Year 4 Convict Diary

Name. May 2013

Students were statement. required to write a convict diary including a minimum of four diary entries. The written ntroductory piece must mix the factual elements of the events of the first fleet and fictional elements written by the author to engage the reader. Students were given the following Learning Intentions for the project.

Criteria and Learning Intentions

Well Below Year Level Expectation

Below Year Level Expectation Writing contains simple sentences and some complex sentences. Eg, It was cold and I was hungry.

At Year Level Expectation Usually writes complex compound sentences. Eg, I was cold and hungry as they only feed us once a week.

Above Year Level Expectation

Well Above Year Level Expectation Writes many detailed complex compound sentences. Eg, I was extremely cold and malnourished as they only fed us on rations once a week.

Expressing and Developing ideas

Sentences and clause level grammar.

Writing contains simple sentences only. Eg, It was cold.

Writes some detailed complex compound sentences. Eg, I was extremely cold and malnourished as they only fed us on rations once a week.

Creating Text Creating different types of spoken, written and multimodal texts using knowledge of text structures and language features.

Begins to use print and digital resources to gather information about a topic. Begins to select appropriate text structure for a writing purpose and sequencing content for clarity and audience impact.

Uses print and digital resources to gather information about a topic. Selects appropriate text structure for a writing purpose and sequencing content for clarity and audience impact.

Plans, writes and edits a historical narrative of imaginative, informative and persuasive texts. Uses supplied resources to help formulate ideas. Attempts to use paragraphing in writing.

Plans, writes and edits a detailed historical narrative of detailed imaginative, informative and persuasive texts. Gathering ideas from a range of provided resources. Organises ideas into logically sequenced paragraphs. Choose appropriate vocabulary to suit the purpose. Writing shows evidence of a well planned and a cohesive story line. There is clear structure and detailed descriptive language throughout the text.

Plans, drafts and publishes an extremely detailed texts with an awareness of audience. Independently selects some ideas from a range of resources.

Text Cohesion How texts work as cohesive wholes through language features, which link the parts of the text together, such as paragraphs, connectives, nouns and associated pronouns.

Writing shows basic structure and small amounts of descriptive language.

Writing shows some evidence of structure Eg, paragraphs and descriptive language.

Writing shows evidence of a clear structure and descriptive language is consistent throughout the text.

Writing shows evidence of an extremely well planned and a very cohesive story line. There is clear structure and thorough descriptive language throughout the text.

Spelling Knowledge for spelling including knowledge about how the sounds of words are represented by various letters & knowledge of irregular spellings & spelling rule.

Uses limited spelling strategies throughout the text. Eg, ship, sea, food.

Uses a small range of spelling strategies throughout the text. Eg, convict, explore, first, fleet.

Uses a range of spelling strategies to spell unfamiliar words. Uses context when spelling words E.g. Transportation, journey, settlement, ocean.

Uses a range of spelling strategies to spell unfamiliar words. Uses context when spelling words E.g. scurvy, exhaustion, indigenous.

Sometimes applies strategies (i.e. affixes, word origins) to spell new words. Eg, unsuccessful, preliminary, malnutrition, dysentery

Punctuation How punctuation works to perform different functions in a text.

Uses the apostrophe of contractions with some accuracy. Consistently uses commas to separate items in lists. Begins to write correctly formed letters practising correct joins on dotted thirds.

Uses the apostrophe of contractions correctly.

Attempts to use quotation marks with some accuracy.

Uses quotation marks accurately.

Usually uses apostrophes of possession with common and proper nouns.

Handwriting Developing a fluent, legible handwriting style, beginning with unjoined letters and moving to joined handwriting.

Writes many correctly formed letters with correct joins on dotted thirds.

Writes correctly formed letters with correct joins.

Writes fluently with clearly formed and joined letters.

Developing a handwriting style that is increasingly consistent, legible, fluent and automatic.

Vocabulary
The meanings of words including everyday and specialist meanings and how words take their meanings from the context of the text.

Needs to show evidence of developing vocabulary in writing that is topic-specific.

Has shown little evidence of developing vocabulary in writing that is topic-specific.

Begins to show evidence of developing vocabulary in writing that is topic-specific.

Uses newly discovered vocabulary in their writing.

Starting to use precise vocabulary to explore depth of thinking.