text structure grammatical features sentence structure ... · text structure sentence structure...

Text StructureSentence Structure

Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility

1No clear message No evidence of sentence structure Attempts to record words of

personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.

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Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.

Writes approximate letters for some soundsClear attempt to write name or a recognisable word.

Random use of capital letters and /or full stops

Letter like forms with some recognisable letters

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One or more ideas. (may not be related).

Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.

Uses familiar, common words and simple high frequency words.

Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.

Some use of capital letters and /or full stops.

Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections

4

Two or three related ideas. May also include other unrelated ideas.

Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.

Uses everyday vocabulary including proper nouns particular to cultural context.

Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking

Correct use of capital letters and full stops at the start and end of sentences.

Letters correctly formed, mostly well spaced and positioned

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Four or more sequenced ideas clearly connected.

Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.

Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion

Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your

Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.

Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.

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Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information

A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next

Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers

Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because

Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.

Correct, consistent, legible, appearing to be fluent.

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Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.

Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.

Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.

Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could

Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas

Writes legibly with growing fluency using upper and lower case letters.

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Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.

Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.

Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.

Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.

Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.

Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.

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1No clear message. No evidence of sentence structure. Attempts to record words of

personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.

2

Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.

Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.

Random use of capital letters and /or full stops.

Letter like forms with some recognisable letters.

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Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.


Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.


Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.

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Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.

Evidence of capital letters and full stops at the start and end of sentences.

Most letters formed correctly, mostly well spaced and positioned.

5


Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.

Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.

Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.

Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.


6


A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.

Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.

Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.



7


Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.

Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.

Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.

Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.


8




Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.







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Cluster 2

The student:

Knows that writing is a means of communication and is curious about print.

Is able to differentiate between writing and drawing and experiments with marks,

often using drawing to contextualise their writing.

Is able to assign messages to texts they have recorded using a combination of known

letters and letter like symbols.

Is learning about directionality and spatial concepts.

Cluster 1

The student:

Engages in writing-like behaviour using scribble or strings of letters.

Attempts to write own name, e.g. one or two letters, scribble.

Holds a pencil or crayon effectively to draw and scribble.





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Text Structure - 1

No clear message.





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Sentence Structure - 1

No evidence of sentence structure.





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Vocabulary- 1

Attempts to record words of personal significance e.g. name.





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Spelling- 1

Random letter/letter-like symbols.





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Punctuation- 1

No evidence of punctuation.





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Handwriting Legibility- 1

Holds a pencil to draw and scribble.





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Cluster 3

The student: Understands that thoughts and information can be recorded and that written symbols convey a constant message.

Composes and records simple texts about personally significant topics for their own purposes and audiences.

Often uses drawing to support and enhance their writing.

Writes using conventional letters and groups of letters and experiments with punctuation to communicate their

message.

Relies heavily on the most obvious sounds in words when writing, has established an understanding of

directionality and leaves spaces between words.

Has developed a simple writing vocabulary including high frequency words and words of personal significance.

Cluster 2

The student:

Knows that writing is a means of communication and is curious about print.

Is able to differentiate between writing and drawing and experiments with marks,

often using drawing to contextualise their writing.

Is able to assign messages to texts they have recorded using a combination of known

letters and letter like symbols.


Cluster 1

The student:

Engages in writing-like behaviour using scribble or strings of letters.

Attempts to write own name, e.g. one or two letters, scribble.

Holds a pencil or crayon effectively to draw and scribble.





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Text Structure - 2

Attempts to record their message.





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Random words.





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Vocabulary - 2

Records words of personal significance e.g. their own name or those of family members.





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Spelling - 2






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Punctuation - 2






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Handwriting/Legibility - 2






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Cluster 2

The student: Knows that writing is a means of communication and is curious about print.

Is able to differentiate between writing and drawing and experiments with marks, often using drawing to contextualise their writing.

Is able to assign messages to texts they have recorded using a combination of known letters and letter like symbols.


Cluster 3

The student:

Understands that thoughts and information can be recorded and that written symbols convey a constant

message.



Writes using conventional letters and groups of letters and experiments with punctuation to communicate

their message.

Relies heavily on the most obvious sounds in words when writing, has established an understanding of

directionality and leaves spaces between words.


Cluster 4

The student: Plans for writing by using talk, text or drawing

Conveys simple ideas, responses, opinions or questions

Uses capital letters and full stops to begin and end sentences

Forms all upper and lower case letters correctly

Rereads what they have written, as they write, to maintain meaning

Responds to feedback by making changes such as adding or deleting details or changing punctuation or spelling.

Accurately writes key personal words and an increasing number of high frequency words

Uses early spelling strategies such as segmenting words into syllables, hearing and recording sounds in words and using classroom

resources, to spell unknown words.





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Text Structure - 3

One or more ideas (maynot be related).





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Shows an awareness of correct sentence parts. Meaning may be unclear.Uses simple noun groups and adverbial phrases





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Vocabulary - 3






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Spelling - 3






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Punctuation - 3






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Cluster 4

The student:

Plans for writing by using talk, text or drawing.

Conveys simple ideas, responses, opinions or questions.

Uses capital letters and full stops to begin and end sentences.

Mostly forms upper and lower case letters correctly.

Rereads what they have written, as they write, to maintain meaning.

Responds to feedback by making changes such as adding or deleting details or changing punctuation or

spelling.

Accurately writes key personal words and an increasing number of high frequency words.

Uses early spelling strategies such as segmenting words into syllables, hearing and recording sounds in

words and using classroom resources, to spell unknown words.

Cluster 5

The student: Uses a range of modelled, simple planning strategies.

Composes texts on an expanding range of topics, considering purpose and audience.

Begins to independently reread own texts in order to revise meaning and check spelling and punctuation.

Has a base vocabulary of high frequency words and demonstrates a range of strategies when attempting to spell unfamiliar words.

Attempts to represent all sounds in a word and is beginning to use conventional letter patterns.

Cluster 3

The student: Understands that thoughts and information can be recorded and that written symbols convey a constant message.



Writes using conventional letters and groups of letters and experiments with punctuation to communicate their message.

Relies heavily on the most obvious sounds in words when writing, has established an understanding of directionality and leaves spaces

between words.






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Text Structure – 4

Two or three related ideas. May also include other unrelated ideas





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Sentence Structure – 4

Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions. Uses simple pronoun references





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Vocabulary – 4






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Spelling – 4

Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g. went, come, said.Uses word endings e.g. boy/boys, looked/looking.





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Punctuation – 4






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Most letters formed correctly, mostly well-spaced and positioned.





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Cluster 5

The student:

Uses a range of modelled, simple planning strategies.


Begins to independently reread own texts in order to revise meaning and check spelling and

punctuation.

Has a base vocabulary of high frequency words and demonstrates a range of strategies when

attempting to spell unfamiliar words.


Cluster 6

The student: Uses simple planning strategies to organise their ideas and then apply their planning as they turn ideas into connected sentences.

Composes texts with content that is related to the topic with relevant detail

Revises their text, often in response to feedback and edits it for clarity and accuracy of meaning

Proofreads their text, to check punctuation and spelling

Cluster 4

The student: Plans for writing by using talk, text or drawing.

Conveys simple ideas, responses, opinions or questions.

Uses capital letters and full stops to begin and end sentences.

Mostly forms upper and lower case letters correctly.

Rereads what they have written, as they write, to maintain meaning.

Responds to feedback by making changes such as adding or deleting details or changing punctuation or spelling.

Accurately writes key personal words and an increasing number of high frequency words.

Uses early spelling strategies such as segmenting words into syllables, hearing and recording sounds in words and using classroom

resources, to spell unknown words.





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Text Structure - 5

Four or more sequenced ideas clearly connected





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Vocabulary - 5

Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion.





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Spelling - 5

Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking. Correctly spells more complex HFW e.g. they, after, your.





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Punctuation - 5

Consistent use of sentence punctuation (capital/fullstop). Some evidence of simple punctuation e.g. question mark, exclamation mark.





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Cluster 6

The student:

Uses simple planning strategies to organise their ideas and then apply their planning as they turn ideas

into connected sentences.




Cluster 7

The student: Uses a range of more sophisticated modelled planning strategies that organise ideas eg drawing diagrams, making notes.

States purpose and audience before composing text.

Begins to use literary devices to enhance and enrich meaning.

Proofreads for correct punctuation, grammar and spelling and revises to clarify the message, adding or deleting for improvement.

Cluster 5

The student: Uses a range of modelled, simple planning strategies.


Begins to independently reread own texts in order to revise meaning and check spelling and punctuation.

Has a base vocabulary of high frequency words and demonstrates a range of strategies when attempting to spell unfamiliar words.






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Text Structure - 6






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A variety of sentence structures: simple, compound and complex. Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.





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Vocabulary - 6

Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actions.Selects a variety of powerful verbs e.g. scrambles, slithers.





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Spelling - 6






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Punctuation - 6

Uses fullstops, quotation marks, exclamation marks to end sentences and uses capital letters correctly to begin sentences and for familiar proper nouns.





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Cluster 7

The student:

Uses a range of more sophisticated modelled planning strategies that organise ideas eg drawing

diagrams, making notes.



Proofreads for correct punctuation, grammar and spelling and revises to clarify the message, adding or

deleting for improvement.

Cluster 8

The student: Uses planning strategies to organise ideas for writing (eg by using lists and mind maps that distinguish main ideas from details) and to

generate language for writing.

Creates relevant content that conveys several experiences, items of information, and or ideas relating to the topic or task, sometimes

including a comment.

Revises and edits their writing for sense and impact and gives their peers feedback on their writing.

Proofreads their writing to check the spelling, grammar and punctuation, drawing on their own developing knowledge about words and

sentence construction and classroom resources such as junior dictionaries.

Publish, where appropriate, in a variety of media, depending on their purpose and audience.

Uses simple written language features (such as alliteration and similes) and visual language features (such as labelled diagrams) to

support meaning.

Cluster 6

The student: Uses simple planning strategies to organise their ideas and then apply their planning as they turn ideas into connected sentences.








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Text Structure - 7

Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas





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Include different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.





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Vocabulary - 7

Experiments with literary devices such as alliteration andonomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging texts in own writing.





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Spelling - 7






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Punctuation - 7

Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions, apostrophes and commas.





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Cluster 8

The student:

Uses planning strategies to organise ideas for writing (eg by using lists and mind maps that distinguish

main ideas from details) and to generate language for writing.

Creates relevant content that conveys several experiences, items of information, and or ideas relating

to the topic or task, sometimes including a comment.

Revises and edits their writing for sense and impact and gives their peers feedback on their writing.

Proofreads their writing to check the spelling, grammar and punctuation, drawing on their own

developing knowledge about words and sentence construction and classroom resources such as junior

dictionaries.

Publish, where appropriate, in a variety of media, depending on their purpose and audience.

Uses simple written language features (such as alliteration and similes) and visual language features

(such as labelled diagrams) to support meaning.

Cluster 7

The student: Uses a range of more sophisticated modelled planning strategies that organise ideas eg drawing diagrams, making notes.



Proofreads for correct punctuation, grammar and spelling and revises to clarify the message, adding or deleting for improvement.





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Text Structure - 8

Composes complex texts which shows strong evidence of the text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.





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Vocabulary - 8






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Spelling - 8






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Punctuation - 8

Demonstrates control over a variety of punctuation to enhance text meaning. e.g. quotation marks for direct speech and commas in lists.





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TEXT STRUCTURE - AuthorialHow information/ideas are organized in the text. May include features of text types.

No clear message.

Attempts to record their message.







Adapted from Mackenzie, Scull and Munsie 2013

SENTENCE STRUCTURE AND GRAMMATICAL FEATURES - AuthorialHow sentences or sentence parts are constructed, e.g. simple, compound and complex sentence usage.

Mackenzie, Scull and Munsie 2013

Early Stage 1 Stage 1 BOSTES Document

sentence

one or more clauses; a key unit for expressing ideas. A written sentence begins with a capital letter and ends with a full stop, question mark or exclamation mark, eg Kim broke the vase. Kim tripped on the step and she broke the vase

conjunction

joining word, eg and, so, but

compound sentence

two or more clauses usually linked by a coordinating conjunction, eg The bell rang and Kim went home

complex sentencean independent (main) clause and a dependent (subordinate) clause linked by a subordinating conjunction (indicating time, place, manner, reason, condition), eg We all went outside when the sun came out. When the sun came out, we all went outside

quoted (direct) speech

eg, Kim said, ‘I want to go home’

reported (indirect) speech

eg, Kim said that she wanted to go home

coordinating conjunction

a word or words that link phrases and clauses, eg as, and, or, either/neither, but, so, and, then

paragraph

two or more sentences centred on the same theme or idea; begins with a ‘topic sentence’ (introducing the theme or idea) in factual texts

CLAUSE LEVEL – STRUCTURE OF THE CLAUSE

statement

provides information, eg I am leaving now

question

asks for an answer, eg Are you busy?

command

tells us to do something, eg Close the door

exclamation

for emphasis, eg I won!

clause

a complete message or thought expressed in words:

a clause includes at least one noun and one verb

a clause may be a sentence on its own (main clause) or may be combined with a main clause to form a sentence

a clause may tell us about an action and those involved in the action, eg Mark (noun – doer) opened (verb – action verb) the door (noun – done to)

BOSTES

http://syllabus.bos.nsw.edu.au/assets/global/files/english_k6_asm2.pdf

VOCABULARY - AuthorialRange and precision of word choices, e.g. everyday language, topic specific language, descriptive language.

Attempts to record words of personal significance. E.g. name.

Records words of personal significance. Such as their own name

or those of family members.


Uses everyday vocabulary including proper nouns particular to

cultural context.

Uses a range of vocabulary, including topic specific words

Selects and uses vocabulary and phrases from shared literary

experiences and class discussion.

Demonstrates the use of more precise vocabulary choices to

describe feelings, experiences and actions.

Selects a variety of powerful verbs e.g. scrambles, slithers

Experiments with literary devices such as alliteration,

onomatopoeia to enhance and enrich meaning.

Uses words from increasingly challenging text in own writing.

Correct use of unique field or technically specific vocabulary.

Use of figurative language such as metaphor and/or simile.

Uses words and phrases for effect, to create atmosphere or add

emphasis.


SPELLING - SecretarialAccuracy, complexity of words attempted, attempts (prephonetic or phonetic), use of orthographic patterns and spelling

rules. Mackenzie, Scull and Munsie, 2013

2013

Early Stage 1 Stage 1 BOSTES Document

Phonetic spelling (ENe-5A)

understand that initial approximations canlead to correct formal spelling

spell unknown words phonetically (as theysound), with most of the letters in the correctsequence

Segmenting to spell (ENe-5A)

use onset and rime to spell words

vocalise or subvocalise words when tryingto write them

say and sound while writing the letter for thefirst sound in a word

say and write letters for some of the sounds ina word beyond the initial sound,identifying thesounds through stretching the word

Sight words (ENe-5A)

write their own name using correct spelling

copy the sequence of letters from models ofhigh-frequency, topic and personal words

write high-frequency words independently (egis, I, am, the)

One-syllable words (EN1-5A)

write cv, vc and cvc words that contain known letter–sound relationships

use knowledge of letter–sound relationships to spell regular one-syllable words

Sound–letter relationships (EN1-5A)

isolate and write the initial, medial and final sound of a word

understand how to use digraphs, long vowels, blends and silent letters to spell words

choose phonetically appropriate letters to represent most of the sounds in unknown words (students mayhave difficulty with consonant blends)

spell words using consonant blends, digraphs and long vowel sounds that have been introduced as acomponent of the reading program

spell words using silent letters that have been introduced as a component of the reading program

use double consonants where appropriate, eg hopping

exchange one letter in a written word with a different letter to make a new word

Segmenting to spell (EN1-5A)

break simple words into morphemes to aid in spelling

break simple words into syllables to aid spelling

use rime analogy to spell new words, eg mop, hop

use knowledge of familiar letter patterns to spell words, eg -ed, -ing

Sight words (EN1-5A)

use visual memory to write high-frequency words

use visual memory to write irregular verbs

focus on letter sequences and their sounds when copying and learning high-frequency, topic and personalwords

spell high-frequency and common sight words accurately

spell known words using letter names

Word origins (EN1-5A)

begin to understand how knowledge of word origins supports spelling BOSTES

http://syllabus.bos.nsw.edu.au/assets/global/files/english_k6_asm1.pdf

PUNCTUATION - SecretarialUse of conventional and appropriate punctuation to indicate the structure and organisation of the text to aid the reader.

Mackenzie, Scull and Munsie 2013

Early Stage 1 Stage 1

capital letter

used for names and to signal the beginning of a sentence

full stop

used to signal the end of a sentence

question mark

used to signal a question

exclamation mark

used to provide emphasis

capital letter

used for proper nouns

question mark

used to signal the end of a question

exclamation mark

used to signal the end of an exclamation

comma

separates items in a list

quotation marksused to signal quoted (direct) speech

a list

Stage 2

quotation marks

used to signal dialogue, titles and quoted (direct) speech

apostrophe

used to signify a contraction

HANDWRITING AND LEGIBILITY- SecretarialHow sentences or sentence parts are constructed, e.g. simple, compound and complex sentence usage.

Holds a pencil to draw and scribble.


Mix of upper and lower case letters and/or some

reversals/distortions

May contain inconsistent spacing, positioning or messy

corrections

Letters correctly formed, mostly well-spaced and positioned

Regularity of letter size, shape, placement, orientation and spacing.

Writes lower and upper case letters correctly.


Writes legibly with growing fluency using upper and lower case

letters.

Fluently writes letters of consistent size and formation in NSW

Foundation Style.

Demonstrates understanding that handwriting and presentation of

work needs to reflect audience and purpose.


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