staff meeting #2 eald lang and lit levels
TRANSCRIPT
Language and Literacy Levels across the Australian Curriculum:
EALD students
Adapted from Module 1.2
Building Language Capacity
Context: The Data
2010 2011 2012 2013 2014
Year 3 437 446 448 433 439
Year 5 540 510 521 500 492
Year 7 548 581 575 567 580
0
100
200
300
400
500
600
700
Scal
ed
Sco
re (
ave
rage
)
NAPLAN Writing
Growth Data
NAPLAN Writing Narrative Persuasive Persuasive Persuasive Persuasive
2010 2011 2012 2013 2014
Year 3 437 446 448 433 439
Year 5 540 510 521 500 492
Year 7 548 581 575 567 580
Expected growth from Year 3 to 5 = 80 pointsYear 5 to 7 = 50 points
Register continuum
everyday, concrete technical, abstract
Expressing and developing ideas –Subject matter
What is the topic? How is it treated?
informal personal novice formal impersonal informed/expert
Interacting with others – Roles & relationships
Who is involved? What are their roles and relationships?
most spoken most written
‘here and now’ generalised context
language with action language of reflection
Text structure and organisation – Mode of communication
How is the message conveyed? How spoken or written-like is it? What technologies are used?
Read Foregrounding in Glossary.
.
Building Language Capacity
a) uses simple text connectives to:o organise and
sequence sections of text in time: At first; After that; Today
b) uses text connectives to:o organise text: Firstly;
In addition; Finally; In conclusion
c) uses a wider range of conjunctions (text connectives)to show logical connections between paragraphs and sentences: On the other hand; However; Therefore
d) begins to use a small range of text connectives:
o formulaically to organise arguments: Firstly; Secondly; Thirdly
e) foregrounds circumstances in a range of genres
time or place in recounts,
narratives and explanations: Later
on in her life; After her death; After
six days; Three weeks later; Just
metres away; At the University of
Adelaide
f) uses circumstances of time and/or place to begin paragraphs in historical recounts and narratives: In 1851; During December 1854; A few minutes later; At home
g) uses circumstances of time and/or place to begin paragraphs in recounts and explanations: On the way there; The next few days; The day after that; In the end; After a few weeks
h) begins to use/choose circumstances of time at the beginning of recounts, narratives and observations/ responses: Once upon a time; Long, long ago; Many years ago; This Term; In 1888
most spoken like language most written like language
Read Foregrounding in Glossary.
.
Building Language Capacity
a) uses simple text connectives to:o organise and
sequence sections of text in time: At first; After that; Today
b) uses text connectives to:o organise text: Firstly;
In addition; Finally; In conclusion
c) uses a wider range of conjunctions (text connectives)to show logical connections between paragraphs and sentences: On the other hand; However; Therefore
d) begins to use a small range of text connectives:
o formulaically to organise arguments: Firstly; Secondly; Thirdly
e) foregrounds circumstances in a range of genres
time or place in recounts,
narratives and explanations: Later
on in her life; After her death; After
six days; Three weeks later; Just
metres away; At the University of
Adelaide
f) uses circumstances of time and/or place to begin paragraphs in historical recounts and narratives: In 1851; During December 1854; A few minutes later; At home
g) uses circumstances of time and/or place to begin paragraphs in recounts and explanations: On the way there; The next few days; The day after that; In the end; After a few weeks
h) begins to use/choose circumstances of time at the beginning of recounts, narratives and observations/ responses: Once upon a time; Long, long ago; Many years ago; This Term; In 1888
most spoken like language most written like language
Read Foregrounding in Glossary.
.
Building Language Capacity
a) uses simple text connectives to:o organise and
sequence sections of text in time: At first; After that; Today
b) uses text connectives to:o organise text: Firstly;
In addition; Finally; In conclusion
c) uses a wider range of conjunctions (text connectives)to show logical connections between paragraphs and sentences: On the other hand; However; Therefore
d) begins to use a small range of text connectives:
o formulaically to organise arguments: Firstly; Secondly; Thirdly
e) foregrounds circumstances in a range of genres
time or place in recounts,
narratives and explanations: Later
on in her life; After her death; After
six days; Three weeks later; Just
metres away; At the University of
Adelaide
f) uses circumstances of time and/or place to begin paragraphs in historical recounts and narratives: In 1851; During December 1854; A few minutes later; At home
g) uses circumstances of time and/or place to begin paragraphs in recounts and explanations: On the way there; The next few days; The day after that; In the end; After a few weeks
h) begins to use/choose circumstances of time at the beginning of recounts, narratives and observations/ responses: Once upon a time; Long, long ago; Many years ago; This Term; In 1888
most spoken like language most written like language
Level 7
(Year 3)
Level 8
(Year 4)
Level 9
(Year 5)
Level 10
(Year 6)
begins to use/choose circumstances of time at the beginning of recounts, narratives and observations/ responses: Once upon a time; Long, long ago; Many years ago; This Term; In 1888
uses circumstances of time and/or place to begin paragraphs in recounts and explanations: On the way there; The next few days; The day after that; In the end; After a few weeks
uses circumstances of time and/or place to begin paragraphs in historical recounts and narratives: In 1851; During December 1854; A few minutes later; At home
foregrounds circumstances in a range of genreso time or place in
recounts, narratives and explanations: Later on in her life; After her death; After six days; Three weeks later; Just metres away; At the University of Adelaide
begins to use a small range of text connectives:o formulaically to
organise arguments: Firstly; Secondly; Thirdly
uses simple text connectives to:o organise and
sequence sections of text in time: At first; After that; Today
uses text connectives to:o organise text:
Firstly; In addition; Finally; In conclusion
uses a wider range of conjunctions (text connectives)to show logical connections between paragraphs and sentences: On the other hand; However; Therefore
Language progression across the Levels
• Read Explanation of quantifying terms used within the Levels p 11
Junior Primary(Levels 1-6)
Primary(Levels 7-11)
Secondary(Levels 12-14)
1. Reference2. Simple sentence 3. Verbs4. Nouns5. Topic vocabulary6. Spelling
1. Reference2. Compound and
complex sentences
3. Verbs and verb groups/phrases
4. Circumstances (Adverbs/adverb groups/phrases and prepositional phrases)
5. Noun groups/phrases
6. Evaluative language
1. Complex sentences
2. Verbs and verb groups/phrases
3. Circumstances (Adverbs/adverb groups/phrases and prepositional phrases)
4. Noun groups/phrases
5. Nominalisation6. Evaluative
language7. Topic Vocabulary