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Linden Park Primary School - Reporting Guide for English ‐ Writing

Produced by the Bower Cluster of Schools – Western Adelaide Region 2010

Foundation

AThe student has demonstrated excellent achievement of what is expected at this year level.

High capacity to apply knowledge, skills and understandings in new contexts.

BThe student has demonstrated good achievement of what is expected at this year level.Strong capacity to apply knowledge, skills

and understandings in new contexts.

CThe student has demonstrated satisfactory achievement of what is expected at this year level.

Capacity to apply knowledge, skills and understandings in new contexts.

DThe student has demonstrated partial achievement of what is expected at this year level.

Capacity to apply knowledge, skills and understandings in familiar contexts.

EThe student has demonstrated minimal achievement of what is expected at this year level.

Beginning capacity to apply knowledge, skills and understandings in a familiar context.

EALD Level Level 4 Level 3 Level 2 Level 1 Pre Level

Text

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Text StructureElements of genre

Constructs some genres (eg. recounts) with supportUses some language features of the genre eg. a simple introduction

Constructs some genres – Procedure, Recount/Narrative/Retell, Description, Response with a high degree of scaffolding Uses simple and repetitive sentence

beginnings

Recount/Narrative – draws pictures of a setting and a sequence of events.

Retells known story/event by naming visuals.

Procedure - Organizes visuals in sequential order.

Sequences pictures of known story or a familiar activity- Procedure, Recount/Narrative/

Copies words to label pictures - Description

Identify and describe likes and dislikes about familiar texts, objects, characters and events.

Ideas & CohesionThe creation of ideas and of text connectedness

Ideas show some relevance and connection to the topic

Writes 2 or 3 random happenings or writes about themselves

Writes a limited range of letters/words which have personal meaning

Ideas are visual with labelled drawings with unidentifiable lettersIdeas are scribed

Limited understanding that their texts can reflect their own experiences

Gram

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Sentence Structure & GrammarThe production of grammatically correct and structurally sound sentences

Writes simple and compound sentences that are usually grammatically correctBegins to use linking conjunctionseg. and, butUses phrases of timeeg. On the weekend, Last night ..

Begins to compose simple sentences to record and report events.Writes statement sentences.Uses some phrases of timeeg. On the weekend I went to the park.

Developing formation of statement sentences, usually repetitive.

ie. I walk to school

Copies words one or two word groups/phrases relating to immediate context and/or visuals.

Groups of unidentifiable letters

Limited attempt to retell events and experiences with peers and known adults.

Limited attempt to use familiar words and phrases and images to convey ideas when writing.

Vocabulary/Word GroupsThe range and precision of language choices

Uses nouns and verbsBegins to use adjectivesUses some prepositionseg. The red pencil is on the table.

Uses everyday vocabularyeg. school, homeUses a narrow range of nouns and verbs to form a simple statement. eg. I play at school.

Begins to construct texts by copying or jointly constructing.

Uses some simple vocabulary

May ‘play’ write – writes random letters and symbols.

Forms a few identifiable letters. Writes predominantly from left –

right

Limited attempt to communicate clearly in informal and whole class settings.

Audi

ence Audience

Orienting and engaging the reader

May use basic familiar patterns to address the audience eg. On the weekend, happily ever after .

Unaware of purpose and audience Unaware of purpose and audience

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SpellingAccuracy and difficulty of words used

WTW –Letter/Alphabetic Middle-LateMost simple, some common words spelt accurately

Show evidence in their writing of sounds and letter knowledge.

Uses correct letters to represent beginning, middle and end sounds in words from familiar texts.Most simple words spelt accurately

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

A few simple words spelt accurately Correctly form known upper and

lower-case letters.

Alphabetic Stage - EarlyWrites random letters Identifies some beginning sounds –

own name

Limited attempt to Identify and use rhyme, letter patterns and sounds in words.

PunctuationUse of correct and appropriate punctuation to aid the reading of the text

Attempts basic sentence punctuation (capitals and full stops)

xperiments with basic sentence punctuation, capital letters and full stops.

Linden Park Primary School - Reporting Guide for English ‐ Writing

Produced by the Bower Cluster of Schools – Western Adelaide Region 2010

Year 1











EALD Level Level 5 Level 4 Level 3 Level 2 Level 1


Begins to independently construct text with some evidence of the genre elements eg. Adds detail to orientation

Organization features – Eg. orientation, complication, resolution

Constructs some genres (eg. recounts) with support

Uses some language features of the genre eg. a simple introduction

Writes several sentences of logically ordered information

Constructs some genres (eg. recount)with a high degree of scaffolding Begins to add detail to orientation.


No elements of genre construction


Ideas are relevant and connected to the topic May include some detail Greater range of pronouns eg. I, me, them,

they

Ideas show some relevance and connection to the topic Begins narrative with

circumstance of time

Writes 2 or 3 random happenings or writes about themselves Uses small range of reference items eg.

My, our, his, her/it, they, he/this


Ideas are visual with labelled drawings with unidentifiable lettersIdeas are scribed


Writes simple and compound sentences that are grammatically correctBegins to use different sentence types eg. questions and commandsMay use binding conjunctions; when, after and becauseAppropriate use of verb tense


Writes statement sentencesUses some phrases of timeeg. On the weekend I went to the park. Composes simple sentences with a

short noun group. Begins to compose compound

sentences with varying accuracy using and, then

Developing formation of statement sentences, usually repetitive.ie. I walk to school

Groups of unidentifiable letters

VocabularyThe range and precision of language choices

Uses a range of adjectives: great, hugeUses a range of verb typeseg. said, shouted, whisperedShort prepositional phraseseg. The boy kicked the soccer ball into the goals.May use some common technical language eg. A shuttle (instead of spaceship)

Uses small range of verbs Composes wider range of nounsBegins to use adjectivesUses some prepositionseg. The red pencil is on the table.

Uses everyday vocabularyeg. school, homeUses a narrow range of nouns and verbs to form a simple statement. eg. I play at school.

Uses some simple vocabulary Visual representation of the word

Audi

ence

AudienceOrienting and engaging the reader

Uses basic familiar patterns to address the audience eg. On the weekend, happily ever after

May use basic familiar patterns to address the audience eg. On the weekend, happily ever after ..

Unaware of purpose and audience Unaware of purpose and audience Unaware of purpose and audience

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WTW Within Word Patterns-EarlyAll simple, some common spelt accurately

WTW –Letter/Alphabetic Middle-Late Accurately spells words with regular spelling patterns. Most simple, some common words spelt accurately

WTW Letter/Alphabetic -MiddleMost simple words spelt accurately Accurately spells words with

regular spelling patterns.

WTW Letter/Alphabetic Stage - EarlyA few simple words spelt accurately

WTW Emergent StageWrites random letters

Handwriting Correctly forms all upper and lower-case letters

Correctly forms most upper and lower-case letters

Correctly forms some upper and lower-case letters

Correctly forms known letters


Uses basic punctuation (capital letters and full stops) with some accuracy

Uses capitals to for proper names with varying accuracy.


May experiment with basic sentence punctuation

Not evident Not evident

Linden Park Primary School - Reporting Guide for English ‐ WritingProduced by the Bower Cluster of Schools – Western Adelaide Region 2010

Year 2











EALD Level Level 6 Level 5 Level 4 Level 3 Level 2


Independently constructs texts showing elements of the genre Uses a limited range of features to organise

the text: First, Then Uses simple sub headings, text connectives

Begins to independently construct text with some evidence of the genre elements

Relies on formulaic openers to begin sentence: One day,

Constructs some genres (eg. recount)with supportUses some language features of the genre eg. a simple introduction

Constructs some genres (eg. recount)

with a high degree of scaffolding



Ideas begin to show evidence of elaboration Uses narrow range of text connectives:

Then, Now Also

Ideas are relevant and connected to the topicMay include some detail Uses limited range of resources:

pronouns





Writes simple sentences with short noun groups, compound sentences with range of conjunctions

Attempts complex sentenceseg. After mum got home we had dinner.Uses binding conjunctions; when, after and

becauseAppropriate use of verb tense

Uses small range of verbs Writes simple and compound sentences that are

grammatically correctBegins to use different sentence typeseg. questions and commandsMay use binding conjunctions; when, after and becauseAppropriate use of verb tense

Demonstrates some control of simple tenses Uses narrow range of verbs Composes mostly complete simple

sentences Composes compound sentences with

varying accuracy using linking conjunctions and, but

Uses phrases of time On the weekend, Last night

Writes statement sentencesUses some phrases of timeeg. On the weekend I went to the park.

Developing formation of statement sentences. Usually repetitive.ie. I walk to school


Uses action verbs (jump),talking verbs (shouted), thinking/feeling verbs (loved, angry)Expands noun information by using a range of adjectives including type (classifier) with prepositional phrases (qualifier) eg. The small, yellow drink bottle on the table.May use some common technical

Uses adjectiveseg. great, hugeUses a range of verb typeseg. said, shouted, whisperedShort prepositional phraseseg. The boy kicked the soccer ball into the goals.May use some common technical language eg. measure


Uses everyday vocabulary eg. school, home

Uses a narrow range of nouns and verbs to form a simple statement.eg. I play at school

Uses some simple vocabulary

Audi

ence


May use language expressing feelings and attitudes eg. very bright


May use basic familiar patterns to address the audience eg. On the weekend, happily ever after

Unaware of purpose and audience Unaware of purpose and audience

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WTW - Within Word Patterns(Yellow) stage of spelling - LateSpells All simple, most common

WTW - Within Word Patterns(Yellow) stage of spelling -MiddleAll simple, some common spelt accurately

WTW - Within Word Patterns(Yellow) stage of spelling- Early/MiddleMost simple, some common words spelt

accurately

WTW Letter/Alphabetic (Red)-MiddleMost simple words spelt accurately

WTW Letter/Alphabetic Stage - EarlyA few simple words spelt accurately

ParagraphingSegmenting of text

ttempts use of paragraphs more consistently.

ay attempt to use paragraphs Not applicable Not applicable Not applicable


Correctly uses basic sentence punctuation (capital letters, full stops and question marks) with some consistency


Attempts basic sentence punctuation capitals and full stops Uses lower case appropriately most of the

time


Not evident


Year 3











NAPLAN Band 5/6 Band 4/5 Band 3/4 Band 2/3 Band 2EALD Level Level 7 Level 6 Level 5 Level 4 Level 3


Independently constructs texts showing all elements of the genreUses a feature to organise the text eg. Sub headings‐

Independently constructs texts showing most elements of the genre Uses a limited range of features to organise the texteg. First, Then



Constructs some genres (eg. recount) with a high degree of scaffolding


Some ideas are elaboratedSentences flow

Ideas begin to show evidence of elaboration

Ideas are relevant and connected to the topicMay include some detail



Gram

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Attempts to write more complex sentenceseg. After watching TV, I went to the beach for a swim.Inconsistent use of direct speech Appropriate use of verb tense

Attempts complex sentenceseg. After mum got home we had dinner.Uses binding conjunctions; when, after and becauseAppropriate use of verb tense

Writes simple and compound sentences that are grammatically correctBegins to use different sentence typeseg. questions and commandsMay use binding conjunctions; when,

after and becauseAppropriate use of verb tense


Writes statement sentencesUses some phrases of timeeg. On the weekend I went to the park.


Uses an extended range of verbseg. said shouted, whispered‐Constructs noun groups – describer (The new man) classifier (The new security man) and qualifier (The new security man in the bank.)Some common technical languageeg. A space shuttle

Uses action verbs (jump),talking verbs (shouted), thinking/feeling verbs (loved, angry)Expands noun information by using a range of adjectives including type (classifier) with prepositional phrases (qualifier) eg. The small, yellow drink bottle on the table.May use some common technical language eg. A space shuttle

Uses adjectiveseg. great, hugeUses a range of verb typese.g. said, shouted, whisperedShort prepositional phraseseg. The man in the shop.May use some common technical language eg. measure


Uses everyday vocabularyeg. school, homeUses a narrow range of nouns and verbs to form a simple statement.eg. I play at school

Audi

ence Audience


Begins to choose vocabulary appropriate to the context.eg. I love koalas – not appropriate for an info report



May use basic familiar patterns to address the audience eg. On the weekend. happily ever after

Unaware of purpose and audience

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WTW –Syllables and Affixes stage of spelling – Early/MiddleAll simple, most common, some difficult.

WTW -Working Within Word Patterns stage of spelling - LateAll simple, most common

WTW -Working Within Word Patterns stage of spelling -MiddleAll simple, some common spelt accurately

WTW -Working Within Word Patterns stage of spelling- EarlyMost simple, some common words spelt accurately

WTW Letter/Alphabetic -MiddleMost simple


Attempts use of paragraphs with some accuracy. Attempts use of paragraphs May attempt paragraphs Not evident Not evident


Consistently uses basic sentence punctuation (capital letters, full stops and question marks) accuratelySome noun capitalisation






Year 4











NAPLAN Band 6/7 Band 5/6 Band 4/5 Band 3/4 Band 3/4EALD Level Level 8 Level 7 Level 6 Level 5 Level 4


Confidently constructs genres including more detailed elaborationUses a range of features to organise the texteg. Introducing a new line for different speakers

Constructs with some confidence genres with some elaborationUses a feature to organise the texteg. Sub headings‐

Independently constructs texts showing elements of the genre Uses a limited range of features to organise the texteg. First, Then

Begins to independently construct the text with some evidence of the genre elements



Ideas show some development but may contain unnecessary elaboration (waffle)Text flows and meaning is clear

Some ideas are developedSentences flow, organizes text into paragraphs

Ideas begin to show evidence of development



Gram

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Sentences are grammatically correct eg. Sports Day will be on, whether it rains or not.‘Run on’ sentences not usedSome use of complex sentencesUses relative pronouns such as; who, which, thatAppropriate use of verb tense

Attempts to write more complex sentenceseg. After watching TV, I walked to our local beach for a swim.Inconsistent use of direct speech‘Run on’ sentences rarely usedAppropriate use of verb tense


Writes simple and compound sentences that are grammatically correctBegins to use different sentence typeseg. questions and commandsMay use binding conjunctions; when, after and becauseAppropriate use of verb tense



Uses more varied vocabularyeg. know, believe (mental processes)Uses an extended range of verbseg. said shouted, whispered‐Uses more complex adjectives and verbseg. fix car → repair vehicleMay use simileseg. as tiny as an ant

Uses an extended range of verbseg. said shouted, whispered‐ Constructs noun groups – describer (The new man) classifier (The new security man) and qualifier (The new security man in the bank.)Circumstance – place, time, manner

Some common technical language eg. A space shuttle

Uses narrow range of Nominalisations

Uses action verbs (jump),talking verbs (shouted), thinking/feeling verbs (loved, angry)Expands noun information by using a range of adjectives including type (classifier) with prepositional phrases (qualifier) eg. The small, yellow drink bottle on the table.May use some common technical language eg. A space shuttle

Uses adjectiveseg. great, hugeUses a range of verb typese.g. said, shouted, whisperedShort prepositional phraseseg. The man in the shop.May use some common technical language eg. measure


Audi

ence


Uses language in an attempt to engage the audienceeg. Luckily I knew a lot about bees or I wouldn’t have had a chance.

Sets the sceneMakes vocabulary choices appropriate to the contexteg. My Budgie, The Budgerigar



May use basic familiar patterns to address the audience eg. On the weekend, happily ever after

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WTW –Syllables and Affixes stage of spelling – Middle/LateAll simple, all common and some difficult

WTW –Syllables and Affixes stage of spelling – Early/MiddleAll simple, most common, some difficult

WTW -Working Within Word Patterns stage of spelling - Late

All simple, most common

WTW -Working Within Word Patterns stage of spelling -MiddleAll simple, some common spelt accurately

WTW -Working Within Word Patterns stage of spelling -earlyMost simple, some common words spelt accurately


Attempts use of paragraphs with some accuracy

Attempts use of paragraphs with some accuracy Attempts use of paragraphs Not evident Not evident


Experiments with other punctuation eg. speech marks, commas and apostrophes for contractions/possessionCorrect noun capitalisation



Uses basic punctuation (capital letters and full stops) with some accuracy.



Year 5













Constructs a range of genres which have a number of stages and elaborates on the contenteg. Introducing a new line for a different speaker

Constructs more complex genreseg. expositionUses a range of features to organise the texteg. Reinstating the position

Constructs with some confidence genres with some elaboration Uses a feature to organise the texteg. Sub headings‐




Ideas show some elaboration and relate coherently to a central storyline/topic


Some ideas are developedSentences flow



Gram

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Complex sentences are usually grammatically correctExperiments with sentence startersIs able to change tense accordinglyAppropriate use of verb tense

Sentences are grammatically correcteg. Sports Day will be on, whether it rains or not.‘Run on’ sentences not usedSome use of complex sentencesUses relative pronouns such as; who, which, thatAppropriate use of verb tense

Attempts to write more complex sentenceseg. After watching TV, I walked to our local beach for a swim.Inconsistent use of direct speech‘Run on’ sentences rarely usedAppropriate use of verb tense


Writes simple and compound sentences that are grammatically correctBegins to use different sentence typeseg. questions and commandsMay use binding conjunctions; when, after and becauseAppropriate use of verb tense


Attempts to use a more extended vocabulary (precise words)eg. considered, horrified, disgustedExpands noun groups by using more delicate choices of describers, classifiers and qualifierseg. The latest, touch screen ipod at the shops is too expensive.Some use of colloquialisms (bloke), idioms(A piece of cake) or similes (as cold as ice)

Uses more varied vocabularyeg. know, believe (mental processes)Uses an extended range of verbseg. said shouted, whispered‐Uses more complex adjectives and verbseg. fix car → repair vehicleMay use simileseg. as tiny as an ant

Uses an extended range of verbseg. said shouted, whispered‐Constructs noun groups – describer (The new man) classifier (The new security man) and qualifier (The new security man in the bank.)Circumstance – place, time, mannerSome common technical languageeg. A space shuttleUses narrow range of Nominalisations

Uses action verbs (jump),talking verbs (shouted), thinking/feeling verbs (loved, angry)Expands noun information by using a range of adjectives including type (classifier) with prepositional phrases (qualifier) eg.The small, yellow drink bottle on the table.May use some common technical language eg. A space shuttle

Uses adjectiveseg. great, hugeUses a range of verb typese.g. said, shouted, whisperedShort prepositional phraseseg. The man in the shop.May use some common technical languageeg. measure

Audi

ence


Engages the reader through deliberate choice of language. ie. may use humour or emotion eg. ‘I waited anxiously..’


Sets the sceneMakes vocabulary choices appropriate to the contexteg. My Budgie, The Budgerigar

May use language expressing feelings and attitudes eg very bright

Uses basic familiar patterns to address the audience eg. On the weekend. happily ever after

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WTW Derivational Relations- EarlyAll simple, all common and some difficult

WTW –Syllables and Affixes stage of spelling – Middle/LateAll simple, all common and some difficult

WTW –Syllables and Affixes stage of spelling – MiddleAll simple, most common, some difficult.

WTW –Syllables and Affixes stage of spelling – earlyAll simple, most common.

WTW -Working Within Word Patterns stage of spelling –Middle/LateAll simple, some common spelt accurately


Organises text into paragraphs accurately Uses paragraphs with some accuracy Attempts use of paragraphs with some accuracy. Attempts use of paragraphs Not evident


Uses, but not always accurately, other punctuation eg. speech marks, commas and apostrophesCorrect noun capitalisation

Experiments with other punctuation eg. speech marks, commas and apostrophes for contractions/possessionCorrect noun capitalisation

Consistently uses basic sentence punctuation (capital letters, full stops and question marks) accurately.Some noun capitalisation




Year 6













Uses some language features to construct the text and avoids repetition.Eg. Begins to use phrases instead of single words – In addition to/Also

Constructs all genres and elaborates on each stage of the genre Able to construct more complex genres eg.

exposition Uses a range of features to organise the text eg. Reinstating the position

Constructs with some confidence genres which have a number of stages Uses a limited range of features to organise the texteg. Sub headings‐



Ideas show elaboration and relate coherently to a central storyline/topic



Some ideas are developed Sentences flow


Gram

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Complex sentences are grammatically correctForms more expansive sentences by using a wider range of binding conjunctions eg. whenever, although, sinceAppropriate use of verb tense

Complex sentences are usually grammatically correct Experiments with sentence starters Is able to change tense accordinglyAppropriate use of verb tense

Sentences are grammatically correcteg. Sports Day will be on, whether it rains or not. ‘Run on’ sentences not usedSome use of complex sentences Uses relative pronouns such as; who, which, thatAppropriate use of verb tense

Attempts to write more complex sentenceseg. After watching TV, I walked to our local beach for a swim. Inconsistent use of direct speech ‘Run on’ sentences rarely usedAppropriate use of verb tense



More frequently uses a an extended vocabulary (precise words)eg. hissed, rewarded Uses colloquialisms (A scorcher), idioms (bag of tricks) or similes (as easy as pie) Expands noun groups by using more complex choices of describers, classifiers and qualifierseg. Downloading music is the cheapest and most efficient way of purchasing music.

Attempts to use a more extended vocabulary (precise words)eg. considered, horrified, disgusted Expands noun groups by using more delicate choices of describers, classifiers and qualifierseg. The latest, touch screen ipod at the shops is too expensive.Some use of colloquialisms (bloke), idioms (A piece of cake) or similes (as cold as ice)

Uses more varied vocabularyeg. know, believe (mental processes) Uses an extended range of verbseg. said shouted, whispered‐ Uses more complex adjectives and verbseg. fix car → repair vehicle May use simileseg. as tiny as an ant

Uses an extended range of verbseg. said shouted, whispered‐Constructs noun groups – describer (The new man) classifier (The new security man) and qualifier (The new security man in the bank.)Circumstance – place, time, mannerSome common technical languageeg. A space shuttleUses narrow range of Nominalisations

Uses action verbs (jump),talking verbs (shouted), thinking/feeling verbs (loved, angry) Expands noun information by using a range of adjectives including type (classifier) with prepositional phrases (qualifier) eg. The small, yellow drink bottle on the table. May use some common technical languageeg. A space shuttle

Audi

ence Audience


Deliberately chooses language to engage the reader. ie may use humour, emotion or suspense. eg. The doorbell suddenly rang and my heart sank Homework is clearly a ‐waste of time and energy

Engages the reader through deliberate choice of language. ie may use humour or emotion eg. I waited anxiously..


Sets the scene Makes vocabulary choices appropriate to the contexteg. My Budgie, The Budgerigar


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WTW Derivational Relations- MiddleAll simple, all common and most difficult.


WTW –Syllables and Affixes stage of spelling – Middle/Late

All simple, all common and some difficult


WTW –Syllables and Affixes stage of spelling – EarlyAll simple, most common.


Organises text into paragraphs accurately Organises text into paragraphs accurately Uses paragraphs with some accuracy Attempts use of paragraphs with some accuracy Attempts use of paragraphs


Correctly uses other punctuation most of the time eg. speech marks, new line for each speaker, commas to mark phrases

Uses, but not always accurately, other punctuation eg. speech marks, commas in lists and apostrophesCorrect noun capitalisation

Experiments with other punctuation eg. speech marks, commas and apostrophes for contractions / possessionCorrect noun capitalisation




Year 7













Evidence of sophisticated texts with variations attempted in structure

Uses some language features to construct the text and avoids repetitioneg. Begins to use phrases instead of single words – In addition to/Also

Constructs all genres and elaborates on each stage of the genre

Constructs more complex genreseg. exposition Uses a range of features to organise the texteg. Reinstating the position

Constructs with some confidence genres which have a number of stages. Uses a limited range of features to organise the texteg. Sub headings‐


Ideas are substantial and elaborateeg. a suggestion of an underlying themeCohesive language is used to support understandingeg. meanwhile, even though, such as

Ideas show elaboration and relate coherently to a central storyline/topic



Some ideas are developed Sentences flow

Gram

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Forms complex sentences accurately and demonstrates variety in length, structure and beginnings.Appropriate use of verb tense

Complex sentences are grammatically correctForms more expansive sentences by using a wider range of binding conjunctions eg. whenever, although, sinceAppropriate use of verb tense

Complex sentences are usually grammatically correct Experiments with sentence starters Is able to change tense accordinglyAppropriate use of verb tense

Sentences are grammatically correcteg. Sports Day will be on, whether it rains or not. ‘Run on’ sentences not usedSome use of complex sentences Uses relative pronouns such as; who, which, thatAppropriate use of verb tense

Attempts to write more complex sentenceseg. After watching TV, I walked to our local beach for a swim. Inconsistent use of direct speech ‘Run on’ sentences rarely usedAppropriate use of verb tense


Sustained and consistent use of precise wordseg. clutched, vicious May attempt metaphors (a rising star, read between the lines) May use nominalisations → changing adj/verbs into nounseg. to use – the use of, we compared – a comparison was made

More frequently uses a an extended vocabulary (precise words)eg. hissed, rewarded Uses colloquialisms (A scorcher), idioms(bag of tricks) or similes (as easy as pie) Expands noun groups by using more complex choices of describers, classifiers and qualifierseg. Downloading music is the cheapest and most efficient way of purchasing music.

Attempts to use a more extended vocabulary (precise words)eg. considered, horrified, disgusted Expands noun groups by using more delicate choices of describers, classifiers and qualifiers eg. The latest, touch screen ipod at the shops is too expensive.Some use of colloquialisms (bloke), idioms(A piece of cake) or similes (as cold as ice)

Uses more varied vocabularyeg. know, believe (mental processes) Uses an extended range of verbseg. said shouted, whispered‐ Uses more complex adjectives and verbseg. fix car → repair vehicle May use simileseg. as tiny as an ant

Uses an extended range of verbseg. said shouted, whispered‐ Constructs noun groups – describer (The new man) classifier (The new security man) and qualifier (The new security man in the bank.)Some common technical languageeg. A space shuttle

Audi

ence


Influences or affects the reader through effective language devicesie. Emotive or persuasive languageeg. Homework is clearly a waste of time and energy..

Deliberately chooses language to engage the reader. ie may use humour, emotion or suspense. eg. The doorbell suddenly rang and my heart sank ....

Engages the reader through deliberate choice of language. ie may use humour or emotion eg. I waited anxiously..


Sets the scene Makes vocabulary choices appropriate to the contexteg. My Budgie, The Budgerigar

wor

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WTW Derivational Relations- Late Explores using etymology/morphology to spell new words All simple, all common and most difficult and some

WTW Derivational Relations- MiddleAll simple, all common and most difficult.


WTW –Syllables and Affixes stage of spelling – Middle/Late

All simple, all common and some difficult



Paragraphs are deliberately structured to pace and direct the text Organises text into paragraphs accurately Organises text into paragraphs accurately Uses paragraphs with some accuracy. Attempts use of paragraphs with some

accuracy.PunctuationUse of correct and appropriate punctuation to aid the reading of the text

Accurate use of all applicable punctuation Correctly uses other punctuation most of the time eg. speech marks, new line for each speaker, commas to mark phrases

Uses, but not always accurately, other punctuation eg. speech marks, commas in lists and apostrophesCorrect noun capitalisation

Experiments with other punctuation eg. speech marks, commas and apostrophes for contractions /possessionCorrect noun capitalisation

Consistently uses basic sentence punctuation (capital letters, full stops and question marks) accurately.Some noun capitalisation

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