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 Imaginative writing: Narrative – What if? The students wrote a continuation of the open-ended story, What if? by Jonathan Shipton, using the last line of the story as the starter: ‘What if you landed on a secret door … and THERE WERE STEPS!’ One hour was given to complete the task, independently. Reading and viewing By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects. They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide additional information. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. Writing and creating Their texts include writing and images to express and develop in some detail experiences, events, information, ideas and characters. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of sounds and high frequency words to spell words accurately, checking their work for meaning. They write using joined letters that are clearly formed and consistent in size. Speaking and listening Students listen to others’ views and respond appropriately. They understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. They create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. Creating texts, Imaginative texts, Narrative Student achievement is reported at the end of the semester or year using the letter grades and achievement descriptors. Letter grades and achievement descriptors should not be used to assess individual pieces of work. 2014/10826 [PDF: 2014/18084] English: Year 3 Grade B Work Sample 1 Plans and writes a range of texts (imaginative, informative and persuasive). Connects the elements of the appropriate text structure with a given framework for familiar and unfamiliar audiences. No evidence of planning is provided. Uses descriptive language and a range of topic-specific vocabulary to enhance meaning appropriate to the audience and purpose, e.g. ‘a secret sliding keystone’. Spells most words accurately, using a bank of known words, letter patterns and spelling rules, e.g. ‘sliding’, ‘remember’, ‘underground’. Writes simple, compound and complex sentences to express ideas, feelings and opinions, e.g. ‘What if behind the keystone is a land of underground people who make the plants grow and you meet a girl.’ 2014/10826 English: Year 3 Grade B Work Sample 2 Correctly uses a range of appropriate punctuation relevant to the purpose and context, such as quotation marks for dialogue, but sometimes omits the comma, e.g. ‘“We’ve got a trespasser in our lands” he said’. 2014/10826 English: Year 3 Grade B Work Sample 3