Moderation Meeting – BrightPath

Michelle DeBuf and Joane Krog

Term 4 – Week 2
 Uses simple narrative markers.
BrightPath Score – 320
 Story includes an orientation, a
complication and resolution.
 Begins to use descriptive
language a wider range of
words that add precision.
 Starting to use speech marks,
exclamation marks and
manipulate punctuation for
effect.
 Spells common words
correctly.

Teach students to:

 Develop characters that
emerge through actions,
relationships and dialogue.
 Use paragraphs to enhance
story telling.
 Vary sentence structure and
type for effect.
BrightPath Score: 280

 Uses simple narrative markers.

 Writes a story with a beginning and a
complication and attempts an ending.
 Uses simple or common words that
describe people, places or things and may
use some descriptive or more precise
words.
 Some sentence level punctuation is
correct.

Teach students to:

 Help the reader understand what happened
and how it happened.
 Use the complication to drive the story.
 Use simple connections and conjunctions
to assist flow of story.
 Use necessary or relevant punctuation.
BrightPath Score: 240

 Uses simple narrative markers such as title and

formulaic beginning.
 Writes a story with a beginning and a
complication.
 May name characters and setting but does not
develop these.
 Uses simple or common words that represent
people, places or things and may use some
descriptive or more precise words.
 Story may start with a capital letter and end
with a full stop.
 Spells some common and/or high frequency
words correctly. Uses some known letter
patterns.

Teach students to:

 Structure events so they lead to the resolution.
 Select details that are relevant to the story.
 Write simple and compound sentences.
 Use descriptive and precise language
(adjectives and adverbs.