Work Sample : Ashley

Activity : Literary Recount

    Literary Recount - Ashley : Grade Commentary

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Ashley has demonstrated a sound understanding of the content and features of a literary recount. Events have been recounted in sequential order but the text lacks an effective reorientation at the end. Past tense has been consistently used, and compound and complex sentences have been included. There is evidence of experimentation with punctuation, and a range of strategies has been used to spell most words correctly. The handwriting is consistent in size and slope. To improve, Ashley could use adjectives to enhance descriptions and develop a more consistent approach to punctuation. This work sample demonstrates characteristics of work typically produced by a student performing at grade C standard midway through Stage 1.

Grade C

The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills.

Full list of grade descriptions

Foundation Statement strands

The following strands are covered in this activity:

  • Talking and Listening
    Students communicate with a wide range of people on familiar and introduced topics to achieve a variety of purposes.They interact effectively, adopting new speaking skills, in order to give confident oral presentations. They listen to instructions and share ideas with peers to complete tasks. Students recognise that spoken language has a range of purposes and audiences and use this knowledge when attempting to communicate effectively with others. They investigate the different types and organisational patterns of common spoken texts and recognise features within them.
  • Writing
    Students write simple literary and factual texts on familiar topics for known readers by planning and reviewing their writing. They write using basic grammatical features and conventions of punctuation, showing awareness of different purposes, audiences and subject matter. Students spell using knowledge of sight words, letter-sound correspondence and other strategies. They write using letters of consistent size and slope in NSW Foundation Style and use computer technology to produce texts, recognising simple conventions, language and functions.
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