ESL Scope and Scales - SACSA Framework Yrs Mod Evidenc… · ESL Scope and Scales Moderated Evidence: Primary Years Band Consultation Draft – June 2003 Page - 6 – ... use and

© State of South Australia, Department of Education and Children’s Services and Catholic Education, South Australia

ESL Scope and Scales

PRIMARY YEARS BAND

June 2003

4

ESL Scope and Scales Moderated Evidence: Primary Years Band

Consultation Draft – June 2003 Page - 2 –

Index Introduction About the proformas

………….page 3 ………….page 6

Scale 1 Miriam

- Beginning Letters “O”

………….page 8

Some key differences between Scales 1 and 2 ………….page 12

Scale 2 Tanya - Recount, Oral Recount ………….page 14


Scale 3 Thann - Recount, Argument

………….page 23


Scale 4 Jana - Narrative, Argument

………….page 33


Scale 5 Johnny Li Xian

- Oral Recount, Recount, Letter of Thanks Retell of Narrative - Recount, Argument - Recount, Written Discussion

………….page 44 ………….page 60 ………….page 68


Scale 6 Anna Hai

- Narrative, Explanation - Recount, Retell of Narrative

………….page 79 ………….page 88


Scale 7 Barbara - Narrative, Explanation …...…….page 101

Some key differences between Scales 7 and 8 ………...page 109

Scale 8 Anh Annette

- Narrative, Explanation - Recount, Procedure

………...page 112 ………...page 120

Some key differences between Scales 8 and 9 ………...page 128

Scale 9 Natasha Luke

- Narrative, Information Report - Personal Recount

………...page 131 ………...page 140



INTRODUCTION

This document, The ESL Scope and Scales Moderated Evidence: Primary 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 Primary Years (Year 3 to Year 5) Band, by providing sets of student evidence, with commentary, for each of the nine ESL Scales of this Band.

Primary Years Band Year Level 3 4 5 ESL Scales 1 2 3 4 5 6 7 8 9

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 names used in this document are not the students’ own names. All the students are of non-English speaking background.

The moderation process used in the development of this document:

• The writers analysed and assessed sets of student work in relation to the ESL Scope and Scales, using the proforma Evidence for Scaling.

• The writers 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 project co-ordinators reviewed the analysis and commentary 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 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. In its Introduction the ESL Scope and Scales indicates an appropriate range of texts for each Band. For the Primary 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 (taxonomic and descriptive), sequential explanation, argument, procedure.

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.

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

Who requires ESL support?

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

• Year 3 at Scale 7 does not require targeted ESL support.



Year Level 3 4 5 Standard 1 2 ESL Scales 1 2 3 4 5 6 7 8 9 Year 3 Year 4 Year 5

However, a student working at the appropriate ESL Scale for the Year level will continue to need and benefit from 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: Primary 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 Primary Years Band: Sue Russo Salisbury North R-7 School Carole Loveder Mansfield park Primary School Lesia Zubjuk Magill Primary School Carmen Liddane Highgate Primary School Giuseppe Mammone Cowandilla Primary School

With the support of: Juliana Martino Catholic Education, South Australia Deb Rees DECS, South Australia



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

uses basic formulaic expressions to begin the text

2

builds cohesion:

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

uses: my, me

understands: that, those

joins clauses to expand information:

• linking conjunctions: and, then, but

• binding conjunctions: because, when

and

ESL Scales Commentary Scale 1

Varguq’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 Outcome 1.1: Interacts in highly structures 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

Copies the sub-headings of the report.

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.

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.

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.

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 of the achievement of an Outcome and/or to extend the student.



SOME KEY DIFFERENCES BETWEEN SCALES 1 AND 2

GENRE: Outcome 1.1 Outcome 2.1 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.

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.

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 recorded 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.



Miriam: BEGINNING LETTERS “O”

MIRIAM New Arrivals Program

Year 3

Teachers Comments:

The student wrote own name (deleted for confidentiality) onto the worksheet and wrote from left to right.




Miriam: BEGINNING LETTERS “O” Language Key features and examples Student examples of evidence

Scale


schematic structure organises the text: • conjunctions: Secondly, Finally, In addition • phrases of time, place, manner: Yesterday, At

church, With a knife • topic words: Snakes • action verbs (in procedures): Slice, Boil • layout: subheadings, pictures, diagrams builds cohesion: • reference items: my, it, him, this, there, the • vocabulary patterns:

− synonyms / antonyms − words that go together: change a tyre − classification: motor vehicles: sedans,

hatchbacks, utilities − composition (whole-part): motor vehicles:

wheels, tyres, engine, seat belt • conjunctions to join sentences or paragraphs

of a text: However, Therefore joins clauses to expand information: • linking conjunctions: and, or, so, and then • binding conjunctions: because, if, as, when • relative clauses: Perth, which is the capital,.. level of scaffolding

• layout: copies “O” words on flashcards as laid

out on desk student given “O” words on flashcards to copy

1

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, the children living in the city

comparatives: • funnier, slower, more beautiful, best nominalisations: • likelihood, growth, development, beauty, risk,

government, ability verbs: • action: subtract, divide, peered, scanned • mental (sensing): knew, think, believe • saying: said, laughed, shouted • relational: are, became, has • verbal groups: want to play • phrasal verbs: look it up, put up with circumstances and clauses: • when: on Sunday • where: at the sign • how: carefully, with a fine brush, like a leopard • with whom, what: with my friend • why: because it is late, because of the rain topic specific / technical vocabulary: • consume, diet direct and reported speech: • direct: She said, “I am going home.” • reported: She said she was going home.




Miriam: BEGINNING LETTERS “O” Language Key features and examples Student examples of evidence

Scale

Tenor: Language for interacting with others

speech functions: • statements • questions • offers • commands subjectivity / objectivity: • subjective: I believe • objective: It is possible modality: • certainty: perhaps, will, has to be, think, reckon • obligation: must, should, could interpersonal meaning: • feelings, attitudes: It’s beautiful, I like you,

very, excellent, best, naughty, rude, well-behaved, just, only, luckily

• idioms, colloquialisms, humour • names to refer to people appropriate tenor for the context

Mode: Language for creating spoken and written texts

foregrounding: • abstract elements: The habitat of the snakes • non-human elements: The lathe • phrases and clauses time, place, manner • human elements: specific We, general People • action verbs: Draw appropriateness of foregrounding coherence: • introduction, topic sentences and the links

between them primary and secondary tenses: • primary: simple past, present, future • secondary: was sleeping, wanted to go active / passive voice: • active: The winds flamed the fire. • passive: The fire was flamed by the wind. 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, commas, speech marks, apostrophes, links to intonation

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

light, layout, tables, spoken text and print text

• handwriting: copies words from flash cards,

with identifiable letter formation, writing from left to right

frames words to represent the shape of the cards

1



ESL Scales Commentary

Scale 1

Miriam’s texts provide evidence contributing mostly to Scale 1. As a Year 3 student assessed as working within Scale 1 Miriam 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 very short groups of words directly associated with a visual representation of the words

Copies the words on the flashcards.

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)

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 on the worksheet.

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 task of copying flashcard words.

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

Limited to copying words.

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 from left to right, with appropriate letter formation.

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



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



• jointly constructs and copies short, basic examples of English


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 limited 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



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

GENRE: The sets of evidence from Miriam and Tanya show the very early stages of understanding English. Miriam is working very much at the letter and by word level (Scale 1) however Tanya organises groups of words in meaningful order and participates in a basic highly formulaic spoken exchange depending on memorised segments. (Scale 2)

FIELD: Although both students are copying written words Tanya’s work shows some understanding of meaning as she has organised groups of words into a meaningful and correctly ordered sentence. Through both her written and oral texts she demonstrates that she is able to understand and organise every day vocabulary orientated to the school and home environment. (Scale 2)

TENOR: Miriam and Tanya are able to participate in classroom routines (Scale 1) but Tanya is able to use formulaic expressions to communicate. (Scale 2)

MODE: Miriam demonstrates basic conventions appropriate to printed English such as writing from left to right (Scale 1) Tanya is able to copy groups of words into a meaningful sentence. (Scale 2)



TANYA: RECOUNT

TANYA New Arrivals Program

Year 3




Tanya: RECOUNT Language Key features and examples Student examples of evidence

Scale








has a title and follows with a sentence describing an event starting with an expression of time • time: On Sunday • reference: I copied from cards with phrases relevant to the topic (On the weekend, On Saturday, played with my toys) to compose the sentences

2






• my toys • action: played • with what: with my toys • Saturday, played, toys, weekend.

2




Tanya: RECOUNT Language Key features and examples Student examples of evidence

Scale





constructs a basic statement

1



between them primary and secondary tenses: • primary: simple past, present, future • secondary: was sleeping, wanted to go active / passive voice: • active: The winds flamed the fire. • passive: The fire was flamed by the wind. print conventions: • handwriting: letter formation, spacing,

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





• time: On Saturday • simple past: played • handwriting: forms most letters correctly, puts

spaces between words but some spaces are too large

• punctuation: uses capital letters appropriately for On Saturday and On the weekend, misses fullstops, uses unnecessary line breaks

2/3



Tanya: ORAL RECOUNT

Transcript of Morning Talk

Teacher: What did you do last night, Tanya?

Tanya: Last night….I….watch television read a book went shopping brush my teeth.

TANYA New Arrivals Program

Year 3




Tanya: ORAL RECOUNT Language Key features and examples Student examples of evidence

Scale



church, With a knife • topic words: Snakes, Boil • action verbs Slice, Boil • initiate and close interactions: less formulaic,

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

− synonyms/antonyms − words that go together: change a tyre − classification: motor vehicles: sedans,




responds to question, begins with the circumstance of time copied from the question, rather than the more usual greeting, and follows it with a series of events • time: Last night • reference: my, I the student stood at the front of the class and followed the accepted pattern of morning talks in the class, the context of the situation set the genre as a recount

2






• Last night, television, a book, my teeth • action: watch, read, brush • verbal group: went shopping • when: Last night • brush

2




Tanya: ORAL RECOUNT Language Key features and examples Student examples of evidence

Scale


speech functions: • statements • questions • offers • commands subjectivity / objectivity: • subjective: I believe • objective: It is possible modality: • certainty: perhaps, will, has to be, think,

reckon • obligation: must, should, could interpersonal meaning: • feelings, attitudes: It’s beautiful, I like you,


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

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

response appropriate tenor for the context

constructs a basic statement in response to a question information shared with peers is appropriate to context

2/3




direction • identifying and representing sounds with

letters • spelling: link to pronunciation and visual





• time: Last night foregrounding of time is appropriate for a recount • simple past: went • simple present instead of simple past: watch,

read, brush. • active: used for whole text eg I watch TV

2/3




Scale 2

Tanya’s texts provide evidence contributing mostly to Scale 2. As a Year 3 student assessed as working within Scale 2 Tanya does require ESL support.

Text in context Language 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

• Begins to write very short,

basic examples of standard Australian English by copying

• Participates in short, simple texts where there are repeated, memorisable items

Relies on using formulaic phrases in morning talk. • Copies very short, basic

examples of items relevant to immediate context

Copies phrases to communicate about home life: my toys, played. • Uses one or two

examples of pronoun reference: I, My

Add greeting, evaluation and close to basic spoken exchange. (Scales 2 and 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: toys, weekend, brush

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

Shows understanding of vocabulary related to immediate interests: played, watch, read, went, teeth, book, last night. • Uses most basic

grammatical items: article – a; pronouns – my, I

Expand vocabulary by exploring how to classify and 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 class routines

• Participates appropriately

in basic, routine spoken exchange

Participates appropriately in morning talk following class routine.

• Chooses the most common formulaic expressions at major stages of an exchange.

Chooses ‘Last night’ at the start of the talk. • Pronounces most

frequently used words, groups and phrases comprehensibly

Pronunciation in the morning talk is comprehensible.

Increase range of formulaic expressions used: Bye, Ta, Thankyou. (Scale 2) Introduce a limited range of evaluative vocabulary. (Scale 3)

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) and begins to construct segments of texts collaboratively.

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

• Follows some of the conventions appropriate to printed English when copying: o left to right and top to

bottom o some letters copied

are identifiable

Convey more complex meanings with the use of visual images: visuals for a range of activities that the student participates in. (Scale 2) Consolidate control of simple past tense. (Scales 3 and 4)



SOME KEY DIFFERENCES BETWEEN SCALES 2 AND 3 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 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 location • 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



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

GENRE: Tanya uses copied or memorised phrases of time to begin the recounts, lists a sequence of events in the oral recount and uses one or two pronoun references. (Scale 2) Thann constructs basic genres, with a high degree of scaffolding, using a greater range of pronoun references. (Scale 3)

FIELD: Tanya uses personal everyday vocabulary. (Scale 2) Thann uses mainly familiar vocabulary with some technical vocabulary. (Scale 3)

TENOR: Tanya uses key phrases to express statements. (Scale 2) Thann is able to construct simple statements with basic grammatical items and simple evaluative language to express meaning. (Scale 3)

MODE: Tanya is able to copy words and phrases with correct spacing, letter formation, and writing on the line. (Scale 2) Thann is able to organise meanings in written texts, relying less on copying. (Scale 3)



THANN: RECOUNT

THANN Year 3

A Trip to Arndale

On Sunday me and my sister buying food and toy for me. First we went to Arndale shopping

and buying solo and chips. Then we went home. Then I playing games.




Thann: RECOUNT Language Key features and examples Student examples of evidence

Scale








begins with On Sunday and continues with series of events • conjunctions: First, Then • time: On Sunday • reference: me, my, we, I • linking: and followed pattern provided by the teacher

3/4






• my sistrn (sister), toy, solo, chin (chips), Gemi

(games) • action: btine (buying), wtere (went), giny

(playing) • verbal group: went shopping • when: On Sunday • where: to Arndale, home • aNyine (Arndale)

3




Thann: RECOUNT Language Key features and examples Student examples of evidence

Scale





series of basic statements • names: my Sistrn (sister)

3








• time: On Sunday, First, Then foregrounding of time is appropriate for recount genre • simple past: wtere (went) • continuous form instead of simple past: qlny

(playing), btine (buying) • active: used for whole text eg We wtere (went) • handwriting: forms most letters accurately, has

a few letter reversals, puts appropriate spaces between word

• spelling: spells some familiar words correctly and in others uses letters which represent some of the sounds in the words eg btine (buying), chin (chips)

• punctuation: uses capitals accurately in title and for ‘Sunday’, in the rest of the text uses capitals for the start of some sentences and inappropriately at the start of some words, places two fullstops correctly and another two in the middle of sentences

3/4



THANN: ARGUMENT

THANN Year 3

All children should learn to swim because we can swim and it is safety and if children learn making

sport and safety and likes swim can swimming at a time.




Thann: Argument Language Key features and examples Student examples of evidence

Scale








begins with position and follows with supporting reasons • topic words: All children • reference: we, it • linking: and • binding: bicstope (because) independently written following a range of activities related to the task and modelling of the genre

4/5






• children, Ctelik (children), sock (sport), safety,

a (any) time • safety • action: swim • mental: liczv (likes) • relational: is • verbal groups: learn to swim, can swim, liczv

swinv (likes swimming), loin mokis (learn making)

• when: at a time (at any time) • why: bicstope (because) we can swim and It is

safety • safety, sock (sport)

3/4




Thann: ARGUMENT Language Key features and examples Student examples of evidence

Scale





series of basic statements • obligation: should learn to swim • feelings, attitude: liczv (likes), safety (safe) use of obligation establishes writer as an ‘expert’ in this argument

3/4








• human: All children, We • simple present: is, liczv (likes) • secondary: should learn to swim, can swim,

loin mockis (learn making), can swinvone (can swimming)

• active: used for whole text eg We can Swim • handwriting: forms most letters accurately,

puts appropriate spaces between words • spelling: spells some words correctly and in

others uses letters which represent some of the sounds in the words eg mockis (making), swinvone (swimming)

• punctuation: uses capital accurately for first word of sentence, uses capitals inappropriately in many of the other words

picture adds to meaning

3/4




Scale 3

Thann’s texts provide evidence contributing mostly to Scale 3. As a Year 3 student assessed as working within Scale 3 Thann does require ESL support.

Text in context Language

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 several basic genres the understanding that they have different purposes

Produces texts which have different purposes: retells main events in logical order in the recount and gives statement of position with reasons in the argument.

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

A range of activities related to the genres, and the proforma for the argument required to support student to produce texts. • Uses most basic reference items

accurately most of the time - uses basic pronouns: we, my,

me, I, it

Enhance understanding of the structure of basic genres so that there is less dependence on scaffolding. (Scale 4) Expand use of conjunctions to include ‘but’. (Scale 4) Provide opportunities to develop accuracy in use of a range of reference items in a factual genre. (Scales 4 and 5)

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 swimming and personal life. • Uses vocabulary that is mainly

commonsense and everyday but chooses some concrete technical vocabulary

Uses a few technical terms: safety, sock (sport).

• Uses very basic phrases of location: to dNyine (Arndale), home

Introduce a wider range of prepositions for phrases of location: outside, under, beside. (Scales 3 and 4) Explore how to expand vocabulary by exploring how to classify and describe by size. (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 with limited accuracy in a limited range of familiar supportive contexts

Uses simple statements in supported contexts.

• Uses basic grammatical items: - prepositions: on, for, at - conjunctions: and

• Uses a limited range of evaluative

language: liczv (likes)

Give opportunities to use articles: a, an, the. (Scale 3) Give opportunities to use adverbs such as very. (Scale 3) Encourage the accurate use of a narrow range of evaluative vocabulary to express feelings and attitudes. (Scales 3 and 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.

• Organise written texts in a logical order

Has an identifiable chronological sequence of events in the recount. Though the meaning is not very clear in the argument, the organisation is logical as it begins with a statement of position and follows with an elaboration.

• Demonstrates limited control of the primary tenses (present, past)

In addition to inaccurate spelling, uses incorrect form of verb instead of simple past, in recount: buying, playing instead of bought and played. • Spells with some accuracy many

common monosyllabic words (me, food, then, home) and spells some others based on sounds in the word (sistra, bicstop, swinvone).

Provide activities for increased control of primary tenses and their formation for most regular verbs. (Scale 4) Consolidate spelling of monosyllabic commonly used words such as went, chip, like. (Scale 4) Provide activities for increased awareness and control of print conventions such as fullstops, capitals and letter formation. (Scale 4)




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 organisation and discriminating 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




Scale 3 Scale 4

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

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




GENRE: Thann constructs basic genres, with a high degree of scaffolding, using basic reference items. (Scale 3) Jana constructs basic genres using a greater range of reference items, with a logical order in both texts. (Scale 4)

FIELD: Thann uses mainly familiar vocabulary with some technical vocabulary. (Scale 3) Jana uses a greater range of technical vocabulary with more accuracy and exapnds noun groups using classifiers. (Scale 4)

TENOR: Thann constructs statements with simple evaluative language, with limited accuracy. (Scale 3) Jana constructs statements with simple evaluative language, with some accuracy. (Scale 4)

MODE: Thann is able to rely less on copying to write brief written texts, but has control of the spelling of only some of the commonly used words. (Scale 3) Jana organises meanings in a logical order in both of the written texts, spelling most of the common words accurately. (Scale 4)



JANA: NARRATIVE

JANA Year 4




Jana: NARRATIVE

Language Key features and examples Student examples of evidence

Scale








follows the basic structure of a narrative – introduction, complication and resolution • time: On friday night • topic words: she • reference: her, she, he, the, a • vocabulary patterns:

− words that go together: police car, police coast (constable)

• linking: and independently written following a range of activities related to narrative genre

3






• a princess nemed hop (named Hope), a man

nemed frank (named Frank), her dog, secret home, the door, police coast (constable), police car

• action: nemed (named), went, played, walk

(walked), saw, run, nemed (named), bark (brake), put, live

• saying: call (called) • when: On friday night • where: to the prak (park), to hop (Hope),

secret home (to her secret home), in side, in the police car

• how: happy (happily) • with whom: with her dog • why: to play with her dog • a princess, police coast (constable), police car

4/5




Jana: NARRATIVE


Scale





series of basic, logically ordered statements • feelings, attitudes: happy (happily) • names: a princess, hop (Hope), frank (Frank),

police coast (constable)

3









• time: On friday night • human: She, he, hop (Hope), frank (Frank) foregrounding of people and time is appropriate for a narrative introduction provides setting for the sequence of events that follow, events do not elaborate on all ideas in introduction (eg princess) • simple past: nemed (named), went, saw • simple present instead of simple past: wallk

(walk), run, lock, bark (brake), call, live • active: used for most text eg she saw a man • passive: a princess nemed (named) hop, a

man nemed (named) Frank, got put • handwriting: legible, appropriate spacing • spelling: spells most common words correctly

and less familiar words with letters which represent sounds in the word eg prak (park), coast (constable)

• punctuation: uses capital letter to begin text, with ‘She’ to denote some new sentences but does not use capitals consistently to show a new sentence, no full stops used

3/4



JANA: ARGUMENT

JANA Year 4




Jana: ARGUMENT Language Key features and examples Student examples of evidence

Scale








begins with position and follows with supporting reasons • topic words: children • reference: you • vocabulary patterns:

− antonyms: cool, hot • linking: and independently written following a range of activities related to the task and modelling of the genre

3/4






• children, hats, school • safety (safe) • action: wear, get, keep • relational: be • where: at school • why: to keep cool and do not get sunburnt, to

keep you safety (safe), to not be hot • sunburnt, safety (safe)

3/4




Jana: ARGUMENT


Scale





text is one statement • obligation: should wear use of obligation establishes writer as an ‘expert’ in this argument

3/4









• human: children • secondary: should wear, do not get sunburnt • active: used for whole text eg children should

wear hats • handwriting: legible with appropriate spaces

between words • spelling: spells all words accurately • punctuation: text is one sentence, no capital at

start and no full stops at end but full stops and capitals used inappropriately within the text, line change after ‘school’ on 2nd line is inappropriate

4




Scale 4

Jana’s texts provide evidence contributing mostly to Scale 4. As a Year 3 student assessed as working within Scale 4 Jana does require ESL support.


Genre Outcome 4.1 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

Appropriately adapts writing for narrative and argument. • Organises the meanings in

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

Organises meanings in logical order in narrative and argument.

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

Organises the texts appropriately: retells main events in logical order in the narrative and gives statement of position with reasons in the argument. • Writes components of

several basic genres with less dependence on scaffolding

Independently writes texts following activities and modelling and uses a proforma for the argument. • 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: her - third person

pronouns: she, he

Enhance understanding of the structure of basic genres so that there is less dependence on scaffolding. (Scale 4) Expand use of conjunctions to include ‘but’. (Scale 4) Provide opportunities to expand range and accuracy of use of pronouns. (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 developing their knowledge of the school and community, and other personally relevant topics

Vocabulary relates to a story (about safety) and sunburn. • Uses vocabulary that is

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

Uses technical vocabulary in both texts: police coast (constable), sunburnt (sunburn).

• Uses very basic phrases of location expressing the circumstances of an event: - phrases of location

and time: to the prak (park), to hop (Hope), secret home (to her secret home), in side, in the police car, at school

• Expands vocabulary by

exploring parts of word groups and phrases that can be changed - classifiers: secret,

police, secret

Introduce a wider range of prepositions for phrases of location: under, beside, next to. (Scale 4) Explore how to expand vocabulary by exploring how to use numbers, describers and prepositional phrases in the noun group. (Scales 3 and 4)

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

• Chooses a narrow range of basic ways of expressing statements, questions, offers and commands with some accuracy when communicating independently

Writes with appropriate sentence word order in both the narrative and argument.

• Uses small range of basic grammatical items appropriately most of the time: - articles: a, the - auxillaries: should, do - prepositions: on, to,

in, with, at • Uses a narrow range of

evaluative language to express feelings and attitides

Uses evaluative terms: happy (happily).

Introduce use of adverbs such as very, so, much. (Scales 3 and 4) Expand the range of auxilliaries to include do, did, can, will. (Scales 4 and 5)




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.

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

Organises meanings in logical order in narrative and argument.

• Writes very brief examples of everyday texts

Completes a narrative and argument appropriately.

• Chooses repetitive beginnings of sentences in their own writing

Uses pronouns she and he repetitively to begin sentences in narrative. • Demonstrates some

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

In narrative uses went, saw accurately but for other verbs uses simple present instead of simple past. • Spells accurately most

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

Correctly spells words such as home, secret, door, school but spells longer words such as coast (constable), nemed (named) incorrectly. • Experiments with

punctuation Uses capitals and fullstops with varying success.

Provide opportunities for increased control of primary tenses and their formation for the most common regular verbs. (Scales 4 and 5) Provide opportunities to learn more sound letter relationships and the common spelling patterns. (Scales 4 and 5) Provide opportunities to of use of fullstops and capitals. (Scale 5)




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




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 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 •

• 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 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




GENRE: Jana’s sets of evidence shows the ability to construct basic genres using a small range of reference items and a linking conjunction. (Scale 4) Johnny’s sets of evidence show that he is able to construct texts with greater independence using a greater range of pronouns and both linking and binding conjunctions. (Scale 5)

FIELD: Jana only uses classifiers to expand noun groups and uses simple prepositions. (Scale 4) Johnny uses numbers, describers and classifiers to expand noun groups and a wider range of phrases of time and location. (Scale 5)

TENOR: Jana constructs statements with some accuracy, with a limited range of evaluative language (happily). Jana uses a small range of auxillaries (including do). (Scale 4) Johnny expresses statements and questions using a small range of auxillaries (including can) and a small range of evaluative language (including liked, love, sad). (Scale 5)

MODE: Jana shows some control of simple past tense however simple present is often used instead of simple past. Jana experiments minimally with secondary tenses. (Scale 4) Johnny has more control of simple past tense with less incidences of simple present being used instead of simple past. Johnny has more uses of secondary tenses. (Scale 5)



JOHNNY: ORAL RECOUNT

Teacher: You can say good morning to everybody.

Johnny: Good morning everyone.

Everyone: Good morning Johnny.

Johnny: My name is Johnny and I am 10 years old…and…Sunday I woke up I had breakfast…I had breakfast…then I…I play…with my brother…criket and my friend…next I…had my dinner. I ate fries… and… meat… round… like a thing.

Teacher: What colour is it?

Johnny: It’s green.

Teacher: Green peas. Is it a vegetable? Yes? Green peas, vegetables?

Johnny: Yes. After that I went to bed.

Teacher: Any questions or comments? Yes Theary?

Theary: When do you brush your teeth at night?

Johnny: um…I brush my teeth…at 9 o’clock.

Teacher: Yes Jasmin?

Jasmin: What time did you wake up this morning?

Johnny: 7 o’clock.

Teacher: Stella?

Stella: What time did you go to sleep?

Johnny: 9 to 10 o’clock

JOHNNY New Arrivals Program

Year 3




Johnny: ORAL RECOUNT Language Key features and examples Student examples of evidence

Scale



church, With a knife • topic words: Snakes, Boil • action verbs Slice, Boil • initiate and close interactions: less formulaic,

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





begins with a greeting, follows with series of events then responds to questions from the audience • conjunctions: Next, After that, then • time: Sunday • topic words: My name • initiate interaction: formulaic expression ‘Good

morning everyone’ • answer questions: answers questions from the

teacher and students • reference: my, I, it • linking: and, then modelled on other students’ presentations and supported throughout the presentation by teacher interaction

4/5






• Johnny, breakfast, my brother, cricket, my friend, dinner, fries, meat

• action: went, play, ate, brush • relational: am, had • phrasal verbs: woke up • when: Sunday, at 9 o’clock • where: to bed • how: like a thing • with whom: with my brother and my friend • fries, breakfast, dinner, meat, cricket

3




Johnny: ORAL RECOUNT Language Key features and examples Student examples of evidence

Scale


speech functions: • statements • questions • offers • commands subjectivity / objectivity: • subjective: I believe • objective: It is possible modality: • certainty: perhaps, will, has to be, think,

reckon • obligation: must, should, could interpersonal meaning: • feelings, attitudes: It’s beautiful, I like you,


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

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

response appropriate tenor for the context

constructs basic statements and understands simple yes/ no and wh- questions • comprehensible pronunciation

3




direction • identifying and representing sounds with

letters • spelling: link to pronunciation and visual





• non-human: My name, It • time: Sunday, After that, then • human: I foregrounding of time and ‘I’ appropriate to oral recount basic introduction followed by an appropriate sequence of information • simple present: am, is, brush • simple past: woke up, had, play (played),

went, ate • active: used for all of text eg Sunday I woke

up

4/5



JOHNNY: WRITTEN RECOUNT


Year 3




Johnny: RECOUNT Language Key features and examples Student examples of evidence

Scale








uses paragraphs organised by the day, with a concluding paragraph with evaluation • time: On Friday, On Saturday, On Sanday

(Sunday) • topic words: I • reference: I, my • conjunctions: Next, After theat (that), Later on

(Later) • linking: and • binding: because independent construction following teacher modelling

5/6






• the bakyard (backyard), home, my homework,

my frend (friend), the shop, dads frend (friend), my fends (friend’s) home

• action: went, play, did • mental: liked • verbal groups: went to play • when: On Friday, after school, on Saturday,

On Sanday (Sunday) • where: home, at the bakyard (backyar), to bed,

to the shop, to dad’s frend (friend), to play, to my fends (friend’s) home

• with whom: with my frend (with my friend) • why: because I went to my fends home

(friend’s home) • bakyard (backyard)

4/5




Johnny: RECOUNT Language Key features and examples Student examples of evidence

Scale





series of basic statements • feelings, attitudes: liked • names: my frend (friend), dads frend (dad’s

friend)

3









• time: On Friday, Next, After that, Laeter on

(Later on), On Sanday (Sunday) • human: I foregrounding appropriate for recount genre • simple past: went, played, did, liked • simple present instead of simple past: play • secondary: went to play • active: used for whole text eg Next I played.. • handwriting: writes legibly with appropriate

spacing • spelling: spells most familiar words correctly

and spells less familiar words according to pronunciation (frend, leter, thaet)

• punctuation: uses capital letters appropriately at the start of sentences but misses most fullstops

4/5



JOHNNY: LETTER OF THANKS


Year 3




Johnny: LETTER OF THANKS Language Key features and examples Student examples of evidence

Scale








• layout: letter formalities - date, salutation,

body, sign off • reference: the, I • linking: and written independently after class discussion and whiteboarding of key words such as Royal Adelaide show

4






• the ticket, the Royal Adelaide show, the

singing, the rides • the singing, the rides • mental: love • saying: thank • why: for the ticket • ticket, Royal Adelaide show, rides

4




Johnny: LETTER OF THANKS Language Key features and examples Student examples of evidence

Scale





appropriate use of accurately structures but simple statements appropriately subjective • feelings, attitudes: thank you, love • names: Ms Connor, Johnny use of ‘thank’ and ‘love’, appropriately expresses writer’s subjective feelings

3/4









• human: I appropriate foregrounding for letter formalities text is coherent through the letter formalities: the salutation as introduction, and opening sentences as topic sentence • simple present: thank, love • active: used for whole text eg I love the singing • handwriting: correct letter formation, spacing

and direction • spelling: accurate spelling of common words

and correct copying of more complex words • punctuation: correct punctuation, fullstops and

sentence and proper noun capitalisation effectiveness and appropriate use of letter layout, drawing supports the text and adds a personal element

4/5




JOHNNY: RETELL OF NARRATIVE






Year 3




JOHNNY: RETELL OF NARRATIVE Language Key features and examples Student examples of evidence

Scale






wheels, tyres, engine, seat belt • conjunctions to join sentences or paragraphs of a

text: However, Therefore joins clauses to expand information: • linking conjunctions: and, or, so, and then • binding conjunctions: because, if, as, when • relative clauses: Perth, which is the capital,.. level of scaffolding

begins with simple orientation and follows with a sequence of events including complication and resolution and ends with evaluation and reorientation • time: One Sunny day, the next day • reference: his (he), I, him, you, her, me (my), his, the,

my, hiy (he) • vocabulary patterns:

− composition: garden, plants, prikols (prickles) • conjunctions: then (Then) • linking: and • binding: if independently written following reading and discussion of story

5






One sunny day, the baby Blosem, her baby Blosem, the tow (two) girls, one boy, a kapet of flawers (a carpet of flowers), a dog laik a wov (like a wolf), a salt water kroodayol (crocodile), the one genrl (girl), big tribal (trouble), Mr Wintergarden garden, Mr Wintergarten fenc (fence), my sliper (slipper) • action: boy (buy), went, wocht (watched), playeb

(played), put, livs (lives), rayds (rides), lost, siy (see), haend (happened), kik (kick), play, giv (give), goy (go), push (pushed), nok (knocked), ran, cacht (caught), calm (came), throwing, kach (catch), livt (lived)

• mental (sensing): feltered (felt at), know • saying: sed (said) • relational: was, has, wos (was), ay (are), is • verbal groups: went to tel (tell), wonst (wants) to play,

went to play • phrasal verbs: luk (look) for, baunct (bounced) around • when: One sunny day, at naiat (night), the next day,

ever after • where: over Mr Garten’s back garden, aucid (outside),

away, in the garden, necst (next) door, on his krokadayal (crocodile), theruy the prikols (through the prickles), strat (straight), to Mr Wintergarden garden, to Mr Wintergarden, to the gait (gate), incayd (inside), back

• with whom, what: with her baby Blosem, with the bol (ball), with the tow gerls nd one boy (two girls and one boy), with my (me), wither (with her)

• salt water kroodayal (crocodile), kukise (cookies), sliper

(slipper) • direct: examples - Rose sed kan I play no sed the one

boy (Rose said “Can I play?” “No”, said the one boy). diyu no huys liv necst door no. (“Do you know who lives next door now?). Rose sed necst door lives Mr Wintergarden thay sedy huy has a dog laik a wov and a salt water kroodayal (Rose said, “Next door lives Mr Wintergarden. They said he has a dog like a wolf and a salt water crocodile”.)

5/6




Johnny: RETELL OF NARRATIVE Language Key features and examples Student examples of evidence

Scale


speech functions: • statements • questions • offers • commands subjectivity / objectivity: • subjective: I believe • objective: It is possible modality: • certainty: perhaps, will, has to be, think, reckon • obligation: must, should, could interpersonal meaning: • feelings, attitudes: It’s beautiful, I like you, very,

excellent, best, naughty, rude, well-behaved, just, only, luckily


series of statements with questions used in direct speech • certainty: kan I luk for (Can I look for), kan samwan

throwing my slipper bak plise (Can someone throw my slipper back please?)

• feelings, attitudes: veriy (very) sad, plise (please) • idioms, humour: haerli (happily) ever after • names: Blosem (Blossom), Mr Wintergarden more language expressing feelings and attitudes could have been used

4/5



between them primary and secondary tenses: • primary: simple past, present, future • secondary: was sleeping, wanted to go active / passive voice: • active: The winds flamed the fire. • passive: The fire was flamed by the wind. 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,

commas, speech marks, apostrophes, links to intonation

multimedia / multimodal:

• links between gestures, visual images, sound, light, layout, tables, spoken text and print text

• time: One sunny day, the next day, then • human: Rose foregrounding of time and human element is appropriate for a retell of a narrative the introduction provides a simple orientation for the remainder of the narrative • simple past: wos (was), wos (were), sed (said), ocht

(watched), playeb (played), went, put, sedy (said), lost, hapend (happened), kik (kicked), push (pushed), nok (knocked), ran, baunct (bounced), cacht (caught), cairn (came), livt (lived)

• simple present: livs (lives), has, rayds (rides), ay (are), is

• simple present instead of simple past: boy (bought) • secondary: have playeb (have played), went to tell,

wonst to play (wants to play), kan put (can put), went to play, kan siyet (can see it), have lost, wol giv (will give), can goy (can go), kan luk for (can look for), kan throwing (can throw)

despite the errors in spelling, tense beyond the most simple has been formed with some accuracy – shows awareness of irregular past tense and secondary tenses • active: used in whole text eg then Rose said to… • handwriting: mostly legible • spelling: spells some common words accurately and

uses letter / sound knowledge to support spelling of unknown words eg krokadayal (crocodile)

• punctuation: uses capital letters for names, omits fullstops at the end of sentences, does not use speech marks and commas for direct speech, omits apostrophes for the possessive Mr Wintergarten’s garden

4/5




Scale 5

Johnny’s texts provide evidence contributing mostly to Scale 5. As a Year 4 Student assessed as working within Scale 5 Johnny does require ESL support.


Key Teaching Points

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

• 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

Adapts writing for a recount, letter and narrative. • Begins to construct independently

very brief recounts, descriptions and procedures

Constructs texts independently. • Participates in short predictable

spoken exchanges In Oral Recount demonstrates ability to respond to questions from teacher and classmates.

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

examples of logically organised basic genres by writing components of them with little dependence on scaffolding: uses proformas for their texts with some confidence

Organises the texts appropriately: retells main events in chronological order in the recounts and narrative. Appropriate structure used for letter. Independently writes texts following activities and modelling and uses a proforma for the letter. • Expands information in a text by

joining clauses with − linking conjunctions: and, then − binding conjunctions: if,

because • Links elements of a text using a

limited range of language elements that help a text to hang together − uses a small range of

reference items accurately most of the time in spoken texts: my, I, it

− understands and uses reference items appropriately with some accuracy in short written texts: I, my, the, his (he), him, her, his, hiy (he)

Consolidation of the key features of the elementary written and spoken genres with less dependence on scaffolding. (Scale 5) Expand information using other linking conjunctions: but, or, so. (Scale 5)

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.

• 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 everyday common sense vocabulary but has some technical vocabulary: bakyard (backyard), rides, kukise (cookies).

• Uses a small range of phrases expressing the circumstances of an event − location and time: (includes) at

9 o’clock, On Saturday, after school, the next day, theruy the prikols (through the prickles)

− understands a wider range: with whom - with my brother and my friend, with the tow gerls nd one boy (two girls and one boy)

• Expands vocabulary by exploring

parts of word groups and phrases that can be changed − numbers: some, two, the one − describers: sunny, big − classifiers: Royal Adelaide, salt

water, Mr Wintergarden

Explore the use of a greater range of numbers, describers and classifiers in noun groups. (Scale 5) Encourage the use of vocabulary to show how something happened: quickly, slowly, carefully. (Scale 5) Practice the use of comparatives. (Scale 5)




Scale 5


Key Teaching Points

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.

• Participates in classroom discourse conventions

Greets the class appropriately at the start of the morning talk and shows understanding of the appropriate content and organisation of the morning talk. • Chooses independently a narrow

range of basic ways of expressing statements, questions, offers and command and uses them with some accuracy

Mostly has accurate sentence word order. In direct speech in the narrative shows ability to construct questions.

• Uses a range of basic grammatical items appropriately most of the time − auxilliaries: can − prepositions: on, at, with, in − adverbs: veriy (very)

• Demonstrates a good awareness

of intonation patterns of basic spoken statements, questions

Responds promptly to instructions from teacher and questions from teacher and other students in oral recount. • Chooses formulaic polite

expressions appropriately Begins recount with “Good morning everyone” and “My name is….”. • Uses a small range of evaluative

language to express feelings and attitudes: liked, love, thank, very sad

Develop use of adverbs. (Scales 4 and 5)

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

Foregrounds phrases of time in recount and narrative. • Organises the meanings in brief

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

Logical order evident in recount, letter and narrative.

• Chooses very short, basic phrases of time and place at the beginning of recount

Appropriately choose phrases of time to organise the recount and at the beginning of the narrative. • Demonstrates control of primary

tenses but inconsistent control of secondary tenses

Uses simple present instead of simple past in recount and narrative. Uses secondary tense in narrative with a large degree of success. • Spells with some accuracy

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

Spelling errors result from inaccurate identification of sounds within words. • Writes so that the texts are

generally legible − consistently leaves spaces

between letters and words − demonstrates understanding

of basic punctuation: understands fullstops and question marks

Handwriting is legible but only beginning to use fullstops in written texts.

Improve control of the primary tenses – past, present and future. (Scales 4 and 5) Improve independent spelling of words by improving awareness of spelling patterns and identification of the sounds within words. (Scale 5) Increase understanding of basic punctuation such as fullstops (Scale 4) and begin to use quotation marks. (Scale 8)



LI: RECOUNT

LI YEAR 3




Li: RECOUNT Language Key features and examples Student examples of evidence

Scale








an orientation and a series of events • conjunctions: First, And then, Next, After that,

Secondly • time: On Wednesday • reference: me, my, we, I, she • conjunctions: But • linking: and, so, then • binding: because independently written following a range of activities related to recount genre

5



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



* For Scale 5 onward only more complex noun groups cited. • new black soft closes (clothes), hot Dog Setter

(seller), some shiny toy, more cool tings (things), lots of fun

• action: travel, go, run around, saw • saying: said, cull (called) • verbal groups: what (wanted) to buy, what

(wanted) to go, have to go, what (want) to get out

• when: On Wednesday • where: to Arndale, to the hot dog setter, aroud

(around) • why: Because my mum what (wanted) to buy

closes (clothes), for my dad, for dad, because she what (wanted) to get out

• Arndale, closes (clothes), shiny toy, Big W, hot

dog setter (seller) • direct: I said Holle, Ben said Holle back

5




Li: RECOUNT Language Key features and examples Student examples of evidence

Scale





series of basic statements and attempt at a rhetorical question ‘but were my mum is’ • obligation: I have to go • feelings, attitudes: los (lots) of fun • colloquialisms: cool tings (things) • names: mum, dad, my mum, Ben language choices are appropriate for recount

5








• time: On Wednesday, First , And then, After

that, Secondly • human: he (He), my (My) mum foregrounding of time and human element is appropriate to recount genre • simple past: did buy, saw, said • simple present instead of simple past: travel

(travelled), buy (bought), run (ran) • secondary: what (wanted) to buy, have to go,

what (want) to get out • active: used in whole text eg I buy some shiny

toy.. • handwriting: legible handwriting, spacing

appropriate • spelling: spells many words correctly,

inaccurate with some familiar spelling patterns closes (clothes), cull (called), were (where) and other simpler spelling patterns what (wanted), los (lots

• punctuation: fullstops and capitals mostly used correctly, misses appropriate punctuation for direct speech

4/5



LI: ARGUMENT

LI Year 3




Li: ARGUMENT Language Key features and examples Student examples of evidence

Scale

Genre:

Language for

achieving

different

purposes







text begins with a statement of position followed by some evidence, then moves to a number of unconnected statements which are not related to the statement of position • topic words: All children, I • reference: me, we, I, my, it, you, your • vocabulary patterns:

− composition: body – chest, arm • linking: and, then, so • binding: becuase (because) independently written following a range of activities related to argument genre

5

Field:

Language for

expressing

ideas and

experiences





* For Scale 5 onward only more complex noun groups cited. • All children, the swimming pool, mum and dad,

safety, stort (sport), adventure, my chest, my arm, rubbish, body, bag of hot chiep (chips), old toy

• safety, stort (sport), srong (strength) and

adventure • action: swim, play, go, eat, put, help • mental (sensing): like, felt • relational: is, get, was, make • verbal groups: have to swim, have a (to) go,

want to play • where: in the swiming (swimming) pool, in the

pool • with whom, what: with mum and dad, with my

old toy • why: because it is fun and we can play ball, to

get cool, because my chest have a go…, because it is don’t good, because we can eat outsind (outside), so we go and swim

• swiming (swimming) pool, safety, sport,

adventure, chest, rubbish, body

4/5




Li: ARGUMENT Language Key features and examples Student examples of evidence

Scale

Tenor:

Language for

interacting with

others




a series of basic statements • subjective: I like, my arm • objective: All children • obligation: should, can, have to, have a go

(has to go), are don’t to eat (are not allowed to eat)

• feelings, attitude: so happy, so (much) fun, I

like • names: mum and dad language choices in early part of text are appropriate for an argument, personal comments and recount at the end are inappropriate

5

Mode:

Language for

creating spoken

and written texts







• human: All children, I basic introduction followed by a series of personal statements (inappropriate for an argument) • simple present: is, can play, can eat, get,

swim, play, don’t eat • simple past: felt, was • secondary: learn to swim, like to swim, are

don’t (not allowed) to eat, don’t (not allowed) to put

• active: used for whole text eg I felt so Happy • handwriting: legible, spacing appropriate • spelling: spells most words correctly, misses

consonants in some words, incorrect spelling patterns in other words eg ‘swimming’, ‘becuase’

• punctuation: commences with capital letter, uses capitals inconsistently in rest of text, does not use fullstops except at end of text

4/5




Scale 5

Li’s texts provide evidence contributing mostly to Scale 5. As a Year 3 student assessed as working within Scale 5 Li does require ESL support.


Key Teaching Points


• 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, personal recount, procedure and report

Uses most of the key features of a recount and some of an argument. • Begins to construct

independently very brief recounts, descriptions and procedures

Constructs texts independently after teacher modelling.

• 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, with some accuracy. Structures an argument with some aspects of the genre, using statement of position and elaboration. • Expands information in a

text by joining clauses with

- linking conjunctions: and, so, then

- binding conjunctions: because

• Links elements of a text

using a limited range of language elements that help a text to hang together

- uses reference items appropriately with some accuracy in short written texts

Uses pronouns and reference items with some accuracy: I, she, we, my, me, the, you, your, it.

Consolidate structure of a recount (Scale 5) and an argument. (Scale 6) Practice the use of conjunctions such as Firstly, Secondly to organise points in an argument. (Scale 6) Expand use of binding conjunctions to include when, before, after. (Scale 6)


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

Uses vocabulary to further develop knowledge of personally relevant topic such as a shopping trip, and swimming with the family as well as knowledge of the community such as the importance of learning to swim. • 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: Arndale, Big W, safety, chest, body, stort (sport).

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

- a small range of phrases of time and location: On Wednesday, to the hot dog setter (seller), in the swiming (swimming) pool

- understands a wider range: with whom, what - with mum and dad, with my old toy


exploring parts of word groups and phrases that can be changed

- numbers: lots of, All, some, more, bag of

- describers: shiny, hot

- classifiers: the hot dog seller

- prepositions: in, with, to, on

Expand vocabulary to include examples of how things happen: quickly, slowly, carefully. (Scale 5) Continue to build the use of numbers, describers, and classifiers in noun groups. (Scale 5) Expand range of prepositions used in prepositional phrases. (Scale 5) Introduce comparatives. (Scale 5)




Scale 5 Text in context Language

Key Teaching Points


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

Some accuracy with the formation of basic statements in the recount and argument. • Experiments with some

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

Experiments with modality through the use of ‘are, don’t, to eat’ to express ‘are not allowed to eat’. Experiments with rhetorical question ‘were my mum is’ to express ‘where was my mum?’

• Uses a range of grammatical items appropriately most of the time

- auxiliaries: was, can - prepositions: in, with, to,

on - adverbs: so

• Uses a small range of

evaluative language to express feelings and attitudes: los (lots) of fun, so fun, so happy, cool tings (things)

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 use of adverbs to include really, many. (Scale 5) Expand the range of language expressing modality to include might, must, maybe, I know. (Scale 6)


• Identifies the patterns in what is foregrounded in a genre and demonstrates a limited understanding that various grammatical elements can be foregrounded

• 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.

In the recount appropriately foregrounds phrases of time. The argument begins with the general human element ‘All children’ then repetitively uses I.


Appropriately chooses On Wednesday, First, Next, After that in foreground position, in the recount. • Demonstrates control of

primary tenses but inconsistent control of secondary tenses

Shows some control of primary tense with accurate form of simple past for some verbs: said, saw, had, felt, was. Several instances where past tense was not used accurately: did buy (bought), travel (traveled), run (ran). Some accurate use of secondary tense: have to go, learn to swim. Inaccuracies: what (wanted) to buy, are don’t (not allowed) to eat. • 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 ‘Hollo’ for Hello, ‘swiming’ for swimming, ‘cull’ for called and ‘ting’ for things. Errors may be based on own pronunciation and unfamiliarity with some spelling patterns. • 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. Capitals are used accurately in the recount. There is less accuracy with the argument. Some words are capitalised inappropriately – Dog Setter, Happy, Rubbish. Uses fullstops accurately in recount, but to a much lesser degree in the argument.

Continue to consolidate accuracy with past tense form of regular verbs irregular verbs and secondary tenses. (Scales 5 and 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 fullstops, question marks, speech marks and appropriate use of capital letters. (Scales 5 and 8)



XIAN: RECOUNT

XIAN New Arrivals Program

Year 4




Xian: RECOUNT


Scale








heading acts as orientation to text with events logically sequenced, one paragraph for each day • time: On friday after school, On Saturday, On

Sunday • reference: I, my, we, the • linking: and independently written following a range of activities related to recount genre

3/4






* For Scale 5 onward only more complex noun groups cited. • my uncle home, Game Spiderman, Happy

Meal, my uncle son, video Dragon Ball Z, Sunday market

• action: went, played, watched, ate, draw,

bought • phrasal verbs: woke up • when: On Friday after school, On Saturday, On

Sunday • where: home, to my uncle home, to Happy

Meal, to bed, (to) the shop, (to) bed, to Sunday market, to the sea

• with whom: with my uncle son • Game Spiderman, Happy Meal, video Dragon

Ball Z, Sunday market

4/5




Xian: RECOUNT


Scale





mostly accurately structured basic statements no evaluative language used to express feelings and attitudes as could be expected of a personal recount









• time: On Friday after school, On Saturday, On

Sunday • human: I appropriate but limited foregrounding of time, repetitive use of ‘I’ • simple past: went, played, watched, ate, woke,

bought • simple present instead of simple past: draw,

play • active: used for whole text eg I went to bed. • handwriting: correct letter formation, spacing

and direction • spelling: spells accurately throughout the text • punctuation: accurate use of fullstops and

capitalisation of proper nouns and at the start of paragraphs, a few words inappropriately capitalised (Draw, Shop)

4/5



XIAN: WRITTEN DISCUSSION

XIAN New Arrivals Program

Year 4




Xian: WRITTEN DISCUSSION Language Key features and examples Student examples of evidence

Scale








omits introductory statement but does present arguments for and against and then a concluding statement, showing evidence of appropriate structural organisation of a discussion • layout: table headings, symbols and numbers

organise arguments for and against • reference: I, we, the, that • linking: and • binding: because, if • projection: everyone know that… students brainstormed points for and against and were given the table with the headings to guide their writing

5






* For Scale 5 onward only more complex noun groups cited. • colour code, the same colour, that colour,

Salisbury North R-7 school, the marker of Salisbury North R-7 school, student in school

• marker • action: wears, costs, find • mental (sensing): like, believe, know (knows) • saying: says • relational: is, be, are • verbal groups: does not like • why: because if someone is lost we can find

them, because everyone is the same colour, because some one does not like that colour, because it is safety for student in every school and everyone know that we are student from Salisbury North R-7 School

• colour code, marker

5/6




Xian: WRITTEN DISCUSSION


Scale





series of statements • subjective: I like, I believe • objective: if everyone, colour code is, colour

code will be, It is safety • certainty: will be, everyone know (knows), can

find • feelings, attitudes: I like, I believe, bad, boring,

good vocabulary choices position the writer in the place of a novice expressing both positions in the discussion in a familiar (school) context

5/6









• non-human: Colour code • dependent clause: If everyone wears colour

code • human: I, someone foregrounding shows movement between being objective and subjective text coherence relies on the table and numbering of the reasons for and against the topic • simple present: are, is, like, wears, know

(knows), believe, costs, says • simple future: will be • secondary: does not like, can find • active: used for whole text eg Someone says... • handwriting: neat printing, correct letter

formation and spacing • spelling: spells all words correctly except

‘becuase’ • punctuation: mostly correct use of capitals to

begin sentences and for proper nouns, inappropriate capitalisation of It, inconsistent use of fullstops

list of reasons for and against are numbered and in a table and concluding paragraph builds from the ideas in the table

5




Scale 5

Xian’s texts provide evidence contributing mostly to Scale 5. As a Year 4 student assessed as working within Scale 5, Xian does require ESL support.



• 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 features of a recount and an exposition. • Begins to construct

independently very brief recounts, descriptions and procedures

Constructs texts independently following teacher modelling.

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

examples of logically organised basic genres by writing components of them with little dependence on scaffolding: uses proformas for their texts with some confidence

Structures recount with logically ordered paragraphs based on days. Structures the discussion using the format provided. • Expands information in a

text by joining clauses with - linking conjunctions: and - binding conjunctions:

because, if Uses only ‘and’ to link events in the recounts. Uses ‘because’ effectively throughout the discussion to give reasons for and against. Uses ‘because’ and ‘If’ to build more complex statements in the discussion. • 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

Accurately uses: I, my, we, the, that

Consolidate structure of basic genres including recounts and written discussions. Develop the stages of orientation and evaluation for the recount. (Scale 5) Develop the discussion genre as cohesive text particularly by using conjunctions such as First, Then. (Scale 6) Expand the range of linking conjunctions in recounts to include then, but, or and so. (Scale 5) Extend the use of binding conjunctions to include when, before and after. (Scale 6) Expand the range of phrases of time and place beyond words such as ‘On Sunday’ that can be used for foregrounding in a recount. (Scale 6)


• Uses confidently a small range of commonsense, everyday vocabulary

Everyday vocabulary includes breakfast, sea, bed, colour. • Uses with some confidence

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

Technical vocabulary includes video, safety, colour code, marker.

• Uses a small range of phrases expressing the circumstances of an event - location and time: in

school, On Friday after school, to my uncles home, to the sea, to Sunday market

- understands a wider range: with whom – with my uncle son


exploring parts of word groups and phrases that can be changed - describers: the same

colour - classifiers: The Sunday

market, my uncle son - prepositions: to, with, on

Expand vocabulary to include examples of how things happen: quickly, slowly, carefully. (Scale 5) Continue to build the use of numbers, describers, and classifiers in noun groups. (Scale 5) Expand range of prepositions used in prepositional phrases. (Scale 5) Introduce comparatives. (Scale 5)




Scale 5



• Maintains the appropriate degree of formality in a limited range of more formal, less supportive contexts.

Uses format for discussion appropriately. • Chooses independently a

narrow range of basic ways of expressing statements

Good accuracy with formation of basic statements in recount and discussion. • 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: I believe, I like,

• Uses a range of grammatical items appropriately most of the time - auxiliaries: can, does - prepositions: to, with,

for • Uses a small range of

evaluative language to express feelings and attitudes: like, believe, bad, boring, good

Experiment with use of adverbs such as really and many. (Scale 5) 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)


• 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

Foregrounds phrases of time at beginning of paragraphs in recounts. Other sentences use repetitive beginning ‘I’.


Appropriately choose phrases of time and place at the beginning of the recount. • Demonstrates control of

primary tenses but inconsistent control of secondary tenses

Shows some control of primary tense with accurate form of simple past for some verbs: went, bought, ate. Several instances where past tense was not used accurately: play (played), draw (drew). Simple future used appropriately in discussion: will, be. Simple present used appropriately in discussion: are, is, like, wears. • 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. • 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. Capitals are not consistently used correctly. Uses fullstops accurately most of the time.

Extend the foregrounding used in recounts 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). Develop subject verb agreement: everyone know (knows). Introduce more 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)




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

• participates 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 vocabulary.

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 nominalisations • begins to use simple direct speech and the

simplest reported speech




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 from 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 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




GENRE: Li constructs the recount by foregrounding phrases of time and place and sequencing the events. Li uses linking conjunctions (and, so, then) and binding conjunction (because) to form complex sentences. (Scale 5) Anna is able to write a brief example of an explanation and use a broad range of reference items to give the text cohesion. Anna uses a greater range of both linking (but) and binding conjunctions (when) to expand information. Anna also uses a conjunctions Then to organise her texts. (Scale 6)

FIELD: Li uses a limited range of everyday and technical vocabulary and describers. (Scale 5) Anna’s texts demonstrate use of numbers, describers and qualifiers to expand noun groups. Anna also attempts to use a common nominalisation in her text (life). (Scale 6)

TENOR: Li is able to write statements providing more details and names of people to expand his texts. Li uses a small range of evaluative language to express feelings and attitudes. (Scale 5) Anna uses a greater range of evaluative language. (Scale 6)

MODE: Li foregrounds time in the recount and begins the argument foregrounding the generalisation ‘All children’ before moving to a repetitive use of ‘I’. Li shows greater control of the primary tenses and some control of secondary tenses. Fullstops, capital letters and commas are used with increasing accuracy. (Scale 5) Anna foregrounds time in the explanation. She mainly foregrounds the characters in her narrative. Anna shows general control of primary tense and growing control of secondary tenses. Her sentence punctuation is correct. (Scale 6)



ANNA: NARRATIVE

ANNA Year 3




Anna: NARRATIVE Language Key features and examples Student examples of evidence

Scale








orientation (provided on the task sheet), is followed by a description of scene, complication and resolution • manner: Suddenly • reference items: there, I, it, something, the,

this, my, them, she, me, her • vocabulary patterns:

− words that go together: horse, galloping − classification: castle. a place − composition: castle, door,

• conjunctions: So, Then • linking: but, and picture stimulus and orientation provided but written independently for Primary Writing Assessment.

6






* For Scale 5 onward only more complex noun groups cited. • a beatiful (beautiful) garden, a beatiful rainbow

(beautiful rainbow), horses galoping (galloping) around, a caste (castle), a place like this, some kids in cages

• my life (life) • action: saw, get, took, seen, went, brang

(brought), folowed (followed), keep, rode • mental: (sensing): thourght (thought) • saying: told, colld (called) • relational: was, have • verbal groups: wanted to go, tried to open,

tried opening • phrasal verbs: go in, thourght (thought) about,

thought of • when: in my live (life), always • where: in it, in my pocket, out, in the castle, in

cages, out of the cages, back home, all the way home, to school

• how: suddenly • galloping, caste (castle), cages, door, locked,

key • indirect: She told me to keep her.

6




Anna: NARRATIVE Language Key features and examples Student examples of evidence

Scale





simple and compound sentences • usuality: never, always • feelings, attitudes: beautiful, even to school, I

never seen a place like this • names: cristle vocabulary choices paint a picture for the reader and indicate some of the writer’s feelings and attitudes

5/6









• non-human: A horse • time, place, manner: There, Suddenly, Then • human: I foregrounding is appropriate to narrative, though with minimal foregrounding of time and place and repetitive sentence beginnings, ‘I’ and ‘So I’ • simple past: was, saw, wanted, tried, thought,

took, went, brang (brought), followed, told, did, called, rode

• simple present: have • secondary: wanted to go in, tried opening,

(had) never seen some inaccurate subject verb agreement: there was some kids • active: used for whole text eg I thought of

something • handwriting: appropriate letter formation,

spacing (with some inconsistency) and direction

• spelling: spells most simple and common words correctly, spelling errors based on pronunciation and visual patterns. beatiful (beautiful) galoping (galloping) wonted (wanted) thourght (thought) folowed (followed) colud (called)

• punctuation: correct sentence punctuation with capitals and fullstops, no capital for proper noun cristle.

6



ANNA: EXPLANATION

ANNA Year 3

3. tadpole – 4 weeks old

3. young frog with front and back legs - 9 weeks old

3. tadpole with back legs - 6 weeks old

• Include details about the changes that happen at each stage of the life cycle of a frog.

• You should write in sentences and use paragraphs to help organise your writing.

• Pay attention to spelling and punctuation.

THE LIFE CYCLE OF A FROG




Anna: EXPLANATION Language Key features and examples Student examples of evidence

Scale








introduction (provided on the prompt) is followed by a sequence of events • conjunctions: Then • time: After two weeks • time clause: when their (they are) nine weeks

old

• reference: they, their (they’re) • vocabulary patterns:

− words that go together: hatch eggs − classification: eggs, tadpoles, adult − composition: front and back legs

• conjunctions: Then • binding: when flow chart of life cycle and table of information provided on task sheet but written independently for Primary Writing Assessment.

6






* For Scale 5 onward only more complex noun groups cited. • six days, their eggs, four weeks, back legs,

front and back legs, an adult • action: hatch, grow • relational: are • phrasal verbs: tern into (turn into) • when: after two weeks, when their (they’re), six

days old, when their (they’re) nine weeks old • where: out of their eggs • hatch, eggs, tadpoles, adult

5




Anna: EXPLANATION Language Key features and examples Student examples of evidence

Scale





appropriately written in statements • certainty: are vocabulary choices appropriately position the writer as an objective expert

6









• time: Then, when their (they’re) six days old,

After two weeks, Then, When their (they’re) nine weeks old

foregrounding of time is appropriate to purpose of genre of sequencing events / changes text is coherent through the sequencing of events and foregrounding of time • simple present: their (they are), hatch, tern

(turn) into, grow • active: used for whole text eg they hatch out • handwriting: correct letter formation, spacing

and direction • spelling: spells most words correctly, though

many provided on the prompt, spelling errors linked to pronunciation and visual patterns: tern (turn), bake (back), adalt (adult)

• punctuation: accurate use of capitals and fullstops in all but one sentence

student was able to read and use information provided in the flow chart but information in the table was generally not included

6




Scale 6

Anna’s texts provide evidence contributing mostly to Scale 6. As a Year 3 student assessed as working within Scale 6, Anna does require ESL support.


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 an explanation and a narrative. • Organises with some

confidence brief written texts in a logical order

Texts have a logical order appropriate to the genre. • 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

Independently writes a narrative and an explanation. • Reads longer, clearly

illustrated sequential explanations and begins to write and draw brief examples of life cycles

Uses life cycle text to construct a simple explanation.

• Identifies a small range and uses a limited range of significant language features that organise the text:

- places phrases of time and place in the front in recounts and narratives

- uses conjunctions that organise texts: Then

Foregrounds phrases and dependent clauses of time in explanation. • Expands information in

a text: - chooses a range of

linking conjunctions to form compound sentences: and, but

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

• 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

Uses appropriately and accurately: there, I it, something, the, this, my, them she, me, her, they.

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.

(Scales 6 and 7) Focus on phrases of time and place to organise narratives. (Scale 6) Expand the range of linking conjunctions: or, so, and then and binding conjunctions: because, before, after and if. (Scale 6 and 7) Teach meaning and difference between their and they’re: there is not a reference item.




Scale 6


Key Teaching Points

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

Technical vocabulary includes galloping, caste (castle), hatch, tadpoles. • Identifies some of the key

vocabulary in a spoken, written and simple visual text to construct a summary.

Draws on key vocabulary in visual life cycle text to construct a simple written life cycle.

• Uses, in literary texts, a small range of vocabulary expressing:

- actions: followed, rode, tried to open

- feelings and attitudes: I thought, beautiful

- circumstances: in my pocket, out of the cages, all the way home, suddenly

Includes these expressions in the narrative. • Identifies and chooses a

range of vocabulary to expand short noun groups:

- numbers: some kids in a cage, six days, four weeks

- describers: a beautiful garden

- classifiers: front and back legs

- qualifiers: Horses galloping around, a place like this, some kids in a cage

• Uses a limited range of

nominalisations: An attempt: my live (life)

• Begins to use simple

reported speech: she told me to keep her

Expand the range of describers and classifiers. (Scales 6 and 7) Model, teach and encourage use of comparatives: nasty, nastier, nastiest and bad, worse, worst. (Scales 6 and 7) Explore nominalisations through reading and modelling and encourage use in writing. (Scales 6 and 7)

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 language choices to write an objective factual explanation and a subjective non-factual narrative. • Maintains the appropriate

degree of formality in a limited range of more formal, less supportive contexts

Maintains a consistent level of technicality in a simple sequential explanation.

• 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 explanation and narrative. • Understands a small range

of language elements expressing modality and uses appropriately a limited range: never, always

• Uses a range of evaluative

language to express feelings and attitudes: beautiful, even to school, I never seen a place like this.

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)




Scale 6


Key Teaching Points

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 sequential explanation is for time to be foregrounded

Written explanation uses words, phrases and clauses of time in foreground position.

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

In sequential explanations foregrounds conjunctions, phrases and clauses of time: Then, When their (they’re) six days old, After two weeks, When their (they’re) nine weeks old. • Demonstrates control of

primary and secondary tenses

Controls primary tenses (past and present) and the past tense form of most common irregular verbs: did, went, saw, took, told, rode. Begins to controls secondary tenses: wanted to go in, tried opening but inaccurately writes never seen (I had never seen). • Spells with greater

accuracy most words learned in the classroom and spells others based less on their own pronunciation and more on visual patterns: tern (turn), bake (back), adalt (adult)

• Writes so that texts are

clearly legible Consistently and appropriately puts uniform spaces between letters and words, has legible letter formation and uniform print size. • Begins to use basic

punctuation appropriately

Mostly uses correct sentence punctuation: fullstops and capital letters.

Extend understanding of foregrounding by beginning to use more complex phrases of time at the beginning of a recounts and narratives: In the nineteenth Century. (Scale 7) Extend the control of secondary tenses to include present perfect tense: had never seen. (Scale 7) Consolidate control of simple past of irregular verbs: teach irregular form of bring (brought). (Scales 6 and 7) Encourage accurate copying of words provided or displayed: adult. Expand knowledge of punctuation to include use capitals for proper nouns eg names of people, pets. (Scale 7)



HAI: RECOUNT

HAI New Arrivals Program

Year 5




Hai: RECOUNT Language Key features and examples Student examples of evidence

Scale








• time: On Friday, On Saturday, On Sunday • topic words: My Weekend • reference: I, my, we • conjunctions: Next, Soon after, Later, Soon,

Finally, Moment later • binding: because • relative clause: shower which was soothing,

dinner which was superb, breakfast which was splendid

independently written after teacher modelling of recount genre

7/8






* For Scale 5 onward only more complex noun groups cited. • my friend house • action: went, had, played, watched • relational: was • verbal groups: went to sleep • phrasal verbs: woke up • when: On Friday after school, after my shower,

Soon after, Later on, Finally, On Saturday, at 7.24, moment later, Soon, Afterward, Next, After, On Sunday, at 8.47

• where: home, to the shop, to the Sunday market,to the shop

• how: by bus • with whom: with my friend • why: to bought (buy) toy, because I played game

with my friend • luscious, Afterward, Moment later

5




Hai: RECOUNT Language Key features and examples Student examples of evidence

Scale

Tenor:

Language for

interacting with

others




a series of basic statements • feelings, attitudes: luscious, soothing, superb,

splendid, fun • names: friend language choices are appropriate for a personal recount

6

Mode:

Language for

creating spoken

and written texts








• time: On Friday, Next, Soon after, Finally, On

Saturday, Soon, Afterward, Later on, Soon, On Sunday

foregrounding of time appropriate to recount genre • simple past: went, had, played, watched, was • active: used for whole text eg I went home • handwriting: legible, spacing appropriate • spelling: accurate except for missed ‘s’ on

Afterward, Moment • punctuation: full stops, capital letters and

commas used accurately

5/6



HAI: RETELL OF NARRATIVE





HAI

New Arrivals Program Year 5




Hai: RETELL OF NARRATIVE Language Key features and examples Student examples of evidence

Scale








no title, brief orientation followed by complication, resolution, ending not defined clearly • time: One (sunny) day • topic words: Rose • reference items: there (their), his (he), I, him, you,

her, me (my), his, the • vocabulary patterns:

− word sets: wolf, crocodile • linking: and • relative clause: His do something his not do in one

year (He did something which he had not done for one year)

independently written after activities and discussion related to text

6/7





government, ability verbs: • action: subtract, divide, peered, scanned • mental (sensing): knew, think, believe • saying: said, laughed, shouted • relational: are, became, has • verbal groups: want to play • phrasal verbs: look it up, put up with circumstances and clauses: • when: on Sunday • where: at the sign • how: carefully, with a fine brush, like a leopard • with whom, with what: with my friend • why: because it is late, because of the rain topic specific / technical vocabulary: • consume, diet direct and reported speech: • direct: She said, “I am going home.” • reported: She said she was going home.

* For Scale 5 onward only more complex noun groups cited. • One sunny day, Rose (Rose’s) family, their

neighbour, scary strory (story), a dog like a wolf, Mr Wintergarten’s back garden, Rose (Rose’s) garden. Some flower (flowers), some hot cake (cakes), Rose (rose’s) ball, his slipper

• action: went, hear, ried (ride), eat, ckid (kicked)

come, brought (brought), go, pushed, open, saw, is, bringt (brought), look, cleard (glared), sit (sat), see (saw), fly, get, throuth (threw), noght (knocked)

• mental (sensing): hope, • saying: said, ask • relational: have, be, is • verbal groups: can (I) have, • phrasal verbs: put up, ask for, clear of (off),

pushed back • when: One sunny day, at night, soon, in one year • where: to the new house, ove (over), Mr

Wintergarten’s back garden, to Mr Wintergarten’s house, (a) the door, at her, back, in (on) the steps (steps), over the Rose house

• neighour (neighbour), cleard (glared), slipper • direct: examples:

The children said his have a dog like a wolf his have a crocodile his reid crocodile at night his eat chidens. Rose said, Don’t be scary Blossom. (The children said, “He has a dog like a wolf. He has a crocodile. He rides his crocodile at night. He east children. Rose said, “Don’t be scary Blossom.”)

5/6




Hai: RETELL OF NARRATIVE


Scale





series of statements which retell narrative in a logical and sequential manner with use of questions in dialogue • certainty: can I have my ball back, I hope so • feelings, attitudes: scary, cleared (glared) • idioms, humour: ho (who) the devil is that? • names: children, neighbour, mum, Mr

Wintergarten, Rose, Blossom, family more language expressing feelings and attitudes could have been used

5









• time: One sunny day, then • human: Rose, Mr Wintergarten, The chidrems

(children), His (He) foregrounding of time and human elements is appropriate to a retell of a narrative the introduction provides a simple orientation for the remainder of the narrative • simple past: went, put up, sent, ckid (kicked),

brought (brought), pushed, saw, noght (knocked), cleard (glared), throuth (threw)

• simple present instead of simple past: hear, have, ask, give, look, go do, open, sit, fly

• simple present: reid (rides), eat (eats), hope is • secondary: don’t be, don’t come (go), the gate

is one year is not open (the gate has not been opened for one year), I bring you some flower (I have brought you some flowers), no-one bringt flower (No-one has brought me flowers)

• active: used for whole text eg Rose put up the

picture • handwriting: legible handwriting and

appropriate spacing between words • spelling: spells most common words

accurately, errors due to incorrect attempt at spelling pattern eg throuth (through), bringt (brought)

• punctuation: mostly uses capitals and fullstops appropriately, does not use question marks or speech marks for direct speech, uses apostrophe for possessive (Wintergaten’s)

5/6




Scale 6

Hai’s texts provide evidence contributing mostly to Scale 6. As a Year 5 student assessed as working within Scale 6, Hai does require ESL support.


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 an explanation and a narrative. • Organises with some

confidence brief written texts in a logical order

Texts have a logical order appropriate to the genre. • Constructs collaboratively

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

Independently constructs a recount and narrative.

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

place in the front in recounts and narratives: One Sunny day, On Friday, On Sunday

- uses conjunctions that organise texts: Next, After, Soon after, Finally, Soon, Afterward

• Expands information in a text:

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

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

• Links elements of a text using

a narrow range of language elements that make the text hang together - uses pronouns: his (he),

there (their), I, him, you, her, his

• Understands and uses a range

of reference items (the) appropriately and accurately most of the time in short written texts: a dog, the dog

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: or, so, and then and binding conjunctions: because, before, after and if. (Scales 6 and 7) Teach meaning and difference between their and they’re: they’re not a reference item.

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: home activities

Draws on key vocabulary in narrative to retell narrative.

• Uses, in literary texts, a small range of vocabulary expressing - actions: pushed, brought,

threw, played, went - feelings and attitudes: hope - circumstances: at night,

over Mr Garten’s back garden, after school, my friend house

Includes these expressions in the narrative and recount. • Identifies and chooses a range

of vocabulary to expand short noun groups: - numbers: some hot cake - describers: scary story - classifiers: Sunday market - qualifiers: dog like a wolf

• Begins to use simple direct speech

Mr Wintergarten said ho the devil is that. Rose said is me Rose some next door. (Mr Wintergarten said, “Who the devil is that?” Rose said, “It is me, Rose, from next door.”)

Expand the range of describers and use of classifiers. (Scales 6 and 7) Model, teach and encourage use of comparatives: nasty, nastier, nastiest and bad, worse, worst. (Scale 7) Develop accuracy in using punctuation for simple direct speech. (Scale 8) Look at forms of adjectives scary / scared.




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

Chooses language appropriate for a personal recount and narrative.

• Understands a small range of language elements expressing modality and uses appropriately a limited range: can

• Uses a range of evaluative

language to express feelings and attitudes: scary, fun, friend

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 to be foregrunded

• Chooses short, basic phrases of time and place at the beginning of recounts or narratives: One sunny day, On Friday, On Saturday

• Demonstrates control of

primary and secondary tenses - controls primary tenses and

the past tense form of most common irregular verbs: simple past - pushed, kicked, said, went, was, brout (brought), throuth (threw)

- begins to control secondary tenses: wanted to go in, tried opening, the gate is one year is not open (for the gate has not been opened for one year), scary to go in for (was scared to go in)

• Spells with greater accuracy

most words learned in the classroom and spells others based less on their own pronunciation and more on visual patterns, word lists or dictionaries

Shows attempt at use of visual patterns: throuth (through), bringt (brought), ckid (kicked) • 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, capital letters and comas with high degree of accuracy.

Extend understanding of foregrounding: begin to use phrases of time such as “In the nineteenth Century” at the beginning of a recounts and narratives. (Scale 7) Extend the control of secondary tenses: I’ve wanted to go there (Scale 7) Teach irregular form of past tense verbs: bring – brought, throw – threw and to use infinitive form after ‘to’. Focus on use of apostrophes to show possession. (Scale 8) Expand knowledge of punctuation so that begins to use commas, quotation marks, question marks for direct speech. (Scale 8)




Scale 6

Scale 7

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..

Outcome 7.1 Communicates in a range of social situations and a narrow range of educational genres, and reflects on these in an elementary way.

Text in Context

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

• participates in casual conversation about familiar topics with familiar people

• constructs collaboratively short oral and written texts

• reads longer clearly illustrated sequential explanations and begins to write and draw brief examples

• organises with some confidence brief written texts in a logical order

• begins to independently construct very brief examples of elementary genres

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

• participates with some confidence in casual conversation about familiar topics with familiar people

• constructs with some confidence oral and written examples of elementary genres having a number of stages or a series of events

• constructs brief oral and written arguments • organises the meanings in short, simple

paragraphs • writes simple, repetitive poems based less on

modelled language • reads longer, more complex illustrated sequential

explanations and begins to write and draw brief examples with confidence

Language • 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 9definite article and pronouns) accurately most of the time in spoken texts and written texts

• identifies a range of discriminating features of elementary features

• identifies and uses a limited range of significant linguistic features that organises a text

• expands information using linking conjunctions – if, when, after

• uses a range of reference items accurately most of the time in spoken texts and reads reference items accurately in longer texts

FIELD:

Outcome 6.2 Understands and uses a small 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.

Outcome 7.2 Understands and uses common vocabulary that constructs everyday, non-technical fields and has a tentative control of a narrow range of technical fields.

Text in Context

• 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

• uses English student dictionaries confidently

• communicates confidently with peers in informal contexts about a range of personally relevant topics

• demonstrates a limited understanding of vocabulary that develops their knowledge beyond personal and school experiences

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

• demonstrates understanding of more than one meaning of a wide range of familiar words

• uses English student dictionaries and begins to use a thesaurus

Language • 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 reguar 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

• uses a range of vocabulary expressing actions, participants within noun groups and phrases giving circumstances

• constructs noun groups using a narrow range of describers (new man) classifiers (new security man) and short prepositional phrases as qualifiers

• uses a wide range of comparatives of regular two syllable adjectives ending in y, a small range of three syllable examples and irregular examples

• uses a small range of common technical vocabulary

• understands and uses a narrow range of common nominalizations

• uses with some accuracy, simple direct and reported speech

• understands the idea of acronyms such as Qantas




Scale 6

Scale 7

TENOR:

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.

Outcome 7.3 Participates with some measure of confidence and critical awareness in a small range of familiar contexts, using small range of grammatical structures accurately.

Text in Context

• participates appropriately in classroom conventions: stands to present views and responds appropriately to views different from 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

• begins to take on the role of welcoming, introducing and thanking speakers and reads aloud simple, formal language

• choses and uses accurately a small range of basic ways of expressing questions, offer and commands

• understands and uses a range of language elements that express modality in a narrow range of formal and informal situations

• begins to use a strictly limited range of idioms with some confidence

• demonstrates with increased confidence a critical awareness of variation according to context

Language • 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

• experiments with how meanings are varied by changing intonation, meaning and volume when reading aloud

• uses a range of yes / no questions and wh – questions (Who did you go on the boat with?) with some accuracy

• chooses with some accuracy elementary expressions of modality such as could, may, perhaps

• begins to understand how vocabulary choice is linked to context, such as abdomen, stomach, tummy, belly

• chooses a strictly limited range of colloquial and idiomatic language

• plays with the language in a small range of ways for humorous effect

• uses a small range of evaluative vocabulary to express feelings and attitudes

MODE:


Outcome 7.4 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

• communicates appropriately some of the time using various media

• reads with confidence a range of handwritten texts • identifies the patters 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

• identifies what is placed at the front or foregrounded in a genre and begins to use foregrounding independently and appropriately in a limited way

• communicates appropriately some of the time using another medium such as a telephone

• identifies and discusses in elementary ways the meanings made in a range of multimodal texts, discussing for example the links between illustrations and verbal texts

Language • reads texts with different handwriting, front 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

• begins to use phrases of time at the beginning of recounts, actions at the beginning of procedures and personal pronouns in practical reports

• demonstrates understanding of spoken language being presented in texts as quoted or reported speech

• shows control of primary tenses and past tense of the most common irregular verbs

• spells accurately most words learned in the classroom and uses a range of strategies such as visual pattern and word lists

• demonstrates understanding of the common punctuation marks




GENRE: Anna is able to write a brief example of an explanation and use a broad range of reference items to give the text cohesion. Anna uses linking (but) and binding conjunctions (when) to expand information and conjunctions (Then) to organise her texts. (Scale 6) Barbara uses a greater range of linking and binding conjunctions. (Scale 7)

FIELD: Anna’s texts demonstrate use of numbers, describers and qualifiers to expand noun groups. Anna also attempts to use a common nominalisation in her text (life). (Scale 6) Barbara’s noun groups combine describers and classifiers. Barbara also uses direct speech. (Scale 7)

TENOR: Anna uses evaluative language and a small range of terms of modality. (Scale 6) Barbara uses a greater range of both evaluative language and terms of modality. (Scale 7)

MODE: Anna foregrounds time in the explanation. She mainly foregrounds the characters in her narrative. Anna shows general control of primary tense and growing control of secondary tenses. Her sentence punctuation is correct. (Scale 6) Barbara shows better control of secondary tenses. (Scale 7)



BARBARA: NARRATIVE

BARBARA Year 5




Barbara: NARRATIVE Language Key features and examples Student examples of evidence

Scale








orientation provided in prompt, following which the student has provided description of scene, complication and resolution. • time: Then • topic words: The boy, He • non-human: It • reference items: the, he, there, his , I, you, him, it • vocabulary patterns:

− synonyms/antonyms: shop, store − words that go together: safe and sound − composition: door, keyhole

• conjunctions: But • linking: and, for (so), so, but • binding: when, if, where • projected: he was scared if (that) the monster will open

the big, ugly door, He thought he should hop out of the basket

picture stimulus and orientation provided but written independently for Primary Writing Assessment

7






* For Scale 5 onward only more complex noun groups cited. • his tiptoes, a three headed moster (monster), the big

ugly door, a basket where there was lots and lots of clothes

• life • action: moving, stood, peered, saw, open, torched

(touched), ran, hide, see, hided (hid), find, eat, hop, following, went, stayed, grab

• mental (sensing): thorght (thought), like • saying: said, tell • relational: was, am • verbal groups: was going to eat • phrasal verbs: hop out of • when: when he torched the door, again, all the time

when the monster was going to eat me, later, after • where: through the keyhole, in the keyhole, in a bascket

(basket) where there was lots of lots of clothes, in a bus, in (into) a shop, in the shop, from the store, where I am know (now)

• how: as silently as a shadow (provided in prompt), on his tiptoes

• why: if (that) the monster will open the big ugly door, for (so) the monster doesn’t see him, for he doesn’t see him, for his life

• keyhole, door, monster • direct: the monster said “if I find you I will eat you.”

7/8




Barbara: NARRATIVE


Scale





appropriately written in simple, compound and complex statements appropriately subjective in the second person (he stood there) but changed to first person in last paragraph (I didn’t like it) • certainty: will eat • obligation: should hop out • feelings, attitudes: scared, ugly, just, fun, didn’t

like, grab • idioms, humour: hop out of, ran for his life vocabulary choices to some degree paint a picture for the reader and reveal some of the author’s feelings and attitudes which is appropriate to the genre, however direct address to reader in final paragraph is inappropriate

7/8









• abstract elements: It (referring to incident) • time: Then, when he torched the door • human: The boy, He, Neither he (or the

monster), I • conjunction: But foregrounding of characters and time is appropriate to genre of narrative, though foregrounding of time and place is limited text is coherent through its simplicity and logical sequencing of events, concluding paragraph changes to first person and interacts with reader, with some loss of appropriateness • simple past: stood, peered, saw, was, torched

(touched), opened, ran, hided (hid), was (were), thorght (thought), closed, stayed

• simple present: find • simple present instead of simple past: hid,

grab • simple past instead of simple present: ran • simple future: ran • secondary: was moving, dosen’t (wouldn’t)

see, was following, was going to, didn’t like, should hop out of

inconsistent accuracy with both primary and secondary tenses • active: used in whole text eg I will eat you. • handwriting: appropriate letter formation, and

direction • spelling: most common words spelt correctly,

errors based on pronunciation and inaccurate spelling patterns. torched (touched),dosen’t (doesn’t), bascket (basket), thorght (thought); some words not spelt with consistency eg monster and again.

• punctuation: mostly uses capitals and full stops correctly but misses apostrophes for contractions and commas for direct speech, but uses quotation marks

7/8



BARBARA: EXPLANATION

BARBARA Year 5

3. tadpole – 4 weeks old

3. young frog with front and back legs - 9 weeks old

3. tadpole with back legs - 6 weeks old

• Include details about the changes that happen at each stage of the life cycle of a frog.

• You should write in sentences and use paragraphs to help organise your writing.

• Pay attention to spelling and punctuation.

THE LIFE CYCLE OF A FROG




Barbara: EXPLANATION Language Key features and examples Student examples of evidence

Scale








introduction (provided) is followed by sequence of stages with some description of the changes at each stage changes and a concluding statement • conjunctions: Then • time (clause): While they are growing • topic words: They (frogs), All the frogs • reference items: they, the, it, there (their)

inconsistent use of ‘they’ or ‘it’ to refer to tadpoles

• vocabulary patterns: − words that go together: eggs hatch − classification: eggs, tadpole, adult frogs − composition (whole-part): frog, legs, tails,

gills, feet, arm • conjunctions: Then • linking: for (so), and • binding: when, while flow chart and table of information provided but written independently for Primary Writing Assessment

6/7






* For Scale 5 onward only more complex noun groups cited. • long strong legs, six days, tails for swimming,

gills for breathing in water, six weeks, feet and arms, the adult frogs, all the frogs

• action: swim, harch (hatch), get, jump, shrink,

disappear, gone, breath ( breathe) • relational: have, is, goes into, turn in to (into),

be • verbal groups: make shrink, get to go, don’t

have to go • phrasal verbs: goes into • when: about when it is six days, when it is six

weeks old, while they are growing, or ready (already), when they turn into a adult, all the time, forever and ever.

• where: on land and water, in the air and in water, in the water

• how much: a little bit, a bit • why: to swim with, for swimming, for breathing

in water, for they can jump a little bit, for they don’t have to go in the water all the time

• eggs, harch (hatch), tadpole, adult frogs, land,

water, frog, legs, tails, gills, feet and arms, swimming, breathing, jump, shrink, disappear, breath (breathe)

7/8




Barbara: EXPLANATION Language Key features and examples Student examples of evidence

Scale





appropriately written in statements • certainty: about when it is six days, can be

free, use of simple present tense contributes to the authority of the information

• obligation: don’t have to • feelings, attitudes: or ready (already) gone,

good, free, for ever and ever • idioms, humour: get to go vocabulary choices mostly appropriately position the writer as an objective expert though there is some inappropriate evaluation (That is good) and narrative like features (free for ever and ever) towards the end

5/6/7









• abstract: That (referring to ability to breath in

air and water) • non-human: They (frogs), the eggs, tadpoles,

the adult frogs, all the frogs • time, place, manner: Then, Then when it is six

weeks old, while they are growing, then when they turn in to a adult

foregrounding of time and topic is appropriate to genre of sequential explanation. sequencing of changes follows appropriately from introduction (provided), inappropriate ending results in loss of coherence • simple present: have, hatch, goes, is, get,

disappear, turn • secondary: con jump, make shrink, (make)

disappear, are gone (have gone), get to go, can breathe, don’t have to go, can be

simple present is consistently and accurately used, some appropriate and accurate use of secondary tenses also • active: used in whole text eg They have long

strong legs to swim with • handwriting: correct letter formation, spacing

and direction • spelling: most words spelled correctly, though

many provided on the prompt, incorrect words based on pronunciation harch (hatch) and visual patterns breath (breathe)

• punctuation: appropriately used capitals, full stops and apostrophes

able to read and use information provided in the flow chart and incorporate information in the table

6/7/8




Scale 7 Barbara’s texts provide evidence contributing mostly to Scale 7.

As a Year 5 student assessed as working within Scale 7 Barbara does require ESL support.


Genre Outcome 7.1 Communicates in a range of social situations and a narrow range of educational genres, and reflects on these 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 range of elementary genres, such as sales transactions, personal recounts, simple narratives, procedures, descriptive reports, sequential explanations and arguments and summaries

Writes a sequential explanation and a simple narrative with identifiable features. • Constructs with some

confidence oral and written examples of the elementary genres having a number of stages or a series of events

- reads longer more complex illustrated sequential explanations, such as life cylces and begins to write and draw short examples of these with some confidence.

- organises the meanings in short, simple paragraphs in a logical order

Appropriately interprets illustrated life cycle and organises written explanation in a logical order.

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

- chooses phrases of time - uses conjunctions

In the sequential explanation uses time ‘while they are growing’ and in both texts use conjunction ‘Then’, to organise the texts. • Expands information in a text

by joining clauses - forms compound

sentences using the range of linking conjunctions: and, but, so, for (so)

- forms complex sentences using common binding conjunctions: if, when, while, where

• Uses a small range of simple

cohesive language elements that make a text hang together (ie cohesive resources)

- understands and uses a range of reference items accurately most of the.

In the two written texts used: the, he, there, his I, you, him, it, they, there (their).

Expand the range of genres student is able to write, particularly factual genres: descriptive reports, arguments and procedures. (Scales 7 and 8) Explicitly focus on phrases of time and place as an organisational feature of a narrative. (Scale 7) Expand the range of binding conjunctions to join clauses in a text: because, after, since. (Scales 7 and 8) Further extend understanding and use of a small range of relative pronouns: We come from Zagreb, which is the capital of Croatia. (Scale 8) Teach meaning and difference between ‘there’ and ‘their’, ‘for’ and ‘so’.

Field Outcome 7.2 Understands and uses common vocabulary that constructs everyday, non-technical fields and has a tentative control of a range of technical fields.

• Demonstrates a limited understanding of vocabulary constructing fields beyond immediate personal and school experiences.

Some appropriate use of vocabulary in both texts. • Demonstrates understanding of

a small range of technical vocabulary constructing a range of educational fields, such as technology or topics in science.

Uses some technical vocabulary in both the narrative and explanation.

• Constructs noun groups consisting of a narrow range of:

- describers: long strong legs, big ugly door

- classifiers: the adult frogs, a three headed monster

- short prepositional phrases as qualifiers: tails for swimming, gills for breathing in water


common technical vocabulary

Technical vocabulary includes: harch (hatch), gills, breathing, keyhole • Uses, with some accuracy,

simple direct and reported speech

In narrative uses direct speech: the monster said “If I find you I will eat you.”

Extend the use of describers and classifiers in the noun group: dusty donkey track. (Scale 8) Practice the formation and sue of comparatives. (Scales 6 and 7) Further explore the use and punctuation of simple direct and reported speech. (Scale 7)




Scale 7


Tenor Outcome 7.3 Participates with some measure of confidence and critical awareness in a small range of familiar contexts, using a small range of grammatical structures accurately

• Chooses a small range of basic ways of expressing statements, questions, offers and commands and uses them accurately

Both texts written as series of statements. • Understands a range of

language elements that express modality (i.e. degrees of certainty or obligation) and uses appropriately a narrow range in informal and formal situations

Narrow range of modality used in student’s texts.

• Chooses with some accuracy elementary expressions of modality (degrees of certainty or obligation): about when, can, don’t have to, will, should

• Begins to understand how

vocabulary choice is linked to the tenor of the context

Does not maintain consistent tenor in the explanation. • Uses a range of evaluative

language to express feelings and attitudes: scared, ugly, just, fun, didn’t like, grab, free, forever and ever

Explore the use of appropriate evaluative language to express feelings and attitudes: excellent, best. (Scales 7 and 8) Explore the use of language elements expressing modality: could, may, perhaps, luckily, I reckon (Scales 7 and 8) Explore the use of a strictly limited range of colloquialisms or idioms. (Scales 7 and 8)

Mode Outcome 7.4 Identifies and compares in elementary ways the features of spoken, written and visual texts, and constructs a small range of short written and visual texts that unfold coherently through their simplicity.

• Identifies the patterns in what is foregrounded in a genre and begins to use this understanding independently and appropriately in a limited way

Appropriate but limited foregrounding in both the explanation and narrative.

• Begins to use understanding of foregrounding (ie placing at the front):

- begins to use phrase of time: Then, Then when it is

• Demonstrates control of

choice and formation of tense for a range of verbs:

- shows control of the primary tenses (present, past, future) and the past tense form of most common irregular verbs: stood, saw, was

- shows better control of secondary tenses: was moving, would open, was following, didn’t like, don’t have to go

• Spells accurately most words

learned in the classroom and uses a range of spelling strategies, such as visual patterns, word lists or dictionaries

Most words spelt correctly with letter patterns apparent in misspelt words: harch (hatch), breath (breathe), thorgt (thought), torched (touched). • Demonstrates understanding

of the common punctuation marks and uses the most basic with some consistency:

- uses consistently capital letters, full stops and question marks

Punctuation is used with a high degree of accuracy.

Continue to consolidate the organisation of texts in simple, logically ordered paragraphs on the basis of a change of topic using a topic sentence for each paragraph. (Scale 8) Consolidate knowledge of punctuation for direct speech. (Scale 8)



SOME KEY DIFFERENCES BETWEEN SCALES 7 AND 8 Scale 7

Scale 8

GENRE:

Outcome 7.1 Communicates in a range of social situations and a narrow range of educational genres, and reflects on these in an elementary way.

Outcome 8.1 Communicates in a wide range of educational genres, and reflects on these in an elementary way.

Text in Context

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

• participates with some confidence in casual conversation about familiar topics with familiar people

• constructs with some confidence oral and written examples of elementary genres having a number of stages or a series of events

• reads longer, more complex illustrated sequential explanations and begins to write and draw brief examples with confidence

• constructs brief oral and written arguments • organizes the meanings in short, simple paragraphs • writes wimple, repetitive poems based less on

modelled language

• reflects with support on the purposes, structure and common features of a range of elementary genres

• participates with a greater confidence in casual conversations about familiar topics with familiar people

• constructs oral and written examples of the elementary genres having a number of stages or series of events

• reads long sequential explanations such as life-cycles and writes and draws simple examples with confidence

• constructs oral and written recounts, short oral and written narratives, summaries and arguments

• independently constructs story genres with a storyline and events related to the resolution of a problem

Language • identifies a wide range of discriminating features of

elementary features • identifies and uses a limited range of significant

linguistic features that organises a text • expands information using linking conjunctions –

and, but, or, so and then; binding conjunctions – if, when, after

• uses a range of reference items accurately most of the time in spoken texts and reads reference items accurately in longer texts

• identifies and uses a limited range of features that organise a text, such as sub headings in a report

• identifies clauses and expands the information in a text by joining the clauses using common binding conjunctions such as because, if, since, when and a small range of relative pronouns

• uses a range of reference items appropriately and accurately most of the time in spoken and short written texts

• reads reference items accurately in longer texts

FIELD:


Outcome 8.2 Understands and uses common vocabulary that constructs everyday, non-technical fields of personal and community interest and has a tentative control of a small range of technical fields.

Text in Context

• communicates confidently with peers in informal contexts about a range of personally relevant topics

• demonstrates a limited understanding of vocabulary that develops their knowledge beyond personal and school experiences

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

• demonstrates understanding of more than one meaning of a wide range of familiar words

• uses English student dictionaries and begins to use a thesaurus

• communicates confidently about familiar fields with peers informal contexts, remaining unsure of some field-specific vocabulary

• demonstrates a tentative control of vocabulary beyond personal and school experiences

• chooses appropriately form a narrow range of vocabulary to make delicate meanings

• writes and retells simple descriptive texts • chooses to use direct or reported speech

appropriately • uses a thesaurus with some confidence

Language • uses a range of vocabulary expressing actions, participants within noun groups and phrases giving circumstances

• constructs noun groups using a narrow range of describers (new man) classifiers (new security man) and short prepositional phrases as qualifiers

• uses a wide range of comparatives of regular two syllable adjectives ending in y, a small range of three syllable examples and irregular examples

• uses a small range of common technical vocabulary • understands and uses a narrow range of common

nominalisations • uses with some accuracy, simple direct and reported

speech • understands the idea of acronyms such as Qantas

• uses a range of vocabulary patterns for a range of writing genres from recounts to reports

• uses slightly more varied vocabulary such as verbs expressing mental process, noun groups with classifies and describers

• understands a range of common nominalisations • uses a range of common technical vocabulary • identifies key vocabulary in spoken, written and

simple visual texts to construct a simple summary • uses direct speech and simple summary • uses direct speech and simple reported speech with

a greater degree of accuracy




Scale 7

Scale 8

TENOR:

Outcome 7.3 Participates with some measure of confidence and critical awareness in a small range of familiar contexts, using small range of grammatical structures accurately.

Outcome 8.3 Participates with increasing confidence and critical awareness in a range of familiar contexts using a wider range of basic grammatical structures accurately and begins to participate appropriately in a narrow range of more formal contexts.

Text in Context

• begins to take on the role of welcoming, introducing and thanking speakers and reads aloud simple, formal language

• chooses and uses accurately a small range of basic ways of expressing questions, offers and commands

• understands and uses a range of language elements that express modality in a narrow range of formal and informal situations

• begins to use a strictly limited range of idioms with some confidence

• demonstrates with increased confidence a critical awareness of variation according to context.

• begins to understand more clearly how interpersonal meanings can be made in varying ways, for example adjusts speaking to communicate with a known adult on a serious matter

• invites, welcomes, introduces and thanks visiting speakers appropriately, relying heavily on collaboratively constructed models of formal oral language

• chooses a small range of language expressing modality (degrees of certainty or obligation) when responding to a point of view in informal contexts

• begins to use with some confidence a limited range of common colloquialisms or idioms

• demonstrates critical awareness by identifying and reflecting with increased confidence on the appropriateness of linguistic choices

• identifies stereotypes in television commercials

Language • experiments with how meanings are varied by changing intonation, meaning and volume when reading aloud

• uses a range of yes / no questions and wh- questions (Who did you go on the boat with?) with some accuracy

• chooses with some accuracy elementary expressions of modality such as could, may perhaps

• begins to understand how vocabulary choice is linked to context, such as abdomen, stomach, tummy, belly

• chooses a strictly limited range of colloquial and idiomatic language

• plays with the language in a small range of ways for humorous effect

• uses a small range of evaluative vocabulary to express feelings and attitudes

• begins to understand appropriate choice of questions and commands and language expressing modality when considering classroom and school behaviour, ‘Could you come over here please’ instead of ‘Come here’ with known adults

• uses simple forms of modality with varying degrees of accuracy such as should, could, just, only

• chooses with some confidence vocabulary appropriate for the tenor of the context

• begins to understand how meanings are varied by changing intonation, tone, volume and emphasis when speaking and reading aloud

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

MODE:

Outcome 7.4 Identifies and compares in elementary ways the features of spoken, written and visual texts and constructs a small range of short written and visual texts that unfold coherently through their simplicity.

Outcome 8.4 Identifies and compares the major features of spoken, written and visual texts, and constructs a range of short spoken and written texts that unfold coherently most of the time.

Text in Context

• identifies what is placed at the front or foregrounded in a genre and begins to use foregrounding independently and appropriately in a limited way

• communicates appropriately some of the time using another medium such as a telephone

• identifies and discusses in elementary ways the meanings made in a range of multimodal texts, discussing for example the links between illustrations and verbal texts

• discusses and understands the patterns in what is foregrounded in a genre and uses this understanding most of the time

• communicates simply, appropriately and accurately in general when using another medium such as a telephone

• identifies and discusses with slightly more confidence in elementary ways the meanings made in a range of multimodal texts, such as in discussing made in a pie graph

• demonstrates a tentative critical understanding of a range of multimodal texts, discussing the relationship between a visual text and the accompanying verbal text

Language • begins to use phrases of time at the beginning of

recounts, actions at the beginning of procedures and personal pronouns in practical reports

• demonstrates understanding of spoken language being presented in texts as quoted or reported speech

• shows control of primary tenses and past tense of the most common irregular verbs

• spells accurately most words learned in the classroom and uses a range of strategies such as visual pattern and word lists

• demonstrates understanding of the common punctuation marks

• organises texts in simple logically ordered paragraphs with a topic sentence for each one

• foregrounds simple repetitive patterns most of the time, ‘draw the eyes’, ‘with a fine brush, draw the eyes’ or ‘the leaf was put in the sun’

• demonstrates limited control with support of punctuation marks beyond the most basic, such as speech marks, commas and apostrophes




GENRE: Barbara uses a range of linking and binding conjunctions. (Scale 7) Anh begins to use relative pronouns to join clauses. (Scale 8)

FIELD: Barbara’s noun groups combine describers and classifiers. Barbara also uses direct speech. (Scale 7) Anh has a similar range of noun groups but begins to use nominalisations (Scales 7,8)

TENOR: Barbara does not have consistency of tenor in the explanation is only beginning to understand how vocabulary choice is linked to context. (Scale 7) Anh has consistency of tenor in the explanation and chooses vocabaulry with confidence. (Scale 8)

MODE: Barbara shows mostly accurate control of primary, secondary tenses, spelling and punctuation. (Scale 7) Anh shows even better control of tenses primary, secondary tenses, spelling and punctuation. (Scale 8)



ANH: NARRATIVE

ANH Year 5




Anh: NARRATIVE Language Key features and examples Student examples of evidence

Scale








orientation was provided in the prompt, followed by creation of a complication and a further complication as the conclusion • conjunctions: Later • topic words: I, It • reference items: I, it, the, you, my, everything,

me, he • vocabulary patters:

− composition: dragon, claws, eyes, horns, belly

• conjunctions: Later • linking: so, and, but picture stimulus and orientation provided but written independently for primary Writing Assessment

5/6/7






* For Scale 5 onward only more complex noun groups cited. • a big red and yellow ice breathing dragon, the

biggest claws you will ever see, the reddest evil eyes you’ll see, big yellow horns and a yellow belly frozen legs.

• biggest, reddest • action: saw, see, freezing, crying, ate, bleeding • relational: had, was, have • verbal groups: was going to eat, started

running • phrasal verbs: eat up, woke up • how: like an ice arena • ice breathing dragon, claws evil eyes horns

belly frozen legs, bleeding

7




Anh: NARRATIVE Language Key features and examples Student examples of evidence

Scale





accurate statements appropriate to purpose and use of question at the end directed to the reader effectively poses a further complication as the conclusion • feelings, attitudes: you will ever see, evil eyes,

I was crying and crying, just everything was gone

• colloquialism: belly, how come • names: mum and dad vocabulary choices paint a vivid picture for the reader and appropriately reveal the writer’s feelings and attitudes

6/7









• non-human: It • time: Later • human: I foregrounding of characters and time is appropriate to narrative genre introduction sets the scene, the text is coherent through its simplicity and sequencing of events, paragraphing indicates changing stages of text • simple past: saw, had, was woke, freezed

(froze), ate • simple present: have • simple future: will see • secondary: was freezing, was crying, was

gone, was going, am bleeding • active: used in whole text eg he ate me • handwriting: appropriate letter formation and

direction • spelling: all spelt correctly • punctuation: correct sentence punctuation with

capitals and full stops, commas in lists and between clauses and apostrophes for contractions

7/8



ANH: EXPLANATION

ANH

Year 5

3. tad po le – 4 w eeks o ld

3 . yo ung frog w ith fro nt and b ac k leg s - 9 w eeks o ld

3. tadpo le w ith b ack le gs - 6 weeks o ld

• Inc lude de ta ils about the changes tha t happen at each s tage o f the life cyc le of a frog.

• Y ou shou ld w rite in sentences and use paragraphs to help o rgan ise your w riting .

• P ay a tten tion to spe lling and punc tua tion .




Anh: EXPLANATION Language Key features and examples Student examples of evidence

Scale








a general statement as introduction followed by sequence of events/changes and a concluding, re-orientating statement • time: after 6 days, 4 weeks later, 9 weeks later • topic words: The life cycle, The frog

• reference items: the, which, it, it’s (its) • vocabulary patterns:

− words that go together: egg, hatch, lay − classification: egg, baby tadpole, tadpole,

young frog, adult frog, land and water. − composition: tail, gills, back legs, front and

back legs, lungs • conjunctions: Soon • linking: and also, and • relative clause: which lives in water, which will

grow a tail for swimming Flow chart and table of information provided. Written independently for Primary Writing Assessment.

8



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. • the life cycle, a baby tadpole, a tail for

swimming, gills for breathing, its back legs, a young frog with front and back legs, a adult frog, lungs for breathing air

• life cycle • action: begins, lives, hatch, grow, swimming,

breathing, shrink, disappear, lays • relational: be • phrasal verbs: grow into • when: after 6 days, all over again • where: in the water, in water, on land and

water, to a baby tadpole • with what: with the egg • why: for swimming, for breathing in the water,

for breathing air • life cycle, tadpole, tail, gills, legs, young frog,

adult frog, lungs, breathing, air, begins, lives, hatch, grow, swimming, shrink, disappear, lays

7/8




Anh: EXPLANATION Language Key features and examples Student examples of evidence

Scale





appropriately written in statements • objective: used in whole text eg The life cycle

begins • certainty: will, use of simple present tense

contributes to the authority of the information consistent level of technicality and other vocabulary choices appropriately position the writer as an objective expert

7/8/9








• abstract: The life cycle • non-human: The frog • time: After 6 days, 4 weeks later, soon after 2

weeks, 3 weeks later, 9 weeks later foregrounding of time and topic appropriate to genre starts with notion of life cycle and paragraphs are ordered around the stages of the life cycle • simple present: begins, lives, grows • simple future: will hatch, will grow, will be, will

shrink, will disappear, will live uses tense accurately, but could have been a better connection moving from simple future to present tense • active: used in whole text eg It will grow it’s

back legs • handwriting: correct letter formation, spacing

and direction • spelling: all words spelled correctly, though

many provided on the prompt • punctuation: most capitals and full stops

evident student was able to read and use information provided in the flow chart and incorporate information in the table

8




Scale 8

Anh’s texts provide evidence contributing mostly to Scale 8. As a Year 5 student assessed as working within Scale 8, Anh does require ESL support.


Key Teaching Points

Genre Outcome 8.1. Communicates in a wide range of social situations and narrow range of educational genres, and reflects on these in an elementary way.

• Constructs written examples of the elementary genres having a number of stages or series of events. - reads long, quite

complex sequential explanations, such as life cycles and flow charts, and writes with some confidence simple examples.

- constructs short written narratives

• Uses a limited range of features that organise a text - phrases of time and

place in sequential explanation: after, 6 days, 4 weeks later, 9 weeks later

- simple conjunctions of time: Soon, Later

• Expands information in a

text by joining clauses: - begins to use a small

range of relative pronouns with varying accuracy: which lives in water, which will grow a tail for swimming

• Uses a range of simple

language elements that make a text hang together: - uses a range of

reference items appropriately and accurately most of the time in short written texts: I, it, the, you, my everything, me, he, which, its

Extend understandings and use of phrases of time and place to structure a narrative. (Scales 7 and 9) Extend range of conjunctions which organise text: First, After that, Finally, So, However. (Scales 8 and 9) Focus on use of binding conjunctions to form complex sentences: because, if, since, when. (Scale 8)

Field Outcome 8.2 Understands and uses common vocabulary that constructs everyday, non-technical fields of personal and community interest and has a tentative control of a narrow range of technical fields.

• Demonstrates tentative control of vocabulary beyond immediate and personal

Able to use provided vocabulary relating to life cycle of a frog. • Writes and retells simple

descriptive texts which construct less familiar fields such as fantasy characters or creatures, but relies heavily on modeled examples

Writes a simple narrative with a fantasy creature.

• Uses slightly more varied vocabulary - noun groups

expressing participants (especially describers and classifiers): a young frog with front and back legs, a big red and yellow ice breathing dragon

- phrases expressing manner of an action: with the egg, to a tadpole, all over again


common nominalisations: the life cycle

• Uses a range of common

technical vocabulary: eggs, tadpole, gills, young frog, lungs, breathing, air, lays, hatch, shrink, disappear

Teach, model and encourage use of mental processes, particularly to provide comment and evaluation in recounts and narratives. (Scale 8) Teach, model and encourage use of circumstances in narratives. (Scales 7 and 9) Teach, model and encourage use of reported and direct speech in narratives. (Scales 7 and 9)




Scale 8


Key Teaching Points

Tenor Outcome 8.3 Participates with increasing confidence and critical awareness in a range of familiar contexts using a wider range of basic grammatical structures accurately and begins to participate appropriately in a narrow range of more formal contexts.

• Chooses appropriately a small range of language expressing modality

• Demonstrates non-literal;

meanings: - begins to use a limited

range of common colloquialisms or idioms the biggest claws you will ever see

• Uses simple forms of language expressing modality with varying degrees of accuracy: just

• Chooses vocabulary

appropriate for the tenor of the context.

Student wrote with objectivity and certainty in the explanation and subjectively indicating his feelings and attitudes in the narrative. • Uses a range of

evaluative vocabulary to express feelings and attitudes: evil, I was crying and crying, just, everything was gone

Extend range and use of modality. (Scales 7, 8 and 9)

Mode Outcome 8.4 Identifies and compares the major features of spoken, written and visual texts, and constructs a range of short written and visual texts that unfold coherently most of the time.

• Understands the patterns in what is foregrounded in a genre and uses this appropriately most of the time

Foregrounded time and topic for sequential explanation and foregrounded characters and time in narrative.

• Organises texts in simple, logically ordered paragraphs on the basis of a change in topic and writes topic sentences for each paragraph

Explanation organised into a paragraph for each stage: egg, tadpole, young frog and adult. Narrative paragraphed by genre stages: setting, complication and resolution. • Foregrounds simple

repetitive patterns with limited use of alternative elements: after 6 days, later, 4 weeks later, 9 weeks later

• Demonstrates limited

control of speech marks, commas, apostrophes for basic contractions and possession:

Uses commas in lists and apostrophes in contraction it’s. Confusion between it’s and its.

Extend foregrounding of time and place in narratives. (Scales 7 and 9) Extend understanding and use of paragraphing, to write longer paragraphs with topic sentences. (Scale 9) Teach difference between it’s and its. Teach use of speech marks. (Scale 8)



ANNETTE: RECOUNT

ANNETTE Year 5




Annette: RECOUNT Language Key features and examples Student examples of evidence

Scale








introduction provides setting for the chronological sequence • time: On boxing day (Day), In a couple of

minutes, (clause) After all the present were opened, (clause)After we played cleudo

• topic words: The party • reference: We, I, her • vocabulary patterns:

− words that go together: couple of minutes, pool party, tenth birthday, Boxing day (Day)

• linking: and, but written independently

8






* For Scale 5 onward only more complex noun groups cited. • Boxing day, pool party, her tenth birthday, the

third one, Milica’s room, a couple of minutes, Milica’s mum, a Roast chicken with fried rice, a game called Kill the Kangaroo, a very complicated game, Milica’s birthday cake, some dives (of) throw a hoop, time for me to leave, the third one to arrive

• action: started, arrive, served, made, changed,

got, played, opened, went, did • saying: called • relational: had, wasn’t, was, tasted • mental: found (it fun) • verbal groups: started talking • when: On Boxing day (Day), at 12,30 untill

7.30, After everyone arrived, In a couple of minutes, After about an hour, After the cake,

• where: to Milica’s room, back into the pool • why: for her tenth birthday • monopoly, cluedo, Kill the Kangaroo, home

made, complicated,

8




Annette: RECOUNT Language Key features and examples Student examples of evidence

Scale





a series of statements of events • subjective: The cake was home made but

tasted pretty good. • objective: I found it extremely fun. • feelings, attitudes: extremely fun, it wasn’t a

very complicated game, home made, tasted pretty good

• colloquialisms: pretty good • names: my friend, Milica’s mum has chosen language which positions the participants at a familiar / informal level, has provided an objective evaluation of events

8









• non-human: The party, It, The cake, • time: On Boxing day (Day), In a couple of

minutes, After everyone arrived, In a couple of minutes, After about an hour, After the cake, After we played cleudo

• human: We, Milica’s mum, I uses foregrounding of time and participants as appropriate for a recount introduction provides setting of pool party and the second paragraph begins with ‘The party’ and provides more information about the time of the party, followed by a chronological sequence of events, linked by circumstances of time • simple past: had, started, was, arrived, got,

called, wasn’t, found, had, tasted, opened, played, won

• secondary: started talking, had made, got changed

• active: Millica opened her presents • passive: Lunch was served, present(s) were

opened • handwriting: very neat and legible • spelling: spells quite complex words accurately

(extremely), knows most common words for the topic

• punctuation: uses capitals for beginning of sentences, but occasionally uses them for common nouns (Everyone), has used apostrophes for possessives and contractions, uses full stops appropriately most of the time

9/10



ANNETTE: PROCEDURE

ANNETTE Year 5




Annette: PROCEDURE Language Key features and examples Student examples of evidence

Scale








numbered series of instructions in chronological order • conjunctions: First, Then • place: At the front desk • action verbs: Read, Make sure • condition: (clause) If the book sounds

interesting • layout: uses numbering to emphasise

sequence • reference items: it, you, your • vocabulary patterns:

− words that go together: front desk, line up, lights out

• linking: and, commas • relative clause: make sure (that) you take your

book home (make sure that you) go to bed.. written independently following activities relevant to the procedure genre

8






* For Scale 5 onward only more complex noun groups cited. • the back of the book, the front desk, the one

you like • action: borrow, walk, browse, choose, read,

take, scan, go • mental (sensing): see (if it sounds interesting),

sounds interesting • saying: yells • relational: is • phrasal verbs: line up • when: early, until (until) mum yells lights out • where: at the library, into the library, through

the books, at the front desk, home • how: very quietly, carefully • why: to see if it’s interesting • front desk, librarian, scan • direct: until mum yells lights out (until mum

yells, “Lights out.”)

8




Annette: PROCEDURE Language Key features and examples Student examples of evidence

Scale





a series of statements of steps and commands • certainty: will • obligation: make sure • feelings, attitudes: very quietly, browse, like, to

see if it’s interesting, sounds interesting, yells • names: mum, librarian has chosen language of certainty which is appropriate for procedures and included evaluative comments

8/9









• time, place: First, Then, At the front desk • action verbs: Read, Make sure • condition: (clause) If the book sounds

interesting uses foregrounding of time and processes appropriately appropriate chronological development of the text, uses time conjunctions and processes to link the text • simple present: borrow, read, is interesting • simple future: will see • active: used in whole text eg Make sure you

take • handwriting: very neat and legible • spelling: spells all words correctly • punctuation: uses capitals for beginning of

sentences, uses full stops, apostrophes and commas appropriately

8




Scale 8

Annette’s texts provide evidence contributing mostly to Scale 8. As a Year 5 student assessed as working within Scale 9, Annette requires ESL support.


Key Teaching Points

Genre Outcome 8.1. Communicates in a wide range of social situations and narrow range of educational genres, and reflects on these in an elementary way.

• Constructs written examples of the elementary genres having a number of stages or series of events

Text follows the chronological sequence and structure of a recount but not all elements of a procedure are evident.

• Uses a limited range of features that organise a text − phrases of time and

place: At the front desk, On boxing day (Day), In a couple of minutes

• Expands information in a

text by joining clauses − relative pronouns:

make sure (that) you take your book home


language elements that make a text hang together

Uses reference items appropriately: I, we, her, it, you, your.

Introduce opportunities for a greater range of conjunctions including because, when, before, after. (Scale 5) Expand use of ‘this’ as a reference item. (Scale 8)

Field Outcome 8.2 Understands and uses common vocabulary that constructs everyday, non-technical fields of personal and community interest and has a tentative control of a narrow range of technical fields.

• Demonstrates tentative control of vocabulary beyond immediate and personal

The written procedure is of a familiar activity but uses some vocabulary beyond personal.

• Uses slightly more varied vocabulary: − verbs expressing

mental processes: found, see , sounds interesting

− noun groups with describers and classifers: the back of the book, my friend Milica, a very complicated game, pool party

− phrases expressing manner of action: very quietly, carefully

• Uses a range of common

technical vocabulary: Monopoly, front desk, librarian, scan

• Uses with a greater

degree of accuracy, direct speech and simple reported speech

Attempts direct speech in the procedure.

Introduce use of prepositional phrases to express manner of action. (Scale 8) Introduce use of nominalisations – celebration, entertainment. (Scale 6) Develop skills in use of reported speech and accurate use of punctuation for direct speech. (Scale 8)




Scale 8


Key Teaching Points

Tenor Outcome 8.3 Participates with increasing confidence and critical awareness in a range of familiar contexts using a wider range of basic grammatical structures accurately and begins to participate appropriately in a narrow range of more formal contexts.

• Chooses appropriately a small range of language expressing modality

• Begins to use a limited

range of common colloquialisms or idioms: pretty good

• Uses simple forms of language expressing modality with varying degrees of accuracy: will, make sure

• Uses a range of

evaluative vocabulary to express feelings and attitudes: very quietly, very complicated, pretty good, extremely fun, very quietly, like, interesting

Expand use of modal words: should, could, just. (Scale 8) Combine elements to create evaluative vocabulary – I thought it was a great party. (Scale 8)

Mode Outcome 8.4 Identifies and compares the major features of spoken, written and visual texts, and constructs a range of short written and visual texts that unfold coherently most of the time.

• Understands the patterns in what is foregrounded in a genre and uses this understanding appropriately most of the time

Uses appropriate foregrounding for recount. Foregrounding in the procedure is not typical abut effective.

• Organises texts in simple logically ordered paragraphs and writes topic sentences for each paragraph

Organises recount clearly and appropriately, with paragraphs. • Foregrounds simple

repetitive patterns with limited use of alternative elements

In the recount, phrases of time often begin with ‘after’. • Demonstrates limited

control of speech marks, commas, apostrophes for basic contractions and possession

Full stops, capitals used accurately, some use of apostrophes for possession. Speech marks missed for direct speech.

Develop stronger topic sentences. (Scale 8) Expand foregrounding to include the means used in an action: With great enthusiasm we played Monopoly. (Scale 8)




Scale 9

GENRE:

Outcome 8.1 Communicates in a wide range of social genres and a narrow range of educational genres, and reflects on these in an elementary way.

Outcome 9.1 Communicates in a range of social situations and a narrow range of educational genres, and reflects on these in an informed way.

Text in Context

• reflects with support on the purposes, structure and common features of a range of elementary genres

• participates with greater confidence in casual conversations about familiar topics with familiar people

• constructs oral and written examples of the elementary genres having a number of stages or series of events

• reads long sequential explanations such as life-cycles and writes and draws simple examples with confidence

• constructs oral and written recounts, short oral and written narratives, summaries and arguments

• independently constructs story genres with a storyline and events related to the resolution of a problem

• begins to reflect on possible variations of the structure of a genre

• contrasts a texts of the same genre but different cultures in terms of structure but also in simple linguistic terms

• constructs oral and written examples of a range of elementary genres having a number of stages or series of events, writing and drawing life cycles and simple flow charts which begin to incorporate casual meanings, writing short factual texts drawing from more than one source and using a range of simple cohesive resources, and constructs simple oral and written arguments, based on heavily modelled and collaboratively constructed texts

Language • identifies and uses a limited range of features that organise a text, such as sub headings in a report

• identifies clauses and expands the information in a text by joining the clauses using common binding conjunctions such as because, if, since, when and a small range of relative pronouns

• uses a range of reference items appropriately and accurately most of the time in spoken and short written texts

• reads reference items accurately in longer texts

• forms complex sentences using a wide range of binding conjunctions: because, if, since

• uses a small range of relative pronouns with varying accuracy, for example, ‘the boy which writes well is’

• uses a small range of simple language elements that make a text hang together, such as a narrow range of conjunctions, reference items in complex factual genres, such as explanations and a small range of synonyms and antonyms

FIELD:

Outcome 8.2 Understands and uses a small 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.


Text in Context

• communicates confidently about familiar fields with peers informal contexts, remaining unsure of some field-specific vocabulary

• demonstrates a tentative control of vocabulary beyond personal and school experiences

• chooses appropriately from a narrow range of vocabulary to make delicate meanings

• writes and retells simple descriptive texts • chooses to use direct or reported speech

appropriately • use a thesaurus with some confidence

• communicates confidently about familiar fields with peers choosing a small range of field specific vocabulary

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

• writes and retells simple descriptive texts which construct less familiar topics, such as fantasy characters or creatures

• demonstrates understanding of other perspectives and ideas when arguing although still draws on own perspectives

Language • uses a range of vocabulary patters for a range of

writing genres from recounts to reports • uses slightly more varied vocabulary such as verbs

expressing mental process, noun groups with classifiers and describers

• understands a range of common nominalizations • uses a range of common technical vocabulary • identifies key vocabulary in spoken, written and

simple visual texts to construct a simple summary • uses direct speech and simple reported speech with

a greater degree of accuracy

• expands noun groups by using a more delicate choice of describers (a nice comfortable flat) classifiers (a nice furnished flat) and some longer qualifiers (a nice furnished flat near the city)

• understands a wide range of examples • uses direct speech and simple reported speech with

a good degree of accuracy




Scale 9

TENOR:

Outcome 8.3 Participates with increasing confidence and critical awareness in a range of familiar contexts using a wider range of basic grammatical structures accurately and begins to participate appropriately in a narrow range of more formal contexts.

Outcome 9.3 Constructs spoken and written texts confidently in a small range of contexts, particularly familiar contexts, and is developing control in a small range of more formal contexts.

Text in Context

• begins to understand more clearly how interpersonal meanings can be made in varying ways, for example adjusts speaking to communicate with a known adult on a serious matter

• invites, welcomes, introduces and thanks visiting speakers appropriately, relying heavily on collaboratively constructed models of formal oral language

• chooses a small range of language expressing modality (degrees of certainty or obligation) when responding to a point of view in informal contexts

• begins to use with some confidence a limited range of common colloquialisms or idioms

• demonstrates critical awareness by identifying and reflecting with increased confidence on the appropriateness of linguistic choices

• identifies stereotypes in television commercials

• relies on collaboratively constructed models in inviting, welcoming, introducing and thanking visiting speakers

• uses a wide range of language choices appropriately when expressing a point of view

• maintains appropriate tenor in short, simple written or spoken factual texts and can begin to make changes appropriate to the context

• demonstrates understanding of non-literal meanings by beginning to use with some confidence a narrow range of common colloquialisms or idioms

• discuses in simple ways and for a narrow range of text how visual images and language construct stereotypes, bias and prejudice, by analysing these elements in junk mail or television commercials

• reflects in more explicitly ways on the choice of non verbal resources such as eye contact or use of gesture appropriate to the cultural or situational context

Language • begins to understand appropriate choice of questions

and commands and language expressing modality when considering classroom and school behaviour, using ‘Could you come over here please’ instead of ‘Come here’ with known adults

• uses simple forms of modality with varying degrees of accuracy such as should, could, just, only

• chooses with some confidence vocabulary appropriate for the tenor of the context

• begins to understand how meanings are varied by changing intonation, tone, volume and emphasis when speaking and reading aloud

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

• interacts with peers confidently and with teachers or other known adults using a wider range of language expressing modality with a greater degree of success, but to a lesser degree when speaking with or writing to unknown adults

• uses a range of simple forms of language expressing modality with a greater degree of accuracy in more formal contexts, for example, ‘Perhaps the government will change its mind’

• begins to reflect critically on appropriate choice of commands and language expressing modality in various situations

• chooses confidentiality from a range of vocabulary to main appropriate tenor in a text, for example chooses a narrow range of colloquialisms and idioms

• understands more clearly how meanings are varied by changing intonation, tone, volume and emphasis when reading aloud a range of text

• stresses the appropriate syllable in words that have been heard and can predict with some accuracy how new words are pronounced

MODE:

Outcome 8.4 Identifies and compares the major features of spoken, written and visual texts, and constructs a range of short spoken and written texts that unfold coherently most of the time.

Outcome 9.4 Identifies and compares with some confidence a range of features of spoken, written and visual texts, and generally constructs a range of short coherent texts.

Text in Context

• discusses and understands the patterns in what is foregrounded in a genre and uses this understanding most of the time

• communicates simple, appropriately and accurately in general when using another medium such as a telephone

• identifies and discusses with slightly more confidence in elementary ways the meanings made in a range of multimodal texts, such as in discussing made in a pie graph

• demonstrates a tentative critical understanding of a range of multimodal texts, discussing the relationship between a visual texts and the accompanying verbal text

• identifies the patterns in what is foregrounded in a genre and begins to identify and use appropriately a small range of alternative language elements in a narrow range of genres

• communicates more confidently in situations involving other media if the texts is simple and there is support and time to plan. Fore example uses tables, diagrams or other visual texts when speaking, writing or following instructions

• identifies and discusses with some confidence the meanings made in a range of multimodal texts and demonstrates a tentative critical understanding of cultural references

Language • organizes texts in simple logically ordered paragraphs with a topic sentence for each one

• foregrounds simple repetitive patters most of the time, ‘draw the eyes’, with a fine brush, draw the eyes’ or ‘the leaf was put in the sun

• demonstrates limited control with support of punctuation marks beyond the most basic, such as speech marks, commas and apostrophes

• foregrounds less simple, repetitive patterns, such as when phrases of time and place are foregrounded in more than one place in a report or when non human elements are foregrounded with confidence in factual genres (‘The lathe was dismantled carefully’)

• understands that a change is needed if choosing ‘The agents sold the houses’ rather than ‘The houses were sold by the agent’

• organizes the text in logically ordered paragraphs • foregrounds appropriately in independent

constructions of explanations and arguments so that the text is coherent

• demonstrates developing a control, with support, of the links between intonation patters and punctuation, for example when reading aloud, accounting for speech marks, commas for lists and apostrophes for basic contractions and possession




GENRE: Anh begins to use relative pronouns to join clauses. (Scale 8) Natasha uses more relative clauses and a range of synonyms and antonyms. (Scale 9)

FIELD: Anh has a similar range of noun groups but begins to use nominalisations (Scales 7,8) Natasha uses a larger range of nominalisations and non groups with longer qualifiers. (Scale 9)

TENOR: Anh has consistency of tenor in the explanation and chooses vocabulary with confidence. (Scale 8) Natasha uses a larger range of terms to express modality and evaluation. (Scale 9)

MODE: Anh shows even better control of tenses primary, secondary tenses, spelling and punctuation. (Scale 8) Natasha writes a more extended factual text, foregrounding with abstract terms and not just topic words.



NATASHA: NARRATIVE

NATASHA Year 6




Natasha: NARRATIVE Language Key features and examples Student examples of evidence

Scale








texts has an orientation, complication partial resolution, further complication and final resolution • time: (dependent clause of time and place) As he

approached the entrance of the jungle • topic words: Colonel Blimp, He • layout: title, The End • reference items: he, this, his, the, it, him • vocabulary patterns:

− words that go together: loaded gun − composition: lion - mane, teeth, mouth;

crocodile: head • linking: so, and, but, then • binding: as if, as independently written

8






* For Scale 5 onward only more complex noun groups cited. • a keen hunter, his hotel room, the entrance of the

jungle, the dark, gloomy jungle, a huge head, the lion’s teeth

• hunter, entrance, another groan, a ‘woosh’ • action: shoot, left, find, approached, heard, saw,

loaded, sloshed, swalloed (swallowed), burped, flew, died

• mental (sensing): worry, got scared, thought, felt • relational: was • verbal groups: were allowed to shoot, tried to

move • phrasal verbs: set off, popped out, were cutting

into, dug into • when: many years ago, one day, As he

approached the entrance of the jungle • where: to Africa, into the dark gloomy jungle, in the

trees, through the trees, into a creek, through the water, onto a rock, around him, into him, into the lion’s mouth

• how: gently, whole, suddenly, as if knives were cutting into him

• with whom: alone • why: to find the lion, by a Tucan (Toucan) • colonel, hunter, Africa, shoot, lions, jungle, Tucan

(Toucan), loaded, gun, crocodile, hotel

9




Natasha: NARRATIVE Language Key features and examples Student examples of evidence

Scale





accurate statements for a narrative text is narrated in the third person • certainty: thought • obligation: were allowed • feelings, attitudes: didn’t worry, got scared, • idioms, humour: croc, the croc suddenly burped,

at least he thought it was a rock, a ‘woosh’ • names: Colonel Blimp, people, Blimp vocabulary choices create a vivid picture and emotional engagement with the main character through personal evaluation and elaboration

9







• abstract: This • non-human: It • time, place: One day, As he approached the

entrance of the jungle • human: Colonel Blimp, He foregrounding of time, human and non-human participants is appropriate to narrative genre opening paragraph effectively sets the scene and a hint of a complication, text is coherent through logical sequencing and unfolding of events • simple past: heard, stepped, moved, felt, died • secondary: were allowed to shoot, tried to move • active: used in most of text eg He loaded his gun • passive: used appropriately and effectively: people

were allowed to shoot, he got scared by a Tucan (Toucan)

• spelling: correct spelling of simple and more

complex words, incorrect spelling based on sounds swalloed (swallowed)

• punctuation: correct use of capitals, fullstops, commas, and quotation marks for ‘woosh’, but apostrophe of possession not used for lion’s mouth

9



NATASHA: INFORMATION REPORT



NATASHA

Year 6




Natasha: INFORMATION REPORT Language Key features and examples Student examples of evidence

Scale








a general introduction, paragraphs with topic sentences that usually indicate the content of the paragraph, followed by a historical recount • time: In 1642 • topic words: Australia, It’s neighbouring countries,

The main religion, The main industries, Aborigines • reference: the, it, it’s, (Its), they, he, his, there,

here, this • vocabulary patterns:

− synonyms/antonyms: population, people, city, country, inhabited, live

− words that go together: language spoken, hot, humid, topical, climate, astronomical observations.

− classification: immigrants, European (European), Asian, Aboriginal; state: South Australia, Northern Territory, Western Australia, New south Wales, Tazmania (Tasmania), Victoria; main industries: agriculture, steel products; exports: beef, iorn (iron) ore, opal, weet (wheat), wool

− composition: world southern hemisphere, continent, countries

• linking: and, but, then, or • binding: because, when • relative clause: (which was) lead by Captain Cook,

who lived in Australia for over a thousand years, (which is) mostly made up of immigrants

independent writing after teaching program focusing on report writing

9






* For Scale 5 onward only more complex noun groups cited. • 6th largest country, the driest, flattest and smallest

inhabited country, main exports, a ship called the Endeavour, 7 main states, a Dutchman called Abel Tasman, an expedition from England lead by Captain James Cook, secret orders from the British, the first people of Australia

• flattest, driest, smallest • Christianity, expedition, immigrants, population,

agriculture, observations, orders • action: sailed, lead, landed, arrived, sighted,

discover • mental: supposed, realise • relational: located, called, renamed, claimed,

belonged • verbal groups: were supposed to make, might

have walked or sailed • phrasal verbs: made up • when: In 1642, in 1770, over 60,000 years ago, at

the time when the northern parts of Australia had a hot humid climate much like that of Australia today, on the 29 April 1770

• where: in the Southern hemisphere, in the world, in the coastal regions, in the city, to the South Pacific, in the bay on the east coast

• why: because of all the strange plants there, in memory of Abel Tasman

• inhabited, continent, tropical climate, religion,

astronomical observations, Australia, industries, Dutchman, the British, neighbouring countries, southern hemisphere

10




Natasha: INFORMATION REPORT Language Key features and examples Student examples of evidence

Scale





series of logical sequential statements • objective: written in the third person eg The main

religion in Australia is Christianity. • certainty: might, mostly, most, some, claimed • obligation: were supposed to • frequency: sometimes • feelings, attitudes: even though, already belonged

to the Aborigines, strange plants, new land, secret orders

• names: crew, the British, immigrants, Eupopean (European), Asian, Aboriginies (Aborigines), people, Dutchman, Able Tasman, Captain James Cook, Captain Cook, Cook, men

9







• abstract elements: The main state, The main

industries, The main exports, Australia, It’s, The main language, The climate, The main religion, The capital city

• time: In 1642, In 1770 • human: Aborigines, Most people, He foregrounding appropriate for reports introduction clearly introduces the topic, topic sentences used appropriately • simple past: called, lead, arrived, claimed, lived,

sighted, was, changed, had • secondary: were supposed to make, are

employed, had called • active: he called, Most people live, They sailed • passive: It is sometimes called, Most people are

employed, This island was later renamed Tasmania, (which was) lead by Captain James Cook

competent use of all print conventions

9




Scale 9

Natasha’s texts provide evidence contributing mostly to Scale 9. As a Year 5 student assessed as working within Scale 9, Natasha does not require ESL support.


Key Teaching Points

Genre Outcome 9.1 Communicates in a wide range of social situations and small range of educational genres and reflects on these in an informed way.

• Demonstrates an elementary understanding of genre

Constructs a narrative with appropriate staging and an information report with general introduction, paragraphs on topics and then a historical recount. • Constructs written

examples of a range of elementary genres having a number of stages or a series of events: - writes short factual texts

drawing from more than one source and using a range of simple cohesive resources

- writes examples of story genres which have more than one complication to resolve

• Identifies and uses a small range of significant language features that set up the structure of a text: - time and place phrases

foregrounded in narrative: In 1642, (dependent clause - Scale 11) As he approached the entrance of the jungle

- topic words foregrounded in report: Australia, It’s neighboring countries, The main religion, The main industries, Aborigines

• Identifies clauses and expands the

information in a text by joining the clauses: - forms complex sentences using a

wide range of binding conjunctions: as if, as, because, when

- uses a small range of relative pronouns with varying accuracy: Aborigines are people who lived in Australia for over a thousand years, They arrived at the time when the northern parts of Australia had hot, humid, tropical climate… Australia is a country (which is) mostly made up of immigrants

• Uses a range of simple language

elements that make a text hang together: - uses a narrow range of

conjunctions to join sentences or paragraphs in a text: But, finally, also, even though

- uses a small range of synonyms and antonyms: population, people; city, country

Extend understanding of the staging of information reports. Further develop understanding and use of phrases and clauses of time and place to organise narratives. (Scale 11) Extend the range and use of binding conjunctions to make complex sentences, because, if, since, because if. (Scale 8 and 9) Extend the use of relative pronouns to expand information in a text. (Scale 10) Extend the range and use of conjunctions to join sentences and paragraphs: So, However, Later, While, Therefore, As a result. (Scales 9 and 10)

Field Outcome 9.2 Understands and uses common vocabulary that constructs everyday, non-technical fields and is developing tentative control of technical fields.

• Communicates confidently about familiar fields with peers in informal contexts, choosing appropriately from a small range of field-specific vocabulary: Exports, hemisphere, Endeavour

• Demonstrates a greater

understanding of vocabulary beyond immediate personal and school experiences

Writes about a range of topics related to Australia, fictional settings and characters. • Chooses appropriately from

a small range of vocabulary when required to make more delicate meaning: burped, sloshed, approached

• Writes simple descriptive

texts which construct less familiar topics, such as fantasy characters or creatures: Colonel Blimp

• Uses more varied vocabulary: - verbs expressing mental

processes: worry, got scared, thought, realise, felt

- noun groups: a keen hunter, the dark, gloomy jungle, an expedition from England lead by Captain James Cook

• Identifies key vocabulary in unfamiliar

texts and uses it to construct a simple summary

Uses appropriate key vocabulary in the report. • Understands a wide range of

nominalisations and uses a small range of examples: expedition, population, observations

Through deconstruction, discussion and scaffolding develop narratives which show a more elaborate and complex world by using a wider range of vocabulary including a more delicate choice of action verbs. (Scale 10) Practice using direct and indirect speech to develop confidence and accuracy. (Scales 9 and 10)




Scale 9


Key Teaching Points

Tenor Outcome 9.3 Constructs spoken and written texts confidently in a small range of contexts, particularly familiar contexts, and is developing control in a small range of more formal contexts.

• Maintains appropriate tenor in short, simple written (or spoken) factual texts and can begin to make appropriate changes if the context requires

Consistent tenor in both texts.

• Chooses confidently from a range of vocabulary to maintain appropriate tenor in a text

In the narrative maintains consistent third person narrative. • Chooses a narrow range of

colloquialisms and idioms: at least he thought, a ‘woosh’

Colloquialism used effectively add feeling and humour to the narrative.

• Uses a range of simple forms of

language expressing modality with a greater degree of accuracy in more formal contexts: sometimes, were supposed to, might, some, most

Include more words of feeling and attitude in narratives. (Scale 8) Introduce and encourage the use of simple forms of language expressing modality with a greater degree of accuracy: Fortunately, there is a better alternative. (Scale 10) Introduce and explore how meanings can be made either: • subjectively: by

identifying who is holding the opinion: ‘I think the problem is ’

• objectively: by hiding the opinion holder: ‘The problem might be that…’ or, ‘The problem might be that…’ (Scale 10)

Mode Outcome 9.4 Identifies and compares with some confidence a range of features of spoken, written and visual texts, and generally constructs a range of short coherent texts.

• Identifies the patterns in what is foregrounded in a genre and begins to identify and use appropriately a small range of alternative language elements to foreground in a narrow range of genres

A range of words are foregrounded in the report: time words and abstract and human topic words. The narrative has a more limited range of foregrounded words.

• Foregrounds less simple repetitive patterns: - foregrounds with some

confidence non-human elements in factual genres: The main state, The main industries

- topic not exclusively foregrounded in a report: In 1642

• Understands that a change in

grammar may be required when changing what is foregrounded: it is called, are employed by, lead by

• Organises texts in longer,

logically ordered paragraphs There is a logical ordered sequenced activities in the narrative. The report is a longer text but lacks some topic sentences and paragraph cohesion.

Introduce, examine and practice: - ways to organise

texts in more complex and logically ordered paragraphs

- appropriate choices for a range of genres of a more complex introduction, topic sentences, and the construction of a basic concluding paragraph. (Scales 9 and 10)

- choices in relation appropriate foregrounding in longer independent constructions of texts so they are coherent: foregrounds simple dependent clauses in - narratives: ‘When

the children saw the ghost, they…’

- causal elements in explanations, discussions ‘Because of more rainfall, floods. (Scale 10)



LUKE: PERSONAL RECOUNT

LUKE Year 5




Luke: PERSONAL RECOUNT Language Key features and examples Student examples of evidence

Scale








orientation, series of events, personal comments • conjunctions: When, After • time, place: At the same time, In (At) Magill,

On our way back • topic words: I

• reference items: I, my, me, the, we, her, that • vocabulary patterns:

− words that go together: disciplinary measures, swallow food, plahing tennis, kindigarden (kindergarten), school

• conjunctions: When • linking: and, so, then, till then • binding: because, until, when, after • relative clause: one of the thing that is quite

interesting in my life independently written after class revision of structure and language features

9






* For Scale 5 onward only more complex noun groups cited. • one years old, Hong Kong, Adelaide,

kindigarden (kindergarten), disciplinary measures, incident, lots of problem(s), that one day, a large dog, dad’s work, Her name, our house

• costipation (constipation) • action: swallow, blend, immigrated, moved,

laughing, teasing • mental (sensing): like • saying: laughing, teasing • relational: had, was, is • verbal groups: had to blend • phrasal verbs: told off, moved back • when: on february 15th 1993, In(At) the age of

five, At the same time, After staying there for two years, (dependent clause), When I was four in Hong Kong, (dependent clause), After playing tennis, (dependent clause), On our way back

• where: in Hong Kong, to Adelaide, In(At) Magill, to our house, to Hong Kong

• how: by foot, carefully, properly • with whom: with my dad • why: because of dad’s work, because they

were very strict • costipation (constipation), immigrated, blend,

swallow, kindigarden (kindergarten)

9




Luke: PERSONAL RECOUNT Language Key features and examples Student examples of evidence

Scale





text is a series of statements which is appropriate for recounts • subjective: I had lots of problem(s) • frequency: always • feelings, attitudes: very strict, quite interesting,

very sporty, just, quite • names: mum, dad, sister, Joe, teachers vocabulary choices convey familiarity between author and reader which is appropriate for a personal recount.

9









• non-human: One of the thing(s), My name, Her

name • time, place, manner: After staying there for two

years When I was one years (year) old, At the same time, When I was four in Hong Kong, In (At) the age of five, In (At) Magill, After playing tennis, On our way back, Then, one of the thing that is quite interesting in my life till then

• human: I, My, We foregrounding of non-human, circumstance and human elements is appropriate for recounts coherence developed by: first sentence, a range of time and place conjunctions, phrases and clauses • simple past: went, immigrated, moved • simple present: is • secondary: had to blend, staying, playing, was

laughing accurate use of primary and secondary tenses • passive: I was chased round in circles … • handwriting: good control of all conventions • spelling: competent spelling, uses letter

sounds to support spelling – ‘costipation, kindigarden, incindent’

• punctuation: uses capitals, fullstops, commas competently

9




Scale 9

Luke’s texts provide evidence contributing mostly to Scale 9. As a Year 5 student assessed as working within Scale 9, Luke does not require targeted ESL support.


Genre Outcome 9.1 Communicates in a wide range of social situations and small range of educational genres and reflects on these in an informed way.

• Constructs written examples of a range of elementary genres having a number of stages or a series of events

• Identifies and uses a small range of significant language features that set up the structure of a text: − time and place phrases

foregrounded in personal recount: At the same time, on our way back.

• Identifies clauses and

expands the information in a text by joining the clauses − forms complex sentences

using a wide range of binding conjunctions: because, until, after, when

− uses a small range of relative pronouns with varying accuracy: one of the things that is quite interesting in my life


language elements that make a text hang together − uses a narrow range of

conjunctions to join sentences or paragraphs in a text: When

Further develop understanding and use of time and place to organise recounts. (Scale 7 to 9) Extend the range and use of linking conjunctions to join sentences and paragraphs: So, However, Later, While. (Scale 9) Extend the range and use of - binding conjunctions to make complex sentences: whenever, if (Scale 10)

Field Outcome 9.2 Understands and uses common vocabulary that constructs everyday, non-technical fields and is developing tentative control of technical fields.

• Communicates confidently about familiar fields with peers in informal contexts, choosing appropriately from a small range of field-specific vocabulary: Hong Kong, kinderegarten, disciplinary measures

• Chooses appropriately from

a small range of vocabulary when required to make more delicate meaning: swallow, blend, moved, teasing

• Uses more varied vocabulary: − verbs expressing mental

processes: like − noun groups: disciplinary

measures, lots of problem(s)

Encourage a greater range of verbs expressing mental and action processes: panicked, startled, pondered, wondered. (Scale 9 and 10)




Scale 9 Text in context Language Key Teaching Points

Tenor Outcome 9.3 Constructs spoken and written texts confidently in a small range of contexts, particularly familiar contexts, and is developing control in a small range of more formal contexts.

• Maintains appropriate tenor in short factual texts

• Chooses confidently from a range of vocabulary to maintain appropriate tenor in a text

Maintains a consistent tenor in the recount.


forms of language expressing modality with a greater degree of accuracy in more formal contexts: would go, could only get

Introduce and encourage the use of a range of simple forms of language expressing modality with a greater degree of accuracy: Fortunately, there is a better alternative, luckily, probably, certainly. (Scale 10)

Mode Outcome 9.4 Identifies and compares with some confidence a range of features of spoken, written and visual texts, and generally constructs a range of short coherent texts.

• Identifies the patterns in what is foregrounded in a genre and begins to identify and use appropriately a small range of alternative language elements to foreground in a narrow range of genres

• Foregrounds less simple repetitive patterns: − phrases of time and

place are foregrounded on more than one occasion in a recount: eg After staying there for two years, When I was four in Hong Kong, After playing tennis

• Understands that a

change in grammar may be required when changing what is foregrounded: I was chased round

Encourage organisation of texts in increasingly complex and logically ordered paragraphs. Develop confidence to choose a more complex introduction, topic sentences, and the construction of a basic concluding paragraph. for a range of genres. (Scales 9 and 10)

Documents

ESL Scope and Scales - SACSA Framework Yrs Mod Evidenc… · ESL Scope and Scales Moderated Evidence: Primary Years Band Consultation Draft – June 2003 Page - 6 – ... use and