuous Situation: Personal ■ Score 2: Do you think that the last sentence of “The Answers that go beyond a literal interpretation of Gift” is an appropriate ending? the story but are consistent with accurate literal comprehension. They should evaluate the Explain your answer, demonstrating your ending in terms of thematic completeness by relat- understanding of how the last sentence relates ing the last sentence to central relationships, to the story’s meaning. issues or metaphors in the story. Answers may refer, for example, to the relationship between the panther and the woman; to survival; or to a gift or thanks. Opinion about appropriateness may be stated or implied. For example: • Yes. The story has brought the woman into contact with what is really essential in life, and the clean white bone is a symbol of that. • Yes. I suppose that what was left of the ham by the panther was also a gift, the message being “live and let live.” • Yes. The bone is like a gift, and that is the theme of the story. • Yes. The ham bone reminds us of what could have happened to the woman. • It is appropriate because the animal sort of thanked her for the ham. 24 ■ Preparing Students for PISA* Reading Literacy

OR: ■ Score 0: Answers that go beyond a literal interpretation of Answers that are insufficient or vague. the story but are consistent with accurate literal For example: comprehension. They should evaluate the ending in terms of style or mood, by relating the last sen- • It is more than effective. It is really striking. tence to the general style or mood of the rest of the story. Opinion about appropriateness may be stat- • No, the gift does not relate to the end. ed or implied. For example: • No. It would be better to finish with something • Yes, it fits the matter-of-fact telling of the story. more exciting. [Does not relate the ending to the rest of the story] • Yes, it continues the effect of something eerie. • It ends by describing the bone. • No, it is too abrupt when most of the story is given in great detail. OR: ■ Score 1: Answers that show inaccurate comprehension of the material or are implausible or irrelevant. Literal answers, which interpret the story in a way For example: consistent with accurate literal comprehension. They evaluate the ending in terms of narrative • Yes, it showed that it was all just a dream. sequence, by relating the last sentence to explicit [Implausible] events, (e.g. the cat having eaten the meat; the visit of the panther to the house; the subsiding of • No, because the reader does not know why the the flood). Opinion about appropriateness may be cat has vanished. [Indicates lack of stated or implied. For example: comprehension] • Yes, it gives you an answer to the question whether the cat ate the food. • No. The part about the meat was already finished. • It is finished because the meat is finished and so is the story. • Yes. Now that the flood has subsided and it has eaten the meat, there is no reason for the cat to stay. • I think it was a good ending because it proves that she had a panther on her porch. [Understanding at a literal level that the events in the story “really happened”] • No, it is not a suitable end, it was not a gift, but it was very dangerous. [Indicates a wholly literal reading] • It is appropriate to describe that it was after the rain. [Reference to the end of the flood] Reading Literacy Preparing Students for PISA* ■ 25

Reading Unit 6 AMANDA AND THE DUTCHESS TEXT 1 AMANDA AND THE DUCHESS Summary: Since Léocadia’s death, the Prince, who was in love with her, has been inconsolable. At a shop called Réséda Soeurs, the Duchess, who is the Prince’s aunt, has met a young shop assistant, Amanda, who looks amaz- ingly like Léocadia. The Duchess wants Amanda to help her set the Prince free from the memories that haunt him. A crossroads in the castle grounds, a circular bench around a small obelisk ... evening is falling ... AMANDA Listen ... it’s him! Just show yourself to him, leaning I still don’t understand. What can I do for him, ma’am? against this little obelisk where he first met her. Let him I can’t believe you could possibly have thought ... And see you, even if it’s just this once; let him call out, take why me? I’m not particularly pretty. And even if some- a sudden interest in this likeness, in this stratagem one were very pretty — who could suddenly come which I shall confess to him tomorrow and for which between him and his memories like that? he will hate me — in anything but this dead girl who’ll take him away from me one of these days, I’m sure... THE DUCHESS (She has taken her by the arm.) You will do that, won’t No one but you. you? I beg you most humbly, young lady. (She looks at her, beseechingly, and quickly adds) And then, that AMANDA, sincerely surprised way, you’ll see him too. And ... I can feel that I’m Me? blushing again from saying this to you – life is just too mad! That’s the third time I’ve blushed in sixty years, THE DUCHESS and the second time in ten minutes – you’ll see him; The world is so foolish, my child. It sees only parades, and if he could ever (why not him, since he’s handsome gestures, badges of office ... that must be why you have and charming and he wouldn’t be the first?) if he could never been told. But my heart hasn’t deceived me — I ever have the good fortune, for himself and for me, to almost cried out at Réséda Soeurs the first time I saw take your fancy for one moment ... The bell again in the you. To someone who knew more of her than just her shadows, but very close now. public image, you are the living likeness of Léocadia. AMANDA, in a whisper A silence. The evening birds have now taken over from What should I say to him? the afternoon birds. The grounds are filled with shad- ows and twittering. THE DUCHESS, gripping her arm Simply say “Excuse me, Sir, can you tell me the way to AMANDA, very gently the sea?” I really don’t think I can, ma’am. I have nothing, I am nothing, and those lovers ... that was my fancy, don’t She has hurried into the deeper shadows of the trees. you see? Just in time. There is a pale blur. It is the Prince on his bicycle. He passes very close to the pale blur of Aman- She has got up. As if about to leave, she has picked up da by the obelisk. She murmurs. her small suitcase. AMANDA THE DUCHESS, gently also, and very wearily Excuse me, Sir ... Of course, my dear. I apologize. He stops, dismounts from the bicycle, takes off his hat, She in turn gets up, with difficulty, like an old woman. and looks at her. A bicycle bell is heard in the evening air; she gives a start. THE PRINCE Yes? 26 ■ Preparing Students for PISA* Reading Literacy

AMANDA THE DUCHESS Can you tell me the way to the sea? It was dark ... And then, who knows what face he gives her now, in his dreams? (She asks timidly) The last train THE PRINCE has gone, young lady. In any case, wouldn’t you like to Take the second turning on your left. stay at the castle tonight? He bows, sadly and courteously, gets back on the bicy- cle and rides away. The bell is heard again in the dis- AMANDA, in a strange voice tance. The Duchess comes out of the shadows, very Yes, ma’am. much an old woman. It is completely dark. The two of them can no longer be AMANDA, gently, after a while seen in the shadows, and only the wind can be heard in He didn’t recognize me ... the huge trees of the grounds. THE CURTAIN FALLS Source: Jean ANOUILH, Léocadia (end of Scene II). Published by LA TABLE RONDE, 1984. TEXT 2 DEFINITIONS OF SOME THEATRICAL OCCUPATIONS Actor: plays a character on stage. Props manager: in charge of finding the required props. The word “props” is used to mean Director: controls and oversees all aspects of a everything that can be moved: armchairs, letters, play. He not only positions the actors, arranges lamps, bunches of flowers, etc. The sets and their entrances and exits, and directs their costumes are not props. acting, but also suggests how the script is to be interpreted. Sound technician: in charge of all sound effects required for the production. He is at the controls Wardrobe staff: produce the costumes from a during the show. model. Lighting assistant or lighting technician: in Set designer: designs models of the sets and charge of lighting. He is also at the controls costumes. These models are then transformed during the show. Lighting is so sophisticated that into their full size in the workshop. a well-equipped theatre can employ up to 10 lighting technicians. Reading Literacy Preparing Students for PISA* ■ 27

On the previous two pages there are two texts. Text 1 is an extract from the play Léocadia by Jean Anouilh, and Text 2 gives definitions of theatrical occupations. Refer to the texts to answer the questions that follow. Question 24: AMANDA AND THE DUCHESS (R216Q01) Reading task: Interpreting texts Scoring — Question 24 Text format: Continuous Situation: Personal ■ Score 1: What is this extract from the play about? Answer C — to get Amanda to make the Prince forget his grief The Duchess thinks of a trick ■ Score 0: A to get the Prince to come and see her more often Other answers B to get the Prince to make up his mind finally to get married C to get Amanda to make the Prince forget his grief D to get Amanda to come and live at the castle with her Question 25: AMANDA AND THE DUCHESS (R216Q02) Reading task: Reflection and evaluation • Handwriting Text format: Continuous • Writing in italics and also the use of brackets Situation: Personal • They are in a skinny type of writing In the script of the play, in addition to the ■ Score 0: words to be spoken by the actors, there are directions for the actors and theatre Answers that are insufficient or vague. technicians to follow. For example: • Stage directions are in brackets. [Reference to How can these directions be recognized in the script? brackets is correct for some stage directions, but the answer does not refer to italics] Scoring — Question 25 • Written in a different style • Another print ■ Score 1: OR: Answers that refer to italics. Allow non-technical descriptions. They may mention parentheses as Answers that show inaccurate comprehension of well as italics. For example: the material or are implausible or irrelevant. For example: • (They are in) italics • Bold print [Inaccurate] • Small print [Inaccurate] • Slanting writing • By the director [Irrelevant] • Like this: [Imitates italic style] 28 ■ Preparing Students for PISA* Reading Literacy

Question 26: AMANDA AND THE DUCHESS (R216Q03) Reading task: Interpreting texts Scoring — Question 26 Text format: Non-continuous Situation: Personal ■ Score 1: The table below lists theatre technicians (Props manager) Answers that indicate suitcase involved in staging this extract from Léocadia. OR bicycle. They may quote a phrase from the Complete the table by indicating one stage stage directions. For example: direction from TEXT 1 that would require the • Her small suitcase involvement of each technician. • Bicycle The first one has been done for you. AND: Theatre Stage (Sound technician) Answers that indicate bird song technicians direction OR (evening) birds OR twittering OR bicycle bell OR wind OR silence. They may quote a phrase Set designer A circular bench from the stage directions. For example: around a small obelisk • A bicycle bell is heard in the evening air Props manager • Only the wind can be heard Sound technician • Evening birds Lighting technician • The evening birds have now taken over AND: (Lighting technician) Answers that indicate shadows OR pale blur OR [completely] dark OR evening. For example: • The grounds are filled with shadows • The deeper shadows of the trees • Evening is falling • In the evening air ■ Score 0: Other answers Reading Literacy Preparing Students for PISA* ■ 29

Question 27: AMANDA AND THE DUCHESS (R216Q04) Reading task: Retrieving information Scoring — Question 27 Text format: Continuous Situation: Personal ■ Score 1: The director positions the actors on the stage. Answers that mark A by the obelisk and D behind On a diagram, the director represents Amanda or near the trees. For example: with the letter A and the Duchess with the letter D. DD Put an A and a D on the following diagram of the set to show approximately where Amanda and the Duchess are when the Prince arrives. Wings Wings A A D A D D Wings AA ■ Score 0: Other answers. For example: A A D D A XX D 30 ■ Preparing Students for PISA* Reading Literacy

Question 28:AMANDA AND THE DUCHESS (R216Q06) Reading task: Interpreting texts Scoring — Question 28 Text format: Continuous ■ Score 1: Situation: Personal Answer D — that the Prince didn’t notice that Amanda looked like Léocadia Towards the end of the extract from the play, Amanda says “He didn’t recognize me... .” ■ Score 0: What does she mean by that? Other answers A that the Prince didn’t look at Amanda B that the Prince didn’t realize that Amanda was a shop assistant C that the Prince didn’t realize that he’d already met Amanda D that the Prince didn’t notice that Amanda looked like Léocadia Reading Literacy Preparing Students for PISA* ■ 31