"Recount - DOC"
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…,