Click on the tabs at the top to explore to explore Year 3, Year 5 and Year 7 results
It will be important to prepare students for either a persuasive or narrative text. Exploring the difference between the two in structure and language use will help to prepare students.
Writing Rubrics and Descriptions of National Minimum Standards for Year 3, 5 and 7
Persuasive writing rubric-wq1m7k
NAPLAN Writing Resources from website:
Using the following form and your Language and Literacy Levels book, assign a level to each aspect and decide on an overall level. Discuss findings.
Continue the levelling process of Wave 2 and 3 students in your year level teams.
Refer to the narratives here to moderate your judgements.
If you prefer to highlight texts as you are levelling use these colours:
– foregrounding- Yellow
– noun groups
2015 – Sentence Structure
2016 – Sentence Structure and Text Cohesion
2017 – Sentence Structure, Text Cohesion and expand vocabulary
Have you come up with any scaffolds to help you with the process? Would you like to share any tips or tricks?
I have adapted the original EALD notes for assigning a level to help me gather information. Feel free to use and give feedback. I think this will be useful to set clearer goals for students.
Student 1 could improve by building more interesting noun groups, as only pointers, describers and classifiers have been used. (Challenge: Include a range of expanded noun groups in your writing to suit the audience and purpose.
|Which?||How many?||What like?||What type?||Who or what?||More information|
|I felt like throttling||those||two||scruffy||alley||cats||on the roof that were yowling all night.|
|FORM||Determiner||Numeral||Adjective||Noun||Noun||Prepositional phrase and/ or embedded clause|
Student 2 could work on using a range of complex sentence structures, including a wider range of (binding) conjunctions and including non-finite sentences. (Challenge: try to switch sentence around during editing process)
Student 3 could also work on developing sentence structures by perhaps focusing on expanding circumstances (Challenge: Add more detail? Where? When? How? Why?)
Student 4 could be working on the punctuating of sentences, especially using commas for effect between describers and after text connectives.
|The red-bellied piranha is a type of fish that lives in the Amazon River.|
|It has an orange belly, grey back, and very sharp teeth set in strong jaws. It grows up to 33 centimetres in length.|
|The red-bellied piranha hunts in shoals of 20-30 fish. They feed on a diet of fish, insects, snails, plants, and river animals. They hide in vegetation in order to ambush prey, and they also chase prey and scavenge for food. The younger, smaller fish hunt by day, and the older, bigger fish hunt at dawn and dusk.|
|Reproduction||The female lays a clutch of up to 1 000 eggs.|
|Life expectancy||Piranhas can live for about 100 years.|
Teaching Language in Context, Beverly Derewianka and Pauline Jones, Oxford, 2013