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Microsoft Word - Western Adelaide Region A-E Rubric - Writing _3_.doc FoundationAThe 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 LevelLevel 4Level 3Level 2Level 1Pre Level 1Text knowledgeText StructureElements of genreConstructs some genres (eg. recounts) with supportUses some language features of the genre eg. a simple introductionConstructs some genres Procedure, Recount/Narrative/Retell, Description, Response with a high degree of scaffolding Uses simple and repetitive sentence beginningsRecount/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 connectednessIdeas show some relevance and connection to the topicWrites 2 or 3 random happenings or writes about themselvesWrites a limited range of letters/words which have personal meaningIdeas are visual with labelled drawings with unidentifiable lettersIdeas are scribed Limited understanding that their texts can reflect their own experiencesGrammar KnowledgeSentence Structure & GrammarThe production of grammatically correct and structurally sound sentencesWrites 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.AudienceAudienceOrienting and engaging the readerMay use basic familiar patterns to address the audience eg. On the weekend, happily ever after .Unaware of purpose and audienceUnaware of purpose and audienceword knowledgeSpellingAccuracy 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 textAttempts 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 WritingProduced by the Bower Cluster of Schools Western Adelaide Region 2010Updated Ali Newbold November 2016Year 1AThe 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 LevelLevel 5Level 4Level 3Level 2Level 1Text 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 informationConstructs 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 constructionIdeas & CohesionThe creation of ideas and of text connectednessIdeas are relevant and connected to the topic May include some detail Greater range of pronouns eg. I, me, them, theyIdeas show some relevance and connection to the topic Begins narrative with circumstance of timeWrites 2 or 3 random happenings or writes about themselves Uses small range of reference items eg. My, our, his, her/it, they, he/thisWrites a limited range of letters/words which have personal meaningIdeas are visual with labelled drawings with unidentifiable lettersIdeas are scribedSentence Structure & GrammarThe production of grammatically correct and structurally sound sentencesWrites 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 tenseWrites 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, thenDeveloping formation of statement sentences, usually repetitive.ie. I walk to schoolGroups of unidentifiable lettersVocabularyThe range and precision of language choicesUses 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 nouns Begins 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 vocabularyVisual representation of the wordAudienceAudienceOrienting and engaging the readerUses basic familiar patterns to address the audience eg. On the weekend, happily ever afterMay use basic familiar patterns to address the audience eg. On the weekend, happily ever after ..Unaware of purpose and audienceUnaware of purpose and audienceUnaware of purpose and audienceword knowledgeSpellingAccuracy and difficulty of words usedWTW 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 lettersHandwritingCorrectly forms all upper and lower-case letters Correctly forms most upper and lower-case letters Correctly forms some upper and lower-case lettersCorrectly forms known lettersPunctuationUse 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 punctuationNot evidentNot evident Linden Park Primary School - Reporting Guide for English WritingProduced by the Bower Cluster of Schools Western Adelaide Region 2010Updated Ali Newbold November2016Year 2AThe 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 LevelLevel 6Level 5Level 4Level 3Level 2Text StructureElements of genreIndependently 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 scaffoldingBegins to construct texts by copying or jointly constructing.Ideas & CohesionThe creation of ideas and of text connectednessIdeas begin to show evidence of elaboration Uses narrow range of text connectives: Then, Now AlsoIdeas are relevant and connected to the topicMay include some detail Uses limited range of resources: pronounsIdeas show some relevance and connection to the topicWrites 2 or 3 random happenings or writes about themselvesWrites a limited range of letters/words which have personal meaningSentence 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, butUses phrases of time On the weekend, Last nightWrites 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 schoolVocabularyThe range and precision of language choicesUses 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 shuttleUses 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, homeUses a narrow range of nouns and verbs to form a simple statement.eg. I play at schoolUses some simple vocabularyAudienceAudienceOrienting and engaging the reader May use language expressing feelings and attitudes eg. very brightUses basic familiar patterns to address the audience eg. On the weekend, happily ever afterMay use basic familiar patterns to address the audience eg. On the weekend, happily ever afterUnaware of purpose and audienceUnaware of purpose and audienceword knowledgeSpellingAccuracy and difficulty of words used WTW - Within Word Patterns(Yellow) stage of spelling - LateSpells All simple, most commonWTW - 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 accuratelyWTW Letter/Alphabetic Stage - EarlyA few simple words spelt accuratelyParagraphingSegmenting of textttempts use of paragraphs more consistently.ay attempt to use paragraphsNot applicableNot applicableNot applicablePunctuationUse of correct and appropriate punctuation to aid the reading of the textCorrectly uses basic sentence punctuation (capital letters, full stops and question marks) with some consistency Uses basic punctuation (capital letters and full stops) with some accuracyAttempts basic sentence punctuation capitals and full stops Uses lower case appropriately most of the timeMay experiment with basic sentence punctuationNot evidentYear 3AThe 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.NAPLANBand 5/6Band 4/5Band 3/4Band 2/3Band 2EALD LevelLevel 7Level 6Level 5Level 4Level 3Text StructureElements of genreIndependently constructs texts showing all elements of the genreUses a feature to organise the text eg. SubheadingsIndependently constructs texts showing most elements of the genre Uses a limited range of features to organise the texteg. First, ThenBegins to independently construct text with some evidence of the genre elementsConstructs some genres (eg. recount)with supportUses some language features of the genre eg. a simple introductionConstructs some genres (eg. recount) with a high degree of scaffoldingIdeas & CohesionThe creation of ideas and of text connectednessSome ideas are elaboratedSentences flowIdeas begin to show evidence of elaborationIdeas are relevant and connected to the topicMay include some detailIdeas show some relevance and connection to the topicWrites 2 or 3 random happenings or writes about themselvesGrammar knowledgeSentence Structure & GrammarThe production of grammatically correct and structurally sound sentencesAttempts 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 tenseAttempts complex sentenceseg. After mum got home we had dinner.Uses binding conjunctions; when, after and becauseAppropriate use of verb tenseWrites 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 tenseWrites 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 choicesUses an extended range of verbseg. said shouted, whisperedConstructs 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 shuttleUses 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 shuttleUses 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. measureUses 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 schoolAudienceAudienceOrienting and engaging the readerBegins to choose vocabulary appropriate to the context.eg. I love koalas not appropriate for an info reportMay use language expressing feelings and attitudes eg. very brightUses basic familiar patterns to address the audience eg. On the weekend, happily ever afterMay use basic familiar patterns to address the audience eg. On the weekend. happily ever afterUnaware of purpose and audienceword knowledgeSpellingAccuracy 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 simpleParagraphingSegmenting of textAttempts use of paragraphs with some accuracy.Attempts use of paragraphsMay attempt paragraphsNot evidentNot evidentPunctuationUse of correct and appropriate punctuation to aid the reading of the textConsistently uses basic sentence punctuation (capital letters, full stops and question marks) accuratelySome noun capitalisationCorrectly uses basic sentence punctuation (capital letters, full stops and question marks) with some consistencyUses basic punctuation (capital letters and full stops) with some accuracyAttempts basic sentence punctuation (capitals and full stops)May experiment with basic sentence punctuationYear 4AThe 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.NAPLANBand 6/7Band 5/6Band 4/5Band 3/4Band 3/4EALD LevelLevel 8Level 7Level 6Level 5Level 4Text StructureElements of genreConfidently constructs genres including more detailed elaborationUses a range of features to organise the texteg. Introducing a new line for different speakersConstructs with some confidence genres with some elaborationUses a feature to organise the texteg. SubheadingsIndependently constructs texts showing elements of the genre Uses a limited range of features to organise the texteg. First, ThenBegins to independently construct the text with some evidence of the genre elementsConstructs some genres (eg. recount)with supportUses some language features of the genre eg. a simple introductionIdeas & CohesionThe creation of ideas and of text connectednessIdeas show some development but may contain unnecessary elaboration (waffle)Text flows and meaning is clearSome ideas are developedSentences flow, organizes text into paragraphsIdeas begin to show evidence of developmentIdeas are relevant and connected to the topicMay include some detailIdeas show some relevance and connection to the topicGrammar knowledgeSentence Structure & GrammarThe production of grammatically correct and structurally sound sentencesSentences 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 tenseAttempts to write more complex sentenceseg. After watching TV, I walked to our local beach for a swim.Inconsistent use of direct speechRun 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 tenseWrites 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 tenseWrites 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 choicesUses more varied vocabularyeg. know, believe (mental processes)Uses an extended range of verbseg. said shouted, whisperedUses 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 NominalisationsUses 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 shuttleUses 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. measureUses nouns and verbsBegins to use adjectivesUses some prepositionseg. The red pencil is on the table.AudienceAudienceOrienting and engaging the readerUses language in an attempt to engage the audienceeg. Luckily I knew a lot about bees or I wouldnt have had a chance.Sets the sceneMakes vocabulary choices appropriate to the contexteg. My Budgie, The BudgerigarMay use language expressing feelings and attitudes eg. very brightUses basic familiar patterns to address the audience eg. On the weekend, happily ever afterMay use basic familiar patterns to address the audience eg. On the weekend, happily ever afterword knowledgeSpellingAccuracy 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 - 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 accuratelyParagraphingSegmenting of textAttempts use of paragraphs with some accuracyAttempts use of paragraphs with some accuracyAttempts use of paragraphsNot evidentNot evidentPunctuationUse of correct and appropriate punctuation to aid the reading of the textExperiments with other punctuation eg. speech marks, commas and apostrophes for contractions/possessionCorrect noun capitalisationConsistently uses basic sentence punctuation (capital letters, full stops and question marks) accuratelySome noun capitalisationCorrectly uses basic sentence punctuation (capital letters, full stops and question marks) with some consistencyUses basic punctuation (capital letters and full stops) with some accuracy.Attempts basic sentence punctuation (capitals and full stops)Year 5AThe 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.NAPLANBand 7/8Band 6/7Band 5/6Band 4/5Band 3/4EALD LevelLevel 9Level 8Level 7Level 6Level 5Text StructureElements of genreConstructs a range of genres which have a number of stages and elaborates on the contenteg. Introducing a new line for a different speakerConstructs 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. SubheadingsIndependently constructs texts showing elements of the genre Uses a limited range of features to organise the texteg. First, ThenBegins to independently construct text with some evidence of the genre elementsIdeas & CohesionThe creation of ideas and of text connectednessIdeas show some elaboration and relate coherently to a central storyline/topicIdeas show some development but may contain unnecessary elaboration (waffle)Text flows and meaning is clearSome ideas are developedSentences flowIdeas begin to show evidence of developmentIdeas are relevant and connected to the topicMay include some detailGrammar knowledgeSentence Structure & GrammarThe production of grammatically correct and structurally sound sentencesComplex sentences are usually grammatically correctExperiments with sentence startersIs able to change tense accordinglyAppropriate use of verb tenseSentences 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 tenseAttempts to write more complex sentenceseg. After watching TV, I walked to our local beach for a swim.Inconsistent use of direct speechRun on sentences rarely usedAppropriate use of verb tenseAttempts complex sentenceseg. After mum got home we had dinner.Uses binding conjunctions; when, after and becauseAppropriate use of verb tenseWrites 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 tenseVocabularyThe range and precision of language choicesAttempts 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, whisperedUses more complex adjectives and verbseg. fix car repair vehicleMay use simileseg. as tiny as an ant Uses an extended range of verbseg. said shouted, whisperedConstructs 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 NominalisationsUses 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 shuttleUses 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. measureAudienceAudienceOrienting and engaging the readerEngages 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 wouldnt have had a chance.Sets the sceneMakes vocabulary choices appropriate to the contexteg. My Budgie, The BudgerigarMay use language expressing feelings and attitudes eg very brightUses basic familiar patterns to address the audience eg. On the weekend. happily ever afterword knowledgeSpellingAccuracy 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 accuratelyParagraphingSegmenting of textOrganises text into paragraphs accuratelyUses paragraphs with some accuracyAttempts use of paragraphs with some accuracy.Attempts use of paragraphsNot evidentPunctuationUse of correct and appropriate punctuation to aid the reading of the textUses, but not always accurately, other punctuation eg. speech marks, commas and apostrophesCorrect noun capitalisationExperiments with other punctuation eg. speech marks, commas and apostrophes for contractions/possessionCorrect noun capitalisationConsistently uses basic sentence punctuation (capital letters, full stops and question marks) accurately.Some noun capitalisationCorrectly uses basic sentence punctuation (capital letters, full stops and question marks) with some consistencyUses basic punctuation (capital letters and full stops) with some accuracyYear 6AThe 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.NAPLANBand 7/8Band 6/7Band 5/6Band 4/5Band 3/4EALD LevelLevel 10Level 9Level 8Level 7Level 6Text 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 genreAble 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. Subheadings Independently constructs texts showing elements of the genre Uses a limited range of features to organise the texteg. First, ThenIdeas & 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 clearSome ideas are developed Sentences flow Ideas begin to show evidence of developmentGrammar knowledgeSentence 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 tenseSentences 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 tenseAttempts complex sentenceseg. After mum got home we had dinner.Uses binding conjunctions; when, after and becauseAppropriate use of verb tenseVocabularyThe range and precision of language choicesMore 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 antUses an extended range of verbseg. said shouted, whisperedConstructs 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 shuttleAudienceAudienceOrienting 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 wouldnt 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 afterword knowledgeSpellingAccuracy 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/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.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 paragraphsPunctuationUse of correct and appropriate punctuation to aid the reading of the textCorrectly uses other punctuation most of the time eg. speech marks, new line for each speaker, commas to mark phrasesUses, 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 capitalisationCorrectly uses basic sentence punctuation (capital letters, full stops and question marks) with some consistencyYear 7AThe 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.NAPLANBand 8/9Band 7/8Band 6/7Band 5/6Band 4/5EALD LevelLevel 11Level 10Level 9Level 8Level 7Text 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. SubheadingsIdeas & 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 clearSome ideas are developed Sentences flowGrammar knowledgeSentence Structure & GrammarThe production of grammatically correct and structurally sound sentencesForms 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 tenseVocabularyThe range and precision of language choicesSustained 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 madeMore 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 shuttleAudienceAudienceOrienting 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 wouldnt have had a chance. Sets the scene Makes vocabulary choices appropriate to the contexteg. My Budgie, The Budgerigarword knowledgeSpellingAccuracy 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 challenging words 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/LateAll 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 textAccurate use of all applicable punctuationCorrectly uses other punctuation most of the time eg. speech marks, new line for each speaker, commas to mark phrasesUses, 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

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