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Language and Literacy Levels Moderated Evidence: Reception – Year 7 December 2014 Introduction This resource is a support document for the Language and Literacy Levels across the Australian Curriculum: EALD Students. It supports teachers to assign accurate and consistent Language and Literacy Levels to monitor the progress of English as an Additional Language or Dialect (EALD) students from Reception to Year 7. The document contains annotated sets of evidence for the range of Levels that attract funding for R-7 EALD students. For additional sets of evidence including some at higher Levels, teachers should refer to the Language and Literacy Levels Moderated Evidence: Years 8-12. Note N.A. indicates the language item is not applicable to the task. N.E. indicates its use is not evident in the student text. Language and Literacy Levels across the Australian Curriculum: EALD Students The Language and Literacy Levels were developed by the South Australian Department for Education and Child Development to replace the SACSA ESL Scales, in line with the move from a state-based curriculum to a national one. The Language and Literacy Levels are intended to be used to: assess, monitor and report the language and literacy development (predominantly focusing on the development of formal written-like language) of any student, in particular high needs students such as EALD students determine the level of student language learning need identify the appropriate support category to inform and direct allocations of EALD funding inform programming & planning through the identification of key teaching points, learning goals and language level targets. Recommended process for assigning a Level The following model is provided to assist schools to assign accurate and consistent EALD Levels. If a school wants to develop their own model it should contain the following stages: collecting sets of evidence establishing the context making a general judgement making a finer judgement making a decision moderating for accuracy and consistency. 1. Collect two written texts, one from the factual and the other from the creative or persuasive text types. Refer to the EALD Funding Noteson the EALD website for details. 2. Understand the context of the text. Another teacher will need to provide this if the teacher assigning the Level is not the one who set the task. February 2014 . 1 Reflect upon the purpose and audience of the text type and anticipate the structure and the language required to achieve the purpose. 3. Scan the sets of evidence, select three representative sets (high, average, low) and begin assigning Levels by highlighting language choices. These choices should be recorded on an approved recording proforma. Refer to Recording and Tracking Resource. 4. Compare these choices to the language indicators in the Language and Literacy Levels by starting at two Levels below that expected for the year level (see table below). Assign a Level to each representative set. Record it on the recording proforma. Refer to Moderated Evidence if necessary. Year Level Lang & Lit Level End of Term 1 1 End of Term 2 2 End End of 1 of Reception Term 3 3 4 5 2 3 4 5 6 7 6 7 8 9 10 11 5. Repeat the process for the other sets of evidence until all have been given a Level. This should be quicker having already assigned Levels to high, average and low sets. 6. Moderate. If more than one teacher in the school is assigning Levels, then moderation of student sets of evidence should occur between teachers before the Levels are entered into EDSAS. If Levels are being assigned by a single teacher, then they can contact their EALD Consultant to arrange for moderation. The Department for Education and Child Development requests attribution as: South Australian Department for Education and Child Development. February 2014 . 2 Contents Level 1 2 3 4 5 6 7 8 9 Student Name Vadi Tanya Sherko Jana Johnny Anna Barbara Helmut Natasha Text Type Information Report Pages 4 to 6 Personal Recount 7 to 9 Oral Personal Recount 10 to 12 Personal Recount 13 to 15 Report 16 to 18 Personal Recount 19 to 21 Analytical Argument 22 to 24 Narrative 25 to 27 Personal Response 28 to 30 Personal Recount 31 to 33 Sequential Explanation 34 to 36 Narrative 37 to 39 Sequential Explanation 40 to 42 Narrative 43 to 46 Descriptive Information Report 47 to 50 Narrative 51 to 54 Descriptive Information Report 55 to 58 Narrative 59 to 61 February 2014 . 3 VADI: WRITTEN DESCRIPTIVE INFORMATION REPORT Year Level: Reception Teacher’s comment: The student wrote own name (deleted) onto the worksheet and wrote from left to right. February 2014 . 4 Student Name: Vadi Level: 1 Text Type: Information Composing learning area texts Report Level N.A. Oral interactions and presentations N.A. Using visuals Written texts Proforma supplied by teacher. Student writes from left to right. Text Knowledge Organisational structures of learning area texts Text Cohesion Foregrounding 1 Level Writes own name. Copies sub headings and writes letters within each section. 1 N.E. o text and paragraph openers (headings/ sub-headings; introductions and topic sentences) o text connectives o sentence openers Text Cohesion Reference o pronouns o substitution N.E. Grammar Knowledge Level Sentence structures Simple – with increasing complexity using circumstances and/or expanded noun groups N.E. Compound Coordinating (linking) conjunctions Complex Subordinating (binding) conjunctions Punctuation Sentence level (capital to begin and full stop /question mark/exclamation mark to end Basic punctuation (capitals for proper nouns and commas in lists) Words and word groups Verbs and verb groups/phrases) o representing different processes N.E. N.E. o tense o subject/verb agreement N.E. N/E February 2014 . 5 Student Name: Vadi Level: 1 Text Type: Information Report Words and word groups Adverbs, adverb groups/phrases and prepositional phrases to express the circumstances surrounding happenings and states o place o time o accompaniment o manner (quality and means) Words and word groups Nouns and noun groups/phrases o Plurals o Articles: indefinite (a/an) and definite (the) N.E. N.E. Nominalisations Expressing Opinion and point of view Evaluative language: - expressing o feelings and emotions o judgements of people and o evaluation of things o with varying intensity N.E. Modality Expressing opinion directly Level Word Knowledge Understanding learning area vocabulary Topic Vocabulary Spelling N.E. N.A. February 2014 . 6 VADI: WRITTEN PERSONAL RECOUNT Year Level: Reception Teacher’s comment: The student wrote own name (deleted) onto the worksheet and wrote from left to right. February 2014 . 7 Student Name: Vadi Level: 1 Text Type: Recount Composing learning area texts Level N.A. Oral interactions and presentations N.A. Using visuals Written texts Activities related to a Recount preceded independent writing. ‘Play’ writes: wrote random letters. Letters go left to right. Text Knowledge Organisational structures of learning area texts 1 Level Independently wrote recount, following activities related to a recount. Wrote name on page. 1 Text Cohesion Foregrounding o text and paragraph openers (headings/ sub-headings; introductions and topic sentences) o text connectives o sentence openers N.E. Text Cohesion Reference o pronouns o substitution N.E. Grammar Knowledge Level Sentence structures Simple – with increasing complexity using circumstances and/or expanded noun groups N.E. Compound Coordinating (linking) conjunctions Complex Subordinating (binding) conjunctions Punctuation Sentence level (capital to begin and full stop /question mark/exclamation mark to end Basic punctuation (capitals for proper nouns and commas in lists) Words and word groups Verbs and verb groups/phrases) o representing different processes N.E. N.E. o tense N.E. o subject/verb agreement N.E February 2014 . 8 Student Name: Vadi Level: 1 Text Type: Recount Words and word groups Adverbs, adverb groups/phrases and prepositional phrases to express the circumstances surrounding happenings and states o place o time o accompaniment o manner (quality and means) Words and word groups Nouns and noun groups/phrases o Plurals o Articles: indefinite (a/an) and definite (the) N.E. N.E. Nominalisations Expressing Opinion and point of view Evaluative language: - expressing o feelings and emotions o judgements of people and o evaluation of things o with varying intensity N.E. Modality Expressing opinion directly Level Word Knowledge Understanding learning area vocabulary Topic vocabulary Spelling N.E. N.A. February 2014 . 9 TANYA: ORAL PERSONAL RECOUNT (MORNING TALK) Morning Talk Teacher: What did you do last night, Tanya? Tanya: Last night….I….watch television… Read a book …Went shopping… Brush my teeth. Year Level: Year 3 Teacher’s comment: Student came to the front of the class but waited for the teacher’s question to begin. February 2014 . 10 Student Name: Tanya Level: 2 Text Type: Oral Recount Composing learning area texts Level Oral response to a ‘wh’ question 2 Oral interactions and presentations N.A. Using visuals Written texts N.A. Text Knowledge Level N.A. Organisational structures of learning area texts Text Cohesion Foregrounding o text and paragraph openers (headings/ sub-headings; introductions and topic sentences) o text connectives o sentence openers Begins a recount with circumstance of time: Last night 4 Text Cohesion Reference o pronouns o substitution 2 Pronouns: I; my Level Grammar Knowledge Sentence structures Simple – with increasing complexity using circumstances and/or expanded noun groups Compound Coordinating (linking) conjunctions Complex Subordinating (binding) conjunctions Punctuation Sentence level (capital to begin and full stop/question mark/exclamation mark to end Basic punctuation (capitals for proper nouns and commas in lists) Words and word groups Verbs and verb groups/phrases) o representing different processes o tense Begins to string words together to approximate a simple sentence in spoken text: Read a book 2 Full stop inserted by teacher Processes Doing: watch; read, went shopping, brush 2 Simple tenses for most common regular and some irregular verbs Present: watch; read; brush Past: went irregular verbs: went o subject/verb agreement N.A. 2 N.E. February 2014 . 11 Student Name: Tanya Level: 2 Text Type: Oral Recount Words and word groups Adverbs, adverb groups/phrases and prepositional phrases to express the circumstances surrounding happenings and states o place o time o accompaniment o manner(quality and means) Words and word groups Nouns and noun groups/phrases o plurals o articles: indefinite (a/an) and definite (the) Nominalisations Circumstances time: Last night Noun groups nouns (things): television; book; teeth possessives as pointers: my articles: a 2 2 Expressing Opinion and point of view Evaluative language: - expressing o feelings and emotions o judgements of people and o evaluation of things o with varying intensity N.E. Modality Expressing opinion directly Level Word Knowledge Understanding learning area vocabulary N.E. Topic vocabulary Spelling N.A. February 2014 . 12 TANYA: WRITTEN PERSONAL RECOUNT Year Level: Year 3 February 2014 . 13 Student Name: Tanya Level: 2 Text Type: Recount Composing learning area texts Level N.A. Oral interactions and presentations N.A. Using visuals Written texts Copies from cards of common words and phrases to compose sentence. 2 Level Text Knowledge Organisational structures of learning area texts Attempts to write brief personal recount with a time phrase as orientation. 3 Text Cohesion Foregrounding o text and paragraph openers (headings/ sub-headings; introductions and topic sentences) o text connectives o sentence openers Begins a recount with circumstance of time: On Saturday 4 Text Cohesion Reference o pronouns o substitution Pronouns: I;my 2 Level Grammar Knowledge Sentence structures Simple – with increasing complexity using circumstances and/or expanded noun groups Compound Coordinating (linking) conjunctions Complex Subordinating (binding) conjunctions Punctuation Sentence level (capital to begin and full stop/question mark/exclamation mark to end Basic punctuation (capitals for proper nouns and commas in lists) Words and word groups Verbs and verb groups/phrases) o representing different processes o tense o subject/verb agreement Simple sentence expanded using circumstances of time (On Saturday) and accompaniment (with my toys). 3 Experiments with capital letters. 3 Processes Doing: played 3 Simple tenses for most common regular and some irregular verbs Past: played 3 Demonstrates generally consistent control of subject verb agreement with simple, everyday, subjects and for a small range of verbs 1-3 February 2014 . 14 Student Name: Tanya Level: 2 Text Type: Recount Words and word groups Adverbs, adverb groups/phrases and prepositional phrases to express the circumstances surrounding happenings and states o place o time o accompaniment o manner (quality and means) Words and word groups Nouns and noun groups/phrases o plurals o articles: indefinite (a/an) and definite (the) Circumstances time: On Saturday accompaniment:with my toys Noun groups key nouns (things): Saturday; toys articles: the 2 2 Nominalisations Expressing Opinion and point of view Not evident Evaluative language: - expressing o feelings and emotions o judgements of people and o evaluation of things o with varying intensity Modality Expressing opinion directly Level Word Knowledge Understanding learning area vocabulary Topic vocabulary Spelling N/E All words copied from cards except for “I” 1 February 2014 . 15 SHERKO: WRITTEN DESCRIPTIVE INFORMATION REPORT Year Level: Reception February 2014 . 16 Student Name: Sherko Level:3 Text Type: Report Composing learning area texts Level N.A. Oral interactions and presentations N.A. Using visuals Written texts Writes an elementary report with a high degree of visual and teacher support. Level Text Knowledge Organisational structures of learning area texts 3 Relying upon scaffold, wrote three statements about the topic. 3 The wolf 5 Text Cohesion Foregrounding o text and paragraph openers (headings/ sub-headings; introductions and topic sentences) o text connectives o sentence openers Text Cohesion N/E Reference o pronouns o substitution Level Grammar Knowledge Sentence structures Simple with increasing complexity using circumstances and/or expanded noun groups Compound Coordinating (linking) conjunctions Complex Subordinating (binding) conjunctions Punctuation Sentence level (capital to begin and full stop /question mark/exclamation mark to end Basic punctuation (capitals for proper nouns and commas in lists) Words and word groups Verbs and verb groups/phrases) o representing different processes o tense o subject/verb agreement Simple sentence expanded using a circumstance of place: in AldyaA (Adelaide).Relies on repetitive structures. 3 3 Experiments with capitals. Processes Doing: live;ety (eat) Sensing (thinking and feeling): look like 2-3 3 Simple present tense used. N.E. February 2014 . 17 Student Name: Sherko Level:3 Text Type: Report Words and word groups Adverbs, adverb groups/phrases and prepositional phrases to express the circumstances surrounding happenings and states o place o time o accompaniment o manner (quality and means) Words and word groups Nouns and noun groups/phrases o plurals o articles: indefinite (a/an) and definite (the) Begins to use the most basic prepositions. 2 Definite article: The 2 Nominalisations Expressing opinion and point of view Evaluative language: - expressing o feelings and emotions o judgements of people and o evaluation of things o with varying intensity N.E. Modality Expressing opinion directly Level Word Knowledge Understanding learning area vocabulary Topic vocabulary Spelling 4 Bone;mose (mouse) Uses correct letters to represent most beginning and some end sounds in familiar words. 2 February 2014 . 18 SHERKO: WRITTEN PERSONAL RECOUNT Year Level: Reception February 2014 . 19 Student Name: Sherko Level:3 Text Type : Recount Composing learning area texts Level N.A. Oral interactions and presentations N.A. Using visuals Written texts Writes six sentences and begins to include a little more detail. Text Knowledge Organisational structures of learning area texts Recounts personal events. Includes a simple orientation and organises events according to time. 5 Level 4 Text Cohesion Foregrounding o text and paragraph openers (headings/ sub-headings; introductions and topic sentences) o text connectives o sentence openers 4 On Saturda (Saturday);tda (today) I (repeated) Text Cohesion Reference o pronouns o substitution Pronouns: I, my 3 Level Grammar Knowledge Sentence structures Simple with increasing complexity using circumstances and/or expanded noun groups Compound Coordinating (linking) conjunctions Complex Subordinating (binding) conjunctions Simple sentence using circumstances of time (On Saturda) and accompaniment (with my dog; with my brother). 3-4 Compound sentence using coordinating (linking) conjunctions: and Experiments with capitals and uses one full stop. 3 Processes: Doing: got up; ran; play; sleep; drink; eat; went; kiss Relating: is 3 o tense Begins to use with limited control and consistency, simple past tense for common actions, regular and some irregular verbs: Past: got up; ran; went 3 o subject/verb agreement Demonstrates some control of subject verb agreement with simple, everyday, subjects and for a small range of verbs. Punctuation Sentence level (capital to begin and full stop /question mark/exclamation mark to end Basic punctuation (capitals for proper nouns and commas in lists) Words and word groups Verbs and verb groups/phrases) o representing different processes 4-6 February 2014 . 20 Student Name: Sherko Level:3 Text Type: Recount Words and word groups Adverbs, adverb groups/phrases and prepositional phrases to express the circumstances surrounding happenings and states o place o time o accompaniment o manner (quality and means) 3-4 Circumstances place: to shop; to school; to church time: On Saturda (Saturday);tda (Today) accompaniment: with my dog; with my brother Words and word groups Nouns and noun groups/phrases o plurals o articles: indefinite (a/an) and definite (the) Noun groups nouns (things): jos (juice); dog; mum possessives as pointers: my classifiers: orange 4 Nominalisations Expressing Opinion and point of view Evaluative language: - expressing o feelings and emotions o judgements of people and o evaluation of things o with varying intensity 3/4 …is cool Modality Expressing opinion directly Level Word Knowledge Understanding learning area vocabulary Topic vocabulary Spelling 3/4 Orange jos(juice) Spells with accuracy common monosyllabic words: got; and; ran; 3 play; dog; went; my; mum Spells other words based on sounds in the words: Saturda; dring; ciss February 2014 . 21 JANA: WRITTEN ANALYTICAL ARGUMENT Year Level: Year 4 February 2014 . 22 Student Name: Jana Level: 4 Text Type: Argument Composing learning area texts Level Using visuals N.A. Written texts The text was independently written following a range of activities related to the task and modelling of the genre. 3/4 Level Text Knowledge Organisational structures of learning area texts Text cohesion Foregrounding o text and paragraph openers (headings/ sub-headings; introductions and topic sentences) o text connectives o sentence openers, including using passive voice to change what is foregrounded Begins with position and follows with supporting reasons. 4 4 Begins with human participant: children Active voice used for whole text eg children (should) wear hats; do not get sunburnt Text cohesion Reference o pronouns o demonstratives o substitution Pronouns: you 2 Grammar Knowledge Sentence structures Simple - with increasing complexity using circumstances and/or expanded noun groups Compound Coordinating (linking) conjunctions Complex Subordinating (binding) conjunctions Non-finite clauses Relative clauses Punctuation Sentence level: capitals to begin and full stops, question marks or exclamation marks to end Capitals for proper nouns Apostrophes of contraction and possession Commas in lists, between describers, after text connectives, after foregrounded phrases and clauses Quotation marks to indicate speech, quotes and other elements such as a title or name Punctuation for direct speech Words and word groups Processes (verb groups/phrases) Tense Subject/verb agreement Level Compound sentences using coordinating (linking) conjunctions: and 5 Complex sentences using non-finite clauses: to keep cool; to not be hot; do (to) not get sunburnt; to keep you safety (safe) Text is one sentence, no capital at the start, inappropriate use of capitals and full stop. Processes action: wear; get; keep relational: be 3 3/4 4 Elaborated: do not get sunburnt Subject-verb agreement: some control of subject/verb agreement 4-6 February 2014 . 23 Student Name: Jana Level: 4 Text Type: Argument Words and word groups Adverbs, adverb groups/phrases and prepositional phrases to express the circumstances surrounding happenings and states o place o time o accompaniment o manner (quality, means and comparison) o matter o cause o role 3 Circumstances: • place: at school Words and word groups Noun groups/phrases Plurals Articles: indefinite (a/an) and definite (the) Noun groups: nouns (things): children; hat; school rule classifier: school 3 Nominalisations Section 1.01 Expressing opinion and point of view Evaluative language: (expressing feelings and emotions; judgements of people and evaluation of things) Graduation (intensifying) Modality Expressing opinion directly Modality: children should wear hats 3/4 Level Word Knowledge Understanding learning area vocabulary Topic vocabulary Spelling 4 Safety; cool; school rule; sunburnt; hot Spells all words accurately. 4 February 2014 . 24 JANA: WRITTEN NARRATIVE Year Level: Year 4 February 2014 . 25 Student Name: Jana Composing learning area texts Level: 4 Genre: Narrative Level Using visuals Written texts N/A The text was independently written following a range of activities related to the narrative genre. Level Text Knowledge Organisational structures of learning area texts Text cohesion Text and paragraph openers Layout (heading/sub-headings/line breaks) Text connectives 4 Introduction provides setting for the sequence of events that follow. Events do not elaborate on all ideas in introduction (eg princess). 4 Circumstance of time at the beginning: On Friday night Sentence openers (theme/ foregrounding) Active voice: used for most text eg she saw a man Passive voice Passive voice: a princess nemed(named) hop (Hope);a 4 7 Man nemed (named) Frank, got put Text cohesion Reference (pronouns and substitution) Pronouns: her; she; he; the; a 4 Level Grammar Knowledge Sentence structures Simple - with increasing complexity using circumstances and/or expanded noun groups Compound Coordinating (linking) conjunctions Complex Subordinating (binding) conjunctions Non-finite clauses Relative clauses Punctuation Sentence level: capitals to begin and full stops, question marks or exclamation marks to end Capitals for proper nouns Apostrophes of contraction and possession Commas in lists, between describers, after text connectives, after foregrounded phrases and clauses Quotation marks to indicate speech, quotes and other elements such as a title or name Punctuation for direct speech Words and word groups Processes (verb groups/phrases) Simple sentence expanded using circumstances of time: On friday night a princess…; accompaniment: She wallk (walk) home with her dog 5 Compound sentences using coordinating (linking conjunctions): and Complex sentences using non-finite clauses: went to the prak (park) to play with her dog Uses capital letter to begin text. 3 Does not use capital letter for name of princess (hop) Uses ‘She’ to denote some new sentences but does not use capitals consistently to show a new sentence. No full stops used. Processes action: went; played; wallk(walked);saw; run; 4 bark(brake/broke); put; live; call (called) Tense Simple past: nemed(named);went; saw Simple present instead of simple past: wallk(walk); run; lock; 4 bark (brake); call; live Subject/verb agreement Subject-verb agreement: some control of subject-verb agreement 1-3 February 2014 . 26 Words and word groups Circumstances (adverb groups/phrases and prepositional phrases) Circumstances time: On friday night place: to the prak (park); in side; in the police car manner: happy (happily) accompaniment: with her dog 5 a princess nemed hop (named Hope);a mannemed frank (named Frank);her dog; the door; police coast (constable);police car 4 Words and word groups Noun groups/phrases Plurals Articles: indefinite (a/an) and definite (the) Noun groups: nouns (things): princess, man, dog, home classifiers: police articles: a; the Nominalisations Evaluative language: (expressing feelings and emotions; judgements of people and evaluation of things) Graduation (intensifiying) Modality Expressing opinion directly Evaluative language : happy (happily); secret ( possibly means scared) 3 Level Word Knowledge Understanding learning area vocabulary N.E. Topic vocabulary Spelling Spells most common words correctly and less familiar words with letters which represent sounds in the word egprak(park); bark (break/broke)coast (constable); secret ( possibly means scared) February 2014 . 27 4 JOHNNY: WRITTEN PERSONAL RESPONSE (LETTER OF THANKS) Year Level: Year 3 Teacher’s comment: Student’s name has been deleted. This letter relates to the student’s first visit to the Royal Adelaide Show. February 2014 . 28 Student Name: JohnnyLevel: Composing learning area texts 4/5 Genre: Letter of thanks Level Using visuals Drew a picture of student and pet on a ride. 5 Written texts Written independently after class discussion and white-boarding of key words such as Royal Adelaide Show. 4 Level 5 Text Knowledge Organisational structures of learning area texts Text cohesion Foregrounding o text and paragraph openers (headings/ sub-headings; introductions and topic sentences) o text connectives o sentence openers, including using passive voice to change what is foregrounded Layout: letter formalities - date, salutation, body, sign off Thankyou 5 Sentence openers: I Appropriate foregrounding for letter formalities Active: used for whole text egI love (loved) the singing Text cohesion Reference o pronouns o demonstratives o substitution Pronouns: I; you 3 Level 4 Grammar Knowledge Sentence structures Simple - with increasing complexity using circumstances and/or expanded noun groups Compound Coordinating (linking) conjunctions Complex Subordinating (binding) conjunctions Punctuation Sentence level: capitals to begin and full stops, question marks or exclamation marks to end Capitals for proper nouns Apostrophes of contraction and possession Commas in lists, between describers, after text connectives, after foregrounded phrases and clauses Quotation marks to indicate speech, quotes and other elements such as a title or name Punctuation for direct speech Words and word groups Processes (verb groups/phrases) Tense Subject/verb agreement Compound sentences using coordinating (linking) conjunctions: and Correct punctuation, full stops and sentence and proper noun capitalisation: Ms Conner 5 Processes: sensing: love 4 Simple present: thank; love Subject-verb agreement: generally consistent subject-verb agreement 5 4-6 February 2014 . 29 Words and word groups Adverbs, adverb groups/phrases and prepositional phrases to express the circumstances surrounding happenings and states o place o time o accompaniment o manner (quality, means and comparison) o matter o cause o role Circumstances: 7 cause: for the ticket Words and word groups Noun groups/phrases Plurals Articles: indefinite (a/an) and definite (the) Nominalisations Evaluative language: (expressing feelings and emotions; judgements of people and evaluation of things) Graduation (intensifiying) Modality Expressing opinion directly Noun groups: nouns (things): ticket, show, singing, rides classifier: Royal Adelaide articles: the 4 Plurals: rides Section 1.04 Evaluative language : Thank you; love 3 Level Word Knowledge Understanding learning area vocabulary Topic vocabulary Begins to use a very narrow range of vocabulary in context: ticket, rides Accurate spelling of common words Spelling 5 5 February 2014 . 30 JOHNNY: WRITTEN PERSONAL RECOUNT Year Level: Year 3 February 2014 . 31 Student name Johnny Composing learning area texts Level 5 Text Type Recount Level Using visuals Drew a picture of objects used in events in the Recount 3 Written texts Uses paragraphs organised by the day, with a concluding paragraph with evaluation. 7 Text Knowledge Organisational structures of learning area texts Text Cohesion Foregrounding o text and paragraph openers (headings/ sub-headings; introductions and topic sentences) o text connectives o sentence openers, including using passive voice to change what is foregrounded Independently composed personal recount following teacher modelling with an orientation, some details of events in logical order and an evaluation. Circumstance of time at the beginning of each paragraph: On Friday; On Saturday; On Sanday (Sunday) Level 5/6 4/5 Text connectives: Next; Laeteron ( Later). Foregrounding appropriate for recount genre. Active voice: used for whole text eg Next I played Text cohesion Reference o pronouns o demonstratives o substitution Pronouns: I; my Demonstrative: that 4 Level Grammar Knowledge Sentence structures Simple - with increasing complexity using circumstances and/or expanded noun groups Compound Coordinating (linking) conjunctions Complex Subordinating (binding) conjunctions Simple sentences using a circumstance of time: On Friday; On Saturday; On Sanday (Sunday) 6-8 Compound sentences using coordinating (linking) conjunctions: and Complex sentences using subordinating (binding) conjunctions: because, after Non-finite clauses Relative clauses Punctuation Sentence level: capitals to begin and full stops, question marks or exclamation marks to end Capitals for proper nouns Apostrophes of contraction and possession Commas in lists, between describers, after text connectives, after foregrounded phrases and clauses Quotation marks to indicate speech, quotes and other elements such as a title or name Punctuation for direct speech Words and word groups Processes (verb groups/phrases) Tense Uses capital letters appropriately at the start of sentences but misses most full stops. Processes: doing: went; play; did sensing: liked verbal groups: went to play simple past: went; played; did; liked simple present instead of simple past: play 5 5 February 2014 . 32 Student name Johnny Subject/verb agreement Level 5 Text Type Recount Subject-verb agreement: Generally consistent subject-verb agreement 4-6 Words and word groups Adverbs, adverb groups/phrases and prepositional phrases to express the circumstances surrounding happenings and states o place o time o accompaniment o manner (quality, means and comparison) o matter o cause o role Words and word groups Noun groups/phrases Plurals Articles: indefinite (a/an) and definite (the) Circumstances: time: On Friday; after school; on Saturday; On Sanday (Sunday) place: at the bakyard(backyard); to bed; to the shop; to dad’s frend(friend);to my fends (friend’s) home accompaniment ie with whom: with my frend(with my friend) Noun groups: nouns (things): bakyard (backyard), home, 6 4 homework, frend (friend), shop possessives as pointers: dads (dad’s) frend articles: a; the Nominalisations Section 1.05 Evaluative language: (expressing feelings and emotions; judgements of people and evaluation of things) Graduation (intensifiying) Evaluative language : liked 4 Modality Expressing opinion directly Level Word Knowledge Understanding learning area vocabulary N/A Topic vocabulary Spelling Spells most common words correctly and spells less common words according to pronunciation : frend; leter;thaet 4/5 February 2014 . 33 E ANNA: WRITTEN SEQUENTIAL EXPLANATION Year Level: Year 3 3. tadpole – 4 weeks old 3. young frog with front and back legs - 9 weeks old 3. tadpole with back legs - 6 weeks old Include details about the changes that happen at each stage of the life cycle of a frog. You should write in sentences and use paragraphs to help organise your writing. Pay attention to spelling and punctuation. THE LIFE CYCLE OF A FROG Teacher’s comment: This task was completed under test conditions as part of the State Literacy Test. February 2014 . 34 Student Name: Anna Level: 6 Text Type: Composing learning area texts Explanation Level N.A. Oral interactions and presentations N.A. Using visuals Written texts With a high degree of visual support writes 5 sentences which present information in logical order. Level Text Knowledge Organisational structures of learning area texts 4 Writes brief explanation of steps to support visuals. 6 Text Cohesion Foregrounding o text and paragraph openers (headings/ sub-headings; introductions and topic sentences) o text connectives o sentence openers 6 Text Connectives: Then Text Cohesion Reference o pronouns o demonstratives o substitution Pronouns: their (they are); they 6 Level Grammar Knowledge Sentence structures Simple – with increasing complexity using circumstances and/or expanded noun groups Compound Coordinating (linking) conjunctions Complex Subordinating (binding) conjunctions Punctuation Sentence level (capital to begin and full stop/question mark/exclamation mark to end Basic punctuation (capitals for proper nouns and commas in lists) Words and word groups Verbs and verb groups/phrases) o representing different processes o tense o subject/verb agreement Simple sentence using expanded noun groups: After two weeks they grow back legs; ….front and bake (back) legs 5/6 Complex sentences using subordinating (binding) conjunctions: when; After Mostly uses capitals correctly, one full-stop missing. 5 Processes Doing: hatch; tern (turn); grow Relating: ‘are’ from their (they’re) 5 Simple tenses for most common regular and some irregular verbs Present: hatch, grow, tern (turn)into Demonstrates generally consistent control of subject verb agreement with simple, everyday, subjects and for a small range of verbs 5 4-6 February 2014 . 35 Student Name: Anna Level: 6 Text Type: Explanation Words and word groups Adverbs, adverb groups/phrases and prepositional phrases to express the circumstances surrounding happenings and states o place o time o accompaniment o manner (quality, means and comparison) o matter o cause o role Words and word groups Circumstances place: out of their eggs Nouns and noun groups/phrases o Plurals o Articles: indefinite (a/an) and definite (the) Noun groups key nouns (things): eggs; legs possessives as pointers: their eggs classifiers: front and bake (back); back 4 4 Nominalisations Expressing Opinion and point of view Evaluative language: - expressing o feelings and emotions o judgements of people and o evaluation of things o with varying intensity Modality Expressing opinion directly N.E. Level Word Knowledge Understanding learning area vocabulary Topic vocabulary 5 Hatch; eggs; tadpoles; adalt(adult) Spelling Spells with accuracy most monosyllabic words: six; days; old; out; they; back; weeks; legs; grow. 6 February 2014 . 36 ANNA: WRITTEN NARRATIVE Year Level: Year 3 Teacher’s comment: This task was completed under test conditions as part of the State Literacy Test. First two sentences were on the prompt. February 2014 . 37 Student Name: Anna Level:6 Text Type: Narrative Composing learning area texts Level N.A. Oral interactions and presentations N.A. Using visuals Written texts Constructs an genre appropriate for a Year 3 topic. 6 Level Text Knowledge Organisational structures of learning area texts Begins to write own brief texts with simple setting, storyline and attempted ending 6 Text Cohesion Foregrounding o text and paragraph openers (headings/ sub-headings; introductions and topic sentences) o text connectives o sentence openers Suddenly, So, Then 6 There; I Text Cohesion Reference o pronouns o substitution Pronouns: I; it; my; she; her; me; then 6 Level Grammar Knowledge Sentence structures Simple- with increasing complexity using circumstances and/or expanded noun groups Compound Coordinating (linking) conjunctions Simple sentences using circumstances of manner (Suddenly) place (around) and expanded noun groups: a beatiful garden Compound sentences using coordinating (linking) conjunctions: and ,but, so 6 Complex Subordinating (binding) conjunctions Non-finite clauses Relative clauses Punctuation Sentence level (capital to begin and full stop/question mark/exclamation mark to end Basic punctuation (capitals for proper nouns and commas in lists) Words and word groups Verbs and verb groups/phrases) o representing different processes 6 (beautiful), a (sic) beatiful rainbow horses 6 6 Uses full stops and capital letters appropriately. Processes Doing: get; took; seen; went; brang(brought); folowed(followed); keep; rode Saying: told; cold (called) Sensing (thinking and feeling): thourght(thought);saw Relating: was; have 6 February 2014 . 38 Student Name: Anna o tense Level:6 Text Type: Narrative Simple tenses for most common regular and some irregular verbs Present: have Past: was; saw; wanted; tried; thought (thought); took; 6 went Several correct irregular verbs used. o subject/verb agreement Demonstrates generally consistent control of subject verb agreement with simple, everyday, subjects and for a small range of verbs 4-6 Words and word groups Adverbs, adverb groups/phrases and prepositional phrases to express the circumstances surrounding happenings and states o place o time o accompaniment o manner(quality and means) Words and word groups Circumstances place: through the keyhole; in it; in my pocket; in the Nouns and noun groups/phrases o Plurals o Articles: indefinite (a/an) and definite (the) Noun groups key nouns (things): caste (castle); garden; horses; kids; Nominalisations castle; out of the cages; back home; all the way home time: in my live (life); always manner: Suddenly 6 pocket possessives as pointers: my numeratives: some describers: beautiful (beautiful) classifiers: rainbow qualifiers (level 6 and above):in cages 6 Expressing Opinion and point of view Evaluative language: - expressing o feelings and emotions o judgements of people and o evaluation of things o with varying intensity Evaluative language feelings: I never seen a place like this in my live (life) evaluation of things: beautiful beautiful) 5 Modality Expressing opinion directly Level Word Knowledge Understanding learning area vocabulary N.A. Topic vocabulary Spelling topic words: garden, rainbow, castle spells words with regular spelling patterns: 3-letter consonant clusters –through compound words: tiptoes, keyhole generalisations: adding ‘ed’ and ‘ing’ endings: peered; tried; 7 locked; galloping (galloping) February 2014 . 39 BARBARA: WRITTEN SEQUENTIAL EXPLANATION Year Level: Year 5 3. tadpole – 4 weeks old 3. young frog with front and back legs - 9 weeks old 3. tadpole with back legs - 6 weeks old Include details about the changes that happen at each stage of the life cycle of a frog. You should write in sentences and use paragraphs to help organise your writing. Pay attention to spelling and punctuation. THE LIFE CYCLE OF A FROG Teacher’s comment: This task was completed under test conditions as part of the State Literacy Test. February 2014 . 40 Student Name: Barbara Words and word groups Composing learning area texts Using Processes visuals (verb groups/phrases) Written texts Level: 7 Genre: Explanation Level Processes Doing: swim; harch(hatch); shrink; disappear; breath(breathe);goes into; turn in to (into) wrote a few Student Relating: have; is;short paragraphs explaining the sequence of events in a frog life cycle to match the visuals and labels provided by the teacher. Level Text Knowledge Organisational structures of learning area texts Text cohesion Text and paragraph openers Layout (heading/sub-headings/line breaks) Text connectives Sentence openers (theme/ foregrounding) 7 6 7 Composed a simple sequential explanation of a life cycle based on diagram. Opening statement was provided by teacher. 7/8 Text connectives: Then; Then when; While 6/7 Sentence openers: The eggs; Tadpoles; The adult frogs; All the frogs Passive voice Text cohesion Reference (pronouns and substitution) Pronouns: they; it; there (their); That 6 Level Grammar Knowledge Sentence structures Simple - with increasing complexity using circumstances and/or expanded noun groups Compound Coordinating (linking) conjunctions Complex Subordinating (binding) conjunctions Punctuation Sentence level: capitals to begin and full stops, question marks or exclamation marks to end Capitals for proper nouns Apostrophes of contraction and possession Commas in lists, between describers, after text connectives, after foregrounded phrases and clauses Quotation marks to indicate speech, quotes and other elements such as a title or name Punctuation for direct speech Simple sentences using circumstances of time: about when it is six days; purpose: for swimming; expanded noun groups: long strong legs Compound sentences using coordinating (linking) conjunctions: and; Complex sentences using subordinating (binding) conjunctions: when 7 it is six weeks old, they get feet and arms for (so) they can… jump a bit.; while they are growing….. 6 Consistently uses capitals and full stops. February 2014 . 41 Tense Choice and formation of tense shows control of simple present, simple past and simple future tense and correctly forms past tense of the most common irregular verbs: gone verb groups: o elaborated tenses:are growing o multi-word verb groups: get to go; goes into; make … 6/7 shrink o modals and negatives: can be; don’t have to go; can breath(breathe) Subject/verb agreement Subject-verb agreement is accurate. 7 Words and word groups Circumstances (adverb groups/phrases and prepositional phrases) Circumstances place: on land and water;, in the air and in water; in the water time: all the time; for ever and ever 7 Words and word groups Noun groups/phrases Plurals Articles: indefinite (a/an) and definite (the) Nominalisations Noun groups key nouns (things): legs; tails; gills; days possessives as pointers: their numeratives: six; all describers: long; strong classifier: adult 6/7 6 Nominalisations: swimming; breathing Evaluative language: (expressing feelings and emotions; judgements of people and evaluation of things) Graduation (intensifying) Inappropriate evaluation: good Modality Expressing opinion directly and indirectly Modality: can jump; can be free; don’t have to 6/7 Graduation: a little bit; for ever and ever (inappropriate) Appropriate level of objectivity except for ending. Level Word Knowledge Understanding learning area vocabulary Topic vocabulary Uses a growing range of common topic vocabulary: eggs; harch 8 (hatch); tadpole; adult frogs; gills; shrink; disappear; breathe (all in prompt) Spelling Most words spelt correctly though many provided on the prompt. February 2014 . 42 6 BARBARA: WRITTEN NARRATIVE Year Level: Year 5 Teacher’s comment:This task was completed under test conditions as part of the State Literacy Test. First two sentences are adaptations of sentences provided on the prompt. February 2014 . 43 Student Name: Barbara Composing learning area texts Level: 7 Genre: Narrative Level Using visuals Written texts N.A. Student wrote a full page with some support. It includes some detail organised into paragraphs focused on one event. Often uses spoken-like language structures. 6/7 Level Text Knowledge Organisational structures of learning area texts First two sentences were provided in the prompt by the teacher.Begins to write own brief narrative with simple setting, storyline and brief attempted ending. Begins to organise text into paragraphs relying on prompt. 6 Text cohesion Text and paragraph openers Layout (heading/sub-headings/line breaks) Text connectives Sentence openers (theme/ foregrounding) Passive voice Text cohesion Reference (pronouns and substitution) 6 Text connectives: Then; So; But Personal pronouns as sentence openers: He; I 6 Pronouns: He; his; I; you; him; it; there Level Grammar Knowledge Sentence structures Simple - with increasing complexity using circumstances and/or expanded noun groups Compound Coordinating (linking) conjunctions Complex Subordinating (binding) conjunctions Punctuation Sentence level: capitals to begin and full stops, question marks or exclamation marks to end Capitals for proper nouns Apostrophes of contraction and possession Commas in lists, between describers, after text connectives, after foregrounded phrases and clauses Quotation marks to indicate speech, quotes and other elements such as a title or name Punctuation for direct speech Simple sentences using circumstances of time: when he touched the door; all the time; and expanded noun groups: a three headed monster; the big ugly door 7/8 Compound sentences using coordinating (linking) conjunctions and; so; but Complex sentences using subordinating (binding) conjunctions when; if; where. Beginning to use relative pronouns with varying accuracy: that (ellipsed) Mostly uses capitals, apostrophes and full stops correctly. An attempt at direct speech using quotation marks. 7 February 2014 . 44 Student Name: Barbara Words and word groups Processes (verb groups/phrases) Level: 7 Genre: Narrative Processes Doing: moving; stood; peered (part of teacher prompt); 7 open; turched(touched); hide; find; closed; following; stayed; grab Saying: said; tell Sensing: thorght (thought); like Relating: was; am Tense Demonstrates frequent control of choice and formation of tense for a range of verbs: shows control of simple present, simple past and simple future tense and correctly forms past tense of the most common irregular verbs:saw; was; ran; opened; closed; stayed; torght (thought);torched (touched) beginning to gain control of more complex verbs groups with: o elaborated tenses:was moving; was following; was going to o multi-word verb groups: hop out of o modals and negatives: dosen’t (wouldn’t) see; didn’t like; should hop out of Subject/verb agreement Demonstrates generally consistent control of subject verb agreement 6 6 Words and word groups Circumstances (adverb groups/phrases and prepositional phrases) Circumstances place: in the keyhole, in a bascket(basket);in (into) a bus, in the shop, from the store, where I am know (now) time: again; all the time; later; after 7 manner: o means: on his tiptoes (provided in prompt) o reason: for his life o comparison: as silently as a shadow (provided in prompt) Words and word groups Noun groups/phrases Plurals Articles: indefinite (a/an) and definite (the) Nominalisations Evaluative language: (expressing feelings and emotions; judgements of people and evaluation of things) Graduation (intensifying) Modality Expressing opinion directly and indirectly Noun groups key nouns (things): keyhole (provided in prompt) possessives as pointers: his life numeratives: a three headed monster; lots and lots of 7 clothes describers: the big, ugly door qualifiers: a bascket (basket)where there was lots an lots of clothes 9 7 Nominalisations: life Evaluative language Feelings: he was scared; he was safe and sound; I am safe and sound 6 judgements of people (characters) evaluation of things: it was fun, I didn’t like it(changed to first person in last paragraph) modality: just closed appropriately expresses opinion directly (subjective): He thought he should hop out of the basket………… February 2014 . 45 Student Name: Barbara Word Knowledge Level: 7 Genre: Narrative Level Understanding learning area vocabulary Topic vocabulary Uses appropriate topic vocabulary for this Narrative: monster, store, scared, thorght (thought) 6 Most words spelt correctly. 6 Spelling February 2014 . 46 HELMUT: WRITTEN DESCRIPTIVE INFORMATION REPORT Year Level: Year 7 February 2014 . 47 Student Name: Helmut Composing learning area texts Level: 8 Text Type: Report Level N.A. Using visuals – particularly in multi modal texts Written texts Composes elementary genre with a number of stages in order using paragraphs Level Text Knowledge Organisational structures of learning area texts Text Cohesion Foregrounding o text and paragraph openers (headings/ sub-headings; introductions and topic sentences) o text connectives o sentence openers, including using passive voice to change what is foregrounded 8 Uses an introductory sentence, groups like information into sub-topics with some details, uses sub-headings. 7 Axolotls sub-headings – Appearane(Appearance); Habitat; Behaviour; 7 Diet/food Text Cohesion Reference o pronouns o demonstratives o substitution 7 Pronouns: they; their Level Grammar Knowledge Sentence structures Simple – with increasing complexity using circumstances and/or expanded noun groups Compound Coordinating (linking) conjunctions Complex Subordinating (binding) conjunctions Non-finite clauses Relative clauses Punctuation Sentence level: capital to begin and full stop /question mark/exclamation mark to end Basic punctuation o capitals for proper nouns o apostrophes (contraction and possession) o commas in lists, between describers and after text connectives Beyond basic o quotation marks (for direct speech, quotes, other such as title and name) o commas after foregrounded phrases and clauses and with direct speech Simple sentences using circumstances of place: in the water; in fresh water and expanded noun groups: a type of salamander Compound sentences using coordinating (linking) conjunctions: but; and; then; or 7 Complex sentences using subordinating (binding) conjunctions: because Complex sentences using a non-finite clause: to fertilise eggs Capital letters and full stops used correctly for most of the text February 2014 . 48 7 Student Name: Helmut Words and word groups Verbs and verb groups/phrases) o representing different processes Level: o subject/verb agreement Text Type: Report Processes Doing: grow; live; breath (breathe);release; take; o tense 8 fertilise; fed Relating: are 7 Choice and formation of tense shows control of simple present, simple past and simple future tense and correctly forms past tense of the most common irregular verbs: verb groups: o elaborated tenses:are swimming o multi-word verb groups: o modals and negatives: can be fed; are not Subject-verb agreement after ‘there’, where verb needs to agree with what follows: 7 7-8 Words and word groups Adverbs, adverb groups/phrases and prepositional phrases to express the circumstances surrounding happenings and states o place o time o accompaniment o manner (quality, means and comparison) o matter o cause role Words and word groups Circumstances place: into their bodies; in the water; in fresh water time: every two days or so manner: o means: through gills o degree: to about 25 cm Nouns and noun groups/phrases o Plurals Noun groups key nouns (things): Axolotls; salamander; meat; water; 7 days possessives as pointers: their numeratives: most; every two describers: small pieces; fresh o Articles: indefinite (a/an) and definite (the) 8 Articles: a; the Nominalisations Expressing Opinion and point of view N.E. Evaluative language: - expressing o feelings and emotions o judgements of people and o evaluation of things o with varying intensity Modality Expressing opinions directly and indirectly Inappropriate use of ‘fantastic’ at end of text February 2014 . 49 Student Name: Word Knowledge Helmut Level: 8 Text Type: Report Level Understanding learning area vocabulary Topic vocabulary Spelling Axolotls; Appearane (Appearance);Habitat; gills; Behaviour; release; sperm; female; fertilise; Diet; carnivours(carnivores) 7 Spelling topic words: mostly correct except for Appearane (Appearance); breath (breathe); carnivours (carnivores) All other words spelt correctly February 2014 . 50 8 HELMUT: WRITTEN NARRATIVE Year Level: Year 7 February 2014 . 51 Student Name: Helmut Composing learning area texts Level:8 Text Type: Narrative Level N.A. Using visuals – particularly in multi modal texts Text has series of events in order and use of paragraphs. 7 Written texts Text Knowledge Organisational structures of learning area texts Text Cohesion Foregrounding o text and paragraph openers (headings/ sub-headings; introductions and topic sentences) o text connectives o sentence openers, including using passive voice to change what is foregrounded Independently composes short narrative with clear story line; events closely related to resolution; evaluation of events Once upon a time; I; When; Now Level 8 8 Text Connectives: When; Now Sentence openers: There; When; I; She; You; That’s; After; Now Text Cohesion Reference o pronouns o demonstratives o substitution Pronouns: I; her; she; me; you; you; my; it Demonstratives: those wishes Substitution: it; the one 8 Level Grammar Knowledge Sentence structures Simple – with increasing complexity using circumstances and/or expanded noun groups Compound Coordinating (linking) conjunctions Complex Subordinating (binding) conjunctions Non-finite clauses Relative clauses Punctuation Sentence level: capital to begin and full stop /question mark/exclamation mark to end Basic punctuation o capitals for proper nouns o apostrophes (contraction and possession) o commas in lists, between describers and after text connectives Beyond basic o quotation marks (for direct speech, quotes, other such as title and name) o commas after foregrounded phrases and clauses and with direct Simple sentences using a circumstance of time: Once upon a time..; and expanded noun groups: really good waves; a very nice girl. Compound sentences using coordinating (linking) conjunctions: 7/8 and; and then Complex sentences using subordinating (binding) conjunctions: When; After; because Complex sentences using non-finite clause: to go surfing Relative clause: which she gave me Uses capital letters and full stops correctly Capitals used correctly 8 That’s, don’t Inconsistent use of quotation marks February 2014 . 52 Student Name: Helmut Words and word groups Verbs and verb groups/phrases) o representing different processes Level:8 Processes Doing: went; finished; sitting; want; opened; saw; o tense Text Type: Narrative wanted; met; gave Saying: said; requested 8 Sensing (thinking and feeling): thought; dreamed Relating: were; was; are; have; wasn’t; had Choice and formation of tense shows control of simple present, simple past and simple future tense and correctly forms past tense of the most common irregular verbs: went; was; are verb groups: o elaborated tenses:will have o multi-word verb groups:to go surfing; had always 7 dreamed of owning; don’t have to work o subject/verb agreement Subject-verb agreement after ‘there’, where verb needs to agree with what follows: there were; she gave; I was; I have 7-8 Words and word groups Adverbs, adverb groups/phrases and prepositional phrases to express the circumstances surrounding happenings and states o place o time o accompaniment o manner (quality, means and comparison) o matter o cause o role Words and word groups Circumstances place: to the beach; on the sand; at home; home time: Once upon a time; five minutes Nouns and noun groups/phrases o Plurals o Articles: indefinite (a/an) and definite (the) Noun groups key nouns (things): waves; girl; wishes; money; girls; Nominalisations 8 minutes; house 8 possessives as pointers: your; my numeratives: three; a lot of; five; all describers: really good; very nice classifiers: magic qualifiers: a very nice girl sitting on the sand o using prepositional phrases (level 6 -8):on the sand intensifiers: really good; very nice Articles: a; the Expressing Opinion and point of view Evaluative language: - expressing o feelings and emotions o judgements of people and o evaluation of things o with varying intensity Evaluative language feelings: happy judgements of people (characters):very nice girl evaluation of things: really good waves; very good wishes; Modality Expressing opinions directly and indirectly varied intensity: very Modality: have to; will have 7-8 what a life February 2014 . 53 Student Name: Helmut Word Knowledge Level:8 Text Type: Narrative Level Understanding learning area vocabulary N.A. Topic vocabulary Spelling Spelling topic words: surfing; magic wishes; first; second; third generalisations: doubling consonant when adding ‘ing’ sitting adding ‘ed’ finished; requested; opened; dreamed 8 February 2014 . 54 NATASHA: WRITTEN DESCRIPTIVE INFORMATION REPORT February 2014 . 55 Student Name: Natasha Composing learning area texts Level:9 Text Type: Report Level N.A. Using visuals – particularly in multi modal texts Written texts Independently composes a report of over 7 paragraphs, with a logically ordered text. Text Knowledge Organisational structures of learning area texts Text Cohesion Foregrounding o text and paragraph openers (headings/ sub-headings; introductions and topic sentences) o text connectives o sentence openers, including using passive voice to change what is foregrounded An introductory paragraph but not a concluding one. There are no sub- headings. Australia; The main religion; The main industries; In 1642; Aboriginies Compound Coordinating (linking) conjunctions 8/9 This island 9 Pronouns: it; it’s (its);they; he; his; here; this Demonstratives: this new land Grammar Knowledge Sentence structures Simple – with increasing complexity using circumstances and/or expanded noun groups Level 8 Sentence Openers: The climate; The capital city; The main exports; Text Cohesion Reference o pronouns o demonstratives o substitution 9 Level Simple sentences using circumstances and/or expanded noun groups: … the 6th largest country in the world. Compound sentence using coordinating (linking) conjunctions: …in the 8/9 southern hemisphere and it is sometimes called…; …in the city but some are employed… Complex Subordinating (binding) conjunctions Non-finite clauses Relative clauses Punctuation Sentence level: capital to begin and full stop /question mark/exclamation mark to end Basic punctuation o capitals for proper nouns o apostrophes (contraction and possession) o commas in lists, between describers and after text connectives Beyond basic o quotation marks (for direct speech, quotes, other such as title and name) o commas after foregrounded phrases and clauses and with direct speech Capitals and full stops mostly accurate. 9 Dutchman Tasmania, Papua New Guiney Apostrophes – unnecessary apostrophe in It’s neighbouring… Papua New Guiney, New Zealand; ….are European, 4.5% are…. February 2014 . 56 Student Name: Natasha Words and word groups Verbs and verb groups/phrases) o representing different processes o tense Level:9 Text Type: Report Processes Doing: live; employed; sailed; lead; landed; arrived; sighted; walked; discover; claimed; make; flood; changed Saying: spoken Sensing(thinking and feeling): realise Relating: located; called; renamed; belonged to; is; had Choice and formation of tense shows control of simple present, simple past and simple future tense and correctly forms past tense of the most common irregular verbs: had, were 9 verb groups: o elaborated tenses: had called; have walked o multi-word verb groups: made up o subject/verb agreement 9 Subject-verb agreement after ‘there’, where verb needs to agree with what follows: 7/8 Words and word groups Adverbs, adverb groups/phrases and prepositional phrases to express the circumstances surrounding happenings and states o place o time o accompaniment o manner (quality, means and comparison) o matter o cause o role Words and word groups Circumstances place: in the world; in Australia; in the coastal regions time: sometimes; for over a thousand years; In 1642 manner: o means: by Captain Cook Nouns and noun groups/phrases o Plurals o Articles: indefinite (a/an) and definite (the) Noun groups key nouns (things):country possessives as pointers: it’s(its) neighbouring countries numeratives: the 6thlargest country;18.6 million people describers: the driest, flattest and smallest inhabited country, classifiers: coastal regions qualifiers: A Dutchman called Abel Tasman o using prepositional phrases (level 6 -8):6th largest country in the Nominalisations 9 9 world o using relative clause (level 9 and above):people who lived in Australia for over a thousand years Nominalisations: Christianity, population, agriculture Expressing Opinion and point of view Evaluative language: - expressing o feelings and emotions o judgements of people and o evaluation of things o with varying intensity Modality Expressing opinions directly and indirectly Evaluative language feelings: strange varied intensity: finally 8/9 Modality: Possibility: might have walked or sailed Obligation: were supposed to make Frequency: sometimes February 2014 . 57 Word Knowledge Level Understanding learning area vocabulary Topic vocabulary Spelling Continent; tropical climate; neighbouring countries; southern hemisphere; industries; Dutchman; 9 Spelling topic words: mostly accurate including words making up more than three syllables. February 2014 . 58 8 NATASHA: WRITTEN NARRATIVE Year Level: Year 5 February 2014 . 59 Student Name: Natasha Composing learning area texts Using visuals – particularly in multi modal texts Written texts Level: 9 Text Type: Narrative Level Separation of paragraphs with stars and a ‘cloud’ for ‘the end’ or conclusion. Independently well written begins to develop a sense of setting and characterisation Text Cohesion Foregrounding o text and paragraph openers (headings/ sub-headings; introductions and topic sentences) o text connectives o sentence openers, including using passive voice to change what is foregrounded 8/9 Level Text Knowledge Organisational structures of learning area texts 7 Text with orientation: Colonel Blimp was a keen hunter Begins to include more than one complication :he heard a groan; he got scared by a Tucan (toucan); Resolutions: he jumped into a creek; he died 9 7/8 Text and paragraph openers: Colonel Blimp,As he approached the entrance of the jungle,He felt some water around him Sentence openers: He, This, It, Text Cohesion Reference o pronouns o demonstratives o substitution Pronouns: it, he, his, him Demonstratives: This 8 Level Grammar Knowledge Sentence structures Simple – with increasing complexity using circumstances and/or expanded noun groups Compound Coordinating (linking) conjunctions Complex Subordinating (binding) conjunctions Non-finite clauses Relative clauses Punctuation Sentence level: capital to begin and full stop /question mark/exclamation mark to end Basic punctuation o capitals for proper nouns o apostrophes (contraction and possession) o commas in lists, between describers and after text connectives Beyond basic o quotation marks (for direct speech, quotes, other such as title and name) o commas after foregrounded phrases and clauses and with direct speech Simple sentence using circumstances: …into the dark gloomy jungle; expanded noun groups: dark gloomy jungle Compound sentence using coordinating (linking) conjunctions: …..another groan in the trees and saw… Complex sentences using subordinating (binding) conjunctions: 8 ‘He felt as if knives were cutting into him as the lion’s teeth dug into him’. Non-finite clause: to shoot a lion, to find the lion Africa 9 didn’t - No apostrophe of possession in lions mouth Single quote around woosh(whoosh) Some incorrect use of commas February 2014 . 60 Words and word groups Verbs and verb groups/phrases) o representing different processes Processes Doing: shoot; left; find; approached Sensing(thinking and feeling):heard; know; think; worry; 9 thought; felt o tense o subject/verb agreement Relating: was Choice and formation of tense shows control of simple present, simple past and simple future tense and correctly forms past tense of the most common irregular verbs: flew, thought verb groups: o elaborated tenses:, were allowed, were cutting into o multi-word verb groups: were allowed to shoot, tried to move, set off (phrasal verb) o modals and negatives: didn’t worry Subject-verb agreement after ‘there’, where verb needs to agree with what follows: 9/10 Words and word groups Adverbs, adverb groups/phrases and prepositional phrases to express the circumstances surrounding happenings and states o place o time o accompaniment o manner (quality, means and comparison) o matter o cause o role Words and word groups Circumstances place: to Africa; in the trees; through the trees; into a Nouns and noun groups/phrases o Plurals o Articles: indefinite (a/an) and definite (the) Noun groups key nouns (things): hunter, hotel room, entrance possessives as pointers: his gun numeratives: many years describers: a huge head; dark, gloomy jungle classifiers: hotel room 8 Evaluative language feelings: He felt as if knives were cutting into him; He got 8 creek; through the water; onto a rock time: many years ago; one day accompaniment – alone manner: o quality: suddenly o means: gently 9 Nominalisations Expressing Opinion and point of view Evaluative language: - expressing o feelings and emotions o judgements of people and o evaluation of things o with varying intensity Modality Expressing opinions directly and indirectly Word Knowledge Understanding learning area vocabulary Topic vocabulary Spelling scared by the Tucan judgements of people (characters): a keen hunter evaluation of things: dark, gloomy… intensity: at least Level Colonel; hunter; jungle; Tucan(toucan); loaded gun; crocodile; hotel Spelling Most simple and complex words are correct. 9 9 Errors: swallowed (swallowed); theeth (teeth) February 2014 . 61