??  Web viewLinden Park Primary School - Reporting Guide for English ‐ Writing. Linden Park. Primary School - Reporting Guide for English ‐ Writing. Linden Park. Primary

  • Published on
    03-Feb-2018

  • View
    216

  • Download
    3

Embed Size (px)

Transcript

Microsoft Word - Western Adelaide Region A-E Rubric - Writing _3_.doc

Foundation

A

The student has demonstrated excellent achievement of what is expected at this year level.

High capacity to apply knowledge, skills and understandings in new contexts.

B

The student has demonstrated good achievement of what is expected at this year level.

Strong capacity to apply knowledge, skills and understandings in new contexts.

C

The student has demonstrated satisfactory achievement of what is expected at this year level.

Capacity to apply knowledge, skills and understandings in new contexts.

D

The student has demonstrated partial achievement of what is expected at this year level.

Capacity to apply knowledge, skills and understandings in familiar contexts.

E

The student has demonstrated minimal achievement of what is expected at this year level.

Beginning capacity to apply knowledge, skills and understandings in a familiar context.

EALD Level

Level 4

Level 3

Level 2

Level 1

Pre Level 1

Text knowledge

Text Structure

Elements of genre

Constructs some genres (eg. recounts) with support

Uses some language features of the genre eg. a simple introduction

Constructs some genres Procedure, Recount/Narrative/Retell, Description, Response with a high degree of scaffolding

Uses simple and repetitive sentence beginnings

Recount/Narrative draws pictures of a setting and a sequence of events.

Retells known story/event by naming visuals.

Procedure - Organizes visuals in sequential order.

Sequences pictures of known story or a familiar activity- Procedure, Recount/Narrative/

Copies words to label pictures - Description

Identify and describe likes and dislikes about familiar texts, objects, characters and events.

Ideas & Cohesion

The creation of ideas and of text connectedness

Ideas show some relevance and connection to the topic

Writes 2 or 3 random happenings or writes about themselves

Writes a limited range of letters/words which have personal meaning

Ideas are visual with labelled drawings with unidentifiable letters

Ideas are scribed

Limited understanding that their texts can reflect their own experiences

Grammar Knowledge

Sentence Structure & Grammar

The production of grammatically correct and structurally sound sentences

Writes simple and compound sentences that are usually grammatically correct

Begins to use linking conjunctions

eg. and, but

Uses phrases of time

eg. On the weekend, Last night ..

Begins to compose simple sentences to record and report events.

Writes statement sentences.

Uses some phrases of time

eg. On the weekend I went to the park.

Developing formation of statement sentences, usually repetitive.

ie. I walk to school

Copies words one or two word groups/phrases relating to immediate context and/or visuals.

Groups of unidentifiable letters

Limited attempt to retell events and experiences with peers and known adults.

Limited attempt to use familiar words and phrases and images to convey ideas when writing.

Vocabulary/Word Groups

The range and precision of language choices

Uses nouns and verbs

Begins to use adjectives

Uses some prepositions

eg. The red pencil is on the table.

Uses everyday vocabulary

eg. school, home

Uses a narrow range of nouns and verbs to form a simple statement. eg. I play at school.

Begins to construct texts by copying or jointly constructing.

Uses some simple vocabulary

May play write writes random letters and symbols.

Forms a few identifiable letters.

Writes predominantly from left right

Limited attempt to communicate clearly in informal and whole class settings.

Audience

Audience

Orienting and engaging the reader

May use basic familiar patterns to address the audience eg. On the weekend, happily ever after .

Unaware of purpose and audience

Unaware of purpose and audience

word knowledge

Spelling

Accuracy and difficulty of words used

WTW Letter/Alphabetic Middle-Late

Most simple, some common words spelt accurately

Show evidence in their writing of sounds and letter knowledge.

Uses correct letters to represent beginning, middle and end sounds in words from familiar texts.

Most simple words spelt accurately

Uses correct letters to represent most beginning and some end sounds in familiar words.

A few simple words spelt accurately

Correctly form known upper and lower-case letters.

Alphabetic Stage - Early

Writes random letters

Identifies some beginning sounds own name

Limited attempt to Identify and use rhyme, letter patterns and sounds in words.

Punctuation

Use of correct and appropriate punctuation to aid the reading of the text

Attempts basic sentence punctuation (capitals and full stops)

xperiments with basic sentence punctuation, capital letters and full stops.

Linden Park Primary School - Reporting Guide for English Writing

Produced by the Bower Cluster of Schools Western Adelaide Region 2010

Updated Ali Newbold November 2016

Year 1

A

The student has demonstrated excellent achievement of what is expected at this year level.

High capacity to apply knowledge, skills and understandings in new contexts.

B

The student has demonstrated good achievement of what is expected at this year level.

Strong capacity to apply knowledge, skills and understandings in new contexts.

C

The student has demonstrated satisfactory achievement of what is expected at this year level.

Capacity to apply knowledge, skills and understandings in new contexts.

D

The student has demonstrated partial achievement of what is expected at this year level.

Capacity to apply knowledge, skills and understandings in familiar contexts.

E

The student has demonstrated minimal achievement of what is expected at this year level.

Beginning capacity to apply knowledge, skills and understandings in a familiar context.

EALD Level

Level 5

Level 4

Level 3

Level 2

Level 1

Text Structure

Elements of genre

Begins to independently construct text with some evidence of the genre elements eg. Adds detail to orientation

Organization features Eg. orientation, complication, resolution

Constructs some genres (eg. recounts) with support

Uses some language features of the genre eg. a simple introduction

Writes several sentences of logically ordered information

Constructs some genres (eg. recount)

with a high degree of scaffolding

Begins to add detail to orientation.

Begins to construct texts by copying or jointly constructing.

No elements of genre construction

Ideas & Cohesion

The creation of ideas and of text connectedness

Ideas are relevant and connected to the topic

May include some detail

Greater range of pronouns eg. I, me, them, they

Ideas show some relevance and connection to the topic

Begins narrative with circumstance of time

Writes 2 or 3 random happenings or writes about themselves

Uses small range of reference items eg. My, our, his, her/it, they, he/this

Writes a limited range of letters/words which have personal meaning

Ideas are visual with labelled drawings with unidentifiable letters

Ideas are scribed

Sentence Structure & Grammar

The production of grammatically correct and structurally sound sentences

Writes simple and compound sentences that are grammatically correct

Begins to use different sentence types eg. questions and commands

May use binding conjunctions; when, after and because

Appropriate use of verb tense

Writes simple and compound sentences that are usually grammatically correct

Begins to use linking conjunctions

eg. and, but

Uses phrases of time

eg. On the weekend, Last night ..

Writes statement sentences

Uses some phrases of time

eg. On the weekend I went to the park.

Composes simple sentences with a short noun group.

Begins to compose compound sentences with varying accuracy using and, then

Developing formation of statement sentences, usually repetitive.

ie. I walk to school

Groups of unidentifiable letters

Vocabulary

The range and precision of language choices

Uses a range of adjectives: great, huge

Uses a range of verb types

eg. said, shouted, whispered

Short prepositional phrases

eg. The boy kicked the soccer ball into the goals.

May use some common technical language eg. A shuttle (instead of spaceship)

Uses small range of verbs

Composes wider range of nouns

Begins to use adjectives

Uses some prepositions

eg. The red pencil is on the table.

Uses everyday vocabulary

eg. school, home

Uses a narrow range of nouns and verbs to form a simple statement. eg. I play at school.

Uses some simple vocabulary

Visual representation of the word

Audience

Audience

Orienting and engaging the reader

Uses basic familiar patterns to address the audience eg. On the weekend, happily ever after

May use basic familiar patterns to address the audience eg. On the weekend, happily ever after ..

Unaware of purpose and audience

Unaware of purpose and audience

Unaware of purpose and audience

word knowledge

Spelling

Accuracy and difficulty of words used

WTW Within Word Patterns-Early

All simple, some common spelt accurately

WTW Letter/Alphabetic Middle-Late

Accurately spells words with regular spelling patterns. Most simple, some common words spelt accurately

WTW Letter/Alphabetic -Middle

Most simple words spelt accurately

Accurately spells words with regular spelling patterns.

WTW Letter/Alphabetic Stage - Early

A few simple words spelt accurately

WTW Emergent Stage

Writes random letters

Handwriting

Correctly forms all upper and lower-case letters

Correctly forms most upper and lower-case letters

Correctly forms some upper and lower-case letters

Correctly forms known letters

Punctuation

Use of correct and appropriate punctuation to aid the reading of the text

Uses basic punctuation (capital letters and full stops) with some accuracy

Uses capitals to for proper names with varying accuracy.

Attempts basic sentence punctuation (capitals and full stops)

May experiment with basic sentence punctuation

Not evident

Not evident

Linden Park Primary School - Reporting Guide for English Writing

Produced by the Bower Cluster of Schools Western Adelaide Region 2010

Updated Ali Newbold November2016

Year 2

A

The student has demonstrated excellent achievement of what is expected at this year level.

High capacity to apply knowledge, skills and understandings in new contexts.

B

The student has demonstrated good achievement of what is expected at this year level.

Strong capacity to apply knowledge, skills and understandings in new contexts.

C

The student has demonstrated satisfactory achievement of what is expected at this year level.

Capacity to apply knowledge, skills and understandings in new contexts.

D

The student has demonstrated partial achievement of what is expected at this year level.

Capacity to apply knowledge, skills and understandings in familiar contexts.

E

The student has demonstrated minimal achievement of what is expected at this year level.

Beginning capacity to apply knowledge, skills and understandings in a familiar context.

EALD Level

Level 6

Level 5

Level 4

Level 3

Level 2

Text Structure

Elements of genre

Independently constructs texts showing elements of the genre

Uses a limited range of features to organise the text: First, Then

Uses simple sub headings, text connectives

Begins to independently construct text with some evidence of the genre elements

Relies on formulaic openers to begin sentence: One day,

Constructs some genres (eg. recount)

with support

Uses some language features of the genre eg. a simple introduction

Constructs some genres (eg. recount)

with a high degree of scaffolding

Begins to construct texts by copying or jointly constructing.

Ideas & Cohesion

The creation of ideas and of text connectedness

Ideas begin to show evidence of elaboration

Uses narrow range of text connectives: Then, Now Also

Ideas are relevant and connected to the topic

May include some detail

Uses limited range of resources: pronouns

Ideas show some relevance and connection to the topic

Writes 2 or 3 random happenings or writes about themselves

Writes a limited range of letters/words which have personal meaning

Sentence Structure & Grammar

The production of grammatically correct and structurally sound sentences

Writes simple sentences with short noun groups, compound sentences with range of conjunctions

Attempts complex sentences

eg. After mum got home we had dinner.

Uses binding conjunctions; when, after and because

Appropriate use of verb tense

Uses small range of verbs

Writes simple and compound sentences that are grammatically correct

Begins to use different sentence types

eg. questions and commands

May use binding conjunctions; when, after and because

Appropriate use of verb tense

Demonstrates some control of simple tenses

Uses narrow range of verbs

Composes mostly complete simple sentences

Composes compound sentences with varying accuracy using linking conjunctions and, but

Uses phrases of time On the weekend, Last night

Writes statement sentences

Uses some phrases of time

eg. On the weekend I went to the park.

Developing formation of statement sentences. Usually repetitive.

ie. I walk to school

Vocabulary

The range and precision of language choices

Uses action verbs (jump),talking verbs (shouted), thinking/feeling verbs (loved, angry)

Expands noun information by using a range of adjectives including type (classifier) with prepositional phrases (qualifier) eg. The small, yellow drink bottle on the table.

May use some common technical language eg. A space shuttle

Uses adjectives

eg. great, huge

Uses a range of verb types

eg. said, shouted, whispered

Short prepositional phrases

eg. The boy kicked the soccer ball into the goals.

May use some common technical language eg. measure

Uses nouns and verbs

Begins to use adjectives

Uses some prepositions

eg. The red pencil is on the table.

Uses everyday vocabulary eg. school, home

Uses a narrow range of nouns and verbs to form a simple statement.

eg. I play at school

Uses some simple vocabulary

Audience

Audience

Orienting and engaging the reader

May use language expressing feelings and attitudes eg. very bright

Uses basic familiar patterns to address the audience eg. On the weekend, happil...

Recommended

View more >