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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