An analysis of the Board of Studies English syllabus for the Australian Curriculum, the DEC Literacy Continuum K-6 and Early Action for Success (EAfS) benchmarking aspects of literacy underpinned the development of Markers that can be utilized to inform teaching and learning practices. The following pages include a suggested scope and sequence as well as 5 weekly cycle Benchmarks. It should however be noted that each school should use the Markers to develop their own Scope and Sequence and finally use this information to establish school context specific Benchmarks.

Acknowledgement

The content of PLAT has been the result of the contribution from many outstanding, dedicated professionals and a full list is included in the PLAT handbook. The strength of the PLAT initiative is in the willingness of staff to share experiences and expertise and these resources must continue to be refined throughout the initiative.

Whilst the high quality support materials from EAfS have been used in the development of the Benchmarks and associated Markers PLAT is not an EAfS initiative.

Year 4: Aspect: Writing Metric: Syllabus Content/Continuum Markers

Term 1

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Term 2

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Term 3

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Term 4

Week 5 / Week 10 / Week 5 / Week 10 / Week 5 / Week 10 / Week 5 / Week 10
Zone of High Performance / 7+ markers / 11+ markers / 15+ markers / 19+ markers / 23+ markers / 27+ markers / 31+ markers / 32+ markers
Zone of Expected Achievement / 3-6 markers / 7-10 markers / 11-14 markers / 15-18 markers / 19-22 markers / 23-26 markers / 27-30 markers / 31 markers
Educationally at Risk
Tier 1 Intervention / 1-2 markers / 4-6 markers / 7-10 markers / 11-14 markers / 12-18 markers / 16-22 markers / 20-26 markers / 25-30 markers
Tier 2 Intervention / 0 markers / 2-3 markers / 4-6 markers / 7-10 markers / 9-11 markers / 13-15 markers / 15-19 markers / 18-24 markers
Tier 3 Intervention / NA / 0-1 markers / 0-3 markers / 0-6 markers / 0-8 markers / 0-12 markers / 0-14 markers / 0-17 markers
Year 4 Markers- Writing / Term 1 / Term 2 / Term 3 / Term 4
W5 / W10 / W5 / W10 / W5 / W10 / W5 / W10
Uses sentence and simple punctuation correctly.
identify and analyse the purpose of imaginative texts
understand how characters in imaginative texts can engage the reader or viewer
understand how actions in imaginative texts can engage the reader or viewer
understand how events in imaginative texts can engage the reader or viewer
Draws ideas from personal experiences, other texts and research to create imaginative, texts for different audiences.
identify and analyse the purpose of informative texts
Draws ideas from personal experiences, other texts and research to create informative texts for different audiences.
identify and analyse the purpose and audience of persuasive texts
Draws ideas from personal experiences, other texts and research to create persuasive texts for different audiences.
Understand knowledge of language forms (formal and informal)and features
apply knowledge of language forms (formal and informal) and features
Uses grammatical features such as pronouns, to accurately link ideas and information.
Uses grammatical features such as, conjunctions to accurately link ideas and information.
Uses grammatical features such as connectives to accurately link ideas and information.
understand how a range of language features can shape readers' and viewers' understanding of subject matter
Shows awareness of the need to justify opinions with supporting evidence.
examine how evaluative language can be varied to be more or less forceful
Locates resources and accesses information when planning.
use images in imaginative, informative and persuasive texts to enhance meaning
understand how audience and purpose influence the choice of vocabulary
Discuss how texts, including their own, are adjusted to appeal to different audiences, how texts develop the subject matter and how they serve a wide variety of purposes
express a point of view for a particular purpose in writing, with supporting arguments
make constructive statements that agree/disagree with an issue
Rereads and revises text to check and improve meaning, deleting unnecessary information or adding new information.
Creates meaningful sentences using a variety of sentence beginnings, including adverbial and adjectival clauses to create complex sentences
Uses morphemic knowledge to spell and edit words.
Year 4 Markers- Writing / Term 1 / Term 2 / Term 3 / Term 4
W5 / W10 / W5 / W10 / W5 / W10 / W5 / W10
Uses visual knowledge to spell and edit words.
Uses, phonic knowledge to spell and edit words.
Uses knowledge of prefixes and suffixes to spell and edit words.
Consolidates handwriting that is consistent in form.