Language and Literacy Levels 4-9 - Writing PLUS

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Year 3-7 Written Exposition Marking Rubric:

Levels 4-9*

Student: ___________________________

School: ___________________________

|Level | | | | | | |

|Organisational structure |Exposition (Argument): relying |Exposition (Argument): based on|Exposition (Argument): constructs|Exposition (Argument): begins |Exposition (Argument): |Exposition (Argument): constructs|

| |heavily on modelled texts, writes|modelled texts constructs a |brief introduction and series of |with simple statement of position|organises texts in simple |appropriately an introduction, |

| |a statement of position, one or |simple statement of position, |points/reasons (3-5) with little |in brief introduction and |logically order; begins to |simply elaborated arguments with |

| |two reasons in support (up to 4 |with one or two brief reasons |or no elaboration to support them|provides a series of logically |provide a simple introduction |topic sentences and basic |

| |sentences) |and restates position (4-6 |(7-8 sentences) |ordered reasons. Begins to use |and to give simple topic |conclusion. Paragraphs include |

| | |sentences) | |paragraphs (may be one for |sentence for each argument. |more elaboration (180-250 words)|

| | | | |introduction, one for arguments |Paragraphs on basis of change | |

| | | | |and one for conclusion. Or |of reason (140-200 words) | |

| | | | |reasons may be separated into 1 | | |

| | | | |or 2 sentence paragraphs) | | |

| |Uses repetitive personal pronouns|Uses name of person/thing that |Accurately uses a text |Uses two text connectives: |Uses three text connectives: |Uses a wide range of text |

|Foregrounding |to begin sentences: I like cats. |is the topic: Cats are cute. |connective: Firstly |Firstly; Secondly; |Firstly, Secondly, Lastly |connectives to organise text: |

|text and paragraph openers |I like the fur. |They are furry. | | | |Firstly; In addition; Finally; In|

|text connectives | | | |Begins to foreground subordinate |Uses (1-2 examples ‘when’ and |conclusion, To conclude |

|sentence openers | |Begins to use a text | |clauses (an example of either |‘if” subordinate clauses: | |

| | |connective: First | |‘when’ or ‘if): When I got a cat,|If you have a guard dog, |Uses 2-3 instances of subordinate|

| | | | |I was happy; If you have a dog, |robbers will not enter. |clauses including more than |

| | | | |that is OK. | |“when” or “if’: After the cost is|

| | | | | | |calculated, dogs are less |

| | | | | | |expensive than cats. |

| | | | | | | |

| | | | | | | |

|Grammar Knowledge |Level 4 |Level 5 |Level 6 |Level 7 |Level 8 |Level 9 |

| |(End of Reception) |(End Year 1) |(End Year 2) |(Year 3) |(Year 4) |(Year 5) |

|Sentence structures |Begins to compose compound |Composes compound sentences |Composes compound sentences |Constructs compound sentences |Constructs compound sentences, |Constructs effective compound |

| |sentences with varying accuracy,|formed by 2-3 coordinating |formed with 3-4 coordinating |with 4-5 coordinating (linking) |often combining several ideas, |sentences through a wide range |

|Compound coordinating (linking) |linking ideas with the simplest |(linking) conjunctions with |(linking) conjunctions: and, and|conjunctions: and; and then; |perhaps using two coordinating |of coordinating (linking) |

|conjunctions |coordinating (linking) |varying accuracy: and, and then,|then, but, or, so: you have to |but; or; so |(linking) conjunctions in one |conjunctions: and; and then; |

|Complex |conjunctions: and, and then: I |but, so: My mum does not like |be careful or dogs might bite. | |sentence: and; and then; but; |but; or; so: nor, yet |

|subordinating (binding) |feed my cat and fill her bowl. |dogs so she took it to the farm;| | |or; so: You can take a dog to | |

|conjunctions | |I thought the dog would be | | |the park and do things you enjoy| |

|Relative clauses | |hungry but it was not. | | |but you cannot take a cat there.| |

| | |Begins to compose complex | | | | |

| | |sentences using one of the most |Constructs s complex sentences | |Constructs complex sentences | |

| | |common subordinating (binding) |with varying accuracy using2 |Constructs complex sentences |using 4-5 subordinating |Constructs complex sentences to |

| | |conjunctions: because: I chose a|different common subordinating |using 3 common subordinating |(binding) conjunctions: because;|develop and expand ideas using |

| | |cat because I like them. |(binding) conjunctions: because,|(binding) conjunctions: because;|after; if; when; until; as; |5-6 common subordinating |

| | | |when, after, if, so (meaning so |if; when, after |while |(binding) conjunctions to |

| | | |that): Dogs get sick if they do | | |express relationships of time |

| | | |not have fresh water. | |With varying accuracy begins to |and cause and effect: because; |

| | | | | |use a relative pronoun: who, |when; after unless; if; so that;|

| | | | | |that, which: Dogs who are loyal|as; until |

| | | | | |make good pets; I think that | |

| | | | | |they are better. |Uses 2 relative pronouns with |

| | | | | | |varying accuracy: People avoid |

| | | | | | |dogs that are aggressive; Cats |

| | | | | | |who are popular pets …: They |

| | | | | | |claim that the best breed is … |

| | | | | | | |

| | | | | | | |

|Punctuation |Begins to use capitals to begin |Uses capitals to begin sentences|Begins to use question and |Consistently uses capital |Uses commas after most text |Accurately uses commas after |

| |sentences and full stops to end |and full stops to end with |exclamation marks with some |letters to begin and full stops,|connectives |text connectives: |

|Sentence level: capitals to |(1 or 2 sentences in whole text |varying accuracy (50% |accuracy (at least 80% correctly|question marks or exclamation | |First, you multiply …; Firstly, |

|begin and full stops, question |have punctuation at beginning |-80%correctly punctuated) |punctuated) |marks to end sentences |Uses apostrophes in most |dogs are smart; Secondly, cats |

|marks or exclamation marks to |and end) | | | |contractions |might …; In conclusion, I |

|end | |Begins to use capitals for |Mostly uses capital letters |Accurately uses capital letters | |believe |

|Basic punctuation: | |proper names with varying |accurately for proper nouns |for proper nouns |Begins to use apostrophes for | |

|capitals for proper nouns | |accuracy: Siamees cats and | | |possession: some children’s | |

|apostrophes | |persian cats | | |pets; |Accurately uses apostrophes |

| | | | |Begins to use commas after text | |appropriately for contractions: |

| | | | |connectives: Secondly, lots of | |wasn’t; couldn’t; doesn’t; we’re|

| | | | |people prefer dogs | |and possession |

| | | | | | | |

| | | | |Begins to use apostrophes in | | |

| | | | |contractions: I’ve; wouldn’t; | | |

| | | | |don’t; that’s | | |

| | | | | | | |

| | | | | | | |

|Grammar Knowledge |Level 4 |Level 5 |Level 6 |Level 7 |Level 8 |Level 9 |

| |(End of Reception) |(End Year 1) |(End Year 2) |(Year 3) |(Year 4) |(Year 5) |

| |Uses 2-3 examples for 1-2 verb |Uses 3-4 examples of 2-3 verb |Uses 3-4 examples of 3 verb |Uses 4-6 examples of 3 verb |Uses some more technical and/or |Uses more precise verbs: |

|Verbs |types: |types: |types : |types : |precise verbs: |doing: The cats tumbled; It was |

|representing different processes|doing: it draws; drinks milk it |doing: they steal food kids; |doing: dogs crawl; arrived; |doing: dogs destroyed their |doing: They shed their fur; they|wobbling from side-to side; dogs|

|(doing, sensing, saying, |rolls over |cats jump; licked his foot |might chew |homes; look after our pets |soon settle in; cats stalk their|scamper |

|relating) |sensing: I think kittens are the|sensing: I didn’t like it |sensing: …; no-one likes them; |sensing: We now know |prey |sensing: Dogs notice their |

|tense |best pet; I like cats |relating: they are different; it|he loved it; I chose it |relating: They wouldn’t have |sensing: They decided to own; I |owners’ emotions.; Cat owners |

| |relating: it has legs; it is |is the softest; it made me sad |relating: a poodle looks like a |anywhere to live |have observed; I hope you choose|hope; I disagree; vets believe |

| |furry | |lamb; A type of dog called a | |it |relating: They can remain |

| | |Demonstrates control of simple |German shepherd |Demonstrates control of choice |relating: the breed has become |patient They appear to be the |

| |Demonstrates some control of |tenses for most common regular | |and formation of tense for a |popular; it has grown into a |same |

| |simple tenses: |and some irregular verbs: |Demonstrates control of simple |range of verbs: |popular choice | |

| |present: has; like; gives |present: eat; bring |tenses for a small range of |shows control of simple present,| |Chooses and forms complex verb |

| |past: was; walked; played: |past: watched; came; |verbs: |simple past and simple future |Chooses and forms complex verb |groups appropriately most of the|

| |brushed; had |future: I’ll make; it will die |including past tense form of |tense and correctly forms past |groups appropriately most of the|time, to express complex |

| |future: the cat is going to be | |most common irregular verbs: |tense of the most common |time, using: |meanings such as relationships |

| |angry | |did; saw; took; ate |irregular verbs: woke; made |elaborated tenses: we were |of time using: |

| | | |may still lack control of less |shows better control of |getting bored; It was happy |simple and elaborated tenses: |

| | | |common irregulars: brang for |elaborated tenses: I’ve seen |because we had settled in at |When we walked in the park, a |

| | | |brought |pets the owners were buying; |home |cat was sitting under a tree. |

| | | | |owners are getting | |The dog hadn’t noticed. |

| | | |Begins to gain control of | | | |

| | | |elaborated tenses: they were | | | |

| | | |running; it is digging | | | |

| |Uses 1-2 circumstances with some|Uses 2-3 circumstances |Sometimes including two |Uses 4-5 circumstances. |Includes 5-6 circumstances |Includes circumstances using |

|Circumstances |accuracy: |accurately most of the time: |circumstances in the same |place: in the hills; out the |place: beside the fence; on the |more varied vocabulary. |

|Place (where?) |place: in bed; at the beach |place: on the ground; through |sentence: |window; all over the world; out |way there |place: into the distance; |

|Time (when?) |time: after food |the playground |place: into the bowl; from the |of the cages |time: for the same amount of |time: in a cat’s lifetime |

|Accompaniment (with whom?) |accompaniment: with my dog |time: at night time; for six |ground |time: after a while; every two |time |manner: |

|Manner (quality and means) | |weeks |time: on very stormy nights; in |years |accompaniment: with two |quality: suddenly; peacefully; |

|(how?) | |accompaniment: with my sister |the start |accompaniment: with other types |different pets; alone |with its head in its paws |

|Cause (why?) | |manner: |accompaniment: with my friend |of cats |manner: |means: with a whistle |

| | |quality: my dog barks loudly |manner: |manner: |quality: in a loud way |comparison: like a fox |

| | |means: with their teeth; with |quality: slowlymeans: by licking|quality: easily; in many |means: with training |cause: because of this |

| | |its legs | |different ways |cause: for a place to eat | |

| | | | |means: with a leash | | |

| | | | |cause: for the food | | |

|Grammar Knowledge |Level 4 |Level 5 |Level 6 |Level 7 |Level 8 |Level 9 |

| |(End of Reception) |(End Year 1) |(End Year 2) |(Year 3) |(Year 4) |(Year 5) |

| |Uses 1-2 simple noun groups of 2|Uses 2-3 short noun groups, |Begins to use more |Uses noun groups consisting of a|Creates more specific |Expands noun groups in a variety|

|Noun groups |or 3 words, |choosing from a growing |precise/technical vocabulary in |narrow range of vocabulary to |descriptions through the use of |of ways to provide fuller |

| |numbers: two cats; 4 legs |vocabulary to add one or two |noun groups: |provide some detail to |noun groups by selecting from a |descriptions of people and |

| |describers (primarily colour, |elements: |numbers/measures: two more cats;|descriptions: |small range of vocabulary for |things using a growing range of|

| |size and shape): a new toy; a |numbers: all the cats; lots of |too much water |numeratives: the first cats; six|more delicate meanings: |vocabulary for more delicate |

| |black body; thin legs; |dogs |describers: cute furry animals; |out of seven pets; a few types |numeratives: several owners |meanings: |

| |classifiers: pet cat |describers (primarily colour, |short, strong legs; on very dark|describers: important people; |describers: gorgeous face; a |numeratives: about 500 breeds; |

| | |size and shape): a round body; |and stormy nights |the red hot bite; massive paws |rather quiet animal; the rough |one of a few cats; nearly all |

| | |sharp teeth |classifiers: fresh water; police|classifiers: lost cats; a male |coat |the animals |

| | |classifiers: a water dish |dogs |dog |classifiers: a plastic bag; the |describers: an amazing creature;|

| | | |begins to use short |some qualifiers using short |natural environment |a successful training program |

| | | |prepositional phrases as |prepositional phrases: many |qualifiers beginning to use a |classifiers: animal shelters; |

| | | |qualifiers: cats with long |types in the world |longer prepositional phrase: |Australian laws |

| | | |claws; dogs on farms | |larger dogs from other |qualifiers using a longer |

| | | | | |countries; cats like Persians |prepositional phrase: the breed |

| | | | | |and Siamese |at the bottom of the list; the |

| | | | | | |size of the average dog in |

| | | | | | |Australia |

| | | | | | |qualifiers using relative |

| | | | | | |clause: the people who own dogs;|

| | | | | | |the breeds that are most popular|

| | | | | | | |

|Grammar Knowledge |Level 4 |Level 5 |Level 6 |Level 7 |Level 8 |Level 9 |

| |(End of Reception) |(End Year 1) |(End Year 2) |(Year 3) |(Year 4) |(Year 5) |

| |Uses an example of evaluative |Uses 2-3 examples of evaluative |Uses 2-3 examples of more than |Uses 3-4 examples of more than |Uses 4-5 examples of more than |Uses 6-7 examples more than one |

|Evaluative language |language to express: |language to express: |one type of evaluative language |one type of evaluative language |one type of evaluative language |type of evaluative language to |

|Feelings and emotions |feelings: I like my cat |feelings: I didn’t like it; I |to express: |to express: |to express: |express: |

|Judgements of people |judgements of people: good |felt sad |feelings: They make me feel |feelings and emotions: I feel |feelings and emotions with |feelings and emotions: I feel |

|Appreciation of things |people |judgements of people: bad |happy; I love cats; People feel |upset; very bored |varying accuracy: I was |angry when ; this makes me very |

|Intensity |appreciation of things: I think |people don’t walk their dogs |afraid |judgements of people: people |concerned; |frustrated; |

| |kittens are the best pet; my |appreciation of things: I think |judgements of people: angry |that do a good job at training |judgements of people: they were |judgements of people: they |

| |favourite pet; it was fun; we |cats are cool; it was a |people are not good pet owners; |them |very cruel; , |ignore their pets |

| |have a good time; it is nice; |beautiful dog ugly animals ; |appreciation of things: it is a |appreciation of things: these |appreciation of things: the |appreciation of things: healthy |

| | |loudest bark; softest fur |funny animal; they are very |pets are very good for you; |smell is gross; they are special|animal; the breed is a popular |

| | |varying intensity: so soft; very|noisy; cats are cute furry |don’t turn your back on |friends; they have amazing |choice ; a successful way of |

| | |big |things; it is easier to play |dangerous dogs; some toys are |speed; dogs are so loyal; It |training |

| | | |with; it was quite hard |very expensive |was brave |varying intensity: People from |

| | | |varying intensity: it was really|varying intensity: some owners |varying intensity: they only |all over the globe; everyone |

| | | |loud; just behind; it was quite |just waste all their money on |need to be washed once a week; |knew; nearly every dog |

| | | |hard |cats; owners could even walk; | | |

| | | | |buy things to eat, but only good| | |

| | | | |things to eat | | |

| | | | | | | |

| | | |With some accuracy, uses 1-2 |With some accuracy, uses 2-3 |Uses 2-3 examples of language |Uses 3-4 examples of simple |

|Modality | | |examples of the most elementary |examples of elementary |expressing modality with varying|modality with greater degree of |

|Obligation | | |expressions of modality: dogs |expressions of modality: |degrees of accuracy: |accuracy and in combination: |

|Frequency | | |have to eat; |we should spend more time with |this must be the softest; It |People might need a dog to |

|Certainty | | |dogs might bite; I would like to|them; they need food and water; |never plays with you; you may |protect them; You don’t always |

|Inclination | | |have a cat… |we always feed them; they bark, |think; perhaps I could have two |need toys for a cat |

| | | | |but only sometimes, not all the |animals; would like to own one; | |

| | | | |time; they know how to train |I didn’t want to have them as a | |

| | | | |them; I think we do not want to |pet | |

| | | | |have them | | |

|Word knowledge |Level 4 |Level 5 |Level 6 |Level 7 |Level 8 |Level 9 |

| |(End of Reception) |(End Year 1) |(End Year 2) |(Year 3) |(Year 4) |(Year 5) |

| |Uses an example of common topic |Uses 2-3 examples of common |Uses 3-4 examples of common |Uses 4-5 examples of common |Uses 5-6 examples of common |Uses 6-7 examples of common and |

|Topic vocabulary |vocabulary: pet; food; water; |topic vocabulary: own; animal; |topic vocabulary: pet owner; dry|topic vocabulary: illness; |topic vocabulary: collar; |less common topic vocabulary: |

| |hair; bed |claws; bite; shelter |food; exercise; kennel; vet |environment; short haired; guard|muzzle; inject; operate; guard |expensive; breed; operation; |

| | | | | |dog; disease; register, |injection; vaccinate; virus |

| |Spells with some accuracy common|Spells with some accuracy most |Spells with consistency and |Spells correctly: |Spells correctly: |Spells correctly: |

|Spelling |short vowel single syllable |common words learnt in the |accuracy most single syllable |3 –letter consonant clusters: |consonant clusters: stripe; |complex but common patterns: |

| |words: |classroom, including high |words with common spelling |strong; scratch |throat; screen |different; double |

| |consonant, vowel, consonant |frequency words: one; have;some;|patterns: |diphthongs and other alternative|diphthongs and other alternative|silent letters: limb; doubts; |

| |patterns; bad; fit; not; cat; |they; about |high frequency long vowel words:|vowel sounds: ay (play); ai |vowel sounds: oy; oi; ou; ow; |answer |

| |can | |name; park; good; food |(tail); ee (feel); ea (real) |ould; u; ough; au; aw | |

| |some blends: trap and consonant |Spells with accuracy: |containing consonant blends: |generalisations: |silent beginnings: wr and kn | |

| |digraphs: spot |one-syllable words containing |drop; clap; grass; ring |adding ‘s’ for plurals and ‘es’ |generalisations: | |

| |some high frequency words: is; |known blends: st: stop |containing consonant digraphs: |for plurals when word ends in: |doubling when adding suffix: | |

| |was; it; he; they; we; my; me; | |thin; much; shut |s; sh; ch; x or z |getting; bigger | |

| |the; went | |containing vowel digraphs: free;|adding ‘ed’ and ‘ing’ tense |dropping ‘e’ when adding suffix:| |

| | | |soon |endings: watered; being; walking|using | |

| | |Spells others based on own | | | | |

| |Spells less common words based |pronunciation or other patterns:|Spells with consistency and | | | |

| |on own pronunciation: wiv for |didant for didn’t; difrint for |accuracy two-syllable words with| | | |

| |with; fin for thin; legx for |different |common patterns: funny; going | | | |

| |legs | | | | | |

| | | |Attempts to spell unknown words | | | |

| | | |based on sound and/or visual | | | |

| | | |patterns | | | |

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