language and literacy levels moderated evidence, … · evaluative language: - expressing o...

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.

https://myintranet.learnlink.sa.edu.au/teaching/english-as-an-additional-language-or-dialect-eald/eald-funding/eald-funding

https://myintranet.learnlink.sa.edu.au/teaching/english-as-an-additional-language-or-dialect-eald/eald-funding/eald-funding

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.

http://creativecommons.org/licenses/by/4.0/

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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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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

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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)


NE



NE


Sentence structures • Simple – with increasing complexity

using circumstances and/or expanded noun groups



NE




NE



NE

o tense

NE


NE

July 2014, p10

ords and word groups • Adverbs, adverb groups/phrases and


NE

Words and word groups • Nouns and noun groups/phrases

o Plurals o Articles: indefinite (a/an) and

definite (the)

• Nominalisations

NE



• Modality

• Expressing opinions directly

NE

Word Knowledge


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


NA

Using visuals

NA

Written texts

Forms identifiable letters 3

Text Knowledge


Relying upon models and scaffolds writes a few things about the picture

3




NE



NE

Grammar Knowledge





Constructs simple sentences

2




NE



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


July 2014, p13


• 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



definite (the) • Nominalisations

NE




NE

Word Knowledge


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


NA

Using visuals

Uses pictures to show how to make a sandwich 2

Written texts

Typed NE


Organises pictures in correct order

2




Sentence openers: Bred (bread); cut; Put; Bit (Bite); Was (Wash)

4



Pronouns: it

2






Bite and et it

NE




Experiments with capitals and full stops 3



Processes • Doing: cut; Put; Bit (Bite); Was (Wash)

3

o tense

Simple present tense for most common regular and some irregular verbs

2


July 2014, p16



NE




bred (bread);knif (knife);fodd (food);sala(salad); butta(butter)

2




NE

Word Knowledge


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


NA

Using visuals

NA

Written texts

Writes several short sentences and phrases about personal events in a logical order

3/4


Attempts a brief recount beginning with a phrase of time 3




Text and paragraph openers:One year ago I; She; No; Here; We

4



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




Full stops at end of some sentences. All capitals due to font type

3



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


Demonstrates limited and inconsistent control of subject verb agreement 1-3

July 2014, p19



Circumstances • place: to Australia; in Adelade (Adelaide) • time: One year ago • accompaniment:with my bother (brother) • manner:had (hard)

3/4




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




Evaluative language • feelings and emotions:anjo (enjoy) • judgments of people (characters):nise (nice)

3

Word Knowledge


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


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


Five simple sentences and labels own photograph but does not use sub-headings

4




Text and paragraph opener/title:Football Sentence openers:Ther (There), Skor (Score), Man U(Manchester United); they

5



Pronouns: they

4

Grammar Knowledge





Simple sentences using circumstances:at ends; by kik (kicks)and heada(header);and using expanded noun groups:best team; red tops

3




Most sentences beginning with capitals and end with full stops

4



Processes • Doing: Skor (Score); were (wear) • Relating: has; is

3

o tense

Only uses simple present tense: has, score, is

3


Demonstrates limited and inconsistent control of subject verb agreement 1-3

July 2014, p22



Circumstances • place: at ends • manner: o means:bykik (kicks) and heada(header)

3/4



definite (the)

• Nominalisations

Noun groups • key nouns (things): plays (players); team; top • numeratives: 11 • describers: best; red

3




Evaluative language • judgments of people (characters):best;star

4

Word Knowledge


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



Using visuals

NA

Written texts

Independently wrote in response to instructions with accompanying visual. Ideas are in a logical order

4

Text knowledge


He wrote a basic description of an everyday illustration in several sentences.

4/5




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





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


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



Using visuals

NA

Written texts

Accurate letter size and formation. Text is six sentences in length. 5

Text knowledge


Has an appropriate opening sentence and several others containing information to explain the topic.

5




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




• 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




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


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


Noun groups • key nouns (things): shark; divers; problem • numeratives: some • qualifiers: Grey Nurse; scuba Nominalisation: problem; vanishing

4




Evaluative language • judgments of people (characters):gentle varied intensity: very Modality: jast (just)

4-5

Word knowledge


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



Using visuals

NA

Written texts

4

Text knowledge


Written independently following modeling of task Beginning to add detail to orientation.

5




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





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




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


• 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



Circumstances • place: from Sudan; in (my) country; in (a) flat • time: in my free time

4

July 2014, p31


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




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


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



Using visuals

NA

Written texts

Text consists of 7 sentences which include appropriate details. 5

Text knowledge


Written independently after viewing the video several times & class discussion of context.

4/5




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



Pronouns: they; he(Iraq); it(Iraq);inappropriate use of pronoun after subject: Iraq it

4

Grammar Knowledge





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




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


• 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



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


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




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


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


Formulaic initiating and closing phrases: Dear Mr Thomas; How are you?; Yours sincerity,

6



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



Pronouns: you; I; who; myself; them

7

Grammar Knowledge



• Compound Coordinating (linking)


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




Uses full stops and capitals with varying consistency: Mr Thomas

6

July 2014, p37



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


Demonstrates inconsistent of subject-verb agreement: who work(s); …sister don’t goes…



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




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


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


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


NA

Using visuals

NA

Written texts

Writes a series of statements recounting events and includes some reflection

6

Text Knowledge


Writes a series of statements connected to the topic but all in one paragraph

6




Text and paragraph openers:Death Sentence openers:I; It; Julius; Helen; The doctor; People

6



Pronouns: it; you; I; himself; him; he; her

6

Grammar Knowledge





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




Generally accurate although difficulties with punctuation of compound and complex sentences

6



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


Demonstrates generally consistent control of subject verb agreement with simple, everyday, subjects and for a small range of verbs


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




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




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


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


Using visuals

NA

Written texts

Text was independently written, following a model provided to structure the task into paragraphs

7

Text knowledge


Writes a simple description 7



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





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



• 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



Circumstances • place: In Adelaide; behind my bed; in the corner • time: Every morning • manner: As a student

7


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



• 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



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


Using visuals

NA

Written texts

Text was independently written with orientation, complication and resolution, following conversation about structure.

7

Text knowledge


Independently writes short narrative 7



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



Pronouns: you, me, he, his, I, another one, himself

8

Grammar Knowledge Sentence structures • Simple – with increasing complexity using





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



• Capitals for proper nouns • Apostrophes of contraction and possession • Commas in lists, between describers, after


• 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


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 • some control of subject/verb agreement: He feel sorry 7



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


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



• 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



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


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


Opening paragraphs describing events and life, appropriate closing.

8



o text connectives

o sentence openers, including using


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


o pronouns o demonstratives o substitution

Pronouns: Pronouns: I; we; themselves; it; us; our; they; my; their; you

8

Grammar Knowledge





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



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


Subject-verb agreement after ‘there’, where verb needs to agree with what follows: correct in this text

7-8


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




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



• 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



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



NA

Written texts

Independently written following extensive scaffolding and modeling 8

Text Knowledge


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





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



Pronouns: you; your (reference to reader/audience); it; its Substitution: any other (head accessory)

8

Grammar Knowledge





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







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



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


Subject-verb agreement after ‘there’, where verb needs to agree with what follows:examples correct except for one

7-8




Circumstances • place: in class; to school; at school • time: each morning; on cold days; in the morning; in

summer

8




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



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


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



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


NA

Written texts

Independently composed a logically ordered text and demonstrated control of paragraphing.

9

Text Knowledge


Independently written as first draft, chosen as an option following the reading of ‘The Great GillyHopkins’.

8/9





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



Pronouns:I; me; she;it;my Demonstratives: those (nerves);these; that Substitution:N/E

9

Grammar Knowledge






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







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



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


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


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




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



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




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



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


Orientation to time, place, protagonists (characters) and events. Sequence of events, followed by opinion.

8/9



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



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







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



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


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


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




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


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



• 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



NA

Written texts

Text Knowledge


Text written in paragraphs with an introduction, conclusion and examples from the bible to support the author’s point of view

9





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



Pronouns: they; all; he; him; our; it; something; nothing; me; you

9

Grammar Knowledge





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





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



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


Subject-verb agreement after ‘there’, where verb needs to agree with what follows: There are four gospels

9/10


• 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


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



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




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


Using visuals

NA

Written texts

Text has logically ordered paragraphs which incorporate supporting details.

9

Text knowledge


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


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






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



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


• 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


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


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)


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


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


NA

Written texts

Constructed a detailed, logically ordered text which elaborates on key ideas with some confidence.

9

Text Knowledge


Generalised statement, facts set out under sub-headings





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



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






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





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



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


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




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


• Nouns and noun groups/phrases o Plurals o Articles: indefinite (a/an) and


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




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


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





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



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



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


N.A.

July 2014


prepositional phrases to express the circumstances surrounding happenings and states o place o time o accompaniment o manner (quality, means and


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




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



• 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


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


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


Report: composes longer more complex examples 11-12





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


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


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


• 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




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


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


Using visuals

NA

Written texts

A formal text in excess of 300 words with various stages 12

Text knowledge


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


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


• 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


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 • Demonstrates control 11-12

July 2014

p91


• 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




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


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

language and literacy levels moderated evidence, … · evaluative language: - expressing o...

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