Reception–Year 12 Planning for...

English language & literacy Reception–Year 12

Planning for learning

Literacy is everyone’s business | www.decs.sa.gov.au/literacy

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© 2010 Government of South Australia, Department of Education and Children’s Services

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Children’s Services, South Australia.

Produced by the Literary Secretariat team

July 2010

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ContentsIntroduction 2

Genre 4Overview 4Continuum 13

Expressing ideas: Field 6Overview 6Continuum 18

Interacting with others: Tenor 8Overview 8Continuum 24

Creating coherent texts: Mode 11Overview 11Continuum 33

About this resourceThis resource provides:• an overview of language continua across 14 scales (representing Reception to Year 12)• a detailed description of increasing complexity in a comprehensive range of language features.

These English language and literacy scales are informed by the DECS ESL Scope and Scales (1994), which describethe language skills of a competent English language user at each year level of schooling. Note that the development of students’ beginning English language skills from R–12 is represented by scales 1–5. In subsequent years thescales show the increasing complexity of the language demands of the curriculum.

How to use this resource The English language & literacy Reception–Year 12 Planning for learning can be used to identify students’ command ofspecific features of English language and literacy, which can then be used to support explicit teaching of the languagedemands of the curriculum.

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Link to NAPLaNThese scales are a good predictor of achievement in NAPLaN proficiency bands. Improvements in students' Englishlanguage and literacy scale are likely to improve NAPLaN results.

Link to the Australian Curriculum The key language organisers, Expressing ideas, Interacting with others and Creating coherent texts underpin theLanguage strand in the Australian English Curriculum. The organiser of Genre has been included to reflect the rangeof text types described in the Achievement Standards for English and the other learning areas.

Link to the English language & literacy Birth–Age 8 Planning for learning continuum Early Years educators in school settings using the Birth–Age 8 continuum can use this resource to develop a profileof students' language repertoire and plan for language and literacy development.

Introduction

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1 2 3 4 5 6 7 8 9 10 11 12 13 14

Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Yr 10–12

English language and literacy scales 1 to 14

Year levels

EY (scales 1–6)

Link between Early Years (EY), Primary Years (PY), Middle Years (MY), Senior Years (SY) is an approximation only as students can range across the scales at any year level.

Band

PY (7–9) MY (10–13) SY (14)

Planning for learning This resource can support planning for learning by supporting educators to: • gain a clear concept of the increasing complexity of the language and literacy demands of the curriculum• assess students’ learning in order to provide feedback about their developmental needs• systematically and explicitly teach to support increasing control of their language and literacy skills

Introduction


Therefore educators

identify the purpose and genre that students need to engage in and the standard required

identify student’s students’ control of the genre, its structure and language features appropriate to the context and standard required

• select key language features of the genre

• identify the increasing complexity of the language feature and the students’ current language capabilities

• identify the structure and language features to be included in the assessment criteria

use a Teaching and Learning cycle to systematically plan a sequence of activities to explicitly scaffold for increasing control of students’ language and literacy skills

implement, monitor students’ learning, give feedback and teach aspects requiring further development

assess, reflect on evidence of learning and improvement, support goal setting, record and report student achievement

Over time, each culture develops certain accepted ways of using language to interact for particular purposes. These interactionscan be spoken, written or multimodal and are know as genres. To participate fully in Australian educational, social and politicalcontexts, students have to be able to speak and write for different audiences and different purposes.

Genres and their purposes Students need to understand the purpose of different genres, their structures and their specific language features – some of theseare shown below.

Genre Purpose

Story genresRecount To tell about something that has happened in the past (eg a class excursion)Narrative To tell a story or myth (eg fairy tale)

Factual genresProcedure To instruct someone to make or do things (eg follow a recipe)Description To provide a description of parts of a whole Report

Information report To provide factual information about something (eg an animal, place or an event)Practical report To provide largely procedural information and evaluation of the procedure

ExpositionArgument To put forward a point of view (eg persuading that certain action should be taken) Discussion To present information for both sides of an issue (eg arguing ‘for’ and ‘against’) Debate Oral exchange of points of view

ExplanationSequential To explain why things are as they are or Causal To explain how something occurs or works (eg how rain is made)

Recount biographical To provide information about the life of a particular personRecount historical To recount a particular event or period of time

Response genreRetell Retell events in order Summary Synthesis main ideas/ facts Review To assess the appeal and value of a cultural work (eg a book or film)

GenreOverview


Genre1 2 3 4 5 6 7 8 9 10 11 12 13 14


Understanding of genres

> with high degree of scaffolding identifies purpose and structures > with increasing independence reflects on the purpose, structure and common features of a range of genres, with > clearly articulates link between purpose, structure, language features of wide of basic genres � increasingly complex structure range of genres including macro genres

> begins to be aware of variations in genre > compares texts of similar genre from various cultures, including > begins to identify texts from different cultures as being the same genre multimodal texts

Construction of spoken texts

> participates in basic spoken exchanges > increasing confidence in casual conversation in a wider range of situations> increasing confidence with oral presentations, with increasing technicality

Construction of written genres

> constructs elementary examples of basic genres, with a high degree > constructs texts with a number of stages and increasing control of paragraphs > constructs well organised texts, including complex macrogenres, combining of visual support and modelled text � � information from more than one / several sources

coherence

> simple logical order �> simple logically ordered paragraphs with topic sentences > deliberately chosen paragraph structure according to audience > more complex introductory and concluding paragraph

English language & literacy Reception–Year 12 | Planning for learning 5

Overview

Early Years Primary Years Middle Years Senior Years

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Language for expressing ideas in a text is known as Field. Language choices for expressing ideas depend on the level of technicality of the topic. This can be represented on a continuum, ranging from everyday to highly technical.

everyday fields specialised fields highly technical fields

shared by all members of the culture shared by few members of the culture

everyday, concrete, specific to the context combination of specific, non specific, technical and non technical generalisations, abstractions

The language elements that carry the content are: • noun groups • processes• circumstances

Expressing ideas: FieldOverview



1 2 3 4 5 6 7 8 9 10 11 12 13 14


Expressing ideas: Field


Noun groups

> basic, concrete noun groups related to personal immediate contexts > more delicate choice of vocabulary > confident use of complex noun groups with pre and post modifiers including abstractions and nominalisations

Nominalisation

> understands and uses a small range of common nominalisations with some accuracy > uses a wide range of abstract and technical nominalisations with some confidence

Technical vocabulary

> understands and uses a narrow range of technical vocabulary > developing control of vocabulary beyond immediate personal and school experience > maintains a consistent level of technicality in a text by confidently choosing

> begins to identify the shift from everyday to technical language from a wide range of vocabulary, including those derived from other languages

Comparatives

> develops range of comparatives of mostly regular and familiar adjectives and isolated examples of irregular and less > confidently uses a wide range less common comparatives, accurately familiar comparatives and appropriately

Processes

> understands and uses basic processes to express needs in the > more delicate choice of varied vocabulary for a wider range of processes > confidently chooses from a wide range of vocabulary including phrasal verbs, immediate context for more delicate and idiomatic expressions

Circumstances

> use of basic phrases of place, time accompanied by gesture > more delicate choice of varied vocabulary for a wider range of circumstances including manner, accompaniment > confident use of a wide range of vocabulary with increasing use of abstract nouns

Causal relations

> use of narrow range of dependant clauses with familiar vocabulary > confident use of a wider range of resources with increasing use of modality,

> beginning to use a wider range of grammatical resources abstract language and delicate choice of vocabulary

Overview

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Language for interacting with others is known as Tenor. Language choices for interacting with others depend on the interpersonal nature of the context. This can be represented on a continuum, ranging from informal / novice to more formal/expert.

informal increasing formality formal

familiar: greatest contact decreasing contact unfamiliar: least contact

status differences leat relevant status difference most relevant

novice expert

Awareness of the contextual variables will impact on the appropriateness of choices and meaning. In different contextsconsideration to (Who is present?, Where am I?, What is the focus of the interaction?/What’s happening?) are essential to thesuccessful achievement of purpose. These include:

Audience:• Who is the text being written for?• What language choices will I need to make for my audience?Who is going to read/assess my text?

Identity:• What identity will the text take on?• What language choices will I need, to construct the chosen identity?Who am I going to be in the text?

Attitude:• What attitude will the text take positive–negative?• What language choices will I need to make to express my attitude?How do I want to make people feel in the text?

The language elements that carry this interpersonal element are:

Verbal and non-verbal elements:• pronunciation, intonation, volume, pace, word stress, tone and other sound patterns• gaze, distance, gesture, touch, other facial and body language

Negotiation:• speech functions: statements, questions, offers, commands

Attitude and evaluation:• affect (emotion towards people)

– happiness / unhappiness– security / insecurity – satisfaction / dissatsifaction

• judgement (of people) – social esteem (special/not special; capable/not capable; dependable/not dependable) – social sanction (honest, ethical/dishonest, unethical)

• appreciation (of aesthetic work) – reaction (like/dislike) – compositon (well constructed/ not well constructed) ) – valuation (worthwhile/not worthwhile)

• graduation (low to high intensity)

• vocatives (familiar to technical)

Modality:• certainty, obligation, usuality, inclination

Point of view: • subjectivity / objectivity

Cultural references:• idioms, colloquialisms and humour • stereotypes, bias, prejudice

Consistency of tenor

Interacting with others: Tenor


Overview

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Attitude and evaluationuse of familiar simple vocabulary delicate choice of vocabulary

Affect

happiness/ unhappiness to laugh, to love/ to hate to hug/ to dislike to placate / to enragehappily / sadly cheerfully/ unhappily ecstatically / despondently happy / sad, worried proud, keen, confident/ angry, frightened pleased / uninterested

joy /fear confidence / misery, abuse. despair, insecuritysecurity/ insecurity together / alone trusting/ fearful reassure/ alienate, tremble

calm /frighten, anger satisfaction / dissatisfaction to interest/ to bore attentive, engaged / enrage

impressed /embarrassed, empty

Judgement

social esteemnormality lucky / odd normal, traditional/ weird fashionable, conventional/maverick, eccentric, unfortunatecompetence intelligent /stupid brilliant, powerful / weak, insane knowledgeable, powerful, skilled, genius, / dunce, incompetent, feebletenacity brave/ lazy determined/ stubborn, zealous, tireless, committed / rash, cowardly, obstinate,

social sanctionhonest, ethical kind, honest, good/ bad truthful, innocent, just/ dishonest, cruel, unjust, evil genuine, frank, fair-minded, law-abiding, compassionate, virtuous, noble/ manipulative, corrupt, immoral,

lewd, sinful, lascivious, murderous, brutal

Appreciation

reaction exciting, good, lovely, funny/ boring plain, fascinating, lively, enjoyable, entertaining/ dull, predictable appealing, arresting, captivating, engaging, moving, dramatic, intense, remarkable, notable, sensational. / weird, dry, ascetic, uninviting, tedious, flat, monotonous, off-putting, unremarkable, pedestrian

composition well drawn, well written/untidy logical, symmetrical, imaginative, / uneven, hard to follow precise, manicured, clean / simplistic, too detailed, flawed, extravagantvaluation valuable, worthwhile, original, creative / worthless, insignificant landmark, profound, meaningful, innovative / shallow, dated

Graduation

direct slowly, very so, really, just, only hardly

indirect loud noisy piercing, ear splitting, muffled

Vocativesteacher, mother, brother, my best friend, the principal The princiapl Mr Smith. The councillor Mrs Jones Dr Walker Your excellency, the Honourable Member of Parliament

The Prime Minister of Australia Mr Rudd



Overview

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Verbal and non-verbal elements

> pronounces familiar words comprehensibly > increasing the number of strategies to pronounce unfamiliar words > predicts with good accuracy the pronunciation of infrequent , foreign and

> respond appropriately to tone of voice in familiar contexts with familiar people > developing confidence to reflect on the impact on meaning, of variation in intonation, tone, volume etc technical words, using a range of strategies

> responds appropriately non verbally in familiar routines > reflects with increasing confidence on the choice of a wide range of > uses understanding of effect of change in verbal elements on meaning to use

behaviours (gaze, distance, gesture, touch, facial and body language) these elements appropriately for effectin a range of contexts > reflects with confidence and increasingly technically on interpersonal stances

> implements appropriate behaviours with increasing consistency such as assertive, sarcastic and teasing, taking into account verbal and non verbal elements

Speech functions

> follows, responds to and begins to use speech functions which are direct > begins to recognise, responds to and use speech function appropriate to the context – both direct and indirect > selects speech function with more confidence according to the context, with and supported by gesture for a familiar routine control of direct and indirect forms

Attitude and evaluation

> use of familiar simple vocabulary > delicate choice of vocabulary

Modality

> Use of basic grammatical elements > uses a range of forms of modality with greater degrees of accuracy > combines more complex language elements

Point of view

> begins to identify how meanings can be made objectively or subjectively > appropriate and consistent use of subjective and objective expressions for more delicate and idiomatic expressions

Cultural references

> begins to choose idiomatic language more delicately for effect > chooses confidently from a range of expressions, appropriate to the context

> discusses in simple ways and for a small range of texts how visual images and language construct stereotypes, > Identifies and critically responds to the construction of gender, race and class, bias, prejudice stereotypes, bias and prejudice through a wide range of multimodal resources

Consistency tenor

> chooses with some confidence vocabulary appropriate to tenor of the context > chooses confidently vocabulary most appropriate for the tenor of the context

Overview

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Language for creating coherent texts is known as Mode. The language choices for creating coherent texts depend on the mode of communication and the context. This can be represented on a continuum from most spoken to more written-like texts, or from everyday, concrete to more abstract and reflective.

most spoken most written

language accompanying action language as reflection

everyday, concrete monologic and reflective

specific to the context generalisations, abstractions

shared context context not shared

We ask the questions: How well organised is the text – for oral written and multimodal communication? Crucial to the coherence of a text is its control of:• Foregrounding• Tense and voice • Print conventions including spelling and decoding• Multimodal elements

Creating coherent texts: Mode


Overview

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Foregrounding

> highly repetitive human foregrounding > begins to vary grammatical elements > use of a wider range of language features at text, paragraph and sentence level, avoiding repetitiveness, to structure the text optimally

Cohesion

> limited range of resources > wide range of resources

reference items

> uses a limited range of pronoun references, with inconsistent control > greater control of reference items, with increasing distance from source, for forward reference > confident control of both forward and backward reference, for optimal effect and cohesion, including use of abstract terms

vocabulary patterns

> small range of vocabulary patterns > wide range of complex vocab patterns

Expand information by joining clauses

> simple linking and binding conjunctions > forms complex sentences with a range of conjunctions > confidently forms a wide range of dependent clausess > begins to use relative pronouns

Tense and number

> beginning control of primary tense > control of primary and beginning control of secondary > control of less common secondary tense

> developing control of subject verb agreement > control of subject verb agreement with abstract head nouns

Passive voice

> begins to understand what is foregrounded may require change in voice but does not always have control > consistently uses appropriate voice accurately according to what is foregrounded, including where there are causal relationships and abstract concepts

Print conventions

> uses some of the basic print conventions > has increasing control of a wider range of print conventions > understands the relationship between intonation and punctuation to make effective choices

Decoding

> identifies names and sounds of alphabet > identifies syllables in more complex words

Spelling

> starts to identify beginning and end sounds in words > uses a range of spelling strategies > spells less common patterns with accuracy

Multimodality

> recognises and uses a small range of basic visual elements > recognises relationship between visual and verbal text > uses a wide range of resources in a range of complex multimodal texts with increasing confidence

Overview

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Genre

Construction of spoken texts

> participates in basic spoken exchanges > increasing confidence in casual conversation in a wider range of situations> increasing confidence with oral presentations, with increasing technicality

Responds in basicspoken exchangesinvolving one ortwo turns:– greets in

‘formulaic’ ways (‘Good morning’)and responds with a non-verbalresponse (a smile or other facial movement)to the next turn (‘How are you?’)

Responds in basicspoken formulaicexchangesinvolving two or three turns:– makes a

greeting and responds

– provides a comment (‘It’s cold today’)

Participates inshort, simple textswhere there arerepeated,memorisableitems:– rhyme/chorus– lists of

numbers, days

Initiates basicspoken exchangesinvolving two orthree turns

Participates withsupport in textssuch as morningtalks and routines,and simplepersonal recounts

Engages in shortpredictable spokenexchanges relyingless on memorisedtexts

Participates withsome confidencein texts such as a recount of ashared experience– gives morning

talks with confidence

Participates withconfidence inshared oral textswith comments on personalexperience

Presents withsome confidenceand support asmall range ofsimple formal oral presentationson familiar oreveryday topics

Participates in casualconversationabout familiartopics withfamiliar peopleand group/classdiscussion usingfamiliar structure

Presents withincreasedconfidence asmall range oflonger formal oralpresentations

Participates withsome confidencein longer casualconversations withan increasingrange of people

Presents withsome confidenceformal oralpresentationsabout less familiaror everyday topics

Shows greaterconfidence in casualconversation

Participate withsome confidencein discussions andconversations insmall and largegroups, which areusually informal to exchangeinformation, shareand explore ideasand opinions

Gives oralpresentationsproviding somerelevant ideas andinformation,including eventsin sequence andbrief descriptions.

invites, welcomes,introduces andthanks visitingspeakers relyingon jointlyconstructedmodels of orallanguage

Interactsconfidentlyin casual

conversation in anincreasing rangeof situations

Gives oralpresentations withconfidence, usingincreasingtechnicality

invites, welcomesintroduces andthanks visitingspeakers by usinga wider range oflanguage choicesbut still relies onjointly constructedmodels

Interactsconfidently in casualconversation in a wide range of situations


Continuum

1 2 3 4 5 6 7 8 9 10 11 12 13 14


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Genre

Construction of written genres

> constructs elementary examples of basic genres, with a high degree > constructs texts with a number of stages and increasing control of paragraphs > constructs well organised texts, including complex macrogenres, combining of visual support and modelled text � � information from more than one / several sources

coherence

> simple logical order �> simple logically ordered paragraphs with topic sentences > deliberately chosen paragraph structure according to audience > more complex introductory and concluding paragraph

Organises visualinformation inlogical order

Organises visualand simple writteninformation inlogical order

Constructs severalbasic genres

Constructsfamiliar genreswith someconfidence

Constructs withsome confidenceexamples ofelementary genres

begins to useparagraphs

Constructselementary genresindependentlyhaving a numberof stages or aseries of events

uses paragraphswith more control

Constructs genresindependently in simple logically orderedparagraphs onbasis of change of topic and writestopic sentence foreach paragraph

Constructs genresindependently inlonger, logicallyorderedparagraphs

Constructs longer,increasinglycomplex examplesof genres withsome confidencetexts inincreasinglycomplex logicallyorderedparagraphs

choosesappropriatelymore complexintroduction andtopic sentencesand begins toconstruct basicconcludingparagraph

Constructs widerange of wellorganised, longer,increasinglycomplex examplesof genres,analysing andcombininginformation frommore than onesource for thefactual genreswith less basicconcludingparagraph:

Constructs widerange of wellstaged, longer,and complexexamples ofgenres, analysingand combininginformation frommore than onesource for thefactual genreswith morecomplexintroduction andtopic sentences to clearly predictthe content of thewhole text and theparagraphrespectively

Constructs widerange of wellstaged, longer,and complexexamples ofgenres, analysingand combininginformation frommore than onesource for thefactual genres

Constructsdetailed, wellorganisedintroduction andtopic sentences ina range of genresto clearly predictthe content of thewhole text andparagraph andwhole text

Two paragraphsmay comprise an introduction.

Constructs longerconcludingparagraphs bychoosing skilfullyfrom the text.

Constructs wellstaged, longer,cohesive texts,synthesising andacknowledginginformation fromseveral sources

Constructsdetailed, wellorganisedintroduction andtopics sentencesin a wide range of texts to captureattention ofaudience

constructs longdetailed wellorganisedconcludingparagraphs toachieve purposeat a high level


Continuum

1 2 3 4 5 6 7 8 9 10 11 12 13 14


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Genre

organises visualsin sequentialorder

identifies the goal

matches objectswith the word

sequences picturesto wording ornumbering ofsteps

identifies goal,ingredients orapparatus/utensils,method/steps

with supportconstructs simpleprocedure offamiliar activity

organises methodaccording tosequential actions

with supportrecords goal,ingredients and/or utensils, stepsusing subheadings

with increasingconfidencerecords goal,ingredients and/orutensils, stepsusing subheadings

consistentlyindependentlyconstructsprocedure withgoal, ingredientsand/or utensils,steps using subheadings


Continuum

draws pictures ofa setting and asequence ofevents

retells knownstory/event bynaming visuals

identifies actionsrelated to thevisuals

includes brieforientation ofwho, what where,when , where

identifies stagesof orientation,complication andresolution /orientation,events, evaluation

consistentlyorganises eventsaccording to time

has moreelaboratedorientation

occasionally addsa brief evaluation/ resolution

consistently addsa brief evaluation/resolution to theorientation andsequence ofevents

has more detaileddescription ofevents and longerevaluation /resolution

personal andbiographicalrecount:– has detailed

description of events

narrative: – has

distinguishable story line and events clearly related to the resolution

biographicalrecounts/narrative:– includes more

than one complication

biographicalrecount: – writes longer text

accompanied by chart or graph

narrative:– includes more

than one complication

– begins to use variations in structure eg the optional evaluation and coda stages

biographical andhistoricalrecounts: – writes more

detailed longer text accompaniedby chart or graph

narrative: – begins to use

the optional stages of evaluation and flashback

constructs longernarrative usingvariations withconfidence: – incorporates

complication and orientation in first stage

constructs longernarrative usingvariations withgreaterconfidence:– begins with final

resolution and continuing as a flashback

– constructs quite complex multimodal story genres eg dialogue for television show

sequencespictures of knownstory or a familiaractivity

recount / narrative

procedure

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Genre

Labels drawingsof items relevantto immediatecontext

writes two orthree things abouthim/ herself thatrelate toappearance,family or home

sorts informationunder headings

writes severalpieces ofinformation aboutan object or aliving thing

description:– logically ordered

information in a paragraph

report: – matches

information to subheadings

description:– tentatively

uses a simple introductory sentence

report:– begins to use

subheadings to construct text

description:– uses a simple

introductory sentence with more confidence

– begins to have more than one paragraph

report: – uses

subheadings to construct text

description: – uses paragraphs

effectively for change of topic including introduction

report– draws on more

than one source of information to construct report with increasingly detailed description and information, with some accuracy

report: – draws on more

than one source of information for appropriately detailed information organised in paragraphs

taxonomic report: – constructs basic

report with simple introduction and paragraphs supported by topic sentences

taxonomic report: – constructs more

complex examples of taxonomic reports, with control of paragraphs for change of topic including an

introductory paragraph


Continuum

Copies wordsdirectly associatedwith a visualrepresentation:labels pictures

constructs shortseries ofstatements

constructs briefintroduction andseries ofstatements

constructs briefintroduction andseries of logicallyordered reasons

begins to useparagraphs

organises texts in simple logicallyorderedparagraphs onbasis of change of topic and writessimple topicsentence for eachparagraph

begins to useintroductoryparagraph

constructsappropriately an introductoryparagraph andtopics sentencesfor a report

tentative control of paragraphs fora discussion

more complexintroduction andbasic concludingparagraph tosustain a longerargument withbasic evidence

more complexintroduction andless basicconcludingparagraph, withtopic sentences to sustain a longer argumentanalysing andcombininginformation frommore than onesource

longer text withvarious stages ega descriptionsupporting anargument ordiscussion withmore than basicevidence and alonger concludingparagraph bychoosing wellfrom the newinformation in thetext

arguments andhistoricalaccountsincorporates basicexplanations

longer arguments,discussions ordebate, sustainedand concluded,well supportedwith evidence,

structures adebate withvariation instructure such asbeginning with adescription of animagined scenarioas a dramatic wayof introducing thearguments

exposition

description / report

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Genre

sequences visualsof a familiar eventin the naturalworld eg flowergrowing

orally names keyevents insequence

constructs simpletext in logicallyordered events, to support visualrepresentation ofeach stage

begins to useparagraphs tosequence events,based on stronglymodelled textsupported byvisual text

constructs simplesequentialexplanations suchas a life cyclebased ondiagram, withmoreindependence

begins to useopeningstatement

constructssequentialexplanations suchas life cycle andflow chart andbegins toincorporate causalmeaning

has more complexintroduction

constructsexplanationswhich areprincipallysequential butalso includecausal meanings,with effectiveparagraphing

constructsexplanationswhich areincreasinglycausal, withillustrations

constructs causalexplanations witheffective link toillustrations

constructs causalexplanations withincreasingly moretext

confidentlyconstructs longer,more detailedcausal explanationwith effective useof paragraphing


Continuum

names familiarobjects andpeople in familiar,simple text readaloud withrepetition andclear illustrations,in single wordsand phrases, withgestures

answers simplequestions, aboutthe maincharacters / mainideas of a shortfamiliar well-illustrated text

demonstratesunderstanding ashort, illustratedtext:– identifies who

he/she likes in the story and why

– names events

demonstratesunderstanding ofa short text(including visuals): – retells the story,

with support, naming key characters and events

– recalls facts and begins to infer and create own inquiries

demonstratesunderstanding of a short story – retells the story

independently, with some success

demonstratesunderstanding ofeveryday factualtexts includinglonger, illustratedsequentialexplanations – recalls a range

of literal facts and comment on a small range of inferences

demonstratesunderstanding ofeveryday factualtexts includingcomplex illustratedexplanations(flow-charts withdetail)

constructs shortsimple summaryusing keyvocabulary fromfamiliar factualsource

sequencesinformationappropriately

constructs simplesummary fromunfamiliar text,usingunderstanding of structure andsequencing andcausal vocabularyto sequenceinformation withsome success

constructs simplesummary frommore than onesource, usingunderstanding of structure andsequencing, causaland evaluativevocabulary torepresentinformation withgreater success

chooses from a wider range of vocabulary to effectivelysummarise

begins toconstruct simpleresponse toaesthetic work

constructresponse toaesthetic workwith someconfidence

constructs rangeof responsegenres withconfidence

chooses from a wide range ofvocabulary toaccurately andappropriatelysynthesiseinformation frommultiple sourcesto create a uniqueinterpretation and insight, withconfidence

demonstratespleasure andinterest

retell / summary / response

explanation

constructs poetryand dialoguedrawing heavilyon modelled texts

constructs poetryand dialoguerelying less onmodelled texts

constructs basicpoetry anddialogue with lesssupport

constructs literaryforms such aspoetry anddialogue withsome confidenceincorporatingcultural specificresources such ashumour and satire

constructs literaryforms such aspoetry anddialogue withconfidenceincorporatingcultural specificresources such ashumour and satire

literary forms

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Noun groups

> basic, concrete noun groups related to personal immediate contexts > more delicate choice of vocabulary > confident use of complex noun groups with pre and post modifiers including abstractions and nominalisations

Identifies basicpersonal details(name) whenwritten or saidaloud

Identifies inspoken textsfamiliar, concretevocabulary (desk,chair, book, pen)supported eitherby pictures or bythe object being a tangible part ofthe context

Gives basicpersonal detailswhen written orsaid aloud(country of birth)

Identifies inspoken textsfamiliar nouns notin immediatecontext:– identifies: toilet,

mother, office, home

– recognises the teacher’s name amongst other names

Uses a smallrange ofvocabularyexpressingimmediateinterests or needsin orientation tothe school andcommunity:– common noun

groups: lunch, car, Wednesday

– numbers, colours and size: one, blue, big

Uses familiarwords in a varietyof contexts

Begins to expandnoun groupsusing colour,number, size: blueballoon, two dogs,a small car

Begins to useplural form (egadds ‘s’)

Expands noungroups byexploring parts ofword groups andphrases that canbe changed:– numbers: some,

twelve– describers:

pretty, very pretty, good-looking

– classifiers: primary/high school

Uses ‘s’ form ofthe plural withmore consistencyand begins to usethe irregular formfor familiar words(eg brushes,children, sheep, )

Expands noungroups by using a greater varietyof numbers,describers andclassifiers:– numbers: first,

a half of, many– describers:

a big, beautiful building; red and blue

– classifiers: mountain/ racing/motor bike

Demonstratesgreater control of the plural forregular andirregular words

Chooses a rangeof vocabulary toexpand noungroups:– numbers: a

quarter of, a lot of

– describers: a large, bright star

– classifiers: state/federal government

– occasionally some short prepositional phrases as qualifiers (eg ‘The man in the shop was …’)

Constructs noungroups combiningdescribers,classifiers andshort prepositionalphrases asqualifiers (eg ‘Thenew security manin the shop …’)

Constructs noungroups byselecting from anarrow range ofvocabulary formore delicatemeanings: – describers and

classifiers: the dusty donkeytrack

– qualifier: using a prepositional phrase: the dusty donkey track through the scrub

Expands noungroups byselecting from a small range ofvocabulary formore delicatemeanings: – describer

(a nice, comfortable flat)

– classifier (a nice furnished flat, a sharp 2B pencil)

– qualifier: using a longer prepositional phrase (a nice furnished flat near the centre of the city; the children in the water)

Expands noungroups bychoosing from a wider range ofvocabulary formore delicatemeanings: – combining

describers through listing (the biggest, most colourfulcentre)

– classifier (the biggest, most colourful hardware centre)

– qualifier: using a relative clause which may include ellipsed words (the biggest, most colourful hardware centre (which is) located in the city)

Expands noungroups by makingmore delicatechoice of:– combining

describers with a conjunction (the exciting and colourful market; both

the Australian and Japanesetroops)

– classifiers (the garden tools section of the hardware centre)

– relative clause as a qualifier (the number of right hand turns that were needed was

two)

Expands noungroups accuratelyusing – wide range of

describers (the most important and excitingdiscoveries)

– classifiers (the most important and exciting medical discoveries)

– qualifiers using less common expressions (one of the most important and exciting medical discoveries in recent times)

– variations in order (his face, handsome and athletic, ..)

Chooses from awide vocabularywith greaterconfidence: – wide range

of describers (normal activities)

– combining classifiers (alternating depressed and manic states)

– extended qualifiers including- prepositional

phrase: in characteristics of this kind of depression;

- non finite clauses: an organisation consisting of hundreds of students

– variations in order of noun groups (his face, handsome and athletic, ..)

Uses confidently a wide range ofnoun groups– describers: thick black rimmedspectacles; antique gold rimmed bifocals; inadequateconditions, horrid confinements, controversial and problematic issues

– classifiers: surgical procedures; human consumption

– expressing modality and cause: the potential effect of this


Continuum

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Nominalisation

> understands and uses a small range of common nominalisations with some accuracy > uses a wide range of abstract and technical nominalisations with some confidence

Understands arange of commonnominalisationsand uses a limitedrange of commonexamples:– understands: movement, your turn, a good chance

– uses: height, happiness

Understands arange of commonnominalisationsand uses a narrowrange:government,election

Understands arange and uses a small range of commonnominalisations:– adjective:

possible - possibility, able - ability

– verb: allow - allowance, permit - permission

Understands awide range ofnominalisationsand uses a smallrange with somegrammaticalaccuracy: – adjective:

absent - absence, unable - inability; probable - chance

– verb: respire - respiration

– conjunction: because - reason

Uses a smallrange of technicalnominalisationswith varyingdegrees ofgrammaticalaccuracy: – adjective: high - height

– verb: evaporate - evaporation; expand - expansion

– conjunction: if - possibility

Uses a smallrange of technicalnominalisationswith greaterdegrees ofgrammaticalaccuracy: – adjective:

similar - similarity; racist - racism

– verb: rain - precipitation

Uses a smallrange ofincreasinglyabstract andtechnicalnominalisationswith increasingconfidence: – adjective:

capable - capability, risky - risk

– verb: grow - growth

Uses a range of abstract andtechnicalnominalisationswith someconfidence: – adjective:

opportune - opportunity

– verb: accumulate - accumulation

Uses confidently a wide range ofabstract andtechnicalnominalisations, – adjective:

informal - informality, regular - regularity

– verb: believe - beliefs, assume - assumption

– preposition: during - duration


Continuum

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Technical vocabulary

> understands and uses a narrow range of technical vocabulary > developing control of vocabulary beyond immediate personal and school experience > maintains a consistent level of technicality in a text by confidently choosing

> begins to identify the shift from everyday to technical language from a wide range of vocabulary, including those derived from other languages

uses very narrowrange of technicalvocabulary (eg‘Dissolve the salt’,‘Turn on themonitor’)

compares ‘Sit atthe table’ with ‘Fillin the table onpage 4’

uses narrowrange of technicalvocabulary (egexcursion)

uses narrowrange of technicalvocabulary (egmeasure, recordthe results, thegraph shows)

uses small rangeof commontechnicalvocabulary (egcalculate, rhyme,gills, hatch,sketch)

uses a narrowrange of commontechnicalvocabulary:consume, diet

uses small rangeof commontechnicalvocabulary:habitat

uses the technicaland everydaymeanings of asmall range ofcommon wordswith varyingaccuracy: get off the table;complete thetable

constructstechnical fieldsusing a range ofcommon technicalwords, requiringsupport for lessfrequently occurringvocabulary – verbs expressing

action processes (breaks down, digest)

– nouns expressingthe participants (proteins, vitamins;

– phrases expressing the cause (because of the sugar)

uses with someconfidence thetechnical andeveryday meaningsof common words(release thecatch, theprisoner wasreleased)

constructstechnical fields,requiring lesssupport for highlytechnical words:– verbs

expressing action (digest, metabolise)

– noun groups (thiamine, riboflavin)

– phrases expressing the cause (because of the high sugar level)

Uses with someconfidence thevarious specificand technicalmeanings ofcommon words (I found it, the firmwas founded in)

chooses from a wide range of vocabulary to maintaintechnicality,needing lesssupport for highlytechnicalvocabulary: – noun groups

expressing the participants: specs, spectacles

– noun groups expressing cause: Theeffect

Demonstratesunderstanding of wide range oftechnical wordsderived from Latinand Greek

maintains aconsistent level oftechnicality, usinghighly technicalvocabulary withsome confidence

Uses confidentlythe variousmeanings of arange of words:– It was stated

that, The stateof South Australia, Look at the state you are in


Continuum

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DRAFT 280710



Comparatives

> develops range of comparatives of mostly regular and familiar adjectives and isolated examples of irregular and less > confidently uses a wide range less common comparatives, accurately familiar comparatives and appropriately

regular one-syllableadjectives: bigger,biggest; slower,slowest

beginning controlof ..than and the..for comparativesand superlatives

regular two-syllable adjectivesending in ‘y’:funnier, funniest;luckier, luckiest

three syllableadjectives: morebeautiful, mostbeautiful

familiar irregularcomparatives :good, better, best

more consistentcontrol of ..thanand the..

regular two-syllable adjectivesending in ‘y’:tidier, tidiest

three-syllable andirregularexamples: bad,worse, worst

familiar words of3 syllables ormore: moreinteresting, mostimportant

less commoncomparativeconcepts offamiliar words:more popular,most enjoyable

less commoncomparatives:least difficult,most frightening

less commoncomparatives: lessdemanding, morecomplicated

less common 3 syllablecomparatives:most responsible,more disturbing

less commoncomparatives: lessdecisive, moreresponsive

less commoncomparatives:most obscure,most alien


Continuum

Processes

> understands and uses basic processes to express needs in the > more delicate choice of varied vocabulary for a wider range of processes > confidently chooses from a wide range of vocabulary including phrasal verbs, immediate context for more delicate and idiomatic expressions

commonactivities: sit,walk, stand, go

personal actions:cry, smile

commonactivities: play,sing, draw

action: cut, put,went

relational: am, isare (eg We arehappy)

mental: like

action: give, eat

relational: was,were, have, has

mental: want

action: live

relational: turnsinto

verbal: said

mental: hope

action: rode

relational:becomes, shows

verbal: told,whispered

mental: think

actions: stomped(instead ofwalked)

relational:represents

verbal: reported

mental: enjoy(instead of like)

actions: brush

relational: named

verbal: described

mental: know,believe

actions: reached

relational:demonstrates

verbal: introduced

mental: thought,considered,reckoned, hate,dislike

actions: strolled,strode, limped

relational: consists of

verbal: responded,warned

mental: realised

actions: squintedpeeked

relational: includes

verbal: stated,challenged

mental: visualise

actions: scanned,gazed

relational: portrays

verbal: asserted

mental: suspected

actions: peered,had a squiz

relational:constitutes

verbal: declared

mental: figuredout, concluded

phrasal verbs: I looked him up, I looked him upand down, Ilooked it up in the dictionary, I looked up at theclouds

actions: scoured

mental: construed

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Circumstances

> use of basic phrases of place, time accompanied by gesture > more delicate choice of varied vocabulary for a wider range of circumstances including manner, accompaniment > confident use of a wide range of vocabulary with increasing use of abstract nouns

place: on, in place: on thetable, inside,outside, in the box

place: on TV, tothe shop

time: on theweekend

place: under thetable, out of thebox

time: at 9 o’clock

place: by the table

time: in theafternoon

manner: quickly,slowly

place: up to thefence

time: in one year

manner: carefully

accompaniment:with my friend

place: on histiptoes

time: at exactly 5 o’clock

manner: sadly,with a brush

place: through thecity, on our wayback

time: for about 3 hours

manner: carefully,with a bang

accompaniment:with my class,alone

place: near theparklands

time: at the sametime

manner: with a big hammer

accompaniment:on my own

place: to a smallshop in themiddle of the city,on the steps ofParliament House

time: recently

manner: like a ragdoll

accompaniment:with the crowd,with the beautifulgirl named Emma

place: to anisolated town inthe middle ofnowhere

time: throughoutthe day

manner: with care

accompaniment:with a touch ofsalt

place: along thecoastal region of NSW

time: towards the end of theperformance

manner:carelessly, in thisway

accompaniment:with hisfrightenedchildren

place: close to theborder

time: in thedistant future

manner:cautiously, withutmost care

accompaniment:without parentalsupervision

time: under nocircumstances

manner:tentatively, with a slightly moreformal tone,throughdesperation

accompaniment:with their firsttaste of victory

condition: ininadequateconditions


Continuum

Causal relations

> use of narrow range of dependant clauses with familiar vocabulary > confident use of a wider range of resources with increasing use of modality,

> beginning to use a wider range of grammatical resources abstract language and delicate choice of vocabulary

dependant clausewith humanforegrounding: Iwas late to schoolbecause I wokeup late.

dependant clausewith non humanforeground ding: Iwas late to schoolbecause the trainwas late.

dependant clausewith existentialforeground: I didnot buy an ice-cream becausethere were toomany people inline.

dependant clause:We decided tocatch a taxibecause it waslate.

dependant clause:She led the groupas she knew theway.

circumstance: dueto the rain

dependent clausewith secondarytense: We leftearly as it wasgetting cold.

dependent clause:We werefrustrated as wehad been waitingfor an hour.

circumstance withcommonnominalisation:We took a taxibecause of thedistance.

process: theheavy raincaused someflooding

dependent clause:People wereadvised toevacuate theirhomes as thewater was risingrapidly.

process: theheavy rainfall ledto some minorflooding

process: Theheavy rainbrought on theflooding

process withmodality: cancontribute to

process withmodality: Theheavy rains in thelatter part of theyear tend to resultin substantialflooding

within a sentence

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Expressing ideas: FieldContinuum

circumstance:Because of this

conjunction: So

noun group withrelational process:The first reason is that

circumstance:Because of all thenoise, Because it was rainingheavily

conjunction:Therefore, As a result

noun group: Anargument for thisis that

dependent clause:Because theamount of carbondioxide isincreasing,scientists …

conjunction: Forthis reason,Hence

noun group: One of the mainarguments for thisis that

dependent clause:As the floodwaterwas rising rapidly,..

circumstance:Because of theincreased amountof carbon dioxide,scientists

conjunctions:Consequently

noun group: Themain factor in thesuccess of theproject was; Theresults of theexperiment wererecorded

dependant clause:As the fires werelooming closer

circumstance:Due to the heavyrainfall; Becauseof the rapidlyrising water level

noun group: Thishad a positiveeffect

circumstance withabstract concepts:Because of thedistressingcircumstancesI decided to; Withthe fires racingrapidly towardsthe house wedecided to; Forthe greater goodof all concernedI decided to

noun group: Thepotential effect ofthis is a reductionin cost

foreground at sentence and text level


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Verbal and non-verbal elements

> pronounces familiar words comprehensibly > increasing the number of strategies to pronounce unfamiliar words > predicts with good accuracy the pronunciation of infrequent , foreign and

> respond appropriately to tone of voice in familiar contexts with familiar people > developing confidence to reflect on the impact on meaning, of variation in intonation, tone, volume etc technical words, using a range of strategies

> responds appropriately non verbally in familiar routines > reflects with increasing confidence on the choice of a wide range of > uses understanding of effect of change in verbal elements on meaning to use

behaviours (gaze, distance, gesture, touch, facial and body language) these elements appropriately for effectin a range of contexts > reflects with confidence and increasingly technically on interpersonal stances

> implements appropriate behaviours with increasing consistency such as assertive, sarcastic and teasing, taking into account verbal and non verbal elements

pronounces only the mostfamiliar words and phrasescomprehensibly

pronounces most frequentlyused words and phrasescomprehensibly

pronounces mostfrequently usedwords, groups and phrasescomprehensiblywith appropriatetone and stress

pronounces most frequentlyused words and phrasescomprehensiblyand is increasinglyconfident in riskingpronouncing anarrow range of less familiarwords, repeating if necessary

uses the strategyof repeating a thepronunciation ofan unfamiliarword, against anoral model, withmore confidence

uses a number of strategies topronounce arange of lessfamiliar words,includingchanging thestress pattern of the word,

uses a number of strategies topronounce awider range ofless familiarwords, includingbeginning toidentify a familiarbase and affix ofthe word

uses a number of strategies topronounce awider range ofless familiarwords, includingbeginning toidentify anunfamiliar baseand affix

stressesappropriatesyllables infamiliar words andcan predict hownew words will bepronounced basedon identification ofbase and affix anddifferent patternsof inflection ofwordsphoto’synthesisbut syn’thetic

pronounces mostknown wordsclearly and canpredict howunfamiliar wordsare pronouncedbased onidentification of base and affix,different patternof inflection, use of dictionaryto checkpronunciation

pronounces most knownwords clearly and stresses thesyllables that havebeen heard andcan predict howunknown wordsare pronouncedproduce (vb) andproduce (n)

predicts with goodaccuracy thepronunciation of infrequenttechnical wordsbased onknowledge of howthe word is usedeg metabolism (n)and metabolic(adj)

understands anarrow range of foreign words that retain theiroriginalpronunciation(macho) and usesand pronouncescorrectly somecommonexamples (buffet)

understands asmall range offoreign words that retain theiroriginalpronunciation(faux pas) anduses andpronouncescorrectly somecommonexamples (coup)


Continuum

pronunciation

intonation, volume, pace, word stress, tone, and other sound patterns

Respondsappropriately to tone of voice(‘Yes, good!’); and when knownwords are stressedin context (‘Giveme your book’)and the optionsare extremelylimited

Respondsappropriately to tone of voice(‘Well done’,‘Don’t!’) and whenkey words arestressed incontext (‘Look in your tray’)

Begins to useappropriatevolume, tone andstress in familiarcontexts withfamiliar people

Understands andresponds to basicintonation patternsof statements(falling pitch) andquestions (risingpitch)

Uses appropriatevolume, tone andstress in familiarcontexts withfamiliar people

Demonstrates a goodunderstanding oftypical intonationpatterns of basicstatements,commands,questions andoffers

Understands andvaries intonation,volume and stressappropriate to thesituation– in different

contexts with different people eg in classroom discourse speaksat a volume suited to the situation

– for different characters whenreading aloud a story text

Begins to reflecton the impact ofchoice of verbalelements(intonation,volume, stress)

Has increasingconfidence whenreflecting on the adjustmentsmade whencommunicating indifferent contexts(eg speaking to a stranger on thestreet comparedwith an adult on a serious matter)

begins tounderstand howmeanings arevaried bychangingintonation, tone,volume, emphasiswhen speakingand reading aloudfamiliar texts – begins to

understand variations in “I’m sure you are”

understands howmeanings arevaried by changingintonation, tone,volume andemphasis – understands a

variation: You’ve just got to do it

identifies anduses variation inintonation, tone,volume, pacingand emphasis tosome degree ofaccuracy andappropriateness– comments on

these elements in sports presentations by comparing football versus racing commentaries

identifies anduses variation inintonation, tone,volume, pacingand emphasisaccurately andappropriately mostof the time:– presents the

‘television news’ appropriately

identifies anduses variation inintonation, tone,pacing, volumeand emphasisaccurately andappropriately:– compares the

character’s use of these elements in a play, film and television show

identifies anduses variation inintonation, tone,pacing, volumeand emphasisaccurately andappropriately: – discusses the

effect of changing these elements in reading a poem

uses variation inintonation, tone,pacing, volumeand emphasisaccurately andappropriately: – uses these

elements appropriately in a dramatic reading of a text so as to engage the audience

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Respondsappropriately nonverbally (smileswhen greeted,shakes or nodshead)

Copiesappropriate nonverbal behavioureg lines up

Gains attention of teacher orpeers in generallysocially appropriatenonverbal ways:– by touching or beckoningappropriately

Respondsappropriately nonverbally (offers apencil in responseto a verbalrequest)

Identifies withsupport theappropriate nonverbal behaviourin a limited rangeof familiarcontexts eg cansay why raisingthe hand isappropriate in theclassroom anduses behaviourwith someconsistency

Identifiesappropriate nonverbal behaviourin a range offamiliar contextseg in the yard andat the bus-stop, inmorning talks, anduses behaviourwith someconsistency

Identifies andbegins to reflectwith someconfidence on theimpact of nonverbal behavioureg why touch andgestures maycause conflict

Participatesappropriately in classroomconventions withmore consistency: – raises hand in

large group situations with more consistency

Identifies andreflects withincreasedconfidence on theimpact of a widerrange of nonverbal behaviourin a wider rangeof contexts,includingincreasinglyformal situationseg greeting aguest or presentinga gift

Begins toappropriately usea small range ofnon verbalbehaviour inincreasinglyformal contexts eguses some nonverbal behavioursfor oralpresentations

With increasingconfidence usesappropriate nonverbal behavioursto accompanyverbal language ina range of socialcontexts egcanteen, oralpresentation

reflects in moreexplicit ways onnonverbalresourcesappropriate tocontext, especiallycontrastinginformal andformal contexts

begins to reflectcritically oninterpersonalchoices made invarious situations– is aware of

someone being assertive rather than aggressive, taking into account body language, tone and volume

reflects criticallywith someconfidence oninterpersonalchoices made invarious situations– is aware of

someone being sarcastic by taking into account body language, tone and volume

reflects criticallywith confidenceon interpersonalchoices made invarious situations– is aware of

someone teasingnicely rather than nastily, taking into account body language, tone and volume

reflects criticallyand increasinglytechnically oninterpersonalchoices made invarious situations – is aware of

someone being sarcastic taking into account tone and facial expression

reflects criticallyand with a goodlevel oftechnicality oninterpersonalchoices – discusses how

vocabulary accent and aspects of speech construct relations of status and power in our society


Continuum

gaze, distance, gesture, touch, other facial and body language

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Follows singlesimpleinstructions whenstrongly directedand supportedwith modellingand gestures(‘Sit’)

Begins to respondto most basic ‘wh’questions: ‘Whatis your name?’

Uses single wordsbut relies onactions to makemeaning; forexample, saysBook:– as statement

meaning ‘This is my book’

– as question meaning ‘Where is my book?’

– as command meaning ‘Give my book back’

Follows simpleinstructions whensupported withgesture and infamiliar contexts(‘Line up’)

Understands basicstatementsthrough repetition(‘This is a table’)

Begins to respondto limited range offormulaic ‘wh’questions: ‘Wheredo you comefrom?’ and ‘Howold are you?’

Increases range of key words andrelies on stressand gesture toexpress basicspeech functions:– statement: ‘He

toilet’ for ‘He went to the toilet’

– question: ‘My turn?’ for ‘Is it my turn?’, ‘Sister?’ for ‘Have you got a sister?’

– command: ‘Me ball’ for ‘Give me the ball’

Understandsroutineexpectations whenmeaning is clearthrough gesturesand stressed keywords (‘Listen,please’)

Understands basicstatements oncommon themes

Responds to basicquestions withshort responses:– yes/no

questions: ‘Is this your bag?’

– ‘wh’ questions: ‘Where is your hat?’

Expressesstatements,questions, offersand commands inbasic ways:– statement :

chooses two or three key words only and relies on tone, intonation and actions: ‘This my pencil’

– questions: uses a limited range of yes/no questions: ‘You got my ball?’

Understandsfamiliarinstructions andcommands withmuch lessdependence onnon-verbal orvisual elements

Understands arange of statementswithin immediatecontext andcontext of genre

Responds to asmall range of:– yes/no

questions: ‘Do you want to come with us?’

– ‘wh’ questions: ‘What do snakes eat?’

Shows developingcontrol of statements,questions, offers,commands withbasic structures:– statement: ‘My

dad went to Hong Kong’

– offer: ‘You have a biscuit?’

– question: Are you in my team?

– command: Push it!

Understands awide range of lessformulaiccommands andquestions ifmeaning is clearthrough gesturesand key wordsstressed (eg‘Make sure youbring your consentform tomorrow’with gesture andvisual support)

Understands a range ofstatements withgrammaticalelements relatedto the field of thegenre (eg ‘Thetadpole grows itshind legs beforeits front legs’) andexpresses similarstatements withscaffolding

Chooses basicways of expressingstatements,questions, offers,commands withsome accuracy– Shows control

of formulaic yes/no questions(eg ‘Do you like chocolate?’) and is developing control of wh-

Recognises avariety ofstatements,questions, offersand commands ina range of texts:– recognises

questions as commands (eg ‘Would you like to be quiet?’) and responds appropriately

– recognises statements as offers (eg Here, I’ll carry that for you)

Chooses basicways ofexpressingstatements,offers, questionsand commandswith greateraccuracy– uses a range of

yes/no questions(eg ‘Have you got my book?’) and uses a smallrange of ‘wh’ questions with varying degrees of accuracy (eg ‘Where did you go in the holidays?’, What happened to your mother before you’re here?’)

Chooses from asmall range ofways of expressingstatements,questions, offersand commandsand uses themappropriately forthe context withincreasingaccuracy– Statement:

selects “I missed the bus because my brother sleep’ or ‘You made me miss the bus’

– offer: selects ‘Here, have my chips’ or ‘Would you like a chip?’

– question: selects‘Finished?’ or Have you finish (with) my book?’

– command: selects ‘Could you pass me the dice?’ or ‘Give me the dice’

Begins tounderstandchoices availablefor commandswhen negotiatingwith knownadults: – recognises that

the question may be ‘Could you come over here, please?’ than the command ‘Comeover here’

Begins to reflectcritically onappropriate choiceof commands invarious situations– reflects on

degree of obligation of “You could try this” when uttered by an adult

Begins to reflectcritically oninterpersonalchoices in varioussituations– is aware that

the statement ‘You could try it again’ varies in degree of obligation depending on who says it to whom

Chooses generallywith knownpeople a smallrange of moreindirect languagewith increasingconfidence:– chooses “It’s good, isn’t it?”as a statement seeking confirmation and not as a question

– chooses “I think we should finish now” as a command instead of the more direct “Stop now”

Chooses withincreasingconfidence arange if moreindirect languagein informalsituations– uses “It’s a bit noisy, isn’t it?”as a command instead of the more direct “Turn down the noise”


Continuum

Speech functions

> follows, responds to and begins to use speech functions which are direct > begins to recognise, responds to and use speech function appropriate to the context – both direct and indirect > selects speech function with more confidence according to the context, with and supported by gesture for a familiar routine control of direct and indirect forms

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– begins to use simple ‘wh’ questions: ‘Whenis swimming?’

– offer: Chip?– command: Sit

here

questions (eg ‘Where you buy it?’)

– Makes direct commands with common vocabulary (eg ‘Don’t push in front!’)


Continuum

Speech functions (continued)

Attitude and evaluation

> use of familiar simple vocabulary > delicate choice of vocabulary

Affect

Uses limited rangeof evaluativelanguage, withsome accuracy,when talking to apeer (eg ‘She nice’)

Expressesevaluation througha range of mentalprocesses (egbelieve, enjoy,prefer)

judgment

Responds to twobasic attitudestowards studentbehaviour orperformancethrough key wordsand non-verbalcues (eg ‘Good’with nod, ‘No’with head shake)

Responds to asmall range ofevaluativelanguage (eg‘OK’, ‘Wonderful’,‘Well done’) whenaccompanied bynon-verbalbehaviour

Responds to awider range ofevaluativelanguage (eg ‘I likethis’ and ‘You’regetting better’)

Begins to seekevaluation (eg ‘Is this right?’)

Uses a smallrange of evaluativelanguage withvarying accuracyto express opinion(eg ‘I am good at maths thanspelling’,

mental processes:‘I think that myEnglish is betterthan my mum’

uses a range of evaluativelanguage: I thoughtit was the best

uses a range of evaluativelanguage: Luckily

uses a widerrange of evaluativelanguage:unfortunately

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Begins to usecolloquial forms ofevaluation (eg‘Excellent’, ‘Cool’)

‘Uses a smallrange ofevaluativelanguage withvarying accuracyto express opinion(eg You will likethis book’)

comparatives:interesting, moreinteresting

choosesvocabulary mostappropriate for thetenor of thecontext:– chooses in more

formal contexts “hoping to achieve” ratherthan “hoping to get out of it”

uses patterns of evaluativelanguage effectivelyin persuasive textsto position thereaders in relationto values: Theimportance ofthis event in thenovel Thisoutstandingportrayal of ..


Continuum

appreciation

narrow range ofadverbs: very

adverbs: so (eg ‘It was so big’)

adverbs: really,many

uses elements ofintensity: just, only

vocatives

own name andfamily

category: teachermother womanman

delicate choice ofname according torank and context

can switch fromformal to informal

graduation

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Continuum

Point of view

> begins to identify how meanings can be made objectively or subjectively > appropriate and consistent use of subjective and objective expressions for more delicate and idiomatic expressions

begins to identifyhow meaningscan be madeeither subjectivelyor objectively– subjectively by

identifying who is holding the opinion I think the problem is …

– objectively by holding the opinion holder The problem might be thatthe road is unsealed

begins to useappropriatelysubjective andsimple objectiveexpressions ofmodality– subjectively by

identifying the holder of the view I believe the problem is …

– objectively by holding the identity of the opinion holder The problem might be the state of the road

uses appropriatelya small range ofsubjective andsimple objectiveexpressions ofmodality: – subjectively by

identifying the holder of the view I am

certainthat the issues are not …

– objectively by holding the identity of the opinion holder The issue is likely to be that

uses appropriately – a range of

subjective and a small range of objective expressions of modality: In my opinion the issues are not…

– a small range of objective expressions: The response of the army seemed excessive, The possibility of violence

uses appropriately– a wide range

of subjective expressions of modality: Our team is of the opinion that the issues are not…

– a small range of objective expressions: The risk of contamination is

Modality

> Use of basic grammatical elements > uses a range of forms of modality with greater degrees of accuracy > combines more complex language elements

Uses basicgrammatical itemsto expresscertainty:– auxiliaries: is,

are (eg ‘She is play(ing)

Uses a smallrange of basicgrammatical itemsand understandsa wider range:– auxiliaries: do,

does

Uses a range ofgrammatical itemsand understandsa wider range:– auxiliaries: did,

can, will

Understands asmall range ofgrammatical itemsexpressingmodality (degreesof certainty andobligation)

Chooses withsome accuracythe mostelementary: must,might, maybe, I think, I know

Chooses withsome accuracyelementaryexpressions ofmodality (degreesof certainty andobligation): could,may, perhaps,luckily, I reckon

uses simple forms of languageexpressingmodality withvarying degrees of accuracy: – obligation: should, could

– frequency: always

– certainty: could– inclination: like

uses a range ofsimple forms ofmodality withgreater degree ofaccuracy in moreformal contexts: – combining

elements of certainty: Perhaps the government will

uses a range ofsimple forms ofmodality withgreater degree of accuracy – combining

elements of certainty and inclination when negotiating with known adults (I’d really liketo do that )

uses a greaterrange of simpleforms of modalityaccurately: – chooses words

that express frequency: seldom

uses a smallrange of complexforms of modalityaccurately andappropriately: – combining

language elements of certainty: Perhaps we might be able to change her mind.

Combines morecomplex languageelements thatexpress modality: – combining

language elements of certainty, evaluation: Unfortunately we will never get to see the changes

Combines andextensive range ofcomplex languageelements thatexpress modality: – combining

language elements of certainty: I was wondering if it was possible to hand in …

– incorporating elements of inclination: The use of the thick brush strokes suggests

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Continuum

Cultural references

> begins to choose idiomatic language more delicately for effect > chooses confidently from a range of expressions, appropriate to the context

> discusses in simple ways and for a small range of texts how visual images and language construct stereotypes, > Identifies and critically responds to the construction of gender, race and class, bias, prejudice stereotypes, bias and prejudice through a wide range of multimodal resources

Begins to usecolloquial terms(eg ‘guys’, ‘mate’)

Begins to playwith language forhumorous effect(eg ‘See youtomorrow’ knowingtomorrow isSaturday)

Plays withlanguage in anarrow range ofways for humorouseffect (eg says‘Goodbye’ andimmediatelychanges to‘Badbye’)

Understands anduses a limitedrange of colloquialand idiomaticlanguage (eg‘Who do you gofor?’)

chooses withsome confidencea limited range of colloquial andidiomatic language“sucked in”

choosesconfidently from a narrow range of colloquialismsand idioms “It’sstinking hot”

chooses moredelicately from a small range ofcolloquialisms andidioms “Give me a hand” “You’rean angel”

chooses moredelicately from a range ofcolloquialisms and idioms “Getoutta here”

chooses moredelicately from a range ofcolloquialisms and idioms “May I go to the loo?”

chooses isolatedexamples ofeuphemisms ininformal contextsor story genres“She passedaway”

choosesconfidently from a wide range ofcolloquialisms,and idioms: – when interacting

with adults understands “We’ll cross that bridge when we get to it”

– when interactingwith peers chooses “He pissed me off.”

chooses from a limited range of euphemismswhen interactingwith peers “Wholet one off?”

understands asmall range ofcultural referencesbeyond immediatetext: White knightsof the battle filedused to mean Thefunction of thewhite blood cells

onfidentlyunderstands anduses a widerrange expressions: – uses

colloquialisms appropriate to the context “He spewed all over me!”

– compares idiomssuch as “pull yourself together”and “don’t let it get you down”possibly used by a team captain in a pep talk

– uses a narrow range of euphemism “he is no longer with us”

– begins to identifythe cultural sources of some colloquialisms eg Bro from urban African-American

uses humourconfidently andappropriately ininformal contextswith familiarpeople, but lessconfidently withunfamiliar people

idioms, colloquialisms and humour

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Continuum

Identifies andcritically respondsto a wide range ofcultural referencesbeyond immediatetext: Australia’sLouvre affair withParis instead ofAustralia’s loveaffair with Paris.

idioms, colloquialisms and humour (continued)

stereotypes, bias, prejudice

identifies in basicways how visualimages andlanguage constructstereotype in anarrow range oftexts: – identifies

construction of stereotypes in television commercials or junk mail such as what roles they have

discusses insimple ways for a narrow range oftexts (eg televisioncommercials orjunk mail) howvisual images andlanguage constructstereotype, biasand prejudice– demonstrates a

tentative critical understandings of cultural references such as the depiction of who people are by their clothes

discusses insimple ways andfor a small rangeof texts how visualimages andlanguage constructstereotypes, bias,prejudice – identifies target

audience for magazine discussing layout, format, photographs and cultural groups

– discusses depiction of stereotypes in commercials through clothes, accents, roles

reflects criticallywith someconfidence andfor a small rangeof texts, on howvisual images andlanguage constructstereotypes, bias,prejudice – compares how

early and current history texts talk about indigenous groups

– discusses who gets included or excluded in a documentary

discussescritically withincreasingconfidence andfor a range oftexts, how themultimodalresourcesconstructstereotypes, biasand prejudice – considers the

intended impact of a news report on school vandalism on the audience

– compares the gender construction in two texts in different media

discusses for awide range oftexts how themultimodalresourcesconstructstereotypes, biasand prejudice – compares how

cooking programs construct different cultural groups

analyses for awide range oftexts how themultimodalresourcesconstruct gender,race and classstereotypes, biasand prejudice andoffers appropriatealternatives– offers

alternative readings to some history texts

– identifies ageism, sexism and homophobiain speech characterisation of popular American and Australian sitcoms

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compares theappropriatenessof isolatedexamples ofcolloquial andnoncolloquiallanguage: coolwith good, footywith football, carwith vehicle

reflects withincreasedconfidence on thelanguage choicesfor context: says‘See you later’ to a friend and‘Goodbye’ to a visitor

Demonstrates,with increasedconfidence, acritical awarenessof variationaccording tocontext:– understands

how words vary according to context: abdomen, stomach, tummy, belly, guts

chooses withsome confidencevocabularyappropriate totenor of context– chooses fix cars

or repair motor vehicles appropriately

choosesconfidently from a range of vocabulary to maintainappropriate tenorin spoken andwritten texts– chooses from:

rear, rump, bottom, backside, bum

chooses moredelicately from a range ofvocabularyappropriate for the tenor of thecontext: male,gentleman, man,guy, dude

chooses moredelicately from a range ofvocabulary to maintainappropriate tenorin a text: man,gentleman, male,bloke, wanker

chooses moredelicately from awide range ofvocabulary tomaintainappropriate tenorin a text– chooses

holidays rather than vacation, and residence rather than house

choosesvocabulary mostappropriate for thetenor of thecontext:– chooses in more

formal contexts “hoping to achieve” rather than “hoping to get out of it”

choosesconfidentlyvocabulary mostappropriate for thetenor of thecontext:– chooses in more

formal contexts “attending” rather than “going to”


Continuum

Consistency tenor

> chooses with some confidence vocabulary appropriate to tenor of the context > chooses confidently vocabulary most appropriate for the tenor of the context

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Foregrounding

> highly repetitive human foregrounding > begins to vary grammatical elements > use of a wider range of language features at text, paragraph and sentence level, avoiding repetitiveness, to structure the text optimally

begins to useaction verbs: Cutthe bread

chooses actionverbs consistentlyat the beginningof steps: Stir

chooses widerrange of actionverbs at thebeginning ofsteps: Slice

begins to useconjunctions:First, Second,Finally

begins toforegroundmanner of doingan action:Carefully place …

uses conjunctionswith moreconsistency: First,Second, Next,Finally

actions andmanner: Draw theeyes with a finebrush; With a finebrush draw theeyes

range ofconjunctions:First, Second,Next, Then Finally

simple phrases: – time: For about

3 minutes – place: On top of

the icing; Fromthe centre of

the page – manner: With a wet cloth

wider range ofconjunctions:Secondly, Later,Finally, Lastly

phrases with moredetail: – time: After about 10 minutes

– place: In the middle of the small square

– manner: In a large ceramic bowl

phrases anincreasingspecificity of thenoun group: – time: At the same time

– place: On alternative bricks

– manner: With a clean damp cloth

– accompaniment: With your friend’s support


Continuum

procedure

personalpronouns: I, She

basic phrases oftime: On Saturday,On Sunday– occasionally

uses other basic very short phrases of time (eg Yesterday, Then, After (as After that))

basic very shortphrases of timeand place (eg Inthe afternoon, At6.00pm, At school) – begins evaluation

with personal pronouns

chooses short,basic phrases oftime and place:Later that night,At Coles

chooses lesscommon phrases: – time: Soonafter; In the last 10 years

– place: In the aeroplane

chooses specificphrases: – time: In the nineteenth century

– place: At the entrance of the building

occasionallychooses formulaicdependent clauses:When we finishedlunch

chooses phrases:– time: At exactly

the same time – place: On the

return trip – manner: Suddenly

chooses a rangeof simpledependentclauses: When the film was over

chooses range of circumstancesand specificdependent clauses: – time: A few moments later; When the children saw the ghost

– manner:Without a noise

chooses a rangeof descriptivephrases anddependent clauses: – time: At the conclusion of the ceremony; As the car sped away

– place: On the edge of the

road– manner: Noiselessly

– cause: As the smoke was filling the room

chooses a widerrange of phrasesand dependentclauses includingconsecutivephrases of placeor time for effect: – time: One cold winter’s day, in 1975

– cause: As the floodwater were rising rapidly

chooses delicatelychosen phrasesand dependentclauses of time,place and manner:– time: Throughout the long hot day; Without any hesitation, While the seconds ticked away

– cause: As the fires were looming closer; Because of the rapidly rising water level

chooses a rangeof elements foreffect includingcircumstance withabstract concepts:Because of thedistressingcircumstances, I decided to; Withthe fires racingrapidly towardsthe house, wedecided to; Forthe greater goodof all concerned, I decided to

recount/narrative

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names parts ofbody and objects

description:– human

foreground I can see a door. / I have 2 legs.


foreground with wider range of processes I have .. I like ... I live ...

– recognises simple positions


foreground with wider range of processes She is wearing..

– the name of the object with a narrow range of prepositions: The desk is next to the window.

descriptive report:– identifies topic

words at front of sentences ‘Snakes live … Snakes eat …’

description:– the name of the

object with a small range of prepositions: The bin is under the table.

descriptive report: – with support

uses topic words at front of sentences

description:– simple

expressions of place Next to the door there is a large table.

descriptive report:– with support

uses simple subheadings to organise the text Size, Food, Habitat

description:– a small range

of expressions of place By the door there is a large table.

descriptive report:– uses

subheadings with more confidence

practical report – foregrounds

human element We put the leaf in the sun

description:– a range of

expressions of place with ellipsed subject (there) Right next to the large table is

– slightly expandednoun groups: The large blue metal bin

descriptive report:– with support

uses technical subheadings Classification, Appearance, Habitat

practical report – begins to

foreground non-human elements The leaf was put in the sun

description:– a wider range

of vocabulary to express place and the name of the object

descriptive report: – uses

subheadings in noun groups which foreground paragraphs Habitat .. The habitat of the snake is ..rather than “Thesnakes live..”

practical report: – foregrounds

with some confidence non-human elements The lathe was dismantled …instead of Wedismantled

description:– an increasing

range of vocabulary to express place and the name of the object

descriptive report: – foregrounds

confidently generalised noun groups The diet of the brown bear

practical report: – foregrounds

non-human elements confidently The pumpkins seedswere planted instead of the human “We planted the ”

description:– occasionally

foregrounds non finite expressionsof manner, Entering slowly (there) is

taxonomic report:– foregrounds

noun groups as classifications: Deciduous trees are/have ….


tentatively chooses non finite dependant clause with moredelicate choice of vocabulary: Hanging from the ceiling, (there) is a large crystal chandelier.

taxonomic report:– selects

foregrounding to support taxonomy


chooses non finite dependant clause in secondplace: Directly above the dining table, hanging from the ceiling, (there) is a large crystal chandelier.


Continuum

description/report

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foregroundshuman or nonhuman topicswords to give aseries of beliefseg Adelaide is a good citybecause.. or I like Adelaidebecause it is ..

begins to useconjunctions topresentarguments: First,Second, Finally


uses a range of conjunctions:First, Second,Next, Then, Finally

uses a wider rangeof conjunctions:Secondly, Inaddition, Later,Finally, Lastly, Onthe other hand,So, However

begins to usenoun group asalternative toconjunctions: Thefirst reason is that

begins to usecircumstances:Because of this

uses a widerrange ofconjunctions:Therefore, As a result

uses a small rangeof noun groups asalternative toconjunctions: TheFirst argument,Anotherargument, Anargument for thisis that instead ofFirstly, Secondly

circumstance:Because of thepollution

begins to userhetorical questionsto structure oralarguments: Andwhat about thestudents?

uses conjunctionsconfidently: Hence

uses noun groupsas alternative toconjunctions withmore confidence:One of the mainarguments,Another point is

dependent clause:Because fossilfuels contribute to pollution

uses rhetoricalquestions withlimited confidenceto structurearguments: Andwhat do thestudents think?

uses a wide rangeof conjunctionsconfidently andaccurately:Consequently,Nevertheless

uses a wider rangenoun groups asalternatives toconjunctions: Themain factorinstead of Firstly

circumstance:Because of theincreased amountof carbon dioxide,scientists

foregrounds withsome confidenceabstract noungroups: Thedestruction of thepanda’s habitat isdue to instead of“People aredestroying theplaces where thebear lives”

uses rhetoricalquestions: Andwhat is the mainfactor in globalwarming?

uses accuratelyand with someconfidence lesscommonconjunctions:Subsequently,Moreover

placesconjunctions insecond place,Success, on theother hand, is

uses a widerrange of noungroups asalternative toconjunctions: Theprincipal reasonfor the increase in homelessness

circumstance:Due to theeconomic impact

dependant clause:As there is plentyof sunlight inAustralia

foregroundsabstract noungroups withgreaterconfidence Therecovery rate ofsome athletes

uses rhetoricalquestions:: Canwe see thesolution for thehomeless?

uses accuratelyand confidently a wider range of less commonconjunctions:Conversely, In fact

places lesscommonconjunctions insecond place Theeye, in particular,is

uses longerabstract noungroups asalternatives toconjunctions, Theprimary argumentfor an increase is...

circumstance withabstract concepts:Because of thedistressingcircumstances of the homeless

foregroundsabstract noungroups withconfidence Therecovery rate ofsome athletes,The potentialeffect of this is areduction in cost

uses noun groupsas headings, Therise of democracy

uses rhetoricalquestions asheadings Whatare the beststrategies?


Continuum

exposition

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begins to useconjunctions to presentarguments: First,Second, Finally


uses a range of conjunctions:First, Second,Next, Then, Finally

uses a wider rangeof conjunctions:Secondly, Inaddition, Later,Finally, Lastly, So,However

begins toforeground: – circumstance:

Because of this– conjunction: So

foregrounds: – circumstance: Because of the rainfall

– conjunction: As a result, Therefore

foregrounds:– dependent

clause: Because the amount carbon dioxide is increasing, scientists …

– conjunction: Hence

foregrounds:– dependent

clause: As the rock cools

– circumstance: Because of the increased amount of carbon dioxide,scientists

– conjunction: Consequently

– noun group: Theresults showed; The main factor

foregrounds– dependent

clause: As the temperature decreases

– circumstance: Due to the heat

– noun group: The effect of this is to

foregrounds– non finite

dependent clause: Followingthe drying of the grapes


Continuum

explanation

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Continuum

Uses one or twoexamples ofpronounreference:– chooses ‘He is

Ali’ with some confidence

– chooses others very tentatively (‘Ali book’ over ‘my book’)

Uses most basicreference itemsaccurately most“of the time:– basic pronouns:

I, you, my book, here

Uses a smallrange of referenceitems accuratelysome of the timeparticularly inshort spokentexts: – possessive

pronouns: my, your, his, her

– third person pronouns: it, he, she, him, her

– demonstrativepronouns: here, there

Links elements ofa text using alimited range ofcohesiveresources:– uses a small

range of reference items (eg the, pronouns) accurately most of the time in spoken texts (a bag, the bag)

– understands and uses these reference items with some accuracy in short written texts

– begins to appropriately use zero article (eg Salt is bad for you.)

Links elements of a text using a narrow range of cohesiveresources:– mostly accurate

use of a narrow range of reference items in spoken texts including those with immediate reference to the previous sentence (eg ‘My sister’s got a computer. It is ...’)

– mostly accurate use of reference in short written texts including those with a common nominalisation referring to a previous sentence (eg ‘We mixed some flour and water. Then we added some salt to the mixture.’)

– mostly accurate use of small range of reference items in spoken texts including those with a contraction with immediate reference to theprevious sentence (eg ‘My mum’s got a computer. It’s a ...’)

– moslty accurate use of reference in longer written texts including pronouns referring to a common nominalisation and with increasing distance from the original item (eg ‘The flour and water make a mixture. This mixture makes a dough.’)

mostly accurateuse of range ofreference items inspoken textsincluding dualreference: Mydog’s got a newkennel. She likesit so much

mostly accurateuse in writtentexts includingwhen ellipsedwords are used egThe flour is mixedwith water. This(mixture) makes a dough.

Uses referenceitems appropriatelyin longer,increasinglycomplex factualgenres such asexplanations, withuse of moretechnical terms“The woodchipsare mixed withwater. This pulpis …

Uses referenceitems that refer to large segments of text: Thesepatterns are alsoseen in othergenres

Begins to trackbackwardreference withinthe samesentence, within a written text:When she arrivedhome, Sarahfound the dooropen.

Text referenceitems in longerfactual genres,with commonabstract termswithin a longernoun group, areunderstood andused with someconfidence: Manyof these issues

Begins to usebackwardreference withinthe samesentence in owntext: When heanswered, Clivewas clearly angry.

Understands textreference itemsincluding lesscommon abstractterms and usesthem confidentlymost of the time:This process …These factors …

Begins to usebackwardreference acrosssentences foreffect: She arrivedhome suspectingnothing. As sheapproached Sarahsaw that her frontdoor was open.

Uses textreference itemsconfidently inlonger factualgenres, includingwhen multipleelements arecombined: “All of the abovesymptomsindicate …”

Uses backwardreference acrossmultiplesentences foreffect - He hadbeen to Sydneybefore. He hadvisited all thetourist spots byland and boat. But there wassomethingmissing. Jamesfelt that he hadnot yet found hisspecial place. This was what hehoped to do onthis trip.

Uses the range of reference items confidently,including whenless commonabstract elementsare combined:Such examples of abuse show the need to …

Competent use of backwardreference foreffect, delayingthe identificationof the source: Itsdark black mantlehovered over usfrighteningly. Wecowered underthe tree,wondering whatwould become ofus. Then we heardits pleadingfrightened cry. Wesighed with relief.It was just a smallhungry cat litlarge by the streetlight.

Cohesion

> limited range of resources > wide range of resources

reference items

> uses a limited range of pronoun references, with inconsistent control > greater control of reference items, with increasing distance from source, for forward reference > confident control of both forward and backward reference, for optimal effect and cohesion, including use of abstract terms

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Continuum

Uses a smallrange ofsynonyms andantonyms

Uses a widerrange ofvocabularypatterns:– small sets of

synonyms and antonyms

– composition (whole - part) digestive system – mouth, oesophagus, stomach, liver

– classification: kinds of whales – baleen, toothed, humpback

Uses a widerrange ofvocabularypatterns– sets of

synonyms: shop, store, retail outlet, market

– sets of antonyms: private, public

– composition (whole part): computer: CPU, hard drive

– classification: kinds of computers – mainframe, personal

Uses anincreasinglycomplexvocabularypatterns– complex

taxonomies based on composition and classification: seed - seed coat, embryo – plumule, radicle, cotyledons, endosperm

– complex taxonomies based on classification: monocots, dicots

Uses complexvocabularypatterns: – broad sets of

synonyms - in an explanation of childbirth: baby, embryo, foetus, offspring, newborn

Uses complexvocabularypatterns - eg in a text on geologyuses eras,Palaeozoic,Mesozoic, periodsCarboniferous,Jurassic, epochsPennsylvanian,Pleistocene

vocabulary patterns

> small range of vocabulary patterns > wide range of complex vocab patterns

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Continuum

Begins to expandinformation in atext by choosingthe simplestlinkingconjunctions: and

Begins to expandinformation in atext by choosingthe simplestlinkingconjunctions: and, but

Expandsinformation in atext by joiningclauses:– forms compound

sentences with linking conjunctions: and, then, but, or, so

– begins to use the most common binding conjunctions (because) to form complex sentences


sentences with linking conjunctions: and, then, but, or, so

– forms complexsentences with

the most common binding conjunctions: because, when, before, after


sentences using linking conjunctions including and then

– forms complex sentences using an expanded range of common binding conjunctions including if

Forms complexsentences usingcommon bindingconjunctions:because, if, when,since, that (I knowthat it is true)

Begins to usesmall range ofrelative pronounswith varyingaccuracy: Wecome fromZagreb, which isthe capital ofCroatia

Forms complexsentences using awide range ofcommon bindingconjunctions:because, if, when,since, because if

Uses a smallrange of relativepronouns withvarying accuracy:I come fromZagreb, which isthe capital ofCroatia, .. / Theboy which writeswell..

Forms complexsentences using a wider range of bindingconjunctions:whenever, if, since

Uses relativepronouns withgreater choiceand accuracy:Zagreb, whichis the capital ofCroatia, has apopulation ..

Forms complexsentences usingthe range ofbindingconjunctionsappropriately andaccurately most of the time

Uses relativepronounconfidently andaccurately: TheSuez Canal,which wasfinished in 1869,was designed by..

Forms complexsentences usingthe range ofbindingconjunctionsconfidently,accurately:whenever, ifthough

Uses relativeclausesconfidently,accurately:Without enoughmemory, thecomputer cancrash, which isalways frustrating

Uses complexrelative clauseswith someconfidence:Without enoughmemory, thecomputer cancrash, which isfrustrating andusually results ina loss of work andmoney

Uses finiteclausesconfidently:Completed in1869, the SuezCanal wasconsidered

Uses non finiteclausesconfidently: Theteam, havingseen the otherresults, knew thatthey had a slimchance of makingthe finals.

Uses interruptingclausesconfidently: Theteam, after theyhad seen theother results,knew that theyhad a slim chanceof making thefinals

Uses relativeclausesconfidently:Without enoughmemory, even thelatest computerscan crash, whichis frustrating andusually results ina loss of work andmoney.

Expand information by joining clauses

> simple linking and binding conjunctions > forms complex sentences with a range of conjunctions > confidently forms a wide range of dependent clausess > begins to use relative pronouns

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Continuum

Tense and number

> beginning control of primary tense > control of primary and beginning control of secondary > control of less common secondary tense

> developing control of subject verb agreement > control of subject verb agreement with abstract head nouns

Begins todemonstratelimited control of primary tenses(present, past,future) (eg ‘Weplay’ for ‘Weplayed’)

Demonstrateslimited control of subject–verbagreement forsimple presenttense (eg ‘I play’,‘She play’)

Demonstrateslimited control of primary tenses(present, past,future) (eg ‘Weare play’ for ‘Weare playing’)

Demonstratesinconsistentcontrol ofsubject–verbagreement withprimary tenses(eg ‘I play’, ‘Sheplays’, ‘I areplaying’)

Demonstratessome control ofthe primary tenseswith generallyconsistent controlof subject–verbagreement (eg ‘Iam playing’, ‘Sheis playing’, ‘Theyare playing’; ‘Ihave’, ‘She has’)

Demonstrateslimited control ofsecondary tenses(eg ‘We playedsoccer’, but ‘Wewas lining up’instead of ‘Wewere lining up’)

Demonstratescontrol of primarytenses for mostcommon regularverbs butinconsistent controlof irregular verbs

Demonstratesinconsistent controlof secondarytenses (eg ‘I gavehim the ball’, but‘I have give himthe ball’ instead of ‘I have given himthe ball’)

Demonstratescontrol of choiceand formation oftense for a smallrange of verbs:– shows control

of the primary tenses and the past tense form of most commonirregular verbs: did, went, saw

– begins to gain control of secondary tenses eg ‘I am hoping’, ‘I was seeping too long’)

Demonstratescontrol of choiceand formation oftense for a rangeof verbs:– shows control

of the primary tenses and the past tense of an increasing rangeof irregular verbs: took, drank, stole

– shows better control of familiar secondary tenses (eg ‘I’ve wanted to go there’) but inconsistent control of less familiar secondary tenses expressing more complex time concepts eg (uses ‘I’ve wanted to go there’ instead of I’ve been wanting to go there)

Shows bettercontrol of morecomplex lessfamiliar secondarytenses

Demonstratessome control of subject–verbagreement whenforegrounding iscomplex: – correctly

chooses verb form to align with countable head noun The recent arrivalsfrom Burma speak Karen but incorrectly chooses verb form to align with head noun according to number and countability Oneof the changesover the last six months are the cost of petrol.

Demonstratesbetter control of subject–verbagreement whenforegrounding iscomplex: – correctly chooses

verb form toalign with head noun according to number and countability A third of the cars are Chinese; but inconsistently selects the correct verb form when the head noun is not countable A third of coal are from Moonta.

Demonstratesdeveloping controlof subject–verbagreement whenforegrounding iscomplex: – correctly

chooses singular form of the verb to align with common abstract head noun Their long journey over the mountains wasdangerous.

Demonstratesdeveloping controlof subject–verbagreement whenforegrounding iscomplex: – correctly

chooses singularform of the verb to align with less common abstract head noun The riskof an outbreak of measles is high.

Demonstratescontrol ofsubject–verbagreement whenforegrounding iscomplex: – correctly

chooses singularform of the verb to align with less common abstract head noun The destruction caused by the fires wasdevastating.

Demonstratescontrol ofsubject–verbagreement whenforegrounding iscomplex: – correctly

chooses singularform of the verb to align with less common abstract head noun The recovery rate of elite marathon runners is about 4 weeks.

Consistentlycontrols subject –verb agreementby correctlyidentifying thehead noun toalign with theverb, includingwhen it is abstract eg SouthAustralia’s failureto attractimmigrants isa concern.

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Continuum

Passive voice

> begins to understand what is foregrounded may require change in voice but does not always have control > consistently uses appropriate voice accurately according to what is foregrounded, including where there are causal relationships and abstract concepts

Begins tounderstand thatchange in grammarmay be required if changing whatis foreground butdoes not alwayshave control ofthat:– foregrounding

non-human elements may impact on form of the process (to passive) The leaf was put in the sun rather than I put the leaf in the sun(active)

Understands thatchange in grammarmay be required if changing whatis foreground butdoes not alwayshave control ofthat:– foregrounding

non human elements may require a change to passive voice “The houses were sold by the agents” (passive)rather than “The agent sold the houses” (active)

Chooses correctgrammar most ofthe time when achange in what isforegroundedrequires it: – understands that

foregrounding non human elements may require a changeto passive voice “The house was demolished by the council(passive) rather than The council demolished the house (active)

Chooses correctgrammar if whatis foregroundedchanges: – understands that

foregrounding ‘the results’rather than ‘the students’requires a change to the passive voice in “The results were plotted on a chart”

Chooses correctgrammar insentences with acausal relationshipif what isforegroundedchanges: – understands that

foregrounding ‘the rain’ requires the active voice ‘The heavy rainfall led to some minor flooding where as foregrounding ‘The flooding‘requires the passive voice ‘Minor flooding was caused by the heavy rainfall”

Chooses correctgrammar insentences with a increasinglyabstract conceptsif what isforegroundedchanges: – uses appropriate

voice by recognising whether the agent of the action is the foregrounded element, eg uses the active voice in, The storms are causingextensive damage, and uses the passivevoice with accurate verb form in, Extensive damage is being causedby the storm.

Consistently usesappropriate andaccurate voiceaccording to whatis foregrounded:– uses the active

voice in, The gangs have been causingextensive damage, and accurately uses the passive voicein Extensive damage has been causedby the gangs

– correctly identifies the head noun to align with the process eg Hundreds of mutually incomprehensiblelanguages are spoken; South Australia’s failure to attract immigrants hasbeen a concern

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Continuum

Print conventions

> uses some of the basic print conventions > has increasing control of a wider range of print conventions > understands the relationship between intonation and punctuation to make effective choices

directionality

writespredominantly left to right

writes left to right,top to bottom

letter formation

forms a fewidentifiable letters

forms someidentifiable letters

forms mostlyidentifiable lettersin “print” text

mostly usesaccurate letterformationincluding “linked”text

mostly usesaccurate letterformation anduniform size

consistently usesaccurate letterformation anduniform size

Reads texts withvariation in fontand case,including thosehandwritten bydifferent people

case

begins toexperiment withcapitals

mostly uses lowercase appropriately

mostly uses uppercase for start of sentence

mostly uses uppercase for propernames

mostly uses lowerand upper caseappropriately

consistently uses capitalsappropriately

fullstops

begins toexperiment withpunctuation suchas full stops

shows limitedaccuracy in use of full stops

shows developingcontrol of use offull stops

mostly uses fullstops appropriately

consistently usesfull stopsappropriately

question marks

begins toexperiment withpunctuation suchas question marks

shows someaccuracy in use of question marks

mostly usesquestion marksappropriately

consistently usesquestion marksappropriately

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Continuum

commas

begins to usecommas toseparate nouns in lists

begins to identifycommas afterforegroundedexpressions oftime and place In 2009, .

consistently uses commas toseparate nouns in lists

uses commassome of the timeafter foregroundedexpressions oftime and place In the nineteenthcentury ..

uses commassome of the timebefore a relativeclause We comefrom Zagreb,which is thecapital of Croatia.

uses commassome of the timeafter foregroundedelements ofmanner With a fine brush, ..

uses commasmost of the timefor embeddedrelative clausesZagreb, which isthe capital ofCroatia, ..

uses commassome of the timeafterforegroundedclauses andphrases of timeand place eg AfterRamadan, … ;When the childrensaw the ghost, …

uses commasmost of the timeafterforegroundedclause or phrasesof time, place andcause Because ofthe increasedcarbon dioxide,scientists

uses commasmost of the timeafterforegroundedconsecutivephrases of time orplace In Canberrain 1975, ..

uses commasmost of the timefor more than thesimplest uses: – between

describers long, winding path butnot classifiers stainless steel shifting spanner

– around conjunctions in second place Success, on the other hand, ..

consistently uses commasappropriately andfor effect eg Theeye, in particular,is ..

exclamation marks

understands andbegins to useexclamationmarks with someaccuracy

uses exclamationmarks appropriately

speech marks

begins to usespeech marks forthe most basicform of directspeech “She said,“I want to gohome.”

some of the timeuses speechmarks includingother punctuationsuch asapostrophesaccurately, ‘Shesaid, “I’d like togo home” ’

begins to use a new line for achange of speakerin a dialogue

some of the timeuses speechmarks and otherpunctuation suchas question andexclamationmarks accurately,‘She asked,“Would you like to go home?” ’

mostly uses a new line for achange of speakerin a dialogue

mostly usesspeech marks andother punctuationfor direct speechaccurately

some of the timeuses speechmarks beyond thebasic accurately, “ ‘Who is he?”she asked, addingquickly, “Is itStan?” ’

consistently usesspeech marksbeyond the mostbasic accurately

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DRAFT 280710




Continuum

apostrophes

begins to useapostrophes forbasic contractionsand possessionI’m, didn’t, John’sbag

expanding use ofapostrophes forbasic contractionsand possessionIt’s, I’d, you’re,I’ve

developing controlof apostrophes forbasic contractionsand possession

mostly usesapostrophes forbasic contractionsand possessionappropriately

consistently usesapostrophes forbasic contractionsand possessionappropriately

colons

begins to usecolons andsemicolons (from scale 14)

developing control of colons,semicolons anddashes(from scale 14+)

citation

Uses limitedformattingconventions withsupport to citesourced material(eg bibliography).

Independentlyuses limitedformattingconventions to cite sourcedmaterial (egbibliography).

Some of the timeuses a range of formattingconventions to cite sourcedmaterial (eg intext quotation,footnotes,bibliography).

Mostlyappropriately uses a range of formattingconventions tocite sourcedmaterial (eg intext quotation,footnotes,bibliography).

Can consistentlyuse formattingconventions to cite sourcedmaterial (eg intext quotation,footnotes,bibliography).

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DRAFT 280710




Continuum

Decoding

> identifies names and sounds of alphabet > identifies syllables in more complex words

Recognises mostletters of familiarwords (eg ownname)

Recognises mostletters of familiarenvironmentalprint (eg Stop)

Identifies theletters of thealphabet in order

Recognises mostletters of familiarclassroom print(eg labels in theclassroom)

Reads commonletter combinationseg ee, th,

Identifies theletters and soundsof the alphabetout of order, withsome prompting

Identifies syllablesin longer wordswith someaccuracy

Identifies lesscommon lettercombinations eg ough

Identifies syllablesin longer wordswith more accuracy

Spelling

> starts to identify beginning and end sounds in words > uses a range of spelling strategies > spells less common patterns with accuracy

Identifies somebeginning sounds:– identifies words

starting with same initial sound as own name

– writes initial sound

Uses correctletters torepresent mostbeginning andsome end soundsin familiar words

Uses correctletters torepresentbeginning, middleand end sounds in words fromfamiliar texts

Spells with someaccuracy manycommonmonosyllabicwords (eg swim)

Spells other wordsbased on soundsin the word(‘wekd’ for‘weekend’)

Spells accuratelymost commonmonosyllabicwords

Spells lesscommon wordsbased on ownpronunciation (eg ‘sady’ for‘Saturday’)

Spells with someaccuracy mostcommon wordslearnt in theclassroom

Spells othersbased on ownpronunciation orother patterns (eg ‘cliining’ for ‘cleaning’)

Spells most wordswith accuracybased on accuratepronunciationand/or visualpatterns

Uses a range ofspelling strategiesincluding visualpatterns, wordlists, dictionaries

Uses sound, visualand meaningpatterns (includingmost commonprefixes, suffixes)to spell correctly:

– most frequently used multi-syllable words which have less common spelling patterns

Uses word origins,sound and visualpatterns, syntaxand semantics ina multi strategyapproach to spellcorrectly forspelling unfamiliarwords: – specialised

words– words with:

complex but common patterns, silent letters, same sound but different spelling

In first draftwriting correctlyspells everydayand subjectspecific words

Can usedictionary,glossary,thesaurus withconfidence

Spells correctlydifficult words: – unusual

consonant patterns (guarantee)

– longer words with unstressed syllables (responsibility)

– vowel alteration patterns (eg brief to brevity)

– foreign words

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DRAFT 280710




Continuum

Multimodality

> recognises and uses a small range of basic visual elements > recognises relationship between visual and verbal text > uses a wide range of resources in a range of complex multimodal texts with increasing confidence

Relies on gesturesor visual imagesto conveymeanings inspoken mode in immediatecontexts

Understands thegeneral purposeof a limited rangeof school-basedsigns (eg roomnumber, Toilet)

Understands thegeneral meaningof the mostcommonenvironmentalprint (Library,Stop, Open)

Recognises anduses visualimages andgestures toconvey morecomplexmeanings or whenthe context is notimmediatelypresent (eg usespictures to showhow he/she cameto school)

Reads aloud thecrucial parts ofenvironmentalprint:– reads labels in

a classroom and days in the timetable

– matches words to pictures of familiar contexts

Reads and beginsto draw basicdiagrams andmaps (eg layout of the classroom)

Refers toclassroom basedenvironmentalprint Constructsand makesmeaning of simplediagrams andgraphs andrelated texts (egbasic life cycle ofa frog, graph ofnumber of familymembers)

Reads and copiesincreasinglystylised diagrams(eg basic cross-section, diagramof a building)

Understands theuse of colour inmaps (eg to showheight above sealevel)

Identifies anddiscusses inelementary waysthe meaningsmade in a rangeof multimodaltexts:– discusses the

link between information in a flow-chart and in a written explanation

– discusses the meaning of symbols such as those used on clothes

– discusses the meaning of the size of the font of headings

Identifies anddiscusses inelementary waysthe meaningsmade in a rangeof multimodaltexts:– discusses the

links between illustrations/ diagrams/ graphs and accompanying written text

Communicatessimply,appropriately and accurately, ingeneral, when thesituation involvesanother medium: – discusses the

meanings made in a pie graph

– discusses the link between a visual text and accompanying verbal text, such as what the meanings a cross section makes that the accompanying verbal text does not

– gives instructionsover the phone

Communicatesmore confidentlyin situationsinvolving othermedia if the text issimple and thereis support andtime to plan:– uses tables

diagrams and other visual texts when speaking, writing or following instructions

– negotiates over the phone

Engages with andconstructs longerand more complextexts using othermedia but stillrequires somescaffolding:– uses sketches

and graphs– constructs

collaboratively a radio broadcast

– identifies items on a map after listening to a travel talk or watching a travel program

Engages with andconstructs longerand more complextexts using othermedia increasinglyindependently:– presents a TV

news item– writes a radio

news item

Engages with andconstructs longerand more complextexts using othermedia with someconfidence:– emails a letter

to the editor – produces a CD

Rom

Engages with andconstructs basicmultimedia textswith increasingconfidence:– designs a

website– explains the

choices (size, colour, amount) of print versus images made in designing a website

Engages with andconstructs a smallrange ofmultimedia textswith confidence,especially whendealing withspecialised topics: – writes and

presents a news item on a topical issue

– compares the writing of radio news versus news on a website

– discusses the use of light, sound, framing, perspective and colour in films or other visual media

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DRAFT 280710

Notes


DRAFT 280710

Reception–Year 12 Planning for...

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