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Linden Park Primary School - Reporting Guide for English ‐ Writing
Produced by the Bower Cluster of Schools – Western Adelaide Region 2010
Foundation
AThe student has demonstrated excellent achievement of what is expected at this year level.
High capacity to apply knowledge, skills and understandings in new contexts.
BThe student has demonstrated good achievement of what is expected at this year level.Strong capacity to apply knowledge, skills
and understandings in new contexts.
CThe student has demonstrated satisfactory achievement of what is expected at this year level.
Capacity to apply knowledge, skills and understandings in new contexts.
DThe student has demonstrated partial achievement of what is expected at this year level.
Capacity to apply knowledge, skills and understandings in familiar contexts.
EThe student has demonstrated minimal achievement of what is expected at this year level.
Beginning capacity to apply knowledge, skills and understandings in a familiar context.
EALD Level Level 4 Level 3 Level 2 Level 1 Pre Level
Text
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Text StructureElements of genre
Constructs some genres (eg. recounts) with supportUses some language features of the genre eg. a simple introduction
Constructs some genres – Procedure, Recount/Narrative/Retell, Description, Response with a high degree of scaffolding Uses simple and repetitive sentence
beginnings
Recount/Narrative – draws pictures of a setting and a sequence of events.
Retells known story/event by naming visuals.
Procedure - Organizes visuals in sequential order.
Sequences pictures of known story or a familiar activity- Procedure, Recount/Narrative/
Copies words to label pictures - Description
Identify and describe likes and dislikes about familiar texts, objects, characters and events.
Ideas & CohesionThe creation of ideas and of text connectedness
Ideas show some relevance and connection to the topic
Writes 2 or 3 random happenings or writes about themselves
Writes a limited range of letters/words which have personal meaning
Ideas are visual with labelled drawings with unidentifiable lettersIdeas are scribed
Limited understanding that their texts can reflect their own experiences
Gram
mar
Kno
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Sentence Structure & GrammarThe production of grammatically correct and structurally sound sentences
Writes simple and compound sentences that are usually grammatically correctBegins to use linking conjunctionseg. and, butUses phrases of timeeg. On the weekend, Last night ..
Begins to compose simple sentences to record and report events.Writes statement sentences.Uses some phrases of timeeg. On the weekend I went to the park.
Developing formation of statement sentences, usually repetitive.
ie. I walk to school
Copies words one or two word groups/phrases relating to immediate context and/or visuals.
Groups of unidentifiable letters
Limited attempt to retell events and experiences with peers and known adults.
Limited attempt to use familiar words and phrases and images to convey ideas when writing.
Vocabulary/Word GroupsThe range and precision of language choices
Uses nouns and verbsBegins to use adjectivesUses some prepositionseg. The red pencil is on the table.
Uses everyday vocabularyeg. school, homeUses a narrow range of nouns and verbs to form a simple statement. eg. I play at school.
Begins to construct texts by copying or jointly constructing.
Uses some simple vocabulary
May ‘play’ write – writes random letters and symbols.
Forms a few identifiable letters. Writes predominantly from left –
right
Limited attempt to communicate clearly in informal and whole class settings.
Audi
ence Audience
Orienting and engaging the reader
May use basic familiar patterns to address the audience eg. On the weekend, happily ever after .
Unaware of purpose and audience Unaware of purpose and audience
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SpellingAccuracy and difficulty of words used
WTW –Letter/Alphabetic Middle-LateMost simple, some common words spelt accurately
Show evidence in their writing of sounds and letter knowledge.
Uses correct letters to represent beginning, middle and end sounds in words from familiar texts.Most simple words spelt accurately
Uses correct letters to represent most beginning and some end sounds in familiar words.
A few simple words spelt accurately Correctly form known upper and
lower-case letters.
Alphabetic Stage - EarlyWrites random letters Identifies some beginning sounds –
own name
Limited attempt to Identify and use rhyme, letter patterns and sounds in words.
PunctuationUse of correct and appropriate punctuation to aid the reading of the text
Attempts basic sentence punctuation (capitals and full stops)
xperiments with basic sentence punctuation, capital letters and full stops.
Linden Park Primary School - Reporting Guide for English ‐ Writing
Produced by the Bower Cluster of Schools – Western Adelaide Region 2010
Year 1
AThe student has demonstrated excellent achievement of what is expected at this year level.
High capacity to apply knowledge, skills and understandings in new contexts.
BThe student has demonstrated good achievement of what is expected at this year level.Strong capacity to apply knowledge, skills
and understandings in new contexts.
CThe student has demonstrated satisfactory achievement of what is expected at this year level.
Capacity to apply knowledge, skills and understandings in new contexts.
DThe student has demonstrated partial achievement of what is expected at this year level.
Capacity to apply knowledge, skills and understandings in familiar contexts.
EThe student has demonstrated minimal achievement of what is expected at this year level.
Beginning capacity to apply knowledge, skills and understandings in a familiar context.
EALD Level Level 5 Level 4 Level 3 Level 2 Level 1
Text StructureElements of genre
Begins to independently construct text with some evidence of the genre elements eg. Adds detail to orientation
Organization features – Eg. orientation, complication, resolution
Constructs some genres (eg. recounts) with support
Uses some language features of the genre eg. a simple introduction
Writes several sentences of logically ordered information
Constructs some genres (eg. recount)with a high degree of scaffolding Begins to add detail to orientation.
Begins to construct texts by copying or jointly constructing.
No elements of genre construction
Ideas & CohesionThe creation of ideas and of text connectedness
Ideas are relevant and connected to the topic May include some detail Greater range of pronouns eg. I, me, them,
they
Ideas show some relevance and connection to the topic Begins narrative with
circumstance of time
Writes 2 or 3 random happenings or writes about themselves Uses small range of reference items eg.
My, our, his, her/it, they, he/this
Writes a limited range of letters/words which have personal meaning
Ideas are visual with labelled drawings with unidentifiable lettersIdeas are scribed
Sentence Structure & GrammarThe production of grammatically correct and structurally sound sentences
Writes simple and compound sentences that are grammatically correctBegins to use different sentence types eg. questions and commandsMay use binding conjunctions; when, after and becauseAppropriate use of verb tense
Writes simple and compound sentences that are usually grammatically correctBegins to use linking conjunctionseg. and, butUses phrases of timeeg. On the weekend, Last night ..
Writes statement sentencesUses some phrases of timeeg. On the weekend I went to the park. Composes simple sentences with a
short noun group. Begins to compose compound
sentences with varying accuracy using and, then
Developing formation of statement sentences, usually repetitive.ie. I walk to school
Groups of unidentifiable letters
VocabularyThe range and precision of language choices
Uses a range of adjectives: great, hugeUses a range of verb typeseg. said, shouted, whisperedShort prepositional phraseseg. The boy kicked the soccer ball into the goals.May use some common technical language eg. A shuttle (instead of spaceship)
Uses small range of verbs Composes wider range of nounsBegins to use adjectivesUses some prepositionseg. The red pencil is on the table.
Uses everyday vocabularyeg. school, homeUses a narrow range of nouns and verbs to form a simple statement. eg. I play at school.
Uses some simple vocabulary Visual representation of the word
Audi
ence
AudienceOrienting and engaging the reader
Uses basic familiar patterns to address the audience eg. On the weekend, happily ever after
May use basic familiar patterns to address the audience eg. On the weekend, happily ever after ..
Unaware of purpose and audience Unaware of purpose and audience Unaware of purpose and audience
wor
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SpellingAccuracy and difficulty of words used
WTW Within Word Patterns-EarlyAll simple, some common spelt accurately
WTW –Letter/Alphabetic Middle-Late Accurately spells words with regular spelling patterns. Most simple, some common words spelt accurately
WTW Letter/Alphabetic -MiddleMost simple words spelt accurately Accurately spells words with
regular spelling patterns.
WTW Letter/Alphabetic Stage - EarlyA few simple words spelt accurately
WTW Emergent StageWrites random letters
Handwriting Correctly forms all upper and lower-case letters
Correctly forms most upper and lower-case letters
Correctly forms some upper and lower-case letters
Correctly forms known letters
PunctuationUse of correct and appropriate punctuation to aid the reading of the text
Uses basic punctuation (capital letters and full stops) with some accuracy
Uses capitals to for proper names with varying accuracy.
Attempts basic sentence punctuation (capitals and full stops)
May experiment with basic sentence punctuation
Not evident Not evident
Linden Park Primary School - Reporting Guide for English ‐ WritingProduced by the Bower Cluster of Schools – Western Adelaide Region 2010
Year 2
AThe student has demonstrated excellent achievement of what is expected at this year level.
High capacity to apply knowledge, skills and understandings in new contexts.
BThe student has demonstrated good achievement of what is expected at this year level.Strong capacity to apply knowledge, skills
and understandings in new contexts.
CThe student has demonstrated satisfactory achievement of what is expected at this year level.
Capacity to apply knowledge, skills and understandings in new contexts.
DThe student has demonstrated partial achievement of what is expected at this year level.
Capacity to apply knowledge, skills and understandings in familiar contexts.
EThe student has demonstrated minimal achievement of what is expected at this year level.
Beginning capacity to apply knowledge, skills and understandings in a familiar context.
EALD Level Level 6 Level 5 Level 4 Level 3 Level 2
Text StructureElements of genre
Independently constructs texts showing elements of the genre Uses a limited range of features to organise
the text: First, Then Uses simple sub headings, text connectives
Begins to independently construct text with some evidence of the genre elements
Relies on formulaic openers to begin sentence: One day,
Constructs some genres (eg. recount)with supportUses some language features of the genre eg. a simple introduction
Constructs some genres (eg. recount)
with a high degree of scaffolding
Begins to construct texts by copying or jointly constructing.
Ideas & CohesionThe creation of ideas and of text connectedness
Ideas begin to show evidence of elaboration Uses narrow range of text connectives:
Then, Now Also
Ideas are relevant and connected to the topicMay include some detail Uses limited range of resources:
pronouns
Ideas show some relevance and connection to the topic
Writes 2 or 3 random happenings or writes about themselves
Writes a limited range of letters/words which have personal meaning
Sentence Structure & GrammarThe production of grammatically correct and structurally sound sentences
Writes simple sentences with short noun groups, compound sentences with range of conjunctions
Attempts complex sentenceseg. After mum got home we had dinner.Uses binding conjunctions; when, after and
becauseAppropriate use of verb tense
Uses small range of verbs Writes simple and compound sentences that are
grammatically correctBegins to use different sentence typeseg. questions and commandsMay use binding conjunctions; when, after and becauseAppropriate use of verb tense
Demonstrates some control of simple tenses Uses narrow range of verbs Composes mostly complete simple
sentences Composes compound sentences with
varying accuracy using linking conjunctions and, but
Uses phrases of time On the weekend, Last night
Writes statement sentencesUses some phrases of timeeg. On the weekend I went to the park.
Developing formation of statement sentences. Usually repetitive.ie. I walk to school
VocabularyThe range and precision of language choices
Uses action verbs (jump),talking verbs (shouted), thinking/feeling verbs (loved, angry)Expands noun information by using a range of adjectives including type (classifier) with prepositional phrases (qualifier) eg. The small, yellow drink bottle on the table.May use some common technical
Uses adjectiveseg. great, hugeUses a range of verb typeseg. said, shouted, whisperedShort prepositional phraseseg. The boy kicked the soccer ball into the goals.May use some common technical language eg. measure
Uses nouns and verbsBegins to use adjectivesUses some prepositionseg. The red pencil is on the table.
Uses everyday vocabulary eg. school, home
Uses a narrow range of nouns and verbs to form a simple statement.eg. I play at school
Uses some simple vocabulary
Audi
ence
AudienceOrienting and engaging the reader
May use language expressing feelings and attitudes eg. very bright
Uses basic familiar patterns to address the audience eg. On the weekend, happily ever after
May use basic familiar patterns to address the audience eg. On the weekend, happily ever after
Unaware of purpose and audience Unaware of purpose and audience
wor
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SpellingAccuracy and difficulty of words used
WTW - Within Word Patterns(Yellow) stage of spelling - LateSpells All simple, most common
WTW - Within Word Patterns(Yellow) stage of spelling -MiddleAll simple, some common spelt accurately
WTW - Within Word Patterns(Yellow) stage of spelling- Early/MiddleMost simple, some common words spelt
accurately
WTW Letter/Alphabetic (Red)-MiddleMost simple words spelt accurately
WTW Letter/Alphabetic Stage - EarlyA few simple words spelt accurately
ParagraphingSegmenting of text
ttempts use of paragraphs more consistently.
ay attempt to use paragraphs Not applicable Not applicable Not applicable
PunctuationUse of correct and appropriate punctuation to aid the reading of the text
Correctly uses basic sentence punctuation (capital letters, full stops and question marks) with some consistency
Uses basic punctuation (capital letters and full stops) with some accuracy
Attempts basic sentence punctuation capitals and full stops Uses lower case appropriately most of the
time
May experiment with basic sentence punctuation
Not evident
Linden Park Primary School - Reporting Guide for English ‐ WritingProduced by the Bower Cluster of Schools – Western Adelaide Region 2010
Year 3
AThe student has demonstrated excellent achievement of what is expected at this year level.
High capacity to apply knowledge, skills and understandings in new contexts.
BThe student has demonstrated good achievement of what is expected at this year level.Strong capacity to apply knowledge, skills
and understandings in new contexts.
CThe student has demonstrated satisfactory achievement of what is expected at this year level.
Capacity to apply knowledge, skills and understandings in new contexts.
DThe student has demonstrated partial achievement of what is expected at this year level.
Capacity to apply knowledge, skills and understandings in familiar contexts.
EThe student has demonstrated minimal achievement of what is expected at this year level.
Beginning capacity to apply knowledge, skills and understandings in a familiar context.
NAPLAN Band 5/6 Band 4/5 Band 3/4 Band 2/3 Band 2EALD Level Level 7 Level 6 Level 5 Level 4 Level 3
Text StructureElements of genre
Independently constructs texts showing all elements of the genreUses a feature to organise the text eg. Sub headings‐
Independently constructs texts showing most elements of the genre Uses a limited range of features to organise the texteg. First, Then
Begins to independently construct text with some evidence of the genre elements
Constructs some genres (eg. recount)with supportUses some language features of the genre eg. a simple introduction
Constructs some genres (eg. recount) with a high degree of scaffolding
Ideas & CohesionThe creation of ideas and of text connectedness
Some ideas are elaboratedSentences flow
Ideas begin to show evidence of elaboration
Ideas are relevant and connected to the topicMay include some detail
Ideas show some relevance and connection to the topic
Writes 2 or 3 random happenings or writes about themselves
Gram
mar
kno
wle
dge
Sentence Structure & GrammarThe production of grammatically correct and structurally sound sentences
Attempts to write more complex sentenceseg. After watching TV, I went to the beach for a swim.Inconsistent use of direct speech Appropriate use of verb tense
Attempts complex sentenceseg. After mum got home we had dinner.Uses binding conjunctions; when, after and becauseAppropriate use of verb tense
Writes simple and compound sentences that are grammatically correctBegins to use different sentence typeseg. questions and commandsMay use binding conjunctions; when,
after and becauseAppropriate use of verb tense
Writes simple and compound sentences that are usually grammatically correctBegins to use linking conjunctionseg. and, butUses phrases of timeeg. On the weekend, Last night ..
Writes statement sentencesUses some phrases of timeeg. On the weekend I went to the park.
VocabularyThe range and precision of language choices
Uses an extended range of verbseg. said shouted, whispered‐Constructs noun groups – describer (The new man) classifier (The new security man) and qualifier (The new security man in the bank.)Some common technical languageeg. A space shuttle
Uses action verbs (jump),talking verbs (shouted), thinking/feeling verbs (loved, angry)Expands noun information by using a range of adjectives including type (classifier) with prepositional phrases (qualifier) eg. The small, yellow drink bottle on the table.May use some common technical language eg. A space shuttle
Uses adjectiveseg. great, hugeUses a range of verb typese.g. said, shouted, whisperedShort prepositional phraseseg. The man in the shop.May use some common technical language eg. measure
Uses nouns and verbsBegins to use adjectivesUses some prepositionseg. The red pencil is on the table.
Uses everyday vocabularyeg. school, homeUses a narrow range of nouns and verbs to form a simple statement.eg. I play at school
Audi
ence Audience
Orienting and engaging the reader
Begins to choose vocabulary appropriate to the context.eg. I love koalas – not appropriate for an info report
May use language expressing feelings and attitudes eg. very bright
Uses basic familiar patterns to address the audience eg. On the weekend, happily ever after
May use basic familiar patterns to address the audience eg. On the weekend. happily ever after
Unaware of purpose and audience
wor
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SpellingAccuracy and difficulty of words used
WTW –Syllables and Affixes stage of spelling – Early/MiddleAll simple, most common, some difficult.
WTW -Working Within Word Patterns stage of spelling - LateAll simple, most common
WTW -Working Within Word Patterns stage of spelling -MiddleAll simple, some common spelt accurately
WTW -Working Within Word Patterns stage of spelling- EarlyMost simple, some common words spelt accurately
WTW Letter/Alphabetic -MiddleMost simple
ParagraphingSegmenting of text
Attempts use of paragraphs with some accuracy. Attempts use of paragraphs May attempt paragraphs Not evident Not evident
PunctuationUse of correct and appropriate punctuation to aid the reading of the text
Consistently uses basic sentence punctuation (capital letters, full stops and question marks) accuratelySome noun capitalisation
Correctly uses basic sentence punctuation (capital letters, full stops and question marks) with some consistency
Uses basic punctuation (capital letters and full stops) with some accuracy
Attempts basic sentence punctuation (capitals and full stops)
May experiment with basic sentence punctuation
Linden Park Primary School - Reporting Guide for English ‐ WritingProduced by the Bower Cluster of Schools – Western Adelaide Region 2010
Year 4
AThe student has demonstrated excellent achievement of what is expected at this year level.
High capacity to apply knowledge, skills and understandings in new contexts.
BThe student has demonstrated good achievement of what is expected at this year level.Strong capacity to apply knowledge, skills
and understandings in new contexts.
CThe student has demonstrated satisfactory achievement of what is expected at this year level.
Capacity to apply knowledge, skills and understandings in new contexts.
DThe student has demonstrated partial achievement of what is expected at this year level.
Capacity to apply knowledge, skills and understandings in familiar contexts.
EThe student has demonstrated minimal achievement of what is expected at this year level.
Beginning capacity to apply knowledge, skills and understandings in a familiar context.
NAPLAN Band 6/7 Band 5/6 Band 4/5 Band 3/4 Band 3/4EALD Level Level 8 Level 7 Level 6 Level 5 Level 4
Text StructureElements of genre
Confidently constructs genres including more detailed elaborationUses a range of features to organise the texteg. Introducing a new line for different speakers
Constructs with some confidence genres with some elaborationUses a feature to organise the texteg. Sub headings‐
Independently constructs texts showing elements of the genre Uses a limited range of features to organise the texteg. First, Then
Begins to independently construct the text with some evidence of the genre elements
Constructs some genres (eg. recount)with supportUses some language features of the genre eg. a simple introduction
Ideas & CohesionThe creation of ideas and of text connectedness
Ideas show some development but may contain unnecessary elaboration (waffle)Text flows and meaning is clear
Some ideas are developedSentences flow, organizes text into paragraphs
Ideas begin to show evidence of development
Ideas are relevant and connected to the topicMay include some detail
Ideas show some relevance and connection to the topic
Gram
mar
kno
wle
dge
Sentence Structure & GrammarThe production of grammatically correct and structurally sound sentences
Sentences are grammatically correct eg. Sports Day will be on, whether it rains or not.‘Run on’ sentences not usedSome use of complex sentencesUses relative pronouns such as; who, which, thatAppropriate use of verb tense
Attempts to write more complex sentenceseg. After watching TV, I walked to our local beach for a swim.Inconsistent use of direct speech‘Run on’ sentences rarely usedAppropriate use of verb tense
Attempts complex sentenceseg. After mum got home we had dinner.Uses binding conjunctions; when, after and becauseAppropriate use of verb tense
Writes simple and compound sentences that are grammatically correctBegins to use different sentence typeseg. questions and commandsMay use binding conjunctions; when, after and becauseAppropriate use of verb tense
Writes simple and compound sentences that are usually grammatically correctBegins to use linking conjunctionseg. and, butUses phrases of timeeg. On the weekend, Last night ..
VocabularyThe range and precision of language choices
Uses more varied vocabularyeg. know, believe (mental processes)Uses an extended range of verbseg. said shouted, whispered‐Uses more complex adjectives and verbseg. fix car → repair vehicleMay use simileseg. as tiny as an ant
Uses an extended range of verbseg. said shouted, whispered‐ Constructs noun groups – describer (The new man) classifier (The new security man) and qualifier (The new security man in the bank.)Circumstance – place, time, manner
Some common technical language eg. A space shuttle
Uses narrow range of Nominalisations
Uses action verbs (jump),talking verbs (shouted), thinking/feeling verbs (loved, angry)Expands noun information by using a range of adjectives including type (classifier) with prepositional phrases (qualifier) eg. The small, yellow drink bottle on the table.May use some common technical language eg. A space shuttle
Uses adjectiveseg. great, hugeUses a range of verb typese.g. said, shouted, whisperedShort prepositional phraseseg. The man in the shop.May use some common technical language eg. measure
Uses nouns and verbsBegins to use adjectivesUses some prepositionseg. The red pencil is on the table.
Audi
ence
AudienceOrienting and engaging the reader
Uses language in an attempt to engage the audienceeg. Luckily I knew a lot about bees or I wouldn’t have had a chance.
Sets the sceneMakes vocabulary choices appropriate to the contexteg. My Budgie, The Budgerigar
May use language expressing feelings and attitudes eg. very bright
Uses basic familiar patterns to address the audience eg. On the weekend, happily ever after
May use basic familiar patterns to address the audience eg. On the weekend, happily ever after
wor
d kn
owle
dge
SpellingAccuracy and difficulty of words used
WTW –Syllables and Affixes stage of spelling – Middle/LateAll simple, all common and some difficult
WTW –Syllables and Affixes stage of spelling – Early/MiddleAll simple, most common, some difficult
WTW -Working Within Word Patterns stage of spelling - Late
All simple, most common
WTW -Working Within Word Patterns stage of spelling -MiddleAll simple, some common spelt accurately
WTW -Working Within Word Patterns stage of spelling -earlyMost simple, some common words spelt accurately
ParagraphingSegmenting of text
Attempts use of paragraphs with some accuracy
Attempts use of paragraphs with some accuracy Attempts use of paragraphs Not evident Not evident
PunctuationUse of correct and appropriate punctuation to aid the reading of the text
Experiments with other punctuation eg. speech marks, commas and apostrophes for contractions/possessionCorrect noun capitalisation
Consistently uses basic sentence punctuation (capital letters, full stops and question marks) accuratelySome noun capitalisation
Correctly uses basic sentence punctuation (capital letters, full stops and question marks) with some consistency
Uses basic punctuation (capital letters and full stops) with some accuracy.
Attempts basic sentence punctuation (capitals and full stops)
Linden Park Primary School - Reporting Guide for English ‐ WritingProduced by the Bower Cluster of Schools – Western Adelaide Region 2010
Year 5
AThe student has demonstrated excellent achievement of what is expected at this year level.
High capacity to apply knowledge, skills and understandings in new contexts.
BThe student has demonstrated good achievement of what is expected at this year level.Strong capacity to apply knowledge, skills
and understandings in new contexts.
CThe student has demonstrated satisfactory achievement of what is expected at this year level.
Capacity to apply knowledge, skills and understandings in new contexts.
DThe student has demonstrated partial achievement of what is expected at this year level.
Capacity to apply knowledge, skills and understandings in familiar contexts.
EThe student has demonstrated minimal achievement of what is expected at this year level.
Beginning capacity to apply knowledge, skills and understandings in a familiar context.
NAPLAN Band 7/8 Band 6/7 Band 5/6 Band 4/5 Band 3/4EALD Level Level 9 Level 8 Level 7 Level 6 Level 5
Text StructureElements of genre
Constructs a range of genres which have a number of stages and elaborates on the contenteg. Introducing a new line for a different speaker
Constructs more complex genreseg. expositionUses a range of features to organise the texteg. Reinstating the position
Constructs with some confidence genres with some elaboration Uses a feature to organise the texteg. Sub headings‐
Independently constructs texts showing elements of the genre Uses a limited range of features to organise the texteg. First, Then
Begins to independently construct text with some evidence of the genre elements
Ideas & CohesionThe creation of ideas and of text connectedness
Ideas show some elaboration and relate coherently to a central storyline/topic
Ideas show some development but may contain unnecessary elaboration (waffle)Text flows and meaning is clear
Some ideas are developedSentences flow
Ideas begin to show evidence of development
Ideas are relevant and connected to the topicMay include some detail
Gram
mar
kno
wle
dge
Sentence Structure & GrammarThe production of grammatically correct and structurally sound sentences
Complex sentences are usually grammatically correctExperiments with sentence startersIs able to change tense accordinglyAppropriate use of verb tense
Sentences are grammatically correcteg. Sports Day will be on, whether it rains or not.‘Run on’ sentences not usedSome use of complex sentencesUses relative pronouns such as; who, which, thatAppropriate use of verb tense
Attempts to write more complex sentenceseg. After watching TV, I walked to our local beach for a swim.Inconsistent use of direct speech‘Run on’ sentences rarely usedAppropriate use of verb tense
Attempts complex sentenceseg. After mum got home we had dinner.Uses binding conjunctions; when, after and becauseAppropriate use of verb tense
Writes simple and compound sentences that are grammatically correctBegins to use different sentence typeseg. questions and commandsMay use binding conjunctions; when, after and becauseAppropriate use of verb tense
VocabularyThe range and precision of language choices
Attempts to use a more extended vocabulary (precise words)eg. considered, horrified, disgustedExpands noun groups by using more delicate choices of describers, classifiers and qualifierseg. The latest, touch screen ipod at the shops is too expensive.Some use of colloquialisms (bloke), idioms(A piece of cake) or similes (as cold as ice)
Uses more varied vocabularyeg. know, believe (mental processes)Uses an extended range of verbseg. said shouted, whispered‐Uses more complex adjectives and verbseg. fix car → repair vehicleMay use simileseg. as tiny as an ant
Uses an extended range of verbseg. said shouted, whispered‐Constructs noun groups – describer (The new man) classifier (The new security man) and qualifier (The new security man in the bank.)Circumstance – place, time, mannerSome common technical languageeg. A space shuttleUses narrow range of Nominalisations
Uses action verbs (jump),talking verbs (shouted), thinking/feeling verbs (loved, angry)Expands noun information by using a range of adjectives including type (classifier) with prepositional phrases (qualifier) eg.The small, yellow drink bottle on the table.May use some common technical language eg. A space shuttle
Uses adjectiveseg. great, hugeUses a range of verb typese.g. said, shouted, whisperedShort prepositional phraseseg. The man in the shop.May use some common technical languageeg. measure
Audi
ence
AudienceOrienting and engaging the reader
Engages the reader through deliberate choice of language. ie. may use humour or emotion eg. ‘I waited anxiously..’
Uses language in an attempt to engage the audienceeg. Luckily I knew a lot about bees or I wouldn’t have had a chance.
Sets the sceneMakes vocabulary choices appropriate to the contexteg. My Budgie, The Budgerigar
May use language expressing feelings and attitudes eg very bright
Uses basic familiar patterns to address the audience eg. On the weekend. happily ever after
wor
d kn
owle
dge
SpellingAccuracy and difficulty of words used
WTW Derivational Relations- EarlyAll simple, all common and some difficult
WTW –Syllables and Affixes stage of spelling – Middle/LateAll simple, all common and some difficult
WTW –Syllables and Affixes stage of spelling – MiddleAll simple, most common, some difficult.
WTW –Syllables and Affixes stage of spelling – earlyAll simple, most common.
WTW -Working Within Word Patterns stage of spelling –Middle/LateAll simple, some common spelt accurately
ParagraphingSegmenting of text
Organises text into paragraphs accurately Uses paragraphs with some accuracy Attempts use of paragraphs with some accuracy. Attempts use of paragraphs Not evident
PunctuationUse of correct and appropriate punctuation to aid the reading of the text
Uses, but not always accurately, other punctuation eg. speech marks, commas and apostrophesCorrect noun capitalisation
Experiments with other punctuation eg. speech marks, commas and apostrophes for contractions/possessionCorrect noun capitalisation
Consistently uses basic sentence punctuation (capital letters, full stops and question marks) accurately.Some noun capitalisation
Correctly uses basic sentence punctuation (capital letters, full stops and question marks) with some consistency
Uses basic punctuation (capital letters and full stops) with some accuracy
Linden Park Primary School - Reporting Guide for English ‐ WritingProduced by the Bower Cluster of Schools – Western Adelaide Region 2010
Year 6
AThe student has demonstrated excellent achievement of what is expected at this year level.
High capacity to apply knowledge, skills and understandings in new contexts.
BThe student has demonstrated good achievement of what is expected at this year level.Strong capacity to apply knowledge, skills
and understandings in new contexts.
CThe student has demonstrated satisfactory achievement of what is expected at this year level.
Capacity to apply knowledge, skills and understandings in new contexts.
DThe student has demonstrated partial achievement of what is expected at this year level.
Capacity to apply knowledge, skills and understandings in familiar contexts.
EThe student has demonstrated minimal achievement of what is expected at this year level.
Beginning capacity to apply knowledge, skills and understandings in a familiar context.
NAPLAN Band 7/8 Band 6/7 Band 5/6 Band 4/5 Band 3/4EALD Level Level 10 Level 9 Level 8 Level 7 Level 6
Text StructureElements of genre
Uses some language features to construct the text and avoids repetition.Eg. Begins to use phrases instead of single words – In addition to/Also
Constructs all genres and elaborates on each stage of the genre Able to construct more complex genres eg.
exposition Uses a range of features to organise the text eg. Reinstating the position
Constructs with some confidence genres which have a number of stages Uses a limited range of features to organise the texteg. Sub headings‐
Independently constructs texts showing elements of the genre Uses a limited range of features to organise the texteg. First, Then
Ideas & CohesionThe creation of ideas and of text connectedness
Ideas show elaboration and relate coherently to a central storyline/topic
Ideas show some elaboration and relate coherently to a central storyline/topic
Ideas show some development but may contain unnecessary elaboration (waffle)Text flows and meaning is clear
Some ideas are developed Sentences flow
Ideas begin to show evidence of development
Gram
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Sentence Structure & GrammarThe production of grammatically correct and structurally sound sentences
Complex sentences are grammatically correctForms more expansive sentences by using a wider range of binding conjunctions eg. whenever, although, sinceAppropriate use of verb tense
Complex sentences are usually grammatically correct Experiments with sentence starters Is able to change tense accordinglyAppropriate use of verb tense
Sentences are grammatically correcteg. Sports Day will be on, whether it rains or not. ‘Run on’ sentences not usedSome use of complex sentences Uses relative pronouns such as; who, which, thatAppropriate use of verb tense
Attempts to write more complex sentenceseg. After watching TV, I walked to our local beach for a swim. Inconsistent use of direct speech ‘Run on’ sentences rarely usedAppropriate use of verb tense
Attempts complex sentenceseg. After mum got home we had dinner.Uses binding conjunctions; when, after and becauseAppropriate use of verb tense
VocabularyThe range and precision of language choices
More frequently uses a an extended vocabulary (precise words)eg. hissed, rewarded Uses colloquialisms (A scorcher), idioms (bag of tricks) or similes (as easy as pie) Expands noun groups by using more complex choices of describers, classifiers and qualifierseg. Downloading music is the cheapest and most efficient way of purchasing music.
Attempts to use a more extended vocabulary (precise words)eg. considered, horrified, disgusted Expands noun groups by using more delicate choices of describers, classifiers and qualifierseg. The latest, touch screen ipod at the shops is too expensive.Some use of colloquialisms (bloke), idioms (A piece of cake) or similes (as cold as ice)
Uses more varied vocabularyeg. know, believe (mental processes) Uses an extended range of verbseg. said shouted, whispered‐ Uses more complex adjectives and verbseg. fix car → repair vehicle May use simileseg. as tiny as an ant
Uses an extended range of verbseg. said shouted, whispered‐Constructs noun groups – describer (The new man) classifier (The new security man) and qualifier (The new security man in the bank.)Circumstance – place, time, mannerSome common technical languageeg. A space shuttleUses narrow range of Nominalisations
Uses action verbs (jump),talking verbs (shouted), thinking/feeling verbs (loved, angry) Expands noun information by using a range of adjectives including type (classifier) with prepositional phrases (qualifier) eg. The small, yellow drink bottle on the table. May use some common technical languageeg. A space shuttle
Audi
ence Audience
Orienting and engaging the reader
Deliberately chooses language to engage the reader. ie may use humour, emotion or suspense. eg. The doorbell suddenly rang and my heart sank Homework is clearly a ‐waste of time and energy
Engages the reader through deliberate choice of language. ie may use humour or emotion eg. I waited anxiously..
Uses language in an attempt to engage the audienceeg. Luckily I knew a lot about bees or I wouldn’t have had a chance.
Sets the scene Makes vocabulary choices appropriate to the contexteg. My Budgie, The Budgerigar
Uses basic familiar patterns to address the audience eg. On the weekend, happily ever after
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SpellingAccuracy and difficulty of words used
WTW Derivational Relations- MiddleAll simple, all common and most difficult.
WTW Derivational Relations- EarlyAll simple, all common and some difficult
WTW –Syllables and Affixes stage of spelling – Middle/Late
All simple, all common and some difficult
WTW –Syllables and Affixes stage of spelling – MiddleAll simple, most common, some difficult.
WTW –Syllables and Affixes stage of spelling – EarlyAll simple, most common.
ParagraphingSegmenting of text
Organises text into paragraphs accurately Organises text into paragraphs accurately Uses paragraphs with some accuracy Attempts use of paragraphs with some accuracy Attempts use of paragraphs
PunctuationUse of correct and appropriate punctuation to aid the reading of the text
Correctly uses other punctuation most of the time eg. speech marks, new line for each speaker, commas to mark phrases
Uses, but not always accurately, other punctuation eg. speech marks, commas in lists and apostrophesCorrect noun capitalisation
Experiments with other punctuation eg. speech marks, commas and apostrophes for contractions / possessionCorrect noun capitalisation
Consistently uses basic sentence punctuation (capital letters, full stops and question marks) accuratelySome noun capitalisation
Correctly uses basic sentence punctuation (capital letters, full stops and question marks) with some consistency
Linden Park Primary School - Reporting Guide for English ‐ WritingProduced by the Bower Cluster of Schools – Western Adelaide Region 2010
Year 7
AThe student has demonstrated excellent achievement of what is expected at this year level.
High capacity to apply knowledge, skills and understandings in new contexts.
BThe student has demonstrated good achievement of what is expected at this year level.Strong capacity to apply knowledge, skills
and understandings in new contexts.
CThe student has demonstrated satisfactory achievement of what is expected at this year level.
Capacity to apply knowledge, skills and understandings in new contexts.
DThe student has demonstrated partial achievement of what is expected at this year level.
Capacity to apply knowledge, skills and understandings in familiar contexts.
EThe student has demonstrated minimal achievement of what is expected at this year level.
Beginning capacity to apply knowledge, skills and understandings in a familiar context.
NAPLAN Band 8/9 Band 7/8 Band 6/7 Band 5/6 Band 4/5EALD Level Level 11 Level 10 Level 9 Level 8 Level 7
Text StructureElements of genre
Evidence of sophisticated texts with variations attempted in structure
Uses some language features to construct the text and avoids repetitioneg. Begins to use phrases instead of single words – In addition to/Also
Constructs all genres and elaborates on each stage of the genre
Constructs more complex genreseg. exposition Uses a range of features to organise the texteg. Reinstating the position
Constructs with some confidence genres which have a number of stages. Uses a limited range of features to organise the texteg. Sub headings‐
Ideas & CohesionThe creation of ideas and of text connectedness
Ideas are substantial and elaborateeg. a suggestion of an underlying themeCohesive language is used to support understandingeg. meanwhile, even though, such as
Ideas show elaboration and relate coherently to a central storyline/topic
Ideas show some elaboration and relate coherently to a central storyline/topic
Ideas show some development but may contain unnecessary elaboration (waffle)Text flows and meaning is clear
Some ideas are developed Sentences flow
Gram
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Sentence Structure & GrammarThe production of grammatically correct and structurally sound sentences
Forms complex sentences accurately and demonstrates variety in length, structure and beginnings.Appropriate use of verb tense
Complex sentences are grammatically correctForms more expansive sentences by using a wider range of binding conjunctions eg. whenever, although, sinceAppropriate use of verb tense
Complex sentences are usually grammatically correct Experiments with sentence starters Is able to change tense accordinglyAppropriate use of verb tense
Sentences are grammatically correcteg. Sports Day will be on, whether it rains or not. ‘Run on’ sentences not usedSome use of complex sentences Uses relative pronouns such as; who, which, thatAppropriate use of verb tense
Attempts to write more complex sentenceseg. After watching TV, I walked to our local beach for a swim. Inconsistent use of direct speech ‘Run on’ sentences rarely usedAppropriate use of verb tense
VocabularyThe range and precision of language choices
Sustained and consistent use of precise wordseg. clutched, vicious May attempt metaphors (a rising star, read between the lines) May use nominalisations → changing adj/verbs into nounseg. to use – the use of, we compared – a comparison was made
More frequently uses a an extended vocabulary (precise words)eg. hissed, rewarded Uses colloquialisms (A scorcher), idioms(bag of tricks) or similes (as easy as pie) Expands noun groups by using more complex choices of describers, classifiers and qualifierseg. Downloading music is the cheapest and most efficient way of purchasing music.
Attempts to use a more extended vocabulary (precise words)eg. considered, horrified, disgusted Expands noun groups by using more delicate choices of describers, classifiers and qualifiers eg. The latest, touch screen ipod at the shops is too expensive.Some use of colloquialisms (bloke), idioms(A piece of cake) or similes (as cold as ice)
Uses more varied vocabularyeg. know, believe (mental processes) Uses an extended range of verbseg. said shouted, whispered‐ Uses more complex adjectives and verbseg. fix car → repair vehicle May use simileseg. as tiny as an ant
Uses an extended range of verbseg. said shouted, whispered‐ Constructs noun groups – describer (The new man) classifier (The new security man) and qualifier (The new security man in the bank.)Some common technical languageeg. A space shuttle
Audi
ence
AudienceOrienting and engaging the reader
Influences or affects the reader through effective language devicesie. Emotive or persuasive languageeg. Homework is clearly a waste of time and energy..
Deliberately chooses language to engage the reader. ie may use humour, emotion or suspense. eg. The doorbell suddenly rang and my heart sank ....
Engages the reader through deliberate choice of language. ie may use humour or emotion eg. I waited anxiously..
Uses language in an attempt to engage the audienceeg. Luckily I knew a lot about bees or I wouldn’t have had a chance.
Sets the scene Makes vocabulary choices appropriate to the contexteg. My Budgie, The Budgerigar
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SpellingAccuracy and difficulty of words used
WTW Derivational Relations- Late Explores using etymology/morphology to spell new words All simple, all common and most difficult and some
WTW Derivational Relations- MiddleAll simple, all common and most difficult.
WTW Derivational Relations- EarlyAll simple, all common and some difficult
WTW –Syllables and Affixes stage of spelling – Middle/Late
All simple, all common and some difficult
WTW –Syllables and Affixes stage of spelling – MiddleAll simple, most common, some difficult.
ParagraphingSegmenting of text
Paragraphs are deliberately structured to pace and direct the text Organises text into paragraphs accurately Organises text into paragraphs accurately Uses paragraphs with some accuracy. Attempts use of paragraphs with some
accuracy.PunctuationUse of correct and appropriate punctuation to aid the reading of the text
Accurate use of all applicable punctuation Correctly uses other punctuation most of the time eg. speech marks, new line for each speaker, commas to mark phrases
Uses, but not always accurately, other punctuation eg. speech marks, commas in lists and apostrophesCorrect noun capitalisation
Experiments with other punctuation eg. speech marks, commas and apostrophes for contractions /possessionCorrect noun capitalisation
Consistently uses basic sentence punctuation (capital letters, full stops and question marks) accurately.Some noun capitalisation