This document provides an overview of the progression points and standards for writing conventions from Prep to Level 10 in the English Developmental Continuum. It describes the skills students should demonstrate at various progression points as they work towards more advanced levels. For example, at progression point 1.25, students' writing will include their own experiences and drawings to support meaning in texts for personal purposes. They will make plausible attempts at spelling unfamiliar words. The document outlines indicators of progress such as punctuation usage that provide more details about expected writing development at each progression point.
Students progress through levels of spelling ability from 0.5 to level 4.75. The document outlines progression points and indicators of progress for each level. It provides examples of work demonstrating spelling skills developing towards or meeting each standard. For each level it describes how students spell words, use letter-sound relationships, and strategies for attempting unfamiliar words.
Students are progressing in their writing abilities and moving towards more advanced levels of writing proficiency. They are learning to:
1) Write short sequenced texts with some related ideas on familiar topics to convey information to known audiences.
2) Use appropriate structures, vocabulary, and linking words to organize their writing and connect their ideas.
3) Produce a variety of short text types in print and digital formats for different purposes such as narratives, descriptions, instructions, and opinions.
Students progress through developmental levels in their writing strategies from emergent writing to more advanced skills. The document provides progression points and indicators of progress for writing strategy from 0.5 to level 3. It describes the developing abilities around planning, drafting, editing and publishing writing at each level.
The document provides an overview of two professional learning days focused on the English K-10 Syllabus. On day one, the agenda included an overview of the English syllabus, learning continuum, comprehension strategies, vocabulary development, and demonstrations of assessment for learning (AL) lessons. Teachers were asked to summarize the stage statements in 66 words. On day two, the agenda covered recommended resources for the new syllabus, text requirements, choosing appropriate texts, and how to plan a unit of work with demonstrations from Jess and Gayle. The document provides information about the content and activities covered during the two professional development days for teachers on the new English syllabus.
This document outlines a developmental approach to teaching editing and revising skills to students from K-12. It provides examples of skills and strategies that students should learn at each grade level, from basic punctuation and capitalization in early grades to advanced skills like incorporating concessions and choosing appropriate voice and genre by high school. The goal is for students to learn to independently apply editing and revising strategies in every class to continuously improve their writing abilities. There is a direct link between writing and other language skills like speaking, listening and reading.
This document discusses approaches to assessing writing ability. It identifies 5 types of writing: imitative, intensive (controlled), responsive, extensive, and job-related. For imitative writing, tasks focus on handwriting, copying, and spelling. Intensive writing focuses on using correct vocabulary, grammar, and form within a context. Responsive writing connects sentences and paragraphs around a topic. Extensive writing involves longer essays and research projects. Micro-skills include spelling, handwriting, and grammar, while macro-skills involve organization, purpose, and conveying meaning. The document provides examples of assessment tasks for different writing types and skills.
This document discusses various methods for assessing writing performance, from imitative to extensive writing. It outlines genres of writing, types of writing performance, and examples of tasks used to assess skills at different levels. These include spelling tasks, picture-cued tasks, grammatical transformation tasks, paragraph construction, and holistic, primary trait, and analytical scoring methods. Scoring writing requires evaluating content, organization, vocabulary, syntax and mechanics.
Students progress through levels of spelling ability from 0.5 to level 4.75. The document outlines progression points and indicators of progress for each level. It provides examples of work demonstrating spelling skills developing towards or meeting each standard. For each level it describes how students spell words, use letter-sound relationships, and strategies for attempting unfamiliar words.
Students are progressing in their writing abilities and moving towards more advanced levels of writing proficiency. They are learning to:
1) Write short sequenced texts with some related ideas on familiar topics to convey information to known audiences.
2) Use appropriate structures, vocabulary, and linking words to organize their writing and connect their ideas.
3) Produce a variety of short text types in print and digital formats for different purposes such as narratives, descriptions, instructions, and opinions.
Students progress through developmental levels in their writing strategies from emergent writing to more advanced skills. The document provides progression points and indicators of progress for writing strategy from 0.5 to level 3. It describes the developing abilities around planning, drafting, editing and publishing writing at each level.
The document provides an overview of two professional learning days focused on the English K-10 Syllabus. On day one, the agenda included an overview of the English syllabus, learning continuum, comprehension strategies, vocabulary development, and demonstrations of assessment for learning (AL) lessons. Teachers were asked to summarize the stage statements in 66 words. On day two, the agenda covered recommended resources for the new syllabus, text requirements, choosing appropriate texts, and how to plan a unit of work with demonstrations from Jess and Gayle. The document provides information about the content and activities covered during the two professional development days for teachers on the new English syllabus.
This document outlines a developmental approach to teaching editing and revising skills to students from K-12. It provides examples of skills and strategies that students should learn at each grade level, from basic punctuation and capitalization in early grades to advanced skills like incorporating concessions and choosing appropriate voice and genre by high school. The goal is for students to learn to independently apply editing and revising strategies in every class to continuously improve their writing abilities. There is a direct link between writing and other language skills like speaking, listening and reading.
This document discusses approaches to assessing writing ability. It identifies 5 types of writing: imitative, intensive (controlled), responsive, extensive, and job-related. For imitative writing, tasks focus on handwriting, copying, and spelling. Intensive writing focuses on using correct vocabulary, grammar, and form within a context. Responsive writing connects sentences and paragraphs around a topic. Extensive writing involves longer essays and research projects. Micro-skills include spelling, handwriting, and grammar, while macro-skills involve organization, purpose, and conveying meaning. The document provides examples of assessment tasks for different writing types and skills.
This document discusses various methods for assessing writing performance, from imitative to extensive writing. It outlines genres of writing, types of writing performance, and examples of tasks used to assess skills at different levels. These include spelling tasks, picture-cued tasks, grammatical transformation tasks, paragraph construction, and holistic, primary trait, and analytical scoring methods. Scoring writing requires evaluating content, organization, vocabulary, syntax and mechanics.
Assesing Writing. This is my presentation in Language Testing class. The materials on these slides are mostly taken from Douglas Brown's book, Language Assessment.
The document discusses various topics related to assessing writing skills, including the historical context of writing, genres of written language, types of writing performance, microskills and macroskills involved in writing, and issues in designing assessment tasks to evaluate different types of writing. It provides examples of assessment tasks that could be used to evaluate imitative, intensive, responsive, and extensive writing abilities. These include spelling tests, picture description tasks, grammatical transformation exercises, paragraph construction, and impromptu essay topics like those seen on the Test of Written English.
This document discusses assessing reading ability in a second language. It covers several key points:
1. There are different types and genres of reading that should be assessed, including academic, job-related, and personal reading.
2. Assessing reading involves inferring comprehension through tasks that evaluate understanding of vocabulary, grammar, and discourse features.
3. Effective readers must master both bottom-up decoding skills and top-down comprehension strategies, including using background knowledge and cultural schemata.
4. Reading assessment tasks are categorized as perceptive, selective, interactive, and extensive based on the length and complexity of the text and the type of comprehension required.
Here is a passage with comprehension questions:
Passage: The Lost Colony of Roanoke
Questions:
1) When was the Lost Colony of Roanoke established?
2) Who was the leader of the second group of settlers?
3) What mystery surrounds the fate of the Roanoke colonists?
Spelling is a developmental process that occurs in stages and is essential for effective communication and reading. It should be taught using a variety of strategies in a positive classroom environment with support from parents. Assessment is used to identify strengths and weaknesses to guide instruction.
The document provides information on three spelling strategies: word sorts, word builder, and word walls.
Word sorts involve sorting words into categories according to spelling patterns. They can be used to teach spelling, recognition, analogies, and vocabulary. Word builder teaches morphemic analysis by having students create new words using word roots, prefixes and suffixes. Word walls involve displaying vocabulary words on cards on a wall for students to review and reinforce spelling. All three strategies are designed to help students learn spelling patterns and build vocabulary.
The document discusses assessing writing skills. It describes different types of writing like academic, job-related, and personal writing. It outlines micro skills like imitative and intensive writing, and macro skills like responsive and extensive writing. For micro skills, it provides examples of assessment tasks for imitative writing like spelling tests and dictation. For intensive writing, it discusses tasks like rewriting sentences and transforming grammar. For macro skills, it discusses designing assessment tasks for responsive and extensive writing like guided questions, paragraph construction, and scoring methods.
The document outlines the K to 12 curriculum guide for grade 8 English, which focuses on developing communicative competence and appreciation of Afro-Asian literature and culture. It includes standards, learning competencies, and assessments for various domains of literacy including listening comprehension, oral language, vocabulary, reading, literature, and viewing comprehension. The content is organized by quarter and covers strategies and skills for understanding different text types, genres, and applying various reading and listening approaches.
The document discusses spelling development and instruction. It outlines 5 developmental stages of spelling that children progress through from ages 2-14. These stages involve developing understandings of phonics, sight words, morphemes, and etymology. Effective instruction should match students' developmental levels and utilize strategies like word sorts and games. Spelling is best taught indirectly through reading and writing rather than isolated weekly tests. A multi-faceted approach is needed to account for individual student needs.
This document discusses various genres and skills of written language as well as methods for assessing writing abilities. It describes four levels of writing performance from imitative to extensive writing. It also outlines micro and macro writing skills. The document then provides examples of assessment tasks that can evaluate skills from imitative to responsive writing abilities. These include spelling tests, picture tasks, and paragraph construction. It discusses issues in assessing more advanced responsive and extensive writing and methods for scoring such as holistic, primary trait, and analytic scoring. Lastly, it discusses providing feedback during the writing process.
The document outlines the curriculum guide for Grade 8 English in the Philippines. It covers 4 quarters and includes standards and competencies for various domains of literacy like listening comprehension, oral language, vocabulary, reading, literature, viewing comprehension, writing, and grammar. The focus is on developing communicative competence through understanding Afro-Asian literature and culture. Key areas covered include strategies for comprehending texts, applying grammar rules, enhancing vocabulary, and conducting research.
Here are some spelling activities you could try at home:
- Word sorts: Cut out words with the same spelling pattern (e.g. words with 'ight') and sort them into groups.
- Scrambled words: Write words on strips of paper, scramble the letters and have your child rearrange them to spell the word.
- Find the spelling: Write clues for spelling words and have your child figure out the word (e.g. A place you sleep - B E D).
- Make words: Use letter tiles or magnetic letters to make as many words as possible that follow a spelling pattern.
- Write a story: Give your child a spelling word and have them write a short story that incorporates
The document discusses assessing writing skills. It describes three genres of writing and identifies two categories of writing skills: micro skills and macro skills. It then outlines four types of writing performance: imitative and intensive (controlled) writing, and responsive and extensive writing. It provides examples of tasks to assess each type and discusses issues in assessing responsive and extensive writing, noting different scoring methods.
The document discusses topics related to spelling, including:
- The meaning and purpose of spelling words
- How words are built from bases and affixes using morphology and etymology
- The pronunciation of words through phonology
- Activities like word sorts, word webs and matrixes to teach spelling patterns
Lead Generation Content For Advisors: 13 Tax Tips For Doctors For 2013Advisors4Advisors
You can purchase this special report targeted to doctors branded with your logo. Post it for all to see on your website, or require visitors submit their contact information to view the report in order to generate leads.
This document provides an overview of using Twitter and Facebook for business purposes. It includes tours of the Twitter and Facebook pages that describe the basic page components and functions. It also discusses tactics for using social media, such as scheduling tweets, using hashtags on Twitter, and encouraging customer check-ins on Facebook. The goal is to help businesses connect with and grow their audience on social networks.
At the end of February 2012, ILC-UK, with the support of Partnership, published a report which explored the impact of the Retail Distribution Review (RDR) on people with small pension pots.
Whilst the report supported the principles of the RDR, it expressed worries about the creation of an ‘advice gap’ where the poorest and least well-off pensioners might fail to receive critical financial advice.
Since the publication of the report, Government, the FSA and HM Treasury have taken forward a number of positive policy initiatives, some of which addressed some of the issues in the ILC-UK report. The ABI has developed a new code of conduct for members which will support the consumer to take the open market option. The DWP has been developing “operation big pension pot”. And the FSA has published guidance on simplified advice.
However, the problems highlighted in the ILC-UK report are far from solved and there remain a number of immediate challenges. The combination of the end of compulsory annuitisation, the introduction of the RDR, the growth in the number of small pension pots and the introduction of auto enrolment will require further policy action in the short term, and certainly before 1 January 2013.
This summit was convened with a view of creating a policy consensus to tackle the challenges ahead. Following the Summit, ILC-UK will publish a report which sets out the recommendations which emerge from the event.
The Retirement Income Summit focused on three specific themes. Senior representatives from Government, industry and consumer organisations debated
Post RDR financial advice may be beyond the means of the average person. How can we fill the advice gap?
People with average sized pension pots are entitled to reasonable outcomes. How can we improve the pensions annuity process for the consumer and industry?
Good regulation protects the consumer but it must not inadvertently damage the potential of products and services to increase pensioner income? How can we ensure that the length and complexity of communications required by legislation does not damage communications?
Village life: Independence, Loneliness, and Quality of Life in Retirement Vil...ILC- UK
On the 19th August, the ILC-UK held a launch event of a new research report “Village life: Independence, Loneliness, and Quality of Life in Retirement Villages with Extra Care” which considers the impact of retirement villages on independence, loneliness and quality of life of residents.
The report incorporates a survey of residents and compares the sample with a comparable group of non-residents living in private housing.
The report has been produced with the support of Bupa and Audley. Anchor provided additional survey respondents.
During the launch, Brian Beach, Research Fellow at ILC-UK, presented the findings of the research. Nick Sanderson, CEO of Audley, and Jeremy Porteus, Founder and Director or Housing LIN (Learning and Improvement Network), responded.
Estamos encantados por Você ter escolhido a Jeunesse Global® como seu parceiro.
Se Você esta procurando assegurar o seu futuro financeiro, o nosso objetivo é fornecer todos os meios para tal, seja com produtos que ficarás orgulhoso em representar e partilhar com outras pessoas ou com a excelente oportunidade de distribuição global com rendimentos crescentes e altamente vantajosos que só a Jeunesse Global® tem condições para lhe oferecer.
Nossos produtos estão na vanguarda da ciência e tecnologia, e têm uma sólida posição no mercado, cada vez mais crescente, de antienvelhecimento.
Maiores detalhes e cadastramento acesse:
www.rejuvenatenow.wix.com/segredosdajuventude
Assesing Writing. This is my presentation in Language Testing class. The materials on these slides are mostly taken from Douglas Brown's book, Language Assessment.
The document discusses various topics related to assessing writing skills, including the historical context of writing, genres of written language, types of writing performance, microskills and macroskills involved in writing, and issues in designing assessment tasks to evaluate different types of writing. It provides examples of assessment tasks that could be used to evaluate imitative, intensive, responsive, and extensive writing abilities. These include spelling tests, picture description tasks, grammatical transformation exercises, paragraph construction, and impromptu essay topics like those seen on the Test of Written English.
This document discusses assessing reading ability in a second language. It covers several key points:
1. There are different types and genres of reading that should be assessed, including academic, job-related, and personal reading.
2. Assessing reading involves inferring comprehension through tasks that evaluate understanding of vocabulary, grammar, and discourse features.
3. Effective readers must master both bottom-up decoding skills and top-down comprehension strategies, including using background knowledge and cultural schemata.
4. Reading assessment tasks are categorized as perceptive, selective, interactive, and extensive based on the length and complexity of the text and the type of comprehension required.
Here is a passage with comprehension questions:
Passage: The Lost Colony of Roanoke
Questions:
1) When was the Lost Colony of Roanoke established?
2) Who was the leader of the second group of settlers?
3) What mystery surrounds the fate of the Roanoke colonists?
Spelling is a developmental process that occurs in stages and is essential for effective communication and reading. It should be taught using a variety of strategies in a positive classroom environment with support from parents. Assessment is used to identify strengths and weaknesses to guide instruction.
The document provides information on three spelling strategies: word sorts, word builder, and word walls.
Word sorts involve sorting words into categories according to spelling patterns. They can be used to teach spelling, recognition, analogies, and vocabulary. Word builder teaches morphemic analysis by having students create new words using word roots, prefixes and suffixes. Word walls involve displaying vocabulary words on cards on a wall for students to review and reinforce spelling. All three strategies are designed to help students learn spelling patterns and build vocabulary.
The document discusses assessing writing skills. It describes different types of writing like academic, job-related, and personal writing. It outlines micro skills like imitative and intensive writing, and macro skills like responsive and extensive writing. For micro skills, it provides examples of assessment tasks for imitative writing like spelling tests and dictation. For intensive writing, it discusses tasks like rewriting sentences and transforming grammar. For macro skills, it discusses designing assessment tasks for responsive and extensive writing like guided questions, paragraph construction, and scoring methods.
The document outlines the K to 12 curriculum guide for grade 8 English, which focuses on developing communicative competence and appreciation of Afro-Asian literature and culture. It includes standards, learning competencies, and assessments for various domains of literacy including listening comprehension, oral language, vocabulary, reading, literature, and viewing comprehension. The content is organized by quarter and covers strategies and skills for understanding different text types, genres, and applying various reading and listening approaches.
The document discusses spelling development and instruction. It outlines 5 developmental stages of spelling that children progress through from ages 2-14. These stages involve developing understandings of phonics, sight words, morphemes, and etymology. Effective instruction should match students' developmental levels and utilize strategies like word sorts and games. Spelling is best taught indirectly through reading and writing rather than isolated weekly tests. A multi-faceted approach is needed to account for individual student needs.
This document discusses various genres and skills of written language as well as methods for assessing writing abilities. It describes four levels of writing performance from imitative to extensive writing. It also outlines micro and macro writing skills. The document then provides examples of assessment tasks that can evaluate skills from imitative to responsive writing abilities. These include spelling tests, picture tasks, and paragraph construction. It discusses issues in assessing more advanced responsive and extensive writing and methods for scoring such as holistic, primary trait, and analytic scoring. Lastly, it discusses providing feedback during the writing process.
The document outlines the curriculum guide for Grade 8 English in the Philippines. It covers 4 quarters and includes standards and competencies for various domains of literacy like listening comprehension, oral language, vocabulary, reading, literature, viewing comprehension, writing, and grammar. The focus is on developing communicative competence through understanding Afro-Asian literature and culture. Key areas covered include strategies for comprehending texts, applying grammar rules, enhancing vocabulary, and conducting research.
Here are some spelling activities you could try at home:
- Word sorts: Cut out words with the same spelling pattern (e.g. words with 'ight') and sort them into groups.
- Scrambled words: Write words on strips of paper, scramble the letters and have your child rearrange them to spell the word.
- Find the spelling: Write clues for spelling words and have your child figure out the word (e.g. A place you sleep - B E D).
- Make words: Use letter tiles or magnetic letters to make as many words as possible that follow a spelling pattern.
- Write a story: Give your child a spelling word and have them write a short story that incorporates
The document discusses assessing writing skills. It describes three genres of writing and identifies two categories of writing skills: micro skills and macro skills. It then outlines four types of writing performance: imitative and intensive (controlled) writing, and responsive and extensive writing. It provides examples of tasks to assess each type and discusses issues in assessing responsive and extensive writing, noting different scoring methods.
The document discusses topics related to spelling, including:
- The meaning and purpose of spelling words
- How words are built from bases and affixes using morphology and etymology
- The pronunciation of words through phonology
- Activities like word sorts, word webs and matrixes to teach spelling patterns
Lead Generation Content For Advisors: 13 Tax Tips For Doctors For 2013Advisors4Advisors
You can purchase this special report targeted to doctors branded with your logo. Post it for all to see on your website, or require visitors submit their contact information to view the report in order to generate leads.
This document provides an overview of using Twitter and Facebook for business purposes. It includes tours of the Twitter and Facebook pages that describe the basic page components and functions. It also discusses tactics for using social media, such as scheduling tweets, using hashtags on Twitter, and encouraging customer check-ins on Facebook. The goal is to help businesses connect with and grow their audience on social networks.
At the end of February 2012, ILC-UK, with the support of Partnership, published a report which explored the impact of the Retail Distribution Review (RDR) on people with small pension pots.
Whilst the report supported the principles of the RDR, it expressed worries about the creation of an ‘advice gap’ where the poorest and least well-off pensioners might fail to receive critical financial advice.
Since the publication of the report, Government, the FSA and HM Treasury have taken forward a number of positive policy initiatives, some of which addressed some of the issues in the ILC-UK report. The ABI has developed a new code of conduct for members which will support the consumer to take the open market option. The DWP has been developing “operation big pension pot”. And the FSA has published guidance on simplified advice.
However, the problems highlighted in the ILC-UK report are far from solved and there remain a number of immediate challenges. The combination of the end of compulsory annuitisation, the introduction of the RDR, the growth in the number of small pension pots and the introduction of auto enrolment will require further policy action in the short term, and certainly before 1 January 2013.
This summit was convened with a view of creating a policy consensus to tackle the challenges ahead. Following the Summit, ILC-UK will publish a report which sets out the recommendations which emerge from the event.
The Retirement Income Summit focused on three specific themes. Senior representatives from Government, industry and consumer organisations debated
Post RDR financial advice may be beyond the means of the average person. How can we fill the advice gap?
People with average sized pension pots are entitled to reasonable outcomes. How can we improve the pensions annuity process for the consumer and industry?
Good regulation protects the consumer but it must not inadvertently damage the potential of products and services to increase pensioner income? How can we ensure that the length and complexity of communications required by legislation does not damage communications?
Village life: Independence, Loneliness, and Quality of Life in Retirement Vil...ILC- UK
On the 19th August, the ILC-UK held a launch event of a new research report “Village life: Independence, Loneliness, and Quality of Life in Retirement Villages with Extra Care” which considers the impact of retirement villages on independence, loneliness and quality of life of residents.
The report incorporates a survey of residents and compares the sample with a comparable group of non-residents living in private housing.
The report has been produced with the support of Bupa and Audley. Anchor provided additional survey respondents.
During the launch, Brian Beach, Research Fellow at ILC-UK, presented the findings of the research. Nick Sanderson, CEO of Audley, and Jeremy Porteus, Founder and Director or Housing LIN (Learning and Improvement Network), responded.
Estamos encantados por Você ter escolhido a Jeunesse Global® como seu parceiro.
Se Você esta procurando assegurar o seu futuro financeiro, o nosso objetivo é fornecer todos os meios para tal, seja com produtos que ficarás orgulhoso em representar e partilhar com outras pessoas ou com a excelente oportunidade de distribuição global com rendimentos crescentes e altamente vantajosos que só a Jeunesse Global® tem condições para lhe oferecer.
Nossos produtos estão na vanguarda da ciência e tecnologia, e têm uma sólida posição no mercado, cada vez mais crescente, de antienvelhecimento.
Maiores detalhes e cadastramento acesse:
www.rejuvenatenow.wix.com/segredosdajuventude
This document discusses various strategies that a foreign company can use to enter the Indian market. It outlines options such as setting up a liaison office, branch office, or wholly-owned subsidiary. It also discusses establishing a joint venture with an Indian partner or acquiring an existing Indian company. The key factors that go into selecting an entry strategy include level of investment, degree of control desired, and whether the company wants to enter India directly or through a local entity. Regulatory approvals may be required from organizations like the Reserve Bank of India or Foreign Investment Promotion Board, depending on the chosen strategy.
The document discusses the NetWitness network security platform. It provides situational awareness and deep visibility into network activity to detect advanced threats. When deployed, NetWitness immediately provides insight into what is happening on a network through its NextGen platform. This platform records all network data, filters it, and organizes it into a searchable framework to enable analysis, reporting, and visualization of network traffic. It uses various components and applications to interrogate the data, detect anomalies, and gain intelligence about security issues.
The document discusses order of operations, which provides rules for the order in which mathematical operations should be performed in an expression containing more than one operation. It lists the order as: 1) operations within grouping symbols, 2) exponents, 3) multiply/divide from left to right, and 4) add/subtract from left to right. It then provides 7 examples of expressions and their order of operations.
This document provides steps and examples for solving multi-step inequalities. It outlines 5 steps: 1) distribute, 2) combine like terms, 3) move the variable to one side, 4) add or subtract, and 5) multiply or divide, noting that multiplying or dividing by a negative flips the inequality symbol. It includes examples of solving inequalities with variables x, b, r, p. Readers are instructed to try solving additional practice problems on their own.
Everyone's talking about big data – getting our arms around it and putting it to work for us. This paper summarizes a panel discussion at the 2012 SAS Financial Services Executive Summit where industry leaders shared their ideas about big data and what their organizations are doing with it. Aditya Bhasin from Bank of America talked about how to extract more value from the data you already have, even if it's just a fraction of what's out there. Robert Kirkpatrick, who leads the UN Global Pulse initiative, talked about how data can help us better understand global economies and human welfare. Charles Thomas, a market research and analytics executive at USAA, described how his company is navigating the shift to more real-time and predictive analysis. Request the full whitepaper at: http://www.sas.com/reg/wp/corp/50060?&utm_source=NAFCUServices&utm_medium=landingpage&utm_campaign=SASwhitepaper82912. More info at: www.nafcu.org/sas
Looking for a place to do some much-needed R&R? Walla Walla is a wonderful getaway for anyone in the Pacific Northwest, and Walla Faces Inns has the accommodations to make your stay relaxing and memorable!
10Feb14 - Linking SPA to Longevity - ILC-UKILC- UK
Speaking during the Autumn Statement in December 2013, the Chancellor of the Exchequer, George Osborne MP, confirmed plans which would mean that people should spend a third of their adult lives in retirement.
The 2013 Draft Pensions Bill, currently going through the House of Lords, proposes five-year reviews of the State Pension Age (SPA) with the aim of maintaining the proportion of adult life spent in receipt of a state pension based on increasing life expectancy.
In the UK, reductions in mortality have been accompanied by increased life expectancies over the last century. Between 1911 to 2010, life expectancy in the UK has increased from 49.4 to 78.5 for men and from 53.1 to 82.4 for women. The Chancellor confirmed that the date when the state pension age rises to 68 will be brought forward to the mid-2030s - it had not been due to kick in until 2046 - and the state pension age could rise to 69 by the late 2040s.
A growing number of countries are beginning to link pension age with increases in life expectancy to address the financial impact of an ageing population. Across the OECD, countries are raising retirement ages as life expectancy increases. By 2050, the average state pension age will rise from 63 for men and 62 for women to almost 65 for both sexes. A number of countries in the European Union have linked pension benefits with life expectancy including Spain, Italy, Czech Republic, Denmark, Greece and the Netherlands.
It has been estimated that, from 2007 to 2032, the public expenditure on pensions and related benefits will rise from 4.7% of Gross Domestic Product (GDP) to 6.2%.
But whilst increasing the State Pension Age appears to be a logical step to addressing the financial challenges of an ageing population, the complex interplay of factors impacting on retirement and workforce participation cannot be ignored.
Our event considered some of these challenges such as:
How can increasing the State Pension Age be fair when significant numbers of poorer citizens will reach this age in ill-health (or not at all)?
Which groups lose out most by an increase in state pension age?
How can we respond to the fairness challenge?
The appropriateness of different measures of life expectancy (cohort life expectancy; period life expectancy; healthy life expectancy; disability free life expectancy).
Will increasing the State Pension Age reduce the dependency ratio and extend working lives?
What will be the fiscal impact if an increasing number older people find themselves unable to work and needing to access working age benefits?
At the event, we heared from the Minister for Pensions, Steve Webb MP; ILC-UK Research Fellow, Ben Franklin; Dr Craig Berry, ILC-UK Fellow and Research Fellow at the University of Sheffield; Camilla Williamson, Age UK’s Development and Support Manager, Knowledge Transfer; Professor John MacInnes, a social demographer and Professor of Sociology at the University of Edinburgh.
This document provides information about finding the area of squares, using the square of a binomial pattern, using the sum and difference pattern, and examples of applying these patterns to find products of binomial expressions. It introduces shorthand methods for finding products like (a + b)2, (a - b)2, and (a + b)(a - b) more quickly than using the traditional FOIL (First, Outer, Inner, Last) method. Examples are provided to demonstrate finding products like (3x + 4)2, (5x - 2y)2, (t + 5)(t - 5), and using mental math to find 26 • 34. Warm-up problems at the end ask the reader to
The document outlines a 5-step method for solving word problems algebraically: 1) Read the problem carefully and identify given information, 2) Identify the unknown information and give it a variable name, 3) Write an open sentence representing the relationships between numbers, 4) Solve the open sentence, and 5) Check the results and answer with the correct units. It then provides an example problem about making and selling dog collars to determine the price per collar needed to make a $100 profit after spending $75 on materials.
This document lists two places that the author loves: Rome, referred to as the capital of the world, and Buenos Aires, referred to as the Paris of Latin America.
Burns-Fazzi, Brock specializes in providing benefit plans for credit union executives and directors. Utilize their expertise by reading this newsletter! This issue contains: understanding salary surveys, schedule of upcoming events, introducing the BFB Foundation, and BFB Earns SSAE 16 SOC 1 Type II Certification. www.nafcu.org/bfb/
Tawheed, the oneness of God, is the core of Islamic faith. mankind created as the vicegerent of God is assigned the duty of implementing this concept on earth in every walk of life since the day of the first man, Adam.
Dr. Abu Ameenah Bilal Philips, a devoted Dai'e who graduated from University of Madinah wrote a numbers of books on Islam in English. In this books, he discusses the issues of tawheed in an easy to understand language and style. It caters to the needs of all, especially the general readers
The document provides examples and explanations for writing and comparing ratios in their simplest form. It discusses writing ratios as fractions and simplifying them, including ratios involving measurements. It also covers determining whether two ratios are equivalent by writing them in their simplest form and comparing. Examples include writing ratios of bikes to skateboards, shirts to jeans, yards to feet, and inches to feet. An example applies ratios to comparing masses of silver and water cubic volumes.
Students progress through levels of spelling ability from 0.5 to level 4.75. The document outlines progression points and indicators of progress for each level. It provides examples of work demonstrating spelling skills developing towards or meeting each standard. For each level it describes typical spelling strategies students may use, such as sounding out letters, use of rhyming patterns, knowledge of prefixes and suffixes, and reviewing resources to assist with unfamiliar words.
The document provides an overview of the developmental progression of writing skills focusing on communicating ideas from pre-level 1 to level 1. It outlines progression points and indicators of progress including:
- At pre-level 1, students begin to understand writing can communicate ideas and use letters and words to convey meaning accompanied by pictures.
- At level 1, students write personal recounts and simple texts using letters, groups of letters, and simple punctuation to convey ideas.
- As students progress towards level 2, their writing includes more sentences, capitalization, punctuation, and attempts at spelling as they experiment with short text types for different purposes and audiences.
The document provides an overview of the developmental progression of writing skills focused on communicating ideas from pre-level 1 to level 1. It describes how students progress from using letters and words to convey meaning in their writing to writing simple texts about familiar topics using letters, words, and basic punctuation. The indicators of progress show how students begin to sequence ideas and write for different purposes as their skills develop.
This document discusses assessing writing skills. It describes different genres of writing, such as academic, job-related, and personal writing. It also outlines micro skills like spelling and grammar usage, and macro skills like conveying meaning and using rhetorical devices. The document provides examples of assessment tasks for different writing levels. Imitative writing tasks focus on spelling and copying. Intensive tasks involve rewriting sentences. Responsive writing requires connecting sentences into paragraphs. Extensive writing involves longer essays and research papers. The document discusses designing assessment tasks and common issues around authenticity and scoring time.
This document summarizes a pupil free day for teachers at Plympton Primary School focused on improving reading comprehension. The objectives of the day were to analyze student reading data, understand expectations in the Australian English curriculum, identify areas for growth using descriptive scales, and develop action plans. Teachers worked in groups to review class and individual reading levels, determine learning goals, and identify strategies and resources from shortlisted Book Week books to help students reach targets by the next meeting. The goal was to develop consistency in practices to better support and challenge students at different levels.
This document outlines the agenda and goals for a pupil free day focused on improving reading comprehension at Plympton Primary School. The goals are to:
1. Analyze current reading level data to understand student strengths and weaknesses. Teachers will work in pairs to assess comprehension by year level.
2. Learn about the Australian curriculum standards and how to differentiate instruction based on descriptive scales that identify student reading levels. Teachers will identify support structures needed for students at different levels.
3. Create a plan of action for improving comprehension that includes setting SMART goals and using shortlisted books from Book Week to explicitly teach strategies aligned with student needs.
This document outlines the agenda and goals for a pupil free day focused on improving reading comprehension at Plympton Primary School. The goals are to analyze student data to develop a clear picture of reading levels, determine consistency in teaching practices, and create a plan of action. Teachers will use descriptive continua from PAT-R assessments to identify student strengths and needs. They will analyze class and individual data to determine targets and support structures. The plan is to use shortlisted Book Week books to implement strategies and goals by designing graphic organizers to help students reach their targets.
This document summarizes a pupil free day for Plympton Primary School focused on improving reading comprehension. The day included:
1) Analyzing student reading level data to understand strengths and areas for growth. Teachers worked in pairs to analyze data by year level.
2) Learning about the Australian Curriculum achievement standards for reading comprehension. Standards were reviewed from Foundation to Year 2 to understand learning progressions.
3) Using descriptive scales from standardized reading tests to identify student reading levels and plan appropriate support, such as choosing leveled texts and strategies.
4) Teachers analyzed their class reading level data and set goals to improve comprehension, considering student needs and support structures. They planned to implement strategies using upcoming Book
Step Up To Writing Program Provides EffectiveFahri Reseg
The Step Up to Writing program provides multisensory strategies to improve overall literacy skills including writing, reading comprehension, vocabulary, note-taking, and critical thinking. It teaches students to read, write, listen, speak and understand texts through extensive modeling, practice and independent application. The program aligns with Alabama English Language Arts Standards and is designed to improve K-12 student literacy.
This document provides an overview of the three areas of study in VCE English: 1) Reading and Responding, which involves analyzing a variety of text types and genres; 2) Creating and Presenting, where students create their own written works informed by their reading; and 3) Using Language to Persuade, where students study persuasive texts and techniques. Key terms are also defined, such as SAC (School Assessed Coursework), Areas of Study, Outcomes, and Context. Details are given about the objectives and assessments for each of the three areas of study.
The document discusses strategies for preparing students for the new GCSE MFL exams based on comparisons to the KS3 curriculum and assessment objectives. It provides an overview of the new GCSE format and requirements, compares KS3 skills and objectives to GCSE assessment criteria, and gives examples of speaking and writing tasks and how to develop them. Suggestions are made for developing students' language skills, vocabulary, pronunciation and fluency to meet the demands of the new GCSE exams.
This document outlines teaching writing and the writing process. It discusses what writing is, why it is important, types of writing, mechanics of writing, and writing as both a process and a product. The writing process includes planning, drafting, revising, editing, and publishing. Quick writing and assessing writing are also covered. Alternative methods for assessing and providing feedback on student writing are proposed, including selective correction, signposting, peer correction, and remedial teaching.
These slides deals with another primary skill in linguistics. Why we write and what is purpose of writing..What are the process in which people write. and how we analyse it...and most importantly what are the types in writing and their exercises.
The document discusses several key aspects of the writing process and instruction. It explains that writing requires a set of complex skills and the development of writing involves thinking, drafting, and revising. It describes how the process approach to teaching writing focuses on helping students understand their writing process and allowing time for writing and revising. The final product is the ultimate goal but reaching it involves going through the writing process. The document also discusses contrastive rhetoric, authentic writing activities, the teacher's role, microskills for writing, types of classroom writing, and characteristics of written language.
The document discusses several reading strategies and concepts:
1. Directed Reading/Thinking Activity is a strategy where students sample a text, make predictions, and confirm or correct their predictions after reading.
2. SQ4R is a reading strategy where students survey, question, read, write, recite, and review a text.
3. Running records are an informal assessment where the teacher records errors as a student reads aloud to assess fluency and word identification skills.
4. Top-down and bottom-up are approaches to reading where top-down starts with the whole text and proceeds to parts, while bottom-up starts with individual letters and builds to whole words and text.
We provide best English speaking course and training in Chandigarh, Mohali, Panchkula with a very low fee structure. we make the way so simple to learn complete English and help you to reach beginner to expert level of English speaking.
The document discusses various aspects of the writing process. It defines writing and describes its key purposes and stages. The stages include prewriting, drafting, revising, editing, and publishing. Assessment of writing occurs throughout the process, with teachers taking on roles like motivator, collaborator, and evaluator. Methods of assessment include teacher observation and portfolios. The document also discusses how writing can encourage effective teaching and learning by allowing choice, fostering positive attitudes, and emphasizing communication.
This document discusses assessing receptive skills, specifically reading and listening. It begins with definitions of assessing reading and listening, then describes major models and skills involved - top-down vs bottom-up processing for reading, and micro vs macro skills for listening. Various types of reading and listening are outlined. The document provides guidance on task types for assessing both skills, such as multiple choice, cloze, ordering and summarizing tasks. It concludes with guidelines for developing effective assessment tasks.
This document contains planning ideas for using various quality texts in the classroom. For the book Vietnam Diary by Mark Wilson, it provides three comprehension activities: having students infer why the two brothers made different choices about going to war; using a map to plot Jason's journey; and tuning into the context to understand where Vietnam is located. It also suggests talking and listening activities like inviting students to share experiences about the Vietnam War, and writing activities such as writing a summary or letter from another character's perspective.
This document provides prompts for activities related to the novel "Treasure Fever" by Andy Griffiths. The prompts include making an A-Z list of words from the novel, writing questions that could be answered by the character Fiona, brainstorming items that could be in a treasure chest, imagining what would happen if buried treasure was found near a school, constructing a map of the school, improving the design of a treasure detecting device, arguing that two characters are not bullies as stated, drawing a mind map of disadvantages of a teacher like Mr. Brainfright, and using a Venn diagram to show commonalities between two teachers from the novel.
This document provides descriptions of various brainstorming techniques called "keys" that can be used to generate ideas and discussion. It summarizes 18 different keys including the Reverse Listing Key, the What If Key, and the Disadvantages Key which involve posing questions to students that start discussions on various topics, scenarios, and ways of thinking about objects or ideas from different perspectives.
Frank is a character in a story who changes color throughout the tale. Students will learn about the history of tattoos, interview older community members, and write stories about special people or unusual events. They can also create interview questions for grandparents and compare old and new objects while learning vocabulary like "retiree" and common sayings.
This document provides a lesson plan focused on the book "The Dot" by Peter H. Reynolds. The plan includes 3 main activities: 1) Having students predict what will happen in the book based on its cover and retelling the beginning, middle, and end. 2) Discussing the book and connecting it to other similar texts. 3) Having students draw their own art inspired by the book and famous artist Damien Hirst, then display their work in a dot gallery like Aboriginal dot paintings. The lesson also includes developing vocabulary around signatures and setting personal reading goals.
The characters are arriving somewhere new and experiencing feelings of uncertainty as they think about leaving their family and starting a new life in an unfamiliar home, but they also have some expectations of what their future will bring in this new place.
This document provides ideas for lesson plans and activities to teach a story about King Pig to students. It includes suggestions for predicting the story, sequencing events, shared reading, role playing characters, asking questions from different perspectives, writing letters from characters, using iPad apps related to the story, making props like crowns and masks, designing clothes, building a castle, and vocabulary activities. The main text used is the story "King Pig" by Nick Bland.
Planning with a quality text i had a black dogG.j. Darma
This document provides suggestions for classroom activities related to the concept of depression represented as a "black dog." It recommends having students create illustrations to accompany a text about the black dog, reading the text aloud dramatically, finding another article about depression, discussing what they would say to someone with a black dog, writing a letter to or about the black dog, using an app to create images of black and white dogs, designing their own portrayal of the black dog, imagining what a story about a "white dog" might be like, listing words describing the black dog, and building lists of adjectives and verbs related to the black dog.
This document provides a series of writing prompts related to depression. The prompts include identifying what two characters have in common regarding depression, asking questions with the answers "depression" or "hope", listing things a depressed person would not do, rewriting and illustrating a story page, inventing a product to cure depression, listing words related to depression A-Z, suggesting ways to help someone with depression, predicting outcomes without help, and brainstorming solutions for depression. The prompts are intended to encourage discussion and exploration of depression through various creative writing exercises.
This document provides ideas for lesson plans and activities about Flat Stanley to engage students in comprehension, reading, writing, discussion, art, and vocabulary. Some of the suggested activities include having students summarize what happened before and after in the story, discuss places Flat Stanley visited in his adventures, write their own versions of the story putting Flat Stanley in new situations, make a paper or play-doh model of Flat Stanley, design a stamp for his envelope, and learn vocabulary words related to being flat through metaphors, similes and adjective illustrations. The document also lists some iPad apps and websites related to Flat Stanley.
Jason went to war in Vietnam while his brother Leigh refused. Students should infer why the brothers made different choices. They should also plot Jason's journey on a map. Students should learn about the context and culture of Vietnam. They could share any experiences their families have had with the Vietnam war. Writing assignments include summarizing the book, writing a letter from another character's perspective, or creating a movie with iMovie about a conversation between the brothers. Students could also make an old-fashioned looking picture or letter. Key vocabulary words from the book should be discussed.
This document appears to be an assessment or lesson plan that covers various skills including comprehension, reading, talking, listening, writing, and vocabulary. It also mentions ICT (information and communications technology) and making, but provides little other context or details to summarize further in 3 sentences or less.
This document provides guidance for literacy teaching in Prep to Year 6. It outlines the teacher knowledge, literacy focus, assessments, and planning/instruction needed at each stage. For Prep, it emphasizes developing oral language and concepts of print. Years 1-2 focus on phonics, comprehension, and composition. Years 3-4 expand on these areas and introduce more complex texts and writing genres. Years 5-6 focus on analytical comprehension and sophisticated composition skills. The document aims to support differentiated teaching to meet all students' needs based on continual assessment of progress against standards.
This document provides guidance for numeracy teaching in Prep and Years 1-2. It outlines the knowledge teachers require, essential numeracy skills and concepts to focus on, recommended assessments, and advice on planning differentiated instruction using the e5 instructional model. Teachers are advised to use assessment data to determine individual student needs and focus on number, patterns, addition/subtraction, measurement, geometry, data, and time concepts appropriate for each year level. Ongoing monitoring of student progress is recommended, along with providing feedback and opportunities for self-assessment. A range of teaching strategies including explicit instruction, questioning, discussion and hands-on activities with concrete materials should be used.
The literacy team will focus on specific writing text types each term in 2011, building on exploration of the text type with the whole staff the prior term. Term 1 will focus on persuasive writing, term 2 on descriptive writing, term 3 on poetry, and term 4 on information reports. The team will base their understanding of text types on those listed in "Jenny Eather's, Writing is Fun". When meeting with Andrea Hillbrick, the focus will shift from lesson observation to planning with their team. Teachers will display success criteria and have students set their own writing goals.
The document provides a rubric for assessing exposition writing in 5 areas: structure, language, spelling, punctuation, and writing process. It rates student work on a scale from 0 to 2.75. Higher scores are given for including more elements in writing structure like introductions, arguments, and conclusions. Language use is assessed based on vocabulary, sentence structure, and voice. Spelling, punctuation, and editing skills are also evaluated. The rubric is intended as a guide for teachers to use when moderating the writing process and student work.
Christopher Wong, a Chinese student, was bullied in the school toilets by Danny and three others who laughed at his appearance and pushed him. Danny was suspended for a week for this incident. Many years later, Danny fell through a glass roof while working and landed badly injured in the school toilets. Christopher Wong, now a paramedic, arrived to treat Danny and saved his life using his medical training. When Danny later tried to thank his rescuer, he discovered to his surprise that it was the same Christopher Wong he had bullied years earlier.
The document provides guidance for teachers on preparing students for the National Assessment Program - Literacy and Numeracy (NAPLAN) test. It includes recommendations for activities before, during and after the test. It also provides information on assessing the writing task, teaching writing skills, and language conventions. Appendices with additional resources are referenced at the end.
The document discusses a problem, but does not provide any details about who was involved, where it took place, when it happened, how the problem was fixed, or what the actual problem was. It only lists questions without answers.
2. Writing – Conventions of writing- Developmental Overview
Standard 1.0
At Level 1, students write personal recounts and simple texts about familiar topics to
convey ideas or messages. In their writing, they use conventional letters, groups of
letters, and simple punctuation such as full stops and capital letters. Students are
aware of the sound system and the relationships between letters and sounds in words
when spelling. They form letters correctly, and use a range of writing implements
and software.
Indicators of Progress
Students write in complete Students write short, Students form letters
sentences using basic teacher-dictated sentences correctly, beginning mainly
sentence structures and use by approximating to the with lower case, and use
mainly simple sentences and spelling patterns and may various writing implements
some compound sentences, approximate some letters. and software.
for example, On Sunday we
went to the market, or I Students experiment with Students leave spaces
picked up the bat and I hit capital letters and simple between the words in
the ball. ending punctuation such as sentences.
full stops.
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3. Writing – Conventions of writing- Developmental Overview
Progressing towards Level 2
Progression Point 1.25
At 1.25, the work of a student progressing towards the standard at Level 2 demonstrates,
for example:
• inclusion of their own experiences when writing for personal purposes and
audiences such as in lists, letters, cards, posters
• inclusion of one or more generally readable sentences
• some correct use of capital letters and full stops
• drawings that support the intended meaning of their writing
• plausible attempts at spelling unfamiliar words, matching sound–letter
relationships and using some simple spelling patterns.
Indicators of Progress
Students use basic sentence Students begin to use a Students begin to use simple
structures and vary sentence range of simple ending conjunctions (and, but) to
beginnings. They write punctuation such as full join ideas, data, reasons, or
sentences that contain at stops. They use capitals at opinions.
least two ideas and are the beginning of sentences
sequenced appropriately, and write “I” using a capital.
with the subject, verb and
object used correctly.
Progression Point 1.5
At 1.5, the work of a student progressing towards the standard at Level 2 demonstrates, for
example:
• experimentation with a range of short text types; for example, recounts,
letters, lists, procedures
• sequencing of a small number of ideas in short texts for different purposes
and audiences
• rereading of their own writing, checking that it makes sense
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4. Writing – Conventions of writing- Developmental Overview
• combination of writing with drawings or computer graphics to support
meaning
• correct spelling of some high-frequency words and plausible attempts at
spelling unfamiliar words.
Indicators of Progress
Students write both simple Students use punctuation Students begin to use some
and compound sentences marks such as capital letters features of the language of
and attempt to vary and full stops and may also persuasive writing such as
beginnings and lengths. experiment with the use of modal verbs (for example,
question marks and should, can, must) and
Their sentences use nouns, exclamation marks. emotive words.
verbs and pronouns
correctly and show: Students begin to use some Students show an awareness
features of explanatory of the differences between
(1) elementary subject–verb language such as verbs spoken and written texts.
agreement; denoting a specific action,
(2) singular/plural the simple present tense, and
agreement for nouns; and the passive voice.
(3) elementary verb tense
agreement.
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5. Writing – Conventions of writing- Developmental Overview
Progressing towards Level 2
Progression Point 1.75
At 1.75, the work of a student progressing towards the standard at Level 2 demonstrates,
for example:
• inclusion of information and ideas in short texts for known audiences and
selected purposes
• use of strategies to revise writing; for example, reading aloud, use of feedback
from others
• mostly correct use of capital letters, full stops, and question marks
• correct spelling of unfamiliar words, using knowledge of sound–letter
patterns.
Indicators of Progress
Students use a variety of Students mostly use ending Students achieve written
sentence structures (simple punctuation correctly, such sentence fluency by using
and compound) in the text as full stops and question sentence linking words.
and use appropriately a marks. They continue to
variety of nouns, verbs and experiment with the correct Students show a refined
adjectives. The sentences use of exclamation marks. pencil grip that leads to
are usually correct They use capital letters fluency in correct letter
grammatically. correctly most of the time. formation.
Standard 2.0
At Level 2, students write short sequenced texts that include some related ideas about
familiar topics. They write texts that convey ideas and information to known
audiences. They select content, form and vocabulary depending on the purpose for
writing, and describe the purpose and audience for their own and others’ writing.
They use appropriate structures to achieve some organisation of the subject matter.
They link ideas in a variety of ways using pronouns, conjunctions and adverbial
phrases indicating time and place. They accurately spell frequently used words, and
make use of known spelling patterns to make plausible attempts at spelling
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6. Writing – Conventions of writing- Developmental Overview
unfamiliar words. They use capital letters, full stops and question marks correctly.
They reread their own writing and use a range of editing resources to revise and
clarify meaning. They write upper- and lower-case letters legibly with consistent size,
slope and spacing.
Indicators of Progress
Students use a variety of Students write upper and Students use capital letters,
sentence structures (for lower case letters legibly full stops and question
example, simple and and show correct letter marks correctly, and
compound) and link ideas in formation, with consistent continue their attempts with
a variety of ways using size, slope and spacing. exclamation marks.
pronouns, conjunctions and
adverbial phrases indicating
time and place.
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7. Writing – Conventions of writing- Developmental Overview
Progressing towards Level 3
Progression Point 2.25
At 2.25, the work of a student progressing towards the standard at Level 3 demonstrates,
for example:
• composition of short, sequenced factual and imaginative texts in print and
electronic forms
• related ideas, linked in sequence, to convey meaning to known audiences
• simple, and some compound, sentences joined by appropriate conjunctions
• effective vocabulary to convey meaning, including nouns, verbs and adjectives
• correct spelling of words with regular spelling patterns and plausible attempts at
some words with irregular spelling patterns.
Indicators of Progress
Students write simple and Students arrange a set of Students write a paragraph
some compound sentences three or four sentences in an that describes a familiar
that join two events by appropriate order so that event in three or four
using appropriate they describe familiar sentences.
conjunctions, for example, events.
before or while.
Students continue to use
some punctuation correctly,
including the use of capital
letters, full stops, question
marks, as well as
exclamation marks.
Progression Point 2.5
At 2.5, the work of a student progressing towards the standard at Level 3 demonstrates, for
example:
• composition of short texts of more than one paragraph to describe experiences, tell
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8. Writing – Conventions of writing- Developmental Overview
a story, express a point of view
• appropriate ordering of events and ideas in print and electronic texts
• compound sentences linking two ideas or events, with correct use of verb tenses
• development of character, setting and plot in short narrative texts
• correct use of full stops and question marks, and experimentation with other
punctuation; for example, commas, quotation marks.
Indicators of Progress
Students use a variety of Students write explanations Students write explanations
sentence lengths, beginnings by using the appropriate or arguments that include
and types. These include tense of specific verbs to logically sequenced specific
compound sentences that denote actions in ideas, data, and reasons.
join two events. They use grammatical form. They
verb tenses correctly and provide evidence to support Students organise the details
use adjectives, verbs, the explanation and use and subordinate ideas into
pronouns and nouns causal conjunctions such as paragraphs.
appropriately in their because to link ideas.
writing. Students use learned rules of
Students write opinion and capitalisation and
argumentative pieces by punctuation correctly,
stating a position and using including full stops,
modal verbs (for example, question marks and
can, could, will, should, exclamation marks, and
ought), emotive words and experiment with the use of
imperatives to support it. quotation marks + commas.
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9. Writing – Conventions of writing- Developmental Overview
Progressing towards Level 3
Progression Point 2.75
At 2.75, the work of a student progressing towards the standard at Level 3 demonstrates,
for example:
• composition of texts for different purposes; for example, to narrate, inform,
describe, present a point of view or explain
• composition of texts of three or four logically ordered paragraphs
• composition of texts that take account of the needs and interests of familiar
and some unfamiliar audiences
• combinations of written and visual elements in print and electronic texts
• correct spelling of two-syllable words with regular spelling patterns, and
plausible attempts at spelling two-syllable words with irregular spelling
patterns.
Indicators of Progress
Students broaden their use Students use enhanced Students practise using
of a range of sentence paragraph conventions in the punctuation marks such as
lengths, beginnings, and context of narratives, for quotation marks in dialogue
types. They show they can example, using main ideas to and the use of commas in a
use the following organise a text into series and in compound
grammatical conventions, paragraphs and opening a sentences.
noun–verb agreement such paragraph with its main idea.
as subject–verb agreement, Students integrate the
for example, the class of learned rules of punctuation
students is here, noun– and capitalisation within a
pronoun agreement across paragraph in a narrative.
clauses in a complex
sentence and across
sentences in a paragraph,
pronoun–verb agreement
and can adjust for past tense.
Standard 3.0
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10. Writing – Conventions of writing- Developmental Overview
At Level 3, students write texts containing several logically ordered paragraphs that
express opinions and include ideas and information about familiar topics. They write
narratives which include characters, setting and plot. They order information and
sequence events using some detail or illustrative evidence, and they express a point of
view providing some information and supporting detail. They combine verbal and
visual elements in the texts they produce. They meet the needs of audiences by
including appropriate background information.
They write a variety of simple and compound sentences and use verb tenses correctly.
They use punctuation to support meaning, including exclamation marks and
quotation marks, and accurately use full stops, commas and question marks. They
use vocabulary appropriate to context and spell most one- and two-syllable words
with regular spelling patterns, and frequently used words which have less regular
spelling patterns. They use sound and visual patterns when attempting to spell
unfamiliar words.
Indicators of Progress
Students write in Students use punctuation Students use different text
paragraphs; they integrate a more confidently to support structures in their writing.
range of simple and meaning, including capital
compound sentences and letters, full stops, question Students use layout and
coordinate the use of verb marks, commas and visuals to enhance the power
tenses and pronouns quotation marks. of their texts.
correctly across the
sentences.
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11. Writing – Conventions of writing- Developmental Overview
Progressing towards Level 4
Progression Point 3.25
At 3.25, the work of a student progressing towards the standard at Level 4 demonstrates,
for example:
• inclusion of familiar ideas and information for different purposes and audiences in
print and electronic texts
• use of strategies for planning, drafting, proofreading, editing and revising
• appropriate vocabulary, punctuation and tense according to context, purpose and
audience
• typical features and structures of different texts such as narratives and reports
• correct spelling of frequently occurring two- and three-syllable words and use of
strategies to spell unknown words.
Indicators of Progress
Students use a range of Students use a range of Students use structures and
punctuation, including grammatical structures in features of language that
commas and quotation conventional ways, show clearly the purposes of
marks. including verb tense their texts.
agreement.
Students identify the
characteristics in a well-
formed paragraph.
Progression Point 3.5
At 3.5, the work of a student progressing towards the standard at Level 4 demonstrates, for
example:
• production of texts for a range of different audiences and purposes in print and
electronic forms
• use of strategies for planning; for example, using models of others’ writing or mind
mapping
• deletion of unnecessary information or addition of new information when editing
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12. Writing – Conventions of writing- Developmental Overview
and revising writing
• inclusion of appropriate visual images and information in print and electronic texts.
Indicators of Progress
Students use language Students use appropriate
structures and features vocabulary, punctuation,
appropriate to their purpose, grammar and visual images.
audience and the context of
the writing. They show
subject–verb agreement and
verb tense agreement in the
sentences they write.
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13. Writing – Conventions of writing- Developmental Overview
Progressing towards Level 4
Progression Point 3.75
At 3.75, the work of a student progressing towards the standard at Level 4 demonstrates,
for example:
• use of structures and features appropriate to purpose and audience of print and
electronic texts
• appropriate use of topic sentences and organisation of main and subordinate
ideas
• selection of vocabulary, text structures and visual features to effectively
communicate ideas and information
• maintenance of plot, characterisation and setting throughout extended
narrative texts
• use of knowledge about spelling patterns, including morphemic knowledge,
visual and phonic patterns.
Indicators of Progress
Students comprehend the Students comprehend the Students comprehend the
use of: use of a variety of sentence use of paragraph
forms for different purposes conventions such as using
(1) various word properties, using structures and features topic sentences to
for example, pronouns, of language appropriate to summarise paragraphs in
abbreviations, conjunctions, the purpose, audience and informative writing and
adverbs and adjectives; and context of the writing. cohesive ties for linking
sentences within a paragraph
(2) grammatical conventions
and for linking paragraphs.
such as the use of verb tense
agreement and gender Students use simple
agreement. figurative language.
Standard 4.0
At Level 4, students produce, in print and electronic forms, a variety of texts for
different purposes using structures and features of language appropriate to the
purpose, audience and context of the writing. They begin to use simple figurative
language and visual images. They use a range of vocabulary, a variety of sentence
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14. Writing – Conventions of writing- Developmental Overview
structures, and use punctuation accurately, including apostrophes. They identify and
use different parts of speech, including nouns, pronouns, adverbs, comparative
adverbs and adjectives, and use appropriate prepositions and conjunctions. They use
a range of approaches to spelling, applying morphemic knowledge and an
understanding of visual and phonic patterns. They employ a variety of strategies for
writing, including note-making, using models, planning, editing and proofreading.
Indicators of Progress
Students’ texts use a variety Students’ texts use Students’ texts prioritise
of sentence forms to achieve paragraphs and other text ideas effectively in terms of
their purpose and display features (for example, their goal or purpose.
appropriate grammatical heading and subheadings or
conventions including tense section headings in Students’ texts use graphics,
and subject–verb agreement. narratives) to organise the photographs and artwork to
main ideas and subordinate support the written message.
ideas.
Students use punctuation
appropriately, including the
use of colons, semi-colons
and apostrophes.
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15. Writing – Conventions of writing- Developmental Overview
Progressing towards Level 5
Progression Point 4.25
At 4.25, the work of a student progressing towards the standard at Level 5 demonstrates,
for example:
• composition of print and electronic texts for a range of purposes, including
speculative, imaginative, explanatory and persuasive
• development of topics in coherent ways according to the purpose, and the
needs and experience of the intended audience
• use of a variety of sentence structures, including combinations of simple and
compound sentences for particular effects
• awareness of grammatical conventions; for example, tense and subject–verb
agreement, appropriate punctuation
• use of a range of planning strategies.
Indicators of Progress
Students’ texts use a variety Students’ texts are Students’ texts use graphics,
of sentence forms to achieve punctuated appropriately photographs or artwork to
their purpose. including the use of colons support the written message.
and semi-colons.
Students’ texts display
appropriate grammatical Students’ texts prioritise
conventions including tense ideas effectively in terms of
and subject–verb agreement. their goal or purpose and
begin to use suitable
headings such as section
headings in narratives to
assist reading.
Progression Point 4.5
At 4.5, the work of a student progressing towards the standard at Level 5 demonstrates, for
example:
• composition of print and electronic texts in a wide range of forms, including
narratives, reports, explanations, procedures and points of view
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16. Writing – Conventions of writing- Developmental Overview
• composition of persuasive texts about contemporary issues, including justification
of personal points of view with supporting arguments
• experimentation with different techniques to influence audiences and achieve the
intended purpose of their writing
• correct spelling, except of unfamiliar words with unusual spelling patterns
• use of headings and subheadings in the organisation of information in texts
• use of editing and proofreading skills for clarity and cohesion of ideas.
Indicators of Progress
Students use a variety of Students use various Students experiment with
sentence forms consistently paragraphing conventions various written text
and appropriately; these and textual markers to conventions and techniques,
include compound and prioritise ideas effectively depending on the purpose, to
complex sentences using: and to organise the influence the audience.
information in terms of their
(1) appropriate grammatical goal or purpose such as Students use graphics,
conventions including tense, headings and subheadings, photographs and artwork
subject–verb agreement and topic sentences, stanza more strategically to support
noun–pronoun agreement; divisions, bullets and the written message.
numbering.
(2) appropriate punctuation
and capitalisation; and
(3) sophisticated rhythm and
flow of language where
appropriate.
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17. Writing – Conventions of writing- Developmental Overview
Progressing towards Level 5
Progression Point 4.75
At 4.75, the work of a student progressing towards the standard at Level 5 demonstrates,
for example:
• control of writing texts in various forms, including narratives, reports,
explanations, procedures and persuasive texts
• composition of imaginative and informative texts presenting challenging ideas and
issues
• appropriate use of figurative language to achieve particular effects
• strategic use of headings, subheadings, graphics, photographs and art work to
support the meaning of the text
• use of a variety of software packages to plan, organise, revise and present
electronic texts.
Indicators of Progress
Students use the types of
strategies described in levels
4–4.5 with greater fluency.
Standard 5.0
At Level 5, students produce, in print and electronic forms, texts for a variety of
purposes, including speculating, hypothesising, persuading and reflecting. They write
extended narratives or scripts with attention to characterisation, consistency of
viewpoint and development of a resolution. They write arguments that state and
justify a personal viewpoint; reports incorporating challenging themes and issues;
personal reflections on, or evaluations of, texts presenting challenging themes and
issues. Students improve the accuracy and readability of their writing, developing
confidence in the identification and use of grammatical conventions and features of
language and in their use of figurative language. They use a range of punctuation
accurately to support meaning, including the use of ellipses, dashes, colons and semi-
colons. They control tenses, and subject-verb and noun-pronoun agreement. They
accurately identify and use different parts of speech. They edit their writing for
clarity, coherence and consistency of style, and proofread and correct spelling,
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18. Writing – Conventions of writing- Developmental Overview
punctuation and grammatical errors.
Indicators of Progress
Students use confidently
the conventions specified in
levels 4 – 4.75 in the more
complex text they write for
this phase.
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19. Writing – Conventions of writing- Developmental Overview
Progressing towards Level 6
Progression Point 5.25
At 5.25, the work of a student progressing towards the standard at Level 6 demonstrates,
for example:
• composition of sustained narratives with some control of main plot and sub-plots
and consistent character development
• use of writing to explore complex issues and points of view
• use of a variety of language techniques to present an argument and influence
audiences to share a point of view
• effective use of vocabulary and sentence structures appropriate to the intended
purpose of the text
• effective use of strategies for redrafting, editing for audience appropriateness,
prioritising and sequencing ideas.
Indicators of Progress
Students present alternative Students avoid the use of Students argue for a
opinions and perspectives stereotypes. particular perspective and to
on the topic. persuade.
Progression Point 5.5
At 5.5, the work of a student progressing towards the standard at Level 6 demonstrates, for
example:
• expression of thoughts, feelings, opinions and ideas in print and electronic forms
• use of writing to explore complex issues and to argue for a particular point of view
• integration of complex ideas and multiple perspectives in writing
• the written conventions, structures and features appropriate for a range of different
text types
• proof reading and redrafting for accuracy, clarity, coherence and consistency of
style.
Indicators of Progress
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20. Writing – Conventions of writing- Developmental Overview
Students show control of: Students use punctuation at Students use conventions for
the end of sentences, within organising the ideas in a text
(1) subject–verb agreement; sentences (for example, into an introduction, a body
commas after introductory and a conclusion.
(2) consistent verb tense;
phrases, in compound
sentences, or in a series) and Students link ideas between
(3) noun/pronoun
use apostrophes in sentences in a paragraph
agreement;
contractions and using conjunctions and the
(4) consistent and correct possessives. repetition of the main ideas
usage of irregular verb and key phrases.
forms; and Students use conventions for
writing different text types,
(5) a consistent ‘stance’ for for example, narrative,
example, the use of first expository or persuasive
person. texts.
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21. Writing – Conventions of writing- Developmental Overview
Progressing towards Level 6
Progression Point 5.75
At 5.75, the work of a student progressing towards the standard at Level 6 demonstrates,
for example:
• composition of expressive and sustained narratives with attention to chronology,
coherence of viewpoint, consistency of plot and character development, and
development of effective resolution
• use of writing to explore, speculate and reflect on complex themes and issues
• strong arguments for particular points of view, using effective language to
persuade readers
• evaluation of the extent to which they have been effective in meeting the demands
of purpose, audience and context in their writing
• use of a range of strategies for gathering information, planning, structuring,
composing, proofreading, revising and editing.
Indicators of Progress
Students use the conventions specified in levels 5–5.5 in the more complex text they write
for this phase. They show an awareness of the written conventions of each of the text types
they are required to write and the use of relevant linguistic techniques.
Standard 6.0
At Level 6, students write sustained and cohesive narratives that experiment with
different techniques and show attention to chronology, characterisation, consistent
point of view and development of a resolution. They write persuasive texts dealing
with complex ideas and issues and control the linguistic structures and features that
support the presentation of different perspectives on complex themes and issues.
They select subject matter and begin to use a range of language techniques to try to
position readers to accept particular views of people, characters, events, ideas and
information. They compose a range of other texts, such as feature articles, web
pages and workplace texts. They plan and deliver presentations, sequencing and
organising complex ideas. They write accurately punctuated, grammatically sound
and complex sentences with embedded clauses and phrases. They are able to
maximise the effects of rhythm and tone, and write with developing fluency. They
proofread and edit their own writing for accuracy, consistency and clarity.
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22. Writing – Conventions of writing- Developmental Overview
Indicators of Progress
Students use sentence-level Students use punctuation Students use paragraph
conventions such as control conventions accurately. conventions such as:
of: Thus, they:
(1) using paragraphs to
(1) subject–verb agreement; (1) punctuate the ends of segment a text into
sentences and within meaningful sections;
(2) consistent verb tense; sentences, use commas after
introductory phrases, in (2) using topic sentences;
(3) noun–pronoun and
compound sentences, or in a
agreement;
series;
(3) using connecting
(4) consistent and correct sentences to link paragraphs.
(2) use apostrophes in
usage of irregular verb
contractions and singular
forms; and
possessives; and
(5) point of view.
(3) capitalise within
quotation marks and
(4) use colons and semi-
colons.
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