English

Wider Reading Program

Years 9 and 10 English Wider Reading Task Criteria Sheet

Very High [5 Marks]
Student has comprehensively completed one task listed on the Wider Reading website. The chosen text[s] was/were highly appropriate for the nominated task and challenging for the student. Student has demonstrated a comprehensive and profound knowledge and understanding of their chosen text[s] its genre[s], themes and issues. Student has presented information pertinent to their chosen Wider Reading task, demonstrating a broad range of ICT skills, executed to an outstanding standard. Highly developed technical skills. Spelling, grammar and punctuation are accurate, while the student explores and uses sophisticated vocabulary. Experiments effectively with a range of linguistic structures. Excellent proof-reading.

Name:
Low [2 Marks]
Student has completed one task listed on the Wider Reading website to a satisfactory standard. The chosen text[s] was/were satisfactory for the nominated task and sometimes challenging for the student. Student has demonstrated some knowledge and understanding of their chosen text[s] its genre[s], themes and issues. Student has presented some information pertinent to their chosen Wider Reading task, demonstrating some ICT skills. Use of ICT was satisfactory, but the student would benefit from more effort. Considers correct structure and punctuation and attempts to apply them. Sometimes uses paragraphs. Vocabulary and grammar are limited and lack sophistication. Spelling has frequent errors but attempts to edit and self-correct. Little evidence of proof-reading. Writing lacks expression and is difficult to read. Engagement with the activity was limited. Help was required, but not sought and the task was submitted late. Did not work well throughout the duration of this assignment.

High [4 Marks]
Student has insightfully completed one task listed on the Wider Reading website. The chosen text[s] was/were very appropriate for the nominated task and challenging for the student. Student has demonstrated an insightful and considered knowledge and understanding of their chosen text[s] its genre[s], themes and issues Student has presented information pertinent to their chosen Wider Reading task, demonstrating a broad range of ICT skills, executed to an excellent standard. Well-developed technical skills. Spelling, grammar and punctuation are usually accurate. Uses a wide vocabulary effectively. Writes legibly and with good expression. Good proof-reading.

Medium [3 Marks]
Student has completed one task listed on the Wider Reading website to a good standard. The chosen text[s] was/were mostly appropriate for the nominated task and mostly challenging for the student. Student has demonstrated a good knowledge and understanding of their chosen text[s] its genre[s], themes and issues. Student has presented information pertinent to their chosen Wider Reading task, demonstrating a range of ICT skills, executed to a good standard. Uses appropriate punctuation and paragraphing in written texts. Spells familiar words accurately. Tends to use familiar vocabulary. Writes legibly. Some evidence of proof reading.

Very Low [1-0 Marks]

Student has attempted one task listed on the Wider Reading website. The chosen text[s] demonstrated limited relevance to the task. The student would have benefited from selecting a more challenging text and task. Student has demonstrated limited knowledge and understanding of their chosen text[s] its genre[s], themes and issues. Student has presented little information pertinent to their chosen Wider Reading task. The ICT presentation of the chosen Wider Reading task was limited and would benefit from a lot more effort. Little or no structure evident in writing. Does not paragraph work or consider sentence structure. Extreme difficulty spelling. No evidence of proofreading. Writing is very difficult to read.

Engages with activity, uses class/ homework time effectively, seeks assistance when required, works independently and completes task within the set timeframe.

Engages with activity, generally uses class/homework time effectively, works mostly independently and completes task within the set timeframe.

Class/homework time is not always used well. Completes task within the set timeframe, but not to the best of his/her ability. Generally works well.

Class/homework time was used poorly and the task was submitted late or not at all. The student was not able to work independently and often disrupted others.

Bibliography using EzyBib Comment:

Marks:

/25