NAME: _______________________________________ CLASS: _______________ WRITING TASK: ___________________________________________

All-Purpose Guide to Making Judgements: Writing Year 1 2012

The following matrix is intended as a guide to assist teachers in making informed judgments about student learning which are aligned to Australian Curriculum: English.
Audience
Skill Focus: The writer’s
capacity to orient, engage
and persuade the reader,
using year level appropriate
text types.
Text Structure
Skill Focus: The
organisation of the structural
components of the text
aligned to an appropriate and
effective text structure.
Ideas
Skill Focus: The writer’s
capacity to orient and engage
the reader. Ideas used in the
writing are appropriate for the
text type and audience.
Language Features
Skill Focus: The use of
suitable devices and features
appropriate to the text type.
(Specific language features
appropriate to the text type
and writing task to be
decided before teaching the
task)
Vocabulary
Skill Focus: The use of a
range of contextually
appropriate language choices
that is specific to the topic.
Cohesion
Very High
- very high level of understanding
- applies related skills and processes
independently in a wide range of
contexts
Displays explicit control in:
 writing a small variety of texts for
familiar audiences (e.g. class
mates, parents, teacher)
 writing a small variety of texts for
some new audiences (e.g.
Principal, visiting guest, another
class)
Independently uses modelled text
types when writing, including: -
 Description
 Recount
 Procedure
(Text structures to be used by year
level to be attached to samples)
 Includes coherent ideas that are
imaginative and clearly link to the
topic
 Expresses significant feelings
that are clearly linked to the topic
 Ideas and feelings expressed
clearly capture the reader’s
interest and imagination
Uses well-selected examples of the
language devices / features
appropriate to the text type that
have been modelled for the class
e.g.:
 Figurative language
 Literary devices (e.g. similes,
alliteration, onomatopoeia)
 Persuasive devices
 Headings / sub-headings
 Diagrams / labels / glossary
 Displays control in the use of
relevant topic related vocabulary
from both class developed lists
and own knowledge of words
 Includes new vocabulary to
effectively express feelings and
ideas
 Displays an increasing sense of
using more formal language
when writing for different
contexts
Displays obvious control in the flow
High
- high level of understanding
- applies these skills and processes
independently in most contexts
Is effective in :
 writing a small variety of texts for
familiar audiences (e.g. class
mates, parents, teacher)
 writing a small variety of texts for
some new audiences (e.g.
Principal, visiting guest, another
class)
Effectively uses modelled text
types when writing, including: -
 Description
 Recount
 Procedure
(Text structures to be used by
year level to be attached to
samples)
 Includes coherent ideas that are
relevant and clearly link to the
topic
 Expresses feelings that are
relevant and clearly linked to the
topic
 Ideas and feelings expressed
clearly capture the reader’s
interest
Uses effective examples of the
language devices / features
appropriate to the text type that
have been modelled for the class
e.g.:
 Figurative language
 Literary devices (e.g. similes,
alliteration, onomatopoeia)
 Persuasive devices
 Headings / sub-headings
 Diagrams / labels / glossary
 Displays effective use of relevant
topic related vocabulary from
class developed lists
 Includes new vocabulary when
expressing feelings and ideas
 Displays an increasing sense of
using more formal language
when writing for different
contexts
Displays increasing control in the
Sound
- sound level of understanding
- applies these skills and processes
in some contexts.
Adequately:
 writes a small variety of texts for
familiar audiences (e.g. class
mates, parents, teacher)
 writes a small variety of texts for
some new audiences (e.g.
Principal, visiting guest, another
class)
Adequately uses modelled text
types when writing, including: -
 Description
 Recount
 Procedure
(Text structures to be used by
year level to be attached to
samples)
 Includes ideas that are relevant
and appropriate to the topic
 Expresses feelings that are
relevant and appropriate to the
topic
 Ideas and feelings expressed
adequately capture the reader’s
interest
Uses basic examples of the
language devices / features
appropriate to the text type that
have been modelled for the class
e.g.:
 Figurative language
 Literary devices (e.g. similes,
alliteration, onomatopoeia)
 Persuasive devices
 Headings / sub-headings
 Diagrams / labels / glossary
 Displays use of relevant topic
related vocabulary from class
developed lists
 Is beginning to include new
vocabulary when expressing
feelings and ideas
 Displays a basic sense of using
more formal language when
writing for different contexts
Maintains functional control in the
Developing
- limited level of understanding
- applies related skills and processes
in some contexts
Relying on teacher provided
templates, makes some attempts
to:
 write a small variety of texts for
familiar audiences
 write a small variety of texts for
some new audiences
With support, uses modelled text
types when writing, including: -
 Description
 Recount
 Procedure
(Text structures to be used by
year level to be attached to
samples)
 Includes basic ideas that are
appropriate to the topic
 Expresses some feelings that
are appropriate to the topic
 Ideas and feelings expressed
attempt to capture the reader’s
interest
With support, uses basic examples
of the language devices / features
appropriate to the text type that
have been modelled for the class
e.g.:
 Figurative language
 Literary devices (e.g. similes,
alliteration, onomatopoeia)
 Persuasive devices
 Headings / sub-headings
 Diagrams / labels / glossary
 Draws only on the most basic
topic related vocabulary from
class developed lists
 With support, can select new
vocabulary to include when
expressing feelings and ideas
 Understands that a more formal
language is used in different
contexts but is yet to be able to
include this in their writing
 With guidance, includes some
Needs Support
- very limited level of understanding
- applies some related skills and
processes in some contexts
Requires close guidance and
support of teacher provided
templates to:
 write a small variety of texts for
familiar audiences
 write a small variety of texts for
some new audiences
Requires one-on-one guidance to
use modelled text types when
writing, including: -
 Description
 Recount
 Procedure
(Text structures to be used by year
level to be attached to samples)
 Includes cursory ideas that are
sometimes appropriate to the
topic
 Expresses variable feelings that
may or may not be appropriate
to the topic
 Ideas and feelings expressed
are disjointed from topic and
confuse the reader
Requires one-on-one guidance to
use very simple language devices /
features appropriate to the text
type that have been modelled for
the class e.g.:
 Figurative language
 Literary devices (e.g. similes,
alliteration, onomatopoeia)
 Persuasive devices
 Headings / sub-headings
 Diagrams / labels / glossary
 With close guidance, selects the
most basic topic related
vocabulary from class developed
lists
 Little or no evidence of using
new vocabulary when
expressing feelings and ideas
 Writing reflects the same format
used when speaking
 Requires one-on-one guidance
Skill Focus: The control of
multiple threads and relationships
across the text, achieved through
 use of pronouns,
 use of ellipsis,
 use of text connectives,
 use of substitutions & word
associations, including
synonyms
Paragraphing
Skill Focus: The segmenting
of text into paragraphs that
assists the reader to follow
the flow of the text
Sentence Structure
Skill Focus: The production
of grammatically correct,
structurally sound and
meaningful sentences.
Punctuation
Skill Focus: The use of
correct and appropriate
punctuation that aids reading
of the text.
Spelling
Skill Focus: accuracy and
difficulty of words used.
Editing skills
Skill Focus: use of editing
techniques to proofread own
writing for spelling, punctuation
and grammatical choices
(Use of class charts to
support editing skills)
All-Purpose GTMJ: Writing Year 1
of writing through:
 Repeated use of topic related
words / vocab
 Use of appropriate pronouns to
link to the correct noun in the
current / earlier sentence(s)
 Beginning to use synonyms and /
or antonyms
Independently, uses correct
structure to write simple sentences
that:
 Make statements
 Ask questions
 Give commands
 Express emotion
 Displays control in the use of
conjunctions such as ‘and’ and
‘but’ to join simple sentences,
creating effective compound
sentences within own texts
 Displays increasing control in the
effective use of various parts of
speech to add interest to
sentences e.g. adjectives &
adverbs
Spells several less familiar words
correctly using
 Phonological knowledge and
 Connections with known words
flow of writing through:
 Repeated use of topic related
words / vocab
 Use of appropriate pronouns to
link to the correct noun in the
current / earlier sentence(s)
 Beginning to use synonyms
and / or antonyms
Uses correct structure to write
simple sentences that:
 Make statements
 Ask questions
 Give commands
 Express emotion
 Consistently uses correctly
structured simple sentences in
own texts
 Effectively uses conjunctions
such as ‘and’ and ‘but’ to join
simple sentences
 Effectively uses various parts of
speech to add interest to
sentences e.g. adjectives &
adverbs
Writing includes consistent use of:
 Capital letters (including proper
nouns)
 Full-stops
 Question and exclamation marks
when appropriate
Spells some less familiar words
correctly using
 Phonological knowledge and
 Connections with known words
Responds to feedback by locating
most aspects in the text that
require editing (spelling /
punctuation)
Displays consistent editing of:
 Spelling of familiar words
 Full stops and
 Capital letters (incl. proper nouns)
flow of writing through:
 Repeated use of topic related
words / vocab
 Use of appropriate pronouns to
link to the correct noun in the
current / earlier sentence(s)
Is beginning to use correct
structure to write simple sentences
that:
 Make statements
 Ask questions
 Give commands
 Express emotion
 Uses correctly structured simple
sentences in own texts
 Beginning to use conjunctions
such as ‘and’ and ‘but’ to join
simple sentences
 Beginning to use various parts of
speech to add interest to
sentences e.g. adjectives &
adverbs
 Maintains past tense in writing
(subject /verb agreement) from
modelled examples
Writing includes adequate use of:
 Capital letters (including proper
nouns)
 Full-stops
 Attempts at using question and
exclamation marks when
appropriate
Writing includes correct spelling of:
 High frequency sight words
 Familiar words
 Words containing known base
words and endings
Attempts to spell some less
familiar words using
 Phonological knowledge and
 Connections with known words
Responds to feedback by locating
some aspects in the text that
require editing (spelling /
punctuation)
Beginning to display editing of:
 Spelling of familiar words
 Full stops and
 Capital letters (incl. proper nouns)
Compiled by Liz Watt, SE Region Turnaround Team
repeated words and uses some
appropriate pronouns within a
short script.
With guidance, is beginning to use
correct structure from modelled
structures to write simple
sentences that:
 Make statements
 Ask questions
 Give commands
 Express emotion
With support: -
 Is beginning to use some correct
structure to write simple
sentences
 Is able to identify when
conjunctions such as ‘and’ and
‘but’ have been used to join
simple sentences
 Is beginning to use one extra
part of speech to add interest to
sentences e.g. adjectives OR
adverbs
 Sometimes uses past tense in
writing (subject /verb agreement)
from modelled examples
Writing includes attempts to use:
 Capital letters (including proper
nouns)
 Full-stops
 With support, attempts to use
question and exclamation marks
when appropriate
With prompts, writing includes
some correct spelling of:
 High frequency sight words
 Familiar words
 Words containing known base
words and endings
gleaned from class developed or
teacher provided lists
Sometimes responds to feedback
by locating some aspects in the
text that require editing (spelling /
punctuation)
With prompts, is beginning to
display editing of:
 Spelling of familiar words
 Full stops and
 Capital letters (incl. proper nouns)
to write more than one sentence
related to the topic
Requires one-on-one guidance to
use correct structure from
modelled structures to write simple
sentences that:
 Make statements
 Ask questions
 Give commands
 Express emotion
Requires one-on-one guidance to:-
 Use some correct structure to
write simple sentences
 Identify when conjunctions such
as ‘and’ and ‘but’ have been
used to join simple sentences
 Use an adjective to add interest
to sentences
 Sometimes use past tense in
writing (subject /verb agreement)
from modelled examples
With close guidance, writing
includes attempts to use:
 Capital letters (including proper
nouns)
 Full-stops
Requires one-on-one guidance to,
include some correct spelling of:
 High frequency sight words
 Familiar words
 Words containing known base
words and endings
from class developed or teacher
provided lists
Minimal response to feedback to
locate some aspects in the text
that require editing (spelling OR
punctuation)
2012