My Place
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Approach:  Team
Level: Year 4 and year 8
Focus: Reciting and orating  
Resources:
None
FRAME 132Kb
Questions/instructions:  


We all have a place that is very special to us. We also have reasons why this place is so special.

In this activity, which is called ‘My Place’, each of you is going to give a talk to the rest of the group about a place that is very special to you. You will need to think about the place that is special to you, and the reasons why it is special. Before we start, you can have a little time to think about your special place.

Allow time.
Now it’s time for telling the others about your special place. Each person can talk for up to two minutes, or longer if you want. Try to give a really interesting talk for us to listen to. We will start with [Student 1].

Have each student give their talk.
(Student 1, Student 2, Student 3, Student 4)

It is not necessary for the child to speak for a particular length of time, but if they go on for too long, politely bring closure.
 
% responses
2008 ('04)
y4
y8
Relevance of comments to topic:
strong
21 (27)
25 (40)
moderate
67 (60)
63 (53)
weak
12 (13)
12 (7)
Clarity of individual comments:
(extent to which listener can picture these
aspects/content of message/feeling/picture)
strong
11 (18)
15 (24)
moderate
51 (40)
54 (57)
weak
38 (42)
31 (19)
Coherence of whole presentation:
(does it all hang together)
strong
13 (20)
16 (24)
moderate
49 (42)
52 (56)
weak
38 (38)
32 (20)
Communication of personal feeling about place:
strong and explicit feeling
6 (8)
11 (12)
implicit tone conveyed
22 (20)
26 (34)
little/some feeling conveyed
42 (32)
41 (41)
very weak
30 (40)
22 (13)
Overall effectiveness in creating a vivid, interesting place:
(rich language throughout)
very strong
1 (6)
2 (5)
quite strong
11 (14)
16 (19)
moderate
33 (22)
38 (39)
weak
55 (58)
44 (37)

Total score:
8–12
14 (20)
21 (30)
6–7
15 (13)
18 (21)
4–5
26 (17)
25 (26)
2–3
23 (21)
17 (13)
0–1
22 (29)
19 (10)
Subgroup Analysis [Click on charts to enlarge] :
Year 4
Year 8
Commentary:
There was a wide range of performance on this task at both year levels. Differences among the subgroups were small, particularly for year 4 students. Between 2004 and 2008, the range of performance narrowed a little for year 4 students, while there was a moderate decline in average performance among year 8 students.