Through the Magic Mirror

Today you are going to write a narrative (a story). The idea for your story is ‘Through
the Magic Mirror’.

You are going to write a narrative about a mirror that you find after you move into a new
house. While exploring your new house, you find a mirror covered by an old sheet in the
attic. It isn’t your normal everyday mirror. This one is different from all the others, but
how? You are very interested to know what this mirror can do…

Think about the following:

• Who are your characters?

• Where is your story set?

• What is the problem or complication and how will

it be solved?

• How will your story end?

Remember to:

• Plan your story with a beginning, middle and end

• Organise your ideas into paragraphs

• Choose your words carefully to entertain the reader

• Write in sentences

• Pay attention to your spelling and punctuation

• Check and edit your work carefully

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Through the Magic Mirror

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Through the Magic Mirror

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 Year 5 Semester 1 Narrative Assessment Rubric

Student name:  Date: 

Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual
features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and punctuation
including dialogue punctuation (AC9E5LY06)
Very High High Sound Developing Emerging

Has a thorough Has a clear Has an understanding Understands aspects Has a basic
understanding and understanding and and uses skills in of and uses varying understanding and is
uses a high skill level uses a high skill level familiar situations. levels of skill in familiar beginning to use skills
in familiar and new in familiar situations. Is situations. in familiar situations.
situations. beginning to use skills in (3 marks)
new situations. (2 marks) (1 mark)
(5 marks)
(4 marks)
Text Structure Text is always logically • Uses paragraphs • Recognises the • Requires some • Requires
organised with correctly and required structure and support to significant
The organisation of the the correct use of consistently follows the mostly follows the recognisethe guidance to
structural components paragraphs and follows narrative structure narrative structure structural elements produce a written
of writing a text aligns the narrative structure of a narrative text
with an appropriate and • Title • Title and to produce a
effective text structure. • Title written text • Has difficulty
• Orientation • Orientation recognising
• Orientation • May use a the structural
• Series of Events • Series of Events
• Series of Events modelled text elements
• Complication • Complication for assistance/
• Complication prompts
• Resolution • Resolution
• Resolution

• Optional Coda

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Year 5 Semester 1 Narrative Assessment Rubric
Text always entertains, Text entertains and • Some of the • Text may have
inspires and/or engages familiar and structural elements some structural
emotionally engages less-familiar audiences may have been elements but may
familiar and less included without not be relevant
familiar audiences assistance or it is difficult
to recognise the
structure
Ideas • Uses • Uses • Attempts • Attempts to • Narrative can
brainstorming brainstorming and brainstorming and write a narrative be jumbled and
The selection, relevance and planning planning prior to planning prior to with the relevant hard to interpret
and elaboration of ideas techniques to writing writing requirements if left to work
assist writing independently but independently
• Orientation • Orientation lacking in some
• Orientation includes who, includes some of areas Requires significant
includes who, what, where, when who, what, where, support to:
what, where, when with some use of when May require support to:
and effectively imagery, sentence • Brainstorm ideas
introduces variations, • Contains a plot • Brainstorm and plan their
the reader to metaphors and with an ending ideas for a plot, writing
the setting, word choices complication and
• Complication is ending • Present their
characters and included but may thoughts on paper
its complication • Contains a detailed
plot with an ending not be clear and as • Present their in a logical way
through imagery, detailed as needed thoughts on paper
sentence variation, • Complication is in a logical manner
metaphors and introduced and
word choices clear
• Contains an
interesting plot
with vivid pictures
of places, feelings
and events, and a
clear ending

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Year 5 Semester 1 Narrative Assessment Rubric
Language Features and Expectations are • Makes relevant • Makes some • Attempts to use Requires support to:
Vocabulary beyond Year 5 level, for vocabulary choices relevant relevant vocabulary
example: to suit audience vocabulary choices choices but these • Produce a piece of
The range and precision and purpose to suit audience may not always be text that flows and
of contextually • Begins to use e.g. language and purpose suitable makes sense
appropriate language vocabulary to express e.g. language
choices as well as choices, including • Requires some • Use grammatical
characters, to express and lexile
appropriate devices. evaluative settings and characters, assistance to use
language to indirect speech elements correctly
moods. settings and
express meaning, moods
feelings and • Uses a range of
opinions new vocabulary • Begins to
from a range of incorporate new
sources vocabulary from a
range of sources
• Correctly uses to create greater
indirect speech precision of
meaning

• Experiments with
indirect speech
Cohesion Consistent in • Writing effectively • Writing flows and • Text is short and Requires support to:
application and hooks in the reader is clear does not always
The control of expectations are flow, the reader • produce a piece of
multiple threads and beyond Year 5 level, for • The text is easy to • Understands that finds it confusing text that flows and
relationships across a example: read and maintains the starting point in parts makes sense
piece of text, achieved interest by the of a sentence gives
through using: • Understands that effective use of prominence to the • Text has missing • use grammatical
cohesive links can a wide variety of message in the links and words and lexical
• Grammatical be made in texts grammatical and text and allows for are repetitive elements correctly
elements by omitting or lexical elements some prediction
(referring words, replacing words such as synonyms of how the text will
text connectives, e.g. ’Look at those and antonyms unfold
conjunctions)

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Year 5 Semester 1 Narrative Assessment Rubric
• Lexical elements • apples. Can I have • Uses the beginning
(substitutions, one?’ of a sentence as
repetitions, word an opportunity to
association) • Understands signal the reader
that cohesion is about how the text
developed through is developing
repeating words by
using synonyms or
antonyms
Paragraphing • Consistent in using • Organises • Organises • Paragraph use is • Paragraph use is
paragraphs information information into inconsistent minimal
The segmenting of text into logical paragraphs
into paragraphs that • Understands the and detailed • Requires some • Often requires
assists the reader to different types paragraphs to • Paragraphs include support in support in
follow a piece of text. of paragraphs sequence a text a topic sentence identifying how identifying how
and uses them and where to begin and where to
to present and • Recognises there • Paragraphs are a new paragraph begin a new
sequence a text are different types grouped relating to paragraph
of paragraphs information • Requires
assistance when • Often requires
grouping together assistance when
information for grouping together
paragraphs information for
paragraphs
Sentence Structure Consistent in sentence • Sentences • Knows that a Requires some support • Requires
structure when writing. flow and are complex sentence to: significant support
The production of Goes beyond that grammatically consists of a to construct
grammatically correct, expected of Year 5, for correct main clause and • Recognise main sentences
structurally sound and example: subordinate clause and subordinate which meet the
meaningful sentences. • Attempts to clauses requirements for
• Knowing the use complex • Uses noun groups/ Year 5
difference between sentences phrases and • Use noun groups/
simple present adjective groups/ phrases and

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Year 5 Semester 1 Narrative Assessment Rubric
• tense and simple • Beginning to • phrases to create • adjective groups/ • Sentences
past tense understand the a richer text with phrases to are basic and
difference between fuller descriptions enhance text lack depth and
• Knowing that simple present description
conjunctions help tense and simple • Uses a variety • Uses conjunctions
extend complex past tense of conjunctions however these
sentences effectively tend to be limited
• Beginning to and repetitive
understand that
conjunctions help
extend complex
sentences
Punctuation Punctuation usage goes • Consistent in Correctly uses • Often omits • Uses basic
beyond that expected of application and punctuation when relevant punctuation
The use of correct and Year 5, for example: appropriate writing: punctuation (capital letters, full
appropriate punctuation punctuation has stops, question
that aids reading of a • Begins to not been overused • Full stops, • Requires some marks, overuse of
piece of text. understand the question marks, support to use commas)
different uses of • Correctly uses exclamation punctuation
commas in text quotation marks marks, capital appropriately • Has difficulty
to signal dialogue, letters, commas applying other
titles and quoted • Recognises why punctuation
(direct) speech • Apostrophes with quotation marks appropriately
common and are used in texts, (exclamation
proper nouns to however, does marks,
show possession not apply this apostrophes
knowledge to their of contraction,
writing apostrophes
of possession,
quotation marks)

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Year 5 Semester 1 Narrative Assessment Rubric
Spelling • Spelling • Consistent in Attempts to spell • Inconsistent in • Requires
application goes application more complex and application significant
The accuracy of spelling beyond that uncommon words using support to use
and the difficulty of expected of Year 5, Correctly spells spelling knowledge, for • Requires some Year 5 spelling
words used. for example: more complex and example: support to use knowledge when
uncommon words using Year 5 spelling spelling words
• Begins to use spelling knowledge, for • Expanding base knowledge when
knowledge of example: words spelling words • Correctly spells
known words, a small bank of
base words, • Knowledge of • Spelling • Spells most high- high-frequency
prefixes, suffixes, prefixes and generalisations frequency words words
letter patterns suffixes correctly
• Common prefixes • Often relies on
and spelling • Letter patterns and suffixes • Relies on common
generalisations spelling complex
and spelling letter patterns words phonetically
to spell new and generalisations • Word origins and spelling
technical words. generalisations to
• Morphemic • Uses phonic
• Begins to use knowledge to spell new words
knowledge
phonic knowledge write less familiar • Relies heavily on
to write complex • Word origins words that environmental
words using share common print
• Writes complex letter patterns
blending,
words with but different
letter-sound
uncommon pronunciation
relationships,
letter patterns
common and
using phonic • Uses context to
uncommon letter
generalisations identify correct
patterns
spelling

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Year 5 Semester 1 Narrative Assessment Rubric
Editing Consistent in approach • Effectively edits • Re-reads and • Re-reads and edits • Minimal or no
and goesbeyond that own and others’ effectively edits texts for meaning, evidence of editing
Ability to re-read andedit expected of Year 5, for work for meaning own work for grammatical for meaning
own work to checkfor example: meaning choices and
meaning, spelling, punctuation (does • Sometimes
punctuation and • Editing own and • Edits for flow not revise or try requires support
grammar. others’ work and sense, new approaches if with editing
for coherence, organisation of an element is not
sequence, effective ideas and choice • Edits for basic text
having the desired structure, flow and
vocabulary, of language impact)
dialogue and sense
description • Displays some
editing skills but
• Using agreed these may often be
criteria for text unnecessary edits
structures and
language features
to edit own and
others’ work

Total: /45

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