Lang&Lit- Assessment- What do the criteria descriptors mean

Language and literature- Assessment criteria

What do the criteria descriptors mean?
Quick links to each criterion strand
Ai Bi Ci Di
Aii Bii Cii Dii
Aiii Biii Ciii Diii
Aiv Div
Dv

Criterion A. Analysing
This criterion is used to evaluate the extent to which you
understand the craft of writing or speaking.
Ai. provides perceptive identification and comment upon
significant aspects of texts
Simplified explanation
This means that when you are reading or viewing a written or visual text, you are
paying close attention to the important parts of the text, like the characters, the
plot, the setting, or the themes. You are thinking deeply about these aspects and
trying to understand them in a perceptive or insightful way. You might notice things
that other people don’t, or think about things in a different way..
 For example, you might notice that the author used a certain symbol to
represent a particular idea or theme, and explain why you think that was an
important part of the text.
Teaching tips:
During the unit, help students understand the meaning of “significant aspects of
texts”. In the summative task, identify what aspects of the text(s) they should focus
on.
For example:
1. Theme: The underlying message or central idea of the text. Students can
identify the theme by looking for patterns, recurring motifs, and character
development throughout the text.
2. Characterization: The way the author creates and develops characters in
the text. Students can analyze how characters are described, how they
interact with others, and how they change over time.
3. Plot: The sequence of events in the text. Students can identify the key
events in the plot and analyze how they contribute to the overall story.
4. Setting: The time, place, and physical environment in which the story takes
place. Students can analyze how the setting contributes to the mood and
atmosphere of the story.
5. Point of View: The perspective from which the story is told. Students can
analyze how the point of view affects the reader's understanding of the story
and the characters.
6. Tone: The author's attitude toward the subject matter or characters in the
text. Students can analyze how the author's tone affects the reader's
emotional response to the story.
 7. Symbolism: The use of symbols to represent ideas or themes in the text.
Students can identify and analyze the symbolic significance of objects,
actions, and events in the story.
8. Style: The author's use of language and writing techniques to create a
distinctive voice or tone. Students can analyze the author's use of figurative
language, imagery, and other writing techniques to create a particular style.

Aii. provides perceptive identification and comment upon the

creator’s choices
Simplified explanation
This means that when you are analyzing a text (book, article, poem, movie, etc),
you are paying close attention to the choices that the creator made when making
it.
You are looking at things like the characters, the plot, the setting, the language,
and the themes, and trying to understand why the creator made those particular
choices. You might notice things that other people dodn't, or think about things in a
different way. You provide insightful comments that show that you really
understand what the creator was trying to do.
 For example, you might notice that the author used a lot of descriptive
language to create a certain mood or atmosphere, and you explain why you
think he/she made that choice.
Teaching tips:
During the unit, help students understand the types of choices that writers make.
In the summative task, identify what types of choices they could focus on.
For example:
1. Word Choice: Authors carefully choose their words to convey meaning and
create tone. Students can comment on the impact of specific words or
phrases and how they contribute to the overall tone of the text.
2. Imagery: Authors often use sensory details and vivid imagery to create a
rich and immersive reading experience. Students can comment on how the
author's use of imagery helps to convey the setting, mood, and atmosphere
of the story.
3. Structure: Authors make decisions about how to structure their work,
including the arrangement of chapters or sections and the use of flashbacks
or other narrative devices. Students can comment on how these structural
choices affect the pacing and flow of the story.
4. Point of View: Authors choose a specific point of view from which to tell their
story, whether it is first-person, third-person limited, or third-person
omniscient. Students can comment on how the author's choice of point of
view affects their understanding of the story and the characters.
5. Characterization: Authors create and develop their characters in different
ways, through dialogue, action, and description. Students can comment on
how the author's choices for characterization help to create believable, well-
rounded characters.
6. Theme: Authors may choose to explore specific themes or ideas in their
work, such as love, identity, or social justice. Students can comment on how
the author's exploration of these themes contributes to the overall meaning
of the story.
7. Symbolism: Authors may use symbols or metaphors to represent ideas or
 themes in their work. Students can comment on how the author's use of
symbolism contributes to the overall meaning of the story.
By commenting on these choices that authors/creators make in their work,
students can develop a deeper understanding of the craft of writing or other forms
of storytelling. They can also learn to read and analyze texts more perceptively,
which can improve their critical thinking and communication skills.

Aiii. gives detailed justification of opinions and ideas with a range

of examples, and thorough explanations; uses accurate
terminology
Simplified explanation
This means that when you share your opinion or thoughts about a text (book,
article, poem, movie, etc), you provide good reasons to support your opinion. You
give lots of examples and explain them in detail, so that other people can
understand why you think the way you do. You also use words and phrases to
describe things in ways that clearly express exactly what you mean.
 For example, if you are talking about a character in a book, you might use
words like "charming" or "gracious" to describe them more clearly and
accurately than a word such as “nice”.
 Or, if you are commenting on the writer’s/creator’s use of a writing tool or
structure, you might say something like “The author used foreshadowing
to…”, instead of “the author provided a clue…”.
Teaching tips:
During the unit, help students understand what “justification” means and practice
how to provide it.
Examples of justification strategies:
1. Provide Evidence: Students should provide evidence from the text to
support their ideas and opinions. This evidence could include quotes,
descriptions of characters or events, or specific details from the text that
support their argument.
2. Explain the Evidence: Students should explain how the evidence they have
provided supports their argument. They could analyze the evidence and
show how it contributes to their overall interpretation of the text.
3. Make Connections: Students could make connections between different
parts of the text and explain how these connections support their argument.
For example, they might connect a specific event in the text to a larger
theme or idea that is explored throughout the story.
4. Consider Alternative Interpretations: Students could consider alternative
interpretations of the text and explain why they have chosen to interpret it in
a particular way. They should anticipate counterarguments and explain why
their interpretation is the most convincing.
5. Use Clear Language: Students should use clear, concise language to
express their ideas and opinions. They should avoid vague or ambiguous
language and use specific examples from the text to support their
argument.
6. Revise and Edit: Students should revise and edit their work to ensure that it
is well-organized, coherent, and free of errors. They should also ensure that
their ideas are presented in a logical and convincing manner.
Uses accurate terminology
Accurate terminology refers to using the appropriate vocabulary and terminology to
describe specific literary devices, techniques, and elements of a text.
Teaching tips:
During the unit, help students understand what terminology is applicable to the
unit. Provide a list of terminology that could be considered in their summative
work.
Examples of terminology that students could use to justify their opinions and ideas
about a text:
1. Foreshadowing: The use of hints or clues to suggest what will happen later
in the story.
2. Symbolism: The use of symbols or objects to represent abstract ideas or
themes.
3. Characterization: The process by which the author creates and develops
characters in a story.
4. Theme: The central idea or message that the author is trying to convey
through the story.
5. Imagery: The use of sensory details to create vivid descriptions and a sense
of atmosphere in the story.
6. Irony: The use of language or events that are opposite to what is expected
or intended.
7. Tone: The author's attitude toward the subject matter or characters in the
story.
8. Point of View: The perspective from which the story is told, such as first-
person or third-person limited.
9. Conflict: The struggle between two or more opposing forces, such as a
protagonist and an antagonist.
10. Setting: The time, place, and social context in which the story takes place.
Using accurate terminology can help students to express their ideas and opinions
about a text in a precise and sophisticated way. It also demonstrates their
knowledge and understanding of the various literary devices and techniques used
by the author.

AIv. compares and contrasts features within and between texts.

Simplified explanation
This means that when you are reading or studying different texts (books, poems,
articles, movies, etc), you are looking at how they are similar to and different from
each other.
 For example, you might look at things like the characters, the plot, the
setting, or the themes of the texts, and compare them to see how they are
similar or different.
 You might also compare different parts within one text to see how they are
related or different from each other. This process helps you to understand
the texts better and to identify different perspectives on the same topic.
Teaching tips
During the unit, help students understand what “compare” and “contrast” mean,
and practice a process of comparing and contrasting within a single text and
between different texts and text types.
For example:
 1. Identify the Key Features: Before comparing and contrasting texts, students
should identify the key features of each text. This may include the
characters, setting, plot, themes, and literary devices used by the author.
2. Create a Venn Diagram: A Venn diagram is a useful tool for comparing and
contrasting features within and between texts. Students can create a Venn
diagram to show the similarities and differences between the texts.
3. Use Signal Words: Students should use signal words such as "similarly," "in
contrast," "both," and "however" to show the similarities and differences
between the texts.
4. Analyze the Literary Devices: Students should analyze the literary devices
used by the author in each text. This may include the use of imagery,
symbolism, and metaphor.
5. Consider the Author's Purpose: Students should consider the author's
purpose in each text. This may include the message or theme that the
author is trying to convey.
6. Look for Patterns: Students should look for patterns in the texts, such as
recurring themes or motifs.
7. Support with Evidence: When comparing and contrasting features within
and between texts, students should support their ideas and opinions with
evidence from the text. This may include quotes, descriptions of characters
or events, or specific details from the text that support their argument.
Include learning experiences in which students identify the features/literary devices
used in different texts.
Example literary devices
1. Imagery: The use of sensory details to create vivid descriptions and a sense
of atmosphere in the writing.
2. Symbolism: The use of symbols or objects to represent abstract ideas or
themes.
3. Metaphor: A comparison between two things without using "like" or "as," to
create a deeper meaning.
4. Simile: A comparison between two things using "like" or "as."
5. Personification: Giving human qualities or characteristics to non-
human objects or entities.
6. Irony: The use of language or events that are opposite to what is expected
or intended.
7. Foreshadowing: The use of hints or clues to suggest what will happen later
in the story.
8. Alliteration: The repetition of the same consonant sound at the beginning of
multiple words in a sentence or phrase.
9. Hyperbole: The use of exaggerated statements or claims for emphasis or
effect.
10. Onomatopoeia: The use of words that imitate sounds, such as "buzz" or
"sizzle."
11. Flashback: A scene that interrupts the chronological order of the story to
provide background information or context.
12. Imagery: The use of sensory details to create vivid descriptions and a sense
of atmosphere in the writing.
13. Tone: The author's attitude toward the subject matter or characters in the
writing.
 14. Point of View: The perspective from which the story is told, such as first-
person or third-person limited.
15. Theme: The central idea or message that the author is trying to convey
through the writing.

Criterion B. Organizing
This criterion is used to evaluate the way in which you organize
and present your ideas (and reference the ideas/work of others)
Bi. makes sophisticated use of organizational structures that
serve the context and intention effectively
Simplified explanation
This means that in your writing or presentation, you have used different structures
or ways of organizing your ideas in a really effective way. You have chosen these
structures to fit with the purpose of your writing or presentation. This makes your
work interesting and easy to follow.
 For example, if you are writing a story, you might use flashbacks to tell the
story in a more interesting way.
 If you are developing a presentation about a topic, you might use bullet
points or diagrams to organize the information in a way that is easy to
understand.
Teaching tips
During the unit, help students recognize organizational structures that are relevant
(and not relevant) to the context and intention of the writing or presentation.
Support students in practicing one or more specific organizational structures.
In the summative task, identify structures they might consider using. In preparation
for writing or developing a presentation, provide students with a graphic organizer
in which they can clarify the context of their writing/speaking, the intended purpose
or outcome of their writing/speaking, and what “structure(s)” they are going to use.
For example:
1. Three or Five-paragraph essay format.
2. Compare-Contrast structure: Alternating method- you compare the two
different subjects equally in each paragraph, reviewing one specific
difference at a time. The points of comparison typically define each of your
paragraphs. Block method-, you address each subject in separate
paragraphs. For example, you might write three paragraphs about your first
point of comparison and then write two more about your second point to
compare it to the first one.
3. Chronological or cause-and-effect structure: Involves listing various points
of discussion, events or research in the order they occur and explaining
how they relate throughout your essay.
4. Nonlinear Narratives: Nonlinear narratives are stories that do not follow a
chronological order. They can be used to create tension and suspense or to
explore different perspectives and themes.
5. Circular Narratives: Circular narratives begin and end in the same place,
often with a sense of closure or completion. They can be used to reinforce
themes or to create a sense of cyclical repetition.
6. Epistolary Structures: Epistolary structures are stories told through letters or
other forms of correspondence. They can be used to reveal multiple
 perspectives or to create a sense of intimacy and immediacy.
7. Multiple Points of View: Stories that are told from multiple points of view can
be used to explore different perspectives and to create a sense of ambiguity
or uncertainty.
8. Framing Devices: Framing devices are structures that frame the narrative
within a larger context, such as a story within a story or a character telling a
story to another character. They can be used to provide context or to create
a sense of depth and complexity.
9. Stream-of-Consciousness Narratives: Stream-of-consciousness narratives
are stories that follow the internal thoughts and feelings of a character, often
without a clear narrative structure. They can be used to create a sense of
immediacy and intimacy.
10. Modular Structures: Modular structures are stories that are composed of
independent modules that can be rearranged or read in any order. They can
be used to create a sense of experimentation or to allow the reader to
engage with the story in different ways.

Bii. effectively organizes opinions and ideas in a logical manner

with ideas building on each other in a sophisticated way
Simplified explanation
This means that in your writing or presentation, you have organized your ideas and
thoughts in a way that makes sense. You put your ideas in a logical order, so that
each idea builds on the one before it.
Teaching tips
During the unit, help students explore logical and illogical organization in the form
of writing/speaking that is the focus of the unit. Provide a sequence of planning the
organization and flow of the writing or speaking.
For example:
1. Start with an outline: Encourage students to create a detailed outline before
they begin writing. This will help them organize their ideas and ensure that
each point is supported by evidence.
2. Use topic sentences: Encourage students to use topic sentences at the
beginning of each paragraph to clearly introduce the main point or argument
they will be making.
3. Use transitional phrases: Teach students to use transitional phrases, such
as "however," "on the other hand," and "moreover," to connect their ideas
and build a logical progression.
4. Provide evidence: Encourage students to support their ideas with evidence
from the text or other sources. This will help them build a strong and
convincing argument.
5. Revise and edit: Teach students to revise and edit their writing to ensure
that their ideas are presented in a clear and logical manner. Encourage
them to read their writing aloud to check for coherence and to ensure that
each idea builds on the one before it.
6. Practice: Provide students with opportunities to practice organizing their
ideas in a logical and sophisticated manner. This could include in-class
writing assignments, peer-review activities, and discussions about effective
writing strategies.
Biii. makes excellent use of referencing and formatting tools to
create an effective presentation style.
Simplified explanation
This means that when you write or create a presentation, you use tools to make
your writing or presentation easy to read/view and understand.
You also make sure that you give credit to any sources you use, like books or
websites, and you use a consistent style for things like fonts and colors.
Teaching tips
During the unit, help students recognize effective (and ineffective) formatting and
referencing. Identify the style of referencing that is expected.
For example:
1. Use consistent formatting: Encourage students to use consistent formatting
throughout their presentation, including font style, size, and color. This will
help create a cohesive and professional look.
2. Use appropriate referencing styles: Teach students the appropriate
referencing style to use for their subject area or assignment. This could
include MLA, APA, or Chicago style.
3. Cite sources correctly: Remind students to cite their sources correctly,
including in-text citations and a list of references or bibliography at the end
of their presentation. This will demonstrate their credibility and avoid
plagiarism.
4. Use visuals effectively: Encourage students to use visuals, such as images,
graphs, or charts, to support their arguments or ideas. Make sure the
visuals are high quality and relevant to the content.
5. Practice with formatting tools: Familiarize students with formatting tools,
such as Microsoft PowerPoint or Google Slides, and encourage them to
practice using different design features and layouts to enhance their
presentation.
6. Use consistent headings and subheadings: Encourage students to use
consistent headings and subheadings to make their presentation easy to
follow. This will help the audience understand the structure and flow of the
presentation.
7. Proofread and edit: Remind students to proofread and edit their
presentation for formatting errors and inconsistencies. This will ensure that
the presentation looks polished and professional.

C. Producing text
This criterion is used to evaluate the way that you express
yourself.
(How you express your thinking; how you put the expressive devices you learn into
practice; how you connect with a specific audience)

Ci. produces texts that demonstrate a high degree of personal

engagement with the creative process; demonstrates a high
degree of thought or imagination and perceptive exploration of
new perspectives and ideas
Simplified explanation
This means that when you develop a piece of writing, like a story or a poem, it is
clear that you really care about the process of creating it. You put a lot of your own
thoughts and feelings into it, and you think creatively and imaginatively. You also
explore new ways of looking at things and new ideas.
Teaching tips
During the unit and in the summative tasks:
1. Provide choice and autonomy: Give students the freedom to choose their
own topics, genres, and styles. This allows them to take ownership of the
creative process and feel more invested in their work.
2. Encourage brainstorming and freewriting: Help students generate ideas by
encouraging them to engage in brainstorming and freewriting activities. This
can help them explore new perspectives and ideas and generate creative
solutions to problems.
3. Model creativity and imagination: Share examples of your own creative
writing or artwork, and discuss how you came up with your ideas and how
you executed them.
4. Provide opportunities for peer feedback: Peer feedback can help students
gain new perspectives on their work and receive constructive criticism that
can help them improve their writing. Encourage students to provide
feedback that is both specific and constructive.
5. Emphasize revision and editing: Revision and editing are crucial
components of the creative process. Encourage students to revise their
work multiple times, and provide feedback on their drafts. Emphasize the
importance of proofreading and editing for grammar, syntax, and
punctuation.
6. Connect writing to real-world issues: Encourage students to explore real-
world issues in creative ways or from unique perspectives.

Cii. makes perceptive stylistic choices in terms of linguistic,

literary and visual devices, demonstrating clear awareness of
impact on an audience
Simplified explanation
This means that when you write or speak, you intentionally use different
techniques and strategies to convey meaning or to affect the thoughts and
emotions of the intended audience in a particular way.
Teaching tips
During the unit, help students recognize and practice using different stylistic
techniques. In the summative task, suggest stylistic devices students might
consider.
For example:
1. Tone: The overall attitude or mood that a writer or speaker uses to convey
their message. For example, a writer might use a sarcastic tone to convey
their disagreement with a certain idea.
2. Imagery: The use of vivid and descriptive language to create sensory
experiences for the reader or listener. For example, a writer might describe
a sunset as "a crimson ball sinking slowly beneath the horizon."
3. Figurative language: The use of words or phrases that are not meant to be
taken literally, but instead create a deeper meaning. Examples include
similes ("He ran like a cheetah"), metaphors ("Her heart was a shattered
vase"), and personification ("The trees whispered secrets to each other").
 4. Sentence structure: The way that sentences are arranged and structured to
create rhythm, emphasis, and flow. For example, a writer might use short,
choppy sentences to create tension or long, flowing sentences to create a
sense of calm.
5. Repetition: The intentional repetition of words or phrases to create
emphasis or reinforce a message. For example, a speaker might repeat a
phrase like "Yes we can!" to create a sense of unity and motivation.
6. Use of rhetorical questions: Asking a question that is not meant to be
answered, but is used to make a point or to emphasize a particular idea.
The answer to a rhetorical question is often implied or obvious, and the
question is used to engage the audience and encourage them to think more
deeply about the topic being discussed. For example, "Is it fair that some
kids have access to more resources than others?", or "Who would want to
live in a world without art and creativity?"
During the unit, help students understand what a visual device is and practice
using different visual devices to enhance the meaning and impact of the message
being conveyed.
Examples:
1. Imagery: The use of vivid and descriptive language to create sensory
experiences for the reader or listener. This can include using metaphors,
similes, and other forms of figurative language to create a visual image in
the reader's or listener’s mind.
2. Illustration: The use of images, pictures, or diagrams to enhance the
understanding of a particular concept or idea. This can include creating
sketches, diagrams, or infographics to help convey complex information in a
visually appealing way.
3. Color: The use of color to create a certain mood or feeling, or to draw
attention to a particular element of the message being conveyed. This can
include using bold or contrasting colors to create visual interest, or using a
particular color scheme to create a certain mood or feeling.
4. Typography: The use of different fonts, sizes, and styles of text to create a
visual impact. This can include using large, bold fonts to draw attention to a
particular element of the message, or using a particular typeface to create a
certain mood or feeling.
5. Layout: The way that text and images are arranged on a page or screen.
This can include using white space to create a sense of balance and clarity,
or using a particular layout to draw attention to a particular element of the
message.

Ciii. selects extensive relevant details and examples to support

ideas.
Simplified explanation
This means using details and examples to help explain and prove your point.
Selecting "extensive" relevant details and examples means choosing a lot of
information that is related to your idea or argument, and then using that
information to support what you are saying.
Teaching tips
During the unit:
1. Teach students to research effectively: Encourage the use of reliable
 sources of information, such as books, articles, and websites from reputable
organizations, to gather information on their topic. Show them how to
search for information using keywords and how to evaluate the credibility of
the sources they find.
2. Provide guiding questions: Provide students with guiding questions to help
them select relevant details and examples. For example, you might ask
them to think about what specific evidence they can use to support their
argument, or to consider what examples would help to illustrate their point.
3. Encourage them to take notes: Encourage students to take notes as they
research and read, highlighting important information and jotting down ideas
for how they might use this information to support their argument.
4. Model the process: Show students how you select relevant details and
examples to support your own arguments. This can help to illustrate the
importance of using evidence to support ideas, and can give students a
model to follow as they develop their own writing and speaking skills.
5. Provide feedback: As students begin to develop their own writing and
speaking skills, provide them with feedback on their use of evidence.
Encourage them to revise and refine their work based on your feedback,
and to continue to practice selecting relevant details and examples to
support their ideas.

D. Using language
This criterion is used to evaluate the extent to which you
understand and can effectively use the mechanics of language.
Di. effectively uses a range of appropriate vocabulary, sentence
structures and forms of expression
Simplified explanation
This means that you use a lot of different words and ways of putting sentences
together when you write or speak in order to make your writing or speaking more
effective and enjoyable for others to read or hear.
 For example, you don't just use the same words over and over. Instead, you
choose words that mean the same thing but sound different to keep your
writing or speaking interesting.
 You also use different ways of making sentences, like asking questions or
using descriptive words, to make it easier for people to understand what
you're trying to say. Finally, you use expressions like similes or metaphors
to make your writing or speaking more exciting and fun to read and listen to.
Teaching tips
1. Encourage reading: Encourage students to read widely and regularly, as
this can help them develop their vocabulary, sentence structures, and forms
of expression. Encourage them to read a variety of texts, including fiction,
non-fiction, and poetry.
2. Teach vocabulary in context: When teaching new vocabulary, teach it in
context, rather than just as a list of words. This will help students
understand the meaning and usage of the words, and how they fit into
different sentence structures and forms of expression.
During the unit:
 3. Model sentence structures and forms of expression that are appropriate for
the type of writing or presenting students will need to do in the summative
task.
4. Use graphic organizers: Use graphic organizers to help students plan their
writing and speaking, and to guide them on appropriate vocabulary,
sentence structures, and forms of expression. For example, you might use
a graphic organizer to help students plan a descriptive paragraph, and
include prompts for appropriate vocabulary and sentence structures.
5. Provide feedback: Provide feedback on students' writing and speaking,
specifically on their use of appropriate vocabulary, sentence structures, and
forms of expression. Encourage them to revise and refine their work based
on your feedback, and to continue to practice using a range of appropriate
vocabulary, sentence structures, and forms of expression.

Dii. writes and speaks in a consistently appropriate register and

style that serve the context and intention
Simplified explanation
This means that you are aware that different situations require different levels of
formality, tone, and vocabulary, and you are able to adjust the way you
communicate to fit the situation.
For example,
 using a formal register and style might be appropriate when writing an
academic essay. This involves using more formal vocabulary, longer
sentences, and avoiding contractions or slang.
 On the other hand, a more casual register and style might be appropriate
when writing a letter in the voice of a character, or a creative story or poem.
This involves using simpler vocabulary, shorter sentences, and possibly
including some slang or informal expressions.
Teaching tips
During the unit:
1. Model appropriate register and style: When teaching writing and speaking,
explicitly model and show examples that illustrate the appropriate language,
tone, and structure for the context and intention.
2. Provide practice opportunities: Give students opportunities to practice
writing and speaking in different registers and styles, based on different
contexts and intentions.
3. Analyze examples: Analyze examples of different registers and styles, and
discuss how they serve the context and intention. For example, you might
analyze a newspaper article and discuss how the language and tone are
appropriate for a news report, or analyze a poem and discuss how the
language and tone are appropriate for expressing emotions and ideas in a
creative way.
4. Use graphic organizers: Use graphic organizers to help students plan their
writing and speaking, and to guide them on appropriate language and tone.
For example, you might use a graphic organizer to help students plan a
persuasive essay, and include prompts for appropriate language and tone
based on the intended audience and purpose.
5. Provide feedback: Provide feedback on students' writing and speaking,
specifically on their use of appropriate register and style. Encourage them
 to revise and refine their work based on your feedback, and to continue to
practice writing and speaking in different registers and styles.

Diii. uses grammar, syntax and punctuation with a high degree of

accuracy; errors are minor and communication is effective
Simplified explanation
This means that you are using the rules of language correctly and effectively.
When errors are minor, it means that there may be a few mistakes, but they don't
make it difficult to understand what you're trying to say.
For example,
 when you write or speak, you use proper sentence structure and word
order, and you use the right words to convey your message. You also use
punctuation marks, like periods, commas, and question marks, correctly, so
that your sentences are clear and easy to understand.
 you might make a small mistake like forgetting to capitalize a letter or using
the wrong verb tense, but these mistakes don't get in the way of your
message.
Teaching tips
1. Focus on the fundamentals: Assess prior learning and build on the basics of
grammar, syntax, punctuation, parts of speech, and sentence structure.
2. Use examples: Use examples to illustrate language rules and concepts.
Provide examples of correct and incorrect usage and ask your students to
identify the differences.
3. Provide opportunities for students to teach language rules/concepts:
Students could create resources for younger students and/or peers.
4. Encourage reading and writing: Encourage your students to read widely and
write often. This will expose them to different styles of writing and help them
internalize the rules of grammar, syntax, and punctuation.
5. Provide opportunities for peer-review and feedback: Students could act as
spell- and grammar-checkers. They could then use online tools to refine the
checks.
6. Provide focused feedback on your students' writing on particular growth
areas. If possible, work individually with students to help them recognize
errors.
7. Suggest that students read their work aloud to themselves to try to
recognize grammar and phrasing errors. Or use technology such as
“Dragon Speech” so that students could record and play back their writing.
8. Make it fun: Make learning grammar, syntax, and punctuation fun by using
games, puzzles, and other interactive activities.

Div. spells/writes and pronounces with a high degree of accuracy;

errors are minor and communication is effective
Simplified explanation
This means that you are able to use correct spelling when you write or type
something, and that when you speak, you are able to say words correctly and
clearly so that other people can understand you easily.
Errors that are minor are small mistakes that don't really affect the overall meaning
or understanding of what you're trying to say.
When communication is effective, it means that you're able to get your message
across without any confusion or misunderstanding.
Teaching tips
1. Practice, practice, practice: Consistent practice is key to improving spelling
and pronunciation. Encourage students to read aloud, practice spelling
words, and repeat difficult sounds.
2. Use visuals: Using visual aids such as flashcards or charts can help
students memorize spelling patterns and pronunciation rules. Encourage
students to create their own visual aids to help reinforce what they've
learned.
3. Break words down: Breaking words down into their individual sounds and
syllables or teaching phonics can help students understand how to
pronounce words correctly. Encourage students to sound out words and
practice pronouncing them slowly at first before gradually increasing their
speed.
4. Use technology: There are many apps and online resources that can help
students practice their spelling and pronunciation skills. Encourage students
to use these resources in their free time to supplement what they've learned
in class.
5. Encourage students to proofread their work and correct any errors they find.
6. Make it fun: Incorporate games and other fun activities into spelling and
pronunciation lessons and down-time. Spelling examples: Scrabble, Boggle,
Word Search, Spelling relays in teams. Pronunciation examples: Tongue
twisters, Role playing in different situations and with different accents,
Listening-repeating word sequences.

Dv. makes effective use of appropriate non-verbal communication

techniques.
Simplified explanation
This means using body language, facial expressions, and gestures to convey your
thoughts, feelings, and intentions in a clear and appropriate way.
Teaching tips
1. Help students understand what non-verbal communication is, why it is
important in both productive and receptive communication. For example,
how non-verbal cues can affect the meaning of a message, how they can
be used to convey emotions and attitudes, and how they can be
misunderstood.
2. Model appropriate non-verbal communication: Make it explicit- Use and
identify the eye contact, facial expressions, and gestures you are using
when communicating with your students to show them how it's done.
3. Use role-playing activities: Engage students in role-playing activities that
require them to use appropriate non-verbal communication techniques. For
example, students could act out a scene where they are trying to persuade
someone to do something, and then discuss which non-verbal cues were
effective and why.
4. Watch videos and analyze non-verbal communication: Have students
record themselves speaking, or watch videos of people giving speeches,
presentations, or interviews and discuss how they use non-verbal
communication to convey their message. Encourage your students to
analyze the speaker's body language, facial expressions, and tone of voice.
5. Practice in pairs: Pair up students and have them practice using appropriate
non-verbal communication techniques when communicating with each
other. Encourage them to give each other feedback and suggestions for
improvement.