Language and Literacy Levels Moderated Evidence Years 8 – 12 December 2014
July 2014, p2
Introduction This resource is a support document for the Language and Literacy Levels across the Australian Curriculum: EALD Students. It supports teachers to assign accurate and consistent Language and Literacy Levels to monitor the progress of English as an Additional Language or Dialect (EALD) students from Years 8 to 12. The document contains annotated sets of evidence for the range of Levels that attract funding for 8-12 EALD students. For additional sets of evidence, teachers should refer to the Language and Literacy Levels Moderated Evidence: Reception – Year 7. Language and Literacy Levels across the Australian Curriculum: EALD Students The Language and Literacy Levels were developed by the South Australian Department for Education and Child Development to replace the SACSA ESL Scales, in line with the move from a state-based curriculum to a national one. The Language and Literacy Levels are intended to be used to:
• assess, monitor and report the language and literacy development (predominantly focusing on the development of formal written-like language) of any student, in particular high needs students such as EALD students
• determine the level of student language learning need • identify the appropriate support category to inform and direct allocations of EALD funding • inform programming & planning through the identification of key teaching points, learning goals
and language level targets. Recommended process for assigning a Level The following model is provided to assist schools to assign accurate and consistent EALD Levels. If a school wants to develop their own model it should contain the following stages:
• collecting sets of evidence • establishing the context • making a general judgement • making a finer judgement • making a decision • moderating for accuracy and consistency.
1. Collect two written texts, one from the factual and the other from the creative or persuasive text
types. Refer to the https://myintranet.learnlink.sa.edu.au/teaching/english-as-an-additional-language-or-dialect-eald/eald-funding/eald-funding on the EALD website for details.
2. Understand the context of the text. Another teacher will need to provide this if the teacher
assigning the Level is not the one who set the task. Reflect upon the purpose and audience of the text type and anticipate the structure and the language required to achieve the purpose.
3. Scan the sets of evidence, select three representative sets (high, average, low) and begin
assigning Levels by highlighting language choices. These choices should be recorded on the approved recording proforma.
4. Compare these choices to the language indicators in the Language and Literacy Levels by starting at two Levels below that expected for the year level (see table below). Assign a Level to each representative set. Record it on the recording proforma. Refer to Moderated Evidence if necessary.
Year Level 8 9 10-12 Lang & Lit Level 12 13 14
5. Repeat the process for the other sets of evidence until all have been given a Level. This should be quicker having already assigned Levels to high, average and low sets.
July 2014, p3
6. Moderate. • If more than one teacher in the school is assigning Levels, then moderation of student sets of
evidence should occur between teachers before the Levels are entered into EDSAS. • If Levels are being assigned by a single teacher, then they can contact their EALD Consultant to
arrange for moderation. NA means not applicable. NE means not evident.
The Department for Education and Child Development requests attribution as: South Australian Department for Education and Child Development.
July 2014, p4
Contents
Level Student Name Text Type Pages 1 Yolanda Description 5 to 7
Procedure 8 to 10
2 Ash Description 11 to 13
Procedure 14 to 16
3 Abdul Recount 17 to 19
Report 20 to 22
4 Nick Description 23 to 25
Information Report 26 to 28
5 Mary Personal Letter 29 to 31
Information Report 32 to 34
6 Aaron Personal Letter 35 to 37
Personal Response 38 to 40
7 Jimmy Description 41 to 43
Narrative 44 to 47
8 Ngoc Personal Letter 48 to 51
Analytical Argument 52 to 55
9 Dominic Personal Recount 56 to 59
News Report 60 to 65
10 Gretel Personal Reflection 66 to 70
Text Analysis 71 to 75
11 Estelle Taxonomic Report 76 to 81
Historical Recount 82 to 85
12 Rose Information Report 86 to 88
Comparative Essay 89 to 91
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July 2014, p6
Student Name: Yolanda Level: 1 Text Type: Description Composing learning area texts
Level
Oral interactions and presentations
NA
Using visuals
NA
Written texts
Forms a few identifiable letters 1
Text Knowledge Organisational structures of learning area texts
Copies words from a list 1
Text Cohesion • Foregrounding o text and paragraph openers (headings/
sub-headings; introductions and topic sentences)
o text connectives o sentence openers
NE
Text Cohesion • Reference
o pronouns o substitution
NE
Grammar Knowledge Level
Sentence structures • Simple – with increasing complexity using
circumstances and/or expanded noun groups
• Compound Coordinating (linking) conjunctions
• Complex Subordinating (binding) conjunctions Non-finite clauses Relative clauses
Writes in single words
1
Punctuation • Sentence level (capital to begin and full
stop/question mark/exclamation mark to end
• Basic punctuation (capitals for proper nouns and commasin lists)
Writes capital B
3
Words and word groups • Verbs and verb groups/phrases)
o representing different processes
NE
o tense
NE
o subject/verb agreement
NE
July 2014, p7
Words and word groups • Adverbs, adverb groups/phrases and
prepositional phrasesto express the circumstances surrounding happenings and states o place o time o accompaniment o manner(quality and means)
NE
Words and word groups
• Nouns and noun groups/phrases o Plurals o Articles: indefinite (a/an) and definite
(the)
• Nominalisations
NE
Expressing Opinion and point of view • Evaluative language: - expressing
o feelings and emotions o judgements of people and o evaluation of things o varying intensity
• Modality • Expressing opinions directly
NE
Word Knowledge
Understanding learning area vocabulary • Topic vocabulary
NE
Spelling Identifies some beginning sounds: b in big
1
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Student Name: Yolanda Level: 1 Text Type: Procedure
Composing learning area texts Level
Oral interactions and presentations NA
Using visuals Uses a few pictures to show how to make a sandwich 1-2
Written texts Forms identifiable letters 2
Text Knowledge
Organisational structures of learning area texts
Omitted one picture but sequences other pictures in order
1
Text Cohesion • Foregrounding o text and paragraph openers
(headings/ sub-headings; introductions and topic sentences)
o text connectives o sentence openers
NE
Text Cohesion • Reference
o pronouns o substitution
NE
Grammar Knowledge Level
Sentence structures • Simple – with increasing complexity
using circumstances and/or expanded noun groups
• Compound Coordinating (linking) conjunctions
• Complex Subordinating (binding) conjunctions Non-finite clauses Relative clauses
NE
Punctuation • Sentence level (capital to begin and full
stop/question mark/exclamation mark to end
• Basic punctuation (capitals for proper nouns and commasin lists)
NE
Words and word groups • Verbs and verb groups/phrases)
o representing different processes
NE
o tense
NE
o subject/verb agreement
NE
July 2014, p10
ords and word groups • Adverbs, adverb groups/phrases and
prepositional phrasesto express the circumstances surrounding happenings and states o place o time o accompaniment o manner(quality and means)
NE
Words and word groups • Nouns and noun groups/phrases
o Plurals o Articles: indefinite (a/an) and
definite (the)
• Nominalisations
NE
Expressing Opinion and point of view • Evaluative language: - expressing
o feelings and emotions o judgements of people and o evaluation of things o varying intensity
• Modality
• Expressing opinions directly
NE
Word Knowledge
Understanding learning area vocabulary • Topic vocabulary
NE
Spelling
Writes initial sound for Beb (bread) andger (girl)
1
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Student Name: Ash Level: 2 Text Type: Description Composing learning area texts
Level
Oral interactions and presentations
NA
Using visuals
NA
Written texts
Forms identifiable letters 3
Text Knowledge
Organisational structures of learning area texts
Relying upon models and scaffolds writes a few things about the picture
3
Text Cohesion • Foregrounding o text and paragraph openers
(headings/ sub-headings; introductions and topic sentences)
o text connectives o sentence openers
NE
Text Cohesion • Reference
o pronouns o substitution
NE
Grammar Knowledge
Sentence structures • Simple – with increasing complexity
using circumstances and/or expanded noun groups
• Compound Coordinating (linking) conjunctions
• Complex Subordinating (binding) conjunctions Non-finite clauses Relative clauses
Constructs simple sentences
2
Punctuation • Sentence level (capital to begin and full
stop/question mark/exclamation mark to end
• Basic punctuation (capitals for proper nouns and commasin lists)
NE
Words and word groups • Verbs and verb groups/phrases)
o representing different processes
Processes • Doing: sit (sitting); walk (walking);jum (jumping)
2
o tense Begins to use simple tenses for most common regular verbs
• Presentsit (sitting); walk (walking);jum (jumping)
3
o subject/verb agreement
July 2014, p13
Words and word groups
• Adverbs, adverb groups/phrases and prepositional phrasesto express the circumstances surrounding happenings and states o place o time o accompaniment o manner(quality and means)
NE
Words and word groups • Nouns and noun groups/phrases
o Plurals o Articles: indefinite (a/an) and
definite (the) • Nominalisations
NE
Expressing Opinion and point of view • Evaluative language: - expressing
o feelings and emotions o judgements of people and o evaluation of things o varying intensity
• Modality • Expressing opinions directly
NE
Word Knowledge
Understanding learning area vocabulary • Topic vocabulary
NE
Spelling
Uses correct letters to represent most beginnings and some end sounds in familiar words:tal (tall); an (and); gren (green;jum (jump)
2
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Student Name: Ash Level:2 Text Type: Procedure Composing learning area texts
Level
Oral interactions and presentations
NA
Using visuals
Uses pictures to show how to make a sandwich 2
Written texts
Typed NE
Text Knowledge Organisational structures of learning area texts
Organises pictures in correct order
2
Text Cohesion • Foregrounding o text and paragraph openers
(headings/ sub-headings; introductions and topic sentences)
o text connectives o sentence openers
Sentence openers: Bred (bread); cut; Put; Bit (Bite); Was (Wash)
4
Text Cohesion • Reference
o pronouns o substitution
Pronouns: it
2
Grammar Knowledge Level
Sentence structures • Simple – with increasing complexity
using circumstances and/or expanded noun groups
• Compound Coordinating (linking) conjunctions
• Complex Subordinating (binding) conjunctions Non-finite clauses Relative clauses
Bite and et it
NE
Punctuation • Sentence level (capital to begin and full
stop/question mark/exclamation mark to end
• Basic punctuation (capitals for proper nouns and commasin lists)
Experiments with capitals and full stops 3
Words and word groups • Verbs and verb groups/phrases)
o representing different processes
Processes • Doing: cut; Put; Bit (Bite); Was (Wash)
3
o tense
Simple present tense for most common regular and some irregular verbs
2
o subject/verb agreement
July 2014, p16
Words and word groups • Adverbs, adverb groups/phrases and
prepositional phrasesto express the circumstances surrounding happenings and states o place o time o accompaniment o manner(quality and means)
NE
Words and word groups • Nouns and noun groups/phrases
o Plurals o Articles: indefinite (a/an) and
definite (the) • Nominalisations
bred (bread);knif (knife);fodd (food);sala(salad); butta(butter)
2
Expressing Opinion and point of view • Evaluative language: - expressing
o feelings and emotions o judgements of people and o evaluation of things o varying intensity
• Modality • Expressing opinions directly
NE
Word Knowledge
Understanding learning area vocabulary • Topic vocabulary
3
Spelling
Uses correct letters to represent most beginning and some end sounds in familiar words: bred (bread);knif (knife);fodd (food);butta (butter); bit (bite)
2
July 2014, p17
Abdul: Recount
One yer agO I cOme tO australIa I cOme wef my Old bOther. she nam Is amIr I lIve tOwmunfs In adelade and I stat schOl. nO amIr. she lOOkIng wOrk. I studIe had here Is nIse. we has nu hOm and we anjO It
July 2014, p18
Student Name: Abdul Level: 3 Text Type: Recount Composing learning area texts
Level
Oral interactions and presentations
NA
Using visuals
NA
Written texts
Writes several short sentences and phrases about personal events in a logical order
3/4
Text Knowledge Organisational structures of learning area texts
Attempts a brief recount beginning with a phrase of time 3
Text Cohesion • Foregrounding o text and paragraph openers
(headings/ sub-headings; introductions and topic sentences)
o text connectives o sentence openers
Text and paragraph openers:One year ago I; She; No; Here; We
4
Text Cohesion • Reference
o pronouns o substitution
Pronouns: I; my; She (his); She (he); We; it
3/4
Grammar Knowledge
Sentence structures • Simple – • Compound Coordinating (linking)
conjunctions • Complex
Subordinating (binding) conjunctions
Simple sentences using circumstances:One year ago;wef (with) my old bother (brother); tow (two) munfs (months) in Adelade (Adelaide) Compound sentences using coordinating (linking) conjunctions: and
3
Punctuation • Sentence level (capital to begin and full
stop/question mark/exclamation mark to end
• Basic punctuation (capitals for proper nouns and commasin lists)
Full stops at end of some sentences. All capitals due to font type
3
Words and word groups • Verbs and verb groups/phrases)
o representing different processes
Processes • Doing: come; live; stat (start); looking;studie (study) • Sensing:anjo (enjoy) • Relating: is; has (have)
3
o tense
Simple tenses for most common regular and some irregular verbs • Present: live; is • Past: come (came); stat (started)
Attempts negative form of verb: No Amir (Amir did not start school)
2/3
o subject/verb agreement
Demonstrates limited and inconsistent control of subject verb agreement 1-3
July 2014, p19
Words and word groups • Adverbs, adverb groups/phrases and
prepositional phrasesto express the circumstances surrounding happenings and states o place o time o accompaniment o manner(quality and means)
Circumstances • place: to Australia; in Adelade (Adelaide) • time: One year ago • accompaniment:with my bother (brother) • manner:had (hard)
3/4
Words and word groups • Nouns and noun groups/phrases
o Plurals o Articles: indefinite (a/an) and
definite (the) • Nominalisations
Noun groups • key nouns (things): yer (year); bother (brother);nam (name);munfs
(months);hom (home) • possessives as pointers: my; She (His) • numeratives:one; tow (two) • describers: old (older); nu (new)
3
Expressing Opinion and point of view • Evaluative language: - expressing
o feelings and emotions o judgements of people and o evaluation of things o varying intensity
• Modality • Expressing opinions directly
Evaluative language • feelings and emotions:anjo (enjoy) • judgments of people (characters):nise (nice)
3
Word Knowledge
Understanding learning area vocabulary • Topic vocabulary
NE
Spelling
Spells with some accuracy common monosyllabic words: one; to;she; my; is Spells other words based on sounds in the word:yer (year);wef (with);nam (name);munfs (months); stat (start);scol (school);studie (study);nise (nice); nu (new)
3
July 2014, p20
Abdul:Report
SportReport Football has 11 plays. Ther is goals at ends. Skor by kik and heada. Man U is best team they were red top
Wayne Rooney Star
July 2014, p21
Student Name: Abdul Level: 3 Text Type: Report Composing learning area texts
Level
Oral interactions and presentations
NA
Using visuals
He inserted a photograph of a soccer player and gave it a label 3
Written texts
Five simple sentences in a logical order 4
Text Knowledge Organisational structures of learning area texts
Five simple sentences and labels own photograph but does not use sub-headings
4
Text Cohesion • Foregrounding o text and paragraph openers
(headings/ sub-headings; introductions and topic sentences)
o text connectives o sentence openers
Text and paragraph opener/title:Football Sentence openers:Ther (There), Skor (Score), Man U(Manchester United); they
5
Text Cohesion • Reference
o pronouns o substitution
Pronouns: they
4
Grammar Knowledge
Sentence structures • Simple – with increasing complexity
using circumstances and/or expanded noun groups
• Compound Coordinating (linking) conjunctions
• Complex Subordinating (binding) conjunctions Non-finite clauses Relative clauses
Simple sentences using circumstances:at ends; by kik (kicks)and heada(header);and using expanded noun groups:best team; red tops
3
Punctuation • Sentence level (capital to begin and full
stop/question mark/exclamation mark to end
• Basic punctuation (capitals for proper nouns and commasin lists)
Most sentences beginning with capitals and end with full stops
4
Words and word groups • Verbs and verb groups/phrases)
o representing different processes
Processes • Doing: Skor (Score); were (wear) • Relating: has; is
3
o tense
Only uses simple present tense: has, score, is
3
o subject/verb agreement
Demonstrates limited and inconsistent control of subject verb agreement 1-3
July 2014, p22
Words and word groups • Adverbs, adverb groups/phrases and
prepositional phrasesto express the circumstances surrounding happenings and states o place o time o accompaniment o manner(quality and means)
Circumstances • place: at ends • manner: o means:bykik (kicks) and heada(header)
3/4
Words and word groups • Nouns and noun groups/phrases
o Plurals o Articles: indefinite (a/an) and
definite (the)
• Nominalisations
Noun groups • key nouns (things): plays (players); team; top • numeratives: 11 • describers: best; red
3
Expressing Opinion and point of view • Evaluative language: - expressing
o feelings and emotions o judgements of people and o evaluation of things o varying intensity
• Modality • Expressing opinions directly
Evaluative language • judgments of people (characters):best;star
4
Word Knowledge
Understanding learning area vocabulary • Topic vocabulary
Football, gols (goals);Skor (score);heada (header); Man U (Manchester United)
4
Spelling
Uses correct letters to represent beginning, middle and end sounds in words from familiar texts: gols (goals);Skor (Score);kik (kicks);heada (header)
3
July 2014, p23
NICK: DESCRIPTION
Task: Write a short description about
this picture.
Write 3 paragraphs (1) Write an introduction (2) Describe what is happening in the picture (3) Finish the description
Write 50 -100 words
John and his friend are swinimg in lakes near the hills
The are very compontble and Ejoy them sulf doing many thinks fishing and Playing.
Can you see what The are doing in picture. John is fishing and Tim Tom are swims in
side the lakes and Ali is riding the bicycal. and Three children are Playing Games and
some are sitting on the Trees.
So the friends are ejoy the Good day for swim and fishing.
July 2014, p24
Student Name: Nick Level: 4 Genre: Description
Composing learning area texts Level
Oral interactions and presentations NA
Using visuals
NA
Written texts
Independently wrote in response to instructions with accompanying visual. Ideas are in a logical order
4
Text knowledge
Organisational structures of learning area texts
He wrote a basic description of an everyday illustration in several sentences.
4/5
Text Cohesion • Foregrounding o text and paragraph openers (headings/
sub-headings; introductions and topic sentences)
o text connectives o sentence openers
Text and paragraph openers:John and his friend; Can you see what The (they) are doing in the picture Text connective:So
5
Text cohesion • Reference
o pronouns o substitution)
Pronouns: his, The (they);themsulf (themselves)
4/5
Grammar Knowledge
Sentence structures • Simple – with increasing complexity using
circumstances and/or expanded noun groups
• Compound Coordinating (linking) conjunctions
• Complex Subordinating (binding) conjunctions Non-finite clauses Relative clauses
Simple sentences using circumstances:in lakes near the hills; and using expanded noungroups:John and his friend; the good day for swim (swimming) and fishing; three children Compound sentences using coordinating (linking) conjunctions: and NB. Projection also forms a complex sentence:Can you see what…
3
Punctuation • Sentence level: capitals to begin and full
stops, question marks or exclamation marks to end
• Capitals for proper nouns • Commas in lists
Capitals to begin sentences and full stops at end of most sentences. Question mark not used.
Capital for proper nouns, but several common nouns capitalized.
4/5
Words and word groups • Processes (verb groups/phrases) • Tense
Processes • Doing: swinimg (swimming); riding; playing • Sensing: ejoy (enjoy) • Relating: are Elaborated tenses: is fishing; are playing; are doing
3/4
6
Words and word groups • Circumstances (adverb groups/phrases and
prepositional phrases)
Circumstances • place: in lakes near the hills, in side (inside) the lakes, on the
Trees
3
July 2014, p25
Words and word groups • Noun groups/phrases • Plurals • Articles: indefinite (a/an) and definite (the) • Nominalisations
Noun groups: John and his friend; the Good day for swim and fishing • key nouns (things): friend, lakes, children, thinks (things), day • possessives as pointers: his • numeratives: three, many • describers: good • qualifiers: near the hills; for swim and fishing Nominalisation: fishing; Playing; swim (swimming)
3/4
6
Expressing opinion and point of view • Evaluative language: (expressing feelings
and emotions; judgements of people and evaluation of things)
• Varying intensity • Modality • Expressing opinions directly
Evaluative language • Feelings:ejoy (enjoy) • judgments of people (characters):compontble (comfortable)) • evaluation of things: good varied intensity: very
5
Word knowledge
Understanding learning area vocabulary • Topic vocabulary
Subject-specific: lakes; swim
4
Spelling
Spells accuracy common monosyllabic words: on, in, are, hills, good Spells some words based on sounds: thinks (things); bicycal;themsulf(themselves) Spells words ending in regular suffix: playing; riding
4/5
July 2014, p26
NICK: INFORMATION REPORT
(NEWS REPORT SUMMARY)
Grey Nurse sharks
Today we looking news in the TV. about Grey Nurse sharks.
Grey Nurse sharke are very gentle. people did used to think Grey Nurse shark were man-eaters. Now Grey Nurse
sharks have problem. This problem is vanishing Be couse vanishing not any more low do fine for kill a Grey
Nurse shark. sometimes get hookted people in new south wales by accident to these sharks. some scuba divers
loveing new south wals be cous can get close to these sharks. In the Australia’s east coast jast fewer than 300.
July 2014, p27
Student Name: Nick Level: 4 Genre: Information report
Composing learning area texts Level
Oral interactions and presentations NA
Using visuals
NA
Written texts
Accurate letter size and formation. Text is six sentences in length. 5
Text knowledge
Organisational structures of learning area texts
Has an appropriate opening sentence and several others containing information to explain the topic.
5
Text Cohesion • Foregrounding o text and paragraph openers (headings/
sub-headings; introductions and topic sentences)
o text connectives o sentence openers
Text and paragraph opener: Today Sentence openers: Grey Nurse sharke (shark), Now, This, Sometimes, Some, In Australia
5
Text cohesion • Reference (
o Pronouns o substitution)
Pronouns: we, This, these
4, 8
Grammar Knowledge
Sentence structures • Simple – with increasing complexity using
circumstances and/or expanded noun groups
• Compound Coordinating (linking) conjunctions
• Complex Subordinating (binding) conjunctions Non-finite clauses
• Relative clauses
Simple sentences using circumstances:in the TV; about Grey Nurse sharks; by accident; In the Australia’s east coastand using expanded noun groups: some scuba divers; Grey Nurse sharks Complex sentences using subordinating (binding) conjunctions: be couse (because)
5
Punctuation • Sentence level: capitals to begin and full
stops, question marks or exclamation marks to end
• Capitals for proper nouns • Commas in lists
Most sentences begin with capitals and full stops used inconsistently All proper nouns, except new south walesandnew south wals, have capitals.
4-5
Words and word groups • Processes (verb groups/phrases)
• Tense
Processes • Doing: looking; kill • Sensing: loveing (love) • Relating: are; were; have; is
Simple tense • Present: are; have • Past: were
Begins to use, with limited control, complex verb groups • Elaborated tenses: is vanishing • Multi-word verb groups: did used to think • Modals and Negatives: can get;vanishing not
3-4
Words and word groups
Circumstances
July 2014, p28
• Circumstances (adverb groups/phrases and prepositional phrases)
• place: in the TV; in new south wals(New South Wales) • time: Today; Now • manner: by accident
4
Words and word groups • Noun groups/phrases • Plurals • Articles: indefinite (a/an) and definite (the) • Nominalisations
Noun groups • key nouns (things): shark; divers; problem • numeratives: some • qualifiers: Grey Nurse; scuba Nominalisation: problem; vanishing
4
Expressing opinion and point of view • Evaluative language: (expressing feelings
and emotions; judgements of people and evaluation of things)
• Varying intensity • Modality • Expressing opinions directly
Evaluative language • judgments of people (characters):gentle varied intensity: very Modality: jast (just)
4-5
Word knowledge
Understanding learning area vocabulary • Topic vocabulary
Grey Nurse shark; man-eaters; scuba divers; Australia’s east coast
4
Spelling
Spelling Topic words: Grey Nurse shark; scuba diver;Australia;new south wales Compound words: man-eater Generalisations: looking, vanishing Spells some words based on sound: hookted
7
July 2014, p29
MARY: PERSONAL RESPONSE (PERSONAL LETTER)
3/10 Francis
Brookly Park
Dear Mr Owen
IcOmefromSUDAN.
The people from my country.We are bad .Because they are fighting a lot In country.
But the wealther is good.
Because there ,s war in my country. Iwould like to playing basketball.
Ilook like my brother . My friend like me.My family is abig family,
Iwouldike to wached television in my free time.
Ilike Adelaide because it s small city. Ihave visited melbourne and moonta bay.
My favorite place is Adelaide. Iwould like to be adoctor.
Ilive in flat.has a back yard.
July 2014, p30
Student Name: Mary Level: 5 Genre: Letter
Composing learning area texts Level
Oral interactions and presentations NA
Using visuals
NA
Written texts
4
Text knowledge
Organisational structures of learning area texts
Written independently following modeling of task Beginning to add detail to orientation.
5
Text Cohesion • Foregrounding o text and paragraph openers (headings/
sub-headings; introductions and topic sentences)
o text connectives o sentence openers
Mostly human: I; My family; My friend; We
5
Text cohesion • Reference (pronouns and substitution)
Pronouns: I; we; they; my; it; me 5
Grammar Knowledge
Sentence structures • Simple – with increasing complexity using
circumstances and/or expanded noun groups
• Compound Coordinating (linking) conjunctions
• Complex Subordinating (binding) conjunctions Non-finite clauses Relative clauses
Simple sentences using circumstances:in my free time;andusingexpanded noun groups: My favourite place, Compound sentences using coordinating (linking) conjunctions: But Complex sentences using subordinating (binding) conjunctions: Because
5
Punctuation • Sentence level: capitals to begin and full
stops, question marks or exclamation marks to end
• Capitals for proper nouns • Commas in lists
Capitals at the beginning of sentences & some inappropriate (cOme); full stops at end of sentences, often inappropriately between clauses; comma instead of apostrophe Mr. Owen, Adelaide, SUDAN
5
Words and word groups • Processes (verb groups/phrases)
• Tense
Processes • Doing: fighting, have visited, live • Sensing: like, would like to • Relating: come from;are; is; there,s(there’s);look like; has; Choice and formation of tense. Has control over some common regular and some irregular verbs, Present: are; is; has • verb groups: o elaborated tenses:are fighting; have visited o multi-word verb groups: … like to playing o modals and negatives: would like to be; would like to
playing; would like to watched
4
Words and word groups • Circumstances (adverb groups/phrases and
prepositional phrases)
Circumstances • place: from Sudan; in (my) country; in (a) flat • time: in my free time
4
July 2014, p31
Words and word groups • Noun groups/phrases • Plurals • Articles: indefinite (a/an) and definite (the) • Nominalisations
The people from my country; abig family; my favorite place; a back yard Noun groups • key nouns (things): wealther(weather); war;
basketball;melbourne • possessives as pointers: my • describers: bad; good; big; small • classifier: back • qualifiers:from my country
3
Expressing opinion and point of view • Evaluative language: (expressing feelings
and emotions; judgements of people and evaluation of things)
• Varying intensity • Modality • Expressing opinions directly
Evaluative language • judgments of people (characters):bad; fighting a lot • evaluation of things: good; small I would like I like Adelaide, My favorite place
5
Word knowledge
Understanding learning area vocabulary • Topic vocabulary
City; flat; war
4/5
Spelling
Most words spelt correctly, one phonetically spelt word: wached 5
July 2014, p32
MARY: INFORMATION REPORT (NEWS REPORT SUMMARY)
Behind the News Story
Life in Iraq
School – In Iraq students study same subject arabic.
Along ago the islamarabic prayers hundren time a day. But now the most of Muslim the Prayers five time a day. Many years ago Iraq was the rich country in the Middle East. But now Iraq was the poor country because he used fighting. There’s no sewerage systems & electricity and it has 240000 population.They most of children the donn’t go to school. Iraq it donn’t have missiles to attack america or Australia But it has smalls missiles that is he attack issrel in 1991 Gulf war.
July 2014, p33
Student Name: Mary Level: 5 Genre: Information Report
Composing learning area texts Level
Oral interactions and presentations NA
Using visuals
NA
Written texts
Text consists of 7 sentences which include appropriate details. 5
Text knowledge
Organisational structures of learning area texts
Written independently after viewing the video several times & class discussion of context.
4/5
Text Cohesion • Foregrounding o text and paragraph openers (headings/
sub-headings; introductions and topic sentences)
o text connectives o sentence openers
Text and paragraph openers: Title ‘Life in Iraq’ as general statement & series of related paragraphs Centred headings, sub-heading ‘School’ But now Foregrounding of time & place, human & non-human elements appropriate for this task
5
Text cohesion • Reference
o pronouns o substitution
Pronouns: they; he(Iraq); it(Iraq);inappropriate use of pronoun after subject: Iraq it
4
Grammar Knowledge
Sentence structures • Simple – with increasing complexity using
circumstances and/or expanded noun groups
• Compound Coordinating (linking) conjunctions
• Complex Subordinating (binding) conjunctions Non-finite clauses Relative clauses
Simple sentence using circumstances: Along ago; Many years ago; in the Middle East Compound sentences using coordinating (linking) conjunctions: and; but Complex sentences using subordinating (binding) conjunctions: because
5
Punctuation • Sentence level: capitals to begin and full
stops, question marks or exclamation marks to end
• Capitals for proper nouns • Commas in lists
Full stops & capital letters for sentence punctuation, some inconsistency: Butin mid-sentence, dash used appropriately in sub-heading Some capitals for some proper nouns
5
Words and word groups • Processes (verb groups/phrases)
• Tense
Processes • Doing: studies; to attack • Sensing: prayers(prayed)really a Behavioural process • Relating: was; there’s; has; is Choice and formation of tense Simple tenses for most common regular and some irregular verbs: • present:attack • past:used; prayers (prayed) • verbs groups: o elaborated tenses:I’m living o modals and negatives: donn’t go; donn’t have
5/6
3/4
July 2014, p34
Words and word groups • Circumstances (adverb groups/phrases and
prepositional phrases)
Circumstances • place: In Iraq; in the Middle East; to school • time: Along ago; Many years ago; in 1991 Gulf War;fivetime(s)
a day
4
Words and word groups • Noun groups/phrases • Plurals • Articles: indefinite (a/an) and definite (the) • Nominalisations
The most of Muslim; the rich country in the Middle East; no sewerage systems; the poor country; most of children Noun groups • key nouns (things): Iraq; Arabic; missiles; issrel;america • numeratives: hundren; most; five; no; 240000 • describers: rich; poor; smalls • classifiers: islamarabic; sewage Some plurals inaccurate, confusion between theandthey Life; population; fighting
5/6/7
Expressing opinion and point of view • Evaluative language: (expressing feelings
and emotions; judgements of people and evaluation of things)
• Varying intensity • Modality • Expressing opinions directly
Evaluative language • evaluation of things: Iraq was the poor country because he used
fighting opinion expressed through comparisons: the rich country…the poor country
4
Word knowledge
Understanding learning area vocabulary
• Topic vocabulary
Muslim; Middle East; sewerage systems; missiles;america
5/6
Spelling
Mostly spelt correctly, though some errors with common words: donn’t, Spelling based on own pronunciation:hundren
5
July 2014, p35
AARON: PERSONAL RESPONSE (PERSONAL LETTER)
Dear Mr Thomas, How are you? My name is Aaron Pham. I’m 16 year old. My birthday is 20th June. I was born in Malaysia.
there is five people in my family. There is my father, mother, brother, sister and me My father is a doctor
Who work in Malaysia, my mother is a housewife and my brother goes to Uni. My sister don’t goes to
school yet my weakness is in english. I have some problems with spelling words in english. In my free time
I love to play basketball and watching T.V. When I finish year 12 and finish Uni, I like to open my own
shop and make a lot of money. I thing the school is OK the way it is I thing the country should stop talking
about the people you should vote for. I don’t get well with brother just some things keep us fighting. If I
earn a lot of money, I buy a new cars and buy a new house for my father and mother I like to goes to the
movies, I can speak chinese, english, Malay.
I am 183cm tall and I have brown eyes, my hair used to be black. I am trying to get a job at a fast food
restaurant. So I can make more money to buy a new sports car for myself. some time I put mp3 songs on
CD, so that I can listen to them I don’t play sport anymore, now and then I have a shot at baseketball.
Yours sincerity
Aaron
July 2014, p36
Student Name: Aaron Level: 6 Text Type: Letter Composing learning area texts
Level
Oral interactions and presentations
NA
Using visuals
NA
Written texts Simple personal letter with salutation, two paragraphs and a
complimentary closing statement. Known topic information, mostly spoken like language structures.
6
Text Knowledge
Organisational structures of learning area texts
Formulaic initiating and closing phrases: Dear Mr Thomas; How are you?; Yours sincerity,
6
Text Cohesion • Foregrounding o text and paragraph openers
(headings/ sub-headings; introductions and topic sentences)
o text connectives o sentence openers o passive voice
How are you; I Uses a narrow range of sentence openers: My Name; I; There is; In my free time I was born
6
Text Cohesion • Reference
o pronouns o substitution
Pronouns: you; I; who; myself; them
7
Grammar Knowledge
Sentence structures • Simple – with increasing complexity
using circumstances and/or expanded noun groups
• Compound Coordinating (linking)
conjunctions • Complex
Subordinating (binding) conjunctions Non-finite clauses
Relative clauses
Simple sentences using circumstances of time, place and manner:yet;Inmy free time; at a fast food restaurant;and using expanded noun groups:, some problems with spelling words in English; the people you should vote for Compound sentences using coordinating (linking) conjunctions: and Complex sentences using: • subordinating (binding) conjunctions: when; if; so that; So • relative clauses: Who work in Malaysia • projection:I thing (think)
6
7
Punctuation • Sentence level (capital to begin and full
stop/question mark/exclamation mark to end
• Basic punctuation (capitals for proper nouns and commasin lists)
Uses full stops and capitals with varying consistency: Mr Thomas
6
July 2014, p37
Words and word groups • Verbs and verb groups/phrases)
o representing different processes
Processes • Doing: works; goes; earned; buy; make; watching • Saying: • Sensing: love; like; thing(think) listen (Behavioural process) • Relating: is; am; have; used to be Colloquialism: have a shot at
6
o tense Simple tenses for most common regular and some irregular verbs: was, am trying • elaborated tenses: am trying Demonstrates some control of complex verb groups
multi-word verb groups: love to play; like to open; trying to get;stop talking (could be considered verb + gerund) negatives: my sister don’t goes modals: can make, can listen, should stop talking; should vote for
6
o subject/verb agreement
Demonstrates inconsistent of subject-verb agreement: who work(s); …sister don’t goes…
Words and word groups • Adverbs, adverb groups/phrases and
prepositional phrasesto express the circumstances surrounding happenings and states o place o time o accompaniment o manner(quality and means)
Circumstances • place: In Malaysia • time: yet; In my free time; anymore; now and then; some time • manner: o quality: well
• accompaniment:with my brother • cause: for my father and mother
6
Words and word groups • Nouns and noun groups/phrases
o Plurals o Articles: indefinite (a/an) and
definite (the) • Nominalisations
Noun groups • key nouns (things): people; time; money; shop; restaurant • possessives as pointers: my; own • numeratives: five; some; a lot of • describers: brown; new • classifiers: free; sports; mp3
Nominalisation: weakness
6/7
Expressing Opinion and point of view
• Evaluative language: - expressing o feelings and emotions o judgements of people and o evaluation of things o varying intensity
• Modality • Expressing opinions directly
Evaluative language • Feelings: my weakness; I have some problems; love to play; I
don’t get well with brother • judgments of people (characters): • evaluation of things: OK; some things keep us fighting Modality:should stop, should vote, Directlty: I think; I like
6
Word Knowledge
Understanding learning area vocabulary • Topic vocabulary
Shop, restaurant, Chinese, English, Malay, family, father, housewife, sport, basketball
6
Spelling
• spells words with regular spelling patterns: you, was, have, speak,
food, brother, play, Chinese, shot • recognizes and spells words with common base: talking, used,
spelling
6
July 2014, p38
AARON: PERSONAL RESPONSE
Death it suck and is bad because the person you miss and like past away. I going to write to you and
tell what happened to Clementine when Harris was babysitting Clementine and Julius. It was Sunday
before Harris interview with the entrance traineeship ranger department of parks and widlife Julius
want to play hide and seek with Harris and Clementine Julius make Harris count to five hundred so
that Julius and Clementine can go and hide. Juluis think is funny he hides in the frigerator almost the
time that Harris finds clementine in the frigerator it was to late to save Clementine because
clementine had die of coolness. Clementine Helen and Juius when to the hospital, after they there at
the hospital. The doctor said that Clementine was die. Harris was mad at himself because it was his
reprehensible to look after Clementine, I think death is a bad thing because the person you miss and
love is die but I think is not so bad after all. People have to die soon or later. it is all part of life. Most
of the people in the world have to die or pass away it so not bad. I think Harris should not blame him
self for what happen to Clementine because is was an miss furture thing to happen to Clemintine if
Juluis did not play hide and seek and Julius should tell Harris to count to five hundred. I hope that at
the end of the story book Harris will be better and not think about what happen to Clementine and that
Helen McMillan will forgive him for what he had done and that Juluis will be a good litter Kid. And he
should learn to be nice to all the people and not be a bad Kid that he is no in, maybe he should tell his
mother that he put Clementine in the refigerator. Helen should had listen to what Harris have to said
to her and not get mad at him for putting Clementine in the frigerator. I don’t think it was Harris Fork
that Clementine death. Harris did not like it to happen to him either because he likeClemetine very
much.
July 2014, p39
Student Name: Aaron Level: 6 Text Type: PERSONAL RESPONSE Composing learning area texts
Level
Oral interactions and presentations
NA
Using visuals
NA
Written texts
Writes a series of statements recounting events and includes some reflection
6
Text Knowledge
Organisational structures of learning area texts
Writes a series of statements connected to the topic but all in one paragraph
6
Text Cohesion • Foregrounding o text and paragraph openers
(headings/ sub-headings; introductions and topic sentences)
o text connectives o sentence openers
Text and paragraph openers:Death Sentence openers:I; It; Julius; Helen; The doctor; People
6
Text Cohesion • Reference
o pronouns o substitution
Pronouns: it; you; I; himself; him; he; her
6
Grammar Knowledge
Sentence structures • Simple – with increasing complexity
using circumstances and/or expanded noun groups
• Compound Coordinating (linking)
conjunctions • Complex
Subordinating (binding) conjunctions Non-finite clauses Relative clauses
Simple sentences using circumstances of time: before Harris interview,to (too) late ,soon (sooner) or later and usingexpanded noun groups: the entrance traineeship ranger, Compound sentences using coordinating (linking) conjunctions: and, but Complex sentences using: • subordinating (binding) conjunctions: so that; because; if; when • relative clauses: …that he put….;The doctor said that… • projection: I thing (think), I hope
7
Punctuation • Sentence level (capital to begin and full
stop/question mark/exclamation mark to end
• Basic punctuation (capitals for proper nouns and commasin lists)
Generally accurate although difficulties with punctuation of compound and complex sentences
6
Words and word groups • Verbs and verb groups/phrases)
o representing different processes
Processes • Doing: write; play; count; go; hides; save; die • Saying: tell; said • Sensing: miss; like; blame; hope; learn; forgive • Relating: is; was; have; happened
7
July 2014, p40
o tense
Simple tenses for most common regular and some irregular verbs: was, am trying • Verb groups
o elaborated tenses: am trying; was babysitting o multi word groups:going to write; want to play o modals and negatives: should not blame;should tell; should
learn; not be a …; not get mad; did not like
6
o subject/verb agreement
Demonstrates generally consistent control of subject verb agreement with simple, everyday, subjects and for a small range of verbs
Words and word groups • Adverbs, adverb groups/phrases and
prepositional phrasesto express the circumstances surrounding happenings and states o place o time o accompaniment o manner(quality,means,
comparison) o matter
Circumstances • place: in the frigerator (refrigerator);at the hospital • time: almost the time; to (too) late; soon (sooner) or later • accompaniment: with Harris and Clementine • manner: o means:of coolness
6
Words and word groups • Nouns and noun groups/phrases
o Plurals o Articles: indefinite (a/an) and
definite (the) • Nominalisations
Noun groups • key nouns (things): Harris interview, the entrance traineeship
ranger department of parks and wildlife, the people in the world
• possessives as pointers: my, own • numeratives: most of, five hundred, part of, all • describers: bad, good • classifiers: entrance traineeship, story
Death, coolness, reprehensible (responsibility)
7
Expressing Opinion and point of view • Evaluative language: - expressing
o feelings and emotions o judgements of people and o evaluation of things o varying intensity
• Modality • Expressing opinions directly
Evaluative language • Feelings: mad, miss furture(unfortunate), nice • judgments of people (characters):funny, be better, good, bad • evaluation of things: suck Modality: can go; have to die; should not blame; should tell; should had (have to )listen; should learn Directly:I think, I hope
6
Word Knowledge
Understanding learning area vocabulary • Topic vocabulary
Interview, entrance traineeship ranger, babysitting, hospital
6
Spelling
• spells high frequency words with regular spelling patterns:and, the,
not, will spells high frequency long vowel words: five, good, hide, save consonant blends: blame consonant digraphs: think, when, what, with vowel digraphs: seek, count
• recognizes and spells words with common base: funny, hides,
coolness, sooner, putting, going
• attempts unknown words phonetically:fork(fault)
6
July 2014, p41
JIMMY: DESCRIPTION
The room which I’m living in Adelaide is very comfortable. Every morning the sunshine can cover the
whole room through the window. The single bed are located in the centre of room. There are two
lamps at the each side of bed. The desk is behind my bed. On my desk, there are several books on it.
There’re no more things in my room, because it’s not too large to have a capacity of other things.
In hometown, my room is very large, but also very disorderly. I am not good at organised my things.
So furniture in my room is simple. in order to afraid me braking or destroying bed. A bed is in the
corner. As a student the most important things are books so the most of room belongs to them. They
are stocked in a big bookstore.
Although they’re located in different conntries, I like both of them still.
July 2014, p42
Student : JIMMY LEVEL: 7 TEXT TYPE: DESCRIPTION
Composing learning area texts Level
Using visuals
NA
Written texts
Text was independently written, following a model provided to structure the task into paragraphs
7
Text knowledge
Organisational structures of learning area texts
Writes a simple description 7
Text Cohesion • Foregrounding o text and paragraph openers (headings/
sub-headings; introductions and topic sentences)
o text connectives o sentence openers, including using
passive voice to change what is foregrounded
Text and paragraph openers using circumstances at the beginning: Every morning; As a student; In hometown; On my desk Sentence openers using subordinate clauses: Although they’re located in differentcountriesandpersonalpronouns: I; They Passive voice: are located, are stocked
7 - 8
Grammar Knowledge Sentence structures • Simple – with increasing complexity using
circumstances and/or expanded noun groups
• Compound Coordinating (linking)
conjunctions • Complex
Subordinating (binding) conjunctions Non-finite clauses Relative clauses
Simple sentences using circumstances: Every morning; through the window; in the centre of room; each side ofbed;in a big bookstore; using expanded noun groups: the most important things Compound sentences using coordinating (linking) conjunctions: but also, so Complex sentences using subordinating (binding) conjunctions: because; in order to non-finite clauses with varying accuracy: to have a capacity of other things; in order to afraid (prevent) me braking or destroying bed
7
Punctuation • Sentence level: capitals to begin and full
stops, question marks or exclamation marks to end
• Capitals for proper nouns • Apostrophes of contraction and possession • Commas in lists, between describers, after
text connectives, after foregrounded phrases and clauses
• Quotation marks to indicate speech, quotes and other elements such as a title or name
• Punctuation for direct speech
Mostly uses capitals, full stops and apostrophes correctly Commas after text connectives: On my desk; In hometown
7 - 8
July 2014, p43
Words and word groups • Processes (verb groups/phrases) • Tense
Processes • Doing: living;cover; located; organised; braking;destroying;
stocked • Sensing: liked • Relating: is; are; to have; belongs Choice and formation of tense Demonstrates control of choice and formation of tense for a range of verbs. Shows control of simple present and present continuous • verbs groups: o elaborated tenses:I’m living o modals and negatives: can cover, I am not
7
• Subject/verb agreement
Subject-verb agreement • some control of subject/verb agreement the single bed
arelocated 7
Words and word groups • Circumstances (adverb groups/phrases and
prepositional phrases)
Circumstances • place: In Adelaide; behind my bed; in the corner • time: Every morning • manner: As a student
7
Words and word groups • Noun groups/phrases • Plurals • Articles: indefinite (a/an) and definite (the) • Nominalisations
Noun groups • key nouns (things): sunshine; room; desk; books • possessives as pointers: mydesk;my room • numeratives: twolamps;several books • describers: a bigbookstore;differentconntries • classifiers: single bed • qualifiers using relative clause:which I’m living in Adelaide Nominalisations: capacity
7 - 9
Expressing opinion and point of view • Evaluative language: (expressing feelings
and emotions; judgements of people and evaluation of things)
• Varying intensity • Modality • Expressing opinions directly and indirectly
Evaluative language • judgments of people (characters):I am not good at organized my
things.(likely to be Affect ie feelings) • evaluation of things: very comfortable, very disorderly • varied intensity:themost important things
7
Word knowledge
Understanding learning area vocabulary
• Topic vocabulary
Spelling
• high frequency sight words: bed; can; my • high frequency long vowel words: books; room • containing consonant blends: desk; lamps • containing consonant digraphs: the; sunshine; whole • containing vowel digraphs:morning; because • two-syllable words with common patterns: belongs; single • unknown words based on sound and/or visual patterns: conntries
6
July 2014, p44
JIMMY: NARRATIVE (FABLE)
July 2014, p45
JIMMY: NARRATIVE (FABLE)
Ant’s Story
Have you heard ant’s world? Let me introduce a person “Harry”. A funny ant, he can show you the
life about himself and his story.
Unlike on the ground the environment doesn’t have fresh air, no sunshine, without rapid stream. So
Harry always like staying on the ground and far away his friends and family.
One day, he sat under the tree to be in a daze. He won’t be a common people like his friend which
everyday just do the same thing in whole day He hate doing that. He always said. “If I were Human
being. I’m willing to do everything”
Suddenly a strange idea occured in his brain, “Right go to the city in which people worked in. To see
how the human beings to live and do.”said he. Yes, he is successful.
When he arrived in the city he change his mind quickly. Because wherever he went, he can’t dodge
people’s feet. Despite trying his best, he can’t hear everything still. There’re so many cars and
endless noisy.
During the trip, he realize which one is better between his country and human’s. Unfortunately he
was injured. He lost one of his arm and another one is in plaster.
He feel sorry, not only his family but also for all over the people. He said he loves his family and his
own country whatever it is rich or poor, big or small, interesting or boring. “It’s the sure life”, said he.
I think he right. You should respect the surroundings, because it belongs to you. Thank you for
reading.
July 2014, p46
Student Name: Jimmy Level: 7 Genre: Narrative
Composing learning area texts Level
Using visuals
NA
Written texts
Text was independently written with orientation, complication and resolution, following conversation about structure.
7
Text knowledge
Organisational structures of learning area texts
Independently writes short narrative 7
Text Cohesion • Foregrounding o text and paragraph openers (headings/
sub-headings; introductions and topic sentences)
o text connectives
o sentence openers, including using passive voice to change what is foregrounded
Text and paragraph openers: circumstances of time and manner at the beginning: One day; During the trip; Suddenly Text connectives: So Sentence openers using subordinate clauses: Because wherever he went;and personal pronouns: He; I; You Passive voice: was injured
7 - 8
Text cohesion • Reference
o pronouns o substitution
Pronouns: you, me, he, his, I, another one, himself
8
Grammar Knowledge Sentence structures • Simple – with increasing complexity using
circumstances and/or expanded noun groups
• Compound Coordinating (linking)
conjunctions • Complex
Subordinating (binding) conjunctions Non-finite clauses Relative clauses
Simple sentences using circumstances: on the ground, in hisbrain and expanded noun groups: a strange idea, rapidstream, so many cars
Compound sentences using coordinating (linking) conjunctions: and; not only…but also; or
Complex sentences using subordinating (binding) conjunctions: If;Despite; because arange of basic non-finite clauses: to be in a daze; despite trying his best;and relative clauses with varying accuracy: like his friend which everyday just do the same thing
7 - 8
Punctuation • Sentence level: capitals to begin and full
stops, question marks or exclamation marks to end
• Capitals for proper nouns • Apostrophes of contraction and possession • Commas in lists, between describers, after
text connectives, after foregrounded phrases and clauses
• Quotation marks to indicate speech, quotes and other elements such as a title or name
• Punctuation for direct speech
Mostly uses capitals, full stops and apostrophes correctly Commas after text connectives: On my desk, ; In hometown, Begins to use quotation marks for direct speech: “Right go to the city….to live and do” said he; “It’s the sure life” said he.
7 - 8
Words and word groups • Processes (verb groups/phrases)
Processes • Doing: show; sat; go; do; dodge; injured; lost; reading • Saying: said • Sensing: heard; like, hate, thought, hear; realize; feel;
loves;respect; • Relating: is, was, have, belongs, occurred (relationship
between idea and brain)
7
July 2014, p47
Student Name: Jimmy Level: 7 Genre: Narrative • Tense
Demonstrates control of choice and formation of tense for a range of verbs. Shows control of simple present, simple past and simple future tense: • irregular verbs: sat, went, said • verb groups: o elaborated tenses:I’m willing; o multi-word verb groups: like staying, o modals and negatives:
canshow;shouldrespect;can’tdodge;doesn’thave;won’t be
• Subject/verb agreement
Subject-verb agreement • some control of subject/verb agreement: He feel sorry 7
Words and word groups • Circumstances (adverb groups/phrases and
prepositional phrases)
Circumstances • place: on the ground; far away; under the tree; to the city. • time:One day; in whole day • manner: quickly; in a daze.
7
Words and word groups • Noun groups/phrases • Plurals • Articles: indefinite (a/an) and definite (the) • Nominalisations
Noun groups • key nouns (things): ant; ground; stream; plaster; people • possessives as pointers: his friend;hisstory • numeratives: many cars; one of his arm • describers: freshair;rapidstream;strange idea • classifiers: commonpeople;humanbeing • qualifiers using relative clause:which everyday just do the same
thing in whole day Nominalisations: surroundings, environment, life
7 - 9
Expressing opinion and point of view • Evaluative language: (expressing feelings
and emotions; judgements of people and evaluation of things)
• Varying intensity • Modality • Subjective/objective • Expressing opinions directly and indirectly
Evaluative language • judgments of people (characters):a funny ant; common people • evaluation of things: doesn’t have fresh air; no sunshine;
without rapid stream; a strange idea • varied intensity: so many cars and endless noisy • modality: should respect, always like staying, I’m willing to • Subjective/objective: I think • Expressing opinion directly: You should respect
7
Word knowledge
Understanding learning area vocabulary
• Topic vocabulary
NA
Spelling
Spelling • topic words: story; environment; ground; country; city • frequently used irregular words: heard; friend; idea; whole • infrequently used irregular words: daze; surroundings • compound words: everything; everyday; whatever • containing consonant digraphs:, sunshine; whole; successful • containing vowel digraphs:hear; because; reading • two syllable words with common patterns:belongs; boring;
people
7
July 2014, p48
Ngoc Creative Response (Personal letter)
dear mum and dad. On the trIp tO hOgwarts. I met rOn weasly and then harry pOtter. when I was lOOkIng fOr nevIlle’s tOad but we dIdn’t
fInd It tIll we gOt tO hOgwarts. when we gOt tO hOgwarts we all were put IntO lIttle bOats. they mOved by themselves tO
a bIg castle wItch Is called hOgwarts. when we reached hOgwarts we were sent tO a bIg rOOm wIth all the teachers
and students In hOgwarts waItIng fOr us. there was a bIg ceremOny tO put us In Our hOuse. hOw we were sOrted was by
an Old hat wItch they called the sOrtIng hat. me, rOn and harry gOt chOsen tO gO tO gryffIndOr. the dOrms lOOk very
nIce and there Is a fIre place In the cOmmOn-rOOm.
at hOgwarts mOst Of the teachers are very nIce. I gOt very gOOd marks fOr my test and I’m alsO One Of the smart peOple In my class. I can’t waIt tO get my marks fOr my end Of year
test. I bet I get really gOOd marks.
mOst peOple can’t waIt tO see harry play quIddItch next week agaInst slytherIn. I dOn’t nOw why peOple are sO mad abOut It, It’s just a bunch Of peOple tryIng tO thrOw a ball thrOugh a hOOp tO get ten pOInts and a seeker lIke harry
has tO chase a lIttle gOlden ball and If they catch It they wIn the game and scOre 150 pOInts fOr theIr hOuse.
I’m really lOOkIng fOrward tO see yOu On the schOOl
hOlIdays. lOve hermIOne.
July 2014, p49
Student Name: Ngoc Level: 8 Text Type:Personal Letter
Composing learning area texts Level
Using visuals – particularly in multi modal texts
NA
Written texts Independently written following the reading of JK Rawling’s “Harry Potter and the Philosopher’s Stone”
8
Text Knowledge
Organisational structures of learning area texts
Opening paragraphs describing events and life, appropriate closing.
8
Text Cohesion • Foregrounding o text and paragraph openers
(headings/ sub-headings; introductions and topic sentences)
o text connectives
o sentence openers, including using
passive voice to change what is foregrounded
Circumstances of time and place to orientate paragraphs: On the trip; At Hogwarts. Topic sentences also used for paragraph openers: Most people; I. Text Connectives: not evident
Sentence opener: (How we)were sorted; (Me, Ron and Harry)got chosen. Passive voice: were put; is called; were sent; were sorted
8
Text Cohesion • Reference
o pronouns o demonstratives o substitution
Pronouns: Pronouns: I; we; themselves; it; us; our; they; my; their; you
8
Grammar Knowledge
Sentence structures • Simple – with increasing complexity
using circumstances and/or expanded noun groups
• Compound Coordinating (linking) conjunctions
• Complex Subordinating (binding) conjunctions Non-finite clauses Relative clauses
Using circumstances to develop simple sentences: On the trip to Hogwarts;When we got to Hogwarts Using expanded noun groups:little boats; most of the teachers; my marks for my end of year test
Coordinating (linking) conjunctions: and; and then; but Subordinating (binding) conjunctions: when; till; if Relative clause: witch(which) is called; which they called
8
Punctuation • Sentence level: capital to begin and full
stop /question mark/exclamation mark to end
• Basic punctuation o capitals for proper nouns o apostrophes (contraction and
possession) o commas in lists, between describers
and after text connectives • Beyond basic o quotation marks
(fordirectspeech,quotes, other such as title and name)
o commas after foregrounded phrases and clauses with direct speech
Since algerIan font is used all letters are capitals. Some full stops wrongly placed. See above I’m; didn’t; can’t; Comma used in the list: me, Ron and Harry
8
July 2014, p50
Words and word groups • Verbs and verb groups/phrases)
o representing different processes
Processes • Doing: met; looking; find; got (arrived); put; moved; reached;
sent; waiting; sorted; chosen; go; look; got (achieved); play; chase; catch; win; score;
• Saying: • Sensing (thinking and feeling): bet (believe/know); don’t now
(know) • Relating: was; is; are; iscalled;the dorms look (appear) very
nice
8
o tense
Choice and formation of tense • shows control of simple present, simple past and simple future tense
and correctly forms past tense of the most common irregular verbs: (Present) look; is; are; bet; get; catch; win; score; (Past) met; got; moved; reached; put
• verb groups: o elaborated tenses:was looking; were sent; were sorted;
got(were) chosen o multi-word verb groups: can’t wait to get; can’t wait to see;
trying to throw o modals and negatives: has to chase; didn’t find; can’t wait
8
o subject/verb agreement
Subject-verb agreement after ‘there’, where verb needs to agree with what follows: correct in this text
7-8
Words and word groups • Adverbs, adverb groups/phrases and
prepositional phrasesto express the circumstances surrounding happenings and states o place o time o accompaniment o manner (quality, means and
comparison) o matter o cause o role
Circumstances • place: into little boats; to a big castle; to a big room; to
Gryffindor; in the common room; through a hoop • time: on the trip..; next week; on the school holidays • accompaniment: with all the teachers and students in Hogwarts
8
Words and word groups • Nouns and noun groups/phrases
o Plurals o Articles: indefinite (a/an) and
definite (the) • Nominalisations
a big room with all the teachers in Hogwarts ; a big ceremony; a sorting hat; very good marks; one of the most smart people in my class; my end of year test; a bunch of people; a seeker like Harry; a little golden ball. Noun groups • key nouns (things): Hogwarts; toad; castle; teachers and students;
ceremony; Gryffindor; common-room; Quidditch; Slytherin; holidays.
• possessives as pointers: Neville’s • numeratives: ten; 150 • describers: little; big; old; good; smart; • classifiers:sorting; golden; school • qualifiers o using prepositional phrases (level 6 -8): o using relative clause (level 9 and above):witch (sic) is called; witch
they called Nominalisations: ceremony
8
July 2014, p51
Expressing Opinion and point of view • Evaluative language: - expressing
o feelings and emotions o judgements of people and o evaluation of things o varying intensity
• Modality • Expressing opinions directly and
indirectly
Evaluative language • feelings: • judgments of people (characters): most smart; very nice; so mad • evaluation of things: very nice; very good marks • varied intensity: reallylookingforward to; so mad. Modality:can’t wait to….; has to chase; Directly: Dear Mum and Dad; I don’t know why; love Hermione;
8
Word Knowledge
Understanding learning area vocabulary
• Topic vocabulary
Uses the imaginative language of the Harry Potter series appropriately. Shows some understanding of the personal letter format.
8
Spelling
Spelling • topic words: Hogwarts, Gryffindor, Quidditch, Slytherin • regular words:reached, teachers, marks, smart, points • words containing known letter clusters; called, chosen, people,
through • compound words: themselves; common-room • generalisations: looking, moved, called, waiting, sorted, students,
dorms
Attempts to spell some words phonetically: witch (which)now (know)
8
July 2014, p52
NGOC: ARGUMENT
July 2014, p53
Student Name: Ngoc Level: 8 Text Type: Argument
Composing learning area texts Level
Using visuals – particularly in multi modal texts
NA
Written texts
Independently written following extensive scaffolding and modeling 8
Text Knowledge
Organisational structures of learning area texts
Centre justified title. Appropriate paragraphing dealing with culturally accepted format of argument: Opening paragraph stating issue and position; paragraphs presenting separate arguments; closing paragraph reiterating position.
8
Text Cohesion • Foregrounding o text and paragraph openers
(headings/ sub-headings; introductions and topic sentences)
o text connectives o sentence openers, including using
passive voice to change what is foregrounded
Topic subject words (nouns and non-finite clause) to open paragraphs:school uniform; Uniform; Wearing a cap; Student Appropriate paragraphing Text connectives: Also; Therefore; as well Passive voice to change what is foregrounded: (Wearing a cap or any other headdress should)be allowed
8
Text Cohesion • Reference
o pronouns o demonstratives o substitution
Pronouns: you; your (reference to reader/audience); it; its Substitution: any other (head accessory)
8
Grammar Knowledge
Sentence structures • Simple – with increasing complexity
using circumstances and/or expanded noun groups
• Compound Coordinating (linking) conjunctions
• Complex Subordinating (binding) conjunctions Non-finite clauses Relative clauses
Simple sentences using circumstances:at school Compound sentences using coordinating (linking) conjunctions: and Complex sentences using subordinating (binding) conjunctions:so that; if; then; because o Non-finite clause:to brush your hair as well, to dress (in
order) to impress Relative clause:that you could….
8
Punctuation • Sentence level: capital to begin and full
stop /question mark/exclamation mark to end
• Basic punctuation o capitals for proper nouns o apostrophes (contraction and
possession) o commas in lists, between describers
and after text connectives • Beyond basic o quotation marks
(fordirectspeech,quotes, other such as title and name)
commas after foregrounded phrases and clauses and with direct speech
Typed text has capital letters at beginning of all sentences and full stops at end of sentences Appropriate apostrophes for contractions:you’ll; shouldn’t; doesn’t Comma after text connective:Also,
8
July 2014, p54
Words and word groups • Verbs and verb groups/phrases)
o representing different processes
Processes • Doing: wear, spending, to go out, cut, to brush • Sensing (thinking and feeling): know, like, think • Relating: be, is, have
8
o tense
Choice and formation of tense • shows control of simple present, simple past and simple future
tense and correctly forms past tense of the most common irregular verbs
• verb groups: o elaborated tenses:will …wear, to go out (phrasal verb) o multi-word verb groups: start to wear, to dress to impress o modals and negatives: shouldn’t have to dress,
couldlet,shouldbeallowed, might have cut, don’tlike,doesn’t absorb.
8
o subject/verb agreement
Subject-verb agreement after ‘there’, where verb needs to agree with what follows:examples correct except for one
7-8
Words and word groups • Adverbs, adverb groups/phrases and
prepositional phrasesto express the circumstances surrounding happenings and states o place o time o accompaniment o manner (quality, means and
comparison) o matter o cause o role
Circumstances • place: in class; to school; at school • time: each morning; on cold days; in the morning; in
summer
8
Words and word groups • Nouns and noun groups/phrases
o Plurals o Articles: indefinite (a/an) and
definite (the) • Nominalisations
Noun groups • key nouns (things): Uniform, a cap or any other head
accessory • possessives as pointers: your hair • numeratives: halfan hour • describers: white; best; good; cold; blue • classifiers:head(accessory); school (colours) Nominalisations: need, heat
8
Expressing Opinion and point of view • Evaluative language: - expressing
o feelings and emotions o judgements of people and o evaluation of things o varying intensity
Evaluative language • feelings:should like the way….; the way you don’t like • judgments of people (characters):other students should like
you..; dress to impress • evaluation of things: best clothes; good school • varied intensity: much heat
8
• Modality • Expressing opinions directly and
indirectly
Modality:could le;, should be allowed;might have cut;mightget;need to take time…. to brush Obligation is expressed throughout the text with the use of ‘should’ Directly:I think
8-9
July 2014, p55
Word Knowledge
Understanding learning area vocabulary
• Topic vocabulary
Very little subject vocabulary is used other than words related to school and uniforms; and obligation egcompulsory
8
Spelling
Spelling is correct
8
July 2014, p56
DOMINIC: WRITTEN PERSONAL RECOUNT
July 2014, p57
Student Name: Dominic Level: 9 Text Type:Personal Recount Composing learning area texts Level
Using visuals – particularly in multi modal texts
NA
Written texts
Independently composed a logically ordered text and demonstrated control of paragraphing.
9
Text Knowledge
Organisational structures of learning area texts
Independently written as first draft, chosen as an option following the reading of ‘The Great GillyHopkins’.
8/9
Text Cohesion • Foregrounding o text and paragraph openers
(headings/ sub-headings; introductions and topic sentences)
o text connectives o sentence openers, including using
passive voice to change what is foregrounded
Has included a Title; orientation and sequence of events. Used Circumstances of time to begin paragraphs: The last few weeks; On the first day of school Foregrounded subordinate clauses: “As I was in the car…”; “As I got closer to the school….” Pronouns ‘I’ and ‘It’ used to open most sentences
9
Text Cohesion • Reference
o pronouns o demonstratives o substitution
Pronouns:I; me; she;it;my Demonstratives: those (nerves);these; that Substitution:N/E
9
Grammar Knowledge
Sentence structures • Simple – with increasing complexity
using circumstances and/or expanded noun groups
• Compound Coordinating (linking)
conjunctions • Complex
Subordinating (binding) conjunctions Non-finite clauses Relative clauses
Using circumstances to develop simples sentences: On the first day of school…; As I got closer to the school… Using expanded noun groups: …school, High school; NB Increasing complexity in a simple sentence is also demonstrated by use of metaphor: (racing) faster than Cathy Freeman.; …. faster than a train; Coordinating (linking) conjunctions: and; but Subordinating (binding) conjunctions: because; when; as Non-finite clause:N/E Relative clause:that I have ever experienced
9
Punctuation • Sentence level: capital to begin and full
stop /question mark/exclamation mark to end
• Basic punctuation o capitals for proper nouns o apostrophes (contraction and
possession) o commas in lists, between describers
and after text connectives • Beyond basic o quotation marks
(fordirectspeech,quotes, other such as title and name)
o commas after foregrounded phrases and clauses and with direct speech
Mostly correct punctuation with capital letters at beginning of sentences and full stops at end. Capital letters used for some circumstances ‘In the car’ and ‘In the future’mid-sentence. Cathy Freeman; Primary School I’ve; wasn’t; didn’t; Comma used in complex sentence where‘that’isellipsed Quotation marks are used appropriately but the text enclosed is not correct and appears like reported speech not direct speech.
8 - 9
July 2014, p58
Words and word groups • Verbs and verb groups/phrases)
o representing different processes
Processes • Doing: left; came; experienced; to explode; to erupt; hit;
was racing; to blow up; got used to; get rid of; got closer(colloquialism for ‘neared’)
• Saying: will tell; said; was saying • Sensing : thought; wanted; felt; knew; hear; wished; like
to become; hope to be • Relating: was; were; will be; ‘ve got; is
9
o tense
Choice and formation of tense • shows control of simple present, simple past and simple future
tense and correctly forms past tense of the most common irregular verbs: when I left …. and came(sic) to High school. Would expect both verbs to be in past egleft…… and …… went..; I still wished I didn’t have to come here, should be ‘wish’
• verb groups: o elaborated tenses:have…experienced; have been doing;
would be; o multi-word verb groups: going to explode; wanted to go;
got used to; like to become; hope to be; to dress to impress (not considered as two clauses but combine to make meaning and are not separate meanings. - In order to impress I dress is not the meaning. Could also be considered as a colloquialism)
o modals and negatives: would be; wasn’t; didn’t have to;
8/9
o subject/verb agreement
Subject-verb agreement Demonstrates some control of subject-verb agreement: ‘The thought of coming to high school was terrifying’; ‘My worst subject is Maths…’
9
Words and word groups • Adverbs, adverb groups/phrases and
prepositional phrasesto express the circumstances surrounding happenings and states o place o time o accompaniment o manner (quality, means and
comparison) o matter o cause o role
Circumstances • place: High School , outside, here • time: when I left Primary School, On the first day of
school, in my life; finally; any second; in the future • accompaniment: with homework • manner: o quality:N/E o means:N/E o comparison:like a volcano; faster than a train; like a bomb
• matter: about it • cause: N/E • role: N/E
9
Words and word groups • Nouns and noun groups/phrases
o Plurals o Articles: indefinite (a/an) and
definite (the) Nominalisations
Noun groups:The most nerve racking day; The last few weeks of the school holidays; the thought of coming to high school; all these nerves building up inside of me; homework up to my ears; a bomb ready to blow up; all the teachers and the homework; my worst subject • key nouns (things): school; school holidays; homework;
teachers; subject; chef • possessives as pointers: my • numeratives: few; first • describers: nerve-racking; worst • classifiers:school(holidays) • qualifiers: o using prepositional phrases:the last few weeks of the school
holidays o using relative clause: (that) I have ever experienced….
Nominalisations: Life; Thought
9
July 2014, p59
Expressing Opinion and point of view • Evaluative language: - expressing
o feelings and emotions o judgements of people and o evaluation of things o varying intensity
• Modality • Expressing opinions directly and
indirectly
Evaluative language • feelings:terrifying; felt terrible; happy • judgments of people (characters): • evaluation of things: the most nerve-racking weeks; High
School would be so hard; wasn’t as bad; worst • varied intensity : the most; worst; so hard Modality:have to; could; will Expressing opinion directly: ‘it wasn’t as bad as I thought’, ‘I thought I was going to explode’
9
Word Knowledge
Understanding learning area vocabulary • Topic and subject specific vocabulary
nerve racking; Primary School; High School; terrifying; Volcano; erupt; homework; teachers; Maths; English
9
Spelling
Spelling - topic words: nerve racking - frequently used, irregularly spelt words: building;
experienced - compound words: homework; - words with: - complex but common patterns:
school; successful - silent letters:
knew; bomb - homophones:
through; hear - prefixes and suffixes added to a common base word:
successful
9
July 2014, p60
DOMINIC: WRITTEN NEWS REPORT
July 2014, p61
July 2014, p62
Student Name: Dominic Level: 9 Text Type:News Report
Composing learning area texts Level
Using visuals – particularly in multi modal texts
NA
Written texts
Independently written news report which has a number of stages, in logical order. Uses paragraphs with some control on basis of change of topic.
9
Text Knowledge
Organisational structures of learning area texts
Orientation to time, place, protagonists (characters) and events. Sequence of events, followed by opinion.
8/9
Text Cohesion • Foregrounding o text and paragraph openers (headings/
sub-headings; introductions and topic sentences)
o text connectives o sentence openers, including using passive
voice to change what is foregrounded
Yesterday; Robert and his girlfriend; Robert’s girlfriend; Human Services Minister; Appropriate headings: Title; Newspaper; Date; Issue; Summary. Foregrounded subordinate clauses: “Yesterday on the steps of Parliament House two teenagers named Robert who’s 17 and his girlfriend Robyn….”; “I think also that if Robyn is pregnant…..” Text connectives:(I think) alsothat. Personal pronouns as sentence openers: I think; I feel sorry; We just came past here; . Passive voice: were seen
9
Text Cohesion • Reference
o pronouns o demonstratives o substitution
Accurate use of a range of reference items. Pronouns: his; they; we; it; who; she; you; I; their; herself; her; there (their). Demonstratives: this nonsense; this; these programs Substitution: N/E
8/9
July 2014, p63
Grammar Knowledge Level
Sentence structures • Simple – with increasing complexity using
circumstances and/or expanded noun groups
• Compound Coordinating (linking)
conjunctions • Complex
Subordinating (binding) conjunctions Non-finite clauses Relative clauses
Circumstances and or expanded noun groups: This text contains no single clause (simple) sentence. Coordinating (linking) conjunctions: but; and; or. Subordinating (binding) conjunctions: because; before; if; Non-finite clause: to get high; to have a ‘choof’ Relative clause: who’s 17; (that) they had found a nice place; that if Robert and Robyn “choof” paint every day;
8/9
Punctuation • Sentence level: capital to begin and full stop
/question mark/exclamation mark to end • Basic punctuation o capitals for proper nouns o apostrophes (contraction and possession) o commas in lists, between describers and
after text connectives • Beyond basic o quotation marks (fordirectspeech,quotes,
other such as title and name) o commas after foregrounded phrases and
clauses and with direct speech
Capital letter to begin sentences and full stops to end sentences Parliament; Robert; Human Services Minister, Dean Brown; Uses apostrophes in contractions with varying accuracy: Who’s (who is); couldn’t; it’s; don’t; missing from Im (I’m). Appropriately uses commas in lists:…to get high, which was clearly… Correct use of quotation marks for direct speech Correct use of comma after direct speech and before ‘Robert explained’ Begins to use commas appropriately after foregrounded phrases of time: Yesterday,
7 - 8
Words and word groups • Verbs and verb groups/phrases)
o representing different processes
Uses some more technical and/or precise verbs to express processes. • Doing: trying to get out of; save; found; came • Saying: said; explained, added(said also) • Sensing (thinking and feeling): thought; think; feel; know;
don’t care • Relating: named; was; is; has had
8 - 10
o tense
Choice and formation of tense • shows control of simple present, simple past and simple future
tense and correctly forms past tense of the most common irregular verbs:
• verb groups: o elaborated tenses:were huddled; had found; has had o multi-word verb groups: trying to get out of; were seen
sniffing; makes…feel; am going to die; try to do o modals and negatives: couldn’t stop; don’t care; might try
to do; could die; will probably die; might die; should stop
9 - 10
o subject/verb agreement
Demonstrates some control of subject/verb agreement: his girlfriend Robyn, who’s; found a place to get high, which was; It makes you feel nice
9
July 2014, p64
Words and word groups • Adverbs, adverb groups/phrases and
prepositional phrasesto express the circumstances surrounding happenings and states o place o time o accompaniment o manner (quality, means and
comparison) o matter o cause o role
Includes Circumstances to provide details surrounding events using more varied vocabulary: • place: on the steps of Parliament; just metres away; inside;
out of the cold; past here; • time: yesterday; one day; everyday; very soon; every year • accompaniment: N/E • manner: o quality:clearly visible; die from it o means:from a plastic bag
• cause: o reason: of the dangers
9 - 10
Words and word groups • Nouns and noun groups/phrases
o Plurals o Articles: indefinite (a/an) and definite
(the) • Nominalisations
Noun groups: the steps of Parliament House; paint fumes from plastic bags; people walking by; the state government; alcohol programs; paint inhaling; a bad impression of our present youth; bad images to children; the threat posed to Robyn’s child; the parent(s) of these two; thousands of lives • key nouns (things): • possessives as pointers: his girlfriend • numeratives: two teenagers; a lot of; thousands of lives • describers: good • classifiers: plasticbags • qualifiers o using prepositional phrases (level 6 -8):from plastic bags;
especially children o using relative clause (level 9 and above):who’s 17; who’s 16;;
who think(s) she is pregnant; that has been brought to my attention
Nominalisations: impression; attention; threat; defects; condition; happiness; bankruptcy; a life of crime; death; common-sense
8 - 10
Expressing Opinion and point of view • Evaluative language: - expressing
o feelings and emotions o judgements of people and o evaluation of things o varying intensity
• Modality • Expressing opinions directly and indirectly
Uses a wider range of Evaluative language to express: • feelings: nice and calm and drowsy; feel sorry • judgments of people (characters): • evaluation of things: a good place; doing harm; very bad; are bad,
full stop; a good idea; nonsense; cares about having a child • varied intensity: clearly visible Modality: couldn’t stop; might try; could die; will probably die; might die; should stop; probably save; Expressing opinions directly: I think; I feel; We….thought it was a good place Expressing opinions indirectly: Robyn who think she is pregnant; Human Services Minister Dean Brown said that…….
8 - 9
July 2014, p65
Word Knowledge
Understanding learning area vocabulary • Topic and subject specific vocabulary
Teenage drug abuse; sniffing paint fumes; Inhaling; drug and alcohol programs
9
Spelling
Spelling - topic words: paint inhaling - frequently used, irregularly spelt words: thought; found - compound words: girlfriend; - words with: - complex but common patterns:
sniffing; huddled; fumes - silent letters:
high; thought; know - homophones:
two; past - prefixes and suffixes added to a common base word:
children
9
July 2014, p66
GRETEL: WRITTEN PERSONAL REFLECTION
IMAGE OF JESUS Year 10 Religion
TASK: You are to present before the class your personal image of Jesus.
CRITERIA: Your presentation must Include references to Mark's Gospel /7
Show an understanding of Jesus' words and actions /7
Be interesting and clear /6
July 2014, p67
There are four gospels in the bible- Matthew, Mark, Luke and John. They all show a different image of Jesus.
Matthew, Luke and John are similar, while Mark is totally different.
In Mark they show a suffering Christ, for example, ‘The temptation of Jesus.’ He suffered without nothing for
forty days in the dessert. Even when the devil tempted him, he still didn’t give in.
Also, in ‘The death of Jesus’ he died in the cross for us. He suffered just like us humans.
In my opinion, my image of Jesus in Mark is just a normal man. He does normal things like work for his father,
made friends and suffered. All humans suffer. He his showing us how to get through our problems by going
through it and doing something about it. For example, ‘Jesus stills a storm.’ The disciples all panicked and were
afraid. Jesus then said ‘Why are you afraid? Have you still no faith?’ To me Jesus is telling us to have faith in him
and everything would be alright.
Another example is ‘temptations to sin.’ He is telling us to cut our hand off if it causes you to stumble. But he
doesn’t mean it liturally. He his saying that if you do something bad, take it away because its better having one
hand than having two than go to hell. He his helping us to live our life in a Christian way.
Therefore, my image of Jesus in the gospel of Mark is a normal man who suffered life like humans. This shows in
‘the temptation of Jesus’ and ‘the death of Jesus’ It shows that Jesus suffered in life and showed that we he got
thought it which is how we should go through it.
July 2014, p68
Student Name: Gretel Level: 10 Text Type: Personal Reflection
Composing learning area texts Level
Using visuals – particularly in multi modal texts
NA
Written texts
Text Knowledge
Organisational structures of learning area texts
Text written in paragraphs with an introduction, conclusion and examples from the bible to support the author’s point of view
9
Text Cohesion • Foregrounding o text and paragraph openers
(headings/ sub-headings; introductions and topic sentences)
o text connectives o sentence openers, including using
passive voice to change what is foregrounded
o
Text and paragraph openers:In Mark; In my opinion; Another example Text Connectives: Also; Therefore Passive voice: is telling, (h)is saying, (h)is helping
9
Text Cohesion • Reference
o pronouns o demonstratives o substitution
Pronouns: they; all; he; him; our; it; something; nothing; me; you
9
Grammar Knowledge
Sentence structures • Simple – with increasing complexity
using circumstances and/or expanded noun groups
• Compound Coordinating (linking) conjunctions
• Complex Subordinating (binding) conjunctions Non-finite clauses Relative clauses
Simple sentences using circumstances: without nothing, for forty days in the dessert (sic); and or expanded noun groups: four gospels in the bible; a different image of Jesus; forty days in the dessert(sic); My image of Jesus in Mark.
Compound sentences using coordinating (linking) conjunctions: and, but Complex sentences using: • subordinating (binding) conjunctions: while; if; because; than;
when • Non-finite clause: To get through our problems by going through
it and doing something…; • Relative clause: a normal man who suffered life like humans •
9
Punctuation • Sentence level: capital to begin and full
stop /question mark/exclamation mark to end
• Basic punctuation o capitals for proper nouns o apostrophes (contraction and
possession) o commas in lists, between describers
and after text connectives • Beyond basic o quotation marks (for direct speech,
quotes, other such as title and name) o commas after foregrounded phrases
and clauses and with direct speech
Matthew; Mark Luke and John; Christian way “The temptation of Jesus”; Jesus then said ‘Why are you afraid? Have you still no faith?’ In my opinion,…
9
July 2014, p69
Words and word groups • Verbs and verb groups/phrases)
o representing different processes
Processes • Doing: died; does; work; made; cut; stills; take; go; stumble;
helping • Saying: telling; saying; said • Sensing (thinking and feeling): suffered; tempted; panicked • Relating: are; show; is; were; have, be; causes; mean
9
o tense Choice and formation of tense
• shows control of simple present, simple past and simple future tense and correctly forms past tense of the most common irregular verbs: get; made; said
• verb groups: o elaborated tenses:(h)is showing (sic), is telling o multi-word verb groups:, helping us to live o modals and negatives: didn’t give in
10
o subject/verb agreement
Subject-verb agreement after ‘there’, where verb needs to agree with what follows: There are four gospels
9/10
Words and word groups
• Adverbs, adverb groups/phrases and prepositional phrasesto express the circumstances surrounding happenings and states o place o time o accompaniment o manner (quality, means and
comparison) o matter o cause o role
Circumstances • place: In Mark; in the dessert (sic); in ”The death of Jesus”; in (on)
the cross; • time: for forty days; in life; still ; then • manner: o quality: alright; better; bad, for us o means: without nothing (anything) o comparison: in a Christian way; just like us humans; like
humans • matter: about it • angle: –to me
10
Words and word groups • Nouns and noun groups/phrases
o Plurals o Articles: indefinite (a/an) and
definite (the) • Nominalisations •
Noun groups • key nouns (things): image; Christ; way; image; gospel • possessives as pointers: my; our • numeratives: four; forty; one • describers: suffering Christ; totally different; normal • classifiers: Christian o using prepositional phrases (level 6 -8):of Jesus in the gospel of
Mark; in him
Nominalisations: temptation; death
9
Expressing Opinion and point of view • Evaluative language: - expressing
o feelings and emotions o judgements of people and o evaluation of things o varying intensity
• Modality • Expressing opinions directly and
indirectly
Evaluative language • feelings: suffered; tempted; panicked; were afraid; to have faith • judgments of people (characters):suffering; normal • evaluation of things: normal; Christian • varied intensity: all; totally; better Modality: should Directly: in my opinion; my image of Jesus; to me objectivity: They show
9
July 2014, p70
Word Knowledge
Understanding learning area vocabulary • topic and subject specific vocabulary
Gospels; bible; image; suffering; tempted; death; humans; panicked; faith; temptations; causes; Christian
10
Spelling
Spelling • topic words: gospels; image; tempted; death; panicked • frequently used, irregularly spelt words: tempt, disciples • words with
– complex patterns: stumble different, panicked – words with silent letters: temptation – homophones: two, to – prefixes/suffixes: suffered, causes, helping
Errors: dessert (desert)
9
July 2014, p71
GRETEL: TEXT ANALYSIS
July 2014, p72
The classroom experiment in ‘the wave’ really showed the history class how the German
Nazis could dominate all Germans and carry out genocide in ‘the Jewish problem.’
Gordon High School was out of order and had no discipline at all. Students would come
in late and never did their homework. Because so many of them did it, even the teachers
had no control. Ben Ross decided to do an experiment in his history class to show how it
really felt and how Adolf Hitler had control. The students had no other choice to improve
so they tried this as their last option. For example, the football team kept loosing and
they thought they could give the wave a try since they ran out of ideas in improving and
were hopeless. It is just like ‘The Great Depression.’ People had no food and were
unemployed and would do anything to save themselves and their familie’s lives. And
many thought joining Hitler was their last choice in surviving. Like the Nazis, the students got out of control because they were against non-wave
members. They tried to get people in the wave and the people that did not want to be in
the wave was disliked. But in the Nazi’s case, they were not only disliked, they were to
killed.
‘ … You say it could never happen again, but look how close you came. Threatening
those who wouldn’t join you, preventing non-wave members from sitting with you at
football games. Fascism isn’t something those other people did, it is right here, in all of
us.’ Ben Ross pg 104.
The students did not understand how the Nazi’s could just turn their backs on their
friends and neighbours and let them be persecuted. But since the students got them in
that position then they understood how it happened. They did not realized what they
were doing. They treated non-wave members like the Jews. Hitler didn’t like Jews
because they were not blonde and blue eyed but in this case, they didn’t like non-wave
members because they didn’t believe in the wave.
Therefore, the classroom experiment in ‘the wave’ really showed the history class how
the German Nazi’s could dominate all Germanns and carry out genocide on ‘the Jewish
problem.’
July 2014, p73
Student Name: Gretel Level: 10 Genre: Text Analysis
Composing learning area texts Level
Using visuals
NA
Written texts
Text has logically ordered paragraphs which incorporate supporting details.
9
Text knowledge
Organisational structures of learning area texts
Longer discussion text with an Introduction, three paragraphs with reasons with a quote from the novel and a conclusion. Includes information from a source.
10
Text cohesion • Text and paragraph openers • Text connectives • Sentence openers • Passive voice
Text and paragraph openers: The classroom; Gordon High School; Like the Nazis; The students, Text connectives: Therefore Sentence openers: Ben Ross; The students; For example; People; They were to killed(sic) Foregrounds phrases and clauses: Like the Nazis; Because so many of them did it Passive voice: was disliked, were to killed(sic)
11
Text cohesion • Reference
o Pronouns o Demonstratives o Substitution
Pronouns: The, all, their, so many of them, it, an, his, they, themselves Demonstratives: this, them
9
Grammar Knowledge
Sentence structures • Simple – with increasing complexity
using circumstances and/or expanded noun groups
• Compound Coordinating (linking)
conjunctions • Complex
Subordinating (binding) conjunctions Non-finite clauses Relative clauses
Simple sentences using circumstances: never, in his history class, as their last option, just like the “The Great Depression” and or expanded noun groups: The classroom experiment in “the wave”, the history class, so many of them, the people that did not want to be in the wave, not blonde and blue-eyed. Compound sentences using coordinating (linking) conjunctions: and, so, but, then Complex sentences using: • subordinating (binding) conjunctions: since, because, even • non-finite clauses: to show how it really felt • relative clause: the people that did not want to be in the
wave
8-9
Punctuation • Sentence level: capitals to begin and full
stops, question marks or exclamation marks to end
Basic punctuation • Capitals for proper nouns • Apostrophes of contraction and possession • Commas in lists, between describers, after
text connectives Beyond basic • Punctuation for quotes and other
elements such as a title or name • Commas after foregrounded phrases and
clauses
The Wave, German Nazis, The Great Depression, Ben Ross In the Nazi’s case, their familie’s lives, German Nazi’s (sic) incorrect.
“The Great Depression”, “the wave”, “…You say………, in all of us” Ben Ross pg 104
Commas used appropriately after rhetorical conjunctions and at the end of dependent clauses. Because so many of them did it, For example, Like the Nazis, But in this case,
8
July 2014, p74
Words and word groups • Verb and verb groups/phrases
• Tense
Processes • Doing: dominate; did, improve; tried; save; killed;
treated; persecuted • Sensing: thought; disliked; understand; understood;
realized; like; believe; felt; • Relating: showed; was; had; were; happened Choice and formation of tense • shows control of simple present, simple past and simple future
tense and correctly forms past tense of the most common irregular verbs:
• verb groups: o elaborated tenses: would come in; were doing o multi-word verb groups: decided to do; tried to get; turn
your back on me o modals and negatives: could dominate; did not want to
be o though some errors likely: in improving (to improve)
9
• subject/verb agreement Demonstrates some control but with some errors in subject verb agreement: The people that did not want to be in the wave was disliked.
7-8
Words and word groups
• Adverbs, adverb groups/phrases and prepositional phrases to express the circumstances surrounding happenings and states o place o time o accompaniment o manner (quality, means and
comparison) o matter o cause o role
Circumstances • place: in his history class; in the wave, • time: never; late • manner: o quality: really; at all o comparison: as their last option; like the Nazis; like the
Jews • contingency-condition: in the Nazi’s case; in this case
9-12
Words and word groups • Noun groups/phrases • Plurals • Articles: indefinite (a/an) and definite (the) • Nominalisations
Noun groups • key nouns (things): experiment; genocide; discipline;
homework; People; members • possessives as pointers: their; his • numeratives: all; so many; no • describers: last; blonde and blue-eyed • classifiers: classroom; history; Jewish, German; football;
non-wave • qualifiers using relative clause: the people that did not want
to be in the wave
Nominalisations: genocide; discipline; control; choice; option
8
Expressing opinion and point of view
• Evaluative language: (expressing feelings and emotions; judgements of people and evaluation of things)
• Varying intensity • Modality • Expressing opinions directly and indirectly
Evaluative language • feelings: disliked • judgments of people (characters): out of control and had no
discipline at all; late and never did their homework; no control; never did; were hopeless; were unemployed
• evaluation of things: no discipline; Varied intensity: really showed, really felt Modality: could dominate…; could never happen Directly: You say…. But look how close you came
9
July 2014, p75
Word knowledge
Understanding learning area vocabulary
Topic and subject-specific vocabulary: The German Nazis; genocide; “the Jewish problem”; ‘The Great depression’; Adolf Hitler; Nazis; persecuted Chooses appropriately words that have different t meanings in learning area contexts: the wave
10
Spelling
Spelling • topic words: genocide; discipline; option; persecuted • words that conform to ‘i’ before ‘e’: believe • complex base words with prefixes and suffixes: hopeless,
disliked, non-wave
10
July 2014, p76
ESTELLE: TAXONOMIC INFORMATION REPORT
Year 9
July 2014, p77
Year Level: Year 9
July 2014, p78
Student Name: ESTELLE Level:11 Text Type: Taxonomic Information Report Composing learning area texts Level
Using visuals – particularly in multi modal texts
NA
Written texts
Constructed a detailed, logically ordered text which elaborates on key ideas with some confidence.
9
Text Knowledge
Organisational structures of learning area texts
Generalised statement, facts set out under sub-headings
Text Cohesion • Foregrounding o text and paragraph openers
(headings/ sub-headings; introductions and topic sentences)
o text connectives o sentence openers, including using
passive voice to change what is foregrounded
Sub-headings used to organise information; brief introduction with nominalisations generally used as paragraph openers Writes more developed topic sentences that help reader predict what is to come Text Connectives: For example; Foregrounded phrases and subordinate clauses: By ringing a bell; In early 1950; Each time some meat powder was placed in the dogs mouth The mother can be replaced by; Hatchlings can become imprinted to; a macaque monkey was observed; the command is given
10 - 11
Text Cohesion • Reference
o pronouns o demonstratives o substitution
Uses reference items that refer to large segments of text: He observed that the newly hatched birds form a strong and irresistible bond with the first moving object……….. Usually this is their mother. Pronouns: some; it; they; he; their; them; another; his; its; Demonstratives: this
10
July 2014, p79
Grammar Knowledge
Sentence structures • Simple – with increasing complexity
using circumstances and/or expanded noun groups
• Compound Coordinating (linking)
conjunctions • Complex
Subordinating (binding) conjunctions Non-finite clauses Relative clauses
Circumstances and/or expanded noun groups: many different learning types; other objects or individuals; A Russian scientist called Ivan Pavlov; By ringing a bell Coordinating (linking) conjunctions: and, or, and then, but Subordinating (binding) conjunctions: before, when, by Non-finite clauses- uses non-finite clauses to express interpretation/comment or cause: by imitating their parents; by ringing a bell;to describe the behaviour he observed in ducklings; in training a dog to obey simple commands; Relative clauses- uses relative clauses to add a comment or make causal connection: A dog that has never heard the command ‘sit’; that the newly hatched birds
11 - 12
Punctuation • Sentence level: capital to begin and full
stop /question mark/exclamation mark to end
• Basic punctuation o capitals for proper nouns o apostrophes (contraction and
possession) o commas in lists, between describers
and after text connectives • Beyond basic o quotation marks (for direct speech,
quotes, other such as title and name) o commas after foregrounded phrases
and clauses and with direct speech
Uses most capitals correctly; misses capital for first word after sub-heading; uses full stops correctly but twice uses comma instead of full stop Capitals used correctly for proper nouns Missed apostrophe for possession in the animals response the command ‘sit’; capitals used appropriately to highlight sub-headings But when the command is given, at the same time, its…. Begins to use quotation marks for highlighted words: the young will bond and become “imprinted” to it
11
Words and word groups • Verbs and verb groups/phrases)
o representing different processes
Processes – uses a wide range of vocabulary to express shades of meaning: • Doing:, imitating, illustrated, salivate, obey, respond,
replaced, copies, occurs, transferred • Saying: describe • Sensing (thinking and feeling):the young will bond and become • “imprinted” to it ; learn; observed; knew; solve; visualise • Relating: called; are; is; become
11
o subject/verb agreement
Subject-verb agreement after ‘there’, where verb needs to agree with what follows: some is innate, some is learned; There are many different learning types
10
July 2014, p80
Words and word groups • Adverbs, adverb groups/phrases and
prepositional phrasesto express the circumstances surrounding happenings and states o place o time o accompaniment o manner (quality, means and
comparison) o matter o cause o role
Circumstances– provides details surrounding events , using more varied vocabulary: • place: in the dog’s mouth; • time: at the early development of an organism; within a time of
around 36 hours; in our everyday lives; each time; at the same time; next time
• accompaniment: with the first moving object, • manner: o quality: gentley(gently) o means: by other objects or individuals; from its mistakes;
by ringing a bell • contingency: even without meat powder in his mouth
9 - 14
Words and word groups
• Nouns and noun groups/phrases o Plurals o Articles: indefinite (a/an) and
definite (the) • Nominalisations
Noun groups– uses expanded noun groups to express shades of meaning and more specialized knowledge: • key nouns (things): types; organism; bond; object • combining and contrasting describers: a strong and irresistible
bond; • classifiers: An Australian scientist; moving object • qualifiers
o using relative clause: the behaviour (which) he observed in ducklings, the behavior (which was) observed from another animal, a dog that has never heard the command ‘sit’; animals that solve problems; An Austrian scientist (who was) called Konrad Lorenz;
Nominalisations: uses a growing range of nominalisations with grammatical accuracy to:
- begin to shift from a focus on people and things to one of abstraction: development; solutions
- summarise complex processes: imitation; associative learning; trial and error; problem solving
11
Expressing Opinion and point of view • Evaluative language: - expressing
o feelings and emotions o judgements of people and o evaluation of things o varying intensity
• Modality • Expressing opinions directly and
indirectly
Evaluative language • feelings: strong and irresistible bond, gentley(gently) • judgments of people (characters):It didn’t take long before the
whole troop knew how to do this.; Animals that solve problems visualize the situation and think over the solutions.
• evaluation of things: problem solving is a complex way of learning • varied intensity: only Modality– expresses modality with a greater range of language resources beyond modal verbs :
• adverbs: usually, never, within a time of around 36 hours
• processes: would, may have Uses a narrow range of ways to appropriately express opinion:
• directly (subjectively): some are simple and some are hard; A dog that has never heard the command ‘sit’ will not responde
• indirectly (more objectively): He observed that the newly hatched birds form a strong and irresistible bond with the first moving object they came into contact with
• Begins to use expressions of personal comment: some are simple
and some are hard
10 - 11
July 2014, p81
Word Knowledge
Understanding learning area vocabulary • topic and subject-specific vocabulary
Imprinting; stimulus; visualise; associative learning Uses the varied specialist and everyday meanings of a range of common words: object, solutions
11
Spelling
Spells correctly:
• multi-syllabic words ending in: - ty: ability
• difficult subject-specific words and words with Greek and Latin roots: techniques; behaviour; development; scientist
11
July 2014, p82
ESTELLE: HISTORICAL RECOUNT (NEWS FORMAT) Australia Attacks
By Estelle January 1943
On 21st July, Australian involvement in the battle for the Kokoda Trail started. It began when the Japanese landed in Papua. The track was only easy on the eastern side through Gorari and Oivi. In the other places, it was very hard work for both the Japanese and Australian troops as the mountains were rising to over 2,000 meters. The mountains were very high and remarkably steep. Much of the track was through rainforest, which enclosed the narrow path between the thick bushes. Men were extremely dirty, hungry, tired and itchy while being bitten from mosquitoes and many other insects in the bushes. It was like this from July to November 1942. A force of 1,800 Japanese with lots of training landed between Gona and Buna. Having already invaded other Asian countries, the Japanese troops proved to be better jungle fighters than the Australians. Even though the Japanese were attacked by allied aircraft, as experienced fighters the Japanese advanced rapidly up the track. Except for the US air force, most of the fighting was done by the Australian troops. The brave Fuzzy Wuzzy people, who were an enormous help to the Australian troops, were also
important in the fight during the Kokoda Trail battle. Knowing their way around the Kokoda Trail and how to fight, they were excellent fighters. On 29th July, the Japanese troops completed the capture of Kokoda. By early August, the Japanese troops were desperate for food supplies and ammunition as their resources were running out. In early August these soldiers got to within 40 kilometers of Port Moresby, which they had been planning to take over for a long time, before the Australian troops began attacking the Japanese. All the fighting took place in tropical heat and rain. This greatly affected both sides. There were diseases being spread around, which resulted in thousands of troops being infected with malaria, dengue fever and dysentery. Many Japanese and Australian troops died during the fairly long battle of the Kokoda Trail but it was worth it or else the Japanese occupation of the whole of Papua was likely. The invasion of Australia would have then been a real chance.
view of the country in the Kokoda area
July 2014
Student Name: ESTELLE Level: 11 Text Type: Historical recount (News Format) Composing learning area texts Level Using visuals – particularly in multi modal texts
Effective choice of size and bolding for centered headline; appropriate use of columns, photo with caption, by-line and date for this text type. Also added appropriate photograph.
10 - 11
Written texts
Independently composed a logically ordered text of about 250 words with 4 paragraphs. Appropriately constructed a more complex introduction and topic sentences and a basic concluding paragraph.
10 - 11
Text Knowledge
Organisational structures of learning area texts
Described different experiences of people and significance of people and events in bringing about change, incorporating appropriate visuals. Recounted a series of events and included some summative commentary , reflection and evaluation.
10 - 11
Text Cohesion • Foregrounding o text and paragraph openers (headings/
sub-headings; introductions and topic sentences)
o text connectives o sentence openers, including using
passive voice to change what is foregrounded
Wrote a developed introductory paragraph. Descriptive foregrounded phrases:
- time: On 21st July; By early August Text Connectives: Even though Passive Voice: The Japanese were attacked by allied aircraft; Most of the fighting in Papua was done by the Australian troops. Foregrounded generalised/abstract noun groups: Australian involvement; A force; Most of the fighting; The invasion of Australia
11
Text Cohesion • Reference
o pronouns o demonstratives o substitution
Uses appropriately a range of language resources, typical of longer texts, to make text cohesive: • uses reference items that refer to large segments of text:
Many Japanese and Australian troops died during the long battle of the Kokoda Trail but it was worth it
Begins to use reference items in longer factual genres to strengthen the internal structure of paragraphs as ideas from one sentence are picked up and carried forward to elaborate and show logical connections to new ideas using: • This and That: Men were dirty and……..in the bushes. It was
like this from July; all the fighting….and rain. This greatly affected…..
• common abstract terms within a noun group: Japanese troops were desperate for food supplies and ammunition as their resources were running out. In early August, these soldiers……
10 - 11
July 2014
Grammar Knowledge
Sentence structures • Complex o Subordinating (binding) clauses o Relative clauses o Non-finite clauses
• Simple (sophisticated and
dense)
Subordinating (binding) conjunctions: while, except for Relative clauses: rainforest, which …, The brave Fuzzy Wuzzy people, who …, Port Moresby,which, … Non-finite clauses: Having already invaded other Asian countries, Knowing their way …
11
Punctuation • Basic punctuation o Commas after text connectives • Beyond basic o Commas after foregrounded
phrases and clauses o Quotation marks o Brackets, dashes, colons and
semicolons
Commas after foregrounded phrases and clauses: On 21st July, On 29th July, By early August, Having already invaded other Asian countries, Even though the Japanese were attacked by allied aircraft, Except for the US air force,
11
Words and word groups • Verbs and verb groups/phrases)
o representing different processes
Uses a wide range of vocabulary to express shades of meaning: Processes • Doing: attacks; landed; were rising; enclosed;
invaded; advanced; being infected • Sensing (thinking and feeling): knowing;
planning • Relating: proved to be - Causal: affected
11
o subject/verb agreement
N.A.
July 2014
Words and word groups • Adverbs, adverb groups/phrases and
prepositional phrases to express the circumstances surrounding happenings and states o place o time o accompaniment o manner (quality, means and
comparison) o matter o cause o role
Circumstances • place: in Papua; on the eastern side between Gorari and Oivi;
between Gona and Buna; up the track; within 40 kilometres of Port Moresby; in the tropical heat and rain
• time: from July to November 1942; By early August; over a long time; during the Kokoda Trail battle
• accompaniment: with malaria, dengue fever and dysentery • manner: o quality: rapidly o means: by the Australian troops, by allied aircraft o comparison: like this
• cause: during the fairly long battle (this really explains that they were killed because of the battle, not that they just happened to die while the battle was happening)
• role: as experienced fighters
7 - 11
Words and word groups • Nouns and noun groups/phrases
o Plurals o Articles: indefinite (a/an) and
definite (the) • Nominalisations
Noun groups • key nouns (things): involvement, track, mountains, Kokoda
Trail, force, supplies, diseases, troops, battle • classifiers: Kokoda, Australian, Japanese, jungle fighters,
allied aircraft, food supplies, tropical heat • qualifiers o using prepositional phrases: involvement in the battle for
the Kokoda Trail o beginning to use multiple qualifiers: a force of 1,800
Japanese with lots of training o using relative clauses: through rainforest, which enclosed
the narrow path between the thick bushes Nominalisations: involvement, capture, fighting, occupation, invasion, chance
11
Expressing Opinion and point of view • Evaluative language: - expressing
o feelings and emotions o judgements of people and o evaluation of things o varying intensity
• Modality • Expressing opinions directly and indirectly
Evaluative language • feelings: extremely dirty, hungry, tired and itchy; • judgments of people (characters): better jungle fighters;
experienced fighters; the brave Fuzzy Wuzzy people, who were an enormous help to the Australian troops were also important in the fight; excellent fighters; desperate
• evaluation of things: easy; hard; fairly long battle; worth it • varied intensity: remarkably steep; extremely dirty; greatly affected;
fairly long battle Modality: a real chance; likely
10 - 11
Word Knowledge
Understanding learning area vocabulary • topic and subject-specific vocabulary
battle; training; invaded; troops; allied aircraft; advanced; capture; food supplies; ammunition; malaria; dengue fever; dysentery; invasion Uses the specialist military meanings for common words: landed, force, occupation,
11
Spelling
Multi-syllabic words: enormous • difficult subject-specific words : mosquitoes, malaria, dengue fever,
dysentery
11
p85
July 2014
ROSE: DESCRIPTIVE INFORMATION REPORT
Depression of a person’s mind is a psychological disorder. People have signs like always being in bad moods when someone has depression and they feel as if they are worthless and not able to do anything right. This can result in symptoms including loss of appetite and sleep and having no self -esteem or initiative. It can have an effect on schoolwork as well as outside activities and friendships. It can also lead to drug and alcohol misuse and suicidal thoughts or attempts. Depression in adolescents is hard to detect because it may seem that the teenager is just going through normal adolescent experiences.
Depression has two main types. The first type is depressive disorder and is seen only through acts that show despair. Manic or bipolar depressive illness is the other. This second kind of depression is shown by changing between depressed and manic episodes.
Experts say many things such as personal experience, stress, medical conditions can cause depression or in some cases it may be hereditary. Personal experiences may contribute to someone being depressed. These include death of a close friend, relative or loved one or immense lifestyle change such as divorce in families or breakup with a boyfriend or girlfriend. If stress isn’t treated by someone it can also led to depression. There are a few illnesses, which can cause depression, but this can be helped by diagnosis and treatment of the illness. Evidence shows depression can also be passed down from parents to children due to family make up.
It is really clear that depression is more common in women than it is in men. Research in addition has shown that “3-7 per cent of four to seventeen year olds suffer depression”. Also a national survey showed that in an average week, 5 percent of pediatricians and about half of psychiatrists prescribe anti-depressants to children that are younger than sixteen. The issue although has been brought up that it is not recommended to give children under 10 years of age any drugs which could harm the nervous system. This is due to the fact that the nervous system is still growing in a child that age.
In most early detected cases depression is treatable. Depression has been linked to the dysfunction of important neurotransmitter systems. They are serotonin, dopamine and noradrenaline. There are three main treatments for depression. These include tricyclic/tetracyclic antidepressants, monoamine oxidase and 5HT reuptake inhibitors. Other types of methods include psychotherapy and counseling. When the depression is ongoing even after using medicine, some doctors consider using Electro convulsive therapy. This is a last chance to treat the illness.
July 2014
Student Name: Rose Level: 12 Genre: Information Report
Composing learning area texts Level
Using visuals
NA
Written texts
Composes organised, longer (300-450 words) increasingly complex examples of genres. They:
• analyse and combine information from more than one source • appropriately choose the structure and features of the learning
area text according to the purpose of the text • demonstrate awareness of the audience and attempt to
influence through their language choices • use more formal, abstract and technical language to explore
topics and issues, and to express their own ideas
11-12
Text knowledge
Organisational structures of learning area texts
Report: composes longer more complex examples 11-12
Text Cohesion • Foregrounding o text and paragraph openers (headings/
sub-headings; introductions and topic sentences)
o text connectives o sentence openers, including using
passive voice to change what is foregrounded
Text and paragraph openers: writes well developed topic sentences with the exception of fourth paragraph Begins to use more complex foregrounded phrases and subordinate clauses:
• When the depression is ongoing even after using medication • If stress isn’t treated
Passive voice: Depression can also be passed down from parents to children; this second kind of depression is shown by; Depression has been linked; This can be helped by diagnosis and treatment; it is not recommended Foregrounds generalized/abstract noun: Depression; The issue Foregrounds abstract noun groups: Characteristics of this kind of depression; Personal experiences that may contribute to someone being depressed; Other types of treatment; the first type of depressive disorder Begins to manipulate by shifting elements from the front to foreground appropriately and strategically: Research in addition has shown; The issue although has been
11-13
Text cohesion • Reference
o Pronouns o Demonstratives o substitution
This and that: When someone has depression… This can result in; Manic and bipolar depressive illness is the other. This second kind; Using Electro convulsive therapy. This…; Personal experiences …These… Abstract term within a noun group: children under 10 years … a child that age.
12
Grammar Knowledge
Sentence structures
• Complex Subordinating (binding) conjunctions, non-finite clause, relative clauses
• Simple (sophisticated and dense)
Subordinating (binding) conjunctions: because; if; due to, even after; when; as well as Non-finite: having no self-esteem or initiative; going through normal adolescent experience; using medicine, to treat More relative pronouns used accurately: personal experiences that may cause someone to be depressed; there are a few illnesses, which can lead to depression; any drugs which could affect the nervous system
9 - 14
Punctuation • Commas after text connectives • Commas after foregrounded phrases and
clauses • Quotation marks • Brackets, dashes and semi colons
Commas used in list: ….close friend,…loved one; Foregrounded phrases and clauses: ….after using medicine and for relative clause …which can lead to… Quotation marks used once
9 - 11
July 2014
p88
Words and word groups • Processes (verb groups/phrases)
Processes • Doing: growing; prescribe; treated; passed down; harm • Saying: say; not recommended • Sensing: feel; detect; consider; • Relating: called; shown; include; - Causal: result in; can affect; can also
lead to; can be caused; may cause
11
• Subject/verb agreement Subject-verb agreement • Depression in adolescents is; There are 11
Words and word groups
• Adverbs, adverb groups/phrases and prepositional phrases to express the circumstances surrounding happenings and states o place o time o accompaniment o manner (quality, means and
comparison) o matter o cause o role o angle o contingency
Circumstances • place: in women; in a child • time: always; in some cases; in the average of a week • manner: o means: from parents to children; by many things; by someone; by
diagnosis and treatment of the illness; through act(s) • angle: Experts say • contingency: In most early detected cases
10-11
Words and word groups • Noun groups/phrases • Key nouns • Nominalisations
Noun groups • key nouns (things): misuse; thoughts; experiences; disorder; illness;
conditions; dysfunction; make up; survey; therapy • classifiers: drug and alcohol; suicidal; adolescent; depressive; bipolar;
medical; family; nervous; national; Electro convulsive • qualifiers using longer prepositional phrase: death of a close friend,
relative or loved one; children under ten years of age; the dysfunction of serotonin, dopamine and noradrenaline
• qualifiers using relative clause: a few illnesses which can lead to depression; children that are under sixteen years of age; drugs which could cause the nervous system
Nominalisations: depression; misuse; attempts; illness; diagnosis; treatment; dysfunction
12
Expressing opinion and point of view • Evaluative language: (expressing feelings
and emotions; judgements of people and evaluation of things)
• Varying intensity • Modality • Expressing opinions directly and indirectly
Evaluative language • feelings: bad; worthless; no self-esteem; despair; depressed • judgments of people (characters):close; loved • evaluation of things: disorder; hard; persistent; important; immense;
normal; treatable; last • varied intensity: very important; really clear Modality: always; can; may; could; just; only; seemed; still Indirectly: Experts say; Evidence shows; Research… has shown; The issue … has been brought up that; a national survey showed that
9 -11
Word knowledge
Understanding learning area vocabulary • topic and subject-specific vocabulary
Uses a wide range of specialist and topic vocabulary to contribute to the specificity, authority and abstraction of texts: Psychological … disorder; symptoms; depressive disorder; manic; bipolar depressive illness; pediatricians (paediatricians); psychiatrists; prescribe; anti-depressants; nervous system; dysfunction; serotonin; dopamine; noradrenaline (noradrenalin); neurotransmitter; tricyclic/tetracyclic antidepressants; monoamine oxidase; 5HT reuptake inhibitors; psychotherapy; Electro convulsive therapy Uses a varied specialist and everyday meanings of a range of common words: episodes; conditions; cases; paediatrician,; psychiatrists; doctors; signs ; symptoms
12
Spelling
Spelling: multisyllabic words: psychological; serotonin; psychotherapy Difficult subject and topic specific words: symptoms; suicidal; bipolar; anti-depressant; nervous system
14
July 2014
ROSE: INTERPRETATION (COMPARATIVE ESSAY)
Why did Amy and Laurie react differently to The wave? Refer to concepts such as equality and individualism in your response. Although Laurie Saunders and Amy Smith are best friends they both have exteremly different personalities. The two girls are competitive of each other to do and be better or to keep up to the other’s level. They both have different values and views of life. Although they may have some things in common such as being friends they also have many differences. Laurie Saunders was against “the wave.” She dissaproved of it and choose not to take part. Mainly this is because Laurie is more of an individual. She does not go along with things just for the sake of it and because everyone else did it. She choose that instead of following the wave to go against it because she followed her beliefs. On the other hand Amy choose to follow the wave and go with the crowd. In a way Amy could have though of it as a way that she could be better than Laurie. Amy strived to be better than Laurie although she was not as much individual as Laurie was. An example of this is the fact that Amy chooses to smoke where as Laurie is against it and instead chews on the end of her pen. Although the two girls get along well there is a lot that they do not have in common. One of the reasons for this is because of the competition between each other. This is described in the book. ‘Ever since Laurie had started dating David, Amy had wanted to date a football player too. It sometimes bothered Laurie that underlying their friendship was a constant competition for boys, grades, popularity, almost every thing one could compete for. Even though they were best friends, that constant competition somehow prevented them from being really close’ (p 22). This affected the different reactions from the girls of the wave greatly. In conclusion just because the two girls are best friends it does not mean they think or act alike. They are two very different people which is why the wave affected them both in different ways, they do not have the same mentality. In my opinion even the best of friends will not always be there for you, Nevertheless Sometimes it is also an advantage of having friends that are different to you because you can also see situations from thier point of view and not only your own.
July 2014
Student Name: ROSE Level: 12 Genre: Comparative Essay
Composing learning area texts Level
Using visuals
NA
Written texts
A formal text in excess of 300 words with various stages 12
Text knowledge
Organisational structures of learning area texts
A detailed introduction and conclusion and two paragraphs that answer the questions by referring to incidents and using a quote from the text studied.
11-12
Text cohesion • Text and paragraph openers • Text connectives • Sentence openers (theme/ foregrounding) • Passive voice
Text connectives: Nevertheless; On the other hand; An example of this; In conclusion; One of the reasons Foregrounded phrases and subordinate clauses: In a way; In my opinion; Although Laurie Saunders …best friends; Although the two girls get along well
11-12
Text cohesion • Reference
o Pronouns o Demonstratives o substitution
Reference items to offer an interpretation of a previous statement: She disapproved of it….to take part. Mainly this is because… ; She was not as much individual as Laurie was; An example of this …; There is a lot that they do not have in common. One of the reasons for this …; Even though they were best friends…. really close. This affected..
12
Grammar Knowledge
Sentence structures
• Complex Subordinating (binding) conjunctions, non-finite clause, relative clauses
• Simple (sophisticated and dense)
Subordinating (binding) conjunctions: Although; such as; because; instead; even though; where as (whereas); ever since Non-finite clauses: to take part; to be better than Laurie ;following the wave; of having friends that are different to you Relative clause: friends that are different to you; a way that she could be better than Laurie
11
Punctuation • Commas in lists, between describers, after
text connectives, after foregrounded phrases and clauses
• Punctuation for direct speech including quotation marks, commas, etc
• Punctuation for quotes and other elements such as a title or name
Use of full stops, commas, apostrophes for possession. Quotation marks used for title and text quote NB underline “the wave.” Brackets used for page number
7-11
Words and word groups • Processes (verb groups/phrases)
Processes • Doing: smoke; chew; described; strived • Sensing: disapproved ;though (thought); choose(chose); go along with;
follow; think; see; bothered • Relating: are; have; was; mean
- causal: affected
11
• Subject/verb agreement
Subject-verb agreement • Demonstrates control 11-12
July 2014
p91
Words and word groups
• Adverbs, adverb groups/phrases and prepositional phrasesto express the circumstances surrounding happenings and states o place o time o accompaniment o manner (quality, means and
comparison) o matter o cause o role o angle o contingency
Circumstances • place: on the end of her pen; in the book • time: sometimes, not always • accompaniment: with the crowd • manner: o quality: greatly; in different ways(differently) o means: o comparison: better than Laurie
• cause(reason): for the sake of it; because of the competition between each other
• angle: from their (their) point of view and not only your own; in my opinion
8 - 11
Words and word groups • Noun groups/phrases • Nominalisations
An advantage of having friends; Noun groups • key nouns (things): personalities; things; reasons; reactions • numeratives: some; many; one of; two • describers: different; best • qualifiers:
° phrases: some things in common; a lot they do not have in common
° relative clauses: friends that are different to you; a way that she could be better than Laurie
° multiple qualifiers: the different reactions from the girls of (to) the wave
Nominalisations: differences; beliefs; views; reasons; competition; reactions; mentality
7 - 11
Expressing opinion and point of view • Evaluative language: (expressing feelings
and emotions; judgements of people and evaluation of things)
• Varying intensity • Modality • Expressing opinions directly and indirectly
Evaluative language • feelings: disapproved • judgments of people (characters):competitive; more of an individual;
does not go along with things just for the sake of it; she follows her beliefs; go with the crowd; strive to be better than Laurie; not as much individual as Laurie; two very different people
• evaluation of things: different Varying intensity: mainly; exteremly (extremely); greatly Modality: sometimes; just; even; Directly: in my opinion Indirectly: an advantage
9 - 11
Word knowledge
Understanding learning area vocabulary • topic and subject-specific vocabulary
Personalities; belief; individual; competition; reactions; affected; mentality; point of view
9
Spelling
Spelling Topic words: personalities, mentality • more complex base words formed by adding prefixes or suffixes:
disapproved, competition; reactions; conclusion; situations • ‘i’ before ‘e’: belief • multi-syllabic words ending in ty: personalities; mentality;
10-11