ESL Scope and Scales - SACSA · PDF fileESL Scope and Scales Moderated Evidence: Early Years Band page 2 Index ... The students referred to in this document are all of non-English

ESL Scope and Scales

EARLY YEARS BAND

February 2003

ESL Scope and Scales Moderated Evidence: Early Years Band

page 2

Index

Introduction About the proformas

………….page 3 ………….page 5

Scale 1 Varqua Vadi

- Recount, Report - Recount, Report

………….page 7 ………….page 14

Some key differences between Scales 1 and 2 ………….page 21

Scale 2 Sara - Oral recount ………….page 23


Scale 3 Vince Sherko

- Oral recount - Recount, Report

………….page 29 ………….page 33


Scale 4 Sandra Kim

- Recount, Report, Description - Recount, Exposition

………….page 43 ………….page 54


Scale 5 Valentina

- Recount, Exposition ………….page 65


Scale 6 Clarissa - Recount 1, Recount 2, Imaginative Recount ………….page 76


page 3

INTRODUCTION

This document, The ESL Scope and Scales Moderated Evidence: Early Years Band is a resource to support the use of the ESL Scope and Scales to monitor the achievement of English as a Second Language (ESL) learners within the Early Years (Reception to Year 2) Band, by providing sets of student evidence, with commentary, for each of the six ESL Scales of this Band.

Early Years Band

Year level R 1 2 ESL Scales 1 2 3 4 5 6

The ESL Scope and Scales: The ESL Scope and Scales is a programming, assessing and reporting document to support the English language development of ESL learners. The ESL Scope and Scales provides a detailed explanation of the model of language on which it is based. The Scales within the ESL Scope and Scales is the assessment and reporting component. It contains a comprehensive set of examples of evidence for each Scale. The Scales was used as the basis of the analysis and commentary on the sets of student evidence. It is recommended that you refer to the ESL Scope and Scales to access the explanation of the model of language and to enhance your understanding of the student texts. The students: The students referred to in this document are all of non-English speaking background, except for the student whose set of evidence is scaled at Scale 6. The names used in this document are not the students’ own names. The moderation process used in the development of this document: • In pairs, the moderators (the project co-ordinators) analysed and assessed sets of student work in relation

to the ESL Scope and Scales, using the proforma Evidence for Scaling.

• The moderators shared their understandings of the student texts, justifying their determination of a Scale

level.

• Based on feedback changes were made to the analysis and commentary.

• The material was continuously examined to ensure consistency of interpretation and accuracy of judgement.

Recommended processes for teachers: a) Collecting the sets of evidence

• Design and deliver teaching and learning programs which support students’ understandings of a required genre. Task requirements and assessment criteria should be explicit.

• Collect evidence of student achievement which represents the students’ best independent effort. The

forms of evidence may include spoken, written and multimedia texts and/or teacher observation notes on students’ texts.

• Select a range of student samples of evidence, preferably of different genres. The more restricted the set

of evidence, the more difficult it will be to make an accurate determination of the Scale level. As a minimum, two texts should be selected, one of each of the story genre and the factual genre. The ESL Scope and Scales indicates an appropriate range for each band. For the Early Years the range of texts for each genre type includes: - the story genre - narrative, traditional story such as a fable or myth, personal recount, observation - the factual genre – description, information report, sequential explanation, argument, procedure.


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b) Making a judgement of the ESL Scale level

• Using the proforma, Evidence for Scaling, for each text record and/or consider the student examples of evidence, for each of genre, field, tenor and mode. Where appropriate determine an ESL Scale or ESL Scale range for each Outcome.

• Consider the student examples of evidence for each Outcome from the complete set of evidence and

make a judgement about the Scale or Scale range appropriate for each Outcome. • Make an on-balance judgement to assign the Scale that is most typical of the students’ language

choices across all four Outcomes. • Decide whether a student’s set of evidence demonstrates either

- the achievement of a Scale; or - contribution to the achievement of a Scale.

To support this process use both the ESL Scope and Scales and the ESL Scope and Scales Moderated Evidence: Early Years Band.

Who requires ESL support? The ESL Scale appropriate to a student’s year level defines the control of Standard Australian English required to achieve the Curriculum Standards. So, a non-English speaking background student in

• Reception at Scale 4 does not require targeted ESL support.

• Year 1 at Scale 5 does not require targeted ESL support.

• Year 2 at Scale 6 does not require targeted ESL support.

Year level R 1 2 Standard 1

ESL Scales 1 2 3 4 5 6 Reception

Year 1 Year 2

However, a student working at the appropriate ESL scale for the Year level will continue to need and benefit form explicit teaching of language. Ongoing monitoring and assessment is also necessary to ensure that a student of non-English speaking background will continue to achieve at the appropriate level. Acknowledgements:

The ESL Scope and Scales Moderated Evidence: Early Years Band was collaboratively developed by the ESL Scope and Scales Officers of the Department of Education and Children’s Services, South Australia, and the ESL Consultants of Catholic Education, South Australia. Project Co-ordinators: Rosie Antenucci and Karyl Martin: DECS, South Australia. Bronwyn Dansie and Monica Williams: Catholic Education, South Australia. Key writers for the Early Years band: Rosie Antenucci Monica Williams


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ABOUT THE PROFORMAS

Evidence for Scaling

Language Key features and examples Student examples of evidence

Scale

Genre:

Language for

achieving

different

purposes

organises the text: • conjunctions First, Then, Next • phrases of time and place • formulaic expressions builds cohesion:

• reference items: my, it, they, him, the

joins clauses to expand information: • linking conjunctions: and, then, but • binding conjunctions: because, when

uses basic formulaic expressions to begin the text uses: my, me understands: that, those and

2

ESL Scales Commentary

Scale 1

Varqua’s texts provide evidence contributing mostly to Scale 1.

As a Reception student assessed as working within Scale 1 Varqua does require ESL support.

Text in context Language Key Teaching Points Genre Outcome1.1 Interacts in highly structured routine exchanges and, with support, responds to, copies and arranges a strictly limited range of written texts and a range of simple visual texts

• Begins to write by copying very short, basic examples of Standard Australian English

Copies the sub-headings of the report.

• Copies very short groups of words directly associated with a visual representation of the words


Copy very short written texts, which have been collaboratively constructed by teacher and student, to accompany visual representations of familiar contexts. (Scale 1) Sequence a known text using pictures or other visual resources. (Scale 1)

Key features and examples provides the main features of the Language Strand of each of genre, field, tenor and mode, as defined within the ESL Scope and Scales. They are a guide only to finding key features within a text. They are not descriptive of any particular genre or Scale level and not all key features and examples may be relevant to a specific text.

In Student examples of evidence the language items from the student text which are examples of the language features in Key features and examples, have been recorded.

Two versions of this proforma are used – one for a written text and the other for an oral text. The proformas are identical for each Scale.

The language items which have been recorded in Student examples of evidence indicate a tendency for a student to make choices from a Scale or a range of Scales. This Scale or Scale range for each of genre, field, tenor and mode is recorded in the Scale column. Where the language items provide insufficient information for such a determination, the Scale column is left blank.

Examples of evidence from the ESL Scales relevant to the student’s set of evidence have been recorded in both the Text in Context strand and the Language strand, as dot points. Comments and examples from the student’s texts reflecting the student’s achievements in relation to an example of evidence from the ESL Scales, have been written in italics.

This statement is a determination of the Scale based on the student’s set of evidence. The words, “contributing mostly to Scale 1” indicates that the student can be considered as working within that Scale rather than having achieved that Scale. This statement clarifies

whether the student requires ESL support.

Key Teaching Points recommends learning activities for the students, in relation to the text types provided in the set of evidence. These activities have been suggested in order to elicit additional evidence for the achievement of an Outcome and/or to extend the student.


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SOME KEY DIFFERENCES BETWEEN SCALES 1 AND 2

Scale 1 Scale 2

GENRE:

Outcome 1.1 Interacts in highly structured routine exchanges and, with support, responds to, copies and arranges a strictly limited range of written texts and a range of simple visual texts.

Outcome 2.1 Interacts in highly routine exchanges and responds to, copies and collaboratively constructs a strictly limited range of write texts and a range of simple visual texts.

Text in Context

• understands that signs can give commands

• copies very short, basic examples of English

• participates in very basic formulaic spoken exchange

• understands that signs and packaging can give commands and copies most basic examples

• understands some main ideas in a simple story read aloud

• jointly constructs and copies short, basic examples of English

• participates in basic highly formulaic spoken exchanges with memorised segments

SOME KEY DIFFERENCES BETWEEN SCALE 1 AND SCALE 2 AS EVIDENT IN THE STUDENTS’ SETS OF EVIDENCE

GENRE: The sets of evidence of both Varqua and Vadi reveal a very early understanding of the use of written language. Without further anecdotal information it is difficult to determine whether they understand that letters and words carry meaning. Similarly it is difficult to ascertain their use and understanding of oral language. Sara participates in an exchange of oral language using formulaic expressions and responding with a very simple string of memorised items. (Scale 2)

Each of the examples of evidence has been taken from the ESL Scope and Scales, however not all the examples in each Scale have been included. A full list of the examples of evidence is available in the ESL Scope and Scales.

The examples of evidence from the ESL Scope and Scales have been reordered to highlight the differences between the Scales.

For each Outcome, there is a comparison of the evidence for the ESL Scale assigned to students’ sets of evidence.


page 7

VARQUA: RECOUNT

De3eted/

VARQUA Reception

5 years 8 months

Teacher’s Comments: The student wrote own name (deleted) onto the worksheet and wrote from left to right.


page 8


Varqua: RECOUNT

Language Key features and examples

Student examples of evidence

Scale

Genre:

Language for

achieving

different

purposes

schematic structure organises the text: • conjunctions: First, Next, Then • phrases of time, place: Yesterday, At church • topic words: Snakes • action verbs (in procedures): Cut • layout: subheadings, pictures, diagrams builds cohesion: • reference items: my, they, him, this, there, the • vocabulary patterns:

− synonyms/antonyms − words that go together: catch a cold − composition (whole-part): elephant: trunk,

tusks, ears, tail, skin joins clauses to expand information: • linking conjunctions: and, then, but, or, so • binding conjunctions: because, after, when level of scaffolding

Field:

Language for

expressing

ideas and

experiences

noun groups: • numbers, describers, classifiers, qualifiers: a

book , David, sun,* little boy, the three pictures on the wall, a mountain bike, the man in the shop

comparatives: • funnier, slower, more beautiful, best

nominalisations: • turn, chance, height

verbs: • action: run, throw, cry • mental (sensing): know, think • saying: said • relational: are, became, has • verbal groups: want to play, tried to push • phrasal verbs: look it up

circumstances and clauses: • when: on Sunday • where: at the beach • how: slowly, by car • with whom: with my sister • why: because we were late

topic specific / technical vocabulary: • battery, rotate, sunset

direct and reported speech: • direct: She said, “I am going home.” • reported: She said she was going home.

writes own name


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Varqua: RECOUNT



Scale

Tenor:

Language for

interacting with

others

speech functions: • statements, questions, offers, commands modality: • certainty, obligation: can, could, must, I think interpersonal meaning: • feelings, attitudes: It’s beautiful, I like you, very • idioms, humour • names to refer to people

Mode:

Language for

creating spoken

and written

texts

foregrounding: • non-human elements: The beach • phrases and clauses time, place: At the beach,

On TV, When the rain fell • human elements: We • action verbs: Take out tense: • primary: simple past, present, future • secondary: was sleeping voice: • active: Cows eat grass. • passive: Grass is eaten by cows. print conventions: • handwriting: letter formation, spacing,

direction • identifying and representing sounds with letters • spelling: link to pronunciation and visual

patterns • punctuation: capitals, fullstops, question marks multimedia / multimodal: • links between gestures, visual images, spoken

text and print text

begins to use some conventions appropriate to printed English, such as both lower case and upper case letters, letters mostly identifiable, writes from left to right, possibly representing sounds with letters

1


page 10

VARQUA: REPORT

VARQUA Reception

5 years 8 months

Teacher’s Comments: The student wrote own name onto the worksheet and wrote from left to right.


page 11


Varqua: REPORT



Scale

Genre:

Language for

achieving

different

purposes




• layout: copies subheadings proforma provided by teacher

1

Field:

Language for

expressing

ideas and

experiences









writes own name

1


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Varqua: REPORT



Scale

Tenor:

Language for

interacting with

others


Mode:

Language for

creating spoken

and written

texts

foregrounding: • non-human elements: The beach • phrases and clauses time, place: At the beach,

On TV, When the rain fell • human elements: We • action verbs: Take out tense: • primary: simple past, present, future • secondary: was sleeping voice: • active: Cows eat grass. • passive: Grass is eaten by cows. print conventions: • handwriting: letter formation, spacing,



text and print text

begins to use some conventions appropriate to printed English, such as both lower case and upper case letters, letters mostly identifiable, writes from left to right

1


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Scale 1

Varqua’s texts provide evidence contributing mostly to Scale 1. As a Reception student assessed as working within Scale 1 Varqua does require ESL support.

Genre Text in context Language Key Teaching Points Genre Outcome1.1 Interacts in highly structured routine exchanges and, with support, responds to, copies and arranges a strictly limited range of written texts and a range of simple visual texts






Field Outcome 1.2 Understands and uses isolated examples of concrete vocabulary and the most elementary grammatical items constructing personally relevant fields

• Identifies basic personal details when written eg own name

Writes own name at the top of the pages.

Practice in using everyday concrete vocabulary which is crucial to orientation to school. (Scale 1) Identify in spoken texts familiar, concrete vocabulary supported by pictures or the object. (Scale 1)

Tenor Outcome 1.3 Participates with limited accuracy in a strictly limited range of immediate, highly supportive contexts.

• Participates appropriately in class routines

Participates in the tasks of writing a report and a recount.

• Has a limited understanding of how to express statements, expressing them through the key word only

Limited to copying sub -headings.

Expand range of key words. (Scale 1)

Mode Outcome 1.4 Interacts in a strictly limited range of spoken texts located in the immediate context (face-to-face interactions and accompanying some action) and begins to copy segments of written text.

• Begins to write in Standard Australian English by copying words or groups of words

• Begins to use some of the conventions appropriate to printed English

Writes words and letters from left to right.

Understand the purpose and meaning of print and in particular, of a limited range of school based environmental print. (Scale 1)


page 14

VADI: RECOUNT

VADI

Reception 5 years 8 months

Teacher’s Comments: The student wrote own name (deleted) onto the worksheet and wrote from left to right.


page 15


Vadi: RECOUNT



Scale

Genre:

Language for

achieving

different

purposes




Field:

Language for

expressing

ideas and

experiences


book, David, sun,* little boy, the three pictures on the wall, a mountain bike, the man in the shop







writes own name

1


page 16


Vadi: RECOUNT



Scale

Tenor:

Language for

interacting with

others


Mode:

Language for

creating spoken

and written

texts

foregrounding: • non-human elements: The beach • phrases and dependent clauses time, place: At

the beach, On TV, When the rain fell • human elements: We • action verbs: Take out tense: • primary: simple past, present, future • secondary: was sleeping voice: • active: Cows eat grass. • passive: Grass is eaten by cows. print conventions: • handwriting: letter formation, spacing,



text and print text


1


page 17

VADI: REPORT

VADI Reception

5 years 8 months Teacher’s Comments: The student wrote own name onto the worksheet and wrote from left to right.


page 18


Vadi: REPORT



Scale

Genre:

Language for

achieving

different

purposes




• layout: copies subheadings and writes letters

within each section proforma provided by teacher

1

Field:

Language for

expressing

ideas and

experiences









writes own name

1


page 19


Vadi: REPORT



Scale

Tenor:

Language for

interacting with

others


Mode:

Language for

creating spoken

and written

texts

foregrounding: • non-human elements: The beach • phrases and dependent c lauses time, place: At




text and print text


1


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Scale 1

Vadi’s texts provide evidence contributing mostly to Scale 1. As a Reception student assessed as working within Scale 1 Vadi does require ESL support.

Text in context Language

Key Teaching Points

Genre Outcome1.1 Interacts in highly structured routine exchanges and, with support, responds to, copies and arranges a strictly limited range of written texts and a range of simple visual texts






Field Outcome 1.2 Understands and uses isolated examples of concrete vocabulary and the most elementary grammatical items constructing personally relevant fields

• Identifies basic personal details when written eg own name

Writes own name at the top of the page.

Practice in using everyday concrete vocabulary which is crucial to orientation to school. (Scale 1) Identify in spoken texts familiar, concrete vocabulary supported by pictures or the object. (Scale 1)

Tenor Outcome 1.3 Participates with limited accuracy in a strictly limited range of immediate, highly supportive contexts.

• Participates appropriately in class routines

Participates in the tasks of writing a report and a recount.

• Has a limited understanding of how to express statements, expressing them through the key word only

Limited to copying headings.

Expand range of key words. (Scale 1)

Mode Outcome 1.4 Interacts in a strictly limited range of spoken texts located in the immediate context (face-to-face interactions and accompanying some action) and begins to copy segments of written text.

• Begins to write in Standard Australian English by copying words or groups of words

• Begins to use some of the conventions appropriate to printed English

Writes words and letters from left to right.

Understand the purpose and meaning of print and in particular, of a limited range of school based environmental print. (Scale 1) Identify the beginning and end sounds of familiar words. (Scales 1, 2)


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Scale 1 Scale 2

GENRE:

Outcome 1.1 Interacts in highly structured routine exchanges and, with support, responds to, copies and arranges a strictly limited range of written texts and a range of simple visual texts.

Outcome 2.1 Interacts in highly routine exchanges and responds to, copies and collaboratively constructs a strictly limited range of write texts and a range of simple visual texts.

Text in Context • understands that signs can give commands • copies very short, basic examples of English • participates in very basic formulaic spoken exchange

• understands that signs and packaging can give commands and copies most basic examples

• understands some main ideas in a simple story read aloud • jointly constructs and copies short, basic examples of

English • participates in basic highly formulaic spoken exchanges

with memorised segments

Language • responds in basic spoken exchange involving one or two turns (makes a greeting and gives nonverbal response)

• sequences pictures of a known text

• responds in basic spoken exchange involving two or three turns (makes a greeting and responds)

• draws pictures of the stages of a narrative • uses one or two examples of pronoun reference

FIELD: Outcome 1.2

Understands and uses isolated examples of concrete vocabulary and the most elementary grammatical items constructing personally relevant fields.

Outcome 2.2 Understands and uses a strictly limited range of vocabulary and grammatical items constructing personally relevant fields.

Text in Context • uses strictly limited range of concrete everyday vocabulary

• uses mainly common sense, everyday vocabulary with isolated concrete technical vocabulary

Language • understands narrow range of actions verbs • understands small range of common noun groups and action verbs

• understands very basic phrases of location • uses basic grammatical items (a, on, in, my)

TENOR:

Outcome 1.3 Participates with limited accuracy and confidence in a strictly limited range of immediate, highly supportive contexts.

Outcome 2.3 Participates with limited accuracy yet appropriately in a strictly limited range of familiar highly supportive contexts.

Text in Context • participates appropriately in classroom routines by copying others

• uses single words and relies on actions to make meaning

• participates appropriately in classroom routines • participates in basic routine spoken exchanges

Language • responds appropriately non verbally when meaning is clear from immediate context

• expresses statements, questions, offers, commands using key word and gesture only

• chooses a few formulaic expressions

• responds appropriately to tone of voice and stress on key words

• expresses statements, questions, offers, commands using key words, stress and gesture

• chooses the most common formulaic expressions

MODE:

Outcome 1.4 Interacts in a strictly limited range of spoken texts located in the immediate context (face to face interactions and accompanying some action) and begins to copy segments of the written text.

Outcome 2.4 Constructs a strictly limited range of spoken texts located in the immediate context (face to face interactions and accompanying some action) and begins to construct segments of written text collaboratively.

Text in Context • relies on gesture to convey meaning in spoken mode • begins to write by copying words or groups of words • understands the general purpose of a limi ted range of

school-based environmental print

• relies on gesture to convey more complex meanings in spoken mode

• relies on visual images to convey more complex meanings in writing

• begins to write by copying groups of words or phrases or simple sentences

• understands the general purpose of environmental print

Language • can say aloud one or two examples of environmental print • begins to identify beginning sounds in words • uses some conventions for printed English: writes

predominantly from left to right

• can say aloud a few examples of environmental print • begins to identify most beginning and end sounds in words • uses some conventions for printed English: writes from left

to right, top to bottom, some copied letters are identifiable • uses visual images and gestures to convey more complex

meanings


page 22

SOME KEY DIFFERENCES BETWEEN SCALE 1 AND SCALE 2

AS EVIDENT IN THE STUDENTS’ SETS OF EVIDENCE GENRE: The sets of evidence of both Varqua and Vadi reveal a very early understanding of the use of written language. Without further anecdotal information it is difficult to determine whether they understand that letters and words carry meaning. Similarly it is difficult to ascertain their use and understanding of oral language. (Scale 1) Sara participates in an exchange of oral language using formulaic expressions and responding with a very simple string of memorised items. (Scale 2) FIELD: Neither Varqua and Vadi are able to demonstrate the use of concrete everyday vocabulary. However Sara is able to use common sense, everyday vocabulary with isolated concrete technical vocabulary and basic grammatical items. (Scale 2) TENOR: From the evidence available, both Varqua and Vadi are able to participate in the classroom routines (Scale 1) but their responses have little meaning to others. Sara is able to participate in a spoken exchange with more than non verbal behaviour and key words. Though we have no evidence of her use of stress to enhance communication, her appropriate response to the teacher’s question demonstrates a capacity within Scale 2. MODE: Both Varqua and Vadi are able to copy words (Scale 1). Sara is able to convey more complex meanings with the use of gestures. (Scale 3)


page 23

SARA: ORAL RECOUNT

SARA Reception

5 years 3 months

Teacher’s comments: Some difficulties with pronunciation.

Transcript of Morning Talk

Sara: Good morning, good morning everyone. Children: Good morning Sara. Sara: My mum buy for me a gun Teacher: A gun? What do you do with that? Sara: and Barbie and car. Teacher: Whoo! Do you enjoy playing with those? Sara: nods (goes and sits down)


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Sara: ORAL RECOUNT

Language Key features and examples Evidence of Evidence

Scale

Genre:

Language for

achieving

different

purposes

schematic structure organises the text: • conjunctions : First, Next, Then • phrases of time, place: Yesterday, At church • topic words: Snakes, Food • action verbs (procedures): Cut • initiate and close interactions: formulaic

expressions, gestures • ask and answer questions • participate in song, rhyme, chorus, reading builds cohesion: • reference items: my, they, him, this, there, the • vocabulary patterns:



begins with a formulaic expression, gives information and closes exchange / responds with a nod • initiate and close: uses basic formulaic expressions

to begin the exchange and a gesture to close the exchange

• ask and answer: does not respond to one question but responds to the second with a nod

• reference: uses my, me, understands that, those • linking: and the student has modelled the format for the morning talk on the talks of the other students

2

Field:

Language for

expressing

ideas and

experiences









my mum, a gun, Barbie, car • action: buy everyone, gun, Barbie

2


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Sara: ORAL RECOUNT

Language Key features and examples Evidence of Evidence

Scale

Tenor:

Language for

interacting with

others

speech functions: • statements, questions, offers, commands modality: • certainty, obligation: can, could, must, I think interpersonal meaning: • feelings, attitudes: It’s beautiful, I like you, very • idioms, humour • names to refer to people verbal elements : • volume, pace, word stress, tone,

pronunciation, and other sound patterns non verbal elements: • body language, eye contact, physical

response

written as series of statements as appropriate to a recount, expresses statements in basic ways, responds correctly to one question but ignores others • names: my mum, uses ‘everyone’ to refer to class

and teacher some difficulties with pronunciation responds appropriately with a nod

2

Mode:

Language for

creating spoken

and written

texts

foregrounding: • non-human elements : The beach • phrases and dependent clauses time, place: At

the beach, On TV, When the rain fell • human elements: We • action verbs: Take out tense: • primary: simple past, present, future • secondary: other tenses eg was sleeping voice: • active: Cows eat grass. • passive: Grass is eaten by cows. multimedia / multimodal: • links between gestures, visual images,

physical objects, print text and spoken text

• primary: uses simple present (buy) instead of

simple past, understands simple present (do, enjoy)

active


page 26


Scale 2

Sara’s text provides evidence contributing mostly to Scale 2. As a Reception student assessed as working within Scale 2 Sara does require ESL support.


Key Teaching Points

Genre: Outcome 2.1 Interacts in highly routine spoken exchanges and responds.

• Participates in basic, formulaic spoken exchanges depending on memorising segments

Memorised names of what was bought.

• Responds in basic spoken exchanges involving two or three turns

Makes a greeting and continues with morning talk. • Uses one or two examples of the

pronoun reference: my mum, me

Add evaluation and close to basic spoken exchange. (Scale 3) Increase range of pronouns used as reference items. (Scale 3)

Field: Outcome 2.2 Understands and uses a strictly limited range of vocabulary and grammatical items, constructing personally relevant fields.

• Uses vocabulary that is mainly commonsense and everyday but chooses some concrete technical words: everyone, gun, Barbie

• Understands a small range of vocabulary expressing immediate interests or needs in orientation to the school and community

Common noun groups: my mum, a gun, Barbie, car Common actions: buy • Uses most basic grammatical

items: article – a; pronoun - my

Expand vocabulary by exploring how to classify and describe (describe according to size). (Scale 3) Introduce a basic range of phrases of location: on the table, outside, inside, in the box. (Scale 2)

Tenor: Outcome 2.3 Participates with limited accuracy yet appropriately in a strictly limited range of familiar, highly supportive contexts

• Participates appropriately in group activities and classroom routines

• Participates appropriately in

basic, routine spoken exchange

Participates appropriately in morning talk with exchange of greetings to commence the talk.

• Responds appropriately to tone of voice and key words

Nods appropriately to question “Do you enjoy playing with those?” • Responds to teacher in generally

socially appropriate ways Nods in response to teacher for yes response. • Chooses the most common

formulaic expressions at major stages of an exchange

Chooses “Good morning, good morning everyone.” at the start of the talk. • Pronounces most frequently used

words, groups and phrases comprehensively

The talk is comprehensible even though the pronunciation of some words was inaccurate.

Increase range of formulaic expressions used: Bye, Ta, Thankyou. (Scale 2) Improve pronunciation of frequently used words. (Scale 2)

Mode: Outcome 2.4 Constructs a strictly limited range of spoken texts located in the immediate context (face-to-face interactions usually accompanying some action).

• Relies often on gestures to convey more complex meanings in speech in immediate contexts

• Uses gesture to convey more complex meanings

Nods to communicate “Yes I enjoy playing with those toys”

Convey more comp lex meanings with the use of visual images: visuals for the type of Barbie or car. (Scale 2) Use language such as “Yes I do”, rather than gestures, to communicate meanings such as “Yes I enjoy playing with those toys.” (Scale 3)


page 27


Scale 2 Scale 3

GENRE:

Outcome 2.1 Interacts in highly routine exchanges and responds to, copies and collaboratively constructs a strictly limited range of written texts and a range of simple visual texts.

Outcome 3.1 Interact in routine spoken exchanges with some tentative experimenting and, with support, responds to and constructs a limited range of written texts.

Text in Context • understands some main ideas in a simple story read aloud • understands that signs and packaging can give commands

and copies most basic examples • participates in basic highly formulaic spoken exchanges

with memorised segments

• understands main ideas and characters in a well illustrated story read aloud and enacts the main events

• reads a small range of everyday and environmental texts and collaboratively constructs very brief examples of most familiar

• participates in simple group activities based on shared texts

• participates in short formulaic spoken exchanges and slightly longer spoken texts with memorised segments

Language • responds in basic spoken exchange involving two or three

turns (makes a greeting and responds) • draws pictures of the stages of a narrative; matches

pictures and words of a procedure • uses one or two examples of pronoun reference

• initiates spoken exchanges involving two or three turns (greeting, response, evaluation / close)

• constructs elementary examples of basic genres with high degree of scaffolding: draw sequenced pictures with action verbs written alongside; label parts of body, write two or three things about themselves

• uses basic pronouns

FIELD:

Outcome 2.2 Understands and uses a strictly limited range of vocabulary and grammatical items, constructing personally relevant fields.

Outcome 3.2 Understands and uses a very narrow range of common, everyday vocabulary constructing personally relevant fields, and uses isolated examples of concrete technical vocabulary.

Text in Context • uses mainly common sense, everyday vocabulary with isolated concrete technical vocabulary

• use vocabulary for colour, number, time, clothing, food, animals, animals, weather, science

• chooses some concrete technical vocabulary

Language • understands small range of common noun groups and action verbs

• understands very basic phrases of locat ion • uses basic grammatical items: a, on, in, my

• identifies some familiar vocabulary in a variety of contexts • uses basic phrases of location but understands a slightly

wider range • expanding vocabulary by classifying animals and

describing them according to size

TENOR:

Outcome 2.3 Participates with limited accuracy yet appropriately in a strictly limited range of familiar, highly supportive contexts.

Outcome 3.3 Participates appropriately in a strictly limited range of familiar, highly supportive contexts, using with some accuracy a limited range of basic grammatical accuracy.

Text in Context • participates appropriately in classroom routines • participates in basic routine spoken exchanges

• chooses limited range of ways of expressing statements, questions, offers, commands, using predominantly modelled examples in familiar contexts

• participates appropriately with increasingly more language and increasingly less routine

Language • responds appropriately to tone of voice and when key

words are stressed • has a basic understanding of the grammar of statements,

questions, offers, commands and expresses them in basic ways using key word, stress and gesture

• chooses the most common formulaic expressions • pronounces most frequently used words and phrases

comprehensibly

• responds appropriately to intonation patterns of statements and questions and stress on key words

• expresses statements, questions, offers, commands using two or three key words only and tone, intonation and actions and a limited range of yes / no questions

• chooses a narrow range of socially appropriate formulaic expressions and some informal examples

• pronounces most frequently used words, groups and phrases comprehensibly and begins to risk pronouncing less familiar words

• uses a limited range of evaluative vocabulary • uses basic grammatical items: a, the, on, in, and, very


page 28


Scale 2 Scale 3

MODE:

Outcome 2.4 Interacts in highly routine exchanges and responds to, copies and collaboratively constructs a strictly limited range of written texts and a range of simple visual texts.

Outcome 3.4 Constructs a strictly limited range of spoken texts located in the immediate context, reads a limited range of texts supported by visuals and begins to write a strictly limited range of very brief texts collaboratively.

Text in Context • relies on gesture to convey more complex meanings in spoken mode

• relies on visual images to convey more complex meanings in writing

• begins to write by copying groups of words or phrases or simple sentences

• chooses to use more language relative to the number of gestures and visual resources

• organises meanings in brief written texts in a logical order, with intensive support for two or more genres

• writes simple sentences and begins to rely less on copying texts

Language • can say aloud a few examples of environmental print

• begins to identify most beginning and end sounds in words • uses some conventions for printed English: writes from left

to right, top to bottom, some copied letters are identifiable

• reads aloud the crucial parts of a range of environmental print

• begins to identify beginning and end sounds in words • spells with some accuracy many common monosyllabic

words and spells others based on the sounds in the word • chooses highly repetitive sentences beginnings • demonstrates limited control of the primary tenses

SOME KEY DIFFERENCES BETWEEN SCALE 2 AND SCALE 3 AS EVIDENT IN THE STUDENTS’ SETS OF EVIDENCE

GENRE: Sara’s set of evidence shows that she is able to participate in a basic formulaic spoken exchange with memorized segments (Scale 1) but Vince is able to participate in a slightly longer spoken text, with a series of responses and the use of an increased range of pronouns. (Scale 2) FIELD: Sara is able to use mainly common sense, everyday vocabulary with isolated concrete technical vocabulary (Scale 2) but Vince uses a greater range of vocabulary including that to describe size and a range of phrases of location. (Scale 3) TENOR: Sara is able to participate in a basic routine spoken exchange, using formulaic expressions and key words. (Scale 2) Vince is able to participate in a less routine exchange, with comprehensible pronunciation, demonstrating understanding of a range of questions. (Scale 3) MODE: Sara is able to communicate more complex meanings with the use of gestures (Scale 2) but Vince is able to use more language in the spoken exchange. (Scale 3)


page 29

VINCE: ORAL RETELL

VINCE Year 1

7 years 1 month Teacher’s Comment: Student needs to improve body language.

Teacher: Can you tell us about the story? Vince: Well, the story was about as a little fish and one…boy to go to school and he walk

in the jungle and he pass in the big tree and he sit, he..he..he..sit on the thing on the ground and he look to the water and he see some little fish and when he come to school he .. when he come to school he, he make some boat and when he come to in the jungle too, he put some fish on the boat and it the boat and the little boy put the boat on the water.

Teacher: Right, what happened to his book? Vince: The fish went in her book. Teacher: But what happened to the book? Where did the book go? Vince: In the water. Teacher: Mm Mm! And what did the little boy do? Vince: Went home. Teacher: Right, but did he get the book out of the water? Vince: Yes. Teacher: And what was inside the book? Vince: Little fish. Teacher: Yes, was the little fish alive? Vince: No. Teacher: No, what was wrong with the fish. Vince: Sick. Teacher: Um. OK Thanks.


page 30


Vince: ORAL RETELL


Scale

Genre:

Language for

achieving

different purposes

schematic structure organises the text: • conjunctions : First, Next, Then • phrases of time, place: Yesterday, At church • topic words: Snakes, Food • action verbs (procedures): Cut • initiate and close interactions: formulaic

expressions, gestures • ask and answer questions • participate in song, rhyme, chorus, reading builds cohesion: • reference items: my, they, him, this, there,

the • vocabulary patterns:



begins with a brief setting, retells events and then answers questions, no conclusion or ending by the student • initiate and close: uses formulaic expression “Well the

story was about…” to begin the retell • ask and answer: answers questions from the teacher • reference: he, it, her, the (the book, the little boy, the

fish), some confusion of his / her • linking: and the student has modelled the format for the morning talk on the talks of the other students

3

Field:

Language for

expressing ideas

and experiences

noun groups: - numbers, describers, classifiers, qualifiers: a








* For Scale 5 onward only more complex noun groups cited. the story, a little fish, one boy, school, the jungle, the thing on the ground, the water, some fish, some boat, the big tree, the boat, the little boy, some little fish, her book, the fish, home, little fish • relational: was • action: go, walk, pass, sit, look, see, come, make, put,

went in the jungle, in the big tree, on the thing in the ground, to (at) the water, on (in) the boat, on the water, in her book, in the water, home, to school jungle

3


page 31


Vince: ORAL RETELL


Scale

Tenor:

Language for

interacting with

others

speech functions: • statements, questions, offers, commands modality: • certainty, obligation: can, could, must, I think interpersonal meaning: • feelings, attitudes: It’s beautiful, I like you,

very • idioms, humour • names to refer to people verbal elements : • volume, pace, word stress, tone,

pronunciation, and other sound patterns non verbal elements: • body language, eye contact, physical

response

written as series of statements as appropriate to a recount, statements contain circumstances; understands basic yes / no and wh - questions fluency and pronunciation are competent variations in tone not evident posture appropriate for formal talk needs improvement

3

Mode:

Language for

creating spoken

and written texts

foregrounding: • non-human elements : The beach • phrases and dependent clauses time, place:

At the beach, On TV, When the rain fell • human elements: We • action verbs: Take out tense: • primary: simple past, present, future • secondary: other tenses eg was sleeping voice: • active: Cows eat grass. • passive: Grass is eaten by cows. multimedia / multimodal: • links between gestures, visual images, print

text and spoken text

• non-human:the story, the fish • time, place: when he come to school, when he come to

in the jungle too, • human: one boy, he, the little boy, appropriate to a retell simple past: the story was about, the fish went in her book, went home, he put some fish simple present instead of simple past: he walk in the jungle, he look to the water, when he come to in the jungle active

3


page 32


Scale 3

Vince’s text provides evidence contributing mostly to Scale 3. As a Year 1 student assessed as working within Scale 3 Vince does require ESL support.


Key Teaching Points

Genre Outcome 3.1 Interacts in routine spoken exchanges with some tentative experimenting and, with support, responds to and constructs a limited range of written texts.

• Demonstrates understanding of main ideas and characters in a story

Retells main events of the story. • Participates in short, almost

formulaic spoken exchanges and, if possible to memorise segments, slightly longer spoken texts

Slightly longer text due to rete lling of memorised details of the story and response to questions.

• Constructs elementary examples of basic genres by speaking with a high degree of teachers scaffolding

Teacher initiated the retelling and provided the questions to reveal further details of the story. • Uses most basic reference

items accurately most of the time

Basic pronouns he, it, her (with some confusion between his / her) and the use of the definite article ‘the’.

Enhance understanding of the structure of a basic story so that the retelling will include the ending and evaluation. (Scale 3) Expands use of conjunction to include ‘but’. (Scale 4)

Field Outcome 3.2 Understands and uses a very narrow range of common, everyday vocabulary constructing personally relevant fields, and uses isolated examples of concrete technical vocabulary.

• Uses vocabulary that is developing their knowledge of the school and community, and other personally relevant topics

Vocabulary relates to time, food, animals, family. • Uses vocabulary that is mainly

commonsense and everyday but chooses some concrete technical vocabulary

• Uses very basic phrases of location but understands a slightly wider range

Uses and understands basic phrases: in the jungle, in the big tree, on the thing, in the ground, insi de the book, out of the water. • Expands vocabulary by

exploring how to describe according to size.

Uses ‘little’ and ‘big’ to describe vocabulary according to size.

Introduce a wider range of phrases of location: under the table, beside the table (Scale 4) Explore a greater range of the describers that can be changed: very small, huge (Scale 3)

Tenor Outcome 3.3 Participates appropriately in a strictly limited range of familiar, highly supportive contexts using with some accuracy a limited range of basic grammatical structures.

• Chooses a limited range of ways of expressing statements, questions, offers and commands with limited accuracy

Simple statements with some errors. • Participates appropriately with

increasingly more language in group activities and classroom routines

• Participates appropriately in

highly supportive contexts through basic spoken exchanges that are increasingly less routine

Uses language to participate in this activity. Responds appropriately to less formulaic questions.

• Uses basic grammatical items: articles: a, the prepositions: on, in conjunctions: and

• Understands basic yes/no questions.

Responds appropriately to yes / no questions: Yes, was the little fish alive? No.

• Chooses a narrow range of

socially appropriate formulaic expressions at major stages of an exchange and some informal exchanges

Begins the story with familiar formula: Well the story was about...

• Pronounces most frequently

used words, groups and phrases comprehensively

Comprehensible pronunciation throughout.

Give the student the role of asking questions and giving commands to peers. (Scale 3) Encourage evaluative vocabulary to express feelings and attitudes. (Scale 3)

Mode Outcome 3.4 Constructs a strictly limited range of spoken texts located in the immediate context, reads a limited range of texts supported by visuals and begins to write a strictly limited range of very brief texts collaboratively.

• Chooses with some confidence to use more language relative to the number of gestures and visual resources

Uses language to participate in this activity. No gestures or visual resources used.

• Chooses highly repetitive sentences beginnings in speech - often chooses personal pronouns to begin.

Uses personal pronouns: he walk, he sit, he look, he put. • Demonstrates limited control of

the primary tenses (present, past)

Uses simple present incorrectly: he walk in the jungle. Uses simple past correctly: the story was about.

Provide opportunities for student to participate confidently and appropriately in face-to-face interactions, usually accompanying action. (Scale 4) Provide activities for increased control of primary tenses and their formation for most regular verbs. (Scale 4)


page 33

SHERKO: RECOUNT

SHERKO Reception

5 years 8 months


page 34


Sherko: RECOUNT



Scale

Genre:

Language for

achieving

different purposes

schematic structure organises the text: • conjunctions: First, Next, Then • phrases of time, place: Yesterday, At church • topic words: Snakes • action verbs (in procedures): Cut • layout: subheadings, pictures, diagrams builds cohesion: • reference items: my, they, him, this, there,




begins with On Saturday and continues with series of events • time: On Saturda (On Saturday), Tda (Today) • reference: my, I • linking: and independently written but based on familiar structure

3

Field:

Language for

expressing ideas

and experiences









* For Scale 5 onward only more complex noun groups cited. a wora (water), orange jos (juice), scol (school), cool (school) coc (church), sop (shop), fas (face), my dog, my mum, my brata (brother) • action: got up, ety (ate), ran, play, dring (drink), slip

(sleep), went, ciss (kiss) • relational: is

• when: On Satuda (Saturday), tda (today) • with whom: with my brata (brother), with my dog

orange jos (juice), coc (church)

3


page 35


Sherko: RECOUNT



Scale

Tenor:

Language for

interacting with

others

speech functions: • statements, questions, offers. commands modality: • certainty, obligation: can, could, must, I think interpersonal meaning: • feelings, attitudes: It’s beautiful, I like you,

very • idioms, humour • names to refer to people

written as series of statements as appropriate to a recount, expresses statements in basic ways • names: my mum, my brata (brother)

Mode:

Language for

creating spoken

and written texts

foregrounding: • non-human elements: The beach • phrases and dependent clauses time, place:

At the beach, On TV, When the rain fell • human elements: We • action verbs: Take out tense: • primary: simple past, present, future • secondary: was sleeping voice: • active: Cows eat grass. • passive: Grass is eaten by cows. print conventions: • handwriting: letter formation, spacing,

direction • identifying and representing sounds with

letters • spelling: link to pronunciation and visual

patterns • punctuation: capitals, fullstops, question

marks multimedia / multimodal: • links between gestures, visual images,

spoken text and print text

• time: On Saturda (Saturday), tda (today) is • human: ‘I’ is repeatedly used. • simple past: got up, ran, went, ety (ate) • simple present instead of simple past: play, dring

(drink), ciss (kiss), Tda is (instead of Yesterday.. was) active identifiable letters but not all of appropriate size, spaces between words, capitals mostly used appropriately, only one full stop, spelling of many words is based on sounds in the words – many errors

3


page 36

SHERKO: REPORT

SHERKO Reception

5 years 8 months


page 37


Sherko: REPORT



Scale

Genre:

Language for

achieving

different

purposes





writes information under headings, though some misunderstanding between look like and like • topic words: repetition of ‘The wolf’ • layout: writes information under headings proforma provided by teacher

Field:

Language for

expressing

ideas and

experiences









The wolf, bone, mose (mouse), AldyaA (Adelaide) • action: live, ety (eat) • mental (sensing): look like (likes)

• where: in AldyaA (Adelaide)

bone, mose (mouse), AldyaA (Adelaide)

2


page 38


Sherko: REPORT



Scale

Tenor:

Language for

interacting with

others



written as series of statements as appropriate to a report, expresses statements in basic ways

Mode:

Language for

creating spoken

and written

texts








• topic words: repetitive beginnings: The wolf • primary: uses simple present and independently writes

ety (eats), copies look like, live active identifiable letters, did not change case of copied words (WOLF), spaces between words, no fullstops, spelling errors where words are spelt using sounds in the words

3


page 39


Scale 3

Sherko’s texts provide evidence contributing mostly to Scale 3. As a Reception student as sessed as working within Scale 3 Sherko does require targeted ESL support.


Key Teaching Points

Genre Outcome 3.1 Interacts in routine spoken exchanges with some tentative experimenting and, with support, responds to and constructs a limited range of written texts.

• Demonstrates for very basic genres the understanding that they have different purposes

Completes report and recount in genre specific ways. • Collaboratively constructs

very brief examples of the most familiar texts

Completes the report by copying words. Both report and recount are very familiar text types.

• Constructs elementary examples of basic genres with a high degree of visual and teacher scaffolding

Copies words, with some accuracy, to construct a sentence for each topic in the report. Writes several sentences about himself in the recount. • Uses most basic reference

items accurately most of the time

Accurately uses basic pronouns in the recount: my, I.

Expand range of genres student is able to write eg procedures, narrative, description. (Scale 4) Expand information using ‘but’. (Scale 4) Increase range of pronouns used as cohesive resources. (Scale 4)

Field Outcome 3.2 Understands and uses a very narrow range of common, everyday vocabulary constructing personally relevant fields, and uses isolated examples of concrete technical vocabulary.

• Uses vocabulary that is developing their knowledge of the school and community, and other personally relevant topics

Vocabulary relates to time, food, animals, family. • Uses vocabulary that is

mainly commonsense and everyday but chooses some concrete technical vocabulary

Mostly everyday vocabulary with some concrete technical vocabulary: bone, orange juice, church, mouse.

• Uses very basic phrases of location

One use of phrase of location: in AldyaA (Adelaide).

Expand information by exploring how to classify and describe. (Scale 3)

Tenor Outcome 3.3 Participates appropriately in a strictly limited range of familiar, highly supportive contexts using with some accuracy a limited range of basic grammatical structures.

• Expresses statements in basic ways

Recount and report are written with statements.

• Uses basic grammatical items − articles: a, the − prepositions: on, in − conjunctions: and

Increase range of grammatical items: articles, auxilliaries, prepositions, adverbs. (Scale 4) Encourage use of evaluative vocabulary to express feelings and attitudes. (Scale 3)


page 40


Scale 3


Key Teaching Points

Mode Outcome 3.4 Constructs a strictly limited range of spoken texts located in the immediate context, reads a limited range of texts supported by visuals and begins to write a strictly limited range of very brief texts collaboratively.

• Chooses with some confidence to use more language relative to the number of gestures and visual resources.

Relies on own written to communicate information. • Organises the meanings in

brief written texts in a logical order, with intensive support and for one or two genres only

Recount has a logical order. Information in the report is under the correct sub-heading, for Habitat and Food. • Uses the basics print

conventions of English appropriately

• Writes simple sentences in

Standard Australian English and begins to rely less on copying texts

Texts demonstrate some independent construction.

• Chooses highly repetitive sentences beginnings in written texts: often chooses personal pronouns to begin sentences

In recount largely uses ‘I’ to foreground sentences. In report uses ‘The wolf’. • Demonstrates limited

control of the primary tenses (present, past)

In recount often uses simple present instead of simple past: ‘play’ instead of ‘played’. In recount, the verb ending does not match subject: ‘The wolf live’ instead of ‘The wolf lives’ • Spells with some accuracy

many common monosyllabic words learned in the classroom and spells others based on some of the sounds in the word

Correctly spells words such as play, orange, went, mum. Incorrectly spells words such as AldyaA (Adelaide), coc (church), scol (school), brata (brother), slip (sleep), wora (water).

Increase control of primary tenses and their formation for most regular verbs and introduce use of secondary tenses. (Scale 4) Experiment with punctuation - increase use of full stops. (Scale 4)


page 41


Scale 3 Scale 4

GENRE:

Outcome 3.1 Interact in routine spoken exchanges with some tentative experimenting and, with support, responds to and constructs a limited range of written texts.

Outcome 4.1 Interacts in predominantly routine exchanges and constructs a limited range of texts.

Text in Context • understands main ideas and characters in a well illustrated story read aloud and enacts the main events

• reads a small range of everyday and environmental texts and collaboratively constructs very brief examples of most familiar

• participates in simple group activities based on shared texts

• participates in short formulaic spoken exchanges and slightly longer spoken texts with memorised segments

• understands main ideas and characters in a short illustrated story read aloud

• participates in short predictable spoken exchanges relying less on memorised segments

• reads a small range of texts and collaboratively constructs very brief examples: very basic procedures, reports, descriptions and organises brief written texts in logical order

Language • demonstrates understanding of the structure of several basic genres

• initiates spoken exchanges involving two or three turns (greeting, response, evaluation / close)

• constructs elementary examples of basic genres with high degree of scaffolding: draw sequenced pictures with action verbs written alongside; label parts of body, write two or three things about themselves

• uses basic pronouns

• demonstrates understanding of the organization and d9iscriminating features of several basic genres and constructs elementary examples: spoken exchanges, procedures, report

• expands information using and, but • uses small range of reference items: possessive pronouns,

third person pronouns and demonstrative pronouns

FIELD:

Outcome 3.2 Understands and uses a very narrow range of common, everyday vocabulary constructing personally relevant fields, and uses isolated examples of concrete technical vocabulary.

Outcome 4.2 Understands and uses a very narrow range of vocabulary constructing personally relevant fields, and uses isolated examples of technical vocabulary.

Text in Context • use vocabulary for colour, number, time, clothing, food, animals, animals, weather, science

• chooses some concrete technical vocabulary

• uses vocabulary for topics such as transport and amenities

• uses vocabulary that is mainly commonsense but begins to use some technical vocabulary when constructing personally relevant topics more technically

• uses technical vocabulary when constructing a narrow range of educational topics

Language • uses very basic phrases of location but understands a

slightly wider range • identifies some familiar vocabulary in a variety of contexts • expands vocabulary by classifying animals and describing

them according to size

• uses a small range of phrases of time and location and understands a slightly wider range

• identifies examples of very familiar words where meaning varies and explains difference

• uses small range of phrases of time and location and understands slightly wider range

• expands vocabulary by exploring numbers, describers, classifiers, prepositions

TENOR:

Outcome 3.3 Participates appropriately in a strictly limited range of familiar, highly supportive contexts, using with some accuracy a limited range of basic grammatical structures.

Outcome 4.3 Participates appropriately in a limited range of familiar, highly supportive contexts, using a limited range of basic grammatical structures with some accuracy.

Text in Context • chooses limited range of ways of expressing statements, questions, offers, commands, using predominantly modelled examples in familiar contexts

• expresses statements and questions in basic ways • participates appropriately with increasingly more language

• chooses narrow range of ways of expressing statements, questions, offers, commands, using predominantly modelled examples when communicating independently

• follows instructions with less dependence on non-verbal elements and begins to give commands

• begins to experiment with new expressions

Language • uses basic grammatical items: articles (a, the), prepositions (on, in), conjunctions (and), adverbs (very)

• responds appropriately to intonation patterns of statements and questions and stress on key words

• expresses statements, questions, offers, commands using two or three key words only and tone, intonation and actions and a limited range of yes / no questions

• chooses a narrow range of socially appropriate formulaic expressions and some informal examples

• uses a limited range of evaluative vocabulary

• uses a small range of basic grammatical items: articles (a, an, the), auxiliaries (do, does, is, was), prepositions (out, under), adverbs (so, much)

• good understanding of typical intonation patterns of basic statements, questions and offers

• responds to commands with uncommon vocabulary and expresses commands using common vocabulary

• chooses a small range of socially appropriate formulaic expressions and begins to use colloquial forms

• uses a narrow range of evaluative language


page 42


Scale 3 Scale 4

MODE:

Outcome 3.4 Constructs a strictly limited range of spoken texts located in the immediate context, reads a limited range of texts supported by visuals and begins to write a strictly limited range of very brief texts collaboratively.

Outcome 4.4 Constructs a limited range of spoken texts located in the immediate context, reads a limited range of texts and begins to shape a strictly limited range of written texts.

Text in Context • chooses to use more language relative to the number of gestures and visual resources

• organises meanings in brief written texts in a logical order, with intensive support for one or two genres

• writes simple sentences and begins to rely less on copying texts

• chooses with increasing confidence to use more language relative to the number of actions, illustrations

• reads with some success a small range of texts constructing basic technical topics

• begins to write and draw a small range of basic examples of texts on technical fields

• writes very brief examples of everyday texts

Language • reads aloud the crucial parts of a range of environmental print

• begins to identify beginning and end sounds in words • spells with some accuracy many common monosyllabic

words and spells others based on the sounds in the word • chooses highly repetitive sentences beginnings • demonstrates limited control of the primary tenses

• reads along with simple text read aloud • begins to identify beginning middle and end sounds • spells accurately most common monosyllabic words and

spells others based on own pronunciation • chooses repetitive beginnings of sentences • demonstrates some control of primary tenses and their

formation for common regular verbs but a strictly limited control of secondary tenses

• experiments with punctuation

SOME KEY DIFFERENCES BETWEEN SCALE 3 AND SCALE 4

AS EVIDENT IN THE STUDENTS’ SETS OF EVIDENCE

GENRE: Sherko’s set of evidence shows that he is able to construct basic genres with the support of a high degree of scaffolding and uses basic pronoun references. (Scale 3) Sandra is able to construct basic genres with less teacher scaffolding and with greater range of pronoun references. (Scale 4) FIELD: Sherko uses mainly common sense and everyday vocabulary with some technical vocabulary and vocabulary to describe size. (Scale 3) Sandra also uses mainly common sense and everyday vocabulary but more technical vocabulary is evident within each text, including vocabulary for number and as describers. (Scale 4) TENOR: Sherko expresses statements in basic ways with the use of key words and basic grammatical items. (Scale 3) Sandra expresses statements as sentences using a small range of basic grammatical items. (Scale 4) MODE: Sherko is able to organise meanings in brief written texts in a logical order, relying less on copying, with limited control of primary tenses and choosing repetitive sentence beginnings. Spelling errors are the result of spelling based on pronunciation. (Scale 3) Sandra’s texts are longer than Sherko’s including a longer report on the Wolf, with more technical language. Sandra’s texts also demonstrate increased control of primary tenses, spelling and punctuation. (Scale 4)


page 43

SANDRA: RECOUNT

SANDRA Year 1

7 years 6 months


page 44


Sandra: RECOUNT



Scale

Genre:

Language for

achieving

different

purposes





uses the days Saturday and Sunday to organise the text followed by a series of events • time: On Saturday, Then, After, On Sunday • reference: I, my, we • linking: and independently written based on familiar structure

4/5

Field:

Language for

expressing

ideas and

experiences









my druver (brother), my friends, my toys, a watermelon, t.v., my tith (teeth), poisen ball (poison ball), ball Chasy (ball chasey) • action: went, plad (played), wicht (watched), ater

(ate), brasht (brushed), plade (played) • when: On Saturday, at niht time (night time), On

Sunday • where: outside, to bed • with whom: with my toys, with my friends

ball chasy (ball chasey), poisen ball (poison ball), watermelon

4


page 45


Sandra: RECOUNT



Scale

Tenor:

Language for

interacting with

others



written as series of statements as appropriate to a recount, in accurately constructed sentences • names: my druver (brother), my friends

Mode:

Language for

creating spoken

and written

texts








• time: On Saturday, After, Then at night time , On

Sunday • human: We, I • simple past - went, plad (played), brasht (brushed) active letters are identifiable, spaces between words, use of fullstops and capital letters, most common words spelt correctly - errors may be based on own pronunciation

4/5


page 46

SANDRA: DESCRIPTION

SANDRA Year 1

7 years 6 months

Teacher’s comment: Word list of “B” words was available to the students.


page 47


Sandra: DESCRIPTION



Scale

Genre:

Language for

achieving

different

purposes





key figures in the picture organise the text • time: at Sunday • layout: use of diagram • reference: hri (her), his, the • linking: and provided with proforma by teacher

4

Field:

Language for

expressing

ideas and

experiences









a ice-cream, thee (three) bananas, the bus, cricket, bubble, the bird, his bat, The bear, the sky, Bi, hri (her) basket • action: was flying, seenig (seeing), was plaing

(playing), was siting (sitting), bot (bought) • relational: had

• where: up in the sky, in hri (her) basket, in the bus • with whom: with his bat

bubble, bananas, basket, cricket, bat

3/4


page 48


Sandra: DESCRIPTION



Scale

Tenor:

Language for

interacting with

others



written as series of statements as appropriate to a description, in mostly accurately constructed sentences • names: proper names - Bi, Suad, Ihsan

Mode:

Language for

creating spoken

and written

texts








• non-human: The bear, • time: at Sunday • human: Bi, Suad, Ihsan • simple past: bot (bought) • secondary tenses: was flying, (was) seenig (seeing),

was plaing (playing), was siting (sitting) active letters identifiable, spaces between words, some spelling errors with verbs, ‘B’ words copied accurately, fullstops used, distinction between upper and lower case letters not always clear • text is closely linked to picture

5/6


page 49

SANDRA: REPORT

SANDRA Year 1

7 years 6 months


page 50


Sandra: REPORT



Scale

Genre:

Language for

achieving

different

purposes


− synonyms/antonyms − words that go together: catch a cold − composition (whole-part): elephant: trunk, tusks,

ears, tail, skin joins clauses to expand information: • linking conjunctions: and, then, but, or, so • binding conjunctions: because, after, when level of scaffolding

writes appropriate information under headings • topic word: repetition of Wolfs (Wolves) • reference: they • linking: and provided with proforma by teacher

Field:

Language for

expressing

ideas and

experiences

noun groups: • numbers, describers, classifiers, qualifiers: a book,

David, sun,* little boy, the three pictures on the wall, a mountain bike, the man in the shop







* For Scale 5 onward only more complex noun groups cited.

shap (sharp) teeth, lots of babes (babies), dogs, animals, mouse • action: live, eat • relational: have • mental (sensing): look like • where: in forests, in Hungre (Hungary) forests, Hungre (Hungary), shap (sharp) teeth

4/5


page 51


Sandra: REPORT



Scale

Tenor:

Language for

interacting with

others


written as series of statements as appropriate to a report, in accurately constructed sentences

Mode:

Language for

creating spoken

and written

texts

foregrounding: • non-human elements: The beach • phrases and dependent clauses time, place: At the

beach, On TV, When the rain fell • human elements: We • action verbs: Take out tense: • primary: simple past, present, future • secondary: was sleeping voice: • active: Cows eat grass. • passive: Grass is eaten by cows. print conventions: • handwriting: letter formation, spacing, direction • identifying and representing sounds with letters • spelling: link to pronunciation and visual patterns • punctuation: capitals, fullstops, question marks multimedia / multimodal: • links between gestures, visual images, spoken text

and print text

• non-human: Wolfs (Wolves) • simple present: have, live, eat active letters are identifiable, spaces between words, use of fullstops, distinction between upper and lower case letters not always clear, most common words spelt correctly but errors in less familiar words (Hungary, babies)

4


page 52


Scale 4

Sandra’s texts provide evidence contributing mostly to Scale 4. As a Year 1 student assessed as working within Scale 4 Sandra does require ESL support.


Key Teaching Points

Genre Outcome 4.4 Constructs a limited range of spoken texts located in the immediate context, reads a limited range of texts and begins to shape a strictly limited range of written texts.

• Demonstrates, for several basic genres, the understanding that they have different purposes and that those purposes are similar across cultures

Appropriately adapts writing for a recount, description and a report for the school culture. • Organises the meanings in

brief written texts in a logical order, with support, and for a very limited range of genres

Constructs a recount, description and report and organises meanings in logical order.

• Demonstrates an understanding of the organisation of several basic genres and constructs elementary examples

Organises the texts appropriately: recount is organised in chronological order; addresses different features of the picture for the description; writes appropriate information under sub – headings for the report. • Writes components of

several basic genres with less dependence on scaffolding

Independently writes information about herself in the recount and uses proformas to complete description and report. • Begins to expand

information in a text by choosing the simplest linking conjunctions: and

• Organises texts using a

limited range of cohesive resources – uses a small range of reference items accurately most of the time - possessive pronouns: my, his, her

- third person pronouns: we, they

Expand uses of pronouns to include third person and demonstrative pronouns. (Scale 4) Expand information using ‘but’. (Scale 4)

Field Outcome 4.2 Understands and uses a very narrow range of vocabulary constructing personally relevant fields, and uses isolated examples of technical vocabulary.

• Uses vocabulary that is mainly commonsense and everyday but begins to use some technical vocabulary when constructing personally relevant topics more technically.

Mostly uses everyday common sense vocabulary but has some technical vocabulary in each of the texts: watermelon, poison ball, cricket, Hungary.

• Uses very basic phrases expressing the circumstances of an event with a small range of phrases of location and time

Phrases include: in Hungary, in the bus, On Sunday. • Expands vocabulary by

exploring parts of word groups and phrases that can be changed − numbers: three, lots of − describers: sharp − prepositions: on, at,

with, in

Explore greater range of describers and classifiers. (Scale 4)


page 53


Scale 4


Key Teaching Points

Tenor Outcome 4.3 Participates appropriately in a limited range of familiar, highly supportive contexts, using a limited range of basic grammatical structures with some accuracy.

• Chooses a narrow range of basic ways of expressing statements with some accuracy when communicating independently

Mostly accurate sentence word order.

• Uses a small range of basic grammatical items appropriately most of the time − articles: a, the − auxilliaries: was − prepositions: on, at,

with, in

Develop use of adverbs and evaluative language. (Scale 4)

Mode Outcome 4.4 Constructs a limited range of spoken texts located in the immediate context, reads a limited range of texts and begins to shape a strictly limited range of written texts.

• Chooses with increasing confidence to use more language relative to the number of actions or illustrations

There is a reasonable amount of language for the illustration for the description. • Writes a small range of

basic examples of texts on technical fields

Writes information about wolves. • Writes very brief examples

of everyday texts Completes a recount, description and report appropriately.

• Chooses repetitive beginnings of sentences in their own writing

Recount and description do not have much repetition but each sentence of the report starts with ‘Wolfs’. • Demonstrates some control

of the primary tenses and their formation for the most common regular verbs but a strictly limited control of secondary tenses

Accuracy with simple present in report. Some errors with spelling of simple past tense in recount and past continuous in description but correct form of the verb was chosen. • Spells accurately most

common monosyllabic words learned in the classroom and spells others based on own pronunciation or other patterns

Mispelt words include druver (brother), niht (night) brash (brushed), plaing (playing), shap (sharp).Spelling errors based on own pronunciation. • Experiments with

punctuation Uses fullstops and capitals with some accuracy.

Improve spelling and base less on own pronunciation and more on visual patterns (Scale 6)


page 54

KIM: RECOUNT

KIM

Reception 6 years 1 month

Teacher’s comment: The correct spelling of ‘against’, ‘after’ and ‘birthday’, by the teacher, has been included on Kim’s text.


page 55


Kim: RECOUNT



Scale

Genre:

Language for

achieving

different

purposes




very basic introduction followed by series of events • time: On the weekend • reference: we, I, the, my, they, a • linking: and format of recount is familiar to students but this text independently written

4

Field:

Language for

expressing

ideas and

experiences










the MCG, the Crows, Porht Pawer (Port Power), lots of games, my sister Berfday, (my sister’s birthday) • action: went, sorh (saw), play, lost • relational: its (it’s) § when: arfred the Game (after the game) § where: to the MCG, to a party § with whom: ,egnsh porht pawer (against Port

Power) MCG, the crows (The Crows), egnsh (against), porht pawer (Port Power), Port, game

4


page 56


Kim: RECOUNT



Scale

Tenor:

Language for

interacting with

others


writes text as a series of statements, as appropriate to recount, in mostly accurately constructed sentences • names: my sister, the crows (The Crows), porht

pawer (Port Power), Port, MCG

Mode:

Language for

creating spoken

and written

texts





text and print text

• time: On the weekend • human: I, We

• simple past: went, saw, play (played), lost active letters are identifiable, spaces between words, a single full stop, most common monosyllabic words spelt correctly and others based on pronunciation, capital letters not used consistently accurately

4


page 57

KIM: EXPOSITION

KIM

Reception 6 years 3 months

Teacher’s comment: The correct spelling of ‘clean’, ‘themselves’, ‘fluffy’ and ‘cuddly’, by the teacher, has been included on Kim’s text.


page 58


Kim: EXPOSITION



Scale

Genre:

Language for

achieving

different

purposes




brief introduction, first argument, second argument and basic conclusion • conjunctions: Secondly, Therefore • reference: they, the self (themselves), the • binding conjunctions: because student closely following model provided for the structure and some language features

5/6

Field:

Language for

expressing

ideas and

experiences










Lots of people, the best pets • relational: have, are • mental (sensing): think • action: clean pets, kittens, clean, flufe (fluffy), cudlee (cuddly)

4


page 59


Kim: EXPOSITION



Scale

Tenor:

Language for

interacting with

others

speech functions: • statements, questions, offers, commands modality: • certainty, obligation: can, could, must, I think interpersonal meaning: • feelings, attitudes: It’s beautiful, I like you, very • idioms, humour • names to ref er to people

written as series of statements as appropriate to a recount, in accurately constructed sentences I think best, flufe (fluffy), cudlee (cuddly)

4

Mode:

Language for

creating spoken

and written

texts





text and print text

Lots of people, Kittens, I think, secondly (Secondly), therefore (Therefore) • simple present: have, are, think active letters are identifiable, spaces between words, mostly appropriate use of full stops, most common words spelt correctly and others based on pronunciation, usually uses capital appropriately.

5


page 60


Scale 4

Kim’s texts provide evidence contributing mostly to Scale 4. As a Reception student assessed as working within Scale 4 Kim does not require targeted ESL support.


Key Teaching Points

Genre Outcome 4.1 Interacts in predominately routine exchanges and constructs a limited range of texts.

• Demonstrates, for several basic genres, the understanding that they have different purposes and that those purposes are similar across cultures

Appropriately adapts writing for a recount and an exposition for a school culture. • Organises the meanings in

brief written texts in a logical order, with support, and for a very limited range of genres

Constructs a recount and an exposition and organises meanings in logical order.

• Demonstrates an understanding of the structure of several basic genres

Organises the texts appropriately: organises events in the recount in chronological order; organises arguments logically in the exposition. • Writes components of

several basic genres with less dependence on scaffolding

Independently writes information about herself in the recount and information about kittens in the report. • Begins to expand

information in a text by choosing the simplest linking conjunctions: and

• Organises texts using a

limited range of cohesive resources - uses a small range of reference items accurately most of the time: - possessive pronouns:

my - third person pronouns:

she, they, themselves

Explicitly focus on linking conjunctions such as but, or, then, and, so. (Scale 5) Extend the range of circumstances of time used in recounts. (Scale 5)

Field Outcome 4.2 Understands and uses a narrow range of vocabulary constructing personally relevant fields, and uses isolated examples of technical vocabulary.

• Uses vocabulary that now includes developing their knowledge of the community and other personally relevant topics

Uses appropriate vocabulary to communicate about pets. • Uses vocabulary that is

mainly commonsense and everyday but begins to use some technical vocabulary when constructing those personally relevant topics more technically

Mostly uses everyday common sense vocabulary but has some technical vocabulary in each of the texts: MCG, play egnsh (played against), flufe (fluffy), cudlee (cuddly)

• Uses very basic phrases expressing the circumstances of an event

- a small range of phrases of location: to the MCG, to a party

- a small range of phrases of accompaniment: egnsh porht pawer (against Port Power)

• Expands vocabulary by

exploring parts of word groups and phrases that can be changed:

- numbers: lots of games - describers: the best pets - classifiers: my sister

(sister’s) birthday

Continue to build vocabulary, both everyday and more technical for educational topics. (Scale 5) Expand noun groups by exploring parts of word groups and phrases that can be changed: numbers, describers, classifiers, and prepositional phrases. (Scale 5)


page 61


Scale 4


Key Teaching Points

Tenor Outcome 4.3 Participates appropriately in a limited range of familiar, highly supportive contexts, using a limited range of basic grammatical structures with some accuracy.

• Chooses a narrow range of basic ways of expressing statements with some accuracy when communicating independently

Statements in report have more grammatical accuracy than in recount. • Begins to experiment with

newer expressions in familiar, supportive contexts and is willing to risk making inappropriate choices in those contexts

Incorporates new expressions to organise the text in the exposition: Secondly, Therefore.

• Uses a small range of basic grammatical items appropriately most of the time and understands a wider range - articles: a, the - prepositions: to, egnsh

(against)

• Uses a narrow range of evaluative language to express feelings and attitudes

Uses evaluative terms: best, flufe (fluffy), cudlee (cuddly).

Increase range of evaluative language to express feelings and attitudes. (Scale 5) Expand the range of: - auxilliaries: do, does, was - prepositions: out, under - adverbs: so, much (Scale 4)

Mode Outcome 4.4 Constructs a limited range of spoken texts located in the immediate context, reads a limited range of texts and begins to shape a strictly limited range of written texts.

• Writes very brief examples of everyday texts

Successfully completes a basic personal recount of the weekend and a brief exposition about pets.

• Chooses repetitive beginnings of sentences in their own writing

Varies sentence beginnings to some extent though in some instances relies on formulaic patterns: On the weekend I went to …, I think... • Demonstrates some control

of the primary tenses (present, past, future) and their formation for the most common regular verbs but a strictly limited control of secondary tenses

Accurately chooses past tense form of verb for most past tense verbs but chooses simple present form instead of simple past for ‘play’.

• Spells accurately most

common monosyllabic words learned in the classroom and spells others based on their own pronunciation or other patterns

Spells most words accurately but chooses pawre for power, berfday for birthday. Errors may be due to spelling using own pronunciation.

• Experiments with

punctuation Begins the recount with a capital and ends with a full stop. Greater control of full stops and some appropriate control of capital letters in the exposition.

Continue to consolidate control over primary past tense and begin to experiment with secondary tenses. (Scale 4) Expand the range of phrases of time and place foregrounded in narratives and recounts. (Scale 5) Consolidate understanding of the use of full stops and question marks. (Scale 5)


page 62


Scale 4

Scale 5

GENRE:

Outcome 4.1 Interacts in predominantly routine exchanges and constructs a limited range of texts.

Outcome 5.1 Communicates in a narrow range of situations, constructing very brief texts.

Text in Context • understands for several basic genres that they have different purposes

• understands main ideas and characters in a short illustrated story read aloud

• participates in short predictable spoken exchanges relying less on memorised segments

• reads a small range of texts and collaboratively constructs very brief examples: very basic procedures, reports, descriptions, texts found in advertising and on packaging

• organises the meanings in brief written texts in a logical order

• begins to identify independently the purposes and common features of elementary genres

• understands main ideas and characters in a short story read aloud clearly and begins to retell with some success

• participates in short predictable spoken exchanges • reads a range of everyday texts and writes very brief

examples of the most familiar: advertising posters • begins to independently construct very brief recounts,

descriptions and procedures

Language • demonstrates understanding of the organisation and discriminating features of several basic genres: procedures, descriptive reports

• constructs components of several basic genres with less dependence on scaffolding: − spoken exchanges involving three or four turns − procedures, reports

• expands information using and, but • uses small range of reference items: possessive

pronouns, third person pronouns and demonstrative pronouns

• demonstrates understanding of the organisation and discriminating features of a greater range of basic genres: narratives, recounts, procedures, reports

• constructs elementary examples of logically organised genres with little dependence on scaffolding: uses proformas with some confidence

• expands information using linking conjunctions - and, then, but, or so; binding conjunctions - because

• uses small range of reference items (definite article and pronouns) accurately most of the time in spoken texts and with some accuracy in short written texts

FIELD:

Outcome 4.2 Understands and uses a very narrow range of vocabulary constructing personally relevant fields, and uses isolated examples of technical vocabulary.

Outcome 5.2 Understands and uses a small range of vocabulary and grammatical items to form basic word groups and phrases constructing personally relevant fields, and uses a limited range of technical vocabulary.

Text in Context • uses vocabulary for topics such as transport and amenities

• uses vocabulary that is mainly common sense and everyday but begins to use some technical vocabulary for personally relevant topics

• demonstrates understanding of technical vocabulary when constructing a very narrow range of educational topics

• uses vocabulary for topics such as leisure activities • uses confidently a small range of commonsense,

vocabulary • uses with some confidence a limited range of technical

vocabulary when constructing increasingly complex personally relevant topics

• demonstrates understanding of technical vocabulary when constructing a narrow range of educational topics

Language • uses small range of phrases of time and location and

understands a slightly wider range • expands vocabulary by exploring numbers (eight),

describers (very pretty, good-looking), classifiers (oil heater) , prepositions (on, under, in)

• demonstrates understanding of technical and non technical vocabulary constructing a narrow range of educational fields

• uses small range of phrases of time and location and understands wider range including how something happened

• expands vocabulary by exploring numbers (first, a half of), describers (big, bright), classifiers (mountain bike), prepositions (beside, by)

• uses a small range of comparatives of regular one syllable adjectives


page 63


Scale 4

Scale 5

TENOR:

Outcome 4.3 Participates appropriately in a limited range of familiar, highly supportive contexts, using a limited range of basic grammatical structures with some accuracy.

Outcome 5.3 Participates appropriately in a narrow range of familiar, supportive contexts, using with some accuracy a narrow range of basic grammatical structures.

Text in Context • chooses narrow range of ways of expressing statements, questions, offers, commands, using predominantly modelled examples when communicating independently

• follows instructions with less dependence on non-verbal elements and begins to give commands

• begins to experiment with new expressions in familiar, supportive contexts

• chooses independently a narrow range of basic ways of expressing statements, questions, offers, commands and uses them with some accuracy

• follows instructions with little dependence on non-verbal elements gives commands appropriately

• experiments with some confidence with new expressions in familiar, supportive contexts, especially to play with language

Language • uses a small range of basic grammatical items: articles

(a, an, the), auxiliaries (do, does, is, was), prepositions (out, under), adverbs (so, much)

• good understanding of typical intonation patterns of basic statements, questions and offers

• understands a small range of yes / no questions and uses a narrow range

• responds to commands with uncommon vocabulary • chooses a small range of socially appropriate formulaic

expressions and begins to use colloquial forms • uses a narrow range of evaluative language

• uses a range of grammatical items: auxiliaries (did, can, will), prepositions (out, under, above, between), adverbs (really, many)

• good awareness of intonation patterns of basic spoken statements, questions and offers

• uses a small range of yes / no questions and begins to use wh- questions

• understands a wide range of commands • chooses formulaic polite expressions appropriately • uses a small range of evaluative vocabulary to

express feelings and attitudes • plays with language in elementary ways for

humorous effects

MODE:

Outcome 4.4 Constructs a limited range of spoken texts located in the immediate context, reads a limited range of texts and begins to shape a strictly limited range of written texts.

Outcome 5.4 Constructs a narrow range of spoken texts located in the immediate context and begins to construct very brief texts (spoken, written and visual) in the immediate context.

Text in Context • participates confidently and appropriately in face to face interactions

• chooses with increasing confi dence to use more language relative to the number of actions, illustrations

• reads with some success a small range of texts constructing basic technical topics

• begins to write and draw a small range of basic examples of texts on technical fields

• writes very brief examples of everyday texts

• begins to communicate appropriately some of the time when the situation involves another medium

• reads with some confidence a wide range of visual texts and begins to draw a small range of examples

• chooses simple sentence beginnings and, with support, an occasional phrase of time or place at the beginning of recounts or narratives

• identifies the patterns in what is placed at the front in a genre and demonstrates a limited understanding that various grammatical elements can be foregrounded

Language • reads along with simple text read aloud

• chooses repetitive beginnings of sentences • demonstrates some control of primary tenses and their

formation for common regular verbs but a strictly limited control of secondary tenses

• spells accurately most common monosyllabic words and spells others based on own pronunciation

• experiments with punctuation

• reads aloud own or collaboratively constructed writing and begins to read others’ texts with some confidence

• chooses very short basi c phrases of time and place at the beginning of recounts or narratives and action verbs at the beginning of the steps in procedures

• demonstrates control of primary tenses and their formation for the most common regular verbs but inconsistent control of secondary tenses

• spells accurately common words learned in the classroom and spells others based on their own pronunciation or other patterns

• writes so that texts are generally legible and demonstrates understanding of basic punctuation


page 64

SOME KEY DIFFERENCES BETWEEN SCALES 4 AND 5 AS EVIDENT IN THE STUDENTS’ SETS OF EVIDENCE

GENRE: Kim’s set of evidence shows that he is able to organise the meanings in brief texts - a recount and an exposition - in an order appropriate to the text type and uses a range of pronouns and the simple conjunction ‘and’. (Scale 4) Valentina independently constructs texts and uses linking and binding conjunctions and a small range of reference items - pronouns and the article ‘the’. (Scale 5) FIELD: Both Kim and Valentina use vocabulary that is mainly common sense and everyday and use some technical vocabulary for personally relevant topics, including vocabulary for numbers, describers and classifiers. They also use a small range of phrases of time and location (Scale 4) but not any examples of how something happened. Valentina uses slightly more technical vocabulary, showing some evidence of Scale 5. TENOR: Kim’s texts are constructed with statements using a small range of basic grammatical items including articles and prepositions. Some evaluative terms are also used. (Scale 4) Valentina’s texts are constructed mostly with statements. The range of grammatical terms includes auxilliaries, prepositions and adverbs. A small range of evaluative terms are used. (Scale 5) MODE: Kim’s texts demonstrate the use of some repetitive sentence beginnings, some primary tenses, the accurate spelling of common words and the use of some punctuation. (Scale 4) Valentina’s texts include the use of secondary tenses and have greater accuracy with spelling and punctuation. (Scale 5)


page 65

VALENTINA: RECOUNT

VALENTINA Year 1

6 years 1 months

Teacher’s comment: The correct spelling of ‘Yesterday’, ‘it’, ‘starting’, ‘answered’ and ‘Gruff’, by the teacher, has been included on Valentina’s text.


page 66


Valentina: RECOUNT



Scale

Genre:

Language for

achieving

different

purposes




basic introduction followed by series of events • time: Yesterday • reference: we, I, the, it, she • linking: and format of recount is familiar to students

4

Field:

Language for

expressing

ideas and

experiences









* For Scale 5 onw ard only more complex noun groups cited.

the school bus an excursion • action: went, came, sat, istti Startdin (is it

starting), sitting • mental (sensing): like • saying: said, awser (answer) • relational: is • when: Yesterday • where: on an excursion, on the school bus, on

the chairs, near Miss palerphon excursion, plays, school bus, theatre • direct (inaccurately punctuated): and I said I

“Was sitting near Miss palerdon. I said isttig startdin yes She awser

4


page 67


Valentina: RECOUNT



Scale

Tenor:

Language for

interacting with

others


written as series of statements as appropriate to a recount, in mostly accurately constructed sentences and one question like (liked), best • names: Miss palerphon

4

Mode:

Language for

creating spoken

and written

texts





text and print text

• time: Yesterday • human: We, I • simple past: w ent, came, sat, said, awser

(answered), like (liked) • secondary tenses: was sitting, istti Startdin (is it

starting) active letters are identifiable, spaces between words, occasional use of full stops, most words spelt correctly, sometimes uses capital letters and speech marks appropriately

5


page 68

VALENTINA: EXPOSITION

VALENTINA Year 1

6 years 7 months


page 69


Valentina: EXPOSITION



Scale

Genre:

Language for

achieving

different

purposes




basic introduction, first argument, second argument and basic conclusion • conjunctions: Secondly, There fore (Therefore) • reference: us, they, we, I, you, there (their), the • linking: and, so • binding: because structure provided by the teacher

5/6

Field:

Language for

expressing

ideas and

experiences










Lots of people, the best pets* • action: help, fly, see, brush, put, keep • mental (sensing): think • relational: are, have, is • where: high, in there (their) hair pets, clouds, sun, brush, ribbons, hair, Unicorn

4/5


page 70


Valentina: EXPOSITION



Scale

Tenor:

Language for

interacting with

others


written as series of statements as appropriate to a recount, in mostly accurately formed complex sentences • certainty, obligation: I think • feelings, attitudes: like (liked), best, cool, beautiful

5

Mode:

Language for

creating spoken

and written

texts





text and print text

Lots of people, Unicorn, I think, They, Secondly, Therefore • simple present: have, are, is, help, fly, can see, can

brush, put active letters are identifiable, spaces between words, accurate use of full stops, most words spelt correctly, usually uses capital letters appropriately

5


page 71


Scale 5

Valentina’s texts provide evidence contributing mostly to Scale 5. As a Year 1 student assessed as working within Scale 5 Valentina does not require targeted ESL support.


Key Teaching Points

Genre Outcome 5.1 Communicates in a narrow range of situations, constructing very brief texts

• Demonstrates an understanding that genre is a social activity and that the same genres are found in a variety of contexts, such as in school and outside school

Appropriately adapts writing for a school recount and exposition. • Demonstrates an understanding

that a genre has a purpose and begins to identify independently the purposes and common features of the elementary genres, such as narrative, personal recount, procedure and report

Uses most of the key elements of a recount and an exposition. • Begins to construct independently

very brief recounts, descriptions and procedures

Constructs texts independently.

• Demonstrates an understanding of the structure of a greater range of basic genres and constructs elementary examples

Structures a brief recount using orientation, sequence of events and evaluation, with some accuracy. Structures a brief exposition appropriately, using statement of issue, arguments and conclusion. • Expands information in a text by

joining clauses with - linking conjunctions: and, so - binding conjunctions: because

• Links elements of a text using a

limited range of language elements that help a text to hang together - understands and uses reference

items appropriately with some accuracy in short written texts

Uses pronouns and reference items with some accuracy: I, she, we, they, us, their; the.

Consolidate structure of basic genres including recounts. (Scale 5) Expand the range of linking and binding conjunctions: then, but, or. (Scale 5) Expand the range of phrases of time and place that can be foregrounded in a recount. (Scale 6)

Field Outcome 5.2 Understands and uses a small range of vocabulary and gramma tical items to form basic word groups and phrases constructing personally relevant fields, and uses a limited range of technical vocabulary.

• Uses vocabulary that is developing further their knowledge of the community and other personally relevant topics

Uses vocabulary to further develop knowledge of pets.

• Uses confidently a small range of commonsense, everyday vocabulary

• Uses with some confidence a

limited range of technical vocabulary when constructing increasingly complex personally relevant topics

Mostly uses common sense everyday vocabulary but has a limited range of technical vocabulary: excursion, brush, ribbons, Unicorn.

• Uses a small range of phrases expressing the circumstances of an event - a small range of phrases of time

and location: yesterday, near Miss palerphon, on the school bus, on the chairs, high, in their hair

• Expands vocabulary by exploring

parts of word groups and phrases that can be changed - numbers: lots of people - describers: the best pets - classifiers: the school bus

Expand vocabulary to include examples of how things happen: quickly, slowly, carefully. (Scale 5) Continue to build vocabulary to explore noun groups including the use of comparatives. (Scale 5)

Tenor Outcome 5.3 Participates appropriately in a narrow range of familiar, supportive contexts, using with some accuracy a narrow range of basic grammatical structures.

• Chooses independently a narrow range of basic ways of expressing statements and questions and uses them with some accuracy

Some accuracy with formation of basic statements in recount and exposition. Question formed in recount has less accuracy. • Experiments with some confidence

with newer expressions in familiar, supportive contexts, especially to play with language.

Successfully uses new expressions to organise the text in the exposition: Secondly, Therefore.

• Uses a range of grammatical items appropriately most of the time - auxilliaries: was, can - prepositions: on, near, in - adverbs: high

• Uses a small range of evaluative

language to express feelings and attitudes: Unicorns are cool, the best pets, they are beautiful, I like, the best is

Explore how vocabulary is linked to the tenor of a context by comparing the appropriateness of colloquial and non-colloquial language: cool with good, footy with football, car with motor car. (Scale 6) Increase range of evaluative language to include sad, funny, happy, scared, excited, surprised, angry. (Scale 6) Expand the range of language expressing modality: might, must, maybe, I know. (Scale 6)


page 72


Scale 5


Key Teaching Points

Mode Outcome 5.4 Constructs a narrow range of spoken texts located in the immediate context and begins to construct very brief texts (spoken, written and visual) beyond the immediate context.

• Chooses simple sentence beginnings in their own writing and, with support, an occasional phrase of time or place at the beginning of recounts or narratives.

• Chooses very short, basic phrases of time and place at the beginning of recounts or narratives

Appropriately chooses ‘Yesterday’ in foreground position, in the recount. • Demonstrates control of primary

tenses but inconsistent control of secondary tenses

Accurately chooses past tense form of most past tense verbs in recount but chooses ‘awser’ (answer) and’ like’ instead of answered and liked. Accuracy with simple present in exposition. Past continuous tense attempted in recount, with inconsistent control. • Spells with some accuracy

common words learned in the classroom and spells others based on their own pronunciation or other patterns

Spells most words accurately but chooses ‘startdin’ for starting, ‘awser’ for answer and ‘beautifut’ for beautiful. Errors may be based on own pronunciation. • Writes so that the texts are

generally legible - consistently leaves spaces

between letters and words - demonstrates understanding of

basic punctuation Writing is generally legible, with legible letters and spaces between words. However capitals are not used consistently accurately. Uses fullstops accurately in exposition, but less so in the recount. Begins to use speech marks in the recount.

Extend the foregrounding used in recounts and narratives to include phrases of time such as ‘Later that night’. (Scale 6) Continue to consolidate accuracy with past tense forms of regular verbs. (Scale 5) and continue to gain control of secondary tenses. (Scale 6) Continue to consolidate the spelling of words learned in the classroom and the spelling of others words based on visual patterns. (Scale 6) Consolidate knowledge of punctuation such as full stops, question marks, speech marks and appropriate use of capital letters. (Scale 5)


page 73


Scale 5

Scale 6

GENRE:

Outcome 5.1 Communicates in a narrow range of situations, constructing very brief texts.

Outcome 6.1 Communicates in a small range of contexts, constructing brief texts and showing some ability to reflect on genres ion a very elementary way.

Text in Context • begins to identify independently the purposes and common features of elementary genres

• participates in short predictable spoken exchanges • begins to construct independently very brief recounts,

descriptions and procedures • reads a range of everyday texts and writes very brief

examples of the most familiar: advertising posters • reads clearly illustrated sequential explanations and

draws short examples with simple labelling

• begins to reflect on the purposes, structure and common features of a small range of elementary genres

• parti cipates in casual conversation about familiar topics with familiar people

• constructs collaboratively short oral and written texts • organises with some confidence brief written texts in a

logical order • begins to independently construct very brief examples of

elementary genres • reads longer clearly illustrated sequential explanations

and begins to write and draw brief examples

Language • demonstrates understanding of the organisation and discriminating features of a greater range of basic genres: narratives, recounts, procedures, reports

• constructs elementary examples of logically organised genres with little dependence on scaffolding: uses proformas with some confidence

• expands information using linking conjunctions - and, then, but, or so; binding conjunctions - because

• uses small range of reference items (definite article and pronouns) accurately most of the time in spoken texts and with some accuracy in short written texts

• identifies a range of discriminating features of a small range of elementary genres

• uses a limited range of significant language features that organise a text

• expands information using linking conjunctions - and, then, but, or so; binding conjunctions – because, when, before, after

• uses a range of reference items (definite article and pronouns) accurately most of the time in spoken texts and written texts

FIELD:

Outcome 5.2 Understands and uses a small range of vocabulary and grammatical items to form basic word groups and phrases constructing personally relevant fields, and uses a limited range of technical vocabulary.

Outcome 6.2 Understands and uses a wide range of vocabulary and grammatical items to form short word groups and phrases constructing fields beyond the personally relevant, and uses a narrow range of technical v ocabulary.

Text in Context • uses confidently a small range of commonsense, vocabulary

• uses vocabulary that is developing knowledge of the community and other personally relevant topics such as leisure activities

• uses with some confidence a limited range of technical vocabulary when constructing increasingly complex personally relevant topics

• demonstrates understanding of technical vocabulary when constructing a narrow range of educational topics

• uses commonsense everyday vocabulary confidently with peers

• uses with some confidence a narrow range of vocabulary that develops their knowledge of the community and other personally relevant topics

• begins to use a limited range of technical vocabulary constructing a small range of educational fields

• demonstrates a tentative understanding of vocabulary beyond immediate personal and school experiences

Language • uses small range of phrases of location and understands wider range including how something happened

• expands vocabulary by exploring numbers (first, a half of), describers (big, bright), classifiers (mountain bike), prepositions (beside, by)

• uses a small range of comparatives of one syllable adjectives

• uses a small range of vocabulary expressing actions, feelings and attitudes, phrases giving circumstances

• expands short noun groups using numbers (a quarter of), describers (big, beautiful), classifiers (state government), short prepositional phrases as qualifiers

• uses a range of comparative of regular two syllable adjectives ending in y and chooses isolated three syllable and irregular examples

• uses a narrow range of technical vocabulary • uses a limited range of common nominalizations • begins to use simple direct speech and the simplest

reported speech


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Scale 5

Scale 6

TENOR:

Outcome 5.3 Participates appropriately in a narrow range of familiar, supportive contexts, using with some accuracy a narrow range of basic grammatical structures.

Outcome 6.3 Recognises that communication varies according to context and participates appropriately in a narrow range of familiar, supportive contexts using with some accuracy a small range of basic grammatical structures.

Text in Context • participates in classroom discourse conventions: raising hand, takes turn, speaks at appropriate volume

• chooses independently a narrow range of basic ways of expressing statements, questions, offers, commands and uses them with some accuracy

• follows instructions with little dependence on non-verbal elements gives commands appropriately

• experiments with some confidence with new expressions in familiar, supportive contexts, especially to play with language

• participates appropriately in classroom conventions: stands to present views and responds appropriately to views different fro m own

• demonstrates a basic understanding of variation according to context: reflects with increased confidence on the language choices appropriate in a letter to a friend or when speaking to a younger child

• maintains the appropriate degree of formality in a limited range of more formal less supportive contexts

• begins to explore critically how interpersonal meanings can be made in different situations

Language • understands a wide range of commands

• good awareness of intonation patterns of basic spoken statements, questions and offers

• chooses formulaic polite expressions appropriately • uses a small range of evaluative vocabulary to express

feelings and attitudes • plays with language in elementary ways for humorous

effects • uses a range of grammatical items: auxiliaries (did, can,

will), prepositions (out, under, above, between), adverbs (really, many)

• recognises a variety of statements, questions, offers and commands

• uses appropriate intonation patterns of basic statements, questions and offers when speaking and reading aloud, drawing on knowledge of punctuation marks

• uses a range of evaluative language to express feelings and attitudes

• explores how vocabulary is linked to the tenor of a context plays with language in a narrow range of ways for humorous effects

• understands a small range of language elements expressing certainty and obligation and uses appropriately a limited range

MODE:

Outcome 5.4 Constructs a narrow range of spoken texts located in the immediate context and begins to construct very brief texts (spoken, written and visual) in the immediate context.

Outcome 6.4 Identifies and compares in elementary ways, the features of spoken, written and visual texts, and constructs a narrow range of brief written and visual texts that generally unfold coherently through their simplicity.

Text in Context • begins to communicate appropriately some of the time when the situation involves another medium

• reads with some confidence a wide range of visual texts and begins to draw a small range of examples

• chooses simple sentence beginnings and, with support, an occasional phrase of time or place at the beginning of recounts or narratives

• identifies the patterns in what is placed at the front in a genre and demonstrates a limited understanding that various grammatical elements can be foregrounded

• communicates appropriately some of the time using various media

• reads with confidence a range of handwritten texts • identifies the patterns in what is placed at the front in a

genre and demonstrates an elementary understanding of which grammatical elements can be foregrounded in a given genre

• identifies and discusses in elementary ways the meanings made in a range of multimodal texts

Language • reads aloud own or collaboratively constructed writing and begins to read others’ texts with some confidence

• chooses very short basic phrases of time and place at the beginning of recounts or narratives and action verbs at the beginning of the steps in procedures

• demonstrates control of primary tenses and their formation for the most common regular verbs but inconsistent control of secondary tenses

• spells accurately common words learned in the classroom and spells others based on their own pronunciation or other patterns

• writes so that texts are generally legible and demonstrates understanding of basic punctuation

• reads texts with different handwriting, font and case and basic dialogue appropriately

• chooses short, basic phrases of time and place at the beginning of recounts or narratives

• demonstrates control of primary tenses and past tense form of most common irregular verbs and begins to gain control of secondary tenses

• spells with greater accuracy most words learned in the classroom and spells others based less on their own pronunciation and more on visual patterns

• writes so that texts are clearly legible


page 75

SOME KEY DIFFERENCES BETWEEN SCALES 5 AND 6 AS EVIDENT IN THE STUDENTS’ SETS OF EVIDENCE

GENRE: Valentina’s set of evidence shows that she is able to structure a recount and an exposition appropriately and that she uses linking conjunctions and the binding conjunction ‘because’ to expand information. Pronouns and the definite article ‘the’ have also been used. (Scale 5) Clarissa also structures a recount and an exposition with some accuracy and uses a greater range of binding conjunctions and pronouns. (Scale 6)

FIELD: Valentina mostly uses common sense everyday vocabulary including phrases of time and location and a limited range of technical vocabulary and uses vocabulary for numbers, describers and classifiers. (Scale 5) Clarissa uses a limited range of nominalisations and expands noun groups using numbers, describers, classifiers and qualifiers. (Scale 6)

TENOR: Valentina demonstrates understanding of appropriate language choices for a recount and an exposition and uses a range of grammatical items and a small range of evaluative language. (Scale 5) Clarissa varies the language appropriately for the different contexts of the recounts and uses appropriately a limited range of language elements expressing modality and a range of evaluative language to express feelings and attitudes. (Scale 6) MODE: Valentina chooses simple sentence beginnings and the occasional phrase of time and place and demonstrates control of past tense form of most past tense verbs and inconsistent control of secondary tenses. Valentina’s spelling is mostly accurate, handwriting is generally legible and there is some understanding of punctuation. (Scale 5) Clarissa chooses short, basic phrases of time and place at the beginning of sentences and demonstrates control of the primary tenses (past and future) including the past tense form of most common irregular verbs, and secondary tenses. Clarissa spells with greater accuracy most words learned in the classroom and writes legibly with accurate use of punctuation. (Scale 6) Dependent clauses foregrounding sentences shows evidence beyond Scale 6.


page 76

CLARISSA: RECOUNT 1

CLARISSA Year 1

6 years 8 months

Teacher’s comment: The correct spelling of ‘Theatre’ and the addition of ‘t’ in ‘watched’, by the teacher, has been included on Clarissa’s text.


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Clarissa: RECOUNT 1



Scale

Genre:

Language for

achieving

different

purposes

schematic structure organises the text: • conjunctions: First, Next, Then • phrases of time, place: Yesterday, At church • topic words: Snakes • action verbs (in procedures): Cut • layout: subheadings, pictures , diagrams builds cohesion: • reference items: my, they, him, this, there, the • vocabulary patterns:



basic introduction followed by series of events and conclusion • time: Yesterday • reference: we, I, the, all of them, they • linking: and • binding: because, When

5/6

Field:

Language for

expressing

ideas and

experiences









The plays we watched, all of them an excursion • action: went, wached (watched), got, sat • mental (sensing): liked • relational: were • when: Yesterday, When we got there • where: on an excursion to the Odeon teatre

(Theatre), on a school bus, into a room, down

excursion, plays, school bus, theatre

5


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Clarissa: RECOUNT 1



Scale

Tenor:

Language for

interacting with

others


written as series of statements as appropriate to a recount, in accurately constructed sentences best, funny, liked

5

Mode:

Language for

creating spoken

and written

texts





text and print text

Yesterday, We, When we got there, The plays we watched, I • simple past: went, got, sat, watched, liked, were active letters are identifiable, spaces between words, mostly accurate use of full stops, most words spelt correctly

6/7


page 79

CLARISSA: RECOUNT 2

CLARISSA Year 1

6 years 8 months


page 80


Clarissa: RECOUNT 2



Scale

Genre:

Language for

achieving

different

purposes




basic introduction followed by series of events • time: On the weekend, On Sunday • reference: we, I, my, it, our • linking: and • binding: because, when

5/6

Field:

Language for

expressing

ideas and

experiences









two of our dolls, my nona’s house, a bike ride, a beautiful day a bike ride • action: wachted (watched), lost, come, finished, came,

played, went • relational: was, had • when: On the weekend, On Sunday, to my nona’s

house, there, When we had finished • where: outside, inside, Crows, football, picnic, nona

5/6


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Clarissa: RECOUNT 2



Scale

Tenor:

Language for

interacting with

others


written as series of statements as appropriate to a recount, in accurately constructed sentences • feelings, attitudes: sad, beautiful • idioms : Crows • names: dad, nona, Lauren

5

Mode:

Language for

creating spoken

and written

texts





text and print text

On the weekend, My dad, Lauren and I, We, When we had finished, On Sunday, My dad • simple past: wachted (watched), had, was (were),

come, came, went • secondary tense: had finished active letters are identifiable, spaces between words, accurate use of full stops and apostrophe of possession, nearly all words spelt correctly

6/7


page 82

CLARISSA: IMAGINATIVE RECOUNT

CLARISSA Year 1

6 years 10 months


page 83


Clarissa: IMAGINATIVE RECOUNT



Scale

Genre:

Language for

achieving

different

purposes




proposition followed by series of events • time: If I was a king (dependent clause) • reference: we, I, them, they • linking: and • binding: If opening phrase provided for students

5

Field:

Language for

expressing

ideas and

experiences









a big party, lots and lots of people, a big beautiful gold chair, a gloden crown (a golden crown), lost (lots) and lots of money the poor • action: invite, sit, give, make • relational: was, have • where: on a big beautiful gold chair gloden crown (a golden crown), king, invite

6


page 84


Clarissa: IMAGINATIVE RECOUNT



Scale

Tenor:

Language for

interacting with

others


written as series of statements as appropriate to a recount, in accurately constructed sentences would have, would sit, will give, will make, will invite • feelings, attitudes: happy, beautiful • names: king, the poor

6

Mode:

Language for

creating spoken

and written

texts


the beach, On TV, When the rain fell • human elements: We • action verbs: Take out tense: • primary: simple past, present, future • secondary: was sleepi ng voice: • active: Cows eat grass. • passive: Grass is eaten by cows. print conventions: • handwriting: letter formation, spacing,



text and print text

• time: If I was king (dependent clause) • human: I, I’ll • simple past: was • simple future: I’ll invite, I’ll give, I’ll make • secondary tenses: would have, would sit active letters are identifiable, spaces between words, accurate use of full stops, apostrophe of contraction, most words spelt correctly

6


page 85


Scale 6

Clarissa’s texts provide evidence contributing mostly to Scale 6. As a Year 1 student assessed as working within Scale 6 Clarissa is above the Scale for her year level.


Key Teaching Points

Genre Outcome 6.1 Communicates in a small range of contexts, constructing brief texts and showing some ability to reflect on genres in a very elementary way.

• Demonstrates an elementary understanding of genres: - begins to reflect on the

purposes, the appropriate structure and common features of a small range of elementary genres

Uses the appropriate structure and features of a recount. • Organises with some

confidence brief written texts in a logical order

• Constructs collaboratively

short written texts and begins to independently construct very brief examples of the elementary genres, such as personal recount, narratives, procedures and arguments.

Texts have a logical order appropriate to the genre.

• Identifies a small range and uses a limited range of significant language features that organize the text: - places phrases of time and

place in the front in recounts and narratives

Foregrounds phrases (and dependent clauses) of time in recounts. • Expands information in a text

- chooses a range of linking conjunctions to form compound sentences: and

- chooses the most common binding conjunctions to form complex sentences: when, if, because

• Links elements of a text using

a narrow range of language elements that make the text hang together

• Understands and uses a

range of reference items appropriately and accurately most of the time in short written texts.

Able to use appropriately and accurately: we, I, my, it, our, them, they, the, all of them.

Consolidate knowledge of elementary genres: - identify some contexts in

which a range of elementary genres are found

- begin to reflect on the purposes, the appropriate structure and common features of a range of elementary genres.

(Scale 7) Expand the range of linking conjunctions: but, or, so, and then. (Scale 7)

Field Outcome 6.2 Understands and uses a wide range of vocabulary and grammatical items to form short word groups and phrases constructing fields beyond the personally relevant and uses a narrow range of technical vocabulary.

• Uses commonsense, everyday vocabulary confidently and uses with some confidence a narrow range of vocabulary that develops their knowledge of the community and other personally relevant topics

• Uses, in imaginative texts, a small range of vocabulary expressing: actions, feelings and attitudes and phrases giving the circumstances of the event

Includes in imaginative recount a small range of vocabulary and phrases expressing - actions: invite, sit, give, make - feelings and attitudes: happy,

beautiful - circumstances: on a big

beautiful gold chair, to the poor, to them.

• Identifies and chooses a

range of vocabulary to expand short noun groups: - numbers: two of our dolls - describers: a big beautiful

gold chair - classifiers: the bike ride - qualifiers: The plays we

watched • Uses a limited range of

nominalisations : the poor, a bike ride, an excursion

Expand the range of circumstances used, to include circumstances of manner. (Scale 6) Expand the range of comparatives used: nasty, nastier, nastiest and bad, worse, worst. (Scale 7)


page 86


Scale 6


Key Teaching Points

Tenor Outcome 6.3 Recognises that communication varies according to context and participates appropriately in a range of familiar, supportive contexts, using with some accuracy a small range of basic grammatical structures.

• Demonstrates a basic understanding of variation according to context

Varies recounts appropriately for the context.

• Recognises that language varies according to context and chooses appropriately in a narrow range of contexts

Varies language appropriately for the different contexts of the two types of recounts. • Understands a small range of

language elements expressing modality and uses appropriately a limited range: would have, would sit, will make, will invite

• Uses a range of evaluative

language to express feelings and attitudes: best, funny, liked, sad, beautiful, happy

Extend recognition of statements, questions, offers and commands in texts. (Scale 6)

Explore how vocabulary is linked to the tenor of a context: - compares the

appropriateness of colloquial and non colloquial language in different contexts: abdomen, stomach, tummy, belly guts. (Scale 7)

Increase range of language elements expressing modality: might, must, maybe; I think, I know. (Scale 6)

Mode Outcome 6.4 Identifies and compares in elementary ways the features of spoken, written and visual texts, and constructs a narrow range of brief written and visual texts that generally unfold coherently through their simplicity.

• Identifies the patterns in what is placed at the front in a genre and demonstrates an understanding of which grammatical elements can be foregrounded in a given genre: - identifies that the pattern

for a recount is for time and place to be foregrounded and that phrases express them

• Chooses short, basic phrases of time and place at the beginning of recounts or narratives

In recounts foregrounds phrases of time: On the weekend, On Sunday; and dependent clauses of time: When we had finished. • Demonstrates control of

primary and secondary tenses

Controls primary tenses (past and future) and the past tense form of most common irregular verbs: went, saw. Controls secondary tenses: had finished. • Spells with greater accuracy

most words learned in the classroom and spells others based less on their own pronunciation and more on visual patterns

• Writes so that texts are

clearly legible Consistently and appropriately puts uniform spaces between letters and words, shows accurate letter formation and uses uniform sizes, uses full stops, apostrophe of possession and apostrophe of contraction.

Extend understanding of foregrounding - begin to use phrases of time

at the beginning of a recount: In the nineteenth century… (Scale 7)

Extend the control of secondary tenses: I’ve wanted to go there. (Scale 7) Expand knowledge of punctuation: speech marks, commas. (Scale 8)

Documents

ESL Scope and Scales - SACSA · PDF fileESL Scope and Scales Moderated Evidence: Early Years Band page 2 Index ... The students referred to in this document are all of non-English