Language and Literacy Levels Moderated Evidence · teacher assigning the Level is not the one who...

Language and Literacy Levels Moderated Evidence Reception – Year 7 December 2014

February 2014 . 1

Introduction This resource is a support document for the Language and Literacy Levels across the Australian Curriculum: EALD Students. It supports teachers to assign accurate and consistent Language and Literacy Levels to monitor the progress of English as an Additional Language or Dialect (EALD) students from Reception to Year 7. The document contains annotated sets of evidence for the range of Levels that attract funding for R-7 EALD students. For additional sets of evidence including some at higher Levels, teachers should refer to the Language and Literacy Levels Moderated Evidence: Years 8-12. Note N.A. indicates the language item is not applicable to the task. N.E. indicates its use is not evident in the student text. Language and Literacy Levels across the Australian Curriculum: EALD Students The Language and Literacy Levels were developed by the South Australian Department for Education and Child Development to replace the SACSA ESL Scales, in line with the move from a state-based curriculum to a national one. The Language and Literacy Levels are intended to be used to:

• assess, monitor and report the language and literacy development (predominantly focusing on the development of formal written-like language) of any student, in particular high needs students such as EALD students

• determine the level of student language learning need • identify the appropriate support category to inform and direct allocations of EALD

funding • inform programming & planning through the identification of key teaching points,

learning goals and language level targets. Recommended process for assigning a Level The following model is provided to assist schools to assign accurate and consistent EALD Levels. If a school wants to develop their own model it should contain the following stages:

• collecting sets of evidence • establishing the context • making a general judgement • making a finer judgement • making a decision • moderating for accuracy and consistency.

1. Collect two written texts, one from the factual and the other from the creative or

persuasive text types. Refer to the https://myintranet.learnlink.sa.edu.au/teaching/english-as-an-additional-language-or-dialect-eald/eald-funding/eald-funding on the EALD website for details.

2. Understand the context of the text. Another teacher will need to provide this if the

teacher assigning the Level is not the one who set the task. Reflect upon the purpose and audience of the text type and anticipate the structure and the language required to achieve the purpose.

3. Scan the sets of evidence, select three representative sets (high, average, low) and begin

assigning Levels by highlighting language choices. These choices should be recorded on an approved recording proforma. Refer to Recording and Tracking Resource.

4. Compare these choices to the language indicators in the Language and Literacy Levels by

starting at two Levels below that expected for the year level (see table below). Assign a

https://myintranet.learnlink.sa.edu.au/teaching/english-as-an-additional-language-or-dialect-eald/eald-funding/eald-funding

https://myintranet.learnlink.sa.edu.au/teaching/english-as-an-additional-language-or-dialect-eald/eald-funding/eald-funding

February 2014 . 2

Level to each representative set. Record it on the recording proforma. Refer to Moderated Evidence if necessary.

Year Level

End of Term 1

End of Term 2

End of Term 3

End of Reception

1 2 3 4 5 6 7

Lang & Lit Level

1 2 3 4 5 6 7 8 9 10 11

5. Repeat the process for the other sets of evidence until all have been given a Level. This should be quicker having already assigned Levels to high, average and low sets.

6. Moderate. • If more than one teacher in the school is assigning Levels, then moderation of student

sets of evidence should occur between teachers before the Levels are entered into EDSAS.

• If Levels are being assigned by a single teacher, then they can contact their EALD Consultant to arrange for moderation.

The Department for Education and Child Development requests attribution as: South Australian Department for Education and Child Development.

http://creativecommons.org/licenses/by/4.0/

February 2014 . 3

Contents

Level Student Name Text Type Pages 1

Vadi

Information Report 4 to 6

Personal Recount 7 to 9

2 Tanya Oral Personal Recount 10 to 12


3 Sherko Report 16 to 18


4 Jana Analytical Argument 22 to 24

Narrative 25 to 27

5 Johnny Personal Response 28 to 30


6 Anna Sequential Explanation 34 to 36

Narrative 37 to 39

7 Barbara Sequential Explanation 40 to 42

Narrative 43 to 46

8 Helmut Descriptive Information Report 47 to 50

Narrative 51 to 54

9 Natasha Descriptive Information Report 55 to 58

Narrative 59 to 61

February 2014 . 4

VADI: WRITTEN DESCRIPTIVE INFORMATION REPORT

Year Level: Reception

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

February 2014 . 5

Student Name: Vadi Level: 1 Text Type: Information Report Composing learning area texts

Level

Oral interactions and presentations

N.A.

Using visuals

N.A.

Written texts

Proforma supplied by teacher. Student writes from left to right.

1

Text Knowledge

Level

Organisational structures of learning area texts

Writes own name. Copies sub headings and writes letters within each section.

1

Text Cohesion • Foregrounding o text and paragraph openers

(headings/ sub-headings; introductions and topic sentences)

o text connectives o sentence openers

N.E.

Text Cohesion • Reference

o pronouns o substitution

N.E.

Grammar Knowledge

Level

Sentence structures • Simple – with increasing complexity

using circumstances and/or expanded noun groups

• Compound Coordinating (linking)

conjunctions • Complex

Subordinating (binding) conjunctions

N.E.

Punctuation • Sentence level (capital to begin and full

stop /question mark/exclamation mark to end

• Basic punctuation (capitals for proper nouns and commas in lists)

N.E.

Words and word groups • Verbs and verb groups/phrases)

o representing different processes

N.E.

o tense N.E.

o subject/verb agreement

N/E

February 2014 . 6

Student Name: Vadi Level: 1 Text Type: Information Report Words and word groups • Adverbs, adverb groups/phrases and

prepositional phrases to express the circumstances surrounding happenings and states o place o time o accompaniment o manner (quality and means)

N.E.

Words and word groups • Nouns and noun groups/phrases

o Plurals o Articles: indefinite (a/an) and

definite (the) • Nominalisations

N.E.

Expressing Opinion and point of view • Evaluative language: - expressing

o feelings and emotions o judgements of people and o evaluation of things o with varying intensity

• Modality • Expressing opinion directly

N.E.

Word Knowledge

Level

Understanding learning area vocabulary • Topic Vocabulary

N.E.

• Spelling

N.A.

February 2014 . 7

VADI: WRITTEN PERSONAL RECOUNT


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

February 2014 . 8

Student Name: Vadi Level: 1 Text Type: Recount Composing learning area texts

Level


N.A.

Using visuals

N.A.

Written texts

Activities related to a Recount preceded independent writing. ‘Play’ writes: wrote random letters. Letters go left to right.

1

Text Knowledge

Level


Independently wrote recount, following activities related to a recount. Wrote name on page.

1




N.E.



N.E.

Grammar Knowledge Level Sentence structures • Simple – with increasing complexity





N.E.




N.E.



N.E.

o tense

N.E.


N.E

February 2014 . 9

Student Name: Vadi Level: 1 Text Type: Recount Words and word groups • Adverbs, adverb groups/phrases and


N.E.




N.E.




N.E.

Word Knowledge

Level

Understanding learning area vocabulary • Topic vocabulary

N.E.

• Spelling

N.A.

February 2014 . 10

TANYA: ORAL PERSONAL RECOUNT (MORNING TALK)

Morning Talk

Teacher: What did you do last night, Tanya?

Tanya: Last night….I….watch television… Read a book …Went shopping… Brush my teeth.

Year Level: Year 3

Teacher’s comment: Student came to the front of the class but waited for the teacher’s question to begin.

February 2014 . 11

Student Name: Tanya Level: 2 Text Type: Oral Recount Composing learning area texts

Level


Oral response to a ‘wh’ question 2

Using visuals

N.A.

Written texts

N.A.

Text Knowledge Level Organisational structures of learning area texts

N.A.




Begins a recount with circumstance of time: Last night

4



Pronouns: I; my

2



• Compound Coordinating (linking) conjunctions

• Complex Subordinating (binding) conjunctions

Begins to string words together to approximate a simple sentence in spoken text: Read a book

2


stop/question mark/exclamation mark to end


Full stop inserted by teacher

N.A.



Processes • Doing: watch; read, went shopping, brush

2

o tense

Simple tenses for most common regular and some irregular verbs • Present: watch; read; brush • Past: went

irregular verbs: went

2


N.E.

February 2014 . 12

Student Name: Tanya Level: 2 Text Type: Oral Recount Words and word groups • Adverbs, adverb groups/phrases and

prepositional phrases to express the circumstances surrounding happenings and states o place o time o accompaniment o manner(quality and means)

Circumstances • time: Last night

2


o plurals o articles: indefinite (a/an) and


Noun groups • nouns (things): television; book; teeth • possessives as pointers: my • articles: a

2




N.E.

Word Knowledge

Level


N.E.

• Spelling

N.A.

February 2014 . 13

TANYA: WRITTEN PERSONAL RECOUNT

Year Level: Year 3

February 2014 . 14

Student Name: Tanya Level: 2 Text Type: Recount Composing learning area texts

Level


N.A.

Using visuals

N.A.

Written texts

Copies from cards of common words and phrases to compose sentence.

2

Text Knowledge

Level


Attempts to write brief personal recount with a time phrase as orientation.

3




Begins a recount with circumstance of time: On Saturday

4



Pronouns: I;my

2





Simple sentence expanded using circumstances of time (On Saturday) and accompaniment (with my toys).

3




Experiments with capital letters.

3



Processes • Doing: played

3

o tense

Simple tenses for most common regular and some irregular verbs • Past: played

3


Demonstrates generally consistent control of subject verb agreement with simple, everyday, subjects and for a small range of verbs

1-3

February 2014 . 15

Student Name: Tanya Level: 2 Text Type: Recount Words and word groups • Adverbs, adverb groups/phrases and


Circumstances • time: On Saturday • accompaniment:with my toys

2




Noun groups • key nouns (things): Saturday; toys • articles: the

2




Not evident

Word Knowledge

Level


N/E

• Spelling All words copied from cards except for “I”

1

February 2014 . 16

SHERKO: WRITTEN DESCRIPTIVE INFORMATION REPORT


February 2014 . 17

Student Name: Sherko Level:3 Text Type: Report Composing learning area texts

Level


N.A.

Using visuals

N.A.

Written texts

Writes an elementary report with a high degree of visual and teacher support.

3

Text Knowledge

Level


Relying upon scaffold, wrote three statements about the topic.

3




The wolf

5



N/E

Grammar Knowledge

Level

Sentence structures • Simple with increasing complexity




Simple sentence expanded using a circumstance of place: in AldyaA (Adelaide).Relies on repetitive structures.

3




Experiments with capitals.

3



Processes • Doing: live;ety (eat) • Sensing (thinking and feeling): look like

2-3

o tense

Simple present tense used.

3


N.E.

February 2014 . 18

Student Name: Sherko Level:3 Text Type: Report Words and word groups • Adverbs, adverb groups/phrases and


Begins to use the most basic prepositions.

2




Definite article: The

2

Expressing opinion and point of view • Evaluative language: - expressing



N.E.

Word Knowledge

Level


Bone;mose (mouse)

4

• Spelling

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

2

February 2014 . 19

SHERKO: WRITTEN PERSONAL RECOUNT


February 2014 . 20

Student Name: Sherko Level:3 Text Type : Recount Composing learning area texts

Level


N.A.

Using visuals

N.A.

Written texts

Writes six sentences and begins to include a little more detail.

5


Recounts personal events. Includes a simple orientation and organises events according to time.

4




On Saturda (Saturday);tda (today) I (repeated)

4



Pronouns: I, my

3

Grammar Knowledge Level

Sentence structures • Simple with increasing complexity




Simple sentence using circumstances of time (On Saturda) and accompaniment (with my dog; with my brother). Compound sentence using coordinating (linking) conjunctions: and

3-4




Experiments with capitals and uses one full stop. 3



Processes: • Doing: got up; ran; play; sleep; drink; eat; went; kiss • Relating: is

3

o tense

Begins to use with limited control and consistency, simple past tense for common actions, regular and some irregular verbs: • Past: got up; ran; went

3


Demonstrates some control of subject verb agreement with simple, everyday, subjects and for a small range of verbs.

4-6

February 2014 . 21

Student Name: Sherko Level:3 Text Type: Recount Words and word groups • Adverbs, adverb groups/phrases and


Circumstances • place: to shop; to school; to church • time: On Saturda (Saturday);tda (Today) • accompaniment: with my dog; with my brother

3-4




Noun groups • nouns (things): jos (juice); dog; mum • possessives as pointers: my • classifiers: orange

4




…is cool

3/4

Word Knowledge Level


Orange jos(juice)

3/4

• Spelling

Spells with accuracy common monosyllabic words: got; and; ran; play; dog; went; my; mum Spells other words based on sounds in the words: Saturda; dring; ciss

3

February 2014 . 22

JANA: WRITTEN ANALYTICAL ARGUMENT

Year Level: Year 4

Student Name: Jana Level: 4 Text Type: Argument

February 2014 . 23

Composing learning area texts

Level

Using visuals

N.A.

Written texts

The text was independently written following a range of activities related to the task and modelling of the genre.

3/4


Begins with position and follows with supporting reasons.

4

Text cohesion • Foregrounding o text and paragraph openers


o text connectives o sentence openers, including using

passive voice to change what is foregrounded

Begins with human participant: children Active voice used for whole text eg children (should) wear hats; do not get sunburnt

4

Text cohesion • Reference

o pronouns o demonstratives o substitution

Pronouns: you

2

Grammar Knowledge Level Sentence structures • Simple - with increasing complexity



• Complex Subordinating (binding) conjunctions Non-finite clauses Relative clauses

Compound sentences using coordinating (linking) conjunctions: and Complex sentences using non-finite clauses: to keep cool; to not be hot; do (to) not get sunburnt; to keep you safety (safe)

5

Punctuation • Sentence level: capitals to begin and full

stops, question marks or exclamation marks to end

• Capitals for proper nouns • Apostrophes of contraction and

possession • Commas in lists, between describers,

after text connectives, after foregrounded phrases and clauses

• Quotation marks to indicate speech, quotes and other elements such as a title or name

• Punctuation for direct speech

Text is one sentence, no capital at the start, inappropriate use of capitals and full stop.

3

Words and word groups • Processes (verb groups/phrases) • Tense

Processes • action: wear; get; keep • relational: be Elaborated: do not get sunburnt

3/4

4

• Subject/verb agreement

Subject-verb agreement: • some control of subject/verb agreement

4-6

February 2014 . 24

Student Name: Jana Level: 4 Text Type: Argument Words and word groups • Adverbs, adverb groups/phrases and

prepositional phrases to express the circumstances surrounding happenings and states o place o time o accompaniment o manner (quality, means and

comparison) o matter o cause o role

Circumstances: • place: at school

3

Words and word groups • Noun groups/phrases • Plurals • Articles: indefinite (a/an) and definite

(the) • Nominalisations

Noun groups: • nouns (things): children; hat; school rule • classifier: school

3

Expressing opinion and point of view • Evaluative language: (expressing

feelings and emotions; judgements of people and evaluation of things)

• Graduation (intensifying) • Modality • Expressing opinion directly

Modality: children should wear hats

3/4



Safety; cool; school rule; sunburnt; hot

4

• Spelling

Spells all words accurately.

4

February 2014 . 25

JANA: WRITTEN NARRATIVE

Year Level: Year 4

February 2014 . 26

Student Name: Jana Level: 4 Genre: Narrative Composing learning area texts Level Using visuals

N/A

Written texts

The text was independently written following a range of activities related to the narrative genre.

4


Introduction provides setting for the sequence of events that follow. Events do not elaborate on all ideas in introduction (eg princess).

4

Text cohesion • Text and paragraph openers • Layout (heading/sub-headings/line breaks) • Text connectives • Sentence openers (theme/ foregrounding) • Passive voice

Circumstance of time at the beginning: On Friday night Active voice: used for most text eg she saw a man Passive voice: a princess nemed(named) hop (Hope);a Man nemed (named) Frank, got put

4

7

Text cohesion • Reference (pronouns and substitution)

Pronouns: her; she; he; the; a

4

Grammar Knowledge Level Sentence structures • Simple - with increasing complexity using

circumstances and/or expanded noun groups



Subordinating (binding) conjunctions Non-finite clauses Relative clauses

Simple sentence expanded using circumstances of time: On friday night a princess…; accompaniment: She wallk (walk) home with her dog Compound sentences using coordinating (linking conjunctions): and Complex sentences using non-finite clauses: went to the prak (park) to play with her dog

5



• Capitals for proper nouns • Apostrophes of contraction and possession • Commas in lists, between describers, after

text connectives, after foregrounded phrases and clauses



Uses capital letter to begin text. Does not use capital letter for name of princess (hop) Uses ‘She’ to denote some new sentences but does not use capitals consistently to show a new sentence. No full stops used.

3


Processes action: went; played; wallk(walked);saw; run; bark(brake/broke); put; live; call (called) Simple past: nemed(named);went; saw Simple present instead of simple past: wallk(walk); run; lock; bark (brake); call; live

4

4


Subject-verb agreement: • some control of subject-verb agreement

1-3

Student Name: Jana Level: 4 Genre:

February 2014 . 27

Words and word groups • Circumstances (adverb groups/phrases

and prepositional phrases)

Circumstances • time: On friday night • place: to the prak (park); in side; in the police car • manner: happy (happily) • accompaniment: with her dog

5



a princess nemed hop (named Hope);a mannemed frank (named Frank);her dog; the door; police coast (constable);police car Noun groups: • nouns (things): princess, man, dog, home • classifiers: police • articles: a; the

4

• Evaluative language: (expressing


• Graduation (intensifiying) • Modality • Expressing opinion directly

Evaluative language : • happy (happily); secret ( possibly means scared)

3

Word Knowledge

Level


N.E.

• Spelling

Spells most common words correctly and less familiar words with letters which represent sounds in the word egprak(park); bark (break/broke)coast (constable); secret ( possibly means scared)

4

February 2014 . 28

JOHNNY: WRITTEN PERSONAL RESPONSE (LETTER OF THANKS)

Year Level: Year 3

Teacher’s comment: Student’s name has been deleted. This letter relates to the student’s first visit to the Royal Adelaide Show.

February 2014 . 29

Student Name: Johnny Level: 4/5 Genre: Letter of thanks Composing learning area texts Level Using visuals

Drew a picture of student and pet on a ride. 5

Written texts

Written independently after class discussion and white-boarding of key words such as Royal Adelaide Show.

4


Layout: letter formalities - date, salutation, body, sign off

5

Text cohesion • Foregrounding o text and paragraph openers




Thankyou Sentence openers: I Appropriate foregrounding for letter formalities Active: used for whole text egI love (loved) the singing

5



Pronouns: I; you

3

Grammar Knowledge Level Sentence structures • Simple - with increasing complexity




Compound sentences using coordinating (linking) conjunctions: and

4








Correct punctuation, full stops and sentence and proper noun capitalisation: Ms Conner

5


Processes: • sensing: love

Simple present: thank; love

4

5


Subject-verb agreement: • generally consistent subject-verb agreement

4-6

Student Name: Johnny

February 2014 . 30

Words and word groups • Adverbs, adverb groups/phrases and



Circumstances: • cause: for the ticket

7



Noun groups: • nouns (things): ticket, show, singing, rides • classifier: Royal Adelaide • articles: the Plurals: rides

4

• Evaluative language: (expressing feelings and emotions; judgements of people and evaluation of things)


Evaluative language : • Thank you; love

3

Word Knowledge Level Understanding learning area vocabulary • Topic vocabulary

Begins to use a very narrow range of vocabulary in context: ticket, rides

5

• Spelling

Accurate spelling of common words 5

February 2014 . 31

JOHNNY: WRITTEN PERSONAL RECOUNT

Year Level: Year 3

February 2014 . 32

Student name Johnny Level 5 Text Type Recount Composing learning area texts Level Using visuals

Drew a picture of objects used in events in the Recount 3

Written texts

Uses paragraphs organised by the day, with a concluding paragraph with evaluation.

7


Independently composed personal recount following teacher modelling with an orientation, some details of events in logical order and an evaluation.

5/6

Text Cohesion • Foregrounding o text and paragraph openers (headings/

sub-headings; introductions and topic sentences)



Circumstance of time at the beginning of each paragraph: On Friday; On Saturday; On Sanday (Sunday) Text connectives: Next; Laeteron ( Later). Foregrounding appropriate for recount genre. Active voice: used for whole text eg Next I played

4/5



Pronouns: I; my Demonstrative: that

4

Grammar Knowledge Level Sentence structures • Simple - with increasing complexity using

circumstances and/or expanded noun groups



Simple sentences using a circumstance of time: On Friday; On Saturday; On Sanday (Sunday) Compound sentences using coordinating (linking) conjunctions: and Complex sentences using subordinating (binding) conjunctions: because, after

6-8




possession • Commas in lists, between describers, after

text connectives, after foregrounded phrases and clauses



Uses capital letters appropriately at the start of sentences but misses most full stops.

5


Processes: • doing: went; play; did • sensing: liked • verbal groups: went to play • simple past: went; played; did; liked • simple present instead of simple past: play

5

February 2014 . 33

Student name Johnny Level 5 Text Type Recount Subject/verb agreement

Subject-verb agreement: Generally consistent subject-verb agreement

4-6




Circumstances: • time: On Friday; after school; on Saturday; On

Sanday (Sunday) • place: at the bakyard(backyard); to bed; to the

shop; to dad’s frend(friend);to my fends (friend’s) home

• accompaniment ie with whom: with my frend(with my friend)

6

Words and word groups • Noun groups/phrases • Plurals • Articles: indefinite (a/an) and definite (the) • Nominalisations

Noun groups: • nouns (things): bakyard (backyard), home,

homework, frend (friend), shop • possessives as pointers: dads (dad’s) frend • articles: a; the

4



Evaluative language : • liked

4


N/A

• Spelling

Spells most common words correctly and spells less common words according to pronunciation : frend; leter;thaet

4/5

February 2014 . 34

ANNA: WRITTEN SEQUENTIAL EXPLANATION

Year Level: Year 3

THE LIFE CYCLE OF A FROG

Teacher’s comment: This task was completed under test conditions as part of the State Literacy Test.

February 2014 . 35

Student Name: Anna Level: 6 Text Type: Explanation Composing learning area texts

Level


N.A.

Using visuals

N.A.

Written texts

With a high degree of visual support writes 5 sentences which present information in logical order.

4


Writes brief explanation of steps to support visuals.

6




Text Connectives: Then

6



Pronouns: their (they are); they

6





Simple sentence using expanded noun groups: After two weeks they grow back legs; ….front and bake (back) legs Complex sentences using subordinating (binding) conjunctions: when; After

5/6




Mostly uses capitals correctly, one full-stop missing.

5



Processes • Doing: hatch; tern (turn); grow • Relating: ‘are’ from their (they’re)

5

o tense

Simple tenses for most common regular and some irregular verbs • Present: hatch, grow, tern (turn)into

5



4-6

February 2014 . 36

Student Name: Anna Level: 6 Text Type: Explanation Words and word groups • Adverbs, adverb groups/phrases and



Circumstances • place: out of their eggs

4




Noun groups • key nouns (things): eggs; legs • possessives as pointers: their eggs • classifiers: front and bake (back); back

4




N.E.

Word Knowledge

Level


Hatch; eggs; tadpoles; adalt(adult)

5

• Spelling

Spells with accuracy most monosyllabic words: six; days; old; out; they; back; weeks; legs; grow.

6

February 2014 . 37

ANNA: WRITTEN NARRATIVE

Year Level: Year 3

Teacher’s comment: This task was completed under test conditions as part of the State Literacy Test. First two sentences were on the prompt.

February 2014 . 38

Student Name: Anna Level:6 Text Type: Narrative Composing learning area texts

Level


N.A.

Using visuals

N.A.

Written texts

Constructs an genre appropriate for a Year 3 topic.

6

Text Knowledge

Level


Begins to write own brief texts with simple setting, storyline and attempted ending

6




Suddenly, So, Then There; I

6



Pronouns: I; it; my; she; her; me; then

6

Grammar Knowledge

Level

Sentence structures • Simple- with increasing complexity





Simple sentences using circumstances of manner (Suddenly) place (around) and expanded noun groups: a beatiful garden (beautiful), a (sic) beatiful rainbow horses Compound sentences using coordinating (linking) conjunctions: and ,but, so

6

6

6




Uses full stops and capital letters appropriately.

6



Processes • Doing: get; took; seen; went; brang(brought);

folowed(followed); keep; rode • Saying: told; cold (called) • Sensing (thinking and feeling): thourght(thought);saw • Relating: was; have

6

February 2014 . 39

Student Name: Anna Level:6 Text Type: Narrative

o tense

Simple tenses for most common regular and some irregular verbs • Present: have • Past: was; saw; wanted; tried; thought (thought); took;

went Several correct irregular verbs used.

6



4-6


prepositional phrases to express the circumstances surrounding happenings and states o place o time o accompaniment o manner(quality and means)

Circumstances • place: through the keyhole; in it; in my pocket; in the

castle; out of the cages; back home; all the way home • time: in my live (life); always • manner: Suddenly

6




Noun groups • key nouns (things): caste (castle); garden; horses; kids;

pocket • possessives as pointers: my • numeratives: some • describers: beautiful (beautiful) • classifiers: rainbow • qualifiers (level 6 and above):in cages

6




Evaluative language • feelings: I never seen a place like this in my live (life) • evaluation of things: beautiful beautiful)

5

Word Knowledge

Level


N.A.

• Spelling

• topic words: garden, rainbow, castle • spells words with regular spelling patterns: 3-letter consonant

clusters –through • compound words: tiptoes, keyhole • generalisations: adding ‘ed’ and ‘ing’ endings: peered; tried;

locked; galloping (galloping)

7

February 2014 . 40

BARBARA: WRITTEN SEQUENTIAL EXPLANATION

Year Level: Year 5

THE LIFE CYCLE OF A FROG

Teacher’s comment: This task was completed under test conditions as part of the State Literacy Test.

February 2014 . 41

Student Name: Barbara Level: 7 Genre: Explanation Composing learning area texts Level

Using visuals

Written texts

Student wrote a few short paragraphs explaining the sequence of events in a frog life cycle to match the visuals and labels provided by the teacher.

6 7

Text Knowledge

Level


Composed a simple sequential explanation of a life cycle based on diagram. Opening statement was provided by teacher.

7/8

Text cohesion • Text and paragraph openers • Layout (heading/sub-headings/line

breaks) • Text connectives • Sentence openers (theme/

foregrounding)

• Passive voice

Text connectives: Then; Then when; While Sentence openers: The eggs; Tadpoles; The adult frogs; All the frogs

6/7

Text cohesion • Reference (pronouns and substitution)

Pronouns: they; it; there (their); That

6

Grammar Knowledge

Level

Sentence structures • Simple - with increasing complexity




Simple sentences using circumstances of time: about when it is six days; purpose: for swimming; expanded noun groups: long strong legs Compound sentences using coordinating (linking) conjunctions: and; Complex sentences using subordinating (binding) conjunctions: when it is six weeks old, they get feet and arms for (so) they can… jump a bit.; while they are growing…..

7








Consistently uses capitals and full stops.

6

Student Name: Barbara Level: 7 Genre: Explanation Words and word groups • Processes (verb groups/phrases)

Processes • Doing: swim; harch(hatch); shrink; disappear;

breath(breathe);goes into; turn in to (into) • Relating: have; is;

7

February 2014 . 42

• Tense

Choice and formation of tense • shows control of simple present, simple past and simple future

tense and correctly forms past tense of the most common irregular verbs: gone

• verb groups: o elaborated tenses:are growing o multi-word verb groups: get to go; goes into; make …

shrink o modals and negatives: can be; don’t have to go; can

breath(breathe)

6/7

Subject/verb agreement Subject-verb agreement is accurate. 7

Words and word groups • Circumstances (adverb groups/phrases

and prepositional phrases)

Circumstances • place: on land and water;, in the air and in water; in the

water • time: all the time; for ever and ever

7


(the) Nominalisations

Noun groups • key nouns (things): legs; tails; gills; days • possessives as pointers: their • numeratives: six; all • describers: long; strong • classifier: adult Nominalisations: swimming; breathing

6/7

6

• Evaluative language: (expressing


• Graduation (intensifying) • Modality • Expressing opinion directly and

indirectly

Inappropriate evaluation: good Graduation: a little bit; for ever and ever (inappropriate) Modality: can jump; can be free; don’t have to Appropriate level of objectivity except for ending.

6/7


Uses a growing range of common topic vocabulary: eggs; harch (hatch); tadpole; adult frogs; gills; shrink; disappear; breathe (all in prompt)

8

• Spelling Most words spelt correctly though many provided on the prompt.

6

February 2014 . 43

BARBARA: WRITTEN NARRATIVE

Year Level: Year 5

Teacher’s comment:This task was completed under test conditions as part of the State Literacy Test. First two sentences are adaptations of sentences provided on the prompt.

February 2014 . 44

Student Name: Barbara Level: 7 Genre: Narrative Composing learning area texts Level Using visuals

N.A.

Written texts

Student wrote a full page with some support. It includes some detail organised into paragraphs focused on one event. Often uses spoken-like language structures.

6/7

Text Knowledge

Level


First two sentences were provided in the prompt by the teacher.Begins to write own brief narrative with simple setting, storyline and brief attempted ending. Begins to organise text into paragraphs relying on prompt.

6

Text cohesion • Text and paragraph openers • Layout (heading/sub-headings/line

breaks) • Text connectives • Sentence openers (theme/

foregrounding) • Passive voice

Text connectives: Then; So; But Personal pronouns as sentence openers: He; I

6

Text cohesion • Reference (pronouns and

substitution)

Pronouns: He; his; I; you; him; it; there

6

Grammar Knowledge

Level

Sentence structures • Simple - with increasing complexity



• Complex


Simple sentences using circumstances of time: when he touched the door; all the time; and expanded noun groups: a three headed monster; the big ugly door Compound sentences using coordinating (linking) conjunctions and; so; but Complex sentences using subordinating (binding) conjunctions when; if; where. Beginning to use relative pronouns with varying accuracy: that (ellipsed)

7/8

Punctuation • Sentence level: capitals to begin and

full stops, question marks or exclamation marks to end






Mostly uses capitals, apostrophes and full stops correctly. An attempt at direct speech using quotation marks.

7

February 2014 . 45

Student Name: Barbara Level: 7 Genre: Narrative Words and word groups • Processes (verb groups/phrases)

• Tense

Processes • Doing: moving; stood; peered (part of teacher prompt);

open; turched(touched); hide; find; closed; following; stayed; grab

• Saying: said; tell • Sensing: thorght (thought); like • Relating: was; am Demonstrates frequent control of choice and formation of tense for a range of verbs: • shows control of simple present, simple past and simple

future tense and correctly forms past tense of the most common irregular verbs:saw; was; ran; opened; closed; stayed; torght (thought);torched (touched)

• beginning to gain control of more complex verbs groups with: o elaborated tenses:was moving; was following; was

going to o multi-word verb groups: hop out of o modals and negatives: dosen’t (wouldn’t) see; didn’t like;

should hop out of

7

6


• Demonstrates generally consistent control of subject verb agreement

6

Words and word groups • Circumstances (adverb

groups/phrases and prepositional phrases)

Circumstances • place: in the keyhole, in a bascket(basket);in (into) a bus, in

the shop, from the store, where I am know (now) • time: again; all the time; later; after • manner: o means: on his tiptoes (provided in prompt) o reason: for his life o comparison: as silently as a shadow (provided in

prompt)

7



Noun groups • key nouns (things): keyhole (provided in prompt) • possessives as pointers: his life • numeratives: a three headed monster; lots and lots of

clothes • describers: the big, ugly door • qualifiers: a bascket (basket)where there was lots an lots of

clothes Nominalisations: life

7

9

7


• Graduation (intensifying) • Modality

• Expressing opinion directly and

indirectly

Evaluative language • Feelings: he was scared; he was safe and sound; I am safe

and sound • judgements of people (characters) • evaluation of things: it was fun, I didn’t like it(changed to

first person in last paragraph) • modality: just closed • appropriately expresses opinion directly (subjective): He

thought he should hop out of the basket…………

6

February 2014 . 46

Student Name: Barbara Level: 7 Genre: Narrative



Uses appropriate topic vocabulary for this Narrative: monster, store, scared, thorght (thought)

6

• Spelling

Most words spelt correctly.

6

February 2014 . 47

HELMUT: WRITTEN DESCRIPTIVE INFORMATION REPORT

Year Level: Year 7

February 2014 . 48

Student Name: Helmut Level: 8 Text Type: Report Composing learning area texts Level Using visuals – particularly in multi modal texts

N.A.

Written texts

Composes elementary genre with a number of stages in order using paragraphs

8


Uses an introductory sentence, groups like information into sub-topics with some details, uses sub-headings.

7





Axolotls sub-headings – Appearane(Appearance); Habitat; Behaviour; Diet/food

7



Pronouns: they; their

7






Simple sentences using circumstances of place: in the water; in fresh water and expanded noun groups: a type of salamander Compound sentences using coordinating (linking) conjunctions: but; and; then; or Complex sentences using subordinating (binding) conjunctions: because Complex sentences using a non-finite clause: to fertilise eggs

7

Punctuation • Sentence level: capital to begin and full


• Basic punctuation o capitals for proper nouns o apostrophes (contraction and

possession) o commas in lists, between describers

and after text connectives • Beyond basic o quotation marks (for direct speech,

quotes, other such as title and name) o commas after foregrounded phrases

and clauses and with direct speech

Capital letters and full stops used correctly for most of the text

7

February 2014 . 49

Student Name: Helmut Level: 8 Text Type: Report Words and word groups • Verbs and verb groups/phrases)


Processes • Doing: grow; live; breath (breathe);release; take;

fertilise; fed • Relating: are

7

o tense


tense and correctly forms past tense of the most common irregular verbs:

• verb groups: o elaborated tenses:are swimming o multi-word verb groups: o modals and negatives: can be fed; are not

7


Subject-verb agreement after ‘there’, where verb needs to agree with what follows:

7-8



comparison) o matter o cause

role

Circumstances • place: into their bodies; in the water; in fresh water • time: every two days or so • manner: o means: through gills o degree: to about 25 cm

7


o Plurals

o Articles: indefinite (a/an) and definite (the)

• Nominalisations

Noun groups • key nouns (things): Axolotls; salamander; meat; water;

days • possessives as pointers: their • numeratives: most; every two • describers: small pieces; fresh Articles: a; the

8



• Modality • Expressing opinions directly and

indirectly

Inappropriate use of ‘fantastic’ at end of text

N.E.

February 2014 . 50

Student Name: Helmut Level: 8 Text Type: Report Word Knowledge Level Understanding learning area vocabulary • Topic vocabulary

Axolotls; Appearane (Appearance);Habitat; gills; Behaviour; release; sperm; female; fertilise; Diet; carnivours(carnivores)

7

• Spelling

Spelling • topic words: mostly correct except for Appearane

(Appearance); breath (breathe); carnivours (carnivores) All other words spelt correctly

8

February 2014 . 51

HELMUT: WRITTEN NARRATIVE

Year Level: Year 7

February 2014 . 52

Student Name: Helmut Level:8 Text Type: Narrative Composing learning area texts Level Using visuals – particularly in multi modal texts

N.A.

Written texts

Text has series of events in order and use of paragraphs. 7


Independently composes short narrative with clear story line; events closely related to resolution; evaluation of events

8





Once upon a time; I; When; Now Text Connectives: When; Now Sentence openers: There; When; I; She; You; That’s; After; Now

8



Pronouns: I; her; she; me; you; you; my; it Demonstratives: those wishes Substitution: it; the one

8






Simple sentences using a circumstance of time: Once upon a time..; and expanded noun groups: really good waves; a very nice girl. Compound sentences using coordinating (linking) conjunctions: and; and then Complex sentences using subordinating (binding) conjunctions: When; After; because Complex sentences using non-finite clause: to go surfing Relative clause: which she gave me

7/8







and clauses and with direct

Uses capital letters and full stops correctly Capitals used correctly That’s, don’t Inconsistent use of quotation marks

8

February 2014 . 53

Student Name: Helmut Level:8 Text Type: Narrative Words and word groups • Verbs and verb groups/phrases)


Processes • Doing: went; finished; sitting; want; opened; saw;

wanted; met; gave • Saying: said; requested • Sensing (thinking and feeling): thought; dreamed • Relating: were; was; are; have; wasn’t; had

8

o tense


tense and correctly forms past tense of the most common irregular verbs: went; was; are

• verb groups: o elaborated tenses:will have o multi-word verb groups:to go surfing; had always

dreamed of owning; don’t have to work

7


Subject-verb agreement after ‘there’, where verb needs to agree with what follows: there were; she gave; I was; I have

7-8




Circumstances • place: to the beach; on the sand; at home; home • time: Once upon a time; five minutes

8




Noun groups • key nouns (things): waves; girl; wishes; money; girls;

minutes; house • possessives as pointers: your; my • numeratives: three; a lot of; five; all • describers: really good; very nice • classifiers: magic • qualifiers: a very nice girl sitting on the sand o using prepositional phrases (level 6 -8):on the sand

• intensifiers: really good; very nice Articles: a; the

8




indirectly

Evaluative language • feelings: happy • judgements of people (characters):very nice girl • evaluation of things: really good waves; very good wishes;

what a life • varied intensity: very Modality: have to; will have

7-8

February 2014 . 54

Student Name: Helmut Level:8 Text Type: Narrative Word Knowledge Level


N.A.

• Spelling

Spelling • topic words: surfing; magic wishes; first; second; third • generalisations: doubling consonant when adding ‘ing’ sitting adding ‘ed’ finished; requested; opened; dreamed

8

February 2014 . 55

NATASHA: WRITTEN DESCRIPTIVE INFORMATION REPORT

February 2014 . 56

Student Name: Natasha Level:9 Text Type: Report Composing learning area texts Level Using visuals – particularly in multi modal texts

N.A.

Written texts

Independently composes a report of over 7 paragraphs, with a logically ordered text.

9


An introductory paragraph but not a concluding one. There are no sub- headings.

8





Australia; The main religion; The main industries; In 1642; Aboriginies Sentence Openers: The climate; The capital city; The main exports; This island

8/9



Pronouns: it; it’s (its);they; he; his; here; this Demonstratives: this new land

9






Simple sentences using circumstances and/or expanded noun groups: … the 6th largest country in the world. Compound sentence using coordinating (linking) conjunctions: …in the southern hemisphere and it is sometimes called…; …in the city but some are employed…

8/9








Capitals and full stops mostly accurate. Dutchman Tasmania, Papua New Guiney Apostrophes – unnecessary apostrophe in It’s neighbouring… Papua New Guiney, New Zealand; ….are European, 4.5% are….

9

February 2014 . 57

Student Name: Natasha Level:9 Text Type: Report Words and word groups • Verbs and verb groups/phrases)


Processes • Doing: live; employed; sailed; lead; landed; arrived; sighted;

walked; discover; claimed; make; flood; changed • Saying: spoken • Sensing(thinking and feeling): realise • Relating: located; called; renamed; belonged to; is; had

9

o tense

Choice and formation of tense • shows control of simple present, simple past and simple future tense

and correctly forms past tense of the most common irregular verbs: had, were

• verb groups: o elaborated tenses: had called; have walked o multi-word verb groups: made up

9



7/8




Circumstances • place: in the world; in Australia; in the coastal regions • time: sometimes; for over a thousand years; In 1642 • manner: o means: by Captain Cook

9




Noun groups • key nouns (things):country • possessives as pointers: it’s(its) neighbouring countries • numeratives: the 6thlargest country;18.6 million people • describers: the driest, flattest and smallest inhabited country, • classifiers: coastal regions • qualifiers: A Dutchman called Abel Tasman o using prepositional phrases (level 6 -8):6th largest country in the

world o using relative clause (level 9 and above):people who lived in

Australia for over a thousand years Nominalisations: Christianity, population, agriculture

9




indirectly

Evaluative language • feelings: strange • varied intensity: finally Modality: Possibility: might have walked or sailed Obligation: were supposed to make Frequency: sometimes

8/9


February 2014 . 58


Continent; tropical climate; neighbouring countries; southern hemisphere; industries; Dutchman;

9 • Spelling

Spelling topic words: mostly accurate including words making up more than three syllables.

8

February 2014 . 59

NATASHA: WRITTEN NARRATIVE

Year Level: Year 5

February 2014 . 60

Student Name: Natasha Level: 9 Text Type: Narrative Composing learning area texts Level Using visuals – particularly in multi modal texts

Separation of paragraphs with stars and a ‘cloud’ for ‘the end’ or conclusion.

7

Written texts

Independently well written begins to develop a sense of setting and characterisation

8/9


Text with orientation: Colonel Blimp was a keen hunter Begins to include more than one complication :he heard a groan; he got scared by a Tucan (toucan); Resolutions: he jumped into a creek; he died

9





Text and paragraph openers: Colonel Blimp,As he approached the entrance of the jungle,He felt some water around him

Sentence openers: He, This, It,

7/8



Pronouns: it, he, his, him Demonstratives: This

8





Simple sentence using circumstances: …into the dark gloomy jungle; expanded noun groups: dark gloomy jungle Compound sentence using coordinating (linking) conjunctions: …..another groan in the trees and saw… Complex sentences using subordinating (binding) conjunctions: ‘He felt as if knives were cutting into him as the lion’s teeth dug into him’.

Non-finite clause: to shoot a lion, to find the lion

8








Africa didn’t - No apostrophe of possession in lions mouth Single quote around woosh(whoosh) Some incorrect use of commas

9

February 2014 . 61



Processes • Doing: shoot; left; find; approached • Sensing(thinking and feeling):heard; know; think; worry;

thought; felt Relating: was

9

o tense


tense and correctly forms past tense of the most common irregular verbs: flew, thought

• verb groups: o elaborated tenses:, were allowed, were cutting into o multi-word verb groups: were allowed to shoot, tried

to move, set off (phrasal verb) o modals and negatives: didn’t worry



9/10

Words and word groups

• Adverbs, adverb groups/phrases and prepositional phrases to express the circumstances surrounding happenings and states o place o time o accompaniment o manner (quality, means and


Circumstances • place: to Africa; in the trees; through the trees; into a

creek; through the water; onto a rock • time: many years ago; one day • accompaniment – alone • manner: o quality: suddenly o means: gently

9

Words and word groups

• Nouns and noun groups/phrases o Plurals o Articles: indefinite (a/an) and

definite (the)

• Nominalisations

Noun groups • key nouns (things): hunter, hotel room, entrance • possessives as pointers: his gun • numeratives: many years • describers: a huge head; dark, gloomy jungle • classifiers: hotel room

8

Expressing Opinion and point of view

• Evaluative language: - expressing o feelings and emotions o judgements of people and o evaluation of things o with varying intensity


indirectly

Evaluative language • feelings: He felt as if knives were cutting into him; He got

scared by the Tucan • judgements of people (characters): a keen hunter • evaluation of things: dark, gloomy… • intensity: at least

8

Word Knowledge Level Understanding learning area vocabulary

• Topic vocabulary

Colonel; hunter; jungle; Tucan(toucan); loaded gun; crocodile; hotel

9

• Spelling

Spelling Most simple and complex words are correct. Errors: swallowed (swallowed); theeth (teeth)

9

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