work samples Compiled by Sue Davis Best Start Literacy and Numeracy Leader 2012 NSW DECDear Colleagues, In an effort to assist teachers in determining where students should be placed on the continuum, I have compiled a number of student work samples that are a reflection of markers from each cluster. Consistent and honest teacher judgement is important, allowing teachers to pinpoint the greatest area of need for each student within the class. For ~his to be successful, teachers should remember that the work sample being analysed should be a true indication of independent work. Furthermore, it becomes apparent that more than one writing sample is often needed to make a judgement on particular markers for each cluster. Working in collaboration with Paula Madigan, Literacy Consultant NC, we found this to be of even greater significance beyond Cluster 8. I would like to thank the staff at Westlawn PS, Maclean PS, Macksville PS, Nambucca Heads PS, Tyalla PS, Urunga PS & Coffs Harbour and Clarence SEG Small School networks for their assistance in providing work samples and their expertise and discussion in making judgements about these work samples. Teachers further analysed each piece of writing to determine its strengths and needs to pinpoint the future teaching focus for modelled, guided and independent practice. These work samples are only a snapshot guide as to the standard expectation outlined in the English K-6 Syllabus of what your students should be achieving in the classroom. Further guidance can be found on the ARC and ACARA websites. However, you, as professional teachers, are the people who have the greatest knowledge of the students in your class. Use your reflective practices, and summative and formative assessments to guide you as to where your students are placed on the continuum. This document is only a starting point and it should be supplemented by schools having discussions around their own writing samples, the continuum and the K-6 English syllabus.dergarten Cluster 1 Cluster 2 Cluster 3 Cluster 4 Term 1 Term 2 Term 3 Term 4 *Attempts to write own | *Clear attempt to write name | *Writes first name correctly *Writes one or more recognisable name eg 1 or 2 (may not be correct spelling) sentences; some words spelled correctly, letters/scribble *Engages in writing-like behaviour using strings of letters or scribble. *Holds a pencil or crayon effectively to draw and scribble *Writes at least one word (may not be spelled correctly) related to a story book/topic that has been read/discussed *Writes from left to right and leaves spaces between words “attempts to form some letters *Talks about intended" writing" before attempting to write *Talks about own writing and drawing *Experiments with computer mouse and keyboard *Writes recognisable sentences, words may not be spelled correctly, some evidence of sentence punctuation, * Draws on both personal and imaginary experiences to "write" texts * Shows understanding that their writing conveys meaning * Vocalises words to approximate spelling * Begins to develop a simple writing vocabulary, including some high frequency words and words of personal significance * Uses simple noun groups and adverbial phrases when writing * Begins to demonstrate understanding of pencil grip, paper placement and posture * Experiments with creating simple texts on the computer some evidence of sentence punctuation, * Writes to express one or two ideas and reads own text aloud to check that it makes sense to others * Talks about the audience and purpose for texts being written “attempts to spell high frequency words that have been taught * Produces some compound sentences using conjunctions to join ideas * Uses simple pronoun references * Forms most letters correctly * Uses correct pencil grip, paper placement, posture and knows how to self-correct. * With support, uses computer software programs to create simple textsCluster 1. The student ‘independently demonstrates the ability to: *Attempt. to write own name eglor2 letters/scribble> *Engage in writing-like ___| behaviour using strings of letters or scribble. *Hold a pencil or crayon effectively to draw and scribble. What are the strengths? ‘What are the needs? What goal could be set? Do I need another writing sample to address markers?Cluster 2 -The student independently demonstrates the ability to: *Clear attempt to write | Samele | - Sampled name (may not be correct spelling) *Write: at least one word (may not be spelled correctly) related toa story book/topic that has been read/discussed *Write. from left to right and leaves spaces between words *Attempt to form some letters *Talk about intended" writing" before attempting to write *Talk about own writing and drawing *Experiment with computer mouse and keyboard Asis SANA te Gil a, | ‘What are the strengths? ‘What are the needs? What goal could be set? Do I need another writing 5] sample to address markers?Cluster 3- The student SS demonstrates the ability to: *Write first name correctly *Write. recognisable sentences, words may not be spelled correctly, some evidence of sentence punctuation *Draw. on both personal and imaginary experiences to “write” texts *Show understanding that their writing conveys meaning *Vocalise words to i, spelling *Begin to develop a simple writing —j vocabulary, including some high frequency words and words of personal significance | "Use: simple noun groups and_—— Fadverbial phrases when wring *Begin’ to demonstrate understanding of pencil grip, paper placement and posture *Experiment with creating simple texts on the computer Sagagie 2' » ke { | | Analyse the writing sample What are the strengths? | ‘What are the needs? | What goal could be set? Do I need another writing sample to address markers? }Cluster 4 -The student independently demonstrates the ability to: *Write one or more recognisable sentences; some words spelled correctly, some evidence of sentence punctuation. *Write to express ohe or two ideas and reads own text aloud to check that it makes sense to others *Talk . about the audience and purpose for texts being written *attempt to spell high frequency, words that have been taught % *Produce some compound sentences using conjunctions to join ideas *Use simple pronoun referentes *Form most letters correctly *Use: correct pencil grip, paper placement, posture and knows how to self-correct *With support, use. computer software programs to create simple texts Samele 3 Cats sam What are the needs? Do I need another writi sample to address markers? cals tar sal dad a ip ee oe Le Y hue too irs What are the strengths? What goal could be set? ing NeesYear One-The student independently demonstrates the ability to: Semester 1 Cluster 5 Semester 2 Cluster 6 * Select vocabulary and phrases modelled by the teacher during whole class planning to constructs own text. + Engage in joint production of texts using a variety of medium, e.g. podcasts and digital stories. © Draw on personal experiences and topic knowledge to create texts of about 4-5 sentences for a range of purposes Reread own texts to clarify meaning and make some changes to the text. * Use sentence punctuation and simple punctuation. * Accurately write simple and compound sentences. © Use a range of adjectives to provide more information about nouns © Write upper/lower case letters of consistent size and formation in NSW Foundation style © Create longer texts supported by visual information eg diagrams, maps, graphs on familiar topics for known audiences + Begin to use text features such as headings and paragraphs to organise information © Demonstrate elementary proof reading and editing eg. Circles a word that does not look right Accurately spell an increasing number of high frequency and topic words ¢ Use simple punctuation eg. Full stops, exclamation marks and question marks + Write a sequence of thoughts and ideas © Experiment with using some complex sentences to enhance writing © Use arefined pencil grip, correct posture and paper placement to write more fluently and legibly «Use computer functions to edit textsCluster 5 -The *Select vocabulary & phrases modelled by the teacher during whole class planning to constructs own text. *Engage_ in joint production of texts using a variety of medium,e.g podcasts & digital stories, *Draw on personal experiences & topic knowledge to create texts of about 4-5 sentences for a range of purposes *Reread . own texts to clarify meaning & make some changes to the text. el *Use. sentence punctuation & simple punctuation. *Accurately write. simple & compound sentences, “ *Use:. a range of adjectives to provide more_ information about nouns *Write: upper/lower case letters of consistent size and formation in NSW Foundation style student independently demonstrates the ability to: ‘Analyse the writing sample | | What are the strengths? | What are the needs? What goal could be set? sample to address markers? Do I need another writing ————, _ old hed tr pen ani Ra hates peas fen ll 214— Fru Strabd wea mar je iY. They wore be fo re ENY doy. T vel mae r very Sad:Cluster 5 -The student independently demonstrates the ability to: *Select vocabulary & phrases modelled by the teacher during whole class planning to constructs own text, *Engage. in joint production of texts using a variety of medium,e.g podcasts & digital stories. *Draw on personal experiences & topic knowledge to create texts of about 4-5 sentences for a range of purposes *Reread own texts to clarify meaning & make some changes to the text. *Use: sentence punctuation & simple punctuation. *Accurately write simple & compound sentences. *Use: a range of adjectives to provide more information about nouns *Write. upper/lower case letters of consistent size and formation in NSW Foundation style 4 J The! Gaxdé Once Ufen atime on a beauiPy out Side So She cid but when went OUF Side she thou She Saw ferys, Athen Ie ane ore and She Starteal to Play Oh the TBE she Lived apely ever after. the gpd. - ‘ ee What are the needs? What goal could be set? Do I need another syle day there Lived a Little gery led Esabeu. She wane to Play She san More Analyse the writing sample What are the strengths? ) writing sample to address markers?Cluster 6 -The student independently demonstrates the ability to: *Create longer texts supported by visual information eg diagrams, maps, graphs on familiar topics for known audiences *Begin to use text features such as headings & paragraphs to organise information *Demonstrate elementary proof reading & editing eg. Circles a word that does not look~|~ right — “Accurately spell an increasing number of | high frequency & topic words 7 *Use simple punctuation eg, Full stops, exclamation marks & question marks *Write a sequence of thoughts & ideas “Experiment with using some complex _—| sentences to enhance writing *Use a refined pencil grip, correct posture & paper placement to write more fluently & legibly *Use computer functions to edit texts Goes — — oe ch bs and eis dake lh ie on Shee hoes — aie. slight Perouse shia has s ott a wnalyse the writing sample What are the strengths? What are the needs? What goal could be set?Cluster 6 -The student independently demonstrates the ability to: *Create longer texts supported by visual information eg diagrams, maps, graphs on familiar topics for known audiences *Begin to use text features such as headings & paragraphs to organise information *Demonstrate elementary proof reading & editing eg. Circles a word that does not look. ‘Goes tar look right * Accurately spell an increasing A high frequency & topic words *Use simple punctuation eg. Full stops, exclamation marks & question marks “Write a sequence of thoughts & ideas / *Experiment with using some complex sentences to enhance writing *Use a refined pencil grip, correct posture & paper placement to write more fluently & legibly *Use computer functions to edit texts fow_ Try fen __A_ Pencil. asin a fencil _Sbarreret sha wank Rene iN . re me utha rn 2. This writing sample has b BFW is! the pencil: demonstrated many of the : it To ee Cluster 6 markers, TE if Dus Wop “SEE TF {26 ¥061)] ——aadtiona samples of writing would need to be collected and analysed to show evidence of skills achieved. a ae daw ong” Analyse the wri sampl What are the strengths? What are the needs? What goal could be set? Do I need another writing sample to address markers? JYear Two-The student independently demonstrates the ability to: Semester 1 Cluster 7 Semester 2 Cluster 8 © Plan texts by making notes, drawing diagrams, planning sequences of events or information etc. © State purpose and intended audience before creating texts + Spell words with regular spelling patterns correctly and makes plausible attempts at words with irregular patterns + Apply spelling generalisations when writing + Use contraction apostrophes and capitals for proper nouns as well as other simple punctuation + Include different types of verbs using appropriate tense and demonstrates subject-verb agreement * Use a computer to produce texts with graphics + Create longer texts (at least one page) that achieve the intended purpose and are appropriate for less familiar audiences Experiment with producing/publishing texts using an increasing range of mediums and modes * Write showing evidence of revision editing and proof- reading * Denonstrate a range of spelling strategies to spell unfamiliar words © Use quotation marks for direct speech and commas in lists © Produce a range of grammatically accurate sentences © Fluently write letters of consistent size and formation in NSW Foundation StyleCluster 7 -The student independently demonstrates the abili *Plan texts by making notes, drawing diagrams, planning sequences of events or information etc. *State purpose and intended audience before creating texts *Spell words with regular spelling patterns correctly and makes. — plausible attempts at words with irregular pattert /- *Apply spelling generalisations - when org 7 . oN *Use contraction apostrop capitals “for proper nouns as well as other simple punctuation *Include different types | using appropriate tense and demonstrates subject-verb agreement *Use a computer to produce texts with graphics = _ Gironpaci shop Geach hers shop Ta Gon falhers shop thecds aga big Al | Aol Wie aleve -tue hig ple | hj feat ca dere \ theres sa heornath ile deck inn Ges AL “i writing sample | What are the strengths? | What are theneeds? | What goal could be set? Do I need another writing 5] sample toaddress markers? ik cal kool Q- ‘SO _tedrord,- The shabu of a man’s tt esa ng "strated m, 7 ch MANY Of thy head ona table, There is. big chong wag norte " al samp Writing w, les of f \e % oul ne soe rot _has \AS of \ Collected ang ee ; t OW evidence oF eine oS aol Where ig \-hel achieyCluster 7 -The student independently demonstrates the ability to: *Plan texts by making notes, h \ ent drawing diagrams, planning p A S ndependen sequences of events or information 4 arn 4 EA hor “Se followin, ete. if 6 aivided chp. *State purpose and intended audience before creating texts a an Yceay ed to i y coburty| *Spell words with regular spelling _| clive — > Small and ab Gnd patterns correctly and makes ———| plausible attempts at words with = a its whol _| efi le wet Foliof irregular patterns “t - Seahorse coral, Lt does a Special dance |i Ro balfeh ondox * Apply spelling generalisations : aw when writing walter in the soit nbiags. “Because the. pygmy >be le onan 16 Se Small it -temals fo cat small parts des capitals-for proper nouns as well as other simple punctuation——__ | —= upfi .food i fre RIM itpag comin rete bangp Some “Include different types of verbs | Fine “being Twovld Ibe +0 7 ave(Q using appropriate tense and ~~ Sea Do Analyse the w1 demonstrates subject-verb ~ any Own pygmy ors Th is _2em Jong ‘agreement sample | 2 ee What are the strengths? | What are the needs? *Use a computer to produce texts with graphics What goal could be set? Do! need another writing sample to address markers?Cluster 8 -The student independently demonstrates the ability to: *Create longer texts (at least one page) that achieve the intended purpose and are appropriate for less familiar audiences *Experiment with producing/publishing texts using an increasing range of mediums and modes *Write showing evidence of revision editing and proof- reading *Demonstrate a range of spelling strategies to spell unfamiliar words *Use quotation marks for direct” speech and commas in lists *Produce a range of grammatically accurate sentences *Fluently write letters of consistent size and formation in NSW Foundation Style ~ —— hy Magic Shoes My magic shoes look __me__everynhere but the lage tha didn't take. Mat we wok i ra Is “mean Sisters She was a bos beots.She even 3 Amy _¢: my chaces” Woe wen! tn my Sige’ “Aceams, Hee favourite: Se rear was awher che tupht writing sample What are the strengths? Spelling, punctuation. Etc. What are the needs? What goal could be set? ] | | | | | | Do I need another writing | oh, sample to address 1a markers? ome By. the cop arn aadlering ai like wha! ing~ “magic shoee “took nell This writing sample has Iwill Yel? pagtl The colour demonstrated many of the Ha ch : The 5, lace a & markers. Additional samples of coloue cllow. They are shiny. writing would need to be Thats all I can Fell_you cibou! Lay shoes. Dont qou with spa hack a poi? collected and analysed to show evidence of skills achieved.Cluster 8 -The student independently demonstrates the ability to: *Create longer texts (at least one page) that achieve the intended purpose and are appropriate for less familiar audiences v “Experiment with producing/publishing texts using an increasing range of mediums and modes *Write showing evidence of revision editing and proof. *Demonstrate a range of spelling strategies to spell unfamiliar words <= *Use quotation marks for direct speech and commas in lists *Produce a range of gramMatically accurate sentences *Fluently write letters of consistent size and formation in NSW Foundation Style | this writing sample has Analyse the writing sample demonstrated many of the Cluster 8 markers. Additional samples of ing would need to | be collected and analysed to show — | evidence of skills achieved. | Additional tasks should | be set to give the student the opportunity to demonstrate all markers. POINT OF NEED FOR TEACHING? ‘On analysis what are the strengths? ‘What are the needs? What goal could be set?Year Three -The student independently demonstrates the ability to: End of Year 3. Cluster 9 * Construct well-sequenced imaginative, informative and persuasive texts using language appropriate to purpose and audience + Plan and organise ideas using headings, graphic organisers, questions and mind maps + Reread texts during and after writing to check accuracy, consistency of meaning and fitness for purpose © Structure texts using paragraphs composed of logically grouped sentences that deal with a particular aspect of a topic * Use a variety of spelling strategies to spell high frequency words correctly © Use simple word processing functions such as spell check, grammar check + Choose verbs, adverbials, nouns and adjectival to express specific ideas and details Use joined letters of consistent size © Experiment with creating simple multimodal texts using digital text creation programsCluster 9 -The student independently demonstrates the ability to: language appropriate to purpose and audien\ *Construct well-sequenced imaginative, informative and persuasive texts using *Plan and organises ideas using headings, graphic organisers, questions and mind maps *Reread texts during and after writing to check accuracy, consistency of meaning and fitness for purpose *Structure texts using paragraphs composed of logically grouped sentences that deal with a particular aspect of a topic *Use a variety of spelling strategies to spell high frequency words correctly *Use simple word processing functions such as spell check, grammar check *Choose verbs, adverbials,-oUns and adjectival toexpress specific idéas and details *Use joined letters of consistent size / *Experiment with creating simple multimodal texts using digital text creation programs Task: Write a clesen favourile characler. Zavounre character hon of your This writing sample has demonstrated many of the Cluster 7. markers. Additional samples of writing would need to be collected and analysed to show evidence of skills achieved. Seat fae tte wes. tre leader of a. putthe fe uns nearly. cw. vabigiall sad wed tok jn one car, His. aems.weet ox thick os ‘ee truachs. seem From. his. hair line. te. has Deyt_s0:he. had. the. tok eae aia Af by. cancn ball. Analyse the writing sample This writing sample demonstrates many Cluster 9’ markers. However it is a limited piece of writing. What are the strengths? What are the needs and what goals would you set to determine growth? Additional writing samples would be needed to demonstrate student ability at this ClusterCluster 9 -The student independently demonstrates the ability to: *Construct well-sequenced imaginative, informative and persuasive texts using language appropriate to purpose and audience *Plan and organises ideas using headings, graphic organisers, questions and mind maps *Reread texts during and after writing to check accuracy, consistency of meaning and fitness for purpose *Structure texts using paragraphs composed of logically grouped sentences that deal with\ a particular aspect of a topic *Use a variety of spelling strategies to spell high frequency words correctly *Use simple word processing functions such as spell check, grammar check *Choose verbs, adverbials, nouns and adjectival to express specific ideas and details *Use joined letters of consistent size *Experiment with creating simple multimodal texts using digital text creation programs This writing sample has demonstrated many of the Cluster 9 markers. Addi writing would need to be _ | collected and analysed to show evidence of skills achieved. fou Are YARED Byers L.A. WES... UAE... BING : ace. wor bharct.in... Scinool ever rhinne es. But..his ae ates sey sendh nal samples of OND. r =a He gets, Wh Bizz Alber her re. tells. pe. nae ned. wit) bis, £2 had no her chaice. hae to. ie his, son's, arty where he... Alea. — nf Yared. only. cabs. ch. “roeal_@. a. 2..18. his _ hacky THis noostly, bread, Millions of. te. igi. spit hanger ' 0a tHe 40 Hour. FAMINE 13. FIGHT, HOANGER! CG a m se the writing samy le ‘What are the strengths? ‘What are the needs? Are there enough details? Use of adverbials and adjectivals to gain response from the reader? What goal could be set? Do I need another writing sample to address markers? ] | | | | JYear Four -The student independently demonstrates the ability to: End of Year 4 Cluster 10 ‘* Draw ideas from personal experiences, other texts and research to create imaginative , informative and persuasive texts for different audiences © Show awareness of the need to justify opinions with supporting evidence * Locate resources and accesses information when planning © Reread and revise texts to check and improve meaning, deleting unnecessary information or adding new information © Create meaningful sentences using a variety of sentence beginnings, including adverbial and adjectival clauses to create complex sentences © Use sentence and simple punctuation correctly + Use morphemic, visual, phonic knowledge and knowledge of prefixes and suffixes to spell and edit words + Use grammatical features such as pronouns , conjunctions and connectives to accurately link ideas and information * Consolidate handwriting that is consistent in formCluster 10 -The student independently demonstrates the ability to: *Draw ideas from personal experiences, other texts and research to create imaginative , informative and persuasive texts for different audiences “4 *Show awareness of the need to justify opinions with supporting evidence *Locate resources and accesses information when planning *Reread and revise texts to check and improve, meaning, deleting unnecessary information of adding new information *Create meaningful sentences using a variety of sentence beginnings, including adverbial and adjectival clauses Sr eran complex sentences N, *Use sentence and simple punctuation correctly) *Use morphemic, visual, phonic knowledge and knowledge of prefixes and suffixes to spell and | edit words *Use grammatical features such as pronouns ——+ conjunctions and connectives +o accurately link ideas and information *Consolidate handwriting that is consistent in form Analyse the writing sample This sample of writing demonstrates many of the Cluster 10 markers. gh Se od tc What are the strengths? What are the needs? ‘What goal could be 2 = z set? So 2 eas 2 L » | Other writing samples Coming Ht galhardee and harder tobind bec!" " to demonstrate skills for some markers u a would be needed. Then all of a sudden .se heard Someone Call ing 0 Tema! ay More complex sentences and enriched vocabulary could be a focus.Cluster 10 -The student independently demonstrates the ability to: *Draw ideas from personal experiences, other texts and research to create imaginative , informative and persuasive texts for different audiences — *Show awareness of the need to justify opinions with supporting evidence *Locate resources and accesses information when planning *Reread and revise texts to check and improve, meaning, deleting unnecessary information or adding new information *Create meaningful sentences using a varie sentence beginnings, including adverbial an adjectival clauses to create complex sentence’ *Use sentence and simple punctuation correctly *Use morphemic, visual, phonic knowledge and knowledge of prefixes and suffixes to spell and edit words *Use grammatical features such as proréuns conjunctions and connectives to accurately link a———————— Oo ideas and information —_ | *Consolidate handwriting that is consistent in form | i alumni cabin neaeps (op dak shop antl omatrh ae This writing sample has Additional samples of writing would need to be collected and analysed to show evidence of skills achieved. Additional tasks should be set to give the student the opportunity to demonstrate all markers. POINT OF NEED FOR ‘TEACHING? On analysis what are the strengths? What are the needs? What goal could be set? demonstrated many of || the Cluster 10 markers. |. Year Five -The student independently demonstrates the ability to: End of Year 5 Cluster 11 + Write coherent, structured texts for a range of purposes and contexts * Deliberately structure language in a way that creates more cohesive, imaginative, informative and persuasive texts © Show awareness of accurately acknowledging sources in relevant texts «Refine writing in response to feedback + Select appropriate language for purpose eg. Descriptive, persuasive, topic, technical, evaluative, emotive & colloquial © Use topic sentences and appropriately organises main and subordinate ideas ¢ Experiment with using complex punctuation to engage tne reader and achieve purpose Apply knowledge of generalisations, meanings of base words and word parts (prefixes/suf fixes) to spell new words © Write fluently with appropriate size, slope and spacing * Use word processing programs confidently and accurately, integrating various functions © Plan and design more. complex multi modal textsCluster 11 -The student independently demonstrates the ability to: *Write coherent, structured texts for a range of purposes and contexts *Deliberately structure language in a way that creates more cohesive, imaginative, informative and persuasive texts *Show awareness of accurately acknowledging sources in relevant texts *Refine writing in response to feedback // “Select appropriate language for purpose eg. Descriptive, persuasive, topic, technical, evaluative, motive & colloquial Beach Should Be lean’ a be A lc *Make choices about the type and form of texts, including combinations of forms and types, To'Suit=—4 purpose and audience *Create well planned, extended texts that include more complex and detailed subject matter and language features such as nominalisation *Critically reflect on effectiveness of own/others' writing and seek and respond to feedback fr others a, *Select some sophisticated and Subtle language features, literary devices (eg irony, humour) and grammatical features (eg. modality) to engage and influence an audience A *Make sentence level choices (eg Short sdntences to build tension; complex sentences to add detail) using a variety of sentence beginnings and dependent. clauses clarity, including the use oF brackets to enclose additional information, quotation marks and-commus *Use a range of punctuation to enhance cr” | =< er tea ¢ fo Belcate dluaes Tee eee ee *Integrate a range of spelling strategies and \ conventions to accurately spell most words, including words of many syllables *Use visuals to extend or clarify meaning , select from a range of media and experiment creatively with the production of multimodal texts for audience impact aor STIMULUS: Video Clip shown of waves crashing on to the shore. Students could write using any text type: Analyse the writing sample What are the strengths? Eg. Use of nominalisation What are the needs? What goal could be set? Do I need another writing sample to address markers? This writing sample has demonstrated many of the Cluster 12 markers. Additional samples of | writing would need to be collected and analysed to show evidence of skills achieved.Cluster 12 -The student independently demonstrates the ab to *Write sustained texts for a wide range of purposes *Make choices about the type and form of texts, including combinations of forms and types, to suit purpose and audience *Create well planned, extended texts that include more complex and detailed subject matter and | language features such as nominalisation | *Critically reflect on effectiveness of own/others' writing and seek and respond to feedback from others *Select some sophisticated and subtle language features, literary devices (eg irqny, humour) and grammatical features (eg. modality to engage and influence an audience k *Make sentence level choices (eg shott sentences/fo build tension; complex sentences to add defail),using | a variety of sentence beginnings and depender ¢ clauses \ *Use a range of punctuation to enhance meaning and clarity, including the use of brackets to énclose additional information, quotation marks and commas to indicate clauses =O *Integrate a range of spelling strategies and =. conventions to accurately spell most words, including words of many syllables X *Use visuals to extend or clarify meaning , select\ from a range of media and experiment creatively with the production of multimodal texts for audience impact 5 ——— Analyse the writing sample This writing sample has demonstrated many of the Cluster 12 markers, Additional samples of writing would need to be collected and analysed to show evidence of skills achieved. POINT OF NEED FOR ‘TEACHING? On analysis what needs to be taught to achieve Cluster 12 outcomes? Paragraphing not evident from an earlier cluster! ‘This would be the first “point of need” for teaching. WHERE TO NEXT?