ࡱ>  } _bjbj55 4__ |!!qqq,D t$B75757557 &7 27\^^^^^^-ώ^q;6"7;;^!!755?sw?w?w?;B!875q5\w?;\w?w?Y 5P,"a?8H0ЄPca?cp cq (:7.8w?8h9:7:7:7^^a?:7:7:7;;;;c:7:7:7:7:7:7:7:7:7 :  Teacher resources  HYPERLINK "http://e-asttle.tki.org.nz/technical_resources/teacher_resources#r1" http://e-asttle.tki.org.nz/technical_resources/teacher_resources#r1 Writing indicators The writing indicators have been provided to help moderate student writing. They have been designed to identify student achievement at Basic, Proficient and Advanced, at Curriculum Levels 1-6. These are designed for students in Year 4 and above but can be used successfully in the junior school when linked with the Literacy Learning Progressions. For each writing purpose, the writing indicators comprise: progress indicators developed to help teachers understand and evaluate their students progress and achievement in writing (scoring rubric); annotated examples; and a selected glossary of terms. Note: Examples are not provided for Level 1. Writing indicators are available for the following writing purposes:  HYPERLINK "http://e-asttle.tki.org.nz/content/download/1001/4032/file/Persuade.pdf" persuade or argue  HYPERLINK "http://e-asttle.tki.org.nz/content/download/999/4026/file/Instruct.pdf" instruct or lay out a procedure  HYPERLINK "http://e-asttle.tki.org.nz/content/download/1000/4029/file/Narrate.pdf" narrate, or inform or entertain through imaginative narrative  HYPERLINK "http://e-asttle.tki.org.nz/content/download/997/4020/file/Describe.pdf" describe, classify, organise and report information  HYPERLINK "http://e-asttle.tki.org.nz/content/download/998/4023/file/Explain.pdf" explain  HYPERLINK "http://e-asttle.tki.org.nz/content/download/1002/4035/file/Recount.pdf" recount  HYPERLINK "http://e-asttle.tki.org.nz/content/download/996/4017/file/Analyse.pdf" analyse Purpose: Describe This section describes the key characteristics of describe, classify, organise and report information purpose writing. Using the Scoring Rubric The progress indicators in the scoring rubric have been developed to help teachers understand and evaluate their students progress and achievement in writing. Teachers are asked to make a best-fit judgement as to the level at which their students writing most predominantly sits for each of the seven content areas: Audience Awareness and Purpose, Content/Ideas, Structure/Organisation, Language Resources, Grammar, Spelling, and Punctuation. Deep Features Audience Awareness and Purpose: The purpose of this type of writing is to document, organise and store factual information on a given topic. It usually classifies and describes whole classes of living and non-living things (e.g., reports on scooters, blue whales, etc.) or specific living and non-living things (e.g., descriptions of Pikachu, my teddy, etc.). There are many types. This progress indicator deals specifically with information reports and factual descriptions. Content/Ideas: Texts that report and describe contain information statements, which are often declarative or stating. Elements of the purpose include a general classification statement that provides information for the reader about the nature of the subject of the text (e.g., Kiwis are flightless birds, My teddy is the most precious toy that I have). Elaborated, information-laden sections follow to tell what the phenomenon or item under discussion is like, and to provide details about, depending on the topic of the report or description, components and their functions, properties, behaviours, uses, locations or habitats, types, and their relationship to the writer. The writer may conclude the text in a simple manner, although such a conclusion is optional. The writer may round off with a general statement about the topic (e.g., Today the Kiwi is well known around the world as a symbol of New Zealand, or I love my teddy more than any other toy I have. I hope I never lose him). Structure/Organisation: The text is generally organised around things and their description. There is a logical ordering of information (i.e., no temporal/time sequence is evident). Content is grouped or structured according to common themes evident in the information presented. Sentences are linked thematically to the topic of a paragraph or section. Text organisers such as titles, headings, and sub-headings are commonly used to orient or organise reading. Language Resources: Descriptions name and describe specific people or things (e.g., my teddy) while reports name and describe generalised participants or whole classes of things (e.g., blue whales or the kiwi as a species). Declarative or stating mood choices are employed to make statements of fact. Precise, descriptive, factual language is used rather than flowery or aesthetically pleasing language, while technical language related to the topic is common in reporting. The language of comparison is common (i.e., comparatives and superlatives) and similes and metaphors may also be utilised as devices of comparison. Many existing and relational verbs (i.e., being and having verbs such as is, are, have, belongs to) are used. These verbs are used to classify, to identify what the phenomenon is like and what it comprises. Some action verbs are used to describe behaviours (if living) or uses (if non-living). The choice and use of verb-vocabulary often reflects the desire to create particular information laden meanings for the reader (e.g., forage rather than search for food). Verbs are commonly in the timeless present tense. This adds to the authority of the text as readers are given a version of the world as it is. Passive structures are also employed to make the text seem more objective and formal. With respect to other parts of speech, noun-packing is a common device for developing concise and precise descriptions. Adjectivals are often stacked to produce densely packed noun-groups. As additive relations are common in these texts, conjunctions are used which define and elaborate through descriptions (e.g., in addition to, and). Scoring Rubric, Pupose: DESCRIBE Level 1 (proficient) Level 2 (Proficient) Level 3 (Proficient) Level 4 (Proficient) Level 5 (Proficient) Audience Awareness and Purpose Writer writes primarily for self and occasionally demonstrates awareness of audience. Makes some attempt to describe, classify, and organise information. Assumes shared knowledge of the context with the audienceWriter recognises they are writing for an audience other than self. Attempts to describe, classify, and organise information. Assumes shared knowledge of the context with the audienceWriter shows some awareness of purpose and audience through choice of content, language, and writing style. Assumes information required by the audience but does not interfere with meaning. Writer shows awareness of purpose and audience through choice of content, language, and writing style. Shows awareness of audience/purpose most evident in introduction and conclusion. Writer shows awareness of purpose and targets the audience through deliberate choice of content, language, and writing style. Includes audience directly or indirectly in text and referred to at the beginning and end. Content/IdeasWriting includes one or more elements appropriate to purpose, e.g., attributes, behaviours, properties, functions, location. Includes one or more simple,factual statements to support selected elements. May include many statements unrelated to the topic and/or task. Writing includes some elements appropriate to purpose e.g., attributes, behaviours, properties, functions, location. Uses simple factual statements to support all selected elements. May include some statements unrelated to the topic and/or task. Writing includes most elements appropriate to the purpose e.g., the writer classifies and deals with attributes, behaviours, properties, functions, location. Uses factual statements appropriately to deal with attributes, behaviours, properties, functions, location. Elaboration evident in description Almost all material relates to the topic of the given task.  Writing includes the elements for the given purpose, a title and classification of content to be described or reported.  Uses factual statements appropriately to deal with attributes, behaviours, properties, functions, and location and includes a final statement to round off the text in some way. Elaborates the described elements. Uses factual statements to deal with attributes, behaviours, properties, functions, location, etc. as appropriate, and makes use of a final statement to round off the text in some way. Elaborates most elements. Description/report answers the set task. Writing shows some complexity in content or perspectives (two or more).StructurePresents fact statements as discrete topic sentences. Some semblance of sequence may be evident, often based on classification and aspects of physical and behavioural observations. Evident semblance of framework (e.g., some grouping of information which might include an opening a description of aspects of the topic and summarising comment. Some semblance of sequence is evident, often based on classification and aspects of physical and behavioural observations. Generally organised at sentence level. Uses a simple framework for ordering content (e.g., categorising or classifying). Is gaining control over sequence and ordering of information elements. Attempts at sectioning or paragraphing. Uses a framework for ordering report or description. May attempt complex thematic structures. Sectioning or paragraphing is evident, shows linking of main ideas and supporting details. Uses a clearly organised, thematic framework but may be inconsistent. Introduction and conclusion are used to develop focus on topic. Assigns elements of description appropriately. Paragraphs used with main ideas and supporting details. Thematic linking of sentences to topic of paragraph or section. Language ResourcesUses simple, usually factual and descriptive language. Begins to use linking verbs. Uses some topic-specific language to convey thoughts and ideas. Uses mainly high-frequency words. Shows some understanding of pronoun use. May write descriptions from a personal perspective. Uses mainly simple sentences, with some variation in beginnings. May attempt compound and complex sentences. Uses simple, factual and descriptive language and verbs written in the present tense e.g., verbs that link bits of information to tell what it is or what they have. Uses some topic-related language present but conveys little detail e.g. nouns may have basic descriptors. Shows some understanding of the use of pronoun. Uses some language appropriate to purpose and audience. Uses simple and compound sentences with some variation in beginnings. May attempt complex sentences. Uses language appropriate to task and topic for classifying e.g., linking verbs is, have, belongs to; action verbs for describing behaviours or uses, most often present tense. Uses topic-related adverbs and adjectives to provide the audience with detail. Use of pronouns largely controlled. Uses language that is generally appropriate to purpose and audience. Uses a variety of sentence structures, beginnings, and lengths. Uses descriptive and factual language appropriate to task and topic. Includes clear reference links Uses language of comparison to help the audience visualise aspects of the subject, e.g., is similar to. Attempts to add information by noun-group packing or by using complex adverbials. Uses language appropriate to purpose and audience. Uses a variety of sentence structures, beginnings and lengths for effect. Consistently uses language appropriate for task and topic e.g., effective action verbs such as teach, fight - most often in present tense. Uses some figurative language for effect. Generally uses appropriate descriptive factual language and technical vocabulary successfully to compare, contrast, define, or classify. Uses a variety of sentence structures, beginnings and lengths for effect and impact.  Selected glossary of terms for the to describe purpose Glossary Describe purpose Purposes: - to document, organise and store information on a given topic and - make a reader understand, picture, or appreciate a body of information. Description is used in all forms of writing to create a vivid impression of a person, place, object or event and may occur in other text types such as explanation and narrative. It may: - describe a special place and explain why it is special; - describe / create characters or an important person in your life or - give information, such as describing an animal within an information report. TermsExplanationGeneral example Task appropriate domainsDomain elements: The main elements that make up the structure of a description. Title: names or classifies the topic. Introduction: The first sentence introduces and classifies the topic, (the person, place, object, event, or character.) Series of paragraphs: that describe the most important and interesting details of the topic, e.g., physical appearance, qualities, behaviour, significant attributes. Concluding paragraph: a rounding off general statement about the topic. Character: appearance, behaviours or actions, feelings: likes/ dislikes, contexts/settings. Information report: classification: appearanceContent described is largely one faceted Only concentrates on one aspect and does not consider wider contexts, e.g., Dogs: classification and a list of types of (pet) dogs only or a character description where only the appearance is shown.Discrete elements Each domain element is treated in a completely separate way and not linked in any way. Sectioning or paragraphing The writing has paragraphs, each one focusing on a different aspect and may be used to segment the text by grouping related elements or information by: headings, bullet points and or numbering.  Nouns Answer the question: who or what? baby, bird, food, Fish, boat, shoes Strong nouns have more specific meanings. Papanui road, oak or willow (as opposed to tree) Noun phrases: phrases acting as nouns in a sentence. Particularly long noun phrases are referred to as noun packing. All the people in the audience began to clap. Noun groups: provide information about the subject. a tall thin man, the small girl, it was a large open rowboat with a tall front and tall back  Pronouns Pronouns are used often, but not always, to replace a noun or noun phrase and help the writer to avoid repetition. They can be confusing to a reader if the pronoun references are not clearly made. Some categories of pronoun are: Demonstrative: this, that, these, those Indefinite: anybody, anything, everything, nobody Personal: I/me, you, he/him, we/us, they/them, it Possessive: mine, yours, his, hers, ours, theirs, its Relative: who, whom, which, whose, that Reference may be unclear or overused Pronoun references are not clearly linked to the relevant noun already mentioned. The pronoun is repeatedly used, e.g., he or it. The teenage boys bedroom was silver and black. He had Snakes are reptiles. They  Verbs Words that express an action, happening, process or a state of being. Action verbs: are generally the more physical actions or behaviours that can be observed. Stative verbs: give information about a state of being or a state of mind. Sensing verbs: can be used in descriptions to describe the characters thoughts, feelings, opinions or beliefs. Some types of verbs Action: slithers, hops, runs, eats, drinks, lives, turns, croaks, erupts, slobbers Stative: am, hoped, felt, seem, prefer, hate, heard Sensing /feeling: think, decide, hope, feel, prefer, love, believe, like, assume, consider, know, want, fear, understand, imagine, enjoy, wonder, disgust, observe Present tense verbs The present tense uses the base form of the verb, which changes only in the third person singular where there is an (s) ending. She looks like my mother. Harry looks cheerful today. I wait/ She waits. (present tense) Verbs may be limited and lack simple adverbials. Writers overuse verbs and the verbs used are weak and do not add specific information to the description. Weak verbs: got, went, go, come, said, look Instead of The old woman was in his way. The old woman barred his path. Adverbs/ Adverbials Adverbs add detail and weight to the description. They give extra meaning to a verb, an adjective, another adverb or a whole sentence. Adding -ly to an adjective forms many adverbs, but there are many that do not end in - ly. .In many cases, adverbs tell us: how (manner): slowly, happily, carefully, where (place): here, there, away, home, outside when (time): now, tomorrow, later, soon, early how often (frequency): often, regularly, sometimes why (reason): because, so, for An adverbial phrase is a group of words that functions in the same way as adverbsThey left a few days ago. (adverbial phrase) Giraffes move in a strange way. (adverbial phrase) Adjectives/ AdjectivalsAdjectives are words that describe someone or something. They build up information around the noun or pronoun. They answer the question: which, whose, how many, what like, or what type?Some types of adjective re: Numeral/Number: five, sixth Descriptive: old, white, busy, careful, horrible, friendly Distributive: each, every, either Interrogative: which, what, whose Indefinite: some, few, many, most Verbal adjectives: walking tour, singing lesson An adjectival is a group of words that are used to give more information about the noun. They may be preceded by a preposition. with (prep) dirty old jeans, (adjectival phrase) animals with backbones are called vertebrates (adjectival phrase) Plain descriptive prose My granddad wears slippers and is the former owner of the apple orchard that covers most of his land. He has the look of an old bagpiper and he has greying hair that is balding.Figurative language Alliteration: is the repetition of consonants, especially the initial consonant so that the words are linked together by sound. Her crunchy chocolate chip cookies are cool. Idiom: an expression which is not meant literally and whose meaning cannot be figured out from the individual words. They can be special to a particular country or its language. under the weather, rings a bell, kicks the bucket, Its choice! She is such a pain in the neck. Imagery: use of language to create a vivid sensory image. May include vocabulary and or choice of synonym, adjectives and adverbs. The image may be visual (picture), auditory (sound), tactile (feel), olfactory (smell) or gustatory (taste). He sits there like Im a king and hes a shoes salesmen. She had been like the wind passing through the air. Metaphor: the writer writes about something or someone as if they were really something else, without using the words: like or as. The trip was a nightmare and something James would remember for the rest of his life. Personification: language relating to human action, motivation and emotion is used to refer to non-human agents or objects or abstract concepts. The wind whistled through the trees. Simile: the writer creates an image in by comparing a subject to something else, by using the words: like or as. Her face shone like a beacon. Our caretaker has hair like snow. Her hair looks like a black birds nest. Purple prose Descriptive prose that is exaggerated or ridiculously elaborate, i.e., over writing. The long, wavy, dry, brown tussock swirled around the rock. Technical and less-frequent vocabulary Precise and subject specific language is used in descriptive reports. Language that is factual rather than imaginative is used. snout, tusks, gill slits, cartilage Possums are nocturnal mammals. Turtles are covered with a hard, box like shell. Conjunctions Conjunctions join two or more clauses together and only occur within a sentence. and, but, so, or, because, since Connectives/ linkages Connectives are words or phrases that also link clauses or sentences. They can be placed at various positions within the sentence and help contribute to the cohesion of the text. however, for that reason, in fact, although, after that Connectives have the following functions: adding information: also, apart from that, likewise, explaining: for example, in other words, that is to say indicating result: therefore, consequently, as a result Simple sentences Simple sentences have a single clause. They have one main idea expressed as subject, verb and object. Character: Dad has got green eyes. Report: Snakes have not got legs. Compound sentences Compound sentences have two or more clauses joined together by conjunctions such as and and but. The clauses are of equal weight; that is, they are main clauses. Character: Dad has green eyes and they get large when he laughs. Report: Snakes have not got legs and have not got arms either. Complex sentences Complex sentences contain at least one clause that does not make sense without the rest of the sentence. Character: Her car was old so Nana sold it. Report: Although snakes have not got legs or arms they can move with speed.  Purpose: Recount This section describes the key characteristics of recount purpose writing. Using the Scoring Rubric The progress indicators in the scoring rubric have been developed to help teachers understand and evaluate their students progress and achievement in writing. Teachers are asked to make a best-fit judgement as to the level at which their students writing most predominantly sits for each of the seven content areas: Audience Awareness and Purpose, Content/Ideas, Structure/Organisation, Language Resources, Grammar, Spelling, and Punctuation. Deep Features Audience Awareness and Purpose: The writer aims to inform or entertain a reader or listener by reconstructing a view of the world that the reader can enter. Recounts centre on the sequenced retelling of experience, whether real or imagined. There are three common types of recount that have variations in focus. Personal recounts involve the reconstruction of a personal experience that often includes reflections on the writers feelings. Factual recounts involve the recounting of events from an informational perspective (A visit to McDonalds) and often include statements of observation as asides to the recounting of events (The ice-cream machine behind the counter is big and shiny. I saw people polishing it. It takes a lot of work to keep it that shiny). Imaginative recounts may involve the writer in recounting events from an imagined perspective (A day in the life of a Viking raider) or recounting imagined events from a personal perspective (A field trip to Mars) that may include both imagined observation and comment. Content/Ideas: Recounts use a succinct orientating device early in the piece to introduce characters, settings and events to be recounted (i.e., who, what, why, where, when, how). A point of view, the perspective from which the recount is told, is often established here. Events are related in time order. Comment or observation and/or reflection is used to foreground events or details of significance to the writer. These may be interwoven with the retelling. Optional is a re-orientation that is an ending statement often used to reflect or comment on the events recounted or to predict future events (I had a great time at Camp Hunua. I wonder what will happen to us next year!). Structure/Organisation: Recounts are organised around a sequenced account of events or happenings. They follow a time sequence in that they are organised through time (i.e., conjunctions and adverbials show linkages in setting events in time and ordering the events and the passage of time). Language Resources: Specific people, places, and events are named (On Saturday, our class had a sleepover at Kelly Tarltons Underwater World in Auckland or Today, we raided Lindisfarne Abbey to gather more gold for our longboat). Detailed recounting makes extensive use of descriptive verbs, adverbs, adjectives, and idiomatic language to catch and maintain reader interest. There is frequent use of prepositional phrases, adverbials, and adjectivals to contextualise the events that unfold. Dialogue or direct speech is often used to give the recount a realistic feel, to assist in the reconstruction of the events, or to provide opportunities to comment on the happenings. Many action verbs tell of happenings and of the behaviours of those involved. Some relational verbs are used to tell how things are as the writer reflects, observes or comments. The choice and use of vocabulary often reflects the desire to create particular images or feelings for the reader. Verbs are commonly in the past tense, though tense can vary in the comments (On Tuesday, Mary and I went to the shop. We are best friends.). Scoring Rubric, Pupose: RECOUNT Level 1 (proficient) Level 2 (Proficient) Level 3 (Proficient) Level 4 (Proficient) Level 5 (Proficient) Audience Awareness and Purpose Writer writes primarily for self and occasionally demonstrates awareness of audience Attempts to retell a past experience or happening. Assumes shared knowledge of the context with the audienceWriter recognises they are writing for an audience other than self. Retells a past experience or happening. Assumes shared knowledge of the context with the audience. May include hook at beginning of text to engage audiences interest, Writer shows some awareness of purpose and audience through choice of content, language, and writing style. Attempts to capture the audiences interest through a variety of means e.g., humour, selected anecdotes, language choices. Gives audience most information needed to make sense of the past experience or happening. e.g. sufficient description of setting and situation. Uses beginning of text to attract attention and provide adequate context for the recount Writer shows awareness of purpose and audience through choice of content, language, and writing style. Deliberately tries to inform and/or entertain audience through a variety of means, e.g., humour, selected anecdotes, language choices Gives audience information needed to make sense of the past experience or happening e.g., sufficient description of setting and situation Beginning of text attracts attention and provides adequate context for recount. Writer shows awareness of purpose and targets the audience through deliberate choice of content, language, and writing style. Deliberately tries to inform and/or entertain audience through a variety of means e.g., humour, selected anecdotes, language choices and some relevant reflective comments on the action. Content/IdeasWriting covers one or more domains appropriate to purpose, e.g., happenings, participants, timeframe, place. Some attempt to add detail Begins with an orientation (background information) using some of the elements of recount, e.g., happenings, participants, timeframe, place, etc Attempts to add detail. May make a simple attempt to concludeBegins with an orientation (background information) using elements of recount, e.g., happenings, participants, timeframe, place etc. Attempts to add detail in order to comment on, or evaluate significant points of interest. Includes a simple conclusion.Uses essential elements of recount. Focuses on and develops some specific events and interest areas, which may link to a central theme or emotion. Shows some evidence of interpretative reflection, thoughtful observations, and evaluative comments on recounted events, possibly by sharing thoughts and feelings with the audience. Includes a simple appropriate conclusionIncludes a comprehensive, yet succinct orientation. Focuses on and develops specific events and interest areas with clarity. Shows evidence of interpretive reflection, thoughtful observations, and evaluative comments on recounted events, possibly by sharing thoughts and feelings with the audience. Links ideas and events in the conclusion to content.StructureSome evidence of time order. Sometimes links events by simple words that indicate the passage of time, e.g., then, next etc. Largely sequences events in time order. Links events by using simple connectives that indicate the passage of time e.g., first, then, next. Sequences events in time order. May links events by using connectives (words and/or phrases), e.g., later that evening, because etc. Attempts paragraphing. Manages sequencing (events in time order) well. Links events in ways that indicate cause and effect and /or passage of time, e.g., such as, as a result, beforehand, etc. Uses paragraphing linking main ideas and supporting details.Shapes events to achieve a sense of coherence and wholeness. Uses a range of connectives within and between paragraphs Uses paragraphs with main ideas and supporting details. Links sentences thematically to topic of paragraph or section.Language ResourcesUses some key content and high-frequency words Uses simple past tense. May attempt to use direct speech. Shows some understanding of pronoun use. Uses some language appropriate to purpose and audience. Mainly uses simple sentences, with some variations in beginnings. May attempts compound and complex sentencesAttempts to add detail by using a variety of verbs, adverbs, adjectives, and other language devices, e.g., simile. Attempts to experiment with vocabulary. Uses simple past tense. May include direct speech. Shows some understanding of pronoun use. Uses Some language appropriate to purpose and audience. Uses simple and compound sentences, with some variations in beginnings. May attempt complex sentences.Adds detail using a range of language devices, e.g., figurative language Uses precise verbs to describe actions and events and to capture thoughts and feelings. Experiments with descriptive and figurative vocabulary. Consistently uses appropriate verb tense. Includes direct speech appropriately to assist with reconstruction of events. Largely controls pronoun use. Uses language that is generally appropriate to purpose and audience. Uses a variety of sentence structures, beginnings, and lengths. Uses some language devices selectively to add detail for impact. Selects some precise verbs to describe actions and events and to capture thoughts and feelings for impact. Uses language appropriate to purpose and audience. Uses a variety of sentence structures, beginnings, and lengths for effect Selects language devices to add detail for impact. Selects precise verbs to describe actions and events and to capture thoughts and feelings for impact Uses a variety of sentence structures, beginnings, and lengths for effect and impact.  Selected glossary of terms for the to recount purpose Purpose: - to inform or entertain a reader or listener by reconstructing a world that the reader/ listener can enter and - help the reader appreciate or be entertained by a crafted retelling of a personal life experience. TermsExplanationGeneral examplePronouns Pronouns are used often, but not always, to replace a noun or noun phrase and help the writer to avoid repetition. They can be confusing to a reader if the pronoun references are not clearly made. Some of the categories of pronoun are: Demonstrative: this, that, these, those Indefinite: anybody, anything, everything, nobody Interrogative: who, whom, whose Personal: I/me, you, he/him, she/her, we/us, they/them, it Possessive: mine, yours, his, hers, ours, theirs, its Relative: who, whom, which, whose Adjectives / AdjectivalsAdjectives are words that describe somebody or something. They build up information around the noun, characters or events. They answer the question: which, whose, how many, what like or what type? Some types of adjectives are: Classifying: African, plastic, wooden, social, Comparing: smoother, prettier, smallest Distributive: each, every, either Factual: big, soft, blue, round, upper Opinion: elegant, poor, scary, difficult, Quantity: five, sixth, two doze An adjectival is a group of words that are used to give more information about the noun. They may be preceded by a preposition. had big, foolish paws, most of his head, without raincoats, with freckles on it, on the coffee table, with a grin of appreciation (adjectival phrase) Verbs Words that express an action, happening, process or a state of being. Action verbs: are generally the more physical actions that can be observed. In recounts, saying verbs help depict the people (subject) by the way they do or say something. Some types of verbs are: Action: danced, twisted, screams, repeated, crept, worked Saying: said, pleaded, replied, shouted, complained, cried Stative verbs: give information about a state of being or a state of mind. Stative: am, hoped, felt, seemed, prefer Present tense verb The present tense uses the base form of the verb, which changes only in the third person singular where there is an (s) ending. I look like my mother. Harry looks cheerful today. I wait/ She waits. (present tense) Simple past tense Tense tells us about time (when an action takes place) by adding ed to the stem of the verb. Some verbs do not follow this rule and are known as irregular verbs. Usually I walk to school (present tense) but yesterday I biked. (simple past) He brought his lunch today. We saw the accident. Irregular verbs: bring/brought, see/saw, know/knew First person Refers to the speaker(s). I, we Second person The person(s) being addressed. you Third person What is being spoken about. he, she, it, they Adverbs/ AdverbialsAdverbs give extra detail and weight to a verb, an adjective, another adverb or a whole sentence. Adding -ly to an adjective forms many adverbs, but there are many that do not end in -ly. In many cases, adverbs tell us: how (manner): slowly, happily, carefully where (place): here, there, away, home, outside, when (time): now, tomorrow, later, soon how often (frequency): often, never, regularly, sometimes An adverbial phrase is a group of words that functions in the same way as a single adverb. how (manner): in a threatening way, by car where (place): a few miles away when (time): over the weekend, a few days ago how often (frequency): from time to time why (reason): for that reason DialogueA conversation between two parties.How was school today? asked Joy. Fantastic. We wrote about the storm, Warren replied. Id love to read it, said Joy. Ok. Ill bring it home tomorrow, promised WarrenDirect speech When the writer quotes the speaker's original words. Speech marks are used to show the beginning and end of direct speech. My Mum said, Go to bed! (direct) Mum said go to bed. (indirect) I tried to yell out to him, "Look out you silly goose, you will pay for this. Inference When the writer does not explicitly state their intended meaning. The reader needs to use their existing knowledge to work out the meaning. They put on their raincoats and gumboots to walk home. (It was raining). Interpretive reflection Shares thoughts and feelings with the audience. I guess that the activities helped us learn from each other. I wonder what will happen to us next?Foregrounding of significant content When a writer includes some information to set the scene, explain the situation or to introduce an event or character. Foreshadowing: (as distinct to foregrounding) is the use of clues to hint at what is going to happen later in the plot. It is used to arouse the readers curiosity and to create suspense. Mum and Dad live in a caravan with many pets. Because we were studying insects we decided to go to the museum. Foreshadowing: You see it all started when Grandad slopped some brussel-sprouts on my plate. Types of figurative languageAlliteration: is the repetition of consonants, especially the initial consonant so that the words are linked together by sound. ruby red rose, Then we walked into the woods. Trees were like witches waving their wands. Analogy: an analogy is an extended comparison, in which the writer helps the reader's understanding by relating something new to something they already know. He was like greedy cat because he was a golden colour. Colloquial language: is casual rather than formal. It may be used in writing to create a sense of familiarity. Just from me to you, here's a trick, use them in a sling-shot, its bound to work. Hyperbole: the writer emphasises a point through exaggeration. I thought I'd never be able to do that even if I lived to be a bizillion years old. Idiom: is an expression, with a meaning that is not meant literally and whose meaning cannot be worked out from knowledge of the individual words. They can be special to a particular country or its language. You look a bit under the weather this morning. He was off to see a man about a dog. Shell be right. It was a storm in a teacup. Metaphor: the writer writes about something or someone using a hidden comparison without using the words: like or as. My feet had wings. Her gaze was icy. Personification: a form of metaphor in which language relating to human action, motivation and emotion is used to refer to non-human agents or objects or abstract concepts. The roaring monster [the sea] is tucked up in his bed of sand and the flounder have come out to play in the shallows. The threatening green balls Rhetorical questions: the question implies the answer is obvious. It is the kind of question that doesnt need to be answered directly in the text. Do you really expect me to believe that? Dont you think its time you settled down? Simile: the writer creates an image in readers' minds by comparing a subject to something else by using words: like, or as. She's got skin that looks like screwed up cellophane and the creases are getting deeper with time. I ran like the wind. Simple sentences Simple sentences have a single clause. They have one main idea expressed as subject, verb and object. We had a great time! My Dad likes friends. Compound sentences Compound sentences have two or more clauses joined together by conjunctions such as and and but. The clauses are of equal weight; that is, they are main clauses. He climbed into bed and he fell fast asleep. My Gran has brown hair and Gran comes in the pool with me. Complex sentences Complex sentences contain at least one clause that does not make sense without the other clause(s), i.e., the rest of the sentence. We ran as if madmen were chasing us. Variety in sentence structure There are four basic sentence types. (Please see the grammar pages for more information.) Declarative a statement- to make clear, e.g., He was the tallest man I had ever seen. Commands- imperatives e.g., Shut the gate. Questions interrogative- e.g., Has anybody bought some cushions? Exclamations used to express strong feelings e.g., What a naughty dog he is! Purpose: Explain This section describes the key characteristics of explain purpose writing. Using the Scoring Rubric The progress indicators in the scoring rubric have been developed to help teachers understand and evaluate their students progress and achievement in writing. Teachers are asked to make a best-fit judgement as to the level at which their students writing most predominantly sits for each of the seven content areas: Audience Awareness and Purpose, Content/Ideas, Structure/Organisation, Language Resources, Grammar, Spelling, and Punctuation. Deep Features Audience Awareness and Purpose: The explain purpose gives an account of how something is formed or works, along with associated reasons. It involves explaining the processes involved in, and the reasons for, mechanical, natural, technological or socio-cultural phenomena. There are two main types of explanation, with variations in focus. One concerns how something works (How does a pump work? How does Parliament work? How are mountains formed? How do plants grow?). The other involves an explanation of why is something the way it is (Why do some things float? Why do our bodies need food? Why do we have school rules?). Content/Ideas: The essential features include: an introduction that comprises a general statement to establish the purpose of the text and to position the reader, which may be in the form of a title. This introductory portion identifies the phenomenon to be explained. The body portion is used to elaborate the explanation sequence and an account is given of how and/or why something occurs/works with a focus on giving reasons and making the process understandable. Note that complex explanations may have multiple parts or subsections. Explanations may be part of more complex or substantial texts (e.g., a piece on the tuatara may include an explanation section to detail the reproductive cycle How tuatara reproduce). Structure/Organisation: This generally involves organisation around a sequence explaining why something is or how it works. The ordering is logical. Links between aspects of the phenomenon (e.g., sequence or parts) and their associated reasons or functions are evident through the use of conjunctions of time, or cause and effect. Organising devices such as paragraphs assist writers to structure related aspects into themed groups, and links between paragraphs help to create cohesion and relevance. Language Resources: Precise, descriptive, factual language (i.e., verbs, adverbials, adjectivals and nouns) is employed to give detail to the explanation and causal circumstances. Technical language related to the topic, where appropriate, adds authority to the text and writer. Explanations generally employ declarative or stating mood choices to make statements of fact and offer reasons for and explanations of the phenomena. Verbs are mainly those that tell of actions and behaviours, depending on the field. Some existing and relational verbs assist in establishing the explanation. Verb tenses are commonly timeless present tense (e.g., evaporates, grows, eats, orbits). There is some use of passives to define and/or describe actions where agent is obscured or unimportant in the explanation sequence (Gradually, these rocks are eroded and sand is formed). Conjunctions of consequence (cause and effect) link aspects and reasons through causal relationships (if-then, so, as a consequence). Conjunctions are used to show linkages in time and place and for relationships in sequencing (e.g., first, then, following, finally). Scoring Rubric, Pupose: EXPLAIN Level 1 (proficient) Level 2 (Proficient) Level 3 (Proficient) Level 4 (Proficient) Level 5 (Proficient) Audience Awareness and Purpose Writer writes primarily for self Attempts to explain a simple idea or phenomenon Assumes shared knowledge of context with the audienceWriter recognises they are writing for an audience other than self. Some attempt to explain. Explains a simple idea or phenomenon Assumes shared knowledge of context with the audience.Writer shows some awareness of purpose and audience through choice of content, language, and writing style. Explanation may rely on context and require some audience inference in order to be understood.Writer shows awareness of purpose and audience through choice of content, language, and writing style. Clear explanation stands alone.Writer shows awareness of purpose and targets the audience through deliberate choice of content, language, and writing style. Consistently meets needs of intended audienceContent/Ideas Writer offers a simple idea, from a personal perspective, as an explanation. Includes some statements that are unrelated to purpose, e.g. I like rocks, I saw a tuatara at the zoo in Auckland.  Writer identifies the phenomenon or process and gives one or more simple reasons for its occurrence. Includes some statements that are unrelated to the purpose, e.g., I like rocks, I saw a tuatara at the zoo in Auckland  Writer clearly identifies the phenomenon or process and gives reasons for its occurrence. Includes information that is mostly relevant. Body of text contains a sequenced account of straightforward aspects or processes, and includes some associated reasons for why/how these occur. Writer clearly identifies the phenomenon or process clearly, and may also include contextualising information. Includes only relevant content Body of text contains further elaboration and includes associated reasons for why/how aspects or processes occur Writer presents clear, adequately detailed content, relevant to topic sentences/paragraphs. Provides relevant, accurate details at each stage. Body of text contains detailed elaboration and gives associated reasons for why/how aspects or processes occur.Structure Some semblance of organisation, usually around a single idea, may be evident at sentence level. Uses simple connectives and/or sequence language to connect ideas  Uses simple, factual statements. Uses simple connectives and/or sequence language to connect ideas within and across sentences  Attempts to structure content. e.g., an introduction, body, conclusion. Uses connectives and/or sequence language to connect ideas within and across sentences. Attempts sectioning or paragraphing.  Uses straightforward conventional structure e.g., an introduction, body, conclusion. Sustains appropriate and varied connectives and/or sequence language. Uses sectioning or paragraphing linking main ideas to supporting details.  Uses appropriate text structure to achieve some sense of coherence and wholeness. Makes sustained effective use of appropriate, varied connectives and/or sequence language. Uses paragraphs with main ideas and supporting details. Links sentences thematically to the topic of the paragraph or the section. Language Resources Uses some topic-specific language to convey thoughts and ideas. Uses mainly high-frequency words. Uses simple, usually factual and descriptive language. Begins to use linking verbs, e.g., is, have. May attempt to show cause-and-effect relationships by using links within sentences, e.g., because, so. Shows some understanding of pronoun use. May write explanation from a personal perspective. Uses mainly simple sentences, with some variation in beginnings. May attempt compound and complex sentences.  Uses some topic-related vocabulary. Uses factual and descriptive language. Tells how it is or happens, e.g., with verbs in the present tense. Attempts to show cause-and-effect relationships by using links within sentences, e.g., because, so. Shows some understanding of pronoun use. Uses some language appropriate to purpose and audience. Uses simple and compound sentences, with some variation in beginnings. May attempt complex sentences Uses topic-related vocabulary to contribute to audiences understanding of parts of phenomenon being explained. Uses task-appropriate language to tell how it is or happens, e.g., verbs in mainly the present tense. Some adjectivals and adverbials to give detail and precision. Shows cause and effect relationships by using links within and across sentences. Largely controls pronoun use. Uses language that is generally appropriate to purpose and audience Uses a variety of sentence structures, beginnings and lengths.  Attempts technical and/or specialised language (jargon) Consistently uses of precise, descriptive, factual language and verbs in the timeless present tense e.g., evaporates, rises, with occasional use of the passive voice for effect. Expresses causal relationships through links within sentences and between paragraphs. Uses language appropriate to purpose and audience. Uses a variety of sentence structures, beginnings, and lengths for effect. Accurately uses technical and/or specialised language (jargon) Makes deliberate use of precise, descriptive, factual language, the timeless present tense, e.g., evaporates, rises with occasional use of the passive voice for effect. Uses clear, sequential structures and transitions within and between paragraphs. Uses a variety of sentence structures, beginnings, and lengths for effect and impact. Selected glossary of terms for the to explain purpose Purpose: - to give an account of how something is formed, or works, with reasons and why, i.e., make a reader understand the causes or reasons for phenomenon. TermsExplanationGeneral exampleFactual/ Declarative statements The function of the statements is to convey information, make remarks and assertions. The red-hot magma is called lava. A telephone works like a human ear.Topic related vocabularyWords that relate particularly to the topic. volcano, eruptions, lava, rock, magma, embalming, mummification, internal organs Technical/ specialised language This choice of language adds authority to the text, particularly in the description of objects or concepts, in scientific or technical explanations. The earth orbits the sun. The nutrients are necessary is the main function of the small intestine. Verbs/ Action verbsVerbs express and refer to an action or a state of being. Action verbs: tell of actions and behaviours. They are generally more physical actions that can be observed. Some types of verbs are: Action: make, explode, melts, forces, find, hold, roll, fly, play, drive, rub, eat, work, get Relational verbs: show the connections between two pieces of information.Relational verbs: became, having, is, results in, are, turns intoCausal relationships Where one process verb is linked to another process or verb in such a way that a sequence is produced. When the fuel burns it expands with great force. Active/Passive voice: Verbs can be active or passive. Active: When the verb is active, the subject performs the action. The sentence is written in the active voice, e.g., The water flooded the temples at Abu Simbel. Passive: When the verb is passive, the subject has the action done to it by an agent who may or may not be named, e.g., The temples at Abu Simbel were going to be flooded.Adverbs/ Adverbials (to add detail and weight to a statement)Adverbs give extra meaning to a verb, an adjective, another adverb or a whole sentence. Adding -ly to an adjective forms many adverbs, but there are also many that do not end in -ly. In many cases, adverbs tell us: How (manner): slowly, happily, carefully Where (place): here, there, away, outside When (time): now, tomorrow, later, soon How often (frequency): often, sometimes Why (cause): therefore, thus, hence An adverbial phrase is a group of words that functions in the same way as a single adverb. How (manner): in comparison Where (place): in the garden When (time): in the evening, as the... How often (frequency): every day Why (cause): for that reason, because of bad Pronouns Pronouns are used often (but not always), to replace a noun or noun phrase and help the writer to avoid repetition. They can be confusing to a reader if the pronoun references are not clearly made. Some types of pronouns are: Demonstrative: this, that, these, those Indefinite: anyone, everything, nobody, someone Interrogative: who, whom, whose, which Relative: which, that, whose Adjectives/ Adjectivals An adjective is a word that describes somebody or something. They build information around the noun. Adjectives either come before a noun, or after verbs. An adjectival: is a group of words that are used to give more information about the noun. They answer the question which, whose, how many, what like or what type? Some types of adjectives are: Numeral/Number: five, sixth Descriptive: old, white, busy, careful, horrible, friendly Distributive: each, every, either Interrogative: which, what, whose Indefinite: some, few, many, most Rats, introduced by settlers, killed the native birds. (adjectival phrase) ConjunctionsConjunctions join two clauses together and only operate within a sentence. They can show the relationship between the ideas within and between sentences. They show four main types of relationship: adding information: and, but, or cause and effect: as, because, if, since time: after, as, since, until contrasting ideas: unless, but, although Co-ordinating conjunctions join clauses into compound sentences. Subordinating conjunctions join clauses into complex sentences. Co-ordinating conjunctions: and, but, for, nor, or, so Subordinating conjunctions: after, although, as, if, because, before, since, unless, until, when, where Connectives/ linkages Connectives are words or phrases that form links between sentences. They can be used at various places within a sentence and help contribute to the cohesion of the text. Connectives have the following functions: addition: also, furthermore, moreover opposition: however, nevertheless, on the other hand reinforcing: besides, anyway, after all explaining: for example, in other words, that is to say listing: firstly, first of all, finally indicating result: therefore, consequently, as a result indicating time: just then, meanwhile, later Simple sentences Simple sentences have a single clause. They have one main idea expressed as subject, verb and object. A nest is a birds house. This is what happens when we sleep. Compound sentences Compound sentences have two or more clauses joined together by conjunctions such as and and but. The clauses are of equal weight; that is, they are main clauses. You sit on your bike and you push the pedal to make it go, Complex sentences Complex sentences contain at least one clause that does not make sense without the other clause(s), i.e., the rest of the sentence. It works by acting like a heater to warm the egg in order to make it faster to hatch. If the cliff erodes the landscape will be changed forever.  Purpose: Instruct This section describes the key characteristics of the instruct or lay out a procedure purpose. Using the Scoring Rubric The progress indicators in the scoring rubric have been developed to help teachers understand and evaluate their students progress and achievement in writing. Teachers are asked to make a best-fit judgement as to the level at which their students writing most predominantly sits for each of the seven content areas: Audience Awareness and Purpose, Content/Ideas, Structure/Organisation, Language Resources, Grammar, Spelling, and Punctuation. Deep Features Audience Awareness and Purpose: This purpose usually involves describing how something may be accomplished through a sequence of actions or steps to tell someone how something is done. There are several common types of text associated with this function, namely recipes, appliance manuals, assembly instructions, games rules, etc. Content/Ideas: Texts intended to instruct or to outline a procedure contain information statements, often imperative or command and declarative or stating, which tell another person how something may be achieved. Elements of this purpose include a goal statement or often a title that provides information for the reader about the nature of the procedure to be outlined. It identifies the product to be made or the process to be carried out. There is information about materials, though this is not required for all procedural texts, which tells the reader what resources may be required to complete the procedure. This is usually ordered. Then the description of the sequence of steps required in order for the reader to achieve the goal is laid out. Advice or background information may be included at any time as a means of clarifying the procedure. Structure/Organisation: The text is generally organised around a process from beginning to end. The focus is on actions and human action or agency. Content is structured according to the prescribed sequence of events required to complete the task. A time sequence is employed to tell reader the order of the steps. Text organisers such as titles, headings, or subheadings may be used to orient or organise reading. Language Resources: Precise, descriptive language is employed to clarify aspects of the procedure (e.g., action verbs, adverbials, and adjectivals add detail and clarity about what is needed and what is to be done). Pronoun use or omission refers to reader in a generalised way (e.g., First you break the egg or Break the egg). Many action verbs are employed to describe processes to be done by the reader (e.g., whisk, cut, deal, transfer, twist). Precise verb choices reflect the desire to clarify meanings for the reader (e.g., trim rather than cut). The verbs used are commonly in simple present tense. The mood choice is often imperative (i.e., command-like statements tell the reader what to do). However, declarative or stating statements may be used to contextualise the action or give advice to the reader. Time and sequence relationships when instructing or laying out a procedure are generally indicated by the use of time conjunctions (e.g., first, then, next, after, while you are waiting) or numbering. Some cause-and-effect conjunctions may be present (if this, then that). Instruct Level 1 (proficient) Level 2 (Proficient) Level 3 (Proficient) Level 4 (Proficient) Level 5 (Proficient) Audience Awareness and Purpose  Writer writes primarily for self. Attempts to instruct the audience about a simple procedure Assumes shared knowledge with the audience  Writer recognises they are writing for an audience other than self. Instructs the audience about a simple procedure. Assumes shared knowledge with the audience.  Writer shows some awareness of purpose and audience through choice of content, language, and writing style. May rely on context and requires some audience inference to follow the instructions.  Writer shows awareness of purpose and audience through choice of content, language, and writing style. Requires little audience inference to follow simple instructions.  Writer shows awareness of purpose and targets the audience through deliberate choice of content, language, and writing style. Requires little audience inference to follow complex instructions. Content/Ideas Writing includes one or more domain elements appropriate to purpose, from a personal perspective, e.g., headings, materials, actions. May include information unrelated to the task A simple task can usually be completed from the information provided. Includes some domain elements appropriate to purpose, e.g., headings, materials, actions. May include some statements unrelated to the task. A task can usually be completed from the information provided Includes most domain elements for procedure, e.g., headings, materials, actions. Relates most content and detail to the task. A task can be completed from the information from information provided Generally makes comprehensive, precise use of domain elements, e.g., elaborated sub-steps, diagrams and/or illustrations. Relates all content and detail to the task. A complex task may be completed because enough precise, accurate content is provided. Makes comprehensive, precise use of domain elements for procedure. Uses detail to provide rationale and accurate advice on method and/or procedure and to give support. A complex task can be completed because enough precise, accurate content is provided Structure Some semblance of organisation may be evident. May use a simple ordering device, e.g., numbers Uses simple linking and/or sequence language to connect ideas, first, then. Attempts sectioning or paragraphing where appropriate  . Semblance of organisation is evident e.g., sequenced content. May use a simple ordering device, e.g., numbers Uses simple linking and/or sequence language to connect ideas within and across sentences, e.g., first, next, then, when. Uses sectioning or paragraphing where appropriate. Organises and sequences content adequately. Uses ordering devices. Uses linking and/or sequence language to connect ideas within and across sentences.  Organises and sequences content. Uses ordering devices appropriately and may experiment with combinations of organisational methods. Sustains appropriate and varied linking and/or sequence language  Uses a clear, logical, coherent structure. Uses ordering devices with deliberation and may use combinations of organisational methods. Sustains appropriate and varied linking and/or sequenced language effectively. Uses paragraphs with main ideas and supporting details, where appropriate.Language Resources Uses some simple, command-like statements. Uses some topic-specific language to instruct. Uses mainly high frequency words Shows some understanding of pronoun use as appropriate May record actions from a personal perspective Uses mainly simple sentences, with some variation in beginnings Uses command-like statements with some elaboration. Uses some topic-specific language. Shows some understanding pronoun use, as appropriate. Uses some language appropriate to purpose and audience. Uses Simple and compound sentences, with some variation in beginnings. May attempt complex sentences appropriate to purpose.  Uses some features of procedural language, e.g., imperatives, passive voice, data. Uses topic-specific language. Uses language appropriate to describing materials and actions, e.g., action verbs, adverbs, adjectives. Largely controls pronoun use. Uses language that is generally appropriate to purpose and audience. Uses a variety of sentence structures, beginnings, and lengths appropriate to purpose. Uses most features of procedural language. Uses language appropriate to clarifying procedure e.g., action verbs, adverbs, adjectives. Uses language appropriate to purpose and audience. Uses a variety of sentence structures, beginnings, and lengths appropriate to purpose for effect Uses features of procedural language. May adjust language to both instruct and advise. Uses language concisely Uses a variety of sentence structures, beginnings, and lengths appropriate to purpose for effect and impact. May use an imperative in conclusion .  Selected glossary of terms for the to instruct purpose Purpose: - to describe how something may be done through a series of steps or actions and - make it possible for the reader to understand and duplicate the procedure being described. TermsExplanationGeneral exampleWriting style directed to audienceThe writer interprets the needs of the readers and directs the language towards them. You might want to do the same thing with the tomatoes. Be careful you dont cut yourself. Recognising the personal situation of the reader. Mrs Kingi, as you have your own pool May adjust language to both instruct and adviseMaking a suggestion as opposed to giving an instruction. Advice may be included to clarify the procedure. Season to taste (in a recipe). Dont push too hard or the plane will be off. Balance (in a set of instructions). Topic - related informationRefer to topic specific words and language that relate particularly to the procedure. rinse, chop, slice, mix, squeeze pulse, paramedic, patient, respirator, CPR Use of specialised/ task appropriate languageConsistent use of topic specific language throughout the task. Procedures use precise action verbs specific to the task, e.g., dice or slice instead of cut. tennis: slice, backhand, smash, deuce, directions: clockwise, turn 180 degrees, easterly asthma: puffer, nebuliser, Ventolin Evidence of instruction-like statementsThese are sentences that are commands or imperatives, where the subject of a command is often left out, but it is understood as you. Cut the paper into squares. Rub the butter in. Concise use of languageAdding more detail through selection of adjectives, adjectivals and adverbials of manner (the how). large ripe tomatoes, lukewarm water, cut along the dotted line, carefully slice, trim rather than cut Simple statementsA statement is a sentence that tells or informs. A goal statement is often included or a title that identifies the product to be made. How to make a paper plane. Command-like statementsWe use commands to get things done and to obtain goods or services. The structure of a command is simple we drop the subject and the auxiliary and use the main verb. Place the mixture in the oven. Answer the phone. Use of descriptors to describe materials and actions.Words or phrases used to add more description to the subject, verb or object of a sentence. Telling the reader how and where to do things: go to the line, paint it on both sides, fold the paper long ways Action verbsAction verbs: are generally the more physical actions that can be observed. slice, put, glue, add, mix, cut, read, make, blow, fly, run, rub, slip, take ImperativesSentence for commands or instructions. Hold this! Take the second left. Pour the oil in. Adverbs/ Adjectives to describe materials and actions.Adverbs add detail and weight to the instruction. They give extra meaning to a verb, an adjective, another adverb or a whole sentence. Adding -ly to an adjective forms many adverbs, but there are many that do not end in -ly. In many cases, adverbs tell us: how (manner): slowly, carefully, lightly, quickly where (place): here, away, outside when (time): now, tomorrow, later how often (frequency): often, never, regularly why (reason): because, so, in order to Adjectives build up information around the noun. They answer the question: which, whose, how many, what like or what type? Describing materials: cotton, plastic, newsprint paper, blue paper, dotted line, racing bike, flat tyre, frothy milk, boiled water, two times Use generalised otherThe reader is referred to in a generalised way by the omission of a pronoun. First you break the egg or Break the egg. Second person: the person(s) being addressed. you Third person: what is being spoken about. he, she, it, they Compound run-on sentencesA run-on sentence consists of two or more main clauses that are run together without using the proper punctuation. The boy showed us his tickets someone gave them to him. Make sure that the wings are right pickup the plane and push it out lightly. Simple sentencesSimple sentences have a single clause. They have one main idea expressed as subject, verb and object. Start cutting the tomatoes into slices. Follow the path to the forest. Complex sentencesComplex sentences contain at least one clause that does not make sense without the other clause(s), i.e., the rest of the sentence. If you want to top it all off get some oranges and squeeze some orange juice in to have some flavour. Alternatively, put all the ingredients in a blender. Complete sentencesA sentence that is capable of standing alone and contains a subject and a predicate. Refer to the grammar pages for more information  Purpose: Narrate This section describes the key characteristics of narrate, or inform or entertain through imaginative narrative purpose writing. Using the Scoring Rubric The progress indicators in the scoring rubric have been developed to help teachers understand and evaluate their students progress and achievement in writing. Teachers are asked to make a best-fit judgement as to the level at which their students writing most predominantly sits for each of the seven content areas: Audience Awareness and Purpose, Content/Ideas, Structure/Organisation, Language Resources, Grammar, Spelling, and Punctuation. Deep Features Audience Awareness and Purpose: Here the writer informs or entertains a reader or listener by constructing a view of the world that the reader can enter. Narratives centre on a problem that is usually resolved in the course of the telling. There are many types of narrative with variations in focus, including folk-tales, fairy-tales, myths, legends, and short stories (e.g., historical, romance, fantasy, crime, science fiction, adventure, etc.). Narratives develop characters and include settings, plot and theme. A point of view (perspective from which the story is told) is evident. There is often use of dialogue. Content/Ideas: Most narratives contain the elements of orientation, complication, resolution, and coda although not always in this order. The orientation provides the setting and usually introduces the main characters. The complication presents a problem or crisis where something is or goes wrong. This usually necessitates going through a series of events (i.e., steps to resolve the problem) until readers are taken through to a... resolution where the problem is solved, for better or worse. The coda is an optional part and is a reflective statement often related to the theme that may occur at any time in some types, although is most commonly found at the end. Structure/Organisation: A narrative is generally organised around events or happenings and/or as a time sequence (i.e., conjunctions and adverbials show linkages in setting events in time, and ordering the events and the passage of time). Language Resources: Specific people, places and events are named (e.g., Winnie the Pooh and the Hundred Acre Wood rather than bears and forests). Language resources (e.g., figurative language devices such a metaphor, idiom, onomatopoeia, and descriptors such as adverbials and adjectivals) are commonly used to add interest, engage the audience, and give detail to characters, settings, and events. Dialogue or direct speech is often used to develop characters and plot and to give the story a realistic feel. Verbs are commonly in past tense though tense can vary (e.g., a flashback may use present tense to relate a past event as it happens). Many action verbs that tell of happenings and behaviours are used along with some sensing and thinking verbs that are used to describe the thoughts and feelings of characters. There may be some saying verbs that tell of characters speaking Some existing and relational verbs are used to tell of settings and to establish and reflect on characters and problems. The choice and use of verb-vocabulary often reflects the desire to create particular images or feelings for the reader. Level 1 (proficient) Level 2 (Proficient) Level 3 (Proficient) Level 4 (Proficient) Level 5 (Proficient) Audience Awareness and Purpose  Writer writes primarily for self.Writer recognises they are writing for an audience other than self.Writer shows some awareness of purpose and audience through choice of content, language, and writing styleWriter shows awareness of purpose and audience through choice of content, language, and writing styleWriter shows awareness of purpose and targets the audience through deliberate choice of content, language, and writing style.Attempts to tell a storyTells a simple storyAttempts to construct a credible world to engage and entertain the audience.Attempts to construct a credible and consistent world to engage and entertain the audience.Constructs a credible and consistent world to engage and entertain the audienceAssumes shared knowledge of the context with the audience.Assumes shared knowledge of context with the audienceGives audience most information needed to entertain it, e.g., sufficient description of setting, character, problem, and resolution.Gives audience all the information needed to entertain it e.g., sufficient description of setting, character, problem, and resolution.Content/IdeasWriting usually includes a simple complication and resolutionWriting covers some domains appropriate to purpose, e.g., orientation, complication, resolution, and (sometimes) coda. Writing includes most domain elements for a story e.g., orientation, complication, resolution, and (sometimes) coda. Domain elements for a story are mostly developed and usually consistent e.g., orientation, complication, resolution, and coda. Develops consistent domain elements for a story e.g., orientation, complication, resolution, and coda. Limited aspects of content, e.g., setting, character, and events, are evident.Some aspects of content, e.g., setting, character, and events, are evident. Shows some selectivity in choices of setting, character, and events.Shows some thoughtful selection and development of setting, characters, and events. Shows thoughtful selection and development of setting, character, and events. Includes an ending.May need to refine ending in order to reflect orientation and satisfactorily resolve plot complicationsEnding satisfactorily reflects orientation and resolves plot complications.StructureSome semblance of organisation, usually around a single idea, may be evident at sentence level.Some organisation is evident e.g., main events/happenings are in chronological order.Orders most important domain elements of story e.g., orientation, complication, resolution, and (sometimes) coda.Orders important domain elements of storyIncludes all domain elements, and may experiment with story structures e.g., moving beyond the moment to past and future timesStream of consciousness evident.Stream of consciousness evident.Organises the story around a series of sequenced happeningsIncreasing controls story elements, e.g., plot and character developmentControl story elements. with evidence of increasing control over pace and proportion of elements.Some evidence of time order. Uses connectives that indicate the passage of time, e.g., first:, then, next, etc., to link ideas and events.. May link ideas and events by using connective words and/or phrases, e.g., later that evening, because. Uses effective connectives to help the story to progress, e.g.,, time-vocabulary (later, then, etc.) and also cause and effect (as a result, etc). Uses a range of effective connectives within and between paragraphs. Attempts paragraphing. Uses paragraphing, linking main ideas and supporting details. Uses paragraphs with main ideas and supporting details. Links sentences thematically to topic of paragraph or section Language ResourcesUses some key content words and high-frequency words. Some detail may be evident. Attempts to add detail through a variety of verbs, adverbs, adjectives and other language features, e.g., similes. Adds interest and detail by using descriptors, e.g., adverbials and adjectives, and other language features e.g., metaphor. Selects some precise verbs for impact to describe actions and events to capture thoughts and feelings. Selects precise verbs for impact to describe actions and events and to capture thoughts and feelings. May attempt to use some dialogue. May use dialogue where appropriate. Uses dialogue appropriately to add to story. Uses dialogue purposefully and appropriately. Attempts to use some new words Experiments with vocabulary Begins to use varied and precise vocabulary. Attempts to select and use vocabulary purposefully. Selects and uses a range of vocabulary to suit the purpose. Shows some understanding of pronoun use. Shows some understanding of pronoun use. Largely controls pronoun use. Uses some language appropriate to purpose and audience. Uses some language appropriate to purpose and audience. Language is generally appropriate to purpose and audience. Language is appropriate to purpose and audienceThe writers style is evident in parts of the textMainly uses simple sentences, with some variation in beginnings. May attempt compound and complex sentences. Uses simple and compound sentences, with some variation in beginnings. May attempt complex sentences. Uses a variety of sentence structures, beginnings, and lengths. Uses a variety of sentence structures, beginnings, and lengths for effect. Uses a variety of sentence structures, beginnings, and lengths for effect and impact. Scoring Rubric, Purpose: NARRATE Selected glossary of terms for the to narrate purpose Purposes: - to inform or entertain the reader by constructing a world that the reader can enter and - make the reader enter into and believe a creative, imagined world of events, problems, situations, or people. TermsExplanationGeneral examplePerspective The particular point of view that the story is told from, i.e., who is the narrator telling the story, e.g., Wolfs perspective of The Three Little Pigs. 1st person: the narrator is a character in the story and tells the reader his/her story using the pronoun I. The narrator can comment only on what he/she sees and hears, and cannot comment on other characters thoughts and feelings. 3rd person (limited): the narrator is outside of the story and tells the story from the perspective of only one character. As a result, the narrator can report only what that one character sees and hears. 3rd person (omniscient): the narrator is outside of the story and is all knowing or Godlike because she/he knows everything and occurs and everything that each character thinks and feels. This does not mean that the narrator shares everything with the reader. Elements of story Plot: what happens and why. Setting: where the story takes place. Character: an individual in a story, play or poem whose personality can be inferred by their actions and dialogue and physical features. Orientation: where the characters, setting and time of the story are established (who, what where). Problem/complication: the structures, activities and events involving the main characters are outlined. Conclusion/resolution: (ending) the complication is resolved satisfactorily but not necessarily happily. Coda: (optional) reflective statement often related to the theme that may occur anytime within the narrative but usually at the end. Proportion of elements The elements of the story flow together well, e.g., neither the beginning nor the ending, dominate the story and the other elements are not rushed in order to end the work. Dumping Adding in unnecessary information. The content may not be ordered to interest the reader. Sense of disjunction The ending doesnt relate back to the beginning and or the plot is disjointed. The events are not linked in a logical or realistic way. Semblance of order Text is organised chronologically, i.e., some form of time helps to sequence and structure the text, e.g., beginning, middle and end or orientation, complication and resolution (not always in that order). Stream of consciousness Records the thoughts going on in a person's mind as they occur, e.g., I'm winning the race. One more kick I say to myself and ... now "Kick" I'm running, running, running and try time. Non traditional structures Follows a different way of organising the story, e.g., slice of life, starting with the resolution or a flashback sequence. Nouns A noun answers the question: who or what? In narratives they name specific people, places, things and events. Some types of nouns are: Abstract: hope, love, joy, beauty Collective: class, team, swarm Common: apple, dog, hat, boy Proper: Monday, New Zealand, Easter Pronouns Pronouns are used often, but not always, to replace a noun or noun phrase and help the writer to avoid repetition. They can be confusing to a reader if the pronoun references are not clearly made. Some categories of pronouns are: Demonstrative: this, that, these, those Indefinite: anybody, everything, nobodym Personal: I/me, you, he, her, we/us, they/them, it Possessive: mine, yours, his, hers, ours, theirs, its Reflexive: myself, herself, themselves Relative: who, whom, which, whose, that Adjective/ Adjectivals Adjectives are words that describe somebody or something. They build up information around the noun, characters or events. They answer the question: which, whose, how many, what like or what type? Some types of adjectives are: Classifying: African, plastic, wooden, social, Comparing: smoother, prettier, smallest Descriptive/factual: old, busy, rocky, soft, red, brick Distributive: each, every, either Opinion: elegant, poor, scary, difficult Quantity: five, sixth, two dozen An adjectival is a group of words that are used to give more information about the noun. They are sometimes preceded by a preposition. in the top branches of the last apple tree (where?), cleaner than mine (what like?), the old scuffed boots (which?) Verbs Verbs refer to an action, a process, happening, or a state of being. Action verbs: are generally the more physical actions that can be observed. In narratives saying verbs help depict the character by the way they say something. Stative verbs: give information about a state of being or mind. Some types of verbs are: Action: danced, twisted, ventured, crept, held, slunk Saying: said, pleaded, replied, shouted, cried Stative: am, hoped, felt, seemed, prefer, feared, love, smelt, heard, thought, believed, know Adverbs/ Adverbials Adverbs give extra meaning to a verb, an adjective, another adverb or a whole sentence. Adding -ly to an adjective forms many adverbs, but there are also many that do not end in -ly. In many cases, adverbs tell us: how (manner): slowly, happily, carefully, grumpily where (place): here, away, home, outside when (time): now, tomorrow, later, soon how often (frequency): often, never, sometimes why (reason): thus, consequently, accordingly Adverbial phrase: A group of words that function in the same way as a single adverb. how: in a threatening way, where: a few miles away, when: over the weekend, a few days agoConjunctions Conjunctions join two clauses together and only operate within a sentence. They can show the relationship between the ideas within and between sentences. They show four main types of relationship: adding information: and, but, or cause and effect: as, because, if, since time: after, as, since, until contrasting ideas: unless, but, although The cat saw its owner come out of the shop but did not follow her home. Connectives/ linkages Connectives are a word or phrase that also link clauses or sentences. They can be placed at various positions within the sentence and contribute to the cohesion of the text. Connectives have the following functions: adding information: also, furthermore, moreover explaining: for example, in other words, that is to say sequencing ideas/listing: firstly, first of all, finally indicating result: therefore, consequently, as a result Linking devices: Conjunction of time (time connective) link words and or phrases. after, next, later, when the cat got home, suddenly it stopped so she did as well Figurative language Alliteration: the repetition of consonants, especially the initial consonant so that the words are linked together by sound. The wild wet Wellington wind, slithering snakes, ruby red rose. Hyperbole: is exaggeration for dramatic effect. Ive told you a million times to clean your room! Idiom: is an expression which is not meant literally and whose meaning cannot be worked out from knowledge of the individual words. They can be special to a particular country or its language. You look a bit under the weather this morning. Im off to see a man about a dog. Shell be right. It was a storm in a teacup. Imagery: use of language to create a vivid sensory image. May include vocabulary and or choice of synonym, adjectives and adverbs. The image may be visual (picture), auditory (sound), tactile (feel), olfactory (smell) or gustatory (taste). Imagery may be combined with metaphors: The sleek, oily-black pistons hissed musically. Metaphor: the writer writes about something or someone as if they were really something else, without using the words: like or as. Her gaze was icy. The salesman was a shark. The moon was a ghostly galleon floating across the sky. The ship ploughed through the sea. Onomatopoeia: A word or group of words that attempt to replicate sounds that are associated with their meaning. the wind whistled, a rustle in the leaves, clang, hiss, crash, cuckoo, woof Personification: where language relating to human action and emotion is used to refer to non-human agents or objects or abstract concepts. Soccer has been good to me. The weather is smiling on us. The flames licked at the walls of the house. The tree watched him sleep. Rhetorical questions: the question implies the answer is obvious. It is the kind of question that doesnt need to be answered in the text. Dont you think its time you settled down? Have you ever built a tree hut? Simile: the writer creates an image in readers' minds by comparing a subject to something else, by using the words: like, as, or as if. as brave as a lion, as strong as an ox, He smokes like a chimney. She swims like a fish. Direct speech Is when the writer quotes the speaker's original words. Speech marks are used to denote the beginning and end of direct speech. I dont know what to do, said Dean. Indirect / reported speech Is when the writer reports what is said. The exact meaning of the speakers words is given but the exact words are not directly quoted. The wolf said that he would huff and puff. He said he might go to the party if he was asked to. Dialogue Written conversation between two or more people. What do you want? I asked. An ice cream please, replied Tom. Simple sentences Simple sentences have a single clause. They have one main idea expressed as subject, verb and object. The cat was safe. It was late. Compound sentences Compound sentences have two or more clauses joined together by conjunctions such as and and but. The clauses are of equal weight; that is, they are main clauses. He climbed into bed and he fell fast asleep. It was late but I wasnt tired. Complex sentences Complex sentences contain at least one clause that does not make sense without the other clause(s), i.e., the rest of the sentence. When morning came the cat ran home for some food. Although it was late, I wasnt tired  Purpose: Persuade This section describes the key characteristics of persuade or argue purpose writing. Using the Scoring Rubric The progress indicators in the scoring rubric have been developed to help teachers understand and evaluate their students progress and achievement in writing. Teachers are asked to make a best-fit judgement as to the level at which their students writing most predominantly sits for each of the seven content areas: Audience Awareness and Purpose, Content/Ideas, Structure/Organisation, Language Resources, Grammar, Spelling, and Punctuation. Deep Features Audience Awareness and Purpose: This function of writing centres on an assumption that a writer must convince a particular reader, whether real or imagined, through the presentation of relevant points with supporting evidence. There are many types of persuasive texts, with variations in focus, but the main focus here is to argue a position or to persuade a reader to a particular point of view. Content/Ideas: A thesis or position statement provides the reader with the context. In the body of the text, there are main points with elaboration, usually in the form of supporting evidence. This part of the text takes the reader through a structured and logical presentation of information (i.e., evidence and/or illustration) to support the writers position or thesis. The conclusion re-states the writers position and/or makes a recommendation for action about what ought or ought not to be done. Structure/Organisation: There is a focus on objects and ideas, rather than events, happenings or processes. Information and ideas are grouped logically and linked thematically. Organising devices such as paragraphing and conjunctions are used to show relations among content items or ideas. Language Resources: Arguments name and describe, in noun phrases, generalised participants or abstract concepts (e.g., parents or the gun-control lobby). Arguments employ declarative or stating mood choices to make statements of fact and offer personal opinions on the topic. Precise, descriptive, factual language is employed to give detail and credibility to the argument. Persuasive or emotive language is commonly used to add to the impact on the reader and make the argument seem powerful. There may be use of idiomatic (e.g., regional or local) language to appeal to readers senses and emotions. Technical language related to the topic (where appropriate) adds authority to the text and writer. Verbs are used to make clear the state of play and many existing and relational verbs are used (i.e., being and having verbs such as is, are, have, belongs to). The choice and use of verb-vocabulary often reflects the desire to create particular information-laden meanings for the reader. Modals (e.g., auxiliaries that demonstrate, possibility, probability, usuality or obligation such as must, might, can, ought, should, may) are used to give information about the degree of obligation or certainty involved in the argument. Verbs are commonly in the timeless present tense. This adds to the authority of the text as readers are given a version of the world as it is. Passive structures are also employed to make the text seem more objective and formal. Arguments often make use of nominalisation (e.g., turning verbs or adjectives into nouns) and abstract nouns to enhance the appearance of objectivity and formality. Noun-packing (long noun phrases) is a common device for developing concise and precise descriptions. Adjectives are often stacked to produce densely packed noun-groups. Note that the naming of the world through noun choice can add opinion (e.g., protestors vs. concerned citizens). Additive and causal relations are common in these texts as positions are defined and elaborated and their underlying reasons related. Conjunctions that express these relations are utilised (e.g., in addition to, and, if and then, so, because, for this reason, etc.). Level 1 (proficient) Level 2 (Proficient) Level 3 (Proficient) Level 4 (Proficient) Level 5 (Proficient) Audience Awareness and Purpose Writer writes primarily for self Writer recognises they are writing for an audience other than self. Shows some awareness of purpose and audience through choice of content, language, and writing style.Writer shows awareness of purpose and audience through choice of content, language, and writing style. Writer shows awareness of purpose and targets the audience through deliberate choice of content, language, and writing style. States own opinion with little attempt to persuade. May attempt to persuade audience. Attempts to persuade the audience by stating position in opening. Clearly states a consistent position to persuade the audience. Identifies and relates to a concrete/specific audience. States opinions from a personal perspective and assumes shared knowledge with the audience. States opinions from a personal perspective and may assume shared knowledge with the audience. Knows that audience may hold a different point of view but tends to assume there is only one generalised point of view. Shows some awareness of intended audience particularly at beginning an end of text. Shows awareness of intended audience and acknowledges others point of view. Content/IdeasWriting includes one or more domains appropriate to purpose, usually a position statement that conveys a simple idea or a response from a personal perspective. Writing includes some domains appropriate to purpose, e.g., a position statement in which the writer identifies a position and makes two or more simple related opinions or statements. Includes most domain elements for argument, e.g., main points, some supporting evidence, or illustration, a re-statement of position. Includes and begins to develop identifiably domain elements for argument e.g., a position statement, support for main points, restatement. Develops mainly consistent domain elements for argument, e.g., a plausible position statement, support for main points, restatement. May include a conclusion. May include a conclusion that makes a recommendation. Restates and strengthens position. Uses conclusion to reflect points made, and may expand the argument. May repeat some ideas May present ideas as a list. May include information unrelated to the topic and/or task May include some statements unrelated to the topic and/or task. Relates almost all material to the given task. Provides relevant support for ideas. Strongly links supporting reasons to argument. StructureSome semblance of organisation (based around a single idea) may be evident at sentence level. Semblance of organisation e.g., some grouping of ideas, generally at sentence level, is evident. Attempts overall structuring of content by grouping ideas within and across sentences. Groups content logically at the level of main idea by using topic sentences to guide the readers understanding. Uses structure to add to the intended impact of argument e.g., by developing a logical, consistently flowing argument. May make opinion statements as discrete elementsMay attempt simple conjunctions e.g., and, because, etc. Attempts simple conjunctions to link ideas within sentences, e.g., and, because, etc. Uses simple connectives and linkages within and across sentences, e.g., since, though, etc. Consistent uses a variety of connectives and linkages within sentences and between paragraphs, e.g., on the one hand, however, etc. Uses complex linkages within and between paragraphs, e.g., varied linking words and phrases, conjunctions, and text connectives. Attempts paragraphing. Uses paragraphing, linking main ideas and supporting details. Uses paragraphs with main ideas and supporting details. Links sentences thematically to topic of paragraph or section. Language ResourcesUses simple opinion statements from a personal perspective, e.g., I like, etc. Uses simple persuasive statements from a personal perspective, e.g., I think,etc. Uses some features of persuasive language e.g. rhetorical questions, imperatives, passive voice, data. Uses features of persuasive language, e.g., rhetorical questions, imperatives, passive voice, data. Deliberately uses a range of features of persuasive language for effect in order to involve and persuade the intended audience Uses some topic-specific language to express an opinion. Uses mainly high-frequency words. Uses topic or content-specific language but language choices convey little opinion, e.g., mainly neutral nouns, basic descriptors, and limited verbs and adverbials Begins to select language to create a particular effect to influence the audience, e.g., point of view nouns, viewpoint adverbials and opinion adjectives to add detail and weight to opinion statements and evidence May use some modal auxiliary verbs, e.g., can, might, should, may, etc. Uses language to identify a particular viewpoint and persuade the audience. Uses passive structures and modal auxiliaries to strengthen argument. Shows some understanding of pronoun use. Shows some understanding of pronoun use. Largely controls pronoun May express opinions from a personal perspective Uses some language appropriate to purpose and audience.Uses language that is generally appropriate to purpose and audienceUses language appropriate to purpose and audience.Mainly uses simple sentences, with some variation in beginnings. May attempt compound and complex sentences. Uses simple and compound sentences with some variation in beginning. May attempt complex sentences. Uses a variety of sentence structures, beginnings, and lengths. Uses a variety of sentence structures, beginnings, and lengths for effect. Uses a variety of sentence structures, beginnings, and lengths for effect and impact. Scoring Rubric, Purpose: PERSUADE Selected glossary of terms for the to persuade purpose Purpose: - to argue a position or to persuade a reader to a particular viewpoint and - make a reader believe or accept the writers position on a topic. Terms Explanation General examples Noun A noun answers the question: who or what? Some types of nouns are: Abstract: hope, love, joy, beauty Collective: class, team, swarm, school Common: apple, dog, hat, boy Proper: Monday, New Zealand, Easter, Board of Trustees Neutral nouns Nouns that are not gender orientated, i.e., neither masculine nor feminine. people, children, friends Point of view nouns Words selected to represent the world in a certain way and to present a point of view. bureaucrat, crime, victim, problem, hero, home invasion Cats are killing machines. Cats are violent bullies.Pronouns Pronouns are used often, but not always, to replace a noun or noun phrase and help the writer to avoid repetition. They can be confusing to a reader if the pronoun references are not clearly made. Some of the categories of pronouns are: Demonstrative: this, that, these, those Indefinite: anyone, everything, nobody, someone Interrogative: who, whom, whose, which Personal: I/me, you, he/him, she/her, we/us, they/them, it Possessive: mine, yours, his, hers, ours, theirs, its Reflexive: myself, herself, themselves Relative: which, that, whose Adjectives/ Adjectivals Adjectives are words that describe somebody or something. They build up Information around the noun. They answer the question which, whose, how many, what like or what type? Some types of adjectives are: Classifying: African, plastic, wooden, social, Comparing: smoother, prettier, smallest Descriptive/factual: old, busy, careful, horrible, soft, red Distributive: each, every, either Indefinite: some, few, many, most Interrogative: which, what, whose Opinion: elegant, poor, scary, difficult, Quantity: three, eighth, one dozen Opinion adjectives give the writers evaluation of the thing in question and can be formed by adding a suffix to a noun or a verb, e.g., ful, y, ed, ish, ous or ing. Opinion: lovely, elegant, difficult, poor, smelly, favourite, worn, wonderful, funny, frightening, marvellous, foolish, respectable, embarrassed An adjectival is a group of words that are used to give information about the noun. They may be preceded by preposition. with a great deal of, plenty of, most idiotic idea, broadest and silliest rule VerbsVerbs express an action, happening, process or a state of being. Action verbs: are the more physical actions that can be observed. Some types of verbs are: Action: eat, play, twisted, screams, repeated, crept Saying: said, pleaded, replied, shouted, cried Stative verbs: give information about a state of being or a state of mind. Sensing verbs: can be used in arguments to describe the writers thoughts, feelings, opinions or beliefs. Sensing /feeling: think, decide, hope, feel, prefer, love, believe, like, assume, consider, know, want, fear, understand, imagine, enjoy, wonder, disgust, observe Active voice: when the verb is active, the subject performs the action. The sentence is written in the active voice, e.g., I am concerned that Police have warned residents. Passive voice: when the verb is passive, the subject has the action done to it by an agent who may/may not be named, e.g., Concern has also been raised about Residents have been warned.Modal auxiliary verbs Modal verbs are those verbs that express a range of judgements about the likelihood of events. They allow us to make three kinds of judgement. I think that all cats should be exterminated. Provide an option: can, could, may, might Make a requirement: must, should, need to, ought to, had better, have got to, be supposed to Anticipate the future: will, would, shall, be going toAdverbs/ Adverbials Adverbs give extra meaning to a verb, an adjective, another adverb or a whole sentence. Adding -ly to an adjective forms many adverbs, but there are many that do not end in -ly. In many cases, adverbs tell us: how (manner): slowly, carefully, sadly, hopefully where (place): here, there, away, home, outside when (time): now, tomorrow, later, soon how often (frequency): often, never, sometimes why (reason): because, so, consequently Modal adverbs: perhaps, definitely, certainly, possibly An adverbial phrase is a group of words that functions in the same way as an adverb. first of all, like a dream, as a result of, due to her efforts, for that reason, a few years ago Viewpoint adverbials express a viewpoint and the writers attitude towards the topic. in my opinion, unfortunately, from my point of view, of course Conjunctions Join two clauses together and only operate within a sentence. and, or, but (most common ones used), so, because, since, whenever Connectives/ linkages Connectives are words or phrases that form links between sentences. They can be used at various places within a sentence and help contribute to the cohesion of the text. Connectives have the following functions: adding information: also, furthermore, moreover, similarly clarifying: in other words, I mean, to put it another way, to be more precise, in particular, in fact explaining: for example, in other words, that is to say, for that reason indicating time: afterwards, before that, at this moment, previously indicating result: therefore, consequently, as a result, so, because of this, opposition: however, nevertheless, although, on the one hand, on the other hand sequencing ideas/ listing: firstly, secondly, first of all, finally, given the above points, to conclude, Simple sentence Simple sentences have a single clause. They have one main idea expressed as subject, verb and object. I think children should go to school. Compound sentence Compound sentences have two or more clauses joined together by conjunctions such as and and but. The clauses are of equal weight; that is, they are main clauses. People should not drop rubbish because it makes the playground messy. Complex sentence Complex sentences contain at least one clause that does not make sense without the other clause(s), i.e., the rest of the sentence. However, even if all this is done, cats will still kill. Although sweets taste good they can be bad for you SURFACE FEATURES The three surface features of text grammar, spelling and punctuation, are common across all puposes Grammar: This dimension of text refers to accepted patterns in language use rather than with grammatical choices made by writers to achieve particular purposes. Here we refer to aspects of grammar such as: subject-verb agreement, the use of complete verbs/verb groups, the appropriate and consistent use of tense-choices for verbs. It is a students ability to control language patterns at this level of text that is judged here. Spelling: Spelling is considered separately and is related to increasing skill and knowledge about: high-frequency words (HFW), simple spelling patterns, complex spelling patterns, the spelling of irregular or technical vocabulary. The judgement of spelling is made in the context of the students text but evidence to support the judgement needs to be considered carefully. Punctuation: This dimension of text refers to the degree of control a writer shows over punctuation. This control ranges from showing an awareness of sentence punctuation to being able to use complex punctuation effectively. Again scorers are required to locate evidence to support their judgements about a students competence. asTTle V4 manual 1.0, appendix .p Level 1 (proficient) Level 2 (Proficient) Level 3 (Proficient) Level 4 (Proficient) Level 5 (Proficient) Grammar Attempts to use basic grammatical conventions when writing simple and compound sentences, e.g., consistent tense  Uses most basic grammatical conventions correctly when writing simple and compound sentences e.g., consistent tense, subject-verb agreement, consistent pronouns, correct use of prepositions.  Uses most grammatical conventions correctly when writing simple, compound, and some complex sentences.  Uses most grammatical conventions correctly when writing simple, compound, and complex sentences.  Uses almost all grammatical conventions correctly when writing simple, compound, and complex sentences. Errors may interfere with meaning  Errors no longer interfere with meaningUses the conventions of grammar with few intrusive errors.Punctuation Shows some simple sentence indication, e.g. capital letters, full stops.  Uses most simple sentence indication i.e., caps, full stops, question marks.  Uses simple correct sentence indication i.e., caps, full stops, question marks.  Uses consistent correct sentence indication i.e., caps, full stops, question marks, exclamations Uses the conventions of punctuation with few intrusive errorErrors may interfere with comprehensionErrors do not interfere with comprehension. Attempts some other basic punctuation e.g., caps for proper nouns, commas in lists, speech marks, apostrophes for contraction.  Uses some other basic punctuation correctly e.g., caps for proper nouns, commas in lists, speech marks, apostrophes for contraction.  Mostly uses complex punctuation accurately e.g., commas, colons, hyphen, ellipsis, apostrophe of possession, and the punctuation for dialogue  Uses complex punctuation accurately e.g., apostrophes, colons, hyphens. Some success with using commas, semicolons for embedded, parenthetical, and conditional phrases or clauses. Spelling Spells some high frequency words (Lists 1-3) correctly Begins to use come common spelling patterns, e.g., and, band, hand Attempts to spell words by recording dominant sounds in order Spells most high frequency words (Lists 1-4) correctly. Understands frequently used spelling patterns e.g., changing y to ies, double consonant when adding ing Approximate spellings show knowledge of consonant sounds, blends, and vowel sounds Spells most high frequency words (Lists 1-6) correctly. Understands most spelling patterns including some complex patterns (e.g., plurals using ch,sh,x,o). Has some success with multi-syllabic (hygienic), irregular (yacht), or technical words.  Few errors within high frequency words (Lists 1-7). Understands most spelling patterns including most complex patterns (e.g., soft g or c, keep the e manageable). Uses complex multi-syllabic irregular or technical words.  Demonstrates a good understanding of spelling patterns with few intrusive errors. Spelling Essential Lists 1-7 List 1a andI inis mythe towas weList 2at but for gothad he is meof on she sothat then there theyup went when youList 3 List 1-3 Level 1about after all are as backbe because came day down getgo going have her his homeinto just like mum not oneour out said some were withList 4 List 1-4 Level 2again an around big by can come could dad diddo first food from good has him house if littlenext night no now off old only or other overpeople put ran saw school see started their them thistime took two us very what well will would yourList 5am another away bed been before best brother called cardoor everyone family five found friend fun heard here knowlast left long look made man more morning name neveronce play really room something still thing think thought threethrough told too walked want way where which who yearList 6 lists 1-6 level 3also always asked black boy bus cat coming cool dark decided dog eat endeven every eyes fell felt find four gave getting great head hit how insideits its Ill Im jump knew later life live lot lunch make minutes mostmuch nice opened outside place ready ride right run say sister sleep suddenly taketell ten top town tree turned until want water while why woke years yesList 7 list 1-7 level 4any baby bad ball being bit boat bought camp dead died doingeach ever everything face fast father few finally finished game girl goneground guard hand happening happy help hole hot hour let look moneymother myself new parents picked playing presents road side small sometimes soonstay stop swimming tea than tried under wait window won work world What Next  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/writing_e.php" http://www.tki.org.nz/r/asttle/whatnext/writing_e.php Writing This matrix provides access to the learning intentions for level two to six across the following writing styles. To access the required level and style, first select a level and then move across to the required style column and click on the blue circle. Key for writing styles: A: NarrateE: ExplainB: RecountF: PersuadeC: InstructG: Surface FeaturesD: DescribeH: Analyse A B C D E F G H 2 Basic HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=2b&strand=Narrate"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=2b&strand=Recount"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=2b&strand=Instruct"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=2b&strand=Describe"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=2b&strand=Explain"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=2b&strand=Persuade"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=2b&strand=Surface%20Features"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET 2 Proficient HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=2p&strand=Narrate"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=2p&strand=Recount"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=2p&strand=Instruct"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=2p&strand=Describe"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=2p&strand=Explain"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=2p&strand=Persuade"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=2p&strand=Surface%20Features"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET 2 Advanced HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=2a&strand=Narrate"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=2a&strand=Recount"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=2a&strand=Instruct"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=2a&strand=Describe"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=2a&strand=Explain"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=2a&strand=Persuade"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=2a&strand=Surface%20Features"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET 3 Basic HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=3b&strand=Narrate"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=3b&strand=Recount"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=3b&strand=Instruct"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=3b&strand=Describe"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=3b&strand=Explain"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=3b&strand=Persuade"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=3b&strand=Surface%20Features"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET 3 Proficient HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=3p&strand=Narrate"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=3p&strand=Recount"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=3p&strand=Instruct"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=3p&strand=Describe"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=3p&strand=Explain"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=3p&strand=Persuade"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=3p&strand=Surface%20Features"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET 3 Advanced HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=3a&strand=Narrate"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=3a&strand=Recount"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=3a&strand=Instruct"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=3a&strand=Describe"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=3a&strand=Explain"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=3a&strand=Persuade"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=3a&strand=Surface%20Features"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET 4 Basic HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=4b&strand=Narrate"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=4b&strand=Recount"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=4b&strand=Instruct"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=4b&strand=Describe"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=4b&strand=Explain"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=4b&strand=Persuade"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=4b&strand=Surface%20Features"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET 4 Proficient HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=4p&strand=Narrate"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=4p&strand=Recount"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=4p&strand=Instruct"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=4p&strand=Describe"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=4p&strand=Explain"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=4p&strand=Persuade"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=4p&strand=Surface%20Features"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET 4 Advanced HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=4a&strand=Narrate"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=4a&strand=Recount"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=4a&strand=Instruct"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=4a&strand=Describe"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=4a&strand=Explain"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=4a&strand=Persuade"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=4a&strand=Surface%20Features"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET 5 Basic HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=5b&strand=Narrate"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=5b&strand=Recount"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=5b&strand=Instruct"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=5b&strand=Describe"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=5b&strand=Explain"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=5b&strand=Persuade"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=5b&strand=Surface%20Features"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=5b&strand=Analyse"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET 5 Proficient HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=5p&strand=Narrate"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=5p&strand=Recount"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=5p&strand=Instruct"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=5p&strand=Describe"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=5p&strand=Explain"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=5p&strand=Persuade"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=5p&strand=Surface%20Features"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=5p&strand=Analyse"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET 5 Advanced HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=5a&strand=Narrate"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=5a&strand=Recount"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=5a&strand=Instruct"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=5a&strand=Describe"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=5a&strand=Explain"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=5a&strand=Persuade"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=5a&strand=Surface%20Features"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=5a&strand=Analyse"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET 6 Basic HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=6b&strand=Narrate"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=6b&strand=Recount"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=6b&strand=Instruct"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=6b&strand=Describe"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=6b&strand=Explain"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=6b&strand=Persuade"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=6b&strand=Surface%20Features"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=6b&strand=Analyse"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET 6 Proficient HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=6p&strand=Narrate"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=6p&strand=Recount"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=6p&strand=Instruct"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=6p&strand=Describe"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=6p&strand=Explain"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=6p&strand=Persuade"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=6p&strand=Surface%20Features"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=6p&strand=Analyse"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET 6 Advanced HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=6a&strand=Narrate"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=6a&strand=Recount"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=6a&strand=Instruct"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=6a&strand=Describe"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=6a&strand=Explain"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=6a&strand=Persuade"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=6a&strand=Surface%20Features"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/display_e.php?area=writing&level=6a&strand=Analyse"  INCLUDEPICTURE "http://www.tki.org.nz/r/asttle/whatnext/img/button.gif" \* MERGEFORMATINET Level2 Proficient: Narrate Learning Intentions Audience awareness and purpose Evidence that the writer recognises the purpose for writing (i.e., to tell a story) and that he/she is writing for an audience other than themself. Content inclusion Some attempt at a story. Writing is a series of loosely related sentences or a series of sentences that all describe a single event. Coherence: sequencing ideas and linking Semblance of order evident but limited because of haphazard or stream of consciousness-type organisation. Language resources for achieving the purpose Language is simple. Actions recounted with little elaboration, and, overall, style lacks variety or may be limited for topic (e.g., pedestrian use of descriptors - adverbials, adjectives - such as nice or nicely). May insert direct speech but context lacks clarity. Classroom resources  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/?area=writing&level=2p&strand=Narrate&teacher_resource=0§ion=arb&e_asttle=0" Assessment Resource Bank  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/?area=writing&level=2p&strand=Narrate&teacher_resource=0§ion=english_online&e_asttle=0" English Online  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/?area=writing&level=2p&strand=Narrate&teacher_resource=0§ion=english_online_units&e_asttle=0" English Online Units  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/?area=writing&level=2p&strand=Narrate&teacher_resource=0§ion=school_journal&e_asttle=0" School Journal  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/?area=writing&level=2p&strand=Narrate&teacher_resource=0§ion=weblink&e_asttle=0" Web Link Teacher resources  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/?area=writing&level=2p&strand=Narrate&teacher_resource=1§ion=book&e_asttle=0" Book  HYPERLINK "http://www.tki.org.nz/r/asttle/whatnext/?area=writing&level=2p&strand=Narrate&teacher_resource=1§ion=weblink&e_asttle=0" Web Link fgh> @ | }   K ɰhT?)jhhFhOJQJU^JmH sH &hD*hFh6OJQJ]^JmH sH ,hhFh0JCJOJQJ^JaJmH sH 7jhhFhCJOJQJU^JaJmH sH (hhFhCJOJQJ^JaJmH sH 1jhhFhCJOJQJU^JaJmH sH hFhOJQJ^JmH sH hD*hFhOJQJ^JmH sH hFhmH sH jhhFhUmH sH  Y  M v Wgd & Fdd[$\$gdFh & Fdd[$\$gdFhgdFhgdFhgdFhgdFh S T \ ] v w a b j k LMTUWXڶ{1hhB*CJOJQJ^JaJnH phtH hh5>* hFh5>* hD*hFhOJQJ^JmH sH  hD*hFhOJQJ^JmH sH $hhFh0JOJQJ^JmH sH )jhhFhOJQJU^JmH sH hhFhOJQJ^JmH sH -KLf&5VW()$ & F7$8$H$a$gd$7$8$H$^a$gd d7$8$H$gd $7$8$H$a$gdgd7Ke#H%&45㬐uY; 4hh>*B*CJOJQJ^JaJnH phtH :hh5>*B*CJOJQJ\^JaJnH phtH 7hh6B*CJOJQJ]^JaJnH phtH 4hh>*B*CJOJQJ^JaJnH phtH 7hh5B*CJOJQJ\^JaJnH phtH 1hhB*CJOJQJ^JaJnH phtH :hh56B*CJOJQJ]^JaJnH phtH 7hh56B*CJOJQJ^JaJnH phtH  5UVW'() !īvv[[<ī<ī=hh56B*CJOJQJ\]^JaJnH phtH 4hh5B*CJOJQJ^JaJnH phtH 7hh56B*CJOJQJ^JaJnH phtH 1hhB*CJOJQJ^JaJnH phtH 1hhB*CJOJQJ^JaJnH phtH 7h56B*CJOJQJ\]^JaJnH phtH 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