Year 3-7 Written Exposition Marking Rubric:

Levels 4-9*

Student: ______

School: ______

Level
Date

* For Levels 1-3 descriptions and examples compare to Levels 1-3 texts in Annotated Texts

This rubric is a modified version of the Language and Literacy Levels, but it cannot be used to assign Levels for EALD funding purposes because it does not include all the criteria and is part of a different process.

The Department for Education and Child Development requests attribution as:South Australian Department for Education and Child Development.

Text knowledge

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Level 4 (End of Reception)

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Level 5 (End Year 1)

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Level 6 (End Year 2)

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Level 7

(Year 3)

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Level 8

(Year 4)

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Level 9

(Year 5)

Organisational structure

/ Exposition (Argument): relying heavily on modelled texts, writes a statement of position, one or two reasons in support (up to 4 sentences) / Exposition (Argument): based on modelled texts constructs a simple statement of position, with one or two brief reasons and restates position (4-6 sentences) / Exposition (Argument): constructs brief introduction and series of points/reasons (3-5) with little or no elaboration to support them (7-8 sentences) / Exposition (Argument): begins with simple statement of position in brief introduction and provides a series of logically ordered reasons. Begins to use paragraphs (may be one for introduction, one for arguments and one for conclusion. Or reasons may be separated into 1 or 2 sentence paragraphs) / Exposition (Argument): organises texts in simple logically order; begins to provide a simple introduction and to give simple topic sentence for each argument. Paragraphs on basis of change of reason (140-200 words) / Exposition (Argument): constructs appropriately an introduction, simply elaborated arguments with topic sentences and basic conclusion. Paragraphs include more elaboration (180-250 words)

Foregrounding

o  text and paragraph openers
o  text connectives
o  sentence openers / Uses repetitive personal pronouns to begin sentences: I like cats. I like the fur. / Uses name of person/thing that is the topic: Cats are cute. They are furry.
Begins to use a text connective: First / Accurately uses a text connective: Firstly / Uses two text connectives: Firstly; Secondly;
Begins to foreground subordinate clauses (an example of either ‘when’ or ‘if): When I got a cat, I was happy; If you have a dog, that is OK. / Uses three text connectives: Firstly, Secondly, Lastly
Uses (1-2 examples ‘when’ and ‘if” subordinate clauses:
If you have a guard dog, robbers will not enter. / Uses a wide range of text connectives to organise text: Firstly; In addition; Finally; In conclusion, To conclude
Uses 2-3 instances of subordinate clauses including more than “when” or “if’: After the cost is calculated, dogs are less expensive than cats.

Grammar Knowledge

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Level 4 (End of Reception)

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Level 5 (End Year 1)

/

Level 6 (End Year 2)

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Level 7

(Year 3)

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Level 8

(Year 4)

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Level 9

(Year 5)

Sentence structures

·  Compound coordinating (linking) conjunctions
·  Complex
o  subordinating (binding) conjunctions
o  Relative clauses / Begins to compose compound sentences with varying accuracy, linking ideas with the simplest coordinating (linking) conjunctions: and, and then: I feed my cat and fill her bowl. / Composes compound sentences formed by 2-3 coordinating (linking) conjunctions with varying accuracy: and, and then, but, so: My mum does not like dogs so she took it to the farm; I thought the dog would be hungry but it was not.

Begins to compose complex sentences using one of the most common subordinating (binding) conjunctions: because: I chose a cat because I like them.

/ Composes compound sentences formed with 3-4 coordinating (linking) conjunctions: and, and then, but, or, so: you have to be careful or dogs might bite.
Constructs s complex sentences with varying accuracy using2 different common subordinating (binding) conjunctions: because, when, after, if, so (meaning so that): Dogs get sick if they do not have fresh water. / Constructs compound sentences with 4-5 coordinating (linking) conjunctions: and; and then; but; or; so
Constructs complex sentences using 3 common subordinating (binding) conjunctions: because; if; when, after / Constructs compound sentences, often combining several ideas, perhaps using two coordinating (linking) conjunctions in one sentence: and; and then; but; or; so: You can take a dog to the park and do things you enjoy but you cannot take a cat there.
Constructs complex sentences using 4-5 subordinating (binding) conjunctions: because; after; if; when; until; as; while
With varying accuracy begins to use a relative pronoun: who, that, which: Dogs who are loyal make good pets; I think that they are better. / Constructs effective compound sentences through a wide range of coordinating (linking) conjunctions: and; and then; but; or; so: nor, yet
Constructs complex sentences to develop and expand ideas using 5-6 common subordinating (binding) conjunctions to express relationships of time and cause and effect: because; when; after unless; if; so that; as; until
Uses 2 relative pronouns with varying accuracy: People avoid dogs that are aggressive; Cats who are popular pets …: They claim that the best breed is …

Punctuation

·  Sentence level: capitals to begin and full stops, question marks or exclamation marks to end
·  Basic punctuation:
o  capitals for proper nouns
o  apostrophes / Begins to use capitals to begin sentences and full stops to end (1 or 2 sentences in whole text have punctuation at beginning and end) / Uses capitals to begin sentences and full stops to end with varying accuracy (50% -80%correctly punctuated)
Begins to use capitals for proper names with varying accuracy: Siamees cats and persian cats
/ Begins to use question and exclamation marks with some accuracy (at least 80% correctly punctuated)
Mostly uses capital letters accurately for proper nouns / Consistently uses capital letters to begin and full stops, question marks or exclamation marks to end sentences
Accurately uses capital letters for proper nouns
Begins to use commas after text connectives: Secondly, lots of people prefer dogs
Begins to use apostrophes in contractions: I’ve; wouldn’t; don’t; that’s / Uses commas after most text connectives
Uses apostrophes in most contractions
Begins to use apostrophes for possession: some children’s pets; / Accurately uses commas after text connectives:
First, you multiply …; Firstly, dogs are smart; Secondly, cats might …; In conclusion, I believe
Accurately uses apostrophes appropriately for contractions: wasn’t; couldn’t; doesn’t; we’re
and possession

Grammar Knowledge

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Level 4 (End of Reception)

/

Level 5 (End Year 1)

/

Level 6 (End Year 2)

/

Level 7

(Year 3)

/

Level 8

(Year 4)

/

Level 9

(Year 5)

Verbs

o  representing different processes (doing, sensing, saying, relating)
o  tense / Uses 2-3 examples for 1-2 verb types:
·  doing: it draws; drinks milk it rolls over
·  sensing: I think kittens are the best pet; I like cats
·  relating: it has legs; it is furry
Demonstrates some control of simple tenses:
·  present: has; like; gives
·  past: was; walked; played: brushed; had
·  future: the cat is going to be angry / Uses 3-4 examples of 2-3 verb types:
·  doing: they steal food kids; cats jump; licked his foot
·  sensing: I didn’t like it
·  relating: they are different; it is the softest; it made me sad
Demonstrates control of simple tenses for most common regular and some irregular verbs:
·  present: eat; bring
·  past: watched; came;
·  future: I’ll make; it will die / Uses 3-4 examples of 3 verb types :
·  doing: dogs crawl; arrived; might chew
·  sensing: …; no-one likes them; he loved it; I chose it
·  relating: a poodle looks like a lamb; A type of dog called a German shepherd
Demonstrates control of simple tenses for a small range of verbs:
·  including past tense form of most common irregular verbs: did; saw; took; ate
·  may still lack control of less common irregulars: brang for brought
Begins to gain control of elaborated tenses: they were running; it is digging / Uses 4-6 examples of 3 verb types :
·  doing: dogs destroyed their homes; look after our pets
·  sensing: We now know
·  relating: They wouldn’t have anywhere to live
Demonstrates control of choice and formation of tense for a range of verbs:
·  shows control of simple present, simple past and simple future tense and correctly forms past tense of the most common irregular verbs: woke; made
·  shows better control of
elaborated tenses: I’ve seen pets the owners were buying; owners are getting / Uses some more technical and/or precise verbs:
doing: They shed their fur; they soon settle in; cats stalk their prey
·  sensing: They decided to own; I have observed; I hope you choose it
·  relating: the breed has become popular; it has grown into a popular choice
Chooses and forms complex verb groups appropriately most of the time, using:
·  elaborated tenses: we were getting bored; It was happy because we had settled in at home / Uses more precise verbs:
·  doing: The cats tumbled; It was wobbling from side-to side; dogs scamper
·  sensing: Dogs notice their owners’ emotions.; Cat owners hope; I disagree; vets believe
·  relating: They can remain patient They appear to be the same
Chooses and forms complex verb groups appropriately most of the time, to express complex meanings such as relationships of time using:
·  simple and elaborated tenses: When we walked in the park, a cat was sitting under a tree. The dog hadn’t noticed.

Circumstances

o  Place (where?)
o  Time (when?)
o  Accompaniment (with whom?)
o  Manner (quality and means) (how?)
o  Cause (why?) / Uses 1-2 circumstances with some accuracy:
·  place: in bed; at the beach
·  time: after food
·  accompaniment: with my dog / Uses 2-3 circumstances accurately most of the time:
·  place: on the ground; through the playground
·  time: at night time; for six weeks
·  accompaniment: with my sister
·  manner:
o  quality: my dog barks loudly
o  means: with their teeth; with its legs / Sometimes including two circumstances in the same sentence:
·  place: into the bowl; from the ground
·  time: on very stormy nights; in the start
·  accompaniment: with my friend
·  manner:
o  quality: slowlymeans: by licking / Uses 4-5 circumstances.
·  place: in the hills; out the window; all over the world; out of the cages
·  time: after a while; every two years
·  accompaniment: with other types of cats
·  manner:
o  quality: easily; in many different ways
o  means: with a leash
·  cause: for the food / Includes 5-6 circumstances
·  place: beside the fence; on the way there
·  time: for the same amount of time
·  accompaniment: with two different pets; alone
·  manner:
o  quality: in a loud way
o  means: with training
·  cause: for a place to eat / Includes circumstances using more varied vocabulary.
·  place: into the distance;
·  time: in a cat’s lifetime
·  manner:
o  quality: suddenly; peacefully; with its head in its paws
o  means: with a whistle
o  comparison: like a fox
·  cause: because of this

Grammar Knowledge

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Level 4 (End of Reception)

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Level 5 (End Year 1)

/

Level 6 (End Year 2)

/

Level 7

(Year 3)

/

Level 8

(Year 4)

/

Level 9

(Year 5)

Noun groups

/ Uses 1-2 simple noun groups of 2 or 3 words,
·  numbers: two cats; 4 legs
·  describers (primarily colour, size and shape): a new toy; a black body; thin legs;
·  classifiers: pet cat / Uses 2-3 short noun groups, choosing from a growing vocabulary to add one or two elements:
·  numbers: all the cats; lots of dogs
·  describers (primarily colour, size and shape): a round body; sharp teeth
·  classifiers: a water dish / Begins to use more precise/technical vocabulary in noun groups:
·  numbers/measures: two more cats; too much water
·  describers: cute furry animals; short, strong legs; on very dark and stormy nights
·  classifiers: fresh water; police dogs
·  begins to use short prepositional phrases as qualifiers: cats with long claws; dogs on farms / Uses noun groups consisting of a narrow range of vocabulary to provide some detail to descriptions:
·  numeratives: the first cats; six out of seven pets; a few types
·  describers: important people; the red hot bite; massive paws
·  classifiers: lost cats; a male dog
·  some qualifiers using short prepositional phrases: many types in the world / Creates more specific descriptions through the use of noun groups by selecting from a small range of vocabulary for more delicate meanings:
·  numeratives: several owners
·  describers: gorgeous face; a rather quiet animal; the rough coat
·  classifiers: a plastic bag; the natural environment
·  qualifiers beginning to use a longer prepositional phrase: larger dogs from other countries; cats like Persians and Siamese / Expands noun groups in a variety of ways to provide fuller descriptions of people and things using a growing range of vocabulary for more delicate meanings:
·  numeratives: about 500 breeds; one of a few cats; nearly all the animals
·  describers: an amazing creature; a successful training program
·  classifiers: animal shelters; Australian laws
·  qualifiers using a longer prepositional phrase: the breed at the bottom of the list; the size of the average dog in Australia
·  qualifiers using relative clause: the people who own dogs; the breeds that are most popular

Grammar Knowledge

/ Level 4
(End of Reception) / Level 5
(End Year 1) / Level 6
(End Year 2) /

Level 7

(Year 3) /

Level 8

(Year 4) /

Level 9

(Year 5)
Evaluative language
o  Feelings and emotions
o  Judgements of people
o  Appreciation of things
o  Intensity / Uses an example of evaluative language to express:
·  feelings: I like my cat
·  judgements of people: good people
·  appreciation of things: I think kittens are the best pet; my favourite pet; it was fun; we have a good time; it is nice; / Uses 2-3 examples of evaluative language to express:
·  feelings: I didn’t like it; I felt sad
·  judgements of people: bad people don’t walk their dogs
·  appreciation of things: I think cats are cool; it was a beautiful dog ugly animals ; loudest bark; softest fur
·  varying intensity: so soft; very big / Uses 2-3 examples of more than one type of evaluative language to express:
·  feelings: They make me feel happy; I love cats; People feel afraid
·  judgements of people: angry people are not good pet owners;
·  appreciation of things: it is a funny animal; they are very noisy; cats are cute furry things; it is easier to play with; it was quite hard
·  varying intensity: it was really loud; just behind; it was quite hard / Uses 3-4 examples of more than one type of evaluative language to express:
·  feelings and emotions: I feel upset; very bored
·  judgements of people: people that do a good job at training them
·  appreciation of things: these pets are very good for you; don’t turn your back on dangerous dogs; some toys are very expensive
·  varying intensity: some owners just waste all their money on cats; owners could even walk; buy things to eat, but only good things to eat / Uses 4-5 examples of more than one type of evaluative language to express:
·  feelings and emotions with varying accuracy: I was concerned;
·  judgements of people: they were very cruel; ,
·  appreciation of things: the smell is gross; they are special friends; they have amazing speed; dogs are so loyal; It was brave
·  varying intensity: they only need to be washed once a week; / Uses 6-7 examples more than one type of evaluative language to express:
·  feelings and emotions: I feel angry when ; this makes me very frustrated;
·  judgements of people: they ignore their pets
·  appreciation of things: healthy animal; the breed is a popular choice ; a successful way of training
·  varying intensity: People from all over the globe; everyone knew; nearly every dog
Modality
o  Obligation
o  Frequency
o  Certainty
o  Inclination
/ With some accuracy, uses 1-2 examples of the most elementary expressions of modality: dogs have to eat;
dogs might bite; I would like to have a cat… / With some accuracy, uses 2-3 examples of elementary expressions of modality:
we should spend more time with them; they need food and water; we always feed them; they bark, but only sometimes, not all the time; they know how to train them; I think we do not want to have them / Uses 2-3 examples of language expressing modality with varying degrees of accuracy:
this must be the softest; It never plays with you; you may think; perhaps I could have two animals; would like to own one; I didn’t want to have them as a pet / Uses 3-4 examples of simple modality with greater degree of accuracy and in combination: People might need a dog to protect them; You don’t always need toys for a cat

Word knowledge