CONCLUSION - STRATEGIC INTENTIONS FOR LITERACY

SECTION 4: STRATEGIC INTENTIONS FOR LITERACY

4.7 CONCLUSION

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APPENDICES

1. DART - Sample of indicators describing the literacy skills (writing – language) typically displayed by students at each level of achievement 2. Sample Literacy Audit

3. Sample Literacy Transition Passport

APPENDIX 1

Student ____________________

Date ______________

Writing: Descriptive Report-Language

Shows control of grammatical structures and punctuation in complex sentences. Content is organised into a coherent whole appropriate to the context (eg. paragraphs for a narrative, notes under heading for a report). Vocabulary is precise and spelling correct. That is control of complex sentence structures

coherent and appropriate organisation of whole control of spelling and punctuation

precise vocabulary 14

Contains a variety of simple and complex sentences, with generally appropriate use of

punctuation and conjunctions. The writing is shaped with a clear beginning and end and possibly

paragraph divisions. Vocabulary is appropriate.

Most words are spelled correctly. That is a variety of sentence forms

clear shape to piece as a whole appropriate vocabulary

generally appropriate punctuation and spelling 12

10 Shows control of simple sentence structure and attempts more complex structures. There is some evidence of an attempt to shape the whole piece (eg' notion of beginning and end). Many common words are spelled correctly. Handwriting is clear.

That is

control of simple sentences some notion of overall structure

correct spelling of many common words clear handwriting

Uses basic conventions. Is constructed of simple sentences using some linking words, and uses common punctuation such as capital letters and full stops some or all of the time. High frequency words are usually spelled correctly. Handwriting is readable. That is

simple sentence forms common punctuation

correct spelling of high frequency words readable handwriting

15 Shows control of grammatical structures and punctuation in complex sentences. Content is organised into a coherent whole appropriate to the context (eg. paragraphs for a narrative, notes under heading for a report). Vocabulary is precise and spelling correct. That is control of complex sentence structures

coherent and appropriate organisation of whole control of spelling and punctuation

precise vocabulary 14

Contains a variety of simple and complex sentences, with generally appropriate use of

punctuation and conjunctions. The writing is shaped with a clear beginning and end and possibly

paragraph divisions. Vocabulary is appropriate.

Most words are spelled correctly. That is a variety of sentence forms

clear shape to piece as a whole appropriate vocabulary

generally appropriate punctuation and spelling 12

That is

control of simple sentences some notion of overall structure

correct spelling of many common words clear handwriting

simple sentence forms common punctuation

correct spelling of high frequency words readable handwriting

ACER 1994. This page may be reproduced for non-commercial classroom use.

DART English

E

XTRACT FROM A

S

ECONDARY

S

CHOOL

L

ITERACY

A

UDIT OF

W

RITING IN

K

L

EARNING

A

REAS Year 7

KLA Genre Type/Form Purpose Linguistic Structures and Features Science Report Imaginative

Information brochure e.g. "Tourist Brochure for a visit to another planet"

•= To describe the way things are in our environment in an entertaining manner.

Text Structure:

General Classification – opening statement often includes a definition and/or a classification and may also clarify which type of report the text is.

Facts – about the subject of the report grouped in paragraphs and/or subheadings according to the questions (labelled illustrations, diagrams, figures and tables may accompany the text to make the facts clearer).

Language Features:

Tense –usually tense

Processes (verbs) relating (is, are, have, has) some action processes Person – Second (you) and third, so that the report is objective Conjunctions – additive and comparative

Science Procedure Experimental Procedure/

Investigation

•= Detailing the process for conducting and the results of an experiment.

Text Structure:

Aim – what will be achieved by the following steps.

Materials & equipment (optional) – listed in order.

Method – steps which may be numbered or represented in diagram or flow chart form to tell the reader what to do.

Results – may be presented in a table or in sentences and can include an explanation.

Discussion – if required, highlight difficulties with procedure and give explanations or answer questions as required.

Conclusion – was the aim achieved?

Language Features:

•= Present tense (imperative mood) and past tense.

•= Processes (verbs) relational (is, are, have, has) action processes.

•= Person – often omitted (passive voice, The water is/was placed…).

•= Conjunctions – often none (numbered steps do not require connecting). Discussion may use additive, consequential, comparative, temporal.

SOSE

History Recount Personal Historical Recount Students adopt the persona of a young roman teenager and produce a series of diary entries, relaying information about Roman life.

•= To retell historical events for the purpose of informing and entertaining

Text Structure:

Orientation – providing background information.

Events – relating what happened in a temporal sequence.

Personal Comment (Optional) – on the events, at any stage in the text.

Re-orientation (Optional) – summary statement/comment.

Language Features:

•= Past tense

•= Processes (verbs) – all types: action, saying sensing (thinking and feeling), relating (is are, have has etc.)

•= Person – first (I, we), third (he, she, it, they)

•= Conjunctions – temporal (when, after, before etc), consequential (as, since, because, in order to etc) other types also possible.

English Response Literary Response

"Character Study"

•= To respond to an artistic work, or an aspect of a work, for the purpose of describing and evaluating it.

Language Features:

•= Present tense for evaluation, past tense when describing events that occurred in the past.

•= Descriptive language – large nominal groups (nouns and descriptive adjectives).

•= Person – third (the novel, the character, the author, the reader etc).

•= Words and phrases that express value judgment (awful, excellent).

•= Words that show cause and effect and conjunctions (because, therefore, so as, then, if, but etc).

•= Use of high modality (could, should, must, might, would).

APPENDIX 1

APPENDIX 2

In document Major Report on the Middle Years Literacy Research Project (Page 104-167)