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State of South Australia, Department of Education and Children’s Servicesand Catholic Education, South Australia
Index
Introduction ………….page 3
ESL Scope and Scales
PRIMARY YEARS BAND
June 2003
ESL Scope and Scales Moderated Evidence: Primary Years Band
About the proformas ………….page 6
Scale 1 Miriam - Beginning Letters “O” ………….page 8
Some key differences between Scales 1 and 2 ………….page 12
Scale 2 Tanya - Recount, Oral Recount ………….page 14
Some key differences between Scales 2 and 3 ………….page 21
Scale 3 Thann - Recount, Argument ………….page 23
Some key differences between Scales 3 and 4 ………….page 30
Scale 4 Jana - Narrative, Argument ………….page 33
Some key differences between Scales 4 and 5 ………….page 41
Scale 5 Johnny
LiXian
- Oral Recount, Recount, Letter of Thanks Retell of Narrative - Recount, Argument- Recount, Written Discussion
………….page 44
………….page 60………….page 68
Some key differences between Scales 5 and 6 ………….page 76
Scale 6 AnnaHai
- Narrative, Explanation- Recount, Retell of Narrative
………….page 79………….page 88
Some key differences between Scales 6 and 7 ………….page 98
Scale 7 Barbara - Narrative, Explanation …...…….page 101
Some key differences between Scales 7 and 8 ………...page 109
Scale 8 AnhAnnette
- Narrative, Explanation- Recount, Procedure
………...page 112………...page 120
Some key differences between Scales 8 and 9 ………...page 128
Scale 9 NatashaLuke
- Narrative, Information Report- Personal Recount
………...page 131………...page 140
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ESL Scope and Scales Moderated Evidence: Primary Years Band
INTRODUCTIONThis document, The ESL Scope and Scales Moderated Evidence: Primary Years Band is a resource to support the use of the ESL Scope and Scales to monitor the achievement of English as a Second Language (ESL) learners within the Primary Years (Year 3 to Year 5) Band, by providing sets of student evidence, with commentary, for each of the nine ESL Scales of this Band.
Primary Years BandYear Level 3 4 5ESL Scales 1 2 3 4 5 6 7 8 9
The ESL Scope and Scales:
The ESL Scope and Scales is a programming, assessing and reporting document to support the English language development of ESL learners. The ESL Scope and Scales provides a detailed explanation of the model of language on which it is based.
The Scales within the ESL Scope and Scales is the assessment and reporting component. It contains a comprehensive set of examples of evidence for each Scale. The Scales was used as the basis of the analysis and commentary on the sets of student evidence.
It is recommended that you refer to the ESL Scope and Scales to access the explanation of the model of language and to enhance your understanding of the student texts.
The students:
The names used in this document are not the students’ own names. All the students are of non-English speaking background.
The moderation process used in the development of this document:
The writers analysed and assessed sets of student work in relation to the ESL Scope and Scales, using the proforma Evidence for Scaling.
The writers shared their understandings of the student texts, justifying their determination of a Scale level.
Based on feedback, changes were made to the analysis and commentary.
The project co-ordinators reviewed the analysis and commentary to ensure consistency of interpretation and accuracy of judgement.
Recommended processes for teachers:
a) Collecting the sets of evidence
Design and deliver teaching and learning programs which support students’ understandings of a required genre. Task requirements and assessment criteria should be explicit.
Collect evidence of student achievement which represents the students’ best independent effort. The forms of evidence may include spoken, written and multimedia texts and teacher observation notes on students’ texts.
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Select a range of student samples of evidence, preferably of different genres. The more restricted the set of evidence, the more difficult it will be to make an accurate determination of the Scale level. As a minimum, two texts should be selected, one of each of the story genre and the factual genre. In its Introduction the ESL Scope and Scales indicates an appropriate range of texts for each Band. For the Primary Years the range of texts for each genre type includes:
the story genre: narrative, traditional story such as a fable or myth, personal recount, observation.
the factual genre: description, information report (taxonomic and descriptive), sequential explanation, argument, procedure.
b) Making a judgement of the ESL Scale level
Using the proforma, Evidence for Scaling, for each text record and/or consider the student examples of evidence, for each of genre, field, tenor and mode. Where appropriate determine an ESL Scale or ESL Scale range for each Outcome.
Consider the student examples of evidence for each Outcome from the complete set of evidence and make a judgement about the Scale or Scale range appropriate for each Outcome.
Make an on-balance judgement to assign the Scale that is most typical of the students’ language choices across all four Outcomes.
To support this process use both the ESL Scope and Scales and the ESL Scope and Scales Moderated Evidence: Primary Years Band.
Who requires ESL support?
The ESL Scale appropriate to a student’s year level describes the control of Standard Australian English required to achieve the Curriculum Standards. So, a non-English speaking background student in
Year 3 at Scale 7 does not require targeted ESL support.
Year 4 at Scale 8 does not require targeted ESL support.
Year 5 at Scale 9 does not require targeted ESL support.
Year Level 3 4 5Standard 1 2ESL Scales 1 2 3 4 5 6 7 8 9Year 3Year 4Year 5
However, a student working at the appropriate ESL Scale for the Year level will continue to need and benefit from explicit teaching of language. Ongoing monitoring and assessment is also necessary to ensure that a student of non-English speaking background will continue to achieve at the appropriate level.
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Acknowledgements:
The ESL Scope and Scales Moderated Evidence: Primary Years Band was collaboratively developed by the ESL Scope and Scales Officers of the Department of Education and Children’s Services, South Australia, and the ESL Consultants of Catholic Education, South Australia.
Project Co-ordinators:Rosie Antenucci and Karyl Martin DECS, South AustraliaBronwyn Dansie and Monica Williams Catholic Education, South Australia
Key writers for the Primary Years Band:Sue Russo Salisbury North R-7 SchoolCarole Loveder Mansfield park Primary SchoolLesia Zubjuk Magill Primary SchoolCarmen Liddane Highgate Primary SchoolGiuseppe Mammone Cowandilla Primary School
With the support of:Juliana Martino Catholic Education, South AustraliaDeb Rees DECS, South Australia
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ESL Scope and Scales Moderated Evidence: Primary Years Band
ABOUT THE PROFORMAS
Evidence for Scaling
Language Key features and examples Student examples of evidence Scale
Genre:Language for achieving different purposes
organises the text: conjunctions First, Then, Next
phrases of time and place
formulaic expressions
uses basic formulaic expressions to begin the text
2
builds cohesion: reference items: my, it, they, him, the uses: my, me
understands: that, those
joins clauses to expand information: linking conjunctions: and, then, but
binding conjunctions: because, when
and
ESL Scales CommentaryScale 1
Varguq’s texts provide evidence contributing mostly to Scale 1.
As a reception student assessed as working within Scale 1 Varqua does require ESL support.
Text in context Language Key Teaching Points
Genre Outcome 1.1:Interacts in highly structures routine exchanges and, with support, responds to, copies and arranges a strictly limited range of written texts and a range of simple visual texts.
Begins to write by copying very short, basic examples of Standard Australian English
Copies the sub-headings of the report.
Copies very short groups of words directly associated with a visual representation of the words
Copies the sub-headings of the report.
Copy very short written texts, which have been collaboratively constructed by teacher and student, to accompany visual representations of familiar contexts. (Scale 1)
Sequence a known text using pictures or other visual resources. (Scale 1)
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Key features and examples provides the main features of the Language Strand of each of genre, field, tenor and mode, as defined within the ESL Scope and Scales. They are a guide only to finding key features within a text. They are not descriptive of any particular genre or Scale level and not all key features and examples may be relevant to a specific text.
In Student examples of evidence the language items from the student text which are examples of the language features in Key features and examples, have been recorded.
Two versions of this proforma are used – one for a written text and the other for an oral text. The proformas are identical for each Scale.
The language items which have been recorded in Student examples of evidence indicate a tendency for a student to make choices from a Scale or a range of Scales. This Scale or Scale range for each of genre, field, tenor and mode is recorded in the Scale column. Where the language items provide insufficient information for such a determination, the Scale column is left blank.
This statement is a determination of the Scale based on the student’s set of evidence. The words, “contributing mostly to Scale 1” indicates that the student can be considered as working within that Scale rather than having achieved that Scale. This statement clarifies
whether the student requires ESL support.
Examples of evidence from the ESL Scales relevant to the student’s set of evidence have been recorded in both the Text in Context strand and the Language strand, as dot points. Comments and examples from the student’s texts reflecting the student’s achievements in relation to an example of evidence from the ESL Scales, have been written in italics.
Key Teaching Points recommends learning activities for the students, in relation to the text types provided in the set of evidence. These activities have been suggested in order to elicit additional evidence of the achievement of an Outcome and/or to extend the student.
ESL Scope and Scales Moderated Evidence: Primary Years Band
SOME KEY DIFFERENCES BETWEEN SCALES 1 AND 2
GENRE: Outcome 1.1 Outcome 2.1Interacts in highly structured routine exchanges and, with support, responds to, copies and arranges a strictly limited range of written texts and a range of simple visual texts.
Interacts in highly routine exchanges and responds to, copies and collaboratively constructs a strictly limited range of written texts and a range of simple visual texts.
Text in Context understands that signs can give commands
copies very short, basic examples of English
participates in very basic formulaic spoken exchange
understands that signs and packaging can give commands and copies most basic examples
understands some main ideas in a simple story read aloud
jointly constructs and copies short, basic examples of English
participates in basic highly formulaic spoken exchanges with memorised segments
SOME KEY DIFFERENCES BETWEEN SCALE 1 AND SCALE 2AS EVIDENT IN THE STUDENTS’ SETS OF EVIDENCE
GENRE:The sets of evidence of both Varqua and Vadi reveal a very early understanding of the use of written language. Without further anecdotal information it is difficult to determine whether they understand that letters and words carry meaning. Similarly it is difficult to ascertain their use and understanding of oral language. Sara participates in an exchange of oral language using formulaic expressions and responding with a very simple string of memorised items. (Scale 2)
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Each of the examples of evidence has been taken from the ESL Scope and Scales, however not all the examples in each Scale have been included. A full list of the examples of evidence is available in the ESL Scope and Scales.
The examples of evidence from the ESL Scope and Scales have been recorded to highlight the differences between the Scales.
For each Outcome, there is a comparison of the evidence for the ESL Scale assigned to students’ sets of evidence.
ESL Scope and Scales Moderated Evidence: Primary Years Band
Miriam: BEGINNING LETTERS “O”
MIRIAMNew Arrivals Program
Year 3
Teachers Comments:
The student wrote own name (deleted for confidentiality) onto the worksheet and wrote from left to right.
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Miriam: BEGINNING LETTERS “O”Language Key features and examples Student examples of evidence Scale
Genre:
Language for achieving different purposes
schematic structure
organises the text: conjunctions: Secondly, Finally, In addition phrases of time, place, manner: Yesterday, At
church, With a knife topic words: Snakes action verbs (in procedures): Slice, Boil layout: subheadings, pictures, diagrams
builds cohesion: reference items: my, it, him, this, there, the vocabulary patterns:
synonyms / antonyms words that go together: change a tyre classification: motor vehicles: sedans,
hatchbacks, utilities composition (whole-part): motor vehicles:
wheels, tyres, engine, seat belt conjunctions to join sentences or paragraphs
of a text: However, Therefore
joins clauses to expand information: linking conjunctions: and, or, so, and then binding conjunctions: because, if, as, when relative clauses: Perth, which is the capital,..
level of scaffolding
layout: copies “O” words on flashcards as laid out on desk
student given “O” words on flashcards to copy
1
Field:
Language for expressing ideas and experiences
noun groups: numbers, describers, classifiers, qualifiers: a
book, David, sun, little boy, the three pictures on the wall, a mountain bike, the man in the shop, the children living in the city
comparatives: funnier, slower, more beautiful, best
nominalisations: likelihood, growth, development, beauty, risk,
government, ability
verbs: action: subtract, divide, peered, scanned mental (sensing): knew, think, believe saying: said, laughed, shouted relational: are, became, has verbal groups: want to play phrasal verbs: look it up, put up with
circumstances and clauses: when: on Sunday where: at the sign how: carefully, with a fine brush, like a leopard with whom, what: with my friend why: because it is late, because of the rain
topic specific / technical vocabulary: consume, diet
direct and reported speech: direct: She said, “I am going home.” reported: She said she was going home.
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Miriam: BEGINNING LETTERS “O”Language Key features and examples Student examples of evidence Scale
Tenor: Language for interacting with others
speech functions: statements questions offers commands
subjectivity / objectivity: subjective: I believe objective: It is possible
modality: certainty: perhaps, will, has to be, think, reckon obligation: must, should, could
interpersonal meaning: feelings, attitudes: It’s beautiful, I like you,
very, excellent, best, naughty, rude, well-behaved, just, only, luckily
idioms, colloquialisms, humour names to refer to people
appropriate tenor for the context
Mode:
Language for creating spoken and written texts
foregrounding: abstract elements: The habitat of the snakes non-human elements: The lathe phrases and clauses time, place, manner human elements: specific We, general People action verbs: Draw
appropriateness of foregrounding
coherence: introduction, topic sentences and the links
between them
primary and secondary tenses: primary: simple past, present, future secondary: was sleeping, wanted to go
active / passive voice: active: The winds flamed the fire. passive: The fire was flamed by the wind.
print conventions: handwriting: letter formation, spacing, direction identifying and representing sounds with letters spelling: link to pronunciation and visual
patterns punctuation: capitals, fullstops, question
marks, commas, speech marks, apostrophes, links to intonation
multimedia / multimodal: links between gestures, visual images, sound,
light, layout, tables, spoken text and print text
handwriting: copies words from flash cards, with identifiable letter formation, writing from left to right
frames words to represent the shape of the cards
1
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ESL Scope and Scales Moderated Evidence: Primary Years Band
ESL Scales Commentary
Scale 1
Miriam’s texts provide evidence contributing mostly to Scale 1.
As a Year 3 student assessed as working within Scale 1 Miriam
does require ESL support.Text in context Language Key Teaching Points
Genre Outcome1.1Interacts in highly structured routine exchanges and, with support, responds to, copies and arranges a strictly limited range of written texts and a range of simple visual texts.
Begins to write by copying very short, basic examples of Standard Australian English
Copies very short groups of words directly associated with a visual representation of the words
Copies the words on the flashcards.
Copy very short written texts, which have been collaboratively constructed by teacher and student, to accompany visual representations of familiar contexts. (Scale 1)
Sequence a known text using pictures or other visual resources. (Scale 1)
Field Outcome 1.2Understands and uses isolated examples of concrete vocabulary and the most elementary grammatical items constructing personally relevant fields.
Identifies basic personal details when written eg own name
Writes own name on the worksheet.
Practice in using everyday concrete vocabulary which is crucial to orientation to school. (Scale 1)
Identify in spoken texts familiar, concrete vocabulary supported by pictures or the object.(Scale 1)
Tenor Outcome 1.3Participates with limited accuracy in a strictly limited range of immediate, highly supportive contexts.
Participates appropriately in class routines
Participates in the task of copying flashcard words.
Has a limited understanding of how to express statements, expressing them through the key word only
Limited to copying words.
Expand range of key words. (Scale 1)
Mode Outcome 1.4Interacts in a strictly limited range of spoken texts located in the immediate context (face-to-face interactions and accompanying some action) and begins to copy segments of written text.
Begins to write in Standard Australian English by copying words or groups of words
Begins to use some of the conventions appropriate to printed English
Writes words from left to right, with appropriate letter formation.
Understand the purpose and meaning of print and in particular, of a limited range of school based environmental print. (Scale 1)
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ESL Scope and Scales Moderated Evidence: Primary Years Band
SOME KEY DIFFERENCES BETWEEN SCALES 1 AND 2
Scale 1 Scale 2GENRE: Outcome 1.1
Interacts in highly structured routine exchanges and, with support, responds to, copies and arranges a strictly limited range of written texts and a range of simple visual texts.
Outcome 2.1Interacts in highly routine exchanges and responds to, copies and collaboratively constructs a strictly limited range of write texts and a range of simple visual texts.
Text in Context
understands that signs can give commands copies very short, basic examples of English participates in very basic formulaic spoken
exchange
understands that signs and packaging can give commands and copies most basic examples
understands some main ideas in a simple story read aloud
jointly constructs and copies short, basic examples of English
participates in basic highly formulaic spoken exchanges with memorised segments
Language responds in basic spoken exchange involving one or two turns (makes a greeting and gives nonverbal response)
sequences pictures of a known text
responds in basic spoken exchange involving two or three turns (makes a greeting and responds)
draws pictures of the stages of a narrative uses one or two examples of pronoun reference
FIELD: Outcome 1.2Understands and uses isolated examples of concrete vocabulary and the most elementary grammatical items constructing personally relevant fields.
Outcome 2.2Understands and uses a strictly limited range of vocabulary and grammatical items constructing personally relevant fields.
Text in Context
uses strictly limited range of concrete everyday vocabulary
uses mainly common sense, everyday vocabulary with isolated concrete technical vocabulary
Language understands narrow range of actions verbs understands small range of common noun groups and action verbs
understands very basic phrases of location uses basic grammatical items (a, on, in, my)
TENOR: Outcome 1.3Participates with limited accuracy and confidence in a strictly limited range of immediate, highly supportive contexts.
Outcome 2.3Participates with limited accuracy yet appropriately in a strictly limited range of familiar highly supportive contexts.
Text in Context
participates appropriately in classroom routines by copying others
uses single words and relies on actions to make meaning
participates appropriately in classroom routines participates in basic routine spoken exchanges
Language responds appropriately non verbally when meaning is clear from immediate context
expresses statements, questions, offers, commands using key word and gesture only
chooses a few formulaic expressions
responds appropriately to tone of voice and stress on key words
expresses statements, questions, offers, commands using key words, stress and gesture
chooses the most common formulaic expressions
MODE: Outcome 1.4Interacts in a strictly limited range of spoken texts located in the immediate context (face to face interactions and accompanying some action) and begins to copy segments of the written text.
Outcome 2.4Constructs a strictly limited range of spoken texts located in the immediate context (face to face interactions and accompanying some action) and begins to construct segments of written text collaboratively.
Text in Context
relies on gesture to convey meaning in spoken mode
begins to write by copying words or groups of words
understands the general purpose of a limited range of school-based environmental print
relies on gesture to convey more complex meanings in spoken mode
relies on visual images to convey more complex meanings in writing
begins to write by copying groups of words or phrases or simple sentences
understands the general purpose of environmental print
Language can say aloud one or two examples of environmental print
begins to identify beginning sounds in words uses some conventions for printed English: writes
predominantly from left to right
can say aloud a few examples of environmental print
begins to identify most beginning and end sounds in words
uses some conventions for printed English: writes from left to right, top to bottom, some copied letters are identifiable
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ESL Scope and Scales Moderated Evidence: Primary Years Band
uses visual images and gestures to convey more complex meanings
SOME KEY DIFFERENCES BETWEEN SCALE 1 AND 2AS EVIDENT IN THE STUDENTS’ SETS OF EVIDENCE
GENRE:The sets of evidence from Miriam and Tanya show the very early stages of understanding English. Miriam is working very much at the letter and by word level (Scale 1) however Tanya organises groups of words in meaningful order and participates in a basic highly formulaic spoken exchange depending on memorised segments. (Scale 2)
FIELD:Although both students are copying written words Tanya’s work shows some understanding of meaning as she has organised groups of words into a meaningful and correctly ordered sentence. Through both her written and oral texts she demonstrates that she is able to understand and organise every day vocabulary orientated to the school and home environment. (Scale 2)
TENOR:Miriam and Tanya are able to participate in classroom routines (Scale 1) but Tanya is able to use formulaic expressions to communicate. (Scale 2)
MODE:Miriam demonstrates basic conventions appropriate to printed English such as writing from left to right (Scale 1) Tanya is able to copy groups of words into a meaningful sentence. (Scale 2)
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ESL Scope and Scales Moderated Evidence: Primary Years Band
TANYA: RECOUNT
TANYANew Arrivals Program
Year 3
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Tanya: RECOUNTLanguage Key features and examples Student examples of evidence Scale
Genre:Language for achieving different purposes
schematic structure
organises the text: conjunctions: Secondly, Finally, In addition phrases of time, place, manner: Yesterday, At
church, With a knife topic words: Snakes action verbs (in procedures): Slice, Boil layout: subheadings, pictures, diagrams
builds cohesion: reference items: my, it, him, this, there, the vocabulary patterns:
synonyms / antonyms words that go together: change a tyre classification: motor vehicles: sedans,
hatchbacks, utilities composition (whole-part): motor vehicles:
wheels, tyres, engine, seat belt conjunctions to join sentences or paragraphs
of a text: However, Therefore
joins clauses to expand information: linking conjunctions: and, or, so, and then binding conjunctions: because, if, as, when relative clauses: Perth, which is the capital,..
level of scaffolding
has a title and follows with a sentence describing an event starting with an expression of time
time: On Sunday
reference: I
copied from cards with phrases relevant to the topic (On the weekend, On Saturday, played with my toys) to compose the sentences
2
Field:Language for expressing ideas and experiences
noun groups: numbers, describers, classifiers, qualifiers: a
book, David, sun, little boy, the three pictures on the wall, a mountain bike, the man in the shop, the children living in the city
comparatives: funnier, slower, more beautiful, best
nominalisations: likelihood, growth, development, beauty, risk,
government, ability
verbs: action: subtract, divide, peered, scanned mental (sensing): knew, think, believe saying: said, laughed, shouted relational: are, became, has verbal groups: want to play phrasal verbs: look it up, put up with
circumstances and clauses: when: on Sunday where: at the sign how: carefully, with a fine brush, like a leopard with whom, what: with my friend why: because it is late, because of the rain
topic specific / technical vocabulary: consume, diet
direct and reported speech: direct: She said, “I am going home.” reported: She said she was going home.
my toys
action: played
with what: with my toys
Saturday, played, toys, weekend.
2
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Tanya: RECOUNTLanguage Key features and examples Student examples of evidence Scale
Tenor: Language for interacting with others
speech functions: statements questions offers commands
subjectivity / objectivity: subjective: I believe objective: It is possible
modality: certainty: perhaps, will, has to be, think, reckon obligation: must, should, could
interpersonal meaning: feelings, attitudes: It’s beautiful, I like you,
very, excellent, best, naughty, rude, well-behaved, just, only, luckily
idioms, colloquialisms, humour names to refer to people
appropriate tenor for the context
constructs a basic statement 1
Mode:Language for creating spoken and written texts
foregrounding: abstract elements: The habitat of the snakes non-human elements: The lathe phrases and clauses time, place, manner human elements: specific We, general People action verbs: Draw
appropriateness of foregrounding
coherence: introduction, topic sentences and the links
between them
primary and secondary tenses: primary: simple past, present, future secondary: was sleeping, wanted to go
active / passive voice: active: The winds flamed the fire. passive: The fire was flamed by the wind.
print conventions: handwriting: letter formation, spacing,
direction identifying and representing sounds with letters spelling: link to pronunciation and visual
patterns punctuation: capitals, fullstops, question
marks, commas, speech marks, apostrophes, links to intonation
multimedia / multimodal: links between gestures, visual images, sound,
light, layout, tables, spoken text and print text
time: On Saturday
simple past: played
handwriting: forms most letters correctly, puts spaces between words but some spaces are too large
punctuation: uses capital letters appropriately for On Saturday and On the weekend, misses fullstops, uses unnecessary line breaks
2/3
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Tanya: ORAL RECOUNT
Transcript of Morning Talk
Teacher: What did you do last night, Tanya?
Tanya: Last night….I….watch television read a book went shopping brush my teeth.
TANYANew Arrivals Program
Year 3
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Tanya: ORAL RECOUNTLanguage Key features and examples Student examples of evidence Scale
Genre:Language for achieving different purposes
schematic structure
organises the text: conjunctions: Secondly, Finally, In addition phrases of time, place, manner: Yesterday, At
church, With a knife topic words: Snakes, Boil action verbs Slice, Boil initiate and close interactions: less formulaic,
formulaic expressions, gestures ask and answer questions participate in song, rhyme, chorus, reading
builds cohesion: reference items: my, it, him, this, there, the vocabulary patterns:
synonyms/antonyms words that go together: change a tyre classification: motor vehicles: sedans,
hatchbacks, utilities composition (whole-part): motor vehicles:
wheels, tyres, engine, seat belt conjunctions to join sentences or paragraphs
of a text: However, Therefore
joins clauses to expand information: linking conjunctions: and, or, so, and then binding conjunctions: because, if, as, when relative clauses: Perth, which is the capital,..
level of scaffolding
responds to question, begins with the circumstance of time copied from the question, rather than the more usual greeting, and follows it with a series of events
time: Last night
reference: my, I
the student stood at the front of the class and followed the accepted pattern of morning talks in the class, the context of the situation set the genre as a recount
2
Field:Language for expressing ideas and experiences
noun groups: numbers, describers, classifiers, qualifiers: a
book, David, sun, little boy, the three pictures on the wall, a mountain bike, the man in the shop, the children living in the city
comparatives: funnier, slower, more beautiful, best
nominalisations: likelihood, growth, development, beauty, risk,
government, ability
verbs: action: subtract, divide, peered, scanned mental (sensing): knew, think, believe saying: said, laughed, shouted relational: are, became, has verbal groups: want to play phrasal verbs: look it up, put up with
circumstances and clauses: when: on Sunday where: at the sign how: carefully, with a fine brush, like a leopard with whom, what: with my friend why: because it is late, because of the rain
topic specific / technical vocabulary: consume, diet
direct and reported speech: direct: She said, “I am going home.” reported: She said she was going home.
Last night, television, a book, my teeth
action: watch, read, brush verbal group: went shopping
when: Last night
brush
2
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Tanya: ORAL RECOUNTLanguage Key features and examples Student examples of evidence Scale
Tenor: Language for interacting with others
speech functions: statements questions offers commands
subjectivity / objectivity: subjective: I believe objective: It is possible
modality: certainty: perhaps, will, has to be, think,
reckon obligation: must, should, could
interpersonal meaning: feelings, attitudes: It’s beautiful, I like you,
very, excellent, best, naughty, rude, well-behaved, just, only, luckily
idioms, colloquialisms, humour names to refer to people
verbal elements: intonation, volume, pace, word stress, tone,
pronunciation, and other sound patterns
non-verbal elements: body language, eye contact, physical
response
appropriate tenor for the context
constructs a basic statement in response to a question
information shared with peers is appropriate to context
2/3
Mode:Language for creating spoken and written texts
foregrounding: abstract elements: The habitat of the snakes non-human elements: The lathe phrases and clauses time, place, manner human elements: specific We, general People action verbs: Draw
appropriateness of foregrounding
coherence: introduction, topic sentences and the links
between them
primary and secondary tenses: primary: simple past, present, future secondary: was sleeping, wanted to go
active / passive voice: active: The winds flamed the fire. passive: The fire was flamed by the wind.
print conventions: handwriting: letter formation, spacing,
direction identifying and representing sounds with
letters spelling: link to pronunciation and visual
patterns punctuation: capitals, fullstops, question
marks, commas, speech marks, apostrophes, links to intonation
multimedia / multimodal: links between gestures, visual images, sound,
light, layout, tables, spoken text and print text
time: Last night
foregrounding of time is appropriate for a recount
simple past: went simple present instead of simple past: watch,
read, brush.
active: used for whole text eg I watch TV
2/3
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ESL Scope and Scales Moderated Evidence: Primary Years Band
ESL Scales Commentary
Scale 2
Tanya’s texts provide evidence contributing mostly to Scale 2.
As a Year 3 student assessed as working within Scale 2 Tanya
does require ESL support.Text in context Language Key Teaching Points
Genre Outcome 2.1Interacts in highly routine spoken exchanges and responds.
Participates in basic, formulaic spoken exchanges depending on memorising segments
Begins to write very short, basic examples of standard Australian English by copying
Participates in short, simple texts where there are repeated, memorisable items
Relies on using formulaic phrases in morning talk.
Copies very short, basic examples of items relevant to immediate context
Copies phrases to communicate about home life: my toys, played.
Uses one or two examples of pronoun reference: I, My
Add greeting, evaluation and close to basic spoken exchange. (Scales 2 and 3)
Increase range of pronouns used as reference items. (Scale 3)
Field Outcome 2.2Understands and uses a strictly limited range of vocabulary and grammatical items, constructing personally relevant fields.
Uses vocabulary that is mainly commonsense and everyday but chooses some concrete technical words: toys, weekend, brush
Understands a small range of vocabulary expressing immediate interests or needs in orientation to the school and community
Shows understanding of vocabulary related to immediate interests: played, watch, read, went, teeth, book, last night.
Uses most basic grammatical items: article – a; pronouns – my, I
Expand vocabulary by exploring how to classify and describe (according to size). (Scale 3)
Introduce a basic range of phrases of location: on the table, outside, inside, in the box. (Scale 2)
Tenor Outcome 2.3Participates with limited accuracy yet appropriately in a strictly limited range of familiar, highly supportive contexts.
Participates appropriately in group activities and class routines
Participates appropriately in basic, routine spoken exchange
Participates appropriately in morning talk following class routine.
Chooses the most common formulaic expressions at major stages of an exchange.
Chooses ‘Last night’ at the start of the talk.
Pronounces most frequently used words, groups and phrases comprehensibly
Pronunciation in the morning talk is comprehensible.
Increase range of formulaic expressions used: Bye, Ta, Thankyou. (Scale 2)
Introduce a limited range of evaluative vocabulary. (Scale 3)
Mode Outcome 2.4Constructs a strictly limited range of spoken texts located in the immediate context (face to face interactions usually accompanying some action) and begins to construct segments of texts
Begins to write in Standard Australian English by copying groups of words phrases or simple sentences
Follows some of the conventions appropriate to printed English when copying:o left to
right and top to bottom
o some letters copied are identifiable
Convey more complex meanings with the use of visual images: visuals for a range of activities that the student participates in. (Scale 2)
Consolidate control of simple past tense. (Scales 3 and 4)
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ESL Scope and Scales Moderated Evidence: Primary Years Band
collaboratively.
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ESL Scope and Scales Moderated Evidence: Primary Years Band
SOME KEY DIFFERENCES BETWEEN SCALES 2 AND 3Scale 2 Scale 3
GENRE: Outcome 2.1Interacts in highly routine exchanges and responds to, copies and collaboratively constructs a strictly limited range of written texts and a range of simple visual texts.
Outcome 3.1Interact in routine spoken exchanges with some tentative experimenting and, with support, responds to and constructs a limited range of written texts.
Text in Context
understands some main ideas in a simple story read aloud
understands that signs and packaging can give commands and copies most basic examples
participates in basic highly formulaic spoken exchanges with memorised segments
understands main ideas and characters in a well illustrated story read aloud and enacts the main events
reads a small range of everyday and environmental texts and collaboratively constructs very brief examples of most familiar
participates in simple group activities based on shared texts
participates in short formulaic spoken exchanges and slightly longer spoken texts with memorised segments
Language responds in basic spoken exchange involving two or three turns (makes a greeting and responds)
draws pictures of the stages of a narrative; matches pictures and words of a procedure
uses one or two examples of pronoun reference
initiates spoken exchanges involving two or three turns (greeting, response, evaluation / close)
constructs elementary examples of basic genres with high degree of scaffolding: draw sequenced pictures with action verbs written alongside; label parts of body, write two or three things about themselves
uses basic pronouns
FIELD: Outcome 2.2Understands and uses a strictly limited range of vocabulary and grammatical items, constructing personally relevant fields.
Outcome 3.2Understands and uses a very narrow range of common, everyday vocabulary constructing personally relevant fields, and uses isolated examples of concrete technical vocabulary.
Text in Context
uses mainly common sense, everyday vocabulary with isolated concrete technical vocabulary
use vocabulary for colour, number, time, clothing, food, animals, animals, weather, science
chooses some concrete technical vocabulary
Language understands small range of common noun groups and action verbs
understands very basic phrases of location uses basic grammatical items: a, on, in, my
identifies some familiar vocabulary in a variety of contexts
uses basic phrases of location but understands a slightly wider range
expanding vocabulary by classifying animals and describing them according to size
TENOR: Outcome 2.3Participates with limited accuracy yet appropriately in a strictly limited range of familiar, highly supportive contexts.
Outcome 3.3Participates appropriately in a strictly limited range of familiar, highly supportive contexts, using with some accuracy a limited range of basic grammatical accuracy.
Text in Context
participates appropriately in classroom routines participates in basic routine spoken exchanges
chooses limited range of ways of expressing statements, questions, offers, commands, using predominantly modelled examples in familiar contexts
participates appropriately with increasingly more language and increasingly less routine
Language responds appropriately to tone of voice and when key words are stressed
has a basic understanding of the grammar of statements, questions, offers, commands and expresses them in basic ways using key word, stress and gesture
chooses the most common formulaic expressions pronounces most frequently used words and
phrases comprehensibly
responds appropriately to intonation patterns of statements and questions and stress on key words
expresses statements, questions, offers, commands using two or three key words only and tone, intonation and actions and a limited range of yes / no questions
chooses a narrow range of socially appropriate formulaic expressions and some informal examples
pronounces most frequently used words, groups and phrases comprehensibly and begins to risk pronouncing less familiar words
uses a limited range of evaluative vocabulary uses basic grammatical items: a, the, on, in, and,
very
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ESL Scope and Scales Moderated Evidence: Primary Years Band
SOME KEY DIFFERENCES BETWEEN SCALES 2 AND 3Scale 2 Scale 3
MODE: Outcome 2.4Interacts in highly routine exchanges and responds to, copies and collaboratively constructs a strictly limited range of written texts and a range of simple visual texts.
Outcome 3.4Constructs a strictly limited range of spoken texts located in the immediate context, reads a limited range of texts supported by visuals and begins to write a strictly limited range of very brief texts collaboratively.
Text in Context
relies on gesture to convey more complex meanings in spoken mode
relies on visual images to convey more complex meanings in writing
begins to write by copying groups of words or phrases or simple sentences
chooses to use more language relative to the number of gestures and visual resources
organises meanings in brief written texts in a logical order, with intensive support for two or more genres
writes simple sentences and begins to rely less on copying texts
Language can say aloud a few examples of environmental print
begins to identify most beginning and end sounds in words
uses some conventions for printed English: writes from left to right, top to bottom, some copied letters are identifiable
reads aloud the crucial parts of a range of environmental print
begins to identify beginning and end sounds in words
spells with some accuracy many common monosyllabic words and spells others based on the sounds in the word
chooses highly repetitive sentences beginnings demonstrates limited control of the primary
tenses
SOME KEY DIFFERENCES BETWEEN SCALES 2 AND 3AS EVIDENT IN THE STUDENTS’ SETS OF EVIDENCE
GENRE:Tanya uses copied or memorised phrases of time to begin the recounts, lists a sequence of events in the oral recount and uses one or two pronoun references. (Scale 2) Thann constructs basic genres, with a high degree of scaffolding, using a greater range of pronoun references. (Scale 3)
FIELD:Tanya uses personal everyday vocabulary. (Scale 2) Thann uses mainly familiar vocabulary with some technical vocabulary. (Scale 3)
TENOR:Tanya uses key phrases to express statements. (Scale 2) Thann is able to construct simple statements with basic grammatical items and simple evaluative language to express meaning. (Scale 3)
MODE:Tanya is able to copy words and phrases with correct spacing, letter formation, and writing on the line. (Scale 2) Thann is able to organise meanings in written texts, relying less on copying. (Scale 3)
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ESL Scope and Scales Moderated Evidence: Primary Years Band
THANN: RECOUNT
THANNYear 3
A Trip to Arndale
On Sunday me and my sister buying food and toy for me. First we went to Arndale shopping
and buying solo and chips. Then we went home. Then I playing games.
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Thann: RECOUNTLanguage Key features and examples Student examples of evidence Scale
Genre:Language for achieving different purposes
schematic structure
organises the text: conjunctions: Secondly, Finally, In addition phrases of time, place, manner: Yesterday, At
church, With a knife topic words: Snakes action verbs (in procedures): Slice, Boil layout: subheadings, pictures, diagrams
builds cohesion: reference items: my, it, him, this, there, the vocabulary patterns:
synonyms / antonyms words that go together: change a tyre classification: motor vehicles: sedans,
hatchbacks, utilities composition (whole-part): motor vehicles:
wheels, tyres, engine, seat belt conjunctions to join sentences or paragraphs
of a text: However, Therefore
joins clauses to expand information: linking conjunctions: and, or, so, and then binding conjunctions: because, if, as, when relative clauses: Perth, which is the capital,..
level of scaffolding
begins with On Sunday and continues with series of events
conjunctions: First, Then time: On Sunday
reference: me, my, we, I
linking: and
followed pattern provided by the teacher
3/4
Field:Language for expressing ideas and experiences
noun groups: numbers, describers, classifiers, qualifiers: a
book, David, sun, little boy, the three pictures on the wall, a mountain bike, the man in the shop, the children living in the city
comparatives: funnier, slower, more beautiful, best
nominalisations: likelihood, growth, development, beauty, risk,
government, ability
verbs: action: subtract, divide, peered, scanned mental (sensing): knew, think, believe saying: said, laughed, shouted relational: are, became, has verbal groups: want to play phrasal verbs: look it up, put up with
circumstances and clauses: when: on Sunday where: at the sign how: carefully, with a fine brush, like a leopard with whom, what: with my friend why: because it is late, because of the rain
topic specific / technical vocabulary: consume, diet
direct and reported speech: direct: She said, “I am going home.” reported: She said she was going home.
my sistrn (sister), toy, solo, chin (chips), Gemi (games)
action: btine (buying), wtere (went), giny (playing)
verbal group: went shopping
when: On Sunday where: to Arndale, home
aNyine (Arndale)
3
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Thann: RECOUNTLanguage Key features and examples Student examples of evidence Scale
Tenor: Language for interacting with others
speech functions: statements questions offers commands
subjectivity / objectivity: subjective: I believe objective: It is possible
modality: certainty: perhaps, will, has to be, think, reckon obligation: must, should, could
interpersonal meaning: feelings, attitudes: It’s beautiful, I like you,
very, excellent, best, naughty, rude, well-behaved, just, only, luckily
idioms, colloquialisms, humour names to refer to people
appropriate tenor for the context
series of basic statements
names: my Sistrn (sister)
3
Mode:Language for creating spoken and written texts
foregrounding: abstract elements: The habitat of the snakes non-human elements: The lathe phrases and clauses time, place, manner human elements: specific We, general People action verbs: Draw
appropriateness of foregrounding
coherence: introduction, topic sentences and the links
between them
primary and secondary tenses: primary: simple past, present, future secondary: was sleeping, wanted to go
active / passive voice: active: The winds flamed the fire. passive: The fire was flamed by the wind.
print conventions: handwriting: letter formation, spacing, direction identifying and representing sounds with letters spelling: link to pronunciation and visual
patterns punctuation: capitals, fullstops, question
marks, commas, speech marks, apostrophes, links to intonation
multimedia / multimodal: links between gestures, visual images, sound,
light, layout, tables, spoken text and print text
time: On Sunday, First, Then
foregrounding of time is appropriate for recount genre
simple past: wtere (went) continuous form instead of simple past: qlny
(playing), btine (buying)
active: used for whole text eg We wtere (went)
handwriting: forms most letters accurately, has a few letter reversals, puts appropriate spaces between word
spelling: spells some familiar words correctly and in others uses letters which represent some of the sounds in the words eg btine (buying), chin (chips)
punctuation: uses capitals accurately in title and for ‘Sunday’, in the rest of the text uses capitals for the start of some sentences and inappropriately at the start of some words, places two fullstops correctly and another two in the middle of sentences
3/4
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ESL Scope and Scales Moderated Evidence: Primary Years Band
THANN: ARGUMENT
THANNYear 3
All children should learn to swim because we can swim and it is safety and if children learn making
sport and safety and likes swim can swimming at a time.
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Thann: ArgumentLanguage Key features and examples Student examples of evidence Scale
Genre:Language for achieving different purposes
schematic structure
organises the text: conjunctions: Secondly, Finally, In addition phrases of time, place, manner: Yesterday, At
church, With a knife topic words: Snakes action verbs (in procedures): Slice, Boil layout: subheadings, pictures, diagrams
builds cohesion: reference items: my, it, him, this, there, the vocabulary patterns:
synonyms / antonyms words that go together: change a tyre classification: motor vehicles: sedans,
hatchbacks, utilities composition (whole-part): motor vehicles:
wheels, tyres, engine, seat belt conjunctions to join sentences or paragraphs
of a text: However, Therefore
joins clauses to expand information: linking conjunctions: and, or, so, and then binding conjunctions: because, if, as, when relative clauses: Perth, which is the capital,..
level of scaffolding
begins with position and follows with supporting reasons
topic words: All children
reference: we, it
linking: and binding: bicstope (because)
independently written following a range of activities related to the task and modelling of the genre
4/5
Field:Language for expressing ideas and experiences
noun groups: numbers, describers, classifiers, qualifiers: a
book, David, sun, little boy, the three pictures on the wall, a mountain bike, the man in the shop, the children living in the city
comparatives: funnier, slower, more beautiful, best
nominalisations: likelihood, growth, development, beauty, risk,
government, ability
verbs: action: subtract, divide, peered, scanned mental (sensing): knew, think, believe saying: said, laughed, shouted relational: are, became, has verbal groups: want to play phrasal verbs: look it up, put up with
circumstances and clauses: when: on Sunday where: at the sign how: carefully, with a fine brush, like a leopard with whom, what: with my friend why: because it is late, because of the rain
topic specific / technical vocabulary: consume, diet
direct and reported speech: direct: She said, “I am going home.” reported: She said she was going home.
children, Ctelik (children), sock (sport), safety, a (any) time
safety
action: swim mental: liczv (likes) relational: is verbal groups: learn to swim, can swim, liczv
swinv (likes swimming), loin mokis (learn making)
when: at a time (at any time) why: bicstope (because) we can swim and It is
safety
safety, sock (sport)
3/4
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Thann: ARGUMENTLanguage Key features and examples Student examples of evidence Scale
Tenor: Language for interacting with others
speech functions: statements questions offers commands
subjectivity / objectivity: subjective: I believe objective: It is possible
modality: certainty: perhaps, will, has to be, think, reckon obligation: must, should, could
interpersonal meaning: feelings, attitudes: It’s beautiful, I like you,
very, excellent, best, naughty, rude, well-behaved, just, only, luckily
idioms, colloquialisms, humour names to refer to people
appropriate tenor for the context
series of basic statements
obligation: should learn to swim
feelings, attitude: liczv (likes), safety (safe)
use of obligation establishes writer as an ‘expert’ in this argument
3/4
Mode:Language for creating spoken and written texts
foregrounding: abstract elements: The habitat of the snakes non-human elements: The lathe phrases and clauses time, place, manner human elements: specific We, general People action verbs: Draw
appropriateness of foregrounding
coherence: introduction, topic sentences and the links
between them
primary and secondary tenses: primary: simple past, present, future secondary: was sleeping, wanted to go
active / passive voice: active: The winds flamed the fire. passive: The fire was flamed by the wind.
print conventions: handwriting: letter formation, spacing, direction identifying and representing sounds with letters spelling: link to pronunciation and visual
patterns punctuation: capitals, fullstops, question
marks, commas, speech marks, apostrophes, links to intonation
multimedia / multimodal: links between gestures, visual images, sound,
light, layout, tables, spoken text and print text
human: All children, We
simple present: is, liczv (likes) secondary: should learn to swim, can swim,
loin mockis (learn making), can swinvone (can swimming)
active: used for whole text eg We can Swim
handwriting: forms most letters accurately, puts appropriate spaces between words
spelling: spells some words correctly and in others uses letters which represent some of the sounds in the words eg mockis (making), swinvone (swimming)
punctuation: uses capital accurately for first word of sentence, uses capitals inappropriately in many of the other words
picture adds to meaning
3/4
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ESL Scope and Scales Moderated Evidence: Primary Years Band
ESL Scales Commentary
Scale 3
Thann’s texts provide evidence contributing mostly to Scale 3. As a Year 3 student assessed as working within Scale 3
Thann does require ESL support.
Text in context Language Key Teaching Points
GenreOutcome 3.1Interacts in routine spoken exchanges with some tentative experimenting and, with support, responds to and constructs a limited range of written texts.
Demonstrates for several basic genres the understanding that they have different purposes
Produces texts which have different purposes: retells main events in logical order in the recount and gives statement of position with reasons in the argument.
Constructs elementary examples of basic genres by speaking with a high degree of teachers scaffolding
A range of activities related to the genres, and the proforma for the argument required to support student to produce texts.
Uses most basic reference items accurately most of the time- uses basic pronouns: we, my,
me, I, it
Enhance understanding of the structure of basic genres so that there is less dependence on scaffolding. (Scale 4)
Expand use of conjunctions to include ‘but’. (Scale 4)
Provide opportunities to develop accuracy in use of a range of reference items in a factual genre. (Scales 4 and 5)
Field Outcome 3.2Understands and uses a very narrow range of common, everyday vocabulary constructing personally relevant fields, and uses isolated examples of concrete technical vocabulary.
Uses vocabulary that is developing their knowledge of the school and community, and other personally relevant topics
Vocabulary relates to swimming and personal life.
Uses vocabulary that is mainly commonsense and everyday but chooses some concrete technical vocabulary
Uses a few technical terms: safety, sock (sport).
Uses very basic phrases of location: to dNyine (Arndale), home
Introduce a wider range of prepositions for phrases of location: outside, under, beside. (Scales 3 and 4)
Explore how to expand vocabulary by exploring how to classify and describe by size. (Scale 3)
Tenor Outcome 3.3Participates appropriately in a strictly limited range of familiar, highly supportive contexts using with some accuracy a limited range of basic grammatical structures.
Chooses a limited range of ways of expressing statements with limited accuracy in a limited range of familiar supportive contexts
Uses simple statements in supported contexts.
Uses basic grammatical items: - prepositions: on, for, at- conjunctions: and
Uses a limited range of evaluative language: liczv (likes)
Give opportunities to use articles: a, an, the. (Scale 3)
Give opportunities to use adverbs such as very. (Scale 3)
Encourage the accurate use of a narrow range of evaluative vocabulary to express feelings and attitudes. (Scales 3 and 4)
Mode Outcome 3.4Constructs a strictly limited range of spoken texts located in the immediate context, reads a limited range of texts supported by visuals and begins to write a strictly limited range of very brief texts collaboratively.
Organise written texts in a logical order
Has an identifiable chronological sequence of events in the recount. Though the meaning is not very clear in the argument, the organisation is logical as it begins with a statement of position and follows with an elaboration.
Demonstrates limited control of the primary tenses (present, past)
In addition to inaccurate spelling, uses incorrect form of verb instead of simple past, in recount: buying, playing instead of bought and played.
Spells with some accuracy many common monosyllabic words (me, food, then, home) and spells some others based on sounds in the word (sistra, bicstop, swinvone).
Provide activities for increased control of primary tenses and their formation for most regular verbs. (Scale 4)
Consolidate spelling of monosyllabic commonly used words such as went, chip, like. (Scale 4)
Provide activities for increased awareness and control of print conventions such as fullstops, capitals and letter formation. (Scale 4)
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ESL Scope and Scales Moderated Evidence: Primary Years Band
SOME KEY DIFFERENCES BETWEEN SCALES 3 AND 4
Scale 3 Scale 4
GENRE: Outcome 3.1Interact in routine spoken exchanges with some tentative experimenting and, with support, responds to and constructs a limited range of written texts.
Outcome 4.1Interacts in predominantly routine exchanges and constructs a limited range of texts.
Text in Context
understands main ideas and characters in a well illustrated story read aloud and enacts the main events
reads a small range of everyday and environmental texts and collaboratively constructs very brief examples of most familiar
participates in simple group activities based on shared texts
participates in short formulaic spoken exchanges and slightly longer spoken texts with memorised segments
understands main ideas and characters in a short illustrated story read aloud
participates in short predictable spoken exchanges relying less on memorised segments
reads a small range of texts and collaboratively constructs very brief examples: very basic procedures, reports, descriptions and organises brief written texts in logical order
Language demonstrates understanding of the structure of several basic genres
initiates spoken exchanges involving two or three turns (greeting, response, evaluation / close)
constructs elementary examples of basic genres with high degree of scaffolding: draw sequenced pictures with action verbs written alongside; label parts of body, write two or three things about themselves
uses basic pronouns
demonstrates understanding of the organisation and discriminating features of several basic genres and constructs elementary examples: spoken exchanges, procedures, report
expands information using and, but uses small range of reference items: possessive
pronouns, third person pronouns and demonstrative pronouns
FIELD: Outcome 3.2Understands and uses a very narrow range of common, everyday vocabulary constructing personally relevant fields, and uses isolated examples of concrete technical vocabulary.
Outcome 4.2Understands and uses a very narrow range of vocabulary constructing personally relevant fields, and uses isolated examples of technical vocabulary.
Text in Context
use vocabulary for colour, number, time, clothing, food, animals, animals, weather, science
chooses some concrete technical vocabulary
uses vocabulary for topics such as transport and amenities
uses vocabulary that is mainly commonsense but begins to use some technical vocabulary when constructing personally relevant topics more technically
uses technical vocabulary when constructing a narrow range of educational topics
Language uses very basic phrases of location but understands a slightly wider range
identifies some familiar vocabulary in a variety of contexts
expands vocabulary by classifying animals and describing them according to size
uses a small range of phrases of time and location and understands a slightly wider range
identifies examples of very familiar words where meaning varies and explains difference
uses small range of phrases of time and location and understands slightly wider range
expands vocabulary by exploring numbers, describers, classifiers, prepositions
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ESL Scope and Scales Moderated Evidence: Primary Years Band
SOME KEY DIFFERENCES BETWEEN SCALES 3 AND 4
Scale 3 Scale 4
TENOR: Outcome 3.3Participates appropriately in a strictly limited range of familiar, highly supportive contexts, using with some accuracy a limited range of basic grammatical structures.
Outcome 4.3Participates appropriately in a limited range of familiar, highly supportive contexts, using a limited range of basic grammatical structures with some accuracy.
Text in Context
chooses limited range of ways of expressing statements, questions, offers, commands, using predominantly modelled examples in familiar contexts
expresses statements and questions in basic ways participates appropriately with increasingly more
language
chooses narrow range of ways of expressing statements, questions, offers, commands, using predominantly modelled examples when communicating independently
follows instructions with less dependence on non-verbal elements and begins to give commands
begins to experiment with new expressions
Language uses basic grammatical items: articles (a, the), prepositions (on, in), conjunctions (and), adverbs (very)
responds appropriately to intonation patterns of statements and questions and stress on key words
expresses statements, questions, offers, commands using two or three key words only and tone, intonation and actions and a limited range of yes / no questions
chooses a narrow range of socially appropriate formulaic expressions and some informal examples
uses a limited range of evaluative vocabulary
uses a small range of basic grammatical items: articles (a, an, the), auxiliaries (do, does, is, was), prepositions (out, under), adverbs (so, much)
good understanding of typical intonation patterns of basic statements, questions and offers
responds to commands with uncommon vocabulary and expresses commands using common vocabulary
chooses a small range of socially appropriate formulaic expressions and begins to use colloquial forms
uses a narrow range of evaluative language
MODE: Outcome 3.4Constructs a strictly limited range of spoken texts located in the immediate context, reads a limited range of texts supported by visuals and begins to write a strictly limited range of very brief texts collaboratively.
Outcome 4.4Constructs a limited range of spoken texts located in the immediate context, reads a limited range of texts and begins to shape a strictly limited range of written texts.
Text in Context
chooses to use more language relative to the number of gestures and visual resources
organises meanings in brief written texts in a logical order, with intensive support for one or two genres
writes simple sentences and begins to rely less on copying texts
chooses with increasing confidence to use more language relative to the number of actions, illustrations
reads with some success a small range of texts constructing basic technical topics
begins to write and draw a small range of basic examples of texts on technical fields
writes very brief examples of everyday texts
Language reads aloud the crucial parts of a range of environmental print
begins to identify beginning and end sounds in words spells with some accuracy many common
monosyllabic words and spells others based on the sounds in the word
chooses highly repetitive sentences beginnings demonstrates limited control of the primary tenses
reads along with simple text read aloud begins to identify beginning middle and end sounds spells accurately most common monosyllabic words
and spells others based on own pronunciation chooses repetitive beginnings of sentences demonstrates some control of primary tenses and
their formation for common regular verbs but a strictly limited control of secondary tenses
experiments with punctuation
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ESL Scope and Scales Moderated Evidence: Primary Years Band
SOME KEY DIFFERENCES BETWEEN SCALE 3 AND SCALE 4AS EVIDENT IN THE STUDENTS’ SETS OF EVIDENCE
GENRE:Thann constructs basic genres, with a high degree of scaffolding, using basic reference items. (Scale 3) Jana constructs basic genres using a greater range of reference items, with a logical order in both texts. (Scale 4)
FIELD:Thann uses mainly familiar vocabulary with some technical vocabulary. (Scale 3) Jana uses a greater range of technical vocabulary with more accuracy and exapnds noun groups using classifiers. (Scale 4)
TENOR:Thann constructs statements with simple evaluative language, with limited accuracy. (Scale 3) Jana constructs statements with simple evaluative language, with some accuracy. (Scale 4)
MODE:Thann is able to rely less on copying to write brief written texts, but has control of the spelling of only some of the commonly used words. (Scale 3) Jana organises meanings in a logical order in both of the written texts, spelling most of the common words accurately. (Scale 4)
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ESL Scope and Scales Moderated Evidence: Primary Years Band
JANA: NARRATIVE
JANAYear 4
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Jana: NARRATIVE
Language Key features and examples Student examples of evidence Scale
Genre:Language for achieving different purposes
schematic structure
organises the text: conjunctions: Secondly, Finally, In addition phrases of time, place, manner: Yesterday, At
church, With a knife topic words: Snakes action verbs (in procedures): Slice, Boil layout: subheadings, pictures, diagrams
builds cohesion: reference items: my, it, him, this, there, the vocabulary patterns:
synonyms / antonyms words that go together: change a tyre classification: motor vehicles: sedans,
hatchbacks, utilities composition (whole-part): motor vehicles:
wheels, tyres, engine, seat belt conjunctions to join sentences or paragraphs
of a text: However, Therefore
joins clauses to expand information: linking conjunctions: and, or, so, and then binding conjunctions: because, if, as, when relative clauses: Perth, which is the capital,..
level of scaffolding
follows the basic structure of a narrative – introduction, complication and resolution
time: On friday night topic words: she
reference: her, she, he, the, a vocabulary patterns:
words that go together: police car, police coast (constable)
linking: and
independently written following a range of activities related to narrative genre
3
Field:Language for expressing ideas and experiences
noun groups: numbers, describers, classifiers, qualifiers: a
book, David, sun, little boy, the three pictures on the wall, a mountain bike, the man in the shop, the children living in the city
comparatives: funnier, slower, more beautiful, best
nominalisations: likelihood, growth, development, beauty, risk,
government, ability
verbs: action: subtract, divide, peered, scanned mental (sensing): knew, think, believe saying: said, laughed, shouted relational: are, became, has verbal groups: want to play phrasal verbs: look it up, put up with
circumstances and clauses: when: on Sunday where: at the sign how: carefully, with a fine brush, like a leopard with whom, what: with my friend why: because it is late, because of the rain
topic specific / technical vocabulary: consume, diet
direct and reported speech: direct: She said, “I am going home.” reported: She said she was going home.
a princess nemed hop (named Hope), a man nemed frank (named Frank), her dog, secret home, the door, police coast (constable), police car
action: nemed (named), went, played, walk (walked), saw, run, nemed (named), bark (brake), put, live
saying: call (called)
when: On friday night where: to the prak (park), to hop (Hope),
secret home (to her secret home), in side, in the police car
how: happy (happily) with whom: with her dog why: to play with her dog
a princess, police coast (constable), police car
4/5
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Jana: NARRATIVE
Language Key features and examples Student examples of evidence Scale
Tenor: Language for interacting with others
speech functions: statements questions offers commands
subjectivity / objectivity: subjective: I believe objective: It is possible
modality: certainty: perhaps, will, has to be, think, reckon obligation: must, should, could
interpersonal meaning: feelings, attitudes: It’s beautiful, I like you,
very, excellent, best, naughty, rude, well-behaved, just, only, luckily
idioms, colloquialisms, humour names to refer to people
appropriate tenor for the context
series of basic, logically ordered statements
feelings, attitudes: happy (happily) names: a princess, hop (Hope), frank (Frank),
police coast (constable)
3
Mode:Language for creating spoken and written texts
foregrounding: abstract elements: The habitat of the snakes non-human elements: The lathe phrases and clauses time, place, manner human elements: specific We, general People action verbs: Draw
appropriateness of foregrounding
coherence: introduction, topic sentences and the links
between them
primary and secondary tenses: primary: simple past, present, future secondary: was sleeping, wanted to go
active / passive voice: active: The winds flamed the fire. passive: The fire was flamed by the wind.
print conventions: handwriting: letter formation, spacing,
direction identifying and representing sounds with letters spelling: link to pronunciation and visual
patterns punctuation: capitals, fullstops, question
marks, commas, speech marks, apostrophes, links to intonation
multimedia / multimodal: links between gestures, visual images, sound,
light, layout, tables, spoken text and print text
time: On friday night human: She, he, hop (Hope), frank (Frank)
foregrounding of people and time is appropriate for a narrative
introduction provides setting for the sequence of events that follow, events do not elaborate on all ideas in introduction (eg princess)
simple past: nemed (named), went, saw simple present instead of simple past: wallk
(walk), run, lock, bark (brake), call, live
active: used for most text eg she saw a man passive: a princess nemed (named) hop, a
man nemed (named) Frank, got put
handwriting: legible, appropriate spacing spelling: spells most common words correctly
and less familiar words with letters which represent sounds in the word eg prak (park), coast (constable)
punctuation: uses capital letter to begin text, with ‘She’ to denote some new sentences but does not use capitals consistently to show a new sentence, no full stops used
3/4
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ESL Scope and Scales Moderated Evidence: Primary Years Band
JANA: ARGUMENT
JANAYear 4
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Jana: ARGUMENTLanguage Key features and examples Student examples of evidence Scale
Genre:Language for achieving different purposes
schematic structure
organises the text: conjunctions: Secondly, Finally, In addition phrases of time, place, manner: Yesterday, At
church, With a knife topic words: Snakes action verbs (in procedures): Slice, Boil layout: subheadings, pictures, diagrams
builds cohesion: reference items: my, it, him, this, there, the vocabulary patterns:
synonyms / antonyms words that go together: change a tyre classification: motor vehicles: sedans,
hatchbacks, utilities composition (whole-part): motor vehicles:
wheels, tyres, engine, seat belt conjunctions to join sentences or paragraphs
of a text: However, Therefore
joins clauses to expand information: linking conjunctions: and, or, so, and then binding conjunctions: because, if, as, when relative clauses: Perth, which is the capital,..
level of scaffolding
begins with position and follows with supporting reasons
topic words: children
reference: you vocabulary patterns:
antonyms: cool, hot
linking: and
independently written following a range of activities related to the task and modelling of the genre
3/4
Field:Language for expressing ideas and experiences
noun groups: numbers, describers, classifiers, qualifiers: a
book, David, sun, little boy, the three pictures on the wall, a mountain bike, the man in the shop, the children living in the city
comparatives: funnier, slower, more beautiful, best
nominalisations: likelihood, growth, development, beauty, risk,
government, ability
verbs: action: subtract, divide, peered, scanned mental (sensing): knew, think, believe saying: said, laughed, shouted relational: are, became, has verbal groups: want to play phrasal verbs: look it up, put up with
circumstances and clauses: when: on Sunday where: at the sign how: carefully, with a fine brush, like a leopard with whom, what: with my friend why: because it is late, because of the rain
topic specific / technical vocabulary: consume, diet
direct and reported speech: direct: She said, “I am going home.” reported: She said she was going home.
children, hats, school
safety (safe)
action: wear, get, keep relational: be
where: at school why: to keep cool and do not get sunburnt, to
keep you safety (safe), to not be hot
sunburnt, safety (safe)
3/4
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Jana: ARGUMENT
Language Key features and examples Student examples of evidence Scale
Tenor: Language for interacting with others
speech functions: statements questions offers commands
subjectivity / objectivity: subjective: I believe objective: It is possible
modality: certainty: perhaps, will, has to be, think, reckon obligation: must, should, could
interpersonal meaning: feelings, attitudes: It’s beautiful, I like you,
very, excellent, best, naughty, rude, well-behaved, just, only, luckily
idioms, colloquialisms, humour names to refer to people
appropriate tenor for the context
text is one statement
obligation: should wear
use of obligation establishes writer as an ‘expert’ in this argument
3/4
Mode:Language for creating spoken and written texts
foregrounding: abstract elements: The habitat of the snakes non-human elements: The lathe phrases and clauses time, place, manner human elements: specific We, general People action verbs: Draw
appropriateness of foregrounding
coherence: introduction, topic sentences and the links
between them
primary and secondary tenses: primary: simple past, present, future secondary: was sleeping, wanted to go
active / passive voice: active: The winds flamed the fire. passive: The fire was flamed by the wind.
print conventions: handwriting: letter formation, spacing,
direction identifying and representing sounds with letters spelling: link to pronunciation and visual
patterns punctuation: capitals, fullstops, question
marks, commas, speech marks, apostrophes, links to intonation
multimedia / multimodal: links between gestures, visual images, sound,
light, layout, tables, spoken text and print text
human: children
secondary: should wear, do not get sunburnt
active: used for whole text eg children should wear hats
handwriting: legible with appropriate spaces between words
spelling: spells all words accurately punctuation: text is one sentence, no capital at
start and no full stops at end but full stops and capitals used inappropriately within the text, line change after ‘school’ on 2nd line is inappropriate
4
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ESL Scope and Scales Moderated Evidence: Primary Years Band
ESL Scales Commentary
Scale 4
Jana’s texts provide evidence contributing mostly to Scale 4.
As a Year 3 student assessed as working within Scale 4 Jana does
require ESL support.Text in context Language Key Teaching Points
GenreOutcome 4.1Constructs a limited range of spoken texts located in the immediate context, reads a limited range of texts and begins to shape a strictly limited range of written texts.
Demonstrates for several basic genres the understanding that they have different purposes
Appropriately adapts writing for narrative and argument.
Organises the meanings in brief written texts in a logical order, with support, and for a very limited range of genres
Organises meanings in logical order in narrative and argument.
Demonstrates an understanding of the organisation of several basic genres and constructs elementary examples
Organises the texts appropriately: retells main events in logical order in the narrative and gives statement of position with reasons in the argument.
Writes components of several basic genres with less dependence on scaffolding
Independently writes texts following activities and modelling and uses a proforma for the argument.
Begins to expand information in a text by choosing the simplest linking conjunctions: and
Organises texts using a limited range of cohesive resources – uses a small range of reference items accurately most of the time- possessive pronouns:
her- third person pronouns:
she, he
Enhance understanding of the structure of basic genres so that there is less dependence on scaffolding. (Scale 4)
Expand use of conjunctions to include ‘but’. (Scale 4)
Provide opportunities to expand range and accuracy of use of pronouns. (Scale 4)
Field Outcome 4.2Understands and uses a very narrow range of vocabulary constructing personally relevant fields, and uses isolated examples of technical vocabulary.
Uses vocabulary that is developing their knowledge of the school and community, and other personally relevant topics
Vocabulary relates to a story (about safety) and sunburn.
Uses vocabulary that is mainly commonsense and everyday but begins to use some technical vocabulary when constructing those personally relevant topics more technically
Uses technical vocabulary in both texts: police coast (constable), sunburnt (sunburn).
Uses very basic phrases of location expressing the circumstances of an event: - phrases of location
and time: to the prak (park), to hop (Hope), secret home (to her secret home), in side, in the police car, at school
Expands vocabulary by exploring parts of word groups and phrases that can be changed - classifiers: secret,
police, secret
Introduce a wider range of prepositions for phrases of location: under, beside, next to. (Scale 4)
Explore how to expand vocabulary by exploring how to use numbers, describers and prepositional phrases in the noun group. (Scales 3 and 4)
Tenor Outcome 3.3Participates appropriately in a limited range of familiar, highly supportive contexts, suing a limited range of basic grammatical structures with some accuracy.
Chooses a narrow range of basic ways of expressing statements, questions, offers and commands with some accuracy when communicating independently
Writes with appropriate sentence word order in both the narrative
Uses small range of basic grammatical items appropriately most of the time: - articles: a, the- auxillaries: should, do- prepositions: on, to, in,
with, at
Introduce use of adverbs such as very, so, much. (Scales 3 and 4)
Expand the range of auxilliaries to include do, did, can, will. (Scales 4 and 5)
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ESL Scope and Scales Moderated Evidence: Primary Years Band
and argument. Uses a narrow range of
evaluative language to express feelings and attitides
Uses evaluative terms: happy (happily).
ESL Scales Commentary
Scale 4
Text in context Language Key Teaching Points
Mode Outcome 4.4Constructs a limited range of spoken texts located in the immediate context, reads a limited range of texts and begins to shape a strictly limited range of written texts.
Organises the meanings in brief written texts in a logical order, with support and for a very limited range of genres
Organises meanings in logical order in narrative and argument.
Writes very brief examples of everyday texts
Completes a narrative and argument appropriately.
Chooses repetitive beginnings of sentences in their own writing
Uses pronouns she and he repetitively to begin sentences in narrative.
Demonstrates some control of the primary tenses and their formation for the most common regular verbs but a strictly limited control of secondary tenses
In narrative uses went, saw accurately but for other verbs uses simple present instead of simple past.
Spells accurately most common monosyllabic words learned in the classroom and spells others based on own pronunciation or other patterns
Correctly spells words such as home, secret, door, school but spells longer words such as coast (constable), nemed (named) incorrectly.
Experiments with punctuation
Uses capitals and fullstops with varying success.
Provide opportunities for increased control of primary tenses and their formation for the most common regular verbs. (Scales 4 and 5)
Provide opportunities to learn more sound letter relationships and the common spelling patterns. (Scales 4 and 5)
Provide opportunities to of use of fullstops and capitals. (Scale 5)
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ESL Scope and Scales Moderated Evidence: Primary Years Band
SOME KEY DIFFERENCES BETWEEN SCALES 4 AND 5
Scale 4 Scale 5
GENRE: Outcome 4.1Interacts in predominantly routine exchanges and constructs a limited range of texts.
Outcome 5.1Communicates in a narrow range of situations, constructing very brief texts.
Text in Context
understands for several basic genres that they have different purposes
understands main ideas and characters in a short illustrated story read aloud
participates in short predictable spoken exchanges relying less on memorised segments
reads a small range of texts and collaboratively constructs very brief examples: very basic procedures, reports, descriptions, texts found in advertising and on packaging
organises the meanings in brief written texts in a logical order
begins to identify independently the purposes and common features of elementary genres
understands main ideas and characters in a short story read aloud clearly and begins to retell with some success
participates in short predictable spoken exchanges reads a range of everyday texts and writes very brief
examples of the most familiar: advertising posters begins to independently construct very brief recounts,
descriptions and procedures
Language demonstrates understanding of the organisation and discriminating features of several basic genres: procedures, descriptive reports
constructs components of several basic genres with less dependence on scaffolding: spoken exchanges involving three or four turns procedures, reports
expands information using and, but uses small range of reference items: possessive
pronouns, third person pronouns and demonstrative pronouns
demonstrates understanding of the organisation and discriminating features of a greater range of basic genres: narratives, recounts, procedures, reports
constructs elementary examples of logically organised genres with little dependence on scaffolding: uses proformas with some confidence
expands information using linking conjunctions - and, then, but, or so; binding conjunctions - because
uses small range of reference items (definite article and pronouns) accurately most of the time in spoken texts and with some accuracy in short written texts
FIELD: Outcome 4.2Understands and uses a very narrow range of vocabulary constructing personally relevant fields, and uses isolated examples of technical vocabulary.
Outcome 5.2Understands and uses a small range of vocabulary and grammatical items to form basic word groups and phrases constructing personally relevant fields, and uses a limited range of technical vocabulary.
Text in Context
uses vocabulary for topics such as transport and amenities
uses vocabulary that is mainly common sense and everyday but begins to use some technical vocabulary for personally relevant topics
demonstrates understanding of technical vocabulary when constructing a very narrow range of educational topics
uses vocabulary for topics such as leisure activities uses confidently a small range of commonsense,
vocabulary uses with some confidence a limited range of
technical vocabulary when constructing increasingly complex personally relevant topics
demonstrates understanding of technical vocabulary when constructing a narrow range of educational topics
Language uses small range of phrases of time and location and understands a slightly wider range
expands vocabulary by exploring numbers (eight), describers (very pretty, good-looking), classifiers (oil heater) , prepositions (on, under, in)
demonstrates understanding of technical and non technical vocabulary constructing a narrow range of educational fields
uses small range of phrases of time and location and understands wider range including how something happened
expands vocabulary by exploring numbers (first, a half of), describers (big, bright), classifiers (mountain bike), prepositions (beside, by)
uses a small range of comparatives of regular one syllable adjectives
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ESL Scope and Scales Moderated Evidence: Primary Years Band
SOME KEY DIFFERENCES BETWEEN SCALES 4 AND 5
Scale 4 Scale 5
TENOR: Outcome 4.3Participates appropriately in a limited range of familiar, highly supportive contexts, using a limited range of basic grammatical structures with some accuracy.
Outcome 5.3Participates appropriately in a narrow range of familiar, supportive contexts, using with some accuracy a narrow range of basic grammatical structures.
Text in Context
chooses narrow range of ways of expressing statements, questions, offers, commands, using predominantly modelled examples when communicating independently
follows instructions with less dependence on non-verbal elements and begins to give commands
begins to experiment with new expressions in familiar, supportive contexts
chooses independently a narrow range of basic ways of expressing statements, questions, offers, commands and uses them with some accuracy
follows instructions with little dependence on non-verbal elements gives commands appropriately
experiments with some confidence with new expressions in familiar, supportive contexts, especially to play with language
Language uses a small range of basic grammatical items: articles (a, an, the), auxiliaries (do, does, is, was), prepositions (out, under), adverbs (so, much)
good understanding of typical intonation patterns of basic statements, questions and offers
understands a small range of yes / no questions and uses a narrow range
responds to commands with uncommon vocabulary chooses a small range of socially appropriate
formulaic expressions and begins to use colloquial forms
uses a narrow range of evaluative language
uses a range of grammatical items: auxiliaries (did, can, will), prepositions (out, under, above, between), adverbs (really, many)
good awareness of intonation patterns of basic spoken statements, questions and offers
uses a small range of yes / no questions and begins to use wh- questions
understands a wide range of commands chooses formulaic polite expressions appropriately uses a small range of evaluative vocabulary to
express feelings and attitudes plays with language in elementary ways for humorous
effects
MODE: Outcome 4.4Constructs a limited range of spoken texts located in the immediate context, reads a limited range of texts and begins to shape a strictly limited range of written texts.
Outcome 5.4Constructs a narrow range of spoken texts located in the immediate context and begins to construct very brief texts (spoken, written and visual) in the immediate context.
Text in Context
participates confidently and appropriately in face to face interactions
chooses with increasing confidence to use more language relative to the number of actions, illustrations
reads with some success a small range of texts constructing basic technical topics
begins to write and draw a small range of basic examples of texts on technical fields
writes very brief examples of everyday texts
begins to communicate appropriately some of the time when the situation involves another medium
reads with some confidence a wide range of visual texts and begins to draw a small range of examples
chooses simple sentence beginnings and, with support, an occasional phrase of time or place at the beginning of recounts or narratives
identifies the patterns in what is placed at the front in a genre and demonstrates a limited understanding that various grammatical elements can be foregrounded
Language reads along with simple text read aloud chooses repetitive beginnings of sentences demonstrates some control of primary tenses and
their formation for common regular verbs but a strictly limited control of secondary tenses
spells accurately most common monosyllabic words and spells others based on own pronunciation
experiments with punctuation
reads aloud own or collaboratively constructed writing and begins to read others’ texts with some confidence
chooses very short basic phrases of time and place at the beginning of recounts or narratives and action verbs at the beginning of the steps in procedures
demonstrates control of primary tenses and their formation for the most common regular verbs but inconsistent control of secondary tenses
spells accurately common words learned in the classroom and spells others based on their own pronunciation or other patterns
writes so that texts are generally legible and demonstrates understanding of basic punctuation
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ESL Scope and Scales Moderated Evidence: Primary Years Band
SOME KEY DIFFERENCES BETWEEN SCALE 4 AND SCALE 5AS EVIDENT IN THE STUDENTS’ SETS OF EVIDENCE
GENRE:Jana’s sets of evidence shows the ability to construct basic genres using a small range of reference items and a linking conjunction. (Scale 4) Johnny’s sets of evidence show that he is able to construct texts with greater independence using a greater range of pronouns and both linking and binding conjunctions. (Scale 5)
FIELD:Jana only uses classifiers to expand noun groups and uses simple prepositions . (Scale 4) Johnny uses numbers, describers and classifiers to expand noun groups and a wider range of phrases of time and location. (Scale 5)
TENOR:Jana constructs statements with some accuracy, with a limited range of evaluative language (happily). Jana uses a small range of auxillaries (including do). (Scale 4) Johnny expresses statements and questions using a small range of auxillaries (including can) and a small range of evaluative language (including liked, love, sad). (Scale 5)
MODE:Jana shows some control of simple past tense however simple present is often used instead of simple past. Jana experiments minimally with secondary tenses. (Scale 4) Johnny has more control of simple past tense with less incidences of simple present being used instead of simple past. Johnny has more uses of secondary tenses. (Scale 5)
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ESL Scope and Scales Moderated Evidence: Primary Years Band
JOHNNY: ORAL RECOUNT
Teacher: You can say good morning to everybody.
Johnny: Good morning everyone.
Everyone: Good morning Johnny.
Johnny: My name is Johnny and I am 10 years old…and…Sunday I woke up I had breakfast…I had breakfast…then I…I play…with my brother…criket and my friend…next I…had my dinner. I ate fries… and… meat… round… like a thing.
Teacher: What colour is it?
Johnny: It’s green.
Teacher: Green peas. Is it a vegetable? Yes? Green peas, vegetables?
Johnny: Yes. After that I went to bed.
Teacher: Any questions or comments? Yes Theary?
Theary: When do you brush your teeth at night?
Johnny: um…I brush my teeth…at 9 o’clock.
Teacher: Yes Jasmin?
Jasmin: What time did you wake up this morning?
Johnny: 7 o’clock.
Teacher: Stella?
Stella: What time did you go to sleep?
Johnny: 9 to 10 o’clock
JOHNNYNew Arrivals Program
Year 3
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Johnny: ORAL RECOUNTLanguage Key features and examples Student examples of evidence Scale
Genre:Language for achieving different purposes
schematic structure
organises the text: conjunctions: Secondly, Finally, In addition phrases of time, place, manner: Yesterday, At
church, With a knife topic words: Snakes, Boil action verbs Slice, Boil initiate and close interactions: less formulaic,
formulaic expressions, gestures ask and answer questions participate in song, rhyme, chorus, reading
builds cohesion: reference items: my, it, him, this, there, the vocabulary patterns:
synonyms/antonyms words that go together: change a tyre classification: motor vehicles: sedans,
hatchbacks, utilities composition (whole-part): motor vehicles:
wheels, tyres, engine, seat belt conjunctions to join sentences or paragraphs
of a text: However, Therefore
joins clauses to expand information: linking conjunctions: and, or, so, and then binding conjunctions: because, if, as, when relative clauses: Perth, which is the capital,..
level of scaffolding
begins with a greeting, follows with series of events then responds to questions from the audience
conjunctions: Next, After that, then time: Sunday topic words: My name initiate interaction: formulaic expression ‘Good
morning everyone’ answer questions: answers questions from the
teacher and students
reference: my, I, it
linking: and, then
modelled on other students’ presentations and supported throughout the presentation by teacher interaction
4/5
Field:Language for expressing ideas and experiences
noun groups: numbers, describers, classifiers, qualifiers: a
book, David, sun, little boy, the three pictures on the wall, a mountain bike, the man in the shop, the children living in the city
comparatives: funnier, slower, more beautiful, best
nominalisations: likelihood, growth, development, beauty, risk,
government, ability
verbs: action: subtract, divide, peered, scanned mental (sensing): knew, think, believe saying: said, laughed, shouted relational: are, became, has verbal groups: want to play phrasal verbs: look it up, put up with
circumstances and clauses: when: on Sunday where: at the sign how: carefully, with a fine brush, like a leopard with whom, what: with my friend why: because it is late, because of the rain
topic specific / technical vocabulary: consume, diet
direct and reported speech: direct: She said, “I am going home.” reported: She said she was going home.
Johnny, breakfast, my brother, cricket, my friend, dinner, fries, meat
action: went, play, ate, brush relational: am, had phrasal verbs: woke up
when: Sunday, at 9 o’clock where: to bed how: like a thing with whom: with my brother and my friend
fries, breakfast, dinner, meat, cricket
3
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Johnny: ORAL RECOUNTLanguage Key features and examples Student examples of evidence Scale
Tenor: Language for interacting with others
speech functions: statements questions offers commands
subjectivity / objectivity: subjective: I believe objective: It is possible
modality: certainty: perhaps, will, has to be, think,
reckon obligation: must, should, could
interpersonal meaning: feelings, attitudes: It’s beautiful, I like you,
very, excellent, best, naughty, rude, well-behaved, just, only, luckily
idioms, colloquialisms, humour names to refer to people
verbal elements: intonation, volume, pace, word stress, tone,
pronunciation, and other sound patterns
non-verbal elements: body language, eye contact, physical
response
appropriate tenor for the context
constructs basic statements and understands simple yes/ no and wh- questions
comprehensible pronunciation
3
Mode:Language for creating spoken and written texts
foregrounding: abstract elements: The habitat of the snakes non-human elements: The lathe phrases and clauses time, place, manner human elements: specific We, general People action verbs: Draw
appropriateness of foregrounding
coherence: introduction, topic sentences and the links
between them
primary and secondary tenses: primary: simple past, present, future secondary: was sleeping, wanted to go
active / passive voice: active: The winds flamed the fire. passive: The fire was flamed by the wind.
print conventions: handwriting: letter formation, spacing,
direction identifying and representing sounds with
letters spelling: link to pronunciation and visual
patterns punctuation: capitals, fullstops, question
marks, commas, speech marks, apostrophes, links to intonation
multimedia / multimodal: links between gestures, visual images, sound,
light, layout, tables, spoken text and print text
non-human: My name, It time: Sunday, After that, then human: I
foregrounding of time and ‘I’ appropriate to oral recount
basic introduction followed by an appropriate sequence of information
simple present: am, is, brush simple past: woke up, had, play (played),
went, ate
active: used for all of text eg Sunday I woke up
4/5
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ESL Scope and Scales Moderated Evidence: Primary Years Band
JOHNNY: WRITTEN RECOUNT
JOHNNYNew Arrivals Program
Year 3
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Johnny: RECOUNTLanguage Key features and examples Student examples of evidence Scale
Genre:Language for achieving different purposes
schematic structure
organises the text: conjunctions: Secondly, Finally, In addition phrases of time, place, manner: Yesterday, At
church, With a knife topic words: Snakes action verbs (in procedures): Slice, Boil layout: subheadings, pictures, diagrams
builds cohesion: reference items: my, it, him, this, there, the vocabulary patterns:
synonyms / antonyms words that go together: change a tyre classification: motor vehicles: sedans,
hatchbacks, utilities composition (whole-part): motor vehicles:
wheels, tyres, engine, seat belt conjunctions to join sentences or paragraphs
of a text: However, Therefore
joins clauses to expand information: linking conjunctions: and, or, so, and then binding conjunctions: because, if, as, when relative clauses: Perth, which is the capital,..
level of scaffolding
uses paragraphs organised by the day, with a concluding paragraph with evaluation
time: On Friday, On Saturday, On Sanday (Sunday)
topic words: I
reference: I, my conjunctions: Next, After theat (that), Later on
(Later)
linking: and binding: because
independent construction following teacher modelling
5/6
Field:Language for expressing ideas and experiences
noun groups: numbers, describers, classifiers, qualifiers: a
book, David, sun, little boy, the three pictures on the wall, a mountain bike, the man in the shop, the children living in the city
comparatives: funnier, slower, more beautiful, best
nominalisations: likelihood, growth, development, beauty, risk,
government, ability
verbs: action: subtract, divide, peered, scanned mental (sensing): knew, think, believe saying: said, laughed, shouted relational: are, became, has verbal groups: want to play phrasal verbs: look it up, put up with
circumstances and clauses: when: on Sunday where: at the sign how: carefully, with a fine brush, like a leopard with whom, what: with my friend why: because it is late, because of the rain
topic specific / technical vocabulary: consume, diet
direct and reported speech: direct: She said, “I am going home.” reported: She said she was going home.
the bakyard (backyard), home, my homework, my frend (friend), the shop, dads frend (friend), my fends (friend’s) home
action: went, play, did mental: liked verbal groups: went to play
when: On Friday, after school, on Saturday, On Sanday (Sunday)
where: home, at the bakyard (backyar), to bed, to the shop, to dad’s frend (friend), to play, to my fends (friend’s) home
with whom: with my frend (with my friend) why: because I went to my fends home
(friend’s home)
bakyard (backyard)
4/5
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Johnny: RECOUNTLanguage Key features and examples Student examples of evidence Scale
Tenor: Language for interacting with others
speech functions: statements questions offers commands
subjectivity / objectivity: subjective: I believe objective: It is possible
modality: certainty: perhaps, will, has to be, think, reckon obligation: must, should, could
interpersonal meaning: feelings, attitudes: It’s beautiful, I like you,
very, excellent, best, naughty, rude, well-behaved, just, only, luckily
idioms, colloquialisms, humour names to refer to people
appropriate tenor for the context
series of basic statements
feelings, attitudes: liked names: my frend (friend), dads frend (dad’s
friend)
3
Mode:Language for creating spoken and written texts
foregrounding: abstract elements: The habitat of the snakes non-human elements: The lathe phrases and clauses time, place, manner human elements: specific We, general People action verbs: Draw
appropriateness of foregrounding
coherence: introduction, topic sentences and the links
between them
primary and secondary tenses: primary: simple past, present, future secondary: was sleeping, wanted to go
active / passive voice: active: The winds flamed the fire. passive: The fire was flamed by the wind.
print conventions: handwriting: letter formation, spacing,
direction identifying and representing sounds with letters spelling: link to pronunciation and visual
patterns punctuation: capitals, fullstops, question
marks, commas, speech marks, apostrophes, links to intonation
multimedia / multimodal: links between gestures, visual images, sound,
light, layout, tables, spoken text and print text
time: On Friday, Next, After that, Laeter on (Later on), On Sanday (Sunday)
human: I
foregrounding appropriate for recount genre
simple past: went, played, did, liked simple present instead of simple past: play secondary: went to play
active: used for whole text eg Next I played..
handwriting: writes legibly with appropriate spacing
spelling: spells most familiar words correctly and spells less familiar words according to pronunciation (frend, leter, thaet)
punctuation: uses capital letters appropriately at the start of sentences but misses most fullstops
4/5
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ESL Scope and Scales Moderated Evidence: Primary Years Band
JOHNNY: LETTER OF THANKS
JOHNNYNew Arrivals Program
Year 3
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Johnny: LETTER OF THANKSLanguage Key features and examples Student examples of evidence Scale
Genre:Language for achieving different purposes
schematic structure
organises the text: conjunctions: Secondly, Finally, In addition phrases of time, place, manner: Yesterday, At
church, With a knife topic words: Snakes action verbs (in procedures): Slice, Boil layout: subheadings, pictures, diagrams
builds cohesion: reference items: my, it, him, this, there, the vocabulary patterns:
synonyms / antonyms words that go together: change a tyre classification: motor vehicles: sedans,
hatchbacks, utilities composition (whole-part): motor vehicles:
wheels, tyres, engine, seat belt conjunctions to join sentences or paragraphs
of a text: However, Therefore
joins clauses to expand information: linking conjunctions: and, or, so, and then binding conjunctions: because, if, as, when relative clauses: Perth, which is the capital,..
level of scaffolding
layout: letter formalities - date, salutation, body, sign off
reference: the, I
linking: and
written independently after class discussion and whiteboarding of key words such as Royal Adelaide show
4
Field:Language for expressing ideas and experiences
noun groups: numbers, describers, classifiers, qualifiers: a
book, David, sun, little boy, the three pictures on the wall, a mountain bike, the man in the shop, the children living in the city
comparatives: funnier, slower, more beautiful, best
nominalisations: likelihood, growth, development, beauty, risk,
government, ability
verbs: action: subtract, divide, peered, scanned mental (sensing): knew, think, believe saying: said, laughed, shouted relational: are, became, has verbal groups: want to play phrasal verbs: look it up, put up with
circumstances and clauses: when: on Sunday where: at the sign how: carefully, with a fine brush, like a leopard with whom, what: with my friend why: because it is late, because of the rain
topic specific / technical vocabulary: consume, diet
direct and reported speech: direct: She said, “I am going home.” reported: She said she was going home.
the ticket, the Royal Adelaide show, the singing, the rides
the singing, the rides
mental: love saying: thank
why: for the ticket
ticket, Royal Adelaide show, rides
4
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Johnny: LETTER OF THANKSLanguage Key features and examples Student examples of evidence Scale
Tenor: Language for interacting with others
speech functions: statements questions offers commands
subjectivity / objectivity: subjective: I believe objective: It is possible
modality: certainty: perhaps, will, has to be, think, reckon obligation: must, should, could
interpersonal meaning: feelings, attitudes: It’s beautiful, I like you,
very, excellent, best, naughty, rude, well-behaved, just, only, luckily
idioms, colloquialisms, humour names to refer to people
appropriate tenor for the context
appropriate use of accurately structures but simple statements
appropriately subjective
feelings, attitudes: thank you, love names: Ms Connor, Johnny
use of ‘thank’ and ‘love’, appropriately expresses writer’s subjective feelings
3/4
Mode:Language for creating spoken and written texts
foregrounding: abstract elements: The habitat of the snakes non-human elements: The lathe phrases and clauses time, place, manner human elements: specific We, general People action verbs: Draw
appropriateness of foregrounding
coherence: introduction, topic sentences and the links
between them
primary and secondary tenses: primary: simple past, present, future secondary: was sleeping, wanted to go
active / passive voice: active: The winds flamed the fire. passive: The fire was flamed by the wind.
print conventions: handwriting: letter formation, spacing,
direction identifying and representing sounds with letters spelling: link to pronunciation and visual
patterns punctuation: capitals, fullstops, question
marks, commas, speech marks, apostrophes, links to intonation
multimedia / multimodal: links between gestures, visual images, sound,
light, layout, tables, spoken text and print text
human: I
appropriate foregrounding for letter formalities
text is coherent through the letter formalities: the salutation as introduction, and opening sentences as topic sentence
simple present: thank, love
active: used for whole text eg I love the singing
handwriting: correct letter formation, spacing and direction
spelling: accurate spelling of common words and correct copying of more complex words
punctuation: correct punctuation, fullstops and sentence and proper noun capitalisation
effectiveness and appropriate use of letter layout, drawing supports the text and adds a personal element
4/5
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
JOHNNY: RETELL OF NARRATIVE
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ESL Scope and Scales Moderated Evidence: Primary Years Band
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ESL Scope and Scales Moderated Evidence: Primary Years Band
JOHNNYNew Arrivals Program
Year 3
Consultation Draft – June 2003 Page - 56 –
ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
JOHNNY: RETELL OF NARRATIVELanguage Key features and examples Student examples of evidence Scale
Genre:Language for achieving different purposes
schematic structure
organises the text: conjunctions: Secondly, Finally, In addition phrases of time, place, manner: Yesterday, At
church, With a knife topic words: Snakes action verbs (in procedures): Slice, Boil layout: subheadings, pictures, diagrams
builds cohesion: reference items: my, it, him, this, there, the vocabulary patterns:
synonyms / antonyms words that go together: change a tyre classification: motor vehicles: sedans,
hatchbacks, utilities composition (whole-part): motor vehicles:
wheels, tyres, engine, seat belt conjunctions to join sentences or paragraphs of a
text: However, Therefore
joins clauses to expand information: linking conjunctions: and, or, so, and then binding conjunctions: because, if, as, when relative clauses: Perth, which is the capital,..
level of scaffolding
begins with simple orientation and follows with a sequence of events including complication and resolution and ends with evaluation and reorientation
time: One Sunny day, the next day
reference: his (he), I, him, you, her, me (my), his, the, my, hiy (he)
vocabulary patterns: composition: garden, plants, prikols (prickles)
conjunctions: then (Then)
linking: and binding: if
independently written following reading and discussion of story
5
Field:Language for expressing ideas and experiences
noun groups: numbers, describers, classifiers, qualifiers: a
book, David, sun, little boy, the three pictures on the wall, a mountain bike, the man in the shop, the children living in the city
comparatives: funnier, slower, more beautiful, best
nominalisations: likelihood, growth, development, beauty, risk,
government, ability
verbs: action: subtract, divide, peered, scanned mental (sensing): knew, think, believe saying: said, laughed, shouted relational: are, became, has verbal groups: want to play phrasal verbs: look it up, put up with
circumstances and clauses: when: on Sunday where: at the sign how: carefully, with a fine brush, like a leopard with whom, what: with my friend why: because it is late, because of the rain
topic specific / technical vocabulary: consume, diet
direct and reported speech: direct: She said, “I am going home.” reported: She said she was going home.
One sunny day, the baby Blosem, her baby Blosem, the tow (two) girls, one boy, a kapet of flawers (a carpet of flowers), a dog laik a wov (like a wolf), a salt water kroodayol (crocodile), the one genrl (girl), big tribal (trouble), Mr Wintergarden garden, Mr Wintergarten fenc (fence), my sliper (slipper)
action: boy (buy), went, wocht (watched), playeb (played), put, livs (lives), rayds (rides), lost, siy (see), haend (happened), kik (kick), play, giv (give), goy (go), push (pushed), nok (knocked), ran, cacht (caught), calm (came), throwing, kach (catch), livt (lived)
mental (sensing): feltered (felt at), know saying: sed (said) relational: was, has, wos (was), ay (are), is verbal groups: went to tel (tell), wonst (wants) to play,
went to play phrasal verbs: luk (look) for, baunct (bounced) around
when: One sunny day, at naiat (night), the next day, ever after
where: over Mr Garten’s back garden, aucid (outside), away, in the garden, necst (next) door, on his krokadayal (crocodile), theruy the prikols (through the prickles), strat (straight), to Mr Wintergarden garden, to Mr Wintergarden, to the gait (gate), incayd (inside), back
with whom, what: with her baby Blosem, with the bol (ball), with the tow gerls nd one boy (two girls and one boy), with my (me), wither (with her)
salt water kroodayal (crocodile), kukise (cookies), sliper (slipper)
direct: examples - Rose sed kan I play no sed the one boy (Rose said “Can I play?” “No”, said the one boy). diyu no huys liv necst door no. (“Do you know who lives next door now?). Rose sed necst door lives Mr Wintergarden thay sedy huy has a dog laik a wov and a salt water kroodayal (Rose said, “Next door lives Mr Wintergarden. They said he has a dog like a wolf and a salt water crocodile”.)
5/6
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Johnny: RETELL OF NARRATIVELanguage Key features and examples Student examples of evidence Scale
Tenor: Language for interacting with others
speech functions: statements questions offers commands
subjectivity / objectivity: subjective: I believe objective: It is possible
modality: certainty: perhaps, will, has to be, think, reckon obligation: must, should, could
interpersonal meaning: feelings, attitudes: It’s beautiful, I like you, very,
excellent, best, naughty, rude, well-behaved, just, only, luckily
idioms, colloquialisms, humour names to refer to people
appropriate tenor for the context
series of statements with questions used in direct speech
certainty: kan I luk for (Can I look for), kan samwan throwing my slipper bak plise (Can someone throw my slipper back please?)
feelings, attitudes: veriy (very) sad, plise (please) idioms, humour: haerli (happily) ever after names: Blosem (Blossom), Mr Wintergarden
more language expressing feelings and attitudes could have been used
4/5
Mode:Language for creating spoken and written texts
foregrounding: abstract elements: The habitat of the snakes non-human elements: The lathe phrases and clauses time, place, manner human elements: specific We, general People action verbs: Draw
appropriateness of foregrounding
coherence: introduction, topic sentences and the links
between them
primary and secondary tenses: primary: simple past, present, future secondary: was sleeping, wanted to go
active / passive voice: active: The winds flamed the fire. passive: The fire was flamed by the wind.
print conventions: handwriting: letter formation, spacing, direction identifying and representing sounds with letters spelling: link to pronunciation and visual patterns punctuation: capitals, fullstops, question marks,
commas, speech marks, apostrophes, links to intonation
multimedia / multimodal: links between gestures, visual images, sound,
light, layout, tables, spoken text and print text
time: One sunny day, the next day, then human: Rose
foregrounding of time and human element is appropriate for a retell of a narrative
the introduction provides a simple orientation for the remainder of the narrative
simple past: wos (was), wos (were), sed (said), ocht (watched), playeb (played), went, put, sedy (said), lost, hapend (happened), kik (kicked), push (pushed), nok (knocked), ran, baunct (bounced), cacht (caught), cairn (came), livt (lived)
simple present: livs (lives), has, rayds (rides), ay (are), is
simple present instead of simple past: boy (bought) secondary: have playeb (have played), went to tell,
wonst to play (wants to play), kan put (can put), went to play, kan siyet (can see it), have lost, wol giv (will give), can goy (can go), kan luk for (can look for), kan throwing (can throw)
despite the errors in spelling, tense beyond the most simple has been formed with some accuracy – shows awareness of irregular past tense and secondary tenses
active: used in whole text eg then Rose said to…
handwriting: mostly legible spelling: spells some common words accurately and
uses letter / sound knowledge to support spelling of unknown words eg krokadayal (crocodile)
punctuation: uses capital letters for names, omits fullstops at the end of sentences, does not use speech marks and commas for direct speech, omits apostrophes for the possessive Mr Wintergarten’s garden
4/5
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ESL Scope and Scales Moderated Evidence: Primary Years Band
ESL Scales Commentary
Scale 5
Johnny’s texts provide evidence contributing mostly to Scale 5.
As a Year 4 Student assessed as working within Scale 5 Johnny
does require ESL support.Text in context Language Key Teaching Points
Genre Outcome 5.1Communicates in a narrow range of situations, constructing very brief texts
Demonstrates an understanding that a genre has a purpose and begins to identify independently the purposes and common features of the elementary genres, such as narrative, personal recount, procedure and report
Adapts writing for a recount, letter and narrative.
Begins to construct independently very brief recounts, descriptions and procedures
Constructs texts independently.
Participates in short predictable spoken exchanges
In Oral Recount demonstrates ability to respond to questions from teacher and classmates.
Demonstrates an understanding of the structure of a greater range of basic genres and constructs elementary examples constructs elementary
examples of logically organised basic genres by writing components of them with little dependence on scaffolding: uses proformas for their texts with some confidence
Organises the texts appropriately: retells main events in chronological order in the recounts and narrative. Appropriate structure used for letter. Independently writes texts following activities and modelling and uses a proforma for the letter.
Expands information in a text by joining clauses with linking conjunctions: and, then binding conjunctions: if,
because
Links elements of a text using a limited range of language elements that help a text to hang together uses a small range of
reference items accurately most of the time in spoken texts: my, I, it
understands and uses reference items appropriately with some accuracy in short written texts: I, my, the, his (he), him, her, his, hiy (he)
Consolidation of the key features of the elementary written and spoken genres with less dependence on scaffolding. (Scale 5)
Expand information using other linking conjunctions: but, or, so. (Scale 5)
Field Outcome 5.2Understands and uses a small range of vocabulary and grammatical items to form basic word groups and phrases constructing personally relevant fields, and uses a limited range of technical vocabulary.
Uses confidently a small range of commonsense, everyday vocabulary
Uses with some confidence a limited range of technical vocabulary when constructing increasingly complex, personally relevant topics.
Mostly uses everyday common sense vocabulary but has some technical vocabulary: bakyard (backyard), rides, kukise (cookies).
Uses a small range of phrases expressing the circumstances of an event location and time: (includes) at
9 o’clock, On Saturday, after school, the next day, theruy the prikols (through the prickles)
understands a wider range: with whom - with my brother and my friend, with the tow gerls nd one boy (two girls and one boy)
Expands vocabulary by exploring parts of word groups and phrases that can be changed
Explore the use of a greater range of numbers, describers and classifiers in noun groups. (Scale 5)
Encourage the use of vocabulary to show how something happened: quickly, slowly, carefully. (Scale 5)
Practice the use of comparatives. (Scale 5)
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Text in context Language Key Teaching Points
numbers: some, two, the one describers: sunny, big classifiers: Royal Adelaide, salt
water, Mr Wintergarden
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ESL Scope and Scales Moderated Evidence: Primary Years Band
ESL Scales Commentary
Scale 5
Text in context Language Key Teaching Points
Tenor Outcome 5.3Participates appropriately in a narrow range of familiar, supportive contexts, using with some accuracy a narrow range of basic grammatical structures.
Participates in classroom discourse conventions
Greets the class appropriately at the start of the morning talk and shows understanding of the appropriate content and organisation of the morning talk.
Chooses independently a narrow range of basic ways of expressing statements, questions, offers and command and uses them with some accuracy
Mostly has accurate sentence word order. In direct speech in the narrative shows ability to construct questions.
Uses a range of basic grammatical items appropriately most of the time auxilliaries: can prepositions: on, at, with, in adverbs: veriy (very)
Demonstrates a good awareness of intonation patterns of basic spoken statements, questions
Responds promptly to instructions from teacher and questions from teacher and other students in oral recount.
Chooses formulaic polite expressions appropriately
Begins recount with “Good morning everyone” and “My name is….”.
Uses a small range of evaluative language to express feelings and attitudes: liked, love, thank, very sad
Develop use of adverbs. (Scales 4 and 5)
Mode Outcome 5.4Constructs a narrow range of spoken texts located in the immediate context and begins to construct very brief texts (spoken, written and visual) beyond the immediate context.
Chooses simple sentence beginnings in their own writing and, with support, an occasional phrase of time or place at the beginning of recounts or narratives
Foregrounds phrases of time in recount and narrative.
Organises the meanings in brief written texts in a logical order, with support and for a very limited range of genres
Logical order evident in recount, letter and narrative.
Chooses very short, basic phrases of time and place at the beginning of recount
Appropriately choose phrases of time to organise the recount and at the beginning of the narrative.
Demonstrates control of primary tenses but inconsistent control of secondary tenses
Uses simple present instead of simple past in recount and narrative. Uses secondary tense in narrative with a large degree of success.
Spells with some accuracy common words learned in the classroom and spells others based on their own pronunciation or other patterns
Spelling errors result from inaccurate identification of sounds within words.
Writes so that the texts are generally legible consistently leaves spaces
between letters and words demonstrates understanding
of basic punctuation: understands fullstops and question marks
Handwriting is legible but only beginning to use fullstops in written texts.
Improve control of the primary tenses – past, present and future. (Scales 4 and 5)
Improve independent spelling of words by improving awareness of spelling patterns and identification of the sounds within words. (Scale 5)
Increase understanding of basic punctuation such as fullstops (Scale 4) and begin to use quotation marks. (Scale 8)
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ESL Scope and Scales Moderated Evidence: Primary Years Band
LI: RECOUNT
LIYEAR 3
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Li: RECOUNTLanguage Key features and examples Student examples of evidence Scale
Genre:Language for achieving different purposes
schematic structure
organises the text: conjunctions: Secondly, Finally, In addition phrases of time, place, manner: Yesterday, At
church, With a knife topic words: Snakes action verbs (in procedures): Slice, Boil layout: subheadings, pictures, diagrams
builds cohesion: reference items: my, it, him, this, there, the vocabulary patterns:
synonyms / antonyms words that go together: change a tyre classification: motor vehicles: sedans,
hatchbacks, utilities composition (whole-part): motor vehicles:
wheels, tyres, engine, seat belt conjunctions to join sentences or paragraphs
of a text: However, Therefore
joins clauses to expand information: linking conjunctions: and, or, so, and then binding conjunctions: because, if, as, when relative clauses: Perth, which is the capital,..
level of scaffolding
an orientation and a series of events
conjunctions: First, And then, Next, After that, Secondly
time: On Wednesday
reference: me, my, we, I, she
conjunctions: But
linking: and, so, then binding: because
independently written following a range of activities related to recount genre
5
Field:Language for expressing ideas and experiences
noun groups: numbers, describers, classifiers, qualifiers: a
book, David, sun*, little boy, the three pictures on the wall, a mountain bike, the man in the shop, the children living in the city
comparatives: funnier, slower, more beautiful, best
nominalisations: likelihood, growth, development, beauty, risk,
government, ability
verbs: action: subtract, divide, peered, scanned mental (sensing): knew, think, believe saying: said, laughed, shouted relational: are, became, has verbal groups: want to play phrasal verbs: look it up, put up with
circumstances and clauses: when: on Sunday where: at the sign how: carefully, with a fine brush, like a leopard with whom, what: with my friend why: because it is late, because of the rain
topic specific / technical vocabulary: consume, diet
direct and reported speech: direct: She said, “I am going home.” reported: She said she was going home.
* For Scale 5 onward only more complex noun groups cited. new black soft closes (clothes), hot Dog Setter
(seller), some shiny toy, more cool tings (things), lots of fun
action: travel, go, run around, saw saying: said, cull (called) verbal groups: what (wanted) to buy, what
(wanted) to go, have to go, what (want) to get out
when: On Wednesday where: to Arndale, to the hot dog setter, aroud
(around) why: Because my mum what (wanted) to buy
closes (clothes), for my dad, for dad, because she what (wanted) to get out
Arndale, closes (clothes), shiny toy, Big W, hot dog setter (seller)
direct: I said Holle, Ben said Holle back
5
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Li: RECOUNTLanguage Key features and examples Student examples of evidence Scale
Tenor: Language for interacting with others
speech functions: statements questions offers commands
subjectivity / objectivity: subjective: I believe objective: It is possible
modality: certainty: perhaps, will, has to be, think, reckon obligation: must, should, could
interpersonal meaning: feelings, attitudes: It’s beautiful, I like you,
very, excellent, best, naughty, rude, well-behaved, just, only, luckily
idioms, colloquialisms, humour names to refer to people
appropriate tenor for the context
series of basic statements and attempt at a rhetorical question ‘but were my mum is’
obligation: I have to go
feelings, attitudes: los (lots) of fun colloquialisms: cool tings (things) names: mum, dad, my mum, Ben
language choices are appropriate for recount
5
Mode:Language for creating spoken and written texts
foregrounding: abstract elements: The habitat of the snakes non-human elements: The lathe phrases and clauses time, place, manner human elements: specific We, general People action verbs: Draw
appropriateness of foregrounding
coherence: introduction, topic sentences and the links
between them
primary and secondary tenses: primary: simple past, present, future secondary: was sleeping, wanted to go
active / passive voice: active: The winds flamed the fire. passive: The fire was flamed by the wind.
print conventions: handwriting: letter formation, spacing, direction identifying and representing sounds with letters spelling: link to pronunciation and visual
patterns punctuation: capitals, fullstops, question
marks, commas, speech marks, apostrophes, links to intonation
multimedia / multimodal: links between gestures, visual images, sound,
light, layout, tables, spoken text and print text
time: On Wednesday, First , And then, After that, Secondly
human: he (He), my (My) mum
foregrounding of time and human element is appropriate to recount genre
simple past: did buy, saw, said simple present instead of simple past: travel
(travelled), buy (bought), run (ran) secondary: what (wanted) to buy, have to go,
what (want) to get out
active: used in whole text eg I buy some shiny toy..
handwriting: legible handwriting, spacing appropriate
spelling: spells many words correctly, inaccurate with some familiar spelling patterns closes (clothes), cull (called), were (where) and other simpler spelling patterns what (wanted), los (lots
punctuation: fullstops and capitals mostly used correctly, misses appropriate punctuation for direct speech
4/5
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ESL Scope and Scales Moderated Evidence: Primary Years Band
LI: ARGUMENT
LIYear 3
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Li: ARGUMENTLanguage Key features and examples Student examples of evidence Scale
Genre:
Language for
achieving
different
purposes
schematic structure
organises the text: conjunctions: Secondly, Finally, In addition phrases of time, place, manner: Yesterday, At
church, With a knife topic words: Snakes action verbs (in procedures): Slice, Boil layout: subheadings, pictures, diagrams
builds cohesion: reference items: my, it, him, this, there, the vocabulary patterns:
synonyms / antonyms words that go together: change a tyre classification: motor vehicles: sedans,
hatchbacks, utilities composition (whole-part): motor vehicles:
wheels, tyres, engine, seat belt conjunctions to join sentences or paragraphs
of a text: However, Therefore
joins clauses to expand information: linking conjunctions: and, or, so, and then binding conjunctions: because, if, as, when relative clauses: Perth, which is the capital,..
level of scaffolding
text begins with a statement of position followed by some evidence, then moves to a number of unconnected statements which are not related to the statement of position
topic words: All children, I
reference: me, we, I, my, it, you, your vocabulary patterns:
composition: body – chest, arm
linking: and, then, so binding: becuase (because)
independently written following a range of activities related to argument genre
5
Field:
Language for
expressing
ideas and
experiences
noun groups: numbers, describers, classifiers, qualifiers: a
book, David, sun*, little boy, the three pictures on the wall, a mountain bike, the man in the shop, the children living in the city
comparatives: funnier, slower, more beautiful, best
nominalisations: likelihood, growth, development, beauty, risk,
government, ability
verbs: action: subtract, divide, peered, scanned mental (sensing): knew, think, believe saying: said, laughed, shouted relational: are, became, has verbal groups: want to play phrasal verbs: look it up, put up with
circumstances and clauses: when: on Sunday where: at the sign how: carefully, with a fine brush, like a leopard with whom, what: with my friend why: because it is late, because of the rain
topic specific / technical vocabulary: consume, diet
direct and reported speech: direct: She said, “I am going home.” reported: She said she was going home.
* For Scale 5 onward only more complex noun groups cited. All children, the swimming pool, mum and dad,
safety, stort (sport), adventure, my chest, my arm, rubbish, body, bag of hot chiep (chips), old toy
safety, stort (sport), srong (strength) and adventure
action: swim, play, go, eat, put, help mental (sensing): like, felt relational: is, get, was, make verbal groups: have to swim, have a (to) go,
want to play
where: in the swiming (swimming) pool, in the pool
with whom, what: with mum and dad, with my old toy
why: because it is fun and we can play ball, to get cool, because my chest have a go…, because it is don’t good, because we can eat outsind (outside), so we go and swim
swiming (swimming) pool, safety, sport, adventure, chest, rubbish, body
4/5
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Li: ARGUMENTLanguage Key features and examples Student examples of evidence Scale
Tenor:
Language for
interacting with
others
speech functions: statements questions offers commands
subjectivity / objectivity: subjective: I believe objective: It is possible
modality: certainty: perhaps, will, has to be, think, reckon obligation: must, should, could
interpersonal meaning: feelings, attitudes: It’s beautiful, I like you,
very, excellent, best, naughty, rude, well-behaved, just, only, luckily
idioms, colloquialisms, humour names to refer to people
appropriate tenor for the context
a series of basic statements
subjective: I like, my arm objective: All children
obligation: should, can, have to, have a go (has to go), are don’t to eat (are not allowed to eat)
feelings, attitude: so happy, so (much) fun, I like
names: mum and dad
language choices in early part of text are appropriate for an argument, personal comments and recount at the end are inappropriate
5
Mode:
Language for
creating spoken
and written texts
foregrounding: abstract elements: The habitat of the snakes non-human elements: The lathe phrases and clauses time, place, manner human elements: specific We, general People action verbs: Draw
appropriateness of foregrounding
coherence: introduction, topic sentences and the links
between them
primary and secondary tenses: primary: simple past, present, future secondary: was sleeping, wanted to go
active / passive voice: active: The winds flamed the fire. passive: The fire was flamed by the wind.
print conventions: handwriting: letter formation, spacing, direction identifying and representing sounds with letters spelling: link to pronunciation and visual
patterns punctuation: capitals, fullstops, question
marks, commas, speech marks, apostrophes, links to intonation
multimedia / multimodal: links between gestures, visual images, sound,
light, layout, tables, spoken text and print text
human: All children, I
basic introduction followed by a series of personal statements (inappropriate for an argument)
simple present: is, can play, can eat, get, swim, play, don’t eat
simple past: felt, was secondary: learn to swim, like to swim, are
don’t (not allowed) to eat, don’t (not allowed) to put
active: used for whole text eg I felt so Happy
handwriting: legible, spacing appropriate spelling: spells most words correctly, misses
consonants in some words, incorrect spelling patterns in other words eg ‘swimming’, ‘becuase’
punctuation: commences with capital letter, uses capitals inconsistently in rest of text, does not use fullstops except at end of text
4/5
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ESL Scope and Scales Moderated Evidence: Primary Years Band
ESL Scales Commentary
Scale 5
Li’s texts provide evidence contributing mostly to Scale 5. As a Year 3 student assessed as working within Scale 5 Li
does require ESL support.
Text in context Language Key Teaching Points
Genre Outcome 5.1Communicates in a narrow range of situations, constructing very brief texts
Demonstrates an understanding that a genre has a purpose and begins to identify independently the purposes and common features of the elementary genres, such as narrative, personal recount, personal recount, procedure and report
Uses most of the key features of a recount and some of an argument.
Begins to construct independently very brief recounts, descriptions and procedures
Constructs texts independently after teacher modelling.
Demonstrates an understanding of the structure of a greater range of basic genres and constructs elementary examples
Structures a brief recount using orientation, sequence of events, with some accuracy. Structures an argument with some aspects of the genre, using statement of position and elaboration.
Expands information in a text by joining clauses with
- linking conjunctions: and, so, then
- binding conjunctions: because
Links elements of a text using a limited range of language elements that help a text to hang together
- uses reference items appropriately with some accuracy in short written texts
Uses pronouns and reference items with some accuracy: I, she, we, my, me, the, you, your, it.
Consolidate structure of a recount (Scale 5) and an argument. (Scale 6)
Practice the use of conjunctions such as Firstly, Secondly to organise points in an argument. (Scale 6)
Expand use of binding conjunctions to include when, before, after. (Scale 6)
Field Outcome 5.2Understands and uses a small range of vocabulary and grammatical items to form basic word groups and phrases constructing personally relevant fields, and uses a limited range of technical vocabulary.
Uses vocabulary that is developing further knowledge of the community and other personally relevant topics.
Uses vocabulary to further develop knowledge of personally relevant topic such as a shopping trip, and swimming with the family as well as knowledge of the community such as the importance of learning to swim.
Uses confidently a small range of commonsense, everyday vocabulary
Uses with some confidence a limited range of technical vocabulary when constructing increasingly complex personally relevant topics
Mostly uses common sense everyday vocabulary but has a limited range of technical vocabulary: Arndale, Big W, safety, chest, body, stort (sport).
Uses a small range of phrases expressing the circumstances of an event
- a small range of phrases of time and location: On Wednesday, to the hot dog setter (seller), in the swiming (swimming) pool
- understands a wider range: with whom, what - with mum and dad, with my old toy
Expands vocabulary by exploring parts of word groups and phrases that can be changed
- numbers: lots of, All, some, more, bag of
- describers: shiny, hot
- classifiers: the hot dog seller
- prepositions: in, with, to, on
Expand vocabulary to include examples of how things happen: quickly, slowly, carefully. (Scale 5)
Continue to build the use of numbers, describers, and classifiers in noun groups. (Scale 5)
Expand range of prepositions used in prepositional phrases. (Scale 5)
Introduce comparatives. (Scale 5)
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ESL Scope and Scales Moderated Evidence: Primary Years Band
ESL Scales Commentary
Scale 5Text in context Language Key Teaching Points
Tenor Outcome 5.3Participates appropriately in a narrow range of familiar, supportive contexts, using with some accuracy a narrow range of basic grammatical structures.
Chooses independently a narrow range of basic ways of expressing statements and questions and uses them with some accuracy
Some accuracy with the formation of basic statements in the recount and argument.
Experiments with some confidence with newer expressions in familiar, supportive contexts, especially to play with language
Experiments with modality through the use of ‘are, don’t, to eat’ to express ‘are not allowed to eat’. Experiments with rhetorical question ‘were my mum is’ to express ‘where was my mum?’
Uses a range of grammatical items appropriately most of the time
- auxiliaries: was, can- prepositions: in, with, to,
on- adverbs: so
Uses a small range of evaluative language to express feelings and attitudes: los (lots) of fun, so fun, so happy, cool tings (things)
Explore how vocabulary is linked to the tenor of a context by comparing the appropriateness of colloquial and non colloquial language: cool with good, footy with football, car with motor car. (Scale 6)
Increase range of evaluative language to include sad, funny, happy, scared, excited, surprised, angry. (Scale 6)
Expand use of adverbs to include really, many. (Scale 5)
Expand the range of language expressing modality to include might, must, maybe, I know. (Scale 6)
Mode Outcome 5.4Constructs a narrow range of spoken texts located in the immediate context and begins to construct very brief texts (spoken, written and visual) beyond the immediate context.
Identifies the patterns in what is foregrounded in a genre and demonstrates a limited understanding that various grammatical elements can be foregrounded
Chooses simple sentence beginnings in their own writing and, with support, an occasional phrase of time or place at the beginning of recounts or narratives.
In the recount appropriately foregrounds phrases of time. The argument begins with the general human element ‘All children’ then repetitively uses I.
Chooses very short, basic phrases of time and place at the beginning of recount
Appropriately chooses On Wednesday, First, Next, After that in foreground position, in the recount.
Demonstrates control of primary tenses but inconsistent control of secondary tenses
Shows some control of primary tense with accurate form of simple past for some verbs: said, saw, had, felt, was. Several instances where past tense was not used accurately: did buy (bought), travel (traveled), run (ran). Some accurate use of secondary tense: have to go, learn to swim. Inaccuracies: what (wanted) to buy, are don’t (not allowed) to eat.
Spells with some accuracy common words learned in the classroom and spells others based on their own pronunciation or other patterns
Spells most words accurately but chooses ‘Hollo’ for Hello, ‘swiming’ for swimming, ‘cull’ for called and ‘ting’ for things. Errors may be based on own pronunciation and unfamiliarity with some spelling patterns.
Writes so that the texts are generally legible
- consistently leaves spaces between letters and words
- demonstrates understanding of basic punctuation
Writing is generally legible, with legible letters and spaces between words. Capitals are used accurately in the recount. There is less accuracy with the argument. Some words are capitalised inappropriately – Dog Setter, Happy, Rubbish. Uses fullstops accurately in recount, but to a much lesser degree in the argument.
Continue to consolidate accuracy with past tense form of regular verbs irregular verbs and secondary tenses. (Scales 5 and 6)
Continue to consolidate the spelling of words learned in the classroom and the spelling of others words based on visual patterns. (Scale 6)
Consolidate knowledge of punctuation such as fullstops, question marks, speech marks and appropriate use of capital letters. (Scales 5 and 8)
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ESL Scope and Scales Moderated Evidence: Primary Years Band
XIAN: RECOUNT
XIANNew Arrivals Program
Year 4
Consultation Draft – June 2003 Page - 70 –
ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Xian: RECOUNT
Language Key features and examples Student examples of evidence Scale
Genre:Language for achieving different purposes
schematic structure
organises the text: conjunctions: Secondly, Finally, In addition phrases of time, place, manner: Yesterday, At
church, With a knife topic words: Snakes action verbs (in procedures): Slice, Boil layout: subheadings, pictures, diagrams
builds cohesion: reference items: my, it, him, this, there, the vocabulary patterns:
synonyms / antonyms words that go together: change a tyre classification: motor vehicles: sedans,
hatchbacks, utilities composition (whole-part): motor vehicles:
wheels, tyres, engine, seat belt conjunctions to join sentences or paragraphs
of a text: However, Therefore
joins clauses to expand information: linking conjunctions: and, or, so, and then binding conjunctions: because, if, as, when relative clauses: Perth, which is the capital,..
level of scaffolding
heading acts as orientation to text with events logically sequenced, one paragraph for each day
time: On friday after school, On Saturday, On Sunday
reference: I, my, we, the
linking: and
independently written following a range of activities related to recount genre
3/4
Field:Language for expressing ideas and experiences
noun groups: numbers, describers, classifiers, qualifiers: a
book, David, sun*, little boy, the three pictures on the wall, a mountain bike, the man in the shop, the children living in the city
comparatives: funnier, slower, more beautiful, best
nominalisations: likelihood, growth, development, beauty, risk,
government, ability
verbs: action: subtract, divide, peered, scanned mental (sensing): knew, think, believe saying: said, laughed, shouted relational: are, became, has verbal groups: want to play phrasal verbs: look it up, put up with
circumstances and clauses: when: on Sunday where: at the sign how: carefully, with a fine brush, like a leopard with whom, what: with my friend why: because it is late, because of the rain
topic specific / technical vocabulary: consume, diet
direct and reported speech: direct: She said, “I am going home.” reported: She said she was going home.
* For Scale 5 onward only more complex noun groups cited. my uncle home, Game Spiderman, Happy
Meal, my uncle son, video Dragon Ball Z, Sunday market
action: went, played, watched, ate, draw, bought
phrasal verbs: woke up
when: On Friday after school, On Saturday, On Sunday
where: home, to my uncle home, to Happy Meal, to bed, (to) the shop, (to) bed, to Sunday market, to the sea
with whom: with my uncle son
Game Spiderman, Happy Meal, video Dragon Ball Z, Sunday market
4/5
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Xian: RECOUNT
Language Key features and examples Student examples of evidence Scale
Tenor: Language for interacting with others
speech functions: statements questions offers commands
subjectivity / objectivity: subjective: I believe objective: It is possible
modality: certainty: perhaps, will, has to be, think, reckon obligation: must, should, could
interpersonal meaning: feelings, attitudes: It’s beautiful, I like you,
very, excellent, best, naughty, rude, well-behaved, just, only, luckily
idioms, colloquialisms, humour names to refer to people
appropriate tenor for the context
mostly accurately structured basic statements
no evaluative language used to express feelings and attitudes as could be expected of a personal recount
Mode:Language for creating spoken and written texts
foregrounding: abstract elements: The habitat of the snakes non-human elements: The lathe phrases and clauses time, place, manner human elements: specific We, general People action verbs: Draw
appropriateness of foregrounding
coherence: introduction, topic sentences and the links
between them
primary and secondary tenses: primary: simple past, present, future secondary: was sleeping, wanted to go
active / passive voice: active: The winds flamed the fire. passive: The fire was flamed by the wind.
print conventions: handwriting: letter formation, spacing,
direction identifying and representing sounds with letters spelling: link to pronunciation and visual
patterns punctuation: capitals, fullstops, question
marks, commas, speech marks, apostrophes, links to intonation
multimedia / multimodal: links between gestures, visual images, sound,
light, layout, tables, spoken text and print text
time: On Friday after school, On Saturday, On Sunday
human: I
appropriate but limited foregrounding of time, repetitive use of ‘I’
simple past: went, played, watched, ate, woke, bought
simple present instead of simple past: draw, play
active: used for whole text eg I went to bed.
handwriting: correct letter formation, spacing and direction
spelling: spells accurately throughout the text punctuation: accurate use of fullstops and
capitalisation of proper nouns and at the start of paragraphs, a few words inappropriately capitalised (Draw, Shop)
4/5
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ESL Scope and Scales Moderated Evidence: Primary Years Band
XIAN: WRITTEN DISCUSSION
XIANNew Arrivals Program
Year 4
Consultation Draft – June 2003 Page - 73 –
ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Xian: WRITTEN DISCUSSIONLanguage Key features and examples Student examples of evidence Scale
Genre:Language for achieving different purposes
schematic structure
organises the text: conjunctions: Secondly, Finally, In addition phrases of time, place, manner: Yesterday, At
church, With a knife topic words: Snakes action verbs (in procedures): Slice, Boil layout: subheadings, pictures, diagrams
builds cohesion: reference items: my, it, him, this, there, the vocabulary patterns:
synonyms / antonyms words that go together: change a tyre classification: motor vehicles: sedans,
hatchbacks, utilities composition (whole-part): motor vehicles:
wheels, tyres, engine, seat belt conjunctions to join sentences or paragraphs
of a text: However, Therefore
joins clauses to expand information: linking conjunctions: and, or, so, and then binding conjunctions: because, if, as, when relative clauses: Perth, which is the capital,..
level of scaffolding
omits introductory statement but does present arguments for and against and then a concluding statement, showing evidence of appropriate structural organisation of a discussion
layout: table headings, symbols and numbers organise arguments for and against
reference: I, we, the, that
linking: and binding: because, if projection: everyone know that…
students brainstormed points for and against and were given the table with the headings to guide their writing
5
Field:Language for expressing ideas and experiences
noun groups: numbers, describers, classifiers, qualifiers: a
book, David, sun*, little boy, the three pictures on the wall, a mountain bike, the man in the shop, the children living in the city
comparatives: funnier, slower, more beautiful, best
nominalisations: likelihood, growth, development, beauty, risk,
government, ability
verbs: action: subtract, divide, peered, scanned mental (sensing): knew, think, believe saying: said, laughed, shouted relational: are, became, has verbal groups: want to play phrasal verbs: look it up, put up with
circumstances and clauses: when: on Sunday where: at the sign how: carefully, with a fine brush, like a leopard with whom, what: with my friend why: because it is late, because of the rain
topic specific / technical vocabulary: consume, diet
direct and reported speech: direct: She said, “I am going home.” reported: She said she was going home.
* For Scale 5 onward only more complex noun groups cited. colour code, the same colour, that colour,
Salisbury North R-7 school, the marker of Salisbury North R-7 school, student in school
marker
action: wears, costs, find mental (sensing): like, believe, know (knows) saying: says relational: is, be, are verbal groups: does not like
why: because if someone is lost we can find them, because everyone is the same colour, because some one does not like that colour, because it is safety for student in every school and everyone know that we are student from Salisbury North R-7 School
colour code, marker
5/6
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Xian: WRITTEN DISCUSSION
Language Key features and examples Student examples of evidence Scale
Tenor: Language for interacting with others
speech functions: statements questions offers commands
subjectivity / objectivity: subjective: I believe objective: It is possible
modality: certainty: perhaps, will, has to be, think, reckon obligation: must, should, could
interpersonal meaning: feelings, attitudes: It’s beautiful, I like you,
very, excellent, best, naughty, rude, well-behaved, just, only, luckily
idioms, colloquialisms, humour names to refer to people
appropriate tenor for the context
series of statements
subjective: I like, I believe objective: if everyone, colour code is, colour
code will be, It is safety
certainty: will be, everyone know (knows), can find
feelings, attitudes: I like, I believe, bad, boring, good
vocabulary choices position the writer in the place of a novice expressing both positions in the discussion in a familiar (school) context
5/6
Mode:Language for creating spoken and written texts
foregrounding: abstract elements: The habitat of the snakes non-human elements: The lathe phrases and clauses time, place, manner human elements: specific We, general People action verbs: Draw
appropriateness of foregrounding
coherence: introduction, topic sentences and the links
between them
primary and secondary tenses: primary: simple past, present, future secondary: was sleeping, wanted to go
active / passive voice: active: The winds flamed the fire. passive: The fire was flamed by the wind.
print conventions: handwriting: letter formation, spacing,
direction identifying and representing sounds with letters spelling: link to pronunciation and visual
patterns punctuation: capitals, fullstops, question
marks, commas, speech marks, apostrophes, links to intonation
multimedia / multimodal: links between gestures, visual images, sound,
light, layout, tables, spoken text and print text
non-human: Colour code dependent clause: If everyone wears colour
code human: I, someone
foregrounding shows movement between being objective and subjective
text coherence relies on the table and numbering of the reasons for and against the topic
simple present: are, is, like, wears, know (knows), believe, costs, says
simple future: will be secondary: does not like, can find
active: used for whole text eg Someone says...
handwriting: neat printing, correct letter formation and spacing
spelling: spells all words correctly except ‘becuase’
punctuation: mostly correct use of capitals to begin sentences and for proper nouns, inappropriate capitalisation of It, inconsistent use of fullstops
list of reasons for and against are numbered and in a table and concluding paragraph builds from the ideas in the table
5
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ESL Scope and Scales Moderated Evidence: Primary Years Band
ESL Scales Commentary
Scale 5
Xian’s texts provide evidence contributing mostly to Scale 5.
As a Year 4 student assessed as working within Scale 5, Xian does
require ESL support.Text in context Language Key Teaching Points
Genre Outcome 5.1Communicates in a narrow range of situations, constructing very brief texts
Demonstrates an understanding that a genre has a purpose and begins to identify independently the purposes and common features of the elementary genres, such as narrative, personal recount, procedure and report
Uses most of the key features of a recount and an exposition.
Begins to construct independently very brief recounts, descriptions and procedures
Constructs texts independently following teacher modelling.
Demonstrates an understanding of the structure of a greater range of basic genres and constructs elementary examples- constructs
elementary examples of logically organised basic genres by writing components of them with little dependence on scaffolding: uses proformas for their texts with some confidence
Structures recount with logically ordered paragraphs based on days. Structures the discussion using the format provided.
Expands information in a text by joining clauses with- linking conjunctions:
and- binding conjunctions:
because, ifUses only ‘and’ to link events in the recounts. Uses ‘because’ effectively throughout the discussion to give reasons for and against. Uses ‘because’ and ‘If’ to build more complex statements in the discussion.
Links elements of a text using a limited range of language elements that help a text to hang together- understands and
uses reference items appropriately with some accuracy in short written texts
Accurately uses: I, my, we, the, that
Consolidate structure of basic genres including recounts and written discussions. Develop the stages of orientation and evaluation for the recount. (Scale 5) Develop the discussion genre as cohesive text particularly by using conjunctions such as First, Then. (Scale 6)
Expand the range of linking conjunctions in recounts to include then, but, or and so. (Scale 5)
Extend the use of binding conjunctions to include when, before and after. (Scale 6)
Expand the range of phrases of time and place beyond words such as ‘On Sunday’ that can be used for foregrounding in a recount. (Scale 6)
Field Outcome 5.2Understands and uses a small range of vocabulary and grammatical items to form basic word groups and phrases constructing personally relevant fields, and uses a limited range of technical vocabulary.
Uses confidently a small range of commonsense, everyday vocabulary
Everyday vocabulary includes breakfast, sea, bed, colour.
Uses with some confidence a limited range of technical vocabulary when constructing increasingly complex,
Uses a small range of phrases expressing the circumstances of an event- location and time: in
school, On Friday after school, to my uncles home, to the sea, to Sunday market
- understands a wider range: with whom – with my uncle son
Expand vocabulary to include examples of how things happen: quickly, slowly, carefully. (Scale 5)
Continue to build the use of numbers, describers, and classifiers in noun groups. (Scale 5)
Expand range of prepositions
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ESL Scope and Scales Moderated Evidence: Primary Years Band
personally relevant topicsTechnical vocabulary includes video, safety, colour code, marker.
Expands vocabulary by exploring parts of word groups and phrases that can be changed- describers: the same
colour- classifiers: The
Sunday market, my uncle son
- prepositions: to, with, on
used in prepositional phrases. (Scale 5)
Introduce comparatives. (Scale 5)
Consultation Draft – June 2003 Page - 77 –
ESL Scope and Scales Moderated Evidence: Primary Years Band
ESL Scales Commentary
Scale 5
Text in context Language Key Teaching Points
Tenor Outcome 5.3Participates appropriately in a narrow range of familiar, supportive contexts, using with some accuracy a narrow range of basic grammatical structures.
Maintains the appropriate degree of formality in a limited range of more formal, less supportive contexts.
Uses format for discussion appropriately.
Chooses independently a narrow range of basic ways of expressing statements
Good accuracy with formation of basic statements in recount and discussion.
Experiments with some confidence with newer expressions in familiar, supportive contexts, especially to play with language
Successfully uses new expressions to organise the text in the exposition: I believe, I like,
Uses a range of grammatical items appropriately most of the time- auxiliaries: can,
does- prepositions: to,
with, for
Uses a small range of evaluative language to express feelings and attitudes: like, believe, bad, boring, good
Experiment with use of adverbs such as really and many. (Scale 5)
Explore how vocabulary is linked to the tenor of a context by comparing the appropriateness of colloquial and non colloquial language: cool with good, footy with football, car with motor car. (Scale 6)
Increase range of evaluative language to include sad, funny, happy, scared, excited, surprised, angry. (Scale 6)
Expand the range of language expressing modality: might, must, maybe, I know. (Scale 6)
Mode Outcome 5.4Constructs a narrow range of spoken texts located in the immediate context and begins to construct very brief texts (spoken, written and visual) beyond the immediate context.
Chooses simple sentence beginnings in their own writing and, with support, an occasional phrase of time or place at the beginning of recounts or narratives
Foregrounds phrases of time at beginning of paragraphs in recounts. Other sentences use repetitive beginning ‘I’.
Chooses very short, basic phrases of time and place at the beginning of recount
Appropriately choose phrases of time and place at the beginning of the recount.
Demonstrates control of primary tenses but inconsistent control of secondary tenses
Shows some control of primary tense with accurate form of simple past for some verbs: went, bought, ate.Several instances where past tense was not used accurately: play (played), draw (drew). Simple future used appropriately in discussion: will, be.Simple present used appropriately in discussion: are, is, like, wears.
Spells with some accuracy common words learned in the classroom and spells others based on their own pronunciation or other patterns
Spells most words accurately. Writes so that the texts
are generally legible- consistently
leaves spaces between letters and words
- demonstrates understanding of basic punctuation
Writing is generally legible, with legible letters and spaces between words. Capitals are not consistently used correctly. Uses fullstops accurately most of the time.
Extend the foregrounding used in recounts to include phrases of time such as ‘Later that night’. (Scale 6)
Continue to consolidate accuracy with past tense forms of regular verbs (Scale 5).
Develop subject verb agreement: everyone know (knows).
Introduce more secondary tenses. (Scale 6)
Continue to consolidate the spelling of words learned in the classroom and the spelling of others words based on visual patterns. (Scale 6)
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ESL Scope and Scales Moderated Evidence: Primary Years Band
SOME KEY DIFFERENCES BETWEEN SCALES 5 AND 6
Scale 5 Scale 6
GENRE: Outcome 5.1Communicates in a narrow range of situations, constructing very brief texts.
Outcome 6.1Communicates in a small range of contexts, constructing brief texts and showing some ability to reflect on genres ion a very elementary way.
Text in Context
begins to identify independently the purposes and common features of elementary genres
participates in short predictable spoken exchanges
begins to construct independently very brief recounts, descriptions and procedures
reads a range of everyday texts and writes very brief examples of the most familiar: advertising posters
reads clearly illustrated sequential explanations and draws short examples with simple labelling
begins to reflect on the purposes, structure and common features of a small range of elementary genres
participates in casual conversation about familiar topics with familiar people
constructs collaboratively short oral and written texts
organises with some confidence brief written texts in a logical order
begins to independently construct very brief examples of elementary genres
reads longer clearly illustrated sequential explanations and begins to write and draw brief examples
Language demonstrates understanding of the organisation and discriminating features of a greater range of basic genres: narratives, recounts, procedures, reports
constructs elementary examples of logically organised genres with little dependence on scaffolding: uses proformas with some confidence
expands information using linking conjunctions - and, then, but, or so; binding conjunctions - because
uses small range of reference items (definite article and pronouns) accurately most of the time in spoken texts and with some accuracy in short written texts
identifies a range of discriminating features of a small range of elementary genres
uses a limited range of significant language features that organise a text
expands information using linking conjunctions - and, then, but, or so; binding conjunctions – because, when, before, after
uses a range of reference items (definite article and pronouns) accurately most of the time in spoken texts and written texts
FIELD: Outcome 5.2Understands and uses a small range of vocabulary and grammatical items to form basic word groups and phrases constructing personally relevant fields, and uses a limited range of technical vocabulary.
Outcome 6.2Understands and uses a wide range of vocabulary and grammatical items to form short word groups and phrases constructing fields beyond the personally relevant, and uses a narrow range of technical vocabulary.
Text in Context
uses confidently a small range of commonsense, vocabulary
uses vocabulary that is developing knowledge of the community and other personally relevant topics such as leisure activities
uses with some confidence a limited range of technical vocabulary when constructing increasingly complex personally relevant topics
demonstrates understanding of technical vocabulary when constructing a narrow range of educational topics
uses commonsense everyday vocabulary confidently with peers
uses with some confidence a narrow range of vocabulary that develops their knowledge of the community and other personally relevant topics
begins to use a limited range of technical vocabulary constructing a small range of educational fields
demonstrates a tentative understanding of vocabulary beyond immediate personal and school experiences
Language uses small range of phrases of location and understands wider range including how something happened
expands vocabulary by exploring numbers (first, a half of), describers (big, bright), classifiers (mountain bike), prepositions (beside, by)
uses a small range of comparatives of one syllable adjectives
uses a small range of vocabulary expressing actions, feelings and attitudes, phrases giving circumstances
expands short noun groups using numbers (a quarter of), describers (big, beautiful), classifiers (state government), short prepositional phrases as qualifiers
uses a range of comparative of regular two syllable adjectives ending in y and chooses isolated three syllable and irregular examples
uses a narrow range of technical vocabulary uses a limited range of common nominalisations begins to use simple direct speech and the
simplest reported speech
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ESL Scope and Scales Moderated Evidence: Primary Years Band
SOME KEY DIFFERENCES BETWEEN SCALES 5 AND 6
Scale 5 Scale 6
TENOR: Outcome 5.3Participates appropriately in a narrow range of familiar, supportive contexts, using with some accuracy a narrow range of basic grammatical structures.
Outcome 6.3 Recognises that communication varies according to context and participates appropriately in a narrow range of familiar, supportive contexts using with some accuracy a small range of basic grammatical structures.
Text in Context
participates in classroom discourse conventions: raising hand, takes turn, speaks at appropriate volume
chooses independently a narrow range of basic ways of expressing statements, questions, offers, commands and uses them with some accuracy
follows instructions with little dependence on non-verbal elements gives commands appropriately
experiments with some confidence with new expressions in familiar, supportive contexts, especially to play with language
participates appropriately in classroom conventions: stands to present views and responds appropriately to views different from own
demonstrates a basic understanding of variation according to context: reflects with increased confidence on the language choices appropriate in a letter to a friend or when speaking to a younger child
maintains the appropriate degree of formality in a limited range of more formal less supportive contexts
begins to explore critically how interpersonal meanings can be made in different situations
Language understands a wide range of commands good awareness of intonation patterns of basic
spoken statements, questions and offers chooses formulaic polite expressions
appropriately uses a small range of evaluative vocabulary to
express feelings and attitudes plays with language in elementary ways for
humorous effects uses a range of grammatical items: auxiliaries
(did, can, will), prepositions (out, under, above, between), adverbs (really, many)
recognises a variety of statements, questions, offers and commands
uses appropriate intonation patterns of basic statements, questions and offers when speaking and reading aloud, drawing on knowledge of punctuation marks
uses a range of evaluative language to express feelings and attitudes
explores how vocabulary is linked to the tenor of a context plays with language in a narrow range of ways for humorous effects
understands a small range of language elements expressing certainty and obligation and uses appropriately a limited range
MODE: Outcome 5.4Constructs a narrow range of spoken texts located in the immediate context and begins to construct very brief texts (spoken, written and visual) in the immediate context.
Outcome 6.4Identifies and compares in elementary ways, the features of spoken, written and visual texts, and constructs a narrow range of brief written and visual texts that generally unfold coherently through their simplicity.
Text in Context
begins to communicate appropriately some of the time when the situation involves another medium
reads with some confidence a wide range of visual texts and begins to draw a small range of examples
chooses simple sentence beginnings and, with support, an occasional phrase of time or place at the beginning of recounts or narratives
identifies the patterns in what is placed at the front in a genre and demonstrates a limited understanding that various grammatical elements can be foregrounded
communicates appropriately some of the time using various media
reads with confidence a range of handwritten texts
identifies the patterns in what is placed at the front in a genre and demonstrates an elementary understanding of which grammatical elements can be foregrounded in a given genre
identifies and discusses in elementary ways the meanings made in a range of multimodal texts
Language reads aloud own or collaboratively constructed writing and begins to read others’ texts with some confidence
chooses very short basic phrases of time and place at the beginning of recounts or narratives and action verbs at the beginning of the steps in procedures
demonstrates control of primary tenses and their formation for the most common regular verbs but inconsistent control of secondary tenses
spells accurately common words learned in the classroom and spells others based on their own pronunciation or other patterns
writes so that texts are generally legible and demonstrates understanding of basic punctuation
reads texts with different handwriting, font and case and basic dialogue appropriately
chooses short, basic phrases of time and place at the beginning of recounts or narratives
demonstrates control of primary tenses and past tense form of most common irregular verbs and begins to gain control of secondary tenses
spells with greater accuracy most words learned in the classroom and spells others based less on their own pronunciation and more on visual patterns
writes so that texts are clearly legible
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ESL Scope and Scales Moderated Evidence: Primary Years Band
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ESL Scope and Scales Moderated Evidence: Primary Years Band
SOME KEY DIFFERENCES BETWEEN SCALE 5 AND SCALE 6AS EVIDENT IN THE STUDENTS’ SETS OF EVIDENCE
GENRE:Li constructs the recount by foregrounding phrases of time and place and sequencing the events. Li uses linking conjunctions (and, so, then) and binding conjunction (because) to form complex sentences. (Scale 5) Anna is able to write a brief example of an explanation and use a broad range of reference items to give the text cohesion. Anna uses a greater range of both linking (but) and binding conjunctions (when) to expand information. Anna also uses a conjunctions Then to organise her texts. (Scale 6)
FIELD:Li uses a limited range of everyday and technical vocabulary and describers. (Scale 5) Anna’s texts demonstrate use of numbers, describers and qualifiers to expand noun groups. Anna also attempts to use a common nominalisation in her text (life). (Scale 6)
TENOR:Li is able to write statements providing more details and names of people to expand his texts. Li uses a small range of evaluative language to express feelings and attitudes. (Scale 5) Anna uses a greater range of evaluative language. (Scale 6)
MODE:Li foregrounds time in the recount and begins the argument foregrounding the generalisation ‘All children’ before moving to a repetitive use of ‘I’. Li shows greater control of the primary tenses and some control of secondary tenses. Fullstops, capital letters and commas are used with increasing accuracy. (Scale 5) Anna foregrounds time in the explanation. She mainly foregrounds the characters in her narrative. Anna shows general control of primary tense and growing control of secondary tenses. Her sentence punctuation is correct. (Scale 6)
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ESL Scope and Scales Moderated Evidence: Primary Years Band
ANNA: NARRATIVE
ANNAYear 3
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Anna: NARRATIVELanguage Key features and examples Student examples of evidence Scale
Genre:Language for achieving different purposes
schematic structure
organises the text: conjunctions: Secondly, Finally, In addition phrases of time, place, manner: Yesterday, At
church, With a knife topic words: Snakes action verbs (in procedures): Slice, Boil layout: subheadings, pictures, diagrams
builds cohesion: reference items: my, it, him, this, there, the vocabulary patterns:
synonyms / antonyms words that go together: change a tyre classification: motor vehicles: sedans,
hatchbacks, utilities composition (whole-part): motor vehicles:
wheels, tyres, engine, seat belt conjunctions to join sentences or paragraphs
of a text: However, Therefore
joins clauses to expand information: linking conjunctions: and, or, so, and then binding conjunctions: because, if, as, when relative clauses: Perth, which is the capital,..
level of scaffolding
orientation (provided on the task sheet), is followed by a description of scene, complication and resolution
manner: Suddenly
reference items: there, I, it, something, the, this, my, them, she, me, her
vocabulary patterns: words that go together: horse, galloping classification: castle. a place composition: castle, door,
conjunctions: So, Then
linking: but, and
picture stimulus and orientation provided but written independently for Primary Writing Assessment.
6
Field:Language for expressing ideas and experiences
noun groups: numbers, describers, classifiers, qualifiers: a
book, David, sun*, little boy, the three pictures on the wall, a mountain bike, the man in the shop, the children living in the city
comparatives: funnier, slower, more beautiful, best
nominalisations: likelihood, growth, development, beauty, risk,
government, ability
verbs: action: subtract, divide, peered, scanned mental (sensing): knew, think, believe saying: said, laughed, shouted relational: are, became, has verbal groups: want to play phrasal verbs: look it up, put up with
circumstances and clauses: when: on Sunday where: at the sign how: carefully, with a fine brush, like a leopard with whom, what: with my friend why: because it is late, because of the rain
topic specific / technical vocabulary: consume, diet
direct and reported speech: direct: She said, “I am going home.” reported: She said she was going home.
* For Scale 5 onward only more complex noun groups cited. a beatiful (beautiful) garden, a beatiful rainbow
(beautiful rainbow), horses galoping (galloping) around, a caste (castle), a place like this, some kids in cages
my life (life)
action: saw, get, took, seen, went, brang (brought), folowed (followed), keep, rode
mental: (sensing): thourght (thought) saying: told, colld (called) relational: was, have verbal groups: wanted to go, tried to open,
tried opening phrasal verbs: go in, thourght (thought) about,
thought of
when: in my live (life), always where: in it, in my pocket, out, in the castle, in
cages, out of the cages, back home, all the way home, to school
how: suddenly
galloping, caste (castle), cages, door, locked, key
indirect: She told me to keep her.
6
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Anna: NARRATIVELanguage Key features and examples Student examples of evidence Scale
Tenor: Language for interacting with others
speech functions: statements questions offers commands
subjectivity / objectivity: subjective: I believe objective: It is possible
modality: certainty: perhaps, will, has to be, think, reckon obligation: must, should, could
interpersonal meaning: feelings, attitudes: It’s beautiful, I like you,
very, excellent, best, naughty, rude, well-behaved, just, only, luckily
idioms, colloquialisms, humour names to refer to people
appropriate tenor for the context
simple and compound sentences
usuality: never, always
feelings, attitudes: beautiful, even to school, I never seen a place like this
names: cristle
vocabulary choices paint a picture for the reader and indicate some of the writer’s feelings and attitudes
5/6
Mode:Language for creating spoken and written texts
foregrounding: abstract elements: The habitat of the snakes non-human elements: The lathe phrases and clauses time, place, manner human elements: specific We, general People action verbs: Draw
appropriateness of foregrounding
coherence: introduction, topic sentences and the links
between them
primary and secondary tenses: primary: simple past, present, future secondary: was sleeping, wanted to go
active / passive voice: active: The winds flamed the fire. passive: The fire was flamed by the wind.
print conventions: handwriting: letter formation, spacing,
direction identifying and representing sounds with letters spelling: link to pronunciation and visual
patterns punctuation: capitals, fullstops, question
marks, commas, speech marks, apostrophes, links to intonation
multimedia / multimodal: links between gestures, visual images, sound,
light, layout, tables, spoken text and print text
non-human: A horse time, place, manner: There, Suddenly, Then human: I
foregrounding is appropriate to narrative, though with minimal foregrounding of time and place and repetitive sentence beginnings, ‘I’ and ‘So I’
simple past: was, saw, wanted, tried, thought, took, went, brang (brought), followed, told, did, called, rode
simple present: have secondary: wanted to go in, tried opening,
(had) never seensome inaccurate subject verb agreement: there was some kids
active: used for whole text eg I thought of something
handwriting: appropriate letter formation, spacing (with some inconsistency) and direction
spelling: spells most simple and common words correctly, spelling errors based on pronunciation and visual patterns. beatiful (beautiful) galoping (galloping) wonted (wanted) thourght (thought) folowed (followed) colud (called)
punctuation: correct sentence punctuation with capitals and fullstops, no capital for proper noun cristle.
6
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ESL Scope and Scales Moderated Evidence: Primary Years Band
ANNA: EXPLANATION
ANNAYear 3
THE LIFE CYCLE OF A FROG
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Anna: EXPLANATIONLanguage Key features and examples Student examples of evidence Scale
Genre:Language for achieving different purposes
schematic structure
organises the text: conjunctions: Secondly, Finally, In addition phrases of time, place, manner: Yesterday, At
church, With a knife topic words: Snakes action verbs (in procedures): Slice, Boil layout: subheadings, pictures, diagrams
builds cohesion: reference items: my, it, him, this, there, the vocabulary patterns:
synonyms / antonyms words that go together: change a tyre classification: motor vehicles: sedans,
hatchbacks, utilities composition (whole-part): motor vehicles:
wheels, tyres, engine, seat belt conjunctions to join sentences or paragraphs
of a text: However, Therefore
joins clauses to expand information: linking conjunctions: and, or, so, and then binding conjunctions: because, if, as, when relative clauses: Perth, which is the capital,..
level of scaffolding
introduction (provided on the prompt) is followed by a sequence of events
conjunctions: Then time: After two weeks time clause: when their (they are) nine weeks
old
reference: they, their (they’re) vocabulary patterns:
words that go together: hatch eggs classification: eggs, tadpoles, adult composition: front and back legs
conjunctions: Then
binding: when
flow chart of life cycle and table of information provided on task sheet but written independently for Primary Writing Assessment.
6
Field:Language for expressing ideas and experiences
noun groups: numbers, describers, classifiers, qualifiers: a
book, David, sun*, little boy, the three pictures on the wall, a mountain bike, the man in the shop, the children living in the city
comparatives: funnier, slower, more beautiful, best
nominalisations: likelihood, growth, development, beauty, risk,
government, ability
verbs: action: subtract, divide, peered, scanned mental (sensing): knew, think, believe saying: said, laughed, shouted relational: are, became, has verbal groups: want to play phrasal verbs: look it up, put up with
circumstances and clauses: when: on Sunday where: at the sign how: carefully, with a fine brush, like a leopard with whom, what: with my friend why: because it is late, because of the rain
topic specific / technical vocabulary: consume, diet
direct and reported speech: direct: She said, “I am going home.” reported: She said she was going home.
* For Scale 5 onward only more complex noun groups cited. six days, their eggs, four weeks, back legs,
front and back legs, an adult
action: hatch, grow relational: are phrasal verbs: tern into (turn into)
when: after two weeks, when their (they’re), six days old, when their (they’re) nine weeks old
where: out of their eggs
hatch, eggs, tadpoles, adult
5
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Anna: EXPLANATIONLanguage Key features and examples Student examples of evidence Scale
Tenor: Language for interacting with others
speech functions: statements questions offers commands
subjectivity / objectivity: subjective: I believe objective: It is possible
modality: certainty: perhaps, will, has to be, think, reckon obligation: must, should, could
interpersonal meaning: feelings, attitudes: It’s beautiful, I like you,
very, excellent, best, naughty, rude, well-behaved, just, only, luckily
idioms, colloquialisms, humour names to refer to people
appropriate tenor for the context
appropriately written in statements
certainty: are
vocabulary choices appropriately position the writer as an objective expert
6
Mode:Language for creating spoken and written texts
foregrounding: abstract elements: The habitat of the snakes non-human elements: The lathe phrases and clauses time, place, manner human elements: specific We, general People action verbs: Draw
appropriateness of foregrounding
coherence: introduction, topic sentences and the links
between them
primary and secondary tenses: primary: simple past, present, future secondary: was sleeping, wanted to go
active / passive voice: active: The winds flamed the fire. passive: The fire was flamed by the wind.
print conventions: handwriting: letter formation, spacing,
direction identifying and representing sounds with letters spelling: link to pronunciation and visual
patterns punctuation: capitals, fullstops, question
marks, commas, speech marks, apostrophes, links to intonation
multimedia / multimodal: links between gestures, visual images, sound,
light, layout, tables, spoken text and print text
time: Then, when their (they’re) six days old, After two weeks, Then, When their (they’re) nine weeks old
foregrounding of time is appropriate to purpose of genre of sequencing events / changes
text is coherent through the sequencing of events and foregrounding of time
simple present: their (they are), hatch, tern (turn) into, grow
active: used for whole text eg they hatch out
handwriting: correct letter formation, spacing and direction
spelling: spells most words correctly, though many provided on the prompt, spelling errors linked to pronunciation and visual patterns: tern (turn), bake (back), adalt (adult)
punctuation: accurate use of capitals and fullstops in all but one sentence
student was able to read and use information provided in the flow chart but information in the table was generally not included
6
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ESL Scope and Scales Moderated Evidence: Primary Years Band
ESL Scales Commentary
Scale 6
Anna’s texts provide evidence contributing mostly to Scale 6.As a Year 3 student assessed as working within Scale 6, Anna does require ESL support.
Text in context Language Key Teaching Points
Genre Outcome 6.1Communicates in a small range of contexts, constructing brief texts and showing some ability to reflect on genres in a very elementary way.
Demonstrates an elementary understanding of genres:
- begins to reflect on the purposes, the appropriate structure and common features of a small range of elementary genres
Uses the appropriate structure and features of an explanation and a narrative.
Organises with some confidence brief written texts in a logical order
Texts have a logical order appropriate to the genre.
Constructs collaboratively short written texts and begins to independently construct very brief examples of the elementary genres, such as personal recount, narratives, procedures and arguments
Independently writes a narrative and an explanation.
Reads longer, clearly illustrated sequential explanations and begins to write and draw brief examples of life cycles
Uses life cycle text to construct a simple explanation.
Identifies a small range and uses a limited range of significant language features that organise the text:
- places phrases of time and place in the front in recounts and narratives
- uses conjunctions that organise texts: Then
Foregrounds phrases and dependent clauses of time in explanation.
Expands information in a text:
- chooses a range of linking conjunctions to form compound sentences: and, but
- chooses the most common binding conjunctions to form complex sentences: when
Links elements of a text using a narrow range of language elements that make the text hang together
- understands and uses a range of reference items appropriately and accurately most of the time in short written texts
Uses appropriately and accurately: there, I it, something, the, this, my, them she, me, her, they.
Consolidate knowledge of elementary genres: identify some contexts in
which a range of elementary genres are found
begin to reflect on the purposes, the appropriate structure and common features of a range of elementary genres.
(Scales 6 and 7)
Focus on phrases of time and place to organise narratives. (Scale 6)
Expand the range of linking conjunctions: or, so, and then and binding conjunctions: because, before, after and if. (Scale 6 and 7)
Teach meaning and difference between their and they’re: there is not a reference item.
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ESL Scope and Scales Moderated Evidence: Primary Years Band
ESL Scales Commentary
Scale 6Text in context Language Key Teaching Points
Field Outcome 6.2Understands and uses a wide range of vocabulary and grammatical items to form short word groups and phrases constructing fields beyond the personally relevant and uses a narrow range of technical vocabulary.
Uses commonsense, everyday vocabulary confidently and uses with some confidence a narrow range of vocabulary that develops their knowledge of the community and other personally relevant topics
Technical vocabulary includes galloping, caste (castle), hatch, tadpoles.
Identifies some of the key vocabulary in a spoken, written and simple visual text to construct a summary.
Draws on key vocabulary in visual life cycle text to construct a simple written life cycle.
Uses, in literary texts, a small range of vocabulary expressing:
- actions: followed, rode, tried to open
- feelings and attitudes: I thought, beautiful
- circumstances: in my pocket, out of the cages, all the way home, suddenly
Includes these expressions in the narrative.
Identifies and chooses a range of vocabulary to expand short noun groups:
- numbers: some kids in a cage, six days, four weeks
- describers: a beautiful garden
- classifiers: front and back legs
- qualifiers: Horses galloping around, a place like this, some kids in a cage
Uses a limited range of nominalisations: An attempt: my live (life)
Begins to use simple reported speech: she told me to keep her
Expand the range of describers and classifiers. (Scales 6 and 7)
Model, teach and encourage use of comparatives: nasty, nastier, nastiest and bad, worse, worst. (Scales 6 and 7)
Explore nominalisations through reading and modelling and encourage use in writing. (Scales 6 and 7)
Tenor Outcome 6.3Recognises that communication varies according to context and participates appropriately in a range of familiar, supportive contexts, using with some accuracy a small range of basicgrammatical structures.
Demonstrates a basic understanding of variation according to context
Varies language choices to write an objective factual explanation and a subjective non-factual narrative.
Maintains the appropriate degree of formality in a limited range of more formal, less supportive contexts
Maintains a consistent level of technicality in a simple sequential explanation.
Recognises that language varies according to context and chooses appropriately in a narrow range of contexts
Varies language appropriately for the different contexts of the explanation and narrative.
Understands a small range of language elements expressing modality and uses appropriately a limited range: never, always
Uses a range of evaluative language to express feelings and attitudes: beautiful, even to school, I never seen a place like this.
Explore how vocabulary is linked to the tenor of a context: compares the appropriateness of colloquial and non colloquial language in different contexts: abdomen, stomach, tummy, belly guts. (Scale 7)
Increase range of language elements expressing modality: might, must, maybe; I think, I know. (Scale 6)
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ESL Scope and Scales Moderated Evidence: Primary Years Band
ESL Scales Commentary
Scale 6Text in context Language Key Teaching Points
Mode Outcome 6.4Identifies and compares in elementary ways the features of spoken, written and visual texts, and constructs a narrow range of brief written and visual texts that generally unfold coherently through their simplicity.
Identifies the patterns in what is placed at the front in a genre and demonstrates an understanding of which grammatical elements can be foregrounded in a given genre:
- identifies that the pattern for a sequential explanation is for time to be foregrounded
Written explanation uses words, phrases and clauses of time in foreground position.
Chooses short, basic phrases of time and place at the beginning of recounts or narratives
In sequential explanations foregrounds conjunctions, phrases and clauses of time: Then, When their (they’re) six days old, After two weeks, When their (they’re) nine weeks old.
Demonstrates control of primary and secondary tenses
Controls primary tenses (past and present) and the past tense form of most common irregular verbs: did, went, saw, took, told, rode. Begins to controls secondary tenses: wanted to go in, tried opening but inaccurately writes never seen (I had never seen).
Spells with greater accuracy most words learned in the classroom and spells others based less on their own pronunciation and more on visual patterns: tern (turn), bake (back), adalt (adult)
Writes so that texts are clearly legible
Consistently and appropriately puts uniform spaces between letters and words, has legible letter formation and uniform print size.
Begins to use basic punctuation appropriately
Mostly uses correct sentence punctuation: fullstops and capital letters.
Extend understanding of foregrounding by beginning to use more complex phrases of time at the beginning of a recounts and narratives: In the nineteenth Century. (Scale 7)
Extend the control of secondary tenses to include present perfect tense: had never seen. (Scale 7)
Consolidate control of simple past of irregular verbs: teach irregular form of bring (brought). (Scales 6 and 7)
Encourage accurate copying of words provided or displayed: adult.
Expand knowledge of punctuation to include use capitals for proper nouns eg names of people, pets. (Scale 7)
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ESL Scope and Scales Moderated Evidence: Primary Years Band
HAI: RECOUNT
HAINew Arrivals Program
Year 5
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Hai: RECOUNTLanguage Key features and examples Student examples of evidence Scale
Genre:Language for achieving different purposes
schematic structure
organises the text: conjunctions: Secondly, Finally, In addition phrases of time, place, manner: Yesterday, At
church, With a knife topic words: Snakes action verbs (in procedures): Slice, Boil layout: subheadings, pictures, diagrams
builds cohesion: reference items: my, it, him, this, there, the vocabulary patterns:
synonyms / antonyms words that go together: change a tyre classification: motor vehicles: sedans,
hatchbacks, utilities composition (whole-part): motor vehicles:
wheels, tyres, engine, seat belt conjunctions to join sentences or paragraphs
of a text: However, Therefore
joins clauses to expand information: linking conjunctions: and, or, so, and then binding conjunctions: because, if, as, when relative clauses: Perth, which is the capital,..
level of scaffolding
time: On Friday, On Saturday, On Sunday topic words: My Weekend
reference: I, my, we
conjunctions: Next, Soon after, Later, Soon, Finally, Moment later
binding: because relative clause: shower which was soothing,
dinner which was superb, breakfast which was splendid
independently written after teacher modelling of recount genre
7/8
Field:Language for expressing ideas and experiences
noun groups: numbers, describers, classifiers, qualifiers: a
book, David, sun*, little boy, the three pictures on the wall, a mountain bike, the man in the shop, the children living in the city
comparatives: funnier, slower, more beautiful, best
nominalisations: likelihood, growth, development, beauty, risk,
government, ability
verbs: action: subtract, divide, peered, scanned mental (sensing): knew, think, believe saying: said, laughed, shouted relational: are, became, has verbal groups: want to play phrasal verbs: look it up, put up with
circumstances and clauses: when: on Sunday where: at the sign how: carefully, with a fine brush, like a leopard with whom, what: with my friend why: because it is late, because of the rain
topic specific / technical vocabulary: consume, diet
direct and reported speech: direct: She said, “I am going home.” reported: She said she was going home.
* For Scale 5 onward only more complex noun groups cited. my friend house
action: went, had, played, watched relational: was verbal groups: went to sleep phrasal verbs: woke up
when: On Friday after school, after my shower, Soon after, Later on, Finally, On Saturday, at 7.24, moment later, Soon, Afterward, Next, After, On Sunday, at 8.47
where: home, to the shop, to the Sunday market, to the shop
how: by bus with whom: with my friend why: to bought (buy) toy, because I played game
with my friend
luscious, Afterward, Moment later
5
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Hai: RECOUNTLanguage Key features and examples Student examples of evidence Scale
Tenor:
Language for
interacting with
others
speech functions: statements questions offers commands
subjectivity / objectivity: subjective: I believe objective: It is possible
modality: certainty: perhaps, will, has to be, think, reckon obligation: must, should, could
interpersonal meaning: feelings, attitudes: It’s beautiful, I like you,
very, excellent, best, naughty, rude, well-behaved, just, only, luckily
idioms, colloquialisms, humour names to refer to people
appropriate tenor for the context
a series of basic statements
feelings, attitudes: luscious, soothing, superb, splendid, fun
names: friend
language choices are appropriate for a personal recount
6
Mode:
Language for
creating spoken
and written texts
foregrounding: abstract elements: The habitat of the snakes non-human elements: The lathe phrases and clauses time, place, manner human elements: specific We, general People action verbs: Draw
appropriateness of foregrounding
coherence: introduction, topic sentences and the links
between them
primary and secondary tenses: primary: simple past, present, future secondary: was sleeping, wanted to go
active / passive voice: active: The winds flamed the fire. passive: The fire was flamed by the wind.
print conventions: handwriting: letter formation, spacing,
direction identifying and representing sounds with letters spelling: link to pronunciation and visual
patterns punctuation: capitals, fullstops, question
marks, commas, speech marks, apostrophes, links to intonation
multimedia / multimodal: links between gestures, visual images, sound,
light, layout, tables, spoken text and print text
time: On Friday, Next, Soon after, Finally, On Saturday, Soon, Afterward, Later on, Soon, On Sunday
foregrounding of time appropriate to recount genre
simple past: went, had, played, watched, was
active: used for whole text eg I went home
handwriting: legible, spacing appropriate spelling: accurate except for missed ‘s’ on
Afterward, Moment punctuation: full stops, capital letters and
commas used accurately
5/6
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ESL Scope and Scales Moderated Evidence: Primary Years Band
HAI: RETELL OF NARRATIVE
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ESL Scope and Scales Moderated Evidence: Primary Years Band
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ESL Scope and Scales Moderated Evidence: Primary Years Band
HAINew Arrivals Program
Year 5
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Hai: RETELL OF NARRATIVELanguage Key features and examples Student examples of evidence Scale
Genre:Language for achieving different purposes
schematic structure
organises the text: conjunctions: Secondly, Finally, In addition phrases of time, place, manner: Yesterday, At
church, With a knife topic words: Snakes action verbs (in procedures): Slice, Boil layout: subheadings, pictures, diagrams
builds cohesion: reference items: my, it, him, this, there, the vocabulary patterns:
synonyms/antonyms words that go together: change a tyre classification: motor vehicles: sedans,
hatchbacks, utilities composition (whole-part): motor vehicles:
wheels, tyres, engine, seat belt conjunctions to join sentences or paragraphs of a
text: However, Therefore
joins clauses to expand information: linking conjunctions: and, or, so, and then binding conjunctions: because, if, as, when relative clauses: Perth, which is the capital,..
level of scaffolding
no title, brief orientation followed by complication, resolution, ending not defined clearly
time: One (sunny) day topic words: Rose
reference items: there (their), his (he), I, him, you, her, me (my), his, the
vocabulary patterns: word sets: wolf, crocodile
linking: and relative clause: His do something his not do in one
year (He did something which he had not done for one year)
independently written after activities and discussion related to text
6/7
Field:Language for expressing ideas and experiences
noun groups: numbers, describers, classifiers, qualifiers: a
book, David, sun*, little boy, the three pictures on the wall, a mountain bike, the man in the shop, the children living in the city
comparatives: funnier, slower, more beautiful, best
nominalisations: likelihood, growth, development, beauty, risk,
government, ability
verbs: action: subtract, divide, peered, scanned mental (sensing): knew, think, believe saying: said, laughed, shouted relational: are, became, has verbal groups: want to play phrasal verbs: look it up, put up with
circumstances and clauses: when: on Sunday where: at the sign how: carefully, with a fine brush, like a leopard with whom, with what: with my friend why: because it is late, because of the rain
topic specific / technical vocabulary: consume, diet
direct and reported speech: direct: She said, “I am going home.” reported: She said she was going home.
* For Scale 5 onward only more complex noun groups cited. One sunny day, Rose (Rose’s) family, their
neighbour, scary strory (story), a dog like a wolf, Mr Wintergarten’s back garden, Rose (Rose’s) garden. Some flower (flowers), some hot cake (cakes), Rose (rose’s) ball, his slipper
action: went, hear, ried (ride), eat, ckid (kicked) come, brought (brought), go, pushed, open, saw, is, bringt (brought), look, cleard (glared), sit (sat), see (saw), fly, get, throuth (threw), noght (knocked)
mental (sensing): hope, saying: said, ask relational: have, be, is verbal groups: can (I) have, phrasal verbs: put up, ask for, clear of (off),
pushed back
when: One sunny day, at night, soon, in one year where: to the new house, ove (over), Mr
Wintergarten’s back garden, to Mr Wintergarten’s house, (a) the door, at her, back, in (on) the steps (steps), over the Rose house
neighour (neighbour), cleard (glared), slipper
direct: examples:The children said his have a dog like a wolf his have a crocodile his reid crocodile at night his eat chidens. Rose said, Don’t be scary Blossom. (The children said, “He has a dog like a wolf. He has a crocodile. He rides his crocodile at night. He east children. Rose said, “Don’t be scary Blossom.”)
5/6
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Hai: RETELL OF NARRATIVE
Language Key features and examples Student examples of evidence Scale
Tenor: Language for interacting with others
speech functions: statements questions offers commands
subjectivity / objectivity: subjective: I believe objective: It is possible
modality: certainty: perhaps, will, has to be, think, reckon obligation: must, should, could
interpersonal meaning: feelings, attitudes: It’s beautiful, I like you,
very, excellent, best, naughty, rude, well-behaved, just, only, luckily
idioms, colloquialisms, humour names to refer to people
appropriate tenor for the context
series of statements which retell narrative in a logical and sequential manner with use of questions in dialogue
certainty: can I have my ball back, I hope so
feelings, attitudes: scary, cleared (glared) idioms, humour: ho (who) the devil is that? names: children, neighbour, mum, Mr
Wintergarten, Rose, Blossom, family
more language expressing feelings and attitudes could have been used
5
Mode:Language for creating spoken and written texts
foregrounding: abstract elements: The habitat of the snakes non-human elements: The lathe phrases and clauses time, place, manner human elements: specific We, general People action verbs: Draw
appropriateness of foregrounding
coherence: introduction, topic sentences and the links
between them
primary and secondary tenses: primary: simple past, present, future secondary: was sleeping, wanted to go
active / passive voice: active: The winds flamed the fire. passive: The fire was flamed by the wind.
print conventions: handwriting: letter formation, spacing,
direction identifying and representing sounds with letters spelling: link to pronunciation and visual
patterns punctuation: capitals, fullstops, question
marks, commas, speech marks, apostrophes, links to intonation
multimedia / multimodal: links between gestures, visual images, sound,
light, layout, tables, spoken text and print text
time: One sunny day, then human: Rose, Mr Wintergarten, The chidrems
(children), His (He)
foregrounding of time and human elements is appropriate to a retell of a narrative
the introduction provides a simple orientation for the remainder of the narrative
simple past: went, put up, sent, ckid (kicked), brought (brought), pushed, saw, noght (knocked), cleard (glared), throuth (threw)
simple present instead of simple past: hear, have, ask, give, look, go do, open, sit, fly
simple present: reid (rides), eat (eats), hope is secondary: don’t be, don’t come (go), the gate
is one year is not open (the gate has not been opened for one year), I bring you some flower (I have brought you some flowers), no-one bringt flower (No-one has brought me flowers)
active: used for whole text eg Rose put up the picture
handwriting: legible handwriting and appropriate spacing between words
spelling: spells most common words accurately, errors due to incorrect attempt at spelling pattern eg throuth (through), bringt (brought)
punctuation: mostly uses capitals and fullstops appropriately, does not use question marks or speech marks for direct speech, uses apostrophe for possessive (Wintergaten’s)
5/6
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ESL Scope and Scales Moderated Evidence: Primary Years Band
ESL Scales Commentary
Scale 6
Hai’s texts provide evidence contributing mostly to Scale 6.As a Year 5 student assessed as working within Scale 6, Hai does require ESL support.
Text in context Language Key Teaching Points
Genre Outcome 6.1Communicates in a small range of contexts, constructing brief texts and showing some ability to reflect on genres in a very elementary way.
Demonstrates an elementary understanding of genres:- begins to reflect on the
purposes, the appropriate structure and common features of a small range of elementary genres
Uses the appropriate structure and features of an explanation and a narrative.
Organises with some confidence brief written texts in a logical order
Texts have a logical order appropriate to the genre.
Constructs collaboratively short written texts and begins to independently construct very brief examples of the elementary genres, such as personal recount, narratives
Independently constructs a recount and narrative.
Identifies a small range and uses a limited range of significant language features that organise the text:- places phrases of time
and place in the front in recounts and narratives: One Sunny day, On Friday, On Sunday
- uses conjunctions that organise texts: Next, After, Soon after, Finally, Soon, Afterward
Expands information in a text:- chooses a range of
linking conjunctions to form compound sentences: and, but
- chooses the most common binding conjunctions to form complex sentences: because
Links elements of a text using a narrow range of language elements that make the text hang together - uses pronouns: his (he),
there (their), I, him, you, her, his
Understands and uses a range of reference items (the) appropriately and accurately most of the time in short written texts: a dog, the dog
Consolidate knowledge of elementary genres: identify some contexts in
which a range of elementary genres are found
begin to reflect on the purposes, the appropriate structure and common features of a range of elementary genres.
(Scale 7)
Expand the range of linking conjunctions: or, so, and then and binding conjunctions: because, before, after and if. (Scales 6 and 7)
Teach meaning and difference between their and they’re: they’re not a reference item.
Field Outcome 6.2Understands and uses a wide range of vocabulary and grammatical items to form short word groups and phrases constructing fields beyond the personally relevant and uses a narrow range of technical vocabulary.
Uses commonsense, everyday vocabulary confidently and uses with some confidence a narrow range of vocabulary that develops their knowledge of the community and other personally relevant topics: home activities
Draws on key vocabulary in narrative to retell narrative.
Uses, in literary texts, a small range of vocabulary expressing- actions: pushed, brought,
threw, played, went- feelings and attitudes:
hope- circumstances: at night,
over Mr Garten’s back garden, after school, my friend house
Includes these expressions in the narrative and recount.
Identifies and chooses a range of vocabulary to expand short noun groups:- numbers: some hot cake- describers: scary story- classifiers: Sunday
market- qualifiers: dog like a wolf
Begins to use simple direct speech
Mr Wintergarten said ho the devil is that. Rose said is me Rose some next door. (Mr Wintergarten said, “Who the devil is that?” Rose said, “It is me, Rose, from next door.”)
Expand the range of describers and use of classifiers. (Scales 6 and 7)
Model, teach and encourage use of comparatives: nasty, nastier, nastiest and bad, worse, worst. (Scale 7)
Develop accuracy in using punctuation for simple direct speech. (Scale 8)
Look at forms of adjectives scary / scared.
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ESL Scope and Scales Moderated Evidence: Primary Years Band
ESL Scales Commentary
Scale 6Text in context Language Key Teaching Points
Tenor Outcome 6.3Recognises that communication varies according to context and participates appropriately in a range of familiar, supportive contexts, using with some accuracy a small range of basicgrammatical structures.
Demonstrates a basic understanding of variation according to context
Chooses language appropriate for a personal recount and narrative.
Understands a small range of language elements expressing modality and uses appropriately a limited range: can
Uses a range of evaluative language to express feelings and attitudes: scary, fun, friend
Explore how vocabulary is linked to the tenor of a context: compares the appropriateness of colloquial and non colloquial language in different contexts: abdomen, stomach, tummy, belly guts (Scale 7)
Increase range of language elements expressing modality: might, must, maybe; I think, I know (Scale 6)
Mode Outcome 6.4Identifies and compares in elementary ways the features of spoken, written and visual texts, and constructs a narrow range of brief written and visual texts that generally unfold coherently through their simplicity.
Identifies the patterns in what is placed at the front in a genre and demonstrates an understanding of which grammatical elements can be foregrounded in a given genre:- identifies that the pattern
for a recount is for time to be foregrunded
Chooses short, basic phrases of time and place at the beginning of recounts or narratives: One sunny day, On Friday, On Saturday
Demonstrates control of primary and secondary tenses- controls primary tenses
and the past tense form of most common irregular verbs: simple past - pushed, kicked, said, went, was, brout (brought), throuth (threw)
- begins to control secondary tenses: wanted to go in, tried opening, the gate is one year is not open (for the gate has not been opened for one year), scary to go in for (was scared to go in)
Spells with greater accuracy most words learned in the classroom and spells others based less on their own pronunciation and more on visual patterns, word lists or dictionaries
Shows attempt at use of visual patterns: throuth (through), bringt (brought), ckid (kicked)
Writes so that texts are clearly legible
Consistently and appropriately puts uniform spaces between letters and words, shows accurate letter formation and uses uniform sizes, uses full stops, capital letters and comas with high degree of accuracy.
Extend understanding of foregrounding: begin to use phrases of time such as “In the nineteenth Century” at the beginning of a recounts and narratives. (Scale 7)
Extend the control of secondary tenses: I’ve wanted to go there (Scale 7)
Teach irregular form of past tense verbs: bring – brought, throw – threw and to use infinitive form after ‘to’.
Focus on use of apostrophes to show possession. (Scale 8)
Expand knowledge of punctuation so that begins to use commas, quotation marks, question marks for direct speech. (Scale 8)
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ESL Scope and Scales Moderated Evidence: Primary Years Band
SOME KEY DIFFERENCES BETWEEN SCALES 6 AND 7
Scale 6 Scale 7
GENRE: Outcome 6.1Communicates in a small range of contexts, constructing brief texts and showing some ability to reflect on genres in a very elementary way..
Outcome 7.1Communicates in a range of social situations and a narrow range of educational genres, and reflects on these in an elementary way.
Text in Context
begins to reflect on the purposes, structure and common features of a small range of elementary genres
participates in casual conversation about familiar topics with familiar people
constructs collaboratively short oral and written texts
reads longer clearly illustrated sequential explanations and begins to write and draw brief examples
organises with some confidence brief written texts in a logical order
begins to independently construct very brief examples of elementary genres
begins to reflect on the purposes, structure and common features of a range of elementary genres
participates with some confidence in casual conversation about familiar topics with familiar people
constructs with some confidence oral and written examples of elementary genres having a number of stages or a series of events
constructs brief oral and written arguments organises the meanings in short, simple
paragraphs writes simple, repetitive poems based less on
modelled language reads longer, more complex illustrated sequential
explanations and begins to write and draw brief examples with confidence
Language identifies a range of discriminating features of a small range of elementary genres
uses a limited range of significant language features that organise a text
expands information using linking conjunctions – and, then, but, or so; binding conjunctions – because, when, before after
uses a range of reference items 9definite article and pronouns) accurately most of the time in spoken texts and written texts
identifies a range of discriminating features of elementary features
identifies and uses a limited range of significant linguistic features that organises a text
expands information using linking conjunctions – if, when, after
uses a range of reference items accurately most of the time in spoken texts and reads reference items accurately in longer texts
FIELD: Outcome 6.2Understands and uses a small range of vocabulary and grammatical items to form short word groups and phrases constructing fields beyond the personally relevant, and uses a narrow range of technical vocabulary.
Outcome 7.2Understands and uses common vocabulary that constructs everyday, non-technical fields and has a tentative control of a narrow range of technical fields.
Text in Context
uses commonsense everyday vocabulary confidently with peers
uses with some confidence a narrow range of vocabulary that develops their knowledge of the community and other personally relevant topics
begins to use a limited range of technical vocabulary constructing a small range of educational fields
demonstrates a tentative understanding of vocabulary beyond immediate personal and school experiences
uses English student dictionaries confidently
communicates confidently with peers in informal contexts about a range of personally relevant topics
demonstrates a limited understanding of vocabulary that develops their knowledge beyond personal and school experiences
begins to use a narrow range of technical vocabulary constructing a range of educational fields
demonstrates understanding of more than one meaning of a wide range of familiar words
uses English student dictionaries and begins to use a thesaurus
Language uses a small range of vocabulary expressing actions, feelings and attitudes, phrases giving circumstances
expands short noun groups using numbers (a quarter of), describers (big, beautiful), classifiers (state government), short prepositional phrases as qualifiers
uses a range of comparative of reguar two syllable adjectives ending in y and chooses isolated three syllable and irregular examples
uses a narrow range of technical vocabulary uses a limited range of common nominalizations begins to use simple direct speech and the
simplest reported speech
uses a range of vocabulary expressing actions, participants within noun groups and phrases giving circumstances
constructs noun groups using a narrow range of describers (new man) classifiers (new security man) and short prepositional phrases as qualifiers
uses a wide range of comparatives of regular two syllable adjectives ending in y, a small range of three syllable examples and irregular examples
uses a small range of common technical vocabulary
understands and uses a narrow range of common nominalizations
uses with some accuracy, simple direct and reported speech
understands the idea of acronyms such as Qantas
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ESL Scope and Scales Moderated Evidence: Primary Years Band
SOME KEY DIFFERENCES BETWEEN SCALES 6 AND 7
Scale 6 Scale 7
TENOR: Outcome 6.3Recognises that communication varies according to context and participates appropriately in a narrow range of familiar, supportive contexts using with some accuracy a small range of basic grammatical structures.
Outcome 7.3 Participates with some measure of confidence and critical awareness in a small range of familiar contexts, using small range of grammatical structures accurately.
Text in Context
participates appropriately in classroom conventions: stands to present views and responds appropriately to views different from own
demonstrates a basic understanding of variation according to context: reflects with increased confidence on the language choices appropriate in a letter to a friend or when speaking to a younger child
maintains the appropriate degree of formality in a limited range of more formal less supportive contexts
begins to explore critically how interpersonal meanings can be made in different situations
begins to take on the role of welcoming, introducing and thanking speakers and reads aloud simple, formal language
choses and uses accurately a small range of basic ways of expressing questions, offer and commands
understands and uses a range of language elements that express modality in a narrow range of formal and informal situations
begins to use a strictly limited range of idioms with some confidence
demonstrates with increased confidence a critical awareness of variation according to context
Language recognises a variety of statements, questions, offers and commands
uses appropriate intonation patterns of basic statements, questions and offers when speaking and reading aloud, drawing on knowledge of punctuation marks
uses a range of evaluative language to express feelings and attitudes
explores how vocabulary is linked to the tenor of a context plays with language in a narrow range of ways for humorous effects
understands a small range of language elements expressing certainty and obligation and uses appropriately a limited range
experiments with how meanings are varied by changing intonation, meaning and volume when reading aloud
uses a range of yes / no questions and wh – questions (Who did you go on the boat with?) with some accuracy
chooses with some accuracy elementary expressions of modality such as could, may, perhaps
begins to understand how vocabulary choice is linked to context, such as abdomen, stomach, tummy, belly
chooses a strictly limited range of colloquial and idiomatic language
plays with the language in a small range of ways for humorous effect
uses a small range of evaluative vocabulary to express feelings and attitudes
MODE: Outcome 6.4Constructs a narrow range of spoken texts located in the immediate context and begins to construct very brief texts (spoken, written and visual) in the immediate context.
Outcome 7.4Identifies and compares in elementary ways, the features of spoken, written and visual texts, and constructs a narrow range of brief written and visual texts that generally unfold coherently through their simplicity.
Text in Context
communicates appropriately some of the time using various media
reads with confidence a range of handwritten texts
identifies the patters in what is placed at the front in a genre and demonstrates an elementary understanding of which grammatical elements can be foregrounded in a given genre
identifies and discusses in elementary ways the meanings made in a range of multimodal texts
identifies what is placed at the front or foregrounded in a genre and begins to use foregrounding independently and appropriately in a limited way
communicates appropriately some of the time using another medium such as a telephone
identifies and discusses in elementary ways the meanings made in a range of multimodal texts, discussing for example the links between illustrations and verbal texts
Language reads texts with different handwriting, front and case and basic dialogue appropriately
chooses short, basic phrases of time and place at the beginning of recounts or narratives
demonstrates control of primary tenses and past tense form of most common irregular verbs and begins to gain control of secondary tenses
spells with greater accuracy most words learned in the classroom and spells others based less on their own pronunciation and more on visual patterns
writes so that texts are clearly legible
begins to use phrases of time at the beginning of recounts, actions at the beginning of procedures and personal pronouns in practical reports
demonstrates understanding of spoken language being presented in texts as quoted or reported speech
shows control of primary tenses and past tense of the most common irregular verbs
spells accurately most words learned in the classroom and uses a range of strategies such as visual pattern and word lists
demonstrates understanding of the common punctuation marks
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ESL Scope and Scales Moderated Evidence: Primary Years Band
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ESL Scope and Scales Moderated Evidence: Primary Years Band
SOME KEY DIFFERENCES BETWEEN SCALE 6 AND SCALE 7AS EVIDENT IN THE STUDENTS’ SETS OF EVIDENCE
GENRE:Anna is able to write a brief example of an explanation and use a broad range of reference items to give the text cohesion. Anna uses linking (but) and binding conjunctions (when) to expand information and conjunctions (Then) to organise her texts. (Scale 6) Barbara uses a greater range of linking and binding conjunctions. (Scale 7)
FIELD:Anna’s texts demonstrate use of numbers, describers and qualifiers to expand noun groups. Anna also attempts to use a common nominalisation in her text (life). (Scale 6) Barbara’s noun groups combine describers and classifiers. Barbara also uses direct speech. (Scale 7)
TENOR:Anna uses evaluative language and a small range of terms of modality. (Scale 6) Barbara uses a greater range of both evaluative language and terms of modality. (Scale 7)
MODE:Anna foregrounds time in the explanation. She mainly foregrounds the characters in her narrative. Anna shows general control of primary tense and growing control of secondary tenses. Her sentence punctuation is correct. (Scale 6) Barbara shows better control of secondary tenses. (Scale 7)
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ESL Scope and Scales Moderated Evidence: Primary Years Band
BARBARA: NARRATIVE
BARBARAYear 5
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Barbara: NARRATIVELanguage Key features and examples Student examples of evidence Scale
Genre:Language for achieving different purposes
schematic structure
organises the text: conjunctions: Secondly, Finally, In addition phrases of time, place, manner: Yesterday, At
church, With a knife topic words: Snakes action verbs (in procedures): Slice, Boil layout: subheadings, pictures, diagrams
builds cohesion: reference items: my, it, him, this, there, the vocabulary patterns:
synonyms / antonyms words that go together: change a tyre classification: motor vehicles: sedans,
hatchbacks, utilities composition (whole-part): motor vehicles:
wheels, tyres, engine, seat belt conjunctions to join sentences or paragraphs of a
text: However, Therefore
joins clauses to expand information: linking conjunctions: and, or, so, and then binding conjunctions: because, if, as, when relative clauses: Perth, which is the capital,..
level of scaffolding
orientation provided in prompt, following which the student has provided description of scene, complication and resolution.
time: Then topic words: The boy, He non-human: It
reference items: the, he, there, his , I, you, him, it vocabulary patterns:
synonyms/antonyms: shop, store words that go together: safe and sound composition: door, keyhole
conjunctions: But
linking: and, for (so), so, but binding: when, if, where projected: he was scared if (that) the monster will open
the big, ugly door, He thought he should hop out of the basket
picture stimulus and orientation provided but written independently for Primary Writing Assessment
7
Field:Language for expressing ideas and experiences
noun groups: numbers, describers, classifiers, qualifiers: a
book, David, sun*, little boy, the three pictures on the wall, a mountain bike, the man in the shop, the children living in the city
comparatives: funnier, slower, more beautiful, best
nominalisations: likelihood, growth, development, beauty, risk,
government, ability
verbs: action: subtract, divide, peered, scanned mental (sensing): knew, think, believe saying: said, laughed, shouted relational: are, became, has verbal groups: want to play phrasal verbs: look it up, put up with
circumstances and clauses: when: on Sunday where: at the sign how: carefully, with a fine brush, like a leopard with whom, with what: with my friend why: because it is late, because of the rain
topic specific / technical vocabulary: consume, diet
direct and reported speech: direct: She said, “I am going home.” reported: She said she was going home.
* For Scale 5 onward only more complex noun groups cited. his tiptoes, a three headed moster (monster), the big
ugly door, a basket where there was lots and lots of clothes
life
action: moving, stood, peered, saw, open, torched (touched), ran, hide, see, hided (hid), find, eat, hop, following, went, stayed, grab
mental (sensing): thorght (thought), like saying: said, tell relational: was, am verbal groups: was going to eat phrasal verbs: hop out of
when: when he torched the door, again, all the time when the monster was going to eat me, later, after
where: through the keyhole, in the keyhole, in a bascket (basket) where there was lots of lots of clothes, in a bus, in (into) a shop, in the shop, from the store, where I am know (now)
how: as silently as a shadow (provided in prompt), on his tiptoes
why: if (that) the monster will open the big ugly door, for (so) the monster doesn’t see him, for he doesn’t see him, for his life
keyhole, door, monster
direct: the monster said “if I find you I will eat you.”
7/8
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Barbara: NARRATIVE
Language Key features and examples Student examples of evidence Scale
Tenor: Language for interacting with others
speech functions: statements questions offers commands
subjectivity / objectivity: subjective: I believe objective: It is possible
modality: certainty: perhaps, will, has to be, think, reckon obligation: must, should, could
interpersonal meaning: feelings, attitudes: It’s beautiful, I like you,
very, excellent, best, naughty, rude, well-behaved, just, only, luckily
idioms, colloquialisms, humour names to refer to people
appropriate tenor for the context
appropriately written in simple, compound and complex statements
appropriately subjective in the second person (he stood there) but changed to first person in last paragraph (I didn’t like it)
certainty: will eat obligation: should hop out
feelings, attitudes: scared, ugly, just, fun, didn’t like, grab
idioms, humour: hop out of, ran for his life
vocabulary choices to some degree paint a picture for the reader and reveal some of the author’s feelings and attitudes which is appropriate to the genre, however direct address to reader in final paragraph is inappropriate
7/8
Mode:Language for creating spoken and written texts
foregrounding: abstract elements: The habitat of the snakes non-human elements: The lathe phrases and clauses time, place, manner human elements: specific We, general People action verbs: Draw
appropriateness of foregrounding
coherence: introduction, topic sentences and the links
between them
primary and secondary tenses: primary: simple past, present, future secondary: was sleeping, wanted to go
active / passive voice: active: The winds flamed the fire. passive: The fire was flamed by the wind.
print conventions: handwriting: letter formation, spacing,
direction identifying and representing sounds with letters spelling: link to pronunciation and visual
patterns punctuation: capitals, fullstops, question
marks, commas, speech marks, apostrophes, links to intonation
multimedia / multimodal: links between gestures, visual images, sound,
light, layout, tables, spoken text and print text
abstract elements: It (referring to incident) time: Then, when he torched the door human: The boy, He, Neither he (or the
monster), I conjunction: But
foregrounding of characters and time is appropriate to genre of narrative, though foregrounding of time and place is limited
text is coherent through its simplicity and logical sequencing of events, concluding paragraph changes to first person and interacts with reader, with some loss of appropriateness
simple past: stood, peered, saw, was, torched (touched), opened, ran, hided (hid), was (were), thorght (thought), closed, stayed
simple present: find simple present instead of simple past: hid,
grab simple past instead of simple present: ran simple future: ran secondary: was moving, dosen’t (wouldn’t)
see, was following, was going to, didn’t like, should hop out of
inconsistent accuracy with both primary and secondary tenses
active: used in whole text eg I will eat you.
handwriting: appropriate letter formation, and direction
spelling: most common words spelt correctly, errors based on pronunciation and inaccurate spelling patterns. torched (touched),dosen’t (doesn’t), bascket (basket), thorght (thought); some words not spelt with consistency eg monster and again.
punctuation: mostly uses capitals and full stops correctly but misses apostrophes for contractions and commas for direct speech, but uses quotation marks
7/8
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ESL Scope and Scales Moderated Evidence: Primary Years Band
BARBARA: EXPLANATION
BARBARAYear 5
THE LIFE CYCLE OF A FROG
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Barbara: EXPLANATIONLanguage Key features and examples Student examples of evidence Scale
Genre:Language for achieving different purposes
schematic structure
organises the text: conjunctions: Secondly, Finally, In addition phrases of time, place, manner: Yesterday, At
church, With a knife topic words: Snakes action verbs (in procedures): Slice, Boil layout: subheadings, pictures, diagrams
builds cohesion: reference items: my, it, him, this, there, the vocabulary patterns:
synonyms / antonyms words that go together: change a tyre classification: motor vehicles: sedans,
hatchbacks, utilities composition (whole-part): motor vehicles:
wheels, tyres, engine, seat belt conjunctions to join sentences or paragraphs
of a text: However, Therefore
joins clauses to expand information: linking conjunctions: and, or, so, and then binding conjunctions: because, if, as, when relative clauses: Perth, which is the capital,..
level of scaffolding
introduction (provided) is followed by sequence of stages with some description of the changes at each stage changes and a concluding statement
conjunctions: Then time (clause): While they are growing topic words: They (frogs), All the frogs
reference items: they, the, it, there (their) inconsistent use of ‘they’ or ‘it’ to refer to tadpoles
vocabulary patterns: words that go together: eggs hatch classification: eggs, tadpole, adult frogs composition (whole-part): frog, legs, tails,
gills, feet, arm conjunctions: Then
linking: for (so), and binding: when, while
flow chart and table of information provided but written independently for Primary Writing Assessment
6/7
Field:Language for expressing ideas and experiences
noun groups: numbers, describers, classifiers, qualifiers: a
book, David, sun*, little boy, the three pictures on the wall, a mountain bike, the man in the shop, the children living in the city
comparatives: funnier, slower, more beautiful, best
nominalisations: likelihood, growth, development, beauty, risk,
government, ability
verbs: action: subtract, divide, peered, scanned mental (sensing): knew, think, believe saying: said, laughed, shouted relational: are, became, has verbal groups: want to play phrasal verbs: look it up, put up with
circumstances and clauses: when: on Sunday where: at the sign how: carefully, with a fine brush, like a leopard with whom, what: with my friend why: because it is late, because of the rain
topic specific / technical vocabulary: consume, diet
direct and reported speech: direct: She said, “I am going home.” reported: She said she was going home.
* For Scale 5 onward only more complex noun groups cited. long strong legs, six days, tails for swimming,
gills for breathing in water, six weeks, feet and arms, the adult frogs, all the frogs
action: swim, harch (hatch), get, jump, shrink, disappear, gone, breath ( breathe)
relational: have, is, goes into, turn in to (into), be
verbal groups: make shrink, get to go, don’t have to go
phrasal verbs: goes into
when: about when it is six days, when it is six weeks old, while they are growing, or ready (already), when they turn into a adult, all the time, forever and ever.
where: on land and water, in the air and in water, in the water
how much: a little bit, a bit why: to swim with, for swimming, for breathing
in water, for they can jump a little bit, for they don’t have to go in the water all the time
eggs, harch (hatch), tadpole, adult frogs, land, water, frog, legs, tails, gills, feet and arms, swimming, breathing, jump, shrink, disappear, breath (breathe)
7/8
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Barbara: EXPLANATIONLanguage Key features and examples Student examples of evidence Scale
Tenor: Language for interacting with others
speech functions: statements questions offers commands
subjectivity / objectivity: subjective: I believe objective: It is possible
modality: certainty: perhaps, will, has to be, think, reckon obligation: must, should, could
interpersonal meaning: feelings, attitudes: It’s beautiful, I like you,
very, excellent, best, naughty, rude, well-behaved, just, only, luckily
idioms, colloquialisms, humour names to refer to people
appropriate tenor for the context
appropriately written in statements
certainty: about when it is six days, can be free, use of simple present tense contributes to the authority of the information
obligation: don’t have to
feelings, attitudes: or ready (already) gone, good, free, for ever and ever
idioms, humour: get to go
vocabulary choices mostly appropriately position the writer as an objective expert though there is some inappropriate evaluation (That is good) and narrative like features (free for ever and ever) towards the end
5/6/7
Mode:Language for creating spoken and written texts
foregrounding: abstract elements: The habitat of the snakes non-human elements: The lathe phrases and clauses time, place, manner human elements: specific We, general People action verbs: Draw
appropriateness of foregrounding
coherence: introduction, topic sentences and the links
between them
primary and secondary tenses: primary: simple past, present, future secondary: was sleeping, wanted to go
active / passive voice: active: The winds flamed the fire. passive: The fire was flamed by the wind.
print conventions: handwriting: letter formation, spacing,
direction identifying and representing sounds with letters spelling: link to pronunciation and visual
patterns punctuation: capitals, fullstops, question
marks, commas, speech marks, apostrophes, links to intonation
multimedia / multimodal: links between gestures, visual images, sound,
light, layout, tables, spoken text and print text
abstract: That (referring to ability to breath in air and water)
non-human: They (frogs), the eggs, tadpoles, the adult frogs, all the frogs
time, place, manner: Then, Then when it is six weeks old, while they are growing, then when they turn in to a adult
foregrounding of time and topic is appropriate to genre of sequential explanation.
sequencing of changes follows appropriately from introduction (provided), inappropriate ending results in loss of coherence
simple present: have, hatch, goes, is, get, disappear, turn
secondary: con jump, make shrink, (make) disappear, are gone (have gone), get to go, can breathe, don’t have to go, can be
simple present is consistently and accurately used, some appropriate and accurate use of secondary tenses also
active: used in whole text eg They have long strong legs to swim with
handwriting: correct letter formation, spacing and direction
spelling: most words spelled correctly, though many provided on the prompt, incorrect words based on pronunciation harch (hatch) and visual patterns breath (breathe)
punctuation: appropriately used capitals, full stops and apostrophes
able to read and use information provided in the flow chart and incorporate information in the table
6/7/8
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ESL Scope and Scales Moderated Evidence: Primary Years Band
ESL Scales Commentary
Scale 7Barbara’s texts provide evidence contributing mostly to Scale 7.
As a Year 5 student assessed as working within Scale 7 Barbara does require ESL support.
Text in context Language Key Teaching Points
Genre Outcome 7.1Communicates in a range of social situations and a narrow range of educational genres, and reflects on these in a very elementary way.
Demonstrates an elementary understanding of genres
- begins to reflect on the purposes, the appropriate structure and common features of a range of elementary genres, such as sales transactions, personal recounts, simple narratives, procedures, descriptive reports, sequential explanations and arguments and summaries
Writes a sequential explanation and a simple narrative with identifiable features.
Constructs with some confidence oral and written examples of the elementary genres having a number of stages or a series of events
- reads longer more complex illustrated sequential explanations, such as life cylces and begins to write and draw short examples of these with some confidence.
- organises the meanings in short, simple paragraphs in a logical order
Appropriately interprets illustrated life cycle and organises written explanation in a logical order.
Uses a limited range of significant language features that organise a text
- chooses phrases of time
- uses conjunctionsIn the sequential explanation uses time ‘while they are growing’ and in both texts use conjunction ‘Then’, to organise the texts.
Expands information in a text by joining clauses- forms compound
sentences using the range of linking conjunctions: and, but, so, for (so)
- forms complex sentences using common binding conjunctions: if, when, while, where
Uses a small range of simple cohesive language elements that make a text hang together (ie cohesive resources)
- understands and uses a range of reference items accurately most of the.
In the two written texts used: the, he, there, his I, you, him, it, they, there (their).
Expand the range of genres student is able to write, particularly factual genres: descriptive reports, arguments and procedures. (Scales 7 and 8)
Explicitly focus on phrases of time and place as an organisational feature of a narrative. (Scale 7)
Expand the range of binding conjunctions to join clauses in a text: because, after, since. (Scales 7 and 8)
Further extend understanding and use of a small range of relative pronouns: We come from Zagreb, which is the capital of Croatia. (Scale 8)
Teach meaning and difference between ‘there’ and ‘their’, ‘for’ and ‘so’.
Field Outcome 7.2Understands and uses common vocabulary that constructs everyday, non-technical fields and has a tentative control of a range of technical fields.
Demonstrates a limited understanding of vocabulary constructing fields beyond immediate personal and school experiences.
Some appropriate use of vocabulary in both texts.
Demonstrates understanding of a small range of technical vocabulary constructing a range of educational fields, such as technology or topics in science.
Uses some technical vocabulary in both the narrative and explanation.
Constructs noun groups consisting of a narrow range of:- describers: long
strong legs, big ugly door- classifiers: the adult
frogs, a three headed monster
- short prepositional phrases as qualifiers: tails for swimming, gills for breathing in water
Uses a small range of common technical vocabulary
Technical vocabulary includes: harch (hatch), gills, breathing, keyhole
Uses, with some accuracy, simple direct and reported speech
In narrative uses direct speech: the monster said “If I find you I will eat you.”
Extend the use of describers and classifiers in the noun group: dusty donkey track. (Scale 8)
Practice the formation and sue of comparatives. (Scales 6 and 7)
Further explore the use and punctuation of simple direct and reported speech. (Scale 7)
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ESL Scope and Scales Moderated Evidence: Primary Years Band
ESL Scales Commentary
Scale 7Text in context Language Key Teaching Points
Tenor Outcome 7.3Participates with some measure of confidence and critical awareness in a small range of familiar contexts, using a small range of grammatical structures accurately
Chooses a small range of basic ways of expressing statements, questions, offers and commands and uses them accurately
Both texts written as series of statements.
Understands a range of language elements that express modality (i.e. degrees of certainty or obligation) and uses appropriately a narrow range in informal and formal situations
Narrow range of modality used in student’s texts.
Chooses with some accuracy elementary expressions of modality (degrees of certainty or obligation): about when, can, don’t have to, will, should
Begins to understand how vocabulary choice is linked to the tenor of the context
Does not maintain consistent tenor in the explanation.
Uses a range of evaluative language to express feelings and attitudes: scared, ugly, just, fun, didn’t like, grab, free, forever and ever
Explore the use of appropriate evaluative language to express feelings and attitudes: excellent, best. (Scales 7 and 8)
Explore the use of language elements expressing modality: could, may, perhaps, luckily, I reckon (Scales 7 and 8)
Explore the use of a strictly limited range of colloquialisms or idioms. (Scales 7 and 8)
Mode Outcome 7.4Identifies and compares in elementary ways the features of spoken, written and visual texts, and constructs a small range of short written and visual texts that unfold coherently through their simplicity.
Identifies the patterns in what is foregrounded in a genre and begins to use this understanding independently and appropriately in a limited way
Appropriate but limited foregrounding in both the explanation and narrative.
Begins to use understanding of foregrounding (ie placing at the front):
- begins to use phrase of time: Then, Then when it is
Demonstrates control of choice and formation of tense for a range of verbs:
- shows control of the primary tenses (present, past, future) and the past tense form of most common irregular verbs: stood, saw, was
- shows better control of secondary tenses: was moving, would open, was following, didn’t like, don’t have to go
Spells accurately most words learned in the classroom and uses a range of spelling strategies, such as visual patterns, word lists or dictionaries
Most words spelt correctly with letter patterns apparent in misspelt words: harch (hatch), breath (breathe), thorgt (thought), torched (touched).
Demonstrates understanding of the common punctuation marks and uses the most basic with some consistency:
- uses consistently capital letters, full stops and question marks
Punctuation is used with a high degree of accuracy.
Continue to consolidate the organisation of texts in simple, logically ordered paragraphs on the basis of a change of topic using a topic sentence for each paragraph. (Scale 8)
Consolidate knowledge of punctuation for direct speech. (Scale 8)
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ESL Scope and Scales Moderated Evidence: Primary Years Band
SOME KEY DIFFERENCES BETWEEN SCALES 7 AND 8
Scale 7 Scale 8
GENRE: Outcome 7.1Communicates in a range of social situations and a narrow range of educational genres, and reflects on these in an elementary way.
Outcome 8.1Communicates in a wide range of educational genres, and reflects on these in an elementary way.
Text in Context
begins to reflect on the purposes, structure and common features of a range of elementary genres
participates with some confidence in casual conversation about familiar topics with familiar people
constructs with some confidence oral and written examples of elementary genres having a number of stages or a series of events
reads longer, more complex illustrated sequential explanations and begins to write and draw brief examples with confidence
constructs brief oral and written arguments organizes the meanings in short, simple paragraphs writes wimple, repetitive poems based less on
modelled language
reflects with support on the purposes, structure and common features of a range of elementary genres
participates with a greater confidence in casual conversations about familiar topics with familiar people
constructs oral and written examples of the elementary genres having a number of stages or series of events
reads long sequential explanations such as life-cycles and writes and draws simple examples with confidence
constructs oral and written recounts, short oral and written narratives, summaries and arguments
independently constructs story genres with a storyline and events related to the resolution of a problem
Language identifies a wide range of discriminating features of elementary features
identifies and uses a limited range of significant linguistic features that organises a text
expands information using linking conjunctions – and, but, or, so and then; binding conjunctions – if, when, after
uses a range of reference items accurately most of the time in spoken texts and reads reference items accurately in longer texts
identifies and uses a limited range of features that organise a text, such as sub headings in a report
identifies clauses and expands the information in a text by joining the clauses using common binding conjunctions such as because, if, since, when and a small range of relative pronouns
uses a range of reference items appropriately and accurately most of the time in spoken and short written texts
reads reference items accurately in longer texts
FIELD: Outcome 7.2Understands and uses common vocabulary that constructs everyday, non-technical fields and has a tentative control of a narrow range of technical fields.
Outcome 8.2Understands and uses common vocabulary that constructs everyday, non-technical fields of personal and community interest and has a tentative control of a small range of technical fields.
Text in Context
communicates confidently with peers in informal contexts about a range of personally relevant topics
demonstrates a limited understanding of vocabulary that develops their knowledge beyond personal and school experiences
begins to use a narrow range of technical vocabulary constructing a range of educational fields
demonstrates understanding of more than one meaning of a wide range of familiar words
uses English student dictionaries and begins to use a thesaurus
communicates confidently about familiar fields with peers informal contexts, remaining unsure of some field-specific vocabulary
demonstrates a tentative control of vocabulary beyond personal and school experiences
chooses appropriately form a narrow range of vocabulary to make delicate meanings
writes and retells simple descriptive texts chooses to use direct or reported speech
appropriately uses a thesaurus with some confidence
Language uses a range of vocabulary expressing actions, participants within noun groups and phrases giving circumstances
constructs noun groups using a narrow range of describers (new man) classifiers (new security man) and short prepositional phrases as qualifiers
uses a wide range of comparatives of regular two syllable adjectives ending in y, a small range of three syllable examples and irregular examples
uses a small range of common technical vocabulary understands and uses a narrow range of common
nominalisations uses with some accuracy, simple direct and reported
speech understands the idea of acronyms such as Qantas
uses a range of vocabulary patterns for a range of writing genres from recounts to reports
uses slightly more varied vocabulary such as verbs expressing mental process, noun groups with classifies and describers
understands a range of common nominalisations uses a range of common technical vocabulary identifies key vocabulary in spoken, written and
simple visual texts to construct a simple summary uses direct speech and simple summary uses direct speech and simple reported speech with
a greater degree of accuracy
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ESL Scope and Scales Moderated Evidence: Primary Years Band
SOME KEY DIFFERENCES BETWEEN SCALES 7 AND 8
Scale 7 Scale 8
TENOR: Outcome 7.3Participates with some measure of confidence and critical awareness in a small range of familiar contexts, using small range of grammatical structures accurately.
Outcome 8.3Participates with increasing confidence and critical awareness in a range of familiar contexts using a wider range of basic grammatical structures accurately and begins to participate appropriately in a narrow range of more formal contexts.
Text in Context
begins to take on the role of welcoming, introducing and thanking speakers and reads aloud simple, formal language
chooses and uses accurately a small range of basic ways of expressing questions, offers and commands
understands and uses a range of language elements that express modality in a narrow range of formal and informal situations
begins to use a strictly limited range of idioms with some confidence
demonstrates with increased confidence a critical awareness of variation according to context.
begins to understand more clearly how interpersonal meanings can be made in varying ways, for example adjusts speaking to communicate with a known adult on a serious matter
invites, welcomes, introduces and thanks visiting speakers appropriately, relying heavily on collaboratively constructed models of formal oral language
chooses a small range of language expressing modality (degrees of certainty or obligation) when responding to a point of view in informal contexts
begins to use with some confidence a limited range of common colloquialisms or idioms
demonstrates critical awareness by identifying and reflecting with increased confidence on the appropriateness of linguistic choices
identifies stereotypes in television commercials
Language experiments with how meanings are varied by changing intonation, meaning and volume when reading aloud
uses a range of yes / no questions and wh- questions (Who did you go on the boat with?) with some accuracy
chooses with some accuracy elementary expressions of modality such as could, may perhaps
begins to understand how vocabulary choice is linked to context, such as abdomen, stomach, tummy, belly
chooses a strictly limited range of colloquial and idiomatic language
plays with the language in a small range of ways for humorous effect
uses a small range of evaluative vocabulary to express feelings and attitudes
begins to understand appropriate choice of questions and commands and language expressing modality when considering classroom and school behaviour, ‘Could you come over here please’ instead of ‘Come here’ with known adults
uses simple forms of modality with varying degrees of accuracy such as should, could, just, only
chooses with some confidence vocabulary appropriate for the tenor of the context
begins to understand how meanings are varied by changing intonation, tone, volume and emphasis when speaking and reading aloud
uses a range of evaluative vocabulary to express feelings and attitudes
MODE: Outcome 7.4Identifies and compares in elementary ways the features of spoken, written and visual texts and constructs a small range of short written and visual texts that unfold coherently through their simplicity.
Outcome 8.4Identifies and compares the major features of spoken, written and visual texts, and constructs a range of short spoken and written texts that unfold coherently most of the time.
Text in Context
identifies what is placed at the front or foregrounded in a genre and begins to use foregrounding independently and appropriately in a limited way
communicates appropriately some of the time using another medium such as a telephone
identifies and discusses in elementary ways the meanings made in a range of multimodal texts, discussing for example the links between illustrations and verbal texts
discusses and understands the patterns in what is foregrounded in a genre and uses this understanding most of the time
communicates simply, appropriately and accurately in general when using another medium such as a telephone
identifies and discusses with slightly more confidence in elementary ways the meanings made in a range of multimodal texts, such as in discussing made in a pie graph
demonstrates a tentative critical understanding of a range of multimodal texts, discussing the relationship between a visual text and the accompanying verbal text
Language begins to use phrases of time at the beginning of recounts, actions at the beginning of procedures and personal pronouns in practical reports
demonstrates understanding of spoken language being presented in texts as quoted or reported speech
shows control of primary tenses and past tense of the most common irregular verbs
spells accurately most words learned in the classroom and uses a range of strategies such as visual pattern and word lists
demonstrates understanding of the common punctuation marks
organises texts in simple logically ordered paragraphs with a topic sentence for each one
foregrounds simple repetitive patterns most of the time, ‘draw the eyes’, ‘with a fine brush, draw the eyes’ or ‘the leaf was put in the sun’
demonstrates limited control with support of punctuation marks beyond the most basic, such as speech marks, commas and apostrophes
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ESL Scope and Scales Moderated Evidence: Primary Years Band
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ESL Scope and Scales Moderated Evidence: Primary Years Band
SOME KEY DIFFERENCES BETWEEN SCALE 7 AND SCALE 8AS EVIDENT IN THE STUDENTS’ SETS OF EVIDENCE
GENRE:Barbara uses a range of linking and binding conjunctions. (Scale 7) Anh begins to use relative pronouns to join clauses. (Scale 8)
FIELD:Barbara’s noun groups combine describers and classifiers. Barbara also uses direct speech. (Scale 7) Anh has a similar range of noun groups but begins to use nominalisations (Scales 7,8)
TENOR:Barbara does not have consistency of tenor in the explanation is only beginning to understand how vocabulary choice is linked to context. (Scale 7) Anh has consistency of tenor in the explanation and chooses vocabaulry with confidence. (Scale 8)
MODE:Barbara shows mostly accurate control of primary, secondary tenses, spelling and punctuation. (Scale 7) Anh shows even better control of tenses primary, secondary tenses, spelling and punctuation. (Scale 8)
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ESL Scope and Scales Moderated Evidence: Primary Years Band
ANH: NARRATIVE
ANHYear 5
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Anh: NARRATIVELanguage Key features and examples Student examples of evidence Scale
Genre:Language for achieving different purposes
schematic structure
organises the text: conjunctions: Secondly, Finally, In addition phrases of time, place, manner: Yesterday, At
church, With a knife topic words: Snakes action verbs (in procedures): Slice, Boil layout: subheadings, pictures, diagrams
builds cohesion: reference items: my, it, him, this, there, the vocabulary patterns:
synonyms / antonyms words that go together: change a tyre classification: motor vehicles: sedans,
hatchbacks, utilities composition (whole-part): motor vehicles:
wheels, tyres, engine, seat belt conjunctions to join sentences or paragraphs
of a text: However, Therefore
joins clauses to expand information: linking conjunctions: and, or, so, and then binding conjunctions: because, if, as, when relative clauses: Perth, which is the capital,..
level of scaffolding
orientation was provided in the prompt, followed by creation of a complication and a further complication as the conclusion
conjunctions: Later topic words: I, It
reference items: I, it, the, you, my, everything, me, he
vocabulary patters: composition: dragon, claws, eyes, horns,
belly
conjunctions: Later
linking: so, and, but
picture stimulus and orientation provided but written independently for primary Writing Assessment
5/6/7
Field:Language for expressing ideas and experiences
noun groups: numbers, describers, classifiers, qualifiers: a
book, David, sun*, little boy, the three pictures on the wall, a mountain bike, the man in the shop, the children living in the city
comparatives: funnier, slower, more beautiful, best
nominalisations: likelihood, growth, development, beauty, risk,
government, ability
verbs: action: subtract, divide, peered, scanned mental (sensing): knew, think, believe saying: said, laughed, shouted relational: are, became, has verbal groups: want to play phrasal verbs: look it up, put up with
circumstances and clauses: when: on Sunday where: at the sign how: carefully, with a fine brush, like a leopard with whom, what: with my friend why: because it is late, because of the rain
topic specific / technical vocabulary: consume, diet
direct and reported speech: direct: She said, “I am going home.” reported: She said she was going home.
* For Scale 5 onward only more complex noun groups cited. a big red and yellow ice breathing dragon, the
biggest claws you will ever see, the reddest evil eyes you’ll see, big yellow horns and a yellow belly frozen legs.
biggest, reddest
action: saw, see, freezing, crying, ate, bleeding relational: had, was, have verbal groups: was going to eat, started
running phrasal verbs: eat up, woke up
how: like an ice arena
ice breathing dragon, claws evil eyes horns belly frozen legs, bleeding
7
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Anh: NARRATIVELanguage Key features and examples Student examples of evidence Scale
Tenor: Language for interacting with others
speech functions: statements questions offers commands
subjectivity / objectivity: subjective: I believe objective: It is possible
modality: certainty: perhaps, will, has to be, think, reckon obligation: must, should, could
interpersonal meaning: feelings, attitudes: It’s beautiful, I like you,
very, excellent, best, naughty, rude, well-behaved, just, only, luckily
idioms, colloquialisms, humour names to refer to people
appropriate tenor for the context
accurate statements appropriate to purpose and use of question at the end directed to the reader effectively poses a further complication as the conclusion
feelings, attitudes: you will ever see, evil eyes, I was crying and crying, just everything was gone
colloquialism: belly, how come names: mum and dad
vocabulary choices paint a vivid picture for the reader and appropriately reveal the writer’s feelings and attitudes
6/7
Mode:Language for creating spoken and written texts
foregrounding: abstract elements: The habitat of the snakes non-human elements: The lathe phrases and clauses time, place, manner human elements: specific We, general People action verbs: Draw
appropriateness of foregrounding
coherence: introduction, topic sentences and the links
between them
primary and secondary tenses: primary: simple past, present, future secondary: was sleeping, wanted to go
active / passive voice: active: The winds flamed the fire. passive: The fire was flamed by the wind.
print conventions: handwriting: letter formation, spacing,
direction identifying and representing sounds with letters spelling: link to pronunciation and visual
patterns punctuation: capitals, fullstops, question
marks, commas, speech marks, apostrophes, links to intonation
multimedia / multimodal: links between gestures, visual images, sound,
light, layout, tables, spoken text and print text
non-human: It time: Later human: I
foregrounding of characters and time is appropriate to narrative genre
introduction sets the scene, the text is coherent through its simplicity and sequencing of events, paragraphing indicates changing stages of text
simple past: saw, had, was woke, freezed (froze), ate
simple present: have simple future: will see secondary: was freezing, was crying, was
gone, was going, am bleeding
active: used in whole text eg he ate me
handwriting: appropriate letter formation and direction
spelling: all spelt correctly punctuation: correct sentence punctuation with
capitals and full stops, commas in lists and between clauses and apostrophes for contractions
7/8
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ESL Scope and Scales Moderated Evidence: Primary Years Band
ANH: EXPLANATION
ANHYear 5
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Anh: EXPLANATIONLanguage Key features and examples Student examples of evidence Scale
Genre:Language for achieving different purposes
schematic structure
organises the text: conjunctions: Secondly, Finally, In addition phrases of time, place, manner: Yesterday, At
church, With a knife topic words: Snakes action verbs (in procedures): Slice, Boil layout: subheadings, pictures, diagrams
builds cohesion: reference items: my, it, him, this, there, the vocabulary patterns:
synonyms/antonyms words that go together: change a tyre classification: motor vehicles: sedans,
hatchbacks, utilities composition (whole-part): motor vehicles:
wheels, tyres, engine, seat belt conjunctions to join sentences or paragraphs
of a text: However, Therefore
joins clauses to expand information: linking conjunctions: and, or, so, and then binding conjunctions: because, if, as, when relative clauses: Perth, which is the capital,..
level of scaffolding
a general statement as introduction followed by sequence of events/changes and a concluding, re-orientating statement
time: after 6 days, 4 weeks later, 9 weeks later topic words: The life cycle, The frog
reference items: the, which, it, it’s (its) vocabulary patterns:
words that go together: egg, hatch, lay classification: egg, baby tadpole, tadpole,
young frog, adult frog, land and water. composition: tail, gills, back legs, front and
back legs, lungs conjunctions: Soon
linking: and also, and relative clause: which lives in water, which will
grow a tail for swimming
Flow chart and table of information provided. Written independently for Primary Writing Assessment.
8
Field:Language for expressing ideas and experiences
noun groups: numbers, describers, classifiers, qualifiers: a
book, David, sun,* little boy, the three pictures on the wall, a mountain bike, the man in the shop
comparatives: funnier, slower, more beautiful, best
nominalisations: likelihood, growth, development, beauty, risk,
government, ability
verbs: action: subtract, divide, peered, scanned mental (sensing): knew, think, believe saying: said, laughed, shouted relational: are, became, has verbal groups: want to play phrasal verbs: look it up, put up with
circumstances and clauses: when: on Sunday where: at the sign how: carefully, with a fine brush, like a leopard with whom, what: with my friend why: because it is late, because of the rain
topic specific / technical vocabulary: consume, diet
direct and reported speech: direct: She said, “I am going home.” reported: She said she was going home.
* For Scale 5 onward only more complex noun groups cited. the life cycle, a baby tadpole, a tail for
swimming, gills for breathing, its back legs, a young frog with front and back legs, a adult frog, lungs for breathing air
life cycle
action: begins, lives, hatch, grow, swimming, breathing, shrink, disappear, lays
relational: be phrasal verbs: grow into
when: after 6 days, all over again where: in the water, in water, on land and
water, to a baby tadpole with what: with the egg why: for swimming, for breathing in the water,
for breathing air
life cycle, tadpole, tail, gills, legs, young frog, adult frog, lungs, breathing, air, begins, lives, hatch, grow, swimming, shrink, disappear, lays
7/8
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Anh: EXPLANATIONLanguage Key features and examples Student examples of evidence Scale
Tenor: Language for interacting with others
speech functions: statements questions offers commands
subjectivity / objectivity: subjective: I believe objective: It is possible
modality: certainty: perhaps, will, has to be, think, reckon obligation: must, should, could
interpersonal meaning: feelings, attitudes: It’s beautiful, I like you,
very, excellent, best, naughty, rude, well-behaved, just, only, luckily
idioms, colloquialisms, humour names to refer to people
appropriate tenor for the context
appropriately written in statements
objective: used in whole text eg The life cycle begins
certainty: will, use of simple present tense contributes to the authority of the information
consistent level of technicality and other vocabulary choices appropriately position the writer as an objective expert
7/8/9
Mode:Language for creating spoken and written texts
foregrounding: abstract elements: The habitat of the snakes non-human elements: The lathe phrases and clauses time, place, manner human elements: specific We, general People action verbs: Draw
appropriateness of foregrounding
coherence: introduction, topic sentences and the links
between them
primary and secondary tenses: primary: simple past, present, future secondary: was sleeping, wanted to go
active / passive voice: active: The winds flamed the fire. passive: The fire was flamed by the wind.
print conventions: handwriting: letter formation, spacing, direction identifying and representing sounds with letters spelling: link to pronunciation and visual
patterns punctuation: capitals, fullstops, question
marks, commas, speech marks, apostrophes, links to intonation
multimedia / multimodal: links between gestures, visual images, sound,
light, layout, tables, spoken text and print text
abstract: The life cycle non-human: The frog time: After 6 days, 4 weeks later, soon after 2
weeks, 3 weeks later, 9 weeks later
foregrounding of time and topic appropriate to genre
starts with notion of life cycle and paragraphs are ordered around the stages of the life cycle
simple present: begins, lives, grows simple future: will hatch, will grow, will be, will
shrink, will disappear, will live uses tense accurately, but could have been a better connection moving from simple future to present tense
active: used in whole text eg It will grow it’s back legs
handwriting: correct letter formation, spacing and direction
spelling: all words spelled correctly, though many provided on the prompt
punctuation: most capitals and full stops evident
student was able to read and use information provided in the flow chart and incorporate information in the table
8
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ESL Scope and Scales Moderated Evidence: Primary Years Band
ESL Scales Commentary
Scale 8
Anh’s texts provide evidence contributing mostly to Scale 8.
As a Year 5 student assessed as working within Scale 8, Anh does
require ESL support.Text in context Language Key Teaching Points
Genre Outcome 8.1. Communicates in a wide range of social situations and narrow range of educational genres, and reflects on these in an elementary way.
Constructs written examples of the elementary genres having a number of stages or series of events. - reads long, quite
complex sequential explanations, such as life cycles and flow charts, and writes with some confidence simple examples.
- constructs short written narratives
Uses a limited range of features that organise a text- phrases of time and
place in sequential explanation: after, 6 days, 4 weeks later, 9 weeks later
- simple conjunctions of time: Soon, Later
Expands information in a text by joining clauses:- begins to use a
small range of relative pronouns with varying accuracy: which lives in water, which will grow a tail for swimming
Uses a range of simple language elements that make a text hang together:- uses a range of
reference items appropriately and accurately most of the time in short written texts: I, it, the, you, my everything, me, he, which, its
Extend understandings and use of phrases of time and place to structure a narrative. (Scales 7 and 9)
Extend range of conjunctions which organise text: First, After that, Finally, So, However.(Scales 8 and 9)
Focus on use of binding conjunctions to form complex sentences: because, if, since, when. (Scale 8)
Field Outcome 8.2Understands and uses common vocabulary that constructs everyday, non-technical fields of personal and community interest and has a tentative control of a narrow range of technical fields.
Demonstrates tentative control of vocabulary beyond immediate and personal
Able to use provided vocabulary relating to life cycle of a frog.
Writes and retells simple descriptive texts which construct less familiar fields such as fantasy characters or creatures, but relies heavily on modeled examples
Writes a simple narrative with a fantasy creature.
Uses slightly more varied vocabulary - noun groups
expressing participants (especially describers and classifiers): a young frog with front and back legs, a big red and yellow ice breathing dragon
- phrases expressing manner of an action: with the egg, to a tadpole, all over again
Uses a small range of common nominalisations: the life cycle
Uses a range of common technical vocabulary:
Teach, model and encourage use of mental processes, particularly to provide comment and evaluation in recounts and narratives. (Scale 8)
Teach, model and encourage use of circumstances in narratives. (Scales 7 and 9)
Teach, model and encourage use of reported and direct speech in narratives. (Scales 7 and 9)
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eggs, tadpole, gills, young frog, lungs, breathing, air, lays, hatch, shrink, disappear
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ESL Scope and Scales Moderated Evidence: Primary Years Band
ESL Scales Commentary
Scale 8Text in context Language Key Teaching Points
Tenor Outcome 8.3Participates with increasing confidence and critical awareness in a range of familiar contexts using a wider range of basic grammatical structures accurately and begins to participate appropriately in a narrow range of more formal contexts.
Chooses appropriately a small range of language expressing modality
Demonstrates non-literal; meanings:- begins to use a limited
range of common colloquialisms or idioms the biggest claws you will ever see
Uses simple forms of language expressing modality with varying degrees of accuracy: just
Chooses vocabulary appropriate for the tenor of the context.
Student wrote with objectivity and certainty in the explanation and subjectively indicating his feelings and attitudes in the narrative.
Uses a range of evaluative vocabulary to express feelings and attitudes: evil, I was crying and crying, just, everything was gone
Extend range and use of modality. (Scales 7, 8 and 9)
Mode Outcome 8.4Identifies and compares the major features of spoken, written and visual texts, and constructs a range of short written and visual texts that unfold coherently most of the time.
Understands the patterns in what is foregrounded in a genre and uses this appropriately most of the time
Foregrounded time and topic for sequential explanation and foregrounded characters and time in narrative.
Organises texts in simple, logically ordered paragraphs on the basis of a change in topic and writes topic sentences for each paragraph
Explanation organised into a paragraph for each stage: egg, tadpole, young frog and adult. Narrative paragraphed by genre stages: setting, complication and resolution.
Foregrounds simple repetitive patterns with limited use of alternative elements: after 6 days, later, 4 weeks later, 9 weeks later
Demonstrates limited control of speech marks, commas, apostrophes for basic contractions and possession:
Uses commas in lists and apostrophes in contraction it’s. Confusion between it’s and its.
Extend foregrounding of time and place in narratives. (Scales 7 and 9)
Extend understanding and use of paragraphing, to write longer paragraphs with topic sentences. (Scale 9)
Teach difference between it’s and its.
Teach use of speech marks. (Scale 8)
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ANNETTE: RECOUNT
ANNETTEYear 5
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Annette: RECOUNTLanguage Key features and examples Student examples of evidence Scale
Genre:Language for achieving different purposes
schematic structure
organises the text: conjunctions: Secondly, Finally, In addition phrases of time, place, manner: Yesterday, At
church, With a knife topic words: Snakes action verbs (in procedures): Slice, Boil layout: subheadings, pictures, diagrams
builds cohesion: reference items: my, it, him, this, there, the vocabulary patterns:
synonyms / antonyms words that go together: change a tyre classification: motor vehicles: sedans,
hatchbacks, utilities composition (whole-part): motor vehicles:
wheels, tyres, engine, seat belt conjunctions to join sentences or paragraphs
of a text: However, Therefore
joins clauses to expand information: linking conjunctions: and, or, so, and then binding conjunctions: because, if, as, when relative clauses: Perth, which is the capital,..
level of scaffolding
introduction provides setting for the chronological sequence
time: On boxing day (Day), In a couple of minutes, (clause) After all the present were opened, (clause)After we played cleudo
topic words: The party
reference: We, I, her vocabulary patterns:
words that go together: couple of minutes, pool party, tenth birthday, Boxing day (Day)
linking: and, but
written independently
8
Field:Language for expressing ideas and experiences
noun groups: numbers, describers, classifiers, qualifiers: a
book, David, sun*, little boy, the three pictures on the wall, a mountain bike, the man in the shop, the children living in the city
comparatives: funnier, slower, more beautiful, best
nominalisations: likelihood, growth, development, beauty, risk,
government, ability
verbs: action: subtract, divide, peered, scanned mental (sensing): knew, think, believe saying: said, laughed, shouted relational: are, became, has verbal groups: want to play phrasal verbs: look it up, put up with
circumstances and clauses: when: on Sunday where: at the sign how: carefully, with a fine brush, like a leopard with whom, what: with my friend why: because it is late, because of the rain
topic specific / technical vocabulary: consume, diet
direct and reported speech: direct: She said, “I am going home.” reported: She said she was going home.
* For Scale 5 onward only more complex noun groups cited. Boxing day, pool party, her tenth birthday, the
third one, Milica’s room, a couple of minutes, Milica’s mum, a Roast chicken with fried rice, a game called Kill the Kangaroo, a very complicated game, Milica’s birthday cake, some dives (of) throw a hoop, time for me to leave, the third one to arrive
action: started, arrive, served, made, changed, got, played, opened, went, did
saying: called relational: had, wasn’t, was, tasted mental: found (it fun) verbal groups: started talking
when: On Boxing day (Day), at 12,30 untill 7.30, After everyone arrived, In a couple of minutes, After about an hour, After the cake,
where: to Milica’s room, back into the pool why: for her tenth birthday
monopoly, cluedo, Kill the Kangaroo, home made, complicated,
8
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Evidence for Scaling
Annette: RECOUNTLanguage Key features and examples Student examples of evidence Scale
Tenor: Language for interacting with others
speech functions: statements questions offers commands
subjectivity / objectivity: subjective: I believe objective: It is possible
modality: certainty: perhaps, will, has to be, think, reckon obligation: must, should, could
interpersonal meaning: feelings, attitudes: It’s beautiful, I like you,
very, excellent, best, naughty, rude, well-behaved, just, only, luckily
idioms, colloquialisms, humour names to refer to people
appropriate tenor for the context
a series of statements of events
subjective: The cake was home made but tasted pretty good.
objective: I found it extremely fun.
feelings, attitudes: extremely fun, it wasn’t a very complicated game, home made, tasted pretty good
colloquialisms: pretty good names: my friend, Milica’s mum
has chosen language which positions the participants at a familiar / informal level, has provided an objective evaluation of events
8
Mode:Language for creating spoken and written texts
foregrounding: abstract elements: The habitat of the snakes non-human elements: The lathe phrases and clauses time, place, manner human elements: specific We, general People action verbs: Draw
appropriateness of foregrounding
coherence: introduction, topic sentences and the links
between them
primary and secondary tenses: primary: simple past, present, future secondary: was sleeping, wanted to go
active / passive voice: active: The winds flamed the fire. passive: The fire was flamed by the wind.
print conventions: handwriting: letter formation, spacing,
direction identifying and representing sounds with letters spelling: link to pronunciation and visual
patterns punctuation: capitals, fullstops, question
marks, commas, speech marks, apostrophes, links to intonation
multimedia / multimodal: links between gestures, visual images, sound,
light, layout, tables, spoken text and print text
non-human: The party, It, The cake, time: On Boxing day (Day), In a couple of
minutes, After everyone arrived, In a couple of minutes, After about an hour, After the cake, After we played cleudo
human: We, Milica’s mum, I
uses foregrounding of time and participants as appropriate for a recount
introduction provides setting of pool party and the second paragraph begins with ‘The party’ and provides more information about the time of the party, followed by a chronological sequence of events, linked by circumstances of time
simple past: had, started, was, arrived, got, called, wasn’t, found, had, tasted, opened, played, won
secondary: started talking, had made, got changed
active: Millica opened her presents passive: Lunch was served, present(s) were
opened
handwriting: very neat and legible spelling: spells quite complex words accurately
(extremely), knows most common words for the topic
punctuation: uses capitals for beginning of sentences, but occasionally uses them for common nouns (Everyone), has used apostrophes for possessives and contractions, uses full stops appropriately most of the time
9/10
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ANNETTE: PROCEDURE
ANNETTEYear 5
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Annette: PROCEDURELanguage Key features and examples Student examples of evidence Scale
Genre:Language for achieving different purposes
schematic structure
organises the text: conjunctions: Secondly, Finally, In addition phrases of time, place, manner: Yesterday, At
church, With a knife topic words: Snakes action verbs (in procedures): Slice, Boil layout: subheadings, pictures, diagrams
builds cohesion: reference items: my, it, him, this, there, the vocabulary patterns:
synonyms/antonyms words that go together: change a tyre classification: motor vehicles: sedans,
hatchbacks, utilities composition (whole-part): motor vehicles:
wheels, tyres, engine, seat belt conjunctions to join sentences or paragraphs
of a text: However, Therefore
joins clauses to expand information: linking conjunctions: and, or, so, and then binding conjunctions: because, if, as, when relative clauses: Perth, which is the capital,..
level of scaffolding
numbered series of instructions in chronological order
conjunctions: First, Then place: At the front desk action verbs: Read, Make sure condition: (clause) If the book sounds
interesting layout: uses numbering to emphasise
sequence
reference items: it, you, your vocabulary patterns:
words that go together: front desk, line up, lights out
linking: and, commas relative clause: make sure (that) you take your
book home (make sure that you) go to bed..
written independently following activities relevant to the procedure genre
8
Field:Language for expressing ideas and experiences
noun groups: numbers, describers, classifiers, qualifiers: a
book, David, sun*, little boy, the three pictures on the wall, a mountain bike, the man in the shop, the children living in the city
comparatives: funnier, slower, more beautiful, best
nominalisations: likelihood, growth, development, beauty, risk,
government, ability
verbs: action: subtract, divide, peered, scanned mental (sensing): knew, think, believe saying: said, laughed, shouted relational: are, became, has verbal groups: want to play phrasal verbs: look it up, put up with
circumstances and clauses: when: on Sunday where: at the sign how: carefully, with a fine brush, like a leopard with whom, with what: with my friend why: because it is late, because of the rain
topic specific / technical vocabulary: consume, diet
direct and reported speech: direct: She said, “I am going home.” reported: She said she was going home.
* For Scale 5 onward only more complex noun groups cited. the back of the book, the front desk, the one
you like
action: borrow, walk, browse, choose, read, take, scan, go
mental (sensing): see (if it sounds interesting), sounds interesting
saying: yells relational: is phrasal verbs: line up
when: early, until (until) mum yells lights out where: at the library, into the library, through
the books, at the front desk, home how: very quietly, carefully why: to see if it’s interesting
front desk, librarian, scan
direct: until mum yells lights out (until mum yells, “Lights out.”)
8
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Annette: PROCEDURELanguage Key features and examples Student examples of evidence Scale
Tenor: Language for interacting with others
speech functions: statements questions offers commands
subjectivity / objectivity: subjective: I believe objective: It is possible
modality: certainty: perhaps, will, has to be, think, reckon obligation: must, should, could
interpersonal meaning: feelings, attitudes: It’s beautiful, I like you,
very, excellent, best, naughty, rude, well-behaved, just, only, luckily
idioms, colloquialisms, humour names to refer to people
appropriate tenor for the context
a series of statements of steps and commands
certainty: will obligation: make sure
feelings, attitudes: very quietly, browse, like, to see if it’s interesting, sounds interesting, yells
names: mum, librarian
has chosen language of certainty which is appropriate for procedures and included evaluative comments
8/9
Mode:Language for creating spoken and written texts
foregrounding: abstract elements: The habitat of the snakes non-human elements: The lathe phrases and clauses time, place, manner human elements: specific We, general People action verbs: Draw
appropriateness of foregrounding
coherence: introduction, topic sentences and the links
between them
primary and secondary tenses: primary: simple past, present, future secondary: was sleeping, wanted to go
active / passive voice: active: The winds flamed the fire. passive: The fire was flamed by the wind.
print conventions: handwriting: letter formation, spacing,
direction identifying and representing sounds with letters spelling: link to pronunciation and visual
patterns punctuation: capitals, fullstops, question
marks, commas, speech marks, apostrophes, links to intonation
multimedia / multimodal: links between gestures, visual images, sound,
light, layout, tables, spoken text and print text
time, place: First, Then, At the front desk action verbs: Read, Make sure condition: (clause) If the book sounds
interesting
uses foregrounding of time and processes appropriately
appropriate chronological development of the text, uses time conjunctions and processes to link the text
simple present: borrow, read, is interesting simple future: will see
active: used in whole text eg Make sure you take
handwriting: very neat and legible spelling: spells all words correctly punctuation: uses capitals for beginning of
sentences, uses full stops, apostrophes and commas appropriately
8
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ESL Scope and Scales Moderated Evidence: Primary Years Band
ESL Scales Commentary
Scale 8
Annette’s texts provide evidence contributing mostly to Scale 8.
As a Year 5 student assessed as working within Scale 9, Annette
requires ESL support.Text in context Language Key Teaching Points
Genre Outcome 8.1. Communicates in a wide range of social situations and narrow range of educational genres, and reflects on these in an elementary way.
Constructs written examples of the elementary genres having a number of stages or series of events
Text follows the chronological sequence and structure of a recount but not all elements of a procedure are evident.
Uses a limited range of features that organise a text phrases of time and
place: At the front desk, On boxing day (Day), In a couple of minutes
Expands information in a text by joining clauses relative pronouns:
make sure (that) you take your book home
Uses a range of simple language elements that make a text hang together
Uses reference items appropriately: I, we, her, it, you, your.
Introduce opportunities for a greater range of conjunctions including because, when, before, after. (Scale 5)
Expand use of ‘this’ as a reference item. (Scale 8)
Field Outcome 8.2Understands and uses common vocabulary that constructs everyday, non-technical fields of personal and community interest and has a tentative control of a narrow range of technical fields.
Demonstrates tentative control of vocabulary beyond immediate and personal
The written procedure is of a familiar activity but uses some vocabulary beyond personal.
Uses slightly more varied vocabulary: verbs expressing
mental processes: found, see , sounds interesting
noun groups with describers and classifers: the back of the book, my friend Milica, a very complicated game, pool party
phrases expressing manner of action: very quietly, carefully
Uses a range of common technical vocabulary: Monopoly, front desk, librarian, scan
Uses with a greater degree of accuracy, direct speech and simple reported speech
Attempts direct speech in the procedure.
Introduce use of prepositional phrases to express manner of action. (Scale 8)
Introduce use of nominalisations – celebration, entertainment. (Scale 6)
Develop skills in use of reported speech and accurate use of punctuation for direct speech. (Scale 8)
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ESL Scope and Scales Moderated Evidence: Primary Years Band
ESL Scales Commentary
Scale 8Text in context Language Key Teaching Points
Tenor Outcome 8.3Participates with increasing confidence and critical awareness in a range of familiar contexts using a wider range of basic grammatical structures accurately and begins to participate appropriately in a narrow range of more formal contexts.
Chooses appropriately a small range of language expressing modality
Begins to use a limited range of common colloquialisms or idioms: pretty good
Uses simple forms of language expressing modality with varying degrees of accuracy: will, make sure
Uses a range of evaluative vocabulary to express feelings and attitudes: very quietly, very complicated, pretty good, extremely fun, very quietly, like, interesting
Expand use of modal words: should, could, just. (Scale 8)
Combine elements to create evaluative vocabulary – I thought it was a great party. (Scale 8)
Mode Outcome 8.4Identifies and compares the major features of spoken, written and visual texts, and constructs a range of short written and visual texts that unfold coherently most of the time.
Understands the patterns in what is foregrounded in a genre and uses this understanding appropriately most of the time
Uses appropriate foregrounding for recount. Foregrounding in the procedure is not typical abut effective.
Organises texts in simple logically ordered paragraphs and writes topic sentences for each paragraph
Organises recount clearly and appropriately, with paragraphs.
Foregrounds simple repetitive patterns with limited use of alternative elements
In the recount, phrases of time often begin with ‘after’.
Demonstrates limited control of speech marks, commas, apostrophes for basic contractions and possession
Full stops, capitals used accurately, some use of apostrophes for possession. Speech marks missed for direct speech.
Develop stronger topic sentences. (Scale 8)
Expand foregrounding to include the means used in an action: With great enthusiasm we played Monopoly. (Scale 8)
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ESL Scope and Scales Moderated Evidence: Primary Years Band
SOME KEY DIFFERENCES BETWEEN SCALES 8 AND 9
Scale 8 Scale 9
GENRE: Outcome 8.1Communicates in a wide range of social genres and a narrow range of educational genres, and reflects on these in an elementary way.
Outcome 9.1Communicates in a range of social situations and a narrow range of educational genres, and reflects on these in an informed way.
Text in Context
reflects with support on the purposes, structure and common features of a range of elementary genres
participates with greater confidence in casual conversations about familiar topics with familiar people
constructs oral and written examples of the elementary genres having a number of stages or series of events
reads long sequential explanations such as life-cycles and writes and draws simple examples with confidence
constructs oral and written recounts, short oral and written narratives, summaries and arguments
independently constructs story genres with a storyline and events related to the resolution of a problem
begins to reflect on possible variations of the structure of a genre
contrasts a texts of the same genre but different cultures in terms of structure but also in simple linguistic terms
constructs oral and written examples of a range of elementary genres having a number of stages or series of events, writing and drawing life cycles and simple flow charts which begin to incorporate casual meanings, writing short factual texts drawing from more than one source and using a range of simple cohesive resources, and constructs simple oral and written arguments, based on heavily modelled and collaboratively constructed texts
Language identifies and uses a limited range of features that organise a text, such as sub headings in a report
identifies clauses and expands the information in a text by joining the clauses using common binding conjunctions such as because, if, since, when and a small range of relative pronouns
uses a range of reference items appropriately and accurately most of the time in spoken and short written texts
reads reference items accurately in longer texts
forms complex sentences using a wide range of binding conjunctions: because, if, since
uses a small range of relative pronouns with varying accuracy, for example, ‘the boy which writes well is’
uses a small range of simple language elements that make a text hang together, such as a narrow range of conjunctions, reference items in complex factual genres, such as explanations and a small range of synonyms and antonyms
FIELD: Outcome 8.2Understands and uses a small range of vocabulary and grammatical items to form short word groups and phrases constructing fields beyond the personally relevant, and uses a narrow range of technical vocabulary.
Outcome 9.2Understands and uses common vocabulary that constructs everyday, non-technical fields and has a tentative control of a narrow range of technical fields.
Text in Context
communicates confidently about familiar fields with peers informal contexts, remaining unsure of some field-specific vocabulary
demonstrates a tentative control of vocabulary beyond personal and school experiences
chooses appropriately from a narrow range of vocabulary to make delicate meanings
writes and retells simple descriptive texts chooses to use direct or reported speech
appropriately use a thesaurus with some confidence
communicates confidently about familiar fields with peers choosing a small range of field specific vocabulary
demonstrates a greater understanding of vocabulary beyond immediate personal and school experiences
writes and retells simple descriptive texts which construct less familiar topics, such as fantasy characters or creatures
demonstrates understanding of other perspectives and ideas when arguing although still draws on own perspectives
Language uses a range of vocabulary patters for a range of writing genres from recounts to reports
uses slightly more varied vocabulary such as verbs expressing mental process, noun groups with classifiers and describers
understands a range of common nominalizations uses a range of common technical vocabulary identifies key vocabulary in spoken, written and
simple visual texts to construct a simple summary uses direct speech and simple reported speech with
a greater degree of accuracy
expands noun groups by using a more delicate choice of describers (a nice comfortable flat) classifiers (a nice furnished flat) and some longer qualifiers (a nice furnished flat near the city)
understands a wide range of examples uses direct speech and simple reported speech with
a good degree of accuracy
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ESL Scope and Scales Moderated Evidence: Primary Years Band
SOME KEY DIFFERENCES BETWEEN SCALES 8 AND 9
Scale 8 Scale 9
TENOR: Outcome 8.3Participates with increasing confidence and critical awareness in a range of familiar contexts using a wider range of basic grammatical structures accurately and begins to participate appropriately in a narrow range of more formal contexts.
Outcome 9.3Constructs spoken and written texts confidently in a small range of contexts, particularly familiar contexts, and is developing control in a small range of more formal contexts.
Text in Context
begins to understand more clearly how interpersonal meanings can be made in varying ways, for example adjusts speaking to communicate with a known adult on a serious matter
invites, welcomes, introduces and thanks visiting speakers appropriately, relying heavily on collaboratively constructed models of formal oral language
chooses a small range of language expressing modality (degrees of certainty or obligation) when responding to a point of view in informal contexts
begins to use with some confidence a limited range of common colloquialisms or idioms
demonstrates critical awareness by identifying and reflecting with increased confidence on the appropriateness of linguistic choices
identifies stereotypes in television commercials
relies on collaboratively constructed models in inviting, welcoming, introducing and thanking visiting speakers
uses a wide range of language choices appropriately when expressing a point of view
maintains appropriate tenor in short, simple written or spoken factual texts and can begin to make changes appropriate to the context
demonstrates understanding of non-literal meanings by beginning to use with some confidence a narrow range of common colloquialisms or idioms
discuses in simple ways and for a narrow range of text how visual images and language construct stereotypes, bias and prejudice, by analysing these elements in junk mail or television commercials
reflects in more explicitly ways on the choice of non verbal resources such as eye contact or use of gesture appropriate to the cultural or situational context
Language begins to understand appropriate choice of questions and commands and language expressing modality when considering classroom and school behaviour, using ‘Could you come over here please’ instead of ‘Come here’ with known adults
uses simple forms of modality with varying degrees of accuracy such as should, could, just, only
chooses with some confidence vocabulary appropriate for the tenor of the context
begins to understand how meanings are varied by changing intonation, tone, volume and emphasis when speaking and reading aloud
uses a range of evaluative vocabulary to express feelings and attitudes
interacts with peers confidently and with teachers or other known adults using a wider range of language expressing modality with a greater degree of success, but to a lesser degree when speaking with or writing to unknown adults
uses a range of simple forms of language expressing modality with a greater degree of accuracy in more formal contexts, for example, ‘Perhaps the government will change its mind’
begins to reflect critically on appropriate choice of commands and language expressing modality in various situations
chooses confidentiality from a range of vocabulary to main appropriate tenor in a text, for example chooses a narrow range of colloquialisms and idioms
understands more clearly how meanings are varied by changing intonation, tone, volume and emphasis when reading aloud a range of text
stresses the appropriate syllable in words that have been heard and can predict with some accuracy how new words are pronounced
MODE: Outcome 8.4Identifies and compares the major features of spoken, written and visual texts, and constructs a range of short spoken and written texts that unfold coherently most of the time.
Outcome 9.4Identifies and compares with some confidence a range of features of spoken, written and visual texts, and generally constructs a range of short coherent texts.
Text in Context
discusses and understands the patterns in what is foregrounded in a genre and uses this understanding most of the time
communicates simple, appropriately and accurately in general when using another medium such as a telephone
identifies and discusses with slightly more confidence in elementary ways the meanings made in a range of multimodal texts, such as in discussing made in a pie graph
demonstrates a tentative critical understanding of a range of multimodal texts, discussing the relationship between a visual texts and the accompanying verbal text
identifies the patterns in what is foregrounded in a genre and begins to identify and use appropriately a small range of alternative language elements in a narrow range of genres
communicates more confidently in situations involving other media if the texts is simple and there is support and time to plan. Fore example uses tables, diagrams or other visual texts when speaking, writing or following instructions
identifies and discusses with some confidence the meanings made in a range of multimodal texts and demonstrates a tentative critical understanding of cultural references
Language organizes texts in simple logically ordered paragraphs with a topic sentence for each one
foregrounds simple repetitive patters most of the time, ‘draw the eyes’, with a fine brush, draw the eyes’ or ‘the leaf was put in the sun
demonstrates limited control with support of punctuation marks beyond the most basic, such as speech marks, commas and apostrophes
foregrounds less simple, repetitive patterns, such as when phrases of time and place are foregrounded in more than one place in a report or when non human elements are foregrounded with confidence in factual genres (‘The lathe was dismantled carefully’)
understands that a change is needed if choosing ‘The agents sold the houses’ rather than ‘The houses were sold by the agent’
organizes the text in logically ordered paragraphs foregrounds appropriately in independent
constructions of explanations and arguments so that the text is coherent
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ESL Scope and Scales Moderated Evidence: Primary Years Band
demonstrates developing a control, with support, of the links between intonation patters and punctuation, for example when reading aloud, accounting for speech marks, commas for lists and apostrophes for basic contractions and possession
SOME KEY DIFFERENCES BETWEEN SCALE 8 AND SCALE 9AS EVIDENT IN THE STUDENTS’ SETS OF EVIDENCE
GENRE:Anh begins to use relative pronouns to join clauses. (Scale 8) Natasha uses more relative clauses and a range of synonyms and antonyms. (Scale 9)
FIELD:Anh has a similar range of noun groups but begins to use nominalisations (Scales 7,8) Natasha uses a larger range of nominalisations and non groups with longer qualifiers. (Scale 9)
TENOR:Anh has consistency of tenor in the explanation and chooses vocabulary with confidence. (Scale 8) Natasha uses a larger range of terms to express modality and evaluation. (Scale 9)
MODE:Anh shows even better control of tenses primary, secondary tenses, spelling and punctuation. (Scale 8) Natasha writes a more extended factual text, foregrounding with abstract terms and not just topic words.
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ESL Scope and Scales Moderated Evidence: Primary Years Band
NATASHA: NARRATIVE
NATASHAYear 6
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Natasha: NARRATIVELanguage Key features and examples Student examples of evidence Scale
Genre:Language for achieving different purposes
schematic structure
organises the text: conjunctions: Secondly, Finally, In addition phrases of time, place, manner: Yesterday, At
church, With a knife topic words: Snakes action verbs (in procedures): Slice, Boil layout: subheadings, pictures, diagrams
builds cohesion: reference items: my, it, him, this, there, the vocabulary patterns:
synonyms / antonyms words that go together: change a tyre classification: motor vehicles: sedans,
hatchbacks, utilities composition (whole-part): motor vehicles:
wheels, tyres, engine, seat belt conjunctions to join sentences or paragraphs of a
text: However, Therefore
joins clauses to expand information: linking conjunctions: and, or, so, and then binding conjunctions: because, if, as, when relative clauses: Perth, which is the capital,..
level of scaffolding
texts has an orientation, complication partial resolution, further complication and final resolution
time: (dependent clause of time and place) As he approached the entrance of the jungle
topic words: Colonel Blimp, He layout: title, The End
reference items: he, this, his, the, it, him vocabulary patterns:
words that go together: loaded gun composition: lion - mane, teeth, mouth;
crocodile: head
linking: so, and, but, then binding: as if, as
independently written
8
Field:Language for expressing ideas and experiences
noun groups: numbers, describers, classifiers, qualifiers: a
book, David, sun*, little boy, the three pictures on the wall, a mountain bike, the man in the shop, the children living in the city
comparatives: funnier, slower, more beautiful, best
nominalisations: likelihood, growth, development, beauty, risk,
government, ability
verbs: action: subtract, divide, peered, scanned mental (sensing): knew, think, believe saying: said, laughed, shouted relational: are, became, has verbal groups: want to play phrasal verbs: look it up, put up with
circumstances and clauses: when: on Sunday where: at the sign how: carefully, with a fine brush, like a leopard with whom, what: with my friend why: because it is late, because of the rain
topic specific / technical vocabulary: consume, diet
direct and reported speech: direct: She said, “I am going home.” reported: She said she was going home.
* For Scale 5 onward only more complex noun groups cited. a keen hunter, his hotel room, the entrance of the
jungle, the dark, gloomy jungle, a huge head, the lion’s teeth
hunter, entrance, another groan, a ‘woosh’
action: shoot, left, find, approached, heard, saw, loaded, sloshed, swalloed (swallowed), burped, flew, died
mental (sensing): worry, got scared, thought, felt relational: was verbal groups: were allowed to shoot, tried to
move phrasal verbs: set off, popped out, were cutting
into, dug into
when: many years ago, one day, As he approached the entrance of the jungle
where: to Africa, into the dark gloomy jungle, in the trees, through the trees, into a creek, through the water, onto a rock, around him, into him, into the lion’s mouth
how: gently, whole, suddenly, as if knives were cutting into him
with whom: alone why: to find the lion, by a Tucan (Toucan)
colonel, hunter, Africa, shoot, lions, jungle, Tucan (Toucan), loaded, gun, crocodile, hotel
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Natasha: NARRATIVELanguage Key features and examples Student examples of evidence Scale
Tenor: Language for interacting with others
speech functions: statements questions offers commands
subjectivity / objectivity: subjective: I believe objective: It is possible
modality: certainty: perhaps, will, has to be, think, reckon obligation: must, should, could
interpersonal meaning: feelings, attitudes: It’s beautiful, I like you, very,
excellent, best, naughty, rude, well-behaved, just, only, luckily
idioms, colloquialisms, humour names to refer to people
appropriate tenor for the context
accurate statements for a narrative
text is narrated in the third person
certainty: thought obligation: were allowed
feelings, attitudes: didn’t worry, got scared, idioms, humour: croc, the croc suddenly burped,
at least he thought it was a rock, a ‘woosh’ names: Colonel Blimp, people, Blimp
vocabulary choices create a vivid picture and emotional engagement with the main character through personal evaluation and elaboration
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Mode:Language for creating spoken and written texts
foregrounding: abstract elements: The habitat of the snakes non-human elements: The lathe phrases and clauses time, place, manner human elements: specific We, general People action verbs: Draw
appropriateness of foregrounding
coherence: introduction, topic sentences and the links
between them
primary and secondary tenses: primary: simple past, present, future secondary: was sleeping, wanted to go
active / passive voice: active: The winds flamed the fire. passive: The fire was flamed by the wind.
print conventions: handwriting: letter formation, spacing, direction identifying and representing sounds with letters spelling: link to pronunciation and visual patterns punctuation: capitals, fullstops, question marks,
commas, speech marks, apostrophes, links to intonation
multimedia / multimodal: links between gestures, visual images, sound,
light, layout, tables, spoken text and print text
abstract: This non-human: It time, place: One day, As he approached the
entrance of the jungle human: Colonel Blimp, He
foregrounding of time, human and non-human participants is appropriate to narrative genre
opening paragraph effectively sets the scene and a hint of a complication, text is coherent through logical sequencing and unfolding of events
simple past: heard, stepped, moved, felt, died secondary: were allowed to shoot, tried to move
active: used in most of text eg He loaded his gun passive: used appropriately and effectively: people
were allowed to shoot, he got scared by a Tucan (Toucan)
spelling: correct spelling of simple and more complex words, incorrect spelling based on sounds swalloed (swallowed)
punctuation: correct use of capitals, fullstops, commas, and quotation marks for ‘woosh’, but apostrophe of possession not used for lion’s mouth
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ESL Scope and Scales Moderated Evidence: Primary Years Band
NATASHA: INFORMATION REPORT
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ESL Scope and Scales Moderated Evidence: Primary Years Band
NATASHAYear 6
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Natasha: INFORMATION REPORTLanguage Key features and examples Student examples of evidence Scale
Genre:Language for achieving different purposes
schematic structure
organises the text: conjunctions: Secondly, Finally, In addition phrases of time, place, manner: Yesterday, At
church, With a knife topic words: Snakes action verbs (in procedures): Slice, Boil layout: subheadings, pictures, diagrams
builds cohesion: reference items: my, it, him, this, there, the vocabulary patterns:
synonyms/antonyms words that go together: change a tyre classification: motor vehicles: sedans,
hatchbacks, utilities composition (whole-part): motor vehicles:
wheels, tyres, engine, seat belt conjunctions to join sentences or paragraphs of a
text: However, Therefore
joins clauses to expand information: linking conjunctions: and, or, so, and then binding conjunctions: because, if, as, when relative clauses: Perth, which is the capital,..
level of scaffolding
a general introduction, paragraphs with topic sentences that usually indicate the content of the paragraph, followed by a historical recount
time: In 1642 topic words: Australia, It’s neighbouring countries,
The main religion, The main industries, Aborigines
reference: the, it, it’s, (Its), they, he, his, there, here, this
vocabulary patterns: synonyms/antonyms: population, people, city,
country, inhabited, live words that go together: language spoken, hot,
humid, topical, climate, astronomical observations.
classification: immigrants, European (European), Asian, Aboriginal; state: South Australia, Northern Territory, Western Australia, New south Wales, Tazmania (Tasmania), Victoria; main industries: agriculture, steel products; exports: beef, iorn (iron) ore, opal, weet (wheat), wool
composition: world southern hemisphere, continent, countries
linking: and, but, then, or binding: because, when relative clause: (which was) lead by Captain Cook,
who lived in Australia for over a thousand years, (which is) mostly made up of immigrants
independent writing after teaching program focusing on report writing
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Field:Language for expressing ideas and experiences
noun groups: numbers, describers, classifiers, qualifiers: a
book, David, sun*, little boy, the three pictures on the wall, a mountain bike, the man in the shop, the children living in the city
comparatives: funnier, slower, more beautiful, best
nominalisations: likelihood, growth, development, beauty, risk,
government, ability
verbs: action: subtract, divide, peered, scanned mental (sensing): knew, think, believe saying: said, laughed, shouted relational: are, became, has verbal groups: want to play phrasal verbs: look it up, put up with
circumstances and clauses: when: on Sunday where: at the sign how: carefully, with a fine brush, like a leopard with whom, with what: with my friend why: because it is late, because of the rain
topic specific / technical vocabulary: consume, diet
direct and reported speech: direct: She said, “I am going home.” reported: She said she was going home.
* For Scale 5 onward only more complex noun groups cited. 6th largest country, the driest, flattest and smallest
inhabited country, main exports, a ship called the Endeavour, 7 main states, a Dutchman called Abel Tasman, an expedition from England lead by Captain James Cook, secret orders from the British, the first people of Australia
flattest, driest, smallest
Christianity, expedition, immigrants, population, agriculture, observations, orders
action: sailed, lead, landed, arrived, sighted, discover
mental: supposed, realise relational: located, called, renamed, claimed,
belonged verbal groups: were supposed to make, might
have walked or sailed phrasal verbs: made up
when: In 1642, in 1770, over 60,000 years ago, at the time when the northern parts of Australia had a hot humid climate much like that of Australia today, on the 29 April 1770
where: in the Southern hemisphere, in the world, in the coastal regions, in the city, to the South Pacific, in the bay on the east coast
why: because of all the strange plants there, in memory of Abel Tasman
inhabited, continent, tropical climate, religion, astronomical observations, Australia, industries, Dutchman, the British, neighbouring countries, southern hemisphere
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Natasha: INFORMATION REPORTLanguage Key features and examples Student examples of evidence Scale
Tenor: Language for interacting with others
speech functions: statements questions offers commands
subjectivity / objectivity: subjective: I believe objective: It is possible
modality: certainty: perhaps, will, has to be, think, reckon obligation: must, should, could
interpersonal meaning: feelings, attitudes: It’s beautiful, I like you, very,
excellent, best, naughty, rude, well-behaved, just, only, luckily
idioms, colloquialisms, humour names to refer to people
appropriate tenor for the context
series of logical sequential statements
objective: written in the third person eg The main religion in Australia is Christianity.
certainty: might, mostly, most, some, claimed obligation: were supposed to frequency: sometimes
feelings, attitudes: even though, already belonged to the Aborigines, strange plants, new land, secret orders
names: crew, the British, immigrants, Eupopean (European), Asian, Aboriginies (Aborigines), people, Dutchman, Able Tasman, Captain James Cook, Captain Cook, Cook, men
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Mode:Language for creating spoken and written texts
foregrounding: abstract elements: The habitat of the snakes non-human elements: The lathe phrases and clauses time, place, manner human elements: specific We, general People action verbs: Draw
appropriateness of foregrounding
coherence: introduction, topic sentences and the links
between them
primary and secondary tenses: primary: simple past, present, future secondary: was sleeping, wanted to go
active / passive voice: active: The winds flamed the fire. passive: The fire was flamed by the wind.
print conventions: handwriting: letter formation, spacing, direction identifying and representing sounds with letters spelling: link to pronunciation and visual patterns punctuation: capitals, fullstops, question marks,
commas, speech marks, apostrophes, links to intonation
multimedia / multimodal: links between gestures, visual images, sound,
light, layout, tables, spoken text and print text
abstract elements: The main state, The main industries, The main exports, Australia, It’s, The main language, The climate, The main religion, The capital city
time: In 1642, In 1770 human: Aborigines, Most people, He
foregrounding appropriate for reports
introduction clearly introduces the topic, topic sentences used appropriately
simple past: called, lead, arrived, claimed, lived, sighted, was, changed, had
secondary: were supposed to make, are employed, had called
active: he called, Most people live, They sailed passive: It is sometimes called, Most people are
employed, This island was later renamed Tasmania, (which was) lead by Captain James Cook
competent use of all print conventions
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ESL Scope and Scales Moderated Evidence: Primary Years Band
ESL Scales Commentary
Scale 9
Natasha’s texts provide evidence contributing mostly to Scale 9.
As a Year 5 student assessed as working within Scale 9, Natasha does not require ESL support.
Text in context Language Key Teaching Points
GenreOutcome 9.1Communicates in a wide range of social situations and small range of educational genres and reflects on these in an informed way.
Demonstrates an elementary understanding of genre
Constructs a narrative with appropriate staging and an information report with general introduction, paragraphs on topics and then a historical recount.
Constructs written examples of a range of elementary genres having a number of stages or a series of events:- writes short factual
texts drawing from more than one source and using a range of simple cohesive resources
- writes examples of story genres which have more than one complication to resolve
Identifies and uses a small range of significant language features that set up the structure of a text:- time and place phrases
foregrounded in narrative: In 1642, (dependent clause - Scale 11) As he approached the entrance of the jungle
- topic words foregrounded in report: Australia, It’s neighboring countries, The main religion, The main industries, Aborigines
Identifies clauses and expands the information in a text by joining the clauses:- forms complex sentences using
a wide range of binding conjunctions: as if, as, because, when
- uses a small range of relative pronouns with varying accuracy: Aborigines are people who lived in Australia for over a thousand years, They arrived at the time when the northern parts of Australia had hot, humid, tropical climate… Australia is a country (which is) mostly made up of immigrants
Uses a range of simple language elements that make a text hang together:- uses a narrow range of
conjunctions to join sentences or paragraphs in a text: But, finally, also, even though
- uses a small range of synonyms and antonyms: population, people; city, country
Extend understanding of the staging of information reports.
Further develop understanding and use of phrases and clauses of time and place to organise narratives. (Scale 11)
Extend the range and use of binding conjunctions to make complex sentences, because, if, since, because if. (Scale 8 and 9)
Extend the use of relative pronouns to expand information in a text. (Scale 10)
Extend the range and use of conjunctions to join sentences and paragraphs: So, However, Later, While, Therefore, As a result. (Scales 9 and 10)
Field Outcome 9.2Understands and uses common vocabulary that constructs everyday, non-technical fields and is developing tentative control of technical fields.
Communicates confidently about familiar fields with peers in informal contexts, choosing appropriately from a small range of field-specific vocabulary: Exports, hemisphere, Endeavour
Demonstrates a greater understanding of vocabulary beyond immediate personal and school experiences
Uses more varied vocabulary: - verbs expressing mental
processes: worry, got scared, thought, realise, felt
- noun groups: a keen hunter, the dark, gloomy jungle, an expedition from England lead by Captain James Cook
Identifies key vocabulary in unfamiliar texts and uses it to construct a simple summary
Uses appropriate key vocabulary in the report.
Through deconstruction, discussion and scaffolding develop narratives which show a more elaborate and complex world by using a wider range of vocabulary including a more delicate choice of action verbs. (Scale 10)
Practice using direct and indirect speech to develop confidence and accuracy.
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Writes about a range of topics related to Australia, fictional settings and characters.
Chooses appropriately from a small range of vocabulary when required to make more delicate meaning: burped, sloshed, approached
Writes simple descriptive texts which construct less familiar topics, such as fantasy characters or creatures: Colonel Blimp
Understands a wide range of nominalisations and uses a small range of examples: expedition, population, observations
(Scales 9 and 10)
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ESL Scope and Scales Moderated Evidence: Primary Years Band
ESL Scales Commentary
Scale 9Text in context Language Key Teaching Points
Tenor Outcome 9.3Constructs spoken and written texts confidently in a small range of contexts, particularly familiar contexts, and is developing control in a small range of more formal contexts.
Maintains appropriate tenor in short, simple written (or spoken) factual texts and can begin to make appropriate changes if the context requires
Consistent tenor in both texts.
Chooses confidently from a range of vocabulary to maintain appropriate tenor in a text
In the narrative maintains consistent third person narrative.
Chooses a narrow range of colloquialisms and idioms: at least he thought, a ‘woosh’
Colloquialism used effectively add feeling and humour to the narrative.
Uses a range of simple forms of language expressing modality with a greater degree of accuracy in more formal contexts: sometimes, were supposed to, might, some, most
Include more words of feeling and attitude in narratives. (Scale 8)
Introduce and encourage the use of simple forms of language expressing modality with a greater degree of accuracy: Fortunately, there is a better alternative. (Scale 10)
Introduce and explore how meanings can be made either: subjectively: by
identifying who is holding the opinion: ‘I think the problem is ’
objectively: by hiding the opinion holder: ‘The problem might be that…’ or, ‘The problem might be that…’ (Scale 10)
Mode Outcome 9.4Identifies and compares with some confidence a range of features of spoken, written and visual texts, and generally constructs a range of short coherent texts.
Identifies the patterns in what is foregrounded in a genre and begins to identify and use appropriately a small range of alternative language elements to foreground in a narrow range of genres
A range of words are foregrounded in the report: time words and abstract and human topic words. The narrative has a more limited range of foregrounded words.
Foregrounds less simple repetitive patterns:- foregrounds with some
confidence non-human elements in factual genres: The main state, The main industries
- topic not exclusively foregrounded in a report: In 1642
Understands that a change in grammar may be required when changing what is foregrounded: it is called, are employed by, lead by
Organises texts in longer, logically ordered paragraphs
There is a logical ordered sequenced activities in the narrative. The report is a longer text but lacks some topic sentences and paragraph cohesion.
Introduce, examine and practice:- ways to
organise texts in more complex and logically ordered paragraphs
- appropriate choices for a range of genres of a more complex introduction, topic sentences, and the construction of a basic concluding paragraph. (Scales 9 and 10)
- choices in relation appropriate foregrounding in longer independent constructions of texts so they are coherent: foregrounds simple dependent clauses in - narratives: ‘When
the children saw the ghost, they…’
- causal elements in explanations, discussions ‘Because of more rainfall, floods. (Scale 10)
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ESL Scope and Scales Moderated Evidence: Primary Years Band
LUKE: PERSONAL RECOUNT
LUKEYear 5
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Luke: PERSONAL RECOUNTLanguage Key features and examples Student examples of evidence Scale
Genre:Language for achieving different purposes
schematic structure
organises the text: conjunctions: Secondly, Finally, In addition phrases of time, place, manner: Yesterday, At
church, With a knife topic words: Snakes action verbs (in procedures): Slice, Boil layout: subheadings, pictures, diagrams
builds cohesion: reference items: my, it, him, this, there, the vocabulary patterns:
synonyms / antonyms words that go together: change a tyre classification: motor vehicles: sedans,
hatchbacks, utilities composition (whole-part): motor vehicles:
wheels, tyres, engine, seat belt conjunctions to join sentences or paragraphs
of a text: However, Therefore
joins clauses to expand information: linking conjunctions: and, or, so, and then binding conjunctions: because, if, as, when relative clauses: Perth, which is the capital,..
level of scaffolding
orientation, series of events, personal comments
conjunctions: When, After time, place: At the same time, In (At) Magill,
On our way back topic words: I
reference items: I, my, me, the, we, her, that vocabulary patterns:
words that go together: disciplinary measures, swallow food, plahing tennis, kindigarden (kindergarten), school
conjunctions: When
linking: and, so, then, till then binding: because, until, when, after relative clause: one of the thing that is quite
interesting in my life
independently written after class revision of structure and language features
9
Field:Language for expressing ideas and experiences
noun groups: numbers, describers, classifiers, qualifiers: a
book, David, sun*, little boy, the three pictures on the wall, a mountain bike, the man in the shop, the children living in the city
comparatives: funnier, slower, more beautiful, best
nominalisations: likelihood, growth, development, beauty, risk,
government, ability
verbs: action: subtract, divide, peered, scanned mental (sensing): knew, think, believe saying: said, laughed, shouted relational: are, became, has verbal groups: want to play phrasal verbs: look it up, put up with
circumstances and clauses: when: on Sunday where: at the sign how: carefully, with a fine brush, like a leopard with whom, with what: with my friend why: because it is late, because of the rain
topic specific / technical vocabulary: consume, diet
direct and reported speech: direct: She said, “I am going home.” reported: She said she was going home.
* For Scale 5 onward only more complex noun groups cited. one years old, Hong Kong, Adelaide,
kindigarden (kindergarten), disciplinary measures, incident, lots of problem(s), that one day, a large dog, dad’s work, Her name, our house
costipation (constipation)
action: swallow, blend, immigrated, moved, laughing, teasing
mental (sensing): like saying: laughing, teasing relational: had, was, is verbal groups: had to blend phrasal verbs: told off, moved back
when: on february 15th 1993, In(At) the age of five, At the same time, After staying there for two years, (dependent clause), When I was four in Hong Kong, (dependent clause), After playing tennis, (dependent clause), On our way back
where: in Hong Kong, to Adelaide, In(At) Magill, to our house, to Hong Kong
how: by foot, carefully, properly with whom: with my dad why: because of dad’s work, because they
were very strict
costipation (constipation), immigrated, blend, swallow, kindigarden (kindergarten)
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Evidence for Scaling
Luke: PERSONAL RECOUNTLanguage Key features and examples Student examples of evidence Scale
Tenor: Language for interacting with others
speech functions: statements questions offers commands
subjectivity / objectivity: subjective: I believe objective: It is possible
modality: certainty: perhaps, will, has to be, think, reckon obligation: must, should, could
interpersonal meaning: feelings, attitudes: It’s beautiful, I like you,
very, excellent, best, naughty, rude, well-behaved, just, only, luckily
idioms, colloquialisms, humour names to refer to people
appropriate tenor for the context
text is a series of statements which is appropriate for recounts
subjective: I had lots of problem(s) frequency: always
feelings, attitudes: very strict, quite interesting, very sporty, just, quite
names: mum, dad, sister, Joe, teachers
vocabulary choices convey familiarity between author and reader which is appropriate for a personal recount.
9
Mode:Language for creating spoken and written texts
foregrounding: abstract elements: The habitat of the snakes non-human elements: The lathe phrases and clauses time, place, manner human elements: specific We, general People action verbs: Draw
appropriateness of foregrounding
coherence: introduction, topic sentences and the links
between them
primary and secondary tenses: primary: simple past, present, future secondary: was sleeping, wanted to go
active / passive voice: active: The winds flamed the fire. passive: The fire was flamed by the wind.
print conventions: handwriting: letter formation, spacing,
direction identifying and representing sounds with letters spelling: link to pronunciation and visual
patterns punctuation: capitals, fullstops, question
marks, commas, speech marks, apostrophes, links to intonation
multimedia / multimodal: links between gestures, visual images, sound,
light, layout, tables, spoken text and print text
non-human: One of the thing(s), My name, Her name
time, place, manner: After staying there for two years When I was one years (year) old, At the same time, When I was four in Hong Kong, In (At) the age of five, In (At) Magill, After playing tennis, On our way back, Then, one of the thing that is quite interesting in my life till then
human: I, My, We
foregrounding of non-human, circumstance and human elements is appropriate for recounts
coherence developed by: first sentence, a range of time and place conjunctions, phrases and clauses
simple past: went, immigrated, moved simple present: is secondary: had to blend, staying, playing, was
laughingaccurate use of primary and secondary tenses
passive: I was chased round in circles …
handwriting: good control of all conventions spelling: competent spelling, uses letter
sounds to support spelling – ‘costipation, kindigarden, incindent’
punctuation: uses capitals, fullstops, commas competently
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ESL Scales Commentary
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ESL Scope and Scales Moderated Evidence: Primary Years Band
Scale 9
Luke’s texts provide evidence contributing mostly to Scale 9.
As a Year 5 student assessed as working within Scale 9, Luke does not require targeted ESL support.
Text in context Language Key Teaching Points
GenreOutcome 9.1Communicates in a wide range of social situations and small range of educational genres and reflects on these in an informed way.
Constructs written examples of a range of elementary genres having a number of stages or a series of events
Identifies and uses a small range of significant language features that set up the structure of a text: time and place phrases
foregrounded in personal recount: At the same time, on our way back.
Identifies clauses and expands the information in a text by joining the clauses forms complex sentences
using a wide range of binding conjunctions: because, until, after, when
uses a small range of relative pronouns with varying accuracy: one of the things that is quite interesting in my life
Uses a range of simple language elements that make a text hang together uses a narrow range of
conjunctions to join sentences or paragraphs in a text: When
Further develop understanding and use of time and place to organise recounts. (Scale 7 to 9)
Extend the range and use of linking conjunctions to join sentences and paragraphs: So, However, Later, While. (Scale 9)
Extend the range and use of - binding conjunctions to make complex sentences: whenever, if (Scale 10)
Field Outcome 9.2Understands and uses common vocabulary that constructs everyday, non-technical fields and is developing tentative control of technical fields.
Communicates confidently about familiar fields with peers in informal contexts, choosing appropriately from a small range of field-specific vocabulary: Hong Kong, kinderegarten, disciplinary measures
Chooses appropriately from a small range of vocabulary when required to make more delicate meaning: swallow, blend, moved, teasing
Uses more varied vocabulary: verbs expressing mental
processes: like noun groups: disciplinary
measures, lots of problem(s)
Encourage a greater range of verbs expressing mental and action processes: panicked, startled, pondered, wondered. (Scale 9 and 10)
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ESL Scope and Scales Moderated Evidence: Primary Years Band
ESL Scales Commentary
Scale 9Text in context Language Key Teaching Points
Tenor Outcome 9.3Constructs spoken and written texts confidently in a small range of contexts, particularly familiar contexts, and is developing control in a small range of more formal contexts.
Maintains appropriate tenor in short factual texts
Chooses confidently from a range of vocabulary to maintain appropriate tenor in a text
Maintains a consistent tenor in the recount.
Uses a range of simple forms of language expressing modality with a greater degree of accuracy in more formal contexts: would go, could only get
Introduce and encourage the use of a range of simple forms of language expressing modality with a greater degree of accuracy: Fortunately, there is a better alternative, luckily, probably, certainly. (Scale 10)
Mode Outcome 9.4Identifies and compares with some confidence a range of features of spoken, written and visual texts, and generally constructs a range of short coherent texts.
Identifies the patterns in what is foregrounded in a genre and begins to identify and use appropriately a small range of alternative language elements to foreground in a narrow range of genres
Foregrounds less simple repetitive patterns: phrases of time and
place are foregrounded on more than one occasion in a recount: eg After staying there for two years, When I was four in Hong Kong, After playing tennis
Understands that a change in grammar may be required when changing what is foregrounded: I was chased round
Encourage organisation of texts in increasingly complex and logically ordered paragraphs.
Develop confidence to choose a more complex introduction, topic sentences, and the construction of a basic concluding paragraph. for a range of genres. (Scales 9 and 10)
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