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AF3 - Organization
AF4 - Organization
16
Level 1
With support, AFs are
evident in some writing
Level 2
AFs are evident in some
forms of writing
Level 3
AFs are evident in most
forms of writing
Level 4
AFs are evident across a
range of writing
Level 5
AFs are evident across
a wide range of writing
Usually with support,
I write most of my
thoughts in sentences.
Usually with support, I
show a basic awareness
of tense (e.g.,
generally written in
simple present tense,
although inconsistencies
may be evident).
Usually with support, I
use at least one basic
connective, such as and,
to join ideas.
I write full sentences that
start in a few different
ways (e.g., not always
with I).
Most of the text is written
in the simple present
tense.
I use at least two basic
connectives, such as
and, but, and/or so to join
two independent clauses
and form a compound
sentence.
I attempt to write a
variety of sentences
(e.g., some simple and
some complex).
I write in the present
tense consistently
throughout the text.
I use more than two
connectives, such as if,
when, and/or because.
I write a variety of
sentences (e.g., simple,
complex, long, and/or
short) that are frequently
structured properly.
I write in the present
tense consistently
throughout the text and
make some attempt to
change tenses when
appropriate (e.g.,
predicting future
outcomes).
I use a variety of
complex connectives,
such as therefore, and/
or however.
I write a variety of
properly structured
sentences and I can
deliberately change
word order, length,
and type to emphasise
meaning and affect my
reader.
I write in the present
tense consistently
throughout the text
and change tenses
when appropriate
(e.g., predicting future
outcomes).
I accurately use a wide
variety of complex
connectives to show
relationships between
ideas.
Usually with support, I
use full stops at the end
of most of my
sentences.
Usually with support, I
start most of my
sentences with capital
letters.
I use full stops correctly
and I attempt to use
exclamation or
questions marks.
I start my sentences with
capital letters and I’m
beginning to use capital
letters for the beginning
of names.
I’m beginning to use
some commas in lists.
I use full stops,
exclamation marks,
and/or question marks
consistently at the end
of sentences.
I use capital letters
accurately for starting
sentences and proper
nouns.
I use commas
accurately in lists.
I attempt to use
quotation marks and
related punctuation
correctly.*
I punctuate the end of
my sentences
accurately throughout
the text and use a
variety of end marks.
I use capital letters
accurately throughout
the text.
I use commas
accurately in lists and
am beginning to use
them to mark clauses
(e.g., at the end of a
linking phrase).
I use quotation marks
and related punctuation
accurately.*
I accurately use the
full range of
punctuation and
ensure that there is a
variety of punctuation
throughout the text
(e.g., fullstops,
exclamation marks,
question marks,
quotation marks,
apostrophes,
brackets).
I accurately use
commas in lists and
to mark clauses.
AF5 - Sentence Fluency
AF6 - Conventions
17
Level 1
With support, AFs are
evident in some writing
Level 2
AFs are evident in some
forms of writing
Level 3
AFs are evident in most
forms of writing
Level 4
AFs are evident across a
range of writing
Level 5
AFs are evident across
a wide range of writing
Usually with support,
I use some
basic adjectives.
Usually with support, I
use some generic
convincing words
(e.g., want, need,
never, always).
Usually with support, I
use simple vocabulary
and repeat key words.
I use a variety of basic
adjectives.
I use a variety of
generic convincing words
(e.g., want, need, never,
always, have to, should,
believe, surely).
I make some
adventurous word
choices.
I use a variety of strong
adjectives throughout
the text.
I attempt to use a variety
of convincing words and
phrases (e.g., honestly,
truly, in my opinion, there
is no doubt, unquestion-
ably, without a doubt,
despite this).
I attempt to make
powerful word choices
that energise my writing
(e.g., I would be thankful
instead of It would make
me happy).
Throughout the text,
I use descriptive (and
may also use figurative)
language.
I use convincing words
and phrases throughout
the text.
I make powerful word
choices that energise
my writing and have
an effect on my reader
(e.g., deliberate attempt
to choose the best word
instead of the first word
that comes to mind).
Throughout the text,
I use descriptive (and
may also use
figurative) language
to create strong, fresh,
and vivid images to
emphasise
my point.
I precisely select from
a range of convincing
words and phrases
that demonstrate my
confidence in my
opinion.
I demonstrate a wide
vocabulary when
making powerful word
choices that energise
my writing and have
an effect on my reader
(e.g., precisely chosen
words suited to the
topic).
Usually with support, I
show awareness of the
sounds formed by
different letters and
groups of letters (i.e.,
some high frequency
words are spelled
correctly and
phonetically plausible
attempts are made).
Usually with support,
I use the word wall for
tricky words.
I usually spell simple,
monosyllabic words
correctly, and where
there are inaccuracies,
the alternative is
phonetically plausible.
I use the word wall for
tricky words.
I can spell simple mono
and polysyllabic words
correctly.
With limited errors, I use
a spelling resource for
unknown words.
I can spell polysyllabic
words that conform to
regular patterns.
I use a spelling resource
for unknown words.
My spelling is
accurate throughout
the text.
Usually with support,
I correctly place most
letters on the line and
use spaces between my
words.
Usually with support,
I may include basic
presentation features of
the text type (e.g., a
basic illustration or
picture).
I can correctly place my
letters on the line, use
spaces between my
words, and my letters
are orientated and sized
accurately.
I may include
presentation features
of the text type (e.g.,
illustrations, diagrams
with labels, and/or text
boxes).
I may include
presentation features of
the text type that are
beginning to enrich/
clarify the text (e.g.,
subtitles, illustrations,
diagrams with labels,
textboxes, and/or
captions).
I may include
presentation features of
the text type that enrich/
clarify the text (e.g.,
subtitles, illustrations,
diagrams with labels,
textboxes, and/or
captions).
I may include
presentation features
of the text type for a
particular effect or to
enhance my
argument (e.g.,
subtitles, illustrations,
diagrams, textboxes,
charts, graphs, and/or
captions).
AF7 - W
ord Choice
AF8 - Conventions
AF9 - Presentation
18
Student Samples
Level 1
Students working within Level 1 are expected to meet criteria in some writing usually with support.
Level 1c
Thursday June 5 20
Dear Mom and Dad
Iwant a pet because I biad good.
in YEAr one and I biadedent.
in YEAr one casll and I bhall.
Love [Student Name]
Interpretation:
Dear Mom and Dad
I want a pet because I did good
in Year one and I be a student
in Year one class and I behave.
Love [Student Name]
Do'stlaringiz bilan baham: |
