English Assessment Map – Sample at Level 2
I Know a Rhino (personal recount)
As a stimulus for writing, the picture story book I Know a Rhino by Charles Fuge (Koala Books, New South Wales) was read aloud to the class. The book tells of the ways a young child likes to play with toys. Following class discussion about what they like to play with, students wrote about themselves. Students worked without assistance from their teacher, although they were encouraged to use their usual classroom resources, including discussing their work with other students. The activity was completed in one 45-minute session which included 20 minutes writing time.
The following sample illustrates the kind of response that students typically produce when they have achieved the elements of the standard addressed by the task.
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Writing - Level 2
Paragraphs 1–3:
The student writes a short sequenced recount about what they like to play.
Paragraphs 1–3:
The student uses diary format and paragraphs to introduce and arrange ideas.
Paragraphs 1–3:
The student begins all sentences with capital letters and ends with a full-stop.
Paragraphs 1–3: All ideas are clearly linked.
Paragraph 2:
The student uses phonetic awareness to attempt to spell “picnic”.
The student corrects a capital letter.
Paragraph 3:
The student begins to build on basic punctuation to use exclamation marks for effect.
Elements of the standard
The elements of the Writing standard addressed by the task are:
(Students) write short sequenced texts that include some related ideas about familiar topics.
(Students) write texts that convey ideas and information to known audiences.
(Students) use appropriate structures to achieve some organisation of the subject matter.
(Students) link ideas in a variety of ways using … adverbial phrases indicating time and place.
(Students) accurately spell frequently used words, and make use of known spelling patterns to make plausible attempts at spelling unfamiliar words.
(Students) use capital letters, full stops and question marks correctly.
(Students) reread their own writing and use a range of editing resources to revise and clarify meaning.
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