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Sample Seven:
ACELA -1440
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One aay ~ was a girl calledfila,41er mum
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told her not to go into the forest but Ella went
kELA 1416
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in their. When she was ill their la saw a
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and it smelt,
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bunny (still stinky),They both gave a big yell. !
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mum herd her and came running into the \.-.~
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forest with a rolling pin in her hand and
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rack it up~We can take him home and giveVa
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bathl.~o they did and you tt2 what rre looks
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'p retty now!
AcELA 1481
WHAT THE STUDENT CAN DO (BASED ON THIS SAMPLE)
•
•
•
•
Understand that some language in written texts is unlike everyday spoken language (ACELA 1431) FY
Recognise that sentences are key units for expressing ideas (ACELA 1435) (FY)
Recognise the letters ofthe alphabet and know there are lower and upper case letters (ACELA 1440) . FY
Construct texts using software including word processing programs (ACEL Y1654). (FY)
•
Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) (ACELA 1452) . Though she does not use any adverbs, she writes "came running ". (Y1) •
Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction (ACELA 1467). (Y2) Understand how to use digraphs , long vowels, blends and silent letters to spell words, and use morphemes and syllabification to break up simple words and use visual memory to write irregular words (A CELA 1471) (Y2) •
•
•
•
•
•
Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA 1478). (Y3) Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (ACELA1481). (Y3) Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense (ACELA 1482). (Y3) Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA 1495) (Y4) Understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters (ACELA1779). (Y4) The student has partly achieved this outcome . He/She writes "saw" but "no" instead of know. He/She writes "running " and "rolling ". AREAS OF STRENGHT
•
•
•
•
•
•
•
The student is familiar with words and phrases to convey ideas.
The student provides details about ideas or events
The student has a good knowledge of how to spell words . Almost all of the irregular verbs in the past tense are spelt correctly . The student knows how to structure a narrative text and can express a logical sequence of events.
The students understand how language features are used to link and sequence ideas.
The student knows the structure of a sentence .
The student demonstrates total understanding of how to use tenses.
WHERE TO NEXT
•
Understand that punctuation is a feature of wn·tten text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences (ACELA 1432). This work sample shows that the student has a general knowledge of how to use punctuation and capital letters,
although most of the times he/she does not put it into practice. She recognises capital letters, but she cannot
make an appropriate use of them. As the text was written using the computer, she might not have known very
well how to use the keyboard . (FY)
•
Recognise that different types of punctuation, including full stops, question marks and exclamation marks, Signal sentences that make statements, ask questions, express emotion or give commands (ACELA 1449) The student has a general knowledge of what punctuation is (she uses an exclamation point and two full stops), but she/he cannot use it accurately. (Y1) •
Recognise that capital letters signal proper nouns and commas are used to separate items in lists (ACELA 1465). The student has not achieved this outcome. She does not know how and when to use commas or capital letters . (Y2) •
Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACEL T1599) . (Y3) The student could make his/her writings more descriptive and detailed (for example using adverbs) . •
Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492). (Y4) -
Spelling Test
Year 3/4 student
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Source:
National Accelerated Literacy Program Training Re sources
Professional Development 2: Transformations and Spelling
DEEWR, DET NT, CDU, November 2008
?
X' WHAT THE STUDENT CAN DO (BASED ON THIS SAMPLE):
•
•
•
•
Know that spoken sounds and words can be written down using letters of the alphabet and how to write some
high frequency sight words and known words (ACELA1758). The student can spell correctly "how", "went",
"friend", "afternoon", "there", but he cannot spell "again", "because", "tomorrow", "beautiful" . (FY)
Recognise rhymes, syllables and sounds (phonemes) in spoken words (ACELA 1439). The student can write
down the sound he/she hears in spoken words, although the spelling is not accurate. (FY)
Write using joined letters that are clearly formed and consistent in size (ACEL Y1684) . (Y3)
The student correctly spelt 5 words out of 15. The teacher can easily work out what the original words are,
except for word number 10,12 and 14.
AREAS OF STRENGTH:
•
•
•
The student's writing shows evidence of sound and letter knowledge .
The student correctly forms all lower case letters .
The student writes using joined letters that are accurately formed and consistent in size .
WHERE TO NEXT:
•
•
•
•
Know that regular one syllable words are made up of letters and common letter clusters that correspond to the
sounds heard, and how to use visual memory to write high frequency words (A CELA 1778). (Y1)
Understand how to use digraphs, long vowels, blends and silent letters to spell words, and use morphemes and
syllabification to break up simple words and use visual memory to write irregular words (ACELA 1471). (Y2)
Understand how to use sound-letter relationships and knowledge of spelling rules, compound words, prefixes,
suffixes, morphemes and less common letter combinations, for example 'tion ' (ACELA 1485). (Y3)
Understand how to use strategies for spelling words, including spelling rules, knowledge of morphemiC word
families, spelling generalisations, and letter combinations including double letters (ACELA1779). (Y4)
Overall , the student writes the words as they sound, rather than using the visual memory of how words are spell He
probably needs more activities where he can visualize and pronounce the word at the same time (e.g. reading) .
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