Kasey-lee Rudd Accreditation Number: 319596

Kasey-lee Rudd Accreditation Number: 319596

A photo of student’s work, that became part of the students’ learning wall, will be attached to the end of this Term’s writing program. The work samples attached shows
demonstrated learning over the period the attached writing program was implemented.
Kasey-lee Rudd Accreditation Number: 319596

A fantastic way to engage students to connect to their local community. I was able to speak about the brolga being a significant animal that the local Indigenous people identify with. Students we
labelled their brolga independently and their labelled brolga gave students explicit scaffolding to compose an informative writing piece. This lesson will be added to the students learning wall.
Kasey-lee Rudd Accreditation Number: 319596
Kasey-lee Rudd Accreditation Number: 319596
 M� informalion reporf wriling goals
M� informafion reporf:
rJ I can idenf,f� whaf f/,,e su�•ecf is fhaf I am wrifin� ahouf?
J M� senfences make sense.
/. J have included fhe (classiRcafion)

r/J have included a �scrip fion) looh

jI have included fhe Q;ef.) eci+

J I have included fhe {!_,ahifaf) /; ve

JI have included how if has babies.

) I have included a sfafemenf af fhe end of m� reporf

JI have a pidure of fhe su�ed ��

JI have labelled m� pidure

I am proud of m� wrilin� because

.
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I ('J)u/d unrerstand V'lhol Olivia
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 Early Stage 1 /Stage 1 Informative Writing Rubric (Year 1) - Coleambally Central School
Student name:-�----'-'----'---'--------- Pre/Mid/Post Ac:;;L-\\eved [ S-=>�

Purpose and Text is very short and may not Attempts to inform the audience Gives information, backed up with As per Sound and including:
Audience be related to topic Gives information related to the topic but supporting detail Uses a wider range of techniques to
Composition of text to Does not attempt to inform the with no or very limited supporting detail Provides information that is suitable inform the audience, eg. sub headings.
engage , inform and audience for intended audience diagrams, labels and teJd boxes
affect the reader
Composes text supported by visual Text is consistent and effective
information (where applicable), eg.
diagrams, labels

Text Structure and Writes one idea with no Writes one or two related ideas with some Contains several (3 or more) ideas
Ideas C:.llabort1tion elaboration related to the topic with some
Organisation of text Writes an introduction relevant to the topic elaboration
features, appropriate May use a title to identify the topic Contains an introduction and a body
and effective text (present but may be weak)
structure Ideas are connected and relevant
Skilful crafting of ideas
Uses a relevant title to identify th
1/
topic
/

Minimal subject specific Uses at least 2 examples of specific topic Contains specific topic words Uses specific and technical language
Vocabulary
Use of variety of vocabulary related vocabulary Uses adjectives to add meaning by related to topic and ideas

precise words e.g. Repetitive language
nouns, adjectives,
(and ... then)
verbs or adverbs
No use of noun groups/ or
only very simple single
adjectives used
Uses some simple adjectives & adverbs
Use of some noun groups and adjectives
r·
describing qualities or features (red,
small, long)
Uses appropriate key words to
represent an idea. eg. aunt�, ter,
cousin - in a text about family
Uses modifying words (very)
Uses high modality and effective adverbs
Word choice is effective and engaging
Uses words to indicate quantity, eg. &118F)',
some, a few
Uses common homophones correctly
(two, to)
Draws on personal feelings and experlencee.