Professional Documents
Culture Documents
Structure
and
Language
Organisation
Vocabulary
Sentence
Structure
Punctuation
Writing has
many simple
ideas that are
related to the
topic
R4
R5
R6
Ideas are
grouped and
sequenced and
writing
generally
flows
Writing shows an
understanding
(control) of grouping
and sequencing of
ideas, but paragraphs
are not actually used
Writing may be
brief, but
makes sense
Uses a range of
everyday
words and
phrases with a
few precise
words for
detail.
e.g. adjectives,
adverbs
Beginning to
include a
variety of
sentence types
(simple,
compound,
complex)
Some correct
use of sentence
punctuation (e.g.
full-stops,
capital letters).
May attempt
contractions and
commas
Uses a variety of
precise words and
phrases to add
information and/or
interest
e.g. similes, metaphors
Selects appropriate
words and phrases to
enhance meaning
Includes a variety of
correct sentence types
(simple, compound,
complex), and more
complex sentences are
used
Most sentence
punctuation is correct and
some other punctuation
has been used correctly
(e.g.
commas, contractions)
OR
Writing has few
ideas that have
basic
elaboration
(details)
Some structural
and language
features (refer
writing rubric)
are
appropriate to
purpose
OR
All sentence punctuation
is correct but no other
punctuation is used.
Spelling
Spells a range
of personal and
high-frequency
words correctly
(eg school,
where, friend,
outside,
playing).
May attempt
words with more
than two
syllables.
Spells high-frequency
words and some
difficult words
correctly. (e.g. weird,
through)
Spells high-frequency
words and a range of
difficult words
correctly, with few or no
errors.