YEAR 4 WRITING ASSESSMENT WORKSHOP

AUSTRALIAN
CURRICULUM
V6.0
ACELA1490

What the student CAN do

ACELA1491

ACELA1492

ACELA1493

ACELA1779

ACELA1780

Understand how texts vary in complexity and technicality

depending on the approach to the topic, the purpose and the
intended audience
Through this narrative, is demonstrates this student if familiar with the
typical stages and language features of such text type as simple
narrative
Understand how texts are made cohesive through the use of
linking devices including pronoun reference and text
connectives
Uses I; me; myself; as pronouns, and linking/text connectives so;
and
Recognise how quotation marks are used in texts to signal
dialogue, titles and quoted (direct) speech
Uses punctuation correctly speech; full stops; colons
Understand that the meaning of sentences can be enriched
through the use of noun groups/phrases and verb
groups/phrases and prepositional phrases
Good use of verb groups - jumping off the plane; Im super tired; grab
my bag; spent it slowly; - past and present verbs jumping; walking;
counted; run
Nouns used include; police; cash; bag; plane; home; and a good
attempt at Hawaii (Hwiye)
Understand how to use strategies for spelling words, including
spelling rules, knowledge of morphemic word families, spelling
generalisations, and letter combinations including double
letters
Most high frequency words spelt correctly-the word said spelt both
correctly and incorrectly in the text. (siad; said). It is assumed the
student may have simply had a lapse in concentration at this stage.
Use of consonant blends-started; start; grab; plane; from; stop; plan;
when; spent; slowly; there
Use of digraphs/vowel sounds-cash; how; said; way; out; counted;
slowly; plane; super;
Understands the use of double letters at the end of a word and in
context off; full;
Use of suffixes used correctly start-ed; jump-ing; walk-ing; count-ed
There is one use of correctly punctuated contraction Im
Most sentences begin with correct punctuation capitalisation
Good attempts at spelling Hawaii (Hwiye); tonne (tone). Unsure what
mancens is
Recognise homophones and know how to use context to
identify correct spelling Recognises homophones and uses them in
correct context so; to; there; way

ACELT1607

ACELT1794

ACELY1694

ACELY1696

SOUTH
AUSTRALIAN
CURRICULUM
STANDARDS AND
ACCOUNTABILITY
FRAMEWORK
(SACSA)
Standard 2 :
Year 4: Writing
Outcomes 2.4Composes a
range of texts
that include
interrelated
ideas and
information
about familiar
topics and
shows an
awareness of
different
audiences,
purposes and
contexts
Outcome 3.8
Selects and uses
a variety of

Create literary texts that explore students own experiences

and imagining
It is assumed the student has written this narrative based on their own
experiences and imagining with real world knowledge of some aspects
e.g.-police; Hawaii; planes; money and evading police when
potentially in trouble
Creates literary texts by developing storylines, characters and
settings
Excellent use of tense-the narrative is written as in spoken voice
easy to read, and storyline, characters and settings follow a pattern
Plan, draft and publish imaginative, informative and
persuasive texts containing key information and supporting
details for a widening range of audiences, demonstrating
increasing control over text structures, and language
features.
Student has demonstrated a very creative story writing, which flows in
accordance with an imaginative text, and has a beginning, middle and
ending
Write using clearly-formed joined letters, and develop
increased fluency and automaticity
Neat presentation with narrative written with clearly formed letters

Constructs a range of texts, collaboratively and

independently, for different audiences and purposes (including
descriptions, recounts, procedures, narratives, poems,
sequential explanations, reports)
Student constructs a narrative for different audiences-in this instance
to entertain

GRAMMAR
Uses simple and compound sentences and begins to experiment with
complex sentences

language
aspects when
planning and
composing a
range of wellstructured
fiction, factual
and media texts
about familiar,
new and
possible
experience

Experiments with more varied language and adverbial phrases to

express ideas and information positively or negatively
Uses language appropriate to the genre (eg use of noun groups to
build information, modality in exposition texts, dialogue in narratives)
Recognises the theme of a clause to begin the focus for information
(eg Kim opened the door). From this narrative, an example is I was
jumping off the plane.
PUNCTUATION
Uses full stops, capital letters, apostrophes for contractions, question
marks and exclamation marks correctly in own published writing.
While most sentences begin with capitalisation, there are a few
sentences that need modifications to meet expected outcomes. As
this is a quick write activity, it is well drafted without having
appropriate time to plan, draft and implement the narrative.
Uses quotation marks for direct speech. The student has used
quotation marks in one instance, with correct placement, however
needs further development to identify other punctuation such as the
question mark required after the direct speech/question.
SPELLING
The student has made a good attempt at spelling more difficult words,
and it appears has related the sound to spelling e.g Hwiye (Hawaii);
tone (tonne). It is not clear what mancens means
Identifies the purpose and audience for own writing and adjusts
writing accordingly
Writes using consistent shape, size, slope and formation of letters

AREAS OF NEED:

Sentence structure Students could further engage in working with narratives,

exploring sentence structure, paragraphs, punctuation such as the placement of
commas, question marks and explanation marks, to enhance readability and
story flow.
Needs further teaching and learning opportunities to engage the student in
double vowel words such as peep; beginning sounds ch/eck; ch/ose; and words
like lie when to drop letters and replace with other sounds ongoing
phonological awareness and development relating to misspelt words throughout
the story
While there was one instance of a discrepancy between two identical words,
(siad, said) this may be just an issue of time simply relating to the quick write
activity, as the spelling error was not consistent throughout the narrative.
Further teaching and learning could also involve opportunities to develop linking
sentences/connectives
Lesson content exploring syllables and sounding out words, as well as letters
within words e.g. Ha-wai-I; id-i-o t; po-lice; slow-ly. For words such as slow, and
lie further teaching and learning in prefixes adding letters/dropping letters will
assist.

Incorporating software into teaching and learning for students to construct, edit
and publish written texts will assist visually with layout, spelling and sentence
structures.
ACARA see Australian Curriculum Assessment and Reporting Authority
Australian Curriculum Assessment and Reporting Authority. (2014). Year 4:
English. Retrieved from http://www.australiancurriculum.edu.au/Year4
SACSA see South Australian Curriculum Standards and Accountability
Framework.
South Australian Curriculum Standards and Accountability Framework. (2004). R10 English-Teaching Resource. Retrieved from http://www.sacsa.sa.edu.au/ATT/
%7BF51C47E3-B6F3-4765-83C3-0E27FF5DD952%7D/R-10_English.pdf