Staff meeting introducing EALD Language and Literacy Levels

1. Language and Literacy Levels
across the Australian Curriculum:
EALD students
Adapted from
Module 1.2
Building Language Capacity

2. Context: The Data
2010 2011 2012 2013 2014
Year 3 437 446 448 433 439
Year 5 540 510 521 500 492
Year 7 548 581 575 567 580
0
100
200
300
400
500
600
700
ScaledScore(average)
NAPLAN Writing

3. Growth Trend
570.2 Year 7 Average
512.6 Year 5 Average
440.6 Year 3 Average

4. Growth Data
NAPLAN Writing Narrative Persuasive Persuasive Persuasive Persuasive
2010 2011 2012 2013 2014
Year 3 437 446 448 433 439
Year 5 540 510 521 500 492
Year 7 548 581 575 567 580
Expected growth from
Year 3 to 5 = 80 points
Year 5 to 7 = 50 points

5. Register continuum
everyday, concrete technical, abstract
Expressing and developing ideas –Subject matter
What is the topic? How is it treated?
informal personal novice formal impersonal informed/expert
Interacting with others – Roles & relationships
Who is involved? What are their roles and relationships?
most spoken most written
‘here and now’ generalised context
language with action language of reflection
Text structure and organisation – Mode of communication
How is the message conveyed? How spoken or written-like is it? What technologies are used?

6. Read Foregrounding in Glossary.
.
Building Language Capacity
a) uses simple text connectives to:
o organise and
sequence sections of
text in time: At first;
After that; Today
b) uses text connectives to:
o organise text: Firstly;
In addition; Finally; In
conclusion
c) uses a wider range of
conjunctions (text connectives)to
show logical connections between
paragraphs and sentences: On the
other hand; However; Therefore
d) begins to use a small range of
text connectives:
o formulaically to
organise arguments:
Firstly; Secondly;
Thirdly
e) foregrounds circumstances in a
range of genres
time or place in recounts,
narratives and explanations: Later
on in her life; After her death; After
six days; Three weeks later; Just
metres away; At the University of
Adelaide
f) uses circumstances of time
and/or place to begin paragraphs in
historical recounts and narratives:
In 1851; During December 1854; A
few minutes later; At home
g) uses circumstances of time
and/or place to begin paragraphs in
recounts and explanations: On the
way there; The next few days; The
day after that; In the end; After a
few weeks
h) begins to use/choose
circumstances of time at the
beginning of recounts, narratives
and observations/ responses: Once
upon a time; Long, long ago; Many
years ago; This Term; In 1888
most spoken like language most written like language

7. Read Foregrounding in Glossary.
.
Building Language Capacity
a) uses simple text connectives to:
o organise and
sequence sections of
text in time: At first;
After that; Today
b) uses text connectives to:
o organise text: Firstly;
In addition; Finally; In
conclusion
c) uses a wider range of
conjunctions (text connectives)to
show logical connections between
paragraphs and sentences: On the
other hand; However; Therefore
d) begins to use a small range of
text connectives:
o formulaically to
organise arguments:
Firstly; Secondly;
Thirdly
e) foregrounds circumstances in a
range of genres
time or place in recounts,
narratives and explanations: Later
on in her life; After her death; After
six days; Three weeks later; Just
metres away; At the University of
Adelaide
f) uses circumstances of time
and/or place to begin paragraphs in
historical recounts and narratives:
In 1851; During December 1854; A
few minutes later; At home
g) uses circumstances of time
and/or place to begin paragraphs in
recounts and explanations: On the
way there; The next few days; The
day after that; In the end; After a
few weeks
h) begins to use/choose
circumstances of time at the
beginning of recounts, narratives
and observations/ responses: Once
upon a time; Long, long ago; Many
years ago; This Term; In 1888
most spoken like language most written like language

8. Read Foregrounding in Glossary.
.
Building Language Capacity
a) uses simple text connectives to:
o organise and
sequence sections of
text in time: At first;
After that; Today
b) uses text connectives to:
o organise text: Firstly;
In addition; Finally; In
conclusion
c) uses a wider range of
conjunctions (text connectives)to
show logical connections between
paragraphs and sentences: On the
other hand; However; Therefore
d) begins to use a small range of
text connectives:
o formulaically to
organise arguments:
Firstly; Secondly;
Thirdly
e) foregrounds circumstances in a
range of genres
time or place in recounts,
narratives and explanations: Later
on in her life; After her death; After
six days; Three weeks later; Just
metres away; At the University of
Adelaide
f) uses circumstances of time
and/or place to begin paragraphs in
historical recounts and narratives:
In 1851; During December 1854; A
few minutes later; At home
g) uses circumstances of time
and/or place to begin paragraphs in
recounts and explanations: On the
way there; The next few days; The
day after that; In the end; After a
few weeks
h) begins to use/choose
circumstances of time at the
beginning of recounts, narratives
and observations/ responses: Once
upon a time; Long, long ago; Many
years ago; This Term; In 1888
most spoken like language most written like language

9. Level 7
(Year 3)
Level 8
(Year 4)
Level 9
(Year 5)
Level 10
(Year 6)
 begins to use/choose
circumstances of time
at the beginning of
recounts, narratives
and observations/
responses: Once upon a
time; Long, long ago;
Many years ago; This
Term; In 1888
 uses circumstances of
time and/or place to
begin paragraphs in
recounts and
explanations: On the
way there; The next few
days; The day after
that; In the end; After a
few weeks
 uses circumstances of
time and/or place to
begin paragraphs in
historical recounts and
narratives: In 1851;
During December 1854;
A few minutes later; At
home
 foregrounds
circumstances in a
range of genres
o time or place in
recounts,
narratives and
explanations:
Later on in her
life; After her
death; After six
days; Three
weeks later; Just
metres away; At
the University of
Adelaide
 begins to use a small
range of text
connectives:
o formulaically to
organise
arguments:
Firstly; Secondly;
Thirdly
 uses simple text
connectives to:
o organise and
sequence sections
of text in time: At
first; After that;
Today
 uses text connectives
to:
o organise text:
Firstly; In
addition; Finally;
In conclusion
 uses a wider range of
conjunctions (text
connectives)to show
logical connections
between paragraphs
and sentences: On the
other hand; However;
Therefore

10. Language progression across the Levels
• Read The Levels as a continuum (p 11) in
Introduction

11. Language progression across the Levels
• Read Explanation of quantifying terms
used within the Levels p 11

12. Junior Primary
(Levels 1-6)
Primary
(Levels 7-11)
Secondary
(Levels 12-14)
1. Reference
2. Simple sentence
3. Verbs
4. Nouns
5. Topic vocabulary
6. Spelling
1. Reference
2. Compound and
complex
sentences
3. Verbs and verb
groups/phrases
4. Circumstances
(Adverbs/adverb
groups/phrases
and prepositional
phrases)
5. Noun
groups/phrases
6. Evaluative
language
1. Complex
sentences
2. Verbs and verb
groups/phrases
3. Circumstances
(Adverbs/adverb
groups/phrases
and prepositional
phrases)
4. Noun
groups/phrases
5. Nominalisation
6. Evaluative
language
7. Topic Vocabulary

13. Areas of Need – Analysis of NAPLAN
2014Year 3 – Vocabulary
Persuasive Devices
Sentence Structure
(Paragraphing)
Year 5 - Vocabulary
Sentence Structure
Persuasive Devices
Paragraphing
Year 7 - Vocabulary
Sentence Structure
Punctuation
Agreed whole school
focus:
Sentence Structure