The annotated work samples in Judging Standards support teachers when reporting against the achievement standards, when giving assessment feedback and when explaining the differences between one student’s achievement and another’s. Grey highlighting identifies those aspects of the achievement standard addressed in the work sample. Annotations in black text refer to the assessment pointers, while those in coloured text highlight additional, specific qualities evident in the work. Reporting against the Achievement Standard Narrative writing: Recount – Fritz the dog The class had read the book, The Bean Bag that Mom Made, by Andrea Butler. Students were asked to write a description of the main character, Fritz the dog. The pre-writing discussion included the following questions: How was Fritz feeling at the beginning, in the middle and at the end of the story? What words would describe his behaviour? How did Fritz feel about his punishment? The students were encouraged to include describing words. Twenty minutes was given for writing the description. The students wrote independently. No individual conferencing was offered. Reading and viewing By the end of Year 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify the language features, images and vocabulary used to describe characters and events. Students read aloud, with developing fluency and intonation, short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images. When reading, they use knowledge of sounds and letters, high frequency words, sentence boundary punctuation and directionality to make meaning. They recall key ideas and recognise literal and implied meaning in texts. Writing and creating When writing, students provide details about ideas or events. They accurately spell words with regular spelling patterns and use capital letters and full stops. They correctly form all upper- and lower-case letters. Speaking and listening They listen to others when taking part in conversations using appropriate language features. They listen for and reproduce letter patterns and letter clusters. Students understand how characters in texts are developed and give reasons for personal preferences. They create texts that show understanding of the connection between writing, speech and images. They create short texts for a small range of purposes. They interact in pair, group and class discussions, taking turns when responding. They make short presentations of a few connected sentences on familiar and learned topics. Recounts, Narratives, Factual descriptions Student achievement is reported at the end of the semester or year using achievement descriptors, which may be accompanied by letter grades. Achievement descriptors/letter grades should not be used to assess individual pieces of work. 2014/13860 [PDF: 2015/49980] English: Year 1 High Achievement Work Sample 1 Writes compound sentences using coordinating conjunctions, such as ‘and’, ‘but’, ‘so’, e.g. ‘The dog was colde (called) Fritz and he dreamed about it’. Edits words for spelling, e.g. overwrites letters: ‘That’, ‘kiten’ (kitten). 2014/13860 English: Year 1 High Achievement Work Sample 2 Spells words representing all sounds using phonics, common letter patterns and generalisations, e.g. ‘magnifisint’ (magnificent), ‘evrry werr’ (everywhere), ‘sked’ (scared), ‘askaiped’ (escaped), ‘toase’ (toes), ‘kiten’ (kitten). Correctly spells one-syllable words containing vowels with regular spelling patterns, such as consonant blends, e.g. ‘soon’, ‘quick’, ‘head’, ‘down’. Correctly spells some complex high-frequency words, such as ‘there’, ‘came’, ‘have’, e.g. ‘then’, ‘came’, ‘because’. 2014/13860 English: Year 1 High Achievement Work Sample 3 This work sample does not exemplify punctuation at high standard. Provides details about ideas and events through the use of topic-specific vocabulary and descriptive language, e.g. ‘sked to his up to his head down to his toase’ (scared up to his head and down to his toes); ‘he askaiped he was rilly sad.’(He escaped. He was really sad.) 2014/13860 English: Year 1 High Achievement Work Sample 4