e-asTTle writing generic exemplars

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Prompt 3:Exemplar 1:GirlThe girlE00301ELEMENTRUBRIC RUBRICCOMMENTS COMMENTS E00301RANGE CATEGORYIdeas R1–R6 R1 One brief idea can be discerned (the girl is happy/angry).Structure and language R1–R6 R1Organisation R1–R7 R1 Very short text.Vocabulary R1–R6 R1Sentence structure R1–R6 R1Structural and language features for purpose are absent orundeveloped, due to the short length of the text. On balance,category R1.A small range of words from personal vocabulary (the, girl, is,because, sun, happy).Text consists of one short sentence. It is not possible to judgethe correctness of this sentence as the meaning is difficult toaccess.Punctuation R1–R7 R1 No punctuation. Random capital letters.Spelling R1–R6 R2Correctly spells a few words from personal vocabulary (the, girl,is, sun). Uses knowledge of phoneme–grapheme relationships toattempt other words (bekas).«=jáåáëíêó=çÑ=bÇìÅ~íáçå=OMNOm~ÖÉ=OT===
Prompt 10:Exemplar 2:A frog life cycleThink aboutELEMENTIdeas R1–R6 R3Structure and language R1–R6 R3Organisation R1–R7 R5Vocabulary R1–R6 R3Sentence structure R1–R6 R3Punctuation R1–R7 R3Spelling R1–R6 R4RUBRIC RUBRICCOMMENTS COMMENTS E01002RANGE CATEGORYIdeas are simple and show some basic elaboration (e.g., verylong and stickey).Level of formality is mostly appropriate (uses informalexpression so like). Includes appropriate structural features:generalised introduction about frogs (Well a frog lives nearwater ... from rock to rock), followed by a description of the lifecycle. The concluding sentence brings the <strong>writing</strong> to asatisfactory close (and the cycle happens again). Languagefeatures are appropriate: present tense, use of linking words toshow sequence (when, then, after a while).Like ideas are grouped into basic paragraphs: where frogs live,what they eat, how they move, their life cycle.A small number of precise, subject-specific words: hatches,swamp, lake, tounges.Most sentences (simple, compound and complex) are correct.Sentences begin to show variety and some have extension, usingmostly simple conjunctions (and, but).Some correct use of sentence punctuation. Experiments withapostrophes (fly’s, tounge’s). Correct use of a comma in acompound sentence.Correct spelling includes swamp and hatches. Errors show overgeneralisation(stickey) and common misspelling (there for‘their’). Attempts difficult word (tounge). Other errors includetadpol, in stead , be come, olso, fly’s.01002«=jáåáëíêó=çÑ=bÇìÅ~íáçå=OMNOm~ÖÉ=OU===
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Page 3 and 4: Prompt 13:Exemplar 4:The referee is
Page 5 and 6: Prompt 17 :Exemplar 1:The marketBy
Page 7 and 8: Prompt 21:Exemplar 4:I heard a whis
Page 9 and 10: Prompt 10:Exemplar 3:A frog life cy
Page 11 and 12: Prompt 20:Exemplar 3:The BushHeavy-
Page 13 and 14: Prompt 15:Exemplar 1:Good friendsI
Page 15 and 16: Prompt 11:Exemplar 4:Music is more
Page 19 and 20: Prompt 19:Exemplar 1:The day things
Page 21 and 22: Prompt 8:Exemplar 3:Caring for plan
Page 23 and 24: Prompt 5:Exemplar 6:Whānau and fam
Page 25 and 26: Prompt 7:Exemplar 2:What I did well
Page 27: Prompt 8:Exemplar 1:Caring for plan
Page 33: Prompt 16:Exemplar 3:A community fa

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