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Grading Rubrics - Year 3-4
3 4 Pre & Primary Essentials Worksheets English Language for Expressing & Developing Ideas Examining Literature Creating Literature Literature & Contexts Engaging With & Responding to Literature Creating Texts Language for Interacting With Others Language Variation and Change 2 Pages

Grading Rubrics - Year 3-4

These comprehensive 5-point rubrics evaluate key elements of the Blueback-inspired short story and storyboard, including setting, character development, creativity, narrative structure, and grammar. Designed to support consistent and fair grading, the rubrics provide clear, detailed criteria for assessing students’ storytelling skills and environmental themes. Ideal for guiding feedback and improving student outcomes.

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Learning goals

  • We are learning to describe the settings in texts and character traits using descriptive adjectives that influence the mood of the narrative.
  • We are learning to discuss literary experiences with others, share responses and express a point of view using metalanguage to describe the effects of texts, text structures and language features.
  • We are learning to discuss characters, events and settings in different contexts and the authors’ reasons for these depictions.
  • We are learning to create and edit imaginative texts by using or adapting language features, characters, settings and plot structures, e.g. changing the setting, revising an ending.
  • We are learning to plan, draft and publish imaginative, informative and persuasive texts using text structures and language features appropriate to the audience and purpose.
  • We are learning to create texts using a range of sentence types, including dialogue and literary devices and work with peers to edit texts and share feedback.
  • We are learning to plan, draft and publish imaginative, informative and persuasive texts with correct text structure, language features and grammatical features and incorporating research from a range of sources.
  • We are learning to discuss texts and the authors’ reasons for character depictions, settings and events.
  • We are learning to describe the settings in texts and character traits using descriptive adjectives that influence the mood of the narrative.
  • We are learning to create imaginative texts based on familiar characters, settings and events from various cultures drawing from and innovating on texts we have read, e.g. revising an ending.
  • We are learning to create multimodal texts that adapt language features and patterns encountered in literary texts, e.g. characterisation, rhyme, rhythm, mood, music, sound effects and dialogue.
  • We are learning to plan, draft and publish imaginative, informative and persuasive texts using text structures and language features appropriate to the audience and purpose.
  • We are learning to re-read and edit texts for appropriate meaning, structure, grammatical choices and punctuation.
  • We are learning to use software, e.g. MS Word or PowerPoint to plan, sequence, compose and edit multimodal texts featuring visual, print and audio elements.
  • We are learning to discuss literary experiences with others, sharing responses and expressing a point of view.
  • We are learning to use metalanguage to describe the effects of texts, text structures and language features of texts.
  • We are learning to create texts by developing storylines, characters and settings.
  • We are learning to create texts that explore students’ own experiences and imagining.
  • We are learning to plan, draft and publish imaginative, informative and persuasive texts with correct text structure, language features and grammatical features, and incorporate research from a range of sources.
  • We are learning to re-read and revise written texts and to edit texts for clarity, structure, grammatical and spelling accuracy.

Curriculum alignment

AC9E4LE02 9 describe the effects of text structures and language features in literary texts when responding to and sharing opinions AC9E3LE03 9 Discuss how an author uses language and illustrations to portray characters and settings in texts, and explore how the settings and events influence the mood of the narrative AC9E4LY06 9 Plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation AC9E4LE05 9 Create and edit literary texts by developing storylines, characters and settings AC9E3LY06 9 Plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words AC9E3LE05 9 Create and edit imaginative texts, using or adapting language features, characters, settings, plot structures and ideas encountered in literary texts AC9E3LE01 9 Discuss characters, events and settings in different contexts in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators ACELT1607 8.4 Create literary texts that explore students’ own experiences and imagining ACELY1694 8.4 Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features ACELY1695 8.4 Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure ACELY1697 8.4 Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements ACELT1794 8.4 Create literary texts by developing storylines, characters and settings ACELT1604 8.4 Use metalanguage to describe the effects of ideas, text structures and language features of literary texts ACELT1603 8.4 Discuss literary experiences with others, sharing responses and expressing a point of view ACELY1685 8.4 Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements ACELT1791 8.4 Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue ACELY1683 8.4 Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation ACELT1594 8.4 Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons ACELT1599 8.4

Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative

 ACELT1601 8.4 Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle ACELY1682 8.4 Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose
EN2-3A old Uses effective handwriting and publishes texts using digital technologies EN2-4A old Uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies EN2-2A old Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language EN2-10C old Thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts EN2-8B old Identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter EN2-VOCAB-01 new Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words EN2-HANDW-02 new Uses digital technologies to create texts EN2-SPELL-01 new Selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts EN2-CWT-03 new Plans, creates and revises written texts for persuasive purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience EN2-OLC-01 new Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting EN2-UARL-01 new Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts EN2-RECOM-01 new Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension EN2-CWT-02 new Plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience EN2-CWT-01 new Plans, creates and revises written texts for imaginative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
VCELT306 Discuss literary experiences with others, sharing responses and expressing a point of view VCELT265 Create texts that adapt language features and patterns encountered in literary texts VCELT264 Create imaginative texts based on characters, settings and events from students’ own and other cultures including through the use of visual features VCELT283 Describe the effects of ideas, text structures and language features of literary texts VCELY269 Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements VCELT297 Create literary texts by developing storylines, characters and settings VCELT253 Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative VCELT298 Create literary texts that explore students’ own experiences and imagining VCELY266 Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print and multimodal elements appropriate to the audience and purpose VCELY299 Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features VCELT274 Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons VCELY300 Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure VCELY267 Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation VCELY302 Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

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