Language and Literacy Levels across the Australian Curriculum:

EALD students

Adapted from Module 1.2

Building Language Capacity

Context: The Data

2010 2011 2012 2013 2014

Year 3 437 446 448 433 439

Year 5 540 510 521 500 492

Year 7 548 581 575 567 580

0

100

200

300

400

500

600

700

Scal

ed

Sco

re (

ave

rage

)

NAPLAN Writing

Growth Trend

570.2 Year 7 Average

512.6 Year 5 Average

440.6 Year 3 Average

Growth Data

NAPLAN Writing Narrative Persuasive Persuasive Persuasive Persuasive

2010 2011 2012 2013 2014

Year 3 437 446 448 433 439

Year 5 540 510 521 500 492

Year 7 548 581 575 567 580

Expected growth from Year 3 to 5 = 80 pointsYear 5 to 7 = 50 points

Register continuum

everyday, concrete technical, abstract

Expressing and developing ideas –Subject matter

What is the topic? How is it treated?

informal personal novice formal impersonal informed/expert

Interacting with others – Roles & relationships

Who is involved? What are their roles and relationships?

most spoken most written

‘here and now’ generalised context

language with action language of reflection

Text structure and organisation – Mode of communication

How is the message conveyed? How spoken or written-like is it? What technologies are used?

Read Foregrounding in Glossary.

.

Building Language Capacity

a) uses simple text connectives to:o organise and

sequence sections of text in time: At first; After that; Today

b) uses text connectives to:o organise text: Firstly;

In addition; Finally; In conclusion

c) uses a wider range of conjunctions (text connectives)to show logical connections between paragraphs and sentences: On the other hand; However; Therefore

d) begins to use a small range of text connectives:

o formulaically to organise arguments: Firstly; Secondly; Thirdly

e) foregrounds circumstances in a range of genres

time or place in recounts,

narratives and explanations: Later

on in her life; After her death; After

six days; Three weeks later; Just

metres away; At the University of

Adelaide

f) uses circumstances of time and/or place to begin paragraphs in historical recounts and narratives: In 1851; During December 1854; A few minutes later; At home

g) uses circumstances of time and/or place to begin paragraphs in recounts and explanations: On the way there; The next few days; The day after that; In the end; After a few weeks

h) begins to use/choose circumstances of time at the beginning of recounts, narratives and observations/ responses: Once upon a time; Long, long ago; Many years ago; This Term; In 1888

most spoken like language most written like language

Read Foregrounding in Glossary.

.

Building Language Capacity

a) uses simple text connectives to:o organise and

sequence sections of text in time: At first; After that; Today

b) uses text connectives to:o organise text: Firstly;

In addition; Finally; In conclusion

c) uses a wider range of conjunctions (text connectives)to show logical connections between paragraphs and sentences: On the other hand; However; Therefore

d) begins to use a small range of text connectives:

o formulaically to organise arguments: Firstly; Secondly; Thirdly

e) foregrounds circumstances in a range of genres

time or place in recounts,

narratives and explanations: Later

on in her life; After her death; After

six days; Three weeks later; Just

metres away; At the University of

Adelaide

f) uses circumstances of time and/or place to begin paragraphs in historical recounts and narratives: In 1851; During December 1854; A few minutes later; At home

g) uses circumstances of time and/or place to begin paragraphs in recounts and explanations: On the way there; The next few days; The day after that; In the end; After a few weeks

h) begins to use/choose circumstances of time at the beginning of recounts, narratives and observations/ responses: Once upon a time; Long, long ago; Many years ago; This Term; In 1888

most spoken like language most written like language

Read Foregrounding in Glossary.

.

Building Language Capacity

a) uses simple text connectives to:o organise and

sequence sections of text in time: At first; After that; Today

b) uses text connectives to:o organise text: Firstly;

In addition; Finally; In conclusion

c) uses a wider range of conjunctions (text connectives)to show logical connections between paragraphs and sentences: On the other hand; However; Therefore

d) begins to use a small range of text connectives:

o formulaically to organise arguments: Firstly; Secondly; Thirdly

e) foregrounds circumstances in a range of genres

time or place in recounts,

narratives and explanations: Later

on in her life; After her death; After

six days; Three weeks later; Just

metres away; At the University of

Adelaide

f) uses circumstances of time and/or place to begin paragraphs in historical recounts and narratives: In 1851; During December 1854; A few minutes later; At home

g) uses circumstances of time and/or place to begin paragraphs in recounts and explanations: On the way there; The next few days; The day after that; In the end; After a few weeks

h) begins to use/choose circumstances of time at the beginning of recounts, narratives and observations/ responses: Once upon a time; Long, long ago; Many years ago; This Term; In 1888

most spoken like language most written like language

Level 7

(Year 3)

Level 8

(Year 4)

Level 9

(Year 5)

Level 10

(Year 6)

begins to use/choose circumstances of time at the beginning of recounts, narratives and observations/ responses: Once upon a time; Long, long ago; Many years ago; This Term; In 1888

uses circumstances of time and/or place to begin paragraphs in recounts and explanations: On the way there; The next few days; The day after that; In the end; After a few weeks

uses circumstances of time and/or place to begin paragraphs in historical recounts and narratives: In 1851; During December 1854; A few minutes later; At home

foregrounds circumstances in a range of genreso time or place in

recounts, narratives and explanations: Later on in her life; After her death; After six days; Three weeks later; Just metres away; At the University of Adelaide

begins to use a small range of text connectives:o formulaically to

organise arguments: Firstly; Secondly; Thirdly

uses simple text connectives to:o organise and

sequence sections of text in time: At first; After that; Today

uses text connectives to:o organise text:

Firstly; In addition; Finally; In conclusion

uses a wider range of conjunctions (text connectives)to show logical connections between paragraphs and sentences: On the other hand; However; Therefore

Language progression across the Levels

• Read The Levels as a continuum (p 11) in Introduction

Language progression across the Levels

• Read Explanation of quantifying terms used within the Levels p 11

Junior Primary(Levels 1-6)

Primary(Levels 7-11)

Secondary(Levels 12-14)

1. Reference2. Simple sentence 3. Verbs4. Nouns5. Topic vocabulary6. Spelling

1. Reference2. Compound and

complex sentences

3. Verbs and verb groups/phrases

4. Circumstances (Adverbs/adverb groups/phrases and prepositional phrases)

5. Noun groups/phrases

6. Evaluative language

1. Complex sentences

2. Verbs and verb groups/phrases

3. Circumstances (Adverbs/adverb groups/phrases and prepositional phrases)

4. Noun groups/phrases

5. Nominalisation6. Evaluative

language7. Topic Vocabulary

Areas of Need – Analysis of NAPLAN 2014

Year 3 – VocabularyPersuasive DevicesSentence Structure(Paragraphing)

Year 5 - VocabularySentence StructurePersuasive DevicesParagraphing

Year 7 - VocabularySentence StructurePunctuation

Agreed whole school focus:Sentence Structure