Includes a title

An introduction including details about who, what, when, where, why

Paragraphs are about events

Paragraphs have one main idea
Recount is written in chronological order
Conclusion to summarise (can include personal opinion)
Written in past tense
Correct punctuation and grammar
Correct spelling
Legible writing

Does not demonstrate

Developing
Consolidated

Solomon

Regina

Oliver

Naveesh

Nathan

Milos

Miles

Max

Lilliana

Kyan

Josh

Harry

Finlay

Ethan

Chloe

Brae

Students

Maureen

Recount Writing Assessment - Mr Okely's Visit

Report
Students name: C

Students year level: 4

Literacy
Writing
Six Traits writing rubric results
Criteria
Stage

Ideas and Organisation

content
Developing Developing

Voice
Proficient

Word
choice
Proficient

Sentence Conventions
fluency
Developing Proficient

Analysis of C's writing using the Six Traits writing rubric suggests that she is working at the developing stage (level 3) whilst
beginning to exhibit some techniques from the proficient stage (level 4). There is evidence of a main idea being developed with
supporting detail, however there is a lack of structure to the story without an introduction and conclusion. A particular area of strength
is the effectiveness of C's word choices in her story. They successfully project vivid imagery due to the usage of words such as
'medieval', 'evil' and 'stumpy legs', which are all functional and appropriate terms that correlate to her story topic. Whilst her sentence
construction lacks variety, she has a good grasp of conventions such as spelling, capitalisation and grammar, with only minor
punctuation errors that do not impede on readability.
Reading
Elementary Reading Attitude Survey results
Combined score
(recreational and
academic)
46

Recreational

Percentile rank
Academic

Overall

29th

16th

18th

C has a combined raw score of 46 in the Reading Attitude survey, which positions her in the 18th percentile rank. Both her individual
scores of 26 and 20 for recreational and academic reading respectively are lower than the mean scores for grade 4 children, however it
is evident that she displays a greater interest in recreational reading than reading for academic purposes.
Her results in the Woodcock Reading Mastery test also demonstrate that she is reading at levels lower than her age of 10, particularly
in the area of comprehension for which she is at a 0.3 percentile rank. C also has a below average composite score for phonological
awareness in the CTOPP, which may explain her poor reading ability.
Spelling
Administration of Words their Way spelling inventory show that C's spelling ability is at the middle to late Syllables and Affixes
stage. She makes some errors spelling words containing unaccented final syllables, suggesting she is at an instructional level where
she is using but confusing certain spelling features.
Numeracy
Early
number
learning
area

Counting
strategies

Numeral
identification

Counting
by 10s
and 100s

Combining
and
partitioning

Place
value

Multiplication
and division

Area
multiplication

Level

Stage 3

Level 4

Level 2

Level 2

Level 1

Level 2

Not attempted

Results from C's SENA 2 suggests she is working at an average of level 2 in the areas of early number learning. C displays strength in
the areas of numeral identification and partitioning, which is evident in her ability to provide standard and non-standard number
combinations in both the SENA and WALNA tests. Place value and multiplication and division however, appear to be areas of
weakness for C.

There are inconsistencies in the strategies she uses as she fluctuates between skip counting or counting in multiples to counting by
ones. Although C is not yet capable of exhibiting consistent strategies, she shows signs of beginning to transition from unitary
(counting by ones) strategies to more sophisticated strategies to answer mathematical questions.
Social/behavioural traits
Based on available information, C appears to display different and contrasting behaviours depending on whether she is in the school or
home environment. Whilst her mother identifies C to display performance-related anxiety and social issues, she does not seem to
exhibit the same behavioural patterns at school.
Another prominent difference in observed behaviour is that C's defiant behaviour that her mother identifies is not evident in the
classroom setting. She is described as being assertive, cooperative and attentive, traits that are drastically different to those observed
by Cosima. C's differing behaviour may possibly be explained by various reasons related to experiences in her childhood. Factors such
as growing up in an impoverished environment, having a different cultural and language background and having experienced bullying
may all be grounds to justify C's social and behavioural attributes.
Affective/interests
Taking both observations made at school and what C's mother describes of her, C attitude at school does not seem as expressive than
she is at home. The indifferent attitude she displays may also suggest that she lacks interest towards school because she is said to show
little emotion.
C seems to take an interest to activities that are unrelated to schoolwork. It can be deduced that she is an active and playful character
from Cosima's description that C enjoys rough and tumble, as well as sports. Another prominent interest is her love of animals and her
'connectedness' to them. There appears to be a sense of familiarity that C has with animals, as she is only comforted by cuddling her
plush toy dog, which seems to have a calming, soothing effect on her otherwise extreme display of behaviour.

Learning profile/intellectual
C initially displays an aptitude for learning as she is said to have quickly become relatively fluent in English despite speaking Hindi as
her first language; however, Cosima's descriptions coupled with results from tests administered for C suggest that she struggles with
learning at school. She receives individualised support in the classroom in the areas of reading and maths and is reported to have taken
extensive time to learn to read and do maths. This limited ability to read proficiently may explain her word finding and vocabulary
problems as indicated by her mother.
Results from the WISC-IV test, such as her below-average working memory score, corresponds with Cosima's description of C having
'memory issues'. The test also reveals C to possess low average to borderline cognitive abilities, implying that she will experience
difficulty with working out grade appropriate problems.
Further tests/assessments
Analysis of C's writing sample indicates that she is beginning to use writing conventions within the proficient stage. It might be
beneficial to administer the Elementary Writing Attitudes survey to C to gain an understanding of C's interest for writing, in addition
to finding out more about her interests in general in order to create interesting writing tasks to motivate C.
Additionally, it may be useful to administer an Informal Prose Inventory to gauge C's decoding skills, as well as her ability to use
syntax, semantic and visual cues to guide her reading. By having a deeper understanding of her reading accuracy, retelling and
comprehension skills, more individualised instruction can be planned to best support her literacy development.
Areas of strength and needs; teaching recommendations
C seems to be exhibit strengths in the area of numeral identification and number partitioning within mathematics, however she shows
a weakness in other concepts such as multiplication and division. In terms of spelling, C's spelling stage reflects a level of

development that is characteristic of learners of her age category. Another identifiable area of weakness is C's reading, comprehension
and phonological skills. Her borderline cognitive abilities may also hinder her learning as she is said to be slow to answer questions
and process information.
Information about her weaknesses and strengths forms the basis for decisions to be made about areas to prioritise for teaching C. Her writing
sample is comparable to what the Australian Curriculum classifies as a below-average writing portfolio for a grade 4 student in terms of writing
structure. Although she shows control of standard writing conventions, a wide range is not demonstrated through her writing. The implications this
has for teaching is to provide opportunities for practice and modelling good writing practice through analysing examples, guided writing as well as
teaching editing strategies.
As C has indicated a relatively higher interest for recreational reading than academic reading, it would be beneficial to make tactful observations
of her reading habits and identify areas of interest to make leisure and instructional reading an attractive activity for C. Guided reading of a range
of text types related to her interests could be an effective way to increase C's interest towards developing her reading skills. Her weakness with
phonological processing skills may also warrant action on the teacher to provide explicit teaching instruction in phonological awareness to
improve her ability to read and decode unfamiliar vocabulary.
Mathematics appears to be an area of particular need for C to improve on. Whilst diagnostic tests and observations can provide teachers with a
sense of how and what students are thinking, there should be ample opportunity for students to demonstrate and verbalise their understanding and
strategies used to solve mathematical problems. C appears to require explicit teaching in basic concepts such as place value, multiplication and
division operations and counting in multiples, to comprehend worded mathematical problems and develop appropriate and consistent strategies to
solve them.
C's spelling development stage of Syllables and Affixes suggests that she has typically mastered the spelling of most single syllable, short and long
vowel words and has adequate understanding of word features that precede the unaccented final syllables spelling feature. This is where the
introduction of common affixes and syllabication may be useful to allow C to draw on her knowledge of single syllabic word patterns to learn new
spelling features which she is using but confusing.