Assessment of Recount Writing

Assessment of Recount Writing

5 6 7

Purpose:

❏ The writing retells past events in the order in which they occurred.

❏ The writing describes what and when the event occurred.

Structure:

❏ The introductory paragraph provides an orientation telling the reader who, when and where.

❏ Sequences are described in order.

❏ The writing expresses an evaluation about the event. (Optional)

Grammar:

❏ Proper nouns identify those involved in the text.

❏ Adjectives or describing words explain details.

❏ A variety of action verbs are used.

❏ The past tense is used for verbs.

❏ A variety of time connectives put the events in order (first, next, then, finally).

❏ Pronoun links between people and places are clear.

❏ Use of compound sentences to compare ideas (eg I enjoyed the day but others did not)

❏ Literary language is used (simile, metaphor, personification)

❏ Technical language is used

❏ Evaluative language is used

Writing Features:

❏ Writing is planned.

❏ Simple, compound and complex sentences are used.

❏ Paragraphs organise the happenings.

❏ The tense of verbs is consistent.

❏ The subjects and verbs agree.

❏ Plurals and articles are used correctly.

❏ Capital letters, full stops and other punctuation markers are used correctly.

❏ Spelling is carefully checked and corrected

Text Forms

Student Self-Assessment Sheet for Recount Writing

Purpose:

❏ My writing tells the reader about an event.

Structure:

❏ I have written an orientation that gives information about who, when and where.

❏ I have described the events in order.

❏ I have written a personal evaluation about the events throughout the recount.

❏ I have reoriented or rounded off the sequence of events.

Grammar:

❏ I have used adjectives or describing words to build noun groups to explain details.

❏ I have used time connectives to put the steps in order.

❏ I have used the past tense.

❏ I have used pronouns to refer to people and places.

❏ I have used evaluative language.

Writing Features:

❏ I have planned my writing.

❏ I have used paragraphs correctly.

❏ I have used correct sentences.

❏ The subjects and verbs agree.

❏ I have used plurals and articles correctly.

❏ I have used capital letters, full stops and other punctuation markers correctly.

❏ I have checked my spelling and corrected any mistakes.

❏ I have re-read my work to edit it carefully.

I think that I need more help in:

Assessment of Procedure Writing

Purpose:

❏ Writing commands the reader on how to complete a process.

Structure:

❏ The goal is stated.

❏ Materials needed are stated in an appropriate manner.

❏ Steps to achieve the goal are stated.

Grammar:

❏ Action verbs in the present tense are used.

❏ Adverbs are used to indicate manner. (eg firmly, furiously, gradually)

❏ Different forms of modality are used to make meaning stronger or weaker. (eg. could, should, may, must, might)

❏ Temporal connectives are used to ensure processes are in correct time order. (eg first melt the butter then add the flour)

❏ Conditional connectives are used. (eg If stuck in a traffic jam and not moving, turn the engine off)

❏ Personal pronouns are used appropriately.

❏ Adjectives or describing words are used.

❏ Conjunctions or joining words are used.

Writing Features:

❏ Writing is planned.

❏ Both simple and compound sentences are used.

❏ The tense of verbs is consistent.

❏ The subjects and verbs agree.

❏ Plurals and articles are used correctly.

❏ Capital letters, full stops other punctuation makers are used correctly.

❏ Spelling is carefully checked and corrected.

Text Forms

Student Self-Assessment of Procedure Writing

Purpose:

❏ My writing commands the reader on how to complete a process.

Structure:

❏ The goal is stated.

❏ I have stated the materials needed in an appropriate manner.

❏ I have stated the steps to achieve the goal

Grammar:

❏ I have used action verbs in the present tense

❏ I have used adverbs indicate manner. (eg firmly, furiously, gradually)

❏ I have used different forms of modality make meaning stronger or weaker. (eg. could, should, may, must, might)

❏ I have used temporal connectives to ensure processes are in correct time order. (eg first melt the butter then add the flour)

❏ I have used conditional connectives. (eg If stuck in a traffic jam and not moving, turn the engine off)

❏ I have used personal pronouns appropriately.

❏ I have used adjectives or describing words.

❏ I have used conjunctions or joining words.

Writing Features:

❏ I have planned my writing.

❏ I have used simple and compound sentences.

❏ I have used paragraphs correctly

❏ The subjects and verbs agree.

❏ The tense of verbs is consistent.

❏ I have used plurals and articles correctly.

❏ Capital letters, full stops other punctuation makers are used correctly.

❏ I have checked my spelling carefully and corrected any mistakes.

❏ I have re-read my work to edit it carefully

Comments:

Assessment of Narrative Writing

Purpose:

❏ The writing entertains or instructs the reader.

❏ The writing provides a point of view through the eyes of the character telling the story or giving information

Structure:

❏ The writing has an orientation that gives information about who, when, where.

❏ A problem or complication is introduced that sets off a chain of events that influences the story

❏ A series of events is developed where the characters react to the complication.

❏ The sequence of events includes characters feelings, reactions and what they do

❏ The writing has a resolution which is solved by the characters.

❏ A theme is explored that provides a main idea or social message

❏ A coda providing a moral or social comment (Implicit or Explicit)

Grammar:

❏ Complex noun groups describe people and places.

❏ Quoted or reported speech is used correctly.

❏ Action verbs are used in the correct tense.

❏ Relating verbs sustain correct tense (eg were, was, is, are)

❏ A wide range of adjectives provide description and detail.

❏ A variety of time connectives or conjunctions link the events.

❏ Literary language is used (eg. similes, metaphors, personifications)

❏ Emotive language is used to engage the reader.

Writing Features:

❏ Writing is planned.

❏ Compound and complex sentences are used.

❏ Paragraphs organise the description.

❏ The tense of verbs is consistent.

❏ The subjects and verbs agree.

❏ Plurals and articles are used correctly.

❏ Capital letters, full stops and other punctuation markers are used correctly.

❏ The possessive apostrophe is used correctly

❏ Paragraphs are used appropriately

❏ Spelling is carefully checked and corrected.

Text Forms

Student Self-Assessment of Narrative Writing

Planning:

❏ I have written a plan for the plot outline.

Purpose:

❏ I have written to entertain or instruct the reader.

❏ I have written a point of view through the eyes of the character telling the story or giving information

Structure:

❏ I have written an orientation that gives information about who, when and where.

❏ I have introduced a problem or complication that sets off a chain of events that influences the story

❏ I have a series of events where the characters react to the complication

❏ I have written a sequence of events including characters feelings, reactions and what they do

❏ I have written a resolution which is solved by the characters..

❏ I have written a theme that provides a main idea or social message

❏ I have included a coda providing a moral or social comment (Implicit or Explicit)

Grammar:

❏ I have used complex noun groups describe people and places.

❏ I have used quoted or reported speech correctly.

❏ I have used action verbs in the correct tense.

❏ I have used relating verbs to sustain correct tense (eg were, was, is, are)

❏ I have used a wide range of adjectives to provide description and detail.

❏ I have used a variety of time connectives or conjunctions to link the events.

❏ I have used literary language (eg. similes, metaphors, personifications)

❏I have used quoted or reported speech correctly.

Writing Features:

❏ I have used simple, compound and complex sentences.

❏ I have used paragraphs correctly.

❏ The tense of verbs is consistent.

❏ The subjects and verbs agree.

❏ I have used plurals and articles correctly.

❏ The possessive apostrophe is used correctly

❏ I have used capital letters, full stops and other punctuation markers correctly.

❏ I have checked my spelling carefully and corrected any mistakes.

❏ I have re-read my work to edit it carefully.

I think that I need more help in:

Assessment of Information Report Writing

Purpose:

❏ Writing classifies and/or describes a class of things.

❏ Utilises facts about behaviours, parts or qualities.

Structure:

❏ An opening statement introduces the subject

❏ The writing is organised into paragraphs where each new paragraph describes one new feature of the subject (eg appearance, function, behaviour, habitat)

❏ Paragraphs are constructed using a topic sentence with a noun group starting the sentence

❏ Details are given to describe the subject.

❏ A conclusion (if necessary) summarises the information presented.

Grammar:

❏ Nouns, especially in the introduction, are plural (whales, mammals, elephants) or general. (a whale, a mammal, the elephant)

❏ Modifiers are used that tell how much or how many (eg all, most, many, some, few, only, mainly, often, sometimes).

❏ Technical adjectives or describing words are used.

❏ Third person pronouns are used (eg him, her, it, them, and them) rather than first person pronouns (eg. I, we, me, us)

❏ Conjunctions or joining words are used.

❏ Verbs usually in simple present tense (eg Whales are mammals.)

❏ Technical language is used.

❏ Simple, compound and complex sentences are used.

❏ Passive voice is used.

Writing Features:

❏ Writing has an introduction, and paragraphs of information.

❏ Paragraphs, headings, sub-headings, labels and captions organise the information and assist the reader to locate information

❏ Facts are supported with appropriate use of illustrations, charts, maps, photos etc

❏ The tense of verbs is consistent.

❏ The subjects and verbs agree.

❏ Plurals and articles are used correctly.

❏ Sources of information are clearly acknowledged (eg footnotes or bibliography)

❏ Capital letters, full stops and other punctuation markers are used correctly.

❏ Spelling is carefully checked and corrected.

Text Forms

Student Self-Assessment Sheet for Information Report

Purpose:

❏ My writing classifies and/or describes a class of things.

❏ My writing utilises facts about behaviours, parts or qualities.

Structure:

❏ I have identified the subject of the report, defining and classifying it using an opening statement

❏ I have organised my writing into paragraphs where each new paragraph describes one new feature of the subject (eg appearance, function, behaviour, and habitat)

❏ My paragraphs are constructed using a topic sentence with a noun group starting the sentence.

❏ I have provided details to describe the subject.

❏ I have written a conclusion (if necessary) to summarise the information presented.

Grammar:

❏ I have used plural nouns, especially in the introduction, (whales, mammals, elephants) or general nouns. (a whale, a mammal, the elephant)

❏ I have used modifiers that tell how much or how many (eg all, most, many, some, few, only, mainly, often, sometimes).

❏ I have used technical adjectives or describing words

❏ I have used third person pronouns (eg he, she, it, they, them) rather than first person pronouns (eg. I, we, me, us)

❏ I have used conjunctions or joining words.

❏ I have used verbs in the present tense, e.g. is, are, have, has, live.

❏ I have used simple, compound and complex sentences.

❏ I have used passive voice.

Writing Features:

❏ My writing has an introduction, and paragraphs of information.

❏ My writing has paragraphs, headings, sub-headings, labels and captions organise the information and assist the reader to locate information

❏ My writing has facts supported with appropriate use of illustrations, charts, maps, photos etc

❏ The tense of verbs is consistent.

❏ The subjects and verbs agree.

❏ Plurals and articles are used correctly.

❏ Sources of information are clearly acknowledged (eg footnotes or bibliography)

❏ Capital letters, full stops and other punctuation markers are used correctly.

❏ Spelling is carefully checked and corrected.

Comments on my writing:

Assessment of Explanation Writing

Purpose:

❏ Writing explains how or why something occurs

❏ Writing explains each step of the process (how) and gives reasons (why) something occurs

Structure:

❏ A general statement identifies and defines the phenomena.

❏ A logical sequence of paragraphs explains the how and why.

❏ A conclusion is written.

Grammar:

❏ Technical language is used.

❏ General noun groups describe the subject of the explanation. (eg. the large cloud, particles of dust and gas)

❏ Modifiers are used that tell how much or how many (eg all, most, many, some, few, only, mainly, often, sometimes).

❏ Action verbs explain processes

❏ Simple present tense is used

❏ Causal language is used to show cause and effect (eg. because, so, as a result of)

❏ A variety of conjunctions or joining words are used to sequence processes.

❏ Third person pronouns are used (eg him, her, it, them, and them) rather than first person pronouns (eg. I, we, me, us)

❏ Conjunctions or joining words are used.

❏ Technical language is used.