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Recount - DOC

VIEWS: 164 PAGES: 4

									                                         Recount Evaluation Tool

 Year Level                           Important Structural and Language Indicators
(ESL Scale)
 Reception       ‘writes’ basic examples of personal recount by copying mostly left to right, top to bottom or jointly
  (Scale 2)       constructing labels, phrases and sentences
                 uses pictures to sequence recount
                 uses 1 or 2 pronoun reference items eg I, my
                 may write other’s names
                 uses repetitive or modelled patterns eg I saw, I went
 Reception       ‘writes’ or has scribed by a teacher a simple orientation of a personal recount
 (Scale 3)       begins to use conjunction ‘and’
                 uses limited range of reference items, such as pronouns eg she, my, we
                 begins to use adjectives in noun groups eg big, small, good
                 begins to use circumstances of time eg on the weekend, last night, and place eg at the shop
                 uses common action verbs eg went, played, got
                 uses everyday vocabulary plus isolated technical vocabulary eg playground, soccer, supermarket
                 copies/jointly constructs simple sentences with limited control of primary tense
                 attempts to write basic sight words
 Reception       writes brief personal recount (with support)
 (Scale 4)       orientation eg who, what where, when,
                 1 or 2 events in logical order
                 uses some reference items eg, he, it, her,
                 explores using a small range of describers in noun groups (size, colour, shape)
                 uses a limited range of circumstances of time and place eg on the bus
                 uses wider range of action verbs eg bought, gave, saw
                 begins to use complete simple sentences
                 may include adverbs eg very, really
                 uses narrow range of evaluative language eg enjoy, nice
                 writes independently simple sentences with some control of past tense eg went, played, saw
                 spells with some accuracy many common monosyllabic words
  Year 1         begins to write a personal recount including orientation and sequence of events with a personal
 (Scale 5)        comment using a proforma
                 uses linking conjunctions eg and, then, but, - and binding conjunction eg because
                 uses with some confidence a limited range of technical vocabulary eg teams, team captains
                 regularly uses circumstances of time and place eg on Monday
                 may use a small range of comparatives eg bigger
                 uses a small range of evaluative vocabulary eg really great day
                 begins to foreground basic phrases of time and place eg Last Friday …., At the shopping centre…
                 uses primary tense for most common regular verbs
                 begins to use basic punctuation eg full stop, capital letters
                 spells common words accurately
  Year 2         confidently writes a brief personal recount including reflection
 (Scale 6)       uses a range of linking conjunctions eg and, then, but, or
                 uses binding conjunctions to form compound sentences eg because, when, after
                 uses connectives to organise text eg First, Then
                 accurately uses reference items
                 uses everyday and a range of technical vocabulary confidently eg Assembly, journey
                 uses a narrow range of describers to expand noun groups eg numbers (two, many), describers
                  (blue, huge), & classifiers (wooden, Australian)
                 occasionally uses qualifiers eg the man in the shop …
                 may begin to use simple direct speech
                chooses vocabulary that is appropriate for the situation and audience eg footy instead of football,
                 or football instead of footy
                uses a range of evaluative language eg I think the whole class enjoyed the excursion
                foregrounds phrases of time and place eg Later that night .., In Port Pirie….
                uses primary tense - present, past, future for common regular verbs (jumped) and most common
                 irregular verbs (saw, ran)
                begins to gain control of other tenses eg I was sleeping ..
                uses simple punctuation regularly eg capital letters for people’s names, full stops
 Year 3         with some confidence, writes a logically organised personal recount in short, simple paragraphs
(Scale 7)       uses wider range of connectives eg Next, Later
                uses linking conjunctions eg and, then, but, or, so
                uses binding conjunctions eg if, when, before
                uses longer noun groups eg the new security man in the shop
                uses a small range of technical vocabulary in familiar educational fields eg recycling, migration
                 museum
                uses simple direct speech
                uses qualifiers regularly eg The dog in the park…
                begins to use some nominalisation eg happiness
                may begin to use common colloquialisms or idioms
                uses elementary expressions of modality eg could, perhaps, luckily
                spells accurately most words learnt in class and can use dictionary etc
                uses consistently capital letters and full stops
 Year 4         with greater confidence constructs more developed recounts in logically ordered paragraphs
(Scale 8)       begins to use common binding conjunctions appropriately eg if, since, when
                begins to use relative pronouns eg which, that, who
                uses reference items accurately in shorter texts eg My dog got a new kennel. She likes it so much.
                begins to make more delicate choices of meanings eg slippery and smooth
                uses mental verbs regularly eg thought, know, believe
                uses more expressive noun groups, eg my beautiful birthday present.
                uses circumstances of manner eg carefully, with a bang
                uses common nominalisations eg permission
                uses simple forms of language expressing modality eg should, could; just, only
                foregrounds a variety of time and place phrases
                uses correct tenses
 Year 5         independently constructs personal recounts and scaffolded biographical recounts in logically
(Scale 9)        ordered paragraphs
                forms complex sentences using a range of binding conjunctions, eg because, if, since
                uses reference items appropriately in increasingly complex sentences eg, the colourful birthday
                 presents were placed in a pile on the floor. This pile …
                uses more varied vocabulary eg mental processes (considered, reckoned) noun groups (the
                 children in the water) and circumstance of means (with a big hammer)
                expands noun groups by using more delicate language choices eg The nice, comfortable flat
                uses longer qualifiers eg The nice comfortable flat near the park in Salisbury
                uses direct and reported speech with a high degree of accuracy.
                uses a greater degree of accuracy when expressing modality eg: should, could, just, only
                chooses confidently from a range of vocabulary appropriate to maintain tenor in a text eg: rear,
                 rump, bottom, backside, bum
                chooses a narrow range of colloquialisms and idioms eg It was stinking hot.
                begins to integrate evaluative terms eg ridiculous, wonderful
                phrases of time and place are foregrounded on more than one occasion
  Year 6        independently constructs personal and biographical recounts constructs a more complex
(Scale 10)       introduction and series of events
                constructs a more complex introduction and series of events
                forms complex sentences using a wider range of conjunctions to join sentences or paragraphs, eg
                 whenever, therefore, however, as a result
                uses text reference items that can refer to large segments of a text eg This chain of events made
                 the dog go crazy
                expands noun groups by using more precise adjectives eg the tiniest, most colourful birthday
                 present sitting in the pile
                begins to make more delicate choices of vocabulary ie verbs expressing action eg strolled, strode,
                 limped; noun groups eg magician, conjurer; expressing the circumstance manner eg carefully, fell
                 like a rag doll: expressing the circumstance of means eg with a fine-toothed comb
                chooses more delicately from a range of vocabulary appropriate for the situation, eg male,
                 gentlemen, man, guy, bloke
                   chooses a small range of colloquialisms and idioms, eg give me a hand, you’re an angel
                   uses evaluative language eg hardworking
                   uses commas appropriately after foregrounding phrases of time and place, eg After the party, …
  Year 7           constructs well-organised, longer and complex examples of personal, biographical or historical
(Scale 11)          recounts.
                   foregrounds dependent phrases and clauses eg While walking the dog,…
                   forms complex sentences using binding conjunctions and relative pronouns with some accuracy.
                    eg because, since, after, that, which, who
                   continues to make more precise vocabulary choices eg He peered disapprovingly through his
                    spectacles
                   uses a range of common technical verbs, nouns and phrases eg celebrated, celebration, because
                    of the rain
                   uses a small range of nominalisations eg generosity
                   includes words that make interpersonal comment eg unfortunately, seldom
                   uses a wider range of colloquialisms and idioms appropriately eg I was on cloud nine.
                   foregrounds phrases of time and place, dependent clauses of cause eg Because we were running
                    late,..
  Year 8           Constructs well-staged, longer and complex examples of factual recounts and combines
(Scale 12)          information from more than one source
                   Constructs well-formed complex sentences using a range of binding conjunctions (e.g. whenever,
                    if, though) and relative clauses: Without waiting for the test results, the professor injected herself,
                    which contravened safety regulations.
                   Uses confidently text reference items most of the time: Many of these issues…
                   Makes more delicate choices from range of verbs, nouns and circumstances: scanned, thick-
                    rimmed glasses, carefully
                   Expands noun groups by accurately using a wide range of describers (eg most crucial and
                    innovative discovery), classifiers and qualifiers (eg architectural advances in the Middle Ages)
                   Uses a small range of complex forms of language expressing modality (ie degrees of certainty or
                    obligation) accurately and appropriately in most contexts eg We should certainly remember his
                    contributions to…
                   Uses more delicate evaluative language: important reason becomes compelling reason
                   Foregrounds a wider range of phrases and dependent clauses including consecutive phrases of
                    place, time or effect eg In late spring, while competing in a surf carnival, Ted …
                   Makes appropriate choices consistently and independently for commas in lists and speech marks
                    when using quotes from eyewitnesses
  Year 9         Constructs very well-organised, long and complex examples of a range of recounts
(Scale 13)       Uses complex relative clauses with confidence
                   Uses confidently text reference items in longer recounts eg All of the above actions meant…
                   Becomes more independent in using highly technical vocabulary eg: cultural background,
                    reminisce
                   Chooses from a wide range of verbs, nouns and circumstances eg peered, specs, cautiously
                   Uses confidently a range of nominalisations eg opportunity, accumulation
                   Combines language elements that express modality eg Unfortunately, he did not live to see the
                    benefits of many of his scientific discoveries.
                   Manipulates what to foreground appropriately eg Mark Oliphant, after many attempts, was the first
                    to….
                   Chooses to foreground delicate phrases and dependent clauses of time, place and manner eg
                    Throughout the last days of the monarch’s reign,
                   Chooses correct grammar if what is foregrounded changes from active to passive voice
                   Uses commas appropriately between describers eg her long, distinguished career
 Year 10         Constructs very detailed, well-organised, long and complex examples of a wide range of recounts
(Scale 14)       Incorporates examples of humour and satire
                   Uses a range of conjunctions eg Subsequently, Conversely, In fact
                   Confidently uses a wide range of verbs, nouns and circumstances eg peeked, bifocals, tentatively
                   Uses a wide range of nominalisations eg brevity, culmination, ethnicity
                   Confidently uses a wider range of colloquialisms and idioms eg dug deep within himself
                   Combines language elements that express modality eg The potential benefits of her medical
                    discoveries will most likely be enjoyed by several generations.
                   Abstractions are foregrounded eg The culmination of her life’s work …, Her aloofness meant it was
                    difficult for her to…
                   Manipulates what to foreground appropriately and strategically eg He, in particular, was…
                   Foreground elements of highly written texts eg According to the1850 census, he was born in…
                   Chooses a range of elements for effect including circumstance with abstract concepts eg Because
                    of his personal sacrifices, his children were able to…,

								
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