ࡱ> $&!"# Sbjbj 3fYK8:\ j"(""""###$x*#####""48J-J-J-#>""J-#J-J-"\/m}t:&"KV.<j0\&00##J-#####J-###j####0######### : Year 3-7 Written Exposition Marking Rubric: Levels 4-9* Student: ___________________________ School: ___________________________ LevelDate * For Levels 1-3 descriptions and examples compare to Levels 1-3 texts in Annotated Texts This rubric is a modified version of the Language and Literacy Levels, but it cannot be used to assign Levels for EALD funding purposes because it does not include all the criteria and is part of a different process.  HYPERLINK "http://creativecommons.org/licenses/by/4.0/"  INCLUDEPICTURE "cid:image001.png@01CFE9EA.016DB5E0" \* MERGEFORMAT  The Department for Education and Child Development requests attribution as:South Australian Department for Education and Child Development. Text knowledge Level 4 (End of Reception)Level 5 (End Year 1)Level 6 (End Year 2)Level 7 (Year 3)Level 8 (Year 4)Level 9 (Year 5)Organisational structure Exposition (Argument): relying heavily on modelled texts, writes a statement of position, one or two reasons in support (up to 4 sentences) Exposition (Argument): based on modelled texts constructs a simple statement of position, with one or two brief reasons and restates position (4-6 sentences) Exposition (Argument): constructs brief introduction and series of points/reasons (3-5) with little or no elaboration to support them (7-8 sentences) Exposition (Argument): begins with simple statement of position in brief introduction and provides a series of logically ordered reasons. Begins to use paragraphs (may be one for introduction, one for arguments and one for conclusion. Or reasons may be separated into 1 or 2 sentence paragraphs) Exposition (Argument): organises texts in simple logically order; begins to provide a simple introduction and to give simple topic sentence for each argument. Paragraphs on basis of change of reason (140-200 words) Exposition (Argument): constructs appropriately an introduction, simply elaborated arguments with topic sentences and basic conclusion. Paragraphs include more elaboration (180-250 words)  Foregrounding text and paragraph openers text connectives sentence openers Uses repetitive personal pronouns to begin sentences: I like cats. I like the fur. Uses name of person/thing that is the topic: Cats are cute. They are furry. Begins to use a text connective: First Accurately uses a text connective: Firstly Uses two text connectives: Firstly; Secondly; Begins to foreground subordinate clauses (an example of either when or if): When I got a cat, I was happy; If you have a dog, that is OK. Uses three text connectives: Firstly, Secondly, Lastly Uses (1-2 examples when and if subordinate clauses: If you have a guard dog, robbers will not enter.Uses a wide range of text connectives to organise text: Firstly; In addition; Finally; In conclusion, To conclude Uses 2-3 instances of subordinate clauses including more than when or if: After the cost is calculated, dogs are less expensive than cats. Grammar KnowledgeLevel 4 (End of Reception)Level 5 (End Year 1)Level 6 (End Year 2)Level 7 (Year 3)Level 8 (Year 4)Level 9 (Year 5)Sentence structures Compound coordinating (linking) conjunctions Complex subordinating (binding) conjunctions Relative clauses Begins to compose compound sentences with varying accuracy, linking ideas with the simplest coordinating (linking) conjunctions: and, and then: I feed my cat and fill her bowl. Composes compound sentences formed by 2-3 coordinating (linking) conjunctions with varying accuracy: and, and then, but, so: My mum does not like dogs so she took it to the farm; I thought the dog would be hungry but it was not. Begins to compose complex sentences using one of the most common subordinating (binding) conjunctions: because: I chose a cat because I like them. Composes compound sentences formed with 3-4 coordinating (linking) conjunctions: and, and then, but, or, so: you have to be careful or dogs might bite. Constructs s complex sentences with varying accuracy using2 different common subordinating (binding) conjunctions: because, when, after, if, so (meaning so that): Dogs get sick if they do not have fresh water. Constructs compound sentences with 4-5 coordinating (linking) conjunctions: and; and then; but; or; so Constructs complex sentences using 3 common subordinating (binding) conjunctions: because; if; when, afterConstructs compound sentences, often combining several ideas, perhaps using two coordinating (linking) conjunctions in one sentence: and; and then; but; or; so: You can take a dog to the park and do things you enjoy but you cannot take a cat there. Constructs complex sentences using 4-5 subordinating (binding) conjunctions: because; after; if; when; until; as; while With varying accuracy begins to use a relative pronoun: who, that, which: Dogs who are loyal make good pets; I think that they are better. Constructs effective compound sentences through a wide range of coordinating (linking) conjunctions: and; and then; but; or; so: nor, yet Constructs complex sentences to develop and expand ideas using 5-6 common subordinating (binding) conjunctions to express relationships of time and cause and effect: because; when; after unless; if; so that; as; until Uses 2 relative pronouns with varying accuracy: People avoid dogs that are aggressive; Cats who are popular pets : They claim that the best breed is Punctuation Sentence level: capitals to begin and full stops, question marks or exclamation marks to end Basic punctuation: capitals for proper nouns apostrophes Begins to use capitals to begin sentences and full stops to end (1 or 2 sentences in whole text have punctuation at beginning and end) Uses capitals to begin sentences and full stops to end with varying accuracy (50% -80%correctly punctuated) Begins to use capitals for proper names with varying accuracy: Siamees cats and persian cats Begins to use question and exclamation marks with some accuracy (at least 80% correctly punctuated) Mostly uses capital letters accurately for proper nouns Consistently uses capital letters to begin and full stops, question marks or exclamation marks to end sentences Accurately uses capital letters for proper nouns Begins to use commas after text connectives: Secondly, lots of people prefer dogs Begins to use apostrophes in contractions: Ive; wouldnt; dont; thats Uses commas after most text connectives Uses apostrophes in most contractions Begins to use apostrophes for possession: some childrens pets; Accurately uses commas after text connectives: First, you multiply ; Firstly, dogs are smart; Secondly, cats might ; In conclusion, I believe Accurately uses apostrophes appropriately for contractions: wasnt; couldnt; doesnt; were and possession Grammar KnowledgeLevel 4 (End of Reception)Level 5 (End Year 1)Level 6 (End Year 2)Level 7 (Year 3)Level 8 (Year 4)Level 9 (Year 5) Verbs representing different processes (doing, sensing, saying, relating) tense Uses 2-3 examples for 1-2 verb types: doing: it draws; drinks milk it rolls over sensing: I think kittens are the best pet; I like cats relating: it has legs; it is furry Demonstrates some control of simple tenses: present: has; like; gives past: was; walked; played: brushed; had future: the cat is going to be angry Uses 3-4 examples of 2-3 verb types: doing: they steal food kids; cats jump; licked his foot sensing: I didnt like it relating: they are different; it is the softest; it made me sad Demonstrates control of simple tenses for most common regular and some irregular verbs: present: eat; bring past: watched; came; future: Ill make; it will die Uses 3-4 examples of 3 verb types : doing: dogs crawl; arrived; might chew sensing: ; no-one likes them; he loved it; I chose it relating: a poodle looks like a lamb; A type of dog called a German shepherd Demonstrates control of simple tenses for a small range of verbs: including past tense form of most common irregular verbs: did; saw; took; ate may still lack control of less common irregulars: brang for brought Begins to gain control of elaborated tenses: they were running; it is digging Uses 4-6 examples of 3 verb types : doing: dogs destroyed their homes; look after our pets sensing: We now know relating: They wouldnt have anywhere to live Demonstrates 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: woke; made shows better control of elaborated tenses: Ive seen pets the owners were buying; owners are getting Uses some more technical and/or precise verbs: doing: They shed their fur; they soon settle in; cats stalk their prey sensing: They decided to own; I have observed; I hope you choose it relating: the breed has become popular; it has grown into a popular choice Chooses and forms complex verb groups appropriately most of the time, using: elaborated tenses: we were getting bored; It was happy because we had settled in at home Uses more precise verbs: doing: The cats tumbled; It was wobbling from side-to side; dogs scamper sensing: Dogs notice their owners emotions.; Cat owners hope; I disagree; vets believe relating: They can remain patient They appear to be the same Chooses and forms complex verb groups appropriately most of the time, to express complex meanings such as relationships of time using: simple and elaborated tenses: When we walked in the park, a cat was sitting under a tree. The dog hadnt noticed.  Circumstances Place (where?) Time (when?) Accompaniment (with whom?) Manner (quality and means) (how?) Cause (why?) Uses 1-2 circumstances with some accuracy: place: in bed; at the beach time: after food accompaniment: with my dog Uses 2-3 circumstances accurately most of the time: place: on the ground; through the playground time: at night time; for six weeks accompaniment: with my sister manner: quality: my dog barks loudly means: with their teeth; with its legs Sometimes including two circumstances in the same sentence: place: into the bowl; from the ground time: on very stormy nights; in the start accompaniment: with my friend manner: quality: slowlymeans: by lickingUses 4-5 circumstances. place: in the hills; out the window; all over the world; out of the cages time: after a while; every two years accompaniment: with other types of cats manner: quality: easily; in many different ways means: with a leash cause: for the food Includes 5-6 circumstances place: beside the fence; on the way there time: for the same amount of time accompaniment: with two different pets; alone manner: quality: in a loud way means: with training cause: for a place to eat Includes circumstances using more varied vocabulary. place: into the distance; time: in a cats lifetime manner: quality: suddenly; peacefully; with its head in its paws means: with a whistle comparison: like a fox cause: because of this Grammar KnowledgeLevel 4 (End of Reception)Level 5 (End Year 1)Level 6 (End Year 2)Level 7 (Year 3)Level 8 (Year 4)Level 9 (Year 5) Noun groups Uses 1-2 simple noun groups of 2 or 3 words, numbers: two cats; 4 legs describers (primarily colour, size and shape): a new toy; a black body; thin legs; classifiers: pet cat Uses 2-3 short noun groups, choosing from a growing vocabulary to add one or two elements: numbers: all the cats; lots of dogs describers (primarily colour, size and shape): a round body; sharp teeth classifiers: a water dish Begins to use more precise/technical vocabulary in noun groups: numbers/measures: two more cats; too much water describers: cute furry animals; short, strong legs; on very dark and stormy nights classifiers: fresh water; police dogs begins to use short prepositional phrases as qualifiers: cats with long claws; dogs on farms Uses noun groups consisting of a narrow range of vocabulary to provide some detail to descriptions: numeratives: the first cats; six out of seven pets; a few types describers: important people; the red hot bite; massive paws classifiers: lost cats; a male dog some qualifiers using short prepositional phrases: many types in the world Creates more specific descriptions through the use of noun groups by selecting from a small range of vocabulary for more delicate meanings: numeratives: several owners describers: gorgeous face; a rather quiet animal; the rough coat classifiers: a plastic bag; the natural environment qualifiers beginning to use a longer prepositional phrase: larger dogs from other countries; cats like Persians and Siamese Expands noun groups in a variety of ways to provide fuller descriptions of people and things using a growing range of vocabulary for more delicate meanings: numeratives: about 500 breeds; one of a few cats; nearly all the animals describers: an amazing creature; a successful training program classifiers: animal shelters; Australian laws qualifiers using a longer prepositional phrase: the breed at the bottom of the list; the size of the average dog in Australia qualifiers using relative clause: the people who own dogs; the breeds that are most popular Grammar KnowledgeLevel 4 (End of Reception)Level 5 (End Year 1)Level 6 (End Year 2)Level 7 (Year 3)Level 8 (Year 4)Level 9 (Year 5) Evaluative language Feelings and emotions Judgements of people Appreciation of things Intensity Uses an example of evaluative language to express: feelings: I like my cat judgements of people: good people appreciation of things: I think kittens are the best pet; my favourite pet; it was fun; we have a good time; it is nice; Uses 2-3 examples of evaluative language to express: feelings: I didnt like it; I felt sad judgements of people: bad people dont walk their dogs appreciation of things: I think cats are cool; it was a beautiful dog ugly animals ; loudest bark; softest fur varying intensity: so soft; very big Uses 2-3 examples of more than one type of evaluative language to express: feelings: They make me feel happy; I love cats; People feel afraid judgements of people: angry people are not good pet owners; appreciation of things: it is a funny animal; they are very noisy; cats are cute furry things; it is easier to play with; it was quite hard varying intensity: it was really loud; just behind; it was quite hard Uses 3-4 examples of more than one type of evaluative language to express: feelings and emotions: I feel upset; very bored judgements of people: people that do a good job at training them appreciation of things: these pets are very good for you; dont turn your back on dangerous dogs; some toys are very expensive varying intensity: some owners just waste all their money on cats; owners could even walk; buy things to eat, but only good things to eat Uses 4-5 examples of more than one type of evaluative language to express: feelings and emotions with varying accuracy: I was concerned; judgements of people: they were very cruel; , appreciation of things: the smell is gross; they are special friends; they have amazing speed; dogs are so loyal; It was brave varying intensity: they only need to be washed once a week; Uses 6-7 examples more than one type of evaluative language to express: feelings and emotions: I feel angry when ; this makes me very frustrated; judgements of people: they ignore their pets appreciation of things: healthy animal; the breed is a popular choice ; a successful way of training varying intensity: People from all over the globe; everyone knew; nearly every dog  Modality Obligation Frequency Certainty Inclination With some accuracy, uses 1-2 examples of the most elementary expressions of modality: dogs have to eat; dogs might bite; I would like to have a cat With some accuracy, uses 2-3 examples of elementary expressions of modality: we should spend more time with them; they need food and water; we always feed them; they bark, but only sometimes, not all the time; they know how to train them; I think we do not want to have them Uses 2-3 examples of language expressing modality with varying degrees of accuracy: this must be the softest; It never plays with you; you may think; perhaps I could have two animals; would like to own one; I didnt want to have them as a pet Uses 3-4 examples of simple modality with greater degree of accuracy and in combination: People might need a dog to protect them; You dont always need toys for a cat  Word knowledgeLevel 4 (End of Reception)Level 5 (End Year 1)Level 6 (End Year 2)Level 7 (Year 3)Level 8 (Year 4)Level 9 (Year 5) Topic vocabulary Uses an example of common topic vocabulary: pet; food; water; hair; bedUses 2-3 examples of common topic vocabulary: own; animal; claws; bite; shelterUses 3-4 examples of common topic vocabulary: pet owner; dry food; exercise; kennel; vetUses 4-5 examples of common topic vocabulary: illness; environment; short haired; guardUses 5-6 examples of common topic vocabulary: collar; muzzle; inject; operate; guard dog; disease; register, Uses 6-7 examples of common and less common topic vocabulary: expensive; breed; operation; injection; vaccinate; virus  Spelling Spells with some accuracy common short vowel single syllable words: consonant, vowel, consonant patterns; bad; fit; not; cat; can some blends: trap and consonant digraphs: spot some high frequency words: is; was; it; he; they; we; my; me; the; went Spells less common words based on own pronunciation: wiv for with; fin for thin; legx for legs Spells with some accuracy most common words learnt in the classroom, including high frequency words: one; have;some; they; about Spells with accuracy: one-syllable words containing known blends: st: stop Spells others based on own pronunciation or other patterns: didant for didnt; difrint for different Spells with consistency and accuracy most single syllable words with common spelling patterns: high frequency long vowel words: name; park; good; food containing consonant blends: drop; clap; grass; ring containing consonant digraphs: thin; much; shut containing vowel digraphs: free; soon Spells with consistency and accuracy two-syllable words with common patterns: funny; going Attempts to spell unknown words based on sound and/or visual patternsSpells correctly: 3 letter consonant clusters: strong; scratch diphthongs and other alternative vowel sounds: ay (play); ai (tail); ee (feel); ea (real) generalisations: adding s for plurals and es for plurals when word ends in: s; sh; ch; x or z adding ed and ing tense endings: watered; being; walkingSpells correctly: consonant clusters: stripe; throat; screen diphthongs and other alternative vowel sounds: oy; oi; ou; ow; ould; u; ough; au; aw silent beginnings: wr and kn generalisations: doubling when adding suffix: getting; bigger dropping e when adding suffix: usingSpells correctly: complex but common patterns: different; double silent letters: limb; doubts; answer      PAGE 1 Version 1 Mitcham Hills Partnership 2016 Levels 7-10 DECD Trial Draft: August 2012 Not for Citation -08:;<=Eai ݹݹݧ||e|TFTFTh]e5B* CJaJph!Xh h]eh]e5B* CJaJph!Xh,hieKho5B* CJ$OJQJ^JaJ$ph/_&ho5B* CJ$OJQJ^JaJ$ph/_,hoho5B* CJ$OJQJ^JaJ$ph/_#hoB* CJ0OJQJ^JaJ0ph/_#hzB* CJ0OJQJ^JaJ0ph/_#h[B* CJ0OJQJ^JaJ0ph/_#hKLB* CJ0OJQJ^JaJ0ph/_ hKQdh"5B* CJHaJHph!Xh0<=bFf $$Ifa$gdieK$a$gd"l$a$gd"gd"$a$gdcs    5 K U ^ $Ifgd#4gdq$a$gd"Ff $$Ifa$gdieK      _ ` a b c d  ᰟ~iZ?5h.2hh@B* OJPJQJ^JmH nH phPsH tH hqhqB* CJaJph!Xh)j|hqhq5B* CJUaJph!Xhhqhq0J*5CJaJ$jhqhq0J*5CJUaJ hqhq5B* CJaJph!Xh)jhqhq5B* CJUaJph!Xhh9) 5B* CJaJph!Xhhg;5B* CJaJph!Xhhq5B* CJaJph!Xh h]ehq5B* CJaJph!Xh  ( 4 > J T U ] g h p z {  , - . ⡌zg]TN]T h8aJhKQdhh@aJhKQdhh@5aJ%h.2hh@B* ^JaJmH phPsH #h"B* ^JmH nH phPsH tH )h.2hh@B* ^JmH nH phPsH tH  hKQdhh@9h8h.gB* CJOJPJQJ^JmH nH phPsH tH 9h8hh@B* CJOJPJQJ^JmH nH phPsH tH 9h8hh@B* CJOJPJQJ^JmH nH phPsH tH ^ h q { $Ifgd#4 $ $Ifgd"kd$$Ifl֞;fl(09ONN t0[<44 layt - . c d def#$%&$1$7$8$H$IfgdA[e $7$8$H$IfgdA[e $IfgdA[e$1$7$8$H$Ifgd". 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