Cluster Writing Document Version 2

Clustered Writing Samples
To assist teacher judgement when assessing Work Samples

1 Compiled by D. Booth Best Start Literacy and Numeracy leader 2012| NSW - DEC
Dear Colleagues, Firstly I would like to thank the staff at Tuncurry, Tinonee and Tea Gardens Public Schools for their assistance in providing work samples and their expertise in making judgements about these work samples. I also wish to acknowledge the students from these schools, the ACARA and ARC websites as well. These writing samples are only a snapshot guide as to the standard expectation of what your students should be achieving in your classroom. You, as teachers, are the people who really know your students. Use your reflective practice, summative and formative assessments to guide you as to where your students are placed on the continuum. It would be wonderful to add different writing samples and genres from students as time goes.
Compiled by D. Booth Best Start Literacy and Numeracy leader 2012| NSW - DEC
Kindergarten
Cluster 1 Term 1 Some attempt to write and draw name, (eg one or two letters or scribbles) Cluster 2 Beg ES1- Term 2 Clear attempt to write name (may not be correct spelling) Writes at least one word (may not be spelled correctly) related to a story book/topic that has been read/discussed. Engages in writing-like behaviour using strings of letters or scribble. Writing is unrelated to a story book/topic that has been read/discussed. Little/no evidence of left to right direction and/or spacing between words. Writes from left to right and leaves spaces between words. Cluster 3 Mid ES1-Term 3 Writes name correctly. Cluster 4 End ES1- Term 4
Writes a recognisable sentences, words may not be spelled correctly, some evidence of sentence punctuation.
Writes more than one recognisable sentence, words may not be spelled correctly, some evidence of sentence punctuation.
Draws on both personal and imaginary experiences to write texts. Vocalises words to approximate spelling.
Talks about the audience & purpose for texts being written. Attempts to spell high frequency words that have been taught.
Attempts to form some letters.
Begins to develop a simple writing vocabulary including some high frequency words & words of personal significance.
Produces some compound sentences using conjunctions to join ideas.
Uses simple pronoun references. Enjoys writing and readily engages in writing activities. Holds a pencil or crayon effectively to draw or scribble. Talks about intended writing before attempting to write. Experiments with computer mouse and keyboard. Use simple noun groups & adverbial phrases when writing. Begins to demonstrate understanding of pencil grip, paper placement & posture. Forms most letters correctly.
Uses correct pencil grip, paper placement, posture and knows how to self-correct.
Cluster 1
Both these activities were completed individually. Students were encouraged to re-read what they had written. In right hand work sample students were given the sentence starter On the weekend to copy.
Cluster 2
The sentence starters On the weekend was given by the teacher for student to copy.
Individually completed - without teacher assistance.
Cluster 3
On the weekend was supplied to students as a sentence starter.
Completed without assistance following class discussion.
Cluster 4
Scaffolded using word bank. Written report with scaffold for support.
No teacher support given.
Final report following scaffolded planning.
Recounts- no teacher support given. Proper nouns from word bank.
Some of the more difficult ingredients names provided.
Year One
Cluster 5 Beg Stage 1- Beginning Year 1 Selects vocabulary & phrases modelled by the teacher during whole class planning to construct own text. Engages in the joint production of texts using a variety of mediums, eg. Podcasts, films... Draws on personal experiences & topic knowledge to create 4-5 sentences for a range of purposes. Rereads own text to clarify meaning & make some changes to the text. Cluster 6 Mid Stage 1 End Year 1 Creates longer texts supported by visual information, eg. Diagrams, maps, graphs on familiar topics for known audiences. Begins to use text features such as headings & paragraphs to organise information.
Demonstrates elementary proof-reading & editing, eg. Circles a word that does not look right. Accurately spells an increasing number of high frequency & topic words.
Uses sentence punctuation & simple punctuation.
Uses simple punctuation, eg. Full stops, exclamation marks & question marks.
Accurately writes simple and compound sentences.
Uses a range of adjectives to provide more information about nouns.
Writes lower/upper case letters of consistent size and formation in NSW Foundation Style.
10
Cluster 5
Both these recounts completed independently without teacher support.

11 Compiled by D. Booth Best Start Literacy and Numeracy leader 2012| NSW - DEC
Both these writing samples were completed independently, following lots of talking and listening, as well as modelled and guided writing tasks.
12
Cluster 6
Word bank and books provided report writing support.
All recounts completed independently.
13
Topic word banks were used by the students when writing these independent reports. Students were expected to write high frequency words independently.
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Year Two
Cluster 7 Late Stage 1 Beginning Year 2 Plans texts by making notes, drawing diagrams, planning sequence of events or information etc... States purpose & intended audience before creating texts. Cluster 8 End Stage 1- End Year 2 Creates longer texts (at least one page) that achieve the intended purpose & are appropriate for less familiar audiences. Experiments with producing/publishing texts using an increasing range of mediums & modes. Writing shows evidence of revision, editing & proof-reading.
Spells words with regular spelling patterns correctly & makes plausible attempts at words with irregular spelling patterns. Applies spelling generalisations when writing. Uses contraction apostrophes & capitals for proper nouns as well as other simple punctuation. Includes different types of verbs using appropriate tense & demonstrates subject-verb agreement. Uses a computer to produce texts with graphics.
Demonstrates a range of spelling strategies to spell unfamiliar words. Uses quotation marks for direct speech and commas in lists.
Produces a range of grammatically accurate sentences.
Fluently writes letters of consistent size & formation in NSW Foundation Font.
15
Cluster 7
Both Grandpa Bear and How to sharpen a pencil were comp leted independently by students.
16
Both recounts were completed independently. In the first recount (left hand side) the student is beginning to show early editing skills.
17
Cluster 8
Word bank provided for this recount by teacher.
Final presentation following editing draft copy.
No support given. Students were asked to Underline the connective words in their Recounts.
18
Scaffolded Final copy.
Students planning sheet for fin al copy. Information books were used to support information.
19
Student was provided with a scaffold sheet and books to assist with spelling and information this report plan.
Student used reading book to complete a summarised report of what happened in the adventure story about crocodiles.
In this final presentation of this narrative the student is showing awareness of beginning paragraphing.
20
Year 3
Cluster 9 Middle Stage 2 (Year 3) Constructs well-sequenced imaginative, informative and persuasive texts using language appropriate to purpose and audience.
Plans and organises ideas using headings, graphic organisers, questions and mind maps Rereads texts during and after writing to check accuracy, consistency of meaning and fitness for purpose.
Structures texts using paragraphs composed of logically grouped sentences that deal with a particular aspect of a topic.
Uses a variety of spelling strategies to spell high frequency words correctly.
Uses simple word processing functions such as spell check, grammar check.
Chooses verbs, adverbials, nouns and adjectival to express specific ideas and details.
21
Cluster 9
These two writing samples were completed following lots of modelled and guided writing. Notice the use of similes in the piece titles Popcorn showing the students depth of understanding and their transference of knowledge.
22
Although very repetitious in content, we can see that this student has some good understanding of grammar and paragraphing.
23
Year 4
Cluster 10 End Stage 2 (Year 4) Draws ideas from personal experiences, other texts and research to create imaginative, informative and persuasive texts for different audiences. Shows awareness of the need to justify opinions with supporting evidence. Locates resources and accesses information when planning. Rereads and revises text to check and improve meaning, deleting unnecessary information or adding new information. Creates meaningful sentences using a variety of sentence beginnings, including adverbial and adjectival clauses to create complex sentences. Uses sentence and simple punctuation correctly. Uses morphemic, visual, phonic knowledge and knowledge of prefixes and suffixes to spell and edit words. Uses grammatical features such as pronouns, conjunctions and connectives to accurately link ideas and information. Consolidates handwriting that is consistent in form.
24
Cluster 10
Good use of persuasion and sentence connectives.

25
Demonstrates the use of speech marks with some evidence of complex sentences.
This work sample demonstrates student planning, to support paragraphing when writing their recount. You can see the student then used a red pen to edit their first draft.
26
Above is a letter written following the reading of Storm Boy. There is evidence of complex sentence structure and paragraphing.
Students were asked to write a book review with the support of a planning scaffold, as seen here.
27
Year 5
Cluster 11 Mid-Stage 3- Year 5 Writes coherent, structured texts for a range of purposes and contexts. Deliberately structures language in a way that creates more cohesive imaginative, informative and persuasive texts.
Shows awareness of accurately acknowledging sources in relevant texts. Refines writing in response to feedback. Selects appropriate language for purpose, e.g. descriptive, persuasive, topic, technical, evaluative, emotive, and colloquial. Uses topic sentences and appropriately organises main and subordinate ideas. Experiments with using complex punctuation to engage the reader and achieve purpose. Applies knowledge of generalisations, meanings of base words and word parts (prefixes and suffixes) to spell new words. Writes fluently with appropriate size, slope and spacing. Uses word processing programs confidently and accurately, integrating various functions. Plans and designs more complex multi modal texts.
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Cluster 11
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Page 1
Page 2
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Year 6
Cluster 12 Stage 3 Year 6
Writes sustained texts for a wide range of purposes. Makes choices about the type and form of texts, including combinations of forms and types, to suit purpose and audience. Creates well planned, extended texts that include more complex and detailed subject matter and language features such as nominalisation. Critically reflects on effectiveness of own/others writing and seeks and responds to feedback from others. Selects some sophisticated and subtle language features, literary devices (e.g. irony, humour) and grammatical features (e.g. modality) to engage and influence an audience.
Makes sentence level choices (e.g. short sentences to build tension; complex sentences to add detail) using a variety of sentence beginnings and dependent clauses.
Uses a range of punctuation to enhance meaning and clarity, including the use of brackets to enclose additional information, quotation marks and commas to indicate clauses.
Integrates a range of spelling strategies and conventions to accurately spell most words, including words of many syllables. Uses visuals to extend or clarify meaning, selects from a range of media and experiments
creatively with the production of multimodal texts for audience impact.
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Cluster 12
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Clustered Writing Samples

To assist teacher judgement when assessing Work Samples

Attempts to form some letters.

Produces some compound sentences using conjunctions to join ideas.

Individually completed - without teacher assistance.

On the weekend was supplied to students as a sentence starter.

Completed without assistance following class discussion.

No teacher support given.

Final report following scaffolded planning.

Recounts- no teacher support given. Proper nouns from word bank.

Some of the more difficult ingredients names provided.

Uses sentence punctuation & simple punctuation.

Accurately writes simple and compound sentences.

Uses a range of adjectives to provide more information about nouns.

Both these recounts completed independently without teacher support.

Word bank and books provided report writing support.

All recounts completed independently.

Produces a range of grammatically accurate sentences.

Word bank provided for this recount by teacher.

Final presentation following editing draft copy.

Scaffolded Final copy.

Uses a variety of spelling strategies to spell high frequency words correctly.

Good use of persuasion and sentence connectives.

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