2010+Literacy

2010

= Reading =

Reading Video
Reading video term 4 media type="file" key="ASHLEYS READING VIDEO TERM 4.3gp" width="300" height="300"

Ashley, you are such a bright and confident reader. You are reading at a high level and show a good understanding of what you read. You are able to decode difficult words and use this to help you read texts above your age level. It is important that you read at home on a regular basis and make sure that you enjoy your reading, choose books that you love and read because you love it! You are a very compent reader...enjoy reading! Well done!
 * Teacher Assessment**
 * **Above Standard (End of Grade 4/Beginning Grade 5)** ||
 * Reads and responds to an increasing range of imaginative and informative texts with some unfamiliar vocab, textual features and ideas. ||
 * Interprets main ideas & purpose of text. ||
 * Makes inferences about characters & actions in imaginative texts and about characters motives & actions. ||
 * Infers meaning from informational texts. ||
 * Identifies how language is used to represent characters, information, events etc. ||
 * use several strategies to locate, select and record key information from texts ||

Phonograms




= Writing =

[[file:Narrative.tif]]
report writing

English Assessment Task Grade 4 Narrative Writing – What a Mess!

Students were asked to complete a narrative/story on the topic “What a Mess!”. They were given a set time frame to complete the task. We encouraged our students to use organisational strategies to ensure they completed this task on time. Students were expected to do a plan, draft and final good copy. The checklist below has been completed by your child’s teacher.
 * The Task:**


 * E: Well Below Standard ||
 * Creation of a short imaginative text. ||
 * Related ideas and events to tell their story to their audience. ||
 * Simple and some compound words (but, then, however etc) were used to link sentences. ||
 * Effective vocabulary to convey meaning, including nouns, verbs and adjectives. ||
 * Correct spelling of most frequently used words and has made attempts to spell words with more complex spelling blends. ||
 * D: Below Standard ||
 * Composition of a short story longer than one paragraph. ||
 * Appropriate ordering of ideas. ||
 * Compound sentences linking two ideas, with correct use of verb tenses. ||
 * Development of character, setting and plot. ||
 * C: At Standard ||
 * The narrative piece has a clear purpose, to narrate or describe a story. ||
 * Composition of three or four logically ordered paragraphs. ||
 * Created a story that keeps in mind that their audience will have different needs and interests than themselves e.g. know who Luke Skywalker is. ||
 * Used a combination of writing and pictures to tell their story. ||
 * Correct spelling of two-syllable words with regular patterns, and plausible attempts at spelling two-syllable words with irregular spelling patterns. ||
 * B: Above Standard ||
 * Used a combination of writing and pictures to tell their story. ||
 * The story contains several logically ordered paragraphs that include ideas and information about familiar topics. ||
 * They have included a variety of simple and compound sentences, using verb tenses correctly. ||
 * They used punctuation to support meaning, including exclamation marks and quotation marks. Accurate use of full stops, commas and question marks. ||
 * They have used vocabulary appropriate to the narrative and spell most one-and two-syllable words with regular spelling patterns, and frequently used words which have less regular spelling patterns. ||
 * They’ve used sound and visual patterns when attempting to spell unfamiliar words. ||
 * ** A: Well Above Standard ** ||
 * Included familiar ideas and information for the specific narrative purpose and audience, print or electronic. ||
 * Used the five strategies; planning, drafting, proofreading, editing and revising. ||
 * Used appropriate vocabulary, punctuation and tense to suit a narrative text. ||
 * Has included typical features of a narrative e.g. introduction, problem and end. ||
 * Correct spelling of frequently occurring two- and three-syllable words. ||
 * Use of strategies to spell unknown words. ||

Sovereign Hill Recount




ANZAC Day Thank You Letter




Writing samples


==

= Speaking & Listening =

News and Listening rubic
Term 1

Term 2

__J.S.C__
media type="file" key="VID01701.wmv" width="249" height="280" align="center"



handwriting Handwriting Evaluation



Sea creature report orca

Presontation Rubric Water habbitat term 3

Persuasive writing Term 4 Rubric

personal writing

Handwriting sampels term 4