JUDGING STANDARDS IN YEAR 2 ENGLISH Reporting against the Achievement Standard

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1 JUGING STANARS IN YAR 2 NGLISH Reporting against the Achievement Standard These assessment pointers are for judging standards of student performance in Year 2 nglish. They are examples of what students may demonstrate rather than a checklist of everything they should do. For reporting, they are used to make on-balance judgements about achievement, based on what has been taught and assessed during the reporting period. They can also be used to guide the pitch of assessment tasks, develop marking keys and inform assessment feedback. These are the assessment pointers for the Reading and viewing and Writing and creating modes. Assessment pointers for the Speaking and listening mode are currently being developed. YAR 2 NGLISH AHIVMNT STANAR (organised by modes from the Australian urriculum version 6.0) Reading and viewing y the end of Year 2, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters, settings and events. They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high frequency sight words and images that provide additional information. They monitor meaning and self-correct using context, prior knowledge, punctuation, language and phonic knowledge. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content. Writing and creating Students create texts that show how images support the meaning of They accurately spell familiar words and attempt to spell less familiar words and use punctuation accurately. They legibly write unjoined upper- and lower-case letters. Speaking and listening They listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns. When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They create texts that show how images support the meaning of Students create texts, drawing on their own experiences, their imagination and information they have learned. Students use a variety of strategies to engage in group and class discussions and make presentations. 2013/36584v9 [PF 2013/37338] Published: 20 July, 2015

2 YAR 2 NGLISH ASSSSMNT POINTRS RAING AN VIWING A Meaning and interpretation Identifies and links key ideas in a text to explain the difference between literal and implied meaning from language and visual features. Identifies key ideas in a text and describes the difference between literal and implied meaning from language and visual features. onnects ideas in a text and identifies examples of literal and implied meaning from language and visual features. Suggests literal ideas in a text. Recalls simple ideas from a text. Text structure xplains how different texts are structured to suit purpose. escribes how different texts are structured to suit purpose. Identifies some characteristics of imaginative, persuasive and informative texts to suit purpose. Identifies a few familiar text types without explanation. With guidance, refers to a familiar text type. Language and conventions xplores the effects of the language features and images used to portray characters and settings in a particular context, using relevant examples from xplains how language features and images are used to portray characters and settings in a particular context and uses examples from the text to support ideas. escribes how language features and images are used to create characters and settings in a particular context, referring to an example from Lists some language features without explanation. identify a few language features. ontext, audience and purpose Identifies and explains the purpose and intended audience in a wide range of different texts. Identifies and explains the purpose and intended audience in a range of different texts. Identifies the purpose and intended audience of some different texts. With some guidance, suggests a purpose and/or the intended audience of a text. identify a purpose and/or the intended audience of a text. xplains similarities and differences in a range of different texts on the same topic. escribes similarities and differences between different texts on the same topic. Identifies key similarities and differences between different texts on the same topic. With some guidance, locates similarities or differences between texts. identify a point of similarity or difference between texts. Response and evaluation xplains in detail own response to characters, events and settings in texts, referring to relevant examples in text. escribes own response to characters, events and settings in texts, referring to text to support opinions. States own response to characters, events and settings in texts, using an example from Provides a simple personal response without explanation. provide an opinion about a text.

3 A Reading aloud Reads a range of texts clearly, with fluency, intonation, phrasing and knowledge of phonics and language features, using relevant text-processing strategies. Reads a small range of less predictable texts with fluency, intonation, phrasing and knowledge of phonics and language features, using some relevant text-processing strategies. Reads less predictable texts with fluency, phrasing and knowledge of phonics and language features, using some text-processing strategies such as predicting and self-correcting. Reads aloud with some hesitation. Requires assistance to read aloud.

4 YAR 2 NGLISH ASSSSMNT POINTRS WRITING AN RATING A Text structure reates organised and detailed texts, drawing on own experiences, imagination and learnt information, using appropriate text structure with a given framework. Makes connections between images and the meaning of reates detailed texts, drawing on own experiences, imagination and learnt information, using appropriate text structure with a given framework. Makes connections between images and the meaning of reates detailed texts, drawing on own experiences, imagination and learnt information, using appropriate text structure with a given framework. Identifies how images support the meaning of reates simple texts which follow some elements of the appropriate text structure with a given framework. Writes a basic text which follows the appropriate text structure of a given framework. Language features Includes relevant detail in sentences to enhance meaning. Varies sentence structure for effect. Writes complex sentences using subordinating conjunctions. Writes simple and compound sentences. Writes simple sentences. Writes run-on sentences linked by and and then. Writes simple sentence fragments. onsistently uses a range of topic-specific vocabulary, adjectives and/or adverbs to enhance a noun group/phrase. Uses a range of topic-specific vocabulary, adjectives and/or adverbs to enhance a noun group/phrase. Uses topic-specific vocabulary, adjectives and/or adverbs to enhance a noun group/phrase. Uses some topic-specific vocabulary and occasionally uses common adjectives. Uses simple vocabulary consisting of mostly nouns and verbs, with no use of adjectives. Spelling orrectly spells most words, including words with less common letter/sound combinations. Uses suffixes and prefixes for base words. orrectly spells familiar words and uses spelling strategies to attempt unfamiliar words. Spells familiar words and attempts to spell less familiar words. Attempts to spell common words phonetically. orrectly spells some high-frequency words, such as was, of, then. Punctuation onsistently uses correct punctuation, including capital letters, full stops and commas. Mostly uses apostrophes for contractions. Includes quotation marks for dialogue, but may omit the comma. orrectly uses punctuation, including capital letters, full stops and commas. xperiments, with some accuracy, with additional types of punctuation, such as apostrophes for contractions. orrectly uses punctuation, such as capital letters at the beginning of sentences and for proper nouns, full stops and commas. Usually uses capital letters to begin sentences and full stops to end sentences. Inconsistently uses capital letters and full stops.

5 A diting dits for spelling and punctuation, underlines and corrects errors. dits for meaning by adding words. dits for spelling and punctuation, underlines and corrects errors. dits for spelling, boundary punctuation and capitalisation, underlining errors. Shows some evidence of editing, underlines misspelt words, but does not correct them. Shows no evidence of editing. Handwriting In all writing contexts, consistently forms all unjoined onsistently forms all unjoined orrectly forms all unjoined orrectly forms most unjoined letters; however, inconsistent size and spacing affect legibility. orrectly forms some unjoined letters.