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Grading Rubrics - Year 5-6
5 6 Pre & Primary Essentials Worksheets English Language for Expressing & Developing Ideas Examining Literature Creating Literature Literature & Contexts Language for Interacting With Others Language Variation and Change 2 Pages

Grading Rubrics - Year 5-6

This resource contains two five-point rubrics to support middle to upper primary teachers in assessing work based on Blueback. The analytical essay rubric evaluates clarity, structure, textual evidence, and argument development. The poster activity rubric assesses creativity, visual elements, and captions. Both rubrics guide students in exploring themes from the text through written and visual presentations, with clear criteria.

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Learning goals

  • We are learning to understand that the levels of formality increase with greater social distance.
  • We are learning to create and edit texts by experimenting with figurative language, story lines, characters and settings.
  • We are learning to plan, create, edit and publish imaginative, informative and persuasive texts with correct text structure, tense, language features, vivid vocabulary, punctuation, spelling and images.
  • We are learning to create literary texts using realistic and fantasy settings and characters that draw on our own experiences.
  • We are learning to create texts by experimenting with structures, ideas and stylistic features of authors, e.g. narrative view point, structure of stanzas and juxtaposition.
  • We are learning to understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes.
  • We are learning to plan, draft and publish imaginative, informative and persuasive texts with correct text structure, language features and images for purpose and the audience.
  • We are learning to re-read and edit work using agreed criteria and to explain our editing choices.
  • We are learning to use software, e.g. MS Word or PowerPoint, learning new functions as required to create texts.

Curriculum alignment

AC9E5LE05 9 Create and edit literary texts, experimenting with figurative language, storylines, characters and settings from texts students have experienced AC9E6LY06 9 Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features AC9E6LA01 9 Understand that language varies as levels of formality and social distance increase ACELT1612 8.4 Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced ACELT1798 8.4 Create literary texts that experiment with structures, ideas and stylistic features of selected authors ACELT1611 8.4 Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes ACELA1516 8.4 Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase ACELY1714 8.4 Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience ACELY1715 8.4 Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices ACELY1717 8.4 Use a range of software, including word processing programs, learning new functions as required to create texts
EN3-1A old Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features EN3-3A old Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies EN3-7C old Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts EN3-2A old Composes, edits and presents well-structured and coherent texts EN3-VOCAB-01 new Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts EN3-CWT-01 new Plans, creates and revises written texts for multiple purposes and audiences through selection of text features, sentence-level grammar, punctuation and word-level language EN3-SPELL-01 new Automatically applies taught phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts, and justifies spelling strategies used to spell unfamiliar words EN3-HANDW-01 new Sustains a legible, fluent and automatic handwriting style EN3-HANDW-02 new Selects digital technologies to suit audience and purpose to create texts EN3-UARL-01 new Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts EN3-UARL-02 new Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts EN3-OLC-01 new Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding
VCELT328 Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced VCELT327 Create literary texts that experiment with structures, ideas and stylistic features of selected authors VCELT316 Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes VCELA363 Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase VCELY358 Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience VCELY359 Reread and edit own and others’ work using agreed criteria and explaining editing choices VCELY361 Use a range of software, including word processing programs, learning new functions as required to create texts

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

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